Virginia Department of Education
Title I Schoolwide Plan Template
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Division Name: Harrisonburg City Schools
School Name: Waterman Elementary School
Date: 1/6/2016
Select One: ☐ Initial Plan X☐ 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
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Title I Schoolwide Plan Template
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components. This template can be used by schools with existing Indistar® plans to reference indicators
and tasks in the Indistar® plan that related to the schoolwide components.
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Directions: Complete each of the ten components by following these steps:
Using Indistar® (available fall 2014):
● Access the Title I Schoolwide Plan template from the “Complete Form” tab of the Indistar®
dashboard.
● Provide a narrative response that describes how the school has addressed the requirements for
each component;
● Where applicable, identify the indicator(s) and task number(s) from the school’s Indistar® plan
that align with each required component;
● Click “Save” at the bottom of the form to save your responses; and
● Submit the plan to your LEA Division Contact by returning to the dashboard. Under the “Submit
Forms/Reports” tab, go to the Title I Plans section, and select the Title I Schoolwide Plan
“Submit” button.
Not Using Indistar®:
● Access the Title I Schoolwide Plan template on the Title I web site
http://www.doe.virginia.gov/federal_programs/esea/title1/part_a/index.shtml,
● Provide a narrative response that describes how the school has addressed the requirements for
each component; and
● Submit the plan as directed by your LEA Title I Coordinator.
Resources:
Schoolwide program resources, including a Schoolwide Plan Peer Review Rating Rubric, United States
Department of Education (USED) guidance on Designing Schoolwide Programs, and USED guidance on
Title I Fiscal Issues (including supplement/supplant and consolidating funds in schoolwide programs),
can be accessed at the following Web site:
http://www.doe.virginia.gov/federal_programs/esea/title1/part_a/index.shtml.
A Virginia Department of Education presentation on Requirements and Implementation of a Title I
Schoolwide Program can be accessed at:
http://www.doe.virginia.gov/federal_programs/esea/index.shtml.
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Component 1 - §1114(b)(1)(A): A comprehensive needs assessment of the entire school (including
taking into account the needs of migratory children as defined in §1309(2)) that is based on the
information which includes the achievement of children in relation to the state academic content
standards and the state student academic achievement standards described in §1111(b)(1).
Evidence: A systematic effort involving multiple stakeholders to acquire an accurate and thorough
picture of strengths and weaknesses of the school community, thus identifying student needs through a
variety of information-gathering techniques. A summary of data analyses must be included. The results
of your data analysis must guide the reform strategies that you will implement to improve instruction
for all students.
Narrative: Waterman School has high standards for academic achievement for all students. We
have approximately 545 students and our strength is in our diversity. According to the most recent
information, 50% of Waterman students are with Limited English Proficiency (LEP). The majority of
these students are Latino/Hispanic. The next highest populations of English Language Learners are
our students speak Russian and Kurdish. Waterman’s percentage of poverty is 78%. Waterman
Elementary School is committed to helping all students achieve their optimal learning potential.
Waterman met the AMO objectives in English and Math for the 2014-2015 school year and is fully
accredited.
Performance in 2014-2015
Performance in 2014-2015
State Accreditation Status: Fully Accredited
Subject: Accreditation Benchmark 2015-2016
English 75% 79%
Mathematics 70% 84%
History 70% 89%
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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: Assessment results conclude that literacy is still an area of concern at all grade levels. Our
grade levels meet as Professional Learning Communities each week to create common assessments,
disaggregate literacy data and unpack the curriculum framework in order to make informed
decisions about instructional planning.
● Waterman will continue to provide a minimum of 120 minutes of appropriate and differentiated
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daily literacy instruction.
● Resource personnel (reading specialists, special education, ESL and instructional assistants) are
assigned based on student need with the goal of maximizing instructional time for at-risk
students.
● The Differentiation Model (McKenna and Walpole) is being utilized in all grades by the reading
specialists and/or classroom teachers. The program remediates students’ literacy development
in phonics, fluency and comprehension.
● Enrichment is provided through guided reading groups, literacy circles, writing workshops and
support from the Differentiation Specialist.
● All staff development activities will be related to differentiated instruction techniques with
more emphasis on vocabulary instruction, writing and flexible small group reading. Due to our
high ESL population, an emphasis on language acquisition and vocabulary instruction will be an
important piece of daily instruction and professional development.
● Our Instructional Coach will continue to assist with data analysis, instructional planning, student
grouping, and modeling best practices in differentiating instruction.
