virginia department of education title i schoolwide plan template · 2014-12-16 · virginia...

Virginia Department of Education Title I Schoolwide Plan Template

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Division Name: Henry County Public Schools

School Name: John Redd Smith Elementary School

Date: 12/8/14

Select One: Initial Plan Revision

Title I schools implementing schoolwide programs are required to develop schoolwide plans in accordance with Section 1114(b) of the

Elementary and Secondary Education Act of 1965 (ESEA). Guidelines for plan development include the following:

The comprehensive plan should be developed during a one-year period;

The plan should be developed with the involvement of parents and other members of the community to be served;

Individuals who will carry out the plan, including teachers, principals, administrators, and if appropriate, pupil services personnel,

technical assistance providers, school staff, and, if the plan relates to a secondary school, students from such school, should be involved

in the development of the plan;

The plan should be available to the Local Educational Agency (LEA), parents, and the public;

Information in the plan should be in an understandable and uniform format and, to the extent practicable, provided in a language that

parents can understand; and

If appropriate, the plan should be developed in coordination with programs under Reading First, Early Reading First, Even Start, the Carl

D. Perkins Vocational and Technical Education Act of 1998, and the Head Start Act.

The ESEA requires ten components to be included in the schoolwide plan. The template below provides a framework that may be used to

develop and/or update a schoolwide plan. For each component, the narrative section in the template should be completed in sufficient detail to

document how the component has been thoroughly and thoughtfully addressed. Schoolwide plans should be reviewed annually and revised as

necessary to promote continuous improvement and to reflect the school’s initiatives to upgrade the entire educational program of the school.

To maintain focus, eliminate duplication of effort, and promote comprehensiveness, schools should operate under a single plan if at all possible.

A school that already has a plan for school improvement might consider amending it, rather than starting over, provided that the existing plan

was based on a comprehensive needs assessment and can be revised to include the ten required schoolwide components. This template can be

used by schools with existing Indistar® plans to reference indicators and tasks in the Indistar® plan that related to the schoolwide components.


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Directions: Complete each of the ten components by following these steps:

Using Indistar® (available fall 2014):

Access the Title I Schoolwide Plan template from the “Complete Form” tab of the Indistar® dashboard.

Provide a narrative response that describes how the school has addressed the requirements for each component;

Where applicable, identify the indicator(s) and task number(s) from the school’s Indistar® plan that align with each required component;

Click “Save” at the bottom of the form to save your responses; and

Submit the plan to your LEA Division Contact by returning to the dashboard. Under the “Submit Forms/Reports” tab, go to the Title I

Plans section, and select the Title I Schoolwide Plan “Submit” button.

Not Using Indistar®:

Access the Title I Schoolwide Plan template on the Title I web site

http://www.doe.virginia.gov/federal_programs/esea/title1/part_a/index.shtml,

Provide a narrative response that describes how the school has addressed the requirements for each component; and

Submit the plan as directed by your LEA Title I Coordinator.

Resources:

Schoolwide program resources, including a Schoolwide Plan Peer Review Rating Rubric, United States Department of Education (USED) guidance

on Designing Schoolwide Programs, and USED guidance on Title I Fiscal Issues (including supplement/supplant and consolidating funds in

schoolwide programs), can be accessed at the following Web site:

http://www.doe.virginia.gov/federal_programs/esea/title1/part_a/index.shtml.

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.

http://www.doe.virginia.gov/federal_programs/esea/title1/part_a/index.shtml

http://www.doe.virginia.gov/federal_programs/esea/title1/part_a/index.shtml

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


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Component 1 - §1114(b)(1)(A): A comprehensive needs assessment of the entire school (including taking into account the needs of migratory

children as defined in §1309(2)) that is based on the information which includes the achievement of children in relation to the state academic

content standards and the state student academic achievement standards described in §1111(b)(1).

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 summary of data analyses must be

included. The results of your data analysis must guide the reform strategies that you will implement to improve instruction for all students.

