Virginia Department of Education Title I Schoolwide Plan ... · Virginia Department of Education...

Virginia Department of Education Title I Schoolwide Plan Template

Division Name: Montgomery County Public Schools

School Name: Price’s Fork Elementary School

Date: 10.21.15

Select One: ☐ Initial Plan X 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

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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.

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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


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:

Price’s Fork Elementary School is a Pre-K through fifth grade school wide Title I school with 443 students as of

this current school year’s date.

School Population at PFES: ● About 2% Asian ● About 6% Black ● About 3% Multi Racial ● About 4% Hispanic ● 86% White ● About 2% ELL ● 14% Special Education ● 56% Free and reduced meals ● 1 % Homeless students ● 2% Transient students ● Migrant students unknown ● 43 teachers, 2 administrative staff, and 8 paraprofessionals ● Every teacher is highly qualified *4 National Board Certified Teachers

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Introduction: At PFES, teachers collaborate and analyze data in order to guide reading instruction, using what research and evidencedbased practices. To guide this instruction in Title I and inform teachers and parents of students’ continued progress and effectiveness of materials and methods, we use four sources of data. These sources include the Phonological Awareness Literacy Screening, Standards of Learning tests, grade level benchmarks, and teacher recommendations. Student Data Phonological Awareness Literacy Students in kindergarten through third grade are screened for literacy skills with the Phonological Awareness and Literacy Screening (PALS) assessment in the fall, possibly midyear, and spring of each year, unless a student scores at the high benchmark level in the spring of first grade or fall/spring of second grade. Below is a table displaying the results of PFES 20142015 administration of the PALS assessments. The first column identifies the grade level. The second column tells the number of students while the third column tells the number of students who did make benchmark.

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PALS DATA∙ School Year 201415 FALL

Grade # Screened # Passed # Identified % Passed

K 73 60 13 82%

1st 55 47 8 85%

2nd 82 58 24 70%

3rd 58 35 23 60%

SPRING


K 71 64 7 90%

1st 58 48 10 83%

2nd 81 55 26 68%

3rd 27 15 12 56%

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PALS DATA∙ School Year 201516 FALL


K 55 43 12 78%

1st 71 56 15 79%

2nd 62 38 24 61%

3rd 80 61 19 76%

Standards of Learning Tests for the Third, Fourth, and Fifth Grades Students in grades three through five are tested in the spring using the state tests referred to as the Standards of Learning (SOLs) assessments. Below is a table displaying the results of PFES 201415 administration of the SOL English assessments. The first column identifies the grade level while the second column identifies the percent of students who passed.

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∙ PFES SOL Reading Results Spring 2015

Grade Level % Passed % Not Passed

3rd Grade 73.77% 26.23%

4th Grade 79.59% 20.41%

5th Grade 72.34% 27.66%

Grade Level Benchmarks Depending on the grade level, there are several grade level benchmarks PFES teachers use to determine identified weaknesses. In first grade the Observation Survey is administered by reading specialists for selective students. In first, second, and third grades, for students who receive additional reading services, Fountas and Pinnell Assessments (running records) are administered. Students in grades three through five also take county benchmark assessments. Other Data Gathered for the Needs Assessment May Include: ∙ PFES Three Year Continuous School Improvement Plan ∙ Teacher Spring Survey ∙ Parent Spring Survey ∙ Principal Input Spring Survey ∙ PALS and SOL data to date ∙ IStation data ∙ Ranking of Observation Survey ∙ Fountas and Pinnell data ∙ Word Study Assessment

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Related Indistar® indicators (if applicable):

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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:

a. *Student Assistance Program

*Grade level meetings with Reading Teachers and Classroom Teachers

*Grade level data meetings bi-monthly with principal and instructional specialist

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*Push in by reading teachers when possible and in best interests of students

*Curriculum planning - ½ days

*Word study across the grade levels

*Professional development for faculty (i.e., critical thinking, F&P Refresher, higher order thinking/questioning)

*Grade Level Curriculum Nights

b. PFES, Family Book Club, tutoring before school, VT College Mentors, Homework Club twice a week, homework time during

Connections (before/after school care), summer bookmobile

c. Reading Recovery, Leveled Literacy Intervention Program, Title I small reading groups, IStation, Word Study, Student

Assistance Program, parent-teacher conferences and handouts

d. New River Valley Community Services, in-house counseling, Literacy Aides for small group sizes, VT Mentor Program

e. Standards of Learning scores, benchmark scores, PALs scores, data analysis, and surveys

f. Consistent with PFES three-year School Improvement Plan

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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:

Montgomery County Public School gave each teacher steps this school year to increase the steps after being frozen.

