Kilby Shores Elementary

Title I Schoolwide Plan

Division Name:  Suffolk Public Schools                      

School Name:  Kilby Shores Elementary                                                      

Date:  November 4, 2016    

Select One:           Initial Plan             ☒  Revision                             

Schoolwide Planning Team Members:  

Lorri Banks

Principal

Michelle Floyd

4th Grade Teacher

Jill Paraska

Assistant Principal

Christine Posey

Early Start Teacher

Ginny Lane

Academic Coach

James Williams

2nd Grade Teacher

Latrice Knight

Title I Teacher

Jessica Johnson

3rd Grade Teacher

Austin Kulp

Physical Education

Cidra Davis

1st Grade Teacher

Kristopher Gillgren

5th Grade Teacher

Karen Palmer

Shelby Bazemore

Parent

Parent

Ellen Lee

Special Education

 At our Leadership meeting on September 2, 2016, data was shared in order to determine our school’s strengths and weaknesses for our needs assessment.  Based on our school’s needs, we discussed reform strategies we can implement and track over time to aid in improving the performance of students.   The completed Schoolwide Plan will be shared at a staff meeting.

Title I schools implementing school wide programs are required to develop school wide 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 school wide plan. The template below provides a framework that may be used to develop and/or update a school wide 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 Indistar® plans to reference indicators and tasks in the Indistar® plan that related to the school wide components.


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

Using Indistar® (available fall 2014):

Not Using Indistar®:

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 school wide 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: COMPONENT #1 – COMPREHENSIVE NEEDS ASSESSMENT        

Kilby Shores Elementary uses multiple sources of data to determine students’ needs and ensure academic success.  Teachers, students, staff, parents and community partners have all contributed to the efforts of Kilby Shores Elementary School to meet State and District benchmarks.  The school staff continues to maintain a commitment to analyze data school wide to make instructional decisions. The School Leadership and Data Teams facilitated the collection and analysis of data to monitor student achievement in order to ensure instructional implementation based on sound practices.  The School Leadership Team worked collaboratively with Data Team and grade level teachers to monitor the data and assess the school’s needs.  These teams met monthly to disaggregate and analyze assessment data (SOLs, NWEA MAP Reading and Math, PALS and benchmark assessments) to determine strengths, weaknesses and remediation needs.  Teachers have been trained to disaggregate their own class data using NWEA MAP, PALS and PowerSchool to plan instruction.  Annual Measurable Objectives (AMO) were set for both Reading and Math.  An AMO template was created for teachers to monitor student gap group progress.  Teachers also use weekly and monthly pre/post assessments to identify grade level and individual student weaknesses for on-going remediation and flexible grouping assignments.  Student’s SOL scaled scores are obtained for all students and disaggregated according to proficiency gap groups.

Based on the District SOL data, Gap Group 2 (Black students) performs consistently lower in Reading and Math on the SOLs.  Gap Group 2’s AMO score in Reading was 75.5% in 2015-2016 compared to white students who scored 88.98%.  There is an achievement gap of about 13.5% between the two.  Additionally there is about a 4.5% gap between black and white students in the area of math.  White students had 85.59% pass rate and black students had a pass rate of 81.05%.  [See Attachment #1 AMO Detailed Report].

In addition, State SOL test results show an increase in student achievement in the areas of Reading and Math from the 2014-2015 to 2015-2016 academic school year.  

2015-2016 Reading  Standards of Learning (SOL) Results

Grade Level:

2014-2015 Preliminary Results

2015-2016 Preliminary Results

Comparison:

Third Grade

77%

78%

Increase of 1%

Fourth Grade

88%

83%

Decrease of 5%

Fifth Grade

74%

82%

Increase of 8%

2015-2016 Math Standards of Learning (SOL) Results

Grade Level:

2014-2015 Preliminary Results

2015-2016 Preliminary Results

Comparison:

Third Grade

63%

71%

Increase of 8%

Fourth Grade

91%

92%

Increase of 1%

Fifth Grade

64%

82%

Increase of 22%

Strengths and Weakness of Current Program for Improving Education of Low Achieving Students:  

The Kilby Shores’ staff is committed to developing a strong foundation to increase learning for all students. All staff members are highly qualified and receive training to help meet the needs of all students in reading and math. Teacher grade level placements correlate to their certificate level as well as to their strengths.  

Staff Involved in Training

Training Focus

Date

Presenter

Classroom Teachers

Special Education Teachers

“Math That Works”

Teachers will be trained on how to create and utilize Daily Spiral Reviews in math. Teachers will use the resources and strategies shared.

8/29/2016

Jill Paraska

Kristopher Gillgren

Classroom Teachers

Special Education Teachers

Google “Jump Start”

Teachers were shown how to upload lesson plans in Google Drive and use Google Calendar.

8/29/2016

Jill Paraska

Classroom Teachers

Special Education Teachers

Strategies Offered for Success

Review SOS procedures and introduce new forms

8/30/2016

Jill Paraska

Marisol Moore

Classroom Teachers

Special Education Teachers

Reading Eggs

Teachers attended a webinar to learn how to navigate the Reading Eggs program and read reports

8/30/2016

Webinar/Academic Coach

Classroom Teachers

Special Education Teachers

Differentiated Workstations- Make It-Take It

Teachers were given the opportunity to make games for their workstations.

8/30/2016

Sherri Lilley, Amy Legg, Deborah Rasberry, Paula Perry, Jessica Johnson

Classroom Teachers

Special Education Teachers

Running Records

Teachers will be trained on how to administer running records

10/25/2016

Title I Teacher

Academic Coach

Classroom Teachers

Special Education Teachers

Google Classroom

Explain how to implement Google Classroom.

TBA

Christine Lafferty

Classroom Teachers

Special Education Teachers

Is It Cute or Does It Count?

Focus on the taught curriculum. Activities taken from the book “Teach Like A Pirate.”

11/9/2016

Administration       Academic Coach

Classroom Teachers

Special Education Teachers

Writing Across the Curriculum

Teachers will learn how to use writing effectively in all content areas.

12/6/2016

Academic Coach

Classroom Teachers

Special Education Teachers

Word Study

Teachers will gain a deeper knowledge of word study for the upper grades and how to implement during reading groups.

1/11/2017

1/18/2017

Lauren Bradley

Jessica Johnson

Classroom Teachers

Special Education Teachers

Beginner’s Guide to “The Google”

A beginner’s workshop for staff members who are afraid of “The Google.”

TBA

Allison Greene

Classroom Teachers

Special Education Teachers

Increasing Advanced Proficiency

Discuss how to increase advanced proficient scores on SOLs.

TBA

Susan Brugeman

Flexible Grouping

Flexible Grouping

Explain the benefits of flexible grouping. Share how to set it up and use it effectively.

