schoolwide_plan_template revised.docx.docx · web viewdrewry mason utilizes student teachers and...

Virginia Department of EducationTitle I Schoolwide Plan Template

Division Name: Henry County Public Schools School Name: Drewry Mason Elementary Date: 10/8/16 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 Elementary and Secondary Education Act of 1965 (ESEA). Guidelines for plan development include the following:

● The comprehensive plan should be developed during a one-year period;● The plan should be developed with the involvement of parents and other members of the community to be served; ● Individuals who will carry out the plan, including teachers, principals, administrators, and if appropriate, pupil services personnel,

technical assistance providers, school staff, and, if the plan relates to a secondary school, students from such school, should be involved in the development of the plan;

● 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, the plan should be developed in coordination with programs under Reading First, Early Reading First, Even Start, the Carl

D. Perkins Vocational and Technical Education Act of 1998, and the Head Start Act.

The ESEA requires ten 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 ten 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.

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Directions: Complete each of the ten components by following these steps:

Using Indistar® (available fall 2014):● 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 http://www.doe.virginia.gov/federal_programs/esea/title1/part_a/index.shtml,

● 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 a Schoolwide Plan Peer Review Rating Rubric, United States Department of Education (USED) guidance on Designing Schoolwide Programs, and USED guidance on Title I Fiscal Issues (including supplement/supplant and consolidating funds in schoolwide programs), can be accessed at the following Web site: http://www.doe.virginia.gov/federal_programs/esea/title1/part_a/index.shtml.

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.

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Component 1 - §1114(b)(1)(A): A comprehensive needs assessment of the entire school (including taking into account the needs of migratory children as defined in §1309(2)) that is based on the information which includes the achievement of children in relation to the state academic content standards and the state student academic achievement standards described in §1111(b)(1).

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 summary of data analyses must be included. The results of your data analysis must guide the reform strategies that you will implement to improve instruction for all students.

Narrative: An employee engagement survey was given to all staff at Drewry Mason.

English Language Learners, Research Based Instructional Strategies for reading, writing, and math, Academically Gifted Students, and Dealing with Crisis in the Classroom were among the top Professional Development needs identified by staff. Necessary improvement efforts are related to items associated with having technology to support teaching and learning in the classroom.

The School Improvement Plan is developed by the School Improvement Committee which represents every grade level, itinerant, and special education teachers. Committee members meet once every two weeks to monitor the plan’s progress. Administration reports progress to parents at each PTA meeting monthly and to all faculty once monthly during faculty learning meetings. The School Improvement Plan is also posted on the school’s website.

In the Drewry Mason School Improvement Plan, 100% of the faculty will analyze and use multiple sources of data to identify students at risk.Sources of data and methods of collection:

● Teachers use collaborative planning to ensure alignment and create performance tasks based on data that show strengths and weaknesses.

● Measures of Academic Progress data is analyzed and used to align curriculum and create lesson plans that address strengths and weaknesses of students. MAP, SRI and PALS are assessed two- three times a year. AIMS is administered to Kindergarten and 1st grade in the bottom 5th percentile in achievement according to reading and math MAP assessments three times per year and is used for progress monitoring in Child Study at all grade levels.

● Teachers meet within grade levels to determine and analyze data for specific skills.● Standards are unpacked. ● Results of common, formative and summative assessments are discussed and analyzed to identify students in need of specific skill

intervention. ● Information from common, formative assessments is shared and discussed with administration during data meetings after the first

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three nine week periods. Measures of Academic Progress and PALS data are also discussed as appropriate during these data meetings.

● Summary of SDBQ Analysis was analyzed by the entire faculty. Results and successful strategies to address weaknesses were shared with all faculty members.

Triangulation of Data based on Comprehensive Needs Assessment, September 2016. See below.

SOL Math pass rate for 2015 – 2016 was 89% (up from 82.3% 2014-2015). Math Areas of Strength:

Second grade –

Annual increase in percent on grade level or above based on mean math MAP RIT scores (44% to 49%). Third grade –

Annual increase in percent pass (75% to 85%) and percent advanced (7% to 21%) based on 2016 spring math SOL assessment. There was a three year positive trend in percent pass rate (71%, 75%, 85%) according to math SOL assessments. Percent pass rate is above the division and state averages for at least 4 years in a row. (math SOL) All target areas for meeting AMOs were met four years in a row (math SOL) The mean for the math SOL in 2016 was 453 (up from 426), Number and number sense went from the lowest strand to the highest according to 2016 math SOL.

