Schoolwide Plan
Division Name: Fredericksburg City Public Schools
School Name: Walker-Grant Middle School
Date: November 11, 2022
Select One: Initial Plan Revision
Title I schools implementing schoolwide programs must develop schoolwide plans per Section 1114(b) of the Every Student Succeeds Act of 2015 (ESSA). Guidelines for plan development include the following:
- The plan should be developed with the involvement of:
- Parents;
- Other members of the community to be served;
- Individuals who will carry out the plan, including teachers, principals, other school leaders, administrators, and paraprofessionals present in the school;
- The local education agency;
- To the extent feasible, tribes and tribal organizations present in the community; and
- If appropriate
- Specialized instructional support personnel;
- Technical assistance providers;
- School staff; and
- If the plan relates to a secondary school, students and other individuals are determined by the school;
- 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 and applicable, the plan should be developed in coordination and integration with other federal, state, and local services, resources, and programs, such as programs supported under ESSA, violence prevention programs, nutrition programs, housing programs, Head Start programs, adult education programs, career and technical education programs, and schools implementing comprehensive support and improvement activities or targeted support and improvement activities under section 1111(d).
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.
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 four required schoolwide components. This template can be used by schools with existing Indistar® plans to reference indicators and tasks in the Indistar® plan that are related to the schoolwide components.
Directions: Complete each of the four components by following these steps:
- Access the Title I Schoolwide Plan template on the website.
- 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 USED guidance on Designing Schoolwide Programs, Supporting School Reform by Leveraging Federal Funds in a Schoolwide Program, and Title I Fiscal Issues, can be accessed at the Title I website under Guidelines and Procedures/Federal Guidance.
Stakeholders:
List the name and title of each stakeholder who participated in developing this plan.
Name of Stakeholder |
Title |
|
Dr. Rickie G. Hopkins
|
Principal
|
|
Emma Brown
|
Assistant Principal
|
|
Kisha Frye
|
Assistant Principal
|
|
Tony Lewis
|
Dean of Students
|
|
Marco Padilla
|
Assistant Principal Secretary
|
|
Tobin Traxler
|
Instructional Data/STEAM Coordinator Coach
|
|
Blaire Morris
|
Literacy Coach
|
|
Katie Hlywa
|
Mathematics Coach
|
|
Kimberly Cunningham
|
Parent |
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 the strengths and weaknesses of the school community, thus identifying student needs through a variety of information-gathering techniques. A data analysis summary that incorporates benchmarks used to evaluate program results 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:
Walker-Grant Middle School currently has 748 students enrolled in grades 6-8. Approximately 27.4% of the students are limited English proficiency students, and 68.2% are minority students.
Walker-Grant Middle School currently has 799 students enrolled in grades 6-8. Approximately 18.5% of the students are limited English proficiency students, and 73.8% are minority students.
The faculty and staff members of Walker-Grant Middle School strive to have all students perform on grade level within their core academic subject areas before moving to the next grade level. To achieve this goal of academic success, we provide after-school remediation and in-school intervention programs. To address grade-level academic goals, all grade levels meet during a common planning time to discuss instructional planning and access student needs within the subject area. Weekly meetings with math and reading coaches will continue to analyze assessment data to guide instructional and remediation plans. Based on the data, specialists will focus on PD and classroom support for teachers in specific areas of need. Title I funds have supported personnel (reading paraprofessionals). To improve our students’ reading proficiency, we continue the use of reading groups and guided math groups in classroom instruction. In addition, interventions are reviewed and updated annually, and assessment tools are aligned with the state’s Standards of Learning.
A needs assessment is performed each year through the review of student and teacher data, communication from parents and the community, and the previous Title I plan and school-wide comprehensive plan as well as additional improvement plans required by the state. A committee reviews this data and updates the Title I schoolwide plan annually. A minimum of three sources of student data: achievement, absenteeism, and drop-out were utilized in the needs assessment. The student data from the state indicated a level three in academic achievement for science, level three in achievement gaps in mathematics, level three in achievement gaps in reading, and a level two in student engagement and outcomes for chronic absenteeism. Our percentage pass rate for Math was 35% (all students), Reading 58% (all students), and Science 40% (all students). The Chronic Absenteeism reported rate was 39%. Student data were then disaggregated by subgroups and used in the decision-making process to attend to deficiencies in instructional strategies. Emphasis was made to effectively meet the needs of the historically underserved populations in the School Improvement Plan. The plan included strategies to address the needs of all children in the school through counseling. The needs of low-achieving children and at-risk children were particularly addressed.
