Virginia Department of Education Every Student Succeeds Act of 2018

Title I Schoolwide Plan Template

Division Name: Henry County Public Schools

School Name: Rich Acres Elementary School

Date: October 1, 2018

Select One: ☐ Initial Plan x Revision

The school will work to achieve and maintain full accreditation and continue academic improvement.

SMART Goal #1: By May 2019, students in grades 3-5 will achieve a pass rate of 85% or higher in Reading as measured by the Reading SOL assessment.

SMART Goal #2: By May 2019, students in grades 3-5 will achieve a pass rate of 90% or higher in Math as measured by the Math SOL assessment.

SMART Goal #3: By May 2019, 95% of K-5 students will show growth on the English (Reading) MAP test, and 50% of students will meet their RIT

goal in English.

SMART Goal #4: By May 2019, 95% of K-5 students will show growth on the Math MAP test, and 50% of students will meet their RIT goal in Math.

Evaluator’s Signature: _________________________________________________ Date: ___________________________

Administrator’s Signature: __Renee’ Scott_____________________________________ Date: _10/1/2018__________________________

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: Rich Acres has multiple interdisciplinary teams that regularly review data and at the beginning of the 2018-2019 completed a comprehensive needs assessment. The results are below.

Rich Acres met all benchmark scores for SOL tests results and is fully accredited during the 2017-2018 school year. There was one identified area of concern that RAE plans to closely monitor and address throughout the school year--the reading performance of black students and students with disabilities.

2017-2018 SOL Scores

Pass

Grade 5 Science 93%

Reading 83%

Math 89%

Previous SOL Data

Subject 2014-2015 2015-2016 2015-2016 2016-2017

English 85% 88% 88% 90%

Math 97% 92% 92% 88%

2017-2018 Spring Reading MAP Summary

Grade

Fall Off

Grade

Level

Fall

Percentage

Off Grade

Level

Winter

Off Grade

Level

Winter

Percentage

Off Grade

Level

% Met RIT

(Goal-50%)

Spring Off

Grade Level

Spring

Percentage

Off Grade

Level

% Met RIT (Goal-

50%)

K 23 66% 26 63% 70%

16

42%

69%

1 24 59% 26 60% 49%

19

44%

70%

2 25 57% 16 42% 59%

19

45%

70%

3 12 30% 13 32% 64%

10

26%

75%

4 11 23% 19 39% 29%

20

42%

28%

5 11 31% 12 33% 40%

9

24%

42%

2017-2018 Spring Math MAP Summary

Grade

Fall Off

Grade

Level

Fall

Percentage

Off Grade

Level

Winter

Off Grade

Level

Winter

Percentage Off

Grade Level

% Met RIT

(Goal-50%)

Spring Off

Grade Level

Spring

Percentage

Off Grade

Level

% Met RIT (Goal-

50%)

K 26 74% 27 68% 38%

21

55% 76%

1 26 63% 24 56% 58% 22

51% 55%

2 29 66% 28 67% 50% 26

62% 48%

3 25 63% 26 63% 38% 20

51% 67%

4 17 35% 28 58% 20% 26

55% 16%

5 15 42% 17 47% 31% 17

46% 39%

According to MAP data from the Fall of 2018, 58% of Rich Acres students are working below grade level in Math and 51% are working below

grade level in Reading. When comparing grades and their ability to close the grade level gap, the largest gaps exist in the Kindergarten – 2nd

grades.

Reading

Grade # of students tested # of students on grade

level % of students per off

grade level K 41 15—26 63%

1 43 23—20 47% 2 48 15—33 69%

3 42 24--18 43%

4 43 21-22 51% 5 42 27-15 36%

Math

Grade # of students tested # of students on grade

level % of students per grade identified

K 41 12--29 71% 1 43 19--24 56%

2 48 20--28 58% 3 42 14--28 67%

4 43 20-23 53% 5 42 23-19 45%

Strategy #1: All students will be screened using at least 3 research-based screenings to determine those at risk of failing or in need of

targeted interventions. Progress will continue to be tracked and monitored through disaggregation of data and reflective dialogue during

meetings of grade levels, subject teams, and instructional leadership teams.

