Virginia Department of Education

Every Student Succeeds Act of 2015

Title I Schoolwide Plan

Division Name: Fairfax County Public Schools
School Name: Bailey’s ES
Date: 2017-18

Revision
Title I schools implementing schoolwide programs are required to develop schoolwide plans in accordance with Section 1114(b) of the Every Student Succeeds Act of 2015 (ESSA). Guidelines for plan development include the following:
• The plan should be developed with the involvement of:
o Parents;
o Other members of the community to be served;
o Individuals who will carry out the plan, including teachers, principals, other school leaders, administrators, paraprofessionals present in the school;
o The local education agency;
o To the extent feasible, tribes and tribal organizations present in the community; and
o If appropriate

• Specialized instructional support personnel;
• Technical assistance providers;
• School staff; and

o If the plan relates to a secondary school, students and other individuals determined by the school;

• The plan should be available to the Local Educational Agency (LEA), parents, and the public; information in the plan should be in an understandable and uniform format and, to the extent practicable, provided in a language that parents can understand; and
• If appropriate and applicable, the plan should be developed in coordination and integration with other federal, state, and local services, resources, and programs, such as programs supported under ESSA, violence prevention programs, nutrition programs, housing programs, Head Start programs, adult education programs, career and technical education programs, and schools implementing comprehensive support and improvement activities or targeted support and improvement activities under section 1111(d).

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

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

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

Using Indistar®:

• Access the Title I Schoolwide Plan template from the “Complete Form” tab of the Indistar® dashboard.

• Provide a narrative response that describes how the school has addressed the requirements for each component;

• Where applicable, identify the indicator(s) and task number(s) from the school’s Indistar® plan that align with each required component;

• Click “Save” at the bottom of the form to save your responses; and

• Submit the plan to your LEA Division Contact by returning to the dashboard. Under the “Submit Forms/Reports” tab, go to the Title I Plans section, and select the Title I Schoolwide Plan “Submit” button.

Resources:
Schoolwide program resources, including USED guidance on Designing Schoolwide Programs, Supporting School Reform by Leveraging Federal Funds in a Schoolwide Program, and Title I Fiscal Issues, can be accessed at the Title I website under Guidelines and Procedures/Federal Guidance.
A Virginia Department of Education presentation on Requirements and Implementation of a Title I Schoolwide Program can be accessed at: http://www.doe.virginia.gov/federal_programs/esea/index.shtml

Component 1 §1114(b)(6):
A comprehensive needs assessment of the entire school that takes into account information on the academic achievement of children in relation to the challenging state academic standards, particularly the needs of those children who are failing, or are at-risk of failing, to meet the challenging state academic standards and any other factors as determined by the local educational agency.
Evidence: A systematic effort involving multiple stakeholders to acquire an accurate and thorough picture of strengths and weaknesses of the school community, thus identifying student needs through a variety of information-gathering techniques. A data analysis summary must be included which incorporates benchmarks used to evaluate program results. The results of your data analysis must guide the reform strategies that you will implement to improve instruction for all students.

Narrative:

The Bailey's ES instructional leadership team including coaches, administration, teacher leaders and specialists gathered data from the 2016 EOY Literacy Assessments (Developmental Reading Assessment (DRA2), Developmental Reading Assessment Word Analysis (DRA WA), and the Add+Vantage Math Recovery (Structuring) Assessment). As this team met to prepare the school's improvement plan, they used this data to identify areas of strength and growth. They then identified next steps to improve instruction in all content areas.

Language Arts Data Summary:
K-2 Percentage of Students Meeting Benchmark in Literacy
Total: 53% Passed
Second Grade: 59% Passed
First Grade: 58% Passed
Kindergarten: 41% Passed

For reading, according to the DRA2, the data indicates there are a significant number of students who ended the school year with a text reading level below grade level benchmark. Additionally, there are significant gaps between Hispanic students and other subgroups. We recognized a need for increased exposure to a language rich environment and a structured identification process for students not making progress. Strengthening Tier 1 instruction by implementing meaningful and authentic tasks during the independent practice portion of Reading Workshop are researched based strategies to support this need.

