Web viewNoted Weaknesses- evenly distributed among the three reporting categories of word analysis strategies & word ... that runs during the summertime,

Virginia Department of EducationEvery Student Succeeds Act of 2015

Title I Schoolwide Plan Template

Division Name: Montgomery County Public Schools School Name: Price's Fork Elementary School Date: October, 20, 2017Select One: ☐ Initial Plan ☐ Revision

Title I schools implementing schoolwide programs are required to develop schoolwide plans in accordance with Section 1114(b) of the Every Student Succeeds Act of 2015 (ESSA). Guidelines for plan development include the following:

● The plan should be developed with the involvement of:

o Parents; o Other members of the community to be served; o Individuals who will carry out the plan, including teachers, principals, other school leaders, administrators, paraprofessionals present in the

school;o The local education agency;o To the extent feasible, tribes and tribal organizations present in the community; ando If appropriate

▪ Specialized instructional support personnel;

▪ Technical assistance providers;

▪ School staff; and

o 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

Revised October 2016 Page 1 of 18



● 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. (include analysis of data, statement of where the needs are, includes all students and what were are doing in instruction from 8:45-3:30, spring family survey, how we intend to evaluate it,




Narrative: Price’s Fork Elementary School is a Pre-K through fifth grade school wide Title I school with 482 students as of this current school year’s date.

School Population at PFES:

● About 1 % Asian

● About 5 % African American

● About 4 % Multi Racial

● About 7 % Hispanic

● 83 % White

● 3% ELL

● approximately 10% Special Education

● 52.5% Free and reduced meals

● 1% Homeless students

● 40 teachers, 2 administrative staff, and 8 paraprofessionals

● Every teacher is highly qualified

In the 2016-2017 school year our attendance rate was at 89.5% while the county average is 95.3%




Student Data

Phonological Awareness Literacy

Students in kindergarten through third grade are screened for literacy skills with the Phonological Awareness

and Literacy Screening (PALS) assessment in the fall, possibly midyear, and spring of each year, unless a

student scores at the high benchmark level in the spring of first grade or fall/spring of second grade. Below is

a table displaying the results of PFES 2016-2017 administration of the PALS assessments.

PALS DATA School Year 2016-2017

FALL

Grade #Screened # Passed # Identified % Passed

K 74 60 14 81

1 61 46 15 75

2 70 40 30 57

3 68 44 24 65




SPRING


K 78 70 8 90

1 64 44 20 69

2 67 49 18 73

3 53 36 17 75

FALL 2017


K 74 67 7 90.5

1 77 59 18 76.6

2 67 44 23 65.5

3 58 35 23 60.3




PALS Score breakdown:

Grade Did not meet Phonological Awareness Benchmark

Did not meet ABC Knowledge Benchmark

Did not meet Letter Sound Knowledge Benchmark

Did not meet Concept of Word Benchmark

K 15/74 6/74 9/74 34/74

Grade Did not meet Letter Sounds Benchmark

Did not meet Spelling Benchmark

Did not meet Words in Isolation Benchmark

Did not meet Concept of Word Benchmark

1 14/77 16/77 19/77 17/77

Grade Did not meet spelling benchmark

Did not meet words in isolation benchmark

2 14/72 29/72

3 22/58 15/58




Fall 2017 PALS data shows that 7 out of 74 kindergarten students did not meet the benchmark. Twenty percent did not meet the benchmark on one or more of the phonological awareness tasks. Eight percent did not meet the benchmark for alphabet knowledge. Twelve percent did not meet the benchmark for letter sound knowledge. Forty-six percent did not meet the benchmark for concept of word. Based on this data, Kindergarten students will need instructional focus on phonological awareness and concept of word.

Fall 2017 PALS data shows that 18 out of 77 1st grade students did not meet the benchmark. Eighteen percent did not meet the benchmark score for letter sound knowledge. Twenty-one percent did not meet the benchmark score for spelling. Twenty-five percent did not meet the benchmark score for word identification in isolation. Twenty-two percent did not meet the benchmark score for concept of word. Based on this data, 1st grade students will need instructional focus on word study, word identification, and concept of word.

Fall 2017 PALS data shows that 23 out of 63 2nd grade students did not meet the benchmark. Nineteen percent of the students did not meet the benchmark score for spelling. Forty percent of the students did not meet the benchmark for word identification in isolation. Based on this data, 2nd grade students will need instructional focus on word study and word identification. NWEA MAP data shows that 46 out of 69 students fell between 0 and 40 % NCE in Reading.

Fall 2017 PALS data shows that 23 out of 58 3rd grade students did not meet the benchmark. Thirty-eight percent of the students did not meet the benchmark for spelling. Twenty-six percent of the students did not meet the benchmark for word identification in isolation. Based on this data, 3rd grade students will need instructional focus on word study and word identification.

