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DUDLEY PRIMARY SCHOOL

TITLE I SCHOOLWIDE Plan

 

1840 Tazewell Avenue

Bluefield, Virginia 24605

http://dps.tazewell.k12.va.us

Table of Contents

 

Mission Statement and Planning Team............................................................... 1

School Profile.............................................................................................. 2

School Demographics..................................................................................... 4

Student Achievement..................................................................................... 6

Part 1: Comprehensive Needs Assessment.......................................................... 8

Part 2: School-wide Reform Strategies............................................................. 10

Part 3: Instruction by Highly Qualified Teachers.................................................. 12

Part 4: Strategies that Attract Highly Qualified Teachers....................................... 15

Part 5: High Qualified On-going Professional Development.................................... 16

Part 6: Strategies to Increase Parental Involvement............................................. 17

Part 7: Plans for Assisting Preschool Children in Transition..................................... 27

Part 8: Measures to include Teachers in Academic Decisions................................... 29

Part 9: Activities that Ensure Students Who Struggle Reach Mastery........................ 30

Part 10: Coordination and Integration of Federal, State & Local Services & Programs... 31

 

 


 

Dudley Primary School

Title I School-wide Program

2016-2017

 

 

Mission Statement:

The mission of Dudley Primary School is to provide a safe, positive, caring, learning environment that will enable students to become confident, successful learners.

District Mission Statement:  

Tazewell County Public Schools will provide a safe learning community committed to increasing student achievement by engaging stakeholders to maximize student success.


Team Planning Members, Faculty & Staff at DPS:

 

Administrator                          Susan Maupin             Principal

Title I Resource                       Ashlee DeGray            Chair

Supervisor                               Kristina Welch             Title I/ Elem. Supervisor

Kindergarten Teacher             Suzanne McGlothlin    Teacher Representative

First Grade Teacher                Cindy Bailey                Teacher Representative

Second Grade Teacher            Jerri St. Louis               Teacher Representative

Parent                                      Stephanie Goins          Parent Representative/ PTO President

Parent                                      Lori Havens                 Parent Representative

Parent                                      Joanie Leedy               Parent Representative

Parent                                         Nikki Goodson                      Parent Representative

Parent                                      Melanie Burnette        Parent Representative           

Parent                                      Barbara Anderson       Parent Representative

Parent                                      Amanda Crews            Parent Representative                                   

 

The following dates consist of planning meetings with the entire team and/ or committees of the team and / or SIP teams. April 30, May 6th, and May 13th.

 

School Profile

            Dudley School was built on Tazewell Avenue in West Graham during the summer of 1937, on land purchased from the J. F. Dudley Estate.  It was named Dudley Memorial School in honor of Mr. Dudley who had served on the school board for some years.  Grades one through six moved from Graham High School to occupy the new building.  Graham High School and two elementary schools, Dudley and Logan Street were under the same principalship from 1937 until 1965.

            Miss Josephine Gentry became the principal in September 1965 and served in that capacity until her retirement in 1976.  Irma Webb was appointed principal of both Dudley/Logan Street Schools in 1976.

            In 1967-68 a multi-purpose room was ready for the opening of the school year. This room housed the cafeteria which replaced the little white cottage built on the corner of the school grounds.  Workers carried the food from the cottage to the school daily.

             The years 1969-1974 brought more growth to Dudley as four mobile units were added for 4 kindergarten classes and a central library was established.  The fourth grades transferred to Graham Elementary leaving only the first three grades and kindergarten at Dudley.

            An addition to the original building was completed at Dudley School in the fall of 1981.  The addition provided a library, administrative offices, clinic and conference areas, a special education classroom, five kindergarten classrooms, two first grade classrooms, and a second grade classroom.  Included in the addition were a small elevator and other facilities for serving handicapped students.  The 1981 addition more than doubled the area of the building.

            Logan Street School was closed in 1981 after sixty years of service. First and second grade students from Logan Street School were assigned to Dudley and third grade students from both Logan Street and Dudley were assigned to Graham Intermediate School.

            In the fall of 1981, Dudley Primary School was organized to serve the need of pupils in grades kindergarten through second grade.  Falls Mills Elementary was closed in 1991 and those students in grades kindergarten through second grade began attending Dudley Primary. We have also added a Pre-Kindergarten class, a preschool Early Childhood Special Education class, as well as a self-contained Special Education class. Our staff consists of thirty-eight members including both professional and support staff.  Our school serves the communities of Bluefield, and Falls Mills, Virginia.  Our attendance area borders Mercer County, in West Virginia and there is student movement between the two areas. 

