BaywoodElementary School

Title I School Plan

2014 - 2015

  1. Comprehensive Needs Assessment
  1. School Wide Reform Approaches
  1. Highly Qualified Professional Staff
  1. Professional Development for All Professional and

Paraprofessional Staff

  1. Strategies to attract highly qualified teachers
  1. Strategies to Increase Parental Involvement
  1. Strategies to Assist Preschoolers in Making the Transition to Elementary School
  1. Teachers As Decision Makers in Using Assessments
  1. Timely and Effective Educational Support
  1. Coordination and integration of Federal, State, and local services and programs
  1. Comprehensive Needs Assessment

Testing Data

Assessment Tool / Description / Desired Outcome / 2012 - 13
Data / 2013 - 14 Data
Virginia Standards of Learning / English
Grades Three, Four, and Five / 86% pass rate / 78% / 49%
Virginia Standards of Learning / Mathematics
Grades Three, Four, and Five / 85% pass rate / 56% / 33%
SOLAR / Reading and Math
Grades 2-5
9 week assessments / 85% mastery
by spring
testing / 60% Reading
64% Math / 52% Reading
44% Math
Istation Reading / English
Screening & Progress Monitoring
Grades K-5 / At least 85% of students on Tier 1 in April or May / 59% on Tier I / 60% on Tier I
PALS / Spelling/Reading Level
Grades K -3
Spring / 85% of students
meeting spring
benchmark / 91% / 80%
Attendance / Percent of Attendance / 94% average / 94% / 97%

BaywoodElementary Schooldid not meetthe benchmarks for Annual Measurable Objectives (AMO) for the 2013 - 14 school year, based the Spring 2014Standards of Learning assessment results. The school’s accreditation rating changed to accredited with warning in math and English.

According to the SPBQ data in reading, Demonstrate Comprehension of fictional and nonfiction texts are areas of need for students in grades 3 – 5. The following comprehension skills were identified as in need of being strengthened during the current school year:

% correct

Category 3rd 4th 5th

Using context to determine the meaning of words / 42
Using a graphic organizer to determine the sequence of events / 37
Identify important details in a passage / 37
Identify the purpose of a text element / 38
Compare characters, settings, and events / 26 / 42
Demonstrate comprehension by drawing conclusions / 47 / 58
Make predictions / 47
Summarize details from a passage / 37 / 26
Determine the effect from a given cause / 21 / 40
Identifying supporting details / 26 / 25 / 35
Apply knowledge of affixes / 50 / 55
Apply knowledge of prefixes / 42 / 55
Summarize supporting details / 26
Determine which question is being answered in a specific paragraph / 33
Identify appropriate heading for a given paragraph / 42
Identify which questions is answered in a given paragraph / 37
Identify how an author’s word choice contributes to the meaning of a phrase / 25
Summarize the content of a paragraph / 50 / 35
Determine which question is being answered in a specific paragraph / 33
Determine the significance of a title selection / 33
Identify figurative language in a text / 20
Determine the cause effect relationship / 20
Evaluate the resolution to the conflict in a narrative / 40
Identify supporting details / 35
Identify the summary of a passage / 45

In the area of math, the review of the data shows some similar areas of concern across grades 3 – 5 based on the results of the SOL assessment. The following math skills were identified as in need of being strengthened during the current school year:

