Annual Title I Schoolwide Plan

Division Name: Fairfax County Public Schools  

School Name: Sleepy Hollow Elementary School  

Date:  November 30, 2017

Revision

Title I schools implementing schoolwide programs are required to develop schoolwide plans in accordance with Section 1114(b) of the Every Student Succeeds Act of 2015 (ESSA). Guidelines for plan development include the following:

  • The plan should be developed with the involvement of:
    • Parents;
    • Other members of the community to be served;
    • Individuals who will carry out the plan, including teachers, principals, other school leaders, administrators, paraprofessionals present in the school;
    • The local education agency;
    • To the extent feasible, tribes and tribal organizations present in the community; and
    • If appropriate
      • Specialized instructional support personnel;
      • Technical assistance providers;
      • School staff; and
      • If the plan relates to a secondary school, students and other individuals determined by the school;
  • The plan should be available to the Local Educational Agency (LEA), parents, and the public; information in the plan should be in an understandable and uniform format and, to the extent practicable, provided in a language that parents can understand; and
  • If appropriate and applicable, the plan should be developed in coordination and integration with other federal, state, and local services, resources, and  programs, such as programs supported under ESSA, violence prevention programs, nutrition programs, housing programs, Head Start programs, adult education programs, career and technical education programs, and schools implementing comprehensive support and improvement activities or targeted support and improvement activities under section 1111(d).

The ESEA requires four components to be included in the schoolwide plan. The template below provides a framework that may be used to develop and/or update a schoolwide plan. For each component, the narrative section in the template should be completed in sufficient detail to document how the component has been thoroughly and thoughtfully addressed. Schoolwide plans should be reviewed annually and revised as necessary to promote continuous improvement and to reflect the school’s initiatives to upgrade the entire educational program of the school.

To maintain focus, eliminate duplication of effort, and promote comprehensiveness, schools should operate under a single plan if at all possible. A school that already has a plan for school improvement might consider amending it, rather than starting over, provided that the existing plan was based on a comprehensive needs assessment and can be revised to include the four required schoolwide components. This template can be used by schools with existing Indistar® plans to reference indicators and tasks in the Indistar® plan that related to the schoolwide components.

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

Using Indistar®:

  • Access the 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.
  • Provide a narrative response that describes how the school has addressed the requirements for each component; and
  • Submit the plan as directed by your LEA Title I Coordinator.

Resources:

Schoolwide program resources, including USED guidance on Designing Schoolwide Programs, Supporting School Reform by Leveraging Federal Funds in a Schoolwide Program, and Title I Fiscal Issues, can be accessed at the Title I website under Guidelines and Procedures/Federal Guidance.

A Virginia Department of Education presentation on Requirements and Implementation of a Title I Schoolwide Program can be accessed at: http://www.doe.virginia.gov/federal_programs/esea/index.shtml.

Component 1 §1114(b)(6):

A comprehensive needs assessment of the entire school that takes into account information on the academic achievement of children in relation to the challenging state academic standards, particularly the needs of those children who are failing, or are at-risk of failing, to meet the challenging state academic standards and any other factors as determined by the local educational agency.

Evidence: A systematic effort involving multiple stakeholders to acquire an accurate and thorough picture of strengths and weaknesses of the school community, thus identifying student needs through a variety of information-gathering techniques. A data analysis summary must be included which incorporates benchmarks used to evaluate program results. The results of your data analysis must guide the reform strategies that you will implement to improve instruction for all students.

Narrative:

Multiple Stakeholders:

Lead teachers in grades K-6, specialists, and resource staff including the counselor and social worker, were involved in systematic data analysis and needs assessment led by the instructional coach during the week before contract. The analysis allowed for a vertical perspective on student learning needs, with a close look at performance trends among demographic groups and potential factors both in and out of the classroom. Preliminary findings were shared with the whole staff during the first contract week to gain feedback and further input. During Open House, teachers shared grade level goals based on the needs assessment and offered parents opportunities to give their perspective to challenges and tactics for overcoming them.

Summary of data analysis including a variety of data sources:

For reading, a review of SOL, DRA2, and DRA2 WA indicates that reading achievement is an area of concern. Although Sleepy Hollow met the AMOs overall and for the various subgroups, there are a significant number of students who ended the school year with a text reading level below grade level benchmark. See Sleepy Hollow’s reading results for the 2017-2018 school year in the additional documentation. Specifically, a need was identified to further support early readers in meeting grades 1-2 benchmark levels and to build reading stamina in grade 3-5 by focusing on independent reading.

