images.pcmac.orgimages.pcmac.org/.../Uploads/Forms/Title_I_ESSA-schoolwide-plan… · Web viewFor students in Kindergarten-2nd grade, the Spring 2019 Math data determines the need

Virginia Department of EducationEvery Student Succeeds Act of 2015

Title I Schoolwide Plan

Division Name: Tazewell County Public Schools School Name: Abb’s Valley-Bossevain Elementary School Date: June 4, 2018 Select One: Initial Plan Revision

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.

Narrative:

Abb’s Valley-Boissevain Elementary (AVBES) is a rural, school-wide Title I school serving students in PK through Grade 5 with

176 students during the 2018-19 school year. The unemployment rate of the town AVBES serves is 4.1% compared to the 2.1% of the

state. Our feeder high school has a graduation rate of 100%. There are 90 boys and 77 girls. Four of these students are minorities: 2

African American males, 1 bi-racial (Hispanic/African American) male and 1 bi-racial (Hispanic/African American) female. Of the

students 96 live with both parents, 61 live with 1 parent, 19 live with grandparents. Seven students transferred into the school and

eight students transferred out of the school. Attendance data shows for the last three years shows an average of 24.13% of students

are chronically absent. During the current school year (2018-2019), 100% of students receive free and reduced lunches due to the

Food Nutrition Program. The school is currently accredited in Reading, Math, and Science.

Math: Based on results of the last three-year’s SOL scores, Math has been determined as an overall strength for grade 3-5 Revised October 2016

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including the Economically Disadvantaged and Students with Disabilities subgroups. However, SOL scores (58% passing) and MAP

scores (25% at the 50th percentile) for Third Grade show a need for remediation in the Fourth Grade during the 2019-20 school year.

For the purposes of determining which grades receive support, the pass rate without any adjustments was analyzed along with the

scores adjusted for transfers, recoveries, and growth points. Students in Grades 4 and 5 who did not pass the SOL test or meet the 50 th

percentile on MAP testing in the Spring of 2019 will be placed in remediation groups. Before school tutoring and targeted IXL practice

will be available at least two days a week for these students as well.

C u r r e n t P r e v i o u s T o t a l

88.7

5

83.3

3

84.187

.5

81.6

7

82.9

4

88.8

9

62.5

75.6

188.4

6

82.9

3

83.5

5

MathAll Students Math 2018-19 Economically DisadvantagedMath 2018-19 Students with Disabilities Math 2018-19 White

3rd Grade

4th Grade

5th Grade

SPED

0 20 40 60 80 100 120

58

78

96

60

2018-19 Math SOL Pass Rates by Grade

MAP Data was analyzed for students in grades Kindergarten through Fifth Grade. Kindergarten with 34% of students meeting

the 50th percentile and Second Grade with 37% of students meeting the 50 th percentile showed a need for additional support in Math Revised October 2016

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along with the Fourth Grade as previously mentioned. Students in the Second and Third grades who scored below the 50 th percentile

on MAP will participate in targeted IXL practice along with tutoring in the mornings at least two days a week. Title 1 will provide

support to these students as time allows during the school day.

Reading: For the purposes of determining which grades receive support, the pass rate without any adjustments was analyzed

along with the scores adjusted for transfers, recoveries, and growth points. Scores for 2018-19 show a deficit in in Reading in the

Revised October 2016 Page 3 of 20



Economically Disadvantaged and Students with Disabilities subgroups as well as the third graders. This indicates a need for Title 1

services for the fourth grade in Reading in the 2019-20 school year. Students with disabilities have a combined pass rate of 27% in

Reading. This shows a need for remediation from Title 1 for this subgroup in Reading as time allows after their regular services times.

C u r r e n t P r e v i o u s T o t a l

77.7

8

82.1

4

80.2

5

69.0

9 77.5

9

73.9

6

66.1

1

70.5

9

68.1

877.2

2

81.7

1

79.7

5

Chart TitleAll Students Economically DisadvantagedStudents with Disabilities White

3rd Grade

4th Grade

5th Grade

SPED

0 10 20 30 40 50 60 70 80 90

50

75

85

27

2018-19 Reading SOL Scores by Grade

For students in grades Kindergarten through second, MAP test data in Reading was analyzed. Students currently in the

Kindergarten and First Grade showed the most need for improvement with passing rates of 30% and 39%. This shows a need for

support from Title 1 in Reading for 1st and 2nd grades in 2019-20. PALS data was also analyzed for these grades.




