Henry County Public Schools / Overview



Virginia Department of EducationEvery Student Succeeds Act of 2015Title I Schoolwide Plan Template Division Name: ?Henry County Public Schools??? School Name: ??Drewry Mason Elementary School??? Date: ??10/1/19??? Select One: ? Initial Plan X Revision The school will work to achieve and maintain full accreditation and continue academic improvement. SMART Goal #1: 86% of students will pass the spring 2019 Reading SOL assessment. SMART Goal #2: 91% of students will pass the spring 2019 Math SOL assessment. SMART Goal #3: 90% of students will demonstrate observed growth and 50% will meet projected RIT in Reading as measured by the fall and spring MAP assessments. SMART Goal #4: 98% of students will demonstrate observed growth and 50% will meet projected RIT in Math as measured by the fall and spring MAP assessments. Evaluator’s Signature: ________________________________________________ Date: ___________________________Administrator’s Signature: _____________________________________________ Date: ___________________________ A Virginia Department of Education presentation on Requirements and Implementation of a Title I Schoolwide Program can be accessed at: 1 §1114(b)(6): A comprehensive needs assessment of the entire school that takes into account information on the academic achievement of children in relation to the challenging state academic standards, particularly the needs of those children who are failing, or are at-risk of failing, to meet the challenging state academic standards and any other factors as determined by the local educational agency. Evidence: A systematic effort involving multiple stakeholders to acquire an accurate and thorough picture of strengths and weaknesses of the school community, thus identifying student needs through a variety of information-gathering techniques. A data analysis summary must be included which incorporates benchmarks used to evaluate program results. The results of your data analysis must guide the reform strategies that you will implement to improve instruction for all students.Narrative:??● An employee engagement survey was given to all staff, and a student engagement survey was given to all 5th grade students at Drewry Mason. ● The School Improvement Plan/Title I Plan is developed by the School Improvement Committee which represents every grade level, itinerant, and special education teachers. Committee members meet once every two weeks to monitor the plan’s progress. Administration reports progress to parents at each PTA meeting monthly and to all faculty once monthly during faculty learning meetings. The School Improvement/Title I Plan is also posted on the school’s website.● In the Drewry Mason School Improvement/Title I Plan, 100% of the faculty will analyze and use multiple sources of data to identify students at risk.Sources of data and methods of collection:● Teachers use collaborative planning to ensure alignment and analyze performance task and formative assessment data which show strengths and weaknesses in order to guide instruction.● Measures of Academic Progress data is analyzed and used to identify student areas of need and create lesson plans that address strengths and weaknesses of students. MAP, SRI and PALS are used as assessments three times a year. Fastbridge is used for progress monitoring in Child Study and for students scoring in the lowest 5th percentile according to MAP at all grade levels. Teachers meet within grade levels to determine and analyze data for specific skills.● Standards are unpacked.● Results of common, formative and summative assessments are discussed and analyzed to identify students in need of specific skill intervention. ● Information from common formative assessments is shared and discussed with administration during data meetings after the first three nine week periods. Measures of Academic Progress and PALS data are also discussed as appropriate during these data meetings. As a result of data triangulation, the following strengths, weaknesses, and trends were noted. Reading Strengths SOL English pass rate for 2018-2019 was 84% (well above accreditation standards).There was an annual decrease in percent pass (79% to 76%). We have been at or above the division pass rate for at least three years in a row. Kindergarten –● PALS – There was a fall to spring decrease in number of students identified (14 to 5, 20% to .7%). ● MAP – There was a fall to spring increase in percent proficient / on grade level or above based on MAP RIT scores (30% to 47%, 21/69). 96% showed observed growth based on MAP RIT scores (67/70). First grade –● PALS – There was a fall to spring decrease in number of students identified (9 to 8, 15% to 13%). ● MAP – There was a fall to spring increase in percentage of students on grade level or above based on RIT scores (52% to 56%, 31/60). 98% (60/61) of students showed observed growth based on MAP RIT scores. Second grade –● MAP – There was a spring to spring increase in percent proficient / on grade level or above based on MAP RIT scores (41% to 50%, 32/64). There was a fall to spring increase in percent proficient / on grade level or above based on RIT scores (48% to 50%, 31/64). There was a spring to spring increase in percent of students meeting or exceeding projected RIT growth (47% to 60%, 38/63). 98% (62/63) of students showed observed growth based on RIT scores. ● PALS – There was a fall to spring decrease in number of students identified (16 to 10, 25% to 16%). Third grade –● PALS – There was a fall to spring decrease in number of students identified (13 to 10, 19% to 14%). ● MAP - 87% (60/69) showed observed growth based on RIT scores. ● Reading SOL – We have been at or above the division pass rate (72%) for the last four years and at or above the state pass rate (71%) for three of the last four years, including this year. Fourth grade –● Reading SOL –There was an annual increase in percent pass (72% to 81%) and percent advanced (9% to 17%). There was also an increase in mean score (419 to 441). We have been above the division pass rate for 5 of the last 6 years (73%) and above the state pass rate for four of the last five years (75%). (We are at or above the state (17%) and division (13%) advanced rates this year.).