types of assessments - montgomery county public web viewtitle i schools implementing schoolwide...

Virginia Department of EducationTitle I Schoolwide Plan Template

Division Name: Montgomery County Public School School Name: Christiansburg Elementary School Date: 2015-2016 Select One: ___ Initial Plan 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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http://www.doe.virginia.gov/federal_programs/esea/index.shtml

http://www.doe.virginia.gov/federal_programs/esea/title1/part_a/index.shtml

http://www.doe.virginia.gov/federal_programs/esea/title1/part_a/index.shtml


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: Student Demographics:Christiansburg Elementary School serves students in 3rd through 5th grades and currently has a student population of 379 students, 181 females and 198 males. The school population is comprised of 75% White, 12.5% African American, 5.6% Multi-Racial, 5.6% Hispanic, .5% Asian, and .2% Pacific Islander. Approximately 45% of our student population receives free and reduced lunch.

Needs Assessment Instruments:Students’ growth towards meeting grade level SOL objectives are closely monitored throughout the year. CES teachers use formative assessments weekly to monitor student progress. Among these informal assessments are student work samples, running records, classroom observations, IStation Assessments, and tests.

CES also has the following formal assessment schedule:

Beginning of Year Assessments:o Fountas and Pinnell (F & P) reading levels (A-Z) are reviewed from the previous year and often re-administered

to account for reading loss that might have occurred over the summer months. This data is used to group students in similar reading levels for guided reading instruction.

o All 3rd graders at CES are given the Phonological Awareness Literacy Screening (PALS). Students with an Entry Level Summed Score below the grade-level benchmark receive two and one-half hours of additional instruction each week at a student-to-teacher ratio of no more than five to one.

o SOL Reading scores are used with 4th and 5th graders to determine who might benefit from additional reading

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support. Students who receive Fail/Basic scores and students who receive low Pass/Proficient scores usually are supported in this manner.

o Title I Parent Survey conducted at first PTA event of the year in computer lab and posted on school website.

Fall Assessments:o MCPS Reading Benchmarks are given at this time and results are reviewed. Reading teachers and classroom

teachers sit down to review results, adjust instructional planning, and revise guided reading groups.o The F & P Benchmark Reading Assessment is re-administered to all students and guided reading groups are

adjusted to best meet the needs of students.o 3rd graders who did not meet PALS Benchmark scores are given the full mid-year assessment.

Spring Assessments:o MCPS Reading Benchmarks are given for a second time and results are reviewed. Reading teachers and

classroom teachers sit down to review results, adjust instructional planning, and revise guided reading groups.

End of Year Assessments:o The F & P Benchmark Reading Assessment is re-administered to all 3rd and 4th grade students along with select

5th grade students.o 3rd graders who did not meet PALS Benchmark scores are given the full end-of-year assessment.o VA SOLs

Classroom teachers’ and parents’ needs were collected through an end of the year survey.

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Data Summary:PALS Data

Grade Year Year Year

2012-13 2013-14 2014-15Fall Spring Fall Spring Fall Spring

# pass Pas

ID # pass ID # pass pass

ID # pass ID # pass ID # pass IDKindergarten

1st2nd3rd 134 72 28 43 49 51 13 75 25 56 41 59 11 70 30 34 32 68

F&P Data

F&P Data 2014-2015Fall Data Spring Data

Grade # Students Below On Above # Students Below On Above3rd Grade 117 59 9 49 121 61 14 464th Grade 133 63 6 64 132 50 27 555th Grade 135 55 27 53 131 77 37 17

MCPS Benchmark Data

Benchmark 2014-2015Fall Testing Spring Testing

Grade # Students Score # Students Score3rd Grade 121 67.9% 119 62.7%4th Grade 129 67.8% 128 70%

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5th Grade 135 59.8% 136 70%

Istation Data

Istation 2014-2015Sept. 2014 April 2015

Grade # Students Tier 1 Tier 2 Tier 3 # Students Tier 1 Tier 2 Tier 33rd Grade 119 45 25 49 105 57 24 244th Grade 126 61 23 42 113 56 23 345th Grade 133 55 30 48