Narrative:

The SOL Scores for JRS for the 2013-2014 School Year were; 3rd Grade Reading -64% ,4th Grade Reading -58%, 5th Grade Reading -68%, 5th

Grade Writing -74%, and overall Reading for JRS was 67%. For math; 3rd Grade Math =67%, 4th Grade Math =77%, 5th Grade Math =76%,

and the overall math percentage was 77%. For the Science SOL, 3rd Grade Science =83%, 5th Grade Science =60%, and overall science was

68%. For history; 3rd Grade History =87%, 5th Grade History/VA Studies =88% and overall History was 87%.

According to the MAP Data for Fall 2014, the projected proficiency for Math for JRS according to the fall report for math is a 61% pass

rate. For reading the projected proficiency for the fall of 2014 has JRS at a 62% pass rate.

According to our SPBQ Analysis, JRS’ areas of improvement fall in the subcategories under the following reporting categories, which are

broken down and unpacked during weekly grade level data meetings. The reporting categories where areas of improvement are needed

are; 3rd Grade History –Civics, 3rd Grade Math –Probability, Statistics, Patterns, Functions, and Algebra, 3rd Grade Reading –Use word

analysis strategies and word reference materials, 3rd Grade Science – Life Processes and Living Systems, 4th Grade Math-Computation

and Estimation/Measurement and Geometry , 4th Grade Reading –Use word analysis strategies and word reference,5th Grade Math –

Number and Number Sense/Probability, Statistics, Patterns, Functions, and Algebra, 5th Grade Reading –Demonstrating Comprehension

in fictional and non-fictional texts, 5th Grade Science-Scientific Investigation and Earth/Space Systems and Cycles, 5th Grade History/VA

Studies –Civics and Economics.

According the 2013-2014 SOL Data, all sub groups made AMO’s for math. In reading, the following subgroups did not make the annual

measured objective; all students, GAP Group 1 (students with disabilities, economically disadvantaged, and ELL combined), black


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students, white students, and economically disadvantaged.

From the data analysis mentioned above, teachers will utilize available SOL and MAP data to help identify students performing below grade level. This will be available to all teachers through a spreadsheet created by administration using the previous years' SOL and MAP scores (with MAP scores being updated throughout the year). MAP scores will be implemented into daily instruction to help guide instruction based on readiness. Students with disabilities, African American students, white students, economically disadvantaged students, and English language learners who are performing below grade level will be identified through this process. These students will receive interventions put in place by the teachers and reading staff in language arts such as; one on one instruction from reading assistants, have after school tutoring available, the utilization of skills pointer correlating with MAP data will be implemented, the Daily 5 program and PALS will be used in the 3rd grade, Reading Street assessment data will be utilized, LA IXL, and Read 180, being available with teacher recommendations. WIDA Access data scores will be disaggregated for English language learners, with LEP plans targeting areas of weaknesses for the English language learners. Teachers will also use formative assessments and common summative assessments in each grade level. Student progress will be monitored and discussed in weekly grade level data meetings with teachers and administration. Administration will also conduct walk through observations, formal, and informal observations to monitor instruction and collaborate with teachers to ensure student success. Teachers and support staff will receive professional development which will focus on reading with an emphasis on Daily 5, utilization of Student Performance Analysis power points provided by the VDOE, and Student Performance By Question Workshop (this workshop was conducted on 8/27/14). This professional development will be completed quarterly. This professional development will be geared towards helping all students perform on grade level including students with disabilities, African American students, white students, economically disadvantaged students, and English language learners.

Related Indistar® indicators (if applicable): TAO1 and IFO8


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Component 2 - §1114(b)(1)(B): Schoolwide reform strategies that—

1. Provide opportunities for all children to meet the state’s proficient and advanced levels of student academic achievement described in

§1111(b)(1)(D);

2. Use effective methods and instructional strategies that are based on scientifically-based research that—

a. Strengthen the core academic program in the school;

b. Increase the amount and quality of learning time, such as providing an extended school year and before- and after-school and

summer programs and opportunities, and help provide an enriched and accelerated curriculum;

c. Include strategies for meeting the educational needs of historically underserved populations;

d. Include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and

those at risk of not meeting the state student academic achievement standards who are members of the target population of

any program that is included in the schoolwide program, which may include—

i. Counseling, pupil services, and mentoring services;

ii. College and career awareness and preparation such as college and career guidance, personal finance education, and

innovative teaching methods, which may include applied learning and team-teaching strategies; and

iii. The integration of vocational and technical education programs; and

e. Address how the school will determine if such needs have been met; and

f. Are consistent with, and are designed to implement, the state and local improvement plans, if any.

