Revision

Title I schools implementing schoolwide programs are required to develop schoolwide plans in accordance with 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, 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 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 related to the schoolwide components.

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

Using Indistar®:

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

NotUsing Indistar®:

• Access the Title I Schoolwide Plan template on the Title I 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.

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:

Multiple stakeholders

Lead teachers in grades K-6, specialists, and resource staff including the counselor and social worker, were involved in systematic data analysis and needs assessment led by the instructional coach during the week before contract. The analysis allowed for a vertical perspective on student learning needs, with a close look at performance trends among demographic groups and potential factors both in and out of the classroom. Preliminary findings were shared with the whole staff during the first contract week and collaborative team meetings, to gain feedback and further input. During Back to school night, parent conferences and parent advisory council meetings, teachers shared grade level goals based on the needs assessment and offered parents opportunities to give their perspective to challenges and tactics for overcoming them.

Summary of data analysis including a variety of data sources:

2016-2017 Goals and Outcomes

Reading Raise the Bar

• Kindergarten (DRA)
  • Goal: The percent of Kindergarten students reading on a DRA4 or higher will be 75% as measured on the spring 2017 DRA.
  • Outcomes: DRA 4 & up = 48%; DRA 3 =81%; DRA WA= 85%
• Grades 1-2 (DRA):
  • Goal: Over the next 3 years, the % of students meeting the Spring DRA benchmark in Grades 1 & 2 will increase from 15-16 - 55% to 65% (62% actual); 16-17 - 65% to 75%; 17-18 - 75% to 85%
  • Outcomes: 1st = 69%; 2nd = 60%; Overall = 65%
• Grades 3-6 (SOL):
  • Goal: The overall percentage of students in grades 3-6 passing the reading SOL will increase from 82% to 88% by spring 2017. The overall percentage of students in grades 3-6 who score pass advanced on the reading SOL will increase from 29% to 35% by spring 2017.
  • Outcomes: Overall= 81%; Overall Pass Advanced = 28%

Reading Close the Gap

• Goal: 75% of identified Tier 2 students will make progress in their intervention groups by spring 2017 as measured by formative assessment. 
• Outcome: RTI Team defined parameters for tiers 2 and 3. Each grade monitored progress of students in intervention groups.

Math Raise the Bar

• Kindergarten KMRA:
  • Goal: Kindergarten will have at least a 90% pass rate on all tasks as measured on the Spring 2017 KMRA.
  • Outcomes: Task 1: 73%; Task 2: 82%; Task 3: 88%; Task 4: 82%; Task 5: 85%; Task 6: 82%; Task 7: 73%
• Grades 1-2 MRA
  • Goal: Forest Edge ES will increase the number of students passing the Spring 2017 MRA from:1st Grade-80% to 85%; 2nd Grade-82% to 85%
  • Outcomes: 1st = 79%; 2nd = 57%
• Grades 3-6 SOL
  • Goals: Forest Edge ES will increase the percent of students passing the 2017 math SOL (3rd - 7th) from 78% to 85%. Forest Edge ES will increase the pass advanced rate on the 2017 math SOL (3rd - 7th) from 28% to 35%.
  • Outcomes: Overall = 81%; Overall Pass Advanced = 26%

Science Raise the Bar

• 5th Grade SOL
  • Goal: The percent of students passing the science SOL will increase from 63% to 75% by spring 2017.
  • Outcomes: Overall = 77%

Analysis of our school-wide data above in collaborative team meetings and with the school leadership SIIP team resulted in the following reflections regarding goals and teaching practices considerations for the 2017-2018 school year:

Reading Small Groups (Strategy Groups) and Mini Lessons/Conferring:

• Focus more on academic talk and group work structures to ensure that center work is impactful.
• Pulling some students in a one on one conferring type of session to support the language needed in math.
• Small group strategy groups and jeopardy games that review the skills which were previously learned.
• Intervention:
• Continue with test taking strategies and find ways to connect the "why" with kids with hard data.
• Starting intervention earlier in the year using the BOY.
• Number sense baseline data and strategy intervention early on to address number sense gaps.
• Continuing to discuss students in CLT and kid talk to implement strategies for students who are struggling

Math Word Problems and Academic Vocabulary:

• Continue work on word problems, which includes strategies on how to attack and dissect what the question is asking and what math operation is needed and how to explain their answer.
• Continue using our scaffolds for ESOL students such as the math envisions in Spanish.
• Incorporate more math vocabulary in a more intentional way.
• Spiral back to story problems using story problem exit tickets/morning problems/morning meeting/centers
• Adding more visual supports for shapes to immerse them in seeing them and the language.
• Creating more opportunities for focused vocabulary and language development

Math Authentic and Real World Application:

• Find ways to make real world connections. Start with hands on, and use manipulatives.
• More hands on and real world examples to apply the skill in other settings.
• Spiral Review:
• Keep the daily spiral math efforts. Continue the intentionality with homework.
• Review skills previously learned. Use Friday Flashback as a warm up, quiz or exit ticket to practice skills.

