Virginia Department of EducationEvery Student Succeeds Act of 2015

Title I Schoolwide Plan Template

Division Name:  Henry County Public Schools    School Name:   Drewry Mason Elementary School    Date:   9/15/17    Select One: ☐ Initial Plan X Revision

The school will work to achieve and maintain full accreditation and continue academic improvement.

SMART Goal #1: 85% of students will pass the spring 2018 Reading SOL assessment.

SMART Goal #2: 89% of students will pass the spring 2018 Math SOL assessment.

SMART Goal #3: 85% of students will pass the spring 2018 Science SOL assessment.

SMART Goal #4: 85% of students will demonstrate growth and 50% will meet projected RIT in Reading as measured by the fall and spring MAP assessments.

SMART Goal #5: 85% of students will demonstrate growth and 50% will meet projected RIT in Math as measured by the fall and spring MAP assessments.

Evaluator’s Signature: _________________________________________________ Date: ___________________________

Administrator’s Signature: ______________________________________________ Date: ___________________________

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)(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:   An employee engagement survey was given to all staff and 5th grade students at Drewry Mason. The School Improvement Plan/Title I 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/Title I Plan is also posted on the school’s website.

In the Drewry Mason School Improvement/Title I 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 Web is used for progress monitoring in Child Study and for students scoring in the lowest 5th percentile according to MAP 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. Measures of Academic Progress and PALS data are also discussed as appropriate during these data meetings.

As a result of data triangulation, the following strengths, weaknesses, and trends were noted.

Reading Strengths

SOL English pass rate for 2016 – 2017 was 82% (above accreditation standards).

Kindergarten – PALS - There was a fall-to-spring decrease in the percentage of students identified as needing additional reading

instruction (19% to 10%). First grade –

Mean RIT score for reading according to reading MAP assessment was 177.3. District mean was 177.1, norm 177.5.Second grade –

MAP – There was an annual increase in percent on grade level or above based on mean RIT score (47% to 60%). Reading mean RIT for fall 2017 is 191, which is above district mean 187.7 and norm 188.7.

PALS – There was a fall-to-spring decrease in students identified as needing additional reading instruction (21% to 11%).

Third grade – PALS – There was a fall-to-spring decrease in students identified as needing additional reading instruction (22% to

19%).Fourth grade –

Reading SOL – We are above the division averages for percent pass for 4 years in a row and above state averages for percent pass for 3 years in a row. Improved male/female achievement gap – male 74% 438 to 78% 436; female 87% 458 to 88% - 446

MAP reading – annual increase in percent on grade level or above based on mean RIT score (61% to 68%).Fifth grade –

Reading SOL – We are at or above the division and state averages for percent pass for five years in a row and above division averages for percent advanced for at least 3 years in a row. For the second year in a row, we decreased the achievement gap between all students and economically disadvantaged students (12 percentage point difference to 5 point difference to 4 point difference). For three years prior, there was a trend of an increasing achievement gap.

SRI – There was an annual increase in percent of READ 180 students improving at least 75 Lexiles (81% to 90%).

Math Strengths

SOL Math pass rate for 2016– 2017 was 87%, well above state accreditation standards.

Kindergarten – MAP - There was an annual increase in percent proficient / on grade level or above based on mean RIT score (17% to

31%). Third grade –

Math SOL – We are above both division and state averages for percent pass for at least 5 years in a row. Fourth grade –

Math SOL - The mean scaled score for 2017 math SOL was above 450. We are at or above both division and state averages for percent pass rate for the last 4 years. With the exception of GAP Group 1, this year, we met AMOs for all target areas for 5 years in a row.

Fifth grade – Math SOL - There was an annual increase in percent pass (88% to 90%). All reporting categories’ scaled scores were

above 35. There was a four year positive trend in percent pass (66% to 79% to 88% to 90%). (2017 math SOL) For the second year in a row, percent pass is above the division and state averages for both percent pass and percent

advanced for the 2017 math SOL. We were at or below these averages for the two previous years. MAP – There was an annual increase in percent on grade level or above based on mean RIT score (38% to 65% to 57%

to 60%).Science Strengths

Science SOL – WE are at the state average pass rate (79%) and above the district average pass rate (76%). Scientific Investigation Strand scaled score s above 35.

Math Areas of Weakness:

2017 Math SOL Assessment -

3rd grade – Annual decrease in percent pass (85% to 80%) and in percent advanced (21% to 16%). Before this year, there was a 3-year positive trend in percent pass (71% to 75% to 85% to 80%). Before this year, we had met AMOs for all target areas for 4 years in a row. Our mean pass rate fell from 453 to 443 (not counting plain English), so mean below 450. All strand scaled scores are below 35 except number sense. Females (72%), Gap Group 1 (65%), and Economically disadvantaged (67%) subgroups did not meet AMO. Specific areas of weakness according to 2017 spring math SOL assessment: measurement and geometry, computation and estimation, probability, statistics, patterns, functions, and algebra.

