Annual Title I Schoolwide Plan

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.

Not Using Indistar®:

  • Access the Title I Schoolwide Plan template on the Title I web site.
  • 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:

All of the following items are used K-6 to determine the needs of the students at Groveton Elementary School:

  • Analysis of data from schoolwide assessments such as:  Universal Screener in Reading and Math, Horizons (Math, Reading, Science), Benchmark assessments, and grade level common assessments.
  • Curriculum teams and Collaborative Learning Teams analyze SOL data for specific strands, strengths and weaknesses in reading, science, and math.
  • Collaborative Learning Teams (CLTs) will analyze data from the Universal Screener to identify strengths and weaknesses in reading and math.
  • Upper grade DRAs and Progress Monitoring in grades 3-6 are used to identify oral accuracy and comprehension to identify instructional levels and needs.
  •  Primary grade DRA2 for grades 1-3 are used to determine instructional levels and strategies needed to increase fluency and comprehension.
  • Running records are utilized to establish growth in fluency of the neediest students.
  • Kindergarten DRA and FCPS K-MRA assessments are administered and analyzed.
  • Analysis of schoolwide spelling inventory and writing samples.
  • Spelling inventory based on Words Their Way, Jan Richardson spelling inventory and writing samples using the     SOL rubric assist to establish grade level instructional goals. 
  • Analysis of Groveton Number Sense assessments.

 

 Budget Implications:

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

      

Year

English Reading (3-6)

Benchmark 80

Mathematics

Benchmark 82

5th Science

Benchmark 77

4th VA Studies

Benchmark 75

   
  Unadj Adj Unadj Adj Unadj Unadj
2017 - 2018 76% 86% 83% 88% 91% 89%
2016 - 2017 80% 88% 82% 86% 77% 75%
3 Year 79% 87% 84% 88% 77% 82%

 

                                            DRA Level (EOY) 2017-18                                       DRA Growth (EOY) 2017-18                                        
  Above grade level On grade level Below grade level More than 1 year 1 year Less than 1 year
Kindergarten 25% 11% 64% 25% 11% 64%
1st Grade 28% 17% 55% 38% 6% 56%
2nd Grade 28% 34% 38% 60% 8% 32%

 

Groveton Elementary maintained 86% on the overall benchmark indicator to meet the 80% required for accreditation in reading.  This is especially important to address the needs of the growing number of students that continue to enter Groveton ES with limited proficiency in English.  As a result, ESOL services are provided in grades Kindergarten through 6th grade.  The ESOL teachers are also providing coaching and other relevant professional development to all teachers.

Groveton is participated in the EL Innovation Cohort and offered the Working with English Language Learners course to staff.  Additionally, we believe that teachers and specialists will continue to deepen their understanding of characteristics of levels in guided reading texts and to provide a balanced literacy program.  Teachers in grade K-6 will continue our journey to implement the Units of Study to improve reading instruction for all students.  This will promote more strategic and efficient differentiation in reading instruction and allow us to accelerate the progress of all our students.

The data shows that progress needs to be made to increase the reading proficiency of students in the primary grades: 36% of kindergarten students, 45% of 1st grade students, and 62% of 2nd grade students were reading on or above grade level at the end of the year. In kindergarten, 36% of students and 44% of students in 1st grade made at least one year of growth or more.  Increasing the number of students who make more than a year of growth is the goal of closing the gap.  To address this need, coaches are working with CLTs to assist teachers in improving instructional practices and core instruction, as well as planning meaningfully for small group instruction. Data from the Universal Screener in Reading and Math is being used in Data Dialogues to plan for instruction and meet the needs of individual students. 

The Groveton RI Core Team has worked with grade level CLTs to identify students, based on multiple data points, as Tier 1, 2 or 3 in the areas of reading and math.  The team has implemented procedures for identification of students and design of interventions for Tier 3 students, which will continue throughout the year.  The RI Core Team has refined the Kid Talk process and continues to accept referrals and hold Kid Talk meetings. This year, the RI Core Team is beginning to analyze data in math and to focus on implementing AVMR and best practices in grades K-6 to address needs in Tier 1 instruction and Tier 2 interventions. 