Math Data Summary:
Percentage of students meeting benchmark in Math
Total: 43% Passed
Second Grade: 46% Passed
First Grade: 53% Passed

For math, the data indicates that the gap between special education students and other subgroups still remains. The team determined the need for a larger focus on number sense with an additional focus on the Addition and Subtraction components of Add+Vantage Math Recovery. The use of a Mathematics Workshop structure and approach with Investigations as an anchor resource was identified as the key strategy to address these needs.
This year our school will focus on three main strategic actions:
1. Math Workshop & professional development around early arithmetical learning
2. Strengthen Tier 1 Literacy Instruction through oral language and professional development around early literacy behaviors.
3. Exposure to STEM and Arts Integration on a regular scheduled basis.

Budget Implications:

• Five classroom teachers and two special education teachers need training in Add+Vantage Math Recovery, Course 1. Since Bailey's already trained all instructional staff last school year and purchased the kits, it only costs about $45 to train each teacher new to Bailey's this year.
• To support Tier 1 instruction we have hired 4 Title I teachers co-teaching with teachers during reading and writing workshop or math block (1 math teacher and 3 literacy teachers).
• As we have implemented the STEM lab we are purchasing materials to support this program (total budget $5,000) and have a full time AART funded through Title I funds.

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:

Based on the data analysis and needs identified for literacy and math, Bailey's ES has the following practices to increase student achievement in underperforming subgroups.

• Title I reading specialists, math resource teachers and literacy coaches provide support through mentoring, planning, co-teaching, and modeling lessons and strategies to improve student outcomes best practices).

• Leveled Literacy Intervention (LLI) for first and second grade students

• KLAP (Kindergarteners Learning About Print) for all at-risk kindergarten students

• LANK (Learning About Numbers in Kindergarten) for all at-risk kindergarten students

• Two collaborative team meetings a week with a focus on math and language arts facilitated by coaches and team leaders

• CLT time is used to review data and develop instructional strategies for under performing subgroups and at risk students

• RI Core Committee meets weekly to review data and match students with tier 2 and 3 interventions for students not performing at grade level

• Young Scholars Program to support enrichment for at risk students

• Analyzing data to create SMARTR goals (school-wide,team and individual)

• The Elementary Literacy Collaborative® trainer supports the Literacy Collaborative teachers

• Dreambox and MyON are used to support students in math and reading

• Early Intervention Reading Initiative (EIRI) training for Kindergarten IA’s

Methods to Evaluate Effectiveness:

• Quarterly Data Dialogue
• Monthly reading benchmark checks
• 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 AVMR. 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) and school based data walls.
• Grade level teams will document the work done in CLTs to strengthen Tier 1 instruction including unpacking content, lesson plans, creation of assessments, and an analysis of assessment data.

Budget Implications:

• To support Tier 1 instruction we have hired 4 Title I teachers co-teaching with teachers during reading and writing workshop or math block (1 math teacher and 3 literacy teachers).
• We pay an hourly reading intervention teacher 3 days a week for 8 hours daily to work with students needing a Tier 2 intervention.

Component 3 §1114(b)(7)(ii):
Provide a description of schoolwide reform strategies that use methods and instructional strategies that strengthen the academic program in the school; increase the amount and quality of learning time; and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education.
Evidence: Scientifically-based research strategies or activities that strengthen and enrich the academic program by: extending the school day; embedding reading and/or mathematics curricula into other instructional areas; or other strategies as appropriate. Include a description of how the reform strategies will be evaluated for effectiveness.

Narrative:
At Bailey’s Elementary we deepen our work around STEM, rigorous tasks, time and quality of learning, master schedule (strong instructional blocks), Number Talks, Purposeful Play, and Interactive Read Alouds. Ongoing professional development will be provided for teachers and staff on a regular bases.