TBA

Lauren Bradley

Michelle Floyd

Mary Regione

The staff is committed to focusing on Suffolk Public Schools Balanced Literacy Program. In the fall of 2013 the Suffolk Public Schools Comprehensive Math Plan was fully implemented which encompasses the Guided Math components. In addition, the administration will provide ongoing Professional Development on research based instructional strategies, student engagement and Guided Reading and Math.  By moving in this direction, the school will provide solid instruction for all students according to their instructional level.  

Teachers have been trained to disaggregate data and use item analysis to drive their instruction.  Grade levels meet once a week to discuss data and instructional strategies to enhance student achievement.          

A weakness at Kilby Shores Elementary school is in the taught curriculum and student engagement.  Teachers need to vary the instructional strategies used to increase student engagement and ensure rigor in all content areas and incorporate Whole Brain strategies.  This would result in increased student achievement in all gap groups.  These areas of concern were addressed in the school’s 2016-2017 School Improvement Plan (SIP) as indicated in Indistar.  

Kilby Shores consistently upholds a reputation for academic excellence and high expectations for students.  This expectation is well-known among stakeholders and within the community.  Kilby Shores has very little staff turnover which allows for consistency of instruction from year to year. Most students in Kindergarten through Fifth grades attend school recovery which attests to low mobility rate of 11%.  

The school maintains full accreditation and met the federal Annual Measurable Objectives for all identified gap groups for the 2015-2016 school year.  Notable gains were made in reading and math during 2015-2016 but reading and math will continue to be a focus.  Math is a focus for the 2016-2017 school year especially in grade 3.

In the primary grades, Kindergarten through Third, students are assessed using the Phonological Awareness Literacy Screening (PALS) tests to identify possible reading deficits. The number of students identified on PALS remains consistent over the past three years, averaging about 14%.  [See attachment #2]

Based on the data findings from the 2015-2016 SOL s and 2016-2017 city-wide benchmarks assessments, Kilby Shores’ students in grades 3-5 who require remediation in reading and mathematics will receive tutoring.  All students who required remediation or additional assistance with a particular skill were assigned to an in-house tutor or intervention group during the school year.  This strategy offers tutoring to students who otherwise would not remain after school for much needed assistance.  Kilby Shores continually looks at the data results from SOLS, PALS, PowerSchool, NWEA Math and Reading to determine which students are in need of remediation. [ See attachments #1, #2, #3, #4, #5]

To ensure that staff focused on math and reading, the administration and District School Improvement Team monitored the implementation of Guided Reading and Guided Math at the school

The need for Title I services and support for the 2016-2017 academic school year is considered necessary as evidenced by our local Reading, Math, PALS, NWEA MAP Math and Reading, and Math assessment results.          

  • Attachment #1 2015-2016 AMO Report for Reading and Math
  • Attachment #2 2015-2016 Spring PALS Performance Results
  • Attachment #3 2015-2016 SOL Math and Reading Results (Preliminary)
  • Attachment #4 2015-2016 NWEA Math Grade Level Reports
  • Attachment #5 2015-2016 NWEA Reading Grade Level Reports

Findings from the teacher survey administered in spring  of 2016, notes that 95% of the staff feels that Kilby Shores Elementary is a professional learning community committed to continuous learning and improvement.  Ninety-eight percent or above of the staff feel that they are involved in school decision making and collaboration and that the administration is highly visible and available to the staff.  Overall, (90% or above) teachers felt that the school was safe and discipline was handled effectively.  Two negative aspects of the survey related to morale and materials and resources.  Only 64% of the school felt that morale was high and only 74% of the staff felt that they had the needed materials and resources to good instruction.  

In May of 2016, 119 parents provided feedback about Kilby Shores through a survey.  Overall, parents’ ratings were positive.  In the area of student achievement, most parents (87% and above) felt that they were informed of their child’s progress, their children were challenged, and the school has helped their children make progress.  Ninety-four percent or more of the parents felt that the school environment was safe and nurturing in all areas including discipline and safety.  Parents were most unhappy in the area of effective and efficient operations.  This section of the survey showed parents were unsatisfied with transportation (only 73% agreed it was effective) and only 74% of the parents felt that the cafeteria meals were appealing and nourishing.  Academic achievement and instructional delivery received high ratings from parents.  They felt the school offered good quality instruction as well as used technology to help the children learn.  In the area of parent and community satisfaction, the ratings were high as well (all above 94%).  The survey showed that parents felt welcomed and were comfortable contacting the school, as well as felt that there were opportunities to be involved.  

Lastly, District based Academic and School Improvement Monitoring Rubric Reviews were designed to provide technical assistance to the school administration and staff from the district office.  While monitoring the instructional program, the District Team highlighted the positive aspects of the school’s program, its strengths, and areas for improvement and/or additional intervention.  Specifically, the Team identified the following needs for Kilby Shores for the 2016-2017 academic year:

  • Essential Action 1 – Review data to determine appropriateness of instructional intervention for students’ instructional needs.

  • Essential Action 2 – Analyze lesson and assessment to ensure congruence with state learning standards among the written curriculum, taught curriculum, and assessed curriculum.

  • Essential Action 3 – The administration will conduct weekly classroom observations. (5 walkthroughs and 1 formal)

  • Essential Action 4 – Family engagement activities will be planned and implemented to foster parent involvement.

  • Essential Action 5 – Provide Professional Development opportunities for newly implemented instructional interventions to include training, monitoring, and follow-up/collaboration.

For the 2016-2017 school year,  teacher quality may improve through the following measures:

  • increase technology time for students to practice on computers using the Technology Enhanced Items [TEI]
  • provide additional personnel support during reading and math instruction
  • establish goal setting and monitoring of student growth for teachers through the evaluation goal setting portfolios
  • continue to focus efforts of alignment of Written, Taught and Tested Curriculum at all grade levels

Related Indistar® indicators (if applicable): 

TA01

REQUIRED - 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. (2931)

TA02

REQUIRED - 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

REQUIRED - 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 unsuccessful interventions) for targeted intervention students to ensure fidelity and effectiveness.

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 school wide 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.

Evidence:  Scientifically-based research strategies based on identified needs and designed to raise the achievement level of all students on content standards.  Include a description of how the reform strategies will be evaluated for effectiveness.

Narrative: COMPONENT #2 – SCHOOLWIDE REFORM STRATEGIES

The Kilby Shores faculty meets monthly as well as the  Leadership Team, Data Team, and by grade levels to review testing data (Phonological Awareness and Literacy Screening [PALS], NWEA MAP Math and Reading, Virginia’s Standards of Learning [SOLs], and Suffolk Public Schools Benchmark Assessments) and the curriculum guides for pacing and/or mapping needs.  From these meetings, the staff identifies areas that need improvement or clarification; recommends integration of content throughout each grade level, when possible; explores material needs, and reviews research to guide and support the instructional program.