For mathematics, Spring 2017 SOL assessment results show a combined gap between white students and Hispanic (3 points), and students with disabilities and white students of 12 points. A need was identified to enhance students’ ability to explain their mathematical thinking. Application of a math workshop model, incorporating consistent performance-based math tasks, and assigning and implementing specific research-backed interventions for students in need based upon common assessment data, were identified as a key strategy to address these needs.

Specific Goals:

Based on the reading and mathematics data above, Sleepy Hollow Elementary has set the following Specific, Measurable, Attainable, Results-oriented, Time- bound and Rigorous (SMARTR) goals for student growth and performance.

By June 2018, grades 3-5 SOL Reading scores will increase for ALL STUDENTS from 78% to 81% pass rate, reflecting a 10% reduction of the failure rate.  By June 2018, grades 3-5 SOL Reading scores will increase for GAP 3 STUDENTS from 75% to 77% pass rate, reflecting a 10% reduction of the failure rate. By June 2018, grades 3-5 SOL Reading scores will increase for SWD STUDENTS from 62% to 66%, pass rate, reflecting a 10% reduction of the failure rate.

By June 17, 2018, SOL Mathematics scores for grades 3-5 will increase for ALL STUDENTS from 76% to 79%, reducing the failure rate by 10%. By June 17, 2018, SOL Mathematics scores for grades 3-5 GAP 3 STUDENTS will increase from 73% to 75%, reducing the failure rate by 10%. By June 17, 2018, SOL Mathematics scores for grades 3-5 SWD STUDENTS will increase from 64% to 67%, reducing the failure rate by 10%.

Budget Implications:

Title I funding will be allocated to the following: 1 instructional coach and 1 math resource teacher, data dialogue and curriculum planning day coverage for teachers and funding seats for teachers to attend Advantage Math Recovery training. Funds will also be allocated to provide extended day opportunities for students based on data to increase student mastery in reading and mathematics for grade 3-5.

Component 2 §1114(b)(7)(A)(i):

Provide a description of schoolwide reform strategies that provide opportunities for all children, including each of the subgroups of students (as defined in section 1111(c)(2)) to meet the challenging state academic standards.

Evidence: Scientifically-based research strategies based on identified needs and designed to raise the achievement level of all students on content standards. Provide information on how the selected strategies will increase student achievement in underperforming subgroups, if applicable. Include a description of how the reform strategies will be evaluated for effectiveness.

Narrative:

Increase student achievement in underperforming subgroups:

Mathematics: Based on the data analysis above, the following practices were identified as ones that would strengthen student achievement in mathematics.

  • We developed vertical articulation days during the calendar year in math in order to implement schoolwide practices and common language and understandings.
  • Math Workshop: Differentiated Math Workshop will provide students the opportunity to practice math skills at their current level of understanding while expecting them to deepen their level of understanding. This model puts students at the center of the instruction, and gives them ample time to problem solve, learn with their peers and be deeply engaged in learning math concepts.
  • Collaborative Practices in Mathematics: All grade level teams will:
    • Utilize the Plan-Do-Study-Act cycle in grade level teams to map curriculum, unpack standards for instruction, develop common assessments, and design lessons;
    • Plan common mathematics lessons in a consistent format based on the division Program of Studies (POS), to include the Virginia Mathematics Process Goals;
    • Analyze common assessments using the “Here’s What, So What, Now What” protocol and plan intervention and enrichment for students, by name and by need, based on this analysis;
    • Implement a weekly mathematics CLT meeting at each grade level;
    • Use grade level common assessments including the Mathematical Reasoning Assessment (MRA) in grades K-2, assessments included on the division’s Horizon assessment system, released SOL assessment items, exit tickets, end of unit assessments, and teacher observation to monitor student progress and effectiveness of instruction; and
    • Use division resources within the electronic Curriculum Assessment Resource Tool (eCART), including pacing guides, extended scope and sequence, and print resources.
  • Mathematics Intervention: Instructional teams collaborate and reflect regularly on student data to determine next steps and if interventions are needed. Teams in collaboration with RI Core Team determine best course of action in aligning math program or intervention plan to meet specified student need and then reflect regularly to ensure progress is being made as a result of the intervention. Interventionists monitor progress regularly and use that information to make necessary adjustments and instructional plans.
  • Mathematics Professional Development: Sleepy Hollow Elementary will implement the following professional development approaches for mathematics:
  • Setting up an effective math and intervention/enrichment block structure  (Example: Warm Up/Number Talk; Focus Lesson; Math Workshop; Reflection; Exit Ticket; I & E)
  • Creating and using regular common assessments
  • Recreate/adapt BOY assessment on ECART-add an open ended task to the assessment
    • Discuss how we will create and utilize grade level common assessments this year
    • Decide how to use the data to inform groupings for Intervention/Enrichment block
    • How can we best meet the needs of student outliers based on data?
  • Creating and using pre-assessments to pre-plan units that are adaptive
  • Discuss how we will create and utilize grade level common pre-assessments this year
  • How can we activate prior knowledge before administering pre-assessment?
  • How can we front load differentiation?
  • Developing effective math stations (examples listed below):
  • Vocabulary Station (Frayer models, Venn diagrams, word sorts, matching, writing word problems, using vocabulary cards, creating word wall cards, etc.)
  • Game Station
  • Task Station (manipulatives provided, creating posters, solving a partner problem)
  • Computer Station (fast facts, BrainPop, game options, PowerPoints, etc.)
  • Book Station (read math book, create book on given topic, create a comic or write reflection on given book, etc.)
  • Review Station (re-teaching activities, task incorporating previously taught concepts and skills, BrainpPop, partner practice, etc.)
  • Test Prep Station (TEI problems, Showdown, 4-square, partner packet, grading SOL packet, ordering questions from easiest to hardest, sorting test questions by operation, mini quizzes on Horizon, etc.)
    • Daily Number Talks
  • Create a routine and select resources and question types to use within a given unit
  • Highlight properties-commutative, identity, associative, distributive as they are being used by students naturally
  • Encourage students to try others’ strategies, use True/False problems, pull questions from CGI books, and utilize morning meeting time