Montgomery County plans to continue giving steps in the future years. Montgomery County is always looking at

teachers' salary for improvement. There are also many efforts to incorporate professional development opportunities

where teachers can gain re-certification points toward their Virginia license renewal. Montgomery County also

participates with the Southwest Virginia Clinical Faculty Consortium. Through this consortium we are able to involve our

new teachers in a mentor program as well as supervise many student teachers in the area.


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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:

Professional development is an ongoing process at the county and school levels.

Teachers attend local, state, and national conferences as determined by individual interest and availability of funds.

The Clinical Faculty is in place at the school level and mentors student interns and new teachers.

There are several county-wide staff development days that all teachers attend and multiple opportunities throughout the year for

teachers to participate in professional development in areas of their interest. This information is announced regularly through

email, the MCPS website, and faculty meetings. Records of professional development for teachers are maintained through the

Electronic Registrar Online.

Professional development is currently being provided by Dr. Michelle Piccard, author of Words Your Way, in order to put in place

a county-wide word study program. A train-the-trainer model will be used to implement this at the school level.

Classroom teachers and reading resource teachers are trained and then implement the Leveled Literacy Intervention Program in

K-3 classrooms for those students identified as needing this resource.

Reading Recovery teachers in the county attend the Southeastern Reading Recovery Conference annually. This conference is

open to other teachers upon availability of funds.

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Reading Recovery teachers in the county attend monthly continuing contact meetings to observe behind-the-glass sessions and

discuss techniques and current research. Additional meetings are available for collaboration on individual cases.

This year the county trained and implemented the Student Assistance Program (SAP) in order to identify students struggling in

classrooms, academically, behaviorally, and emotionally, and to put in supports to meet their challenges.

Recently the county implemented the Positive Behavior Intervention Supports Program through T-TAC. Trained leaders provided

in-services at each school using videos, discussions, and role-playing on how to best address this concern in the county.

Additionally, Non-Violent Crisis Intervention program will be offered later this fall.

PFES faculty is currently participating in a book study called, Engaging Students With Poverty In Mind by Eric Jensen.


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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:

Montgomery County Public School only hires highly qualified staff for Title I schools. Classroom teachers must have a four year

degree, a Virginia teaching license, and must be endorsed in the area they teach. Reading Specialists must have a master's

degree in Curriculum and Instruction, a Virginia teaching license, and a Reading Specialist endorsement. Paraprofessional must

have 48 credit hours, a two year college degree, or have a passing score on the ParaPro Exam. Montgomery County Public

School attends many area job fairs to recruit highly-qualified staff. These include job fairs at Radford University, Virginia Tech,

and Roanoke College. We are geographically located near several colleges and universities. By participating in the Clinical Faculty

consortium we are able to recruit many of the student teachers we receive through this program.


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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: Strategies to increase parental involvement may include the following:

· Back To School Celebration among families, students, and teachers to build relationships

· Curriculum Nights include the required PFES Title I school information

· Kindergarten Literacy Night

· Grades 3-5 After School Book Club

· Parent-Teacher Conferences: inform families of students’ literacy progress

· Improved on-line Communication Information with Families

· PFES School-Wide Family Book Club and Celebration: provides a book to each family; follow up parent survey

· Dr. Seuss Night K-2: celebrate and build literacy relationships between home/school

· Muffins for Moms and Donuts for Dads: share summer reading programs

· Documentation includes: parent surveys, agendas, sign in sheets, samples of handouts to families which promote literacy and

strategies, and reading teacher conference sheets.

· District Parent Advisory Council (DPAC) meetings

· Other literacy workshops as needed

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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:

School-wide, all grades participate in Move Up Day (except 5th grade) in which they spend about thirty minutes visiting their

upcoming grade level to meet the teachers, share expectations, and have students’ questions answered.

In late spring, all pre-kindergarten students are invited to spend part of one day with kindergarten to experience what a typical day

in kindergarten is like.

PFES will assist fifth grades in their transition to Blacksburg Middle School with a spring visit by the assistant principal and guidance

counselor for sixth grade. Students then tour Blacksburg Middle School as a class. Parents are provided an evening meeting at

Blacksburg Middle School.