As needed, teachers seek ways to meet the needs of students whose achievement is not typical of curricular pacing.  Support materials are purchased and developed to further the implementation of a balanced literacy curriculum and to meet the needs of all students.  The staff received Whole Brain training as well as training in Fundations and word study.  Lastly, teachers use on-going data to develop differentiated lessons and activities daily in their classrooms.

Schoolwide Reform Strategies

For the 2016-2017 school year, Kilby Shores School will continue to use Indistar, on the Center of Innovation site, to document school improvement and reform measures.  

Goal #1:  By May 2017, 80% of all students will demonstrate an increase in Reading proficiency as evidenced by local assessments, teacher made assessments, SOL results, lesson plans and classroom observations.

Strategy

Evidence of Progress

Timeline

Person(s) Responsible

Improve Balanced Literacy Instruction by utilizing the Suffolk Public School’s “Guide to Reading and Writing Instruction” Handbook.

  • Mastery on Teacher made assessments
  • SOL Assessments
  • Benchmark Tests
  • Lesson Plans
  • Running Records
  • Observations

 Shared reading lessons will be modeled on Fridays throughout the school year.  Additional Balanced Literacy training will take place on 12/6, 1/11, 1/18 and one date TBA.

  • K-5 Teachers
  • Academic Coach
  • Administration
  • Title 1 teacher
  • Classroom teachers

Continue to implement the FUNdations program in grades K-3 to aid in phonemic awareness, decoding, and word attack skills.

  • Mastery on Teacher made assessments
  • SOL Assessments
  • Benchmark Tests
  • Lesson Plans
  • Observations

Classroom teachers in grades K-2 will continue to use the FUNdations program with their Tier 2 and Tier 3 students.

  • K-3 Teachers/Teacher Assistants
  • Academic Coach
  • Administration
  • Special Education staff

Word Study training in grades 3-5.  A research based program on Word Study for Phonics, Vocabulary, and Spelling instruction.

  • Mastery on Teacher made assessments
  • SOL Assessments
  • Benchmark Tests
  • Lesson Plans
  • Observations

In September 2016 all students in grades 3-5 will be assessed by the Academic Coach.  The assessments will be scored and teachers will use the data during guided reading to instruct students at their word study level. Word Study training will be conducted on 1/11/17 and 1/18/17.

  • K-5 Teachers
  • Academic Coach
  • Administration
  • Title 1 Teacher
  • Classroom teachers

Effectively use the Reading Renaissance Program which includes Accelerated Reader to enhance literacy instruction.

  • Mastery on Teacher made assessments
  • SOL Assessments
  • Benchmark Tests
  • Lesson Plans
  • Observations

A.R. Committee: (Perry, Greene, Banks, Knight, Lane, Bradley, Regione). The requirements and expectations were shared with the staff on Tuesday, October 18, 2016.  

  • K-5 Teachers
  • Academic Coach
  • Administration
  • Title 1 Teacher
  • Classroom teachers

Continue to implement Guided Reading in grades K-5 based on student data from PALS, NWEA MAP and District assessments.

  • Mastery on Teacher made assessments
  • SOL Assessments
  • Benchmark Tests
  • Lesson Plans
  • Observations

Training in the components of balanced literacy will take place throughout the first half of the school year.  Dates include:

12/6, 1/11, 1/18, and TBD. The components of balanced literacy will be modeled in the classrooms by the Title I Teacher and Academic Coach throughout the year.

  • K-5 Teachers
  • Academic Coach
  • Administration
  • Title 1 Teacher
  • Classroom teachers

Administrators will monitor the above strategies each nine weeks through observations, walkthroughs, weekly grade level meetings and results from local and State (SOL) assessment results.

Goal #2:  By May 2017, 80% of all students will demonstrate an increase in Math as evidenced by local assessments, teacher made assessments, SOL results, lesson plans and classroom observations.

Strategy

Evidence of Progress

Timeline

Person(s) Responsible

Improve Math Instruction by utilizing the Suffolk Public School’s Comprehensive Math Plan.

  • Mastery on Teacher made assessments
  • NWEA MAP RIT Report
  • SOL Assessments
  • Benchmark Tests
  • Lesson Plans
  • Observations

Ongoing – Ginny Lane, Academic Coach reviews math data based on student performance.  Teachers discuss strategies for improvement.

  • K-5 Teachers
  • Academic Coach
  • Administration
  • Title 1 teacher
  • Classroom teachers

CRA Model Lessons will be implemented.

  • Mastery on Teacher made assessments
  • SOL Assessments
  • Benchmark Tests
  • Lesson Plans
  • Observations

All teachers K-5 will use the CRA model for math.  

  • K-5 Teachers
  • Academic Coach
  • Administration
  • Title 1 teacher
  • Classroom teachers

Ongoing Math Strategy Training

  • Mastery on Teacher made assessments
  • SOL Assessments
  • Benchmark Tests
  • Lesson Plans
  • Observations

Jill Paraska and Kristopher Gillgren provided training on using Daily Spiral Review in math.  

  • K-5 Teachers
  • Academic Coach
  • Administration
  • Title 1 teacher
  • Classroom teachers

Goal #3:  To ensure continuous academic growth for all students, the failure rate will decrease by 10% for grades 3-5 on the 2017 SOL reading and mathematics assessments.

Cause Data

(Adult Behavior)

Effect Data

(Student Results)

Professional Development and Support Data

Objective:  Increase Academic Achievement for All Students

Objective:  Academic Growth for All Students

Objective:  Build Teacher Capacity Through Professional Development

Administration/School Leadership Team will identify and determine the type of professional development needed in reading, math, science/technology for grade level teams and all staff through walkthroughs, observations, weekly grade level meetings and results from local and State (SOL) assessments.

Teachers and administration will track student progress through the use of graphs and charts while implementing Response-to-Intervention (RtI) strategies to improve proficiency in reading, math, science and history/social studies assessments.

Host Data days for grade level professional development on Guided Reading and comprehension strategies.

Use EDIVATE, when feasible, for K-5 staff to differentiate instruction.

Administration will complete weekly walk-throughs to determine teacher needs. Conferences will be held with teachers after the walk-throughs to discuss strengths and areas of improvement.  

Teachers will revisit new Standards of Learning objectives, noting increased rigor.  Teachers will align instruction with new Standards of Learning.

Student achievement will be tracked per nine weeks by analyzing local benchmark assessments and targeting identified areas of concern.  Test items will be analyzed after each nine week assessment to address instructional alignment concerns.

Information will be reviewed on the use of Technology Enhanced Items (TEI) for classroom teachers to support math and reading SOL testing in grades 3-5.

Development and monitoring of specific remediation plans for identified strategic and intensive students.

Teachers will develop specific plans to support identified strategic and intensive students.  These plans will be monitored by administration or academic coach and documented in the grade-level data notebook.