4th grade – There was an annual decrease in percent pass (94% to 85%) and percent advanced (40% to 21%). Before this year, there was a 4-year positive trend in percent pass (70% to 87% to 92% to 94% to 85%). Fell below division and state averages for percent advanced for first time in 4 years. All subgroups fell below 450 except males. 2 strand scaled scores are below 35 now. 5/14 recoveries with 36% pass rate. Gap Group 1 (72%) does not meet AMO. Specific areas of weakness according to the spring 2017 math SOL assessment: Probability, statistics, patterns, functions, and algebra, measurement and geometry.

Areas of weakness according to math MAP assessment –

Kindergarten – Mean RIT at Drewry Mason 151.9 compared to district at 156.8. 17% at or above grade level based on mean

RIT score fall 2016. Current MAP at grade level or above 24% (fall 2017). Specific areas of weakness according to MAP: Computation and estimation; Patterns, functions, and algebra.

Grade 1 – Annual decrease in percent proficient / on grade level or above based on mean RIT score (61% to 51% to 39% to 36%). Fall 2017 40% on grade level. Drewry Mason mean RIT 177.4 (same as district) with norm of 180.8. Specific areas of weakness according to MAP: Number and number sense. Grade 2 – Annual decrease in percent on grade level or above based on mean RIT score (49% to 29%). Specific areas of weakness according to MAP: Computation and estimation; number and number sense.

Grade 3 – Annual decrease in percent proficient / on grade level or above based on mean RIT score (45% to 39%). Specific areas of weakness according to MAP: Computation and estimation.

Grade 4 – Annual decrease in percent on grade level or above based on mean RIT score (71% to 59% to 46%). Specific areas of weakness according to MAP: Measurement and geometry; patterns, functions, and algebra.

Grade 5 – Specific areas of weakness according to MAP: Measurement and geometry; patterns, function, and algebra.

English / Reading Areas of Weakness:

2017 English SOL Assessment -

3rd grade – Annual decrease in percent pass (85% to 68%). With the exception being 2015-2016, we have been below state average for percent pass for 3 years of the last 4 years. After a 3-year positive trend in percent pass for economically disadvantaged (49% to 56% to 77%), there was a decrease in percent pass for economically disadvantaged (to 52%). Mean scores decreased from 437 to 420 (2016 to 2017). Mean for economically disadvantaged 2017 was 397. Achievement gaps have increased – males 62% and 402 mean (440 females). Gap group 1 55% and 399 mean. All reporting categories are less than 35 scaled score. Students with disabilities are 36% pass rate with 362 mean. Specific areas of weakness – All reporting categories’ mean scaled scores were below 35 with the lowest being Demonstrate comprehension of fictional texts.

4th grade – Annual decrease in percent pass (85 % to 82%). Annual decrease in percent advanced (16% to 15%). After a 4-year positive trend in percent pass (64% to 69% to 78% to 85%), there was a decrease in percent pass (to 82%). After a 3-year positive trend of decreasing the achievement gap between economically disadvantaged and all students (13 percentage points to 8 percentage points to 4 percentage points), the gap increased this year (to 8 percentage points). Percent advanced fell below district average (after three years in a row of above). Mean still below 450 at 440 (447.7 last year) (second year in a row). All

reporting categories are below 35. Gap group 1 (71% with 415) and economically disadvantaged 74%with 421) does not meet AMO. Students with disabilities 60% with 400. Specific areas of weakness: All reporting categories’ mean scaled scores were below 35 with the lowest being Demonstrate comprehension of nonfiction texts.

5th grade – Annual decrease in percent pass (83% to 82%) and in percent advanced (29% to 18%). Until this year, there had been a 3-year positive trend in percent pass (75% to 81% to 83% to 82%) and percent advanced (11% to 26% to 29% to 18%). After 2 years at or above state average for percent advanced, we fell below this year. Mean scaled score decreased – 438 to 457 to 446. All reporting categories are below 35. All mean scores are below 450. Recoveries 25% with 370 (12 students). Males 68% to 84% to 77%. Males, Gap Group 1, and Economically Disadvantaged do not meet AMO. Students with disabilities 33% (9) with 385. Specific areas of weakness: All reporting categories’ mean scaled scores were below 35 with the lowest being Use word analysis strategies and word reference materials. Areas of weakness according to the reading MAP assessment –

Kindergarten - Annual decrease in percent proficient / on grade level or above based on mean RIT score (43% to 29%). MAP mean RIT at Drewry Mason is 151 (District is 155.8). 23% at or above grade level in fall of 2016. Current MAP at grade level or above is 29%. Specific areas of weakness: phonetic principles, word analysis, writing.

