Fairview Elementary School

Division Name:  Roanoke City Public Schools        

School Name:  Fairview Elementary School

Date:  2023-2024

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

Directions:  Complete each of the four components by providing the following:

·        Narrative Box -- a narrative response that describes how the school has addressed the requirements for each component. 

·        Budget Implications Box – List any Title I funded items related to each component (Personnel, materials, resources, etc.)

·        Benchmark/Evaluation Box – List any measurable objective or goals that relate to each component.

NOTE: See Sample Schoolwide plan for examples for narrative, budget, and benchmark information.

Submit the plan to the Federal Programs Office for review.

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:

Fairview Elementary School is a Title 1 school with 475 students that attend the school building and 5 students in alternative or special programs. The principal, assistant principal, school secretary, instructional coach, and members of the leadership team were involved in collecting demographic and instructional data for the students that attend Fairview.  The ethnic breakdown is as follows:  271 Black, 68 White, 59 Hispanic, 53 Asian, 27 Two or more races, and 2 American Indian/Alaska Native students.  Of the 475 students attending, 325 are considered disadvantaged, 98 are English Learners, and 72 are students with disabilities.  Fairview is fully accredited for the 2023-2024 school year.  Academic achievement on the Spring 2023 Standards of Learning (SOL) Test for all third, fourth, and fifth grade students in reading and in math is at Level 1, with pass rates at 71% and 74% respectively.  Science is at Level 3 for all students, with a 38% pass rate (70% pass rate needed).  The achievement gap for English and Math is at Level 2 and chronic absenteeism is at Level 2.  Our subgroup SOL pass rates are as follows:

 The highlighted areas indicate a need to address academic deficits for our black and economically disadvantaged students and students with disabilities.  These students will be provided extra academic support through small group and individual instruction in reading and math with classroom teachers, reading specialists, special education teachers, and tutors using our district math, reading, phonemic awareness, and phonics programs along with a program purchased for the special education department that is aligned with the science of reading.  The VDOE growth assessment, MAP test, PALS test, SOL test, LETRS assessments, Reading Playground data, Lexia Core 5 data, STMath, and snapshots and benchmarks in math and science will be used to evaluate program effectiveness.  The science passrate indicates a need to examine the time allotted for teaching science, in addition to evaluating instructional delivery and materials and resources used for instruction.  District snapshots, benchmarks, and the state SOL test will be used to determine the effectiveness of our efforts.   

PALS for grades K, 1, and 2 indicate the following:

This data indicates that 82.4% of kindergarten students, 35.5% of first grade students, and 58.6% of second grade students met the benchmark on the PALS indicators for the year 2022-2023 school year.  Our attention will be on the current second and third grade students to make sure that our phonemic awareness and phonics programs are meeting their needs and that we provide additional interventions as needed.    

MAP data for each grade level was also used to determine achievement.  The following shows MAP results from Fall 2022 to Spring 2023:

The orange diamond indicates the level of projected growth in language arts: reading and math for each grade level from the beginning of the school year to the end.  The purple rectangle shows the observed growth.  As shown, 2^nd, 3^rd, 4^th, and 5^th grades either met or exceeded their projected growth in Math and 3^rd and 4^th grades met or exceeded their projected growth in language arts: reading.  Our three-year goal is for all students to make projected growth on MAP assessments. 

Budget Implications:

A teaching assistant and tutors will need to be hired to support students during small group instruction.  Science and math supplies and resources will need to be purchased to support hands-on and visual instruction. 

Benchmark/Evaluation:

By the spring 2024 SOL testing, all students in 3^rd, 4^th, and 5^th grade will make growth or score at least 75% on the English test.

By the spring 2024 SOL testing, all students in 3^rd, 4^th, and 5^th grade will make growth or score at least 70% on the Math test.

By the spring 2024 SOL testing, all students in 3^rd, 4^th, and 5^th grade will score at least 70% on the Science test. 