% correct

Category 3rd 4th 5th

Compare fractions and mixed numbers, decimals with models, words, and symbols / 37 / 37 / 40
Solve problems involving fractions / 31
Subtract fractions & decimals using models / 23 / 32
Solve multistep problems involving estimation, sums, and differences of whole numbers (5th grade – fractions & mixed numbers) / 32 / 32 / 26
Solve practical problems that apply knowledge of multiplication / 32
Measure the perimeter of a polygon / 32
Read temperature to the nearest degree with varied increments / 42
Tell time to the nearest minute / 21
Apply estimation skills to find perimeter and area of figures/objects / 11
List outcomes of events / 16
Recognize the use of the identity and commutative properties / 26
Represent equivalent fractions using models / 8
Use the place value structure to compare whole numbers without models / 25
Solve subtraction problems with decimals using models / 17
Solve problems involving subtractions of fractions / 33
Find common factors of two numbers including greatest common factor GCF / 17
Identify equivalent measures using appropriate units for weight/mass / 25
Solve practical problems involving addition of fractions / 33
Identify representations of geometric figures, including polygons / 8
Interpret bar graphs / 25
Order a set of decimals and fractions / 11
Simply whole number numerical expressions using order of operations / 37
Use an open sentence to represent a mathematical relationship / 47

Math SPBQ Summary: An analysis of the data shows that our students need improvement in applying math concepts to practical and everyday problem solving situations. This includes whole numbers, fractions, decimals, patterns, and mixed numbers.

For grades K – 3, data will be utilized from the fall PALS assessment, istations, and STAR reading to drive instruction in reading. In math for these grades, the enVision math program’s assessment components will be used to aid in the identification of math curriculum areas that need to be strengthened with special attention being given to multi-step math situations.

Teacher:Student Ratios for Grades K – 5 are as follows:

Grade Ratio

Kindergarten / 1:19
First / 1:21
Second / 1:14
Third / 1:16
Fourth / 1:18
Fifth / 1:13

August 22. 2014

Additional staff includes:

Position Full-time Part-time

Principal / X
Special Education / X
Title I / X
Guidance / X
Librarian / X
Physical Education / X
Music / X
Speech / X
Occupational Therapy / X
Physical Therapy / X
Paraprofessionals (1) / X

II. School-wide Reform Approaches

Baywood’s school wide reform program for 2014 - 15 will consist of the following:

  • Scott Forseman Reading Series Including Response to Intervention
  • enVision Math
  • Phonemic Awareness and Literacy Screening
  • STAR Reading
  • Istation Reading
  • SOLAR Benchmark Testing
  • 21st Century After-School CHAMPS Program

Baywood’s reading program supports each of the five areas of instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Students will participate in an intervention program as needed from the classroom teacher, the Title I teacher, the resource teacher, and additional tutoring provided by certified part-time teachers. Phonemic Awareness Literacy Screening will be done for all students in kindergarten through third grade in the fall and spring. All identified students will be tested at mid-year. An intervention program will be provided for those students not meeting the benchmark that are set by the PALS program.

All students in kindergarten through fifth grade will participate in the Istation Reading Program which utilizes technology to monitor progress of reading skills as well as serving as a screening tool to identify students in need of additional services. All students in kindergarten through grade five are evaluated using the Istation Reading program to find their reading level. Istation Reading accurately determines ability levels in the essential reading areas of phonological and phonemic awareness, phonics, vocabulary, fluency, and comprehension. Once reading levels have been determined, Istation provides research-based effective reading instruction which integrates subject-area content with strategic reading skills. The five key reading areas are threaded carefully throughout with explicit, direct, and systemic instruction.

Benchmark assessments utilizing SOLAR testing in grades 2nd through 5th will be used to monitor and evaluate progress every nine weeks in the areas of reading and math in order to target items not mastered. Being able to monitor and evaluate student progress will be the strength of this program. This assessment tool will improve student instruction.

All students in kindergarten through fifth grade will participate in the Accelerated Reading Program and STAR reading assessment. The funding for the Accelerated Reading program is in question at this time. The librarian and school staff will implement an alternate reading incentive program should funding not be forth coming.

Envision Math will be utilized in K thru 5th grade. This research based math curriculum was co-authored by prominent mathematicians, researchers, and math educators. EnVision math provides for visual learning, procedural development and conceptual understanding. Intervention will be provided daily based on data and ongoing diagnosis of skill mastery. Students review previously taught skills before entering new content which is presented through guided and independent practice. Differentiated centers and assessments are built into the program as well.

