2017-2018 Title 1 Schoolwide Plan for Sugarland Elementary ... · written, taught, and tested...

Virginia Department of Education Every Student Succeeds Act of 2015

2017-2018 TITLE 1 SCHOOLWIDE PLAN FOR SUGARLAND ELEMENTARY

SCHOOL

1 Revised August 2017

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Loudoun County Public Schools

CONTINUOUS SCHOOL IMPROVEMENT PLAN FOR:

SUGARLAND ELEMENTARY SCHOOL

65 Sugarland Run Drive

Sterling, Virginia 20164

571-434-4460

https://www.lcps.org/sugarland

Principal: Dr. Gail Brady

Assistant Principal: Timothy Sparbanie

Stakeholder Input: (Check all that apply.)

☒ Teachers

☒ Building Administrators

☒ Central Office Administrators

☒ Parents/Guardians

☒ Community Members

☐ Business Partners

☐ Others (specify): _____________________

SCHOOL PROFILE/DEMOGRAPHIC INFORMATION

Model/Status for 2017-18 School Year Student Population Percentages for 2017-18

Total Enrollment: 551 Poverty: 395 (72%)

Attendance Rate: 95.8% White: 55 (10%)

Graduation Rate: N/A Black: 34 (6%)

Dropout Rate: N/A Hispanic: 395 (72%)

Accreditation Status: Fully Accredited Asian: 49 (9%)

Other: 19 (3%)


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Title I Model: Schoolwide Program (SWP),

Targeted Assistance (TA),

Not Applicable (N/A)

Schoolwide Program Special

Education:

54 (10%)

English

Learners:

391 (69%)

Gifted: 17 (3%)

FACULTY/STAFF

Grade

Level/

Content

Number

of

Teachers

Years of Experience by Content/Grade Level

New to

School (for most

recent SY)

0-3

Years 4-7 Years 8-15 Years

16 +

Years

General Ed. 25 5 9 5 5 1

Special

Education

6 2 0 2 2 0

Reading

Specialists

4 0 0 2 2 0

STEM Lab

Teacher

1 0 0 1 0 0

Instructional

Facilitator

1 0 0 0 1 0

ELL 11.5 5 4 2 1 5

Specialist

Teachers

10 1 0 7 2 3

Total: 58.5 13 13 17 13 9

Component 1 §1114(b)(6):

A comprehensive needs assessment of the entire school that considers 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.


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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.

Executive Summary

Curriculum Overview

Sugarland Elementary school offers an all-encompassing curriculum for its 551 students. Sugarland has evolved to meet the

needs of an increasingly diverse community. Our academic program includes English, Math, Science, Social Science, Art,

Music, Health and Physical Education, Technology, Library, and Counseling. Additionally, we offer programs that effectively

meet the varied needs of our students including Full-Day Kindergarten, Head Start, ECSE, Special Education (SPED), English

Language Learners (ELL), and FUTURA and SEARCH for Gifted and Talented.

Sugarland Elementary School follows the curriculum outlined by Loudoun County Public Schools, which is based on the

Virginia Standards of Learning. In addition to our K-5 general education classrooms, we also have an Early Childhood

Special Education (ECSE) program and Head Start. For the 2017-2018 school year, we will also offer a reverse inclusion ECSE

program with a composition of six students with disabilities and six students who are non-disabled. The programs are

federally funded and the curriculum is aligned with Virginia's Foundation Blocks for Early Learning and focuses on early

literacy and early math instruction, as well as developmentally appropriate social and behavioral expectations.


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K-5 Reading/Writing: Sugarland provides a balanced literacy program, which includes Reading, Writing, and Oral

Language based on the five components of reading instruction (phonemic awareness, phonics, vocabulary, fluency and

comprehension). Students participate in large group, small group, and independent activities during the two-hour reading

and writing block, which consists of the following: interactive read aloud, shared reading, guided reading, independent

reading, and small literacy groups. Students are instructed independently, in small groups, and whole group. Instructional

strategies vary, depending on the literary component and student needs. Differentiation and personalized learning are key

during the literacy block. Co-teaching occurs in classrooms using ELL and SPED teachers. Jan Richardson's "The Next Step

in Guided Reading," along with Lucy Calkin's “Reading Workshop” and “Writing Workshop” are used during the literacy

block. Spelling is based on “Words Their Way.”

K-5 Mathematics: Sugarland provides math instruction that best supports our learners through co-teaching with the SPED

and ELL teachers. Whole group instruction is used to present new concepts, and small group instruction is used to support,

differentiate, enhance, and teach for mastery of concepts. Teachers use a Guided Math model to achieve mastery of

concepts. Students are taught to process math by becoming problem-solvers, and to communicate, reason, and seek

solutions based on real-world problems.