Evidence: Scientifically-based research strategies based on identified needs and designed to raise the achievement level of all students on

content standards. Include a description of how the reform strategies will be evaluated for effectiveness.

Narrative MAP scores will be used during daily instruction to help guide instruction based on readiness. All students, including students with disabilities, African American students, white students, economically disadvantaged students, and English language learners who are performing below grade level will be identified through this process. These students will receive interventions put in place by the teachers and reading staff in language arts such as; one on one instruction from reading assistants, have after school tutoring available, the utilization of skills pointer correlating with MAP data will be implemented, the Daily 5 program and PALS will be used in the 3rd grade, Reading Street assessment data will be utilized, Reading A-Z, LA IXL, and Read 180, being available with teacher recommendations. WIDA Access data scores will be disaggregated for English language learners, with LEP plans targeting areas of weaknesses for the English language learners. Teachers will also use formative assessments and common summative assessments in each grade level. Student progress will be monitored and discussed in weekly grade level data meetings with teachers and


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administration. Administration will also conduct walk through observations, formal, and informal observations to monitor instruction and collaborate with teachers to ensure student success. Students will be participating in research based practices. Students will be setting individual goals in math and reading and revisit their goals by use of MAP assessment data. Teachers will utilize assessment data from MAP and Skills Pointer along with teacher developed assessments, formative and summative along with using AIMS/RTI, READ 180, and System 44. Students will use Math IXL and LA IXL within the classroom based on student readiness. With in class assistance from the Reading Team, leveled readers will be used to assist students towards reading and comprehending on grade level by the end of the year.

Related Indistar® indicators (if applicable): TAO II and TAOIII


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Component 3 - §1114(b)(1)(C): Instruction by highly qualified teachers.

Evidence: Efforts to retain highly qualified staff to better meet the individual needs of all students.

Narrative:

All teachers at John Redd Smith Elementary School are highly qualified. With 65% of all teachers at John Redd having a master’s degree

with 25% of core teachers being Nationally Board Certified. As a retention measure, HCS is working on expanding and improving existing

new teacher orientation, mentoring and development programs. Mentoring and development programs will focus on effective

instructional strategies, teacher collaboration, and professional learning. HCS will collaborate with higher education institutions,

businesses and industries to provide opportunities for teachers to obtain advanced degrees, certifications, and re-certification points.

HCS will also provide job-embedded, relevant professional development for instructional staff. HCS will Identify professional

development needs for each support staff employee classification and provide appropriate training.

Related Indistar® indicators (if applicable):


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Component 4 – §1114(b)(1)(D): In accordance with §1119 and subsection (a)(4), high quality and ongoing professional development for

teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the

school to meet the state’s student academic achievement standards.

Evidence: Ongoing professional development planning that supports administration, teachers, and paraprofessionals to serve students and their

needs.

Narrative:

Teachers and support staff will receive on going backwards design training, through professional development provided by the DI coach, teacher leaders, and administration throughout the course of year. Teacher leader professional development meetings will take place for the teacher leaders and administration monthly. Administration also attended an administration retreat in July, 2014 in which professional development on differentiated instruction, unpacking standards, and DOK levels was presented and brought back to the staff (train the trainer method).Teachers and support staff will receive professional development which will focus on reading with an emphasis on Daily 5, utilization of Student Performance Analysis power points provided by the VDOE, and Student Performance By Question Workshop (this workshop was conducted on 8/27/14). This professional development will be completed quarterly. This professional development will be geared towards helping all students perform on grade level including students with disabilities, African American students, white students, economically disadvantaged students, and English language learners. Teachers and support staff will receive professional development focusing on critical thinking through Professional Learning Communities and a book study on Creating Innovators will be conducted by administration and teaching staff. This will be completed monthly. The Reading Specialist, Pre-K staff, and media specialist will attend monthly divisional professional development meetings.