Professional development opportunities were provided to principals, teachers, and paraprofessionals in the areas identified in need of improvement. Strategies learned from these activities were developed and applied. Data from parents and community members were also used in the needs assessment. To adequately represent the perceptions of each group, efforts were made to ensure a high response rate. Current improvement efforts, strategies, resources, and interventions were examined for their effectiveness in meeting the needs of the students. Data was reviewed to find correlations between student progress and achievement.
In the end, our main goal is for the school and community, through coordination and integration of federal, state, and local services and programs work as partners to support high achievement for all students.
Budget Implications:
There is no cost associated with completing the comprehensive needs assessment.
Benchmark/Evaluation:
W-GMS will assess the end-of-year data/survey results and evaluate the effectiveness of the remediation and intervention programs.
Component 2 §1114(b)(7)(A)(i):
Describe 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:
Using the balanced literacy approach as outlined in each school’s Title I plan, W-GMS implements evidence-based instructional practices for literacy including Professional Learning Communities, shared reading, SAVVAS, which is supported by the science of reading, Read 180, and MYAccess Writing. These instructional programs address the reading and writing needs to be identified on various assessment instruments, including SOLs, Virginia Growth Assessments, common formative assessments, common summative assessments, unit tests, and performance-based assessments. The literacy coach models instructional strategies and evidence-based best practices in the classrooms. These programs are chosen based on similarities across grade levels, so that intervention support received is consistent from one grade level to the next, thus ensuring student achievement. Title I funds are used to provide tutoring for all students identified as tier 2 or tier 3 as needing additional reading support. The achievement is monitored through Virginia Growth Assessments, common summative and common formative assessments (Illuminate), performance-based assessments, and other class assignments.
W-GMS uses evidence-based mathematics strategies and instructional programs as outlined in each school’s Title I plan. These programs include: HMH Math, Math 180, Success Maker, and Imagine Learning. These instructional programs address the mathematics needs identified on various assessment instruments, including SOLs, Virginia Growth Assessments, common formative assessments, common summative assessments, unit tests, and performance-based assessments. The mathematics coach models instructional strategies and evidence-based best practices in the classrooms. These programs are chosen based on similarities across grade levels so that intervention support received is consistent from one grade level to the next, thus ensuring student progress. The achievement is monitored through Virginia Growth Assessments, common summative and common formative assessments (Illuminate), performance-based assessments, and other class assignments.
Additionally, W-GMS uses evidence-based science strategies and instructional programs as outlined in each school’s Title I plan. These programs include Five Ponds and Legends of Learning. These instructional programs address the Scientific needs identified by various assessment instruments, including SOLs, common formative assessments, common summative assessments, unit tests, and performance-based assessments. The science coach assists with instructional strategies and evidence-based best practices in the classrooms. These programs are chosen based on similarities across grade levels so that intervention support received is consistent from one grade level to the next, thus ensuring student progress. The achievement is monitored through Virginia Growth Assessments, common summative and common formative assessments (Illuminate), performance-based assessments, and other class assignments.
Teachers will use SAVVAS literacy strategies to provide instruction for tier 1 as well as differentiation strategies for tiers 2 and 3, along with Success Maker. Students will have time during their WIN class to complete Success Maker two times weekly to work on their literacy skills through computer-based instruction. Students will have time during their WIN class to complete Math 180 two times weekly to work on their mathematic skills through computer-based instruction. They will also have access to instructional technology to support their needs in the classroom daily such as laptops. Student achievement will be monitored by common summative and common formative assessments (Illuminate), performance-based assessments, and other class assignments. Multi-cultural language support will be provided in EL classes as well as part of the world language program. The literacy and math coaches, along with the instructional paras, work with teachers and students to better address supplemental instruction.
Budget Implications:
Teachers require training for MYAccess Writing, Math 180, and Legends of Learning, along with specific materials needed in the classroom and for the programs. Additionally, a math paraprofessional is needed to provide small group lessons for Tiered groups.
Benchmark/Evaluation:
We will monitor student progress through program usage, the data provided, and the end-of-year SOL tests.
Component 3 §1114(b)(7)(ii):
Describe 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:
The Professional Learning Community model enhances Walker-Grant Middle School’s vision of “Excellence in Education”. Through the PLC framework, the teachers develop the knowledge, skills, and resources necessary to ensure that all students will be successful and achieve academic excellence.