K-5 Science: Sugarland provides students with inquiry-based science through STEM (Science, Technology, Engineering, and

Math) lessons and activities. Teachers co-teach with our full-time STEM Teacher, and provide many opportunities and

hands-on investigations that promote problem-solving and critical thinking. Given Sugarland's trend data, the need to

continue with STEM education is evidenced by the Science SGA results.

K-5 Social Science/Social Studies: Sugarland provides a variety of engaging, student-centered, hands-on, differentiated

learning opportunities that promote cultural diversity, critical thinking skills, and citizenship. Students learn about the world

around them and how it affects their lives. Field trips are used as a conduit to provide exposure and background

knowledge for students.

K-5 Art, Music, Physical Education, Technology, Counseling, and Library: Sugarland provides opportunities to develop skills

that enhance their creativity and development in these areas. All specialists reinforce the curriculum taught in the general

education classrooms, and help promote the development of the whole child.


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K-5 Special Education: Sugarland provides specialized instruction, for students who qualify, and support students’ instruction

with Individual Education Plans. Students also receive support within regular education classrooms during co-teaching.

Classroom teachers plan for the inclusion of special education students within the general education setting. Students, who

are gifted and talented, receive services through the processes outlined by Loudoun County Public Schools: FUTURA and

SEARCH. These services are delivered as weekly pull-out and inclusions services respectively.

K-5 Phonological Awareness Literacy Screening: Services are delivered by classroom teachers, reading specialists, and

PALS tutors, to provide support for all students who are identified as Tiers 2 and 3.

Evaluation:

In addition to the core instruction provided, all K-5 students are tiered based on the following assessment data:

Reading: (Grades 2-5 quarterly benchmark assessments; Grades K-5 PALS; and Grades K-5 DRA2)

Math: (Grades 2-5 quarterly assessments; and Grades K-5 Dreambox)

Behavior: (Grades K-5 discipline referrals; attendance; and tardiness)

Tier 2 students receive 30 minutes of intervention twice a week and Tier 3 students receive 30 minutes of intervention three

times a week. During “Power-up” time, students are provided enrichment and intervention through the use of blended

learning and small group, guided instruction in both reading and math.

All instruction is provided using a thorough 9-point lesson plan, written according to the State’s rubric, that ensures the

written, taught, and tested curriculums are aligned. Lesson plan feedback is given weekly by administrators, and

walkthroughs and observations are used to ensure execution of plans are done with fidelity. Teachers give feedback on

lesson plan development to one another during their weekly Collaborative Learning Team (CLT) meetings. Peer

observations are also conducted to allow teachers to observe best practices and offer positive feedback and suggestions.

On a quarterly basis, during Data Days, teachers unpack the standards using LCPS’s pacing guide, curriculum maps, VDOE

blueprints, and personalized and digital learning.


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Extended Learning Opportunities (Before, During, and After School)

Sugarland provides a variety of extended learning opportunities for our students, which occur before, during, and after

school. Activities are used for enrichment and remediation.

Before school hours, third grade students are offered an opportunity to work with seniors from Dominion High School in a

literacy reading partnership called Readers Are Leaders. Students work with third graders (once a week) to help build

fluency and foster a love for reading.

During school hours, students receive a variety of inclusion services and interventions from the Reading Specialists, ELL

teachers and Special Education teachers. Additionally, PALS Tutors work with students to build phonemic awareness. Fifth

grade teachers offer additional help (in reading and math) for students during Lunch Bunch, where students can eat lunch

while working with teachers.

Beyond the school day, students are offered numerous opportunities for remediation and enrichment. All students are

afforded the opportunity to attend both types of after-school activities. To prepare Tier 2 students for SOLs, students attend

SOL Club two days a week from October to April. Afternoon Adventure is offered to K-5 grade students to help build

literacy and math skills. Teachers in first and second grade also offer after-school tutoring for their students, as needed.

Learning opportunities are also extended through the weekend with Saturday Technology Club, which provides digital

learning in math and reading, and Saturday Science Club, which provides opportunities for fifth graders to engage in

hands-on experiments using the scientific method. Enrichment clubs includes: Lego League, Chess, Art Club, Chorus,

Soccer, Basketball, and Girls on the Run.


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Areas of Strength

English/Language Arts

English/Language Arts SOL Assessments in Grades 3-5, students demonstrated growth over a three-year period (74%, 85%,

89%). The achievement gap in overall student performance and gap group performance is significantly smaller at

Sugarland Elementary (SUG) than LCPS as a whole as measured by the SOL Assessments, Developmental Reading

Assessment (DRA2), and the Phonological Awareness Literacy Screening (PALS). This can be attributed to focused

instruction using the Pathways Balanced Literacy Framework as evidenced by weekly walk-throughs during instruction,

which documented the use of high yield strategies. In addition, weekly Collaborative Learning Team (CLT) meetings support

collaboration between multidisciplinary teams. Many additional services are in place to support struggling readers including

flexible intervention groups, after school tutoring, as well as technology based practice.