Literacy:  Based on the data analysis above, the following practices were identified as ones that would strengthen student achievement in literacy.

  • We developed vertical articulation days during the calendar year in literacy to in order to implement schoolwide practices and common language and understandings.
  • Continuing to build the Balanced Literacy Framework in grades 3-5
  • ESOL resources are going into all classroom K-5 utilizing read alouds to build language and teaching vocabulary in context.
  • Supporting Guiding Reading in Grades K-2
    • Using a bi-weekly spreadsheet to capture students reading level
    • For CLT Discussion, utilizing the Literacy Continuum by Fountas and Pinnell for guidance and moving students by noticing strengths weakness and areas for growth
  • Collaborative Practices in Literacy: All grade level teams will:
  • Focus on language arts instruction during a weekly CLT meeting;
  • Develop and use grade level common assessments that consist of assessments from the division Horizon assessment system, released SOL assessment items, exit tickets, and/or teacher observations such as running records and anecdotal notes to monitor student progress and effectiveness of instruction;
  • Use division resources within eCART, including pacing guides, extended scope and sequence, assessments, and instructional materials;
  • Utilize support from the instructional coach and reading teachers to improve language arts instruction and to facilitate CLT work; and
  • Continue and deepen current practices by CLTs in analysis of data to determine each student’s strengths and needs to inform instructional practices.
  • Literacy Intervention: Students in grade K-6 will be identified for reading intervention based on the division beginning-of-year assessment classroom observation, formative assessments, and other division assessment information. Teachers will utilize a protocol to guide and document Responsive Instruction Interventions in the Cumulative Responsive 10 (R10) OneNote notebook. This ten-minute protocol will require grade-level teams to collaborate to identify a specific skill that students find challenging to learn. The teams will then determine an appropriate intervention, identify who is responsible for the intervention, when it will take place, how it will be monitored and when the follow up discussion will take place.  Finally, teams will determine if a new skill and/or intervention needs to be targeted. The school-based technology specialist, instructional coach, and administrators will work together to support this process.
  • Literacy Professional Development: Sleepy Hollow Elementary will implement the following professional development approaches for literacy:
    • Professional development will be provided by Reading teachers quarterly, focusing on the steps of implementing guided reading and implementation of strong focus lessons to meet the needs of all students.
    • Classroom teachers will continue staff development during weekly Collaborative Learning team meetings, facilitated by the Reading teachers, focusing on components of literacy instruction included in Jan Richardson theory and practice.
    • Professional development sessions will continue to support schoolwide implementation of writing workshop model.
    • Collaborative Teams will have a professional development focus that supports individual team needs. Examples may include: New teacher training on using and analyzing running records, guided reading training, and Reading and Writing Workshops.
    • Ongoing professional development will be provided by the ESOL team and reading specialist for staff on meeting the needs of English learners.
    • Collaborative Literature Circles will be implemented in AAP classrooms