Fourth grade –

The mean scaled score for 2016 math SOL was 490. There was a four year positive trend in percent pass (87, 92, 94). (2016 math SOL) Percent pass and percent advanced are above division and state averages for the last three years. (2016 math SOL) All target areas for AMOs have been met for the last 4 years. (2016 math SOL)

Fifth grade –

There was an annual increase in percent pass (79 to 88%) according to the 2016 math SOL. There was a three year positive trend in percent pass (66% to 79% to 88%). (2016 math SOL) For 2016, percent pass is above the division and state averages for the 2016 math SOL. Until this year, there was an increasing achievement gap (percent pass) between all students and economically disadvantaged

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students which had reached a 21 percentage point difference. This year, the gap decreased to a 2 percentage point difference. (2016 math SOL)

There was an annual increase in percent pass for Gap group 1 (68% to 86%) and for economically disadvantages (65% to 86%. (2016 math SOL)

Math Areas of Weakness: Math Areas of Weakness according to 2016 Math SOL assessment: 3rd grade – Probability, Statistics, Patterns, Functions, & Algebra (34.1). The Plain English test mean scaled score was 413. Plain English math – all reporting category mean scaled scores were below 35. 4th grade – Measurement and Geometry and Probability, Statistics, Patterns, Functions, and Algebra (both 38.9 – still above 35 for category mean scaled score). 5th grade –Measurement and Geometry (36.7 – still above 35 for category mean scaled score). Plain English math – all reporting category mean scaled scores were below 35.

Areas of weakness according to math MAP assessment – Kindergarten – 17% at or above grade level based on mean RIT score.Grade 1 – Annual decrease in percent proficient / on grade level or above based on mean RIT score (61% to 51% to 39%). Grade 2 – 49% at or above grade level based on mean RIT score. Grade 3 – 45% at or above grade level based on mean RIT score.Grade 4 – Annual decrease in percent on grade level or above based on mean RIT score (71% to 59%). Grade 5 – 57% at or above grade level based on mean RIT score.K – Computation and Estimation, Patterns, Functions, and Algebra (all categories are high in the low percentile category), at grade level or above 17%1st – Computation and Estimation, Number and Number Sense2nd – Computation and Estimation, Measurement, Patterns, Functions, and Algebra

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3rd – Computation and Estimation, Measurement4th – Measurement, Patterns, Functions, and Algebra5th – Measurement, Patterns, Functions, and Algebra

SOL English pass rate for 2015 – 2016 was 85% (up form 74.9% 2014-2015).English Areas of Strength:Kindergarten –

PALS - There was no fall-to-spring change in the percentage of students identified as needing additional reading intervention (5%).

12/71 (16%) identified for PALS tutoring Fall 2016.First grade –

Mean RIT score for reading according to reading MAP assessment was 178.6. District mean was 177.1, norm 177.5. PALS – There was a fall-to-spring decrease in students identified as needing additional reading instruction (14% to 11%). Only 7

identified for PALS tutoring for fall 2016.Third grade –

Closed the achievement gap between all students and males (above division and state averages) according to Spring 2016 reading SOL.

Mean score for 2016 reading SOL 437 (2015 mean 412) There was an annual increase in percent pass for the reading SOL (62% to 85%) after a three year negative trend. 85% pass rate is above the state average for the reading SOL. Three year positive trend in percent pass rate for economically disadvantaged students (49% to 56% to 77%).

Fourth grade –

There was an annual increase in percent pass rate for the reading SOL (78% to 85%). There was a four year positive trend in percent pass rate for the reading SOL (64, 69, 78, 85%) Percent pass and advanced are at or above division averages for three years in a row and above state averages for percent pass

for two years in a row. Three year positive trend in decreasing the achievement gap between economically disadvantaged and all students (13

percentage points to 8 percentage points to 4 percentage points)

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MAP reading – annual increase in percent on grade level or above based on mean RIT score (54% to 61%).Fifth grade –

There was an annual increase in percent pass for 2016 reading SOL (81% to 83%) and an annual increase in percent advanced (26% to 29%).

