web viewthe esea requires ten components to be included in the schoolwide plan. the template below...

Virginia Department of EducationTitle I Schoolwide Plan Template

Division Name: Henry County Public Schools School Name: Drewry Mason Elementary Date: 12/6/14 Select One: ▢ Initial Plan Revision ▢

Title I schools implementing schoolwide programs are required to develop schoolwide plans in accordance with Section 1114(b) of the Elementary and Secondary Education Act of 1965 (ESEA). Guidelines for plan development include the following:

● The comprehensive plan should be developed during a one-year period;● The plan should be developed with the involvement of parents and other members of the community to be served; ● Individuals who will carry out the plan, including teachers, principals, administrators, and if appropriate, pupil services personnel,

technical assistance providers, school staff, and, if the plan relates to a secondary school, students from such school, should be involved in the development of the plan;

● The plan should be available to the Local Educational Agency (LEA), parents, and the public;● Information in the plan should be in an understandable and uniform format and, to the extent practicable, provided in a language that

parents can understand; and● If appropriate, the plan should be developed in coordination with programs under Reading First, Early Reading First, Even Start, the Carl

D. Perkins Vocational and Technical Education Act of 1998, and the Head Start Act.

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

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

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

Using Indistar® (available fall 2014):● Access the Title I Schoolwide Plan template from the “Complete Form” tab of the Indistar® dashboard. ● Provide a narrative response that describes how the school has addressed the requirements for each component; ● Where applicable, identify the indicator(s) and task number(s) from the school’s Indistar® plan that align with each required component;● Click “Save” at the bottom of the form to save your responses; and ● Submit the plan to your LEA Division Contact by returning to the dashboard. Under the “Submit Forms/Reports” tab, go to the Title I

Plans section, and select the Title I Schoolwide Plan “Submit” button.Not Using Indistar®:

● Access the Title I Schoolwide Plan template on the Title I web site http://www.doe.virginia.gov/federal_programs/esea/title1/part_a/index.shtml,

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

Resources:

Schoolwide program resources, including a Schoolwide Plan Peer Review Rating Rubric, United States Department of Education (USED) guidance on Designing Schoolwide Programs, and USED guidance on Title I Fiscal Issues (including supplement/supplant and consolidating funds in schoolwide programs), can be accessed at the following Web site: http://www.doe.virginia.gov/federal_programs/esea/title1/part_a/index.shtml.

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

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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: An employee engagement survey was given to all staff at Drewry Mason. Staff participation was relatively high (78%).

Managing student discipline/behavior and using technology as a tool for learning were among the top Professional Development needs identified by staff. Necessary improvement efforts are related to items associated with leadership,communication, feedback and recognition.

The School Improvement Plan is developed by the School Improvement Committee which represents every grade level, itinerant, and special education teachers. Before the School Improvement Committee met in August of 2014, the entire faculty met to choose specific indicators for the plan’s focus. Committee member meet once every two weeks to monitor the plan’s progress. Administration reports progress to parents at each PTO meeting monthly and to all faculty once monthly during faculty learning meetings. The School Improvement Plan is also posted on the school’s website.

In the Drewry Mason School Improvement Plan, 100% of the faculty will analyze and use multiple sources of data to identify students at risk.

Sources of data and methods of collection:● Teachers use collaborative planning to ensure alignment and create performance tasks based on data that show

strengths and weaknesses.● Measures of Academic Progress data is analyzed and used to align curriculum and create lesson plans that address

strengths and weaknesses of students. MAP, SRI and PALS are assessed three times a year. AIMS is administered to the K and 1st grade three times per year and is used for data in Child Study at all grade levels.

● Teachers meet within grade levels to determine and analyze data for specific skills.● Standards are unpacked.

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● Results of common, formative, and summative assessments are discussed and analyzed to identify students in need of specific skill intervention.

● Information from common, formative assessments is shared and discussed with administration during data meetings after each nine week period.

