Virginia Department of Education Every Student Succeeds Act of 2015 Title I Schoolwide Plan

Transcription

1 Division Name: Fairfax County Public Schools School Name: Bucknell ES Date: October 26, 2017 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; and o 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 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 Page 1

2 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 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 Submit button. Not Using Indistar : Access the 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: Page 2

3 Component (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: Team leaders in grades PreK-6, School Based Technology Specialist, Title 1 Literacy Support, and content coaches representing ESOL, Special Education, Math, and Literacy were involved in systematic data analysis and needs assessment led by the principal and assistant principal on August 7, 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. Grade Level Teams created SMARTR goals in the areas of math and literacy based off of the data analysis and needs assessment. During Back to School Night, teachers shared grade level goals based on the needs assessment and offered parents opportunities to give their feedback. Summary of Data Analysis Including a Variety of Data Sources: Reading Data: Strengths 88% SOL pass rate in Reading versus our anticipated goal of 77% The percentage of students on or above grade level increased in grades 1, 2, and 4-6 as measured by the DRA Targeted language arts interventions such as Fundations and LLI, for students in grades K-2 For reading, a review of SOL, DRA2, DRA2WA, indicated that current second and fourth grade students are not making a year s worth of growth or more at expected rates. Additionally, there is a significant gap between special education and all students. The implementation of Literacy Collaborative Year One in primary grades and targeted small group intervention were identified as key strategies to raising the bar and closing the gap for students. Math Data: Strengths 88% SOL pass rate in math versus our anticipated goal of 73% According to MRA results, 78% of grade 1 students were proficient or advanced and 91% of grade 2 students were proficient or advanced Page 3

4 For math, a review of SOL data for grades third through sixth and performance task data for grades kindergarten through second, indicated that students need to increase their number and number sense skills. It would be beneficial for teachers in grades kindergarten through sixth participate in professional development to better understand the strengths and gaps students possess when building number and understanding number relationships. Application of math workshop model incorporating rich tasks and the full implementation of Add+Vantage Math Recovery strategies at the primary grades were identified as key strategies to address these students. Specific Goals: Language Arts 75% of all students in Kindergarten will achieve a score of 4 as measured by the Developmental Reading Assessment (DRA) 2. 70% of students in grades 1-3 will increase their DRA 2 scores by one or more years growth. 100% of students in grades 4-6 who have not met grade level benchmarks or a year s growth as measured by the DRA2 will increase their DRA 2 scores by one or more years growth. Students in grades 3-6 will pass the Spring, 2017 Reading SOL with an overall pass rate of 80% or higher. Math Students in grades 3-6 will pass the Spring, 2017 Math SOL with an overall pass rate of 80% or higher. 80% of students in grades K-2 will pass the Quarter 4 Math Assessment. Budget Implications: Title I funding will be allocated to the following: 1 math resource teacher, 1 teacher training in Add+Vantage Math Recovery, 1 teacher training for Upper Literacy Collaborative, and data dialogue and curriculum planning day coverage for teachers. Funds will be also be allocated to provide extended day language arts and math opportunities based on data. Component (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: Increase student achievement levels for all subgroups Page 4

5 Language Arts: Virginia Department of Education Based on the data analysis above, the following practices were identified as ones that would strengthen student achievement in literacy. Literacy Professional Development Kindergarten teachers will participate in Kindergarteners Learning About Print (KLAP) Project and implement strategies to support students who have yet to meet grade level benchmarks with letter identification and concepts about print. Teachers in Preschool through third grade will attend ten sessions of Literacy Collaborative Professional Development and participate in eight hours of individual coaching. Teachers in grades four through sixth will have professional development opportunities to support the implementation of Balanced Literacy based on student needs. Teachers in Preschool - grade 6 will be provided opportunities to observe balanced literacy instruction in action through classroom visits and/or watching videos of instruction during CLT time, to reflect on and develop literacy instruction. All teachers will participate in book cohorts (with participants in each group of mixed grades and content areas) throughout the year. Using the selected text, goals and action steps will be created and implemented to enhance Tier 1 instruction. Special Education teachers will be investigating the implementation of specialized reading programs that focus on comprehension for upper grade students, specifically Language! And Corrective Reading. Literacy Intervention: Teachers will begin targeted interventions beginning in Quarter 1 with identified students based on DRA2, classroom observation, and Universal Screener. Our Responsive Instruction core team will conduct a thorough review of intervention resources and trained staff to assist in making appropriate instructional matches of intervention supports to student needs. For students identified for intervention supports after Quarter 1, the referring teacher with guidance from the RI core team will establish a specific intervention plan, including a specific learning target and measures, and document this plan within the EDSL School Insight intervention forms. Teachers will implement Tier 2 and 3 interventions (ie: Fundations, and Leveled Literacy Intervention (LLI)) with fidelity based on student need. Collaborative Practices in Literacy: Teams of teachers attend the PLC Leadership Institutes offered by the Region, to foster a) deeper understanding of the PLC and its continuum; b) deeper understanding of the roles and responsibilities of CLTs, and the CLT cycle itself; c) facilitation skills necessary to build and maintain strong collaboration among teams. Math: Based on the data analysis above, the following practices were identified as ones that would strengthen student achievement in math. Math Professional Development Kindergarten through third grade teachers will analyze Add+Vantage Math Recovery data and use Add+Vantage Math Recovery strategies to move kids on the continuum Teachers will continue professional development around Math Workshop including academy classes, modeling, observing, and/or coaching. Develop a deep understanding of Number Sense Routines, Number Talks, Performance Tasks, and Rich Tasks Page 5

