Return                                                        No Child Left Behind Act of 2001

School-Wide Title I Plan

2007-2008

PART 1

Statement of School-Wide Title I Assurances

Your school-wide plan:

Was developed in consultation with the LEA.

Was developed in consultation with the school improvement team.

Was developed in consultation with teachers and parents.

Has taken into account the experience of model programs and relevant research so services may be most effective if focused on students in the earliest grades.

Provides a program that supplements-not supplants.

Is a comprehensive plan for reforming the total instructional program.

Has adopted challenging content and student performance standards.

Shows commitment by the staff to provide supplementary services to those students that are at risk of failing to meet performance standards (levels 1 or 2 on EOGs).

Focuses on school needs and justifies with needs assessment data.

Provides for the collection and disaggregation of data on the achievement and assessment results of students.

Has a list of Federal, State and LEA programs that will be included in the school-wide program.

Provides for individual student assessments.

Describes how interpretation of individual student assessment results will be provided to parents.

Describes strategies used to implement programs, activities, and procedures for involvement of parents consistent with provisions in Title I law.

Describes strategies used to provide for professional development.

Describes instructional strategies and staff development that is scientifically research-based.

I hereby certify that our school’s School-wide Title I Plan has incorporated the above assurances and this inclusion has been documented and is on file at the school.

__________________________________                    _____________________________

Principal’s Signature                                                             School Improvement

                                                                                                  Chairperson’s Signature

__________________________________

Title I Contact Signature

School-Wide Title I Plan

2007-2008

PART 2

School:   Pasquotank Elementary School

1.  Under section 1114(b) of Title I, a school-wide program must include the   following 10 components.  Provide a summary of how you plan to address each component.  Your School Improvement Plan should incorporate these components for the Comprehensive Needs Assessment:

1. Student Achievement

Executive Summary

              Pasquotank Elementary School continues to EDUCATE ALL STUDENTS FOR SUCCESS.  Our daily school wide writing warm-up and emphasis on specific writing skills at each grade level contributed to increased writing scores with 4th graders scoring above 50% in 06-07 compared to less than 38% in 05-06.  Writing across the curriculum and student-student and student-teacher conferences will occur weekly throughout the year in 2007 – 2008.  All staff will monitor writing progress in grades K – 5.

              Although our school did not make Adequate Yearly Progress under No Child Left Behind, we did meet 16 out of 17 target goals missing AYP by only 1 point in math by our black male subgroup.  This narrow miss does not overshadow the fact that we are closing the gap between our two major subgroups.  Our black males are reading and succeeding at higher levels of proficiency than ever before with 75.8% meeting the proficiency rate with growth compared to 86.2% of our white population.

We continue to make progress in reading with all students at 81.3% proficient with growth compared to 80.1% last year. Math scores are also higher this year with 58.6% showing proficiency with growth compared to last year’s scores bottoming out around 35%.

Our school report cards and parent surveys indicate that Pasquotank Elementary School has a safe, caring environment where all students have an opportunity to learn and grow at their own rate with attention to development of the whole child.  Positive Behavior Support and increased parent contacts have had a positive impact on the overall climate of our school family.

Our School Improvement goals and strategies with a stronger focus on designing quality work for students to do will be supported by professional development opportunities to help our highly qualified teachers become more skillful and confident in differentiating instruction to meet all student academic, emotional and social needs.

STUDENT ACHIEVEMENT

2006 – 2007

READING   

Free & Reduced Lunch

STUDENT ACHIEVEMENT

2006 – 2007

MATH

Free & Reduced Lunch

          Kindergarten Assessments        Hands-On Equations(3-5)        ITBS(K-3)

          First & Second Grade Assessments                                           Heart Beeps(1-5)           

          Literacy First/BEAR/Fluency(4-5)           TPRI(K-3)                    Waterford(K-3)

          SAT Referrals(PreK-5)                 Accelerated Math(2-5)          Edu-Test(3-5)

          Counseling Referrals(PreK-5)    Class Meetings(PreK-5)       Student Portfolios(K-5)

          Discipline Referrals(PreK-5)      STAR(1-5)                            Study Island(2-5)

          Teacher-Made Tests(PreK-5)    Parent Surveys(PreK-5)       EOG Tests(3-5)

          CBM/Fluency Outcome Measures(1-3)             AR(K-5)         EOG Retests(3-5)

     Various assessments, which are aligned with objectives on the North Carolina Standard Course of Study, are used to prepare students for the End of Grade Tests.  The End of Grade Tests determine whether students meet AYP and are performing at or above grade level.

