Annual Title 1 Schoolwide Plan

Overview

Schools receiving Title I, Part A grant funds and implementing schoolwide instructional models are required to develop schoolwide plans in accordance with the Elementary and Secondary Education Act (ESEA), as amended in 2015.

Title 1 Plan

Component 1

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.

Woodburn ES is located in Falls Church, Virginia and serves approximately 500 students in grades K-6.  Woodburn's mission is to empower students to be responsible citizens, creative thinkers and passionate life-long learners.

Demographics:

Woodburn's students population is 60% Hispanic, 20% White, 14% Asian 3% Black and 3% Multiracial.  56% of Woodburn's students are Limited English Proficient, 67% are Economically Disadvantaged, and 16% receive Special Education Services.  Woodburn also has a mobility rate of 23%.  Trend data shows that the number Economically Disadvantaged students continues to grow.  Many of Woodburn's students are counted across several subgroups indicating overall student progress in reading, mathematics and science. 

Student Achievement:

Woodburn ES is fully accredited by the Virginia Department of Education in all core content areas.  Overall pass rates increased in Reading and Science during the 2017-2018 school year, as measured by the SOL.

In Reading, our Students with Disabilities subgroup did not make adequate progress, as measured by the SOL.   In addition, a review of DRA2 data revealed that 36% of Kindergartners, 49% of 1st Graders, and 40% of 2nd Graders made at least one year’s growth in reading.  Fountas & Pinnell data revealed that 67% of 3rd Graders, 48% of 4th Graders, 33% of 5th Graders, and 86% of 6th Graders made at least one year’s growth in reading. Key strategies have been identified by our leadership and school improvement teams to focus on these needs.  Strategies include: 1. Implementation of the reading and writing workshop model in all classrooms 2. CLTs using all phases of the PLC cycle to effectively plan for tier one instruction, and 3. Use of student data to make informed decisions to provide high quality instruction and intervention based on student needs. 

In Math, our MRA data revealed that 70% of Kindergartners, 67% of 1st Graders, and 63% of 2nd Graders achieved a score of 70% or higher on the Math Reasoning Assessment that was administered in the Spring of 2018.  SOL data revealed that 91% of students grades 3-6 demonstrated proficiency on the Math SOL that was administered in the Spring of 2018. Key strategies have been identified by our leadership and school improvement teams to focus on these needs.  Strategies include: 1. Implementation of the reading and writing workshop model in all classrooms 2. CLTs using all phases of the PLC cycle to effectively plan for tier one instruction, and 3. Use of student data to make informed decisions to provide high quality instruction and intervention based on student needs. 

Process:

In reviewing attendance data, chronic absenteeism is not a problem for most students.  A process is in place to address excessive absenteeism for a few students, which has yielded positive results and will continue.  Although suspension rates have remained low and stable, office referrals continue to be higher than is desired.  A PBIS approach has been augmented by implementing elements of Responsive Classroom including morning meeting. Staff training in cultural proficiency, and incorporation of elements from the Positivity Project to promote positive character traits and community have been implemented to support us in fostering a caring culture.  A Positive Behavior Approach Committee has been formed to evaluate current practices and determine next steps for Woodburn’s behavior framework. 

Participation of Hispanic parents in monthly coffees and in classes for family literacy and parenting has improved and continues to be an area for growth.  Anecdotal information from Hispanic parents indicates higher and more involved attendance and participation in curriculum nights, facilitated by provision of transportation.

Component 2

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.

Strengths Areas for Growth
Overall pass rates increased in Reading and Science during the 2017-2018 school year, as measured by the SOL.   

Kindergarten and first grade implementation of a balanced literacy workshop model

68% of students, grades 3-6, demonstrated proficiency on the Math SOL.  *68% is unadjusted data and includes all subgroups. Students with Disabilities, grades 3-6, are not demonstrating adequate achievement on the Reading SOL.
  Students are not making appropriate yearly progress in reading as measured by iReady, DRA and Fountas and Pinnell assessments.

Evidence to Support

Targeted intervention, by name and need, began earlier in the year in all content areas.

Formative assessments were given across the content areas with greater fidelity.

Use of new curriculum pacing guides allowed teams to identify the big ideas of each unit.

Targeted professional learning opportunities allowed for teams and individual teachers to improve upon their practice.

In reading, less than 50% of students in grades K-2 made a year’s worth of growth in reading as measured by the DRA2.  Fountas & Pinnell data revealed that 67% of 3rd Graders, 48% of 4th Graders, 33% of 5th Graders, and 86% of 6th Graders made at least one year’s growth in reading.

