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Virginia Department of EducationTitle I Schoolwide Plan Template

Division Name: Henry County Public Schools School Name: Drewry Mason Elementary Date: 10/9/15 Select One: ▢ Initial Plan x Revision

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

● The comprehensive plan should be developed during a one-year period;● The plan should be developed with the involvement of parents and other members of the community to be served; ● Individuals who will carry out the plan, including teachers, principals, administrators, and if appropriate, pupil services personnel,

technical assistance providers, school staff, and, if the plan relates to a secondary school, students from such school, should be involved in the development of the plan;

● 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, the plan should be developed in coordination with programs under Reading First, Early Reading First, Even Start, the Carl

D. Perkins Vocational and Technical Education Act of 1998, and the Head Start Act.

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

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

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

Using Indistar® (available fall 2014):● Access the Title I Schoolwide Plan template from the “Complete Form” tab of the Indistar® dashboard. ● Provide a narrative response that describes how the school has addressed the requirements for each component; ● Where applicable, identify the indicator(s) and task number(s) from the school’s Indistar® plan that align with each required component;● Click “Save” at the bottom of the form to save your responses; and ● Submit the plan to your LEA Division Contact by returning to the dashboard. Under the “Submit Forms/Reports” tab, go to the Title I

Plans section, and select the Title I Schoolwide Plan “Submit” button.Not Using Indistar®:

● Access the Title I Schoolwide Plan template on the Title I web site http://www.doe.virginia.gov/federal_programs/esea/title1/part_a/index.shtml,

● Provide a narrative response that describes how the school has addressed the requirements for each component; and● Submit the plan as directed by your LEA Title I Coordinator.

Resources:

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

A Virginia Department of Education presentation on Requirements and Implementation of a Title I Schoolwide Program can be accessed at: http://www.doe.virginia.gov/federal_programs/esea/index.shtml.

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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: An employee engagement survey was given to all staff at Drewry Mason.

Creating Rubrics and Understanding and Using MAP Data were among the top Professional Development needs identified by staff. Necessary improvement efforts are related to items associated with feedback and recognition.

The School Improvement Plan is developed by the School Improvement Committee which represents every grade level, itinerant, and special education teachers. Committee members meet once every two weeks to monitor the plan’s progress. Administration reports progress to parents at each PTA meeting monthly and to all faculty once monthly during faculty learning meetings. The School Improvement Plan is also posted on the school’s website.

In the Drewry Mason School Improvement Plan, 100% of the faculty will analyze and use multiple sources of data to identify students at risk.

Sources of data and methods of collection:● Teachers use collaborative planning to ensure alignment and create performance tasks based on data that show

strengths and weaknesses.● Measures of Academic Progress data is analyzed and used to align curriculum and create lesson plans that address

strengths and weaknesses of students. MAP, SRI and PALS are assessed three times a year. AIMS is administered to Kindergarten and 1st grade three times per year and is used for progress monitoring in Child Study at all grade levels.

● Teachers meet within grade levels to determine and analyze data for specific skills.● Standards are unpacked. ● Results of common, formative and summative assessments are discussed and analyzed to identify students in need of

specific skill intervention.

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● Information from common, formative assessments is shared and discussed with administration during data meetings after the first three nine week periods. Measures of Academic Progress and PALS data are also discussed as appropriate during these data meetings.

● Summary of SDBQ Analysis was analyzed by the entire faculty. Results and successful strategies to address weaknesses were shared with all faculty members.

Triangulation of Data based on Comprehensive Needs Assessment, September 2015. See below.