Grade 1 – We are just below the norm mean score for reading (177.5) at 177.3. 46% on grade level in fall. Specific areas of weakness: Phonetic principles, word analysis, writing. Grade 2 – Specific areas of weakness – Comprehension of nonfiction. Grade 3 – Percent proficient / on grade level or above based on mean RIT score remained the same (45%). Specific areas of weakness – Word origins, vocabulary, semantics, comprehension of fiction.Grade 4 – Specific areas of weakness: Comprehension of nonfiction. Grade 5 – Annual decrease in percent on grade level or above based on mean RIT score (47% to 66% to 66% to 62%). Specific areas of weakness: Word origins, vocabulary, semantics, comprehension of fiction.

PALS assessment–

Kindergarten – Spring of 2017 indicates deficit area of need is in developing Concept of Word. 67% (48/72) of kindergarten students fell below the PALS benchmark for development of Concept of Word.

First grade – There was a fall to spring increase in students identified as needing additional reading instruction (9% to 13%). 13% of students (9/69) are identified as needing additional reading intervention for the fall of 2017.

Second grade – 18% of students (12/68) are identified as needing additional reading intervention for the fall of 2017.

Third grade – Students identified as needing additional reading intervention in spring of 2017 was 19%. 12% (9/74) are identified as needing additional reading intervention in the fall of 2017.

SRI assessment – 4th grade – There was an annual decrease in percent of READ 180 students improving at least 75 Lexiles (100% to 77%).

Science Weaknesses:5th grade 2017 Science SOL – Earth, Space, Systems, and Cycles, Life Processes and Living Systems, Force, Motion, Energy, and Matter Strands have scaled scores below 35. Mean pass rate (441) is below 450.

MAP Spring 2017 SummaryPercent Meeting or Exceeding Projected Growth – Goal 50%Grade Math Reading

Growth, Projected Growth Growth, Projected GrowthK 97 49 97 391 97 42 100 542 99 26 95 473 100 55 92 624 96 41 89 625 95 55 82 55Total 97 44 92 53

Percent At or Above Grade LevelK 31 291 36 482 29 603 39 614 46 665 61 61

HCPS Faculty / Staff Engagement Survey – Staff indicated these areas need improvement according to the engagement survey: staff recognition, having a clean school, communication, professional development in dealing with crisis, even workload, and influencing decisions. HCPS Student Engagement Survey – Students indicated these areas need improvement according to the student engagement survey: need for exciting assignments and belonging.

Strategy #1: In September of 2017, the instructional coach will lead grade levels in an analysis of triangulated data (spring 2017 SOL data, Fall 2017 MAP data, Fall 2017 PALS data, and Fall 2017 SRI data), including analysis of trends, areas of strength, and areas of weakness.

Strategy #2: The school improvement committee will meet to analyze all grade level data summaries/triangulated data.

Strategy #3: In September of 2017, data from grade level meetings and the school improvement committee will be shared with PTA members to share identified areas of strengths and weaknesses and elicit any other strengths, weaknesses, or trends noticed.

Strategy #4: Employee and student engagement survey was given in the Spring of 2017.

Budget Implications:      

Benchmark/Evaluation (or related Indistar® indicators (if applicable):     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 Edivate. The reports side of Edivate enables administration to disaggregate

data to focus on targeted areas of strategy implementation in classrooms. Walkthrough observation data will be stored in PowerSchool Learning. 

A midyear evaluation of progress will be conducted.

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: The School Improvement/Title I Plan for the 2017-18 school year includes the following interventions and strategies to improve student performance in the areas of reading and math:   Strategy #1: K-2 teachers will implement Open Court phonics strategies through the use of Open Court phonics kits. 12/4/17 – 100% of K-2 teachers are implementing Open Court phonics strategies through the use of Open Court phonics kits.

Strategy #2: 100% of K - 5th grade faculty will implement Dan Mulligan math skills assessments (checkpoints) and use of math manipulatives in the classroom to monitor student progress and aid students in deeper understanding of math concepts. 12/4/17- 100% report use of math manipulatives. 57% (12/21) report use of Dan Mulligan checkpoints / skills assessments.

Strategy #3: 100% of K-5 teachers will use Dan Mulligan problem solving steps within applicable lessons related to problem solving. 12/4/17 100% reported yes.