Standards of Learning Data

SOLS Year Year Year2012-13 2013-14 2014-15Third Grade

Reading 67 71 77Math 59 74 76

Fourth GradeReading 62 74 84

Math 63 76 87Virginia Studies 70 74 84

Fifth GradeReading 84R/79W 81.7R/ 80

Math 80 72 76Science 73 77 88

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Teacher Needs Assessment Survey Data AnalysisWhen classroom teachers were asked what needs they had in helping their students with reading three main themes were repeated: CES teachers indicated they needed more time, extra support, and materials. They wanted more time for instruction and collaboration with their Title I reading teacher. They wanted more support in the classroom working with their students and in their thinking of literacy through optional professional development opportunities. Teachers also wanted more materials including a greater variety of leveled texts.

Related Indistar® indicators (if applicable):

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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:

Christiansburg Elementary School has the following three goals for the 2014 to 2017 school years:

GoalsGoal 1 Student Achievement CES will work to achieve and maintain accreditation status in English as set by the Virginia

Department of Education. All students in grades 3-5 will achieve a 75% pass rate for Reading.

Goal 2 Parent Involvement CES will work to encourage parent attendance at Schoolwide Events.

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Goal 3 Technology CES will work to prepare students for digital literacy by incorporating technology in lessons.

A description of how the school will meet requirements to be fully accredited, for each of the years covered by the plan

Goal One Student Achievement: CES will work to achieve and maintain accreditation status in English as set by the Virginia Department of Education. All students in grades 3-5 will achieve a 75% pass rate for Reading.

Specific measures of student achievement that will be taken throughout the school year(s) and used to monitor academic improvement over time:

Types of Assessments Frequency of Measures and Data Collection

Evidence/Data to be Collected

READINGReading SOL/SPBQ data/SOL results (grades 3-5) Data from previous spring testing cycle School-wide results/Individual SPBQ dataMCPS Reading benchmark assessments (grades 3-5) Twice a year Question analysis for each studentonTRAC Reading Snapshots (grades 3-5) Per 9 weeks Results through OnTrac reportingPALS screening (grade 3) PALS-Fall/Mid/End of year assessments Individual scores / PALS quick checksSix Minute Solution Fluency Screening (grade 5) Fall Assessment Scores on grade level assessmentFountas and Pinnell Benchmark Assessments (grades 3-5)

Fall/Spring Reading record for all students Fountas and Pinnell Data Tracker on Excel

IStation Reading Monthly Assessment (grades 3-5) Monthly assessment for all students Priority reports/Tiered growth reports(to monitor individual student progress)

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Action StepsTarget/ Indicator of Success

Person (s)Responsible Progress

School improvement team/grade level co-planning teams will use data to guide instruction and planning in grades 3-5

Co-planning teams will meet twice monthly

Kelly RoarkSchool improvement team membersGrade level team members

Co-planning meetings started in August of 2014School improvement team held its Fall planning meeting in Sept. 20142014-15 school year- co-planning meetings heldFall 2015-School improvement team meeting/revisions to planFall 2015-Documentation of co-planning on the Google Drive

Collect, distribute, and analyze trend data and individual student data in language arts

Increased student achievement growth rates (grades 4/5)

Kelly RoarkDawn Wilson (coach), Certified staff

Fall 2014-Istation software implementationF & P benchmark assessments/Literacy folders from CPSMCPS Literacy PD for teachers who support grades 3-5Spring 2015-MCPS PD targeting student engagement and implementation of the elementary learning walksFall 2015-MCPS PD targeting student engagement

Collaborate with CPS to facilitate and participate in ongoing literacy PD

On-going PD with both faculties on this curriculum area

Kelly RoarkOliver LewisDawn WilsonDebbi Fewster

Fall 2014- Developed CPS/CES year-long writing expectation checklistSept. 2014/Oct. 2014- combined faculties participate in writing share sessionsYearly - Collect and analyze school-wide writing samples (K-5). Spring 2015-Writing samples collected (K-5), Decision made to continue to implement the expectation checklist for 2015-16

Faculties from CPS and CES will collaborate annually to discuss accreditation data/student growth

Annual meeting Kelly RoarkOliver LewisCarol Jennings (assessment coordinator)

August 2014- annual meeting held-both state/federal data was discussedFall 2015 – Date to be determined

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Provide skill-targeted remediation/acceleration for students in grades 3-5. Remediation/acceleration will occur through small group instruction.

