Annual Title I Schoolwide Plan

Division Name: Fairfax County Public Schools School Name: Hybla Valley Elementary School Date: 09/20/2018



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.


    Not Using Indistar®:

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

  • 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.



Schoolwide program resources, including USED guidance on Designing Schoolwide ProgramsSupporting 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:


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.


Systematic Effort Involving Multiple Stakeholders:

Instructional staff meet regularly to collaborate and make decisions about student achievement, through the use of a schoolwide data wall and EDSL. SOL results, DRA scores, literacy folders, and assessment crates are all used to guide discussion. 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. Dialogues determined schoolwide goals. Preliminary findings were shared with the staff to gain feedback and further input.


Summary of data analysis and identified needs:

For reading, a review of SOL, DRA2, and DRA2 WA indicates that reading achievement continues to be an area of concern. Although Hybla Valley met the AMOs overall, there are a significant number of students who ended the school year with a text reading level below grade level benchmark. Specifically, collaborative learning teams will analyze data from ongoing assessments, running records, anecdotal notes, end of unit assessments, progress monitoring tools, among others, to gauge student progress, differentiate instruction, and make instructional decisions. Our School Improvement Plan includes a schoolwide focus on a balanced literacy framework, with an intense focus on independent reading, writing, and interactive read aloud. Grade level teams have set SMARTR goals aiming for students to attain at least one year's growth in Reading as measured by the DRA2 and/or annual growth to be on track by iReady and 2018-2019 Reading SOL.


2017-2018 Reading SOL Data by Subgroups All students – 93%

Asian – 97%

Black – 81%

Economically Disadvantaged – 94% English Learners – 98%

Hispanic – 94%

Students with Disabilities – 90% White – 92%

Grade % Below Benchmark 1 - 91%

2 - 88%

3 - 78%

4 - 92%

5 - 93%

6 - 88%


For mathematics, Spring 2018 SOL assessment results show that Hybla Valley met all AMOs. The SIIP team identified a need to continue to build students’ skills as problem-solvers to improve performance on tackling multi-step problems. An additional need was identified to enhance students’ ability to explain their mathematical thinking. Application of a math workshop model, using the Responsive Instruction model, and using the math program Dreambox were identified as a key strategies to address these needs. Collaborative learning teams will continue to analyze data from common assessments, eCART, MRA, performance tasks, among others, to gauge student progress, differentiate instruction, and make instructional decisions.

2017-2018 Math SOL Data Subgroup – Rate

All Students - 92% Black Students - 85%

Hispanic Students - 92%

Limited English Proficient Students - 95% Economically Disadvantaged - 92% Students with Disabilities - 93%


Specific Goals:

Based on the reading and mathematics data above, Hybla Valley Elementary has set the following Specific, Measurable, Attainable, Results-oriented, Time- bound and Rigorous (SMARTR) goals for student growth and performance.


Raising the Bar:


By the end of the 2018-2019 school year, 80% or more of all students will achieve pass proficiency on the Spring 2019 SOL and/or at least one year’s growth as measured by the universal screener.


Budget Implications:

Title I funding will be allocated to the following: 3 Literacy Resource teachers and 2 Math Resource teachers, data dialogue, and curriculum planning day coverage for teachers. Funds will also be allocated to provide extended day opportunities for students based on data to increase student mastery in reading and mathematics.


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.


Strategies to increase student achievement:



Based on the data analysis and needs identified above for literacy, Hybla Valley is committed to a school-wide implementation of a balanced literacy framework. Additionally, teams meet on a regular basis to collaborate in the area of language arts, including monitoring of literacy instruction, deepening understandings of the POS, and developing team-level ongoing formative assessments. Collaborative Learning Teams (CLTs) will focus on language arts in grades K-6 on a weekly basis. Components will include: deepening teaching of independent reading strategies, interactive read aloud, data dialogues to analyze weekly and quarterly data, creation of common assessments (based on data analysis), and understanding the main literacy ideas and key vocabulary for each unit of study.



Based on the data analysis and needs identified above for mathematics, Hybla Valley is working to strengthen mathematics instruction by continuing the implementation of a mathematics workshop model that emphasizes problem-solving through daily focus lessons, number talks, small group mathematics instruction, independent practice along with intervention and extension opportunities. Teachers are also building in a time for reflection where students can share strategies used for solving multi-step problems.


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, and the Universal Screener. 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).

  • 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.


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.


Instructional Practice:


Teachers will participate in self-directed professional development to support a balanced literacy framework, independent reading, interactive read-alouds, word work, guided reading and rigorous learning stations.


Teachers will use think-alouds to model comprehension strategies, and use highly engaging read alouds to model and foster a culture of appreciation for reading.


Teachers will engage students in writing through explicit modeling, guided practice and independent practice.


Teachers will implement Number Talks during Math Workshop using the Hybla Valley framework which blends academic language with the WIDA Can-Do descriptors to promote students’ vocabulary development and communication of their math thinking.