Strategy #4: 100% of teachers will use Dan Mulligan Second Question charts to guide higher level questioning during lessons. 12/4/17 – 100% reported yes.

Strategy #5: 100% of K-5 teachers, the ED special education teacher, the LD special education teacher, and instructional assistants/tutors will participate in a highlighting and justifying answers in text review workshop in the fall of 2017.

Strategy #6: July 2017, two teachers will attend the Daily 5 conference led by the two sisters to assist with implementation of Daily 5 and Cafe in K-2. 12/4/17 – Mrs. Clark and Mrs. Daniels-Boyd attended the conference.

Strategy #7: Drewry Mason's instructional coach, reading specialist, teacher leaders, principal, and assistant principal will assist teachers with implementation of Daily 5/Cafe through coaching K-2 classrooms according to observed and requested needs during the 2017-2018 school year.

Strategy #8: During the 2017-2018 school year, Drewry Mason's instructional coach, reading specialist, principal, assistant principal, and lead teachers will assist K-5 teachers with implementation of reading strategies and classroom scheduling of

reading skills (fluency, word study / phonics / vocabulary, comprehension, and writing).

Strategy #9: All K-5 teachers will increase use of effective strategies with effect sizes with at least .40 based on John Hattie's research within classroom lessons during the 2017-18 school year.

Strategy #10: During the 2017-18 school year, K-2 teachers will implement the Daily Five structure including CAFE strategies, and 3-5 teachers will use SSR time to confer with students with identified strengths and weaknesses on an individual basis. 12/4/17 – 100% reported implementation of Daily 5 structure including CAFÉ strategies. K and 1 confer daily. 2nd confers 3 times per week. 100% of 3-5 teachers report use of SSR to confer daily. Some teachers set goals to confer with 2-3 students per day; meet with each student every other week (5th grade). 3rd grade confers with students as needed.

Strategy #11: All kindergarten teachers will implement daily student Concept of Word practice with tracking of a different familiar rhyme of focus every 2-3 weeks. Rhymes will be posted in a prominent place in the classroom and where students can readily practice tracking their print. 100% of kindergarten teachers implement daily student COW practice with tracking of a familiar rhyme every 2-3 weeks. Rhymes are posted in a prominent place, and students practice tracking the rhymes..

Strategy #12: Teachers in grades 3-5 will create and use performance tasks for Standards of Learning involving matter. 12/4/17 - Grades 3 and 5 report that they create and use performance assessments involving matter. 4th grade reports that they do not complete a performance task in isolation involving matter. (67%). One teacher is planning to create a matter performance task.

Strategy #13: All K-5 teachers will implement a schedule with 120 minutes of reading / language arts, 90 minutes of math.

Strategy #14: 100% of teachers will post and use 3- part objectives with students for reading and math lessons. 12/4/17 – All teachers post 3-part objectives. 14/21 (67%) use the posted objectives during lessons.

Budget Implications:      

Benchmark/Evaluation (or related Indistar® indicators (if applicable):  

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:

1.Unit tests / Common Assessments (including benchmarks, Released SOL tests, skills assessments)

Throughout the year – data meetings with principal three times per year (1st and 3rd nine week periods)

PALS (K-3) Fall, Midyear, SpringAIMS Web K-1 and Child Study students Fall, Midyear, Spring and weekly probesSRI 3-5 Fall, Midyear, SpringAttendance MonthlyWriting Prompts QuarterlyMAP Assessments (Reading and Math) Fall, Winter, SpringDSA Spelling Analysis Fall, WinterAIMS 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 Weekly, second semesterComprehension Assessments from Reading Street Series Weekly 1st-5thPerformance Tasks in All Subjects Number depends on grade level

2. Walkthrough data will indicate teachers following the 120 minute language arts / reading and 90 minute math schedule. 3. Walkthrough data will indicate Kindergarten teachers’ use of Concept of Word rhyme activities.4. Walkthrough data will indicate implementation of Daily 5, Silent Sustained Reading, Open Court, John Hattie’s effective strategies (including 3-part objective use), student use of highlighting, and student use of manipulatives.5. Administration and the instructional coach will collect student highlighting throughout the school year to give feedback to teachers as to highlighting implementation.