Student growth rates in both language arts.Software programs to monitor individual progress monitoring –Istation, Read Live, and System 44.

Kelly RoarkGrade level instructorsSOL tutorsSpecialists(special ed. and gifted)

Fall 2014 through Spring 2015- small group remediation/acceleration is noted weekly in lesson plans2015-16 –Small groups for reading noted in weekly lesson plans. Follow up by administration.

Title 1 reading specialists will provide small group instruction using “in-class model”

Title 1 dataSOL Growth

Sonora PauleyDonna AkersElizabeth DunnRebecca Caufman

Fall 2014- Master schedule/Title 1 schedulesFall 2015- Master schedule/Title 1 schedules (data driven)

Increase communication and collaboration between staff at CPS and CES

Common academic language/expectations

Kelly RoarkOliver Lewis

2013-14 school year- Second/Third grade teams met ~ 4 times to collaborateFall 2014- K-5 teams will be developed to use when both staffs meet together/Book Buddies begin between select K and Third grade classroomsSpring 2015-Combined division PD with both faculties

Develop sub-group watchlists using onTRAC LDS software for students at CES

Increased academic performance in all sub groups

Kelly RoarkDawn WilsonSAP chair

2013-14 school year- Training on TRACBOOK2014-15 school year – SAP chair entered intervention data on students discussed at SAP and/or Title 1Fall 2015 – TBA – Train certified staff by ITRT to use with onTRAC LDS software

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Specialists will co-teach with classroom teachers to provide research-based instructional strategies to students. Classroom teachers and specialists will provide both whole group and small group opportunities for learning.

Elementary Learning Walk data

Kelly Roark. Certified staff

2014-15 school year-School-wide participation in MCPS professional development related to student engagement and increased student performance2014-15 – Co-teaching Gen Ed and SPED teachers attended TTAC trainingFall 2015-Collaborative planning noted on lesson plans for co-teaching partnerships


Goal Two Parent Involvement: CES will work to encourage parent attendance at Schoolwide events.




Fliers Prior to each event Copy of flierCo-Sponsor events with PTA At least 2 times per year Name and date of the program and copy

of PTA minutes if availableSchool Messenger Prior to each event Email print out

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Provide communication of the event well in advance of the program.

Flier preparedSchool messenger sent outPosted on PTA and school WebsitePTA emailClassroom Newsletters

Literacy TeamKelly RoarkClassroom Teachers

Dates ImplementedAttendance roughly estimated

Provide food at Schoolwide events. Wades Purchase Order Title I Team

PTATitle I Ledger

Build excitement with the student for the event.

Morning AnnouncementsTitle I Teacher class presentationsSchool Banner

Literacy TeamKelly RoarkClassroom Teachers

Feedback from students

Provide incentives for attendance. Title I Ledger Title I Team

PTATitle I ledger

Work closely with PTA to plan, encourage, and promote the event.

Meetings held prior to eventEmail communication

CES Literacy Team Event reflection


Goal Three Technology: CES will work to prepare students for digital literacy by incorporating technology in lessons.




Student roster from ReadLive Yearly Student roster and reportsIstation Reports Monthly Monthly Assessments

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Lesson Plans Weekly Use of technology indicated

Action Steps Target/ Indicator of Success

Person (s) Action Steps

Increase student engagement through use of technology

Increased levels of academic performance and level of engagement

Technology committee,ITRT

Fall 2014- Implementation of new academic software/planning for use of technology by technology committeeSpring 2015 – iPad cart was purchasedFall 2015 – Meeting date and time will be set.Fall 2015 – Software survey given for classroom teachers

Identifies students in grade 4 and 5 that would benefit from the Read Live program.