Specific Goals:
By Spring 2018, all students will increase pass rates on reading standardized assessments through the following:

• Kindergarten students meeting the spring reading benchmark of 4 will be at least 75% by spring 2018 per DRA
• Grades 1 & 2 will increase from 65% to 75% reading on Grade level per DRA
• Grades 3-6 passing the reading SOL will increase from 81% to 86%
• Grades 3-6 passing advanced on the reading SOL will increase from 28% to 35%

By Spring 2018, students in grades 3-6 will increase pass rates on math SOL's standardized assessments through the following:

• Overall students passing from 81% to 86%
• Overall pass advanced rate from 26% to 32%

By Spring 2018, 80% of students scoring below the 55th percentile on the fall universal screener AND below grade level by one year or more on the DRA in reading AND failed the SOL, if in 4-6, will make more than one year’s progress as measured by DRA2 tools.

Budget Implications: Title I funding will be allocated to the following: 1 instructional coach, 1 math coach, additional ESOL support and data dialogue and curriculum planning day coverage for teachers.

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

 

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

Increase student achievement in underperforming subgroups:

Mathematics: Based on the data analysis above, the following practices were identified as ones that would strengthen student achievement in mathematics.:

• Math Workshop: Differentiated Math Workshop will provide students the opportunity to practice math skills at their current level of understanding while expecting them to deepen their level of understanding. This model puts students at the center of the instruction, and gives them ample time to problem solve, learn with their peers and be deeply engaged in learning math concepts.
• Collaborative Practices in Mathematics: All grade level teams will:
  • Utilize the collaborative team cycle in grade level teams to map curriculum, unpack standards for instruction, develop common assessments, and design lessons;
  • Plan common mathematics lessons in a consistent format based on the division Program of Studies (POS), to include the Virginia Mathematics Process Goals;
  • Analyze common assessments and universal screener data using the 3 phase data dialogue protocol and plan intervention and enrichment for students, by name and by need, based on this analysis;
  • Implement a weekly mathematics CLT meeting at each grade level;
  • Use grade level common assessments including the Mathematical Reasoning Assessment (MRA) in grades K-2, assessments included on the division’s Horizon assessment system, released SOL assessment items, exit tickets, end of unit assessments, and teacher observation to monitor student progress and effectiveness of instruction; and
  • Use division resources within the electronic Curriculum Assessment Resource Tool (eCART), including pacing guides, extended scope and sequence, and print resources.
• Mathematics Intervention: Continue oversight of reading and math interventions by the RI Team in conjunction with grade level teams using the Responsive Instruction protocols and RI Worksheet in EDSL. Teachers will utilize protocols to guide and document Responsive Instruction Interventions in the RI Worksheet. Using a school based protocol and system teams will collaborate to identify a specific skill that students find challenging through a variety of data sources such as Universal screener data. The teams will then determine an appropriate intervention, identify who is responsible for the intervention, when it will take place, how it will be monitored, and when the follow up discussion will take place to assess student learning and make plans for next steps. Finally, teams will determine if a new skill and/or intervention needs to be targeted. The school-based coaching team, RI core team, and administrators will work together to support this process.
• Mathematics Professional Development: Forest Edge Elementary will implement the following professional development approaches for mathematics:
  • Teachers will engage in Math workshop professional development
  • Selected teachers will participate in the Number talks course
  • Selected teachers will participate in the Number Sense course
  • Selected teachers will participate in the Math AVR course
  • Job embedded math pd will occur weekly at Math CLT’s in a section entitle to the math
  • Workshop style sessions will be offered to staff on School Planning days.

Literacy: Based on the data analysis above, the following practices were identified as ones that would strengthen student achievement in literacy.