Math

Students in grades 3-5 have demonstrated (over a three-year period) growth in math proficiency, as evidenced by passing

rates on math SOL tests (81%, 88%, 95%). In addition, Student Growth Assessment (SGA) and Measures of Academic

Progress (MAP) also indicate performance gains /levels, although three-year data is not yet available from these data

sources. These findings can be attributed to the use of PowerSchool and other math technology applications, which

provide increased exposure and practice to math questions in a format similar to the SOL. Daily common planning time,

including special education and English language teachers, improve quality and cohesiveness of instruction, allow for

tailored/differentiated instruction, as evidenced by Power-Up, math workshop, co-teaching, and differentiated math

classes. Proactive communication with parents, such as the use of Move-Up Nights and the parent liaison, helps

tremendously with student outreach.

Science


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There was a trend of improving performance on the Virginia Standards of Learning (SOL) science test for fifth grade students

at Sugarland Elementary school for three consecutive years. There was a consistent trend of varied improved performance

between the school years of 2014 to 2017 as evidenced by passing SOL scores of 55%, 63%, and 88%. Students have also

shown improvement over the last two years on Student Growth Assessments (SGA) provided by the district, which

addressed science standards from fourth grade. This is attributed to the introduction of SOL retake tests, which were

implemented during the 2015-2016 school year for students who scored between 375-399. Teacher planning and schedules

have been modified to support fifth graders with review of fourth grade science skills and concepts and more time allotted

for fifth grade science instruction.

Social Science

The fourth-grade students at Sugarland ES have demonstrated, over a three-year period, a noted increase in student pass

rate on the Virginia Studies SOL test, (83%, 97%, 93%). There was a 4-point loss for the most recent year, while still surpassing

the state benchmark of 70. This can be attributed to a high level of student engagement as recorded in walk-through data,

and may be attributed to the maintenance of a consistent fourth grade team, common planning time and practices,

regular reinforcement of effort and consist recognition, and co-teaching among the fourth-grade team. It has been noted

when there is a teacher turnover rate of 0% (no teachers left the team) as seen within the fourth-grade teaching team, the

SOL scores and Final Grade Distribution performance increased.

Leadership and Governance

Sugarland Elementary School has demonstrated increased consistent communication with expectations for all stakeholder

groups over a three-year period by utilizing three data sources including walkthroughs, observations, and data analysis in

collaborative learning teams. Walkthrough data shows an increase in application or higher using Bloom’s Level as

evidenced by reflective questions. Consistency is created by the active engagement of administrators in all walkthroughs,

observations, and collaborative learning teams.

Professional Learning


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All staff attended required professional development based on the comprehensive needs assessment. For the past three

years there have been 158 reading related professional development opportunities, resulting in an increase in Reading SOL

pass rates in 2014-15 of 76% to 85% in 2015-16, leading to Sugarland no longer being accredited with warning in the area of

Reading. There have been 121 science related professional development opportunities, with an increased focus on

Science in the 2015-16 school year, resulting in increase in Science SOL pass rates in 2014-15 of 55% to 63% in 2015-16. This

can be attributed to the professional development being designed and implemented based on school needs.

Family and Community Engagement

Over the past three years at Sugarland Elementary School, opportunities for family engagement have increased. This can

be attributed to a more consistent delivery of the newsletter, opportunities to access the newsletter in print and online,

increased Connect-Ed communication in English and Spanish, teacher and staff awareness of the diverse needs of all

learners, and events that are purposefully planned to address the diverse needs of the school's population.

Safe and Orderly Environment

There has been an improvement in behavior of students over a three-year period as measured by a decrease in

suspensions (nine referrals in 2013-14, six in 2014-15, and three in 2015-16) and an attendance rate consistently above the

state benchmark of 95%. This can be attributed to school-wide implementation of PBIS (Positive Behavioral Intervention and

Support) practices supporting consistent expectations and rewards for good behavior.

Areas of Improvement

English

Data collected from the SOL assessments, DRA2 and PALS data, demonstrate there is a significant discrepancy between

the overall English/Language Arts performance when compared to LCPS as a whole. In SOL performance, there is a deficit

of 18 points; a 10-point deficit in PALS and a 25-point deficit in DRA. Furthermore, there is a lack of data to triangulate in the


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area of English/ Language Arts performance, which covers all grade levels. Additionally, there is inconsistency between SOL

data and the DRA2 data that may be related to VGLA alternative SOL assessments and retakes in contrast to all students

being tested in DRA2. Sugarland’s deficits in overall English/Language Arts performance can be attributed in part to the

high percentage of ELL and Title I students, which provides a greater need for systematic, explicit phonological and phonics

instruction for any reader not responding to the balanced literacy approach. Continued support for consistent, quality,

small group intervention for struggling readers is essential.