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:   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:Strategy #1: Daily Five full implementation in the K-2 classrooms, including individual conferring / feedback based on needed skill areas.Strategy #2: After school tutoring twice per week for students who need remediation in identified skills. (2 hours each week)Strategy #3: Intervention / enrichment blocks for all K-5 classrooms. 30 minutes daily. Strategy #4: Small group instruction. Math and Reading. Daily with paraprofessional support for reading. Strategy #5: Alignment and development of lessons with the Curriculum Framework. Strategy #6: EL services for identified students (30 minutes per day). Strategy #6: Reading A-ZStrategy #7: IXL Math and Language ArtsStrategy #7: Read 180 (Daily, 45 minutes for identified 4th and 5th graders with reading specialist)Strategy #8: PALS tutoring, grades K-3, for identified students 30 minutes per day outside of reading or math classroom instruction. Strategy #9: AIMS targeted interventions for specific reading and math skills and weekly probes for students who are in the bottom 5th percentile according to MAP and those who are in Child StudyStrategy #10: Specific skills assessment progress monitoring grades K-5 – use of Dan Mulligan progress sheets. Strategy #11: Literacy Groups with Literacy Team (K-2, 30 minutes - 1 hour per day)Strategy #12: EL PEP Nights integrated with PTA and Math / Reading NightStrategy #13: Parent Involvement Nights for Math and Reading integrated with PTA nightsStrategy #14: Marzano’s and John Hattie’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.Strategy #15: Differentiation of Instruction.Strategy #16: 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.Strategy #17: Child Study

Strategy #18: Use of the 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. Strategy #19: Math and Reading have extended instructional time in the master schedule (Reading – 2 hours; Math – 1.5 hours)Strategy #20: Weekly collaborative meetings Strategy #21: Monthly K-2 and 3-5 vertical collaboration meetings focused on vertical alignment and effective instructional strategiesStrategy #22: Increased use of DOK question stems and varied levels of questions / tasks in all classrooms 12/18/17 – 100% of teachers report that they use DOK question stems and varied levels of questions / tasks. 8/23 (35%) report that they have videoed themselves and/or met with someone to reflect on the video. 15/23 (65%) have still not participated in videoing themselves to reflect upon a lesson. Strategy #23: Grade level teachers, EL tutor, SPED teacher, and Reading Specialist, attend vertical meetings to align instruction and discuss effective methods of instruction.Strategy #24: Schoolwide highlighting / justifying information from text strategyStrategy #25: Schoolwide focus on increasing reading staminaStrategy #26: Schoolwide focus on writing across content areas - Administration will check teacher lesson plans for inclusion of writing within all content areas. Administration and teachers will look for writing implementation in all subject areas during observations / walkthroughs in classrooms.   Strategy #27: During fall of the 2017-18 school year, teachers will use the Goal Setting form in MAP to help students to be aware of what strategies they will use to meet their goals.Strategy #28: All K-5 teachers will implement a schedule with 30 minutes of enrichment / intervention in addition to core subject instruction.Strategy #29: Teacher leaders and the instructional coach will participate in video self-reflection of lessons with 1-2 teachers throughout the 2017-2018 school year. Strategy #30: Girls on the Run – This strategy addresses students’ engagement survey response results which indicated that students rated “belonging” as “needs improvement”. Girls on the Run gives female students increased opportunities to experience belonging through teamwork and self-improvement. Girls on the Run gives students opportunities to engage in physical training which will improve overall health and wellness. Overall health and wellness leads to improved student achievement and a well-rounded education.Strategy #31: All students will participate in STEAM lessons/projects throughout the school year to increase engagement in science, technology, engineering, arts, and math activities. Strategy #32: Students will read digital books on MyOn based on interest and reading level to practice and increase reading fluency and comprehension. Strategy #33: Teachers will conduct a STEAM fair to encourage student and parent investigation of science, technology, engineering, arts, and math.Strategy #34: Police Pals - This strategy addresses students’ engagement survey response results which indicated that students rated “belonging” as “needs improvement”. Police Pals gives male students increased opportunities to experience belonging through companionship with an encouraging male mentor, teamwork, and self-improvement. Police Pals gives students opportunities to engage in relationship building activities which will improve motivation and belonging. Overall

motivation and belonging leads to improved student achievement and a well-rounded education.Strategy #35: Students will utilize Moby Max to practice math skills identified as needing intervention and enrichment. Strategy #36: PTA meetings – PTA meetings will take place and encourage teacher–parent-student communication and relationships. Communication and relationships between parents, guardians, and school staff will promote student achievement and a well-rounded education.

Strategy #37: School-wide voice levels, hallway procedure / expectations, bathroom expectations, and cafeteria expectations implementation as of second semester in order to provide increased opportunities for teamwork, citizenship, and empathy in working together as a school community to increase order in the school and give to charity (Henry County SPCA).