 

34% of Students with Disabilities, grades 3-6, demonstrated proficiency on the Reading SOL.

Root Causes

Instructional staff receives support from Title I resource specialists, and from a full-time AART to support critical thinking and problem-solving.

 

Data collection and tracking procedures in place to monitor student progress.

Staff needs to strengthen tier one instruction in both reading and math. Math Workshop and a Balanced Literacy Workshop model need to be implemented with fidelity and use of all components.

 

Math Workshop components include:  number sense routine, task, sharing, reflection, guided math, focus lesson, stations

 

Language Arts Workshop components include:  focus lesson, small group instruction, accountable independent work, and reflection

 

Classroom teachers require continued coaching from resource specialists to improve upon their delivery of tier one instruction.

 

Component 3

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.

Strengths Areas for Growth

All grade levels have an uninterrupted language arts block with embedded intervention and enrichment

All grade levels have an uninterrupted math block and a dedicated block for math intervention and enrichment.

Strengthen tier one to provide differentiated instruction focused on meeting individual student needs in reading and math.

All instructional staff will participate in one Changing Education Through the Arts) workshop or course as part of our partnership with the Kennedy Center. This instruction provides staff with strategies and practices to infuse arts-integration learning experiences across the curriculum.

Continue to work to expand Local Level 4 services, adding grade 4 for the 2018-19 school year and grade 5 in the 2019-2020 school year.
Resource teachers in reading and math provide student and staff support.  Full-time AART provides support for implementation of challenging curriculum in reading, math, social studies, and science. Draft a plan to target our Young Scholars and provide time for them to receive targeted support through engaging in critical and creative thinking experiences. 

Evidence to Support

Master schedule reflects dedicated reading and math blocks.


Differentiated staffing is provided through Title I funding.

 

Our CETA partnership provides teachers with access to arts-integration focused courses and workshops

MRA, iReady and SOL data indicate continued need for targeted instruction on foundational number sense, estimation, and computation skills.  


SOL, DRA2, DRAWA and iReady data indicates that reading achievement remains a concern, especially for Hispanic students.

Root Causes

Expectations have been set and professional development provided for the workshop model in reading, writing and math.

The language arts block is two hours daily and the math block is one hour daily with an additional half-hour intervention time.

Two reading teachers and one full time and one part-time math resource teacher provide support to Woodburn.  A full-time AART provides support for critical thinking and accelerated curriculum.

The PLC cycle needs to be used within fidelity during CLT meetings.


Teams also require time each quarter to engage in data dialogues and targeted planning for intervention and enrichment.


A more structured MTSS/RI process needs to be established to support teachers and teams in identifying students at risk.  A MTSS/RI core team needs to be formed to begin this work. 

Component 4

Address the needs of all children in the school, but particularly the needs those at risk of not meeting the challenging state academic standards

Srengths Areas for Growth
Parent engagement is improving among Hispanic parents

Behavioral supports are needed to address students’ social needs, including development of executive functioning skills.

Positivity Project is being implemented across the school.  Morning Meetings are being held in each classroom. A formalized MTSS/RI core team is needed to support the identification and monitoring of at risk students.
Afterschool opportunities are provided for at-risk students. Students are not making appropriate yearly progress in reading as measured by iReady, DRA and Fountas and Pinnell assessments.

Evidence to Support

Increased participation at our open house, welcome walk, parent coffees, PTA sponsored events, and curriculum nights, especially for Hispanic parents.  Our parent liaison is connected with many of our at-risk families and has formed


Time is built into the master schedule for morning meeting each day.


Afterschool programs including the Healthy Plate Club and STEAM Team are targeted at Young Scholars and at-risk students.


4 character traits are identified per quarter for staff to focus on and teach about.  Quarterly assemblies are held to reinforce and celebrate this learning.

Office referrals remain higher than desired.


Staff require additional skills to support students with particularly challenging behaviors.


There is currently no MTSS/RI formal structure in place to support teachers when wanting to discuss students who are experiencing challenges academically or behaviorally.

Root Causes

A Positive Behavior Approach committee has been established to support the school in introducing Responsive Classroom practices.

Staff needs continued PD on Responsive Classroom, Positivity Project and executive functioning skills. 


A more structured MTSS/RI process needs to be established to support teachers and teams in identifying and monitoring students at risk.  A MTSS/RI core team needs to be formed to begin this work.