Based on MAP results, additional reading services, including workshop and direct instruction in Kindergarten through 2 nd grade,

and Corrective Reading (a component of the Direct Instruction Program) in 3rd grade, have been determined as a need. Orton-

Gillingham trained professionals will be servicing select students in the 0-9% range based on reading MAP scores.

The data results above and special education subgroup SOL test results reveal that there are students in need of Reading




remediation (2 rising third graders, 3 rising fourth graders, and 4 rising fifth graders). Title I will fill in gaps as needed after Special

Education services are given as time allows.

The Commonwealth of Virginia provides the Phonological Awareness Literacy Screening (PALS), as a tool for Virginia’s Early

Intervention Reading Initiative. It is used by 99% of school districts in Virginia on a voluntary basis. PALS consists of three

instruments: PALS-PreK (for preschool students), PALS-K (for kindergartners), and PALS 1-3 (for students in Grades 1-3). PALS

assessments are designed to identify students in need of additional reading instruction beyond what is provided to typical developing

readers. PALS screening takes place at the beginning and end of the school year. Current PALS data confirms the need for Title I

services in the 1st, 2nd, and 3rd grades for 2019-20.

Two new programs will be initiated at AVBES for the 2019-20 school year: Braves Books and a book swap. With Braves Books,

students will be recognized and rewarded for reading at home and bringing the documentation log to school. The purpose of this

program is to promote reading outside of school hours and to involve more parents in the effort to encourage a love of reading. With

the book swap, each student in the school will be given a book by the Title 1 program. When they have finished reading this book,

they can swap it for a new book to read. This ensures that students all have reading material available. We will also be starting a

Facebook Live story time once a week. These stories can actually be pre-recorded to ensure appropriate material, etc. School staff, Revised October 2016

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community members, students from Bluefield College will read a story and it will be posted to the school Facebook page. There will

be something that the students have to listen for in the story. If they can correctly name it, they will be entered into a drawing to win

the story that was read that week.

Science: SOL testing data shows that Science instruction is a strength at AVBES. There was a 91.67% pass rate for the 2018-19

school year. This was an increase from 86.36% the year before. In order to maintain or improve on these scores even more, CIP

benchmark scores will be reviewed after each testing session. Weak areas will be reinforced and students who are close to the

passing benchmark score will receive additional support. In addition to this, the Students with Disabilities and Economically

Disadvantaged subgroups will be monitored. Teachers will provide more hands on opportunities to all students to increase

connections to learning.

Abb’s Valley-Boissevain Elementary School will write and implement a PBIS (Positive Behavioral Interventions and Supports)

plan during the 2019-2020 school year. Discipline referrals will be documented and tracked by the principal and used as comparative

data for future years. Additionally, AVBES will address the issue of absenteeism in several ways.

1. Staff will be contacting parents of students who are absent. This staff includes the district Title 1 Parent Engagement

Coordinator who is in the building on Mondays and the Communities in Schools representative that is in the building one

day a week.

2. Letters will be sent to students in danger of being chronically absent and parents will be called in for a meeting with the

principal to create an attendance plan.

3. Students with perfect attendance will receive recognition at Awards Ceremonies.




4. Drawings will be held for students who have missed less than 3 days of school a quarter.

A Title I County Survey and Title I School Survey were given to parents of Abb’s Valley-Boissevain Elementary School during

the 2018-2019 school year. Responses from these surveys were evaluated and the input is being used for the 2019-2020 Title I plan.

Approximately 125 surveys were sent to parents. Thirty-eight percent of these surveys were returned. A Teacher Survey developed

by the Title I Staff was also given to staff members for additional help in identifying student and program needs. The results of these

surveys were discussed with stakeholders at the first Title I Committee Planning Meeting.

