Annual Title I Schoolwide Plan
School Year: 2020-21
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:
- 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:
- 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.
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 considers 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.
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.
The Leadership Team (LT) was involved in systematic data analysis and needs assessment led by administration and the Instructional Coaches to create the School Improvement and Innovation Plan and action steps for implementation. The analysis allowed for a vertical perspective of student learning needs, with a close look at performance trends among demographic groups and potential factors both in and out of the classroom. This includes the analysis and triangulation of all academic, attendance, and behavioral data. Preliminary findings were shared with the whole staff gain feedback and further input.
Summary of data analysis and identified needs:
We continue to improve our efforts regarding Tier 1 instruction to meet the needs of all our students. Through collaborative learning teams (CLTs), we continue to examine our gap group data and address students by name and need on a quarterly basis at a minimum. We also analyze and maintain record keeping of historical and current iReady, DRA, and SOL data. Each grade level has created a SMARTR goal that aligns with the school goals to support student achievement. Grade level teams regularly engage in data dialogues and refer to SMARTR Goals to ensure alignment and academic student progress is being made.
Based on data from the previous school year, we continue to use feedback for this school year. We meet monthly to address staff concerns and involve the team leaders, who are designated teacher leaders, to be the voice of the staff to promote shared decision making. The administrative team continues to seek feedback from staff regarding the improvement of communication and ensuring that there is transparency in communicating the why behind decisions that impact the school.
Performance data for our different demographic groups shows continued need for focused improvement to continue improvements in reading, mathematics, social studies, and science. Based on spring 2017 results, we saw a tremendous growth in student performance. State accreditation rates are listed below.
- Reading 77%
- Math 78%
- Science 78%
- Social Studies 90%
We have identified the growth we need in our gap groups below.
We continue to focus on the components of Guided Reading and Math Workshop as well as placing a new focus on Project Zero’s Making Thinking Visible.. Professional Development was provided at the beginning of the school year for all staff to address reading, math and science and continues to be provided throughout the school year. Teachers use data points such as running records, anecdotal notes, DRA data, common assessments, eCART and program data for all students. Teachers also have both historical and current data points to address the individual needs of students. Focus lessons and small group instruction have been focal points for the current school year as a means to observe and evaluate instruction. Teachers have created SMARTR goals aligned with the School Improvement and Innovation Plan (SIIP) that identifies the number of students within each subgroup and how best to meet their instructional needs to ensure that end of year targets are reached. Teachers also conduct classroom visits and observations to gain and share insight. The focus this school year is on firming up the whole workshop model. We also have support to focus on instruction from specialists in math, reading, and science. The support and professional development provided is based upon data from assessments as well as classroom observations
Title I funds will be used to hire coaches and resource teachers to build capacity for math, reading, social studies, and science instruction in our teachers. Herndon Elementary will be starting Literacy Collaborative which will be funded through Title I.
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.
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.
Strengthening the core academic program:
Based on historical data and feedback from the staff, Herndon ES is committed to continue to improve instruction in the areas of math, reading, writing, social studies, and science. In language arts, Reading Workshop continues to be the primary structure used to instruct reading in the classroom and Writing Workshop is the structure used to instruct writing. CLTs meet weekly to plan instruction for language arts with DRA data, as well as other common assessment data to better understand the individual needs of students. The teachers are given days to meet and plan for all content areas to plan and pace, address instruction and create assessments.
Math instruction is based upon the Math Workshop model which emphasizes number sense routines, problem solving tasks, small group instruction and independent practice. One form of number sense routines commonly used around the building is Number Talks. Teachers continue to receive professional development and support to ensure that the model is implemented effectively.
Increasing quality of learning time:
- Each K-6 class will continue to schedule daily 120 minutes of language arts instruction and one hour of uninterrupted math instruction.
- Each K-6 class will implement a daily Morning Meeting.
- A classroom modeling and coaching approach will be used by specialists for all teachers in all areas, but with a focus on reading, mathematics, and science.
- A STEAM Lab is offered in all grades to provide enrichment opportunities.