B.  Instructional Programs

     Utilizing testing data has enabled us to identify areas we need to address and provide additional strategies to better meet the needs of our students.  We will continue to incorporate strategies to include differentiation, flex groups and hands-on reading and math activities and use curriculum mapping to align the North Carolina Standard Course of Study objectives with instruction.

C.  School Organization

     Pasquotank Elementary School is a Pre-K, Title I school-wide school based on the number of students receiving free/reduced lunch.  Of the 441 students enrolled in this school, 50.5% are black, 40.5% are white, 4% are multi-racial, 3% are Hispanic and 2% are Asian/Pacific. 

     Kindergarten and first grade classes are self-contained.  Students receive instruction in reading, writing, math, science and social studies from the same teacher.  Teachers integrate the core subjects with science and social studies.  Writing is practiced across the curriculum.

     Second and third grade teams serve both grades in the same subject with the second grade students being served by the same two teachers for two years in a row.  One team member teaches reading (writing and science or social studies) and the other team member teaches math (writing and science or social studies) to both second and third grade students.  One teacher serves as a second grade homeroom teacher and the partner serves as the third grade homeroom teacher.

     Fourth and fifth grade classes are departmentalized.  Disciplines are divided among the teams.  All teachers in grades four and five teach reading and writing as part of their content area.  In a four-member team, there are two teams who serve two groups of students in the same subject in the same grade.  Each team has one member who teaches reading (& either science or social studies) and the other member teaches math (& either science or social studies).  In a three-member team, reading objectives will be taught through science, social studies and math using the textbooks, nonfiction literature, historical fiction, current events and real world experiences involving these subject areas.

D.  Parental Involvement

     Times, dates and topics of Title I events are varied to meet the needs of parents based on parental feedback from parent surveys through the Parent Center and evaluations at Title I Meetings.  Throughout the year, teachers encourage parents to

be active participants in their children’s learning.  Parent Stations are set up in the classrooms with books, hands-on materials and activities for parents and children to work on together during the weekly PBS hour and at other times arranged by the teachers.  Parents are also encouraged to make appointments with their child’s/children’s teacher(s) before, during or after school for conferences.

E.  Professional Development

     To enable teachers at Pasquotank Elementary School to learn and implement strategies that will better prepare them to meet the needs of all students, various opportunities for staff development will be offered throughout the school year.  Professional development activities will be identified not only by the district, but also

by the school, based on data resulting from the comprehensive needs assessment

and from teacher surveys.

Differentiated Instruction—Entering the second year of a 3-5 year process of differentiated instruction, teachers will participate in a book study, parent workshop and planning sessions to use data to design activities to engage students at the highest level of learning.  (Marzano’s strategies)  

             Positive Behavior Support—To help teachers with strategies to acquire better insight into challenging students and positive methods for dealing with them

             Hands-On Math Strategies—To assist teachers with strategies in teaching math with the support of a district hired consultant

             AR Math—To assist teachers with strategies in planning and providing individualized instruction for students in math

             Empowering Writers—To help teachers with techniques and strategies to increase writing skills of all students

Accelerated Reader—To provide teachers with an assessment tool to motivate students to read and measure comprehension of students at task level (independent reading level) and to provide reading practice to build vocabulary and fluency

             Reading First—To assist teachers in grades K-3 with strategies to teach the five essential skills in reading and design lessons and activities that provide differentiated instruction for all performance levels

2.  School-wide reform strategies: No older than 3 yrs (this being 3rd).  Explain how they meet the needs stated above.

Flex Grouping                              Vocabulary Development   Literacy Stations

Curriculum Mapping                  Listening Stations                Seven Steps to Critical Thinking

Positive Behavior Support        eInstruction                            Hands-On Equations

Departmentalization (2-5)         Accelerated Math               Scheduling

     Organization, strategies and tools to meet specific student needs through differentiation and learning styles are based on data from needs assessments.  The reform strategies listed above are aligned with the North Carolina Standard Course of Study and are research based.