Teachers will participate in differentiated math professional development to build math communication, problem solving, and mathematical reasoning skills with students.


Teachers will establish learner centered environments to support targeted students in developing their communication, problem solving, and reasoning skills in math.


Increasing amount and quality of learning time:


  • Master schedule developed to ensure uninterrupted math and language arts blocks.


  • An after-school intervention program will be provided for students in grades 3-6 who are at risk for failing the reading and/or math SOL. This program will help students develop reading strategies and build math concepts in order to meet their individual learning goals and will help students learn to demonstrate their knowledge on standardized tests.


  • Refining our Responsive Instruction program to include use of EDSL to closely monitor tiers of instruction and target intervention and remediation.


  • The Project Lift Summer Reading Program offers identified students six books sent through the mail to ready throughout the summer. Students complete a postcard to identify a specific strategy they used while reading the book.


    Meeting the needs of underserved and at-risk populations:


  • The Advanced Academics Resource Teacher facilities problem solving strategies lessons in all classrooms K-3 and works closely with classroom teachers and specialists to identify and recommend students for Young Scholars and Advanced Academics services.


    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, and the Universal Screener. 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).

    • 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.


      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.


      Social, Emotional, and Mental Health:


      Instructional staff, including administrators and instructional assistants, will be supported by the following on-site professional development:

  • Responsive Classroom Professional Development - provided by Responsive Classroom committee. Schoolwide focus on establishing routines and procedures for Language Arts and Math blocks, along with a focus on establishing strong routines and procedures, teacher language and a proactive approach to supporting challenging behaviors.


    Math Workshop Professional Development - provided by math resource teachers. Topics covered include the math workshop model, questioning strategies, number talks, and innovative use of DreamBox to support family engagement.


  • Balanced Literacy Professional Development - provided by literacy team. Topics covered include the balanced literacy framework, interactive read aloud, meaningful literacy work stations, independent reading.


  • Literacy Consortium (K-6) - provided by literacy resource teachers. Staff will participate in ongoing sessions that blend coaching, peer collaboration and reflection to deepen their understanding of balanced literacy components with a focus on independent reading.


  • Schoolwide support from resource staff is available for all teachers to build their understanding of effective practices to improve students' literacy and math understanding.


    School Readiness and Transitions:


    Preschool, kindergarten, and primary classroom programs provide important, large-scale opportunities for young children to learn and use their knowledge of literacy and math concepts. The following are ways in which efforts are made to provide transitions from Early Childhood programs into the K-6 program:

  • FECEP students will visit kindergarten classrooms and other areas of the school, periodically and throughout the school year.

  • FECEP teachers will complete a transition form that explains the strengths and areas of growth for the students.

  • Kindergarten Orientation – An opportunity for parents of rising kindergarteners to visit Hybla Valley Elementary and meet the kindergarten teachers, the administrators, counselors, and other staff. Parents receive information about important skills students need to have to be ready for kindergarten, as well as a quick introduction to academic areas of focus in kindergarten

  • Early Literacy Program

  • School Readiness Collaborative

  • Bridge to Kindergarten Summer Program

  • Preschool Visits -- Local preschool programs are invited to bring rising kindergartners to tour the school

  • Preschool Provider Resource Night


    The school collaborates with all stakeholders to improve family and community engagement. Programs that are implemented include:


    Family engagement activities assure that Hybla Valley families play a significant role in helping our students achieve the challenging state standards. Hybla Valley provides a variety of opportunities throughout the year to help parents learn ways to support student learning. The following are a few of the actions that will be implemented to carry out the goals outlined in the school-home compact. These opportunities include:

  • PTO meetings

  • Grade Level Family Nights – Grade level teams each hold night events to create partnerships with the parents of students in developing literacy and numeracy skills.

  • Early Parent Conferences

  • Family Resource Center

  • Early Literacy Classes

  • Family Literacy Classes

  • Family Events (landscaping projects, evening events, special programs)

    •Health Initiative


    Efforts are made to reduce barriers to parent involvement so that all families may participate in programs at school, interpreters/head sets available at all programs, food provided at family functions, take away activities to work with students at home, and Keep in Touch (KIT) messages, Twitter, monthly school newsletter, quarterly grade level newsletters, HVES Talks.


  • The school counselors facilitate lessons in goal-setting and self-regulation at least monthly in all classrooms K-6 and regular group meetings for students who need additional social-emotional support.

  • The school social worker coordinates with county and community services to identify and address family needs that support students’ availability for leaning, including healthcare and nutrition. Food and clothing pantries are available at the school to further address immediate student and family needs.


Methods to evaluate effectiveness:


Student office referral data will be closely monitored throughout the school year. A school team will analyze the data for trends at the end of the year, identifying what further professional learning and supports might be needed. Kindergarten entry data will be reviewed to help identify success of school readiness initiatives.