● Summary of SPBQ Analysis was completed by the entire faculty (see below). Results and successful strategies to address weaknesses were shared with all faculty members and with faculty members at all other elementary schools through a Google survey.

Student Performance By Question Analysis 2014: (based on Spring 2014 SOL scores) See below.

Math pass rate for 2013 – 2014 was 77%. Areas of weakness: 3rd grade – Complete related fact sentences (40%), compare fractions and mixed numbers using models, words, and symbols (25%), analyze and interpret information represented on graphs (48%). 4th grade – solve subtraction problems with decimals using models (40%), find common factors of two numbers, including greatest common factor(GCF) (62%), determine elapsed time (62%), recognize and extend patterns (29%), 5 th grade – solve multi-step practical problems involving fractions and mixed numbers (32%), solve multi-step practical problems involving whole numbers (37%), solve multi-step practical problems involving mixed numbers (34%). SPBQ strengths – write and represent fractions and mixed numbers using models, round numbers to a specified place value, compare whole numbers, complete related fact sentences, solve multiplication facts, compare and contrast characteristics of lines, line segments, rays, and angles, compare values of sets of coins, use estimation skills and determine appropriate units of measure to find weight/mass, identify relationship between fractions and division statements, solve problems involving addition of decimals, solve problems involving multiplication of whole numbers, recognize congruent figures, determine and represent the outcomes of events using fractional representations form 0-1 including representations on a number line, solve problems involving division of decimals through thousandths, simplify whole number numerical expressions using the order of operations, determine length of an object using U.S. customary units, calculate the median for a set of data, model a one-step linear equation.

English pass rate for 2013 – 2014 was 71%. Areas of weakness: 3rd grade - compare characters, settings, and events (22%), identify important details in a passage (37%), identify author’s purpose (27%). 4 th grade - summarize details in the correct sequence (27%), draw conclusions based on textual support (37%), recognize an author’s purpose for writing (37%). 5 th grade –

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determine the cause/effect relationship (25%), identify summary of a passage (46%), identify supporting details (41%). SPBQ strengths: identify a question that is answered in a paragraph, make an inference based on details of a narrative, identify the main idea, apply knowledge of synonyms, determine a cause for a given effect. Apply knowledge of prefixes, roots, and suffixes, use context to identify the appropriate word meaning in a dictionary entry, describe how an author’s word choice contributes to the meaning of a phrase, make inferences on implied information using textual support.

● Summary of SOL Subgroup Data (based on SOL data from 2013-2014)ENGLISH:

Subgroup Students Counted Total Students Rate AMO AMO Met?All Students 118 168 70.2% 69% YesGap Group 1 57 101 56.4% 59% NoGap Group 2 9 13 69.2% 57% Too SmallGap Group 3 9 14 64.2% 60% Too SmallAsian 1 2 50% 80% Too SmallEconomically Disadvantaged

51 92 55.4% 59% No

Limited English Proficient

4 11 36.3% 52% Too Small

Students with Disabilities

11 25 44% 42% Too Small

White 94 126 74.6% 75% Yes

MATHEMATICS:

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Subgroup Students Counted Total Students Rate AMO AMO Met?All Students 126 170 74.1% 66% YesGap Group 1 66 103 64% 57% YesGap Group 2 9 14 64.2% 56% Too SmallGap Group 3 9 14 64.2% 60% Too SmallAsian 2 2 100% 82% Too SmallEconomically Disadvantaged

60 94 63.8% 57% Yes

Limited English Proficient

5 11 45.4% 53% Too Small

Students with Disabilities

11 25 44% 49% Too Small

White 99 127 77.9% 70% Yes

MAP Data Summary – Percent of students at or above grade level meanGrade Reading Math Language Usage

Fall Winter Fall Winter Fall WinterK 54 60 30 581 48 45 44 522 60 67 57 583 53 53 36 29 43 394 60 66 52 61 54 665 63 65 65 63 50 58

