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Pioneer Elementary School

Title I Schoolwide Plan (2017-2018)

         

Pioneer Elementary School Profile

Pioneer Elementary School is located in the southwest area of Suffolk, Virginia.  It is located in a rural setting off Route 58 that encompasses the Whaleyville and Holland Villages and a Suffolk Borough.  Pioneer Elementary opened in September 2015 as a Schoolwide Title 1 school. There are 641 students enrolled in Pioneer Elementary for PreK – Grade 5 for the 2017-2018 school year. The student population is comprised of the following ethnic groups:

A voluntary Majority to Minority transfer option is currently offered to students at Booker T. Washington Elementary, Mack Benn, Jr. Elementary, and Elephant’s Fork Elementary. Pioneer has a total of eighty five students who are participating in the Majority to Minority Transfer.

Special programs are being continued to increase student achievement during the 2017-2018 school year.  Speech Therapy, Title I reading, Gifted Program, Occupational Therapy, and Physical Therapy are offered at Pioneer Elementary.  Family Systems provides therapeutic behavior modification to increase their repertoire of social skills, anger management and ability to negotiate social situations to help students be successful in their school life.  

The staff at Pioneer includes:

28        Classroom Teachers                          12        Paraprofessionals                Teachers that are shared with other schools:

4        Special Education Teachers                  1        Counselor                        1        Gifted Education Teacher

4        Resource Teachers                           1        Academic Coach                1         Speech Therapist

1        Title 1 Reading Specialist                  2        Administrators                        1         Occupational Therapist

    

All of the instructional staff are highly qualified and certified in their teaching areas.  Teachers are committed and dedicated to educating students to meet their academic needs.  The use of cooperative learning, brain-based strategies, hands-on activities and differentiated instruction complement the learning experiences as evidenced by lesson plans and classroom observations.  

Mission Statement

Pioneer Elementary School, in partnership with the students, parents, and the community is committed to creating an active and safe learning environment that encourages student growth.  Our school is committed to providing high-quality instruction, nurturing student self-esteem, and respecting individual student differences.  

Vision Statement

We are a forward thinking school with a vision to create global minded students with the necessary critical thinking skills.  We are leading the way and preparing for the future.

The school seeks to fulfill this mission and vision by providing varied experiences and opportunities for its students and parents.  Activities include Talented Art and Music (fourth and fifth grade), Young Writer’s Contest, PTA Reflections, Accelerated Reader program, and Girls on the Run. In-school tutoring will be offered to students who are in need of reading and/or math remediation.      

Essential to the success of Pioneer Elementary School are its Partners in Education which include: Chick-Fil-A, Community Electric Co-Op, Holland Ruritan Club, Holland Masonic Lodge #256, Suffolk Fire and Rescue Engine #7, Whaleyville Ruritan, Laurel Hill United Church of Christ, Junior Achievement, Southwestern Alumni Association, Target Corporation, Johnson’s Florist, Family Harvest Church, Community Church, Hillcrest Baptist, Holland Baptist, Tidewater Agricultural Research, Holy Neck Christian Church, and Holland Holy Neck Civic League. They have volunteered their time to tutor, mentor, and participate in various events such as the SOL Celebration Day and Career Day.

A Student Achievement Assembly is held in June to recognize the students' accomplishments. Parents are invited to attend and join the staff in praising students as they receive certificates for perfect attendance and academic achievement. Family engagement opportunities are offered at various times of the year. All family engagement activities offer information, strategies, and appropriate supplies and/or books to support their child’s academic endeavors.  Pioneer Elementary supports activities to involve and interact with its stakeholders to include Field Day, Career Day, Grandparent’s Week, mentoring from area firefighters, and Family Wellness Night.

Plan Preparation

Families and other stakeholders are involved in many opportunities to be a significant part of the decision making process for Pioneer Elementary School.  PTA meetings are held monthly and Parent Teacher Conferences are held twice a year as scheduled by the district.  Progress Reports are given midway of the nine weeks and Report Cards are distributed each nine weeks to inform parents of their child’s progress.  Home Access Center (HAC) is available on-line for parents of students in grades K-5 to stay abreast of their child’s academic grades.  Parents may arrange conferences with their child’s teacher by various means (telephone, in person, electronic mail). The school’s website may be accessed for information.  The Mustang Minutes, a school newsletter, informs parents of events, activities, and important information.  

The School Performance Plan provides the means to make decisions and guide the school in achieving success. The Leadership Team, which meets monthly, consists of representatives from all grade levels, administration, academic coach, and a parent. Data is used to make decisions about school improvement and professional development.  Indistar, a web-based management tool, is used for school improvement, planning, and monitoring.  Indicators and tasks are aligned with the essential actions that were identified by the district-based Academic Review Team.   Quarterly Data Analysis Reports are submitted to the Coordinator of Elementary Education to review the school’s progress.

Pioneer Elementary strives toward increased communications and collaborating with parents, community stakeholders, and staff.  The plan is sent electronically to various members and reviewed with the Leadership Team.  The following people comprise the

Schoolwide Planning Team:

         Principal – Dr. Danielle Belton                                Assistant Principal – Lisa Rath

        Guidance Counselor – Sallie Barnes                        Academic Coach – Jennifer Soriano

        Title 1 Reading Specialist – Brittany Sherrod                Fifth Grade – Katelyn Leitner

        Kindergarten – Stephani Lowe                        Special Education – Martha Lane

        First Grade – Judy Hawkins                                Resource – Elizabeth Alston

        Second Grade – Bonita Bertero                        Paraprofessional – Zenetia Bradshaw

        Third Grade – Kimberly Bass                                Parent – Shemica Grant and Tiffany Kyall

        Fourth Grade – Sally Davis                                                Early Start – Anitra Smith

School Name:  Pioneer Elementary                                                              

Date:  November 14, 2017

Select One:           Initial Plan              Revision                            

Title I schools implementing schoolwide programs are required to develop schoolwide plans in accordance with Section 1114(b) of the Elementary and Secondary Education Act of 1965 (ESEA).  Guidelines for plan development include the following:

The ESEA requires ten components to be included in the schoolwide plan. The template below provides a framework that may be used to develop and/or update a schoolwide plan. For each component, the narrative section in the template should be completed in sufficient detail to document how the component has been thoroughly and thoughtfully addressed. Schoolwide plans should be reviewed annually and revised as necessary to promote continuous improvement and to reflect the school’s initiatives to upgrade the entire educational program of the school.

To maintain focus, eliminate duplication of effort, and promote comprehensiveness, schools should operate under a single plan if at all possible. A school that already has a plan for school improvement might consider amending it, rather than starting over, provided that the existing plan was based on a comprehensive needs assessment and can be revised to include the ten required schoolwide components. This template can be used by schools with existing Indicator® plans to reference indicators and tasks in the Indicator® plan that related to the schoolwide components.

Directions:  Complete each of the ten components by following these steps:  

Resources:  Schoolwide program resources, including a Schoolwide Plan Peer Review Rating Rubric, United States Department of Education (USED) guidance on Designing Schoolwide Programs, and USED guidance on Title I Fiscal Issues (including supplement/supplant and consolidating funds in schoolwide programs), can be accessed at the following Web site: http://www.doe.virginia.gov/federal_programs/esea/title1/part_a/index.shtml.  

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)(1)(A):  A comprehensive needs assessment of the entire school (including taking into account the needs of migratory children as defined in §1309(2)) that is based on the information which includes the achievement of children in relation to the state academic content standards and the state student academic achievement standards described in §1111(b)(1).

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 summary of data analyses must be included. The results of your data analysis must guide the reform strategies that you will implement to improve instruction for all students.

Narrative:  The Pioneer staff, students, parents, and other stakeholders have contributed to the school’s continued efforts to meet State and district benchmarks, as evidenced by the school’s Leadership, Data, and Grade level meetings. The School Leadership Team, meets to facilitate the collection and analysis of data to monitor student achievement along with the Data Team.  Data and Leadership Team meetings are collaborative and data is analyzed by grade level and vertical planning.  Grade Level meetings are held weekly and are attended by each member of the grade level.  Grade Level PLC meetings are held at least 1 time per month and are facilitated by the Academic Coach.  Attendance includes members of the grade level, including SPED teachers, and administration as appropriate.  Focus of these meetings range from professional development to data analysis to sharing of information from the content area specialists.  This collaboration is to ensure effective implementation based on research based practices.  100% of staff attending a faculty meeting at the beginning of the school year approved this Title 1 Schoolwide Plan.

Leadership Team Members - Anitra Smith (PK), Stephani Lowe (K), Judy Hawkins (1), Bonita Bertero (2), Kimbery Bass (3), Sally Davis (4), Katelyn Leitner (5), Jennifer Soriano (AC), Brittany Sherrod(T1), Sallie Barnes (G), Martha Lane (SPED), Zenetia Bradshaw (TA), Elizabeth Alston (R), Lisa Rath (AP), Danielle Belton (P)

Data Team Members - Anitra Smith (PK), Christopher Connolly (K), Dana Weaver(1), Gwendolynn Mann (2), Alexandra King(3), Kimberly Crowell (4), Sabrina Lee (5), Jennifer Soriano (AC), Brittany Sherrod (T1), Kristy Bonis-Shirley (SPED), Donna Scarbel (TA), Deborah Haring (R),  (AP), Danielle Belton (P)

Data will continue to be disaggregated and analyzed at Grade Level, Data Team, and Leadership Team meetings using ARM (Assessment Results Monitor), Pearson Access, NWEA MAP (Northwest Evaluation Association  Measure of Academic Progress), PALS (Phonological Awareness Literacy Screening), and PowerSchool.  