After reviewing the survey data one of the main concerns of the committee was increasing parent participation in events

sponsored by the Title I program. Struggling students receiving additional support was also a concern. An increased use of the

Remind app to promote meetings, events, information from Title I, as well as school news was recommended. It was decided that

meetings would be held at multiple times of the same day to encourage better attendance by parents. It was also decided that

meetings would coincide with other activities being held at the school when possible. Title 1 will host 4 Family Engagement Meetings

next year. These will include one meeting in the early afternoon during the Back to School open house, one meeting will be a

standalone event with two time options, and two meetings will have three sessions offered during Parent/Teacher Conferences.

Based on the committee recommendations, Title I will offer childcare and transportation for all sessions. Based on survey results and

committee discussion, meetings will focus on the following: 1.-The Title 1 Parent and Family Engagement Policy/Plan, Title 1 Parent

Resource Room, simplified standards to help parents understand the learning that will take place for their student in that year, and

what Title 1 does to help students, 2-A Book Tasting of different genres of text and comprehension strategies for each, 3- A Math

session with tips to help students apply what they are learning in class to real world situations, and SOL testing strategies and tips.

Also based on survey results and discussion, a Title 1 Parental Outreach Committee will be formed. This committee will be utilized to

reach parents who may be uncomfortable approaching staff at first. Survey results showed a greater larger number of positive results Revised October 2016

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in all areas except attendance at Title 1 events. Areas in particular with a strong increase were parents understanding of the Title 1

role in the school and the interactions with the Title 1 Staff.

Budget Implications: Orton-Gillingham Training for staff involved with program (select students 0-9% in Reading) Title I Personnel to service all grades identified in need of Title I services Direct Instruction/ Corrective Reading Personnel and Materials to serve identified students Title I Parent Involvement Funds for Parent and Family Engagement Meetings/ Activities

o Books, math materials which may include sports related items to support the theme, cardstock, ect. Transportation for parents to attend a Parent and Family Engagement Meeting Flex time for additional hours required for planning and activities Grant renewal for funding of PALS program

Benchmark/Evaluation: CIP Benchmark, PALS, and SOL Testing Data Reading Mastery, Direct Instruction, Corrective Reading and Orton-Gillingham ongoing assessments Workshop Data Profile (K-3) updated 3 times/year Record of Students Served by Title 1 Staff Sign-up sheets for participation in Parent and Family Engagement Meetings Parent and Family Engagement Meeting Agendas Survey results for 2019-2020 Parents registered to use REMIND app Records of teacher use of REMIND app

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.

Narrative:Revised October 2016

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Students in Grade K-3 at Abb’s Valley-Boissevain Elementary receive one hour of differentiated reading instruction during

workshops that are small groups ensuring students have the opportunity to gain mastery in reading skills. Administration organizes

the workshops identifying which students will work with specific personnel for the 60-minute block. Initial workshop groups for

2019-20 were formed using the Spring 2019 MAP (Measures of Academic Progress) scores. Adjustments to these groups will be

made using PALS (Phonological Awareness Literacy Screening) test scores.

Direct Instruction is a Tier 2 intervention. Direct Instruction is an additional 60 minutes of intensive, focused reading

instruction outside the reading block. Groups are assigned based on the DI screening. DI screening takes place after the Spring

testing cycle. Students showing 2-3 year deficits are screened with the DI model and then placed with an appropriate skill-leveled

group for the ensuing school year. Once students have proven mastery based on scoring at or above the 60 th percentile on the

Reading CIP Benchmark test, students may be removed from the DI program. Based on the 2019 Spring Reading MAP scores, 6

students in the 0-9% range will participate in the Orton-Gillingham program, 11 students have been identified for Direct Instruction

services and 5 have been identified for Corrective Reading in the 2019-2020 school year. Five additional students are on a “watch

list” and may qualify for services after the Fall 2019 PALS test if their score falls at or below 20%.

For students in Kindergarten-2nd grade, the Spring 2019 Math data determines the need for remediation by Title I in the

2019-2020 school year. Based on the data below, students in Kindergarten and 3 rd grade show the most need for additional help in

Math having 30% and 25% of students score at the 50 th percentile or greater. For students in the 3rd – 5th grades, MAP Math data

along with SOL data determines the need for remediation in Math. As data was analyzed, a discrepancy was found between MAP data

and SOL data for 4th and 5th grades. However, it was determined a there was a need for remediation in the third graders. Fourth

grade will be provided Math remediation in the 2019-20 school year.