Identified Areas of Weakness according to MAP assessment:Fall 2014Areas of weakness according to math MAP assessment – measurement (1st, 2nd, 3rd, and 5th grades), number and number sense (1st grade), probability and statistics (kindergarten), patterns, functions, and algebra (2nd grade), and computation and estimation (Kindergarten, 4th grade). Areas of weakness according to the reading MAP assessment – comprehension of fiction (grades 2

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and 4), comprehension of non-fiction (grades 2, 3, and 5), word origins (grade 3), phonetic principles and word analysis (kindergarten), writing (1st grade), oral language (1st grade). Areas of weakness for language usage according to the language usage MAP assessment– communicate ideas in a variety of forms (grades 3 and 5), organize for unity, sequence, elaborate ideas (grades 3 and 4), phonetic principles and word analysis (kindergarten), writing (1st grade), oral language (1st grade), comprehension of nonfiction and fiction (2nd grade), and edit for grammar, structure, and paragraphing (grades 4 and 5).

Areas of Weakness According to MAP Assessment Winter 2014K – Writing, Computation / Estimation1 – Reading and Writing, Number / Number Sense and Measurement2 – Comprehension of Nonfiction, Computation and Estimation3 – Word Origins, Patterns / Functions / Algebra and Computation / Estimation, Organize, Sequencing, Elaborate Ideas4 – Comprehension of Nonfiction, Measurement and Computation / Estimation, Communicating Ideas and Editing5 – Word Origins, Number / Number Sense and Measurement, Organize, Sequence, Elaborate Ideas

● PALS – 40 identified for PALS tutoring (7 Kindergarteners, 16 first graders, 6 second graders, 11 third graders)● WIDA summary – 1st – 5th grades 52% progressed at least one level from spring 2014 to fall 2014. 29% stayed on the

same level. 19% regressed (went down a level).

● AIMS summary – Fall 2014 (Number below average)*These students are identified for immediate interventions and monitoring through weekly probing.

Grade Letter Naming Fluency

Letter Sound Fluency

Phoneme Segmentation

Nonsense Word Fluency

Oral Counting

Number Identification

Quantity Discrimination

MissingNumber

K 16 15 151 21 20 19 20 21 19 19 20

● Data are used to write and revise the school improvement plan, develop and revise teacher Smartgoals, and group students by areas of skill needs.

● Teacher observation data is collected through Edivation and Google Docs. Both of these tools enable administration to

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disaggregate data to focus on targeted areas of strategy implementation in classrooms. According to walkthrough data as of 11/17/14, 53%% of teacher lessons include the 4Cs (critical thinking, communication, collaboration, and creativity, 60% of teacher plans include higher level thinking questions.

Related Indistar® indicators (if applicable): TA01

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Component 2 - §1114(b)(1)(B): Schoolwide reform strategies that—1. Provide opportunities for all children to meet the state’s proficient and advanced levels of student academic achievement described in

§1111(b)(1)(D);2. Use effective methods and instructional strategies that are based on scientifically-based research that—

a. Strengthen the core academic program in the school;b. Increase the amount and quality of learning time, such as providing an extended school year and before- and after-school and

summer programs and opportunities, and help provide an enriched and accelerated curriculum; c. Include strategies for meeting the educational needs of historically underserved populations; d. Include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and

those at risk of not meeting the state student academic achievement standards who are members of the target population of any program that is included in the schoolwide program, which may include—

i. Counseling, pupil services, and mentoring services;ii. College and career awareness and preparation such as college and career guidance, personal finance education, and

innovative teaching methods, which may include applied learning and team-teaching strategies; andiii. The integration of vocational and technical education programs; and

e. Address how the school will determine if such needs have been met; andf. Are consistent with, and are designed to implement, the state and local improvement plans, if any.

Evidence: Scientifically-based research strategies based on identified needs and designed to raise the achievement level of all students on content standards. Include a description of how the reform strategies will be evaluated for effectiveness.