SOL Math pass rate for 2014 – 2015 was 82.3% (up from 77% 2013-2014). Math Areas of Strength:

Overall increase in 3, 4, 5 Math SOL scores.Overall increase in K and 5th Math MAP scores. (Spring 14 to Spring 15)K – There was an annual increase in percent proficient / on grade level or above based on mean RIT score (33% to 49%) according to the math MAP assessment. 3rd – There was an annual increase in percent pass (71% to 75%) according to the 2015 math SOL assessment. We met annual measurable objectives for all target areas for three years in a row according to the math SOL assessments. We are above both division and state averages for percent pass for 3 years in a row according to the math SOL assessments. 4th – There was an annual increase in percent pass (87% to 92%) according to the 2015 math SOL assessment. There was a three year positive trend in percent pass (70%, 87%, 92%) according to the math SOL assessments. We are above both the division and state averages for both percent pass and percent advanced for the last two years according to the math SOL assessments. We met annual measurable objectives for all target areas for three years in a row according to the math SOL assessments. 5th – According to the math SOL assessments, there was an annual increase in percent pass (66% to 79%) and an annual increase in percent advanced (24% to 34%). There was a three year positive trend in percent advanced (13%, 24%, 34%) according to the math SOL assessments. According to the math MAP assessment, there was an annual increase in percent proficient / on grade level or above based on mean RIT score (38% to 66%).

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Math Areas of Weakness: Areas of weakness according to the 2015 math SOL assessment: 3rd grade – Number and Number Sense (32.2 category mean scaled score); however, all reporting category mean scaled scores were below 35. The test mean scaled score was 425.7. Plain English math – all reporting category mean scaled scores were below 35. 4th grade – Number and Number Sense and Measurement and Geometry (both 37.4 – still above 35 for category mean scaled score). 5th grade –Measurement and Geometry (34.2 – the only strand category below 35 for category mean scaled score). Plain English math – all reporting category mean scaled scores were below 35. There is a three year trend of an increasing achievement gap (percent pass) between all students and economically disadvantaged students which now is a 20 point difference. Areas of weakness according to math MAP assessment – Grade 1 – Annual decrease in percent proficient / on grade level or above based on mean RIT score (61% to 38%). Grade 2 – Annual decrease in percent proficient (55% to 49%). Grade 3 – Annual decrease in percent proficient (42% to 39%). Grade 4 – Annual decrease in percent proficient (70% to 59%). K – Computation and Estimation, Number and Number Sense1st – Computation and Estimation, Measurement and Geometry 2nd – Computation and Estimation, Measurement, Number and Number Sense3rd – Computation and Estimation, Measurement4th – Measurement, Computation and Estimation5th – Measurement

1st , 2nd , 3rd, and 4th grade scores decreased on the MAP math assessment percent proficient on grade level. (Spring 14 to Spring 15)

SOL English pass rate for 2014 – 2015 was 74.9% (up from 71% 2013-2014).English Areas of Strength:Overall increase in K, 2nd, 4th, and 5th MAP reading scores. (Spring 14 to Spring 15)K – There was an annual increase in percent proficient / on grade level or above based on mean RIT score (39%-52%) according to the MAP reading assessment. There was a fall-to-spring decrease in the percentage of students identified as needing additional reading instruction (11% to 8%) according to the PALS assessment.