● MAP reading – There was an annual increase in percent proficient / on grade level or above based on RIT scores (69% to 70%, 54/77). This is the fourth increase year in a row: 54%, 59%, 66%, 69%, 70%. There was a spring to spring increase in percentage of students meeting or exceeding projected RIT growth (67% to 71%, 54/76). This is at least the second increase year in a row: 62%, 67%, 71%. 90% (69/77) of students showed observed growth based on RIT scores.● SRI assessment - For the past two years, there was an annual increase in percent of 4th grade READ 180 students improving at least 75 Lexile points according to the SRI assessment. (77%, 80%, 89%)Fifth grade –● Reading SOL – Annual increase in percent advanced (11% to 17%). ● Reading MAP – There was a spring to spring increase in percentage of students meeting or exceeding Their projected RIT growth (52% to 53%, 34/64). 65% (43/66) of students showed observed growth based on RIT scores. (strength and weakness)● SRI – The percent of 5th grade READ 180 students who increased at least 75 Lexile points according to the SRI assessment remained at 100% for the second year in a row. Math Strengths SOL Math pass rate for 2018-2019 was 89%, well above state accreditation standards.There was an annual increase in percent pass (82% to 85%). We have been at or above the state (82%) and division (82%) pass rates for at least three years in a row. Kindergarten –● MAP math - 100% showed observed growth based on RIT scores. First Grade –● MAP math - There was a spring to spring increase in percentage of students on grade level or above based on RIT scores (36% to 38%, 24/63). Second Grade – MAP math – There was a spring to spring increase in the percent proficient / on grade level or above based on RIT scores (18% to 22%, 14/64). Third grade –● Math SOL – There was an annual increase in percent pass (77% to 86%) and the mean score (< 449 to 453). There was no change in percent advanced (17%). Mean scaled scores for each strand > 35.4. We are at or above the state pass rate for percent pass (82%) for at least six years in a row. Our advanced rate is above the division’s (15%) for the last four years. There was a decrease in the achievement gap between African American students (73% with > 437 mean score) and all students (21 percentage points to 13 percentage points and approximately 35 points to approximately 15 points in mean scores). We are now above the state pass rate for African Americans in math (70%). We are above the state pass rate for students with disabilities in math (55%). Females 95% with 464 mean. Number sense highest strand at 38.● Math MAP – Computation and Estimation (18%, 13) in the high range above the 80th percentile. Number and Number Sense (15%, 11) in the high range above the 80th percentile. Fourth grade –● Math SOL – There was an annual increase in percent pass (82% to 87%) and the mean score (< 459 to 462). Mean scaled scores for each strand > 37.0. We are at or above both division (82%) and state (83%) pass rates for the sixth year in a row. Our advanced rate (22%) is above the division’s (12%) for the last five years and is above the state’s (20%) this year. There was a decrease in the achievement gap between students with disabilities (67% with 419 mean score) and all students (46 percentage points to 20 percentage points). We are now above the state’s pass rate in math for students with disabilities (55%). There was also a decrease in the achievement gap between economically disadvantaged (83% with 457 mean score) and all students (9 percentage points to 4 percentage points). Number sense was the highest strand – 38.8.● Math MAP – There was a spring to spring increase in percent on grade level or above based on RIT scores (58% to 65%, 50/77). This is the second year in a row for increase: 46%, 58%, 65%. Fifth grade -● Math SOL – This is the 4th year in a row at or above the state pass rate (81%) and division pass rate (82%). There was a decrease in the achievement gap between economically disadvantaged (73% with 420 mean score) and all students (12 percentage points to 9 percentage points and approximately 21 mean score points to 16 mean score points). The highest strand was Number Sense at 36.2.● Math MAP – Number and Number Sense (23%, 15) scored in the high range above the 80th percentile. Math Areas of Weakness: 2019 Math SOL Assessment –According to DOE’s SOL results on-line, our students with disabilities had a 59% pass rate in math. There is also an achievement gap between African American students (73%) and all students (85%). 3rd grade – We are below the division pass rate for percent pass (88%) for the first time in at least six years. Instead of females, there is now an achievement gap between males (76% with 433 mean score) and all students (10 percentage points and 20 points in mean scores). When comparing males to females, there is a 4.1 or greater discrepancy for every strand mean scaled score. There is also an achievement gap between students with disabilities (69% with 423 mean score) and all students (17 percentage points and 30 points in mean scores). In addition, all strand mean scaled scores are below 35 for students with disabilities. Probability is the lowest strand at 35.4. Probability strand < 35 for African Americans and N-code. Computation and Estimation strand < 35 for African Americans. 4th grade – All strand mean scaled scores are below 35 for students with disabilities. There is now an achievement gap between African American students (67% with 434 mean score) and all students (20 percentage points and 28 points in mean scores). In addition, all strand mean scaled scores for African American students are < 35 except for Number and Number Sense. There are 15 recovery students. These recovery students have a 40% pass rate with 395.3 mean score and all strands < 30 except Number and Number Sense at 30.3.5th grade – There was an annual decrease in percent pass (86% to 82%) and in percent advanced (17% to 9%). The mean score decreased from < 449 to 436. Mean scaled scores for each strand < 35 except for Number and Number Sense at 36.2. This is the second year in a row for a decrease in percent pass (90% to 86% to 82%) and percent advanced (28% to 17% to 9%). There was an increase in the achievement gap between students with disabilities (25% with 366 mean