Three year positive trend in percent pass rate (75% to 81% to 83%) and percent advanced (11% to 26% to 29%) according to the 2016 reading SOL.

Percent pass is at or above the division and state averages for 4 years in a row. (reading SOL) Until this year, there was a 3-year trend of an increasing achievement gap (percent pass) between all students and economically

disadvantaged students which had reached a 12 percent point difference. This year, the gap decreased to a 5 percent point difference. (reading SOL)

There was an annual increase in mean scaled score (438 to 457), annual increase in percent pass for males (68% to 84%), annual increase in percent pass for GAP group 1 (60% to 76%) and for economically disadvantaged (62% to 78%). There was an annual increase in males’ mean scaled score (425 to 459) and females’ mean scaled score (446 to 456). (2016 reading SOL)

MAP – 66% at or above grade level based on mean RIT scores.

English / Reading Areas of Weakness: Math Areas of Weakness according to 2016 Math SOL assessment: 3rd grade – Probability, Statistics, Patterns, Functions, & Algebra (34.1). The Plain English test mean scaled score was 413. Plain English math – all reporting category mean scaled scores were below 35. 4th grade – Measurement and Geometry and Probability, Statistics, Patterns, Functions, and Algebra (both 38.9 – still above 35 for category mean scaled score). 5th grade –Measurement and Geometry (36.7 – still above 35 for category mean scaled score). Plain English math – all reporting category mean scaled scores were below 35.

Areas of weakness according to math MAP assessment – Kindergarten – 17% at or above grade level based on mean RIT score.Grade 1 – Annual decrease in percent proficient / on grade level or above based on mean RIT score (61% to 51% to 39%). Grade 2 – 49% at or above grade level based on mean RIT score. Grade 3 – 45% at or above grade level based on mean RIT score.

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Grade 4 – Annual decrease in percent on grade level or above based on mean RIT score (71% to 59%). Grade 5 – 57% at or above grade level based on mean RIT score.K – Computation and Estimation, Patterns, Functions, and Algebra (all categories are high in the low percentile category), at grade level or above 17%1st – Computation and Estimation, Number and Number Sense2nd – Computation and Estimation, Measurement, Patterns, Functions, and Algebra3rd – Computation and Estimation, Measurement4th – Measurement, Patterns, Functions, and Algebra5th – Measurement, Patterns, Functions, and Algebra

● Summary of SOL Subgroup Data (based on SOL data from Spring 2016)ENGLISH:

Subgroup Students Counted Total Students Rate AMO AMO Met?All Students 183 215 85.12 75% YesGap Group 1 105 135 77.7 72% YesGap Group 2 18 23 78.26 71% Too SmallGap Group 3 15 19 78.26 72% Too SmallAsian 3 3 100 80% Too SmallEconomically Disadvantaged

75 94 79.79 72% Yes

Limited English Proficient

14 17 82.35 69% Too Small

Students with Disabilities

16 24 66.67 66% Too Small

White 132 153 86.27 77% YesMATHEMATICS:

Subgroup Students Counted Total Students Rate AMO AMO Met?All Students 193 216 89.35% 70% YesGap Group 1 122 146 83.56% 68% Yes

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Gap Group 2 20 26 76.92% 77% Too SmallGap Group 3 20 24 83.33% 69% Too SmallAsian 3 3 100% 82% Too SmallEconomically Disadvantaged

85 99 85.86% 68% Yes

Limited English Proficient

17 21 80.95% 66% Too Small

Students with Disabilities

20 26 76.92% 65% Too Small

White 135 147 91.84% 72% Yes

MAP Data Summary – Percent of students at or above grade level mean 2016Grade Reading Math Language Usage

Fall Fall FallK 23% 17%1 45% 39%2 54% 49% 52%3 44% 45% 39%4 61% 59% 60%5 66% 57% 57%

● PALS Fall 2016– 50 identified for PALS tutoring (12 Kindergarteners, 6 first graders, 16 second graders, 16 third graders)● WIDA summary – 1st – 5th grades 88% progressed at least one level from spring 2015 to spring 2016. 12% stayed on the same level.

0% regressed (went down a level).