Math

Students in Gap Group 2, have demonstrated over a three-year period, a increase in math proficiency, as evidenced by a

increase in passing rates on math SOL tests. However, this finding cannot be fully corroborated, as Student Growth

Assessment (SGA) pass rates for the spring test shows an opposite trend over the previous years (32%, 53%). Due to the

newness of the Measures of Academic Progress (MAP) data, trend data is not yet available for comparison. This decrease

in performance may be attributed to transiency of the student population, low-economic status that affects parents’ ability

to support students’ academic needs at home, and low size of the Gap Group 2 population, which exaggerates the

impact of poorly performing students in comparison to the whole Gap Group 2 population.

Science

Virginia Standards of Learning scores in fifth grade science have shown improvement over the last three years (55%, 63%,

88%), as have scores in the science reporting areas. Student Growth Assessments have shown improvement, but not at the

state passing rate over the previous two years. Fourth and fifth grade student data did show mastery of concepts and skills

taught at those levels for the 2016-17 school year.

Social Sciences

Students in fourth grade have demonstrated fluctuation over the last three years, in performance on SOL tests in Virginia

Studies. From 2015- 2016, the scores showed a dramatic increase from 83 to 97. For 2017, the passing rate declined by 4

percentage points to 93% passing.


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Leadership and Governance

Sugarland Elementary School has demonstrated a lack of consistent follow-through among some staff in the use of higher

level Bloom’s instruction. Over a three-year period by utilizing triangulation of data, some staff members continue to

demonstrate the need to follow-through on the expectation for all stakeholder groups.

Professional Learning

Professional development in 2014-15 was primarily focused on reading, the area of improvement at that time, as evidenced

by seventy-eight percent of professional development being reading related while twenty-two percent was science

related. While the following two years reflected a near equal number of reading and science related trainings, and SOL

pass rates increased from fifty-five percent in 2014-15 to sixty-three percent in 2015-16, the three-year trend shows

inconsistencies resulting in science becoming an area of warning. Additionally, while the number of professional

development opportunities has increased, follow-up to implementation is not conducted and correlation of professional

development to student success is difficult to quantitate.

Family and Community Engagement

Our school struggles to find a way to quantify data to support the level of parent participation, engagement, and impact

on student learning. The school has requested a sign-in computer to regularly track volunteers and sign-ins at school and

PTO events.

Safe and Orderly Environment

There is inconsistent data entry and reporting that affects the number of referrals in the database.


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Attendance

The attendance rate for the school is 95.8%; however, the attendance for Asian students is at 85.9%. Efforts to improve

attendance and discourage family extended vacations during the school year are in place. One of these efforts is

recognizing classes that have 100% of their students each day via in school announcements and a visual hall display.

Climate Survey

According to the parent survey for the 2016-17 school year, seventy-six percent (76%) of parents feel that the school

communicates important information as compared to 91% overall for the county. Eighty percent (80%)of parents surveyed

felt the school provides a variety of ways for parents to be involved as compared to 93% overall for the county. Seventy-

seven percent (77%) of parents feel administration is responsive to parents and children as compared to 92% overall for the

county.

Summary of Data

Table 1 Overall SOL Testing Data 2013-2017

Table 1 displays SOL scores in reading, math and social science that show measurable gains over the last four years.

Science scores, however, had shown a steady decrease, until 2015-16, when an increase of eight points was achieved. In

2016-17, we made a 25-point increase in science which helped us achieve accreditation in all areas.

Testing Year Reading Math Science Social Science

Score Benchmark Score Benchmark Score Benchmark Score Benchmark

2012-13 63 69 74 66 74 70 90 70

2013-14 76 72 81 68 66 70 89 70

2014-15 74 75 81 70 55 70 83 70

2015-16 85 78 88 73 63 70 97 70

2016-17 89 75 95 70 88 70 93 70

Table 2 SOL Data for Gap Groups


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Table 2 shows that reading and math scores have continued to significantly improve for all gap groups. In addition, science

scores showed significant growth for Gap Groups 1 and 3 for the 2016-2017 SOL testing year. The science scores improved in

2016-2017 for all gap groups with significant gains.