Staff will participate in collaborative planning meetings to analyze and disaggregate data from the research-based screenings administered:

MAP (K-5), SRI/SPI (3-5), PALS (K-3), DSA (K-5), SOLS (3-5), Fastbridge (K-1, Intervention Team, and Child Study students), division writing

test (K-5), and WIDA ACCESS (K-5 LEP). Students will also be administered formative and summative assessments designed by grade levels

to track student progress and guide planning. Ongoing data conferences will be held throughout the school year. The bottom 5% of students

(2nd grade and all of K and 1st grade) identified by MAP and Fastbridge assessments will receive daily interventions and are progress

monitored weekly.

Students in grades 2, 3, and 5 will be screened using the SRI test. Identified students will be enrolled in the System 44 or Read 180 class.

Identified students will be tested four times per year to measure growth. Students in grades 2-5 will be administered quarterly benchmarks

to identify student weaknesses and areas of need.

The PALS assessment is administered in the fall, winter, and spring. Students not meeting the benchmark receive additional reading

intervention on the PALS assessment receives 2 ½ hours weekly of additional reading intervention PALS pull-out groups are differentiated

by grade, classes, and ability. Students are placed in groups based on their skill deficits according to their PALS Student Summary. PALS

groups work on sight word review, systematic work study, reading fluency, and comprehension.

All student data will be reviewed monthly by the SIP team to monitor student progress and make recommendations. Specifically, the SIP

team will closely monitor the reading progress of black students and students with disabilities. All individual teachers will have data

conferences with the principal at least quarterly.

Strategy #2: Rich Acres faculty will analyze Student Performance by Question (SPBQ) from the SOL test results, focusing on areas of need

from the tests individual teachers taught and also focusing on the areas of need of the current students. The staff will meet on a regular basis

to discuss and evaluate strategies used to target weaknesses. SPBQ data showed weaknesses Reading in the following areas: decode

multisyllabic words, locate information in a passage to answer questions, identify supporting details, demonstrate comprehension by

drawing conclusions, identify author's purpose, use context to determine meanings of words, determine the meanings of words from other

content, identify the main idea, understand the purpose of text structures, differentiate between fact and opinion, and determine the

cause/effect relationship. The data showed weaknesses in math in the following areas: Recognize and extend patterns, fraction models,

solve problems involving addition of fractions, solve multistep practical problems involving whole numbers, interpret line graphs, solve

multistep practical problems involving fractions and mixed numbers, and determine the measure of a given angle. This data will be reviewed

monthly at vertical team meetings to keep K-5 teachers focused on finding research based strategies to assist students in these areas.

Strategy #3: Reading is an area of weakness in which the staff at Rich Acres is focusing. Teachers in grades 2-5 are incorporating QAR

(Question Answer Relationships) to strengthen comprehension of all types of reading passages. The instructional coach is assisting teachers

in grades 2-5 develop TEI and higher level thinking questions to go with appropriate level texts for different reading groups. The staff

completed a book study on the Next Steps Forwards in Guided Reading, and all grade levels are utilizing a lesson plan for guided reading

groups. Teachers will select literature that is culturally appealing to black students to increase student interest in reading. PD is also being

provided to the reading assistants. Read 180 and System 44 in grades 4-5 are intervention programs being utilized for identified students

struggling in reading. To increase reading levels in the primary grades, the Guided Reading groups and Open Court in grades Kindergarten –

2nd will continue to be implemented with a focus on fidelity and 3rd grade will continue to strength their SSR and reading groups. Lucy

Calkins writing will also be implemented K-3. Word Study will be implemented with fidelity in grades K-5th. Teachers will plan together and

utilize the county-wide Curriculum Guide to plan, focusing on transfer goals and alignment.

Budget Implications: Fastbridge, MAP, PALS, Open Court

Benchmark/Evaluation (or related Indistar® indicators (if applicable):

Attendance Weekly K-5

Unit tests/common assessments (including benchmarks, released SOL tests, skills assessments)

throughout the year

K-5

PALS fall, midyear, spring

PreK-3

FastBridge

Weekly

Child study/Student support team K-1

Winter/spring

SRI

fall, midyear, spring

3-5

Writing Prompts (Lucy Calkins units)

quarterly

K-5

MAP Assessments

fall, winter, spring

K-5

DSA Spelling Analysis

fall, winter

K-5

EL and SPED monitor forms

quarterly

K-5

Comprehension Assessments from Reading Street series

weekly 1-5

Performance Tasks

varies based on grade level K-5

Open Court Phonics Assessments Weekly K-2

Running Records Monthly K-5

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: Rich Acres regularly monitors all student performance with attention to various subgroups. The SIP team, intervention teams, and grade level teams made adjustments to instruction as needed for various subgroups. The following is the performance of subgroups on the 2017-2018 SOLs.