Standards of Learning Tests for the Third, Fourth, and Fifth Grades

Students in grades three through five are tested in the spring using the state tests referred to as the Standards of Learning

(SOLs) assessments. Below is a table displaying the results of PFES 2016-17 administration of the SOL English

assessments. Revised October 2016

Page 8 of 18



PFES SOL Reading Results Spring 2017

Grade % Passed % Not Passed

3 76 24

4 77 23

5 75 25

All students pass rate was 76% on the 2016-17 SOL 3rd Grade reading test. African American student pass rate was 0 % . Economically disadvantaged students pass rate was 58%. Students with Disabilities pass rate was 58% pass rate. Noted Weaknesses- evenly distributed among the three reporting categories of word analysis strategies & word reference materials, comprehension of fiction text, and comprehension of nonfiction texts.4: 2016-17 SOL test: all students pass rate was 77%. African American student pass rate was 25% . Economically disadvantaged students pass rate was 63%. Students with Disabilities pass rate was 36% pass rate. Noted Weaknesses- evenly distributed among the three reporting categories of word analysis strategies & word reference materials, comprehension of fiction text, and comprehension of nonfiction texts.

5: 2016-17 SOL test: all students pass rate was 75%. Economically disadvantaged students pass rate was 70%. Noted Weaknesses- Evenly distributed among the three reporting categories of word analysis strategies & word reference materials, comprehension of fiction text, and comprehension of nonfiction texts.

Overall Reading all students pass rate was 76% on the 2016-17 SOL reading test. Economically disadvantaged students pass rate was 63%. ESL student pass rate was 55% pass rate. Students with disabilities pass rate was 45%.




Students (Grades 3-5 in the all students reporting group) will reduce their failure rate by 10% on their Reading SOL tests. Students in Grades 3-5 will maintain or exceed the three year average. A student intervention watch list will be created for all African-American students, students with special needs, and students who are reporting low socio-economic status.

Grade Level Benchmarks

Depending on the grade level, there are several grade level benchmarks PFES teachers use to determine identified

weaknesses and student growth and effectiveness of strategies. Data Gathered for the needs assessment may include:

- PFES Three Year Continuous School Improvement Plan- Teacher Spring Survey- Parent Spring Survey- Principal Input Spring Survey- IStation data/Exact Path- MAP testing for 2nd grade- Ranking of Observation Survey- Fountas and Pinnell data- Word Study Assessment (DSA)

All students receive 120 minutes of literacy instruction daily. Teachers are using a balanced literacy block that includes writing, word study, interactive read alouds, differentiated guided reading instruction. LLI is being used school-wide. Every student in grades 3-5 is enrolled in Exact Path. K-2 students are enrolled in IStation.

Results from the spring parent survey were used to evaluate the effectiveness of literacy programs. Out of 110 surveys returned, 105 families attended conferences with the child’s teacher, 103 felt as though our school focuses on learning to read and comprehend. Parent involvement activities will be planned based on the fall survey of interest and needs. Only 61 students stated that they enjoyed receiving books from our “Books for Breakfast” program. Several families stated that they did not know what Books for Breakfast was.




Because of this, books are now stamped and bookmarked “I got this book at Books for Breakfast.” The Family Book Club event was marked attended by 71 parents and the Books and Breakfast events both held in May were marked attended by only 81 families. Both events had significantly higher numbers of attendance in actuality.

Budget Implications:

Benchmark/Evaluation (or related Indistar® indicators (if applicable): Spring 2018 SOL scores and Spring 2018 PALS scores

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.

(include what we are doing to serve subgroups, and how we will evaluate, schoolwide plan,

Narrative: Students that are underperforming in reading will receive one or more of the following research-based interventions:

-SPIRE -Read Live Naturally-Exact Path-LLI




-Reading Recovery-Istation-SOL tutoring-Orton-Gillingham-Additional small group guided reading with a reading specialist

The research based Leveled Literacy Intervention will be implemented during Literacy Block to fidelity with groups of 3-4 students daily in each classroom for Tier 2 students in grades K-4. Students must fall within the range of levels suggested with the kit for each grade level. There is a district wide initiative for the teachers to meet with the division LLI coach as needed.

We will continue to implement Reading Recovery for identified first grade students daily for 30 minutes one on one during the literacy block. This is delivered by Reading Specialists in a pull out setting as a Tier III intervention.

SPIRE will be implemented daily for 30-45 min. for 4 days/week during the Literacy Block as small group pull-out as a Tier II and Tier III intervention delivered by Special Education teachers for students with disabilitiesSmall group push-in or pull out tier II or tier III daily 30 minute intervention for grades K-5, implemented during literacy block. This intervention is delivered by Title I reading teachers and Literacy Aides.