Teachers also use the information from the CIP benchmark to remediate students during the regular school day.

Budget Implications: Reading Mastery Personnel and Materials to serve identified students Orton-Gillingham training and materials for staff involved with program (select students with 0-9% Reading MAP score) Additional training in reading and math for 2nd and 3rd grade personnel to increase student performance

Benchmark/Evaluation: MAPS, PALS, and SOL Testing Data Reading Mastery, Direct Instruction, Corrective Reading and Orton-Gillingham ongoing assessments Workshop Data Profile (K-3) updated 3 times/year Periodic Lesson Gain Charts for D.I. and Corrective Reading Observations by D.I. Personnel Administrative Walkthroughs/ Observations Remediation Logs Report Cards


AVBESMAP/SOL Results

Spring 2018 MAP% to standard

Math

Spring 2018 SOL % passing

Math 3rd Grade 25 644th Grade 44 1005th Grade 50 100



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.

Narrative:

Abb’s Valley-Bossevain Elementary uses a research based reading curriculum, SRA Imagine It!. Students in grades K-3 receive

an hour of whole group reading instruction as well as an hour of targeted small group instruction during a “reading workshop” hour.

This hour allows students to be grouped by ability providing for more specific instruction in weak skills as well as enrichment for

higher level students. Based on performance on district determined testing throughout the year, students may be moved between

these groups to best fit their reading needs. In addition to this, students who score below the 20 th percentile on the mandated

Reading test two consecutive tests receive an additional hour of reading instruction each day through the Direct Instruction,

Corrective Reading, or Orton-Gillingham programs. The Title 1 staff provides instruction to students during both the workshop hour

and the third hour for struggling students. Classroom teachers plan with support personnel that work with small groups during

workshop hour.

The Enhancing Education through Technology State Program, Title II Part D, has purchased and maintains the technology

used in classrooms. Each room at AVBES is equipped with a SMARTBoard and document camera. The pre-school class is equipped

with a class set of Lenovo ThinkPad laptops provided by the Virginia Pre-school Initiative. AVBES has two computer labs capable of

accommodating each grade level as well as two mobile labs. Students in grades K-5 spend 30 minutes each day in the computer lab.

Teachers are able to check out the two mobile labs as needed. IXL (a math program), and Reading Eggs (a reading program) are both




used during this time. They allow teachers to track student success and target weak areas for individual students. Third through fifth

grade classes also utilize Google 3D to bring lessons to life by creating models of the solar system and historic Jamestown. Teachers

have access to Samsung Galaxy Tablets and Mobi Interwrite Systems through Title 1.

The Title 1 teacher and support staff will provide reading instruction during the workshop hour/s for grades K-3 and for the

Direct Instruction, Corrective Reading, and Orton-Gillingham program times as scheduled. Kindergarten students who are identified

by the PALS screening but do not qualify for Direct Instruction receive additional support in reading from the PALS tutor. MAP and

PALS data will be used to adjust these groups after each testing window.

After review of the data, it was found that there is a discrepancy between the MAP and SOL pass rates in all areas except 3 rd

grade reading. The Title 1 Plan Committee recommends Title 1 support for Reading and Math in 1 st and 4th grades. Due to the

inconsistency in testing data, students will be selected for these small groups using CIP Benchmark data, classroom grades, and

teacher input as well as MAP and SOL testing data. Teachers will also use the listed data to identify students for the RtI process as

well as assisting in adjustment of groups throughout the year.

AVBESMAP/SOL Results

Fall 2018 MAP% to standard

Math Reading

Winter 2018 MAP% to standard

Math Reading

Spring 2019 MAP% to standard

Math Reading

Spring 2019 SOL % passing

Math ReadingKindergarten 35 39 23 27 34 30 Not Tested

1st Grade 44 72 56 56 47 39 Not Tested2nd Grade 37 43 27 43 37 43 Not Tested3rd Grade 56 43 29 43 25 42 64 554th Grade 66 72 50 60 44 59 100 775th Grade 73 73 54 77 50 61 100 88




Budget Implications: Sufficient staffing for reading workshops Staffing and Training for DI, Corrective Reading, and Orton-Gillingham instruction Computer Lab upgrades as needed

Benchmark/Evaluation:

Principal Walkthroughs/ Observations Workshop Data Profile (K-3) Computer Lab Schedules Weekly Lesson Plans IXL and Reading Eggs Student Reports CIP Benchmark Reports PALS and SOL Data Teacher Informal Observations/Assessments RTI Data Individual Education Plans D.I. & Corrective Reading Lesson Gains Charts

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.

