virginia department of education title i schoolwide plan...

Virginia Department of Education

Title I Schoolwide Plan Template

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Division Name: Harrisonburg City Schools

School Name: Waterman Elementary School

Date: 1/6/2016

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



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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.

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

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: Waterman School has high standards for academic achievement for all students. We

have approximately 545 students and our strength is in our diversity. According to the most recent

information, 50% of Waterman students are with Limited English Proficiency (LEP). The majority of

these students are Latino/Hispanic. The next highest populations of English Language Learners are

our students speak Russian and Kurdish. Waterman’s percentage of poverty is 78%. Waterman

Elementary School is committed to helping all students achieve their optimal learning potential.

Waterman met the AMO objectives in English and Math for the 2014-2015 school year and is fully

accredited.

Performance in 2014-2015

Performance in 2014-2015

State Accreditation Status: Fully Accredited

Subject: Accreditation Benchmark 2015-2016

English 75% 79%

Mathematics 70% 84%

History 70% 89%



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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; and

iii. The integration of vocational and technical education programs; and

e. Address how the school will determine if such needs have been met; and

f. 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: Assessment results conclude that literacy is still an area of concern at all grade levels. Our

grade levels meet as Professional Learning Communities each week to create common assessments,

disaggregate literacy data and unpack the curriculum framework in order to make informed

decisions about instructional planning.

● Waterman will continue to provide a minimum of 120 minutes of appropriate and differentiated



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daily literacy instruction.

● Resource personnel (reading specialists, special education, ESL and instructional assistants) are

assigned based on student need with the goal of maximizing instructional time for at-risk

students.

● The Differentiation Model (McKenna and Walpole) is being utilized in all grades by the reading

specialists and/or classroom teachers. The program remediates students’ literacy development

in phonics, fluency and comprehension.

● Enrichment is provided through guided reading groups, literacy circles, writing workshops and

support from the Differentiation Specialist.

● All staff development activities will be related to differentiated instruction techniques with

more emphasis on vocabulary instruction, writing and flexible small group reading. Due to our

high ESL population, an emphasis on language acquisition and vocabulary instruction will be an

important piece of daily instruction and professional development.

● Our Instructional Coach will continue to assist with data analysis, instructional planning, student

grouping, and modeling best practices in differentiating instruction.

● A Dual Language Immersion Program has been implemented at kindergarten and 1st grade. The

program develops bilingualism and bi-literacy in English and Spanish by integrating Spanish-

dominant students with English-dominant students. The children spend half of their day in a

Spanish classroom and the other half in an English classroom where they receive instruction in

and through both Spanish and English. There is a total of 3 hours of Language Arts instruction

during the day.

● Waterman continues to use the Core research based reading program to ensure that it is

appropriate for all learners. Alternative support for students who are not making progress

and/or are more than 2 years below grade level has been implemented as part of our Tier II and

III model to include flexible grouping, intervention plans, extra reading specialist support using

alternative learning materials, (ex: Reading Mastery, Leveled Literacy Intervention Program).

● The VGLA (Virginia Grade Level Alternate) assessment will be used for some of our ELL and SPED

students, as appropriate.

● Spring 2016-17 SOL results will be analyzed to determine future implementation of our school

improvement plan.




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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: Historically, Harrisonburg City Public Schools has employed highly qualified personnel.

Numerous local colleges and universities promote an academic community as well as provide

quality applicants for available positions. More than half of Smithland teachers hold Master’s

Degrees. Thirteen staff members are proficient in Spanish and English. Waterman Elementary will

ensure that teachers remain highly qualified by:

● Evaluating teacher performance on a yearly basis. Tenured or non-tenured status will determine

the number of observations per school year. Copies of all evaluations will be sent to the Director

of Human Resources.

● Compensating teachers who have earned credits towards a Master’s Degree beginning with 9

hours of graduate credit.

● Providing staff development based on current research and best practices to assist the

instructional staff in meeting the needs of diverse learners including SPED, ESL, gifted, and at-

risk students.

● Training personnel to administer assessments effectively and provide data driven instruction in

all content areas.

● Requiring participation in classes, workshops, and institutes offered by the Virginia Department

of Education and other educational organizations.




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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 planned at all levels. Division wide, school wide, and grade

level teams all participate in researched based professional development that focus on the whole

child. Professional Development consists of coursework, on-going instructional coaching, seminars,

webinars, conferences, book studies, and professional learning communities.

HCPS sets aside time in the school year for Division wide professional development. Our annual

calendar has early release schedule monthly for collaboration and professional development. Each

month our faculty meetings are used as professional development which the focus is based on the

school goals.

The following are ways professional development is provided to meet the assessed needs of our

students:

● On-going staff development using research based strategies what will assist instructional

staff and paraprofessionals in meeting the needs of our diverse learners in the classroom

● Provide continue training to teachers on our adopted resources to include but not be

limited to: McKenna/Walpole, Math in Focus, HM Reading Series, 6-Trait Writing, Reading

Mastery.

