Schoolwide Program Plan Template

Schoolwide Program Plan Template

St. Mary’s County Public Schools

2016-2017

Title I Schoolwide Program Plan (One Year)

[TenComponentsof a Schoolwide Program - NCLB Section 1114 (b)(1)(A-J)]

School: George Washington Carver Elementary School

Schoolwide Program Plan Components Checklist

[Schoolwide Components NCLB Section 1114 (b)(1)(A-J)]

All schoolwide program plans must be developed with the involvement of parents, and other members of the community to be served and individuals who will carry out the plan, including teachers, principals and administrators.Each school operating a schoolwide program must includeall ten components in their plan.After completion of the School Improvement Plan, please reference the page numbers of the ten required schoolwide components on this page.

Ten Components of a
Schoolwide Program / Plan
Pages / Ten Components of a
Schoolwide Program / Plan
Pages
1. A comprehensive needs assessment of the entire school based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards / 4 - 16 / 6. Strategies to Increase Parent Involvement
Such as family literacy services. / 24
2. Schoolwide Reform Strategies that -
Provide opportunities for all children to meet the State’s proficient and advanced levels of student academic achievement;
Use effective methods and instructional strategies that are based on scientifically based research that…
strengthen the core academic program
increases the amount and quality of learning time (before/after-school, summer programs, extended school year)
include strategies to address the needs of all children, but particularly the needs of low-achieving students and those at risk of not meeting state standards;
Address how the school will determine if such needs have been met. / 4-16 / 7. Plans for Assisting Preschool Children in the Transition from Early Childhood Programs to Elementary school programs.
(Such as Head Start, Early Reading First, Even Start, or a State-run preschool program)
*May also include assistance in the transition from elementary to middle school. / 21-22
3. Instruction by Highly Qualified Teachers
(Instruction by highly qualified teachers could feature a section of the plan that outlines the school’s strategies/timelines to ensure that all teachers and paraprofessionals are highly qualified. This could cross-reference the section on professional development, assuming that teachers were involved in course work and other activities that improved their knowledge in respective content areas—Ruth Grimes-Crump, USDE) / 17 / 8. Measures to Include Teachers in Decisions Regarding the Use of Academic Assessments
In order to provide information on, and to improve, the achievement of individual students and the overall instructional program. / 19
4. High Quality and Ongoing Professional Development for…
Teachers
principals
Paraprofessionals
(High quality and ongoing professional development could be something as simple as the school’s calendar year training activities and additional information that links professional development to the findings of the needs assessment and teacher quality efforts mentioned in schoolwide component #3—Ruth Grimes-Crump, USDE) / 23 / 9. Activities to Ensure that Students Having Difficulty Mastering Proficient or Advanced Levels of Academic Achievement Standards Are Provided Timely Additional Assistance
Shall include measures to ensure that students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance. / 20-21
5. Strategies to Attract High-Quality Highly Qualified Teachers to “High-Need” Schools
(The plan could include how Title I dollars are used as incentives for teachers and how the school and/or district recruits and seeks to retain HQT and Paraprofessionals—Ruth Grimes-Crump, USDE) / 19 / 10. Coordination and Integration of federal, State, and local services and programs.
*New Guidance as of May 2006 pp. 47-55

NEEDS ASSESSMENT

A comprehensive needs assessment of the entire school based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards.(Component 1)

Core
subject / Assessment Used / Assessment data Profile by Grade / Identified needs
(include gender and subgroup gaps) / Factors Contributing to Root Causes / Root Causes
Reading
Pre Kindergarten
DIBELS
IRLA / Kindergarten
Intensive: 59%
Strategic: 12%
Core: 29%
Emergency: 11.1%
At-Risk: 43.3%
Proficient or Above: 43.3% / All students /
  • Students do not spend adequate time reading at their independent and instructional levels in school or at home
  • Students lack general and literacy concepts and vocabulary
  • Many students in subgroups lack motivation, modeling and encouragement for reading at home
  • Attendance for some individuals in need of intense intervention is a problem
  • Teachers are not trained in the use of supplemental instructional materials that are currently available
/
  • Students come to this grade level unprepared for MDCC Kindergarten content standards. Specifically, high frequency words, decoding skills, concepts about print, and reading process strategies.
  • Interventions: (Fundations, Road to the Code, LIPS, Seeing Stars, Imagine Learning, and Phonological Awareness in Young Children) need to be assigned to students who need them and implemented consistently

