Annual Title I Schoolwide Plan

Date: 2017-18

Revision

Title I schools implementing schoolwide programs are required to develop schoolwide plans in accordance with Section 1114(b) of the Every Student Succeeds Act of 2015 (ESSA).  Guidelines for plan development include the following:

  • The plan should be developed with the involvement of:
    • Parents;
    • Other members of the community to be served;
    • Individuals who will carry out the plan, including teachers, principals, other school leaders, administrators, paraprofessionals present in the school;
    • The local education agency;
    • To the extent feasible, tribes and tribal organizations present in the community; and
    • If appropriate
      • Specialized instructional support personnel;
      • Technical assistance providers;
      • School staff; and
    • If the plan relates to a secondary school, students and other individuals determined by the school;
  • 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 and applicable, the plan should be developed in coordination and integration with other federal, state, and local services, resources, and  programs, such as programs supported under ESSA, violence prevention programs, nutrition programs, housing programs, Head Start programs, adult education programs, career and technical education programs, and schools implementing comprehensive support and improvement activities or targeted support and improvement activities under section 1111(d).

The ESEA requires four 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 four 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.

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

Using Indistar®:

  • 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.

NotUsing Indistar®:

  • Access the Title I Schoolwide Plan template on the Title I website.
  • 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 USED guidance on Designing Schoolwide Programs, Supporting School Reform by Leveraging Federal Funds in a Schoolwide Program, and Title I Fiscal Issues, can be accessed at the Title I website under Guidelines and Procedures/Federal Guidance.

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.

Narrative:

Effort to involve stakeholders:

In June 2017 the instructional coach met with the teaching staff to analyze school data to determine strengths and targeted areas of growth. The instructional coach collaborated with administration and the school Leadership Team to analyze school data to determine how to address strengths and targeted areas of growth. The analysis allowed for a vertical perspective on student learning needs, with a close look at performance trends among demographic groups and potential factors both in and out of the classroom. SMARTR Goals were created based on the needs identified in the School Improvement and Innovation Plan, which were shared with the whole staff during the first contract week. During our Back to School Fair, teachers shared grade level goals, which were based on assessments and schoolwide goals

Summary of data analysis including a variety of data sources:

For reading, a review of SOL, DRA2, and DRA2 WA indicates that reading achievement is an area of continued growth. For reading, a review of the Spring 2017 SOL assessment results indicate a combined average gap between white students and Hispanic, students with disabilities, LEP, economically disadvantaged, and black students of 4 points. Specifically, a need was identified to continue to support teachers with professional learning of research-based methods to include guided reading, conferencing with students, whole class conversations, shared reading, and interactive read-alouds. Additionally, the reading teacher is working with teachers of how to effectively use engagement logs to monitor student engagement in reading. Teachers continue to collaborate and receive support in how to efficiently use anecdotal notes and/or running records to monitor students’ progress to flexibly create guided reading and strategy groups.

For mathematics, a review of the Spring 2017 SOL assessment results indicates that math achievement is also an area for growth. The SOL assessment results show a combined average gap between white students and Hispanic, students with disabilities, LEP, economically disadvantaged, and black students of 19 points. The gap between white and Hispanic students in math is 25 points. Specifically, a need was identified to continue to support students with their number sense through daily Number Sense Routines such as Number Talks, count arounds, choral counting, and organic number lines. Teaches will also continue to support students in transferring these strategies to problem-solving and all areas of math. Additionally, supporting students through the use of math tasks and appropriate math experiences so students will develop a conceptual understanding, engage in problem solving, inquiry, and design of innovative solutions in math.

Budget Implications:

We have received Project Momentum funds to support our Data Dialogues.

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

2016-2017 SOL Results, 2017 DRA Data, 2017 MRA Data, and fall 2017 iReady data.