● Data are used to write and revise the school improvement plan, develop and revise teacher Smartgoals, and group students by areas of skill needs.

● Teacher observation data is collected through Edivation. The reports side of Edivation enables administration to disaggregate data to focus on targeted areas of strategy implementation in classrooms.

Related Indistar® indicators (if applicable): TA01

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Component 2 - §1114(b)(1)(B): Schoolwide reform strategies that—1. Provide opportunities for all children to meet the state’s proficient and advanced levels of student academic achievement described in

§1111(b)(1)(D);2. Use effective methods and instructional strategies that are based on scientifically-based research that—

a. Strengthen the core academic program in the school;b. Increase the amount and quality of learning time, such as providing an extended school year and before- and after-school and

summer programs and opportunities, and help provide an enriched and accelerated curriculum; c. Include strategies for meeting the educational needs of historically underserved populations; d. Include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and

those at risk of not meeting the state student academic achievement standards who are members of the target population of any program that is included in the schoolwide program, which may include—

i. Counseling, pupil services, and mentoring services;ii. College and career awareness and preparation such as college and career guidance, personal finance education, and

innovative teaching methods, which may include applied learning and team-teaching strategies; andiii. The integration of vocational and technical education programs; and

e. Address how the school will determine if such needs have been met; andf. Are consistent with, and are designed to implement, the state and local improvement plans, if any.

Evidence: Scientifically-based research strategies based on identified needs and designed to raise the achievement level of all students on content standards. Include a description of how the reform strategies will be evaluated for effectiveness.

Narrative: The School Improvement Plan for the 2015-16 school year will include interventions and strategies to improve student performance in the areas of reading and math. Our student needs assessment data are reviewed and monitored regularly through school improvement meetings every other week. In addition, data is also tracked to ensure proficient and advanced levels of performance using the following:

Unit tests / Common Assessments Throughout the year – data meetings with principal three times per year.

PALS (K-3) Fall, Midyear, Spring

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AIMS Web K-1 bottom 5th percentile according to MAP and Child Study students

Fall, Midyear, Spring and weekly probes

SRI 3-5 Fall, Midyear, SpringAttendance MonthlyFluency K-2 WeeklyDolch Words K-1 WeeklyWriting Prompts QuarterlyMAP Assessments (Reading and Math) Fall, SpringDSA Spelling Analysis Fall, WinterAIMS interventions and probes for specific reading and math skills

Weekly Probes after 3 interventions

ELL monitor forms completed by teachers QuarterlyAfter School Tutoring formative and summative assessments WeeklyComprehension Assessments from Reading Street Series WeeklyCounty Benchmarks / Quickchecks 1st and 3rd nine weeksPerformance Tasks in Reading, Math, Science and Social Studies One per semester term (in each subject)

Multiple strategies based on scientific research are used to provide additional assistance to students failing or at-risk of failing core subject areas or SOL assessments as well as moving students toward advanced levels of performance. These include:

● Daily Five full implementation in the K-2 classrooms.● After school tutoring twice per week for students who need remediation in identified skills. (2 hours each week)● Intervention / enrichment blocks for all K-5 classrooms. 30 minutes daily. ● Small group instruction. Math and Reading. Daily with paraprofessional support for reading. ● Alignment and development of lessons with the Curriculum Framework. ● EL services for identified students (30 minutes per day). ● Reading A-Z● IXL Math● Read 180 (Daily , 45 minutes for identified 3rd, 4th and 5th graders with reading specialist)

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● PALS tutoring, grades K-3, for identified students 30 minutes per day outside of reading or math classroom instruction. ● AIMS targeted interventions for specific reading and math skills and weekly probes for students who are in bottom 5 th

percentile according to MAP (K-1)● Specific skills assessment progress monitoring for grades K-5 for students in the bottom 5th percentile according to the

MAP reading and math assessments. ● Literacy Groups with Literacy Team (K-2, 30 minutes - 1 hour per day)● ELL PEP Nights integrated with PTA and Math / Reading Night● Parent Involvement Nights for Math and Reading integrated with PTA nights● 2 Full time Therapeutic Day Treatment counselors serve students identified with behavioral and emotional needs each

day.