Read Live Reports and Progression through the levels

Title IKaren WhittClassroom Teachers

Fall – Identify and assign students in groupsSpring – Continued progress monitoring

Use Title I iPads to enhance instruction.

Ipads used as noted in lesson plans

Title I Teachers Identify areas where iPad use can enhance student comprehension and implement into lessons.


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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: Montgomery County Public School gave each teacher steps this school year to increase the steps after being frozen. Montgomery County plans to continue giving steps in the future years. Montgomery County is always looking at teachers' salary for improvement. There are also many efforts to incorporate professional development opportunities where teachers can gain re-certification points toward their Virginia license renewal. Montgomery County also participates with the Southwest Virginia Clinical Faculty Consortium. Through this consortium we are able to involve our new teachers in a mentor program as well as supervise many student teachers in the area.


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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: Professional development is an ongoing process at the county and school levels.

There are several county-wide staff development days that all teachers attend and multiple opportunities throughout the year for teachers to participate in professional development in areas of their interest. This information is announced regularly through email, the MCPS website, and faculty meetings. Records of professional development for teachers are maintained through the Electronic Registrar Online.

In the past few years, the county adopted the Houghton Mifflin reading series, county-wide curriculum pacing guides, and an electronic grade reporting system. Teachers were given training and discussion opportunities.

CES has an established a leveled library for teacher use.

The reading teachers at CES have attended the Southeastern Reading Recovery Conference, as well as other local, state, regional and national level conferences. These include the Virginia State Reading Association conference, West Virginia State Reading Association conference, Southeastern IRA, New River Valley Reading Association Conference, Reading First, Lucy Caukins New York City Reading Institute, and other such conferences focused on current practices. Various other Staff Development for Educators (SDE) workshops have been attended. Opportunities have been given to attend workshops with highly qualified speakers. Reading specialists provide literacy in-service training for county teachers, as well as training for teachers at CES.

All teachers attend faculty meetings which are used for communication in various capacities and also for training. The Effective Instruction Model as encourage through MCPS is promoted and reviewed during these sessions. Other effect literacy tools such as the Q-Matrix and Anchor Charts are also suggested at these times. Some meetings are designated as Learning Faculty Meetings where guest speakers are scheduled or colleagues are invited to present information from recently attended conferences.

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The Clinical Faculty Program is in place at the school level. Student teachers and new teachers are mentored and supported through this program. Orientations are held for student teachers and new teachers to our building. The principal and lead Clinical Faculty members answer questions and conduct tours of the campus to acclimate these teachers to Christiansburg Elementary School.

Training in the administration of the Fountas and Pinnell assessments is provided to classroom teachers. LLI training is provided to 3 rd

grade teachers. LLI is used in classrooms to help struggling readers improve to grade level reading. We hope there will be funds and time allocated for teachers in fourth grade to receive the LLI training.

During the 2014-2015 school year CES collaborated and trained with CPS staff to review assessments at both schools. Writing samples were shared and evaluated.


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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: Montgomery County Public School only hires highly qualified staff for Title I schools. Classroom teachers must have a four year degree, a Virginia teaching license, and must be endorsed in the area they teach. Reading Specialists must have a master's degree in Curriculum and Instruction, a Virginia teaching license, and a Reading Specialist endorsement. Paraprofessional must have 48 credit hours, a two year college degree, or have a passing score on the ParaPro Exam. Montgomery County Public School attends many area job fairs to recruit highly-qualified staff. These include job fairs at Radford University, Virginia Tech, and Roanoke College. We are geographically located near several colleges and universities. By participating in the Clinical Faculty consortium we are able to recruit many of the student teachers we receive through this program.