Instructional Practice:

• Number Talks: Number Talks promote number sense, mental math, communication, and a variety of math strategies for students at grades K-2.
• STEM Lab: The STEM lab promotes creativity, collaboration, communication, and critical thinking. Classes participate for 15 hours each year.
• Supplemental Reading Teacher: An additional reading teacher will collaborate with the instructional coach and current reading teacher to provide professional learning for teachers during grade level CLT meetings.
• Professional Development: Bailey’s Elementary will implement the following professional development approaches for strengthening instructional practices to achieve these strategies:
• Facilitation training for grade level team leaders to further develop the effectiveness of Collaborative Learning Teams.
• Coaching and CLT professional development support in instructional strategies by the supplemental reading teacher.
• English Language Innovation FCPS training.

Amount and Quality of Learning Time:

• Schedule includes a daily two hour language arts block (reading and writing).
• Schedule includes a daily one-hour mathematics instructional block (minimum).
• Daily Interactive Read Aloud time in the master schedule.
• Daily Kindergarten Purposeful Play time in the master schedule to promote oral language.
• Young Scholars Program to support enrichment for at risk students
• The master schedule is structured to provide classroom and resource teachers common time daily to discuss student work and plan collaboratively.

Enriching and Accelerating Student Learning:

• Rigorous Tasks: Use of performance-based tasks that are rich in higher level mathematics will allow students opportunities to practice problem solving, critical thinking, reasoning, and communication skills.
• Supplemental Advanced Academics Resource Teacher Support: Extending time for the Advanced Academics Resource Teacher (AART) to full time will allow this individual to more consistently share resources and work collaboratively with grade level teams to support high expectations and use of higher order Bloom’s questioning. The AART will also support students directly by working in small groups for identified students and in whole group critical and creative thinking lessons.
• Changing Education Through the Arts: Our students participate in arts integration throughout their day with content connected to the curriculum.
• Professional Development: Bailey’s Elementary will implement the following professional development approaches for enriching and accelerating student learning to achieve these strategies:
• Coaching from the AART and instructional coach for teachers in applying rigorous tasks and higher order questions.
• AVMR Training for all new teachers to help guide assessment and instruction
• Literacy Collaborative training will be provide to all teachers. Level 1 for new teachers and level 3 for experienced
• LLI training for 15 staff members to strengthen reading instruction for both struggling and advanced readers

Methods for evaluating effectiveness:

• Student achievement will be closely monitored in all subject areas in a variety of ways including but not limited to exit tickets, formative assessments, division assessments, DRA2, and student interviews. This data will be analyzed regularly in CLTs to guide instructional decisions. Most student data will be housed in the Education Decision Support Library (EDSL) and school based data walls.
• Grade level teams will document the work done in CLTs to strengthen Tier 1 instruction including unpacking content, lesson plans, creation of assessments, and an analysis of assessment data.
• Budget Implications:
• Title I funding will be used to support Title I math and Literacy Resource teacher positions that will support professional learning, CLT development and model effective pedagogical strategies for teachers.
• We need classroom library books sets for our 11 Kindergarten classes. The book sets cost about $4500 each and our goal is to purchase these with remaining Title I monies during the 2017-2018 school year.
• To strengthen our writing workshop we are using the Teachers College Reading and Writing Project Units of Study. We have spent about $10,000 in training for teachers to date and are working to coordinate a TCRWP staff developer to work with our staff in Jan-March 2018, depending on Title I funding.
• Funding out of school based funds: LLI Course, Literacy Collaborative PD, AVMR PD, substitute days for professional learning and assessments, and STEM lab materials.

Component 4 §1114(b)(7)(iii):
Provide a description of schoolwide reform strategies that address the needs of all children in the school, but particularly the needs those at risk of not meeting the challenging state academic standards, through activities which may include -

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

Evidence: Scientifically-based research strategies or activities such as student support services; behavior intervention systems; tiered systems of support; teacher recruitment and/or retention activities; or other activities as appropriate. Include a description of how the reform strategies will be evaluated for effectiveness.

