Falling Branch Elementary School

Falling Branch Elementary School

School wide Title 1 Plan

2015-2016

Falling Branch Elementary is a Pre-K through fifth grade Title I school with 500 students. The school demographics are listed in the table below.

Total enrollment / 500
FRL / 46%
Sped / 9%
Gifted / 5%
Ethnicity
Black / 7%
Hispanic / 3%
White / 86%
Unspecified / 4%
Asian / 1%
American Indian / 0%

The FBES school-wide planning team included representation from administration, classroom teachers, reading specialists and FBES parents.

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 2015-2016 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 FBES 2015 administration of the PALS spring assessment is located on the next page.

PALS SUMMARY

Spring 2015

Grade Level / FBE Students Below
FALL 2015 PALS Benchmark
Kindergarten / 10%
First Grade / 19%
Second Grade / 29%
Third Grade / 8%

Analysis:

Based on the PALS results, some resources will focus on grades kindergarten through third grade. In kindergarten, the emphasis will be phonemic awareness, letter recognition, sound/symbol relationships, rhyming, sights 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 2015 administration of the reading SOL assessments.

SOL DATA:

Spring 2015 Overall Pass Rate (Benchmark is 75%)

Subject / % Passing in
3rd Grade / % Passing in
4th Grade / % Passing in
5th Grade / % of overall pass rate
Reading / 79% / 82% / 80% / 80.45%

Spring 2015 Gap Group 1 Pass Rate for Federal Accountability (Benchmark is 65%)

Subject / % passing 3rd grade / % passing 4th grade / % passing 5th grade / % overall gap group 1
Reading / 61% / 69% / 80% / 71%

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 as well as those who were borderline and are in danger of not passing this year. Those students will participate in the on line program READ LIVE. 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.

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.

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. A variety of spelling programs are used, such as Words Their Way and the Houghton-Mifflin spelling program. 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 teacher 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.

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.

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.

Component 2: School wide reform strategies

In order for Falling Branch Elementary to reach the goal of all 3rd graders passing the Reading SOL and to raise the achievement level of all students, 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 about twenty to 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 2015-2016 school year. For students who score the lowest on the Observation Survey, a Reading Recovery trained reading specialist provides 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.

Response-To-Intervention is provided by Instructional Support Teams which include a coordinator for RTI and an Instructional Specialist for special education. Students who are candidates for this intervention are recommended by classroom teachers and/or reading specialists. Individual students are given specific short-term interventions under the guidance of the Instructional Support Team.

Istation online learning program was purchased by the county and is used for grade levels K-5. Istation (aka Imagination Station) is an award-winning, comprehensive e-learning program used by more than four million students and educators around the world. Known for its accurate assessments, engaging curriculum, and trusted teacher tools, Istation helps students in prekindergarten-8th grade achieve academic growth. Istation’s computer-adaptive assessments (known as ISIP™) immediately place students on personalized instructional paths unique to their needs. And our animated, game-like interface engages students so effectively that they don’t even realize they’re being evaluated. Along with Istation’s highly interactive digital curriculum, teachers also have access to a library of thousands of lessons perfect for instructing small groups or an entire class. Comprehensive reports are immediately available for educators, administrators, and parents.

All grades provide language arts instruction. This instruction is coordinated with the Houghton Mifflin reading series (K-5) adopted by Montgomery County, the MCPS Curriculum Pacing Guides, the SOL requirements for each grade and academic content area, and teacher expertise on how children learn best. Leveled reading materials are provided in a centrally-located bookroom which can be utilized by all teachers for guided reading lessons.

The Fountas & Pinnell Leveled Literacy Intervention System (LLI) is a small-group, supplementary literacy intervention designed to help teachers provide powerful, daily, small-group instruction for the lowest achieving students at their grade level. Through systematically designed lessons and original, engaging leveled books, LLI supports learning in both reading and writing, helps students expand their knowledge of language and words and how they work. The goal of LLI is to bring students to grade level achievement in reading.

Fountas and Pinnell Benchmark Assessment System (1 and 2): The Fountas and Pinnell Benchmark Assessment System consists of a series of carefully designed benchmark books that measure the level of difficulty at which a student is able to read fiction and nonfiction texts. The books range in difficulty from those for beginning readers (A) to those for advanced readers (Z). They are accompanied by an extensive document, The Continuum of Literacy Learning, Grades K–8: Behaviors and Understandings to Notice, Teach, and Support, which lists text characteristics, reading behaviors, and features of comprehension along a grade-by-grade developmental continuum. Included are diagnostic assessments for the following components of reading ability:

·  Comprehension within, beyond, and about the text

·  Writing about reading

·  Fluency

·  Phonemic awareness

·  Letter names

·  Early literacy behaviors

·  Phonics and word analysis

·  High frequency word reading

·  Vocabulary knowledge

FBES participates in the Virginia Tech Lunch Buddies program. This program offers mentoring opportunities for those students recommended by classroom teachers and the guidance counselor. Lunch Buddies are recruited through a program on the Virginia Tech campus.

The Technology Resource Teacher and classroom teachers collaborate to integrate technology with instruction. Activities include using the Internet and specific websites to enrich or remediate students in specific academic areas, Microsoft word processing skills and touch typing using wireless lap top computers. Smart boards and ipads are utilized to enhance instruction.

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

Writing samples are taken each quarter. The entire school uses the same prompt.

The writing samples are scored and placed in student literacy folders.

Literacy folders are used to track student progress on F&P, PALS, and Words Their Way spelling level progress.

Book Buddies, pairing classrooms of different grade levels, enable shared reading experiences across grade levels to promote fluency and a love of reading.

One School One Book committee coordinates school-wide activities to promote reading.

Reading Focus group will be exploring and helping facilitate a vocabulary program for the 2015-2016 school year.

The Reading Connection newsletter is sent home monthly to families. It includes helpful information and tips on supporting literacy learning.

The on-site Pre-school program provides developmentally appropriate instruction for 4 year olds to prepare them for Kindergarten.

An Instructional specialist supports teachers with Literacy and Math by analyzing test data, demonstrating lessons and developing materials.

Component 3: Instruction by Highly Qualified teachers

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

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.

Component 4: Professional Development

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. These sessions are provided during the beginning of the year workdays, Election Day and the staff development days in January. There are also sessions provided during early release days and afterschool. Opportunities are also available during the summer months. This information is announced regularly through e-mail, the MCPS website, and faculty meetings. Records of professional development for teachers are maintained through the Electronic Registrar Online (ERO).