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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: Family involvement is integral to the education of the students at CES and is a vital part of the CES Comprehensive Improvement Plan. The Plan’s aim is to increase communication through various modes and reach out to families in alternative ways. Research shows that parent involvement is highly correlated with reading achievement. Parents are the child’s first teacher and impact their child’s literacy development. (Learning First Alliance). Events are offered at a variety of times: before, during, and after school. Some events take place at alternate locations such as Christiansburg Primary School. Parents are encouraged to attend events during the school day to give them the opportunity to experience some typical learning situations their students may have at Christiansburg Elementary School. Such events include: Wax Museum, Book Fair, Author visits, and guest speakers.

Communication with families is multi-faceted and includes school-wide program information and reading tips, parent conferences and phone calls, a monthly reading newsletter, activity packets sent home with students during the school year, daily home/school dialogue folders, announcements of upcoming literacy events, report cards, announcements on the sign outside of the school, attendance at RTI and/or Special Education Eligibility meetings when applicable. Parent conferences are held biannually. Reading specialists attend these conferences and meet with parents at other times as the need arises.

Parents are asked to complete surveys in the fall of each year. The fall survey determines needs/concerns from families regarding the education of their child and components they would like to see in programs offered. Then a spring survey is given regarding the services received that school year in order to improve upon services in the future.

Parent compacts are provided to all students in the school. These compacts relate expectations and responsibilities of the student, parent, and teacher and are updated each year by the Schoolwide planning committee and include parent input.

Each fall in the Back-to-School packets for families, a CES Handbook is given to families regarding polices and other vital information about the school. Each family is given the Title I Parent Involvement Policy and the Parents Right to Know letter. At the beginning of each school year the reading specialists present an overview of the Title I program at the Parent Back-to-School meeting. Links to important information about Title I such as the Schoolwide Plan, Title I Parent Involvement Policy, Parent-School Compact, and Parents’ Right to Know Policy will be maintained on the Christiansburg Elementary School website. A link to the VDOE School Report Card will also be

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linked to the CES website.

Reading Specialists work closely with the CES PTA to encourage attendance at PTA events. A Coyote Cavern Scavenger Hunt is held at the beginning of the school year. The CES Reading Cabin is one stop on the Coyote Scavenger Hunt. Names of participants are entered in a drawing to win coyote books. A Pep Rally for Reading is sponsored with the CES PTA in conjunction with Christiansburg High School, Virginia Tech, and Christiansburg Primary School. The principal and a teacher serve on the PTA Executive Board. They serve as liaisons to communicate information between the staff and the PTA. The CES PTA collaborates with Christiansburg Primary School (K-2), our feeder school, and plans joint activities when possible.

Parents are invited to serve on the CES school-wide planning team and also to serve on the district-wide literacy event committee (DPAC). Parent input is included in the creation of the Title I Plan and review of the existing parent compact.


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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:

When new students come to CES meetings with the principal and teacher, a tour of the school, introductions to specialists, and designating students in the classroom to help with the transition to school including classroom routines helps the student feel welcome.

Christiansburg Primary School (grades K-2) second grade students visit and tour CES during the spring of second grade. In the fall during the first week of school, third grade teachers organize a “Welcome to the Pack” event for all third grade students and their families. Curriculum standards and SOL expectations are presented. Dinner is served. Parents have the opportunity to meet in their child’s individual classroom and learn about procedures and policies specific to that classroom.

The transition from grade level to grade level varies among the grades and is determined by what is developmentally appropriate for children. Some grades have their students write letters to the upcoming students while other grades have upcoming students visit their classrooms. Any concerns about transitioning, especially retentions, are fully discussed with parents and need the parents’ complete support.

Transition to Christiansburg Middle School begins with a visit to the CES fifth grade classrooms by the assistant principal from the middle school and guidance counselors for sixth grade. They discuss the middle school and the academic choices that are available. For children who select band as their elective, the music teacher visits and helps them decide on the appropriate instrument choice. Students then tour Christiansburg Middle School as a class. Parents are provided an evening meeting at Christiansburg Middle School. A variety of assessments are used to determine student placements at CMS. All students use the Istation Program and those scores help determine students needing extra reading support through the READ 180 program in Middle School.