- Advanced Mathematics is offered in grade 6 grade to give students who require enrichment and advanced study.
Meeting the needs of underserved and at-risk populations:
- Students identified by the RI core team receive intervention in math and reading provided by content experts.
- The Advanced Academics Resource Teacher facilitates problem solving strategies lessons in all classrooms and works closely with classroom teachers and specialists to identify and recommend students for Young Scholars and Advanced Academics services.
- The school counselors facilitate lessons in goal-setting and self-regulation at least monthly in all classrooms K-6 and regular group meetings for students who need additional social-emotional support.
- Students are learning about character traits through the Positivity Project. Students have the opportunity to connect with students at all grades through their houses (each house is made up of at least on classroom for each grade and meet to learn about the Positivity Project).
- The school social worker and parent liaison coordinate with county and community services to identify and address family needs that support students’ availability for learning, including healthcare and nutrition. This includes take-home food packets and a winter coat drive.
Title I funds will be used to pay for interventionists as well as professional development for staff.
Benchmark/Evaluation or related Indistar® indicators (if applicable):
- Classroom observations will be conducted using “look for” checklists, and findings will be used to inform next steps for CLTs and PD.
- CLTs will document their work and reflections on outcomes in meeting notes.
- Instructional walkthroughs by Project Momentum staff will provide quarterly feedback of the school’s improvement, with action planning connected to identified areas of focus.
- SOL, MRA, DRA, Horizon, and common assessment student data will be analyzed through data dialogues to reflect on progress resulting from strategy implementation.
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.
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.
- Number Talks: Number Talks promote number sense, mental math, communication, and a variety of math strategies for students at grades K-6
- 2 Literacy Collaborative teachers, 1 Literacy Collaborative teacher in training, and 2 math teachers: The Literacy Collaborative teachers will collaborate with the team leaders to provide professional learning for teachers during grade level CLT meetings. Two math teachers will collaborate with team leaders to provide professional learning for teachers during grade level CLT meetings. The instructional coach will support CLTs when needed.
- Professional Development: Herndon Elementary will implement the following professional development approaches for strengthening instructional practices to achieve these strategies:
- Continued facilitation training for grade level team leaders to further develop the effectiveness of Collaborative Learning Teams.
- Making Thinking Visible turn around training
- Literacy Symposium turn around training
- Math Symposium turn around training
- Science (5th grade) and Social Studies (4th grade) sessions provided by content experts.
Amount and Quality of Learning Time:
- A Responsive Instruction (RI) team meets monthly to address the needs of students who are not successful with Tier 1 instruction. Documentation of evidence is provided for students being referred for Tier 2. The RI team takes a narrow focus to evaluate what has been in place and what the next steps might be for students. Students discussed with the RI core team are those that have been discussed at the grade level team meetings and strategies put in place are not successful.
- Intervention is done with funds to secure teachers to work with small groups of students who need additional academic support in reading and math. These students are identified using various data points and have shown difficulty over a period of time.
- Early Intervention Reading Initiative (EIRI), is an early reading intervention program for kindergarten students who did not meet the Fall benchmark on the DRA2 Word Analysis (WA).
- Waterford, Origo electronic math book, Imagine Learning, and MyOn are a few computer programs used to support students with language arts and math that are accessible at school and home to reinforce instruction.
- Professional Development: Herndon Elementary will implement the following professional development approaches for improving the quality of learning time to achieve these strategies:
- Training in AVMR for intervention in math.
- CLT focus at least once monthly on pacing and application of the daily instructional block for literacy, mathematics, social studies and science.
- 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, as well as support the STEAM lab.
- Herndon Elementary will implement the following professional development approaches for enriching and accelerating student learning to achieve these strategies:
- Coaching from the instructional coach for teachers in applying rigorous tasks and higher order questions.
- CLT meetings will incorporate higher order questioning and thinking skills, with strategies and resources for teachers.
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.
Benchmark/Evaluation or related Indistar® indicators (if applicable):
- 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.