In math, the 2017-2018 SOL results show that Groveton ES achieved 88% which exceeded the overall benchmark indicator of 82% required for accreditation in math.There was a 2-point increase from 86% to 88% between 2016-17 and 2017-18.  To address the needs of students, teachers in grades K-2 will continue to consistently implement number talks daily to support building number sense and flexibility with numbers. The Kindergarten, 1st and 2nd grade teams attended Math Recovery Training and are implementing this in these grade levels.  In the upper grades, teachers will support students in learning to share strategies and communicating their thinking in math and to purposefully align Number Talks with the content.  Teachers will be flexible with the structure of their math block and use data to drive guided math instruction and to meet the needs of diverse learners through multiple strategies. Also, teachers will participate in PD that focuses on student discourse and academic conversations that will be integrated into the math workshop.  Teachers will continue to align and implement number sense routines in instruction.  There will also be discussion and targeted planning for more effective small group instruction based on multiple data points (formative and summative). The collaborative learning teams will work to anticipate strategies and model progressions to plan for productive learning opportunities.                     

In history there was an increase in the pass rate from 75% to 89%, which exceeded the 75% benchmark indicator in Virginia Studies. Collaborative learning teams will continue to improve planning, pacing, and focus on data to improve instructional strategies.  Teachers in grades 4 have designated CLT meetings to focus on deepening their understanding of the VA Studies content and to find ways to make instruction accessible and engaging for all students.

In science, there was a marked increase from 77% to 91%, which also exceeded the required 77% benchmark indicator required for accreditation in science. In science, teachers will continue to plan authentic scientific investigation experiences to develop inquiry-based skills.  When planning teachers will provide opportunities for students to collaborate and communicate through flexible structures leading to increased understanding of academic and content vocabulary.  Teachers will continue to deepen their understanding of the science content in PD and CLTs.  Finally, teachers will regularly plan lessons that incorporate opportunities for hands-on scientific investigations that include scaffolding and multiple paths for students to access content.  

We will continue to incorporate common assessments into our instruction.  We document the results of each grade level to find common threads and to monitor the progress of all students in the content areas.  This enables teachers to collaborate and provide enrichment or intervention as needed, as well as to focus our small group instruction.  Our student achievement goals are (1) all students will show growth in their conceptual understanding of mathematics through student discourse; (2) all students will show growth in scientific investigation through meaningful learning experiences; (3) all students will grow at least 1 band in writing within Usage and Mechanics as measured by the GES Writing Rubrics (adapted from FCPS Writing Rubrics).  Groveton is also committed to 90% of all students achieving a passing score in English Reading, Math, and Science on the 2018-19 SOL tests. 

 

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:

A balanced literacy framework is the vehicle used to deliver language arts instruction.  Instruction is based on the Units of Study and the FCPS Planning and Pacing Guide.  Collaborative learning teams will continue to combine the components of the planning and pacing guide while digging deeper into the Units of Study.  This includes focus lessons, shared reading, interactive read aloud, guided reading, and independent reading.  CLTs are working to integrate reading and writing instruction with word study.  Explicit focus lessons and instruction are infused into each instructional context within the LA program and across the curriculum.  Each grade level has a 2-hour block of time for LA which includes:  whole group focus lessons, small group supported reading at each students’ instructional level or based upon their strategy needs, writing focus lessons, reading and writing conferences, extended periods of authentic and meaningful independent reading and writing opportunities, as well as time to collaborate and time for speaking and listening.  Teachers will focus on using student data to plan small group instruction and to track progress on a data wall to close the gap.  In CLT meetings, there will be an intentional focus on moving through the CLT cycle, ensuring that there is time to discuss individual students as well as trends within classes and the grade level.  There will also be a push to provide opportunities to increase vocabulary through word study, academic partnerships, and through partnerships in reading and writing. 