First Grade
Intensive: 43%
Strategic: 29%
Core: 28%
Emergency: 42.4%
At-Risk: 32.6%
Proficient or Above: 25.0% / All students /
  • Students do not spend adequate time reading at their independent and instructional levels in school or at home
  • Students lack general and literacy concepts and vocabulary
  • Many students in subgroups lack motivation, modeling and encouragement for reading at home
  • Attendance for some individuals in need of intense intervention is a problem
  • Teachers are not trained in the use of supplemental instructional materials that are currently available
/
  • Students need to have entered first grade having mastered Kindergarten content standards.
  • Interventions: (Fundations, Road to the Code, LIPS, Seeing Stars, Imagine Learning, and Phonological Awareness in Young Children) need to be assigned to students who need them and implemented consistently

Second
Intensive: 51%
Strategic: 23%
Core: 26%
Emergency: 31.4%
At-Risk: 41.9%
Proficient or Above: 26.7% / All students /
  • Students do not spend adequate time reading at their independent and instructional levels in school or at home
  • Students lack general and literacy concepts and vocabulary
  • Many students in subgroups lack motivation, modeling and encouragement for reading at home
  • Attendance for some individuals in need of intense intervention is a problem
  • Teachers are not trained in the use of supplemental instructional materials that are currently available
/
  • Students need to have entered second grade having mastered first grade content standards.
  • Classroom reading conferences must be focused on power goals.
  • Interventions: (Fundations, Road to the Code, LIPS, Seeing Stars, Imagine Learning, and Phonological Awareness in Young Children) need to be assigned to students who need them and implemented consistently

Third
Intensive: 56%
Strategic: 22%
Core: 22%
Emergency: 63.4%
At-Risk: 30.7%
Proficient or Above: 5.0% / All students /
  • Students do not spend adequate time reading at their independent and instructional levels in school or at home
  • Students lack general and literacy concepts and vocabulary
  • Many students in subgroups lack motivation, modeling and encouragement for reading at home
  • Attendance for some individuals in need of intense intervention is a problem
  • Teachers are not trained in the use of supplemental instructional materials that are currently available
/
  • Students need to have entered third grade having mastered second grade content standards.
  • Classroom reading conferences must be focused on power goals.
  • The interventions(Fundations,IRLA Toolkit, Targeted Skills groups) assigned to students who need them and implemented consistently
  • Students also lack proficiency in responding to higher order questions with support and evidence from the text.

Fourth
Intensive: 58%
Strategic: 16%
Core: 26%
Emergency: 44.4%
At-Risk: 47.8%
Proficient or Above: 7.8% / All students /
  • Students do not spend adequate time reading at their independent and instructional levels in school or at home
  • Students lack general and literacy concepts and vocabulary
  • Many students in subgroups lack motivation, modeling and encouragement for reading at home
  • Attendance for some individuals in need of intense intervention is a problem
  • Teachers are not trained in the use of supplemental instructional materials that are currently available
/
  • Students need to have entered fourth grade having mastered third grade content standards or previous grade level standards.
  • Classroom reading conferences must be focused on power goals.
  • The interventions(Fundations,IRLA Toolkit, Targeted Skills groups) assigned to students who need them and implemented consistently
  • Students also lack proficiency in responding to higher order questions with support and evidence from the text.

Fifth
Intensive: 48%
Strategic: 29%
Core: 23%
Emergency: 33.3%
At-Risk: 46.7%
Proficient or Above: 18.7% / All students /
  • Students do not spend adequate time reading at their independent and instructional levels in school or at home
  • Students lack general and literacy concepts and vocabulary
  • Many students in subgroups lack motivation, modeling and encouragement for reading at home
  • Attendance for some individuals in need of intense intervention is a problem
  • Teachers are still developing their knowledge ofsupplemental instructional materials that are currently available
/
  • Students need to have entered fifth grade having mastered fourth Grade content standards or previous grade level standards.
  • Classroom reading conferences must be focused on power goals.
  • The interventions(Fundations,IRLA Toolkit, Targeted Skills groups) assigned to students who need them and implemented consistently
  • Students also lack proficiency in responding to higher order questions with support and evidence from the text..