            During the last three years Dudley Primary has changed from a high to moderate socioeconomic area to more of a moderate to low socioeconomic community.  Part of this is a result of the loss of jobs in the coal mining industry and a continued decrease in population.

            Our school has a reputation as a caring school.   We provide learning experiences with high expectations for all students realizing that all students can and do learn.  Two years ago in going through accreditation standards the entire county adopted the Rigor, Relevance and Relationships motto.  Using this motto we involve the community and parents to help us work together to provide for the needs of all the students.  We provide a positive, safe learning environment that encourages accountability, have increased the rigor in our teaching as well as developed relationships to increase parental involvement and shared decision making for the continued improvement of our school.

  

SCHOOL DEMOGRAPHICS

Enrollment

In 2012-2013, Dudley enrollment dropped to 330 students and lost a section of first grade. The Fall Membership for Dudley in 2013-2014 continued to show a decline with 297 students.  This represented a declining enrollment of kindergarten students and the loss of a kindergarten section.  In 2014-2015 Dudley Primary Fall Membership was 294 students which continues to show the trend of a declining enrollment from the previous year. In 2015-2016 Dudley has enrollment has dropped again from the previous year to 275 students. This is due to the decline in jobs and economics of our area.

 

Monthly Attendance

The monthly attendance trend is on average over 94% for the past three years. The following chart represents the attendance data:

Year

Aug.

Sept.

Oct.

Nov.

Dec.

Jan.

Feb.

Mar.

Apr.

May

13-14

97

96

95

92

89

95

94

92

93

93

14-15

98

95

94

94

94

94

93

95

95

93

15-16

97

96

94

93

94

94

94

94

92

94

 

Mobility Rate

Approximately 60 students transition in and out of Dudley Primary School annually. Many of these students transfer within and outside the school division multiple times per year.  We also border Mercer County, West Virginia which has a strict attendance code and when parents must report to court those students will transfer to Dudley.

 

Free & Reduced Lunch

The number of students receiving free & reduced lunches at Dudley Primary School is 51%

The unemployment rate is at or around 7.7 while the poverty level is at or around 19.5%. 

 

Special Education


            Dudley Primary School serves thirty-six students with special education services. Students diagnosed with speech deficiencies, learning disabilities, developmental delays, hearing impairments, intellectual disabilities, autism, and other health impairments are served. Students receive services in pull-out small group resource settings, inclusion as well as self-contained settings. We have three teachers, one speech teacher and four aides to teach the special education students.

           

            Dudley currently has 275 students.  Two students are identified as ELL. 13.09 % of the students receive special education services.  Another 1.45% participate in the gifted and talented program and all students are served by the Title I program due to schoolwide implementation.

 

            Dudley also offers a contained special education class currently serving 10 students and a preschool Early Childhood Special Education class serving six.

 

            Occupational and physical therapy resources are provided for qualifying students.

 

STUDENT ACHIEVEMENT

 

PALS- Phonological Awareness Literacy Screening

 

            The Commonwealth of Virginia provides the Phonological Awareness Literacy Screening (PALS), as a tool of Virginia’s Early Intervention Reading Initiative, which was established in 1997. It is used by 99% of school districts in Virginia on a voluntary basis. PALS consists of three instruments: PALS Pre-K  (for preschool students), PALS-K (for kindergarten), and PALS  1-2 (for students in Grades (1-2). PALS assessments are designed to identify students in need of additional reading instruction beyond what is provided to typical developing readers. PALS screening takes that place at the beginning and end of the school year.

 

School-wide PALS scores for the last three years are listed below:


 

2013/14

2014/15

2015/16

Kindergarten students identified

10

5

3

1st Grade students identified

6

4

6

2nd Grade students identified

2

9

1

TOTALS:

 

18

18

10

  

MAP- MEASURES of ACADEMIC PROGRESS

 

            Students in grades K-2 are assessed three times per-year with the MAP test in reading and math. Students on grade level score at or above the 50th percentile.

 

School data is listed in the charts below.

(Note: First grade students took the second grade MAP test in the Spring of 2014 and 2015.)

