Grayson Highlands School

Title I School Plan

2014-2015 School Year

Introduction

  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 and Retain Highly Qualified Teachers
  1. Strategies to Increase Parental and Community Involvement
  1. Strategies to Assist Preschoolers in Making a Successful Transition into Kindergarten
  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

Introduction

Grayson Highlands School opened in August of 2010 as a Targeted-Assisted School. Since then Grayson Highlands has become a school-wide Title I school in order to better serve the needs of the students. The annual plan will be evaluated, reviewed, amended and revised as determined by the stakeholders during the review process.

I. Comprehensive Needs Assessment

Students’ Needs

Grayson Highlands School is located in the western and most mountainous area of Grayson County. The opening of the new school caused some anxiety among some of the students and their families, but students have adapted well to their new surroundings in subsequent years.

As of August 13, 2014Grayson Highlands School has an enrollment of 162 students in grades K-7. Sixty-nine percent of students in 2013-2014 received free or reduced school meals. With the loss of jobs in the county it is predicted that the percentage of students enrolled in the free and reduced meal program will continue to increase during this 2014-2015 school year. Data is not available at this time to determine an accurate percentage for the current school year.

The school participates in the Grayson County Schools attendance program which monitors student’s attendance and has both a school based and county-wide attendance committee to assist with any attendance issues.Our attendance rate for the 2013-2014 school year was 95.68%. Our goal for 2014-2015 is to increase this rate by 1.5% resulting in a 2014-2015 attendance rate of 97.18%.

Grayson Highlands School’s 2014-2015 accreditation status is “fully accredited,” having met all state benchmarks in English, Mathematics, History, and Science. However, G.H.S. failed to meet a few federal annual measurable objectives (AMO) in certain areas. These include:

  • “All Students” subgroup in English – A 69% pass rate was required; 66.26% achieved
  • “White” subgroup in English – A 75% pass rate was required; 66.66% achieved
  • “White” subgroup in Math – A 70% pass rate was required; 68.75% achieved

GHS conducts a minimum of four parent conference days during the school year and also communicates to the parents that they may request a conference at any time. Parents are also issued login information to PowerSchool to help them keep abreast of their children’s progress. Report cards and interim reports are sent home at the middle and end of each six-week period. In addition, the Multimedia class will publish a newsletter that will be sent home weekly on Thursdays.

The Grayson Highlands School Annual Plan will continue to strive to meet the goal of attaining the new Annual Measurable Objectives(AMOs) as set by The Commonwealth of Virginia for all students enrolled in the school. To achieve this, the staff is committed to utilizing the available data to drive instruction. This data includes:

  • SOL Data from Previous Years (Especially Student Performance by Question Reports)
  • SOLAR Data (Grayson County Public Schools’ benchmark tests)administered four times throughout the year
  • PALS Scoresadministered three times a year
  • Istation Reading Dataadministered monthly and or as needed
  • Dibels
  • TenMarks Math Data
  • Teacher Assessments
  • Teacher/Principal Observations

Reading Data:

Based on Istation Reading data for the 2014-2015 school years, students in grades K-3 demonstrated a need in the areas of alphabetic decoding, spelling, and text fluency. The April 2014 testing data indicated 68% of students in grades K-3 were functioning on grade level while 32% of students were identified as Tier 2 or 3 in overall reading.For grades 4 – 7, 61% of students scored Tier 1 and 39% scored on Tier 2 or 3 based on the April 2014 assessment.

According to the spring 2014 cumulative SOLAR benchmark, third grade students struggled in the reporting category “Use Word Analysis Strategies and Word Reference Materials.” Specifically, only 47.75% of our fourth grade students answered the question correctly regarding SOL 4.4b which dealt with the use and knowledge of roots and affixes. Sixth grade English students struggled in the reporting category “Demonstrate Comprehension of Fictional Texts.” Only 42.71% of the questions asked in this category were answered correctly. Seventh grade English students also found the reporting category “Use Word Analysis Strategies” difficult. Only 51% of the questions in this category were answered correctly. In particular, 47.86% of our students answered the question for 7.4c correctly. This question dealt with a student’s ability to identify and analyze figurative language.

Spring 2014 SOL data results also show the greatest need is in the area of Comprehension ofPrinted Materials. In all tested grades, the specific skills that are weakest are:

  • Identify important or supporting details in a passage
  • Compare and contrast information
  • Set a purpose for reading
  • Drawing conclusions
  • Making inference based on information contained in a text
  • Summarizes supporting details
  • Summarizes the content of a paragraph and/or supporting details
  • Determine the significance of title of a selection
  • Determining poets feelings in a poem
  • Determining main idea of an article or given paragraph
  • Use a graphic organizer to identify the sequence of events
  • Use context clues to identify the meaning of a word
  • Identify the author’s purpose for writing an informational text and locating information
  • Identify an appropriate heading for a given paragraph
  • Identify which question is answered in a given paragraph
  • Identify organizational structure
  • Identify an appropriate heading for a given paragraph
  • Describe how word choice contributes to the meaning of a text
  • Skim text to locate information
  • Locate information in a txt that does not support a given conclusion
  • Identify a fact from a text