Pioneer is striving to further increase student achievement in all areas.  Teachers are working to unpack standards that have been integrated, increase the rigor in the lessons, and provide explicit and purposeful instruction.  Teachers will monitor student tier grouping and provide prescriptive strategies as evidenced on the data from SPBQ, NWEA, PALS, benchmarks, and classwork.

Phonological Awareness Literacy Screening (PALS) Spring Results

Grade

2011% Identified

2012% Identified

2013% Identified

2014% Identified

2015%

Identified

2016%    Identified

Kindergarten

4 @ 6%

5 @ 8%

 8 @ 10%

4 @ 6%

11@14%

5@5%

First

5 @ 7%

5 @ 6%

 6 @ 10%

7 @ 8%

15@18%

9 @10%

Second

5 @ 9%

6 @ 7%

6 @ 8%

7 @ 13%

18@17%

10@11%

Third

9 @ 53%

4 @ 40%

3 @ 25%

11 @ 55%

10@16%

27@24%

Evidence from the PALS data shows that the number of students identified by PALS in grades kindergarten, first, and second decreased significantly. The percentage of third grade students identified had an increase of identified students. Small group instruction and balanced literacy continues to be emphasized.

PES Title 1 Parent Survey from Oct. 2016

Survey questions:

  1. What kind of workshops and family events are you and your family interested in attending?
  2. When attending events, what time best fits with your schedule?
  3. What type of resources do you need to help your child / children at home with reading or math skills?
  4. Would you like to join a book club with other parents and teachers?

Information from survey was used by Title 1 teacher to plan workshops and events catering to parent requests.  Survey was shared via email by classroom teachers, and we received responses from 48 parents.

Division Parent Perception Survey from April 2017

Response Rate = 19% 

Total School Agreement results for PES scored at least 5% points higher than Total Division Agreement in every area surveyed.  27 of 30 categories earned above 90% agreement by parents.

Strategies:

Before School & During School Tutoring / Remediation for Tier 3 students and other students who did not pass last year’s SOLs.

Related  Indicators: SPS 01    The school will use an identification process (including ongoing conversations with instructional leadership teams and data points to be used) for all students at risk of failing or in need of targeted interventions.

Component 2 - §1114(b) (1) (B): Schoolwide reform strategies that—

  1. Provide  opportunities for all children to meet the state’s proficient and advanced levels of student academic achievement described in §1111(b)(1)(D);
  2. Use effective methods and instructional strategies that are based on scientifically-based research that—
  1. Strengthen the core academic program in the school;
  2. Increase the amount and quality of learning time, such as providing an extended school year and before- and after-school and summer programs and opportunities, and help provide an enriched and accelerated curriculum;
  3. Include strategies for meeting the educational needs of historically underserved populations;
  4. Include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the state student academic achievement standards who are members of the target population of any program that is included in the schoolwide program, which may include—
  1. Counseling, pupil services, and mentoring services;
  2. College and career awareness and preparation such as college and career guidance, personal finance education, and innovative teaching methods, which may include applied learning and team-teaching strategies; and
  3. The integration of vocational and technical education programs; and
  1. Address how the school will determine if such needs have been met; and
  2. Are consistent with, and are designed to implement, the state and local improvement plans, if any.

Narrative:  

Pioneer Elementary School is committed to ensuring the success of each student and strives to provide rigorous and innovative instructional experiences for all students.  Curricular and instructional decisions are data-driven and research-based.  Student progress is assessed through running records, teacher-made tests, local benchmark testing, and by disaggregating test scores (SOL assessments, PALS, NWEA MAP Reading, NWEA MAP Math and Accelerated Reader) to determine strengths and weaknesses.   Pioneer holds monthly faculty meetings as well as Data and Leadership Team meetings.  Grade level meetings are held weekly to review data using PowerSchool,  Renaissance Place, Phonological Awareness Literacy Screening (PALS), and Assessment Results Monitor (ARM) for historic data.  These meetings help the staff identify areas that need improvement, address specific needs in the classroom, and recommend appropriate support of materials and/or personnel (Lead Teachers, Academic Coach, Title I reading specialist). Lesson plans are developed and aligned with the VDOE rubric to ensure all students receive effective academic instruction.  Pre and post assessments are also aligned with the VDOE rubric.  

Pioneer continues to use Indicator, from the Center of Innovation site, to create the school performance plan.  The Leadership and Data Teams worked to develop goals after reviewing the data.  These were presented to the faculty for input, review, and revision. Strategies are established and implemented in the School Performance Plan which is designed to improve students’ academic performance and ensure expectations of student success on mandated district and state assessments. Before and in-school remediation will continue this year to provide support for identified students in reading and math.

Mathematics        

Pioneer has set a goal that by May 2018, students will maintain mathematics proficiency as evidenced by SOL mastery, local benchmark, teacher-made assessments, lesson plans, and classroom observations.  Strategies have been implemented to achieve this goal.

  • Students receive an hour of math instruction daily using enVision mathematics curriculum that was adopted by the Suffolk Public Schools System. This is a research-based instructional program that is aligned with the standards of learning from the Virginia Department of Education.
  • Challenging educational programs and equitable learning experiences such as Study Island, Pearson, SOL Practice Items VDOE, and other programs are available on the Suffolk Public Schools’ Student Portal.  The implementations of these programs are measurable so that it effectively impacts students to achieve higher learning, problem solving, critical thinking, and lifelong skills necessary for success.
  • All teachers will utilize the resources available from the Virginia Department of Education’s website to improve student comprehension of SOL content, especially Teacher Direct resources.  
  • All teachers will use the revised SOL Blueprints, Resource Guides, Enhanced Scope and Sequence lesson plans and activities, and Pacing Guides to ensure that all SOL content is presented appropriately.  
  • Tutoring is provided for small group instruction by volunteers and/or paraprofessionals for identified Tier II and Tier III students that did not meet the benchmark on a local midpoint or end of nine weeks assessment. 
  • In-school remediation will be provided for students by tutors which is funded locally.
  • Guided Math rotations take place in the classroom and/or flexible grouping within the grade level.  Students move to different activities and practice specific skills that have been identified through various assessments with a teacher or paraprofessional.
  • The Response to Intervention (RtI) model is used to tier students for differentiated instruction.  This process is monitored after each local SOL assessment.
  • Brain-based activities, from Robert Marzano and Marcia Tate, are utilized to provide differentiated instruction and use of hands-on manipulatives and active engagement to meet the needs of struggling (Tier II and III) and accelerated students, with the emphasis on the white subgroup, since it used the three year average.
  • Math interactive Notebooks are developed to build and maintain the mathematical skills that are studied.
  • Teachers use flexible grouping strategies to employ several organizational patterns for instruction. Students are grouped and regrouped according to specific goals, activities, and individual needs after assessments have been administered. This enables the teacher to meet the needs of Tier II and Tier III students.
  • Teachers received professional development training last year to enhance the mathematics instruction so that the needs of all students are met such as Guided Math.

For the 2017-2018 school year, students will maintain Mathematics proficiency as evidenced by SOL mastery, local benchmark, teacher-made assessments, lesson plans, and classroom observations. The number of students achieving advanced proficiency on the state SOL assessment will increase by 5%.  

Mathematics Reform Strategies and Resources for 2016-2017 will include:

  • The academic coach will continue to model, provide resources, and strategies for mathematics to support teachers and instruction in math.
  • Activities to support and enhance math lessons will be available on a Google docs file for teachers to share to reach the different needs of the students.  
  • Effectively utilizing instructional and human resources will ensure that students are receiving valuable instruction and interventions that will catapult them to life-long, proficient learners.
  • Resources are available in the Science or Math Room which help teachers to quickly identify SOL materials needed to conduct and enhance their differentiated lessons to facilitate mathematics instruction.
  • Lesson plans will be aligned to unpack the standards and maximize the effectiveness of instruct
  • Continued use of Study Island, linked with MAP results (grades 3-5)
  • Purchase of online TenMarks Math Program for Grades 2-5.
  • Pilot School for SUMDOG Math Premium edition for Grades K-2.
  • Before School & During School Tutoring / Remediation for Tier 3 students and other students who did not pass last year’s SOLs.

Evidence:  

Evidence of progress for 2017-2018 school year will be noted by the mastery on teacher-made assessments, benchmark tests, and SOL tests along with classroom observations and implementation of the lesson plans.  Data Notebooks may be maintained by teachers which are constantly monitored and updated to help drive instructional decisions and maximize student growth.

Reading:  

Pioneer strives to show improvement the reading achievement so that by May 2018, students will maintain reading proficiency as evidenced by SOL mastery, lesson plans, teacher-made assessments and classroom observations.  Strategies to help reach this goal in 2017-2018 will continue to be implemented.