Related Indistar® indicators (if applicable): IF08


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Component 5 - §1114(b)(1)(E): Strategies to attract high-quality highly qualified teachers to high-needs schools.

Evidence: Efforts to recruit highly-qualified staff to better meet the individual needs of all students.

Narrative: Henry County Schools administrators will continue to utilize and update the division-wide interview process tool kit to assist

with identification of highly qualified professionals. HCS will also develop recommendations and an implementation plan to provide

equitable and competitive salaries for all HCPS staff. The Human Resources department and the Coordinator for Parent & Community

Engagement is currently working on an innovative marketing plan in an effort to attract a diverse group of candidates. This plan

includes highlights of the benefits of working for HCPS and living in the Henry County community and surrounding areas. Recruiting

teams consisting of a diverse group of administrators, principals and teachers will represent HCPS at job and career fairs. Human

Resources and the Coordinator for Parent & Community Engagement will develop and implement recruiting plans.



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Component 6 - §1114(b)(1)(F): Strategies to increase parental involvement in accordance with §1118, such as family literacy services.

Evidence: Parent/community involvement; compact development and implementation; parent policy and other required activities to involve

parents.

Narrative:

John Redd Smith Elementary School encourages parents of children eligible to participate in Title I, Part A, programs to participate in the development of the school’s Title I plan. Parents may participate by attending an annual Title I meeting held at school. The annual meeting provides multiple opportunities for parents to participate in reviewing school data and school and division strategic goals. In addition, there will be a monthly PTO meeting with a portion of the agenda dedicated to Title I. John Redd Smith Elementary School encourages parents of

children eligible to participate in Title I, Part A, and LEP programs to participate in the process of school review and, if applicable, school improvement as implemented by 20 U.S.C. § 2316. Parents may participate by attending the annual Title I meeting and monthly PTO meetings. Each school includes parent representatives on the School Improvement team.John Redd Smith Elementary School which receives Title I, Part A, funds, involves parents in the development of training for teachers, principals, and other educators to improve the effectiveness of such training, provides necessary literacy training from Title I funds if the division has exhausted all other reasonable available sources of funding for such training, pay reasonable and necessary expenses associated with local parental involvement activities, including transportation costs, to enable parents to participate in school-related meetings and training sessions, train parents to enhance the involvement of other parents , arrange school meetings at a variety of times, or conduct in-home conferences between teachers or other educators who work directly with participating children and parents who are unable to attend such conferences at school in order to maximize parental involvement and participation, adopt and implement model approaches to improving parental involvement , select a parent to serve as a representative on the division parent advisory council to provide advice on all matters related to parental involvement in programs supported under this section, develop appropriate roles for community-based organizations and businesses in parental involvement activities

School Parental Involvement Policies, convening an annual meeting, at a convenient time, to which all parents of participating children shall be invited and encouraged to attend, to inform parents of their school’s participation in Title I, Part A, and to explain the requirements of Title I, Part A, and the rights of parents to be involved, offering a flexible number of meetings, such as meetings in the morning or evening. Schools may provide, with funds provided under this part, transportation, or home visits, as such services related to parental involvement, involving parents, in an organized, ongoing, and timely way, in the planning, review, and improvement of Title I, Part A, programs including the planning, review, and improvement of the school parental involvement policy and the joint development of the schoolwide program plan under 20 U.S.C. § 6312(b)(2), except that if a school has in place a process for involving parents in the joint planning and design of the school’s programs, the school may use that process, if such process includes an adequate representation of parents of participating children. Providing parents of participating children: timely information about Title I, Part A, programs, a description and explanation of the curriculum in use at the school, the academic assessments used to measure student progress, and the proficiency levels students are expected to meet, and if requested by parents, opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions relating to

