Annual Title I Schoolwide Plan

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:

The School Improvement Core Team, comprised of teacher representatives from upper and lower grades, parents, reading and math specialists, Special Education and ESOL resource teachers, instructional coach, and administrators, participate in systematic data analysis and needs assessment at the mid-point and at the end of every school year. Summaries of this data analysis and needs assessment are shared internally with the school staff on both occasions to support modifications to our School Improvement Plan as well as appropriate resource allocations. These findings are communicated to our parent community at the end of year PTA meeting where clarifications are offered, questions are answered, and input is recorded.

The School Improvement Team is comprised of sub-committees that collaborate on identifying and implementing specific strategies and action items in support of their goal, while measuring and monitoring progress using specific data points. There are six subcommittees including Reading, Math, STEAM (the integration of Science, Technology, Engineering, Art, and Math), Response to Instruction (RI), Positive Behavior Approach (PBA), and Community Outreach that work together to build out the comprehensive School Improvement Plan.

During the 2016-17 school year we acknowledge some tremendous gains within our English Language Learner (ELL) population and look to increase the success of that subgroup on the Reading SOL from 77% to 79%. We also acknowledge that our Students with Disabilities (SWD) subgroup in Reading presents the largest area for growth with a 52% pass rate. We are noticing a significant area for growth with Students w/ Disabilities in Math as well (61% pass rate).

Our Reading goals this year are to reduce the failure rate of Gap groups 1 - 3 by at least 10% as measured by the SOL and to increase the percentage of students passing the Reading SOL in Grades 3-6 from 81% to 83%. In addition, 90% of students in each grade level will meet their appropriate DRA2 benchmark according to the expected performance chart, which uses individual baselines to measure progress over the course of the school year (More than 1 year growth for students entering below grade level: 1 year growth for students entering at or above grade level) by the end of the 2017-18 school year.

Our Math goals this year are to reduce the failure rate of Gap groups 1 - 3 by at least 10% as measured by the SOL and to increase the percentage of students passing the Math SOL in Grades 3-6 from 89% to 90%. The percentage of students in each grade level 1-2 meeting benchmark as measured by the MRA will increase from 81% in 2016- 17 to 83% in 2017-2018.

 
Budget Implications: Title I funding will be allocated to the following: 1 instructional coach, data dialogue and curriculum planning day coverage for teachers and funding seats for teachers to attend Numbers and Operations training. Funds will also be allocated to provide extended day opportunities for students based on data to increase student mastery in reading and mathematics.

 

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: 

  • Math Workshop: Differentiated Math Workshop will provide students the opportunity to practice math skills at their current level of understanding while expecting them to deepen their level of understanding. This model puts students at the center of the instruction, and gives them ample time to problem solve, learn with their peers and be deeply engaged in learning math concepts.

 

  • Collaborative Practices in Mathematics: All grade level teams will:
    • Utilize the Plan-Do-Study-Act cycle in grade level teams to map curriculum, unpack standards for instruction, develop common assessments, and design lessons;
    • Plan common mathematics lessons in a consistent format based on the division Program of Studies (POS), to include the Virginia Mathematics Process Goals;
    • Analyze common assessments using the “Here’s What, So What, Now What” protocol and plan intervention and enrichment for students, by name and by need, based on this analysis;
    • Implement a weekly mathematics CLT meeting at each grade level;
    • Use grade level common assessments including the Mathematical Reasoning Assessment (MRA) in grades K-2, assessments included on the division’s Horizon assessment system, released SOL assessment items, exit tickets, end of unit assessments, and teacher observation to monitor student progress and effectiveness of instruction; and
    • Use division resources within the electronic Curriculum Assessment Resource Tool (eCART), including pacing guides, extended scope and sequence, and print resources.

 

  • Mathematics Intervention: Continue oversight of reading and math interventions by the RI Team in conjunction with grade level teams. Teachers will utilize a protocol to guide and document Responsive Instruction Interventions. This ten-minute protocol will require grade-level teams to collaborate to identify a specific skill that students find challenging. The teams will then determine an appropriate intervention, identify who is responsible for the intervention, when it will take place, how it will be monitored, and when the follow up discussion will take place to assess student learning and make plans for next steps. Finally, teams will determine if a new skill and/or intervention needs to be targeted. The school-based Strategy technology specialist, instructional coach, and administrators will work together to support this process.