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1st – For two years prior to 2014-2015, there was a fall-to-spring decrease in the percentage of students identified to need additional reading instruction (8% to 5% and 20% to 9%) according to the PALS assessment. 2nd – For two years prior to 2014-2015, there was a fall-to-spring decrease in students identified as needing additional reading instruction (14% to 12% and 13% to 10%) according to the PALS assessment. There was an annual increase in percent proficient / on grade level or above based on mean RIT score (56% to 66%) according to the MAP reading assessment. 3rd – We were above the division average for percent pass for 2012-2013 and 2013-2014 according to the SOL reading assessment.4th – There was an annual increase in percent pass (69%-78%) and an annual increase in percent pass advanced (15% to 18%) according to the reading SOL assessment for spring 2015. There was a three year positive trend in percent pass (64%, 69%, 78%) and in percent advanced (11%, 15%, 18%) according to the reading SOL assessment. For the last three years, we have decreased the percent point difference between our school – percent pass and the district average percent pass, with this year’s school percent pass being above the division average according to the 2015 reading SOL assessment. There was an annual increase on percent of Read 180 students improving at least 75 lexiles (92%-100%) according to the SRI assessment. There was an annual increase in percent proficient / on grade level or above based on mean RIT score (58% to 66%) according to the MAP reading assessment. 5th – There was an annual increase in percent pass (75% to 81%) and an annual increase in percent pass advanced (11% to 26%) according to the 2015 reading SOL assessment. We are at or above both the division and state averages for percent pass for three years in a row. According to the reading MAP assessment, there was an annual increase in percent proficient / on grade level or above based on mean RIT score (47% to 60%). According to the SRI assessment, there was an annual increase in percent of Read 180 students improving at least 75 lexiles (86% to 90%). English / Reading Areas of Weakness: Areas of weakness according to the 2015 reading SOL assessment:3rd grade – Lowest reporting category mean scaled score was comprehension of fictional texts (30.8). However, all reporting category mean scaled scores were below 35. The only subgroup with a mean scaled score above 400 was girls (mean scaled score 431; 71% pass). Boys’ mean scaled score was 394; 50% pass. There is consistently an achievement gap between all students and males, with males’ percent pass rate being below both division and state averages for three years in a row. Three subgroups did not meet AMO targets (Gap group 1 – 53%, Economically Disadvantaged 53%, and White 63%). There was an annual decrease in percent pass (66% to 62%) and a three year negative trend in percent pass (74%, 66%, 62%). 4th grade – Lowest reporting category mean scaled score was in the area of comprehension of nonfiction texts (32.9). Reporting category mean scaled score for comprehension of fictional texts was also below 35 (34.1). Comprehension in general mean scaled score

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was below 35. Gap Group 1 and Economically disadvantaged subgroups had lower mean scaled scores than other subgroups. Reporting category mean scaled scores for all categories were below 30 for the Read 180 students. 5th grade – Lowest reporting category mean scaled score was in the area of comprehension of nonfiction texts. Comprehension was the lowest area with Read 180 students’ reporting category mean scaled scores below 30 in both comprehension areas. Pass rate for boys was 68% (425 mean scaled score). Pass rate for girls was 83% (446 mean scaled score). Gap Group 1 (60%) and economically disadvantaged (62%) subgroups did not meet AMO. There is a three year trend of an increasing achievement gap (percent pass) between all students and economically disadvantaged students which now is a 15 percentage point difference. Areas of weakness according to the reading MAP assessment – Grade 1 – Annual decrease in percent proficient / on grade level or above based on mean RIT score (66% to 53%). Grade 3 – Annual decrease in percent proficient / on grade level or above based on mean RIT score (58% to 52%). K – Phonetic Principles and Writing1st – Phonetic Principles and Writing2nd – Comprehension of Fiction and Nonfiction3rd – Word Origins, Expand Vocabulary, Semantics; Comprehend Fiction4th – Word Origins, Expand Vocabulary, Semantics5th – Word Origins, Expand Vocabulary, Semantics

Areas of weakness for language usage according to the language usage MAP assessment –2nd – Edit for Capitalization, Punctuation, and Spelling3rd – Organize for Unity, Sequence, Elaborate Ideas4th – Organize for Unity, Sequence, Elaborate Ideas5th - Communicate Ideas in a Variety of Forms

Overall decrease in MAP reading assessment scores 1st and 3rd grades. (Spring 14 to Spring 15)

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● Summary of SOL Subgroup Data (based on SOL data from 2014-2015)ENGLISH:

Subgroup Students Counted Total Students Rate AMO AMO Met?All Students 136 184 73.9 72% YesGap Group 1 73 114 64.03 65% R10Gap Group 2 14 19 73.68 64% Too SmallGap Group 3 9 16 56.25 66% Too SmallAsian 1 2 50 80% Too SmallEconomically Disadvantaged

69 107 64.48 65% R10

Limited English Proficient

4 12 33.33 61% Too Small

Students with Disabilities

8 26 30.76 54% Too Small

White 105 132 79.54 76% YesMATHEMATICS:

Subgroup Students Counted Total Students Rate AMO AMO Met?All Students 152 184 82.60% 68% Yes-MPGap Group 1 82 113 72.56% 63% Yes-MPGap Group 2 12 17 70.58% 62% Too SmallGap Group 3 13 17 76.47% 65% Too SmallAsian 2 2 100% 82% Too SmallEconomically Disadvantaged

