Eastern Montgomery Elementary School
Eastern Montgomery Elementary School
Title I Schoolwide Plan
2015-2016
Developed by the EMES Reading Team:
Elaine Belay ______
Karen Cundiff ______
Karen Holtz ______
Tracy Rawles ______
Kate Stewart ______
Patty Thompson ______
Principal:
Miss Denise Elisa Boyle ______
Parent Representatives:
Mrs. Dendy Jones ______
1. Comprehensive Needs Assessment
1.1 Students at Eastern Montgomery Elementary School (EMES) will be selected to receive Title I services bases upon their results on a variety of assessment tools, as well as classroom teacher recommendations. These assessments include the Phonological Awareness Literacy Screening (PALS) for grades PK-3; the Virginia State Standards of Learning test (SOL) for grades 3-5; the Montgomery County Reading Benchmark assessments given twice per year to grades 3-5; and the Fountas & Pinnell Benchmark Assessment given two or three times during the year to students in grades 1-5 and twice, during the second semester, to students in kindergarten to determine their specific reading levels.
1.2 Eastern Montgomery Elementary School has a population of 526 students in Preschool through grade 5. Approximately 91% of our students are white, with 8% Hispanic, 1% multi-racial, and under .6% either Black, Native American, or Asian. 44 of our students, (8%), receive some type of special education services. 33 students (6%) are classified as ESL. 47 students (9%) are enrolled in the gifted program at our school. Due to our location in a low socio-economic region, 64.5% of our students qualify for free or reduced lunches. Title I teachers will consider the required subgroups as they analyze test data in order to plan appropriate groups and improve instruction.
1.3 All of our Title I and county-funded reading teachers will be highly qualified reading
specialists, each with a Master's Degree in Reading. All classroom teachers will also be highly qualified with professional teaching licenses for their grade level. Any paraprofessionals hired will meet NCLB qualifications and, if at all possible, will exceed these by having college degrees in Education. All Title I teachers will participate in at least one reading conference, seminar, or training session each year to insure that they remain current in their knowledge of literacy research and best practice, focusing on attaining skills to help meet the needs of our student population.
1.4 Parent surveys will be sent home near the end of the year with all students. The data collected will be tallied and analyzed by Title I staff. This information will then be utilized to plan parent and family events according to parent requests, needs, and suggestions.
1.5 After careful analysis of test data, as stated in our Comprehensive Schoolwide Improvement Plan, students who score below the test benchmarks, or are reading at least six months below grade level on the Fountas and Pinnell Benchmark Assessment, will be placed into small, flexible, homogeneous groups for 30 minutes of additional, daily, targeted instruction from Reading Specialists or special education teachers. First graders will also be given the Observation Survey to determine acceptance into the school's Reading Recovery program taught by three Reading Recovery-trained teachers, two funded by Title I and the other by Montgomery County. Title I, special education, and classroom teachers will utilize the Leveled Literacy Intervention program for the lowest readers in grades K-5. Other resources used will include leveled books, instructional games, and a variety of commercial and teacher-created literacy materials. Title I teachers will focus their instruction on the important skills proven by research to be basic to reading. These skills are phonological awareness, alphabet knowledge, fluency, word study, writing and comprehension. Instruction will be specifically targeted toward those areas shown to be weak or lacking based upon assessment results. Students will be re-assessed periodically, with groups changing according to student progress in the targeted areas. Reading aides will be hired as funds permit to assist in classrooms. The ultimate goal will be that all students read on or close to grade level, according to the Fountas & Pinnell Benchmark Assessment scale, by the end of the school year.
Our goal is that at least 75% of our 3-5 grade students will meet or exceed the passing score of 400 on the 2016 SOL Reading test. Another goal is that 75% of K-3 grade students meet or exceed the PALS benchmark. In the spring of 2015, 75% of our 3-5 grade students passed the SOL, up from 56% the year before. This was a huge improvement! 74.23% of our K-3 grade students met the Spring 2015 PALS Benchmark. Thus, we are close to our goal.