score) and all students (11 percentage points to 57 percentage points). In addition, all mean scaled strand scores < 30 for students with disabilities in math. The pass rate for females (77%) was 11 percentage points lower than males (88%). There are 11 recovery students. These recovery students have a 27% pass rate with 372 mean score and all strands < 27.5. Computation and Estimation was the lowest strand at 33.6. Areas of weakness according to math MAP assessment – Kindergarten – There was a spring to spring decrease in percent proficient / on grade level or above based on RIT scores (63% to 49%, 34/70). There was a decrease in the percentage of students meeting or exceeding projected RIT growth (89% to 69%, 46/67). Computation and Estimation (30%, 21) scored in the low range below the 21st percentile. Grade 1 – Patterns, Functions, and Algebra (33%, 21) scored in the low range below the 21st percentile. Grade 2 – Measurement and Geometry (47%, 30) scored in the low range below the 21st percentile. Computation and Estimation (45%, 29) scored in the low range below the 21st percentile. Grade 3 – There was a spring to spring decrease in percent proficient / on grade level or above based on RIT scores (51% to 47%, 34/72). Measurement and Geometry (31%, 22) scored in the low range below the 21st percentile. Grade 4 – Measurement and Geometry (27%, 21) scored in the low range below the 21st percentile. Probability and Statistics (19%, 15) scored in the low range below the 21st percentile. Grade 5 – There was a spring to spring decrease in percent proficient / on grade level or above based on RIT scores (55% to 52%, 34/65). This is the second decrease year in a row: 61%, 55%, 52%. English / Reading Areas of Weakness: 2019 English SOL Assessment –We have been below the state pass rate for two of the last three years. According to DOE’s School-by-Subject report on-line, there is an achievement gap between students with disabilities (44%) and all students as well as African American students (61%) and all students. Both of these groups also had pass rates below both the division and state pass rates. 3rd grade –There was an annual decrease in percent pass (77% to 71%) and percent advanced (25% to 10%). There was also an annual decrease in the mean score (444 to 425). All mean scaled scores remained < 35. Although it closed somewhat, there continues to be an achievement gap between African American students (55% with approximately 405 mean score) and all students (21 percentage points to 16 percentage points and 24 points in mean scores to 20 points). There is also still an achievement gap between students with disabilities (38% with 353 mean score and all mean scaled strand scores < 30) and all students. This year, there is a 32 percentage point and 67 points in mean scores difference in pass rates / when comparing males and females (55% with 390 mean males and 87% with 457 mean females). In addition, all mean scaled strand scores for males < 30 while females > 34.2. Economically disadvantaged students (63% with 408 mean score) achieved lower when compared to all students. 4th grade – All strands mean scaled scores increased to > 33 but remain <35. Although it closed somewhat, there is still an achievement gap between students with disabilities (47% with 393 mean score and all strands < 30) and all students (39 percentage points to 34 percentage points and 66 mean score points to 48 mean score points). There is also an achievement gap between African American students (53% with 416 mean) and all students. 17 students are considered recovery students. These recovery students have a 29% pass rate with 364 mean and all strands < 27.9.5th grade – There was an annual decrease in percent pass (86% to 74%) and mean score (445 to 437). All strand mean scaled scores < 35. The pass rate was below both state (78%) and division (76%) averages for the first time in seven years. Although it closed somewhat, there is still an achievement gap between students with disabilities (50% pass rate with mean score of 376 and all strand scores < 30) and all students (36 percentage points to 24 percentage points). There is an achievement gap of 19 percentage points between females (65%) and males (84%). Economically disadvantaged students (68% with 413 mean) scored lower when compared to all students. There are 18 recovery students. These recovery students have a 33% pass rate with 370 mean score and all strands < 30. Areas of weakness according to the reading MAP assessment – Kindergarten – There was a spring-to-spring annual decrease in percent proficient / on grade level or above based on RIT scores (67% to 47%, 37/70). There was a spring to spring annual decrease in percentage of students meeting or exceeding projected RIT growth (85% to 60%, 40/67). Writing (21%, 15 scored in the low range below the 21st percentile. Vocabulary (19%, 13) scored in the low range below the 21st percentile.Grade 1 – There was a spring to spring decrease in percentage of students on grade level or above based on RIT scores (59% to 56%, 35/63). There was a spring to spring decrease in percentage of students meeting or exceeding their projected RIT growth (70% to 59%, 36/61). Vocabulary (21%, 13) scored in the low range below the 21st percentile. Writing (17%, 11) scored in the low range below the 21st percentile. Grade 2 – Word Origins, Semantics, Vocabulary Acquisition (27%, 17) scored in the low range below the 21st percentile. Grade 3 – There was a spring to spring decrease in percent proficient / on grade level or above based on RIT scores (63% to 61%, 44/72). There was no change in spring to spring percentage of students meeting or exceeding projected RIT growth (72%, 52/69). Word Origins, Semantics, Vocabulary Acquisition (18%, 13) scored in the low range below the 21st percentile.Grade 4 – Word Origins, Semantics, Vocabulary Acquisition (12%, 9) scored in the low range below the 21st percentile.Grade 5 – Comprehension of Literary Texts (15%, 10) scored in the low range below the 21st percentile. Word Origins, Semantics, Vocabulary Acquisition (14%, 9) scored in the low range below the 21st percentile. Comprehension of Nonfiction Texts (14%, 9) scored in the low range below the 21st percentile. 