Testing Year Gap Group 1 Gap Group 2 Gap Group 3

Reading Math Reading Math Reading Math

2012-13 52 57 52 62 48 53

2013-14 60 56 65 67 57 53

2014-15 58 66 61 68 53 66

2015-16 75 74 57 61 79 76

2016-17 86 90 77 87 88 92

Testing Year Gap Group 1 Gap Group 2 Gap Group 3

Science Social Science Science Social Science Science Social Science

2012-13 68 73 - 87 65 75

2013-14 53 75 47 71 60 75

2014-15 45 69 - - 38 72

2015-16 57 91 - - 56 93

2016-17 83 89 100 88 84 88

Table 3 Summary of Pass Rates on Grade K-2 Phonemic Awareness Literacy Screening (PALS)

On and Above Grade Benchmark 2014-2015 2015-2016 2016-17

Kindergarten- BM 81

All Students

81% 89% 88%

1st Grade- BM 35

All Students

71% 73% 79%

2nd Grade- BM 54

All Students

74% 72% 67%


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Table 4 Summary of Pass Rates on Grade K-5 Developmental Reading Assessment (DRA)

On and Above Grade Benchmark 2014-2015 2015-2016 2016-17

Kindergarten- BM 3

All Students

85% 81% 84%

1st Grade- BM 16

All Students

46% 46% 48%

2nd Grade- BM 28

All Students

52% 46% 40%

3rd Grade- BM 38

All Students

43% 38% 43%

4th Grade- BM 40

All Students

59% 57% 39%

5th Grade- BM 50

All Students

65% --- 63%

Tables 3 and 4 show that PALS and DRA data is inconsistent across all grade levels. While Kindergarten scores show

comparatively high achievement levels, this does not carry forward to other grade levels. DRA data shows there is an

average of 40 percentage point drop in scores from Kindergarten to first grade. There is a 8 percentage point drop in DRA

scores from first grade to second grade. While 39 percent of fourth graders met the end of year benchmark, 63 percent met

the benchmark at the end of fifth grade.


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Component 2 §1114(b)(6):

Provide a description of school-wide 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.

Reading

The overall pass rate in reading as measured by the PALS assessment in grades K-2 remained 78% for the 2017-18 school

year. An average of 22% of our K-2 primary students are still not meeting grade level goals for reading as measured by PALS

scores due to a lack of background knowledge, vocabulary development, and phonological awareness. According to

state SOL testing, students in Gap Group 1 improved from 75% passing in 2015-16 to 86% in 2016-17. There was a 20% gain in

passing for Gap Group 2, and a 9 % gain for Gap Group 3 on the SOL.

Math

During the 2016-17 school year, the overall student achievement in math improved by seven points, as measured by the

2017 SOL results. In addition, Gap Groups 2 and 3 have showed significant growth and have increased by + 26 and +16

points, respectively. Gap Group 1, however, has decreased by 4 percentage points. All students continue to benefit from

opportunities to participation in concrete, hands-on learning experiences to make math skills tangible and relevant.


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Science

The overall student achievement in Science in 2016-17 was a 88% pass rate, which is an 25-point gain from the previous

year. Over the prior two years, student achievement had not met the state benchmark of 70%. In 2015, the fifth grade SOL

pass rate was 55% in 2015, 63% in 2016, and 88% in 2017. Over the past three years, fifth grade had consistently achieved at

a pass rate approximately 30 points lower than the district rate of 82, and about 23 points below the state rate of 73, but

showed great gains last year. Gap group 1 increased from 57% passing in 2016 to 83% in 2017. There were no students in

GG2 for the 2016-17 school year. Gap group 3 students showed gains from 56% passing in 2016 to 84% in 2017.

Difficulty in applying science skills, responding to technology enhanced questions and comprehending content vocabulary

have given rise to the need for our students to have an opportunity for greater participation in concrete, hands-on learning

experiences.

Social Science

The overall student achievement in History/Social Science decreased by four points as measured by the 2017 SOL results.

During the past three years, student achievement fluctuated (73%, 97%, 93%). In the 2015-2016 school year, there was a

significant increase with a 97% pass rate. While the passing percentage did fall slightly, student achievement still surpassed

the state benchmark by 23%. Students in GG1 1 showed a slight decrease in passing from 91% to 89%. There were no

students in GG2 in the year 2015-16, but for 2016-17, 88% passed the Social Science SOL. Students in GG3 showed a small

decrease in passing from 93% to 88% from 2016 to 2017.

Strategies:

Sustain:

• Sugarland will maintain current Title I Reading Specialists.

• Lesson plans, which are aligned with SOLs, are reviewed by administration.

• Walk-through observations are conducted to provide staff with feedback concerning: student engagement, high

yield instructional strategies, co-teaching models, differentiation of instruction, and formative and summative

assessments.


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• Staff will facilitate a Kindergarten readiness assessment clinic to assess students before the school year starts to

develop classes that meet the needs of students.

• Staff will identify and then invite these students to attend after school remediation during the school year, and a

remedial summer program. There are also additional high-quality learning opportunities which include, but are not

limited to: Technology integration, SOL club, PALS tutors, and Saturday Computer Lab.

• Digital instructional resources include: Achieve 3000, Dreambox, Power School, Reading Eggs/Math Seeds, and RAZ

Kids.

• Teachers will receive training opportunities on reading and writing components (shared reading, guided reading,

read aloud, independent reading) and implement visual, interactive, content-related word walls.