A variety of interactive math websites will also be introduced that will reinforce math concepts and allow for the student’s natural exploration of math theory. These websites will be shared with parents through newsletters and through the 21st Century and Title I Family Nights.

The 21st Century CHAMPS Program will provide intervention and enrichment activities on Tuesdays, Wednesdays, and Thursdays from 3:30 to 5:30 each week. Approximately 55 of Baywoo’s’ students have signed up for the program. This program is staffed by highly qualified personnel.

  1. Instruction by a highly qualified professional staff

Baywood Elementary has a highly qualified professional staff. All the teachers at Baywood Elementary have a college degree from an accredited institution of higher learning and teach in their certified areas. Teaching certificates are available for parents to view and are available on the Virginia Department of Education website. Parents will be made aware of the parent’s right to know teacher qualifications and paraprofessional qualifications as stated in No Child Left Behind. GraysonCounty will adhere to the standards set by No Child Left Behind for hiring highly qualified teachers.All staff members are encouraged to pursue higher learning.

IV. Professional development for all professional and paraprofessional staff

During the school year the professional staff will continue to receive opportunities to attend in-services and conferences by utilizing the request to attend training procedures as set forth in GCPS policies and procedures. Examples of this include but are not limited to the following:

SVCTM Math Conference – October 2014

VirginiaState Reading Conference – March 2015

SOLAR Data Analysis of Benchmark Testing (Three times per year)

District Grade Level Meetings

Teacher Evaluation System of GCPS

Grayson County Public Schools also provide many in-house professional training experiences utilizing highly qualified staff to conduct the events.

In addition, professional development activities may be schedule at the request of a staff member or members when research driven data shows that improvement is needed in an area of instruction or in student mastery.

V. Strategies to attract highly qualified teachers

GraysonCounty remains committed to recruiting highly qualified teachers as outlined in No Child Left Behind. Being able to recruit graduates from nearby colleges such as RadfordUniversity, Emory and HenryCollege and OldDominionUniversity is strength for our school division. The area’s low crime rate and environmental quality provides another asset for attracting teachers to our area. GraysonCounty offers an affordable life style, recreational opportunities with the New River and Blue Ridge Parkway, and GraysonHighlandsState Park all close by.

VI. Strategies to Increase Parent Involvement

BaywoodElementary School provides for the meaningful involvement of parents and the local community in planning and implementing school improvement activities. Parents, students, and teachers will be asked to sign a school-parent-student compact enumerating each member’s commitments to the learning process. Reading and math family workshops will be provided with the assistance of the Title I Reading Specialist and coordinated with the 21st Century After-School CHAMPS program. Materials to use at home will be offered as well as home visitsper parent request. Newsletters are sent home monthly to all homes to offer ideas and activities for parents and students.

Parents will be involved in the Parent Advisory Council (PAC)meetings to provide them with input into the school wide program planning. Family activities are planned for parents and students that will include reading and math activities. Children attending the workshops will receive free books or other resources for their library at home. Title I will partner with the school’s 21st Century CHAMPS program in providing these educational events.

Parents have access to a school webpage. This online service is aimed at improving communication between parents, students, and teachers. Each schoolhas access to create a webpage, with news andevents pertinent to all students, parents, and staff. This allows parents to stay updatedon school events and news, as well as providing educational information parents can use at home.

Parental Involvement is also a goal of the BES PTO. Parent volunteers will be encouraged to help with school projects and other school activities.

The Title I program will send home a monthly newsletter to inform parents about how to help their children improve their academics. The in-house newsletter will be sent via school folders or email as BES attempts to Go Green. Information about local events such as happenings at the public library, state parks, etc. will be included to encourage parents and youth to “get outside and play” as research is showing that physical activity helps academic improvement.