3.  How do you ensure instruction by a “highly qualified” professional staff?

35 Full Time Certified Staff                     11 Full Time Certified Staff with M.A. Degree

  4 Part Time Certified Staff                    2 Part Time Certified Staff with M.A. Degree

  1 Full Time Certified Staff with National Board Certification

21 Full Time Instructional Assistants/1 Full Time Technical Assistant

  1 Full Time Tutor         1 Part Time Tutor          2 Part Time Intervention Specialists                  

     The teachers are certified in their fields, thus ensuring instruction by a “highly

qualified” professional staff.  New teachers receive training in any area of staff development needed to ensure instruction by a “highly qualified” professional staff

by the Reading Coach, Technical Assistant, PBS Team, etc.  Opportunities are

provided at the school and district level for all teachers to keep them abreast of

new learning and meet their needs.

4.  How do you provide high quality and ongoing professional development?  (Give examples of what your school will do and state how you evaluate it.)

Accelerated Reader(K-5)                        Literacy First(4-5)         Literacy Stations(PreK-5)

NC READS                                                 Study Island(2-5)           eInstruction(K-5)

Accelerated Math(2-5)                            TPRI(K-3)                        Curriculum Mapping(K-5)

Differentiation(PreK-5)                            Edu-Test                         Hands-On Equations(3-5)

Scott Foresman Reading/Math/Social Studies                          Positive Behavior Support

Seven Steps to Critical Thinking(PreK-5)                                     Math Matters

ENTech (Integrating Technology into the Curriculum--PreK-5)

Reading Academy(new employees)                                District Writing Initiatives

        Professional development activities reflect the data to best meet the needs of the students.  Various methods are used to evaluate professional development such as course surveys, district staff surveys, student assessments, etc.  Rosters with participants’ names are used for documentation of staff involvement.  

5.  What strategies do you use to attract highly qualified teachers to your school and support them once they arrive?

Grade Level Planning                  Smaller Class Size                     Parent Stations

District Bonuses                         Literacy Stations                       Mentor Program

School-wide Network                  Character Education                   Science Resource Center

Zero Tolerance Policy for Violence                                               Positive Behavior Support

Parent Center Support               Reading Coach                          Electronic Report Cards

Instructional Assistants (K-1)                                           Follow-up Staff Development Training

Internet Access in All Classrooms                     Scott Foresman Math Consultant

Reading First Consultant                                      Community Involvement & Support

One Fully Equipped Technology Lab                  Two to Four Computers Per Classroom

Celebrations/Incentives to Address Attendance & Professionalism

Reassign staff during the year to reduce class size and/or tutor students                                                                          

6.  How do you include teachers in decisions regarding the use of assessments?

School Improvement Team (representation from every grade level/department)

Planning Committees (examination of what works and what doesn’t work)

Informal Surveys             Student Assistance Team      Reading Coach

Staff Development          School-Based Committee (IEP Team)

Grade Level Meetings     Staff Meetings                                      District Grade Level Meetings

7.  Name at least 4 strategies you use to increase parental involvement.

Home Visits                     Parent Center                 Newsletters

Channel 8                        Open House                    School Notebook Page

Marquee                          Student Handbook        Informal Talks with Parents

PES Web Page            PTA Activities                 

Parent Workshops (per quarter through the counseling program)

     Title I Activities are sponsored throughout the year.  (Orientation, Open House, Family Reading Day, Fun Day, Family Math Night (Accelerated Math), AR Challenge, HOSTS Celebration, Parent Stations, etc.)  Times, dates and topics of Title I activities are varied to meet the needs of parents based on parental feedback from parent evaluations.

8.  What preschool transition strategies does your school provide?

Preschool Evaluations              Headstart Visits             Parent Center

Sneak Preview Kindergarten Classroom Visits

PreK Parent Orientation/Workshops                  PreK Home Visits/Conferences

Participation in School-wide Activities (assemblies, lunch, pictures, etc.)