● A Dual Language Immersion Program has been implemented at kindergarten and 1st grade. The
program develops bilingualism and bi-literacy in English and Spanish by integrating Spanish-
dominant students with English-dominant students. The children spend half of their day in a
Spanish classroom and the other half in an English classroom where they receive instruction in
and through both Spanish and English. There is a total of 3 hours of Language Arts instruction
during the day.
● Waterman continues to use the Core research based reading program to ensure that it is
appropriate for all learners. Alternative support for students who are not making progress
and/or are more than 2 years below grade level has been implemented as part of our Tier II and
III model to include flexible grouping, intervention plans, extra reading specialist support using
alternative learning materials, (ex: Reading Mastery, Leveled Literacy Intervention Program).
● The VGLA (Virginia Grade Level Alternate) assessment will be used for some of our ELL and SPED
students, as appropriate.
● Spring 2016-17 SOL results will be analyzed to determine future implementation of our school
improvement plan.
Related Indistar® indicators (if applicable):
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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: Historically, Harrisonburg City Public Schools has employed highly qualified personnel.
Numerous local colleges and universities promote an academic community as well as provide
quality applicants for available positions. More than half of Smithland teachers hold Master’s
Degrees. Thirteen staff members are proficient in Spanish and English. Waterman Elementary will
ensure that teachers remain highly qualified by:
● Evaluating teacher performance on a yearly basis. Tenured or non-tenured status will determine
the number of observations per school year. Copies of all evaluations will be sent to the Director
of Human Resources.
● Compensating teachers who have earned credits towards a Master’s Degree beginning with 9
hours of graduate credit.
● Providing staff development based on current research and best practices to assist the
instructional staff in meeting the needs of diverse learners including SPED, ESL, gifted, and at-
risk students.
● Training personnel to administer assessments effectively and provide data driven instruction in
all content areas.
● Requiring participation in classes, workshops, and institutes offered by the Virginia Department
of Education and other educational organizations.
Related Indistar® indicators (if applicable):
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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 is planned at all levels. Division wide, school wide, and grade
level teams all participate in researched based professional development that focus on the whole
child. Professional Development consists of coursework, on-going instructional coaching, seminars,
webinars, conferences, book studies, and professional learning communities.
HCPS sets aside time in the school year for Division wide professional development. Our annual
calendar has early release schedule monthly for collaboration and professional development. Each
month our faculty meetings are used as professional development which the focus is based on the
school goals.
The following are ways professional development is provided to meet the assessed needs of our
students:
● On-going staff development using research based strategies what will assist instructional
staff and paraprofessionals in meeting the needs of our diverse learners in the classroom
● Provide continue training to teachers on our adopted resources to include but not be
limited to: McKenna/Walpole, Math in Focus, HM Reading Series, 6-Trait Writing, Reading
Mastery.
● Division Workshops allow staff to review and revise pacing guides for all core areas of
instruction. Staff development needs are addressed through division workshops and
individual building staff development days.
● Teachers instructing gifted learners are supported by a Differentiation Specialist. Classes are
offered by local universities to obtain an endorsement in gifted education.
● SOL test results will be analyzed each year to determine student performance in reading,
math, social studies, and science. Principals and teachers use the information from SOL and
benchmark tests to evaluate the use of instructional time, resources, personnel, and
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teaching methods.
● Training in curriculum and instruction will continue to be emphasized through grade level
and staff meetings. An Instructional Coach is available to offer training to all teachers.
Related Indistar® indicators (if applicable):
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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: Strategies to Attract Highly Qualified Teachers Harrisonburg City Public Schools offers the
following benefits to staff:
● AFLAC offers a variety of insurance policies as a convenience to HCPS staff. Staff members
receive group discount rates when premiums are payroll deducted.
● The school division contributes $10 per month towards your monthly dental insurance
premium.
● Flexible spending accounts enable employees to pay, on a pre-tax basis, for health care and/or
child care not covered by other benefit plans.
● The school division pays 70% of the total health insurance premium.
● The school division pays the premiums for the Basic Life Insurance. • Employees may also
purchase Optional Life Insurance for their spouse and dependent children.
● Sick leave days may be used for maternity, paternity or adoption leave. • Full-time staff
members earn two personal leave days per year.
● The Superintendent may grant professional leave to teachers or administrators to attend
conferences, meeting, or other activities.
● All full-time staff members accrue one sick leave day for each month worked.
● Part-time staff members accrue a proportional number of days.
● The school division offers its staff a sick leave bank whereby all contributors to the bank may
benefit in case of a catastrophic ailment or injury. To be eligible to join the sick leave bank, staff
must have been employed by HCPS for at least one year. Sick leave bank members may draw up
to 60 days from the bank once their sick leave has been exhausted and a 30-day waiting period
has expired.
● The school division provides tuition reimbursement for Teachers and Administrators of up to
$900 for college level course(s) per school calendar year.