In math, the focus is on providing instruction based on the SOL and FCPS POS.  Groveton incorporates a Guided Math structure, which includes a focus lesson, guided practice and opportunities for independent practice. A focus on increasing whole number and decimal number sense through number sense routines.  There will be an exploration of math experiences that provide students opportunities for academic discourse.  In previous years we focused on whole group and number sense routines.  This will continue throughout the year, but there will be intentional planning for small group instruction as well as independent practice opportunities.  Additionally, teachers will utilize formative assessments to differentiate lessons, incorporate sentence frames into focus lessons and partner activities to increase the use of academic and content vocabulary and to scaffold academic discourse.

In science, teachers will design authentic scientific investigation tasks and learning experiences.  Students will develop inquiry-based skills and gain new understandings of scientific concepts.  Teachers will use the scientific investigation rubric to measure student progress on tasks.  Science teachers will plan instruction incorporating hands on scientific investigations. In both history and science, students will be provided with opportunities for collaboration and communication through flexible structures leading to enhanced understanding of the academic and content vocabulary.  Lessons will include scaffolds to allow multiple paths for students to access the content and vocabulary.

 

Meeting the needs of underserved and at-risk populations:

  • Incorporating strategies from Eric Jensen to address needs of students from high poverty communities.
  • Responsive Instruction Core Team continues to evaluate data to identify students as Tier 1, 2 or 3 in grades K through 6.  Multiple data points, including SOLs, DRA and DRA2 data, common assessments, Universal Screener, etc. are used to tier students and to design and implement interventions. 
  • The RI Core Team has refined the Kid Talk process and KT meetings will occur regularly during week 3 and week 6 of the CLT cycle.  This will ensure that teachers are discussing individual students, providing Tier 2 interventions and measuring the effectiveness of those interventions.

 

Methods for evaluating effectiveness:

  • Monitoring student progress through: common assessment data review during data dialogues, during Kid Talk, and progress monitoring of interventions.

Budget Implications:

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

 

 

 

All

Asian

Black

Economically Disadvantaged

English Learners

Hispanic

Students with Disabilities

White

2017-18

Mathematics

Benchmark- 82

88%

100%

80%

89%

96%

91%

70%

87%

2016-17

86%

100%

84%

84%

93%

83%

63%

96%

2015-16

88%

97%

86%

88%

94%

87%

70%

91%

2017-18

English Reading

Benchmark-80

86%

100%

84%

85%

95%

85%

72%

89%

2016-17

88%

93%

84%

87%

96%

87%

84%

100%

2015-16

87%

96%

84%

86%

95%

87%

76%

91%

 

In Math, the students with disabilities subgroup performed at 70% which was below the 82% benchmark indicator.  The black subgroup performed at 80% which was slightly below the 82% benchmark indicator.  In English Reading, the students with disabilities subgroup performed at 72%, which is below the 80% benchmark indicator.

To increase achievement in these subgroups, Special Education and ESOL teachers will support students in the classroom and support teachers in improving Tier 1 instruction, making it more accessible to students with disabilities and struggling students.  Increasing opportunities to use content vocabulary and academic language in whole group, small group, and in partnerships will benefit students to expand their language and to make the content more accessible. 

The RI Core Team will tier students using multiple data points in the areas of Math and Reading.  The Collaborative Learning Teams will continue to use this data to analyze trends to provide feedback on efficacy of Tier 1 instruction, as well as students in need of Tier 2 intervention.  The use of Kid Talks has been integrated into the regular 6-week CLT cycle, so that discussion of student needs is occurring on a regular basis so that the needs of all students is an ongoing conversation. The RI/MTSS Core Team will tier students and plan for and implement Tier 3 interventions, as well as monitor student response to intervention.

 

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:

Increasing amount and quality of learning time:

  • Five hours a week with common planning time
  • Schedule a daily one-hour mathematics instructional block (minimum).
  • Two-hour daily language arts instructional block.
  • Instructional and reading coaches collaborate and plan with individual teachers and teams to strengthen teacher practice.
  • Title I Reading specialists and Math Coach provide supplemental instruction (small group interventions, teacher support, mentoring, co-planning, co-teaching, and modeling best practices).
  • Each grade level team participates in two weekly Collaborative Learning Team (CLT) meetings, one for Language Arts and one for Math, (Grades 4 and 5 have monthly CLT meetings for Science and Virginia Studies). Within these meetings teams plan for instruction, create common assessments, review and analyze assessment data, and then plan for intervention or enrichment in math and language arts.
  • Job embedded Professional Development (PD)

Enriched/Accelerated Academic Program

AAP program -Groveton ES has an Advanced Academic resource teacher (AART) who collaborates with the school staff to determine the appropriate level of advanced academic services.  AA Services are provided through several models.  Young Scholars are provided services and Groveton ES offers a Young Scholars summer program to approximately 35 students. 