77 106 72.64% 63% Yes-MP

Limited English Proficient

9 12 75% 59% Too Small

Students with Disabilities

11 27 40.74% 57% Too Small

White 116 134 86.56% 71% Yes-MP

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MAP Data Summary – Percent of students at or above grade level mean 2015Grade Reading Math Language Usage

Fall Fall FallK 55% 46%1 59% 59%2 55% 49% 49%3 62% 57% 51%4 50% 50% 47%5 62% 67% 68%

● PALS Fall 2014– 33 identified for PALS tutoring (4 Kindergarteners, 11 first graders, 10 second graders, 8 third graders)● WIDA summary – 1st – 5th grades 88% progressed at least one level from spring 2014 to spring 2015. 12% stayed on the

same level. 0% regressed (went down a level).

● AIMS summary – Fall 2015 (Number below average)*These students are identified for immediate interventions and monitoring through weekly probing.

Grade Letter Naming Fluency

Letter Sound Fluency

Phoneme Segmentation

Nonsense Word Fluency

Oral Counting

Number Identification

Quantity Discrimination

MissingNumber

K 16 15 151 18 17 16 16 17 17 16 16

● Data are used to write and revise the school improvement plan, develop and revise teacher Smartgoals, and group

students by areas of skill needs.● Teacher observation data is collected through Edivation. The reports side of Edivation enables administration to

disaggregate data to focus on targeted areas of strategy implementation in classrooms. According to walkthrough data as of 10/2/15, 100% of lessons observed included the 4Cs (critical thinking, communication, collaboration, and creativity), higher level thinking/higher level questioning was observed in 85.29% of classrooms, Henry County curriculum plans were being utilized in 82.86% of classrooms, strategies being utilized from professional development were observed in 91.18% of classrooms, and

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formative assessment that leads to remediation, corrections, or reteaching was observed in 76.47% of classrooms. Related Indistar® indicators (if applicable): TA01

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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—

a. Strengthen the core academic program in the school;b. 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; c. Include strategies for meeting the educational needs of historically underserved populations; d. Include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and

those at risk of not meeting the state student academic achievement standards who are members of the target population of any program that is included in the schoolwide program, which may include—

i. Counseling, pupil services, and mentoring services;ii. 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; andiii. The integration of vocational and technical education programs; and

e. Address how the school will determine if such needs have been met; andf. 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: The School Improvement Plan for the 2015-16 school year will include interventions and strategies to improve student performance in the areas of reading and math. Our student needs assessment data are reviewed and monitored regularly through school improvement meetings every other week. In addition, data is also tracked to ensure proficient and advanced levels of performance using the following:

Unit tests / Common Assessments Throughout the year – data meetings with principal three times per year.

PALS (K-3) Fall, Midyear, Spring

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AIMS Web K-1 and Child Study students Fall, Midyear, Spring and weekly probesSRI 3-5 Fall, Midyear, SpringAttendance MonthlyFluency K-2 WeeklyDolch Words K-1 WeeklyWriting Prompts QuarterlyMAP Assessments (Reading and Math) Fall, Winter, SpringDSA Spelling Analysis Fall, SpringAIMS interventions and probes for specific reading and math skills

Weekly Probes after 3 interventions

ELL monitor forms completed by teachers QuarterlyAfter School Tutoring formative and summative assessments WeeklyComprehension Assessments from Reading Street Series WeeklyCounty Benchmarks / Quickchecks 1st and 3rd nine weeksPerformance Tasks in Science and Social Studies One per semester term (in each subject)

Multiple strategies based on scientific research are used to provide additional assistance to students failing or at-risk of failing core subject areas or SOL assessments as well as moving students toward advanced levels of performance. These include:

● Daily Five full implementation in the K-2 classrooms.● After school tutoring twice per week for students who need remediation in identified skills. (2 hours each week)● Intervention / enrichment blocks for all K-5 classrooms. 30 minutes daily. ● Small group instruction. Math and Reading. Daily with paraprofessional support for reading. ● Alignment and development of lessons with the Curriculum Framework. ● ELL services for identified students (30 minutes per day). ● Reading A-Z● IXL Math● Read 180 (Daily , 45 minutes for identified 3rd, 4th and 5th graders with reading specialist)● PALS tutoring, grades K-3, for identified students 30 minutes per day outside of reading or math classroom instruction. ● AIMS targeted interventions for specific reading and math skills and weekly probes for students who are below average

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(K-1)● Specific skills assessment progress monitoring for grades 2-5 for students in the bottom 25 percentile according to the

MAP reading and math assessments – use of Dan Mulligan progress sheets. ● Literacy Groups with Literacy Team (K-2, 30 minutes - 1 hour per day)● ELL PEP Nights integrated with PTA and Math / Reading Night● Parent Involvement Nights for Math and Reading integrated with PTA nights● 2 Full time Therapeutic Day Treatment counselors serve students identified with behavioral and emotional needs each

day.

● Marzano’s strategies (non-linguistic representations, setting objectives and providing feedback, identifying similarities and differences, summarizing and note taking, reinforcing effort and providing recognition, homework and practice, cooperative learning, generating and testing hypotheses, cues, questions, and advance organizers) integrated into classroom lessons during reading and math instruction.

● Differentiation of Instruction.● Use of Instructional Coach to help support teachers with a variety of effective instructional strategies and analysis of

data used to inform planning and instruction.● Child Study ● Use of the new Henry County curriculum lesson plan format which begins with Stage 1 transfer goals, SOL goals, KUDs,

and essential questions, Stage 2 Performance Assessment(s) including 4Cs and DOK levels, and Stage 3 daily plans. ● Math and Reading have extended instructional time in the master schedule (Reading – 2 hours; Math – 1.5 hours)

● Weekly collaborative meetings

● Monthly K-2 and 3-5 vertical collaboration meetings focused on vertical alignment and effective instructional strategies

● Increased use of DOK question stems and varied levels of questions / tasks in all classrooms

● Grade level teachers, ELL tutor, SPED teacher, and Reading Specialist, attend vertical meetings to align instruction and discuss effective methods of instruction.

● Schoolwide highlighting / justifying information from text strategy● Schoolwide focus on increasing reading stamina

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● Schoolwide focus on writing across content areasRelated Indistar® indicators (if applicable): Interventions are data driven from assessments, teacher observations, research based interventions , and change on individual need. TAO II and TAOIII

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

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

Narrative:

97% (29/30) of teachers at Drewry Mason Elementary are endorsed in the area of their assignment and are highly qualified as defined by No Child Left Behind of 2001 (NCLB). 40% (12/30) of certified teachers have obtained a bachelor’s degree as their highest degree earned, 57% (17/30) have obtained a master’s degree as their highest degree earned, and 3% have obtained a doctorate degree as the highest degree earned. 10% of teachers (3/30) at Drewry Mason have obtained National Board Certification.

As a retention measure, HCS is working on expanding and improving existing new teacher orientation, mentoring and development programs. Mentoring and development programs will focus on effective instructional strategies, teacher collaboration, and professional learning. HCS will collaborate with higher education institutions, businesses and industries to provide opportunities for teachers to obtain advanced degrees, certifications, and re-certification points. HCS will also provide job-embedded, relevant professional development for instructional staff. HCS will Identify professional development needs for each support staff employee classification and provide appropriate training.

Drewry Mason utilizes student teachers and practicum students from Longwood University, Radford University, Patrick Henry Community College, and Magna Vista High School.

Drewry Mason uses a formal mentoring program for all first year teachers and any teachers new to the building. Mrs. Carol Carter is our mentor leader for the 2015-2016 school year.