2. Schoolwide Reform Strategies
2.1 Data will be obtained using a variety of assessments, including the Phonological Awareness Literacy Screening (PALS) for grades K-3, the Virginia State Standards of Learning test (SOL) for grades 3-5, and the Fountas & Pinnell Benchmark Assessment. This data will be closely examined by the reading specialists to determine the best instructional groupings and methods of instruction for each child. Areas of greatest need will be prioritized and targeted for instruction. Student progress will be monitored throughout the year with running records, as well as classroom teacher consultations, and other assessment tools such as PALS Quick Checks, Mid-Year PALS, and county-wide Benchmark tests, given twice per year in reading. This tracking of progress will insure the highest levels of individual achievement in our students, since this continuing data will be utilized to provide flexible groupings of students and adjustments in our instructional focus according to student needs.
2.2 Title I teachers will utilize a variety of scientifically-based, research proven strategies in providing 30 minutes of additional, daily reading instruction in small, flexible, homogeneous groups to students who score below the test benchmarks, or are reading at least six months below grade level in reading. These students are failing to make appropriate academic progress or appear to be at risk of failing to do so. Research has pinpointed the areas of phonological awareness, alphabet knowledge, fluency, word study, comprehension, and writing as the essential components necessary for success in reading. Instruction by Title I teachers will include these areas, focusing on the areas shown to be weak or lacking according to the PALS, SOL, or Benchmark scores of each individual student. Research proven methods of reading instruction to be used by the Title I teachers will include: systematic, developmentally appropriate alphabet and word study lessons; repeated readings of familiar text; small group instruction with students of similar ability levels; echo, choral, and partner reading; guided reading; and reader's theater. Instruction will be assessment driven with materials on each child's instructional level. The supportive strategy of modeling, guided practice, and independent practice will be utilized. Comprehension will be improved with activities such as storyboarding, Fact/Question/Response charts, and the Question Answer Relationship (QAR) strategy. The Leveled Literacy Intervention program will be used by classroom and Title I teachers for the lowest readers in grades K-5. The computerized Istation reading program will also be provided for all students in our school. This program provides practice in reading fluency, vocabulary, and comprehension on each student’s reading level, with monthly assessments to provide feedback to teachers. Progress will also be measured using PALS Quick Checks, running records, and the Fountas & Pinnell Benchmark Assessment. At least eight first graders each semester will receive research proven, individual instruction in our Reading Recovery program. Progress will be monitored with daily running records.
2.3 The SOL and PALS test scores of all children in the school will be analyzed to determine any academic weaknesses or areas of need. Those not passing the benchmarks, as stated above, will be seen in small groups, of no more than six students, for 30 minutes daily by the Title I reading specialists. Students who passed by a slight margin may receive additional small group instruction with reading specialists as schedules allow. These students will be carefully monitored during the course of the school year, using county benchmark assessments, Fountas & Pinnell Benchmark Assessments, and classroom teacher consultation. Should they begin to fall below expectations, the Title I staff will work them into their schedules. SOL tutors and guidance counselors will also work with Title I and classroom teachers to meet the various needs of all students. End of the year PALS, SOLs, and Fountas & Pinnell Benchmark Assessments will be used to determine student progress.
3. Highly Qualified Personnel
3.1 All Title I and classroom teachers meet the NCLB definition of highly qualified. Each reading teacher has a Master’s Degree in reading, with an endorsement as a reading specialist. One is also National Board certified in Elementary/Middle School Literacy/Language Arts. Three of our reading teachers are Reading Recovery Trained. This training involves intense reporting and monthly training sessions, as well as a yearly professional development conference. The very lowest first grade readers are placed into a one-on-one program with these teachers for half of the year.
3.2 Paraprofessionals meet or exceed the NCLB requirements and are provided professional development by Title I teachers or other county personnel. We are often able to hire paraprofessionals with college degrees in education, due to the proximity of several local colleges and universities.