Narrative: The School Improvement Plan for the 2014-15 school year will include interventions and strategies to improve student performance in the areas of reading and math. Our student needs assessment data are reviewed and monitored regularly through school improvement meetings every other week. In addition, data is also tracked to ensure proficient and advanced levels of performance using the following:

Unit tests / Common Assessments Throughout the year – data meetings with principal three times per year.

PALS (K-3) Fall, Midyear, Spring

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AIMS Web Fall, Midyear, Spring and weekly probesSRI Fall, Midyear, SpringAttendance MonthlyFluency K-2 WeeklyDolch Words K-1 WeeklyWriting Prompts Fall, Midyear, SpringMAP Assessments (Reading and Math) Fall, Winter, SpringDSA Spelling Analysis Fall, SpringAIMS probes for specific reading and math skills Weekly ELL monitor forms completed by teachers QuarterlyAfter School Tutoring formative and summative assessments Weekly

Multiple strategies based on scientific research are used to provide additional assistance to students failing or at-risk of failing core subject areas or SOL assessments as well as moving students toward advanced levels of performance. These include:

● Daily Five full implementation in the K-2 classrooms and implementation in the 3-5 grades for 2015-16.● After school tutoring twice per week for students who need remediation in identified skills. (3 hours each week)● Intervention / enrichment blocks for all K-2 classrooms. 30 minutes daily. ● Small group instruction. Math and Reading. Daily with paraprofessional support for reading. ● Alignment and development of lessons with the Curriculum Framework. ● ELL services for identified students (30 minutes per day). ● Reading A-Z● IXL Math● Read 180 (Daily , 1.5 hours for identified 4th and 5th graders with reading specialist)● PALS tutoring, grades K-3, for identified students 30 minutes per day outside of reading or math classroom instruction. ● AIMS targeted interventions for specific reading and math skills and weekly probes for students who are below average

(K-1); 2nd grade teachers do this for students who are in the bottom 5th percentile according to the MAP assessment in reading and math.

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● Literacy Groups with Literacy Team (K-2, 1 hour per day)● ELL Nights integrated with PTA and Math / Reading Night● Parent Involvement Nights for Math and Reading integrated with PTA nights● Skills Pointer from Map used to develop lessons for students based on needed identified skills from the MAP

assessment.

● Marzano’s strategies (non-linguistic representations, setting objectives and providing feedback, identifying similarities and differences, summarizing and note taking, reinforcing effort and providing recognition, homework and practice, cooperative learning, generating and testing hypotheses, cues, questions, and advance organizers) integrated into every classroom during reading and math instruction.

● Differentiation of Instruction, use of instructional DI coach (Dr. Kay Brimijoin) monthly 6 times per year.● Child Study ● Use of the new Henry County curriculum lesson plan format which begins with Stage 1 transfer goals, transfer goals,

KUDs, and essential questions, Stage 2 Performance Assessment(s) including 4Cs and DOK levels, and Stage 3 daily plans. ● Math and Reading have extended instructional time in the master schedule

● Weekly collaborative meetings

● Monthly K-2 and 3-5 vertical collaboration meetings focused on Daily 5 and reading strategies

● Increase use of DOK question stems and varied levels of questions / tasks in all classrooms

● Grade level teachers, ELL tutor, SPED teacher, and Reading Specialist, attend vertical meetings to align instruction and discuss effective methods of instruction.

Related Indistar® indicators (if applicable): Interventions are data driven from assessments, teacher observations, research based interventions , and change on individual need. TAO II and TAOIII

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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:

97% of teachers at Drewry Mason Elementary are endorsed in the area of their assignment and are highly qualified as defined by No Child Left Behind of 2001 (NCLB). One teacher has a plan of action for completing the requirements for acquiring certification in Virginia in the spring of 2015. This teacher currently has North Carolina certification. 44% of instructional staff have obtained a bachelor’s degree as their highest degree earned, 53% have obtained a master’s degree as their highest degree earned, and 3% have obtained a doctorate degree as the highest degree earned. 10% of teachers (3/30) at Drewry Mason have obtained National Board Certification.

