Virginia Department of Education Title I Schoolwide Plan Template · 2017-09-07 · Virginia Department of Education Title I Schoolwide Plan Template Page 2 of 43 was based on a comprehensive

Virginia Department of Education Title I Schoolwide Plan Template

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Division Name: Henry County Public Schools

School Name: Axton Elementary School

Date: 10/3/16

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


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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 2015):

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:

Axton Elementary is a rural elementary school currently serving 452 students. Axton is a feeder school to Laurel Park

Middle School and to Magna Vista High School. 54% of the student population is male and 46% is female. Approximately 80% of

the student body receives free or reduced lunch rates. Currently, our school provides ELL services to approximately 16% English

Language Learners and with additional ELL students who are monitored with no accommodations. The Hispanic population

makes up approximately 18% of our school population. There are approximately 50 of our students receiving special education

services that consist of the categories: Speech and Language, Other Health Impaired, and Specific Learning Disabilities. The

average class size in our K-3 classes is 19 and the average class size in 4th and 5th grade classes is 23 students.

Axton Elementary School currently has approximately 50 staff members. Our reading staff consists of one reading

specialist, three instructional reading assistants, and two PALs tutors. At our school, all students have access to iPads, laptop

computers, educational software programs, and a computer lab. We have implemented the “Daily Five” program in grades K-3,

and Silent Sustained Reading in grades 4-5, to guide our reading instruction. All third, fourth, and fifth graders currently have

individual iPads for instruction. There are 4 classroom sets of ipads for K-2 classrooms to utilize. Axton Elementary currently

offers a preschool program for children four years of age. There are two classes of 18 students in each class. Axton Elementary

School participates in the Fresh Fruit and Vegetable Nutrition program and the weekend Backpack program. The school provides

a full-time counselor to assist students and parents. We will begin after school tutoring in the fall for 2nd, 3rd, 4th, and 5th grade

students for additional reading and math instruction.


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Our school has a beautiful raised bed garden. Specific classes are responsible for growing and harvesting vegetables throughout the

year. We are also implementing (“95210: The Healthy Zip Code for Southern Virginia”: 9 hours of sleep, 5 fruits and vegetables, 2 hours

or less of screen time, 1 hour of physical exercise, 0 sodas or sugary drinks).

Axton Elementary Faculty and Staff began during the summer of 2016 looking at Spring data in order to prepare for the 2016-17

school year. Utilizing the Student Detail By Question, all certified teachers disaggregated the data. This data was used to determine

specific strengths and weaknesses in student performance and instructional practices. Certified staff were divided in vertical teams to

look at data and to have discussions on effective instructional strategies in order to improve or boost student performance. Emphasis is

being placed on overall reading comprehension and building reading stamina. Grade level teams are currently working together to focus

on reading in the content areas.

Math data indicated weaknesses across the primary grade levels in computation and estimation.

Based on the SOL data, teachers are working together to unpack standards of learning and creating objectives using the VA

Curriculum Framework provided by the VDOE (reviewing these objectives with students and involving the students with the

importance of learning the skill represented in the standard). Professional development is being provided for areas of weakness

throughout the school year.

Students at Axton Elementary School take the MAP assessment twice a year to measure student growth. Teachers use the MAP

data to establish their SMART goals for the school year as well as helping students set individual learning goals. The MAP test is a

norm referenced test that provides relevant data of student strengths and weaknesses. Teachers use MAP data to group

students for differentiated instruction. The Learning Continuum provides teachers with a profile of each student and what skills

they are proficient and deficient. Based on deficiencies, teachers collaborate to determine researched based interventions to

help students fill in learning gaps.


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Other data used to determine student strengths and weaknesses is PALS data. Students that are identified by the universal

screener in grades K-3 receive additional inclusion and pull out services. The bottom 5% of students identified by the MAP

assessment receive daily interventions and are progress monitored weekly. Based on AimsWeb probes, baseline data is

gathered and goals are established for 6 to 8 week increments. A research based intervention is selected and if the students

does not make progress a new goal and/or intervention will be determined.

In 3rd grade students are assessed using SPI screener. Students identified as below reading level are placed into System 44, a

research based intervention. In grades 4 and 5, students are screened using the SRI screener. Students identified as are placed in

Read 180, a research based reading program.