4. Attracting High Quality Teachers
4.1 Due to the proximity of several local colleges and universities, we tend to have an abundance of highly qualified teachers applying for jobs at our school. Our county offers the attractive benefit of paying the full cost of employee health insurance. Our county offers a mentor program and a formal training process for all new teachers in our district. The Title I Supervisor holds a yearly orientation meeting in the fall to cover policies and procedures. Title I teachers who are new to our school will be assigned a Title I mentor teacher and given training on our policies and procedures.
5. Professional Development
5.1 Each Title I teacher will attend at least one reading conference, seminar, or training session during the school year. This will insure that they remain current in their knowledge of literacy research and best practices. A variety of high quality professional development activities relating to the state standards will be offered to the certified staff. Paraprofessionals are also welcome to attend these training sessions. For example, in 2014-15, several reading teachers and instructional aides were given intensive training in the Leveled Literacy Intervention Program by our county LLI coach. New teachers will be trained on the Fountas & Pinnell Benchmark Assessment, PALS assessment, and the Leveled Literacy Intervention program, as needed.
5.2 Professional development activities are designed to provide the staff with tools to better meet the needs of our students. For example, on-going training for reading and classroom teachers in the Fountas & Pinnell Benchmark Assessment system has allowed all staff to better determine each student’s instructional reading level. Continuing support is also available for classroom teachers in the use of the Leveled Literacy Intervention program, which provides more intensive instruction to our lowest reading students. Our District also offers a variety of professional development opportunities each year for teachers. These workshops are evaluated by the teachers involved to determine how helpful the presentation was in providing better methods for meeting the needs of their students. Further professional development will continue to be based on the needs of our students and teacher requests for specific areas of instruction.
6. Parental Involvement
6.1 Parents and community members will have multiple opportunities to be actively involved in developing the schoolwide plan and strategies to increase parental involvement. Parental input will be obtained in the form of personal conferences, meetings, and written correspondence. Surveys will be conducted at the end of the school year to rate parental satisfaction with our program and gather input and suggestions for the following year.
6.2 At the beginning of each school year, in the Back to School Packet, all parents are given a copy of the Title I School/Parent/Student compact with specific expectations presented for each party in helping to further students’ academic growth.
6.3 The EMES Parent Policy, meeting Title I requirements, will be developed with input from parents. It will be available to all parents on our school web page. Parents will be invited to read the parent policy and provide input or suggest changes at the annual parent meeting. They will also be encouraged to become part of our Parent Advisory Committee or our District Parent Advisory Committee. Sign-up sheets for this purpose will be available at our Title I Information Meeting near the beginning of the year.
6.4 The Title I and classroom teachers in our school will strive to involve parents in their children's literacy growth in a variety of ways. This collaboration with parents will begin with the distribution of our School/Parent/Student Compact. Title I teachers will attend Meet Your Teacher Night to introduce themselves and the Title I Program to parents, and to hand out information on how to help children succeed in reading. In September, they will sponsor a Title I Information Night program in which they will explain the EMES Title I Program and provide tips on improving literacy. Books will be given to all children in attendance. Other parent programs will address issues requested by parents in the yearly Title I parent survey. Title I teachers will attend the EMES Fitness Night and Fall Festival, as well as other PTO programs to answer questions about reading and build relationships with parents. Title I teachers will participate in parent/teacher conferences twice a year, explaining students’ reading levels, and will make themselves available to parents through notes, email, and phone calls. Title I and classroom teachers will send home books on students' instructional or independent reading levels for practice at home to improve skills such as fluency and sight word recognition. Each child in our school will receive a free book of their choice for their birthday. Title I will sponsor a One School/One Book event in which each student will receive the same book to read at home with his or her parents. Daily trivia questions with prizes for each grade level will encourage students to keep up the daily home reading. The One School/One Book event will culminate with a family night program with prizes and activities to encourage literacy, based upon the theme of the book. Newsletters with literacy tips will be sent home monthly with all children in our school. Literacy DVD's with activity packs and DVD players, as needed, will be available by grade on a check out system to take home. Classroom teachers will keep parents involved and informed by holding two required parent conferences per year, sending home report cards each nine weeks, and sending home progress reports midway through each grading period. The EMES administrator will mail the SOL score reports to each child’s home.