Annual Title I Schoolwide Plan
Virginia Department of Education Every Student Succeeds Act of 2015 Title I Schoolwide Plan Division Name: Fairfax County Public Schools School Name: Lorton Station Elementary School Date: January 16, 2018
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:
- 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:
- 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 webpage.
- 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.
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 webpage 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.
Teachers in grades K-6, specialists, and resource staff including the counselor and social worker, were involved in systematic data analysis and needs assessment led by administration, instructional coach, reading specialists, and math specialists in June 2017 and 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 Back to School Nights, 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. Additionally, the data and School Improvement Plan were presented to all parents during the October Parent Teacher Organization Meeting.
Summary of data analysis including a variety of data sources:
For reading, a review of SOL, DRA2, and DRA2 WA indicates that reading achievement is an area of concern. Although Lorton Station 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 Lorton Station’s reading results for the 2016-2017 school year in the additional documentation. Specifically, a need was identified to further support early readers in exceeding K-2 benchmark levels and to build independent application of comprehension strategies among students in grades 3-6. Engaging in coaching cycles with teachers to build capacity and increase teacher knowledge of the components of reading and writing workshop was identified as a key approach to meet both these needs.
For mathematics, a review of SOL, School Improvement Problem Solving Data and Math Reasoning Data indicates that mathematics achievement is an area of concern and there is a gap between subgroups. See Lorton Station’s mathematics results for the 2016-2017 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, Lorton Station Elementary has set the following Specific, Measurable, Attainable, Results-oriented, Timebound and Rigorous (SMARTR) goals for student growth and performance.
Closing the Gap:
The gap between subgroups (ELL,SWD & BLACK) meeting DRA2 grade-level benchmarks and the highest-scoring subgroup (White) meeting DRA gradelevel benchmarks in grades K-2 will decrease by 5 percentage points.
The gap between subgroups (ELL, SWD & BLACK) meeting SOL grade-level benchmarks (pass or pass advanced) and the highest-scoring subgroup (white) meeting SOL grade-level benchmarks (pass or pass advanced) will decrease by 5 percentage points.
In grades K-2, the gap between all subgroups and the highest achieving subgroup (white) will decrease by 5 percentage points. In grades 3-6, the gap between all subgroups and the highest achieving subgroup (white) meeting SOL grade-level benchmarks (pass or pass advanced) will decrease by 5 percentage points, when comparing 2017 and 2018 data.
Raising the Bar:
By the end of the 2017-2018 school year, students in grades K-6 that were identified as needing intervention by the universal screener will make one year’s progress as monitored and measured by the DRAWA/DRA2.
By June 2018 students will achieve the following goals:
Grade 3: 75% will pass Gr. 3 Reading SOL Grade 4: 75% will pass Gr. 4 Reading SOL Grade 5: 75% will pass Gr 5 Reading SOL Grade 6: 80% will pass Gr. 6 Reading SOL
By June 2018 students will achieve the following goals in math:
Grade 1: 80% will pass the Spring MRA Grade 2: 90% will pass the Spring MRA Grade 3: 75% will pass the Gr. 3 SOL Grade 3 Advanced Math/AAP: 100% will pass the Gr. 3 SOL Grade 4: 70% will pass the Gr. 4 SOL
Grade 4 Advanced Math/AAP: 100% will pass the Gr. 4 SOL Grade 5: 70% will pass the Gr. 5 SOL Grade 5 Advanced Math/AAP: 100% will pass the Gr. 6 SOL Grade 6: 70% will pass the Gr. 6 SOL Grade 6 Advanced Math/AAP: 100% will pass the Gr. 7 SOL
Title I funding will be allocated to the following: 1 instructional coach, 2 math resource teachers, data dialogue and curriculum planning days coverage for teachers and funding kits for Add+vantage Math Recovery training. Funds will also be allocated to train teachers and literacy coaches on implementation of the Literacy Collaborative model.
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.
Increase student achievement in underperforming subgroups:
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:
- Utilize the Plan-Do-Study-Act cycle in grade level teams to map curriculum, 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
- 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 including the Mathematical Reasoning Assessment (MRA) in grades K-2, 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 math interventions by the RI Core Team in conjunction with grade level teams using the RIPT (responsive instruction protocol template) protocol. Teachers will utilize a protocol to guide and document Responsive Instruction Interventions on the Cumulative R10 worksheet. 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 instructional coach, math coaches, and administrators will work together to support this process.
• Mathematics Professional Development: Lorton Station Elementary will implement the following professional development approaches for mathematics:
- Based on areas for growth determined through a needs assessment, the instructional coach and math coaches 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, including Teaching Mathematics Developmentally by John Van de Walle as a primary resource for this professional development;
- Develop deep understanding of the Virginia Mathematics Process Goals; and
- Implement Number Talks as a strategy for increasing math discourse; and
- Participate in mathematics coaching cycles and learning walk through; and
- New staff members will be encouraged to attend a guided mathematics and/or Number Talks course.
Literacy: Based on the data analysis above, the following practices were identified as ones that would strengthen student achievement in literacy.
- Vocabulary and Strategy Development - Lessons will be designed to scaffold language and incorporate explicit student-friendly content vocabulary so that all students can access the key understandings and vocabulary prior to the unit of study. Evidence of lesson design will be lesson plans, collaborative team meeting agendas and discussions of lessons as well as classroom observations. Think-alouds will be modeled by the Reading coaches and classroom teachers to show how strategies can be used for reading comprehension.