• Reading Workshop / Balanced Literacy: Differentiated Reading Workshop within a balanced literacy approach will provide students the opportunity to practice reading skills at their current level of understanding while expecting them to deepen their level of comprehension and word attack skills.
• This model puts students at the center of the instruction, and gives them ample time to move literacy skills to the independent level.
• Collaborative Practices in Literacy: All grade level teams will:
  • Focus on language arts instruction during a weekly CLT meeting;
  • Develop and use grade level common assessments that consist of assessments from the division Horizon assessment system, released
  • SOL assessment items, exit tickets, and/or teacher observations such as running records and anecdotal notes to monitor student progress and effectiveness of instruction;
  • Utilize the Units of Study for Reading and Writing from Teacher’s College along with alignment documents to the POS and SOL
  • Utilize support from the instructional coach and reading teachers to improve language arts instruction and to facilitate CLT work; and
  • Continue and deepen current practices by CLTs in analysis of data to determine each student’s strengths and needs to inform instructional practices.
• Literacy Intervention: Students in grade K-6 will be identified for reading intervention based on the division beginning-of-year assessment, classroom observation, formative assessments, and other division assessment information. Teachers will utilize our school wide RI protocol to guide and document Responsive Instruction Interventions in the RI Worksheet in EDSL. Using a school based protocol and system teams will collaborate to identify a specific skill that students find challenging through a variety of data sources such as Universal screener data. The teams will then determine an appropriate intervention, identify who is responsible for the intervention, when it will take place, how it will be monitored, and when the follow up discussion will take place to assess student learning and make plans for next steps. Finally, teams will determine if a new skill and/or intervention needs to be targeted. The school-based coaching team, RI core team, and administrators will work together to support this process.
• Literacy Professional Development: Forest Edge Elementary will implement the following professional development approaches for literacy:
  • Professional development will be provided by Reading teachers monthly focusing on the steps of implementing reading workshop with an emphasis on targeted mini lessons and intentional small group work above and beyond guided reading.
  • Classroom teachers will continue staff development during weekly Collaborative Learning team meetings, facilitated by the Reading teachers, focusing on components of literacy instruction the Teachers College Units of Study for Reading and Writing.
  • Professional development sessions will continue to support schoolwide implementation of writing workshop model.
  • Kindergarten teachers will participate in K.L.A.P professional development targeted letter sounds
  • Teachers will attend week long Homegrown Institute’s, one institutes in NYC, and reunions on school planning days focusing on the Teacher’s College approach to Reading Workshop.
  • Ongoing professional development will be provided by the ESOL team and reading specialist for staff on meeting the needs of English learners.

Methods to evaluate effectiveness:

• Student achievement will be closely monitored in all subject areas in a variety of ways including but not limited to exit tickets, formative assessments, division assessments, DRA2, and student interviews. This data will be analyzed regularly in CLTs to guide instructional decisions. Most student data will be housed in the Education Decision Support Library (EDSL), our school wide Data Share and One Note.
• Grade level teams will document the work done in CLTs to strengthen Tier 1 instruction including unpacking content, lesson plans, creation of assessments, and an analysis of assessment data.

Budget Implications: Title I funding will be allocated to the following: 1 instructional coach, 1 math coach, additional ESOL support and data dialogue and curriculum planning day
coverage for teachers.

 

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:

Summary of the problem

The Forest Edge Elementary School Leadership Team recognizes the following challenges in the area of instructional practice:

• Unclear and uncommon definitions of the tiers of instruction, how to move through them and the difference between differentiation vs. intervention
• New or inconsistent implement of core instruction units through the workshop model in reading, writing and math
• The need for more knowledge around selecting best instructional strategies for struggling readers in small group instruction and understanding the continuum of literacy and language acquisition.
• Common understanding and expectations around number sense
• Inconsistent use of high yield strategies and student engagement strategies.
• Inconsistent use of backwards design across all subject areas, happening simultaneously.

The Forest Edge Elementary Leadership Team recognizes the following challenges in the area of amount and quality of learning time:

• Inconsistent application of Responsive Instruction to provide additional intervention
• Common understanding and ownership into the instructional CLT cycle as what’s best for students
• Inconsistent use of instructional time throughout the day including transition times and pacing of lessons
• Novelty in implementing units of study and the workshop
• Balancing long range planning in alignment with pacing guides and standards with daily planning to address student needs through differentiation and spiral review

The Forest Edge Elementary Leadership Team recognizes the following challenges in the area of enriching and accelerating student learning:

• Lack of diversity within in the advanced academic full time program.
• Lack of staffing support to provide technology integration lessons K-6 consistently in the master schedule.
• Lack of staffing support to support stem and PBL integrated projects and strategies
• Lack of staffing support to provide advanced academic lessons for all students more than once a month.
• Inconsistent application of the workshop model to include enrichment through small group strategy work and high level thinking tasks 
• Technology resources which are teacher and student centered, which have not been consistently replenished, so they are readily available for student use

Proposed strategic actions
The following is a list of proposed solutions within to strengthen and enhance the overall academic program.