Teachers use their observations of students in addition to formative and summative data to guide instruction and to plan for

differentiation. Through the use of the Daily 5 framework for literacy, teachers are better able to differentiate the literacy

instruction for their students. Grade level teams work together to tier students in order to determine the level of interventions

needed. Grade level teams are collaborating to create common assessments in alignment to the expectations of district and

state assessments.

Axton Elementary is currently fully accredited.


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AES SOL DATA

Subject

Accreditation Benchmark

2012-13 1 YR

2012-13 3 YR

2013-14 1 YR

2013-14 3 YR

2014-15 1 YR

2014- 2015 3 YR

2015-2016 1 YR

2015-2016 3 year

2016- 2017 1 year

2016- 2017 3 year

English 75 85 87 77 84 68 77 71 72 73 71

Math 70 67 82 77 80 84 77 81 81 90 85

History 70 90 91 86 89 82 86 90 85 88 86

Science 70 93 93 83 90 76 84 88 81 90 82

Proficiency Gap Dashboard for Federal Accountability

Subgroups Reading AMO Target

Reading AMO Result

Reading MET AMO

Math AMO Target

Math AMO Result

Math MET AMO

All Students 69 73 Yes 67 90 YES

Gap Group 1- SPED, ELL , ECD

59 65 Yes 57 88 YES

Gap Group 2- Black

57 56 No 56 77 YES

Gap Group 3- Hispanic

60 83 Yes 60 98 YES


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14-15 SOL Scores 15-16 SOL Scores 16-17 SOL Scores

3rd 4th 5th 3rd 4th 5th 3rd 4th 5th English 60 58 78 72 62 76 75 78 67

Writing 73

Math 63 85 94 63 88 87 90 88 91 History 73 87 90 88

Science 71 77 88 90


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MAP DATA SUMMARY Grade Level

Fall 2014

Winter 2014

Spring 2015

Fall 2015

Winter 2015

Spring 2016

Fall 2016

Grade Level

Fall 2014

Winter 2014 Spring 2015

Fall 2015 Winter 2015

Spring 2016

Fall 2016

READING

Ave. RIT

Score

Ave. RIT Score

Ave. RIT score

Ave. RIT

Score

Ave. RIT Score

Ave. RIT Score

Ave. RIT Score

MATH Ave. RIT

Score

Ave. RIT Score

Ave. RIT

Score

Ave. RIT Score

Ave. RIT Score

Ave. RIT Score

Ave. RIT Score

K 139.6 148.6 156.8 135.8

148.1 156.7 137.8 K 138.2 145.5 158.7 133.2 148 158.6 135.6

1 161.4 167.2 172.8 157.1 166.7 174.4 157.8 1 163.5 170.3 174.8 158.3 169.9 176.4 159.9

2 174.5 180.7 189.3 173.1 186 186.9 174.7 2 177.4 183.1 190.6 175.9 187.2 189.8 173.4

3 186.4 191.2 198.6 188.5 195.8 199 184.4 3 189.6 195.4 202.5 188.8 198.4 203 188.9

4 197.3 201.1 205.2 196.2 201.6 208.5 198.1 4 200.7 209.1 215.9 200.4 209.1 216.5 203.7

5 208.6 210.0 212 213.1 208 213.6 206.2 5 214.6 218.6 224.5 213.1 218.6 225.1 213.3

Measures of Academic Progress (MAP) assessments are administered in the fall, winter and spring. This is a self-leveling assessment

that is computer differentiated for each individual student. The Spring 2015 data indicates that overall Reading and Math skills

increased from Fall 2014 to Spring 2015.

PALS Data Report

2016-2017

Number of students

tested

Number of students

identified

Percentage of students

identified

Kindergarten

69

12

17%

1st grade

62

8

13%

2nd grade

72

26

36%

3rd grade

64

13

20%


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PALS Summary:

Any identified student receives 30 minutes of additional reading intervention daily. PALS tutors collaborate with classroom teachers to

differentiate instruction based on the needs of those students.