 

 

 

Fall 2013

% to standard

Math/Reading

 

 

Winter 2013

% to standard

Math/Reading

Spring 2014

% to standard

Math/Reading

Kindergarten

63% Math

50% Reading

66% Math

70% Reading

73% Math

82% Reading

1st Grade

63% Math

72%  Reading

52% Math

78% Reading

59% Math

86% Reading

2nd Grade

63% Math  

72% Reading

64% Math 

 77% Reading

76% Math

77% Reading

 

 

 

 

 

 

Fall 2014

% to standard

Math/Reading

Winter 2014

% to standard

Math/Reading

Spring 2015

% to standard

Math/Reading

Kindergarten

43 % Math

49% Reading

51 % Math

67 % Reading

64% Math

84% Reading

1st Grade

71 % Math

80% Reading

65% Math

86 % Reading

78% Math

72% Reading

2nd Grade

56 %  Math

62% Reading

57 % Math

70%   Reading

71 Math

74% Reading

 

 

Fall 2015 % to standard

Math/Reading

Winter 2015% to standard

Math/Reading

Spring 2016 % to standard

Math/Reading

Kindergarten

70%Math

74% Reading

64%Math

71% Reading

87% Math

90% Reading

1st Grade

67% Math

75% Reading

46% Math

65% Reading

60% Math

56% Reading

2nd Grade

82% Math

83%  Reading

73% Math

80% Reading

79% Math

83% Reading

Part 1- Comprehensive Needs Assessment

 

 A significant rise in the number of students receiving free and reduced lunches at Dudley Primary School prompted the staff to begin the process for applying for School-wide Title I status. During the current school year 2014-2015, 52.3% qualified to receive free and reduced lunches. In 2015-2016, 51% qualified to receive free and reduced lunches.

The unemployment rate is over 7.5% for Tazewell County. The high school graduation rate is 100% for Graham High School. The poverty level for Tazewell County is at 19.5%. Due to the limited resources available to parents, and lack of parental support, students are entering school at a lower educational level.  Many students now come from single parent homes, dysfunctional families and are being raised by the grandparents.

 

Test data from our scores indicate that economically disadvantaged students at Dudley Primary School struggle to find success on the criterion referenced (MAP) tests more frequently than other subgroups. Dudley Primary does meet SOL standards through the scores of Graham Intermediate School of which Dudley Primary is the main feeder to that school.

 

Upon completion of the Elgin Kindergarten Screening and MAP testing in the Fall, workshop groups are developed based upon these scores. The lower the scores the smaller the workshop group will be. All students that score under the 20th percentile will also receive an additional hour of instruction in a small group of six or less called Direct Instruction.

 

Midyear testing occurs in December. All grade levels will meet and appropriate changes will be made in workshops. Benchmark data is also used to rearrange student placement based upon student needs.

 

            Two surveys were conducted in May 2016 of stakeholders at Dudley Primary School. A Title I survey was developed by the Title I Supervisor at Central Office. A copy of the survey was sent home with every child. 177 of the surveys were returned and sent to the Title I office, where they will be reviewed and used to during the 2016-2017 school year. A 2015-2016 survey was sent home with each child at Dudley Primary School. 210 surveys were returned to school and tallied by the staff. Dudley Primary will use the results of the survey below during the 2016-2017 school year. The results of this survey can be found on page 25-26 of the Parental Involvement Plan included in this document.

 

 

According to the survey sent in 2015 the following topics parents felt need to be addressed in the 2016-2017 school year.

·        More knowledge about what is being taught in their child’s classroom.

·        Increasing the attendance of parent/teacher conferences.

·        Allowing parents more involvement in school sponsored activities.

 

 

Reading Map data showed that 90% of our Kindergarten students were above the 50the percentile (on level) in the Spring of 2016.

 

Spring 2016 math data shows 87% of our kindergarten students were on grade level with 60% in the first and 79% in the second.  In analyzing our scores the main area of weakness are in computation and estimation followed  by patterns and number sense. Our kindergarten students showed significant growth in Math between Fall 2015 and Spring 2016. In the fall 70% were on grade level and increased to 87%  in the Spring of 2016.