Instructional Practice:

A. Math Workshop & Number Talks
Utilizing the math workshop for targeted instruction and embedded number talks as a high yield strategies to be used during the mini lesson as well as partner work during independent time.

B. Supplemental Reading Teacher and Math Teacher
These additional teachers will work collaboratively along with the reading specialists to coach teachers and provide professional development for teachers during grade level CLT’s, quarterly team planning days, and school wide staff development days.

C. Professional Development
Forest Edge Elementary will implement the following professional development approaches for strengthening instructional practices to achieve these strategies:

• Adaptive schools training for grade level team leaders to support and develop their leadership skills and group facilitation skills to enhance the effectiveness of the collaborative learning teams.
• Math Workshop and Number talk after school specials will be provided with the support of the resource teachers and division personal. Upper grade teachers 3-6 will be encouraged to attend although all teachers are invited.
• RI professional development for members of the leadership team and the RI committee
• Instructional peer walkthroughs will be used to gauge the impact and usage of high yield strategies trends across the building.

Amount and Quality of Learning Time:

A. Designated Daily Intervention & Enrichment Block
Students K-6 will be screened utilizing informal assessments and diagnostic tools such as the i-Ready Universal screener for gaps and strengths in learning and sorted into tiers of instruction for the core components of reading and math. Identified students will participate in 15 session rounds of intervention in reading or math. Teachers will use targeted strategy lessons that contain clear outcomes and measurement expectations for progress and growth per round and reflect on the effectiveness as part of systematic cycle during CLTs. AAP curriculum resources will be accessed for students who need additional enrichment opportunities to include Socratic seminar, DBQ’s and M3.

B. Before School Intervention Program
A before school intervention program will be provided for students in grades 3-6 who are at risk for failing the math SOL. EDSL insight data along with other assessment data will be utilized through the data dialogue process to identify the students along with the standards and strands that have the deepest gaps and deficits. There will be spiral review approach to intervening on
these skills.

C. Professional Development
Forest Edge Elementary will implement the following professional development approaches for improving the quality of learning time to achieve these strategies:

• Training on the use of Universal Screeners and the connection to formative assessment and intervention
• Professional development on the use of strategy skill based group instruction
• CLT job embedded PD on data usage to drive instruction
• Lesson study of whole group and small group lesson plans

Enriching and Accelerating Student Learning:

A. PBL - Project Based Learning Opportunities
All students will engage in at least 1 PBL - Project Based Learning opportunity during the school year that will promote cross curricular connections and promote higher level thinking and problem solving. Students participating in the level IV full time advanced academics program will be exposed to an additional 2 PBLs throughout the year. Vertical and horizontal articulation meetings will be utilized to share ideas and connect projects across the school when appropriate.

B. Young Scholars Thinking Club
Identified underrepresented groups of students who show potential for advanced academics will be invited to participate in a before school breakfast thinking club in conjunction with our young scholars club. This club will meet once a week for a fall session of 6 weeks and again in the spring. They will be exposed to stem projects, and advanced academic curriculum and challenges
through the advanced academics resource teacher.

C. Professional Development
Forest Edge Elementary will implement the following professional development approaches for enriching and accelerating student learning to achieve these strategies:

• Professional development on the design and implementation of PBL-Project Based Learning opportunities as a whole staff
• CLT job embedded professional development to collaboratively take current projects that can be redefined into engaging PBL’s
• Coaching from the Advanced Academic Resource Teacher and coaches in applying rigorous tasks for students in the classroom

Budget Implications: Title I funding will be used to support the Title I reading and math resource teacher positions that will support professional development, CLT development and model effective teaching through the use of best practices. Title I funding will be used for quarterly planning days for teams of teachers to work collaboratively and engage in job embedded professional development.

 

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:

Summary of the problem

The Forest Edge Elementary School Leadership Team recognizes the following challenges in the area of social, emotional, and mental health needs of students:

• Increasing numbers of students transitioning to school dealing the trauma of relocation and other domestic issues within the home such as domestic violence, overcrowding, hunger and financial burden.
• Increasing numbers of students deriving from unique cultures and traditions which staff have little background knowledge of.
• Lack of cultural proficiency awareness and training for teachers and staff

The Forest Edge Elementary Leadership Team recognizes the following challenges in the area of behavior and goal-directed learning:

• Inconsistent use and understanding of positive behavior approaches including the importance of teacher language
• Inconsistent expectations, mindset, and group efficacy in our belief that all kids can succeed at high levels
• Inconsistent use of relevant and engaging lessons that students can make real world connections to.