● Division Workshops allow staff to review and revise pacing guides for all core areas of

instruction. Staff development needs are addressed through division workshops and

individual building staff development days.

● Teachers instructing gifted learners are supported by a Differentiation Specialist. Classes are

offered by local universities to obtain an endorsement in gifted education.

● SOL test results will be analyzed each year to determine student performance in reading,

math, social studies, and science. Principals and teachers use the information from SOL and

benchmark tests to evaluate the use of instructional time, resources, personnel, and



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teaching methods.

● Training in curriculum and instruction will continue to be emphasized through grade level

and staff meetings. An Instructional Coach is available to offer training to all teachers.




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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: Strategies to Attract Highly Qualified Teachers Harrisonburg City Public Schools offers the

following benefits to staff:

● AFLAC offers a variety of insurance policies as a convenience to HCPS staff. Staff members

receive group discount rates when premiums are payroll deducted.

● The school division contributes $10 per month towards your monthly dental insurance

premium.

● Flexible spending accounts enable employees to pay, on a pre-tax basis, for health care and/or

child care not covered by other benefit plans.

● The school division pays 70% of the total health insurance premium.

● The school division pays the premiums for the Basic Life Insurance. • Employees may also

purchase Optional Life Insurance for their spouse and dependent children.

● Sick leave days may be used for maternity, paternity or adoption leave. • Full-time staff

members earn two personal leave days per year.

● The Superintendent may grant professional leave to teachers or administrators to attend

conferences, meeting, or other activities.

● All full-time staff members accrue one sick leave day for each month worked.

● Part-time staff members accrue a proportional number of days.

● The school division offers its staff a sick leave bank whereby all contributors to the bank may

benefit in case of a catastrophic ailment or injury. To be eligible to join the sick leave bank, staff

must have been employed by HCPS for at least one year. Sick leave bank members may draw up

to 60 days from the bank once their sick leave has been exhausted and a 30-day waiting period

has expired.

● The school division provides tuition reimbursement for Teachers and Administrators of up to

$900 for college level course(s) per school calendar year.

● The school division provides tuition reimbursement for Classified Staff of up to $900 for college

level course(s) per school calendar year (must lead to a teaching license or will improve skills in

the current responsibilities/assignment).



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● Vacation (250-day / 12 month staff)

● Only full-time 250-day staff receive vacation (annual) leave, which is earned based on years of

HCPS service.

● Payroll deduction for membership into the Virginia Credit Union is available.




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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: Waterman Elementary School is committed to providing quality education programs and

establishing high levels of performance for all children. Because parent involvement and support are

essential components for each child to be successful, the school is committed to establishing a

home-school partnership to ensure academic success for every child. To carry out the assurances

concerning parental involvement, Harrisonburg City Public Schools will:

● Continue promoting our division-wide Community Advisory Council to involve parents in an

organized, ongoing, and timely way in the planning, review, and improvement of the Title I

program. This includes the parent involvement policy and distribution of parent

involvement funds;

● Provide coordination, technical assistance, and other support needed to assist each

participating school in planning and implementing an effective parent involvement program

designed to meet the needs of the individual school;

● Conduct an annual parent evaluation designed to determine the effectiveness of the Title I

program and the parent involvement policy, including parents of all ethnic and

socioeconomic backgrounds; i.e., Title I Parent Survey.

● Conduct an annual meeting to make revisions/improvements to the Title I plan, including

the parent involvement policy, at each school based on the results of the annual evaluation

and submit the revisions/improvements to the Department of Education. The following

successful activities have previously been offered to parents. Waterman Elementary School

will continue to extend and offer these programs during the current school year:

● Home/School Compact (English, Spanish, and Arabic)

● Parent meetings/workshops

● Parent/teacher conferences with interpreters as needed

● Annual Open House for Parents

● Annual Title I Literacy Night for Parents

● Literacy articles in the school newsletter



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● Community Advisory Council meetings

● Yearly book distribution for all students

● Family Literacy Night

● Multi-cultural Festival

● Division Elementary Service Provider (liaison between home and school)

● Home Visits (Parent/Teacher Specialist)

● Classroom Newsletters

● Parent Volunteers in Classrooms

● Math Night

● I-STEM Night

Conclusion

● Waterman Elementary will increase parental involvement in their child’s education

● Waterman will continue to hold their Literacy and Math nights and expand their outreach

through interpreters and communication support.

● We will collect data regarding parent participation at all Waterman programs.




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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 Careful coordination between the Language Arts coordinator, regional and local

coordinators for Head Start, migrant programs, special education, Welcome Center, and preschool

programs assures that students eligible for preschool programs are identified and served. The

smooth transition of students from preschool into kindergarten is accomplished in several ways:

Introduction of Key Reading and Math Strategies

● Use of Alpha Friends (HM component of reading)

● Use of Blue Print for Early Literacy

● Use of Message Time Plus (Modeled Writing and Shared Reading)

● Use of Take Home Story Book Bags

● Use of Technology (Smart Board, computers, I-Pads)

● Handwriting without Tears

● Theme based Journal Writing

● Book Buddies (minimum 3 times/year)

● Introduction of Calendar Math

● Assessment of Reading and Math Skills (PALS, Teaching Strategies Gold) Inclusion of

Preschool Students in Appropriate Kindergarten Activities

● Art, music, library, physical education, classroom guidance and school assemblies.

