Virginia Department of Education Title I Schoolwide Plan ...1.cdn.edl.io/DDgpiDLwjpQyxqOzqq2Yd0kNneBtviIX8Vd0S7lamYtn2R… · used by schools with existing Indistar® plans to reference

Virginia Department of Education Title I Schoolwide Plan Template

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Division Name: Hopewell City Public Schools

School Name: Carter G. Woodson

Date: October 22, 2015

Select One: 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.

http://www.doe.virginia.gov/federal_programs/esea/title1/part_a/index.shtml

http://www.doe.virginia.gov/federal_programs/esea/title1/part_a/index.shtml

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:

Carter G. Woodson Middle School, in partnership with families and the community, nurtures academic excellence based on the philosophy that all students can learn. CGW shows commitment to academic achievement, a safe and orderly environment, social responsibility and personal development by offering opportunities for each student to make successful contributions to a culturally diverse world. By successfully motivating, encouraging, and challenging students, CGW strives to enhance the mind, body, and spirit of children with a focus on achievement. In conjunction with the division goals, Carter G. Woodson is driven to provide the highest quality education while supporting each student to meet and exceed state and national standards. By 2015-2016, 80% or more students will be on grade level in reading and math as measured by S.T.A.R., Read 180 (Independent Reading Inventories), benchmark assessments and by Virginia Standards of Learning.

For the 2015-16 school year, the focus will be on lesson plan alignment to the Virginia Standards of Learning (SOL). Lesson plans will be

checked weekly to ensure alignment to the standards, including essential knowledge, vocabulary, correct levels of understanding, and

research based strategies. Assessed curriculum will be monitored closely to ensure all levels of Bloom’s Taxonomy within an objective are

being included in classroom assessments. Standards of Learning assessments will be unpacked and actions to improve student performance

will be determined by grade levels. Quarterly data meetings will be held to disaggregate student performance data and determine an

action plan for improvement. Instructional coaches (lead teachers) take the information and develop intervention charts. Teachers

are selected to teach certain areas based on qualifications and specific skill sets during the intervention/enrichment block of

time. Weekly, the leadership team meets to discuss data and review plans for interventions.

The other main focus for Carter G. Woodson Middle School is formative assessment, creating and using assessments that align with state


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standards and are of high quality. As part of UbD (Universal Backwards Design), teachers will create authentic/alternate assessments for

specific grades and core areas.

Formal assessments used to determine strengths and weaknesses include:

Standards of Learning Assessment for grades 6-8

STAR Reading for grades 6-8

STAR Math for grades 6-8

Algebra Readiness for grades 6-8

Benchmark assessments for grades 6-8

Weekly skill assessments for grades 6-8

Scholastic Reading Inventory (SRI) for grades 6-8

S.T.A.R. Reading-Beginning of the Year Data

Grade Level At/Above Benchmark Below Benchmark

On Watch Intervention Urgent Intervention

6th Grade 10% 16.7% 31% 42.3%

7th Grade 7.3% 19.4% 32.9% 40.5%

8th Grade 7.1% 22.1% 30.2% 40.6%

S.T.A.R. Math-Beginning of the Year Data

Grade Level At/Above Benchmark Below Benchmark

On Watch Intervention Urgent Intervention

6th Grade 18.5% 27.4% 28.5% 25.6%

7th Grade 17.2% 26.6% 28.1% 28.1%

8th Grade 15.5% 25.8% 30.7% 28%

Virginia Department of Education-State AMO Detail Report-Reading

Subgroup Data Source Pass Rate AMO Target AMO Met?

All Students Current 67.07% 72% R10 (Met AMO by reducing failure rate by


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10%)

Gap Group 1 Current 60.94% 65% R10 (Met AMO by reducing failure rate by

10%)

Gap Group 2 Current 60.99% 64% R10 (Met AMO by reducing failure rate by

10%)

Gap Group 3 Current 67.60% 66% Yes

Virginia Department of Education-State AMO Detail Report-Math

Subgroup Data Source Pass Rate AMO Target AMO Met?

All Students Current 80.51% 68% Yes




At the present time, Carter G. Woodson Middle School is Partially Accredited. Carter G. Woodson now participates in the Community Eligibility Provision feeding all students.

AREAS OF STRENGTH:

Reading/ELA:

Overall, the CGW Language Department grew 10% in each sub-category, with the exception of Special Education.

Students showed strength in comprehension of nonfiction texts.

Math:

The CGW math department continues to grow. As of the 2015 Spring SOL Test, we had approximately 85% pass rate from our students.


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Refer to your Data and Key Capacity Analysis Worksheets to develop the description of trends and patterns in student achievement.

If your school does not clearly show strength based upon the data reviewed by your team, explain that no observable strengths can be

identified.

AREAS OF CONCERN:

Reading/ELA: A focus of concern will be placed on the writing process this year. Students also struggled with fluency in reading and comprehension in regards to fictional texts. Math: The CGW math department has made the reporting category of Measurement & Geometry a focus area. Specific areas of need in 6th grade include developing characteristics of quadrilaterals and finding the area of rectangular prisms. Our 7th and 8th grade areas of concern are solving practical problems describing the volume and surface area of cylinders and rectangular prisms.

Related Indistar® indicators (if applicable):


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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; and

iii. The integration of vocational and technical education programs; and

e. Address how the school will determine if such needs have been met; and

f. 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

Title I, Part A funds support additional tutoring by licensed, retired teachers. An intervention/enrichment period is built into the

schedule so students can receive targeted instruction/remediation in small groups.

Additional resources available to teachers include:

PLATO software by Edmentum

Study Island

READ 180


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System 44

Algebra Readiness Tutors

Interactive Achievement to build assessments and disaggregate data

Literacy libraries in classrooms

Guided Reading coaching to assist teachers

TTAC's assistance



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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: Carter G. Woodson Middle School assigns mentors to each new teacher, as well as, a buddy teacher on his/her grade level.

New teachers participate in at least two peer observations, with an academic or classroom management focus. Teachers can also be

recommended to attend classroom management trainings provided by the Training and Technical Assistance Center (TTAC). Weekly

walk-throughs, as well as pre-conferencing, formal observations, and post observations are scheduled for each teacher, at least two

times per school year to provide feedback and recommendations on classroom instruction and lesson planning. Lessons are modeled

for teachers. Pre-school professional development activities occur in August of each school year and are based on instructional updates

and practices in the four core subject areas. Faculty meetings occur twice monthly and have instructional focuses. Weekly team

meetings occur on Thursdays with the principal, lead teachers as needed, and grade level teams to discuss pacing and lesson planning in

the areas of reading and math. Each year, teachers are trained to implement the Positive Behavior Intervention and Support (PBIS)

model to establish classroom and school expectations. Administration and Guidance work closely with classroom teachers to manage

behavior and provide support to students. An end-of-year celebration takes place to celebrate teacher accomplishments throughout

the school year. Teachers with a pass rate of 100% on the Standards of Learning assessments are acknowledged at the Superintendent’s

Convocation each year.

Meetings with the Title I Coordinator, the Director of Personnel, and the teachers that are not highly-qualified as measured by DOE

occurred in September 2015. In collaboration with the principal, each teacher develops a plan and Title I monies support licensure

requirements.



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Baseline Data: According to the 2014-2015 IPAL report, the division's highly qualified percentage was 97.48%.

SMART Goal(s): Preceding and during the 2015-2016 school year, all Hopewell City Public Schools will hire and maintain 100% highly-

qualified teachers and paraprofessionals as reported by the IPAL report.

Action Plan Design Monitoring Plan and Frequency

Targeted Research-

based Strategies

Action Steps

What will be done?

Responsibility

Who will do it?

Evidence of Effectiveness

Benchmark Measures

Timeline

By when? How often?

Hire highly-

qualified teachers

Attend recruitment fairs both

inside and outside the state

Assistant Superintendent

of Instruction

Director of Personnel

Title I Coordinator

Title II Coordinator

Administrators and

Teachers

Staffing Reports

IPAL report

Monthly

IPAL final report-

Spring 2016

Use TeacherTeacher.com to

receive applicant information


Administrators

Applications As needed

throughout the year

Monitor HQT

status

Complete a "highly-qualified"

candidate recommendation

form reflecting that

endorsements/licenses are

current and appropriate for

Principals

Assistant Principals

Recommendation Form in

Applicant's File

Throughout the year


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the specific placement

Check endorsements and

licenses for specific

placements


of Instruction


Title I Coordinator


Checklist Monthly and each

time a person is

recommended for

employment

Submit teacher rosters and

master schedules to be

review by Title I and II

Coordinators

Principals

Title I Coordinator


Rosters and Schedules September 1, 2016

and if any changes

are made

Notify Title I and II

Coordinators when a highly-

qualified teacher is not in the

classroom for four weeks

Principals

Title I Teachers

Title I and II Coordinators

Emails

Notifications

Non HQT letter to parents

Throughout the year

Support teacher

and principal

quality using Title I

monies

Collaborate and develop HQT

action plans

Principals

Non highly-qualified

teachers

Highly-qualified plans Throughout the year

as needed

Approve requests for

courses, tutoring, resources,

and reimbursements for

PRAXIS tests to

Title I Coordinator


Purchase Order Requests

Emails

Throughout the year


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receive/maintain HQT status Notifications

Reimbursement Requests

in Omega

Assign mentors and buddies

for each new teacher

Principals

Teachers

Assignment Sheets By August 2016

Conduct seminars and

trainings using Skills for

Effective Teaching, Fred

Jones, Harry Wong, etc.

S.E.T. Coaches


Principals

Teachers (years 1-5)

Sign-in Sheets

Notes and presentations

Throughout the year

Support professional

development opportunities,

book studies, and on-line

programs through the use of

Title I monies

Title I Coordinator


Principals


Teachers

Sign-in Sheets

Purchase Orders

Title I Budget Spreadsheet


in Omega

Throughout the year

Related Indistar Indicators:


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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:

Professional development at Carter G. Woodson Middle School will focus on:

higher level instruction, questioning, and assessment (Formative Assessment)

effective teacher feedback to students

performance based learning

Universal Backwards Design (UbD)

high yield student engagement strategies

SOL data analysis and the creation of an action plan for targeted weaknesses

alignment of lesson planning, instructional delivery, and assessment to the Standards of Learning and Bloom’s Taxonomy

collaboration amongst grade levels to assess student achievement and plan lessons aligned to the Standards of Learning (use of department Professional Learning Communities (PLC)

in-house technology training based on needs

Guided Reading Coaching

PBIS training

Long-term goals are:



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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.

Baseline Data: According to the 2014-2015 IPAL report, the division's highly qualified percentage was 97.48%.

SMART Goal(s): Preceding and during the 2015-2016 school year, all Hopewell City Public Schools will hire and maintain 100% highly-

qualified teachers and paraprofessionals as reported by the IPAL report.


Targeted

Research-based

Strategies

Action Steps

What will be done?

Responsibility

Who will do it?


Benchmark Measures

Timeline

By when? How often?

Attract highly-

qualified teachers

Attend recruitment fairs both

inside and outside the state


of Instruction


Title I Coordinator


Administrators and

Teachers

Staffing Reports

IPAL report

Monthly

IPAL final report-Spring

2016

Use TeacherTeacher.com to

receive applicant information


Administrators

Applications As needed throughout

the

year


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Offer competitive salary with

benefits

Superintendent


of Instruction


School Board

Salary scales

School Board Resolutions

Spring 2016

Support teacher

and principal

quality using Title

I monies

Collaborate and develop HQT

action plans

Principals

Non highly-qualified

teachers

Highly-qualified plans Throughout the year as

needed

Approve requests for

courses, tutoring, resources,

and reimbursements for

PRAXIS tests to

receive/maintain HQT status

Title I Coordinator


Purchase Order Requests

Emails

Notifications


in Omega

Throughout the year

Assign mentors and buddies

for each new teacher

Principals

Teachers

Assignment Sheets By August 2016

Conduct seminars and

trainings using Skills for

Effective Teaching, Fred

Jones, Harry Wong, etc.

S.E.T. Coaches


Principals

Sign-in Sheets

Notes and presentations

Throughout the year


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Teachers (years 1-5)

Support professional

development opportunities,

book studies, and on-line

programs through the use of

Title I monies

Title I Coordinator


Principals


Teachers

Sign-in Sheets

Purchase Orders

Title I Budget Spreadsheet


in Omega

Throughout the year



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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: Parent involvement policies are reviewed, revised, and submitted to the School Board each year for approval. This is done

through a parent involvement team of teachers, parents, guidance counselors, parent resource coordinators, and administrators.

Compacts, written with parent input, are disseminated to students and parents at the beginning of the school year and as new students

enroll, and placed on the web page and in student handbooks for future reference. Parents, students, and teachers are asked to sign the

compacts each year. Books are provided to each student to utilize at home. A newsletter is distributed quarterly, providing tips and

strategies to support learning at home. A parent resource center is available in the front office and includes materials and bilingual

instructional videos for parents to check out. Parents have access to many online programs, and each year students are given a

username and password to access the online programs at home. School-wide events include Title I Parent Night and SOL Night, during

which resources are provided to parents. Service agencies working with the school are present to provide additional information and

support. Parent-teacher conferences are held twice a year, as well as, individual parent conferences as needed to update parents on

student progress.

Additional parent/community involvement opportunities include:

Woodson Elves

Wildcat Camp (transition program for 5th graders)

Spring Transitional Programs

Field trips

Satellite programs

Parent Outreach Programs

Career education-Career Day

Bowling for Books

Fire Department reading to students/giving students books to read at home

Book Fairs



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SMART Goal(s): By June 2016, at least five parent functions will be offered as indicated by flyers, calendars, and alert notices.


Targeted Research-

based Strategies

Action Steps

What will be done?

Responsibility

Who will do it?


Benchmark Measures

Timeline

By when? How often?

Plan and implement

instructional

meetings/workshops

for parents

Conduct parent meetings

Invite parents to student

performances and

achievement ceremonies

Coordinate monthly PTO

meetings

Title I teachers

Administrators

Title I Coordinator

Parent Coordinator

Sign-in Sheets

Pictures of the event

Parent meeting evaluation

form/narrative

Once in September to

give parents an overview

of Title I

At least 2 more times

(one for reading and one

for math during 2015-

2016 school year)

Have parent-teacher

conferences

Title I teachers

Administrators

All teachers

Sign In Sheets Twice a year-Once in the

fall and once in the

spring


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Conduct fact finding

inquiries

Survey parents

Review Title I plans and

school improvement plans

with parents

Parent Coordinator

Teachers

Administrators

Surveys and summary

form submitted to Title I

Coordinator

Title I survey-Spring

2016



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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:

In the spring of each school year, guidance counselors from the middle school go to each elementary school and meet with

5th graders. The visits are meant to motivate and excite incoming middle school students and to also explain scheduling and

elective rotations. This year, 5th grade students will also receive a summer reading and math pack with important

information that will prepare them for the middle school.

At the beginning of each school year, Carter G. Woodson has a “Wildcat Camp” to transition 6th graders into the building.

The program involves teachers, parents, students, administrators, and counselors. It begins with a warm welcome and an

overview of all the programs the middle school has to offer. Scavenger hunts are used to identify places in the building,

schedules are disseminated to parents, and students meet their teachers in each classroom. To conclude, all stakeholders

eat lunch together which affords parents an opportunity to ask questions and get to know the teachers better.

For 8th graders transitioning to the high school, there is a high school visit scheduled in February of each year. During the

visit, 8th graders investigate Career and Technical classes and tour the building. That same evening, parents are invited to

attend the CTE reception with their child to better understand optional programs. In late spring, guidance counselors from

the high school spend at least one day with 8th graders explaining schedules and asking students and parents to choose

elective classes. Guidance counselors at the middle school also assist with this process and prior to entering high school,

students have a career plan.

When students enroll into the middle school from other areas, parents and students are given a program of studies and a

handbook. They meet the administrators, teachers, and guidance counselors; they also tour the building. These students


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participate in guidance groups to assist with the transition into a new middle school.

To assist students with the transition between elementary school and middle school, building communication between teachers and

faculty would be beneficial. Reaching out to parents, students, and faculty by hosting a barbecue at the end of their 5th grade year

would encourage communication. Parents and students would be able to ask questions and feel more comfortable about their child’s

transition. In addition, sending middle school administrators and students to talk to fifth grade classrooms prior to transition would

allow students to ask questions to better prepare themselves and ease stress of the unknown.


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:

In the fall of 2015, CGW teachers received training of the implementation of formative assessments. Teachers utilize various forms of

teacher made formative assessment for data collection that is purposeful and planned to make changes in instruction based on student

need. In department Professional Learning Communities (PLC meetings), teachers plan formative assessments that align with both

content and cognitive level. Every two weeks, teacher bring data evidence from their daily student learning targets to be able to discuss

strengths and weaknesses.

Every six weeks, teacher meet with Lead Instructor Coach to choose students for intervention based on needs of specific skills from the

formative assessment data collected. In addition, Special Education teachers use screeners to select students for a Tier II student


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progress monitoring intervention.


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:

Areas of need are addressed through an intervention and enrichment period embedded into the regular school day.

Teachers tutor students after-school based on student needs. After analyzing strand and benchmark tests, the leadership

team collaborates. Knowing skill sets and qualifications of teachers, students are scheduled into small groups where learning

is differentiated. Students reading at least two grade levels below as indicated by S.T.A.R and independent reading

inventories, may be placed into System 44 or Read 180. Students are identified for after-school tutoring based on skill sets

denoted on division tests and progress on formative assessments. To assist students in better decision making, students

receive “buddies” or “check and connect mentors” at the beginning of the year. This person provides mediation and fosters

a positive rapport as an advocate and a teacher. All of this is an effort to decrease problem behavior, teach appropriate

actions, and increase instructional time which is known to increase achievement when students are already behind.

The academic needs of students are communicated to parents using the following information:

Benchmark test results


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STAR Reading and Math reports

Interim reports

Progress reports for Special Education students

Parent meetings, notes, phone calls, text messages, and online behavior websites

Online Parent Portal

Weekly graded assignments


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:

Funding from the state is used to provide additional tutoring and summer school. Local funding supports lead teachers' stipends for each core content area. Title II, Part A supports the lead math teacher at the middle school where her responsibility is tied to professional development of math teachers. Title I funding provides for a Parent Coordinator, one reading teacher, one reading

specialist, and a math teacher. The principal at the middle school attends elementary and secondary principal meetings to keep abreast of current strengths and needs of either incoming or outgoing students. He has attended several institutes led by SURN at William and Mary. Teachers are also afforded the opportunity to take part in staff development and studies conducted by SURN. The principal is given instructional, travel, and professional development lines using state and local money. Programs available to students at Carter G. Woodson Middle School include:

Positive Behavior Intervention and Support (PBIS) sponsored by TTAC

Community Eligibility Meals Program


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Summer Feeding Program

Backpack meals each Friday

Therapeutic Day Treatment Providers

Students are encouraged to be involved in clubs and organizations, which include Art, Chess, Distinguished Men 4 Tomorrow, Girls For A Change, Yearbook, and SCA. Carter G. Woodson also has a sports program offering boys’ and girls’ basketball, football, softball, baseball, and cheerleading. Students also participate in community contests and have been awarded many accolades. Community contests that middle school students enter throughout the year include The American Legion Essay, VFW Essay, DAR Essay, Lion’s International Club Peace Poster Contest, Hopewell Oratorical Contest, and Downtown Hopewell Poster Contest (Ignite Hopewell). Through the Hopewell Historic Association, students participate in City Point field trips. In conjunction with the Math and Science Center in Richmond, students take part in learning activities and field trips associated with math, science, and technology.

Special Education related services include:

Occupational therapy, physical therapy, and speech therapy

DHH teacher

Additional paraprofessionals as deemed appropriate by the IEP team


Documents

Virginia Department of Education Title I Schoolwide Plan ...1.cdn.edl.io/DDgpiDLwjpQyxqOzqq2Yd0kNneBtviIX8Vd0S7lamYtn2R… · used by schools with existing Indistar® plans to reference