Rich Acres Elementary met all FAMO benchmarks for the SOL test results for each of the Gap Groups in Reading and Mathematics.

2017-2018 Subgroup Data

Subgroup Reading Math

Asian TS TS

Black 73.68% 86.67%

Econ. Disad. 79.59% 87.88%

EL TS TS

Hispanic 90% 100%

SWD 73.91% 82.61%

White 87.72% 88.89%

Strategy #1: Child Study and LEP meetings will be held to collaborate and plan research-based interventions for identified

students. Child Study and Intervention Team meetings are an on-going process and are scheduled on the 2nd and 4th

Wednesdays of each month. During Child Study meetings, teachers collaborate to select interventions to help the child be more

successful. These interventions are conducted by the teacher three to four times a week, in 15 minute intervals for a six week

period. LEP plans and IEPs will include targeted plans for improvement in low areas of the ACCESS score or IEP goals,

respectively. Staff will participate in collaborative planning to determine differentiated instruction to meet the diverse academic

needs for each student.

Students identified through the Child Study or Intervention Team process at risk of failing or needing interventions will be tracked

and monitored using Fastbridge. The Child Study committee will reconvene at least every six-eight weeks to assess intervention data and decide the next course of action. They will continue to meet until the child either reaches Monitor Status or qualifies for Special Education Services. Strategy #2: The EL tutors or SPED teachers, classroom teachers, and administration will collaborate every 4.5 weeks to review student assessments, teacher observations, and other student data to determine additional interventions and strategies. Teachers will complete monitor forms for all IEP and EL students to document student progress. EL students will be monitored for specific WIDA ACCESS areas. Special Education students will be monitored for specific IEP goals. Strategy #3: Quarterly benchmarks in Reading and Math will be disaggregated by grade level teams to look for inconsistencies between various sub groups. The benchmark assessments will serve as formative data to help teachers adjust their instruction and review concepts as needed. The administrator will review data with individual teachers and teams of teachers to assist in providing suggestions for remediation and enrichment.

Budget Implications: Powerschool Assessment, Fastbridge

Benchmark/Evaluation (or related Indistar® indicators (if applicable):

Attendance Weekly K-5

Unit tests/common assessments (including benchmarks, released SOL tests, skills assessments)

throughout the year

K-5

PALS fall, midyear, spring

PreK-3

FastBridge

Weekly Winter/spring

Child study/Student support team K-1

SRI fall, midyear, spring 3-5

Writing Prompts (Lucy Calkins units)

quarterly

K-5

MAP Assessments

fall, winter, spring

K-5

DSA Spelling Analysis

fall, winter

K-5

EL and SPED monitor forms

quarterly

K-5

Comprehension Assessments from Reading Street series

weekly 1-5

Performance Tasks

varies based on grade level K-5

Open Court Phonics Assessments Weekly K-2

Running Records Monthly K-5

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: Rich Acres Elementary closely follows the state and county curriculum and works to improve alignment between the curriculum, instruction, and assessment. In order to help meet this goal, Rich Acres follows the recommendations of the VDOE and the Henry County curriculum staff when determining best practices in scheduling, strengthening curriculum, adopting programs and activities.

Strategy #1: After school tutoring will be offered in January for 3-5 students at Rich Acres Elementary. Teachers will use data

from MAP, PALS, Fastbridge, SRI, WIDA, Common Formative Assessments, etc. along with teacher recommendations to identify

students who need extra support with skills/strategies being taught in the content curriculum in Reading and Math and are

performing below grade level.

Strategy #2: Rich Acres Elementary School will continue to maximize instructional time during the 120 minutes ELA block of

instruction and 90 minute math block of instruction. Paraprofessionals will be carefully scheduled to assist teachers with

providing individualized and small group instruction. Writing across the curriculum (Lucy Calkins K-3) will be a focus for Rich

Acres as we work to better align writing across PreK-5. Reading assistants will be trained to implement guided reading groups.