65% (43/66) of students showed observed growth based on RIT scores. (weakness and strength). There was a spring to spring decrease in percent proficient / on grade level or above based on RIT scores (65% to 53%, 35/66). SRI Screening Weaknesses– In the spring of 2019, 76% of third graders scored Advanced / Proficient on the SRI assessment. As of the fall of 2019, 38% of fourth graders scored Advanced / Proficient on the SRI assessment. Although there are several students in this group who were not assessed in the spring of 2019, this is still a significant drop from one grade to the next. Areas of weakness according to PALS assessment–Kindergarten – In the spring of 2019, there were 38 out of 70 students identified for intervention in the area of Concept of Word. They did not meet the benchmark for that skill. First grade – In the spring of 2019, there were 22 out of 62 students identified for intervention in the area of 1st grade sight words. They did not meet the benchmark for that skill. Second grade – In the spring of 2019, there were 15 out of 63 students identified for intervention in the area of spelling. They did not meet the benchmark for that skill. Third grade – In the spring of 2019, there were 12 out of 69 identified for intervention in the area of spelling and 8 out of 69 identified for intervention in the area of 3rd grade sight words. They did not meet the benchmark for these skills.MAP Spring 2019 SummaryPercent Meeting or Exceeding Projected Growth –Percent Meeting Projected Growth (PG) Goal 50%By grade: Math Reading Kindergarten 69% 60% First 56% 59%Second 31% 60% Third 60% 75% Fourth 55% 71% Fifth 44% 53% Totals 52.75% 63% (57.5% without those who met growth at midyear) Percent Showing Observed Growth (OG) (Goal 85% for both subjects.)By grade: Math ReadingKindergarten 100% 98% First 98% 98% Second 97% 98% Third 98% 92% Fourth 93% 89% Fifth 95% 63% SPED 100% 80% Totals 97% 89.75% HCPS Faculty / Staff Engagement Survey – On the 2019 staff survey, staff indicated these areas need improvement according to the engagement survey: According to the Staff survey, 17.78% of staff reported they needed support to teach students in the area of managing student discipline and behavior. 24% (11/45) reported they strongly disagree or disagree that their principal has strong management skills. 26.6% (12/45) reported they disagree that they believe they can influence decisions at school or in their department. HCPS Student Engagement Survey (5th graders)– Students indicated these areas need improvement according to the student engagement survey:Other students treat me with kindness and respect. (16%, 10/62, disagreed or strongly disagreed with that statement.)My homework or other assignments are interesting to me. (19%, 12/62, disagreed or strongly disagreed with that statement.)I have a lot in common with other students at this school. (16%, 10/62, disagreed or strongly disagreed with that statement.)16% (10) have considered dropping out of school. Strategy #1: In September and October of 2019, the instructional coach will lead grade levels in an analysis of triangulated data (Spring 2019 SOL data, 2018-2019 MAP data, Fall 2019 MAP data, 2018-2019 PALS data, Fall 2019 PALS data, 2018-2019 SRI data, and Fall 2019 SRI data), including analysis of trends, areas of strength, and areas of weakness. Strategy #2: The school improvement committee will meet to analyze all grade level data summaries/triangulated data. Strategy #3: In October of 2019, data from grade level meetings and the school improvement committee will be shared with PTA members to share identified areas of strengths and weaknesses and elicit any other strengths, weaknesses, or trends noticed. Strategy #4: Employee and student engagement survey was given in the Spring of 2019.Budget Implications: ?????Benchmark/Evaluation: ???● Data are used to write and revise the school improvement plan, develop and revise teacher Smartgoals, and group students by areas of skill needs. Data used for evaluation/benchmark progress points will include Dan Mulligan math common formative assessments (grades 3-5), teacher created math common formative assessments (grades K-2), Lucy Calkins writing samples/checkpoints (K-5), reading fluency checks (K-5), MAP assessments 1-5 Fall, Mid-year, Spring, PALS assessments PK-3 Fall, Mid-year, and Spring, Developmental Spelling Assessments K-5 Fall, Mid-year, Spring, Scholastic Reading Inventory all 3rd and 5th Fall and Spring and those identified for READ 180 4th and 5th, Reading Street Weekly Reading Assessments 1st-5th, Guided Reading Assessments K-5th. ● Teacher observation data is collected through Perform. The reports side of Perform enables administration to disaggregate data to focus on targeted areas of strategy implementation in classrooms. Walkthrough observation data will be stored in Google Drive or Perform.?● A mid-year evaluation of progress will be conducted. Component 2 §1114(b)(7)(A)(i):Provide a description of schoolwide reform strategies that provide opportunities for all children, including each of the subgroups of students (as defined in section 1111(c)(2)) to meet the challenging state academic standards. Evidence: Scientifically-based research strategies based on identified needs and designed to raise the achievement level of all students on content standards. Provide information on how the selected strategies will increase student achievement in underperforming subgroups, if applicable. Include a description of how the reform strategies will be evaluated for effectiveness.Narrative: The School Improvement/Title I Plan for the 2019-20 school year includes the following interventions and strategies to improve student performance in the areas of reading and math: ??Strategy #1: K-2 teachers will implement Open Court phonics strategies through the use of Open Court phonics kits. Strategy #2: 100% of K - 5th grade faculty will implement Dan Mulligan math skills assessments (checkpoints) and use of math manipulatives in the classroom to monitor student progress and aid students in deeper understanding of math concepts. Small group remediation based on results of checkpoints. Teachers must target individuals within the students with disabilities and African American subgroups. (Students with disabilities had a 59% pass rate in math. There is also an achievement gap between