Narrative:

Social, Emotional, and Mental Health:

 

• LEER+ Reading program: this initiative focuses on opportunities for students to be surrounded by caring adults, connect with others in meaningful and sustainable relationships, and to learn to visualize and verbalize their future goals for continued success both inside and outside of school.
• Business and Faith-Based Partnerships: Bailey’s Elementary will receive continued support from community business partners and faith-based groups for economically disadvantaged students. These partners will help by supplying backpacks and school supplies each fall and during the holiday season. These partners will also provide resources for families who are in need of supplies to support learning. The parent liaisons will work closely with the business and faith-based partners to provide a strong school-family connection.
• Professional Development: Bailey’s Elementary will implement the following professional development approaches for building flexibility and resilience to achieve these strategies: Kimochis, executive functioning programs, and purposeful play training
• Trauma-informed supervisor training for administrators, the school counselor, social worker, and psychologist.
• Trauma 101 sessions scheduled during a school planning during the fall.
• Staff development on cultural proficiency

Behavior and Goal-Directed Learning:

 

• Progressive Ongoing Feedback: Teachers will continue to provide parents with feedback on their students’ behavioral and social progress through various modes of communication including home visits, phone calls, conferences, and notes home. Student progress reports will continue to be sent home quarterly to document students’ growth.
• Professional Development: Bailey’s Elementary will implement the following professional development approaches for establishing positive, productive classroom culture to achieve these strategies:
• Responsive Classroom training for staff.
• Cultural Proficiency training for all staff.

School Readiness and Transitions:

• Birth to Age 5 Playgroup: Once weekly families with Birth - Age 5 children come to receive coaching on guided play and high academic impact play strategies that can be carried into the home. We have provided materials and space to make the program run like a high quality preschool program. This opportunity supports school readiness, student engagement, and parent education.
• Hispanic and Arabic Early Literacy: Our early literacy classes meet 2 times a week. We have 2 Arabic Early Literacy classes running and 1 Hispanic Early Literacy class. Through these programs students and parents work on school readiness skills. We have provided materials and space to make the program run like a high quality preschool. This opportunity supports school readiness, student engagement, and parent education.
• HIPPY: Teachers work one on one with students to support early literacy support. This opportunity supports school readiness, student engagement, and parent education.
• Bridge to Kindergarten: A three-week extended orientation program will be offered to all rising kindergarten students so that they can be better prepared for the transition to kindergarten. Through this program, students will begin to form relationships with school staff and peers, as well as learn the classroom routines and expectations. This will also provide an opportunity to assess student readiness levels so that students in need of intervention are identified early.
• Special Education Preschool and Head Start Transition: Preschool students who are in special education classes in the division will be observed by a Bailey’s ES special education teacher prior to the transition from preschool to kindergarten. Bailey’s ES kindergarten teachers will visit Head Start classes serving rising kindergarten students and discuss each student’s strengths and needs with the Head Start teachers.
• Kindergarten Registration and Orientation: Kindergarten Registration begins in January and K Orientation will be held in March for the parents and students. Parents will receive information about the kindergarten curriculum and ways to develop kindergarten readiness. Children will visit kindergarten classrooms, and literacy and numeracy skills will be assessed. Families will receive kindergarten readiness materials translated into multiple home languages.
• Professional Development: Bailey’s Elementary will implement the following professional development approaches for building and sustaining readiness for learning to achieve these strategies:
• Training in effective parent communication related to children’s transition to kindergarten.
• Training for all kindergarten teachers and assistants in the executive function skills featured in the Bridge to Kindergarten curriculum.

Methods to evaluate effectiveness:

• Student office referral data will be closely monitored throughout the school year. A school team will analyze the data for trends at the end of the year, identifying what further professional learning and supports might be needed. Kindergarten entry data will be reviewed to help identify success of school readiness initiatives.
• Attendance will be closely monitored by school administration and tracked. Notifications will be sent to parents and meetings will be held if necessary.
• Budget Implications:
• Title I funds if available will be used to support additional hours for our parent liaison to support family connections.
• Our Title I budget supports our Birth to Age 5 programs including Early Literacy (Hispanic and Arabic) and a weekly Playgroup for families. These opportunities support school readiness, student engagement, and parent education.