     Meetings are designed to discuss strategies for the transition of students from early childhood programs (PreK) to school (K).

9.  What programs and activities do you provide for children experiencing difficulty (at risk, 1s & 2s)?

HOSTS(2-4)                                  Accelerated Reader(K-5)                        Literacy Stations

Waterford(K-3)                            Listening Stations(K-5)                           Edu-Test

Study Island(2-5)                         FROG Games(K-5)                                  Peer Tutoring(K-5)

Departmentalization(2-5)          eInstruction                                                 In-School Tutoring

Positive Behavior Support        Personal Education Plans(Levels I & II)

Accelerated Math(2-5)              Hands-On Equations(3-5)                      Twenty-First Century

After School Tutoring(At-Risk)                                                        Take Home Reading(PreK-5)

Technology Lab with Internet Access and Title I Materials(K-5)

Flex Groups(differentiated instruction with lower student to teacher ratio--K-5)

     In order to promote success and better meet the needs of students in math, teachers have received training and are using Accelerated Math that was purchased with Title I funds in the spring of 2007.  Also, a district math consultant has been planning with teachers and demonstrating math lessons to increase student achievement.

10.  How does your school coordinate and integrate other Federal, State, and local services?

Title I                                                Reading Coach                           Exceptional Children

State 069 Money                         EOG Retests                                Leandro Funds

Reading First/Literacy First                                  Tutorials (Level I and Level II Funds)

Twenty-First Century                                              Summer School (if funds are available)

Reading Intervention Specialists

School Improvement (Planning) Team Members and Titles that consulted together to design the Title I School-Wide Plan:

Name                                                                                       Title

Amy Spencer (chairperson)                                               Teacher, 3

Pat Overton                                                                             Teacher, K

Christina Perkins                                                                  Teacher, 1

Monica Riddick                                                                      Teacher, 2

Priscilla Spellman                                                                 Teacher, 4

Sara Lindsay                                                                           Teacher, 5

Mary Sugimoto                                                                      Teacher, Resource

Teresa Taylor                                                                          Instructional Assistant

Eddie Spencer                                                                      Teacher, Support

Dottie Anderson                                                                    Principal

Mr. & Mrs. Thomas                                                               Parents

Mr. & Mrs. Breaux                                                                 Parents

Christine Bright                                                                     Parent

Catherine Mudra                                                                   Title I Contact

Describe how all teachers and parents were involved in the design of this plan.

     The 2007-2008 Title I School Plan was discussed and developed by the SIT and

Title I Coordinator.  The staff met in their grade level teams to discuss and give input

on the design of the plan.  Title I School-wide Family Questionnaires were sent home

for parents to complete and return to gain parental input.  At the Annual School-wide Parent Involvement Meeting, highlights of the 2007-2008 Title I School Plan were distributed to parents for review.  Parents were given an opportunity to discuss and

share  ideas.  The SIT and Title I Coordinator met and drafted the final design of this plan. The plan was voted on and approved first by the SIT and then by the remainder

of the staff.

Describe how the school will use Title 1, as well as other resources, to implement the school-wide components.

HOSTS(2-4)                                  Reading First(K-3)                      Heart Beeps(1-5)

ENTech(PreK-5)                         Lightspan(K-5)                            Study Island(2-5)

Take Home Reading(K-5)         eInstruction(K-5)                         ITBS(K-3)

Waterford(K-3)                            Edu-Test(3-5)                               TPRI(K-3)

Curriculum Mapping(K-5)         Accelerated Reader(K-5)          Accelerated Math(2-5)

Literacy First/BEAR/Fluency(4-5)                       CBM/Fluency Outcome Measures(l-3)

Continuous Improvement(3-5)                            Behavior Management(PreK-5)

Hands-On Equations(3-5)        Seven Steps to Critical Thinking(PreK-5 & Assistants)

NC READS (Intervention Strategies & Assessments—K-3)

How are assessment results reported to parents?

Report Cards                                Interim Reports                           Progress Reports