SOL data results also show there is a weakness in the category Use Word AnalysisStrategiesand Information Resources in these skills:

  • Use content to infer the meaning of unfamiliar words
  • Apply knowledge of multi-meaning words
  • Using guide words on a dictionary page
  • Identify figurative language
  • Applying knowledge of roots and prefixes
  • Use context to infer the meaning of unfamiliar words
  • Apply knowledge of homophones
  • Define a word from another content area
  • Apply knowledge of dictionary

Math Data:

Spring 2014SOLAR benchmark data for grades 3 indicates a deficit in the “Computation and Estimation” reporting category (38.82% accuracy) and the “Probability, Statistics, Patterns, Functions, and Algebra” reporting category (38.9% accuracy). Math 4 students displayed a deficiency in the reporting category “Computation and Estimation” with a 50.62% accuracy rate. Math 5 struggled in the “Measurement and Geometry” reporting category (38.15%), Math 6 struggled with the Computation and Estimation reporting category (28.67%) and Math 7 students found the reporting category “Number, Number Sense, and Computation and Estimation” particularly difficult.

Spring 2014 SOL data results indicate the greatest needs in the reporting category Number andNumber Sense in these areas:

  • Compare fractions and mixed numbers using models, words, and symbols
  • Compare two fractions represented by models
  • Interpret the place value of each digit of a whole number and decimals
  • Identify list of fractions ordered least to greatest
  • Determine equivalent fraction and decimal number using models
  • Order a set of fractions and/or decimals and percents
  • Distinguish between prime and composite numbers
  • Evaluate an expression using order of operations
  • Round a number to the nearest thousandths and or a 7-digit number to a designated place
  • Determine the ratio
  • Compare numbers written in different forms
  • Evaluate expressions using order of operation
  • Represent numbers in exponential
  • Solve multistep problems involving decimals, addition of mixed numbers, division of fractions

In the category Computation and Estimation, the areas with greatest needs are-

  • Add and subtracting fractions
  • Solve multistep problems involving the sum/and /or difference of whole numbers
  • Solve problems involving addition of proper fractions with like denominators using models
  • Subtract two proper fractions represented by models
  • Identify a multiplication model on a number line
  • Estimate product of 2 whole numbers
  • Find quotient of 3 digit number and a 1 digit divisor/solve division facts
  • Interpret data from line graph
  • Apply order of operations to simplify expressions with whole numbers
  • Multiply fractions
  • Compare numbers written in different forms
  • Evaluate an expression using order of operations
  • Represent numbers in exponential and expanded notation

In the category Probability, Statistics, Functions and Algebra, skills to work on are:

  • Recognize use of distributive property
  • Identify the symbolic form of a quantitative relationship in given words
  • Recognize property of operations illustrated by a given equation
  • Recognize, describe and extend patterns in various forms
  • Calculate the median for a set of data
  • Determine the mean for a set of data
  • Determine the range for a set of data
  • Identify property of operations represented by a real number equation
  • Describe the best measure of central tendency
  • Determine the common ratio for a geometric sequence
  • Translate between the graphical and symbolic representation of an inequality
  • Use the Fundamental Counting Principle to determine the probability of compound events
  • Given an algebraic expression identify properties operations applied between steps
  • Represent relations with tables, graphs, rules, and words
  • Solve one-step inequalities and graph
  • Construct a sample space using a list to determine possible outcomes of a single event
  • Use words to express the relationship found in a pattern
  • Draw conclusions from data represented in a stem-and-leaf plot
  • Identify a variable in a given equation
  • Solve one step and two step linear equations
  • Apply or describe the experimental and theoretical probability of compound events

In the category Measurement and Geometry, skills to especially work on are-

  • Determine elapsed time given start and end time and or to the nearest minute within a 12-hour period
  • Identify equivalent measurements in the US customary system
  • Estimate measure of given angle
  • Identify specific type of angle
  • Determine the correct group of coins and bills to make change
  • Measure the perimeter of a polygon
  • Classify polygons based on their properties
  • Read temperature to the nearest degree on thermometers with varied increments
  • Identify the parts of a circle
  • Use properties to compare and contrast quadrilaterals
  • Identify a property of operations represented by a real number equation

Teacher-Student Ratios

Grayson Highlands School is fortunate to maintain a low teacher-student ratio. The ratios are as follows:

1

Kindergarten 1:19

1

First 1:20

Second 1:22

Third 1:20

Fourth 1: 21

Fifth 1: 14

Sixth 1:21

Seventh 1:16

Additional resources and paraprofessionals include:

Full Time

Principal Librarian/Gifted Special Education (2)

Paraprofessionals (2) Title I Resource (1) Nurse (1)

Secretary (1) Resource Officer (1)

Part Time

Band (1) Speech (1) Physical Education (1)

Guidance (2) Music (1) ESL (1)

Assessments, Planning, and Effective School Wide Discipline

Both formal and informal assessments will be analyzed and reviewed at least annually. Students’ I.E.P. and 504 plans are reviewed and amended as needed to provide the interventions and accommodations for testing to help them to be successful academically.