PALS Data Report

5 year Average

Kindergarten

Year Number of students

tested

Number of students

identified

Percentage of grade

identified

2016-2017 69 12 17%

2015-2016 65 13 20%

2014-2015

61

13

21%

2013-2014

63

5

.08%

2012-2013

62

13

21%


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First Grade


tested

Number of students

identified

Percentage of grade

identified

2016-2017 62 8 13%

2015-2016 75 4 5%

2014-2015

60

4

.06%

2013-2014

68

1

.01%

2012-2013

57

0

0%


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Second Grade


tested

Number of students

identified

Percentage of grade

identified

2016-2017 72 26 36%

2015-2016 57 7 12%

2014-2015

72

15

21%

2013-2014

61

10

16%

2012-2013

75

8

11%


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Third Grade


tested

Number of students

identified

Percentage of grade

identified

2016-2017 64 13 20%

2015-2016 68 9 13%

2014-2015

58

10

17%

2013-2014

68

8

12%


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2012-2013 67 8 12%

Related Indistar® indicators (if applicable): TA01, TA02, TA03

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;


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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: Based on SOL data, SPI and SRI screeners, teacher observation, PALS data, and MAP data, and AimsWeb data,

students showing deficiencies are provided research based interventions daily.

Teachers and administration review student growth, strengths, and weaknesses on a regular basis. A collection of data is

monitored by teachers and administration to ensure proficient levels of student growth achievement using the following:

Unit Tests/ Performance Assessments Throughout the year at the end of each unit

MAP growth measurements Fall and Spring

PALS Fall, Mid-Year, Spring

RTI/ AimsWeb 6-8 week goals; Monthly Student Support Team

Meetings and Child Study


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SPI and SRI Quarterly

iRead Weekly

Attendance Ongoing

Writing Assessments 3 times a year

Multiple strategies based on scientific research are used to provide additional assistance to students failing or at-risk of failing

SOL tests as well as moving students toward advanced levels of performance. These include: By May 2017, 90% of all Axton Elementary School Elementary students will make RIT growth in reading and 50% of students

will achieve the projected RIT growth, as measured by the fall and spring MAP assessments.

*Administration and Instructional Coach providing continuous feedback to teachers

*Continuous Professional Development for staff and teachers

*Continuous focus on objectives and Dan Mulligan instructional strategies

*Implement the Daily 5 with fidelity in grades K-3

* Use of Literacy team, ELL and SPED teachers for small group instruction (inclusion)

* PALS remediation ( 30 minutes daily) for identified students

* Reading A-Z online supplement for listening to reading

* Use of Language Arts IXL reports to differentiate instruction for grade 2

* Utilize AimsWeb in grades K-5 and MAP Learning Continuum to determine specific skill deficits to

remediate

* Provide interventions and progress monitoring for identified students with fidelity

* Utilize curriculum framework and the new curriculum for lesson design and

Implementation

*Unpack Reading SOLs and develop strategies for instruction based on the DOK level

* Guidance Support in individual or small groups based on needs


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*Therapeutic Day Treatment Program through Piedmont Community Services and Family Preservation

for individual students in need

*Thirty minute remediation block built within the master schedule

*Moby Max and IXL computer assisted instruction for differentiation

*Daily 5 framework utilized for the differentiation of Language Arts Instruction

*Summer School as determined by MAP, teacher/parent referral, summative assessments

*Parent Reading Nights to assist parents with helping students with homework and reading

comprehension

For the 2016-2017 school year, 80% of Axton Elementary School students will be proficient on the Virginia Reading SOL tests

taken in third grade, fourth grade, and fifth grade.

•Implementation in grades 3-5 the Silent Sustained Reading Program

PALS/Remediation (30 minute session) 3rd grade

* Implement program 90 minutes per day five days per week (2 periods of Read 180/ 2 periods of

System 44)

•Align Read 180 with SOLs; assign accountability for standards taught

Remedial block built into the master schedule for reading

•After School tutoring Fall and Spring for 3rd, 4th, and 5th grade students

•Implement Daily 5 with fidelity in grade 3

•Use of Literacy team/ Ell and SPED teachers for small group instruction(inclusion)

•Collaboration of grades 3-5 teachers and Read 180 teachers to align instruction and determine areas of

accountability

•Utilize the curriculum framework and new curriculum for lesson design and implementation

* Read for Real nonfiction intervention utilized

* Raz Kids online supplement for listening to reading

*Use of Language Arts IXL reports to differentiate instruction for grade 3-5


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*Use of CAFE strategies

*Investigate and implement research based comprehension strategies with fidelity for progress

monitored students

•Utilize AimsWeb in grades 3-5 for progress monitoring of students in the bottom 5%

•Unpack Reading SOLs and develop strategies for instruction based on the DOK level

*Use Power Points from VDOE and TEI sample items when creating assessments

*Unpack Reading SOLs and develop strategies for instruction based on the DOK level






*Daily 5 framework utilized for the differentiation of Language Arts Instruction


*Parent Reading Nights to assist parents with helping students with homework and reading

comprehension

*Incorporate Marzano's instructional strategies into lesson design

For the 2016-2017 school year 92% of Axton Elementary School students will be proficient on the Virginia

Mathematics SOL tests taken in third grade, fourth grade, and fifth grade.