Advanced Math-Students in grade 3 through 6 (in English and in Spanish- for Spanish Immersion students) are identified based on SOL data, Universal Screener data, Horizon data, common assessments and recommendations to participate in the Advanced Math program.  

Two Way Immersion in Spanish (TWI)-Currently students begin the TWI Spanish program in grade K and continue through grade 5 currently.  In the TWI program, Math and Science are taught in Spanish and Reading, Writing and Social Studies/History are taught in English.

Budget Implications:

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

 

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:

  • The RI Core Team continues to refine and improve the RI process to evaluate data and to identify students for Tier 2 and 3 interventions.
  • Instructional staff are designing intervention plans, implementing interventions and monitoring progress as they deliver interventions.
  • The RI Core Team is facilitating Kid Talk meetings as a regular part of the CLT cycle to offer support for teachers to meet the needs of individual students.
  • To assist preschool children in the transition from early childhood education programs to local elementary programs through:
  • Monthly parent coffees for FECEP families.
  • Early Childhood offices staff and the Family Services team assist schools in their effort to inform FECEP parents about Kindergarten orientation and encourage attendance.
  • Spring workshops and materials are provided for parents of children who will attend kindergarten in the fall.  Parents are invited to tour classrooms.
  • FECEP/Head Start parents and children are invited to participate in Partners in Print (PIP) workshops. 
  • Coverage is provided for kindergarten and FECP teachers to visit each other’s classrooms to help prepare students and to discuss best practices.
  • Groveton runs a “Bridge to Kindergarten” transition camp for approximately 40 rising kindergarten students each summer.  The focus is on students who have limited formal preschool experiences.
  • Home visits conducted by staff of all Early Childhood programs providing materials, information, books, modeling lessons, etc.

Mentoring through the Mentor Works program

 

Use of data:

  • Grade level CLTs develop common assessments for all core curriculum areas.
  • Teams meet to analyze assessment results and to plan for intervention and enrichment opportunities.
  • The master schedule provides grade level teams and resource teachers with common planning time to collaborate about students’ instructional program.
  • Data from Horizon, SOLs, DRA, DRA2, MRA, Universal Screener, and common assessments will be used to establish intervention groups.
  • Differentiated instruction using all specialists, general education teachers, and resource teachers. All of these staff will establish re-teaching groups.
  • Staff members discuss student achievement and instructional needs in: CLT meetings, RI Core Team meetings, and Parent-Teacher-Specialist conferences.

Instructional staff will participate in the following on-site professional development opportunities:

  • CLT meetings
  • Teachers as Readers groups
  • Unites of Study (Reading/Writing)
  • Reading Conferences
  • Every Day Counts Calendar math
  • Workshops on comprehensive reading and writing instruction facilitated by the Title I and Reading teachers
  • Peer coaching
  • Guided Math/Guided Reading
  • Scientific Investigation and Content
  • Technology support training
  • Professional Development- Number Sense
  • Math Number Talks

Instruction staff will have the opportunity to participate in FCPS staff development in: lesson study, coaching, and other PD as it applies to math or LA instruction.

Lesson study and coaching will be a venue to help teachers become more proficient in teaching language arts and math.  The focus will be on guided reading utilizing the Units of Study, guided writing and guided math.

 

Wellness

  • Teachers will participate in Wellness professional development to support mindful practices in the classroom.
  • After PD, teachers will implement wellness and mindfulness techniques in the classroom to support critical listening skills and to help students develop self-regulating behaviors.
  • Teachers will practice wellness and mindfulness techniques to strengthen classroom management.
  • Teachers will use daily Tiger Time to help build relationships with students and to create caring classroom communities.

Budget Implications:

 

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