● Marzano’s strategies (non-linguistic representations, setting objectives and providing feedback, identifying similarities and differences, summarizing and note taking, reinforcing effort and providing recognition, homework and practice, cooperative learning, generating and testing hypotheses, cues, questions, and advance organizers) integrated into classroom lessons during reading and math instruction.

● Differentiation of Instruction.● Use of Instructional Coach to help support teachers with a variety of effective instructional strategies and analysis of

data used to inform planning and instruction.● Child Study ● Use of the new Henry County curriculum lesson plan format which begins with Stage 1 transfer goals, SOL goals, KUDs,

and essential questions, Stage 2 Performance Assessment(s) including 4Cs and DOK levels, and Stage 3 daily plans. ● Math and Reading have extended instructional time in the master schedule (Reading – 2 hours; Math – 1.5 hours)

● Weekly collaborative meetings

● Monthly K-2 and 3-5 vertical collaboration meetings focused on vertical alignment and effective instructional strategies

● Increased use of DOK question stems and varied levels of questions / tasks in all classrooms

● Grade level teachers, EL tutor, SPED teacher, and Reading Specialist, attend vertical meetings to align instruction and discuss effective methods of instruction.

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● Schoolwide highlighting / justifying information from text strategy● Schoolwide focus on increasing reading stamina● Schoolwide focus on writing across content areas● Schoolwide focus on clear objectives during lesson implementation

Related Indistar® indicators (if applicable): Interventions are data driven from assessments, teacher observations, research based interventions , and change on individual need. TAO II and TAOIII

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Component 3 - §1114(b)(1)(C): Instruction by highly qualified teachers.

Evidence: Efforts to retain highly qualified staff to better meet the individual needs of all students.

Narrative:

97% (29/30) of teachers at Drewry Mason Elementary are endorsed in the area of their assignment and are highly qualified as defined by No Child Left Behind of 2001 (NCLB). 44% of certified teachers have obtained a bachelor’s degree as their highest degree earned, 53% have obtained a master’s degree as their highest degree earned, and 3% have obtained a doctorate degree as the highest degree earned. 10% of teachers (3/30) at Drewry Mason have obtained National Board Certification.

As a retention measure, HCS is working on expanding and improving existing new teacher orientation, mentoring and development programs. Mentoring and development programs will focus on effective instructional strategies, teacher collaboration, and professional learning. HCS will collaborate with higher education institutions, businesses and industries to provide opportunities for teachers to obtain advanced degrees, certifications, and re-certification points. HCS will also provide job-embedded, relevant professional development for instructional staff. HCS will Identify professional development needs for each support staff employee classification and provide appropriate training.

Drewry Mason utilizes student teachers and practicum students from Longwood University, Radford University, Patrick Henry Community College, and Magna Vista High School.

Drewry Mason uses a formal mentoring program for all first year teachers and any teachers new to the building. Mrs. Ashley Cox is our mentor leader for the 2016-2017 school year.

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Component 4 – §1114(b)(1)(D): In accordance with §1119 and subsection (a)(4), high quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the state’s student academic achievement standards.

Evidence: Ongoing professional development planning that supports administration, teachers, and paraprofessionals to serve students and their needs.

Narrative: Summary of Professional Development for 2016-2017:

Student Detail By Question Analysis – 9/2016

MAP Analysis – 8/2016

PALS Analysis (K-3) – 8/2016

SOL Category Summary Analysis – 8/2016

New teacher courses through PD 360 / Edivation (ongoing throughout the 2016-2017 school year)

Curriculum Team working with the faculty – walkthrough feedback and data meetings with teachers and administration (3 times during the year)

Curriculum 2.0 – Instructional Coach and Teacher Leaders – 9/2016

ITRT – Interactive Achievement – 10/2016

Teacher Leaders – monthly staff development with other teacher leaders and instructional coaches to share effective instructional strategies and coaching strategies

Instructional coaches - monthly meetings, collaboration with Kay Brimijoin

Highlighting and Justifying Answers Professional Development – led by instructional coach for K-1 and 2-5 (August 15, 16, 2016)

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AIMS Web review with Cindi Anderson 10/14/16 – K-1 and any teacher with a child in child study.