the education of their children, and responding to any such suggestions as soon as practicably possible, if the schoolwide program plan under 20 U.S.C. § 6312(b)(2) is not satisfactory to the parents of participating children, submitting any parent comments on the plan when the school makes the plan available to the School Board. Parents of children receiving services under Title I, Part A, shall be involved in the decisions regarding how funds provided under Title I, Part A, are allotted for parental involvement activities. John Redd Smith Elementary also

phone message reminders (School Messenger), special days at school just for parents, volunteer opportunities, truancy conferences, monthly Title I meetings, teacher communication logs, newsletters, monthly calendars, websites, agendas, and e-mail for communication


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purposes.



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Component 7 - §1114(b)(1)(G): Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even

Start, Early Reading First, or a state-run preschool program, to local elementary school programs.

Evidence: The school assists and supports children in their transition from early childhood programs to elementary school through activities that

are planned, implemented, and assessed. If the school is a middle school, address how the school will assist students in their transition to high

school.

Narrative: Students in Virginia Preschool Initiative Programs (VPI) begin to transition to kindergarten during the last nine weeks of the

school year. Preschoolers will visit kindergarten classrooms in their school to join in activities with kindergarten students. Pre-K

teachers and Kindergarten teachers plan 30-minutes sessions for preschoolers to participate in kindergarten experiences while

kindergartens serve as mentors. The visits occur 2 times per week for the first 3 weeks and then 1 time per week for the last 3 weeks if

preschoolers have been successful. As the end of the year approaches, PK teachers will shorten naptime to better prepare their students

for kindergarten. PK teachers attend monthly PK meetings where they discuss best practices and how to better prepare their students

for kindergarten. During the second semester, PK teachers will work on writing a PK curriculum that aligns with the HCPS kindergarten

curriculum, to help prepare their students for the rigor and expectations of kindergarten.



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Component 8 - §1114(b)(1)(H): Measures to include teachers in the decisions regarding the use of academic assessments described in

§1111(b)(3) in order to provide information on, and to improve, the overall instructional program.

Evidence: The role and activities of teachers in decisions regarding the use of academic assessments in order to provide information on, and to

improve, the achievement of individual students and the overall instructional program.

Narrative: Teachers will utilize available SOL assessment data and MAP assessment data to help identify students performing below

grade level. This will be available to all teachers through a spreadsheet created by administration using the previous years' SOL and MAP

scores (with MAP scores being updated throughout the year). MAP scores will be used during daily instruction to help guide instruction

based on readiness. Students with disabilities, African American students, white students, economically disadvantaged students, and

English language learners who are performing below grade level will be identified through this process. These students will receive

interventions put in place by the teachers and reading staff in language arts such as; one on one instruction from reading assistants,

have after school tutoring available, the utilization of skills pointer correlating with MAP data will be implemented, the Daily 5 program

and PALS will be used in the 3rd grade, Reading Street assessment data will be utilized, LA IXL, and Read 180, being available with

teacher recommendations. Math iXL data will be used as a leveled math assessment along with Reading A-Z being utilized as a leveled

reading assessment. WIDA Access data scores will be disaggregated for English language learners, with LEP plans targeting areas of

weaknesses for the English language learners. Teachers will also use formative assessments and common summative assessments in

each grade level. Student progress will be monitored and discussed in weekly grade level data meetings with teachers and

administration. Administration will also conduct walk through observations, formal, and informal observations to monitor instruction

and collaborate with teachers to ensure student success.

Related Indistar® indicators (if applicable): TAO1


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Component 9 - §1114(b)(1)(I): Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of

academic achievement standards required by §1111(b)(1) shall be provided with effective, timely additional assistance which shall include

measures to ensure that students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective

assistance.

Evidence: A process for identifying students needing additional support to meet academic achievement standards which includes timely

identification, implementation, and monitoring of interventions.

Narrative:

Teachers will utilize available SOL assessment data and MAP assessment data to help identify students performing below grade level.