Methods to evaluate effectiveness:

  • Student achievement will be closely monitored in all subject areas in a variety of ways including but not limited to exit tickets, formative assessments, Universal Screener, division assessments, DRA2, and student interviews, and daily exit tickets. This data will be analyzed regularly in CLTs to guide instructional decisions. Most student data will be housed in the Education Decision Support Library (EDSL).
  • Grade level teams will document the work done in CLTs to strengthen Tier 1 instruction including unpacking content, lesson plans, creation of assessments, and an analysis of assessment data.

Budget Implications:

Title I funding will be allocated to the following: 1 instructional coach and math resource teacher, data dialogue and curriculum planning day coverage for teachers.

Component 3 §1114(b)(7)(ii):

Provide a description of schoolwide reform strategies that use methods and instructional strategies that strengthen the academic program in the school; increase the amount and quality of learning time; and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education.

Evidence: Scientifically-based research strategies or activities that strengthen and enrich the academic program by: extending the school day; embedding reading and/or mathematics curricula into other instructional areas; or other strategies as appropriate. Include a description of how the reform strategies will be evaluated for effectiveness.

Narrative:

Instructional Practice:

  • Project-based learning which is the innovative goal for the school (Sleepy Hollow’s vision – 21st Century Learner)
  • Incorporated STEAM for grades 1-2 (Sleepy Hollow’s vision – 21st Century Learner)
  • Number Talks: Number Talks promote number sense, mental math, communication, and a variety of math strategies for students at grades K-6
  • Math Tasks, math stations with student accountability, and focus lessons
  • Supplemental Reading Teacher: An additional reading teacher provides tier2 intervention utilizing Leveled Literacy Interventions in grades 1-2.
  • Professional Development: Sleepy Hollow Elementary will implement the following professional development approaches for strengthening instructional practices to achieve these strategies:
    • Project-based learning Professional Development provided through FCPS specialist at the beginning of the school year with consultation and visits, and observations throughout the year. Number Talks after-school special will be hosted at the school, with teachers in grades 2-4 especially encouraged to attend.
    • Coaching and CLT professional development support in instructional strategies by the Instructional Coach and the Educational Specialist for Region 2.

Amount and Quality of Learning Time:

  • Designated Math Intervention & Enrichment Time: Students in kindergarten through fifth grade will be identified for mathematics intervention and enrichment by name and by need based on the mathematics assessments, classroom observation, anecdotal notes, and additional formative and summative assessments. Mathematics intervention and enrichment will be implemented during a designated time by each grade level.
  • After School Intervention Program: An after school intervention program will be provided for students close to benchmark on school and county level assessments.

Enriching and Accelerating Student Learning:

  • Local Level IV services for third grade 2017-18 school year, fourth grade 2018-19 school year, fifth grade 2019-20 school year.
  • Rigorous Tasks: Use of performance-based tasks that are rich in higher level mathematics will allow students opportunities to practice problem solving, critical thinking, reasoning, and communication skills.
  • Supplemental Advanced Academics Resource Teacher Support: Extending time for the Advanced Academics Resource Teacher (AART) to full time will allow this individual to more consistently share resources and work collaboratively with grade level teams to support high expectations and use of higher order Bloom’s questioning. The AART will also support students directly by working in small groups for identified students and in whole group critical and creative thinking lessons.
  • Professional Development: Sleepy Hollow Elementary will implement the following professional development approaches for enriching and accelerating student learning to achieve these strategies:
  • Coaching from the AART and instructional coach for teachers in applying rigorous tasks and higher order questions.

Methods for evaluating effectiveness:

  • Student achievement will be closely monitored in all subject areas in a variety of ways including but not limited to exit tickets, formative assessments, division assessments, DRA2, and student interviews. This data will be analyzed regularly in CLTs to guide instructional decisions. Most student data will be housed in the Education Decision Support Library (EDSL).
  • Grade level teams will document the work done in CLTs to strengthen Tier 1 instruction including unpacking content, lesson plans, creation of assessments, and an analysis of assessment data.

Budget Implications:

Title I funding will be used to support Title I math and Literacy Resource teacher positions that will support professional learning, CLT development and model effective pedagogical strategies for teachers. Title I funds will also allow for a CLT leader retreat and grade level CLT planning days four times throughout the year.