Daily 5 conference attendance in New Brunswick, NJ (July 2016)

Grades K-2 and 3-5 Vertical collaborative meetings focused on vertical alignment and effective instructional strategies (1 time per month). Structure of these meetings may be K-1, 2-3, 4-5 as needed.

Teach Like a Pirate – Effective hooks for lessons – 8/2016

PK and Reading Specialists monthly meetings

Guidance monthly meetings

ELL monthly meetings

Weekly grade level PLC meetings

Informal observations and specific feedback from administration and peers. (At least two peer observations for the year.)

Related Indistar® indicators (if applicable): IF08

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Component 5 - §1114(b)(1)(E): Strategies to attract high-quality highly qualified teachers to high-needs schools.

Evidence: Efforts to recruit highly-qualified staff to better meet the individual needs of all students.

Narrative

Henry County Schools administrators will continue to utilize and update the division-wide interview process tool kit to assist with identification of highly qualified professionals. HCS will also develop recommendations and an implementation plan to provide equitable and competitive salaries for all HCPS staff. The Human Resources department and the Coordinator for Parent & Community Engagement is currently working on an innovative marketing plan in an effort to attract a diverse group of candidates. This plan includes highlights of the benefits of working for HCPS and living in the Henry County community and surrounding areas. Recruiting teams consisting of a diverse group of administrators, principals and teachers will represent HCPS at job and career fairs. Human Resources and the Coordinator for Parent & Community Engagement will develop and implement recruiting plans.

Drewry Mason uses a formal mentoring program for all first year teachers and any teachers new to the building. Mrs. Ashley Cox is our mentor leader for the 2016-2017 school year.

Related Indistar® indicators (if applicable): IF08 (Strong professional development offered to teachers and staff.)

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Component 6 - §1114(b)(1)(F): Strategies to increase parental involvement in accordance with §1118, such as family literacy services.

Evidence: Parent/community involvement; compact development and implementation; parent policy and other required activities to involve parents.

Narrative: Drewry Mason Elementary strives to support active parent involvement in student learning.

Drewry Mason Elementary School’s Parent Involvement Plan includes the following goals:

implement strategies to involve parents in the educational process, including:

o keeping families informed of opportunities for involvement and encouraging participation in various programs o providing access to educational resources for parents and families to use with their childreno keeping families informed of the objectives of division educational programs as well as of their child’s participation and progress with

these programs

enable families to participate in the education of their children through a variety of roles. For example, family members may

o provide input into division policieso volunteer time within the classroom and school program

if practicable, provide information in a language understandable to parents

Opportunities for Parental Involvement at Drewry Mason Elementary 2016 – 2017:

● Volunteers within classrooms ● PTA volunteer opportunities – Duty Free Lunch (on-going), Christmas Corner Volunteers (December 2016), Spring Festival (April

2017), Field Day (May 2017)● Welcome Back to School Picnic (September 2016)

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● Girls on the Run 5K (December 2016)● Reading Nights (October and May)● Preschool Gingerbread House and Pumpkin instructional projects with parents● Child Study invitations and participation● LEP plan development● Special Education Eligibility and IEP development ● Back to School / Meet the Teacher Night (August 2016)● Home visits● Attendance Contract Meetings● Monthly PTA / Title I meetings – opportunity for parent involvement and school improvement review; review and discussion of

Title I expenditures; opportunity for parental input concerning the Drewry Mason Parental Involvement Plan.● EL Nights integrated into PTA meetings and Math / Reading Nights● Wendy’s Night Out – First Tuesday of every month● Book-It program● School Messenger alerts utilized to announce and inform all parents and staff of on-going events● Parent Conferences throughout the year● School Skate – third Monday of every month● School webpage updated to inform parents of school events● Third – Fifth grade iPad initiative – parent / student training and iPads sent home nightly● Monthly school newsletter and calendar sent home to all parents at the first of each month● Teachers and administration answer parent emails within 48 hours. ● Fall and Spring Bookfair● Annual Title I meeting – August 2016● Parent representative on the Superintendent’s Parent Advisory Committee● Use of daily planners to communicate with parents – K-5

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Related Indistar® indicators (if applicable):

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Component 7 - §1114(b)(1)(G): Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a state-run preschool program, to local elementary school programs.