• Teachers will continue to participate in Collaborative Learning Teams (CLTs) to unpack the reading and writing, math,

science, social science standards, create common assessments, and analyze data from common assessments as well

as proved strategic intervention.

• Master schedule will be developed to meet school-specific needs in the literacy, math, science, and social science

blocks create a dedicated school-wide power up remediation.

• We will strive for school-wide consistency in building math automaticity through the use of Dreambox, Xtra-Math and

Interactive Achievement (IA) with additional time provided for Tier 2 and 3 students, inclusive of all Gap groups.

• Continue STEAM lab as a co-teaching model to integrate vocabulary and application of math skills with emphasis on

skills in which our Gap groups show deficiency.

• Continue to build classroom libraries to provide a rich, variety of leveled texts. Texts should be at a myriad of reading

levels to provide each student with texts at his/her independent reading level. All genres of texts taught within the

Language Arts curriculum will be included in classroom libraries.

• Continue to build "Take-home Books" library program, which provides texts to students at their independent reading

level to complete home learning opportunities during the school year, as well as summer reading opportunities.

• Continue to provide struggling readers a collection of self-selected books to take home for summer reading.

Build:

• Teachers in K-2 will utilize a handwriting program for handwriting development.

• Staff will implement grade-level specific parent education nights on a quarterly basis.


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• Teachers will receive training opportunities on vocabulary development.

• Teachers' word walls will include words from math, science, and social science curriculums.

• Peer audits will be conducted at CLTs to ensure consistent inter-rater reliability of PALS across the grade levels.

Professional Development on accurate PALS administration and scoring will be provided in-house by the Reading

Specialist Team for all teachers.

• Offer math professional development on utilizing available resources in developing number sense.

• Offer opportunities for science professional development on utilizing available resources in developing Project Based

Learning and One to the World lessons.

• An additional number of technology devices is needed to ensure all students have access to a device, all day, every

day.

• Add additional books to summer reading collection.

Budget Needs:

• Adequate staffing

• Digital content (software programs) to be purchased

• Technology devices

• Texts for classroom libraries

• Texts for "Take-home Books" libraries

• Funding for professional development opportunities

• Professional reading materials

• Resources for Language Arts, Math, Science, and Social Science learning opportunities

• Staffing for after school clubs and activities for students

• Substitute coverage for data meetings and professional development opportunities

• Assembly costs

• Purchase additional books for summer reading

Evaluation:

• Measures of Academic Progress (MAP)


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• Power School (formerly Interactive Achievement)

• Phonological Awareness and Linguistic Screening (PALS)

• Developmental Reading Assessment (DRA2)

• Standards of Learning (SOLs)

• Student Growth Assessment (SGA)

• Quarterly Benchmarks

• Dreambox

• Achieve 3000

• Data Day Team Meetings

Component 3 §1114(b)(7)(ii):

Provide a description of school-wide 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.

Sugarland Elementary currently implements various methods and instructional strategies that strengthen the academic

programs in our school. For the school year 2016-17, an in-school STEM Lab was created as a means of providing our student

population with enrichment opportunities in science, technology and math in order to increase our science SOL scores,

which have not met the benchmark. Grade level teams collaborate with all other specialists (I.e. library, physical education,

art, music, ELL and Sp. Ed.) to foster a cross-curricular approach to learning. The Pathways Literacy model is currently in

place to support our students in using high level reading strategies with independence. Multidisciplinary teams (CLT) are

currently held on a biweekly basis to discuss and analyze student data in order to identify academic tiers. This is supported


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by a coordinated master schedule that allows for common planning time throughout the day for each grade level team.

The school takes on a Personalized Learning (PL) approach for all students to have access to individualized programs and

enrichment opportunities that support the curriculum. Sugarland also has included cross-curricular connections and the

inclusion of specialists to enhance classroom academics. Our teachers are required to provide lesson plans that include

the nine essential components that are directly aligned to Virginia’s Standards of Learning.

Strategies/activities that strengthen and enrich the academic program during the school day:

• Our LCPS curriculum is directly aligned with state standards.

• Students participate in the Pathways Model, a balanced literacy approach to Language Arts. This model includes

the following components: Guided Reading, Shared Reading, Read Aloud, Reading & Writing Workshop, and Word

Study.

• Mathematics instruction is delivered using the "Guided Math" model.

• Use of Personal Learning (PL) devices has increased the quality of digital learning time. The following academic

programs are used to support the curriculum: Power School, Achieve3000, Dreambox, Raz-Kids and Reading Eggs (for

Kindergarten only). In addition, students are provided the opportunity to complete research projects during Reading

Workshop and utilize the online resources and productivity tools. Students have access to the One Drive through LCPS

to complete group and individual projects. Personalized learning opportunities are part of the students' academic

day.

• Interactive websites such as Kahoot, Padlet, Quizizz, Math Playground are used to enhance our student’s quality of

learning.