6 Math Intervention: Teachers will begin targeted interventions beginning in Quarter 1 with identified students based on Add+Vantage Math Recovery Assessments, grade level performance tasks, classroom observations, and Universal Screener. Our Responsive Instruction core team will conduct a thorough review of intervention resources and trained staff to assist in making appropriate instructional matches of intervention supports to student needs. For students identified for intervention supports after Quarter 1, the referring teacher with guidance from the RI core team will establish a specific intervention plan, including a specific learning target and measures, and document this plan within the EDSL School Insight intervention forms. Teachers will implement Tier 2 and 3 interventions (i.e.: Add+Vantage Math Recovery and targeted small group instruction) with fidelity based on student need. Collaborative Practices in Math: Teams of teachers attend the PLC Leadership Institutes offered by the Region, to foster a) deeper understanding of the PLC and its continuum; b) deeper understanding of the roles and responsibilities of CLTs, and the CLT cycle itself; c) facilitation skills necessary to build and maintain strong collaboration among teams. 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, Universal Screener, quarterly math performance tasks, and anecdotal notes. This data will be analyzed regularly in collaborative team meetings, Responsive Instruction meetings, and quarterly data discussions to guide instructional decisions. Budget Implications: Title I funding will be allocated to the following: 1 math resource teacher, 1 teacher training in Add+Vantage Math Recovery, 1 teacher training for Upper Literacy Collaborative, and data dialogue and curriculum planning day coverage for teachers. Funds will be also be allocated to provide extended day language arts and math opportunities based on data. Component (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: Instructional Practice: The following Professional Development Approaches will be implemented to strengthen our instructional practices: Coaching and modeling of instructional strategies by the reading teacher, math resource teacher, advanced academics teacher, and Title I Literacy Support Facilitation training for grade level team leaders quarterly to further develop the effectiveness of Collaborative Learning Teams Page 6

7 Develop a deep understanding of Number Sense Routines, Number Talks, Performance Tasks, and Rich Tasks Kindergarteners Learning About Print (KLAP) Literacy Collaborative PreK-3 Amount and Quality of Learning Time: Afterschool Intervention Program for students in grades 3-6 who are at risk for failing the reading, math, and science SOL tests Designated Intervention & Enrichment time for students in grades kindergarten through 6 Enriching and Accelerating Student Learning: Rigorous Tasks in Math - Staff members will continue to develop knowledge and usage around rich and performance tasks. Advanced Academics Resource Teacher Support In addition to attending collaborative team meetings, the AART will coach and model the use of higher order questions, problem solving, critical thinking, reasoning, and communication skills. The AART will support students directly by working in small groups for identified students and in whole group critical and creative thinking lessons. Strategies Lab - Students will work on critical thinking and problem solving skills in our Strategies Lab with integrated science and social studies content. Professional Development o Problem Based Learning Ongoing professional development for teachers on ways to incorporate PBL lessons into social studies and science. 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, Universal Screener, quarterly math performance tasks, and anecdotal notes. This data will be analyzed regularly in collaborative team meetings, Responsive Instruction meetings, and quarterly data discussions to guide instructional decisions. Budget Implications: Title I funding will be used to support 1 math resource teacher. Additional funds will be used to support professional learning, Collaborative Team Meeting Development, and model/coach effective math and literacy strategies for teachers. Title I funds allow for a Team Leader Retreat and quarterly grade level data dialogue and curriculum planning coverage for teachers. Component (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, Page 7

8 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 et seq.); Professional development and other activities for teachers, paraprofessionals, and other school personnel to improve instruction and use of data from academic assessments, and to recruit and retain effective teachers, particularly in high-need subjects; and Strategies for assisting preschool children in the transition from early childhood education programs to local elementary school programs and, if programs are consolidated, the specific state educational agency and local education agency programs and other federal programs that will be consolidated in the schoolwide program. Evidence: Scientifically-based research strategies or activities such as student support services; behavior intervention systems; tiered systems of support; teacher recruitment and/or retention activities; or other activities as appropriate. Include a description of how the reform strategies will be evaluated for effectiveness. Narrative: Social, Emotional, and Mental Health: Student Support Team Meetings: Monthly meetings with the administrative team, school psychologist, and social worker to discuss and strategize for students at risk Professional Development: 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 interim reports and progress reports will continue to be sent home quarterly to document students growth. Professional Development: Responsive Classroom training for all staff Cultural Proficiency training for all staff School Readiness and Transitions: Bridge to Kindergarten: A three-week 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. Head Start Transition: Bucknell ES kindergarten teachers will visit Head Start classes serving rising kindergarten students and discuss each student s Page 8

9 strengths and needs with the Head Start teachers. Virginia Department of Education Kindergarten Orientation: Kindergarten Orientation will be held in the spring 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 during the summer. Families will receive kindergarten readiness materials translated into multiple home languages. HIPPY: Implement national HIPPY (Home Instruction for Parents of Preschool Youngsters) Program to reinforce school readiness with both enrolled and waitlisted FECEP/HS families. Methods to evaluate effectiveness: Student office referral data will be closely monitored throughout the school year. The Responsive Instruction 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. Budget Implications: Title I funds will be used to support additional hours for our parent liaison to support family connections. Page 9