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

Transcription

1 Division Name: Smyth County School Name: Atkins Elementary School Date: 3/27/2017 Select One: Initial Plan X 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 Page 1 of 15

2 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 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 : Resources: 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. 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 presentation on Requirements and Implementation of a Title I Schoolwide Program can be accessed at: Page 2 of 15

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: Comprehensive Needs Assessment Student Achievement: Assessment Instruments: SOL Test Results; PALS Test Results; MAP; Benchmark Assessments, teacher-made pre and post assessments At the schoolwide level, student achievement is measured by the Standards of Learning (SOL) Tests for all grades. Atkins Elementary School was fully accredited for the school year. The data in the table below were extracted from the School Report Card on the website that is also located on the Atkins Elementary School website. Page 3 of 15

4 Data Analysis: The Commonwealth of Virginia accredits schools based on the overall achievement of students on Standards of Learning (SOL) tests. Adjusted pass rates represent achievement in all tested grade levels including allowances made for transfer students and limited English proficient students along with credit awarded to schools for the successful remediation of students. Atkins Elementary School staff is very proud of the significant gains in the areas of reading and mathematics during the spring 2017 tests. The staff members worked diligently to improve direct instruction, increased rigor, and strategic intervention services to meet the needs of the students. Information regarding student assessment results will be shared with parents in a timely manner. Assessment data will be discussed during parent teacher conferences or sent home to parents. Parents are encouraged to contact their child s teacher with questions. This will allow parents to become better informed and more active in their child s education. Open communication is paramount to the success of our students and our school. Accreditation Adjusted Pass Rates: Status Status Status Grades 3 5 English - All Students 67% Accredited in English using three year average (75%) 66% Accredited in English using four year average (75%) 78% Fully Accredited Grades 3 5 Mathematics 60% Warned in Math 71% Fully Accredited 80% Fully Accredited Page 4 of 15

5 Conclusion: While we are proud of the gains in reading and mathematics, the staff continuously strives for increased gains in all content areas. The staff at Atkins Elementary School is continuing to learn how to meet the needs of all students. Our staff is concerned about the increased behavioral and learning challenges many of our students possess. Many of our students are facing issues relating to the impact of the drugs within our community. Our teachers are searching for ways to meet the needs of these students in a positive manner. The faculty will continue the major intervention initiatives designed to raise student achievement, including: Fountas & Pinnell Leveled Literacy Intervention and after school remediation in order to continue to address specific learning needs of the students. Topic tests will be administered in mathematics and unit tests will be administered in reading throughout the course of the year to provide teachers instructional data. Intervention efforts will be targeted to improve key areas of weakness as noted by the scores on Measures of Academic Progress in reading and mathematics, as well as Fountas & Pinnell assessments. Staff will design accreditation plans for struggling students to concentrate on specific skills deficits to and quickly fill these gaps with intense intervention. Teachers will help create a school improvement plan for the fall semester and the spring semester based on SOL results from Spring Page 5 of 15

6 School Context and Organization Assessment Instruments: School Improvement Plan, Title I Parent Surveys, Teacher Surveys Analysis of Data: Atkins Elementary School has a mission statement that is reviewed annually and drives our school improvement planning. The mission statement will appear on the front hallway bulletin board, our monthly newsletter, and the Weekly Update. The students start their day reciting our mission, We will Learn - We will laugh, experience, appreciate, respect, and nurture. While we strive for academic excellence, we focus on preparing our students for lives of success, not merely passing an SOL test. The School Improvement Plan is reviewed by the Leadership Committee annually and presented to the faculty for input and approval. The Leadership Committee, comprised of teachers, parents, and administrators, guides the decision making at Atkins Elementary School. Other committees, including Language Arts, Math, Science/Social Studies, and Climate Committees are involved in decision-making concerning their respective areas. Committee co-facilitators and grade level chairs also serve on the Leadership Committee. All members of the staff participate on committees. Resources, such as funds, time, and personnel, are defined by school board guidelines. Each year, surveys are sent home in order to obtain parental input. The Title I Surveys from parents were very positive regarding the school climate, teacher competency, and overall academic programming at the school. For instance, the majority of parents are pleased with the Schoolwide Title I program at Atkins Elementary School. The parents stated they feel welcome and have attended family nights, conferences, and other school wide events. Their comments express confidence in the hard working and professional staff. Communication between the home and school is strength for Atkins Elementary School. School personnel are continually searching for ways to improve communication using technology for emergency announcements and other important school related activities. The teacher surveys were very positive as well regarding the Title I program. Grade level teams are very protective of their Title I time. Page 6 of 15