Teachers will collaborate to develop plans for strategic and intensive students.  

Administration will require regular Data Team meetings to collaborate on the analysis of assessment data, samples of Quick Checks and provide evidence of these meetings as recorded minutes and Indistar.

Administration will provide additional practice for students not meeting benchmarks through extended learning opportunities (before school, after school, in school remediation, tutoring program, SOL remediation, small group, and summer program).

Administration will plan professional development on the use of PowerSchool.

Administration/Academic Coach will conduct three or more walkthroughs weekly to assess implementation of priorities for reading and math in the classrooms and provide consistent feedback on these priorities to staff. Emphasis will be on implementation of both Guided Reading and Guided Math.

Administration, leadership and grade level teams will track student progress through the use of graphs and charts while implementing Response-to-Intervention (RtI) strategies to improve proficiency in reading and math. These graphs and charts will be located in the academic coach’s room on the data wall as well as in the grade level data notebooks.

Administration will plan professional development on the use of Guided Reading and Guided Math as needed.

Family Engagement Committee will plan and implement parent training/learning sessions at school/in community related to core subjects.

Student achievement will increase as evidenced by teacher made assessments, local benchmark assessments and Standards of Learning (SOL) data results.

A parent needs survey will be sent home in the fall of 2016-2017 school year to assist in planning parent activities. This information will be compiled by the Title I teacher.

The school counseling program provides counseling, mentoring and support services for low achieving and at-risk students, in addition to the student body as a whole.  Classroom guidance, small group counseling, individual counseling and mentoring    (ex: Military Lunch Buddy Support Groups),   intervention and support services are provided as needed.

Evidence:

The success of these strategies will be measured by student academic achievement data, parent surveys and teacher feedback.  Additional monitoring and accountability measures may be defined by the principal, school leadership team, and district staff.

Related Indistar® indicators (if applicable): 

TA01

REQUIRED - 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. (2931)

TA02

REQUIRED - 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

REQUIRED - 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 unsuccessful interventions) for targeted intervention students to ensure fidelity and effectiveness.

 


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: COMPONENT #4 – STRATEGIES TO ATTRACT AND RETAIN HIGHLY QUALIFIED TEACHERS:

Suffolk Public Schools (SPS) follows the district guidelines for acquiring and retaining highly qualified teachers. During the 2010-2012 school year, the district implemented an electronic Job Application Portal for all new applicants. This was influential during the selection process for the interview of applicants. In addition to the portal, we also maintain partnerships with local community colleges and Universities to attract new teachers.  The school’s principal participates in job fairs at the district level and accepts invitations to job fairs from Universities. During the 2015-2016 school year, Suffolk Public Schools was represented at the following universities: Longwood University, Radford University, Old Dominion University, James Madison University and Hampton University. All of which are in Virginia.

Suffolk Public Schools supports new teachers with a week of in-service prior to the start of the school year. New and first year teachers participate in professional development through Target, a mandatory training sponsored by Suffolk Public Schools.  In these sessions, researched based instructional strategies and other teaching pedagogy are shared with teachers to help with transition and first year teaching concerns.  Teacher mentors are also assigned to teachers who are new to Suffolk Public Schools and first year teachers to guide them with transitioning into their new school setting. Each mentor and teacher receives recertification points for participating in the year Mentorship Program.

Training and support are provided for new teachers in addition to the training that is provided to all staff members.  New teachers are assigned a mentor teacher who meets on a regular basis to review plans, policies, etc. in order to familiarize new teachers with the expectations of Suffolk Public Schools.  The new teachers at Kilby Shores can meet with the Title I teacher or Academic Coach during which information and training is provided to support guided reading and word study.  Model lessons are provided several times per month to demonstrate good teaching practices.  The principal, assistant principal, and academic coach provide feedback to new teachers based on observations.  

Evidence:

        Student – Teacher survey

        Mentor – Mentee Reflections

Related Indistar® indicators (if applicable): 

Related Indistar® indicators (if applicable):

EA 5 Provide professional development opportunities for newly implemented instructional interventions to include training, monitoring, and follow-up/collaboration

IF08   Professional development for the whole faculty will include assessment of strengths and areas of needs of improvement from classroom observations of indicators of effective teaching.

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: COMPONENT #5 – HIGH QUALITY AND ONGOING PROFESSIONAL DEVELOPMENT:

One of the goals of Suffolk Public Schools is to Advance Academic Achievement through Enhanced Instructional Skills, Gained by Professional Development. The delivery of powerful, sustained and ongoing professional development is a vital component of Kilby Shores Elementary School’s instructional program.  Teachers participated in strategic staff development programs throughout the academic year.  These programs were designed to raise student performance levels by enhancing proficiency in teaching among all teachers.  Sessions were held to discuss lesson design, differentiated instruction across content areas and brain-based and cooperative learning strategies.  

At Kilby Shores, teachers were also required to participate in the school’s staff development program that addressed targeted areas of instruction for a subject and/or grade level.  The focus areas were well defined in the School Improvement Plan training was on an ongoing basis to help close identified achievement gaps and will continue in 2016-2017.  [See attachment  #6 Professional Development Plan]

Reading Professional Development:

  • Administrators meet with teachers on a weekly basis (Tuesdays) to analyze and discuss local reading assessment data and best practices to increase student achievement. This information will be used to create remediation groups and flexible grouping.  
  • Teachers also will watch videos from a district purchased site called EDIVATE. This site allows teachers to view videos that are aligned with their identified weaknesses as evidenced by data. These videos will be assigned on an as needed basis and monitored by administration.

Math Professional Development:

  • Administrators will meet with teachers on a weekly basis to analyze and discuss local math assessment data after each midpoint and benchmark assessment and best practices to increase student achievement. This information was used to create remediation groups and flexible grouping.
  • Teachers also watched videos from a district purchased site called EDIVATE. This site allows teachers to view videos that are aligned with their identified weaknesses as evidenced by data. These videos will be assigned on an as needed basis and monitored by administration.
  • See Attachment #6 for detailed Professional Development Plan.

In reviewing the Preliminary 2016 SOL Reading and Math test data results (See Attachment #3), it is evident that ongoing professional development is needed in both subject areas but mainly in math. The following steps will be implemented:

  • Ongoing collaboration between Title I personnel and teachers will continue to help support reading initiatives.
  • Teachers will implement guided math groups and daily spiral reviews within grade levels K-5 to help increase student achievement in math.
  • A focus will be placed on word analysis and reading comprehension in grades 3-5 as evidenced by reading SOL data.
  • CRA Model lessons will be taught in math to increase math achievement.

Suffolk Public Schools offers a professional development model that requires teachers to engage in 15 hours (STAR Points) of self-selected professional development activities.  These hours can be earned through attendance at workshops hosted within the district and/or state and national conferences.  Staff may elect to participate in professional conferences and/or course work that is researched-based and provides job-embedded training.  Hours are monitored annually by the school administration during teachers’ pre-/post evaluation conferences.

