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.

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:

Lead teachers in grades 3-5, specialists, and resource staff including the counselor and social worker, were involved in systematic data analysis and needs assessment led by the instructional coach during the week before contract. 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. Preliminary findings were shared with the whole staff during the first contract week to gain feedback and further input. During Open House, teachers shared grade level goals based on the needs assessment and offered parents opportunities to give their perspective to challenges and tactics for overcoming them. We will continue to use strong instructional strategies to close the gap for students with disabilities, and for our ESOL student population using strong Tier I strategies such as guided reading to improve all students’ reading skills.

Summary of analysis and identified needs based on a variety of data sources:

Reading:

For reading, a review of SOL, DRA2, and DRA2 WA indicates that reading achievement is an area of concern. Although Bailey’s Upper met the AMOs overall and for the various subgroups, there are a significant number of students who ended the school year with a text reading level below grade level benchmark. See Bailey’s Upper’s reading results for the 2017-2018 school year in the additional documentation. Specifically, a need was identified to further build independent application of comprehension strategies among students in grades 3-6. Writing about reading was identified as a key strategy to approach both these needs. Further, a need was identified to build students’ stamina for independent reading.

 

For mathematics, Spring 2017 SOL assessment results show a combined gap between white students and Hispanic, LEP, and students with disabilities of 32 points using Dreambox and other Tier I strategies. Bailey’s Upper is working to raise the bar in mathematics by implementing advanced math in grades 3-5. See Bailey’s Upper’s mathematics results for the 2017-2018 school year in the additional documentation. Specifically, a need was identified to build students’ resilience and risk taking as problem-solvers to give them the skills necessary for tackling multi-step problems and problems without a clear approach to reach the solution.  Additionally, a need was identified to enhance students’ ability to explain their mathematical thinking. Application of a math workshop model, incorporating consistent performance-based math tasks, was identified as a key strategy to address these needs.

Based on the reading and mathematics data above, Bailey’s Upper Elementary has set the following Specific, Measurable, Attainable, Results-oriented, Time-bound and Rigorous (SMARTR) goals for student growth and performance.

The percent of students passing the Standards of Learning assessments will increase from an adjusted 84% to an adjusted 86%.

 

The gap between Hispanic students and all students will be 8% or less in adjusted pass rates. (Percent pending final determination VGLA replacement)

 

The percent of students passing the Standards of Learning assessments will increase from an adjusted 89% to an adjusted 90%.

 

The pass rate for special education students will be a 85% adjusted.

 

The percent of students passing the Standards of Learning assessment will meet or exceed an adjusted 75% pass rate.

 

Budget Implications:

Title I funding will be allocated to the following: 1 instructional coach,1.5 math resource teacher, .4 reading intervention teacher, 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:

 

Mathematics: Based on the data analysis above, the following practices were identified as ones that would strengthen student achievement in mathematics.

 

• 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:

• 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 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 in the Cumulative R10 OneNote notebook.  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.
• Mathematics Professional Development Bailey’s Upper Elementary will implement the following professional development approaches for mathematics:

• A representative from each grade level will participate in a book study group focusing on the book Number Talks
• Based on areas for growth determined through a needs assessment, the instructional coach and team leaders will lead grade level teams in reading and discussing relevant articles and books to help build their mathematics conceptual understanding and to help them develop lessons that are meaningful, purposeful, and engaging for students,
• Read and discuss Number Talks;
• Review principles of backward design using Understanding By Design by Wiggins and McTighe; and
• Develop deep understanding of the Virginia Mathematics Process Goals; and
• A guided mathematics course will be offered at Bailey’s Upper Elementary for staff members in fall 2017.

 

Literacy:  Based on the data analysis above, the following practices were identified as ones that would strengthen student achievement in literacy.

 

• Collaborative Practices in Literacy: All grade level teams will:

• Focus on language arts instruction during a weekly CLT meeting;
• 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 3-5 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 in the Cumulative Responsive 10 (R10) OneNote notebook.  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: Bailey’s Upper 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.
• Professional development sessions will continue to support schoolwide implementation of 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.
• Collaborative Literature Circles will be implemented in AAP classrooms

 

• Strengthen the core academic program in the school;
• 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;
• Include strategies for meeting the educational needs of historically underserved populations;
• 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—

• Counseling, pupil services, and mentoring services;
• 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
• The integration of vocational and technical education programs;

Address how the school will determine if identified needs have been met; and are consistent with, and are designed to implement, the state and local improvement plans, if any.