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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: Summary of Professional Development for 2015-2016:

Student Detail By Question Analysis – 9/2015

MAP Analysis – 8/2015

PALS Analysis (K-3) – 8/2015

SOL Category Summary Analysis – 8/2015

New teacher courses through PD 360 / Edivation (ongoing throughout the 2015-2016 school year)

Curriculum Team working with the faculty – walkthrough feedback and data meetings with teachers and administration (3 times during the year)

Curriculum 2.0 – Instructional Coach – 8/2015

ITRT and Instructional Coach – Interactive Achievement – 10/2015

Teacher Leaders – monthly staff development with other teacher leaders and instructional coaches to share effective instructional strategies and coaching strategies

Instructional coaches - monthly meetings

Instructional coaches – workshop / conference November 2015

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Highlighting and Justifying Answers Professional Development – led by instructional coach for K-1 and 2-5 (August 25, 26, 2015)

iRead professional development for instructional coaches and reading specialists (October 2015)

AIMS Web review with Dave Parker – K-1 and any teacher with a child in child study.

Daily 5 conference attendance in Charlotte, NC (June 2015)

Grades K-2 and 3-5 Vertical collaborative meetings focused on vertical alignment and effective instructional strategies (1 time per month). Structure of these meetings may be K-1, 2-3, 4-5 as needed.

Teach Like a Pirate – Effective hooks for lessons – 8/2015

PK and Reading Specialists monthly meetings

Guidance monthly meetings

ELL monthly meetings

Weekly grade level PLC meetings

Informal observations and specific feedback from administration and peers. (At least two peer observations for the year.)

Related Indistar® indicators (if applicable): IF08

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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

Henry County Schools administrators will continue to utilize and update the division-wide interview process tool kit to assist with identification of highly qualified professionals. HCS will also develop recommendations and an implementation plan to provide equitable and competitive salaries for all HCPS staff. The Human Resources department and the Coordinator for Parent & Community Engagement is currently working on an innovative marketing plan in an effort to attract a diverse group of candidates. This plan includes highlights of the benefits of working for HCPS and living in the Henry County community and surrounding areas. Recruiting teams consisting of a diverse group of administrators, principals and teachers will represent HCPS at job and career fairs. Human Resources and the Coordinator for Parent & Community Engagement will develop and implement recruiting plans.

Drewry Mason uses a formal mentoring program for all first year teachers and any teachers new to the building. Mrs. Carol Carter is our mentor leader for the 2015-2016 school year.

Related Indistar® indicators (if applicable): IF08 (Strong professional development offered to teachers and staff.)

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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: Drewry Mason Elementary strives to support active parent involvement in student learning.

Drewry Mason Elementary School’s Parent Involvement Plan includes the following goals:

implement strategies to involve parents in the educational process, including:

o keeping families informed of opportunities for involvement and encouraging participation in various programs o providing access to educational resources for parents and families to use with their childreno keeping families informed of the objectives of division educational programs as well as of their child’s participation and progress with

these programs

enable families to participate in the education of their children through a variety of roles. For example, family members may

o provide input into division policieso volunteer time within the classroom and school program

if practicable, provide information in a language understandable to parents

Opportunities for Parental Involvement at Drewry Mason Elementary 2015 – 2016:

● Volunteers within classrooms ● PTA volunteer opportunities – Duty Free Lunch (on-going), Christmas Corner Volunteers (December 2015), Spring Festival (April

2016), Field Day (May 2016)● Welcome Back to School Picnic (September 2015)

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● Girls on the Run 5K (December 2015)● Reading Nights (October and May)● Preschool Gingerbread House and Pumpkin instructional projects with parents● Child Study invitations and participation● LEP plan development● Special Education Eligibility and IEP development ● Back to School / Meet the Teacher Night (August 2015)● Art Walk (March 2016)● Home visits● Attendance Contract Meetings● Monthly PTA / Title I meetings – opportunity for parent involvement and school improvement review; review and discussion of

