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 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.
List the name and title of each stakeholder who participated in developing this plan.
Name of Stakeholder
Ronald Monroe/Daniel Styer
Erin Walker/Kim Herlihy
Reading Specialist/Title I Reading Teacher
Grade 1 Teacher
Grade 3 Teacher
Special Education Teacher
Sarah Ritchie/Bryon Scholl
Division Reading Specialist
Division Math Specialist
Division Title I Coordinator
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.
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
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.
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.
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
- 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.
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.
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.
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:
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 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.
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—
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.
The first goal for component 4 is to implement strategies to enhance school climate and encourage collaboration between administrators, teachers, specialists, families, and students.
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.
Budget needs include support for professional development, along with curriculum and materials..
Monitoring communication from schoolwide media channels
Evaluate staff attendance at monthly meetings
Review progress towards implementation at midyear
Revised August 2022