7 Conclusion: All certified staff participates in the decision-making process. Our staff believes that increased collaboration and improved explicit instruction will ensure that our students will meet and exceed state and federal standards. We appreciate and value input from families and we are continuing to explore ways to increase family engagement. By ensuring that we have a variety of communication channels and activities for our families, we hope to increase their involvement within our school. The parents on our committee expressed the desire for additional communication regarding interpreting data points such as MAP, Guided Reading Levels, and PALS. Therefore, the team will explore ways to make the information more meaningful to the parents through simplified explanations and parent sessions explaining the various data points. We will continue to evaluate and address concerns of parents. We will also host Open House activities, Parent-Teacher Conference meetings, Literacy night, Math and Science night, Scholastic Book Fairs in the fall and spring and North Pole Store. We will also provide parental workshops to inform parents about Virginia s Standards of Learning and involve them in related academic activities with their children at school. Parents will have access to the Smyth County s On the Go Bus. These resources provide support materials to extend and reinforce reading and math at home. Page 7 of 15

8 Budget Implications: Not Applicable Benchmark/Evaluation (or related Indistar indicators (if applicable): The staff analyzed Standards of Learning results, Measures of Academic Progress (MAP), PALS, countywide benchmark data, and formative assessments to continuously monitor student progress in reading and mathematics. The staff will also continue to examine Title I survey results along with teacher surveys to find ways to improve the instructional program and communication at Marion Elementary School. The staff will also use conversations with parents during Open Houses, parent teacher conferences, and informal conversations to gather honest feedback to improve communication and instructional programming. Page 8 of 15

9 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: Curriculum and Instruction Assessment Instruments: SOL Test Results; MAP results; PALS Test Result; Benchmark Assessments, teacher-made pre and post assessments Analysis of Data: Teachers will use the SOL Curriculum Framework and the Enhanced Scope and Sequence created by the Virginia Department of Education to drive instruction. Teachers will continue to refine grade-level curriculum maps for each core area. These curriculum maps are aligned with the SOLs and include assessments. Our textbooks are up-to-date, state approved, and research-based. Based upon the research of the National Reading Panel, phonemic awareness, phonics, vocabulary, fluency, and comprehension, forms the foundation for classroom reading instruction. Teachers will utilize instructional level reading materials from the school s book room to maximize reading time in text. Reading instruction will occur during a one hundred twenty minute language arts block and math instruction occurs during a ninety minute block. Curriculum integration will link content areas with the language arts processes of reading and writing. Instruction will be delivered in whole group settings and in small, homogeneous groups. Post assessments in reading and math will be used to guide instruction and create flexible instructional groups. Differentiated instruction will be encouraged and monitored in order to meet the needs of every student. Our media specialist will provide instruction that supplements our language arts curriculum. Technology will be used in teacher-directed instruction and student independent practice. A part-time technology resource teacher will provide assistance to classroom teachers and offers suggestions for helpful links. Teachers will utilize Smart Boards, Lady Bugs, Accelerated Reader, United Streaming, Brain Pop Jr., IXL, Chromebooks, and other electronic resources to enrich the curriculum. First through fifth grade class schedules will include a 30 minute Intervention/Enrichment Block for targeted instruction. The Leadership Page 9 of 15