Walker-Grant Middle School implemented the Professional Learning Community framework in August 2022. As a school, we strive to deliver our instruction through VDOE aligned and concept-based teaching and learning. We make connections across subject areas when appropriate, and teach the content required in our Standards of Learning through concepts, or big ideas. As we teach, we focus on the essential skills and knowledge provided by VDOE.
At Walker-Grant Middle School, we believe that all teachers are teachers of language. We employ instructional strategies that address language and vocabulary in all disciplines and find ways to support our students’ home languages.
The STEAM Coordinator will work with grades K-8. The focus will be on interdisciplinary instruction for science, technology, engineering, arts, and math for all students. An emphasis will also be on science and math while integrating them into other instructional areas, such as English. STEAM education offers students a mindset and skillset valued in any profession. It teaches students to be flexible, detect patterns, find connections, and evaluate information. Our goal is to provide hands-on, project-based learning experiences in which students use 21st-century skills collaboratively to solve real-world problems. Through this process, students will learn essential 21st-century skills while meeting the expectations of Virginia’s Profile of a Graduate. The result is increased student achievement in math and science.
There will also be a family engagement component. We will offer opportunities for families to enhance their involvement in STEAM activities.
Lafayette is in its second year of using Second Step social emotional curriculum for all guidance lessons being taught quarterly. This curriculum offers evidence-based and age-appropriate lessons that meet social and emotional needs in a fun and engaging way.
Finally, we recognize that the purpose of educating our students is to encourage them to use their learning to act in some way. At Walker-Grant Middle School, we strive to give students opportunities to use their skills and knowledge to act within their school and/or local community.
Budget Implications:
Our PLC coalition received official PLC training through Solution tree, and all faculty were trained by our Teaching and Learning department. We need a STEAM Coordinator and a math paraprofessional
Benchmark/Evaluation:
As a school in academic review, we go through an evaluation with the VDOE. As part of this evaluation, VDOE examiners visit our school to determine if we are actually fulfilling the instructional requirements outlined above. We are held accountable for lesson plans that are VDOE aligned, concept-based instruction, inquiry learning, collaborative teacher planning, and the other elements outlined above, which must be fulfilled for academic review.
Component 4 §1114(b)(7)(iii):
Describe schoolwide reform strategies that address 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 activities that 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:
W-GMS analyzes behavior incidents throughout the school year and collaborates with parents, mentors, and other staff to support the needs of students. When additional student intervention needs do occur, therapeutic day therapy services and guidance counselors are considered. These students may also be referred to building level teams which look at the whole student to provide suggested interventions to the teacher(s). W-GMS also holds grade-level discipline assemblies at the start of each semester and throughout the year as needed. W-GMS reviews data that is disaggregated to review Tier I, II, and III students to enhance the delivery of the written, taught, and tested curriculum. Data is disaggregated to identify students for Tier 2 and Tier 3 for remediation and enrichment four days a week.
All students meet individually with a guidance counselor during the transition to high school. A separate orientation is held for freshmen families each year, and career counseling occurs to help guide students when selecting coursework in grades 9-12. Once at the high school, a career coach is on staff for post-secondary plans. This position incorporates Virginia Wizard and another online college/career readiness program and facilitates the application process with the local community college. Assistance is also given with the federal financial aid process. Internship and employment opportunities are advertised for students. To increase student college enrollment and success and to transform the lives of low-income families, middle/high school students participate in GEAR UP Virginia (GUV), wherein college preparatory services and skills are developed through 1) tutoring and mentoring; 2) summer programs to promote the transition to high school and, later, transition to college; 3) professional development for teachers in core academic areas; 4) college and financial aid awareness workshops for students/parents; 5) visits a variety of colleges; 6) counseling and advising related to college and career; 7) academic services in high school so that students do not need remediation in college, and 8) outreach to help as they transition to post-secondary education. the dual enrollment program allows students to experience post-secondary learning expectations before graduating from high school. Further, the Gladys P Todd Academy allows high school students to graduate with their diplomas and associate degrees as part of a two-year cohort with the local community college.
Budget Implications:
A budget is needed to pay staff for after-school acceleration programs/summer school and needed materials.
Benchmark/Evaluation:
We will monitor the progress of students in after-school acceleration programs/summer school and evaluate the number of discipline referrals.