 

  • Collaborative Practices in Literacy: All grade level teams will:
    • Focus on language arts instruction during a weekly CLT meeting; Revised October 2016 Page 5 Virginia Department of Education Every Student Succeeds Act of 2015 Title I Schoolwide Plan
    • Develop and use grade level common assessments that consist of assessments from the division Horizon assessment system, released SOL assessment items, exit tickets, and/or teacher observations such as running records and anecdotal notes to monitor student progress and effectiveness of instruction;
    • Use division resources within eCART, including pacing guides, extended scope and sequence, assessments, and instructional materials;
    • Utilize support from the instructional coach and reading teachers to improve language arts instruction and to facilitate CLT work; and
    • Continue and deepen current practices by CLTs in analysis of data to determine each student’s strengths and needs to inform instructional practices.

 

  • Literacy Intervention: Students in grade K-6 will be identified for reading intervention based on the division beginning-of-year assessment, classroom observation, formative assessments, and other division assessment information. Teachers will utilize a protocol to guide and document Responsive Instruction Interventions. This ten-minute protocol will require grade-level teams to collaborate to identify a specific skill that students find challenging to learn. The teams will then determine an appropriate intervention, identify who is responsible for the intervention, when it will take place, how it will be monitored and when the follow up discussion will take place. Finally, teams will determine if a new skill and/or intervention needs to be targeted. The school-based technology specialist, instructional coach, and administrators will work together to support this process.

 

  •  Literacy Professional Development: Riverside Elementary will implement the following professional development approaches for literacy:
    • Professional development will be provided by Reading teachers quarterly, focusing on the steps of implementing guided reading and implementation of strong focus lessons to meet the needs of all students.
    • Classroom teachers will continue staff development during weekly Collaborative Learning team meetings, facilitated by the Reading teachers, focusing on components of literacy instruction included in Jan Richardson theory and practice.
    • Professional development Literacy Collaborative sessions will continue to support schoolwide implementation of reading/writing workshop model.
    • Collaborative Teams will have a professional development focus that supports individual team needs. Examples may include: New teacher training on using and analyzing running records, guided reading training, and Reading and Writing Workshops.
    • Ongoing professional development will be provided by the ESOL team and reading specialist for staff on meeting the needs of English learners.

Methods to evaluate effectiveness:

  • 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, and student interviews. This data will be analyzed regularly in CLTs to guide instructional decisions. Most student data will be housed in the Education Decision Support Library (EDSL).
  • Grade level teams will document the work done in CLTs to strengthen Tier 1 instruction including unpacking content, lesson plans, creation of assessments, and an analysis of assessment data.

 

Budget Implications: Title I funding will be allocated to the following: 1 instructional coach, data dialogue and curriculum planning day coverage for teachers and funding seats for teachers to attend Numbers and Operations training. Funds will also be allocated to provide extended day opportunities for students based on data to increase student mastery in reading and mathematics.

 

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:

Instructional Practice:

  • Teachers will utilize a STEAM/PBL instructional delivery model to engage students in authentic learning experiences, which will result in mastery of core content and Portrait of a Graduate proficiency.
  • Teachers will engage students through an effective co-teaching mode to support differentiation for Students w/ Disabilities and English Language Learners.
  • Professional Development: Riverside Elementary will implement the following professional development approaches for strengthening instructional practices to achieve these strategies:
    • Facilitation training for grade level team leaders to further develop the effectiveness of Collaborative Learning Teams.
    • Literacy Collaborative Class (Level 1, 2, and 3) to support high quality planning and delivery of instruction followed up by individual support through modeling, co-teaching, and observing to include reflective conversations by coaches.
    • Coaching and CLT professional development support in instructional strategies by the supplemental reading teacher.

Amount and Quality of Learning Time:

  • After School Intervention Program: An after school intervention program will be provided for students in grades 1-6 who are at risk for failing the math SOL. This program will help students build math concepts and learn to demonstrate their knowledge on standardized tests.
  • Additional time is allocated within the master schedule for one hour per week of Math Workshop and STEAM Lab for all students in grades K-6.