Evidence:

  • Walkthroughs, observations and student data
  • Teacher reflections / Grade Level Data Notebook
  • Feedback from EDIVATE

Related Indistar® indicators (if applicable):

EA 5 Provide professional development opportunities for newly implemented instructional interventions to include training, monitoring, and follow-up/collaboration

IF08   Professional development for the whole faculty will include assessment of strengths and areas of needs of improvement from classroom observations of indicators of effective teaching.

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

Evidence:  Parent/community involvement; compact development and implementation; parent policy and other required activities to involve parents.

Narrative: COMPONENT #6 – STRATEGIES TO INCREASE PARENTAL INVOLVEMENT:

In 2015-2016, Kilby Shores Elementary School personnel and the PTA Board actively worked to build relationships, provide quality activities for parental involvement, and increase opportunities for informal dialogue regarding school issues.  Newsletters and PTA information are sent home on a regular basis.  Activities for this school year will include programs such as:

  • Math Night at Food Lion: Using Real Life Math
  • Community Resource Night
  • Winter Wonderland
  • Spring Fling
  • Volunteer Program for academics
  • Field Day
  • Career Day
  • Parent Teacher Association (PTA)
  • Give the Gift of Reading
  • Captain’s Café for Dads
  • Mother’s Day Luncheon

The school has parent representation through its Partners in Education, School Improvement Team and Parent and Teacher Association (PTA). While recognizing that some parents are actively involved in their child’s education, all parents should be informed and invited to participate in their child’s education.  To increase communication and commitment by the staff to reach all parents, the following tasks will be implemented in 2016-2017:

  • We will convene additional parent-teacher conferences to discuss each student’s academic achievement.  Specifically, these conferences will be held in November and February.
  • Host the Kindergarten Orientation for parents of rising Kindergarteners to visit Kilby Shores and meet the Kindergarten teachers and administration. Parents receive information about important skills students need to have to be ready for Kindergarten, as well as a quick introduction to academic areas covered. This event is held in June.
  • Host Family Literacy Nights- Students and parents will have the opportunity to attend workshops and learn researched based strategies on how to help their child at home.
  • Ongoing Title I meetings and parent Involvement activities will be held to increase reading achievement in grades K-5.
  • The guidance counselor will host Parent Resource Nights to inform parents of available local resources if needed.
  • All students and parents participate in the annual awards program at the end of the school year in June.
  • Parents will be invited to attend Leadership meetings.

As a schoolwide Title I school, all parents will be invited to a Title I Orientation to view a PowerPoint explaining the Title I program, purpose of Title I and how they can help their child become more successful in school.  Title I personnel will review the parent component and discuss its elements, highlighting students, teachers, and parents.

Parent participation in events and activities will be evaluated from survey results.  Kilby Shores Elementary will provide a variety of opportunities for working and non-working parents to be active participants in the child’s education with student achievement as the primary focus.  Administration and teachers have an open-door policy for parents.  Kilby Shores will continue to establish positive relationships with parents to promote student success.

Parents and staff members are involved in the development of the Family Engagement Policy as well as the school Compact.  The following people participated in a meeting on October 5, 2016 to review these documents and offer their input:

Lorri Banks

Principal

Michelle Floyd

4th Grade Teacher

Jill Paraska

Assistant Principal

Christine Posey

Early Start Teacher

Ginny Lane

Academic Coach

James Williams

2nd Grade Teacher

Latrice Knight

Title I Teacher

Jessica Johnson

3rd Grade Teacher

Austin Kulp

Physical Education

Cidra Davis

1st Grade Teacher

Kristopher Gillgren

5th Grade Teacher

Karen Palmer

Parent

Ellen Lee

Special Education

Shelby Bazemore

Parent

Suggestions were made on how to make the documents and their purpose easier for parents to understand.    After the suggestions were used to make changes, the Compact and Policy were shared at the first PTA meeting of the school year to members of our school community asking for additional input and approval.  No additional suggestions were made.  

The School-Parent-Student Compact and the Parental Involvement Policy will be distributed by November 29, 2016.

Monthly family engagement activities are planned and held by the Title I Teacher and a budget is planned to spend Title I funds that support parents and students through activities and resources.  

(See attached Parental Involvement Plan and Parental Involvement Budget)

Related Indistar® indicators (if applicable): 

EA 4 Family engagement activities will be planned and implemented to foster parent involvement

VDO1        Programs that engage and support family members are provided

Parental Involvement Plan 2016-2017

Kilby Shores Elementary School

                                                        

Describe each parent involvement activity and training opportunity that will take place.

Description of Activity

Grade Level/Subject

Number in Attendance

Comments

Resources Needed for the Parent Involvement Activity/Workshop

Thursday, October 13, 2016

PTA/Title 1 Overview

Grades PK-5

Presented by

Megan Bales/Latrice Knight

6:00 p.m.

Power Point, Compact, Family Engagement t Plan

Indicator VDO1

Total Cost of Activity $0

Tuesday, November 15, 2016

Family Reading Night

Grades PK-5

Presented by

Latrice Knight

6:00 – 7:00 p.m.

books, refreshments, agenda

Indicator VDO1

Total Cost of Activity $0

Tuesday, December 13, 2016

“Read for the Holidays”

Parent Event

Grades PK-5

Presented by

Latrice Knight

6:00 – 7:00 p.m.

Books, Wrapping Paper, Tape

Indicator VDO1

Total Cost of Activity $1100.00

Para Professionals will have FunDations training

Grades K-k

Lisa Odonnell

FunDations Kits are already available.

Description of Activity

Grade Level/Subject

Number in Attendance

Comments

Resources Needed for the Parent Involvement Activity/Workshop

Thursday, January 19, 2017

“Writer’s Workshop: The Reading Writing Connection”

Parent Workshop

Grades PK-5

Presented by

Latrice Knight

3:00 – 3:30 p.m.

Handouts, Overhead Markers, Free Book

Indicator VDO1

Total Cost of Activity $258.54

Tuesday, February 21, 2017

Family Reading Night

Grades PK-5

Presented by

Latrice Knight

6:00 – 7:00 p.m.

books, refreshments, agenda

Indicator VDO1

Total Cost of Activity $500

March 2017, TBD

“Food Lion Math Night”

Grades 3-5

Presented by

Karen Jones

5:15 – 6:00 p.m.

None

Indicator VDO1

Total Cost of Activity $0

April 20, 2017

“World of Words: Vocabulary”

Parent Workshop

Grades K-5

Presented by

Latrice Knight

5:15-6:00pm.

Powerpoint, Handouts

Indicator IID06; IIIB01

Total Cost of Activity $258.54

Thursday, May 25, 2017

“Preparing for the Next Grade”

Parent Workshop

Grades PK-5

Presented by

Latrice Knight

3:00 – 3:30 p.m.