- 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 Literacy Collaborative coaches 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 K-6 will be identified for reading intervention based on the division beginning-of-year assessment, classroom observation, formative assessments, and other division assessment information. Continue oversight of literacy interventions by the RI Core Team in conjunction with grade level teams using the RIPT (responsive instruction protocol template) protocol. Teachers will utilize a protocol to guide and document Responsive Instruction Interventions on the Cumulative R10 worksheet. 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 instructional coach, literacy coaches, and administrators will work together to support this process.
- Literacy Professional Development: Lorton Station Elementary will implement the following professional development approaches for literacy:
- Professional development will be provided by the Literacy Collaborative coaches and instructional coach quarterly, focusing on components of the Balanced Literacy framework to meet the needs of all students.
- Classroom teachers will continue staff development during weekly Collaborative Learning team meetings, facilitated by the Literacy Collaborative coaches and instructional coach, focusing on components of literacy instruction including theory and practice.
- Professional development sessions such as labsites and instructional walk throughs will continue to support schoolwide implementation of reading/writing workshop in grades K-6.
- 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 Literacy Collaborative coaches for staff on meeting the needs of English learners.
Methods to evaluate 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 the 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.
Title I funding will be allocated to the following: 1 instructional coach, 2 math resource teachers, data dialogue and curriculum planning days coverage for teachers and funding kits for Add+vantage Math Recovery training. Funds will also be allocated to train teachers and literacy coaches on implementation of the Literacy Collaborative model. 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.
Language Arts: Reading and Writing Workshop, Guided Reading Lesson Planning, and Read Alouds. Implementation of Language Arts teaching strategies (Reading and Writing Workshop, Guided Reading Lesson Planning, and Read Alouds) will increase student proficiency in meeting grade level benchmarks and becoming life long readers.
- Math: Number Talks: Number Talks promote number sense, mental math, communication, and a variety of math strategies for students at grades K-6
- Professional Development: Lorton Station Elementary will implement the following professional development approaches for strengthening instructional practices to achieve these strategies:
- Number Talks after-school special will be promoted, with teachers in grades 2-4 especially encouraged to attend.
- Coaching and CLT professional development support in instructional strategies by the instructional coach and math coaches.
Amount and Quality of Learning Time:
- Designated Language Arts/Math Intervention & Enrichment Time: Students in kindergarten through sixth grade will be identified for literacy/mathematics intervention and enrichment by name and by need based on the literacy and mathematics assessments, classroom observation, anecdotal notes, and additional formative and summative assessments.
- Professional Development: Lorton Station Elementary will implement the following professional development approaches for improving the quality of learning time to achieve these strategies:
- Training in Add+vantage Math Recovery and Leveled Literacy Interventions for intervention teachers.
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. Use of performance-based tasks in Language Arts will provide students with opportunities to practice creative and critical thinking skills.
- Professional Development: Lorton Station Elementary will implement the following professional development approaches for enriching and accelerating student learning to achieve these strategies:
- Coaching from the instructional coach, math coaches, literacy coaches for teachers in applying rigorous tasks and higher order questions.
- Instructional walk though 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 the 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.
Title I funding will be used to support instruction coach and Title I Math Resource teacher positions that will support professional learning, CLT development and model effective pedagogical strategies for teachers. Title I funds will also allow for training 2 Literacy Collaborative Coaches to support Language Arts instruction.
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.
Social, Emotional, and Mental Health:
- Business and Faith-Based Partnerships: Lorton Station Elementary will receive continued support from community business partners and faith-based groups for economically disadvantaged students. These partners will help by supplying backpacks and school supplies each fall and during the holiday season. The Family Support Team will work closely with the business and faith-based partners to provide a strong school-family connections.
- Professional Development : Lorton Station Elementary will implement the following professional development approaches for building flexibility and resilience:
- Trauma-informed supervisor training for administrators, the school counselor, social worker, and psychologist.
- Trauma 101 sessions scheduled during a school planning day during the fall.
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’ academic and social growth.
- Professional Development: Lorton Station Elementary will implement the following professional development approaches for establishing positive, and productive classroom culture:
- Responsive Classroom training for all staff.
- Cultural Proficiency training for all staff.
- Mind Up training for all classroom teachers.
School Readiness and Transitions:
- Bridge to Kindergarten: A three-week summer extended orientation program will be offered to all rising kindergarten students so that they can be better prepared for the transition to kindergarten. Through this program, students will begin to form relationships with school staff and peers, as well as learn the classroom routines and expectations. This will also provide an opportunity to assess student readiness levels so that students in need of intervention are identified early.
- Kindergarten Assessment Clinic: A Kindergarten Assessment Clinic will be held in August to determine rising kindergarten students literacy and mathematics strengths and weaknesses, as well as their social interactions and play behaviors. This information will be shared with parents during parent conferences.
- Kindergarten Tools for Schools will be held during the first quarter to provide parents with additional information on how to support their child in kindergarten based on the data taken at the Kindergarten Assessment Clinic. The information will focus on specific strategies to support academic, social emotional, and play development. This information will include take home resources and strategies that can be used at home.
- Kindergarten Orientation: Kindergarten Orientation will be held in May for the parents and students. Parents will receive information about the kindergarten curriculum and ways to develop kindergarten readiness. Children will visit kindergarten classrooms, and literacy and numeracy skills will be assessed. Families will receive kindergarten readiness materials translated into multiple home languages.
- Professional Development: Lorton Station Elementary will implement the following professional development approaches for building and sustaining readiness for learning:
- Training in effective parent communication related to children’s transition to kindergarten.
- Training for all kindergarten teachers and assistants in the executive function skills featured in the Bridge to Kindergarten curriculum.
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. Kindergarten entry data will be reviewed to help identify success of school readiness initiatives.
Title I funds will be used to assess students at the Kindergarten Assessment Clinic. Title I funds will also allow for families to receive resources that they can use in their homes to support their child’s academic and social emotional needs.