Strategy #3: The master schedule at Rich Acres Elementary has 30 minutes of remediation and enrichment time built in during

the school day. Teachers will develop common formative assessments to identify areas of weaknesses and enrichment

opportunity during grade level meetings. RAE teachers will continue to collaborate to find ways to provide enrichment

opportunities and measure growth of all students as a point of emphasis. STEM opportunities are provided to all students

throughout the year.

Budget Implications: After-school Tutoring, After School Enrichment

Benchmark/Evaluation (or related Indistar® indicators (if applicable):

Attendance Weekly K-5

Unit tests/common assessments (including benchmarks, released SOL tests, skills assessments)

throughout the year

K-5

PALS fall, midyear, spring

PreK-3

FastBridge

Weekly Winter/spring

Child study/Student support team K-1

SRI

fall, midyear, spring

3-5

Writing Prompts (Lucy Calkins units)

quarterly

K-5

MAP Assessments

fall, winter, spring

K-5

DSA Spelling Analysis

fall, winter

K-5

EL and SPED monitor forms

quarterly

K-5

Comprehension Assessments from Reading Street series

weekly 1-5

Performance Tasks

varies based on grade level K-5

Open Court Phonics Assessments Weekly K-2

Running Records Monthly K-5

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: The goal of Rich Acres is for students to demonstrate academic growth as demonstrated by MAPS in English and Math. The percentage of students passing each SOL test should increase to (or maintain) at least 85%. Interventions will be conducted with at-risk students using strategies, such as guided reading and writing, Read 180/System 44, Marzano strategies, Dan Mulligan strategies, Moby Max, and IXL.

PALS tutors will work with individual and small groups of students that qualify based on benchmark scores. Students may receive

after-school tutoring in the Read 180 lab throughout the school year. Reading and math tutoring will be held in the spring for at-

risk students.

Using a triangulation of data, student growth will be determined by MAP, PALS, Fastbridge probes, DSA, SRI (3rd and 5th grades),

writing prompts/formative assessments, WIDA Access for ELs, and grade level common assessments and performance tasks.

Professional Development

Ongoing professional development is facilitated for classroom teachers, itinerant teachers, the guidance counselor, the reading

specialist, the instructional coach, the administrator, and paraprofessionals. Workshops, blogs, trainings, and conferences are

determined based on staff needs and overall needs of students. Professional development is designed to improve instruction for

the promotion of student success.

RAE staff will continue to participate in professional development concerning the utilization of data. Analyzing and utilizing

various forms of data will be a focus for the Rich Acres faculty. Various data will be displayed to be analyzed by instructional

teams to determine professional development needs and next steps. Individual data conferences will be held with individual

teachers to discuss their student data and determine differentiated professional development needs. Other professional

development that will be facilitated includes, but is not limited to, the following: guided reading groups, Lucy Calkins, writing

objectives, bullying, formative assessment, writing rubrics, performance tasks, writing across the curriculum, and professional

learning communities.

Monthly meetings will be conducted by central office staff with PK Teachers, Reading Specialists, Guidance Counselors, EL Tutors,

and SPED Teachers. Teachers will conduct weekly grade level and department meetings and monthly committee meetings.

The teacher leaders, the instructional coach, and administrative staff will observe and debrief differentiated lessons and provide

feedback to teachers. Data from lessons will be analyzed to provide professional development and learning opportunities that

support our division-wide differentiation initiative.

The Curriculum Team will work with Teacher Leaders and administrative staff to provide professional development in the areas

of differentiation, formative and summative assessment, video conferencing, feedback, growth mindset, writing, and the 4C’s.

The Instructional Coach collaborates with administration to plan and facilitate professional development for the whole staff and

small groups of teachers. The instructional coach then follows up with teachers to provide feedback on professional development

initiatives and provides the resources to use in their classroom. She also meets with grade level teams to plan and model best

practices.