As a retention measure, HCS is working on expanding and improving existing new teacher orientation, mentoring and development programs. Mentoring and development programs will focus on effective instructional strategies, teacher collaboration, and professional learning. HCS will collaborate with higher education institutions, businesses and industries to provide opportunities for teachers to obtain advanced degrees, certifications, and re-certification points. HCS will also provide job-embedded, relevant professional development for instructional staff. HCS will Identify professional development needs for each support staff employee classification and provide appropriate training.

Drewry Mason utilizes student teachers and practicum students from Longwood University, Radford University, Patrick Henry Community College, and Magna Vista High School.

Drewry Mason uses a formal mentoring program for all first year teachers and any teachers new to the building. Mrs. Carol Carter is our mentor leader for the 2014-2015 school year.

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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: Summary of Professional Development for 2014-2015:

Student Performance By Question Analysis – 8/2014

New teacher courses through PD 360 / Edivation (ongoing throughout the 2014-2015 school year)

Curriculum Team working with the faculty – Liz Motley 8/2014 Unpacking the Curriculum, 12/2014 Use of MAP Learning Continuum Reports and Skills Pointer

Depth of Knowledge Levels and 4Cs – August 2014

Dottie Betts and Teacher Leaders – Use of IXL reports (November 2014)

Teacher Leaders – Protocol facilitation of Formative Common Assessment article (November 2014), facilitation of Daily 5 K-2 vertical collaboration meetings (1 time per month), Daily 5 conference attendance in Atlanta, GA (August 2014)

Grades 3-5 Vertical collaborative meetings focused on reading strategies and Daily 5 (1 time per month)

Creating Innovators Book Study (December 2014– February 2015)

PK and Reading Specialists monthly meetings

Guidance monthly meetings

ELL monthly meetings

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Weekly grade level PLC meetings

PD plan submitted to SBO for Harvest Grant – Dr. Kay Brimijoin acts as an instructional coach for implementation of Differentiation of Instruction. Specific focus for the 2014-2015 school year is Daily 5 Implementation in K-2 classrooms and development and alignment of performance assessments using Understanding by Design method for 3-5 classrooms.

Informal observations and specific feedback from administration and peers. (At least two peer observations for the year.)

Related Indistar® indicators (if applicable): IF08

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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

Henry County Schools administrators will continue to utilize and update the division-wide interview process tool kit to assist with identification of highly qualified professionals. HCS will also develop recommendations and an implementation plan to provide equitable and competitive salaries for all HCPS staff. The Human Resources department and the Coordinator for Parent & Community Engagement is currently working on an innovative marketing plan in an effort to attract a diverse group of candidates. This plan includes highlights of the benefits of working for HCPS and living in the Henry County community and surrounding areas. Recruiting teams consisting of a diverse group of administrators, principals and teachers will represent HCPS at job and career fairs. Human Resources and the Coordinator for Parent & Community Engagement will develop and implement recruiting plans.

Drewry Mason uses a formal mentoring program for all first year teachers and any teachers new to the building. Mrs. Carol Carter is our mentor leader for the 2014-2015 school year.

Related Indistar® indicators (if applicable): IF08 (Strong professional development offered to teachers and staff.)

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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: Drewry Mason Elementary strives to support active parent involvement in student learning.