Strengthening the core academic program:

• .Professional Development to support meeting the needs of below grade level readers
• Close reading implementation
• Tier III reading Programs
• Increase formative assessments/wider variety/Support around authentic assessments to inform instruction/running records/comprehension
• Building capacity of classroom teachers to provide more intervention in the classroom
• Math coach will provide PD to grade level CT’s based SOL data
• Continue Number Worlds as that has supported student growth but will take more time in order to support student achievement at grade level benchmarks
• Increase use of Imagine Learning for Students New to the Country and Students with Interrupted Formal Education

Increasing amount and quality of learning time:

• Each 3-5 class will continue to schedule daily two-hours of uninterrupted language arts instruction and one hour of uninterrupted math instruction with 30 minutes for math intervention/enrichment built in three times per week.

Meeting the needs of underserved and at-risk populations:

• The Advanced Academics Resource Teacher facilities weekly problem solving strategies lessons in all classrooms 3-5 and works closely with classroom teachers and specialists to identify and recommend students for Young Scholars and Advanced Academics services.
• Enrichment opportunities and educational field trips are offered free of charge to students during the summer and on weekends throughout the year to allow students to deepen their passion for learning and explore new ideas.
• The school counselor facilitates lessons in goal-setting and self-regulation at least monthly in all classrooms 3-5 and regular group meetings for students who need additional social-emotional support

• The school social worker coordinates with county and community services to identify and address family needs that support students’ availability for leaning, including healthcare and nutrition. Food and clothing pantries 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.

Methods for evaluating 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 Universal Screener. 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. 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:

Bailey’s Upper engages in strategic efforts to retain staff who understand and can meet the needs of all our students. The school leadership team creates a culture of open communication, regularly inviting staff to provide feedback and input into school and team decisions as a way to maintain active engagement in building and maintaining positive school climate and working conditions. Teachers newly hired are provided with the Great Beginnings induction program to assist them in their transition to the classroom.  Ongoing professional development and teacher mentoring is in place to increase and sustain the best quality of instruction and provide new and veteran teachers the support system they need to continue at Bailey’s Upper. Additionally, new teachers have access to coaching and professional learning related to specific core instructional practices, including assessment training

Instructional Practice:

 

• Number Talks: Number Talks promote number sense, mental math, communication, and a variety of math strategies for students at grades 3-6
• Supplemental Reading Teacher: An additional reading teacher will collaborate with the instructional coach and current reading teacher to provide professional learning for teachers during grade level CLT meetings.
• Professional Development: Bailey’s Upper  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.
• Number Talks after-school special will be hosted at the school, with teachers in grades 3-5 especially encouraged to attend.
• Coaching and CLT professional development support in instructional strategies by the supplemental reading teacher.

 

Amount and Quality of Learning Time:

 

• Designated Math Intervention & Enrichment Time: Students in 3-5 grade will be identified for mathematics intervention and enrichment by name and by need based on the mathematics assessments, classroom observation, anecdotal notes, and additional formative and summative assessments. Mathematics intervention and enrichment will be implemented during a designated time by each grade level.
• Designated Reading Intervention & Enrichment Time: Students in 3-5 grade will be identified for reading intervention and enrichment by name and by need based on the reading assessments, classroom observation, anecdotal notes, and additional formative and summative assessments reading intervention and enrichment will be implemented during a designated time by each grade level. After School Intervention Program: An after school intervention program will be provided for students in grades 3-5 who are at risk for failing the math and reading SOL.  This program will help students build math and reading concepts and learn to demonstrate their knowledge on standardized tests.
• Professional Development: Bailey’s Upper Elementary will implement the following professional development approaches for improving the quality of learning time to achieve these strategies:

• Training in VMATH Number Worlds and Leveled Literacy Interventions for intervention teachers.
• CLT focus at least once monthly on pacing and application of the daily instructional block for literacy, mathematics, and science.

 

Enriching and Accelerating Student Learning:

 

• Rigorous Tasks: Use of performance-based tasks that are rich in higher level mathematics will allow students opportunities to practice problem solving, critical thinking, reasoning, and communication skills.
  • Developed an advanced math program for grades 3-5.
• 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: Bailey’s Upper 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.
• Instructional rounds will be used to monitor the relationship between teacher, student, and academic task to address

 

Methods for evaluating 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), Universal Screener.
• 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.

 

 

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:

 

• All teachers have been trained in PBA strategies to support schoolwide positive student development.
• All students get regular lessons to help students become resilient.

 

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.
• Professional Development: Bailey’s Upper Elementary will implement the following professional development approaches for establishing positive, productive classroom culture to achieve these strategies:
• Responsive Classroom training for all staff.
• Cultural Proficiency training for all staff.

 School Readiness and Transitions:

• Middle school programing team meet with all 5^th grade students to discuss course selection and build readiness skills for middle school transition.
• Teachers meet with middle school representation to support academic transition of at risk students
• School teams work to build an understanding of AVID. Students are given an opportunity to apply and be interviewed for AVID.

 

 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.

 

Budget Implications:

Title I funds will be used to support additional hours for our parent liaison to support family connections. Title I funds will also allow for one additional day per week for the school social worker to better support students, parents, and teachers in connecting to county and division resources.