  • Students receive 90 minutes of uninterrupted instruction daily using the ”Guide to Reading and Writing Instruction” handbook set by the Suffolk Public Schools System.  This researched-based practice is to ensure that students are working in flexible, leveled small groups on reading skills to enhance mastery.  During this time, students meet in differentiated groups based upon the student’s performance on universal screening and formative data.  Fountas and Pinnell's book leveling system is utilized to provide reading on the student’s instructional level.
  • Systematic and explicit word study system is used to provide opportunities for students to investigate and learn the patterns in words.
  • Literacy stations are used so students can practice various literacy skills in a meaningful learning environment. By giving students a chance to learn independently or work in small groups, a literacy center focuses on activities that provide concepts to be practiced that have been taught in a meaningful, active learning environment.
  • Teachers in kindergarten to grade two incorporate FUNdations into their language arts classroom instruction.  FUNdations is based on the Wilson Reading System and provides research-validated strategies that complement programs.   The lessons focus on skills that include print knowledge, alphabet awareness, phonological awareness, phonemic awareness, decoding, vocabulary, fluency, and spelling for Tier II and III students.
  • Challenging educational programs and equitable learning experiences such as Study Island, Pearson SuccessNet, Starfall, SOL Practice Items VDOE, and other programs are available on the Suffolk Public Schools’ Student Portal.  The implementation of these programs is measurable so that it effectively impacts students to achieve higher learning, problem solving, critical thinking, and lifelong skills necessary for success.
  • The Title I reading specialist provides services for identified students and gives support to teachers.
  • The PALS paraprofessional provides an extra instruction for students that did not meet the PALS fall benchmark.  Data from the PALS assessment is used to drive instruction for the small group lessons for Tier 2 and 3 students.
  • Remediation time is built in the daily schedule to give extra support to the Tier 2 and Tier 3 students in need.  It also provides time to address students that need acceleration and enrichment opportunities.  
  • All teachers will utilize the resources available from the Virginia Department of Education’s website to improve student comprehension of SOL content, especially Teacher Direct resources.  
  • All teachers will use the revised SOL Blueprints, Resource Guides, and Pacing Guides to ensure that all SOL content is presented appropriately.  
  • In School remediation will be provided for small group instruction by a highly qualified tutor funded locally for identified Tier 2 and Tier 3 students.
  • Before School remediation will be provided by a highly qualified teacher for small group instruction for identified Tier 2 and Tier 3 students that did not meet the benchmark on the local end of nine weeks assessment.
  • Tutoring is provided for small group instruction by volunteers and/or paraprofessionals for identified Tier 2 and Tier 3 students that did not meet the benchmark on an end of nine weeks assessment.
  • Students use the Renaissance Place Accelerated Reader program to track the books they have read as well as develop the skills to read and comprehend more complex text.  Goals are set for students each nine weeks based on their NWEA MAP reading score.  Students are rewarded and recognized when their goals have been met.
  • Rotations take place in the classroom and/or flexible grouping within the grade level during content areas such as social studies and science.  Students move to different activities and practice specific skills, with a teacher or paraprofessional, are applicable to the content area identified through various assessments.  This enables the teacher to meet the needs of Tier II and Tier III students.
  • The Response to Intervention (RtI) model is used to tier students for differentiated instruction.  This process is monitored after each local SOL assessment.
  • Teachers receive training for professional development to help implement and effectively follow the guidelines for a balanced literacy program to meet the differentiated needs of all the students. This will continue for the 2017-2018 school year.
  • Teachers use flexible grouping strategies to employ several organizational patterns for instruction. Students are grouped and regrouped according to specific goals, activities, and individual needs after assessments have been administered.
  • Brain-based activities, from Robert Marzano and Marcia Tate, are utilized to provide differentiated instruction and use of hands-on manipulatives and active engagement to meet the needs of struggling and accelerated students.
  • The guidance counselor collaborates with stakeholders to identify students and their needs to address coping skills and strategies so that optimal academic performance is achieved.

The Reading Reform Strategies and Resources for 2017-2018 will continue to include

  • The Title I reading specialist will be available and utilized to support teachers and instruction by providing reading resources, modeling effective practices, and strategies.  
  • The Title I reading specialist and academic coach will continue to administer training and clarification on the components of Balanced Literacy.  
  • The Administrative Team will continue to monitor teachers to ensure adhering to the Suffolk Public Schools components of Balanced Literacy.
  • Resources are provided to further the use of the leveled book room, such as book studies or activities to correlate with a selected title.
  • A rolling book cart was purchased to house sets of reference materials such as dictionaries, thesauruses, encyclopedias, and atlases. Teachers in grades 3-5 will be able to check out these resources for small group instruction.
  • Academic coach, Title 1 teacher, and select K-5 teachers collaborated for four days in August 2016. Materials were prepared for teachers in grades K-5 for the 2017-2018 school year.
  • Sets of guided reading books will be ordered which support differentiated reading intervention for Emergent, Beginning, and Transitional Readers.
  • Continued use of Study Island, linked with MAP results (grades 3-5)
  • Purchase of online Reading Eggs Program, Grades PreK-5
  • Purchase of Scholastic, StoryWorks Magazines to use in small groups, grades 3-5
  • Purchase of Fountas & Pinnell Running Records Kits for grade level teams
  • Professional Development with Beth Estill - developmental reading, guided reading, word study
  • Before School & During School Tutoring / Remediation for Tier 3 students and other students who did not pass last year’s SOLs.

Evidence:

Evidence of progress for 2017-2018 will be noted by the mastery on teacher-made assessments, benchmark tests, and SOL tests along with classroom observations and implementation of the lesson plans.  Data notebooks may be maintained by a teacher if deemed necessary from the administration.     These are constantly monitored and updated to help drive instructional decisions and maximize student growth.

Related Indicator® Indicators: 

TA01    The school will use an identification process (including ongoing conversations with instructional leadership teams and data points to be used) for all students at risk of failing or in need of targeted interventions.

TA02    The school will use a tiered, differentiated intervention process to assign research-based interventions aligned with the individual needs of identified students (the process includes a description of how interventions are selected and assigned to students as well as the frequency and duration of interventions for Tier 2 and Tier 3 students).

TA03   The school will use a monitoring process (including a multidisciplinary team that meets regularly to review student intervention outcome data and identifies “triggers” and next steps for successful interventions) for targeted intervention students to ensure fidelity and effectiveness.

Component 3 - §1114(b) (1) (C): Instruction by highly qualified teachers.

Evidence:  Efforts to retain highly qualified staff to better meet the individual needs of all students.

Narrative:

Pioneer is focused on hiring and retaining exemplary personnel. The staff at Pioneer Elementary has a strong commitment to provide the best education for its students.  Teachers work collaboratively to ensure quality lessons are developed and implemented.  Grade level meetings are held as well as vertical planning to assist in reaching the academic goals for the entire school.  Being part of the Professional Learning Community, teachers are empowered to work together. The educators at Pioneer have a wide range of experience. Several members of the staff are pursuing an advanced degree or additional endorsements or certification.  In-house Professional Development opportunities and professional development facilitated by outside sources are offered to all instructional staff and teacher assistants

Of the 42 licensed staff at PES, more than half have earned a Masters degree or higher.

Of the 42 licensed staff at PES, more than half have more than 15 years of experience.

All of our Teacher Assistants are highly qualified.

Teachers are recognized through several incentives and recognition programs/systems such as:  

  • Teacher of the Year
  • Rookie Teacher of the Year
  • STAR Award
  • Recognition for Service Years
  • Reading Teacher of the Year

The division implements a teacher evaluation process that focuses on student achievement goals set by teachers and monthly with administrators. This process can be found on the Suffolk Public School web site and it details how teachers are evaluated, both new and continuing staff.  Walkthrough observations and planned observations are completed by the administration and other designated professionals from the School Administrative Offices. Personnel evaluation forms are maintained in the Principal’s files and also on record at the School Administrative Office.  

Teachers new to Suffolk Public schools have weekly meetings with their mentors. Documentation of meetings between mentors and mentees are reported to the school administrative office. New teachers also attend TARGET (Teachers Aiming for Rewarding Goals and Effective Techniques) meetings which are led by Lead Teachers of Suffolk Public Schools. Professional development activities will be provided at Pioneer for new teachers as well as other teachers it pertains to for Fundations, balanced literacy, and guided math.

  • In 2016-2017, the school will continue to participate in the K-3 Initiative for class size reduction.
  • Networking opportunities will be provided by certain programs such the Wellness Fair and Professional Learning opportunities.
  • School principal will attend Recruitment or Job Fairs to meet potential candidates for the school.
  • Principals will participate in leadership training under provision of new evaluation instrument.
  • Professional Development Title I funds are used for state and national conferences.
  • The Suffolk Public School district continues to work for a competitive salary pay scale.

Evidence:

  • Teacher Training Logs
  • Individual teacher Professional Development plan (provides goals and activities attended)

Pioneer offers a safe and nurturing environment with a brand new facility in the rural area of Suffolk but has accessibility to surrounding cities and the opportunities.