Orton Gillingham will be given daily for 30 minutes during the literacy block as 1:1 or small group pull-out delivered by trained Special Education teachers and/or Reading teachers as a Tier II or Tier III intervention for students who need additional phonics, spelling, and decoding instruction.

Read Live Naturally will be given to identified Tier II students in grades 4-5. Training for Reading Specialists.

Each of these interventions will be performed daily during the student’s literacy block. The 120 minute literacy block includes word study, small group reading, writing, and whole group instruction/read aloud. Data tracking is kept in each intervention to determine student growth, ongoing needs of the student, and effectiveness of the intervention. Subgroup data will be analyzed from reading benchmark given each semester in grades 3-5. Mid-year PALS data will be analyzed for each subgroup k-2. Second grade subgroup data




will also come from MAP testing.


Benchmark/Evaluation (or related Indistar® indicators (if applicable): Fall, Midyear, and Spring 2018 PALS scores

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: PFES has a staggered reading schedule so that every grade level can be served by reading specialists during their language arts block. Each 2 hour block of language arts instruction includes the 4 components of the balanced literacy model. Every teacher receives professional development on literacy instruction, Multiple opportunities for professional development are offered on word study,




interactive read alouds, Read Live, PALS, Fountas & Pinnell assessment administration and usage, and student engagement.

Extended learning opportunities include college tutoring, SOL tutoring, Monday Makers STEM club, college mentors, Family Book Club, Curriculum Night, Books for Breakfast, and Micah’s mobile backpack.

Our instruction specialist is performing interactive read alouds in each classroom in order to model this instructional approach for teachers to also use in their whole group instruction.

Accelerated learning was in place this year from the beginning of the year and ending at the time of fall PALS testing for any student that was underperforming in grades K-3. Reading teachers met with multiple groups in each grade level giving small group support focusing on specific skills that the students were lacking.

Professional development offered to teachers in order to help develop their literacy instruction:

-PALS assessment

-F &P Running Record assessment

-Map Testing

-Learning Walks/Antonetti/Engagement

Micah’s Mobile Backpack is a program that runs during the summertime, getting books into the hands of children.

Monday Makers STEM club meets on Mondays after school to engage students in STEM activities.

Homework Club meets in the Spring to support students in their studies.




Morning Math Club gives children the opportunity to practice math skills on Reflex for additional time before school.

Parent Engagement nights are being held by invitation only to families that have been flagged by DSS as needing additional support. These nights include a meal and a topic that will be covered that evening. The goal is to build a safe relationship with these families to help them develop a healthy attitude and appreciation for school. This is part of the attendance initiative for our school. We have also had attendance celebration days. We can evaluate effectiveness by looking at our attendance percentage at the end of the year as compared to prior years.

In order to increase parent involvement, our fall survey includes lists of activities the parents might be willing to be involved in and space for their own ideas to be written down. Attendance records are kept as one measure to evaluate effectiveness of the programs offered.


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

Family survey in the spring of 2018, Spring 2018 PALS and SOL scores, MAP testing, Benchmark testing

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.

PBIS, how do we transition kids from 5th to middle school, transition to preschool, Giving Roots is an acclimatize to kindergarten group, DSS is running Parent Night targeting NRVCS families once a month, Attendance initiative/monitoring, stepping up day, college mentors, VT partnership donation of books, Micah’s Backpack, Micah’s Closet, Books for Breakfast,

PD, antonetti, word study, observing other classrooms,

Narrative:




PFES engages in the following activities and services to support students in need:

-NRVCS in house counseling

- PBIS support, training, and interventions

-PBIS tiered system of behavior management including positive attention charts

-Giving Roots is a preschool and kindergarten support group to acclimatize children to public school

-DSS is running Parent Night, targeting families served by NRVCS once a month, to build relationships and provide functional living support

-Attendance is monitored and encouraged through our attendance initiative

-Stepping up Day helps transition students to the next grade level

-College Mentors provides a healthy relationship between student and college student

- We have a partnership with Virginia Tech for donations of books

- Micah’s Closet is a program in place to provide clothing and school supplies to students

- Micah’s Backpack is a program run through donations to provide food over the weekends

- Micah’s Mobile Backpack provides food and books to students over the summer

-Books for Breakfast is a program run through donations, providing books to all students when they purchase breakfast once a month

-Preschool runs home visits and recruiting for families that would benefit from the preschool experience




-5th grade takes a field trip for team building and to learn about how the middle school works to aid in that transition

- PD is offered year round for teachers to sign up as interest and need arises

-All staff are engaged in Antonetti engagement professional development including observing other classrooms and learning walks


Benchmark/Evaluation (or related Indistar® indicators (if applicable): Office referrals, attendance, spring parent survey, Look to Learning data collection


Documents

Web viewNoted Weaknesses- evenly distributed among the three reporting categories of word analysis strategies & word ... that runs during the summertime,