● The school division provides tuition reimbursement for Classified Staff of up to $900 for college
level course(s) per school calendar year (must lead to a teaching license or will improve skills in
the current responsibilities/assignment).
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● Vacation (250-day / 12 month staff)
● Only full-time 250-day staff receive vacation (annual) leave, which is earned based on years of
HCPS service.
● Payroll deduction for membership into the Virginia Credit Union is available.
Related Indistar® indicators (if applicable):
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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: Waterman Elementary School is committed to providing quality education programs and
establishing high levels of performance for all children. Because parent involvement and support are
essential components for each child to be successful, the school is committed to establishing a
home-school partnership to ensure academic success for every child. To carry out the assurances
concerning parental involvement, Harrisonburg City Public Schools will:
● Continue promoting our division-wide Community Advisory Council to involve parents in an
organized, ongoing, and timely way in the planning, review, and improvement of the Title I
program. This includes the parent involvement policy and distribution of parent
involvement funds;
● Provide coordination, technical assistance, and other support needed to assist each
participating school in planning and implementing an effective parent involvement program
designed to meet the needs of the individual school;
● Conduct an annual parent evaluation designed to determine the effectiveness of the Title I
program and the parent involvement policy, including parents of all ethnic and
socioeconomic backgrounds; i.e., Title I Parent Survey.
● Conduct an annual meeting to make revisions/improvements to the Title I plan, including
the parent involvement policy, at each school based on the results of the annual evaluation
and submit the revisions/improvements to the Department of Education. The following
successful activities have previously been offered to parents. Waterman Elementary School
will continue to extend and offer these programs during the current school year:
● Home/School Compact (English, Spanish, and Arabic)
● Parent meetings/workshops
● Parent/teacher conferences with interpreters as needed
● Annual Open House for Parents
● Annual Title I Literacy Night for Parents
● Literacy articles in the school newsletter
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● Community Advisory Council meetings
● Yearly book distribution for all students
● Family Literacy Night
● Multi-cultural Festival
● Division Elementary Service Provider (liaison between home and school)
● Home Visits (Parent/Teacher Specialist)
● Classroom Newsletters
● Parent Volunteers in Classrooms
● Math Night
● I-STEM Night
Conclusion
● Waterman Elementary will increase parental involvement in their child’s education
● Waterman will continue to hold their Literacy and Math nights and expand their outreach
through interpreters and communication support.
● We will collect data regarding parent participation at all Waterman programs.
Related Indistar® indicators (if applicable):
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Component 7 - §1114(b)(1)(G): Plans for assisting preschool children in the transition from early
childhood programs, such as Head Start, Even Start, Early Reading First, or a state-run preschool
program, to local elementary school programs.
Evidence: The school assists and supports children in their transition from early childhood programs to
elementary school through activities that are planned, implemented, and assessed. If the school is a
middle school, address how the school will assist students in their transition to high school.
Narrative Careful coordination between the Language Arts coordinator, regional and local
coordinators for Head Start, migrant programs, special education, Welcome Center, and preschool
programs assures that students eligible for preschool programs are identified and served. The
smooth transition of students from preschool into kindergarten is accomplished in several ways:
Introduction of Key Reading and Math Strategies
● Use of Alpha Friends (HM component of reading)
● Use of Blue Print for Early Literacy
● Use of Message Time Plus (Modeled Writing and Shared Reading)
● Use of Take Home Story Book Bags
● Use of Technology (Smart Board, computers, I-Pads)
● Handwriting without Tears
● Theme based Journal Writing
● Book Buddies (minimum 3 times/year)
● Introduction of Calendar Math
● Assessment of Reading and Math Skills (PALS, Teaching Strategies Gold) Inclusion of
Preschool Students in Appropriate Kindergarten Activities
● Art, music, library, physical education, classroom guidance and school assemblies.
● Inclusion in school wide reading incentive programs
● Orientation and visit to Kindergarten classes at the end of the preschool year.
● Writing Workshop
Family Opportunities
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● Welcome Letters
● Preschool Literacy Night
● Parent/Child Open House/Transition Visit
● Family Support Services
● Family Fun (Parent/Child activity events)
● Home visits (at least 2 per child per year)
Related Indistar® indicators (if applicable):
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Component 8 - §1114(b)(1)(H): Measures to include teachers in the decisions regarding the use of
academic assessments described in §1111(b)(3) in order to provide information on, and to improve, the
overall instructional program.
Evidence: The role and activities of teachers in decisions regarding the use of academic assessments in
order to provide information on, and to improve, the achievement of individual students and the overall
instructional program.