•Utilize the curriculum framework and new curriculum for lesson design and implementation

*Focus on objectives

•Problem solving organizers will be used and daily application of multi-step word problems will be

implemented


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•Differentiated Instruction and ongoing staff development utilizing MAP data, skills checklist, skills

pointer, and AimsWeb

•Online resources (ixl math, math text book and manipulatives, moby max, differentiated ipad lessons)

will be used daily

•Classroom remediation/interventions based on formative and summative assessments

•Students will use problem solving technique to solve word problems and multi-step problems

•Differentiated Math Centers

•Cumulative Morning Work/Homework Review that provides immediate feedback and successful

practice

•Unpack Math SOLs and develop strategies for instruction based on the DOK level

* Use SOL Mastery documentation cards for individual students

* Daily practice of fact families, skip counting to increase automaticity







*Parent Math Nights to assist parents with helping students with homework and math comprehension


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Related Indistar® indicators (if applicable): 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: Henry County Schools is focused on hiring and retaining highly qualified staff. 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. All certified

staff at Axton Elementary are Highly Qualified. Currently approximately 71 % of teachers hold Bachelor’s degrees and 29% hold

Master’s degrees. In an effort to encourage college students majoring in education to remain in or return to Henry County, teachers

willingly work with interns and student teachers from various colleges as part of their field work.

Axton Elementary School is currently working with Patrick Henry Community College to assist students interested in teaching as a

career through the Work Study Program. Students enrolled in the Early Childhood program at Patrick Henry Community College and

other institutions have also been allowed to observe in the elementary classrooms to obtain practicum hours. Axton Elementary School

has also supervised student teachers from Averett University, Longwood University, and Liberty University.

Teachers at Axton Elementary School are informed of all learning opportunities for advanced degrees, endorsements, or coursework

related to their expertise from surrounding universities and colleges.

Partnerships and internships with colleges and universities do exist.


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Teachers are endorsed in the area of their assignment and are highly qualified.

Teacher Assignment License Endorsement

Ben Boone Principal History Admin and Supervision PreK-12

Jalynn Daniels-Boyd Assistant Principal Emotional Disturbance K-

Specific Learning Disabilities K-

12

Admin and Supervision PreK-12

Amy Hooper Reading Teacher Elementary Ed. PreK-6

Daphne Bullock School Counselor School Counselor PreK-12

Melissa Martin PK Early Education NK-4

Anna Ayers PK Elementary Education PreK-6

Sheryl Keck K Elementary Education PreK-6

Deborah Gravely K Kindergarten Elementary Grades

1-7

Hannah Sullivan K Elementary Education K-5

Admin and Supervision PreK-

12

Amber Purdy K Elementary Education PreK-6


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Joan Tucker 1st Reading Specialist

Elementary Education PreK-6

Pamela Sturm 1st Early/Primary Education PreK-3

Joyce Ashworth 1st Early Education NK-4

Dennise Colston 1st Elementary Education K-5

Erin Givens 2nd Elementary Education PreK-6

Jodie Hall 2nd Elementary Education PreK-6

Allyson Foley 2nd Elementary Education PreK-6

Amanda Chaney 3rd Elementary Education PreK-6

Helen Smith 3rd Elementary Ed. PreK-6

Nancy Michelle Martin 3rd Elementary Education PreK-6

Heather Via 3rd Elementary Ed. PreK-6

Debra Easley 2nd Elementary Ed. PreK-6

Kristen Welsh 4th Elementary Education PreK-6

Erin Bernard 4th Elementary Education PreK-6

Shannon Ford 5th Middle Education Grades 4-8

Lisa Eliassen 5th Elementary Education PreK-6


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Rebekah Kirks 5th Elementary Ed. PreK-6

Karen Wilson Special Education K-5 Specific Learning Disabilities K-

12

Stephen Metzger Medial Specialist Library Media PreK-12

Natalie Kibat Speech Speech/Language Pathologist

Darick Thomas Health and Physical

Education Teacher

Health and Physical Educ.