Mental Health

Several local community resources will be provided to students and the surrounding community. Piedmont Community Services

will assist specific students outside the school that qualify based on home issues or school behavior issues. In addition, Piedmont

Community Services facilitates the “Too Good for Drugs” program in 4th and 5th grade. Pathways will assist specific students in

school and once a week at home that qualify based on school behavior issues. Donations will be made by staff to help families in

Henry County. The local fire departments, rescue squads will allow student field trips to their facilities and they will visit us to

share programs about safety at home and at school. County and city police and state troopers will visit several times a week to

conduct walk-throughs and interact with the families and students of Rich Acres. The mobile dentist, SMILES, will provide dental

services once during the year to any student whose family has requested an appointment. The Fontaine Ruritan Club will donate

to Rich Acres to support student incentives. They will also provide personalized books to first grade students. Rich Acres

Christian Church will provide acts of service once a month. Mercy Crossing Church and the Community Storehouse provide food

donations each weekend for identified students that are at risk of hunger. Rich Acres partners with the SPCA to provide

opportunities for students to interact with animals and facilitate pet therapy in the ECSE and ID (intellectual disability)

classrooms and Read to the Paw in the K-2 classes. The Virginia Museum of Natural History has provided scholarships to facilitate

educational science programs in the classrooms. All students receive free breakfast and lunch through the National School Lunch

Program. Students also receive free snacks through the Fresh Fruits and Vegetables Program.

PBIS

In addition to mental health, Rich Acres began a PBIS initiative this year. The PBIS team has identified important values and

character education materials. We have built the foundation of a tiered system of supports for students to encourage positive

behavior. The SIP team will review data from the PBIS committee and make recommendations as needed.

PreSchool

Students in the Virginia Preschool Initiative Programs (VPI) will begin to transition to kindergarten during the last nine weeks of

the school year. Nap times will be shortened significantly as the end of the year approaches. Preschoolers will visit kindergarten

classrooms to join in activities with kindergarten students. PK teachers and Kindergarten teachers will plan sessions for

preschoolers to participate in kindergarten experiences while kindergarteners serve as mentors. The visits will occur two times

per week for the first three weeks and then one time per week for the last three weeks. Students will participate in literacy

activities in the kindergarten classroom and PK teachers begin to use academic vocabulary in the classroom as they prepare

students for the transition to Kindergarten. Workshops will be hosted by the Preschool Programs to provide opportunities for

families to participate in academic events and provide them with skills to aid them in assisting their child(ren) at home with study

skills. Home visits will be conducted twice a year, at the beginning and at the end of the school year, to aid in the transition into

preschool and into kindergarten. Preschool Teachers will meet monthly to collaborate and develop new curriculum based on the

Virginia Foundation Blocks for Early Learning. The High/Scope curriculum will be utilized.

Students in fifth grade will begin transition into middle school during the last month of the school year. The band director of

Laurel Park Middle School will visit Rich Acres to discuss the band program and have student “play” instruments. Students will

visit LPMS in order to become familiar with the building, the administration, the counselors, and the 6th grade teachers. The 6th

grade principal will meet with and eat lunch with the 5th grade students several times in May. Families will attend a fifth grade

completion ceremony.

All students will be invited to attend a Back-To-School Night held in August. A Title I presentation will be made three times during

the evening. An iPad meeting will also be held three times during the evening to provide parents and guardians of students in

grades third through fifth information about iPad regulations and insurance. Students and families will be encouraged to visit the

respective teachers in order to learn information about the grade level and class in which the student will be enrolled.

Students entering Pre-K and Kindergarten will participate in a staggered enrollment process. The teachers work to orient

students to elementary school in small groups. Students will spend their orientation day learning the daily routines and

procedures.

Strategy #1: Based on walk through observation data, professional development will be provided to both individual and/or

groups of teachers. Administration, instructional coach, reading specialist, and SIP team will review observation data (Google

Form WalkThrough) and determine ongoing needs for professional development.

Strategy #2: Staff will participate in weekly collaborative planning and data conferences to analyze and disaggregate data from

MAPS, SRI/SPI, PALS, DSA, SOLS, Fastbridge, Interactive Achievement, Benchmarks, and WIDA ACCESS. In addition, vertical teams

will meet monthly to address school wide trends, data, and concerns and identify research based strategies to address school wide

weaknesses.

Strategy #3: Interventions will be conducted with at-risk (Tier 2) students using research based strategies, such as guided

reading and Lucy Calkins writing conferencing, SSR conferences, Read 180, Moby Max, and IXL. The instructional coach and

reading specialist will assist teachers in developing research based intervention strategies for struggling students targeting weak

skills in reading and math.

Budget Implications:

Benchmark/Evaluation (or related Indistar® indicators (if applicable):