Drewry Mason Elementary School’s Parent Involvement Plan includes the following goals:

implement strategies to involve parents in the educational process, including:

o keeping families informed of opportunities for involvement and encouraging participation in various programs o providing access to educational resources for parents and families to use with their childreno keeping families informed of the objectives of division educational programs as well as of their child’s participation and progress with

these programs

enable families to participate in the education of their children through a variety of roles. For example, family members may

o provide input into division policieso volunteer time within the classroom and school program

if practicable, provide information in a language understandable to parents

Opportunities for Parental Involvement at Drewry Mason Elementary 2014 – 2015:

● Volunteers within classrooms ● PTA volunteer opportunities – Duty Free Lunch (on-going), Christmas Corner Volunteers (December 2014), Spring Festival (March

2015), Field Day (May 2015)● Welcome Back to School Picnic (September 2014)

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● Girls on the Run 5K (December 2014)● Reading Nights (October and May)● Math Night (December 2014)● Preschool Gingerbread House instructional projects with parents● Child Study invitations and participation● LEP plan development● Special Education Eligibility and IEP development ● Back to School / Meet the Teacher Night (August 2014)● Art Walk (November 2014)● Home visits● Attendance Contract Meetings● Monthly PTA / Title I meetings – opportunity for parent involvement and school improvement review; review and discussion of

Title I expenditures; opportunity for parental input concerning the Drewry Mason Parental Involvement Plan.● ELL Nights integrated into PTA meetings and Math / Reading Nights● Wendy’s Night Out – First Tuesday of every month● Book-It program● School Messenger alerts utilized to announce and inform all parents and staff of on-going events● Parent Conferences throughout the year (designated conference day in November of 2014)● School Skate – third Tuesday of every month● Jerry’s Pizza Night – Last Wednesday of every month● School webpage updated to inform parents of school events● Third – Fifth grade iPad initiative – parent / student training and iPads sent home nightly● Monthly school newsletter and calendar sent home to all parents at the first of each month● Teachers and administration answer parent emails within 48 hours. ● Fall and Spring Bookfair● Annual Title I meeting – August 2014● Parent representative on the Superintendent’s Parent Advisory Committee

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Related Indistar® indicators (if applicable):

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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: Students in Virginia Preschool Initiative Programs (VPI) begin to transition to kindergarten during the last nine weeks of the school year (six weeks total for visits). Preschoolers visit kindergarten classrooms in their school to join in activities with kindergarten students. PreK teachers and Kindergarten teachers plan 30-minutes sessions for preschoolers to participate in kindergarten experiences while kindergartens serve as models. The visits occur 2 times per week for the first 3 weeks and then 1 time per week for the last 3 weeks if preschoolers have been successful.

Transition details are as follows:

Shortening PK naptime towards the end of the year (kindergarten students do not nap)

At the end of the year, PK students will participate in Daily 5 activities when they visit the K classroom and PK teachers will use the same vocabulary to help prepare PK students for the transition to K.

Monthly PK meetings occur throughout the 2014-2015 school year, during which part of the meeting is devoted to developing new PK curriculum.

PK curriculum is being developed to better prepare PK Students for K.

Related Indistar® indicators (if applicable):

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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: Participation in assessment decisions:

Stakeholder Development of assessmentState SOL tests are developed with input from the public and

educators.Division -Unit summative performance tasks have been developed by

teacher representatives from each grade level and included in the Henry County curriculum lesson plans for Reading and Math. -Writing prompts and rubrics for grades 4 and 5 were developed by the division writing team including teacher representatives from individual schools.

Principal Monitors testing development at all levels.Teachers Development of formative and summative assessments in

reading and math. Dr. Kay Brimijoin (instructional coach for Drewry Mason) is guiding Drewry Mason teachers in the development of and alignment of performance assessments with the curriculum in the areas of reading and math.

Parents Parents are made aware of the types of assessments that are given specific to each grade level. Parent meetings are held on test-taking strategies for SOL content.

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Related Indistar® indicators (if applicable): TAO1

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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: Drewry Mason faculty will identify and monitor progress made by at risk students using multiple sources of data. We will use data and provide rigor in instruction to meet the students’ needs.

Identification of Students:

Sources of data and methods of collection:● Teachers use collaborative planning to ensure alignment and create performance tasks based on data that show

strengths and weaknesses.● Measures of Academic Progress data is analyzed and used to align curriculum and create lesson plans that address

strengths and weaknesses of students. MAP, SRI and PALS are assessed three times a year. AIMS is administered to the K and 1st grade three times per year and is used for data in Child Study at all grade levels.