Handouts,  Free Book

Indicator VDO1

Total Cost of Activity $258.59

Kilby Shores Elementary School-wide Title I Program

School-Family-Student Compact for ALL Students

2016-2017

School and Teacher’s Responsibilities

The staff at Kilby Shores Elementary shares the responsibility for improved student achievement; therefore, we will do the following:

School/Teacher Signature ________________________________________________________________________

Family’s Responsibilities

As a parent or guardian, I want my child to reach his or her full potential; therefore, I will do the following to support my child’s learning:

Parent/Guardian Signature _______________________________________________________________________

Student’s Responsibilities

I, as a student will share the responsibility to improve my academic achievement.  It is important that I do the best I can; therefore, I will do the following:

Student Signature ________________________________________________________________________________

        

This form must be completed for ALL students at Kilby Shores regardless of whether they receive Title I service

Kilby Shores Elementary School

Title I Family Engagement Policy

Kilby Shores Elementary School believes that the education of each student is a responsibility shared by the school, parents, and students.  We believe that communication between school, parents, and students is important and we must create opportunities for active family engagement in our school.  It is important to recognize that the term “parent” can also include guardians, grandparents, and other members of a student’s family who are involved in the student’s education.

 

Kilby Shores Elementary School will put its beliefs into action through the following Family Engagement Plan:

PART I: GENERAL EXPECTATIONS

 

Kilby Shores Elementary School agrees to implement the following legal requirements that align with

Sections 1118, 1111, and 1112 of the Elementary and Secondary Education Act (ESEA) also known as

Every Student Succeeds Act (ESSA):

•       Kilby Shores Elementary School will provide programs and activities to involve families in school.  These programs will be planned using input from families.

 

•       Kilby Shores Elementary School will include a School-Parent-Student Compact as part of the Family Engagement Policy, which outlines the agreement to work together to best meet the needs of our students.

 

•       Kilby Shores Elementary School will provide opportunities for families with Limited English Proficiency, families with disabilities, and parents of migratory children to participate in school activities and events.  Information and school reports will be provided in an understandable and uniform format, an alternative format if necessary, and in a language understandable to parents. Documents include but are not limited to:

 

o   Title I Program Requirements

o   Kilby Shores Title I Family Engagement Policy

o   School/Student/Parent Compact

o   Complaint Procedure

o   Parents’ Right To Know

o   Individual SOL Performance Sheets for Reading and Math in grades 3-5

 

•       If families are unsatisfied with the Family Engagement Plan, Kilby Shores Elementary School will include any families’ comments with the plan when the school district submits the plan to the State Department of Education.

 

•       Kilby Shores Elementary School will involve families in decisions about how the Family Engagement funds are spent in the school to meet the needs of the students.

 

 

PART II:  How Will the Family Engagement Plan Be Implemented?  

 

1.     Kilby Shores Elementary School will involve families in the development of the school’s family engagement policy as stated in Section 1112 of the ESEA by:

 

2.     Kilby Shores Elementary School will involve families in school review and improvement of the school’s family engagement policy as stated in Section 1116 of the ESEA by:

 

3.    Kilby Shores Elementary School will coordinate and provide support to the Title I staff in planning and implementing effective family engagement activities to improve student academic achievement by:

4.   Kilby Shores Elementary School will plan workshops to encourage family engagement that will be supported by Family Engagement funds including:

 

1.     Title I Orientation Meeting

2.     “Family Reading Night” Family Event

3.     “Read Around the Holidays” Family Event

4.     “A World of Words: Vocabulary” Parent Workshop

5.     “Family Reading Night” Family Event

6.      “Food Lion Family Math Night” Family Event

7.     “The Reading Writing Connection: Writing Workshop” Parent Workshop

8.     “Preparing for the Next Grade Level” Parent Workshop

 

 

5.     In the fall, Kilby Shores Elementary School will provide information about the Title I program that includes a description and explanation of the school’s curriculum, assessments used to measure children’s progress, and the proficiency levels students are expected to meet and help parents and families understand the following:

·       locating and understanding the school handbook

·       locating and understanding the local pacing guides and State SOL standards

·       locating the dates for the distribution of interim reports and report cards

·       distributing Title I newsletters on a monthly basis

·       sharing the School Report Card with parents during the Title I Orientation Meeting in the fall

6.       When requested by parents, Kilby Shores Elementary School will meet with families to formulate suggestions, and to make decisions about the education of their children.  The school will respond to any such suggestions as soon as possible.  Meetings include:

·           Parent Teacher Conferences

·           SOS Meetings

·           Child Study and Eligibility Meetings

·           Districtwide Title I Parent Advisory Council

·           Kilby Shores Elementary School Parent Advisory Council

 

7.     In June of each year, Kilby Shores Elementary School will provide each parent with an individual student report about the performance of their child on the State SOL assessments in reading and math for grades 3-5.

 

8.    According to Section 200.56 of the Title I Final Regulations (67 Fed. Reg. 71710, December 2, 2002), Kilby Shores Elementary School will provide each parent timely notice when their child has been taught for four or more consecutive weeks by a teacher who is not highly qualified.

 

9.  Kilby Shores Elementary School will develop a partnership with parents to help their children achieve state standards by:

10.  Kilby Shores Elementary School Title I Parent Advisory Council has been established to provide advice on all matters related to family engagement in the Title I, Part A program.  The school will arrange parent workshops and Title I meetings at various times to provide for parents’ needs.

PART III:  ADOPTION  

Kilby Shores Elementary School Title I Family Engagement Policy has been developed jointly with, and agreed upon with, parents as evidenced by the minutes of the Parent Advisory Council meeting and sign-in sheet.  

*This policy was adopted by the Kilby Shores Elementary School Title I Parent Advisory Council on ______________ and will be in effect for the period of one year.                                                                 

________________________________

                                                                                            (Signature of Authorized Official)

 _______________________________

                                                                                                                (Date)

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: COMPONENT #7 – Transition Plan

Kilby Shores Elementary serves pre-kindergarten students through the Early Start Program, which is funded through the Virginia Preschool Initiative Grant and local operating dollars. The Early Start Program serves thirty-six (36) students in two classes. Students were identified by using a battery of indicators of at risk characteristics.  The Early Start teachers and paraprofessionals provide four year old students with a hands-on approach to learning using the High Scope curriculum.  

Early Start Orientation was held at the beginning of the school year on September 1, 2016. This parent meeting helps to promote teacher and parent interaction as the program curriculum and expectations are reviewed.  Meetings are also held monthly with Early Start parents to bridge the home-school collaboration, maintain communication, and encourage language development and an awareness of early math concepts.  The goal is to promote a literate environment in the homes of Pre-K students. In May of 2017, a parent meeting will be held to discuss the transition of early start students to kindergarten.