Evidence: The school assists and supports children in their transition from early childhood programs to elementary school through activities that are planned, implemented, and assessed. If the school is a middle school, address how the school will assist students in their transition to high school.

Narrative: Students in Virginia Preschool Initiative Programs (VPI) begin to transition to kindergarten during the last nine weeks of the school year (six weeks total for visits). Preschoolers visit kindergarten classrooms in their school to join in activities with kindergarten students. PreK teachers and Kindergarten teachers plan 30-minutes sessions for preschoolers to participate in kindergarten experiences while kindergartens serve as models. The visits occur 2 times per week for the first 3 weeks and then 1 time per week for the last 3 weeks if preschoolers have been successful.

Transition details are as follows:

Shortening PK naptime towards the end of the year (kindergarten students do not nap)

At the end of the year, PK students will participate in Daily 5 activities when they visit the K classroom and PK teachers will use the same vocabulary to help prepare PK students for the transition to K.

Monthly PK meetings occur throughout the 2016-2017 school year, during which part of the meeting is devoted to developing new PK curriculum.

PK curriculum has been developed to better prepare PK Students for K.

Related Indistar® indicators (if applicable):

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Component 8 - §1114(b)(1)(H): Measures to include teachers in the decisions regarding the use of academic assessments described in §1111(b)(3) in order to provide information on, and to improve, the overall instructional program.

Evidence: The role and activities of teachers in decisions regarding the use of academic assessments in order to provide information on, and to improve, the achievement of individual students and the overall instructional program.

Narrative: Participation in assessment decisions:

Stakeholder Development of assessmentState SOL tests are developed with input from the public and

educators.Division -Unit summative performance tasks have been developed by

teacher representatives from each grade level and included in the Henry County curriculum lesson plans for Reading, Math, Science, and Social Studies. -Writing prompts and rubrics for grades K- 5 were developed by the division writing team including teacher representatives from individual schools.

Principal Monitors testing development at all levels.Instructional Coach Monitors and supports testing development at all levels.

Development of benchmark / quick checks 1st and 3rd nine weeks periods.

Teachers Development of formative and summative assessments in reading and math.

Parents Parents are made aware of the types of assessments that are given specific to each grade level. Parent meetings are held on test-taking strategies for SOL content.

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Related Indistar® indicators (if applicable): TAO1, TA02, TA03

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Component 9 - §1114(b)(1)(I): Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards required by §1111(b)(1) shall be provided with effective, timely additional assistance which shall include measures to ensure that students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.

Evidence: A process for identifying students needing additional support to meet academic achievement standards which includes timely identification, implementation, and monitoring of interventions.

Narrative: Drewry Mason faculty will identify and monitor progress made by at risk students using multiple sources of data. We will use data and provide rigor in instruction to meet the students’ needs.

Identification of Students:

Sources of data and methods of collection:● Teachers use collaborative planning to ensure alignment and create performance tasks based on data that show

strengths and weaknesses.● Measures of Academic Progress data is analyzed and used to align curriculum and create lesson plans that address

strengths and weaknesses of students. MAP, SRI and PALS are assessed two-three times a year. AIMS is administered to the K and 1st grade students in the bottom 5th percentile according to reading and math MAP assessments three times per year and is used for data in Child Study at all grade levels.

● Teachers meet within grade levels to determine and analyze data for specific skills.● Standards are unpacked. ● Results of common, formative, and summative assessments are discussed and analyzed to identify students in need of

specific skill intervention. ● Information from common, formative assessments is shared and discussed with administration during data meetings

after the first three nine week periods.Implementation of Interventions:

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● After school tutoring twice per week for students who need remediation in identified skills. (2 hours each week)● Intervention / enrichment blocks for all K-5 classrooms. 30 minutes daily. ● ELL services for identified students (30 minutes per day). ● Read 180 (Daily , 45 minutes for identified 3rd, 4th and 5th graders with reading specialist)● PALS tutoring, grades K-3, for identified students 30 minutes per day outside of reading or math classroom instruction. ● Child Study● AIMS targeted interventions for specific reading and math skills and weekly probes for students who are below average (K-1);

AIMS is also used to progress monitor any student referred to the Child Study team● 2nd - 5th grade teachers use specific skills assessments and Dan Mulligan progress sheets as progress monitoring tools for

students who are in the bottom 5th percentile according to the MAP assessment in reading and math.