 

           

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Part 2- School wide reform strategies

 

Dudley Primary School instituted a research based reading program at the beginning of 2010-2011 school term. Each elementary school in the division began using SRA Imagine It! as the reading program. Students in grades K-3 receive 2 hours minimally of reading instruction daily. Students below the 20th percentile on the MAP test receive an additional hour of reading instruction for a total of three hours per day. One hour of instruction is considered whole group while the second hour is considered workshop. Students are grouped by ability during the workshop hour to enhance reading skills with peers of similar ability. The weakest students receive Direct Instruction/ Reading Mastery during the 3rd hour of reading.  All classroom teachers, Title teachers, Special Education teachers, resource teachers, aides, developmental assistants, and tutors received professional development training on correct procedures for implementing the program with fidelity. Tazewell County hired a reading coach in the fall of 2013 who helps with both the regular reading program and the Direct Instruction component. This coach will continue with regular visits and coaching throughout the 2015-2016 school year.

 

Student incentives are offered during the summer to help offset summer reading loss.  The local public library runs a reading program throughout the summer.  The librarian will come to the school and discuss the program with all grades. She also will attend the spring PAC meeting of Title 1 parents to explain the program and give each parent attending a calendar of the activities for the summer.  Each child at Dudley will be given a summer reading log and calendar of upcoming events from the public library. Students who complete the reading log will receive a reward from the library as well as the school. Students who attend five of the library events and have their calendar stamped by a library employee, will also receive a reward at the beginning of 2015-2016.Dudley Primary will also provide and incentive this summer known as “Read for the Win”. Students will be asked to attend five of the public library events offered this summer.  Proof of participation will be five stamps from a library employee on the back of the  provided event log. Students who complete the challenge will be recognized and will receive a certificate and reward at the start of the 2016-2017 school year.  All event logs will be sent home the last week of school prior to the next school year.

 

 Dudley also is participating in The 100 Books before Kindergarten Program. This program ties into the nationwide, early literacy program 1000 Books Before Kindergarten that will help your child be ready for school. Parents of kids from birth to age 5 are encouraged to participate. Reading logs are being distributed throughout the county and will be available during Pre-K and Kindergarten registration at your local school. Logs can also be picked up at the public library. After parents or caregivers read aloud 100 books kids will receive a Super Reader T-shirt and a free book. Keep reading beyond 100 books and continue to win prizes! The prize for 1000 Books is a Super Reader Cape, handmade especially for each child.

 

            Title I staff members have taken a vital role of assisting with the Imagine It! program of study during Reading Workshops. Dudley Primary services reading in grades (K-2) in one hour intervals in the morning. Two additional hours in the afternoon are designated for Direct Instruction/ Reading Mastery.   Resource teachers, instructional assistants, and aides assist every afternoon for the last thirty minutes of the day to those students who qualify for math services based on the Title I referral guidelines.  Lesson plans and materials will be provided by the regular classroom teachers.  Students will be placed in these groups based on cumulative math test data. These groups will be flexible and change sometimes as often as every two weeks as skills are mastered.

 

             Dudley Primary will continue to utilize technology programs to target weak math skills and to provide assistance to those who qualify under the Title I guidelines.  Next year we plan to continue with Reading Eggs, Math Seeds, and IXL program for all students. This program will assess student understanding and generate reports on student abilities and include data on grade-level standards and specific areas of trouble as well as chart progress toward specific goals.  This program will allow you to view the actual problems a student has missed and the answers submitted which will help with the reteaching of the skill.  Parents will also be able to use this program at home.

 

Grade level weekly cumulative math tests will continue at all levels for implementation in 2016-2017.   PLC’s will meet monthly to discuss and disaggregate the data.  Percentile growth charts will be completed at all levels upon completion of the MAP math testing three times a year. 

 

As a way of recognizing students for efforts in the classroom will have two walls on display in the hall. The Hall of Fame posts all students who have made a 100 on reading, math, or language. The Wall of Rising Stars for students who make 85 or above. All students will get to come to the office and have their papers signed by the principal.

 

 The Kindergarten wall will recognize students that can read their high frequency and sight words, can write and recognize numbers to 100, and can and add and subtract using manipulatives or pictures.

 

 

 

 

 Edivate (pd360) will continue to be used for math instruction and training sessions throughout 2015-2016 school year. Teachers will review videos, answer lecture questions, and complete follow-up questions on math strategies and teaching reading techniques they feel would be useful to their classroom.