• Master schedule was designed to maximize common planning amongst grade levels, fostering collaboration and

including supporting staff such as resource teachers and administration.

• Grade level teams use the CLT Model for meetings to allow for the creation of both formative and summative

assessments, detailed lesson plans emphasizing cross-curricular connections, and project-based learning (PBL)

activities.

• Administration provides immediate feedback to lessons observed during "walk-throughs."

• Grade level schedules are designed to integrate common blocks of Language Arts and Math.


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• The Co-Teaching model is utilized among classroom teachers, STEM lab, SPED and ELL teachers to support the needs

of all students to access the curriculum and provide differentiation.

• The STEM Lab is used by all classroom teachers as another way to differentiate and enrich the curriculum.

Strategies/activities that extend the academic program beyond the school day:

• Readers Are Leaders Morning Club with Dominion High School students

• Raising Education Achievement and Leadership (REAL) after school club

• Standards of Learning (SOL) Club

• Summer Lending Library

• Saturday Technology Club offers students access to technology.

• Saturday Science Academy offers students opportunities to extend their science knowledge

• Afternoon Adventure Club

• Robotics Club

• Math Club

• Chess Club

• Art Club

• Lego League

• Drama

• Chorus

• Sports related Clubs: basketball league and soccer league

• Girls on the Run (GOTR)

Budget Needs:

• Additional technology devices for student use to enhance our academic program for personalized learning

• Additional leveled and high-interest books to expand classroom libraries

• STEM Teacher (continuation)

• STEM Lab Materials


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• iReady

• Raz-Kids

• Achieve 3000

• Measures of Academic Progress (continuation)

• Additional texts to supplement summer lending library

• Substitute coverage for data meetings and professional development opportunities

Evaluation:

• Measures of Academic Progress (MAP)

• Power School (formerly Interactive Achievement)

• Phonological Awareness and Linguistic Screening (PALS)

• Developmental Reading Assessment (DRA2)

• Standards of Learning (SOLs)

• Student Growth Assessment (SGA)

• Quarterly Benchmarks

• Data Day team meetings

• I-Ready

• Achieve 3000

• Observation

• Walkthroughs

Component 4 §1114(b)(7)(iii):

Provide a description of school-wide 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:


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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 school-wide 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 school-wide 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.

Counseling: Counseling, school-based mental health programs, specialized instructional support services, mentoring

services, and other strategies to improve students’ skills outside the academic subject areas:


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• 1:1 Counseling is offered for students who are struggling with behavior, attendance, organizational skills or anything

that prevents them from being physically or emotionally available for learning. Incentive programs are designed to

support these students.

• The school counselor is present in the lobby every morning and afternoon for Check In/Check Out with students, as

needed.

• Counseling groups are held for identified children who need additional support in a variety of areas. These groups

meet weekly for 6-8 weeks. These counseling groups include but are not limited to: Social Skills, Self- Esteem,

Changing Families, Grief and Stress management.

• Young Men and Women Counseling groups are co-led with Loudoun County Mental Health counselors and are

offered to all fifth graders to support student decision-making and confidence as they transition to middle school.

• The school counselor teaches guidance lessons to every grade level bi-weekly. These include a variety of topics that

address the academic, career, and social emotional needs of students. Guidance lessons include, but are not limited

to the following:

1. Character education and problem-solving lessons for kindergarten to fifth grade.

2. Study skills guidance lessons for grades 3-5, providing agendas and information for student success

3. Refusal skills lessons, which encourage students on a path of good decision-making.

4. Career lessons are taught to students to support career goal setting and readiness.

• Counselor is a member of the Child Study Team working with parents and educators to support students who are

struggling academically and/or behaviorally.

• Counselor works with outside agencies to provide a variety of services for students, such as The Blue Ridge Area Food

Bank (BRAFB) which provides food for 290 families every week. Other business partners include, but are not limited to

Moms Against Poverty (MAP), The Birthday Club and the Gift of Sight programs.

• Raising Education Achievement and Leadership (REAL) is an after-school program which meets Monday through

Thursday all year. Loudoun County Mental Health provides this homework club for identified students in need of

homework support, refusal skills and mentoring.

• Strategies to improve students’ skills outside the academic subject areas include Drama Club, Chess Club, Girls on the

Run, Soccer Club, Basketball Club, Saturday Technology Club, Saturday Science Academy, and Lego League.


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School Wide Tiered Model for Behavior: 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.):

• The purpose of PBIS (Positive Behavior Interventions and Supports) is to promote positive behavior in our school,

establishing common language and consistent expectations school wide.

• PBIS allows the students recognition for positive, consistent, exemplary behavior.

• Professional development for PBIS support is provided at the beginning and middle of the school year.

• The PBIS team also offers professional development that is geared towards supporting school wide classroom

behavior expectations.

Professional Development: 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.