Component 4 §1114(b)(7)(iii):

Provide a description of schoolwide reform strategies that address the needs of all children in the school, but particularly the needs those at risk of not meeting the challenging state academic standards, through activities which may include—

  • Counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students’ skills outside the academic subject areas;
  • Preparation for and awareness of opportunities for postsecondary education and the workforce, which may include career and technical education programs and broadening secondary school students’ access to coursework to earn postsecondary credit while still in high school (such as Advanced Placement, International Baccalaureate, dual or concurrent enrollment, or early college high schools);
  • Implementation of a schoolwide tiered model to prevent and address problem behavior, and early intervening services, coordinated with similar activities and services carried out under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.);
  • Professional development and other activities for teachers, paraprofessionals, and other school personnel to improve instruction and use of data from academic assessments, and to recruit and retain effective teachers, particularly in high-need subjects; and
  • Strategies for assisting preschool children in the transition from early childhood education programs to local elementary school programs and, if programs are consolidated, the specific state educational agency and local education agency programs and other federal programs that will be consolidated in the schoolwide program.

Narrative:

Component 4:

The counselor provides the services below:

  • biweekly classroom lessons in K and 1sr grades
  • monthly lessons in grades 2 through 5th
  • weekly mini lessons (15 minute) in 5th grade and biweekly mini lessons in 4th grade addressing study skills
  • peer mediation program for 4th and 5th graders
  • peer mentoring program, e.g., a 5th grader mentors a K-student
  • small group counseling for grades 1st through 5th addressing self-regulation , social skills, emotional EQ, grief, etc.
  • Lunch bunches
  • Twice a week announcements on the morning new promoting mindfulness and resilience in all students
  • Mentoring program: teachers mentor students
  • AVID
  • We have conversation about college when we talk about study skills
  • Our psychologist meet with the school counselor and school social worker on a regular basis to discuss general education students and engage in problem solving around behavior and social-emotional needs. Through this consultation, she provides small group counseling and participate in developing Behavior Intervention Plans with classroom teachers (Tier 1-2).  As needed, this can evolve into a more formalized Functional  Behavior Assessment/BIP (Tier 3) and in some instances, result in referrals for Special Education testing and IEP services (Tier 3). She provides individual counseling services for students with counseling on their IEPs (IDEA services/Tier 3) and continue to engage in problem solving with school teams around these students’ behavior. This may include implementing BIPs and collecting behavioral data, in addition to direct support services.
  • Our psychologist participate in our RI committee (which is Tier 2 of Multi-tiered Systems of Support/MTSS) at SHES through Tier 3 – special education referrals (LSC), special education testing and eligibility.  At all of these tiers, we focus on student behavior, social-emotional needs, as well as academic needs.
  • RI team meetings often involve students with social and emotional challenges, medical challenges or attendance issues. Occasional home visits are done to address multi-problem family situations. The social worker is responsible for completing socio-cultural histories for children who are being formally screened for special education eligibility. The social worker also serves as a special resource for Autism teachers to provide case management for the special needs of students, and to support parents in accessing needed services.
  • Our psychologist has provided school staff trainings focusing on recognizing and working with traumatized students (Trauma 101 training) in other schools within the district.  At SHES, I’ve provided briefer staff trainings in understanding trauma/poverty and how it impacts student learning and behavior.  She works with our RI committee to develop a presentation to clarify the RI (MTSS) process, which will be presented in January 2018.
  • Our social worker also serves Belvedere Elementary School where many of the children in the FECEP / Head Start program are from the Sleepy Hollow district. As those students prepare to transition to kindergarten, the social worker sometimes facilitates the transition by exchanging and coordinating information with staff at both schools. Our kindergarten team is also aware of younger siblings, and when they see unmet needs they inform the social worker.
  •  

Methods to evaluate effectiveness:

  • Our psychologist uses evidence-based programs with the counseling groups, including pre and post-assessments to evaluate their effectiveness.  She consults with teachers on a regular basis around student behavior (Tier 1) and provide suggestions regarding classroom accommodations which may help a student regulate their behavior.  She also works with staff to develop behavior intervention plans, including developing data collection methods, reviewing data and collaborating with the student team to develop, monitor and revise targeted behavior intervention plans.
  • At SHES, our RT10 – RI – LSC process fits within the Multi-tiered systems of support (MTSS) model.  Our psychologist is involved in RI (tier 2) through SpEd eligibility (tier 3). We use multiple assessment measures to guide our decision making, including iReady data, DRA data, attendance, parent information, observations, etc.