African American students (73%) and all students (85%). Third grade - There is an achievement gap between males (76% with 433 mean score) and all students (10 percentage points and 20 points in mean scores). When comparing males to females, there is a 4.1 or greater discrepancy for every strand mean scaled score. There is also an achievement gap between students with disabilities (69% with 423 mean score) and all students (17 percentage points and 30 points in mean scores). In addition, all strand mean scaled scores are below 35 for students with disabilities. Probability is the lowest strand at 35.4. Probability strand < 35 for African Americans and N-code. Computation and Estimation strand < 35 for African Americans. Fourth grade - All strand mean scaled scores are below 35 for students with disabilities. There is now an achievement gap between African American students (67% with 434 mean score) and all students (20 percentage points and 28 points in mean scores). In addition, all strand mean scaled scores for African American students are < 35 except for Number and Number Sense. There are 15 recovery students. These recovery students have a 40% pass rate with 395.3 mean score and all strands < 30 except Number and Number Sense at 30.3. Fifth grade - There was an increase in the achievement gap between students with disabilities (25% with 366 mean score) and all students (11 percentage points to 57 percentage points). In addition, all mean scaled strand scores < 30 for students with disabilities in math. The pass rate for females (77%) was 11 percentage points lower than males (88%). There are 11 recovery students. These recovery students have a 27% pass rate with 372 mean score and all strands < 27.5. Computation and Estimation was the lowest strand at 33.6.) Strategy #3: 100% of K-5 teachers will use Dan Mulligan problem solving steps within applicable lessons related to problem solving. Strategy #4: 100% of teachers will use Dan Mulligan Second Question charts to guide higher level questioning during lessons. Strategy #5: Drewry Mason's instructional coach, reading specialist, principal, and assistant principal will assist teachers with implementation of Balanced Literacy, including Guided Reading, Word Study, and Lucy Calkins Writing, through coaching K-5 classrooms according to observed and requested needs during the 2019-2020 school year. Teachers must target individuals within the students with disabilities and African American subgroups. (There is an achievement gap between students with disabilities (44%) and all students as well as African American students (61%) and all students. Both of these groups also had pass rates below both the division and state pass rates. Third grade - all mean scaled strand scores for males < 30 while females > 34.2. Economically disadvantaged students (63% with 408 mean score) achieved lower when compared to all students. Fourth grade - 17 students are considered recovery students. These recovery students have a 29% pass rate with 364 mean and all strands < 27.9. Fifth grade - Economically disadvantaged students (68% with 413 mean) scored lower when compared to all students. There is an achievement gap of 19 percentage points between females (65%) and males (84%). There are 18 recovery students. These recovery students have a 33% pass rate with 370 mean score and all strands < 30.) Strategy #6: All kindergarten teachers will implement daily student Concept of Word practice with tracking of a different familiar rhyme of focus every 2-3 weeks. Rhymes will be posted in a prominent place in the classroom and where students can readily practice tracking their print. Strategy #7: All K-5 teachers will implement a schedule with 120 minutes of reading / language arts, 90 minutes of math including small group instruction and remediation. Strategy #8: 100% of teachers will post and use 3- part objectives with students for reading and math lessons. Strategy #9: 100% of teachers will use highlighting strategies (varied by grade level) to find clues in text.Strategy #10: Teachers will participate in weekly collaborative meetings to go over common assessments, lesson planning, and focus on data of specific groups. (Teachers will target individual students within the students with disabilities and African American students. Reading - There is an achievement gap between students with disabilities (44%) and all students as well as African American students (61%) and all students. Both of these groups also had pass rates below both the division and state pass rates. Math - Our students with disabilities had a 59% pass rate in math. There is also an achievement gap between African American students (73%) and all students (85%).)Strategy #11: PBIS school-wide voice levels, hallway procedure/expectations, bathroom expectations, classroom, bus, playground, cafeteria, itinerant expectations, and problem solving will be implemented during class meetings in order to provide increased opportunities for teamwork, citizenship, and empathy in working together as a school community to increase order and positive behaviors in the school.Strategy #12: The Special Education schedule at Drewry Mason will include more inclusion when appropriate for the individual needs of the students involved. A communication form will be filled out each week for the upcoming week which includes topics of study and specific skills for specific groups of students or individuals to be shared with Special Education teachers, literacy support staff, and EL tutors. Strategy #13: 100% of teachers will integrate science and math as well as reading through content reading and classification / semantic mapping activities.Strategy #14: At the third absence, a student's teacher will make contact with the parent to let them know the child was missed and that we must work together to keep absences from accumulating so that absences stay well below 10 for the year. Budget Implications: ??There may be nominal costs associated with PBIS incentives - TBD.???Benchmark/Evaluation: ?Our student needs assessment data are reviewed and monitored regularly through school improvement meetings every other week. In addition, data is also tracked to ensure proficient and advanced levels of performance using the following: 1.Unit tests / Common