Division Name: King George County Schools      

School Name:     King George Elementary  

Date:     September 20, 2022  

Select One:          X  Initial Plan                 Revision

Title I schools implementing schoolwide programs are required to develop schoolwide plans in accordance with Section 1114(b) of the Every Student Succeeds Act of 2015 (ESSA).  Guidelines for plan development include the following:

• The plan should be developed with the involvement of:

• Parents;
• Other members of the community to be served;
• Individuals who will carry out the plan, including teachers, principals, other school leaders, administrators, paraprofessionals present in the school;
• The local education agency;
• To the extent feasible, tribes and tribal organizations present in the community; and
• If appropriate

• Specialized instructional support personnel;
• Technical assistance providers;
• School staff.

• If the plan relates to a secondary school, students  and other individuals determined by the school;

• The plan should be available to the Local Educational Agency (LEA), parents, and the public; information in the plan should be in an understandable and uniform format and, to the extent practicable, provided in a language that parents can understand; and

• If appropriate and applicable, the plan should be developed in coordination and integration with other federal, state, and local services, resources, and programs, such as programs supported under ESSA, violence prevention programs, nutrition programs, housing programs, Head Start programs, adult education programs, career and technical education programs, and schools implementing comprehensive support and improvement activities or targeted support and improvement activities under section 1111(d).

The ESEA requires four 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.

Stakeholders:

List the name and title of each stakeholder who participated in developing this plan.

Component 1 §1114(b)(6):  

A comprehensive needs assessment of the entire school that takes into account information on the academic achievement of children in relation to the challenging state academic standards, particularly the needs of those children who are failing, or are at-risk of failing, to meet the challenging state academic standards and any other factors as determined by the local educational agency.

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 data analysis summary must be included which incorporates benchmarks used to evaluate program results. The results of your data analysis must guide the reform strategies that you will implement to improve instruction for all students.

Narrative:

King George Elementary School is located in rural King George, Virginia and serves students in grades K-5.  

King George Elementary houses the division gifted center and division low incidence special education programs.

SOL Data  and Growth Assessments have been reviewed

Additional Academic Achievement Data (PALS, IXL, Diagnostic, SGA, MAP, Numeracy)

Teachers and staff will follow the 22-23 Assessment schedule

Budget Implications:

Data is reviewed at the beginning of the year and on a quarterly basis.  The needs assessment supports the use of small group remediation opportunities for students at-risk of failing to meet the state assessments.  Additionally, data supports family communication and engagement.  

Benchmark/Evaluation:

School-based data will be reviewed on a quarterly basis.  The cyclical review of data is facilitated through extended-planning period meetings with grade level teams, content specialists, and administrators.  This process occurs bi-weekly.

Component 2 §1114(b)(7)(A)(i):

Provide a description of schoolwide reform strategies that provide opportunities for all children, including each of the subgroups of students (as defined in section 1111(c)(2)) to meet the challenging state academic standards.

Evidence: Scientifically-based research strategies based on identified needs and designed to raise the achievement level of all students on content standards.  Provide information on how the selected strategies will increase student achievement in underperforming subgroups, if applicable.  Include a description of how the reform strategies will be evaluated for effectiveness.

Narrative:

KGES is committed to increasing student achievement in English and math.  After a comprehensive data review, the focus for student achievement is on students with disabilities, black students, ESL, and economically disadvantaged students.

The school master schedule allows for targeted intervention and enrichment based on formative data to address the individual student learning needs.  KGES implements job-embedded professional development for research-based strategies for unfinished learning.  Specific resources for unfinished learning include:

- Math Just in Time Quick Checks

- Update master schedule to allow self-contained classes to go to itinerant classes with grade level peers with inclusion support.

- Reading and Math VDOE Bridging Documents

- Daily usage of Reading Plus

 - Benchmark Advance

- Benchmark Advance Phonics Intervention

 -DreamBox

 - IXL Diagnostics recommended lessons

- Reading and Math Intervention Programs administered by highly-qualified professionals

- Direct Instruction based on scientifically-based curriculum programs

There is a schoolwide goal to increase opportunities for teachers, administrators, and specialists to collaborate to review data, effectively plan instruction, and review individual student progress. This goal is facilitated through extended planning periods and the use of shared student datasheets.  Extending planning teams include: general education and special education grade level teachers, paraprofessionals, content specialists, and administrators. Topics for extended planning will be shared with the staff each month.

Budget Implications:

Reading and math intervention personnel, curriculum, supplies and materials are supported through Title I funding.  Staff will participate in professional development focused on evidence based practices in reading and math.

Benchmark/Evaluation:

Data is reviewed after Growth and or common assessments during  extended planning. Teams will review student data for appropriate placement in intervention and to facilitate necessary instructional practices. Additionally, data supports family communication and engagement.

Component 3 §1114(b)(7)(ii):  

Provide a description of schoolwide reform strategies that use methods and instructional strategies that strengthen the academic program in the school; increase the amount and quality of learning time; and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education.

Evidence: Scientifically-based research strategies or activities that strengthen and enrich the academic program by: extending the school day; embedding reading and/or mathematics curricula into other instructional areas; or other strategies as appropriate.  Include a description of how the reform strategies will be evaluated for effectiveness.