Related ® Indicators: SPS 01     The principal will participate actively with the school’s teams.

Component 4 – §1114(b) (1) (D): In accordance with §1119 and subsection (a) (4), high quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the state’s student academic achievement standards.

Evidence:  Ongoing professional development planning that supports administration, teachers, and paraprofessionals to serve students and their needs.

Narrative:  

Professional development activities are an essential part of the professional learning community at Pioneer Elementary.  Pioneer Elementary School abides by the district-wide policies of professional growth goals and in-services. Professional growth includes enhancing the academic structure at Pioneer Elementary and providing a safe learning environment. This includes having significant growth in the areas of weaknesses as identified through testing data, teacher evaluation, and classroom observations. Strategies gained from the activities will focus on the needs of the students, the goals set by the school and district, and the needs of the staff. All faculty and staff are presented opportunities throughout the school year to improve, generate, learn and apply new teaching skills and strategies. Professional development activities offer the opportunity to collaborate with colleagues in our school and in our school district.

All of the Pioneer Elementary staff members are committed to the success of all learners and consistently strive to meet the Annual Measureable Objectives (AMOs) set for all target groups.  Professional Development is included in current PD360, an online professional development tool, STAR points, professional conferences, and other opportunities to ensure equity of learning opportunities and support for learning. Opportunities such as book study, peer observations, shadowing experiences, TARGET, Smart Goals development and Ongoing Professional Development resulting from data analysis and observations support student success.   School-based staff development activities will continue to be planned to support its needs for teachers and paraprofessionals based on the Academic Review and data from student assessments.  Professional development opportunities include guided reading support, literacy station implementations, differentiated instruction, vocabulary activities, technology support in the areas of reading and math, health and safety procedures, Guided Math book study, and Support Service Team role and procedures.

Certified personnel attend a beginning of the year orientation for review of research based instructional practices.  Additional opportunities are offered in the fall for paraprofessionals that include strategies and practices for reading and math.  Suffolk Public Schools sponsors a STAR program to provide teachers with ongoing professional development.  Teachers are required to earn 15 hours (STAR points) of professional development each year.  Suffolk Public Schools has a link on the staff portal which lists upcoming Professional Development Activities (PDAs).  Activities have been provided to assist teachers in the utilization of technology to support classroom instruction through effective instructional resources such as Study Island, enVision, and Edmodo, as well as the Interwrite Response System.   A professional development survey was given to all staff members.  Teacher input was used to create professional development opportunities.  In house staff members will be utilized to share their expertise.

Professional development activities for the 2017-2018 school year will include further training on:

  • Assessment Alignment
  • SOS Review for Teachers
  • PowerSchool Training
  • Getting the Most from NWEA
  • Implementing AR
  • Running Records
  • Remediation for Tiered students
  • Using Google Docs and Google Apps

Evidence:

The Professional Learning Plan is ongoing and a vital part of the school improvement plan. It gives support teachers, paraprofessionals, and administration to provide a nurturing learning environment by learning and utilizing “best practices”.  Monitoring of the Indicator TA01 (The school will use an identification process (including ongoing conversations with instructional leadership teams and data points to be used) for all students at risk of failing or in need of targeted interventions. will be evidenced by comments placed in Indicator.  Attendance at staff development activities, STAR points, staff recertification, completed surveys by teachers, parents/stakeholders, and students, RtI monitoring, tracking the use of technology programs, classroom observations and teacher evaluations will be used to assist in the evaluation of professional development.

The knowledge and expertise gained from staff development with a scope of activities to include technology training will keep teachers up-to-date on current strategies and practices.  Focus will be placed on the school and division objectives and goals to reach all learners, especially the targeted subgroups.  Knowledge gained from the activities will be shared throughout the current school year for teaching and training other staff members.  Teachers are encouraged to attend conferences and workshops, continue attending college courses, participate in staff development days on and off campus, and utilize Edivation. Mentoring will continue along with peer observations and coaching for new teachers and staff.  

  • Professional Development with Beth Estill - developmental reading, guided reading, word study
  • Various staff & administrators will attend conferences to increase instructional capacity.

Related Indicators:   SPS 01   The school will use an identification process (including ongoing conversations with instructional leadership teams and data points to be used) for all students at risk of failing or in need of targeted interventions.

   

PES Professional Development Plan (2017-2018)

Professional Learning

Staff Responsible

Date (subject to change)

Communication and Collaboration

Jahkari Taylor

August 30, 2017

New Teacher - Alignment Training (Part 1)

D. Belton, L. Rath

August 30, 2017

Google Classroom

Leitner And Lee

August 30, 2017

AR Training  - Setting goals, Running reports

J. Soriano

September 20, 2017

New Teacher -  Alignment and SOS Training (Part 2)

D. Belton, L. Rath

September 8, 2017

SOS Review for Teachers

J. Soriano

October 11, 2017

PALS Quickchecks/Review Requirements

B. Sherrod

November 14, 2017

Math Group Rotations

Student Monitoring/Data

Kelly Greening

J. Soriano and B. Sherrod

November 14, 2017

December 6, 2017

Students not meeting Criteria?

L. Rath and J. Soriano

January 2018

Resource Remediation – Using the Data

J. Soriano and B. Alston

February 2018

SOL Testing

New Teachers - how to administer

All - Preparing our Students

J. Soriano and S. Barnes

April 2018

* Per PES Professional Development Survey Results

Areas of greatest interest - Small Group Instruction, Technology

Areas of expertise offered by staff - Small Group ideas, Technology


Component 5 - §1114(b) (1) (E): Strategies to attract high-quality highly qualified teachers to high-needs schools.

Evidence:  Efforts to recruit highly-qualified staff to better meet the individual needs of all students.

Narrative:   

Suffolk Public Schools continue to make every effort to hire teachers who are properly certified with a Virginia License.  The staff at Pioneer Elementary is dedicated and conscientious in the efforts to increase rigor and provide quality education to all students.  The Administration continues to place certified staff in positions appropriate to individual strengths.  Observation, monitoring, and effective feedback are conducted on a regular basis to ensure that consistency and sustainability held for quality instruction to correlate with the goals set by Suffolk Public Schools.  

Suffolk Public Schools will continue to provide a wide variety of training and professional development activities throughout the year to retain highly qualified personnel.  PD360 offers a plethora of topics to strengthen teachers’ knowledge and implementation of effective classroom practices. In-house training will be held throughout the year designed to the needs of the school. Teachers new to Suffolk Public Schools are assigned with a mentor that is a licensed staff member to help provide information and guidance throughout the year.  New Teachers are enrolled in TARGET (Teacher Aiming for Rewarding Goals and Effective Technique) classes to offer strategies for effective teaching.  

Substitute teachers are held accountable and are required to have at least 30 hours of college credit.  If a substitute teacher is required for twenty or more days, they must be highly qualified in their teaching area in a Title I school. A Parent Notification letter is sent home to inform parents of the teacher's status.  Parent's Rights are also given to the parents at the beginning of the school year.

Pioneer Elementary School staff continues with its commitment in achieving the school’s goals and mission. Teamwork is vital and evident through the routines and practices that are followed throughout the day. Staff members meet and collaborate on school wide subject matter, which includes analyzing data, instructional objectives, upcoming events, and professional development.

Remediation/tutoring support is provided by teachers and paraprofessionals to work with Tier 2 and Tier 3 students.

  • Grade level meetings are held weekly that address grade level concerns.
  • Flexible grouping is used to differentiate and better meet the needs of all students.
  • Resource teachers utilize lessons in their class instruction to support areas that need strengthening and will tutor students who need remediation.

Evidence:

  • Attendance logs at training sessions
  • Mentor/mentee reflections
  • Observation and/or classroom walkthrough forms
  • Remediation for Tier 2 and Tier 3
  • Lesson Plans

Related Indicators:  SPS 01   The school will use a monitoring process (including a multidisciplinary team that meets regularly to review student intervention outcome data and identifies “triggers” and next steps for successful interventions) for targeted intervention students to ensure fidelity and effectiveness.

Component 6 - §1114(b) (1) (F): Strategies to increase parental involvement in accordance with §1118, such as family literacy services.

Narrative:

Pioneer Elementary believes a strong partnership between staff, parents, and other stakeholders is a critical element to support and extend classroom learning. Collaboration between parents and school is paramount toward helping all students develop to their maximum potential.   The school communicates the commitment of the vision and mission statement through the classroom environment, various activities/ programs, and the culture of Pioneer Elementary School.   The vision and mission statement are published in the school handbook, as well as, distributed to students the first week of school.  The vision and mission statement are also shared on the school’s website and at the first PTA (Parent/Teacher Association) meeting of the school year with stakeholders.  Pioneer strives to involve parents as important partners in the education of their child through involvement in PTA meetings and parent workshops.  In addition, resources and strategies are provided for parents to enhance their abilities to help their children be successful.  At the beginning of the school year, the Title 1 teacher met with selected parent and business partner representatives to review PES’s schoolwide plan.