The Forest Edge Elementary Leadership Team recognizes the following challenges in the area of school readiness and transitions:

• Lack of parent understanding of the working of the American school system
• Increase of students entering kindergarten with low executive functioning skills
• Inconsistent collaboration between critical stakeholders around how to best prepare for school and transitions.

Proposed strategic actions

The following are proposed solutions to address the needs of at-risk students to assist them in meeting the state’s academic standards.

Social, Emotional, and Mental Health:

A. Teachtown / Character Counts/ Tier 2 social skills groups
Kindergarten teachers will implement a social skills curriculum to all students during the first two quarters of school entitled Teachtown. The program will focus on appropriate social skills in the school setting. Students identifying of needing additional social skill instruction will be identified through the RI process to participate in tier 2 social skills groups to be implemented by clinical staff to include the counselor, social worker and school psychologist for 6-8 week cycles. All students will participate in daily social skills instruction through morning meeting using the Character Counts.

B. Cultural Competency
A cohort of staff will participate in a 4 day cohort around cultural proficiency. The team will prepare a series of turn around training to be presented both whole group and during CLT’s. A cultural parent panel will be invited in as on the sessions for additional perspective learning from staff. Selected staff will participate in a book group reading Enrique’s Journey to make additional connections to the unique needs of some of our students.

C. Professional Development
Forest Edge Elementary will implement the following professional development approaches for building flexibility and resilience to achieve these strategies:

• Kindergarten teachers and assistants will participate in teachtown training
• Counselors will participate in training on social skills curriculum and design a program that includes data tracking on student impact
• Staff will participate in turnaround training on cultural proficiency and the 6 guiding principles for the classroom.

Behavior and Goal-Directed Learning:

A. Responsive Classroom
All teachers and assistants will utilize the responsive classroom approach with the students. This will include beginning each day with a morning meeting and the effective use of teacher language. All students will engage in creating hopes and dreams for the year with expected reflection times built into the year around these goals. The PBA committee will monitor the effectiveness of the approach and provide additional training and reinforcement in the implementation of the approach.

B. Mindset
Staff will participate in book talks around the importance of having a growth mindset for all students and themselves. They will present ideas of integrating this philosophy into the classroom to one another at monthly staff development meetings. The school counselors will connect their work to this and highlight attributes of growth mindset into their monthly counseling lessons and featured on the morning new shows. Additional books will be used for book groups with selected teachers to go deeper into mindset such as Carol Dweck’s Growth Mindset.

C. Community Engagement Committee
A community engagement committee will be developed with the mission of increasing community engagement through three areas: Communication Practices, Family Engagement, and Parent Education. The committee will meet monthly and develop a three year plan to address these areas. The committee will consist of teachers, counselors, administration, parent liaisons, and parents.

D. Professional Development
Forest Edge Elementary will implement the following professional development approaches for establishing positive, productive classroom culture to achieve these strategies:

• Professional Development on Responsive Classroom
• Professional development specifically targeting teacher language
• Book talks around Mindset

School Readiness and Transitions:

A. Parent Education / Realizing the American Dream
A ten week course will be provided to families using the curriculum Realizing the American dream to support families in accessing and understanding the school structure and system. The program will be implemented by a team of teachers and parent liaisons and will be translated into our major language groups of Spanish, Arabic, and Amharic. Parents who participate in the program will receive tools to use at home with their children and a school ambassador to help them with questions and advocacy.

B. Kindergarten Summer Friendship Groups
Transitioning kindergarten students and their families will be invited to participate in summer friendship groups to provide teaches with an opportunity to start building relationships, prescreen social and academic skills and begin laying some foundational teaching in these areas. Parents who attend will participate in parent education workshops on supporting executive functioning in the home using resources from the Mind in the Making Curriculum.

C. Professional Development
Forest Edge Elementary will implement the following professional development approaches for building and sustaining readiness for learning to achieve these strategies:

• Parent liaison will be trained in the implementation of the Realizing the American Dream curriculum.
• Counselors will be trained in the Mind in the Making curriculum

Budget Implications: Title I funding will be used to increase the hours of the parent liaison each week. This time will be devoted to implementing the parent education course and bridging the home-school connection.