Narrative:

KGES is committed to evaluating the effectiveness of instruction, intervention, and enrichment with the use of classroom walkthroughs, observations, student performance data collection, summative assessment data, and teacher evaluations.  Lesson plans and reflections are shared and discussed with our math and reading specialists during extended planning periods.

Tools to accomplish this goal include:

• Periodic Walkthroughs and the follow ups with teachers and Grade Level leads.  The goal is for every general education and special education teacher to have walkthrough feedback twice a month. In primary grades, walkthrough feedback will focus on reading and math.
• Create grade level student datasheets to monitor student progress

• Sample assessments included are:  quick checks, common assessments, and standardized testing.
• Content specialists will facilitate and maintain the data spreadsheets
• Scheduled meetings with ESL and Special Education teachers to discuss student progress
• Scheduled meetings with 4th and 5th grade science and social studies teachers to review student progress.
• Early literacy groups for enrichment
• Guided reading library allows all ELA teachers to use nonfiction text to incorporate content into small group reading instruction.

• Paraprofessionals working with intervention groups will receive observation feedback from a Title I teacher or content specialist at least once a month.

KGES will provide before and/or after school tutoring for students most at risk of failing to meet the state standards.  Research based curriculum will be used in reading and math for small group tutoring.  Teachers will evaluate the growth and progress of students participating in tutoring services.

Budget Implications:

Budget needs include support for intervention, enrichment, and instruction based on individual student needs.  Additional personnel for remediation and small group instruction is supported in the budget.  Funding is used to provide personnel, supplies, materials, and transportation for before and after school tutoring.  Funding is also used to support professional development needs related to intervention, instruction, and enrichment.

Benchmark/Evaluation:

• Intervention data sheets will be used to monitor student progress on a cyclical basis.
•  The number of classroom walkthroughs collected as well as the feedback provided will be shared at extended planning meetings.  
• Tutoring teachers will collaborate with classroom teachers to monitor progress.
• Classroom teachers, administrators, specialists, and special education play a pivotal role in data collection and interpretation.

Component 4 §1114(b)(7)(iii):  

Provide a description of schoolwide reform strategies that address the needs of all children in the school, but particularly the needs those at risk of not meeting the challenging state academic standards, through activities which may include—

• Counseling, school-based mental health programs, specialized instructional support services, such as student mentoring  services, and other strategies to improve students’ skills outside the academic subject areas;
• Preparation for and awareness of opportunities for postsecondary education and the workforce, which may include career and technical education programs and broadening secondary school students’ access to coursework to earn postsecondary credit while still in high school (such as Advanced Placement, International Baccalaureate, dual or concurrent enrollment, or early college high schools);
• Implementation of a schoolwide tiered model to prevent and address problem behavior, and early intervening services, coordinated with similar activities and services carried out under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.);
• Professional development and other activities for teachers, paraprofessionals, and other school personnel to improve instruction and use of data from academic assessments, and to recruit and retain effective teachers, particularly in high-need subjects; and
• Strategies for assisting preschool children in the transition from early childhood education programs to local elementary school programs and, if programs are consolidated, the specific state educational agency and local education agency programs and other federal programs that will be consolidated in the schoolwide program.

Evidence:  Scientifically-based research strategies or activities such as student support services; behavior intervention systems; tiered systems of support; teacher recruitment and/or retention activities; or other activities as appropriate.  Include a description of how the reform strategies will be evaluated for effectiveness.

Narrative:

 The first goal for component 4 is to implement strategies to enhance school climate and encourage collaboration between administrators, teachers, specialists, families, and students.

• KGES will develop a school communication plan through the use of our Web page, School calendar, grade level noticies, Title I plan.  The plan will include consistent expectations for all staff members.
• Increase the use and presence of the school-based public facebook page, public Twitter account, and Instagram.
• Increase the use of SchoolMessenger for family communication.
• Establish monthly staff meetings.  Attendance will be recorded by leadership.
• Grade Level Chair meetings will be held monthly, K-2 and 3-5 respectively.
• Teachers, counselors, and social workers will support staff and work in tandem to support student needs to include group and individual counseling groups, class lessons, and schoolwide activities.
• Specialized instructional support services, student mentoring, academic support, and career day activities.
• Mentor Teacher meetings will be held monthly
• Para Educators will meet monthly with administration

Implement a schoolwide behavior plan and offer increased opportunities for teacher professional learning in behavioral, social, and emotional support for students. The plan will be shared with all staff at a staff meeting.

• A committee will be formed to focus on creating a schoolwide behavior plan with guidance from the VDOE and division leadership.  The plan will be shared with all staff members during a staff meeting.
• Professional development and training is needed to develop and implement the schoolwide plan with fidelity.
• The schoolwide plan will be coordinated with existing systems (SBIT) for early intervention for student behavior and academic needs.

Budget Implications:

Budget needs include support for professional development, along with curriculum and materials..

Benchmark/Evaluation:

Monitoring communication from schoolwide media channels

Evaluate staff attendance at monthly meetings

Review progress towards implementation at midyear