The 2017-2018 school year begins with an Open House, where parents and students are invited to visit the school and meet the student's teacher. This is the first opportunity for positive relationships to be built.  The Title I Orientation Meeting will be held in October to inform parents of the Title I program, share the Title I Parent-Student Compact Policy, Notice of Parent Right for qualifications of Teacher/Para to inform parents about the highly qualified status, the Parents Right to Know, the Complaint Procedure, and the school's Report Card. There is mutual collaboration on the school Parent Involvement Policy where parents’ input is encouraged and any updates made.  During the first month of school, Pioneer's Partners in Education are invited to the school for a luncheon.  Information is presented about the status of the school, opportunities to mentor, volunteer, along with a calendar of events.  They also receive a tour of the building.   All stakeholders have access to the school’s report card located on the Virginia Department of Education and linked on the Pioneer Elementary website.

The communication plan regarding the school’s purpose required disseminating to strengthen family/parent/school partnership through e-mail, paper copies, website, and School Messenger (a district notification and communication service).  Other means involved monthly Parent/Teacher Association (PTA) meetings, Orientation Meet and Greet, Back to School Night, Grandparent's Week, Career Day, Fall Fest, Health/Wellness Fair, Family Reading Night, Book Fair, SOL Review Night, and other programs throughout the school year.  Pioneer Elementary School will maintain a school newsletter, The Mustang Minutes, to enhance community relations and inform stakeholders of current activities, upcoming events, student achievements, and grade level achievements. School personnel communicates and collaborates with stakeholders by various mediums that includes, but not limited to, Communication Folders, Checklist for Pre K-Kg, Home Access Center (HAC) for grades Kg-5, progress reports, Parent/Teacher Conferences (scheduled by district twice a year), report cards, phone calls and other contacts as evidenced by Communication Logs. Parents play a vital role by attending Student Staff Support Team (SST) meetings, Individualized Education Plan (IEP) meetings, 504, or SOS meetings to discuss strategies and procedures that would be best for their child.  

Parents are invited to attend and be a part of celebrating student achievement through the Achievement Assembly. The guidance counselor utilizes the People to People Leadership Ambassador Program to recognize fourth and fifth grade students that participated in the Gifted program. Students can be nominated to participate in the Robotics and Leadership Program that is held in the summer. Pioneer has an open-door policy which encourages parents to observe in their child’s classroom to see firsthand what the demands of the increased academic rigor and learn how parents can be supportive Pioneer endeavors to increase the number of volunteers in the building who assist in various ways to benefit the educational process by mentoring, tutoring, or assisting in the classroom. The visibility of parents and other community members has strengthened the family’s school partnership, as evidenced by the Volunteer Log. Parent Connect has also been established to make this more convenient. Parents are invited to visit the school to eat breakfast with the students, gain strategies to increase success, and create a bond between the student and school. Parent Teacher Association (PTA) meetings are held monthly. Research has proven that when family, schools, and communities work together, like the PTA, there is an improvement in student achievement, increase in communication, as well as being a positive influence on teacher morale. These meetings are a public forum where instructional strategies are presented and show how parents can provide support at home. Parents and teachers will assist with developing and reviewing the school compact and parent involvement plan through email or paper. Parents participate and become involved in the Title I schoolwide plan by completing a survey to address needs and concerns, attending monthly PTA meetings, and parent workshops. Parent workshops are available to provide resources and strategies for parents to use to help their children succeed.  Survey results from stakeholders will continue to provide feedback that the school uses to ensure parents and stakeholders are supported and that we are aligned in our common goals for the students.  Minutes from all parent meetings are available through the PTA and school Principal.

Evidence:

  • School website
  • Invitations to participate via e-mail, flyers, and school website
  • Family surveys
  • Title I Parent-Student Compact
  • Family Workshop agendas and attendance sheets
  • Newsletter, The Mustang Minutes
  • Parent/Teacher Conference Sign In sheets
  • Family workshop evaluations
  • Parent Teacher Association (PTA) meetings
  • HAC – Home Access Center
  • Progress Reports , Report Cards (interim, end of nine weeks period)
  • SOL Parent Reports in reading and math
  • SST (Child Study), 504, and SOS meetings
  • Volunteer Log In sheets
  • Student Handbook
  • Partners In Education Luncheon
  • Title 1 Budget

In conclusion, Family Engagement is ongoing and consists of a variety of topics. For the 2016-2017 school year, Pioneer will continue to provide

diverse opportunities for all parents to be actively engaged in their child’s education by looking into the various times of the day to offer increased participation.

For families to better understand the Title I Schoolwide Program, an explanation of the program will be conducted each year.  Positive relationship between the staff and parents which includes an open-door policy is key to achieving life-long learning with a safe and nurturing environment.

 Related Indicators:   IVD 04 -  The school will sponsor all-school events (e.g., family night, open house) that include parents, students,   and teachers and focus on the parents’ role in their student’s learning.

Partners in Education @ PES, 2016-17 School Year

Partner in Education Coordinator

Company

Address

City

ST

ZIP

Phone

2017 paperwork recvd

Active

Curtis Holland

Holland Masonic Lodge #256

6214 Leafwood Road

Suffolk

VA

23437

657-6853

Yes

X

Phyllis Byrum

Whaleyville Ruritan

1596 Great Fork Road

Suffolk

VA

23438

986-4054

Verbal

X

Partner in Education Coordinator

Chick-Fil-A

1018 North Main Street

Suffolk

VA

23434

538-0941

Yes

X

Kenneth Bunch

Community Electric Co-Op

52 Windsor Blvd. PO Box 267

Windsor

VA

23487

242-6181

Verbal

X

Mr. Worrell

Holland Ruritan Club

5931 O'kelly Drive

Suffolk

VA

23437

375-6218

Yes

X

Rosa Hicks & Delois Jones

Laurel Hill United Church of Christ

8001 South Quay Road

Suffolk

VA

23437

657-6889

Yes

X

Harold Faulk & Mary Jones

Southwestern Alumni Association

P.O. Box 4168

Suffolk

VA

23439

934-1624

Yes

X

Pam King

Suffolk Fire & Rescue  (Engine 7)

400 Market Street

Suffolk

VA

23434

514-4542

Yes

X

Lisa Anderson & Ethan

Target Corporation

300 Manning Bridge Road (Lisa.Anderson@target..com)

Suffolk

VA

23434

923-7400

Verbal

X

Mr. Johnson

Johnson's Florist

3201 Holland  Road

Suffolk

VA

23437

539-1919

YES

X

Win  Anderson

Family Harvest  Church

750  Manning Road

Suffolk

VA

23437

539-2354

Yes

X

Amanda   Blake

Junior  Achievement

6325  North Center Drive Bld 18 Suite 120

Norfolk

VA

23502

455-9500

Yes

X

Jon  Bates

Community  Church

1935  Joliff  Road

Ches

VA

23321

405-6000

Yes

X

Pastor  Ricky

Hillcrest  Baptist

1637  Holland  Rd

 Suffolk

         VA              

23437

539-8801

yes

x

Annette  Roberts

Holland  Baptist

PO  Box 7086

Suffolk

  VA

23437

657-2424

Yes

X

Dr. David  Langston

Tidewater Agricultural Research

6321  Holland  RD

Suffolk

VA

23437

567-6450

 

 

Dr. Danny  Owens

Holy  Neck Christian  Church

4400  Holy  Neck Rd

Suffolk

VA

23437

986-2418

 

 

Bethel Assembly Of God

Suffolk

VA

23437

618-2340

yes

X

David March

Touch Of Class Landscaping

Suffolk

VA

23437

686-2695

yes

X

David Langston

Tidewater Agricultural Research

Suffolk

VA

23437

657-2424

yes

X

Kristin Jones

Suffolk Service Office

Suffolk

VA

23437

567-6450

yes

X

Family Engagement Plan 2016-2017 @ Pioneer Elementary School 

Description of Activity

Grade Level/Subject

Description

Comments

Resources Needed for the Parent Involvement Activity/Workshop

September 12, 2017

Grades PK-5

Families will be introduced to the staff. Families will be introduced to the Schoolwide Title I program, the Title I Compact, and Family Engagement Policy will be shared and voted on.

Presented by

Dr. Belton and Brittany Sherrod

6pm

PowerPoint, Compact, Parental Involvement Plan

Indicator  4

Total Cost of Activity $0

October 27, 2017

Grades PK-5

Students will have a Reading Corner designed with flexible sitting and read different genres followed by an Accelerated Reader test. Families will learn how to check student AR Progress.

N/A

Indicator 4

Total Cost of Activity $0

October 31, 2017

Grades PK-5

Book Character Parade

Students will come dressed as their favorite Book Character and participate in a schoolwide parade.

Hosted by Brittany Sherrod 10am

Total Cost of Materials $0

November 14 , 2017 

Grades PK-5

Pioneer’s Faculty and Staff will engage families in fall activities.  Activities will include Reading vowel games, and a differentiated Reading Table with numerous games.

Presented by

Brittany Sherrod and Jennifer Soriano

6:00

Total Cost of Activity $0

December 12, 2017

Grades PK-5

Come Read With Santa and Mrs. Clause; The Gift Of Reading, Students will participate in a read with Santa night and receive a free book.