Suffolk Public Schools and Suffolk’s Early Childhood Commission teamed together to promote Kindergarten transition for the 2016-2017 school year.  Parents from the southern end of Suffolk were invited to attend Orientation at Kilby Shores in May 2016.  This event included community resources and discussion on educational programs offered by Suffolk Public Schools.  Parents also received information regarding the Parent Resource Center and check-out procedures for additional educational resources that can be used in the home during the summer.  

In March and May of this school year, parents will be invited to register their children for Kindergarten.  Special invitations go out to Suffolk’s Head Start program as well as to 1st Baptist Church pre-school program to identify rising kindergarten students. This event also provided an opportunity for kindergarten parents and students to begin building relationships. At registration a letter was given to each parent informing them of the assessment date for rising Kindergartners. This assessment will measure students’ early literacy and mathematical skills. Early Start Early Start students who are zoned Kilby Shores for Kindergarten were also assessed. This information will be analyzed for the upcoming 2017-2018 school year. Kindergarten transition packets were sent to all PreK and Early Start students at Kilby Shores in June 2016.

Kilby Shores Elementary School is also committed to helping students transition from fifth grade to middle school as well. Fifth grade students visit their designated middle school in the spring for orientation. This allows students to become familiar with the school, students, and staff. Students also receive an overview of the academics and extra-curricular activities available, as well as a review of the Student Code of Conduct.  Middle school administration attends the meeting to answer questions the students have about middle school. Also, a middle school band performs at the school to promote and spark interest in the band program. A fashion show is performed for students to demonstrate proper dress code for middle school students.  Additionally, Special education teachers from our feeder middle schools are invited to IEP meetings of rising 6th graders to ensure a smooth transition to middle school.  

Finally, two Open House events were held on September 1, 2016 and October 13,2016 to provide all parents, students, and staff an opportunity to build relationships and transition into the new school year.  

Related Indistar® indicators (if applicable):      

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:       COMPONENT #8 – Participation in Decision Making:

Classroom teachers are trained and participate in the collaborative Data Team process. This team is charged with the task of looking at data and pinpointing specific weaknesses within all grade levels. Additionally, the Data Team minutes document discussion related to identified sub-groups, interventions and recommendations for professional development. Teachers also review assessments, both summative and formative, in grade level meetings on a weekly basis. During these meetings, information from the data team is shared with all grade level members, teachers analyze pre-test data and pinpoint specific skills and areas of concern and collaborate on strategies and interventions to produce mastery of those skills. Data is tracked on each student and progress is monitored to increase success for all learners. The same process will be implemented for the 2016-2017 school year.

Kilby Shores Elementary School’s staff will continue to use multiple assessment tools to monitor and evaluate student progress and achievement.  Data will be gathered from Phonological Awareness and Literacy Training (PALS), NWEA Map Reading and Math, Local Benchmark Assessments in Reading, Math, Science and Social Studies, and Virginia’s Standards of Learning Assessments. Decisions that affect the school at-large continue to seek the consultation of the Leadership Team for review, analysis, and prioritization.  

The Leadership Team comprised of teachers from each grade level, paraprofessionals, Special Education, Resource teachers and the Academic Coach will meet in the fall to review academic test results as well as survey data from parents, teachers and students.  Once identified needs are discussed, the team will review best practices and discuss instructional strategies for implementation into an action plan or updates to the School Performance Plan.  School administration maintains a data notebook and conducts reflective dialogue with the school Leadership Team.  

Related Indistar® indicators (if applicable): 

TA01

REQUIRED - 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. (2931)

TA02

REQUIRED - 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

REQUIRED - 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 unsuccessful interventions) for targeted intervention students to ensure fidelity and effectiveness.

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: COMPONENT #9 – Strategies to Address Areas of Need:

During the 2016-2017 school- year, multiple data sources will be used to assist teachers in identifying learners needing additional support. Small group reading and math remediation sessions will be provided using Title I funding and instructional assistants. All paraprofessionals in grades K-5 are trained or will be trained in Wilson FUNdations. This research based program focuses on skills that include print knowledge, alphabet awareness, phonological awareness, phonemic awareness, decoding, vocabulary, fluency, and spelling. Teacher assistants will support students who are identified in Tier 2 and Tier 3 of the RtI Pyramid by providing intense remediation in reading.

Staff will incorporate activities to ensure that students who experience difficulty mastering proficient or advanced achievement standards shall be provided with additional assistance.  Teachers will meet with administration or academic coach on a monthly basis to identify students who are performing below grade level or may need additional support in any academic or behavioral area. During these meetings, current and past data will be presented and strategies discussed with the teacher. A decision will be made at that time to continue to monitor the student or plan or meet to create a RtI plan. If the determination is made to write an RtI plan, parents will be notified and invited to a conference.  In some situations when RtI has been implemented and monitored, more in-depth conferences are held with the parent, teacher, coach, administration and/or member from the Support Services Team  (School psychologist, Educational Diagnostician) to discuss progress or lack thereof. New strategies and next steps are implemented or the student is referred to the Child Study Committee for a full evaluation or the 504 Committee.

Parent-teacher conferences are one of the avenues to keep parents informed. During conferences, teachers inform parents on how they can help their child at home. Additional assistance is also available to parents at the district Parent Resource Center and during Parent Teacher Association Meetings (PTA).  

Family Services is available for students who have difficulty maintaining self-control in the school environment. This service provides the intervention and support necessary to keep the student in the classroom. It also provides communication between the home and school. The Guidance Counselor offers group support to students with home situations that can impede academic success (Divorce, Military, Incarcerated Parent, etc.). This gives students the opportunity to share their emotions and learn coping skills for daily management.

Special Education teachers use inclusive practices to best serve students’ academic and social needs. They work closely with classroom teachers using various co-teaching models. An English as a Second Language (ESL) tutor provides services to enhance English language skills. For our hearing, visually, and physically impaired students, services and aides are provided as needed.

Partners in Education are a wonderful support to our school. This program allows the community to take ownership and become a part of the academic plan for the students. The partners mentor students with unique home life situations such as: deceased parent, incarcerated parent, single-family household, behavior concerns and/or students with self-esteem issues. They also tutor students in reading and math and participate during school and after school events. Below is a list of the current partners in education:

  • Southside Baptist Church
  • St. Paul Baptist Church
  • Bethlehem Christian Church
  • Suffolk City Fire Department Station # 4
  • Chick-Fil-A
  • Hamilton’s Realty
  • Lipton Tea
  • Food Lion
  • Lakeland High School Readers

Other Support Include:

  • Parent volunteers
  • PTA

Tier II and Tier II students will participate in daily interventions at Kilby Shores.  Many of these students will receive Title I services through the Title I teacher or one of the Title I teacher assistants in grades K-5.  Students who participate in TI services will receive intensive reading remediation 3-5 days per week for approximately 30 minutes in a small group setting.  Tier II and Tier III students will have many opportunities to receive small group tutoring to help close achievement gaps.  Volunteers from our partners in education come in on a regular basis to tutor individual and small groups of students in reading and math. Tutors paid through Title I funding will also work with Tier II and Tier III students based on our areas of focus in reading and math.  Teacher assistants and classroom teachers will use Fundations as a intervention for Tier II and III students as well.  Finally, our partners in education also provide materials and resources to the school to support programs for all students including those in Tier II and III.   Resources include school supplies, refreshments for school events, and speakers for Career Day.  