Title I expenditures; opportunity for parental input concerning the Drewry Mason Parental Involvement Plan.● ELL Nights integrated into PTA meetings and Math / Reading Nights● Wendy’s Night Out – First Tuesday of every month● Chick Fil-A Nights – Last Tuesday of every month● Book-It program● School Messenger alerts utilized to announce and inform all parents and staff of on-going events● Parent Conferences throughout the year (designated conference day in November of 2015)● School Skate – third Tuesday of every month● School webpage updated to inform parents of school events● Third – Fifth grade iPad initiative – parent / student training and iPads sent home nightly● Monthly school newsletter and calendar sent home to all parents at the first of each month● Teachers and administration answer parent emails within 48 hours. ● Fall and Spring Bookfair● Annual Title I meeting – August 2015● Parent representative on the Superintendent’s Parent Advisory Committee● Use of daily planners to communicate with parents – K-5

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Related Indistar® indicators (if applicable):

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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: Students in Virginia Preschool Initiative Programs (VPI) begin to transition to kindergarten during the last nine weeks of the school year (six weeks total for visits). Preschoolers visit kindergarten classrooms in their school to join in activities with kindergarten students. PreK teachers and Kindergarten teachers plan 30-minutes sessions for preschoolers to participate in kindergarten experiences while kindergartens serve as models. The visits occur 2 times per week for the first 3 weeks and then 1 time per week for the last 3 weeks if preschoolers have been successful.

Transition details are as follows:

Shortening PK naptime towards the end of the year (kindergarten students do not nap)

At the end of the year, PK students will participate in Daily 5 activities when they visit the K classroom and PK teachers will use the same vocabulary to help prepare PK students for the transition to K.

Monthly PK meetings occur throughout the 2015-2016 school year, during which part of the meeting is devoted to developing new PK curriculum.

PK curriculum has been developed to better prepare PK Students for K.

Related Indistar® indicators (if applicable):

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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: Participation in assessment decisions:

Stakeholder Development of assessmentState SOL tests are developed with input from the public and

educators.Division -Unit summative performance tasks have been developed by

teacher representatives from each grade level and included in the Henry County curriculum lesson plans for Reading and Math. -Writing prompts and rubrics for grades K- 5 were developed by the division writing team including teacher representatives from individual schools.

Principal Monitors testing development at all levels.Instructional Coach Monitors and supports testing development at all levels.

Development of benchmark / quick checks 1st and 3rd nine weeks periods.

Teachers Development of formative and summative assessments in reading and math. (Use of Dan Mulligan’s SOL progress sheets by teachers to track student progress by SOL skill mastery.)

Parents Parents are made aware of the types of assessments that are given specific to each grade level. Parent meetings are held on test-taking strategies for SOL content.

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Related Indistar® indicators (if applicable): TAO1, TA02, TA03

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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: Drewry Mason faculty will identify and monitor progress made by at risk students using multiple sources of data. We will use data and provide rigor in instruction to meet the students’ needs.

Identification of Students:

Sources of data and methods of collection:● Teachers use collaborative planning to ensure alignment and create performance tasks based on data that show

strengths and weaknesses.● Measures of Academic Progress data is analyzed and used to align curriculum and create lesson plans that address

strengths and weaknesses of students. MAP, SRI and PALS are assessed three times a year. AIMS is administered to the K and 1st grade three times per year and is used for data in Child Study at all grade levels.

● Teachers meet within grade levels to determine and analyze data for specific skills.● Standards are unpacked. ● Results of common, formative, and summative assessments are discussed and analyzed to identify students in need of

specific skill intervention. ● Information from common, formative assessments is shared and discussed with administration during data meetings

after the first three nine week periods.Implementation of Interventions:

● After school tutoring twice per week for students who need remediation in identified skills. (2 hours each week)

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● Intervention / enrichment blocks for all K-5 classrooms. 30 minutes daily. ● ELL services for identified students (30 minutes per day). ● Read 180 (Daily , 45 minutes for identified 3rd, 4th and 5th graders with reading specialist)● PALS tutoring, grades K-3, for identified students 30 minutes per day outside of reading or math classroom instruction. ● Child Study● AIMS targeted interventions for specific reading and math skills and weekly probes for students who are below average (K-1);

AIMS is also used to progress monitor any student referred to the Child Study team● 2nd - 5th grade teachers use specific skills assessments and Dan Mulligan progress sheets as progress monitoring tools for

students who are in the bottom 5th percentile according to the MAP assessment in reading and math.