NEEDS ASSESSMENT (continued)

Priority Needs, Goals, Objectives, and Milestones

List the Reading/Language Arts Priority Need(s): The needs should align with the needs assessment.
  • Comprehension of Text: Increase the comprehension of text through the use of effective reading strategies, accountable talk, answering of higher order thinking questions with support and evidence and emphasis on reading skills (phonics).
  • Development of language and vocabulary skills
  • Reading of independent text by students
  • Understanding of the MDCCRS

Reading/Language Arts Goal: (Include each subgroup identified in the needs assessment): The goals should align with the priority needs.
  • Increase the school total of students reading at the IRLA targeted step level to 80%
  • Increase teacher capacity of strategies to model setting power goals, setting a purpose for reading, accountable talk, and written communication
  • Implement standards based instruction, formative assessment, and purposeful feedback to improve reading achievement
  • Work collaboratively to improve our conferencing skills
  • Implement a process to unpack the MDCCRS
/ Reference district’s Master Plan & Reading First, if applicable: N/A
  • Goal 1, Objective 1, Strategy 1: Implement a comprehensive, scientifically based and aligned literacy program, preK-8, that includes all of the components of Reading Firsts: phonemic awareness, phonics, comprehension, vocabulary, and fluency
  • Goal 1, Objective 1, Strategy 4: Implement, monitor, and evaluate a revised instructional support model to strengthen literacy instruction
  • Goal 1, Objective 2, Strategy 1: Implement, monitor, and evaluate a system of regularly administered formative assessments for reading and writing, PreK-8
  • Goal 1, Objective 3, Strategy 1: Supplement literacy program with resource materials
  • Goal 1, Objective 4, Strategy 1: Provide academic intervention to all students who are not yet proficient in reading and/or writing

Reading/Language Arts Objective:
All grades will show a 10 % improvement rate on DIBELS Next. This will show a decrease in the number of students who are intensive.
All students will show a growth of one year as measured by the IRLA from baseline.
Reading/Language Arts Milestones:
County Benchmark Assessments will be given throughout the year. The results of these assessments will be the springboard for further instruction and remediation.
In school assessments will be used to measure student growth of independent reading using IRLA.

NEEDS ASSESSMENT (continued)

Strategies and Activities

Reading/Language Arts Strategies/Activities (Component 2)
Schoolwide reform strategiesthat:
  1. provide opportunities for all children to meet proficient and advanced levels of student achievement;
  2. use effective methods and instructional strategies that are based on scientifically based research that –
strengthen the core academic program;
increase the amount and quality of learning time, such as providing an extending school year and before- and after school and summer programs and opportunities, and help provide and enriched and accelerated curriculum.
  1. address how the school will determine if such needs have been met.

Strategies/Activities / Person(s) Responsible / Timeline
Goal 1: Increase the comprehension of text
  • Implement and monitor effective reading strategies during the whole and small group reading blocks
  • Analyze text responses to guide further instruction
  • Utilize resources from the comprehension tool kit
  • Utilize the strategies provided by the consultant, Katie Miller
/ All homeroom, special education, and unified arts teachers in grades pre-k through grade 5
Stiefvater
Ryan
Lowery
Shepard
Hale
Donmoyer
Miller
Ridgell
Weeks
Maupin / Weekly basis with grade level team and monthly during collaborative planning with administrative teamto discuss data and implementation
Goal 2: Development of language and vocabulary skills
  • Emphasis and use of materials such as LIPS, Seeing Stars, Verbalizing and Visualizing, and Wilson
  • Consistency in use of Fundations
  • Mastery of key vocabulary
  • Word Work Block
/ All homeroom, special education, and unified arts teachersin grades pre-k through grade 5
Stiefvater
Ryan
Lowery
Shepard
Hale
Donmoyer
Miller
Ridgell
Weeks
Maupin / Weekly basis with grade level team and monthly during collaborative planning with administrative team to discuss data and implementation
Goal 3: Reading of independent text by students
  • Students will read 30 minutes at school daily
  • Encouraging of students to read for 30 minutes at home at their independent level
/ All homeroom teachers in grades k-5.
Eichel
Mingo / Daily monitoring of students’ reading habits through SchoolPace
Goal 4: Understanding of the Common Core / All homeroom, special education, and unified arts teachers in grades pre-k through grade 5
Stiefvater
Ryan
Lowery
Shepard
Hale
Donmoyer
Miller / Monitoring of lesson plans and assessments
Use of Goal Book
Opportunities to review student work samples
Opportunities to unpack the standards
What evaluation will determine the effectiveness of each strategy/activity listed above?
The county assessments will be used to evaluate the effectiveness of these strategies. Comprehension of text will be measured using DIBELS Next as well IRLA. The School Pace program will be used to monitor the number of minutes a student is reading as well as the independent level they are successful with. Additional data will be collected concerning the mastery of the MDCCRS using IRLA as well.
Needs Assessment Mathematics
Core
subject / Assessment Used / Assessment data Profile by Grade / Identified needs
(include gender and subgroup gaps) / Factors Contributing to the Root Causes / Root Causes
Math / Counting Profile
Subitizing / Pre-Kindergarten / All students /
  • Lack of practice of counting prior to school
  • Lack of number name knowledge prior to school
  • Lack of keeping track skills
/
  • Number names
  • Keeping track skills
  • Unit name
  • 1 to 1 corr.
  • Cardinality