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: COMPONENT #10 – Coordination and Integration of Resources:

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.

State and Local/Community Educational Agency Programs and Other Federal Programs:

  • Title I, Part A- Basic aid to supplement Academic Achievement of low achieving students
  • Early Start Program- Virginia Preschool Initiative Program for Four Year Olds
  • Early Childhood Education- Support Transition from Preschool to Kindergarten
  • Title II, Part A- Preparing Training and Recruiting High Quality Teachers and Principals
  •  Instructional Support for English Language Learners
  • Special Education- Support Students Identified as Having a Disability as Defined by IDEA
  • Day Treatment Program- Support Students with Emotional and Behavior Needs
  • McKinney-Vento Act- Support for Students whose families have lost their homes to foreclosure
  • School Nutrition Program- Balanced Meals for Students Daily
  • Strategies Offered for Success Team- Support RtI Initiatives to create plans for students
  • YMCA- Before and After School Care for Students
  • Gifted and Talented Program- Support Students Identified as Gifted According to the Gifted Education Policies and Procedures of the School Division.
  • Guidance Counselor- Support students with family, social and/or emotional concerns

These federal, state, and community programs are used to improve achievement in a variety of ways at Kilby Shores Elementary.  Many of the programs such as Title I, Early Start, ESL, and Special Education work to close achievement gaps among subgroups. The SOS team works to put strategies in place to help students overcome academic challenges.  The guidance counselor and the staff of the day treatment program work to assist students with emotional and behavioral concerns so they can focus on academics.  Finally, the gifted and talented program assists high achieving students by allow students to participate in rigorous activities based on the curriculum at a higher cognitive level.

 

During the 2016-2017 school year, Title I Funds will be used to support the salaries of human resources within the Title I Program.  Funding will also be used to offer school tutoring for students who are identified as needing additional assistance to meet proficiency on the state SOL assessment. In addition, Title I funding will be used to support parent involvement activities for the school.

Title II, Part A funds will provide professional development activities that improve the knowledge of teachers and paraprofessionals in core content knowledge and instructional practices.

Local funds will support students identified as English Language Learners.

Suffolk Public Schools provides a continuum of placement options to meet the needs of students with disabilities. Special Education funding is provided for teachers and paraprofessionals to provide co-teaching, inclusion and self-contained services to students who are identified as having a disability. The speech pathologist, physical and occupational therapist works with classroom teachers to provide related services to students with specific disability needs. The Child Study Team works closely with the school and special education department to determine next steps and progress monitoring procedures for those students who do not make progress.

 Suffolk Public Schools provide guidance to schools to ensure coordination of services, parent involvement, staff development, and appropriate instructional activities for at-risk learners to help improve student achievement. Central office administrators and teachers expressed a commitment to support the Title I schoolwide plan. A Schoolwide Team will guide the process to annually evaluate the effectiveness of the plan. All stakeholders will be represented in the school, including administration, teachers, Title Personnel, parents and community members. In October 2016, the Schoolwide Team will review the components of the plan for the year. Assessment data, suggestions from parents and business partners, surveys and any other ideas will be collected during the school year to help evaluate the plan in the Spring of 2017. The Schoolwide plan will be an evolving map to help guide instructional decision making for students. In the Spring of 2017, the plan will be revised or new goals will be written as appropriate. The plan will be reviewed by the Title I Coordinator and input will be provided at that time.  

Related Indistar® indicators (if applicable):      

Attachment #1

AMO Detailed Report

Reading 2015-2016

Subgroup

Rate

AMO Goal

Met

All

82.53%

75%

YES

Gap Group 1

72.22%

72%

YES

Gap Group 2

75.53%

71%

YES

Gap Group 3

50%

72%

(Group too small to be evaluated)

Asian

100%

80%

(Group too small to be evaluated)

Economically Disadvantaged

72.44%

72%

YES

Limited English Proficient

100%

69%

(Group too small to be evaluated)

Students with Disabilities

50%

66%

(Group too small to be evaluated)

White

88.98%

77%

YES

Attachment #1 (continued)

AMO Detailed Report

Math 2014-2015

Subgroup

Rate

AMO Goal

Met

All

83.47%

70%

YES

Gap Group 1

75.22%

68%

YES

Gap Group 2

81.05%

67%

YES

Gap Group 3

66.66%

69%

(Group too small to be evaluated)

Asian

100%

82%

(Group too small to be evaluated)

Economically Disadvantaged

75.75%

68%

YES

Limited English Proficient

100%

66%

YES

Students with Disabilities

40.9%

65%

(Group too small to be evaluated)

White

85.59%

72%

YES

Attachment #2

Phonological Awareness Literacy Screening (PALS)

Percentage of Students Not Meeting the Benchmark

Grade Level

Spring 2016

Spring 2015

Spring 2014

Kindergarten

9%

5%

12%

First Grade

21%

12%

13%

Second Grade

11%

11%

13%

Third Grade

17%

19%

64%

(only 11 assessed)

Total

14%

12%

15%

Attachment #3

2015-2016 SOL Preliminary Results

Math and Reading

Grade Level

Reading

Math

Third Grade

78%

71%

Fourth Grade

83%

92%

Fifth Grade

82%

82%

Combined

83%

83%

Attachment #4

NWEA MAP

Reading Fall 2016-2017

Grade Level

Mean RIT

Norm RIT

AT, ABOVE, or BELOW  Norm

Kindergarten

139.7

141

BELOW

First Grade

158.3

160.7

BELOW

Second Grade

176.3

174.7

ABOVE

Third Grade

192.3

188.3

ABOVE

Fourth Grade

204.2

198.2

ABOVE

Fifth Grade

209.3

205.7

ABOVE

Attachment #5

NWEA MAP

MATH  Fall 2016-2017

Grade Level

Mean RIT

Norm RIT

AT, ABOVE, or BELOW  Norm

Kindergarten

137.2

140.0

BELOW

First Grade

156.9

162.4

BELOW

Second Grade

174

176.9

BELOW

Third Grade

190.5

190.4

ABOVE

Fourth Grade

202.5

201.9

ABOVE

Fifth Grade

212.3

211.4

ABOVE

Page  of