10 Team meets bi-weekly to discuss student grouping and to offer teachers support for struggling learners. For at-risk learners, a variety of supports will be in place, such as PALS Intervention, Leveled Literacy Intervention, resource services for reading and math, reading specialist services, special education services, and paraprofessional services. Acceleration Plans will be developed for struggling students in an effort to coordinate services between the classroom teacher, resource teacher, and interventionist. Conclusion: Teachers will follow the curriculum maps to ensure instructional consistency and continuity. Teachers will deliver lessons on units of study so that effective instructional ideas are shared to benefit every student. Professional Learning Communities (PLCs) will meet at least three times per month to share instructional strategies and to discuss individual student progress. Post assessments in reading and math along with summative reading assessments will be administered. The data will be analyzed to identify strengths and weaknesses of individual students in order to provide enrichment and remediation to increase student academic achievement. Cross grade-level discussions will enable teachers to review previously taught SOLs more effectively in order to insure the retention of core content. Budget Implications: Salaries and benefits of resource teachers/interventionists are supported by Title 1 funds. The division will explore ways to reallocate funds to support personnel and programming to enhance instruction. The school will utilize rural and low income money to finance instructional and technological needs. E-Rate funds will also be used to enhance the integration of technology into the classrooms. In addition parent involvement funds will be utilized to reach families to maximize family engagement. Finally, the school will explore other funding sources such as Parent Teacher Partnership funds, mini-grants, and community partnerships to support all students in meeting the challenging state academics standards. Benchmark/Evaluation (or related Indistar indicators (if applicable): The school will analyze Standards of Learning, Measures of Academic Progress (MAP), PALS, countywide benchmark data, and formative assessments to continuously monitor student progress in reading and mathematics. The staff will also continue to examine Title I survey result along with teacher surveys to find ways to improve the instructional program and communication at Atkins Elementary School. The staff will use conversations with parents during Open Houses, parent teacher conferences, and informal conversations to gather feedback to improve communications and instructional programing. Staff will be required to make at least two positive phone calls with parents each month to develop a better relationship between the school and home. Page 10 of 15

11 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: We will ensure that students will not be pulled from reading or mathematics instruction for art, music, physical education, or additional reading instruction. Each student will receive at least one hour of mathematics instruction daily. Mathematics and reading teachers will provide instruction to students in their regular classrooms. Students in need of additional instruction to learn a particular skill may receive one-on-one or group remediation by either the resource teacher or the regular classroom teacher. Teachers will use manipulatives and hands on learning activities to teach educational concepts. The school will be purchasing additional manipulatives to incorporate into the daily instructional program. The school will be continuing to implement Fountas & Pinnell, Accelerated Reader, IXL, Dan Mulligan, Marcy Cook, and Guided Math instructional practices to enhance our current instructional program. Teacher will be expected to follow the Numeracy Plan developed by Smyth County Public Schools. Students in 3 rd 5 th grade will be encouraged to attend After School SOL remediation twice weekly in These SOL remediation sessions will be staffed by highly qualified teachers. Students in K-5 th grades will be encouraged to attend summer school. Our school will celebrate Reading Month in March and Math Month in April. Instructional groups will be flexible and allow students to move from group to group based on their mastery skills. Interactive Achievement, a web-based student assessment system, will be utilized to assess mastery of SOLs. Teachers will integrate technology into their daily instructional program. There are three new Chromebook labs that have been purchased to use throughout the school. Page 11 of 15

12 Budget Implications: Salaries and benefits of resource teachers/interventionists are supported by Title 1 funds. The division will explore ways to reallocate funds to support personnel and programming to enhance instruction. The school will utilize rural and low income money to finance instructional and technological needs. E-Rate funds will also be used to enhance the integration of technology into the classrooms. In addition parent involvement funds will be utilized to reach families to maximize family engagement. Finally, the school will explore other funding sources such as Parent Teacher Partnership funds, mini-grants, and community partnerships to support all students in meeting the challenging state academics standards. Benchmark/Evaluation (or related Indistar indicators (if applicable): The school will analyze Standards of Learning, Measures of Academic Progress (MAP), PALS, countywide benchmark data, and formative assessments to continuously monitor student progress in reading and mathematics. Page 12 of 15