Monitoring of Interventions:Our student needs assessment data are reviewed and monitored regularly through school improvement meetings every other week. In addition, data is also tracked to ensure proficient and advanced levels of performance using the following:

Unit tests / Common Assessments / Benchmark Quick checks Throughout the year – data meetings with principal three times per year.

PALS (K-3) Fall, Midyear, SpringAIMS Web (All K-1 students in the bottom 5th percentile in reading and math according to MAP assessments and students referred to the Child Study committee)

Fall, Midyear, Spring and weekly probes

SRI Fall, Midyear, SpringAttendance MonthlyFluency K-2 WeeklyDolch Words K-1 WeeklyWriting Prompts Fall, Midyear, SpringMAP Assessments (Reading and Math) Fall, SpringDSA Spelling Analysis Fall, WinterAIMS Probes for specific reading and math skills WeeklyEL Monitor forms completed by teachers Quarterly

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After School Tutoring formative and summative assessments WeeklyWeekly Comprehension assessments through Reading Street Textbook

Weekly

Related Indistar® indicators (if applicable): TAOI, TAOII, TAOIII

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Component 10 - §1114(b)(1)(J): Coordination and integration of federal, state, and local services and programs, including programs supported under ESEA, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.

Evidence: Federal, state, and local funding sources are used to support and implement the plan. Resources, such as programs and materials, human resources, time, and community are used to meet the needs of staff and students.

Narrative: Title I funds were used for the following :

● Purchase of more Ready to Go Classroom Libraries (300 books) from Scholastic for every K-5 classroom teacher to build classroom libraries and support increased engagement with text during the school day.

● Summer Reading Program – encourages students and parents to work together on a book project during the summer break from school and to encourage reading during the summer months.

Daily Five Resources to support implementation of Daily 5 in all K-2 classroom: Online resources for Daily 5: Subscription for all K-3 teachers: Website.

Lucy Calkins Training kits for all reading specialists to plan future writing PD. Learning A-Z (includes Reading A-Z, Raz-Kids, Vocabulary A-Z).● 3-5 classroom libraries to support increasing reading stamina and development of a variety of nonfiction books for students to

read.● Read 180 Resources for implementation of the Read 180 program for identified 4 th and 5th grade students 45 minutes per day.● PALS program needs to use during small group PALS tutoring 30 minutes per day for identified students.● PALS online scoring system.● PALS consumable materials. Additional personnel for students at risk – 3 instructional reading assistants; 2 PALS tutors. Letter Links web based program. Starfall web based program. SOL Coach math and reading book for each 3-5 student.

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Zaner Bloser handwriting paper. Nicky parent communication folders for every K-5 student. Lego Build to Express kits (4th grade). Instructional Coach for working with all staff to implement effective instructional strategies and analyze on-going student data.

Instructional Coach staff development. MacBook Air computers for Instructional Coaches. iRead program for K-2 (100 licenses and training for 2 teachers). Resources from Dan Mulligan PD: one for every 3-5 student – Math in Minutes, TEI checkpoint Tests, Authentic Assessment

workbooks. Math and Reading Family Nights – encourages parents to work together with children on reading and writing tasks with support

of teachers and staff who are available during events. Assist with Book Fair (October 2016); "Get Fit for Summer Reading" (May 2017) Summer Reading program will be announced and discussed.

● EL Family Nights – encourages parents to work together with children on reading and writing tasks with support of ELL staff available during events.

● Pre-School Program (High Scope) – Purchase of instructional materials to supplement instructional activities in the classroom and during parent involvement tasks. Ex. Gingerbread House project relating to math and literacy. Multiple home visits by PK teachers to visit PK parents and inform them of students’ progress and development in the COR areas.

● High Scope Child Observations Records.● Ad in newspaper announcing Preschool registration.● Travel pay for home visits for PK teachers.● Brigance Data sheets, Brigance Screening materials.● Academic needs / student needs addressed include the need to increase engagement with text during classroom instruction,

the need to raise reading SOL percentage pass rate from 85% to at least 87%, the need to provide PALS identified students and other students who have identified weaknesses in reading with small group or individual instruction using research based strategies.

Related Indistar® indicators (if applicable): TA03

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