Monitoring of Interventions:Our student needs assessment data are reviewed and monitored regularly through school improvement meetings every other week. In addition, data is also tracked to ensure proficient and advanced levels of performance using the following:

Unit tests / Common Assessments / Benchmark Quick checks Throughout the year – data meetings with principal three times per year.

PALS (K-3) Fall, Midyear, SpringAIMS Web (All K-1 and students referred to the Child Study committee)

Fall, Midyear, Spring and weekly probes

SRI Fall, Midyear, SpringAttendance MonthlyFluency K-2 WeeklyDolch Words K-1 WeeklyWriting Prompts Fall, Midyear, SpringMAP Assessments (Reading and Math) Fall, Winter, SpringDSA Spelling Analysis Fall, SpringAIMS Probes for specific reading and math skills WeeklyELL Monitor forms completed by teachers QuarterlyAfter School Tutoring formative and summative assessments WeeklyWeekly Comprehension assessments through Reading Street Weekly

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TextbookRelated Indistar® indicators (if applicable): TAOI, TAOII, TAOIII

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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: Title I funds were used for the following :

● Purchase of Ready to Go Classroom Libraries (300 books) from Scholastic for every K-5 classroom teacher to build classroom libraries and support increased engagement with text during the school day.

● Summer Reading Program – encourages students and parents to work together on a book project during the summer break from school and to encourage reading during the summer months.

Daily Five Resources to support implementation of Daily 5 in all K-2 classroom: Daily 5 and Café books for K-3 teachers for staff development. Online resources for Daily 5: Subscription for all K-3 teachers: Website and Pensive.

Lucy Calkins Training kits for all reading specialists to plan future writing PD. Learning A-Z (includes Reading A-Z, Raz-Kids, Vocabulary A-Z).● 3-5 classroom libraries to support increasing reading stamina and development of a variety of nonfiction books for students to

read.● Read 180 Resources for implementation of the Read 180 program for identified 4 th and 5th grade students 45 minutes per day.● PALS program needs to use during small group PALS tutoring 30 minutes per day for identified students.● PALS online scoring system.● PALS consumable materials. Additional personnel for students at risk – 3 instructional reading assistants; 2 PALS tutors. Letter Links web based program. Starfall web based program. SOL Coach math and reading book for each 3-5 student.

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Zaner Bloser handwriting paper. Nicky parent communication folders for every K-5 student. Lego Build to Express kits (4th grade). Instructional Coach for working with all staff to implement effective instructional strategies and analyze on-going student data.

Instructional Coach staff development. MacBook Air computers for Instructional Coaches. iRead program for K-2 (100 licenses and training for 2 teachers). Resources from Dan Mulligan PD: one for every 3-5 student – Math in Minutes, TEI checkpoint Tests, Authentic Assessment

workbooks. Math and Reading Family Nights – encourages parents to work together with children on reading and writing tasks with support

of teachers and staff who are available during events. Assist with Book Fair (October 2015); "Get Fit for Summer Reading" (May 2015) Summer Reading program will be announced and discussed.

● ELL Family Nights – encourages parents to work together with children on reading and writing tasks with support of ELL staff available during events.

● Pre-School Program (High Scope) – Purchase of instructional materials to supplement instructional activities in the classroom and during parent involvement tasks. Ex. Gingerbread House project relating to math and literacy. Multiple home visits by PK teachers to visit PK parents and inform them of students’ progress and development in the COR areas.

● High Scope Child Observations Records.● Ad in newspaper announcing Preschool registration.● Travel pay for home visits for PK teachers.● Brigance Data sheets, Brigance Screening materials.● Academic needs / student needs addressed include the need to increase engagement with text during classroom instruction,

the need to raise reading SOL percentage pass rate from 75% to at least 80%, the need to provide PALS identified students and other students who have identified weaknesses in reading with small group or individual instruction using research based strategies.

Related Indistar® indicators (if applicable): TA03

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