● Teachers meet within grade levels to determine and analyze data for specific skills.● Standards are unpacked. ● Results of common, formative, and summative assessments are discussed and analyzed to identify students in need of

specific skill intervention. ● Information from common, formative assessments is shared and discussed with administration during data meetings

after each nine week period.Implementation of Interventions:

● After school tutoring twice per week for students who need remediation in identified skills. (3 hours each week)

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● Intervention / enrichment blocks for all K-2 classrooms. 30 minutes daily. ● ELL services for identified students (30 minutes per day). ● Read 180 (Daily , 1.5 hours for identified 4th and 5th graders with reading specialist)● PALS tutoring, grades K-3, for identified students 30 minutes per day outside of reading or math classroom instruction. ● Child Study● AIMS targeted interventions for specific reading and math skills and weekly probes for students who are below average (K-1); 2nd

grade teachers do this for students who are in the bottom 5th percentile according to the MAP assessment in reading and math.

Monitoring of Interventions:Our student needs assessment data are reviewed and monitored regularly through school improvement meetings every other week. In addition, data is also tracked to ensure proficient and advanced levels of performance using the following:

Unit tests / Common Assessments Throughout the year – data meetings with principal three times per year.

PALS (K-3) Fall, Midyear, SpringAIMS Web Fall, Midyear, Spring and weekly probesSRI Fall, Midyear, SpringAttendance MonthlyFluency K-2 WeeklyDolch Words K-1 WeeklyWriting Prompts Fall, Midyear, SpringMAP Assessments (Reading and Math) Fall, Winter, SpringDSA Spelling Analysis Fall, SpringAIMS Probes for specific reading and math skills WeeklyELL Monitor forms completed by teachers QuarterlyAfter School Tutoring formative and summative assessments Weekly

Related Indistar® indicators (if applicable): TAOI, TAOII, TAOIII

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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 funds were used for the following :

● Purchase of leveled readers for the K-5 reading program to build classroom libraries and support increased engagement with text during the school day.

● Reading Connection Newsletter to inform parents of effective strategies to use with students at home to support reading development.

● Summer Reading Program – encourages students and parents to work together on a book project during the summer break from school and to encourage reading during the summer months.

● Daily Five Resources to support implementation of Daily 5 in all K-5 classrooms. (3-5 classroom libraries in preparation for 2015 implementation)

● Read 180 Resources for implementation of the Read 180 program for identified 4 th and 5th grade students 1.5 hours per day.● PALS program needs to use during small group PALS tutoring 30 minutes per day for identified students.● Additional personnel for students at risk – 3 instructional reading assistants; 3 PALS tutors; 1 teacher to reduce student : teacher

ratio.

Math and Reading Family Nights – encourages parents to work together with children on reading and writing tasks with support of teachers and staff who are available during events. Ex. Food Lion Math Night (December 2014); Assist with Book Fair (October 2014); "Get Fit for Summer Reading" (May 2015) Major Muse of the National Guard will bring the obstacle course in for students and parents to go through. Summer Reading program will be announced and discussed.

● ELL Family Nights – encourages parents to work together with children on reading and writing tasks with support of ELL staff

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available during events.● Pre-School Program (High Scope) – Purchase of instructional materials to supplement instructional activities in the classroom

and during parent involvement tasks. Ex. Gingerbread House project relating to math and literacy. Multiple home visits by PK teachers to visit PK parents and inform them of students’ progress and development in the COR areas.

● Academic needs / student needs addressed include the need to increase engagement with text during classroom instruction, the need to raise reading SOL percentage pass rate from 72% to at least 80%, the need to provide PALS identified students and other students who have identified weaknesses in reading with small group or individual instruction using research based strategies.

Related Indistar® indicators (if applicable): TA03

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web viewthe esea requires ten components to be included in the schoolwide plan. the template below...

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