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:

Our teachers are given several professional learning opportunities and training, focusing on reading through the Language Essentials for Teachers of Reading and Spelling (LETRS) course and math professional development throughout the school year. Teachers also submit lesson plans using the VA Standards Essential Knowledge and Skills & Responsive Lesson Plan, which is data-driven and clearly outlines the components of high-quality instruction. Wit and Wisdom, a knowledge-based reading program, Heggerty and Really Great Reading, and Lexia Core 5 are programs used in our kindergarten through fifth grade classrooms that are aligned to the Science of Reading.  Division reading specialists meet with grade levels to plan and enhance teaching using the knowledge of the Science of Reading and its techniques. Collaborative planning and co-teaching are utilized to support students with disabilities. Opportunities are given to teachers to engage in peer observation and self-reflection to promote collaboration. In mathematics, teachers receive professional development and training by division math specialists to enhance instruction using the critical components of mathematics, including adaptive reasoning, strategic confidence, conceptual understanding, productive disposition, and procedural fluency. Morning meetings have been added to our daily schedule to promote a positive relationship between students and their general education teachers. Our after-school program serves students who show deficits in math and reading on district assessments.

Budget Implications:

Incentives will be provided to promote student attendance and behavior—funding for training and instructional resources for teachers. Funding will also be used to staff our afterschool program.  

Benchmark/Evaluation:

In the lower grades, kindergarten through second, students will be assessed using the Phonological Awareness Literacy Screening (PALS) data. Student progress in kindergarten through fifth grade will be measured using the Measure of Academic Progress or MAP testing. In the upper grades, third through fifth grade, student improvement will be measured using Virginia Standard of Learning (SOL) state testing scores. We will focus on whether students met projected growth and/or made growth on MAP tests and SOL state tests. In addition, student progress will be tracked and assessed using ST Math, Lexia, division Snapshots, division benchmarks, and teacher-created assessments.

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:  At Fairview Elementary School, we currently have professional development opportunities to support reading and math instruction. Our division coaches participate in professional learning community meetings and meet with individual teachers to discuss instructional strategies and use of data to drive instruction.  Teachers are provided opportunities to engage in collegial visits and self-reflection to promote collaboration and professional growth. The master schedule was implemented for coordination of services--EL Teachers, Special Education Teachers, and Reading Specialists flood the grade level to facilitate/support small group instruction. Professional Learning Communities using the STEP (Supporting Teacher Effectiveness Project) framework to solve problems through discovering, testing, and sharing better practices (E3+) are conducted on a weekly basis. A problem of instructional practice was developed using observations and data. The problem of instructional practice, targeted small group instruction, has become the schoolwide goal.  Each teacher will create challenge and aim statements for students' achievement that are aligned with the problem of instructional practice and will monitor the progress of challenges and aims while making revisions as needed.  Roanoke City Public Schools reading and math coaches will meet with grade levels to plan and enhance instruction.  Using current testing data, observation and walkthrough data, and instructional delivery data analysis, a system of individualized and ongoing coaching support is being developed for teachers. An instructional framework that clearly outlines the components of high-quality instruction, infuses critical thinking, collaboration, communication, and citizenship into daily lessons, and ensures lessons provide ongoing and intentional opportunities for vocabulary development within the context of SOLs will be used on a daily basis. The 21^st century afterschool program will support the instruction given during the school day. 

Budget Implications:  There are no budget implications at this time. 

Benchmark/Evaluation:

 STEP/PLC meeting agendas and notes, attendance rosters, lesson plan alignment, observation forms, and collegial visit feedback along with student assessment data will be used to determine the effectiveness of these reform strategies. 

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: National Counseling Group has been assigned to specific students to help them regulate emotions that may interfere with their learning.  School counselors offer support to individual students and whole classes and a room has been designated for SEL (social emotional learning) opportunities for students to improve behavior and social skills. Surveys are given to teachers to assess student needs (behaviorally, emotionally, and socially) to identify and develop a plan to meet the needs of at-risk students. DARE activities, student council association, and other activities give students leadership skills.  All teachers are required to have a tiered progressive discipline plan.  Fairview utilizes a responsive lesson plan to ensure that student needs are met through differentiation, scaffolding, and questioning.  In order to combat food insecurities, several programs are used throughout the year: Pack-A-Snacks are provided to at-risk students weekly, free breakfast and lunch are provided free of charge to all students, healthy fruit and vegetables snacks are provided three times a week  Our mission statement has been changed to include the use of instruction to give students the opportunities to use their talents and abilities through a variety of student projects and products.  Greenvale Headstart preschool students visit kindergarten classrooms to get preschoolers acclimated to the elementary school.

Budget Implications:  There are no budget implications being considered at this time as programs are currently in place.

Benchmark/Evaluation:

Counseling and related SEL services and supports can be evaluated based on number of referrals, student need surveys, improved student attendance, and community feedback.

Stakeholders:

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