Presented by

Lisa Rath, Brittany Sherrod, Jennifer Soriano

6:00 – 7:00 p.m.

Library books and agenda

Indicator 4

Total Cost of Activity $200

January 9, 2018

PK-5

Reading with BARKS: Pioneer will have students reading to the volunteer dogs.  WHRO reading resource table will be set up for parents.

Presented by Brittany Sherrod and Deborah Haring

Instructional Materials

Total Cost of Activity $250 

February 13, 2018

Grades PreK-5

Healthy Reading Tips for parents given out at our reading table that is set up.  Agencies will provide information for families about healthy lifestyles for optimal learning.

Presented by

Beth Alston and Brittany Sherrod

6:00 – 7:00 p.m.

Total Cost of Activity $350

March 13  2018

Grades 3-5

Faculty will design different reading and mathematics strategies to help parents and test takers.  Students and parents will participate in engaging SOL review activities with teachers during the evening. Writing Center set up.

Presented by

Classroom Teachers and Brittany Sherrod

Handouts/ Math Dictionaries

Indicator 4

Total Cost of Activity $500

April TBD

Grades PK

Future kindergarteners and their families will watch a kickoff video and receive supplies to prepare for Kindergarten the upcoming year.

Presented by

Brittany Sherrod

Indicator 4

Books & Instructional Materials/supplies

Total Cost of Activity $500

May 11, 2018

PK-5

Muffins with MOM: A free reading book for each family and reading strategies and lists for given out for the summer.

Presented by Brittany Sherrod, Mrs. Haring, PTA

Indicator 4

Total Cost of Activity $211.02

June 2018

PK-5

Books and Bands Program Parents and students will receive resources and new books to help promote summer reading.

A variety of leveled books in durable bags (with comprehension activities) are available for family check-out.

Presented by Mrs. Haring, Brittany Sherrod

Indicator 4; 2

Total Cost Of Activity $400

Total Cost of Family Engagement: $2,411.02

Component 7 - §1114(b)(1)(G): Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a state-run preschool program, to local elementary school programs.

Evidence:  The school assists and supports children in their transition from early childhood programs to elementary school through activities that are planned, implemented, and assessed.  If the school is a middle school, address how the school will assist students in their transition to high school.

Narrative: 

Pioneer Elementary provides and supports a comprehensive plan for transition from one grade to another that involves communication and support among administrators, teachers, parents, students, and community members.   Strategies are put in place to facilitate the smooth transitions for the 2017-2018 school year.

The Early Start Program is designed to help “at-risk” children (four years old by September 30) that need an extra year to prepare for success in kindergarten.   Students in the Early Start classes utilize the Virginia Foundation Blocks for the curriculum standards. The future academic success and the child’s intellectual development for which this was built are essential to the value of early education.  The Early Start teachers use the Houghton Mifflin Pre-K Alphafriends Letters and Language Kit for Reading standards.  The Phonological Awareness Literacy Screening (PALS Pre-K) for pre-kindergarten students is administered in the fall, mid-year, and spring and reflects the strength and weakness of the student and predicts the reading success for the future.  The data from these assessments will be used by the teachers to make carefully planned decisions on the kindergarten placement for the next year.

Open Registration is held twice a year, March and May of 2018, for parents to register their child for kindergarten.  Parents receive a welcome packet with pertinent information and readiness activities to help prepare for the upcoming year.  The prospective kindergarten students are screened at this time by a kindergarten teacher to gain information about the student to determine their level of knowledge.  This also provides an opportune time to interact with the student and answer questions from the parent.  The school counselor has the occasion to converse with the parent to obtain a holistic perspective of the child's development. Various opportunities are held throughout the year for students and families to visit the school to learn about being prepared for school and the curriculum.  

A special event, Kindergarten Kickoff, is held each spring at Pioneer Elementary.  Kindergarten parents and students are invited each spring to the event that allows parents and students a chance to begin a smooth transition to school by participating in different activities.  A tour of the school and open house of the kindergarten classrooms are held to give parents and students an opportunity to view the school environment.  Families are served dinner and attend breakout sessions afterwards to include the following topics:  child development, a day in the life of a kindergartener, preparing your child for kindergarten, and an introduction of School Administrative staff and kindergarten staff.  

For the students enrolled in the Early Start for 2017-2018, Suffolk’s Virginia Preschool Initiative program, at Pioneer Elementary School, exposure to kindergarten occurs as a supplement to their program. As the year progresses, the students practice routines that are used in the Kg-5 classrooms, such as restroom and playground procedures.  During the last few weeks of school, students transition to eat breakfast and lunch in the school’s cafeteria, instead of the classroom family style dining.  These practices help acclimate students for their first day in kindergarten.  Teacher observation and feedback give evidence of the effectiveness of this practice.  The Early Start teachers work collaboratively with kindergarten teachers through vertical planning to introduce kindergarten concepts in the Pre-K classes, assist with the sustainability of the progress that has been made in the preschool program, and ensure students are sufficiently prepared for kindergarten.

Before the school year begins, an Open House orientation is held in August as part of the transition plan. This orientation includes a presentation to the parents by the teaching staff discussing the curriculum, the skills that will be taught, and the rules of the school and classrooms. Parents and students in grades Kg-5 attend this session. Parents are introduced to the daily routine of the students, the academic and behavioral expectations of their individual teachers and techniques and suggestions for assisting in their child’s transition into the new year.  Students are the tour guides to show parents around the school.

Pioneer works closely with the feeder middle schools to ensure the success of the students as they move on from fifth grade.  The fifth grade students will take a field trip in May of 2018 to visit the middle school they will be attending.  Counselors discuss scheduling, electives, and middle school climate with the fifth grade students.  The Academic and Career Plan (ACP) is developed for each student to provide a plan of study to guide the courses for a career.  Information is sent home to parents regarding their children’s options for electives at the middle school which requires a parent signature to verify that they have seen their child's choices regarding the schedule. They meet the teachers, and entertain a question and answer session.  An overview of expectations and student code of conduct is given to help parents and students with the middle school transition. A cookout is held in August at the middle school the students will attend to welcome them to the school.

Students that are new to Pioneer receive a tour of the building and an overview of the program by a student ambassador.  This peer interaction helps to familiarize the new student to the physical environment and expectations of the school.  The guidance counselor provides support and awareness conferences for any concerns dealing with cultural differences.

Placement forms are completed at the end of the school year by the fifth grade teachers and sent to the middle school.  This provides essential information for a resourceful start for the middle school teacher.  Specific needs of each special education student are discussed with the appropriate personnel at the middle school.  A list of students with a 504 or SOS (Strategies Offered for Success) plan that need to be continued is provided. The Transitional/Remediation and Enrichment Program will facilitate extended learning time during the summer and empower students to demonstrate their creativity and behavioral skills, as well as meet intended outcomes.

Evidence:

  • Registration forms
  • Yearly Kindergarten Kickoff attendance sheet
  • Teacher feedback and observation from preschool to kindergarten
  • Pre-K PALS information for placement forms
  • Orientation sign in sheets and evaluation

For the 2017-2018 school year, Pioneer plans to continue the transition plans already established. The school would like to continue incorporating other transition times during the year such as from second grade to third.  This is a critical year for students entering a state tested grade.  Parents and students need to be aware of the expectations and academic rigor that are relevant to achieving the school’s goals and student’s success.  

Related Indicators (if applicable):  SPS 04 -  The school will sponsor all-school events (e.g., family night, open house) that include parents, students, and teachers and focus on the parents’ role in their student’s learning (e.g., learning standards, Compact, homework policy, “curriculum of the home”).

Component 8 - §1114(b) (1) (H): Measures to include teachers in the decisions regarding the use of academic assessments described in §1111(b) (3) in order to provide information on, and to improve, the overall instructional program. 

Evidence:  The role and activities of 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.

Narrative: 

During the 2017-2018 school year, the Pioneer Elementary administration, academic coach, Title 1 reading specialist and classroom teachers will continue to play a vital role in student achievement with their input and expertise. Research based instructional strategies will be employed with a variety of effective methods.   Active participation in the decision making process is ensured through the following:  

  • Leadership Team meetings
  • Data Team meetings
  • Grade Level meetings
  • Faculty meetings
  • PTA meetings
  • District Grade Level meetings
  • Surveys

The school maintains an open door policy to offer opportunities for communication with staff, students, parents, and community members.  Teachers contribute to the input for staff development, use of instructional and parental involvement materials, as well as referrals for additional academic, emotional, or mentoring services. Staff members and parents offer input in the development of a master calendar for the school year with school activities for each month and meeting dates.   HAC (Home Access Center) is used to notify parents of applicable information.  PTA meetings are opportunities for parents and school staff to share ideas and provide input for student achievement.  Surveys are used to give teachers and parents a voice in the functions of the school.  Information is used to drive decisions in school scheduling, communication, and daily operation.

Grade Level Planning forms will be completed to document the three tier groups, tracking the retained and rationale students, strategies implemented, and frequency of remediation.  These will be monitored at the grade level meetings to address the needs of the students and drive instruction. Special education students are tracked and monitored to ensure growth and effective instruction. This is reviewed and monitored during planning sessions and evaluated each nine week marking period.