Budget Implications:      

Benchmark/Evaluation (or related Indistar® indicators (if applicable):

1. Data is tracked to ensure proficient and advanced levels of performance using the following:  

Unit tests / Common Assessments (including Released SOL tests, benchmark assessments, skills assessments)

Throughout the year – data meetings with principal three times per year (1st, 2nd, and 3rd nine weeks)

PALS (K-3) Fall, Midyear, SpringAIMS Web Child Study students Weekly probesSRI 3-5 Fall, Midyear, SpringAttendance MonthlyWriting Prompts 1st, 2nd, and 3rd nine weeksMAP Assessments (Reading and Math) Fall, Winter, SpringDSA Spelling Analysis Fall, WinterEL monitor forms completed by teachers QuarterlyAfter School Tutoring formative and summative assessments Weekly, second semesterComprehension Assessments from Reading Street Series WeeklyPerformance Tasks in All Subjects Number depends on grade levelGolden Spatula Award Teachers track progress with table colors in the cafeteria

every day. The grade level with the highest percentage of green cups / meeting school-wide cafeteria expectations wins the Golden Spatula.

2. Administration will check teacher lesson plans for inclusion of writing within all content areas. Administration and teachers will look for writing implementation in all subject areas during observations / walkthroughs in classrooms.

3. A list of students identified for after-school tutoring in reading and math will be given to administration at the conclusion of the second nine week grading period. During the 2017-18 school year, students identified for after school tutoring will be assigned specific interventions and show a mastery level of at least 75% on skills assessments after interventions for specific math and/or reading skills.

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, 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:   Professional development opportunities will be job-embedded (coaching, video self-reflections, peer observations with feedback) and offered during faculty meetings, coaches’ meetings, reading specialist meetings, literacy team meetings, data conferences, vertical meetings, grade level meetings, and teacher leader meetings.  School-based counseling including career education (for individuals and classroom groups) and TDT counseling services will be available for students on an on-going basis. Child Study will be a part of the tiered system of interventions listed in the strategies below. 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. Students in Virginia Preschool Initiative Programs (VPI) begin to transition to kindergarten during the last nine weeks of the school year.  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.

Strategy #1: Students in need of therapeutic day treatment counseling will be referred for counseling services by their classroom teachers. Providers of TDT counseling within the school include Piedmont Community Services and Family Preservation. 2 Full time Therapeutic Day Treatment counselors serve students identified with behavioral and emotional needs each day.

Strategy #2: During the 2017-18 school year, K-2 teachers and 3-5 teachers will meet quarterly for vertical collaboration focusing on reading and math instruction. Structure for vertical meetings may also include K-1, 2-3, and 4-5 meetings depending on need.

Strategy #3: In fall of 2017, 100% of teachers will participate in PowerSchool Learning training with Pam Mabry, Instructional Technology Resource Teacher. (PowerSchool Learning is a platform through which teachers will learn new strategies and expand thinking and reflection about their practice, thus, supporting and addressing the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging state academic standards, through classroom activities and tiered interventions.)

Strategy #4: 100% of faculty members will participate in professional development on John Hattie's visible learning strategies throughout the 2017-2018 school year.

Strategy#5: 100% of faculty members will participate in staff development on use of Performance/Cornerstone tasks for use in monitoring student progress with SOL achievement by December 18, 2017.

Strategy #6: 100% of K-3 teachers will participate in PALS Assessment Administration and interpretation in the fall of 2017, and all K-3 teachers will administer the PALS assessment to at least half of their students.

Strategy #7: During the 2017-2018 school year, all K-5 students will be assessed Fall, Winter, and Spring using the Measures of Academic Progress (MAP) assessment, and teachers will use the Learning Continuum report (Fall) to identify students in need of intervention for targeted skills. All students scoring in the 5th percentile or below on the reading and /or math MAP assessment will be will be identified for progress monitoring.

Strategy #8: During the 2017-18 school year, teachers will document assigned interventions and results of interventions for the students from K-5 in the lowest 5th percentile according to MAP reading and math results. Documentation will be kept in each teacher's progress monitoring notebook to be collected and reviewed each quarter by the principal and assistant principal.

Strategy #9: During the 2017-2018 school year, all K-3 students will be assessed Fall, Winter, and Spring using Phonological Awareness Literacy Screening (PALS), and students who do not meet benchmark scores will be identified for interventions.

Strategy #10: During the 2017-2018 school year, students in kindergarten through fifth will be assessed Fall and Spring using

the Developmental Spelling Analysis (DSA). (Kindergarten may use the KIDS spelling analysis for the fall of 2017.)

Strategy #11: During the 2017-2018 school year, students in grades kindergarten through fifth who show continued weaknesses in core academic areas will be identified for interventions according to on-going formative assessments including cornerstone tasks and common skills / unit assessments for 1st, 2nd, and 3rd nine week periods.