PreK-12

Driver Education

Sharon Joyce Music Teacher Music: Vocal/Choral PreK-

12

Joshua Kendall Art Teacher Visual Arts PreK-12

Crystal Dixon Instructional Coach Elementary Ed. PreK-6

Rosario Maynor ELL Teacher Visual Arts PreK-12 English as a Second Lang. PreK-12 Spanish PreK-12


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The following serve our students as instructional support staff.

Cynthia Frith PALS Tutor

Darlene Moore PALS Tutor

Ingrid Harris Instructional Assistant

Shari Hopkins Instructional Assistant

Deborah Robison Instructional Assistant

Monica Machuca ELL Tutor

Anne Gibson ELL Tutor

Ginger Pruitt SPED Paraprofessional


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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: Ongoing professional development includes administrators, instructional coaches, teachers, paraprofessionals, and guidance

counselors. Conferences, trainings, and workshops are determined based on staff needs and overall needs of students. Improving

instructional methods and strategies are always at the core of professional development.

Currently we are focusing on professional development in the following areas: Utilizing objectives in the classroom and including

students in the “why” of the learning using the objectives. Reading Comprehension and providing students with feedback from Silent

Sustained Reading, and feedback on highlighting to show supporting evidence for reading comprehension. Dan Mulligan Strategies, Daily

5, Vertical Planning, word analysis, highlighting, unit planning, using Understanding By Design, unpacking standards to more closely align

instruction with lesson design and standards, and using the new division wide curriculum framework. Additional professional

development is being provided in areas of needed growth throughout the 2016-17 school year as determined by teacher self-

assessments, administrative observations/evaluations, and daily walkthroughs.

Professional development will be presented monthly at faculty meetings by administrators, instructional coach, teacher leaders, grade

level teachers, and/or district curriculum staff. Priority areas for professional development are: Incorporating students into the learning

and the use of objectives, Feedback, Dan Mulligan Strategies, Daily 5, Vertical Planning, word analysis, highlighting, unpacking identified

standards of learning and selecting appropriate strategies for teaching and learning; Daily 5 and Daily 3 implementation; Backward


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Design to utilize with the new curriculum; creating formative and summative assessments; purposeful questioning; and reading

comprehension. Documentation of all professional development will be kept on file by administrator and teacher leaders.

In the 2016-17 school year, 100% of all licensed Axton Elementary teachers will participate in offered professional development. We are

also providing ongoing professional development on the Daily 5 and the Daily 3 frameworks. Based on identified needs, administration

determines those teachers that would benefit from individual professional development utilizing PD 360/ Edivation. Teacher leaders,

instructional coach, and administration plan and implement group or grade level professional development based on a consensus of

needs established from self-assessments. Based on teacher and classroom observations, professional development is provided to both

individual teachers and/or grade levels. The Look Fors as determined by the AES faculty and aligned with the Teacher Performance

Evaluation are used to guide areas of professional development. Documentation for both individual and group professional

development is documented and kept on file. Feedback on growth is provided to teachers.

Professional development will be provided on reading comprehension strategies. Based on classroom observations and or teacher

surveys, Teacher Leaders, District Curriculum Staff, Instructional Coach, and/or Reading Specialist will present on comprehension and

writing strategies based on communicated weaknesses from teachers. Professional development will continue to be provided on the

Daily 5 and the Daily 3. Based on classroom observations, Teacher Leaders and administration will ask Grade Level Teams to present at

faculty meetings elements of the Daily 5 and the Daily 3 that are working well in their classrooms. Teacher Leaders will present on the

Daily 5 based on communicated weaknesses from teachers.

Professional Development Provided by the instructional coach for the 2016-2017 School 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 Public 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.


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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:

In keeping with these beliefs, it is the intention of Axton Elementary School to cultivate and support active parental involvement in student learning. Axton Elementary School will:

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 children o 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 policies o volunteer time within the classroom and school program

if practicable, provide information in a language understandable to parents

In addition, for parents of students eligible for LEP programs, Axton Elementary School will inform such parents of how they can be active participants in assisting their children

to learn English; to achieve at high levels in core academic subjects; and


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to meet the same challenging academic content and student academic achievement standards as all children are expected to meet.

Parental Involvement in Title I Plan Axton Elementary School encourages parents of children eligible to participate in Title I, Part A, programs to participate in the development of the school’s Title I plan. Parents may participate by attending an annual Title I meeting held at school. The annual meeting provides multiple opportunities for parents to participate in reviewing school data and school and division strategic goals. In addition, there will be a monthly PTO meeting with a portion of the agenda dedicated to Title I. Parental Involvement in School Review and Improvement Axton Elementary School encourages parents of children eligible to participate in Title I, Part A, and LEP programs to participate in the process of school review and, if applicable, school improvement as implemented by 20 U.S.C. § 2316. Parents may participate by attending the annual Title I meeting and monthly PTO meetings. Each school includes parent representatives on the School Improvement team. Axton Elementary School which receives Title I, Part A, funds, MAY:

involve parents in the development of training for teachers, principals, and other educators to improve the effectiveness of such training

provide necessary literacy training from Title I funds if the division has exhausted all other reasonable available sources of funding for such training

pay reasonable and necessary expenses associated with local parental involvement activities, including transportation and child care costs, to enable parents to participate in school-related meetings and training sessions

train parents to enhance the involvement of other parents


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arrange school meetings at a variety of times, or conduct in-home conferences between teachers or other educators who work directly with participating children and parents who are unable to attend such conferences at school in order to maximize parental involvement and participation

adopt and implement model approaches to improving parental involvement

select a parent to serve as a representative on the division parent advisory council to provide advice on all matters related to parental involvement in programs supported under this section

develop appropriate roles for community-based organizations and businesses in parental involvement activities

School Parental Involvement Policies Axton Elementary School served under Title I, Part A, shall jointly develop with and distribute to parents of participating children a written parental involvement policy, agreed on by such parents, which shall describe the means for carrying out the following:

convening an annual meeting, at a convenient time, to which all parents of participating children shall be invited and encouraged to attend, to inform parents of their school’s participation in Title I, Part A, and to explain the requirements of Title I, Part A, and the rights of parents to be involved

offering a flexible number of meetings, such as meetings in the morning or evening. Schools may provide, with funds provided under this part, transportation, child care, or home visits, as such services related to parental involvement

involving parents, in an organized, ongoing, and timely way, in the planning, review, and improvement of Title I, Part A, programs including the planning, review, and improvement of the school parental involvement policy and the joint development of the school wide program plan under 20 U.S.C. § 6312(b)(2), except that if a school has in place a process for involving parents in the joint planning and design of the school’s programs, the school may use that process, if such process includes an adequate representation of parents of participating children


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providing parents of participating children:

o timely information about Title I, Part A, programs; o a description and explanation of the curriculum in use at the school, the academic assessments used to measure student progress,

and the proficiency levels students are expected to meet; and o if requested by parents, opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in

decisions relating to the education of their children, and responding to any such suggestions as soon as practicably possible

if the school wide program plan under 20 U.S.C. § 6312(b)(2) is not satisfactory to the parents of participating children, submitting any parent comments on the plan when the school makes the plan available to the School Board

Parental Involvement in Allocation of Funding Parents of children receiving services under Title I, Part A, shall be involved in the decisions regarding how funds provided under Title I, Part A, are allotted for parental involvement activities. Currently, our school holds monthly PTO meetings and two reading nights. Thus far, our school provided a business day, an opportunity

for all parents to come and visit their child's teacher and receive information regarding the school year. Our school participated in the

Family Summit at Jack Dalton Park.

Parent Involvement Goals:

90% of Axton families (a minimum of one parent/guardian) will attend at least one school event during the 2016-17 school year

or will receive a personal outreach from an Axton faculty or staff member. We held a family cookout on Oct. 4th.

We will meet all criteria specified in the District's strategic plan: Strategy 6- Family and Community Engagement. Axton

Elementary School will continue to hold scheduled family involvement meetings with specific themes including two reading

nights, one math night, a STEM Fair project night, a culture fair, and a grandparent luncheon. Special events committee will meet

on a monthly basis to plan, assess, and evaluate school gatherings and events.


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Axton Elementary School will collaborate with area church(s) to hold a community food drive and family outreach during the

winter holidays.

AES will also participate in the weekly backpack food program.

100% of activities will be communicated with families in a variety of ways: monthly calendar, personal school agendas, School

Messenger, Twitter, personal phone calls, home visits, scheduled conferences, Remind texts, emails, newspaper, school website,

local media, and school and classroom letters.

Related Indistar® indicators (if applicable): VD01


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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: At Axton Elementary School, we work hard to ensure that pre-kindergarten students transition smoothly to kindergarten by

exposing students to various experiences in the kindergarten setting. Pre- kindergarten students are invited in the kindergarten

classroom to observe and often times engage in the kindergarten literacy block: Daily 5. Pre- K teachers also encourage and foster the

use of the same vocabulary used during Daily 5 time in their classrooms. This helps to build a stronger foundation for pre-school

students when entering kindergarten and participating in the Daily 5 block. Pre-K teachers will collaborate in the Spring to align the pre-

school curriculum (Virginia Foundation Blocks/High Scope) to the kindergarten Standards of Learning, to ensure better academic

readiness for students when entering kindergarten. Pre- school teachers will work directly with kindergarten teachers to review, dis-

aggregate, and group students for kindergarten. The pre-school teachers also work to communicate and prepare teachers and students

for the upcoming school year by meeting with parents at the end of the school year. Parents are given literature and discuss points of

question with their child's teacher. Our preschool curriculum throughout the division is being developed to better prepare pre-

kindergarten students for kindergarten


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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: Student growth is measured throughout the year with a myriad of assessments. At the classroom level, teachers pre-assess

skills before beginning a unit of study, conduct formative assessments during the unit to drive instruction, and administer common

summative assessments or performance tasks at the end of each unit.

At the district level, Measures of Academic Success (MAP) is a screener administered in the fall, winter, and spring to assess the growth

of each K-5 student. This assessment helps teachers determine gaps within a student’s learning. Using the Learning Continuum

component of the MAP screener, teachers are able to group students according to the skills that need remediation or enrichment. Small

group or 1:1 remediation is used to help enhance the skills of students in the gap areas of their learning. Students use the MAP goal-

setting report to write goals for self-monitoring of academic growth.

Phonological Awareness Literacy Screening (PALS) is given to students in grades PreK-3. This assessment is administered in the fall,

winter, and spring and assesses students’ strengths and weaknesses in phonemic awareness, alphabet recognition, phonemic

awareness, letter sounds, concept of word, spelling, decoding, Dolch sight word recognition in isolation, oral reading and

comprehension. Students not meeting a specified benchmark score are provided 30 additional minutes of reading instruction by the

literacy team each day.


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The AIMSweb screener is used to probe and progress monitor students that were identified in the bottom 5% on the MAP district

assessment. Kindergarten students are assessed in Letter Naming Fluency, Oral Counting, and Number Identification. First graders are

assessed in Letter Naming Fluency, Letter Sound Fluency, Phoneme Segmentation Fluency, Oral Counting, Number Identification,

Quantity Discrimination, and Missing Numbers. Second through fifth grader students are assessed in Reading/Curriculum Based

measurement, MAZE, and Math Computation. Identified students scoring in the “Well Below Average” and the “Below Average” range

receive weekly interventions and are progressed monitored throughout the year. Students receive additional instruction from the

classroom teacher, ELL, Special Ed, or literacy team member.

The Virginia Standards of Learning (SOL) tests are administered in the spring. The data from the various tests are disaggregated by the

staff and Student Detail By Question is used to determine areas of weakness by subject area.

Development of assessments

State SOL tests with input from the public and educators

Division Performance Assessments in Grades K-5 with teacher input

Principal Monitors testing development at all levels

Teachers Development of formative and summative assessments

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.

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:

Teachers use SOL data, student data folders, MAP assessment data, PALS data, classroom formative and summative assessments, and

teacher observation to identify students in need of interventions. Students are tiered as to the level of interventions needed. Students

tiered in the bottom 5% are progressed monitored and may be monitored using AimsWeb. Other students are monitored in AimsWeb as

determined by teachers based on need and/or available slots in AimsWeb. Some students identified with specific weaknesses receive

interventions and are progress monitored using paper and pencil graphs.

Based on assessment data, students are tiered as to the intensity of interventions needed. Student support teams meet on a monthly

basis to review data and progress monitoring data based on research based interventions. If the interventions are not working, teams

determine if the intervention was provided with fidelity. If the intervention was provided with fidelity and is not working for the student,

a new intervention is selected or a student may be re-tiered for more intensive interventions (i.e. child study).

Grade level teams (including a SPED, Reading Team Member, and ELL representative) meet bi-weekly to discuss student progress and to

select needed interventions. The grade level team will decide who is responsible for providing the intervention and who will progress

monitor.