Teachers and parents are active participants in developing the IEP (Individualized Education Program) for the individual students. Teacher and parent input are valued sources for SST (Student Staff Support Team), 504, and SOS meetings.

Leadership Team meetings are held once a month to review data, interventions, schedules, and follow the progress towards the school’s goals.  The Data Team meets on a monthly basis and reviews on-going assessments, sets goals, and decides on strategies to strengthen any needed areas.  Grade Level Planning meetings are held weekly where teachers make instructional decisions after disaggregating current data to review and plan effective strategies and practices. Vertical Planning meetings are held during the year for teachers to collaborate on the curriculum and provide a seamless transition from grade to grade. All meetings help to make professional decisions regarding instruction, assessments, and curriculum alignment issues.  

Teachers are designing lesson plans that unpack the standards to include differentiation and use Bloom's Taxonomy to enrich the student learning experiences to reach their goal of mastering the skill and standard.  Teachers are writing objectives to include behavior conditions and criteria.  This is accomplished through collaboration, research, and professional development activities.

Grade level teams create a Table of Specifications when creating summative assessments.  Grade level teams have been trained on how to create common assessments in PowerSchool.  Upper grade teachers use Google Classroom for daily instruction and assessments.  Teachers use other online tools for formative assessments including but not limited to socrative, plickers, and quizizz.  Teachers offer students a variety of formative assessments including but not limited to thumbs up thumbs down, exit tickets, and mini quizzes.

Before assessments are given, teachers receive information about the required test protocols and necessary accommodations. Schedules are developed and teachers provide their expertise in optimal ways to help students reach their potential. The internal district Academic Review, conducted by district personnel from the central office, will be used as an assessment tool.  The findings are noted and given to each staff member to assist in the school’s decision making process. Selected teachers are involved in the summer on an Item and Test Review State Committee for content areas.  This gives personnel a chance to evaluate and decide on appropriate test items to be administered to the students.

Evidence:

  • Leadership Team meeting minutes
  • Data Team meeting minutes
  • Instructional grade-level meeting minutes
  • Grade Level team minutes
  • Faculty meeting minutes
  • Grade Level Planning form
  • Special Education Tracking form
  • Data Notebook
  • Academic Review – conducted by the district
  • Staff Survey

For the 2017-2018 school year, Pioneer plans to continue the practices and procedures utilized by the Leadership and Data Teams and will continue to be vigilant in making sound decisions to support instruction, effective practices and procedures.  Their roles will be similar as previously outlined. The Title I reading specialist, in conjunction with the academic coach, will have input in decisions for Tier II and Tier III students. The administration is the driving force to keep everyone on track and attentive in the learning outcome and student progress. By looking at the subgroups, decisions will be made as related to low performance in reading, writing, and math.  With the likely increase in class sizes for the upper elementary grades, collaboration will be greatly needed to provide the means to ensure students will meet or exceed state learning standards. 

Summer committee to work on lesson planning, scheduling, and creating activities.

Vertical Planning across grade levels.

Related Indicators:    03    The principal will participate actively with the school’s teams.

Component 9 - §1114(b) (1) (I): Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards required by §1111(b) (1) shall be provided with effective, timely additional assistance which 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. Evidence:  A process for identifying students needing additional support to meet academic achievement standards which includes timely identification, implementation, and monitoring of interventions.

Narrative: 

The staff at Pioneer Elementary will regularly examine and evaluate student academic progress by monitoring various forms of data, such as midpoint and end of nine weeks benchmark assessments, classroom assessments, PALS, and NWEA MAP Reading and NWEA MAP Math.  For the 2016-2017 school year, all personnel are paramount in supporting the implementation of the schoolwide plan.   The Principal's role is important to keep the staff on target and attentive to the students' needs as evidenced by the Indicator IE05 - The principal will participate actively with the school’s teams.  Teachers are included in the decision making process by using academic assessments to provide information and improve the achievement of all students by including individual and subgroup data.   The Leadership and Data Teams serve an important position as that they meet to disaggregate data and help to develop instructional strategies to improve student achievement.  The Title I reading specialist will continue to be involved in many aspects of addressing areas of need by being a member of the Leadership and Data Teams, as well as, assisting with the RtI intervention plans.   Measures to include teachers, paraprofessionals, and parents in the overall instructional program will be evidenced by:

Strategies that will be implemented for the 2017-2018 school year will continue to include:

  • An uninterrupted 120 minute language arts block for all grades using the Balanced Literacy Approach which includes 30 minutes for writing instruction
  • SOL Recovery
  • Tutoring for Tier II and Tier III students that includes monitoring log of strategies/SOL strands and assessment
  • One hour math instructional block
  • Accelerated Reader - setting goals to increase reading fluency and proficiency
  • Guided Math-new lesson binders house in grade level chair’s room
  • Differentiated instruction for reading and math - tiered and proficiency gap groups
  • In-school remediation for Tier II and Tier III students with monitoring log of strategies/SOL strands and assessment
  • FUNdations reading program intervention for grades K-2 Tier II and Tier III students
  • PALS intervention from the PALS  and Title 1 paraprofessionals and Title I reading specialist
  • Flexible grouping
  • Use of resource teachers to extend and support areas of need for Tier II and Tier III students
  • Explicit, research based instruction for reading and math
  • Increase use of technology in all grades to enhance the typing skills and technology enhanced items used on assessments
  • Maintain parental involvement momentum through orientation and other activities
  • Keep families informed of the status of the school and knowledgeable of the terms/acronyms used in education
  • Strategic staffing as evidenced by 2017 SOL data
  • Paraprofessionals strategically placed in classrooms to assist under the guidance and supervision of the teacher
  • A variety of online programs are available for students to practice at home and at school, including but not limited to Study Island, SUMDOG, SOL Pass.
  • A comprehensive list of online instructional websites was created and shared with parents

Implementations of activities to assist students who are struggling include the daily remediation block, in-school remediation, and parent volunteers.  With the collaboration of personnel, these help ensure the progress of the students and supports the school improvement plan.

 

Evidence:    

The effectiveness of these activities will be evaluated by:

  • End of nine weeks benchmark assessments in reading
  • Midpoint and end of nine weeks benchmark assessments in math
  • Reading assessments
  • Running Records
  • PALS  and Quick Check results
  • Grade Level Planning forms
  • Grade level meeting minutes
  • Classroom walkthroughs and observations
  • NWEA MAP reading and math growth reports
  • Report card grades

Differentiated instruction, technology, and continuous collaboration will continue to incorporate effective strategies to reach the diverse student population. Through the schoolwide plan, the staff at Pioneer will continue to effectively address the needs of the identified students as evidenced from the analyzed data. The administration, academic coach, Title I reading specialist, counselor, teachers, paraprofessionals, parents, tutors, and volunteers support the implementation of the schoolwide plan by offering time and talent to help meet the needs of the students and ensure success.  

Component 10 - §1114(b)(1)(J): Coordination and integration of federal, state, and local services and programs, including programs supported under ESEA, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.  

Evidence:  Federal, state, and local funding sources are used to support and implement the plan.  Resources, such as programs and materials, human resources, time, and community are used to meet the needs of staff and students.

Narrative: 

Suffolk Public Schools continues a partnership with the community designed to capitalize on resources that promote student success. The Schoolwide plan will allow for greater integration of the federal, state and local services and programs to improve the education of all students served in the school. Revenue from all three levels of support will be used to employ personnel, fund various programs, and facilitate purchases and expenditures for academic achievement.  Title I, Part A and Title II, Part A funds are used in a supplementary manner to provide intensive academic support services to improve student achievement in math, reading and language arts.  The Comprehensive Balanced Literacy Approach to teaching reading in K-5 grades will continue to be used in Suffolk Public Schools. This approach promotes effective teaching practices to reach our school wide goal:

By May 2018, students will demonstrate an increase of 2% in mathematics and reading proficiency as evidenced by SOL mastery, local benchmark, teacher-made assessments, lesson plans, and classroom observations.

The number of students achieving advanced proficiency on the state SOL assessment will increase by 5%.  

State and Local Educational Agency Programs and Other Federal Programs Include:

  • Title I, Part A - Supports the instruction of reading and mathematics
  • Title II, Part A-Class-size reduction and Professional Learning
  • Special Education - Supports students with exceptional learning needs
  • Early Start - Virginia Preschool Initiative Program for Four Year Old
  • Counselor - Supports struggling learners with academics, social, and emotional issues
  • Media Specialist - Supports students and teachers to increase student learning, reading levels, and the use of media for project-based learning
  • Gifted and Talented Program
  • Student Support Team (SOS) – Supports students and assists teachers
  • Technology Department
  • Family Systems
  • School Nutrition Program

Title I and Other Resources:

Title I funds support the salaries of Title I Reading Specialists, Academic Coach, and a Title I paraprofessional in the school. Title1 supports materials as well as supplies funds for the school’s Parent Involvement Program and school-based Parent Resource Center.  While local funds are used to support in-school remediation, Title I funds allow the school to offer both before and after school tutoring for students who need assistance with skills required to meet proficiency on the state SOLs. Furthermore, Title I will facilitate reading across the curriculum with the purchase of research-based materials and supplies.  Title I funds will be used to acquire needed resources for instruction including additional books for the leveled book room. Title I funds also support grade level activities/manipulatives that will help parents be engaged with their child’s education and be knowledgeable of the academic rigor and requirements for each of the nine weeks. Title I Parent Involvement Funds were aligned to the school’s Parent Involvement Plan for the 2017-2018 academic year.