Counting Profile
Subitizing
Fact Fluency / Kindergarten
Intensive:
Emergent: 50%
Proficient or Above: 50% / All students /
  • Lack of practice of counting prior to school
  • Lack of number name knowledge prior to school
  • Lack of keeping track skills
/
  • Number names
  • Keeping track skills
  • Unit name
  • 1 to 1 corr.
  • Cardinality

1st Grade:
At Risk: 64%
Intensive/On: 32.6%
On: 3.4%
2nd Grade:
At Risk: 64%
Intensive/On: 34.9%
On: 1.2%
3rd Grade:
At Risk: 52.5%
Intensive/On: 42.6%
On: 5%
4th Grade:
At Risk: 51.7%
Intensive/On: 33.3%
On: 14.9%
5th Grade:
At Risk: 23.6%
Intensive/On: 65.3%
On: 11.1% / African American/White
Special Education/Regular education / Overall
  • Lack of number sense
  • Lack of fact fluency
  • Inability to comprehend what the problem is asking
  • Lack of strategies to solve problem
  • Students struggle with ability to organize information
/ Overall
  • Not mastering Kindergarten skills
  • Non readers in 1st grade
  • Not mastering mathematical skills in the prior grade
  • Students reading well below grade level with minimal comprehension skills

Priority Needs, Goals, Objectives, and Milestones

List the Mathematics Priority Need(s): The needs should align with the needs assessment.
Computational fluency in all grades as defined by flexibility, efficiency and accuracy. Students are to attain that computational fluency through constructing own understanding and emphasis on problem solving in context. Students should show perseverance in problem solving.
Mathematics Goal: (Include each subgroup identified in the needs assessment): The goals should align with the priority needs.
  • Increase students’ number sense, base 10 sense, and ability to break down numbers (Subitizing)
  • Increasestudents’ mastery of computational fluency as outlined in the MDCCRS.
  • Increase students’ strategies to attack word problems.
  • Increase students’ mastery of fraction standards as outlined in the MDCCRS

Mathematics Objective:
  • Perseverance in problem solving
  • Subitizing
  • Fact Fluency
  • Base 10 understanding
  • Fractions

Mathematics Milestones:
Beginning, Middle and End of the year assessments (school system assessments):
  • County Benchmark assessments will be used throughout the year to measure student success
  • Unit assessments
  • Fact fluency tests

NEEDS ASSESSMENT (continued)

Strategies and Activities

Mathematics Strategies/Activities (Component 2)
Schoolwide reform strategiesthat:
  1. provide opportunities for all children to meet proficient and advanced levels of student achievement;
  2. use effective methods and instructional strategies that are based on scientifically based research that –
strengthen the core academic program;
increase the amount and quality of learning time, such as providing an extending school year and before- and after school and summer programs and opportunities, and help provide and enriched and accelerated curriculum.
  1. address how the school will determine if such needs have been met.

Strategies/Activities / Person(s) Responsible / Timeline
FASTT MATH- Students will be assigned to this program to build fact fluency. / 2nd – 5th grade classroom teachers, Special Education teachers, IRTs/Interventionist / Oct. - June
Do the Math –Students will be assigned to small group instruction based on need and pre assessment. All second grade students will work through one unit at the beginning of the school year. / 2nd – 5th grade classroom teachers, Special Education teachers, IRTs/Interventionist / Oct. - June
Counting Groups / K-3rd grade classroom teachers, Special Education teachers, IRTs/Interventionist / Oct.- June
What evaluation will determine the effectiveness of each strategy/ activity listed above?
Data will be used at team meetings to ensure the success. Further review of data from county assessments will be used to measure the effectiveness of these programs.

NEEDS ASSESSMENT (continued)

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