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 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

Hutchison Elementary School continues to be dedicated to providing high quality tier 1 core instruction in all content areas. Hutchison Elementary School will use the following strategies to continue to develop workshop models that increase student achievement:

Strengthening the core academic program:

Based on the data analysis and needs identified above for literacy, Garfield ES is committed to continuing to focus on implementing a school-wide literacy workshop model for reading and writing instruction that emphasizes small group instruction such as strategy groups, conferencing, and guided reading. Grade level Collaborative Teams meet on a weekly basis to collaborate in the area of language arts, deepening understandings of the unit goals stated in the planning and pacing guide including monitoring of literacy instruction through grade-level ongoing formative assessments, and small group planning. Components will include: data dialogues to analyze data, creation of common assessments (based on data analysis), understanding the main literacy ideas and key vocabulary for each unit of study. The literacy leaders and teacher leaders will conduct professional learning on how various components of reading workshop, create pre-assessments, evaluate the pre-assessments and determine next instructional steps. In addition, Collaborative Teams will review the resources in the pacing guide that are based on the research from the Teacher’s College and Jennifer Serravallo.

Based on the data analysis and needs identified above for mathematics, Garfield is working to strengthen mathematics instruction by continuing to implement a mathematics workshop model that emphasizes problem-solving through daily focus lessons, small group mathematics instruction, Number Sense Routines, practice, and extension opportunities. Additionally, grade level Collaborative Teams meet on a weekly basis to continue to collaborate in the area of mathematics, including monitoring of mathematics instruction, deepening their understanding of the enduring understandings and outcomes in the pacing guide, and developing and analyzing ongoing formative assessments to determine next steps. Teachers will continue to receive professional learning from math teacher leaders that focus on teaching through problem solving and math discourse.

Meeting the needs of underserved and at-risk populations:

  • The Advanced Academics Resource Teacher models problem solving strategies lessons in all classrooms K-6 and works closely with classroom teachers and specialists to identify and recommend students for Young Scholars and Advanced Academics services.
  • The school counselor facilitates lessons in goal-setting and self-regulation at least monthly in all classrooms K-6 and regular group meetings for students who need additional social-emotional support.
  • The school counselor and social worker coordinate with county and community services to identify and address family needs that support students' availability for learning, including healthcare and nutrition. Weekend food bags, clothing items, baby formula and household items (laundry detergent, etc.) are available at the school to further address immediate student and family needs. The social worker additionally offers one-on-one and small group support for students who require support managing situations of stress or anxiety. 
  • Reading Volunteers - Community reading volunteers work with students to model reading skills and foster a love of reading to students. Madeira student interns are assigned to classrooms in the fall, providing extra support and mentoring to underserved and at-risk students.

Methods for evaluating effectiveness:

  • Grade level teams will document the work done in CTs to strengthen Tier 1 instruction including unpacking content, develop lesson plans, create assessments, and analyze assessment data.
  • Progress monitoring data will be collected weekly based on Tier 2 and Tier 3 interventions, and monitored through our Responsive Instruction process.
  • Student achievement will be closely monitored in all subject areas in a variety of ways including but not limited to exit tickets, formative assessments, division assessments, DRA2, anecdotal notes and rubrics. The data will be analyzed regularly during CT meetings to guide instructional decisions. Most student data will be housed in the Education Decision Support Library (EDSL).
  • iReady data continuously is analyzed to plan small group instruction in reading and math.

Budget Implications:

Title I funds were used to fund the math resource and science resource teachers. We have received Project Momentum funds to support our Data Dialogues.

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

The reform strategies above will be evaluated for effectiveness based on: 2017-2018 SOL Results, 2018 DRA Data, 2018 MRA Data, and fall 2017 and winter 2018 iReady data.

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:

We implement a variety of approaches, methods, and instructional strategies to strengthen the academic programs and curriculum:

Project Based Learning:

Project Based Learning (PBL) is an instructional delivery model where students engage in authentic, engaging, and complex questioning, problem solving, and/or realworld challenges. During the PBL process, all students will: -Practice critical and creative thinking skills coming up with individual solutions to open challenges. -Understand how to be better at working together by finding information and creating unique solutions. -Work towards a growth mindset by always refining and revising their work. -Become better communicators by sharing their work with an audience. Through the process, students will learn school content, but more importantly, learn how to solve problems in meaningful ways, a skill they can transfer to any future problem: from applying to colleges, finding a job, or purchasing their first house. Project-Based Learning will create lifelong thinkers and learners who can tackle any challenge.