Narrative:

Abb’s Valley-Bossevain Elementary teachers receive staff development on a monthly basis on a set day after school. The pre-

school teacher and aide will be continue to be provided with professional development on the TOOLs of the Mind program which

was implemented in 2018-2019. Teachers were surveyed by Title 1 and the results showed a need for professional development in

effective use of technology in the classroom and differentiated instruction. Teachers are required to complete 6 days or 24 hours of

professional development each year as part of the 190-day contract. Opportunities to complete this are provided at the school level

as well as through PD360 courses, and the Tazewell County Professional Development Course Catalog. Teachers will also complete

training through the Asset Program at Radford University. This program has modules focusing on Math, Reading, and Classroom

Management. The staff at AVBES will also complete several book studies chosen by the principal.

A county Reading Coach is available throughout the year for additional training, modeling, observation of lessons, and follow-

up grade-level feedback sessions to offer suggestions and strategies for improvement.

Abb’s Valley-Bossevain Elementary offers a full day Pre-Kindergarten program for up to 18 students through the Virginia

Preschool Initiative. The program follows the guidelines of the Foundation Blocks of Virginia. The main curriculum is the adopted

TOOLS of the Mind program. They also use resources from Vanderbilt University to teach social/emotional problem solving skills,




and the adopted SRA Imagine It! Reading series that is used by grades K-5. The PALS Early Literacy Assessment that is continued in

Kindergarten through 2nd grade, is used to identify students who may need early intervention to become successful readers. The

Kindergarten Early Literacy Skills Assessment is given in the fall and spring. In addition, students in the preschool program learn

the expectations and rules that apply to the entire AVBES student body. Students in grades K-5 model and reinforce these

expectations and behaviors for the preschool students. Preschool students at AVBES participate in all activities along with the rest

of the student body. All these things combined, provide a smoother transition into Kindergarten for the students in the preschool

program.

Rising Kindergarten students from the community are invited to Kindergarten Camp for one week before school begins. The

Kindergarten teacher facilitates this experience. During the week, students are introduced to Kindergarten and school life. They are

able to ride the bus, become familiar with the building, meet school staff and the students they will be sharing class with, and

participate in activities similar to Kindergarten lessons.

AVBES has an on-site School Resource Officer. Deputy Matt Stiltner supports and facilitates the educational process by

providing a safe and secure environment through building and establishing meaningful relationships with students, staff, and the

community to ensure the safety of all in the building. This service is funded by a grant to the Tazewell County Sherriff’s Office.

All students in grades K-5 at Abb’s Valley-Bossevain Elementary School participate in Library, Music, Art, Guidance, STEM,

and Physical Education classes weekly. As a part of her schedule, the Guidance Counselor has hours scheduled for students who

have the need for individual counseling. She also teaches the Family Life program to students in the fifth grade and coordinates a

Career Day for students.

All parents of students at Abb’s Valley-Bossevain Elementary have access to our Parent Resource Room. This room has




materials available for parents to check out and use with students at home to reinforce skills in math and reading. There are also

nine Lenovo Thinkpads available for parents to use while in the Parent Resource Room.

The Elgin Foundation provides dental screenings for students and transportation to local dentists in an effort to correct poor

dental health. They provide lunch for students while they are away from the building. A voluntary off-campus monthly student

Bible study, along with transportation and volunteer chaperones, is also provided through this foundation.

The William King Arts Center – Van Gogh Program visits the third grade classes several times a year. They provide students a

concrete connection to history using art projects that replicate artifacts. Another outreach program, the Jamestown-Yorktown

Program brings history to life for students in the fourth grade by bringing pieces from the museum, telling historical stories, and

providing a hands on activity.

Multiple outside agencies from the community work with our students throughout the school. Heartland

Rehabilitative Services of VA provides OT, PT, and Speech services. Cumberland Mountain Mental Health provides services to

several students in the building to promote increased emotional health. Communities in Schools visits the schools once a week.