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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: All teachers are involved in the planning of student programs. This involves parent conferences, assessment analysis, child study and eligibility meetings, grade level meetings, and collaboration with specialty teachers. Each grade level determines the type of assessments used based on what is developmentally appropriate for children. Teachers use the F&P Reading Assessment to determine a general range of instructional reading levels to aid with grouping in the classroom. This data is monitored and reported at the county level. Snapshot are given every 9 weeks to help teachers target skills that need to be reviewed prior to the Benchmark testing. MCPS SOL Benchmarks in reading and math are taken twice a year. Classroom teachers and the reading specialists create a master list of students who may need additional reading instruction based on data collected. Students who are demonstrating learning challenges in reading are targeted for intervention the following year. Phonological Awareness Literacy Screening (PALS) is taken each fall in third grade. Results are analyzed to determine intervention needs. Students who receive additional reading support based on the data are given a mid-year and end-of-year screening. All third grade students who do not meet the Fall PALS Benchmark must receive 30 minutes of additional reading instruction. Virginia Standard of Learning Tests are given in the Spring to all third, fourth and fifth grade students.


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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: CES uses a variety of techniques to provide specific interventions for students with concerns. Instruction for children occurs through a collaborative effort among classroom teachers, reading teachers, special education teachers, and paraprofessionals.

In order to raise the achievement level of all students, CES develops an instructional program based on the analysis of the data compiled, through collaboration with classroom teachers, reading specialists, and other school specialists, using scientifically-based research strategies. Those students who fall below the PALS’ benchmark and/or not reading on grade level and/or who are recommended by teachers are serviced individually or through small, flexible groups, daily for thirty minutes. The focus will be on phonemic awareness, word recognition, fluency, comprehension, and vocabulary. According to the NICHD’s report of the National Reading Panel research states that effective reading instruction includes phonemic awareness, phonics (word study), fluency, and comprehension. This focus is a balanced literacy approach and developmentally appropriate for how children learn to read.

Second grade student achievement records transferred from CPS to CES are reviewed. These records provide additional information to plan individual instruction.

The VT Literacy Corps tutors assist classroom teachers in reading and mathematical interventions throughout the school year in tutoring one-on-one and in small groups. SOL Remediation tutor are hired as funds are available and are used to help students with the greatest needs

Response-To-Intervention is provided by Student Assistance Program which includes a coordinator for RTI and an Instructional Specialist for special education. Students are recommended by classroom teachers and/or reading specialists. Individual students are given specific short-term interventions under the guidance of the Student Assistance Program. Reading specialists attend these meetings and provide additional data as requested.

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SOL remediation is offered to third through fifth grade students using additional staffing. Students are identified by classroom teachers and are instructed in test-taking skills, familiarity with the test, and intensive math/reading interventions. SOL Benchmark tests in reading and math are administered at the end of each nine weeks. Data from these tests drive instruction.

All grades provide language arts instruction. This instruction is coordinated with the Houghton Mifflin reading series (K-5) which serves as a companion document for language arts instruction. Teachers use the MCPS Curriculum Pacing Guides, the SOL requirements for each grade, academic content area, and teacher expertise on how children learn best to guide instruction. Each quarter, students are assessed on the Standards of Learning specified by the MCPS Pacing Guides. Professional judgment is used to organize groups for Guided Reading Instruction. The Fountas & Pinnell Benchmark Assessment program will be used to determine reading levels.

The Technology Resource Teacher and classroom teachers collaborate to instruct students in touch typing using wireless lap top computers and computers housed in the Computer Lab. Instruction includes using the Internet and specific websites to enrich or remediate students in specific academic areas and Microsoft word processing skills.

Data from PALS, SOL testing, grade level benchmarks, Fountas and Pinnell Assessments, teacher observations and assessments, and parent conferences are used to inform teachers of students’ continued progress and to determine the effectiveness of materials and methods.