Portrait of a Graduate Skills:

Portrait of a Graduate (POG) Skills are taught and embedded into daily instruction. These skills are necessary for success for all student in this rapidly changing, increasingly diverse, and interconnected world. POG skills provide increase rigor and engagement in authentic learning activities.

English Language Learners Innovation Cohort:

A team of teachers attended sessions throughout the school year to learn about essential vocabulary strategies and scaffolds to embed into instruction for English Language Learners. During Collaborative Team meetings, teams embedded these strategies and scaffolds into lessons and created sentence frames/stems for students which were content specific. The team read “No More Low Expectations for English Learners” and incorporated these best practices into their classrooms. In addition, science and social studies is incorporated into reading and math to reinforce vocabulary. Teachers analyze essential vocabulary to determine scaffolds and embed word talks into their literacy block to reinforce vocabulary and language structures. Teachers in grades 2, 3, and 4 are piloting the Capstone assessments. Teachers in grade 5 are piloting Global Classroom. These programs enhance and enrich authentic learning and assessment opportunities for students.

Increasing amount and quality of learning time:

  • Each K-6 class will continue to schedule two-hours of uninterrupted language arts instruction daily and one hour of uninterrupted math instruction. Students identified as needing Tier 2 or Tier 3 math intervention will receive that instruction in a small group setting.
  • Advanced Mathematics is offered in 6th grade to give students who require enrichment and advanced study access to grade 7 math content and support algebra readiness.

After School Clubs:

Lego Robotics Club, Femengineers, SHINE for Girls dance club (based on math, science, and increasing self-esteem for female students), and a before school science club (spring 2018).

Budget Implications: N/A

Benchmark/Evaluation or related Indistar® indicators (if applicable): The reform strategies above will be evaluated for effectiveness based on: 2017-2018 SOL Results, 2018 DRA Data, 2018 MRA Data, winter 2018 iReady data, and Portrait of a Graduate rubrics.

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 schoolwide 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:

School-based behavior and emotional support for students:

The school-based team comprised of the school counselor, social worker, and psychologist collaborate to implement small group and individual counseling to students. The team provides mental health resources for families. They also meet with studentsin small groups for social and emotional support (i.e. self-esteem, changing families, social skills, growth mindset, leadership groups, etc.). We have members from Springfield United Methodist Church (SUMC), one of faith-based partners, who provide mentoring and read with students. We are in the early stages of having athlete mentors from our pyramid high school mentor at-risk students.

The following are descriptions of activities to ensure that students who experience difficulty mastering proficient or advanced SOL levels will be provided with timely, effective additional assistance:

  • Garfield continues to implement and refine the Garfield Responsive Instruction process. Teachers identify students in areas of need including reading, math, and/or behavior and bring these concerns to the RI committee. The RI Committee consists of classroom teachers, specialists, special education teachers, counselor, social worker, and administrators. The RI Committee offers next steps, strategies, and/or interventions as well as a timeline for monitoring student progress. If interventions are not working based on Kid Talk, the student is referred to our RI team. The RI team provided evidenced based interventions of moderate intensity that addresses learning or behavioral problems of our most at-risk students. These supplemental interventions are implemented by highly trained specialists and include: Level Literacy Intervention, Garfield Reading Club, Rave-O, Do the Math, Language!, and Read Well. The RI Process is as follows:
    • 1. Using EDSL School Insight, iReady, and other data sources, each grade level CT will identify students at- risk of failing who require re-teaching or remediation of grade level content.
    • 2. Using EDSL School Insight and other data sources, the school-based Responsive Instruction Team together with collaborative teams will implement a bi-weekly review process for identifying students in need of targeted or intensive (Tier 2-3) intervention.
    • 3. The school-based Responsive Instruction Team will conduct a thorough review of intervention resources by content (e.g. time, personnel, and materials) based on historical data to identify gaps and establish a plan to build/enhance a continuum of student supports.
    • 4. For students identified as needing Tier 2-3 intervention, the school-based Responsive Instruction Core Team and collaborative teams will use decision rules and problem process to design an intervention plan that includes a SMART goal, baseline data, and established review dates will be recorded in EDSL and Teacher Shared.
    • 5. The Responsive Instruction Team and collaborative teams will regularly document progress monitoring data in EDSL and Teacher Shared and will conduct ongoing reviews of progress monitoring data, check the fidelity of implementation, and determine each student's response to intervention.
  • Academic Double-Dosing -The most struggling students in reading and mathematics are identified through teacher observation and assessment information. Small groups meet with the classroom teacher or specialists, or administrators trained in that content area. Content and test taking strategies are reviewed with the students.
  • Kid Talk - Grade level teams meet weekly to discuss students who are having academic or behavioral difficulties. Teams identify specific interventions for the student, and the classroom teacher implements those interventions and collects data so the team can evaluate the effectiveness of the intervention.
  • Early Intervention Reading Instruction (EIRI) - An early reading intervention program for kindergarten students to support struggling readers.
  • Attendance - We meet regularly with our pyramid attendance officer to monitor student attendance and concerns in order to provide families with resources and information about the importance of regular attendance at school.