This will be available to all teachers through a spreadsheet created by administration using the previous years' SOL and MAP scores

(with MAP scores being updated throughout the year). MAP scores will be used during daily instruction to help guide instruction based

on readiness. Students with disabilities, African American students, white students, economically disadvantaged students, and English

language learners who are performing below grade level will be identified through this process. These students will receive

interventions put in place by the teachers and reading staff in language arts such as; one on one instruction from reading assistants,

have after school tutoring available, the utilization of skills pointer correlating with MAP data will be implemented, the Daily 5 program

and PALS will be used in the 3rd grade, Reading Street assessment data will be utilized, LA IXL, and Read 180, being available with

teacher recommendations. Math iXL data will be used as a leveled math assessment along with Reading A-Z being utilized as a leveled

reading assessment. WIDA Access data scores will be disaggregated for English language learners, with LEP plans targeting areas of

weaknesses for the English language learners. Teachers will also use formative assessments and common summative assessments in

each grade level. Student progress will be monitored and discussed in weekly grade level data meetings with teachers and

administration. Administration will also conduct walk through observations, formal, and informal observations to monitor instruction

and collaborate with teachers to ensure student success.

Students will be participating in research based practices. Students will be setting individual goals in math and reading and revisit their goals by use of MAP assessment data. Teachers will utilize assessment data from MAP and Skills Pointer along with teacher developed assessments, formative and summative along with using AIMS/RTI, READ 180, and System 44. Students will use Math IXL and LA IXL within the classroom based on student readiness. With in class assistance from the Reading Team, leveled readers will be used to assist students towards reading and comprehending on grade level by the end of the year. Teachers will differentiate instruction


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based on readiness in all classrooms for math and reading. Lessons will be planned using MAP Assessment data and Henry County Curriculum Guides in which students not performing on grade level will receive one on one and/or small group instruction from classroom teacher or reading assistant. Collaborative meetings will take place between grade level teams, weekly grade level data meetings with administration, SIP team meetings to monitor and review student progress. The Child Study Committee will meet to discuss students performing below grade level. At these meetings strategies for students not performing on grade level will be reviewed to see if progress is being made and if other strategies will need to be implemented. MAP Assessment data, Skills Pointer Data, Math IXL data, along with student grades will all be used to measure progress. Teachers will meet daily as a grade level and also meet collectively as a grade level with administration. School Improvement team will meet bi-monthly to review progress data, with the goal being to pull 20% of students who performed in the low and low average categories of math and reading according to the Fall Map Assessment data, into the average category for the Spring Map Assessment in both math and reading. These meetings help monitor the progress of our intervention programs/data put into place for students performing below grade level in math/reading and students with disabilities, African American students, white students, economically disadvantaged students, and English language learners. Teachers will utilize Skills Pointer as an essential tool to help monitor student growth and performance for math and reading.

Related Indistar® indicators (if applicable): TAOI, TAOII, TAOIII


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Component 10 - §1114(b)(1)(J): Coordination and integration of federal, state, and local services and programs, including programs supported

under ESEA, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical

education, and job training.

Evidence: Federal, state, and local funding sources are used to support and implement the plan. Resources, such as programs and materials,

human resources, time, and community are used to meet the needs of staff and students.

Narrative: At John Redd Smith Elementary School, Title I funds will be spent on instructional programs to help students make progress in

math and reading. Two programs that will be purchased through Title I funds are Math iXL and LA iXL. Another program that will be

purchased is Spelling City which focuses on reading comprehension and vocabulary. Funds will also be spent on reading vocabulary sets

to be used in the classroom along with leveled reading books to help supplement our reading program. Money will also be spent on

Math Madness workbooks for individual students to help our students perform in math. Our Parent Involvement money will be spent

on our STEM program in which John Redd will purchase display boards to be used for our school wide STEM initiative/project. Parents

will be invited to attend informational meetings to learn more about STEM and receive a display board for attending. The board will be

utilized for the students’ STEM projects.


virginia department of education title i schoolwide plan template · 2014-12-16 · virginia...

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