Teacher lesson plans document differentiation of instruction techniques utilized. Teachers are encouraged to utilize the input of their peers and the principal to help plan for the success of their students. The goal is to develop a Professional Learning Community approach to enhance the planning for the students’ academic successes.

The Child Study Committee meets and reviews student referrals for special education needs in a timely and effective manner.

In order to promote an effective and fun place for learning, Grayson Highlands School is participating in the Positive Behavior Intervention Supports (PBIS)program through T-TAC. The school completed the planning stages of implementing this program and it was fully implemented by the end of 2012 – 2013 school years. This program promotes a positive learning environment and celebrates students’ successes through a variety of activities, certificates, prizes, and other positive promotional activities. The staff has had additional training after one year’s implementation andused data from last year to update and improve the program for the 2014-2015 years. As part of this program students at Grayson Highlands School will participate in “morning meeting.” Morning meeting is a special time each day for everyone in each classroom to get together and build the bonds that make a cooperative community. Morning meeting was introduced during the 2012-2013 school year and will continue to be implemented at least three times a week in 2014-2015.

Curriculum and Instruction

GHS participates in the Grayson County Public Schools, School Board approved curriculum which reflects the Virginia Standards of Learning. Each teacher is given the pacing guide for his/her grade level which lists the SOLs to be taught and the essential knowledge the student will need to master in order to be successful. Teachers also have ready access to the enhanced scope and sequence and other information provided by the Virginia Department of Education.GHS staff participates in the writing and revising of pacing guides as needed. They also participate in the writing and revising of the GHS Annual School Plan.

GHS utilizes the approved textbook series adopted by the school board. Scott Foreman’s Reading Street series has been adopted for the next five years.In addition, the teachers are provided supplemental materials to assist in the teaching of the SOLs. These materials include items like Smart boards, interactive notebooks, workbooks, foldable activities, and a variety of manipulatives. The school also has a modern science lab for the students to use.

The core areas of the curriculum, reading, English, math, science, and history are supported by the school’s technology program. G.H.S. faculty, staff, and students are super excited to have been selected to pilot an exciting new programcalled "digital conversion." We expect that ultimately this initiative willpromote a fundamental change in the way our teachers teach and our students learn. Over the next three years, each student in grades 4-12 will be assigned a laptop computer to use both in the classroom and at home throughout the school term. The 2014/2015 school term will be considered a pilot year for this program, with laptops issued to students in certain schools and grade levels. While the laptops will be purchased by the school division, there will be a $50 annual Usage Fee to be paid by the parent for computer repairs and maintenance. For those families who can demonstrate financial need, there will be an application process for waiver or reduction of this fee. Parents and students will also be expected to sign a Responsible Use Agreement prior to receiving the laptop. In order to share information regarding this program, we held informational sessions for all parents and students in the pilot program on the evening of Open House, Monday, August 11, 2014 at 6:00 p.m. for (grades 4-7).

In addition, GHS has two computer labs and computers in each classroom to be utilized as tools for delivering instruction, remediation, and intervention lessons. A wide range of computer programs, websites, and lesson plans are available to the teachers, students, and parents through the internet. Wireless internet is now accessible to all students and staff at Grayson Highlands School.

Classes in music, physical education, and guidance are also provided by specialty teachers. These teachers communicate well with the grade level teachers and often reinforce SOL concepts in their specialty classes. The elementary art program was canceled due to budget cuts, but each teacher provides art lessons within their grade level setting. A former art teacher volunteers her time two times a week to enhance the student’s exposure to art. She also uses the kiln that was purchased as part of the art room when the school was built in 2010.

Another exciting thing at GHS is the plan to utilize the seven acres surrounding the school for an outdoor learning lab and recreational area. This project is in the planning stages. Approximately $20, 000 has been set aside for this purpose thanks to the combined resources of the School Board and PTO.During the 2013-2014 school year, bulldozing and grading was completed for the recreational area set aside for the ball field. We hope to have backstops and fencing for the ball field by the end of the 2014-2015 school years.

Instructional, Solar, iStation, and Sol data are studied to help improve the school’s instruction. This includes both formal and informal observations by the principal and peer observations by the staff. One area that is emphasized is the percentage of students engaged in a lesson. If the percentage is low a review is held to determine why. Lessons are adjusted to improve mastery and retention of knowledge.

Professional Development

Professional development needs are surveyed each year by Grayson County Public Schools through a Consolidated Needs Assessment Survey and a Teacher Professional Development Survey. The results of these surveys are used to plan for professional development. In addition, on-going technology training is offered through the school system.

With shrinking budget dollars, it is becoming more difficult to send all staff to a professional conference each year. GHS goal is to establish professional development on a continuing basis, in order to provide support to staff, which is critical to student success.

First and second year teachers are provided mentors through the Pathwise Mentoring Program. In this program teachers are paired with mentors within the school system and meet with them on an on-going basis.

Teachers are required to attend a minimum of two professional development opportunities and technology days during the school year. Lingo Networks, a contracted technology company, will be working with the county to plan these events. One was implemented at the beginning of school and the second will take place after the first semester.