 

 

Part 3 - Instruction by Highly Qualified Teachers

            Currently, Dudley Primary School has 1 principal, 13 classroom teachers, 1 full time Title 1 teacher, 1 full time media specialist, I resource teacher, 1 Early Childhood Special Education teacher, 1 self-contained Special Education teacher, 2 part time physical education teachers, 1 part time music teacher and 1 part time guidance counselor and an art teacher (1 day a week).  All of the part time personnel are shared with Graham Intermediate. Five special education aides, 1 preschool aide, 2 PALS tutors and 4 part time developmental assistants are also a part of student instruction.

            The principal has a Master’s Degree in administration as well as curriculum and supervision with forty-four years of experience.  Forty-three % of the teachers at Dudley have over twenty years of teaching experience.  All of the developmental assistants and aides at Dudley have met the requirements as highly qualified and have completed the requirements for Para-pro status.

            The Human Resources Department of Tazewell County Public Schools ensures that each candidate for an instructional position is highly qualified for the position.  Vacancies are posted on the TCPS website in an attempt to draw highly qualified applicants. Applicants may now apply online.  Human resource personnel attend various jobs fairs at different colleges and universities.

            All teachers and aides at Dudley Primary are certified in their field with no provisional certificates.

            With an ongoing staff development program conducted throughout the year, teachers stay current in best teaching practices. 

           

 

 

 

 

Dudley Primary School

Instructional Personnel

Personnel

Title

Position

Certified Teacher

Highly Qualified

Master’s Degree

% of Time at Dudley

Susan Maupin

Principal

PreK - 2

Yes

Yes

Yes

100

Sharon Altice

Teacher

Kindergarten

Yes

Yes

No

100

Cindy Bailey

Teacher

Grade 1

Yes

Yes

No

100

Sherry Cook

Guidance Counselor

(K-2)

N/A

Yes

Yes

50

Ashlee DeGray

Teacher

Title 1 (K-2)

Yes

Yes

No

100

William Elliott

Teacher

Music Teacher

Yes

Yes

No

50

Sabrina Gilbert

Teacher

Grade 2

Yes

Yes

Yes

100

Lori Havens

Teacher

Speech

N/A

Yes

Yes

20

Susan Higginbotham

Teacher

Media specialist

Yes

Yes

No

100

Kathy Kade

Teacher

Kindergarten

Yes

Yes

Yes

100

David Litz

Teacher

Physical Education

Yes

No

No

20

Suzanne McGlothlin

Teacher

Kindergarten

Yes

Yes

No

100

Jennifer Morgan

Teacher

Grade 1

Yes

Yes

Yes

100

Browyn Owen

 

Art Teacher

 

 

 

 

Harriet Pardue

Teacher

Physical Education

Yes

Yes

Yes

50

Natalie Perdue

Teacher

Grade 1

Yes

Yes

No

100

Travis Roberts

Teacher

Special Education

Yes

Yes

No

100

Cheryl Sarver

Teacher

Grade 1

Yes

Yes

No

100

Tami Smith

Teacher

Kindergarten

Yes

Yes

No

100

Jerri St. Louis

Teacher

Grade 2

Yes

Yes

Yes

100

Becky Spencer

Teacher

Pre-K

Yes

Yes

 

100

Cynthia Stacy

Teacher

Grade 2

Yes

Yes

No

100

Michelle Wimmer

Teacher

Special Education

Yes

Yes

Yes

Yes

Natalie Yacenda

Teacher

Early Childhood

Special Education

Yes

Yes

Yes

100

 

Personnel

Position

Degree/Certification

Highly Qualified

Jeri Anderson

Early Childhood Special Education Aide

Associates

Yes

Kelli Carter

Self- Contained Special Education Aide

Para Professional

Yes

Michelle Carter

Developmental Assistant

Bachelor’s of Science in Psychology

Yes

Lorie Gasperson

Title I Aide

 

Associates

Yes

Fran De Los Santos

PALS Tutors

Bachelor’s of Science in Business

Yes

Chere Esters

Instructional Aide

Bachelor of Arts of Degree

Yes

Karen Hale

Special Education Aide

Associates

Yes

Dianne Ott

Developmental Assistant/ Computer Lab

Para Professional

Yes

Carol Oakes

Preschool Aide

Para Professional

Yes

Debbie Riggins

Special Education Instructional Aide

Bachelor’s of Science in Education(Pre-K-8)