Strategy #12: During the 2017-18 school year, all students with an LEP plan or who are at a monitor level according to WIDA and students with a home language form checked other than English will be assessed using the WIDA assessment or WAPT assessment. Students with a level 1-6 will be identified for an LEP plan and ELL intervention.

Strategy#13: During the 2017-18 school year, those students targeted for intervention through the AIMS or MAP assessments who are not making progress after a 6-8 week period and who have received Tier 2 interventions such as PALS, after school tutoring, or other interventions outside of class instruction will be referred to the Child Study team and identified as Tier 3 students.

Strategy #14: During the 2016-2017 school year, students who do not show significant improvement from interventions will be referred to the Child Study Team and receive increased research based differentiated interventions three times or more weekly such as incremental rehearsal, SRA direct reading instruction, and READ 180 instruction. The Child Study Committee (which includes parents/guardians) will meet every 6 weeks or more to track progress toward individual goals for identified students.

Strategy #15: In the fall of 2017, students in grades 3-5 will be assessed using the SRI and MAP assessments to determine those targeted for Read 180 reading intervention.

Strategy #16: During the 2017-2018 school year, each Tier 2 student in Grades K-3 identified as needing PALS services, will receive 30 minutes of interventions each day in addition to core classroom instruction. Certain Tier 2 students in Grades 4 and 5 will receive 45 minutes of Read 180 instruction daily according to Fall 2017 SRI, and/or SOL spring 2017 results.

Strategy #17: In grades K-3, the literacy team will work with student groups within classrooms to differentiate lessons needed for growth.

Strategy #18: Tier 1 students in grades 3-5 will use MyOn to develop fluency and comprehension.

Strategy #19: Student Support Teams for bottom 5th percentile according to MAP

Strategy #20: In August of 2017, 100% of K-2 teachers will participate in training as to how to use their Open Court Phonics Kits. Teachers will implement the Open Court Phonics program daily.

Strategy #21: 100% of faculty members will participate in on-going professional development concerning assessment for

learning.

Strategy #22: Drewry Mason utilizes student teachers and practicum students from Longwood University, Radford University, Patrick Henry Community College, and Magna Vista High School.

Strategy # 23: Drewry Mason uses a formal mentoring program for all first-year teachers and any teachers new to the building. Tania Compton is our mentor leader for the 2017-2018 school year.

Strategy #24: Transition details for Preschool 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 2017-2018 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.

Budget Implications:      

Benchmark/Evaluation (or related Indistar® indicators (if applicable):

1. Professional development training will always include teacher / staff sign-in sheets. A survey concerning staff development will be given to teachers in the spring of 2018 to gather feedback from teachers.

2. The school counselor will collect all TDT counseling referrals. TDT counselors will give administration a list of students served throughout the year (beginning of the year, mid-year, and end of the year).

3. Teachers will document responses to formative assessments and progress monitoring in a data notebook, shared with administration upon request and during individual data conferences after 1st, 2nd, and 3rd quarters.

4. The literacy team will follow a set schedule for in-class and pull-out services. They will also document use of time through written lesson plans.

5. Instructional coaches and teacher leaders will keep a written record of who they work with for video reflection feedback.

6. Mentor / advisor logs will be kept each month to log these activities / supports.

7. 100% of EL students will receive a student progress report every 9 weeks. Teachers will document strategies to address identified weak areas for students who are below 60% (according to grades in English, math, science, or social studies) on the

student goals report.

Evaluation of Goals

Provide summative data and evidence to summarize progress and achievement of each goal.

End-Of-Year Results:

Conclusion, Reflections, and Next Steps:

School Improvement Meeting Minutes

Directions and requirements for minutes:

Date: 9/11/17 Time: 3:00

Goal Being Addressed: Needs Assessment, Analysis of current data, development of School Improvement draft through Table Top Twitter (written and verbal feedback concerning each component)

Attendees: Toni Williams, Amy Manning, Tania Compton, Lori Nance, Lisa Eanes, Lorrie Aldridge, Kerri Foster, Jodie Rakes, Jalyn Daniels-Boyd, Sherri Lewis

Date: 9/18/17 Time: 3:00

Goal Being Addressed: Sharing with the whole faculty: needs assessment, input into development of school improvement draft through Table Top Twitter with the entire faculty (written and verbal feedback)

Attendees: Whole faculty: Lorrie Aldridge, Amber Adkins, Jenna Bocock, Velaine Bonebright, Emily Clark, Tiffany Coleman, Ashley Cox, Jalyn Daniels-Boyd, Ashley Draper, Crystal Draper, Lisa Eanes, Molly Follweiler, Kerri Foster, krissy Friedhoff, Kristie Gardner, Vivian Hairston, Kim Handy, Vicki Huffman, Beth Joyce, Jeannie Knott, Leah Lagesse, Sherri Lewis, Amy Manning, Paulette Mullins-Carter, Lori Nance, Jodie Rakes, Eric Ross, Julie Turner, Toni Williams

Date: 10/16/17 Time: 3:00

Goal Being Addressed: Table Top Twitter of final draft of school improvement plan based on previous written and verbal feedback.