Professional Development for Staff:

Instructional staff, including administrators and instructional assistants, will be supported by the following on-site professional development:

  • Teachers in grades K-6 will have the opportunity for the math resource teacher, reading teacher, instructional coach, and advanced academics resource teacher to coach them on a topic of their choice. Through this model, some of these opportunities would include co-planning, co-teaching, and reflecting on guided reading, reading, and math instruction.
  • All teachers in grades K-6, including ESOL and special education teachers will participate in Project Based Learning (PBL) professional learning. Additionally, they will select from topics (Responsive Classroom or technology) that support their individual professional learning goals.
  • Instructional staff will have opportunities to participate in FCPS staff development, such as Academy Courses, after-school specials sponsored by central office departments, and countywide PD days built into the school calendar.
  • The Project Based Learning (PBL) Team will meet monthly to provide embedded professional learning and coaching opportunities for their colleagues.
  • The School Innovation and Improvement Plan (SIIP) team will meet monthly to analyze schoolwide data and monitor schoolwide SMARTR Goals. -During CT meetings, team members will participate in creating agendas, analyzing data, discussion and data dialogue, lesson planning, and team-building to strengthen teams.
  • Instructional Assistants are provided continual professional development through district-wide and school-based sessions. Topics are varied and differentiated to meet their learning styles, interests, and needs to support students.
  • All new instructional personnel will be trained in the Responsive Classroom approach and Project Based Learning. 

Transition to kindergarten:

Preschool, kindergarten, and primary classroom programs provide important, large-scale opportunities for young children to learn and use their knowledge of literacy and math concepts. The following are ways in which efforts are made to provide seamless transitions from the Early Childhood program into the K-6 program:

  • -FECEP and preschool students who are in special education classes in FCPS schools are observed by a special education teacher prior to the writing of the kindergarten transition IEP. This will continue as an important aspect of the transition process.
  • FECEP teachers will complete a transition form that explains the strengths and area of growth for students. -Garfield continues to have the FECEP program. This is our second year of the FECEP program.
  • Kindergarten Orientation - An opportunity for parents of rising kindergarteners to visit Garfield and meet the kindergarten teachers, the administrators, counselors, and other staff. Parents receive information about important skills students need to have to be ready for kindergarten, as well as an introduction to academic areas of focus in kindergarten. Additionally, students received an alphabet book to practice tracing letters and saying words that begin with the letter sound.
  • The Leveled Literacy Intervention program will be used to help at risk kindergartners. The Reading Mastery program is also offered to support kindergarten students who are served within our self-contained special education class.
  • Rising kindergarten students participated in the summer Bridge to K program. Additionally, all rising kindergarten students were invited for summer playdates at the Garfield playground where school personnel were present to answer questions and facilitate activities for students.

Budget Implications: N/A

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

The reform strategies above will be evaluated for effectiveness based on: 2017-2018 SOL Results, 2018 DRA Data, 2018 MRA Data, winter 2018 iReady data, and Portrait of a Graduate rubrics. Attendance data will result in a decrease of student absences.