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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:

As a school, the faculty creates a master list of students based on on-going data collection. This data may include Phonological

Awareness Literacy Screening, Observation Survey of Early Literacy Achievement, Standards of Learning for Language Arts, PM

Benchmarks, Fountas and Pinnell Assessments, and Word Journeys/Words Their Way. This information is guided by the MCPS

Classroom Reading Assessment Framework for each grade level.

Using this data, reading teachers meet with grade levels to address student and literacy concerns. The principal and instructional

specialist also conduct grade level data meetings to address student achievement concerns. The reading teacher Leveled Literacy

Intervention Program meets with teachers using this intervention program regularly. Finally the new Student Assistant Program

(SAP) has been implemented in which faculty is helps implement to identify students struggling academically, behaviorally, and

emotionally and ways to meet their challenges.


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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:

As a school, the faculty creates a master list of students based on on-going data collection. This data may include Phonological

Awareness Literacy Screening, Observation Survey of Early Literacy Achievement, Standards of Learning for Language Arts, PM

Benchmarks, Fountas and Pinnell Assessments, and Word Journeys/Words Their Way. This information is guided by the MCPS

Classroom Reading Assessment Framework for each grade level. Two-way communication with parents may provide additional

information on student needs and concerns.

Based on a timely analysis of the beginning, middle, and near the year end data (as mentioned above), instructional reading,

writing, and word study activities are planned and created. Groups are determined based on this information. Ongoing

assessments may include PALS Quick Checks, Rigby PM Benchmarks, LLI reading records, and informal reading assessments. Using

this data, reading teachers, LLI Coach, and Instructional Specialist will meet with grade levels to address student and literacy

concerns on a regular basis.

During the year, Reading Specialists will coordinate two half day curriculum meetings with grade levels to support classroom

teachers in literacy instruction in order to improve students academic achievement and student engagement through data

analysis.

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PFES utilizes a Student Assistance Program (SAP) to help students who are not making adequate reading and writing progress in

the classroom. Teachers collect data and Response to Intervention (RTI) is provided. Short-term intervention is provided under

the guidance of the instructional support team. Parents are informed throughout this process.


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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:

PFES coordinates and integrates federal, state, and local services and programs, including:

Partnerships and Programs:

· New River Valley Community Services provides students and families in crisis support. · Universities: Radford University, Virginia Tech, Hollins College, Roanoke College partnerships utilizes both blocking students and student teachers at PFES. · Clinical Faculty · Virginia Tech Literacy Corps tutors · College Mentors through Virginia Tech · PFES Homework Club serves targeted students in grades 3-5 who need extra academic support, twice a week, utilizing volunteers from Virginia Tech and PFES teachers. · PFES Connections is a paid before/after school care program ( 6a.m. – 6p.m.) which provides a safe and educational environment for families in need of this service. · German Club, sponsored by Virginia Tech students, is a positive outcome from the April 16 VT Tragedy in keeping the

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memory of a slain professor and is open to all students. · Montgomery-Floyd Regional Public Library · Barnes and Noble Bookstore · 5th Grade Leadership Team empowers all 5th grade students the opportunity to pursue various leadership roles within the school such as safety patrol or library helper.

Collaboration of Staff, Parents, and Community:

· Scheduled joint planning meetings with classroom teachers, reading specialists, and intervention specialists

· Student Assistance Program (SAP)

· Back to School Night

· Curriculum Nights

· Parent-Teacher Association

· PFES School-Wide Family Book Club

· Breakfast Book Give Away

· PFES Reading Link from website

· Mini Workshops as needed

· Literacy Nights as needed

· MCPS Monthly Elementary/Intermediate Reading Connection Newsletters

· Fall/spring surveys and other surveys as needed

· Literacy software access from home such as Reading Eggs

· Educational DVDs for check out

· Summer Bookmobile with Micah’s Backpack

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· Blacksburg Middle School transition of fifth graders

· Positive Behavior Intervention and Supports - an anti-bullying program with positive supports

· 5th Grade Leadership Team

· The Junior Master Naturalist Club

· 4-H: Wild About Nature

· English as Second Language Instructor(s)

· Physical Therapy, Occupational Therapy, and Speech Therapy

· Nurse

· Free and reduced breakfast and lunch program

· Early literacy and Title I aides

· SOL remediation

· T-TAC


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