Sugarland Elementary maintains a focus on high quality, on-going professional development delivered through a variety of

platforms:

• The reading specialists, through a co-teaching model, offer modeling, co-teaching practices, observation, and

feedback to classroom teachers as they deliver research-based reading instructional practices. Additionally, the

reading specialists provide professional development followed up with classroom visits and feedback.

• The district based facilitator offers support to teachers in order to meet the needs of the school and individual teams.

• The school-based facilitator offers support to teachers in order to meet the need of individual students or the

classroom. One-on-one support is offered through resources, co-planning, problem solving, modeling, and non-

evaluative observations. In conjunction with the reading specialists, the school-based facilitator delivers literacy

professional development and provides follow-up and feedback after each session. The school-based facilitator

attends all CLT meetings and provides professional development in areas identified through the CLT meetings.

• A team of teacher leaders attended the Model Schools Conference in October 2016. While attending the

conference, teacher leaders attended workshops geared towards increasing and improving student achievement.

• The reading team attends professional conferences to improve instructional practices.


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• CLT meetings are held bi-weekly to collaborate instructional practices using data, to drive instruction.

• Pathways training is offered to assist with the implementation of a balanced literacy program to new and second

year teachers.

• First year teachers collaborate with Instructional Coaches to gain feedback on practices and address professional

development needs.

• The administration team will conduct critical conversations with staff to address noted deficiencies.

Parent Involvement:

• Parents as Educational Partners (PEP) - Two six-week sessions are held throughout the year, with meetings once per

week, for two hours each time. Each session includes offering school information in parents’ native language and

teaching English based on school information. This helps to facilitate communication between parents and teachers,

office staff, and administration. Childcare is provided free of charge.

• Parent Volunteers - Opportunities for parents to provide direct support in classroom and assist with clerical duties.

• Parent Nights are held to share data and elicit support for children.

• Back to School Night - Parents are invited to attend an evening session prior to the start of school. This provides the

opportunity to inform parents of grade level expectations, routines, and procedures.

• Open House - Students and their families have the opportunity to visit the school and meet with their classroom

teacher prior to the start of the school year. Students are given free school supplies according to their grade level

class list.

• Parent-Teacher Conferences - Every parent is invited to schedule a one-on-one conference including the child’s

teacher and resource staff where applicable along with a translator in the parents’ native language as necessary.

• Parent Liaison-The parent liaison is available to meet with new and existing families to serve as a bridge between the

family and the school. This can include working with the counselor to aid with emotional, behavioral, and best-

practice parenting support. Additionally, this person secures interpreters for all necessary situations within the school

environment including, but not limited to, IEP meetings, Child Study meetings, Parent-Teacher conferences, and

Parent Nights.

• Parents Invitations to Special Events - Parents are invited to attend performances such as musicals, plays, and

productions highlighting their child and his/her peers musical and artistic talents.


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• The PTO sponsors events throughout the year.

• Principal’s coffee - The principal holds coffee meetings with parents to address parent concerns.

• Kindergarten Orientation - This is an opportunity for parents of rising Kindergarteners to visit Sugarland and meet the

Kindergarten teachers, administration, and staff.

• Move-Up Nights celebrate current success and introduce parents to the academic expectations of the coming year.

Parents are provided with opportunities to help their children over the summer.

Efforts to recruit and retain effective teachers, particularly in high-need subjects:

• Administrators and staff participate in the interviewing process for new staff.

• Administrators attend yearly recruitment fairs at colleges and universities, including those with diverse student

populations.

• Administrators participate in LCPS- hosted job fairs, to include job fairs designed exclusively for special education and

ELL candidates, student teachers, and candidates for elementary education positions.

• As a division, vacancies are posted on the county website, and we advertise in the Washington Post for hard-to-staff

positions.

• As part of the effort to retain our highly qualified staff, our employees are provided support through the licensure

process, educational leave programs, coaching and mentoring resources, and differentiated professional

development opportunities.

Head Start and ECSE Preschool: 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 school-wide program.

• Early Childhood teachers and Kindergarten teachers collaborate to ensure a smooth transition into Kindergarten.

• Early Childhood classes visit Kindergarten classrooms during the last semester of the school year to observe routines

and practices.

• Transitional IEP's will be held for all special education students transitioning into Kindergarten.

Budget Needs:

• Reading Specialists


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• School Based Instructional Facilitator

• Kindergarten Orientation

• "Move-Up Night" expenses

• PBIS prizes and awards

• Professional Conferences geared toward our instructional needs

• Patrols

Evaluation:

• PBIS Survey

• Parent feedback survey for school wide events

• Teacher turnover rate

• Counselor Parent resource log

• Administrators participate in job fairs to recruit quality staff

• Teacher observations

• Walk-Thru data

2017-2018 Title 1 Schoolwide Plan for Sugarland Elementary ... · written, taught, and tested...

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