The CES Literacy Aide works within classrooms to help support instruction.


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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: In accordance with the No Child Left Behind legislation, CES demonstrates strength in regular consultation and collaboration with Title I teachers and support staff. Collaboration with personnel such as special education teachers, the English Language Learners (ELL) teacher, the school psychologist, social worker, speech therapist, music therapist, physical therapist, and school counselor will be scheduled as needed. To further the coordination of services, Title I teachers will participate in the Student Assistance Program and eligibility meetings with other school personnel to plan the individualized educational program of students.

Classroom teachers collaborate with surrounding universities through mentoring future teachers and managing Virginia Tech Literacy Corps tutors. Clinical Faculty, the teacher mentoring program, provides opportunities for interns to observe, interact, student teach, and receive feedback in real class settings and connects teacher preparation programs at Virginia Tech, Radford University, Hollins College, and Roanoke College. CES occasionally has student teachers enrolled in education programs at Old Dominion University and University of Virginia.

The VT Literacy Corps tutors assist classroom teachers in reading and mathematics interventions throughout the school year in tutoring one-on-one and in small groups. Collaboration between CES and local universities provide additional tutors for CES students in reading, writing, and mathematics.

CES participates in the Big Brother/Big Sister program, offering mentoring opportunities for those students recommended by classroom teachers and the guidance counselor. Participants in the program meet on a regular basis.

Families and other community members offer their time and services to enhance the educational opportunities of our students. Reading specialists will consult with the PTA Executive Board and the CES Literacy Committee to share information and resources, coordinate school-wide programs, and to coordinate parent volunteers.

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The CES Literacy Committee consists of the reading specialists, the librarian, the gifted teacher, the principal, and one teacher from each grade level. Participants from Christiansburg Primary’s Literacy Committee will be invited to join the meeting of the CEs Literacy Committee. This committee works to coordinate and sponsor literacy enrichment activities. School-wide participation is encouraged. Activities have included One Book: One School, Pep Rally for Reading, Reading Challenge, guest authors and readers, and others.

A school-based counselor from the New River Valley Community Services Board is assigned to CES. She provides the home-school connection for a caseload of about eleven students. Counseling is provided at school so that students are able to consistently keep their appointments. She provides individual and small group counseling which work towards school success. She is a resource that reaches out to other community services connected to the Community Services Board. Another NRVCS employee also works with targeted students at CES. Students with unique needs adjusting to the social setting of school are helped by these services.

Collaboration within the county provides two district-wide literacy events (DPAC). Events are developed from annual surveys distributed to families at the beginning of each school year. In addition to the district-wide events, CES offers at least two school-wide family meetings regarding literacy each year. Family meetings may include guest speakers, various literacy activities, website resources, reading tips, use of technology to improve reading, and other workshops based on the needs of parents and children.

The CES Faculty continues to encourage open communication with Christiansburg Primary School in order to have a consistent collaboration of data and learning environments for students. Fountas and Pinnell Assessments and LLI data is passed to third grade teachers to afford a smooth transition of reading instruction.

o Big Brothers/Big Sisters pairs up students facing adversity with an adult role model. These role models will often come in to eat lunch with students.

o Student Assistance Program (Using Response to Intervention (RTI)) Helps to support teachers with puzzling students and refer them to special education testing if needed.

o Special Education provides students with Individualize Education Plans (IEPs) with support and monitoring of their instructional needso Local Universities support learning with:

o Blocking Students (College students who are early in their education program)o Student Interns (Student Teachers)o Information about Summer Literacy Programs offered

o School-based counselors from the Community Services Board (in school counselor and a day treatment counselor)

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o PTA (Parent Teacher Association)o SOL Remediation Tutors provided to students who are identified in need of extra support as indicated by past SOL scores and current MCPS

Reading Benchmark scores o After School Clubs run by classroom teachers such as the Wild Life Club


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types of assessments - montgomery county public web viewtitle i schools implementing schoolwide...

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