Assessments (including benchmarks, Released SOL tests, skills assessments)Throughout the year – data meetings with principal three times per year (1st and 3rd nine week periods)PALS (K-3)Fall, Midyear, SpringFastbridge Intervention Team and Child Study studentsIntervention Team meetings monthly, Child Study meetings @ every 6 weeks, and weekly probes for identified studentsSRI 3-5August, October, December, MarchAttendanceMonthlyLucy Calkins Writing CheckpointsEnd of each unitMAP Assessments (1st-5th, Reading and Math)Fall, Winter, SpringVKRP assessment (kindergarten)Fall, SpringDSA Spelling AnalysisFall, Winter, SpringFastbridge interventions and probes for specific reading, math, and behavior skillsWeekly Probes after 3 interventionsEL monitor forms completed by teachersQuarterly (digitally with Ellevations program)After School Tutoring formative and summative assessmentsWeekly, second semesterComprehension Assessments from Reading Street SeriesWeekly 1st-5thPerformance Tasks in All SubjectsNumber depends on grade levelGolden Spatula Award, Golden Bus AwardTeachers track cafeteria behavior progress each day. The grade level with the highest percentage of meeting school-wide cafeteria expectations wins the Golden Spatula. Bus Drivers track daily bus behavior. Any bus meeting expected bus behavior for the week will be awarded the Golden Bus award. The bus/buses with the most Golden buses at the end of each nine weeks will be eligible for further incentive prizes. PBIS Incentive AwardsTeachers will keep track of the percentage of positive behavior. Students above a certain percentage will earn the incentive award each 9 week period. Those who do not earn the incentive will receive intervention lessons in targeted problem behavior skills. Guided Reading Follow-up Assessments / Fluency ChecksMonthly-Quarterly 2. Walkthrough data will indicate teachers following the 120 minute language arts/reading and 90 minute math schedule and implementing reading and math strategies with fidelity. 3. Walkthrough data will indicate Kindergarten teachers’ use of Concept of Word rhyme activities.4. Walkthrough data will indicate K-5 teachers’ implementation of Guided Reading, Word Study, 3-part objective use, student use of highlighting, formative assessment and feedback, and student use of manipulatives.5. Walkthrough data will indicate implementation of K-2 teachers’ use of Open Court.6. Administration and the instructional coach will collect student highlighting throughout the school year to give feedback to teachers as to highlighting implementation. Component 3 §1114(b)(7)(ii): Provide a description of schoolwide reform strategies that use methods and instructional strategies that strengthen the academic program in the school; increase the amount and quality of learning time; and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education.Evidence: Scientifically-based research strategies or activities that strengthen and enrich the academic program by: extending the school day; embedding reading and/or mathematics curricula into other instructional areas; or other strategies as appropriate. Include a description of how the reform strategies will be evaluated for effectiveness.Narrative: ??Multiple strategies based on scientific research are used to provide additional assistance to students failing or at-risk of failing core subject areas or SOL assessments as well as moving students toward advanced levels of performance. These include:Strategy #1: Teachers will hold after school tutoring for grades 3-5 beginning at least by January twice per week for students who need remediation in identified skills. (2 hours each week)Strategy #2: Teachers will utilize intervention / enrichment blocks in all K-5 classrooms 30 minutes daily. Strategy #3: Teachers will use small group instruction during math and reading daily with paraprofessional support for reading. Strategy #4: Teachers will develop lessons and align lesson goals with the Curriculum Framework.Strategy #5: EL services will be provided for identified students (30 minutes per day). Strategy #6: Teachers will use Reading A-Z and other trade books to provide cross-curricular connections to science and social studies. Strategy #7: Teachers and students in K-5 will utilize IXL Math and Language Arts. Strategy #8: Read 180 will be implemented by the reading specialist daily for 45 minutes with identified 4th and 5th graders. Strategy #9: PALS tutoring will be implemented in grades K-3 for identified students, 30 minutes per day outside of reading or math classroom instruction. Strategy #10: Fastbridge will be utilized to provide targeted interventions for specific reading and math weekly probes for students who are in the bottom 5th percentile according to MAP and those who are in Child Study.Strategy #11: Specific skills assessment progress monitoring in grades 3-5 will be utilized. This will include use of Dan Mulligan common formative assessments to adjust assessment for identified individuals. Strategy #12: Guided Reading Groups with support of Literacy Team (K-5, 30 minutes - 1 hour per day) will be implemented on a daily basis.Strategy #13: EL PEP Nights will be held throughout the year. Strategy #14: At least one Parent Involvement Night will be held for both Math and Reading. Strategy #15: Teachers will use differentiation of instruction for small groups and individuals. Strategy #16: The Instructional Coach will help support teachers with a variety of effective instructional strategies and analysis of data used to inform planning and instruction. Strategy #17: Teachers and/or Intervention Teams will refer students who are not making grade level academic or behavioral progress to the Child Study team. Strategy #18: During fall of the 2019-20 school year, teachers will use the Goal Setting form in MAP to help students to be aware of what strategies they will use to meet their goals. Strategy #19: All students will participate in STEAM lessons/projects throughout the school year to increase engagement in science, technology, engineering, arts, and math activities. Strategy #20: Students will read digital books on MyOn based on interest and reading level to practice and increase reading fluency and comprehension. Strategy #21: Teachers will conduct a STEAM fair to encourage student and parent investigation of science, technology, engineering, arts, and math. Strategy #22: PTA meetings – PTA meetings will take place and encourage teacher–parent-student communication and relationships. Communication and relationships between parents, guardians, and school staff will promote student achievement and a well-rounded education. Strategy #23: Lego Robotics Club and Coding Club for Girls after school to promote critical thinking, belonging, and STEM literacy. Strategy #24: BooLean Girls Club to encourage girls to get involved in coding and computing activities.Strategy 25: Crazy 8s Math Club will be offered to 3rd – 5th grade students as an after-school program. Strategy #26: Teachers in grades 3-5 will utilize mappers which tailors a tutorial-based program with guided practice to the student’s individual’ MAP scores, dependent upon areas of weakness as an ongoing intervention in the area of math. Budget Implications: ?????Benchmark/Evaluation (or related Indistar? indicators (if applicable): Data is tracked to ensure proficient and advanced levels of performance using the following:??Unit tests / Common Assessments (including Released SOL tests, benchmark assessments, skills assessments)Throughout the year – data meetings with principal three times per year (1st, 2nd, and 3rd nine weeks)PALS (K-3)Fall, Midyear, SpringFastbridge Child Study studentsWeekly probesSRI 3-5August, October, December, MarchAttendance for Robotics, Coding for Girls, Tutoring, PTAMonthlySTEAM Fair participationAttendance Sign-InLucy Calkins Writing CheckpointsEnd of unitsMAP Assessments (1st-5th, Reading and Math)Fall, Winter, SpringVKRP assessment (kindergarten)Fall, SpringDSA Spelling AnalysisFall, Winter, SpringEL monitor forms completed by teachersQuarterlyAfter School Tutoring formative and summative assessmentsWeekly, second semesterComprehension Assessments from Reading Street SeriesWeeklyPerformance Tasks in All SubjectsNumber depends on grade levelGuided Reading Fluency ChecksWeeklyCrazy 8s math Club progress reportWeeklyAdministration will check teacher lesson plans for inclusion of Lucy Calkins Writing Strategies. Administration and teachers will look for Lucy Calkins writing implementation during observations/walkthroughs in classrooms.Administration will check teachers’ guided reading lesson plans and observe guided reading group times to analyze use of differentiated reading strategies for student small groups.4. A list of students identified for after-school tutoring in reading and math will be given to administration at the conclusion of the second nine week grading period. During the 2019-20 school year, students identified for after school tutoring will be assigned specific interventions and show a mastery level of at least 75% on skills assessments after interventions for specific math and/or reading skills. Component 4 §1114(b)(7)(iii): Provide a description of schoolwide reform strategies that address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging state academic standards, through activities which may include—? Counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students’ skills outside the academic subject areas;? Preparation for and awareness of opportunities for postsecondary education and the workforce, which may include career and technical education programs and broadening secondary school students’ access to coursework to earn postsecondary credit while still in high school (such as Advanced Placement, International Baccalaureate, dual or concurrent enrollment, or early college high schools);? Implementation of a schoolwide tiered model to prevent and address problem behavior, and early intervening services, coordinated with similar activities and services carried out under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.);? Professional development and other activities for teachers, paraprofessionals, and other school personnel to improve instruction and use of data from academic assessments, and to recruit and retain effective teachers, particularly in high-need subjects; and? Strategies for assisting preschool children in the transition from early childhood education programs to local elementary school programs and, if programs are consolidated, the specific state educational agency and local education agency programs and other federal programs that will be consolidated in the schoolwide program. Evidence: Scientifically-based research strategies or activities such as student support services; behavior intervention systems; tiered systems of support; teacher recruitment and/or retention activities; or other activities as appropriate. Include a description of how the reform strategies will be evaluated for effectiveness.Narrative: ??Professional development opportunities will be job-embedded (coaching, video self-reflections, peer observations with feedback) and offered during faculty meetings, coaches’ meetings, reading specialist meetings, literacy team meetings, data conferences, vertical meetings, and grade level meetings.??School-based counseling including career education (for individuals and classroom groups) and TDT counseling services will be available for students on an on-going basis. Child Study will be a part of the tiered system of interventions listed in the strategies below. 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 recertification 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. Students in Virginia Preschool Initiative Programs (VPI) begin to transition to kindergarten during the last nine weeks of the school year. Preschoolers visit kindergarten classrooms in their school to join in activities with kindergarten students. PreK teachers and Kindergarten teachers plan 30-minutes sessions for preschoolers to participate in kindergarten experiences while kindergartens serve as models. Strategy #1: Students in need of therapeutic day treatment counseling will be referred for counseling services by their classroom teachers. Providers of TDT counseling within the school include Piedmont Community Services and Family Preservation. 3 Full time Therapeutic Day Treatment counselors serve students identified with behavioral and emotional needs each day. One case manager from Piedmont Community Services serves students at Drewry Mason. Strategy #2: 100% of K-3 teachers will participate in PALS Assessment Administration and interpretation in the fall of 2018, administering the PALS assessment to at least half of their students. All K-3 students will be assessed Fall, Winter, and Spring using Phonological Awareness Literacy Screening (PALS), and students who do not meet benchmark scores will be identified for interventions. Strategy #3: The VKRP assessment will be utilized in kindergarten to assess each student and determine literacy, math, and behavior/social needs. Strategy #4: During the 2019-2020 school year, all 1st-5th students will be assessed Fall, Winter, and Spring using the Measures of Academic Progress (MAP) assessment, and teachers will use the Learning Continuum report (Fall) to identify students in need of intervention for targeted skills. All students scoring in the 5th percentile or below on the reading and /or math MAP assessment will be identified for progress monitoring and Intervention Team. Strategy #5: During the 2019-2020 school year, teachers will document assigned interventions and results of interventions for the students from Kindergarten according to the VKRP assessment and 1st-5th in the lowest 5th percentile according to MAP reading and math results. Documentation will be kept in each teacher's progress monitoring notebook/folder to be reviewed each Intervention Team meeting by the team. Intervention Teams will meet to discuss students of concern, but especially the bottom 5th percentile according to MAP and teacher concerns in reading, math, and behavior skills according to classroom performance. (Tier 2 students) Strategy #6: During the 2019-2020 school year, all students with an LEP plan or who are at a monitor level according to WIDA and students with a home language form checked other than English will be assessed using the WIDA assessment or WAPT assessment. Students with a level 1-6 will be identified for an LEP plan and EL intervention.Strategy #7: During the 2019-2020 school year, students who do not show significant improvement from interventions measured and discussed during Intervention Team after a 6-8 week period and who have received Tier 2 interventions such as PALS, after school tutoring, or other interventions outside of class instruction will be referred to the Child Study Team and receive increased research based differentiated interventions three times or more weekly such as incremental rehearsal, and READ 180 instruction. The Child Study Committee (which includes parents/guardians) will meet every 6 weeks or more to track progress toward individual goals for identified students. (Tier 3 students) Strategy #8: In the fall of 2019, students in grades 3-5 will be assessed using the SRI and MAP assessments to determine those targeted for Read 180 reading intervention.Strategy #9: During the 2019-2020 school year, each Tier 2 student in Grades K-3 identified as needing PALS services, will receive 30 minutes of interventions each day in addition to core classroom instruction. Certain Tier 2 students in Grades 4 and 5 will receive 45 minutes of Read 180 instruction daily according to Fall 2018 SRI, Guided Reading assessments, and/or SOL spring 2018 results. Strategy #10: In grades K-5, the literacy team will work with reading/strategy groups within classrooms to differentiate lessons needed for growth. Strategy #11: Drewry Mason will utilize student teachers and practicum students from Longwood University, Radford University, Patrick Henry Community College, and Magna Vista High School. These students plan valuable lessons and activities for our students and interact with them in whole group, small group, and individually to help them progress. Strategy # 12: Drewry Mason uses a formal mentoring program for all first-year teachers and any teachers new to the building. Kristie Gardner is our mentor leader for the 2019-2020 school year. Strategy #13: The Special Education schedule at Drewry Mason will include more inclusion when appropriate for the individual needs of the students involved. A communication form will be filled out each week for the upcoming week which includes topics of study and specific skills for specific groups of students or individuals to be shared with Special Education teachers and literacy support staff. Strategy #14: Transition details for Preschool are as follows:● Shortening PK naptime towards the end of the year (kindergarten students do not nap)● In May of 2020, PK students will participate in Kindergarten classroom activities when they visit the K classroom.● Monthly PK meetings occur throughout the 2019-2020 school year, during which part of the meeting is devoted to developing new PK curriculum.● PK curriculum has been developed to better prepare PK Students for K. Budget Implications: ?????Benchmark/Evaluation: 1. Professional development training will always include teacher / staff sign-in sheets. A survey concerning staff development will be given to teachers in the winter of 2020 to gather feedback from teachers.2. The school counselor will collect all TDT counseling referrals. TDT counselors will give administration a list of students served throughout the year (beginning of the year, mid-year, and end of the year).3. Teachers will document responses to formative assessments and progress monitoring in a data notebook, shared with administration upon request and during individual data conferences after 1st, 2nd, and 3rd quarters.4. The literacy team will follow a set schedule for in-class and pull-out services. They will also document use of time through written lesson plans.5. Intervention teams will track reading, math, and behavior progress through progress monitoring in the Fastbridge monitoring program and monthly meetings where progress will be discussed using data collected and interventions will be created or modified to support students and teachers. 6. Mentor / advisor logs will be kept each month to log these activities / supports.7. 100% of EL students will receive a student progress report every 9 weeks. Teachers will document strategies to address identified weak areas for students who are below 60% (according to grades in English, math, science, or social studies) on the student goals report. ................
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