Annual Title I Schoolwide Plan

School Year: 2018-19

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 K-6, specialists, and resource staff including the counselor and social worker, were involved in systematic data analysis and needs assessment. 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 week to gain feedback and further input. During Back-to-School Night, 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.

Specific Goals:

Math goal 1: Increase the pass rate for grade 3 – 6 students from 71.8% to 75% on the 2018 SOL Math test.
Math goal 2: Reduce the failure rate by a minimum of 10% on the 2018 SOL Math test for all sub groups.
Math goal 3: On the End-of-Year Problem Solving Assessment, 70% of all students in each grade will achieve a benchmark of 65% based on a composite score of all questions or increase their BoY score by 25%.
Reading goal 1: Increase the pass rate for grade 3 – 6 students from 76.3% to 80% on the 2018 SOL Reading test.
Reading goal 2: Reduce the failure rate by a minimum of 10% on the 2018 SOL Reading test for all sub groups.
Reading goal 3: As measured by a Fall and Spring reading assessment (ex. DRA2), 90% of K – 6^th grade students’ reading levels will increase by a minimum of 1 year.
Reading goal 4: As scored by the FCPS writing rubric, 55% of 1^st – 6^th grade students’ Spring 2018 Writing on Demand (WoD) scores will increase by 6 points or meet a benchmark of 23 points.

Budget Implications:

Title I funding will be allocated to the following: 1 math specialist/coach position and 1.9 reading specialist/coach positions. Funds will also be allocated to provide extended day opportunities for students based on data to increase student mastery in reading and mathematics.

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

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.

Professional Learning:
- By the end of September 2017, all Kindergarten through fifth grade teachers will participate in Problem Solving Assessment Multiplication/Division Strategies training.
- By May 2018, 17 teachers will have completed a Cognitively Guided Instruction course.
Collaboration and Collective Efficacy:
- Hold twice yearly grade level Data Dialogues to review common assessments such as the Problem Solving Assessment, eCart, and end of unit assessments to make instructional plans.
- Each team will meet weekly to learn, plan best math instructional practices (as defined in Hollin Meadows non-negotiables for optimum student learning for Math) and analyze assessments with the purpose of ensuring that all students are making at least a year’s worth of growth, regardless of their teacher assignment.
- By May 2018 a minimum of 3 data review conversations will be held with each classroom and self-contained SPED teacher.
Focus on Results:
- Each grade level CLT will develop, administer, and score end of unit common assessments. Grade level assessment data will be archived in a common format.
- Teams will analyze common assessments and develop plans to provide targeted interventions for students not making expected progress.

Reading:

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

Professional Learning:
- By September 2017, 17 teachers will attend a one-week Teacher College Homegrown Reading Institute.
- By September 2017, all teachers will have attended a one-day Units of Study overview session.
Collaboration and Collective Efficacy:
- Hold twice yearly grade level Data Dialogues to review common assessments such as the DRA, eCart, and end of unit assessments to make instructional plans.
- Each team will meet weekly to learn, plan best literacy instructional practices (as defined in Hollin Meadows non-negotiables for optimum student learning for language arts) and analyze assessments with the purpose of ensuring that all students are making at least a year’s worth of growth, regardless of their teacher assignment.
- By May 2018 hold a minimum of 3 individual data review conversations with each classroom and self-contained SPED teacher.
Focus on Results:
- Each grade level CLT will develop, administer, and score end of unit common assessments. Grade level assessment data will be archived in a common format.
- Teams will analyze common assessments and develop plans to provide targeted interventions for students not making expected progress.

Budget Implications:

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

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:

Hutchison Elementary School implements a variety of methods to strengthen the academic program and provide a well-rounded education.

Instructional Practice:

By the end of September 2017, all Kindergarten through fifth grade teachers will participate in Problem Solving Assessment Multiplication/Division Strategies training.
By May 2018, 17 teachers will have completed a Cognitively Guided Instruction course.
By September 2017, 17 teachers will attend a one-week Teacher College Homegrown Reading Institute.
By September 2017, all teachers will have attended a one-day Units of Study overview session.

Amount and quality of instructional time:

After School Intervention Program: An after school intervention program will be provided for students in grades 3-6 who are at risk for failing the math or reading SOL. This program will help students build math and reading concepts.

Enriching and accelerating student learning:

Implement Level IV AAP program for identified students in 3^rd & 4^th grades

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.
Grade level teams will document the work done in CLTs to strengthen Tier 1 instruction including unpacking content, lesson plans, creation of assessments, and an analysis of assessment data.

Budget Implications:

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