Attendees: Entire faculty: Lorrie Aldridge, Amber Adkins, Jenna Bocock, Velaine Bonebright, Tiffany Coleman, Ashley Cox, Jalyn Daniels-Boyd, Ashley Draper, Crystal Draper, Lisa Eanes, Molly Follweiler, Kerri Foster, Krissy Friedhoff, Kristie Gardner, Vivian Hairston, Kim Handy, Vicki Huffman, Beth Joyce, Jeannie Knott, Leah Lagesse, Sherri Lewis, Donna Martin, Amy Manning, Paulette Mullins-Carter, Lori Nance, Jodie Rakes, Eric Ross, Julie Turner, Toni Williams Parent: Sheri Lawrence

Date: 11/13/17 Time: 3:00

Goal Being Addressed: Component 2 – Each member present was assigned a strategy to investigate and note progress fort he full faculty meeting on 11/20/17.

Attendees: Lorrie Aldridge, Tania Compton, Jalyn Daniels-Boyd, Lisa Eanes, Kerri Foster, Kristie Gardner, Kim Handy, Vicki Huffman, Sherri Lewis, Amy Manning, Paulette Mullins-Carter, Lori Nance, Jodie Rakes, Toni Williams

Date: 11/20/17 Time: 3:00

Goal Being Discussed: Component 2. School Improvement Team sharing of updates and progress for Component 2.

Attendees:. Entire Faculty: Amber Adkins, Lorrie Aldridge, Jenna Bocock, Velaine Bonebright, Emily Clark, Tiffany Coleman, Tania Compton, Ashley Cox, Jalyn Daniels-Boyd, Ashley Draper, Crystal Draper, Lisa Eanes, Molly Follweiler, Kerri Foster, Krissy Friedhoff, Kristie Gardner,

Meghan Gregory, Vivian Hairston, Kim Handy, Vicki Huffman, Beth Joyce, Jeannie Knott, Leah Lagesse, Sherri Lewis, Amy Manning, Donna Martin, Paulette Mullins-Carter, Lori Nance, Jodie Rakes, Julie Turner, Toni Williams

Date: 12/4/17 Time: 3:00

Goal Being Addressed: New strategy (#37) added to Component 4. School-wide expectations for voice levels, bathroom, hallway, and cafeteria created and will be implemented beginning with second semester. School improvement team charged with sharing ideas for these expectations with grade levels and then reporting back so that common expectations can be created at the faculty meeting on 12/18/17.

Attendees: Lorrie Aldridge, Tania Compton, Jalyn Daniels-Boyd, Lisa Eanes, Kerri Foster, Kristie Gardner, Kim Handy, Vicki Huffman, Sherri Lewis, Amy Manning, Lori Nance, Jodie Rakes, Toni Williams

Date: 12/18/17 Time:3:00

Goal Being Addressed: Results from grade level teams were shared relating to common school-wide cafeteria expectations. Faculty agreed upon common expectations and using colored cups to indicate progress with behavior and cleanliness in the cafeteria. Teachers will hold students accountable for cafeteria behavior as well as voice levels throughout the school. The grade level with the highest percentage of meeting cafeteria expectations (green cups) will win the Golden Spatula Award at the end of each remaining month in school. This strategy is part of Component 3 to promote well-rounded students through teamwork and cooperation. This will also become a part of our PBIS school-wide discipline and social-emotional curriculum tob e implemented next year.

Attendees: Entire Faculty: Amber Adkins, Lorrie Aldridge, Jenna Bocock, Velaine Bonebright, Emily Clark, Tiffany Coleman, Tania Compton, Bryan Cuthbertson, Jalyn Daniels-Boyd, Ashley Draper, Crystal Draper, Lisa Eanes, Molly Follweiler, Krissy Friedhoff, Kristie Gardner, Meghan Gregory, Vivian Hairston, Kim Handy, Vicki Huffman, Beth Joyce, Jeannie Knott, Leah Lagesse, Amy Manning, Donna Martin, Paulette Mullins-Carter, Lori Nance, Eric Ross, Julie Turner, Toni Williams

Date: 1/22/18 Time: 3:00

Goal Being Addressed: Progress will be discussed with new implementation of cafeteria, hallway, and voice level expectations. Video reflection, tutroing, and reading components shared.

Attendees: