Revision

Title I schools implementing schoolwide programs are required to develop schoolwide plans in accordance with Section 1114(b) of the Every Student Succeeds Act of 2015 (ESSA).  Guidelines for plan development include the following:

• The plan should be developed with the involvement of:
  • Parents;
  • Other members of the community to be served;
  • Individuals who will carry out the plan, including teachers, principals, other school leaders, administrators, paraprofessionals present in the school;
  • The local education agency;
  • To the extent feasible, tribes and tribal organizations present in the community; and
  • If appropriate
    • Specialized instructional support personnel;
    • Technical assistance providers;
    • School staff; and
  • If the plan relates to a secondary school, students and other individuals determined by the school;
• The plan should be available to the Local Educational Agency (LEA), parents, and the public; information in the plan should be in an understandable and uniform format and, to the extent practicable, provided in a language that parents can understand; and
• If appropriate and applicable, the plan should be developed in coordination and integration with other federal, state, and local services, resources, and  programs, such as programs supported under ESSA, violence prevention programs, nutrition programs, housing programs, Head Start programs, adult education programs, career and technical education programs, and schools implementing comprehensive support and improvement activities or targeted support and improvement activities under section 1111(d).

The ESEA requires four components to be included in the schoolwide plan. The template below provides a framework that may be used to develop and/or update a schoolwide plan. For each component, the narrative section in the template should be completed in sufficient detail to document how the component has been thoroughly and thoughtfully addressed. Schoolwide plans should be reviewed annually and revised as necessary to promote continuous improvement and to reflect the school’s initiatives to upgrade the entire educational program of the school.
To maintain focus, eliminate duplication of effort, and promote comprehensiveness, schools should operate under a single plan if at all possible. A school that already has a plan for school improvement might consider amending it, rather than starting over, provided that the existing plan was based on a comprehensive needs assessment and can be revised to include the four required schoolwide components. This template can be used by schools with existing Indistar® plans to reference indicators and tasks in the Indistar® plan that related to the schoolwide components.

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

Using Indistar®:

• Access the Title I Schoolwide Plan template from the “Complete Form” tab of the Indistar® dashboard.
• Provide a narrative response that describes how the school has addressed the requirements for each component;
• Where applicable, identify the indicator(s) and task number(s) from the school’s Indistar® plan that align with each required component;
• Click “Save” at the bottom of the form to save your responses; and
• Submit the plan to your LEA Division Contact by returning to the dashboard. Under the “Submit Forms/Reports” tab, go to the Title I Plans section, and select the Title I Schoolwide Plan “Submit” button.

NotUsing Indistar®:

• Access the Title I Schoolwide Plan template on the Title I website.
• 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 USED guidance on Designing Schoolwide Programs, Supporting School Reform by Leveraging Federal Funds in a Schoolwide Program, and Title I Fiscal Issues, can be accessed at the Title I website under Guidelines and Procedures/Federal Guidance.

A Virginia Department of Education presentation on Requirements and Implementation of a Title I Schoolwide Program can be accessed at:  http://www.doe.virginia.gov/federal_programs/esea/index.shtml.

 

Component 1 §1114(b)(6):
A comprehensive needs assessment of the entire school that takes into account information on the academic achievement of children in relation to the challenging state academic standards, particularly the needs of those children who are failing, or are at-risk of failing, to meet the challenging state academic standards and any other factors as determined by the Local Educational Agency.

 

Evidence: A systematic effort involving multiple stakeholders to acquire an accurate and thorough picture of strengths and weaknesses of the school community, thus identifying student needs through a variety of information-gathering techniques. A data analysis summary must be included which incorporates benchmarks used to evaluate program results. The results of your data analysis must guide the reform strategies that you will implement to improve instruction for all students.

Narrative:

Braddock Elementary School staff members engage in systematic data analysis and needs assessment led by the Administrative Team, Instructional Coach, and the Instructional Resource Teachers (i.e., Literacy, Math, Technology, ESOL, and Special Education) throughout the school year. On a monthly basis, we analyze performance trends among demographic groups and potential factors both in and out of the classroom (i.e., Attendance, Behavior, ESOL levels, and students receiving Special Education and Advanced Academic Services).

Preliminary findings were shared with the Braddock Staff regarding grade level goals based on historical data trends but mostly focusing on the 2016-2017 school year data. During Open House, Back-to-School Night, and Parent-Teacher Conferences (held in October-November time frame), teachers share grade level expectations and goals regarding academics and school-wide/classroom behavior. Parents/Guardians are offered the opportunity to ask questions, offer suggestions, and give their perspective to the challenges they encounter in regards to being an active participant in their child's educational experience.  

Summary of Reading Data Analysis and Identified Needs:
For reading, a review of SOL, DRA2, and Universal Screening indicates that reading achievement is an area of concern. Although Braddock ES met the AMOs overall, with 64% of all students passing SOLs and 9 gap points for the various subgroups, 47% of students ended the 2016-2017 school year reading below grade level as measured by DRA2 text reading.

Specifically, a need was identified to help all students make accelerated progress towards grade level benchmark levels and to build independent application of comprehension strategies among students in grades K-5. Implementing all aspects of the Balanced Literacy Framework, including building students’ stamina for independent reading and writing, is the strategy we will use to accomplish this goal. Teachers will receive professional development, in-classroom coaching, and Collaborative Learning Time (CLT) support to meet this goal.

Summary of Mathematics Data Analysis and Identified Needs:
For mathematics, a review of the Math SOL indicates 67% of all students in grades 3-5 met or exceeded grade level benchmarks as measured by the Spring 2017 Math SOL. Braddock Elementary met the AMOs with 6 gap points among subgroups overall. However, 33% of the students did not meet grade level benchmarks.
Specifically, a need was identified to build students' knowledge and skills in problem solving; with a focus on multi-step problem solving using a variety of strategies to reach an accurate solution. Teachers are implementing a combination of the three structures for Math Workshop, with an emphasis on small group instruction. Teachers will receive professional development, coaching, and Collaborative Learning Time (CLT) support to meet this goal.

 
Budget Implications: Title I monies have been allocated for quarterly grade level data dialogue meetings and professional development such as Literacy Collaborative, Math Workshop, Responsive Classroom, etc.

 

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: Literacy Focus
Braddock Elementary School focuses on strengthening the core academic program (Tier I). Based on the data analysis and needs identified above for literacy, Braddock is committed to implementing a school-wide Balanced Literacy Model which includes Reading and Writing Workshop Model.  Within these workshops, teachers provide explicit instruction including modeling reading and writing to students, provide guided instruction, and engage students in independent reading and writing practice.  On a regular basis, Braddock teachers provide students with a variety of learning opportunities such as:

• Peer Conversation (i.e., talking with peers about their reading and writing)
• Authentic Writing (i.e., writing about their reading, content area learning, and writing for authentic purposes)
• Independent Practice (i.e., applying their learning across the content areas)
• Technology (i.e., using digital tools for reading and writing, including iReady intervention program)

Collaborative Learning Team Meetings (CLTs) occur weekly for instructional staff members. Within these meetings, grade level teams align their work and focus on big topics such as:

• Monitoring literacy instruction/pacing
• Deepening understanding of the POS/SOL
• Planning lessons using a common template
• Creating learning targets
• Developing and analyzing team level ongoing formative assessments

Additionally, grade level teams participate in on-site Literacy Collaborative professional development. Literacy Collaborative is designed to improve reading, writing, and the language skills of students through long-term professional development. School-based literacy coaches are trained in research-based methods and provide ongoing professional development throughout the school year so that teachers can continually implement research-based approaches in their own classroom. The goal of Literacy Collaborative is to increase student achievement, improve teacher expertise, and build school communities that are “rich in books and words”.

Literacy Collaborative incorporates all of the elements of effective schools to support improved literacy instruction and student achievement through:

• Providing a research-based instructional model that is language-based, student-centered, process-oriented, and outcome-based.
• Creating in-school and in-district leadership through the training and support of school-based literacy leadership teams, administrators, and literacy coaches.
• Establishing long-term site-based professional development for every member of the school’s literacy faculty.
• Helping schools monitor the progress of every student through systematized assessment, data collection, and analysis.

Narrative: Mathematics Focus
Braddock Elementary School focuses on strengthening the core academic program (Tier I). Based on the data analysis and needs identified above for mathematics, Braddock is committed to implementing a school-wide Math Workshop Model which emphasizes problem-solving through daily focus lessons, small group instruction (guided math groups), independent practice, and extension opportunities. On a regular basis, Braddock teachers provide students with a variety of learning opportunities such as:

• Peer Conversation (i.e., talking with peers about process and product)
• Independent Practice (i.e., applying what they have learned and building upon current knowledge)
• Technology (i.e., using iReady intervention program)

Collaborative Learning Team Meetings (CLTs) occur weekly for instructional staff members. Within these meetings, grade level teams align their work and focus on big topics such as:

• Monitoring mathematical instruction/pacing
• Deepening understanding of the POS/SOL
• Planning lessons using a common template
• Creating learning targets
• Developing and analyzing team level ongoing formative and summative assessments

Additionally, grade level teams are highly encouraged to take the Math Workshop course. Professional development is integrated into the weekly CLT meetings where the focus is on deepening teacher content knowledge in mathematics through coaching and data dialogues. Teams unpack standards (i.e., essential questions, enduring understandings, key vocabulary, etc.), and create common assessments for selected units of instruction.

Budget Implications: At Braddock Elementary School, Title I funds have been allocated to hire additional staff members (i.e., Math Resource Teacher, Literacy Collaborative Coaches, and an Advanced Academic Resource Teacher) to build teacher capacity. These instructional resource teachers support grade level teams by facilitating weekly CLT meetings that focus on unpacking standards, analyzing data, creating flexible groupings, etc. 
Additionally, student achievement will be closely monitored in all subject areas in a variety of ways including, but not limited to: exit tickets, formative assessments, division assessments, DRA2, and student interviews. This data will be analyzed regularly in CLTs to guide instructional decisions. Most student data will be housed in the Education Decision Support Library (EDSL). Grade level teams will document the work done in CLTs to strengthen Tier 1 instruction including unpacking content, lesson plans, creation of assessments, and an analysis of assessment data.

Benchmark/Evaluation or related Indistar® indicators (if applicable): The benchmark/evaluation indicator would be an increase in teacher knowledge, resulting in student academic gains in the areas of reading and mathematics.

 

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:

Through increasing the amount and quality of learning time, the Braddock staff will implement and focus on the following components for math and/or reading:

• Each K-5 class will continue to schedule daily at least two hours of language arts instruction and at least an hour and fifteen minutes of uninterrupted math instruction.
• The school has developed an attendance protocol to develop accountability and reduce the number of student tardies and absences.
• Annandale Tutors is a program to provide targeted students with mentors from Annandale High School. Mentors meet weekly with students to provide academic support, help students with social skills, and build relationships with students.
• Advanced Mathematics is offered in grades 1 through 5 to give students who require enrichment and advanced study early access to advanced math concepts.
• The Advanced Academics Resource Teacher facilitates problem solving strategy lessons in all classrooms and works closely with classroom teachers and specialists to identify and recommend students for all levels of Advanced Academics Program (i.e., Young Scholars, Differentiated Services, and Local Level IV Services).
• The Advanced Academics Resource Teacher has established a Young Scholars after school program where students are exposed to a variety of higher order thinking experiences that center around career exposure.
• The School Counselors facilitate lessons in goal-setting and self-regulation at least monthly in classrooms grades 2 & 3, regular group meetings for students who need additional social-emotional support, and conduct monthly Town hall meetings to develop and/or reinforce specific school behavior for students in grades 4 & 5.
• The School Social Worker coordinates with county and community services to identify and address family needs that support students’ availability for learning, including healthcare and nutrition. Clothing pantries are available at the school to further address immediate student and family needs.
• The School Counselors and Social Worker offer one-on-one and small group support for students who require support in managing situations of stress or anxiety.
• The school has connected with various businesses partners who are in the process of connecting with Braddock families through a variety of social programs (i.e., food, clothes, etc.).

Budget Implications: Appropriated funds were used to purchase additional staffing (i.e., PE, Music, Art, and Technology) to support collaborative learning time for grade level teams. Title I funds were used to purchase additional instructional personnel (i.e., Literacy Coaches, Math Coach, and Advanced Academic Resource Teachers) in order to build teacher capacity.

The focus of the CLT work is to strengthen Tier 1 instruction including unpacking content, lesson plans, creation of assessments, and an analysis of assessment data (i.e., academic, attendance, clinic, and behavior). During CLTs, student achievement is/will be analyzed and closely monitored in a variety of ways including but not limited to: exit tickets, formative assessments, division assessments, DRA2, and student interviews to guide instructional decisions. Student data is/will be housed in the Education Decision Support Library (EDSL), as well as our Braddock database. Student information is consolidated and shared with staff members on a monthly basis.

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

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

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

Narrative:

Braddock Elementary School staff is in its fourth year of Responsive Instruction. The Responsive Instruction Core Team meets weekly and consists of key specialists (i.e., Literacy Coach, Math Coach, Special Education Teacher, ESOL Teacher, School Counselor, Administrator, and a Classroom Teacher) who work collaboratively to assist the teacher in identifying best practices that could support students who are experiencing difficulty in the areas of reading, mathematics, and/or behavior. Each student is discussed and evidence based interventions that match the needs of the student are suggested, implemented over a 6-8 week, progress monitored, and documented in our Braddock RI Database.

Grade level teams meet regularly in their CLTs to review student academic data (i.e., data dialogues) and create intervention plans to meet the needs of students who are struggling academically. Through ongoing progress monitoring, grade level teams are able to create flexible groupings environments. Additionally, grade level quarterly data dialogue meetings are scheduled with the administrative team and the following occurs:

• Student action plan is created
• Parent conference is held

Braddock Elementary School believes in the home-school connection; therefore, we have two parent liaisons who support our Braddock community. The principal and parent liaisons host monthly parent coffees on a variety of topics (i.e., Understanding iReady, Understanding Interims & Progress Reports, What is ESOL?, Understanding Special Education, Homework Help, etc.). This forum allows parents to gain further clarification, deepen their understanding, ask questions, and meet other Braddock families. Additionally, Braddock also has a variety of daytime (i.e., Korean Early Literacy, Spanish Early Literacy, HIPPY Early Childhood Development, Chess Club) and evening (i.e., Family Literacy- Spanish, ESOL classes, Coding, KAST, Neighborhood Tutoring, Robotics, etc.) curriculum programs that are linked to our PTA meetings—boosting PTA membership.
Budget Implications: Title I funds have been allocated for quarterly grade level data dialogue meetings. At these meetings, student academic (i.e., iReady, DRA2, District Horizon Assessments, BES common assessments, and RI referrals) and office referral data (i.e., attendance, discipline, and clinic) will be closely monitored throughout the school year. A school team will analyze monthly data identifying trends and brainstorming possible solutions. Head Start/FECEP and Kindergarten entry data is also reviewed to help identify success of school readiness initiatives.
Additionally, Title I funds have been allocated to purchase supplemental parent liaison hours. These hours are used to support our students and their families providing supports such as:

• Parent workshops on topics such as Getting to Know Your Child’s School, Positive Parenting, Homework Help, Understanding Interim Reports/Progress Reports, and other prevalent student data.
• Regular opportunities for parents to learn directly from school staff about the school’s academic, behavioral, and social programming through Parent Coffees, etc.
• Participation in family learning events where parents learn strategies to support their child’s learning at home and have a chance to practice those strategies with their child, such as Partners in Print, Family Math Night, Family Science Night, etc.
• Access to parent resources in the school such as a family center featuring books, and check-out materials, as well as postings on parent classes, including adult ESOL classes.
• Opportunities to donate and access supplies donated by others such as school supplies, winter coats, weekend food resources, etc.
• Opportunities for outreach and training for targeted families in ways to help their children improve literacy and math skills.