They are currently focusing on absenteeism. A program is sponsored by Graham Christian Church to provide food for students in

need to have over the weekend. Included in these bags of food are also toiletry items supplied through donations. The Center for

Christian Action provides bookbags and school supplies to students in need at the beginning of each school year. Southwest

Virginia Community College offers a voluntary Children’s Choir program after school for 3 rd, 4th, and 5th grades with transportation

and chaperones provided by Tazewell County Public Schools. Representatives from Clinch Valley Community Action teach “These

Hands are Not for Hitting” and “Good Touch/Bad Touch.” In addition, the Tazewell County Soil and Water Conservation provides an

offsite program to each of third through fifth grades (Water Wizard, Living Soils, and Food & Fiber). The Farm bureau sends a staff




member each year to conduct a lesson on plants with the second graders.

Fourth and fifth grade students receive classes from the Virginia Extension Office through the 4-H program. This program

teaches students life skills needed to be a strong leader and good citizen. It reinforces academics by holding a research project

contest each year. Students in the fourth grade are also provided with a field trip to Virginia Tech to explore a variety of career path

options.

Family Preservation Services are available to assist students and families with mental health needs. AVBES has two Family

Preservation Staff members in the building on a daily basis. They support qualifying students behaviorally, emotionally, and and

socially during the school day. These students will also have the opportunity to participate in a summer pick up program daily from

8:30-1:30. During the day, students will have therapy groups to help them with skills in socialization, communication, and

recreation. They will have weekly field trips to the local library, Crab Orchard Museum, movies, parks, pool, and fire department.

This program will provide breakfast, lunch, and snacks.

Special Education students at AVBES are eligible to attend TASK (Taking Action for Special Kids), a summer enrichment

program housed at Tazewell Elementary each summer. Math, Reading, art, music, swimming, bowling, and a personal safety

program are part of this summer experience for students with disabilities along with guest speakers.

Abb’s Valley-Bossevain Elementary School has strong ties with the stakeholders in our community. The staff at the

Pocahontas State Correctional Facility visits the school annually at Christmas. In the past, they have provided every child in the

school with a new set of pajamas, a new pair of shoes, or a winter coat. They bring lunch for the students and other gifts from Santa.

Another group that visits at Christmas is the Auction House out of Georgia. This visit is facilitated by Sabrina Melvin, a former




student of AVBES. This group provides gifts for students based off letters written to “Santa” by the students.

The local police department provides the DARE program for all 5th graders. Students learn crucial decision making skills that

will help them avoid violence and drugs in teen and adult life. This program also reinforces academic skills through poster and

essay contests. At the end of the program, students have a graduation ceremony and attend the DARE jamboree. CADRE, a program

for Seniors at Graham High School, visits the 5th graders multiple times each year. They provide younger students with alternatives

to drugs and bullying.

AVBES often hosts students from the local colleges for observations hours and student teaching. Several of these individuals

have joined the staff as teachers after graduation. This exposure to the curriculum and school climate eases the transition from

student to educator and creates a stronger learning environment for students.

Budget Implications:

Tazewell County Public School Personnel for Staff Development Training Reading Coach visits PD 360 Videos, Tazewell County PD Course Catalog Courses Title II Funds for Coursework Funding to continue Kindergarten Camp Virginia Preschool Initiative Funding PALS Funding Copier Paper, Ink Cartridges, Toner, Copier Servicing, Chart Paper and Writing Supplies Also continued funding for programs from: William King Arts Center, Jamestown-Yorktown, Family Preservation, D.A.R.E. Program, Soil and

Water Conservation, Virginia Extension Office 4-H, Clinch Valley Community Action, Reward/Celebration funds for PBIS (Positive Behavioral Intervention Supports)

Benchmark/Evaluation: Revised October 2016

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Individual Teacher Log of Staff Development Hours Teacher Evaluations of Programs After Presentations Student Records/Logs for Family Preservation Services Records of TCPS Preschool Attendance “Watchlist” of Student Data identifying those with the greatest need (updated 3 times/year)


Documents

images.pcmac.orgimages.pcmac.org/.../Uploads/Forms/Title_I_ESSA-schoolwide-plan… · Web viewFor students in Kindergarten-2nd grade, the Spring 2019 Math data determines the need