● Inclusion in school wide reading incentive programs

● Orientation and visit to Kindergarten classes at the end of the preschool year.

● Writing Workshop

Family Opportunities



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● Welcome Letters

● Preschool Literacy Night

● Parent/Child Open House/Transition Visit

● Family Support Services

● Family Fun (Parent/Child activity events)

● Home visits (at least 2 per child per year)




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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: A data driven instructional program is essential to the academic success of Waterman’s

students. Teachers are involved in decisions regarding how the results of academic assessments

should be used to improve student performance in a number of ways:

● The Instructional Coach and Grade Level Teams ensure coordination of appropriate

assessments for all students. During bi-monthly grade level meetings, the instructional

coach, principals, and teachers analyze assessment data and collectively determine how to

improve student performance, remediate identified problem areas, and enrich student

instruction.

● Instructional Team Leaders, the Principals, and teachers review SOL data and use it to guide

instruction.

● Interactive Achievement Benchmark Data is reviewed by second, third, and fourth grade

teachers and used to guide instructional practices. This data is shared with the entire staff

so that instructional practices can be discussed to meet the needs of benchmark, strategic,

and intensive students.

● ACCESS scores are used to determine services and accommodations for ELL students.

● The Instructional Support Team and Child Study Committee address teacher concerns

regarding the support of individual students by using current data provided through

language arts, mathematics, and content assessments.

● Teachers review special education evaluations for students that have been evaluated.

These evaluations guide instructional practices and decisions for student progress.




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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: Prompt identification of students that require remediation is a priority. A coordinated

team approach to reading instruction and flexible grouping based on student assessment facilitates

the identification of students experiencing difficulty with material and allows for rapid remediation

for identified students.

● All grade levels have a minimum of 2 hours per day for language arts instruction.

● Resource personnel are assigned to classrooms which have the greatest need. These

resource personnel co-teach in the classroom with the teacher to provide consistency of

instruction and remediation.

● Both whole group and small group instruction takes place during the reading block.

Students with greatest needs work with a reading specialist during small group time.

● Students who are not performing at grade level participate in after school tutoring

programs, and/or summer school.

● ESL resource times provide additional support at each grade level to assist ESL students who

are not grasping concepts in language arts, math, or content areas.

● Reading groups are flexible and adjusted throughout the year based on PALS scores, running

records, and assessments of phonics, spelling and high frequency word knowledge.

● Teachers work collaboratively in grade level meetings to analyze assessment data. The data

is used to form classroom and instructional groups; to design lesson plans and activities; to

select appropriate instructional materials; and to document individual progress reports to

parents. Results from assessments give direction to administration and coaches for planning

staff development.

● Waterman’s core reading program, Houghton Mifflin, is modified to ensure that it is

appropriate for all learners.



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● Students will differentiated reading instruction based on their reading needs. Some may

receive decoding instruction, fluency instruction or vocabulary and comprehension

instruction using Drs. McKenna and Walpole’s Differentiation Model. Students who are not

making reading progress receive remedial instruction based on this model. Students who

are reading 1 – 1 ½ years below grade level will get instruction using the Leveled Literacy

Intervention program. Students who are more than 2 years below grade level may receive

remediation using Reading Mastery or Corrective Reading.




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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 and other educational services are coordinated and integrated in the following

ways:

● School-based committees ensure coordination of services, parent involvement, staff

development, and appropriate instructional activities for all learners.

● The Title I coordinator communicates with regional and local coordinators for Head Start,

migrant programs, special education, and preschool programs to review guidelines and

explore potential collaboration of services and educational programs for eligible students

and parents.

● Consultations are arranged with the school counselor, speech and language pathologist, ESL

teachers, special education teachers, and school nurse to coordinate program services and

maximize program effectiveness.

● Teachers participate in child study, eligibility and IEP meetings and provide documentation

as requested to support eligibility for referral and appropriate educational services.

● HCPS Welcome Center coordinates assessments with all five elementary schools for

registering ELL students, preschoolers and rising kindergartners.

● Title I, ESL and classroom teachers review results of the oral language proficiency tests to

determine eligibility for placement and to coordinate instructional programs within the

school. Collaboration among these teachers drives instruction in classrooms.

● All resource and classroom teachers collaborate and participate in parent involvement

programs (parent information nights, home visits, etc.)

● Resource teachers, classroom teachers and the school librarian select books and materials

for a diverse population of students with a wide range of instructional levels, interests and

languages.



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● Within-class flexible grouping provides opportunities for student progression to higher level

groups as needed.


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