Narrative: A data driven instructional program is essential to the academic success of Waterman’s
students. Teachers are involved in decisions regarding how the results of academic assessments
should be used to improve student performance in a number of ways:
● The Instructional Coach and Grade Level Teams ensure coordination of appropriate
assessments for all students. During bi-monthly grade level meetings, the instructional
coach, principals, and teachers analyze assessment data and collectively determine how to
improve student performance, remediate identified problem areas, and enrich student
instruction.
● Instructional Team Leaders, the Principals, and teachers review SOL data and use it to guide
instruction.
● Interactive Achievement Benchmark Data is reviewed by second, third, and fourth grade
teachers and used to guide instructional practices. This data is shared with the entire staff
so that instructional practices can be discussed to meet the needs of benchmark, strategic,
and intensive students.
● ACCESS scores are used to determine services and accommodations for ELL students.
● The Instructional Support Team and Child Study Committee address teacher concerns
regarding the support of individual students by using current data provided through
language arts, mathematics, and content assessments.
● Teachers review special education evaluations for students that have been evaluated.
These evaluations guide instructional practices and decisions for student progress.
Related Indistar® indicators (if applicable):
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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: Prompt identification of students that require remediation is a priority. A coordinated
team approach to reading instruction and flexible grouping based on student assessment facilitates
the identification of students experiencing difficulty with material and allows for rapid remediation
for identified students.
● All grade levels have a minimum of 2 hours per day for language arts instruction.
● Resource personnel are assigned to classrooms which have the greatest need. These
resource personnel co-teach in the classroom with the teacher to provide consistency of
instruction and remediation.
● Both whole group and small group instruction takes place during the reading block.
Students with greatest needs work with a reading specialist during small group time.
● Students who are not performing at grade level participate in after school tutoring
programs, and/or summer school.
● ESL resource times provide additional support at each grade level to assist ESL students who
are not grasping concepts in language arts, math, or content areas.
● Reading groups are flexible and adjusted throughout the year based on PALS scores, running
records, and assessments of phonics, spelling and high frequency word knowledge.
● Teachers work collaboratively in grade level meetings to analyze assessment data. The data
is used to form classroom and instructional groups; to design lesson plans and activities; to
select appropriate instructional materials; and to document individual progress reports to
parents. Results from assessments give direction to administration and coaches for planning
staff development.
● Waterman’s core reading program, Houghton Mifflin, is modified to ensure that it is
appropriate for all learners.
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● Students will differentiated reading instruction based on their reading needs. Some may
receive decoding instruction, fluency instruction or vocabulary and comprehension
instruction using Drs. McKenna and Walpole’s Differentiation Model. Students who are not
making reading progress receive remedial instruction based on this model. Students who
are reading 1 – 1 ½ years below grade level will get instruction using the Leveled Literacy
Intervention program. Students who are more than 2 years below grade level may receive
remediation using Reading Mastery or Corrective Reading.
Related Indistar® indicators (if applicable):
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Component 10 - §1114(b)(1)(J): Coordination and integration of federal, state, and local services and
programs, including programs supported under ESEA, violence prevention programs, nutrition
programs, housing programs, Head Start, adult education, vocational and technical education, and job
training.
Evidence: Federal, state, and local funding sources are used to support and implement the plan.
Resources, such as programs and materials, human resources, time, and community are used to meet
the needs of staff and students.
Narrative: Title I and other educational services are coordinated and integrated in the following
ways:
● School-based committees ensure coordination of services, parent involvement, staff
development, and appropriate instructional activities for all learners.
● The Title I coordinator communicates with regional and local coordinators for Head Start,
migrant programs, special education, and preschool programs to review guidelines and
explore potential collaboration of services and educational programs for eligible students
and parents.
● Consultations are arranged with the school counselor, speech and language pathologist, ESL
teachers, special education teachers, and school nurse to coordinate program services and
maximize program effectiveness.
● Teachers participate in child study, eligibility and IEP meetings and provide documentation
as requested to support eligibility for referral and appropriate educational services.
● HCPS Welcome Center coordinates assessments with all five elementary schools for
registering ELL students, preschoolers and rising kindergartners.
● Title I, ESL and classroom teachers review results of the oral language proficiency tests to
determine eligibility for placement and to coordinate instructional programs within the
school. Collaboration among these teachers drives instruction in classrooms.
● All resource and classroom teachers collaborate and participate in parent involvement
programs (parent information nights, home visits, etc.)
● Resource teachers, classroom teachers and the school librarian select books and materials
for a diverse population of students with a wide range of instructional levels, interests and
languages.
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● Within-class flexible grouping provides opportunities for student progression to higher level
groups as needed.
Related Indistar® indicators (if applicable):