Virginia Department of Education

Every Student Succeeds Act of 2015

Title I Schoolwide Plan Template

Division Name: Montgomery County

School Name: Falling Branch Elementary School

Date: October 20, 2017

Select One:☐ Initial Plan ☐ Revision

Title I schools implementing schoolwide programs are required to develop school wide 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:

oParents;

oOther members of the community to be served;

oIndividuals who will carry out the plan, including teachers, principals, other school leaders, administrators, paraprofessionals present in the school;

oThe local education agency;

oTo the extent feasible, tribes and tribal organizations present in the community; and

oIf appropriate

▪Specialized instructional support personnel;

▪Technical assistance providers;

▪School staff; and

oIf 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 website.

●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:

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:Component 1: Comprehensive Needs Assessment
At FBES, we believe many factors influence literacy development. The framework of our instructional program is guided by student needs based on a variety of assessments. To focus our efforts in the Title 1 Reading Program for the 2017-2018 year, we have concentrated on several sources of literacy information: the Phonological Awareness Literacy Screening (PALS), which is used throughout the Commonwealth of Virginia, the Fountas & Pinnell Benchmark Assessment, SOL scores in reading, and the Observation Survey of Early Literacy Achievement for Reading Recovery student assessment and teacher/parent recommendations.
1. Phonological Awareness Literacy
Students in kindergarten through third grade are screened for literacy skills with the Phonological Awareness and Literacy Screening (PALS) assessment in the fall, possibly mid-year and spring of each year, unless students score at the high benchmark level in the spring of first grade or fall of second grade. A table displaying the results of the Fall PALS for 2017 are below.
PALS SUMMARY
Fall 2017
Grade Level / Percentage of FBE Students Below
FALL 2017 PALS Benchmark
Kindergarten / Data not available
First Grade / 19%
Second Grade / 27%
Third Grade / 33%
Analysis:
Based on the PALS results, some resources will focus on grades kindergarten through third grade. Reading Specialists will push into K- 3 classrooms for 30 minutes each day. The emphasis in these small groups in kindergarten will be phonemic awareness, letter recognition, sound/symbol relationships, rhyming, sight words, and concepts about print. In first grade, the emphasis will be sight word recognition, beginning reading strategies, concepts about print, word study (which includes phonemic awareness and phonics), and fluency. In second grade, the emphasis will be fluency, strengthening reading strategies, word study (which includes phonemic awareness, phonics, and spelling patterns), and comprehension. In third grade, the emphasis will be reviewing reading strategies, fluency, word study that includes syllabication, spelling patterns, building vocabulary, and comprehension strategies.
2. Standards of Learning Tests for the Third, Fourth, and Fifth Grades
Students in third through fifth grades are tested in the spring using the state tests referred to as the SOL assessments. Below is a table displaying the results of FBES spring 2017 administration of the reading SOL assessments.
SOL DATA:
Spring 2017 Overall Pass Rate (Benchmark is 75%)
Subject / % pass rate
Reading: 3rd grade / 75%
4th grade / 87%
5th grade / 79%
Spring 2017 Gap Group 1(Economically disadvantaged ) Pass Rate for Federal Accountability (Benchmark is 72%)
Subject / % overall gap group 1
Reading / 68%
Analysis: Based on the SOL results, resources will continue to focus on grades kindergarten through fifth grade. The allocation of resources is based on the data for the students. Our focus will be to assist our at-risk students in acquiring the necessary skills to become successful readers and writers. By developing specific lessons and structuring various components of the instructional program in grades K-3 we will continue to work to strengthen phonological awareness, letter recognition, letter-sound knowledge, and reading fluency and comprehension skills. In 4th and 5th grades we will continue to serve those that did not pass the SOL using the online READ LIVE program. Each student will work at their own pace at their level. They will receive individual instruction from a reading specialist. This program will target fluency, vocabulary, comprehension, and writing. Students with borderline scores or who are in danger of not passing this year will be served as space is available.
3. Grade Level Assessments
Depending on the grade level, there are several benchmarks that FBES teachers use to determine identified weaknesses. In first grade, the Observation Survey is administered by reading specialists for selecting students for the Reading Recovery program. In first, second, and third grades, students who receive additional reading intervention services, are administered running records using the Fountas & Pinnell reading assessment in order to assess oral reading level and comprehension skills. Additionally, classroom teachers may also use Montgomery County benchmark assessment tests for reading and mid-year PALS. MAP (Measure of Academic Program) testing will be administered to all 2nd grade students. The data gathered will be used to determine areas of weakness and target skills for instruction.
Summary:
Based on analysis of grade level benchmarks, classroom teachers and specialists adjust their instruction to meet the needs of the students. Title 1 funds will be used to provide literacy support for services for identified students K-5 by highly qualified staff. Identified students in Title 1 groups will be seen 30 minutes each day, five days a week. These services will be delivered in a variety of ways. Students will participate in whole group instruction with the classroom teacher as well as small group instruction. Guided reading groups will be seen by the classroom teacher each day. They use the Houghton-Mifflin reading series adopted by the county. The book room is also utilized. Word study will be implemented K-5. Classroom teachers will use implement this during their literacy block at least 3 times per week. The most at-risk students will receive LLI instruction from their classroom teacher.
Identified students will receive additional instruction with a reading specialist in a small group within the classroom. A Reading Recovery teacher will provide individualized instruction to the most at-risk students in first grade. The Reading Recovery teachers will serve 4 students per semester for 30 minutes a day, five days a week. Read Live by Read Naturally, a computer based fluency and comprehension program will be implemented for 4th and 5th grade students who did not pass the previous year’s SOL reading test. 6 Minute Solution will also be implemented in fourth and fifth grade classrooms to improve fluency.
Our goal is that all teachers will work to improve the educational opportunities of students by helping them succeed in the classroom, attain grade-level proficiency, and improve PALS achievement and Fountas & Pinnell reading levels in order to assist students in meeting (or surpassing) the state reading standards.
4. Teacher Recommendations/Parent Recommendations
After gathering the above data and in conjunction with their classroom observations, classroom teachers make recommendations for additional reading support to reading specialists and other school specialists for any students who are demonstrating academic need. Parents may also recommend their child for assessment for participation in additional reading support.
Parent surveys from the fall indicate that parents are interested in programs/workshops in how to help their children read at home and how to choose appropriate books at their child’s reading level.
Summary:
Based on data analysis for each student concerned, reading instruction includes the above mentioned curriculum and includes specific interventions to meet each student’s needs in the classroom and with specialty teachers.
The following measurable objectives have been set for the 2017-2018 school year:
Measurable Objective 1: Student Achievement
FBE will reduce the failure rate of all 3-5 students on their Spring 2018 SOL reading test by 20%.
Supplemental small group instruction by highly qualified reading specialists to work with identified lower quartile students K-5 and targeted support for identified students in grades 4-5. All students will receive instruction in small guided reading groups K-5 and identified students will receive supplemental instruction in literacy from reading specialists, in coordination with the classroom lessons, using a variety of teaching methods, materials and effective instructional strategies. The Reading Recovery teacher will have individualized lessons with the most at-risk first graders. Leveled Literacy Instruction will be provided in classrooms K-3. Istation will be used by all students. Read Live will be used with identified 4th and 5th grade students who did not pass the previous SOL test.
Measurable Objective 2: Student Achievement
FBE will reduce the failure rate of economically disadvantaged students on their Spring 2018 SOL reading test by 20%.
Supplemental small group instruction by highly qualified reading specialists to work with identified lower quartile students K-5 and targeted support for identified students in grades 4-5. All students will receive instruction in small guided reading groups K-5 and identified students will receive supplemental instruction in literacy from reading specialists, in coordination with the classroom lessons, using a variety of teaching methods, materials and effective instructional strategies. The Reading Recovery teacher will have individualized lessons with the most at-risk first graders. Leveled Literacy Instruction will be provided in classrooms K-3. Istation will be used by all students. Read Live will be used with identified 4th and 5th grade students who did not pass the previous SOL test.
Measurable Objective 2: Parental Involvement
By the end of the 2017-2018 school year, FBE will have provided a minimum of two Title 1 sponsored parent involvement activities, as measured by agendas and/or fliers sent home to parents.
Conduct early literacy parent conferences for the parents of students in the Reading Recovery program. These conferences are an introduction to the Reading Recovery program, as well as instructional methods. They provide parents of the lowest achieving first graders with information and materials to assure carryover of Reading Recovery strategies. Conduct informational meeting/programs in the fall and spring. In the fall, the Title 1 teachers will provide information to help parents understand the Title 1 program and how they can help their children at home. Parents are encouraged to attend programs/events throughout the year.
Parental Involvement Plan:
• Take home supplies given to Reading Recovery students
• August Back to School Night/Informational meeting (Monday, August 7, 2017)
• Books given away on conference day on October 26, 2017
• Take home books given to title students in December and end of the school year
• Parent information booklets and books given out to upcoming kindergartners in April
during kindergarten registration
• Talent show with reading infomercials (March 15, 2018)
• Summer practice booklets sent home with Title 1 students at the end of the school year
• Literacy/Family reading night on April 19, 2018 (Words and Pictures)
Budget Implications:
Benchmark/Evaluation (or related Indistar® indicators (if applicable):