Title I funds will continue to support the Title I reading specialist and academic coaches who work with general education classroom teachers to determine the skills that need to be reinforced during the pull-out and/or "push-in" approaches to reading instruction. Communication and collaboration between Title I and general education classroom teachers will occur at grade-level planning and after school meetings and reported on a Title I Student Data Communication Form.  Title I data is monitored quarterly by school administration.  The Title I reading specialist uses multiple, objective instructional tools to assess students' progress and needs that include anecdotal notes, Fountas and Pinnell Benchmark Assessments, running records and Pre-/Post- test data from PALS.  The Title I reading specialist will serve as a bridge between the administration and the teachers in designing, developing, implementing, and evaluating their school's reading program.

Title I paraprofessionals will work with classroom teachers by decreasing the student/adult ratio to allow for more individualized instruction.  Under the supervision of qualified staff, these assistants work with small groups to reinforce the more challenging skills in reading and mathematics. Professional development funded by Title I-A, will support training during pre-service, after-school, teacher work days, and summer.  New and non-tenured teachers will receive in-service training through TARGET, which focuses on research-based instructional strategies to promote SOL attainment and behavior management.  The Title I funds for professional development will provide additional training opportunities for teachers and administrators on best practices, program evaluation, data analysis, technology integration and use of proven practices that impact teaching and learning. In support of the reading program, Title I funds will support staff training on coaching, reading comprehension, word study, reading in the content areas, using formative assessment data to drive instruction, vocabulary building, and using non-fiction/fictional text.

Funds will be used for the Title I tutoring program to secure personnel to work with tier II and tier III students in third to fifth grade.  Tutoring will take place during school hours two days a week for the areas of reading and math.  Local funds are used to support before school remediation for third to fifth grade tier II and tier III students. Selected teachers will provide data driven instruction. In addition, we will have four teachers who will use the FUNdations program to provide additional support for tier I and tier II kindergarten, first, and second grade students.  Remediation will occur before school two days a week.

 

Teachers are able to request supplemental instructional materials. Administrators consider the needs, and Title I allotments are reflected in the School Improvement Plan.  Academic coaches, funded through Title I, model instructional strategies for teachers, assist with pacing and alignment issues, and provides guidance with prescriptive lesson in core content areas. The academic coach will facilitate ongoing professional learning in the school to promote student achievement.

In addition, Title I-A Funds will support teacher training on the integration of technology into the curriculum.  These funds will support online coursework and conferences on technology integration through reading and math content for SOL improvement.  

With Title 1 funds allocated for the 2017-18 school year, we will purchase and implement the following technology programs this year:

  • Science Weekly and Social Studies Weekly $1,900
  • Reading A-Z subscriptions: $700
  • Lyhrics to Learn $2,150
  • Scholastic News $363

With Title 1 funds allocated for the 2017-18 school year we will assign funds for the following purposes:

  • Professional Development Conferences for various teachers and admin: $11,447 (reading conference, mindset conference, STEM conference)
  • Professional Development with Jahkari Taylor $350
  • Before School Tutoring for students in grades 1 to 5 provided by our teachers: $6,072
  • Summer Committees for planning and instruction: $4,224
  • Vertical Planning Days for teachers: $753

Local Funds are also used to support the English Language Learners (ELL) program and gifted and talented students at the school. Eligibility for all these programs is determined by state and district guidelines.

   

Title II-A funds will support district-level training of school administrators, academic coaches, and the release of staff during the instructional planning schedule for participation in job-embedded professional development in content area, data analysis and RTI. On staff released days for professional development, substitute compensation will be supported by Title II-A.  To retain staff, mentor coaches will be used as resources for second and third year teachers.  

The school provides a continuum of placement options to be available to meet the needs of students with disabilities. Special Education funding is provided for teachers and paraprofessionals to provide co-teaching, inclusion, resource, and self-contained services to students who have exceptional learning needs. Special education staff is committed to collaborative practices in general education classrooms. The speech pathologist works with classroom teachers to provide speech and language services. The school psychologist (shared by schools) works closely with the Special Education Supervisor and school administration to discuss next steps and progress monitoring procedures for those students who do not make progress.

     

As part of the district-based Academic Reviews, all Title I schools will conduct a needs assessment for professional development.  Furthermore, parents will participate in a survey at each school site regarding parental involvement.  This data will be tabulated for inclusion into the School Wide Comprehensive Improvement Plan.

Coordination with Other Programs

The school-based Homeless Liaison will work with parents, teachers, and students to make transitions smooth for homeless families. The Liaison will collaborate with the Title I teacher for services.  In Schoolwide programs, all students, including the homeless are served. The school-based Homeless Education Liaison will also work closely with the Parent Resource Facilitator to ensure that these students are appropriated supplemental services, including books and materials that can be funded through Title I for use in the school and at home/or shelter.   Additionally, The Department of Family and Children Services works closely with the schools when families need assistance and when the school Homeless Liaison has exhausted all efforts to help families.

Family Systems is partnered with Suffolk Public Schools and is available at Pioneer for students that need intervention.  This service provides therapeutic behavior modification to increase their repertoire of social skills, anger management and ability to negotiate social situations to help students be successful in their school life.

The Title I Schoolwide plan merges with district goals, which centers on improving student achievement and increasing community involvement. All programs and funds work together toward the common goal of increasing student achievement and academic success.

Pioneer Elementary School will continue to coordinate its professional learning plans with the district so that it remains a synchronized effort. Central office administrators and parents maintain a strong commitment to support the Schoolwide plan. School administration helped with the analysis of data and synthesis of priorities, strategies and solutions. They read the Schoolwide plan and provided feedback based on the scoring guide provided.  Pioneer Elementary School is confident district guidance and support will be ongoing as the plan continues to be implemented.

A Schoolwide Team will guide the process to annually evaluate the effectiveness of the Schoolwide plan. This team will be representative of the all stakeholders in the school, including the principal, teachers, Title I reading specialist, parents and community members. The Schoolwide team will help keep the plan and goals visible and a pervasive part of decisions to affect student learning. Data on the goals and action plans will also be collected and analyzed throughout the school year. Reports on progress, or any changes, will be made available to stakeholders, along with opportunities for input. In the spring 2017, the Schoolwide Team will review the plan for effectiveness based on data collected, goal attainment, feedback from school staff, parents and community and ideas or suggestions. The Schoolwide Plan will be an evolving, changing, growing map that uses the specific contextual data to makes the most of resources we have to serve students.

Student progress will be evaluated extensively after each benchmark. In May 2017, an evaluation will be conducted to analyze progress on goals and actions plans. They will be revised or new goals and plans written as appropriate. These will be reviewed by the district staff and their input will be included. Revised copies of the Pioneer Elementary Schoolwide plan will be kept at the school and at the district office.

The Schoolwide Team will lead the process but will include the Parent Advisory Council and school staff in the review. Parents will have opportunities to be involved through the monthly PTA meetings held at the school, Title I Orientation Meeting and via the school surveys or questionnaires.  The Schoolwide Team will be selected based on participation in Schoolwide planning or interest and willingness to serve. A rotation of staff members will be a priority so that everyone becomes thoroughly familiar with the Schoolwide plan and its implementation. The goal will be to have all stakeholders represented such as the principal, classroom teachers, Title I and Special Education teachers, paraprofessionals, parents and community members. The Parent Advisory Council is a Board appointed body of staff and parents. PTA members, other parents, members of the community members may be encouraged or asked to join the Team.

The administration, along with the Schoolwide Team, will be in charge of collecting data on the goals and action plans during the 2016-2017 school year.  The Schoolwide Team will conduct a thorough analysis of data and goal attainment in order to annually review and update the plan, as needed, after gathering comments and responses from staff, parents, district and community. The administration will be responsible for designating a person to update documents and make changes in the Schoolwide plan. Updates to the plan will be communicated and made available to the district, school staff, parents and the community.

An updated Schoolwide plan will be presented yearly to the Title I Coordinator to receive feedback. At Mid-and Year-end Academic Review meetings, the administration will present and discuss changes to the Schoolwide plan, reasons for these changes, and the school’s progress in supporting students’ academic success.

Evidence:

  • List of funding distributed for programs
  • Title I Schoolwide budget

Related Indicators:  TA01    The school will use a tiered, differentiated intervention process to assign research-based interventions aligned with the individual needs of identified students (the process includes a description of how interventions are selected and assigned to students as well as the frequency and duration of interventions for Tier 2 and Tier 3 students).

IVD06 - The school sponsors all-school events (e.g., family night, open house) that include parents, students, and teachers and focus on the parents' role in their student's learning (e.g., learning standards, Compact, homework policy, "curriculum of the home").