In reading, students in K-3 who do not meet a specified benchmark score on the PALS assessment receive 30 additional minutes of

reading instruction each day. Students in grades 3-5 who perform poorly on the SPI/SRI for Read 180 are enrolled in System 44

(decoding) or Read 180 for 45 additional minutes of intervention each day. Math weaknesses are identified through AIMS (K-2) and MAP


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in the fall, winter, and spring and through unit assessments, daily assignments and observation on a daily basis. Once weaknesses in

math are determined, remediation of skills begins in the form of small group instruction, 1:1 remediation, computerized assisted

instruction with IXL math or Moby Max or after-school tutoring.

At the beginning of the academic year, SOL test data is disaggregated using Student Performance by Question (SPBQ) to determine areas

of strength and weakness by core subject area. New strategies for teaching this skills are determined and put into practice.

To implement strategies for intervention, the Learning Continuum from MAP is used by the classroom teachers to differentiate lessons

according to students’ needs. PALS services, System 44, Read 180, AIMSweb monitoring and interventions, IXL language arts and math,

Moby Max, small group instruction, 1:1 remediation and/or after-school tutoring are possible interventions that may be implemented to

address student weaknesses.

Student progress is monitored by classroom teacher, literacy team, ELL staff, special education staff and administration on a regular

basis. If the interventions currently in place (i.e. PALS services, System 44, Read 180, IXL math, Moby Max, small group instruction, 1:1

remediation, after-school tutoring) are not productive, the student support team and or Child Study will meet with the school

psychologist, guidance counselor and administration to review the data of students being monitored. Intervention logs, progress

monitoring graphs, and data will be shared. Goals and student progress will be reviewed and changed as necessary. Students not

making expected growth will be moved to Tier 3 interventions.

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:

Local Community Resources

Piedmont Community Services

Family Preservations Services

They assist specific students that qualify with home issues or behavior issues.

United Way Donations are made by Axton Elementary staff to help people in Henry County.

Community Storehouse They provide backpacks of snacks weekly to identified students with needs that are submitted by the school counselor. Parents complete an application for participation.

Rescue Squad, Fire Department They allow our students to visit them and they visit us to share information with several grade levels.


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Mobile Dentists The Mobile Dentists provide dental services to certain students who sign up.

Henry County Sheriff’s Department The Henry County Sheriff’s Department provides access to a school resource office as needed.

● State

Gifted Differentiation/enrichment

Virginia Preschool Initiative Preschool for 4 yr olds

PALS Literacy support

● Federal

Title I Provides additional personnel, programs, and materials for at-risk children

Title II Teacher and principal professional development

Recruitment and maintenance of Highly Qualified Instructional Staff

Title III Language instruction for limited English proficient


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Title VIB Special Education

Title 1 funds are used to supplement and support the instructional needs of students in grades K-3. Based on the disaggregated data

from the Student Performance By Question (SPBQ) and MAP data, the following were identified as areas of needed.

Baseline data indicates:

*Our focus should be on reading fluency and reading comprehension, fiction and nonfiction. Emphasis must be placed on vocabulary

building and comprehension of nonfiction texts.

*Teachers should meet with parents of students not on grade level, explain the data, and develop a plan together to promote student

academic growth. Parent involvement and parent support will be a school focus.

*Math- multistep problems across the grade levels, probability in 3rd grade, problem solving with fractions, elapsed time, and extending

patterns and representing models in 4th and 5th grade will be a focus area.

. Area of Need Areas addressed:

Myon Reading Application Reading comprehension of fiction and nonfiction text

Students read daily stories covering US and international news, sports, arts, science, and fictional stories all based on their reading level. translations to Spanish; Read-to-Me function

Reading/Writing Manipulatives Letter recognition and formation, Vocabulary, Reading Tracking

Soft touch color coded magnetic letters help to develop word-building skills, proper letter formation. String up letters and sight words increases student vocabulary through sight word practice. EZC Reader strips- Assists students with tracking while they read. Primary lined


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whiteboards for students to practice letter formation and sight words.

Related Indistar® indicators (if applicable): TA01, TA011, TA0111

Documents

Virginia Department of Education Title I Schoolwide Plan Template · 2017-09-07 · Virginia Department of Education Title I Schoolwide Plan Template Page 2 of 43 was based on a comprehensive