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:Falling Branch Elementary is a Pre-K through fifth grade Title I school with 510 students. The school demographics are listed in the table below.
Total enrollment / 510
FRL / 45%
Sped / 9%
Gifted / 6%
Ethnicity
Black / 7%
Hispanic / 4%
White / 82%
Asian / 2%
American Indian / 0
Multi-Racial / 5%
Falling Branch Elementary has set a goal of reducing the failure rate on the Reading SOL by 20% for all students and for the gap group of economically disadvantaged students as well as our black population and the special education population. FBE also will strive to raise the achievement level of all students. In order to attain these goals, FBES develops an instructional program based on the analysis of the data compiled, collaboration with classroom teachers, reading specialists, and other school specialists, and scientifically based research strategies. Students who fall below the PALS benchmark, and/or who are performing in the bottom quartile for their grade level are served individually or through small, flexible groups daily for thirty minutes. A Title I teacher and/or county reading specialist provide services. In the primary grades, the focus will be on phonemic awareness, word recognition, fluency, and comprehension while in the upper grades, the focus will be on fluency, comprehension, and word study which includes vocabulary. This focus is a balanced literacy approach and developmentally appropriate for how children learn to read.
Reading Recovery will continue for first grade students for the 2017-2018 school year. For students who score the lowest on the Observation Survey, Reading Recovery trained reading specialists will provide one-on-one interventions to raise achievement levels in reading and writing.
The Early Literacy Aide provides additional tutoring in a one-on-one or small group setting for those students who need more intensive, individual interventions. Students are identified by classroom teachers and/or reading specialists. The students’ activities are designed and overseen by the classroom teacher.