VII. Strategies to Assist Preschoolers in Making the Transition to Elementary

School

Baywood Elementary will partner with the Virginia Preschool Initiative and thePreschool Special Education to provide materials and monthly newsletters to the families of the preschool students. The families will be invited to Title I workshops, author visits, magic shows, and other family programs. The Title I Parental Involvement Team will visit a preschool home if a visit is requested by a parent.

BaywoodElementary School will offer a summer Leap Ahead program, if funding is available. The program will give upcoming kindergarten students the opportunity to become familiar with the school, procedures, and the classroom teacher. Leap Ahead will be a two week transition program offered in the summer.

VIII. Teachers as Decisions Makers in Using Assessments

Teachers will be involved as decisions makers in using assessments. All teachers will examine assessment results such as Virginia Standards of Learning in Grades 3, 4, and 5, PALS screening, SOLAR and the Metropolitan Readiness test. The STAR Reading Program will be used to monitor reading levels. In-service willcontinue to be provided to give opportunities for teachers to improve their use of assessments to guide instruction and to align Virginia Standards of Learning with instruction.

Teachers will serve on the School Improvement Leadership Team to assist in the planning for reaching BES’ academic goals for all students.

Teachers will utilize Istation Reading assessment information to assist in planning differentiated instructions to meet student needs. Assessment data

will be monitored and instruction will be adjusted based on student mastery

of reading skills in the areas of phonemic awareness, phonics, fluency,
comprehension, and vocabulary.

.

IX. Timely and Effective Educational Support

Students in kindergarten through third grade will be assessed two times during the year using the Phonological Assessment Literacy Screening (PALS). Students who are identified will be tested mid-year. Students who do not make the benchmarks will be part of an intervention program provided by the Title I Teacher, special education teacher and the classroom teacher. The reading intervention program will consist of thirty minutes a day for five days a week. In addition, students in this category will be encouraged to sign up for the after school 21st Century program that meets three days per week. This program provides homework help and remediation/intervention.

Any third grade students targeted for assistance by the PALS assessment will have an individual acceleration plan developed with input from the classroom teacher, the parent, the principal, the student and the Title I teacher. This plan will be a joint effort by all involved. The special education teacher will be involved in the plan if the student also receives those services. A meeting will be held with the parents, student, and school staff to approve the final draft of the Acceleration Plan. The plan will be monitored monthly by the Title I teacher. One goal will be to have the student on grade level in reading by the end of the school year.

The Title I teacher will provide a math intervention program to students with the greatest need in kindergarten through grade 5as determined by the data matrix. In addition to the kindergarten through third grade reading intervention listed on the last page, identified students in grades 4 and 5 will also receive 30 minutes of reading intervention five days per week.

Istation, an online assessment program will be utilized to determine the students’ areas of weakness in literacy. The Title I teacher and the classroom teacher will provide support for this program.

Group and individual counseling will be offered to all students as needed.

Summer school instruction offered by the GraysonCountySchool system will be based on needs assessment from the classroom teachers with instruction from certified personnel.

Student academic assessment results will be provided to parents each six week grading period. Up to three times during the year Star Reading results will be sent home. Parent/teacher conferences will be held to keep parents aware of student achievement.

X. Coordination and integrationof Federal, State, and local services and

Programs

Baywood Elementary participates in the National School Free and Reduced Lunch Programs.

The Virginia Preschool Initiative and Special Education Preschool, both of which are located at Baywood Elementary have established a partnership with Title I enabling preschool families to be included in workshops, author visits and other Title I family activities.

PALS, an early intervention program to screen and provide instruction to K-3 is available to Baywood students.

The 21st Century CHAMPS After-School Program coordinates with the BES Title I program and 8 community partners to promote the academic enrichment of the Baywood students, parents, and community.

Adult Education information is available at open house, parent fairs, and parent workshops.

Title I School-wide Planning Team Committee Members

2014 - 2015 School Year

Chea Windhom, Parent

Wayne Horton, Parent

Julie Tucker, Parent*

Jennifer Huff, Parent