Enriching and Accelerating Student Learning:

  • Supplemental Advanced Academics Resource Teacher Support: Extending time for the Advanced Academics Resource Teacher (AART) to full time will allow this individual to more consistently share resources and work collaboratively with grade level teams to support high expectations and use of higher order Bloom’s questioning. The AART will also support students directly by working in small groups for identified students and in whole group critical and creative thinking lessons.
  • Professional Development: Riverside Elementary will implement the following professional development approaches for enriching and accelerating student learning to achieve these strategies:
    • Coaching from the AART and instructional coach for teachers in applying rigorous tasks and higher order questions.
    • Monthly morning staff meetings will focus on higher order questioning and thinking skills, with strategies and resources for teachers.

Methods to evaluate effectiveness:

  • 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, and student interviews. This data will be analyzed regularly in CLTs to guide instructional decisions. Most student data will be housed in the Education Decision Support Library (EDSL).
  • Grade level teams will document the work done in CLTs to strengthen Tier 1 instruction including unpacking content, lesson plans, creation of assessments, and an analysis of assessment data.

Budget Implications: Title I funding will be allocated to the following: 1 instructional coach, 0.5 AART, data dialogue and curriculum planning day coverage for teachers and funding seats for teachers to attend Numbers and Operations training. Funds will also be allocated to provide extended day opportunities for students based on data to increase student mastery in reading and mathematics.

 

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:

Social, Emotional, and Mental Health:

  • Riverside has partnered w/ Youth for Tomorrow, which is a local non-profit organization that supports a small caseload of students with mental heath needs.
  • Riverside works w/ Mount Vernon High School students, GrandInvolve, Riverside staff and parents, and the community at large to provide a comprehensive mentoring program to support the social emotional well-being of students.
  • Counselors work together to offer a wide range of social groups to support positive behaviors at school.

Behavior and Goal-Directed Learning:

  • Progressive Ongoing Feedback: Teachers will continue to provide parents with feedback on their students’ behavioral and social progress through various modes of communication including home visits, phone calls, conferences, and notes home. Student progress reports will continue to be sent home quarterly to document students’ growth.
  • Student Leadership Academy: Sixth grade students who show academic potential will be selected to participate in a Student Leadership Academy 30 hour after-school program focusing on college and career readiness mindset and skills through a coding curriculum. This program will feature a college field trip, guest speakers from minority backgrounds to tell the story of their academic and career journey, and three parent-student events throughout the year.
  • Professional Development: XXX Elementary will implement the following professional development approaches for establishing positive, productive classroom culture to achieve these strategies:
    • Training in use of Naviance career exploration and goal-setting technology program with fifth and sixth grade students.
    • Responsive Classroom training for all staff.
    • Cultural Proficiency training for all staff.

School Readiness and Transitions:

  • Bridge to Kindergarten: A three-week extended orientation program will be offered to all rising kindergarten students so that they can be better prepared for the transition to kindergarten. Through this program, students will begin to form relationships with school staff and peers, as well as learn the classroom routines and expectations. This will also provide an opportunity to assess student readiness levels so that students in need of intervention are identified early.
  • Special Education Preschool and FECEP/Head Start Transition: Preschool students who are in special education classes in the division will be observed by a Riverside ES special education teacher prior to the transition from preschool to kindergarten. Riverside ES kindergarten teachers will visit FECEP/Head Start classes serving rising kindergarten students and discuss each student’s strengths and needs with the Head Start teachers.
  • Kindergarten Orientation: Kindergarten Orientation will be held in August for the parents and students. Parents will receive information about the kindergarten curriculum and ways to develop kindergarten readiness. Children will visit kindergarten classrooms, and literacy and numeracy skills will be assessed. Families will receive kindergarten readiness materials translated into multiple home languages.
  • Professional Development: Riverside Elementary will implement the following professional development approaches for building and sustaining readiness for learning to achieve these strategies:
    • Training in effective parent communication related to children’s transition to kindergarten. • Training for all kindergarten teachers and assistants in the executive function skills featured in the Bridge to Kindergarten curriculum.
    • Parent Empowerment Workshops are held monthly to build parent capacity to support learning at home
    • African American Early Literacy Program to assist parents with helpful strategies to promote early literacy in the home.

Methods to evaluate effectiveness:

Student office referral data will be closely monitored throughout the school year. A school team will analyze the data for trends at the end of the year, identifying what further professional learning and supports might be needed. Kindergarten entry data will be reviewed to help identify success of school readiness initiatives.


Budget Implications: Title I funds will be used to support additional hours for our parent liaison to support family connections during Kindergarten Orientation.