13 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, 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: Community Partnerships: Atkins Elementary School will continue to cultivate a variety of successful partnerships throughout the community that will have a positive impact on our students and staff. We will continue to partner with Family Preservation Services to offer a school-based counseling program for qualifying students. The day treatment counselor will develop a plan to positively reinforce expectations along with weekly parental communication. We will also partner with the Family Resource Center for small group counseling sessions for identified students. The Blue Ridge Job Corp will offer young adults to support our students through reading projects, anti-bullying campaigns, and volunteers to make our Family Nights a success.. We will also work with the Kiwanis Club of Marion to continue to support our Mildred Harkins Writing Contest to develop creative writers. We also hope to sustain several partnerships that focus on teaching students to make healthy life choices. The United Way and the Virginia Foundation for Healthy Youth will also sponsor a physical education initiative called Teach It, Learn It, Live It. The program will continue to offer professional development and equipment to teach lifelong activities that include biking, swimming, disc golf, and fishing. The school will continue to develop our partnership with 4-H. 4-H staff offers programming in nutrition, public speaking, career Page 13 of 15

14 exploration, and economics. The school is an integral part of the community and we feel very supported by our stakeholders. By working together, we can change lives. Professional Development: Professional development documentation reflects a variety of opportunities for teachers at Atkins Elementary School. This upcoming year, professional development sessions will focus on managing behaviors, reading, mathematics, technological skills, and teacher efficacy. All teachers will be given a copy of the book Unshakeable by Angela Watson to focus on 20 ways to enjoy teaching every day no matter what challenges they face during the instructional day with students. Teachers will lead discussions on the book and how it can provide additional strategies to improve student achievement. Teachers will meet regularly to discuss the curriculum, data, and plans for upcoming units. Instructional meetings will be conducted biweekly to analyze data and share instructional practices and resources. Collaboration and differentiated instruction are essential for a successful schoolwide resource program. The school will continue to look for ways to improve collaboration among teachers and families. Atkins Elementary School believes professional development is the key to increased student achievement. Our school will continue to focus on differentiated instruction in reading and math. Teachers will continue to refine small group reading and math instruction. Teachers are working to increase academic rigor across subject areas. Teachers will explore ways to enhance instruction for high achieving students. We are encouraging all teachers to increase opportunities for integrated projects utilizing technology and project based learning. Continuous growth in instructional knowledge and skills is critical to maintaining high expectations for students and teachers. We will schedule times throughout the year for reflection, discussion, and observation of research based practices. Transition Plans: Atkins Elementary School has one pre-kindergarten class, which is funded through local funds and the Virginia Preschool Initiative program. There are numerous home-based childcare providers and three early childhood daycare centers in Marion. Some of these children attend Atkins Elementary School when they reach the appropriate age. Each spring, rising kindergarten students from Head Start are invited to visit the school to become acquainted with our programs and procedures. Title I also sponsors a parent night in the spring to help students and parents transition to kindergarten. Again, all rising kindergarteners are invited to attend. All incoming kindergarten students participate in an individual screening to better understand the student s cognitive development and social development. The time also gives the parent the opportunity to express concerns about their child coming to kindergarten. Fifth graders visit Marion Middle School to ease their transition to sixth grade. Other activities will be explored ease the transition to Middle School. Atkins Elementary School encourages all parents to become active members of our PTO. In August we will have an Open House for all parents and students to visit and become familiar with procedures and policies for the upcoming school year. Page 14 of 15

15 Budget Implications: Salaries and benefits of resource teachers/interventionists are supported by Title 1 funds. The division will explore ways to reallocate funds to support personnel and programming to enhance instruction. The school will utilize rural and low income money to finance instructional and technological needs. E-Rate funds will also be used to enhance the integration of technology into the classrooms. In addition parent involvement funds will be utilized to reach families to maximize family engagement. Finally, the school will explore other funding sources such as Parent Teacher Partnership funds, mini-grants, and community partnerships to support all students in meeting the challenging state academics standards. Benchmark/Evaluation (or related Indistar indicators (if applicable): The school will analyze Standards of Learning, Measures of Academic Progress, PALS, countywide benchmark data, and formative assessments to continuously monitor student progress in reading and mathematics. Page 15 of 15