Yes

Lisa Taylor

PALS Tutor

Associates

Yes

Jenny Hubbard

Developmental Assistant

Para Professional

Yes

Patricia Douthat

Developmental Assistant

Associates

Yes

Alison Morgan

Developmental

Assistant

Bachelor’s of Science in Education (Pre-K-6)

Yes

 

 

Dudley Primary School

Para Professionals

 

 

 

 

 

Part 4 - Strategies to attract highly qualified teachers

            Tazewell county Public Schools actively recruits “highly qualified” teachers at colleges and universities throughout the southeast.  Available jobs are advertised on the division’s website by the human resource office.  Applications and job descriptions are posted as well.  After receiving applications for posted professional positions, the Central Office Human Resources staff conducts screening interviews to determine whether or not a candidate is “highly qualified”.  Job candidates that have proper endorsements and meet the screening for “highly qualified” are sent to principals to be interviewed for available positions in their buildings.  Tazewell County Public Schools also participates in local, regional, and state-wide job fairs.

            All new teachers are provided with a mentor to provide support and guidance throughout the year.  They meet on a monthly basis in addition to the regularly scheduled grade level team meeting.  The mentor helps with data disaggregation, classroom management, and planning.  Tazewell County has also developed a training program where new teachers meet throughout the year as a group with Central Office personnel.

            On-going professional development courses and seminars are accessible for teachers and support staff.  Continued staff development ensures that teachers and support staff stay abreast in “best teaching practices” and research based strategies in reading and math.  Dudley Primary continues to meet the federal standards of providing students with instruction from “highly qualified” teachers and support staff.

            Tazewell County will continue to participate with local colleges in placing student teachers in the school division.  Central office personnel, principals, and teachers will participate in Portfolio Day at Bluefield College at the end of each semester.  The student teachers present their student teaching experiences to a professional audience.  This day allows administrative staff, and central office staff an opportunity to meet and connect with prospective employees.

           

 

 

 

 

 

Part 5 - High Quality and On-going Professional Development

            Dudley Primary teachers are regularly involved in professional development throughout the year. The staff development committee helps plan professional development opportunities based on test data analysis derived from the PALs and MAP testing.  Teachers are surveyed for ideas or topics they feel will enhance their learning and teaching.  Teachers are required to complete 6 days or 24 hours of professional development each year as part of the 200-day contract.

               The reading coach for Tazewell County will continue to conduct some staff development on different reading strategies. She will visit individual classrooms along with the principal to observe. Teachers will meet with the reading coach and the principal for a debriefing session. Written summaries will be provided to the principal after each visit to indicate which areas the principal will need to continue to monitor and observe.

            Direct Instruction coach, Beverly Morris and reading coach, Susan Rash also provide on-site coaching, models lessons, and debriefing sessions with the teachers and aides who teach the Direct Instruction classes.  Both coaches check data notebooks, and reviews groupings to make the necessary changes. Written summaries are provided with administrative assignments and look-fors between visits. In November of 2014 , Title I Teachers  attended Coaching Academy I and II  by  National Institute for Direct Instruction (NIFDI).  Title I Teachers will now be responsible for checking data notebooks, observing Direct Instruction classes, and provide summaries and assignments for instructors to use in their classes. This will continue in the 2016-2017 school year.

            Teachers at each grade level have a common planning time to meet and develop plans which are data driven.  The principal also meets during this time to review plans, look at data and discuss student progress or problems in instruction. This bi-weekly meeting plan will continue for 2016-2017.  We will continue to use the most updated pacing guides and curriculum maps to make needed changes in planning and instruction.

           


 

 Part -6 Strategies to Increase Parental Involvement

NOTE:   Each school receiving funds under Title I, Part A, of the Elementary and Secondary Education Act (ESEA) must develop a written school-parent involvement policy jointly with parents for all children participating in Title I, Part A, activities, services, and programs.  That policy must comply with Section 1118(b) of the ESEA and shall describe the means for carrying out the requirements of subsections (c) through (f). 

 

Dudley Primary School jointly developed this parental involvement policy in consultation with school personnel, community members, and parents and adopted it on May 13,2016.  A list of committee members responsible for the writing of this policy can be found on page 10 of this document.  This policy was distributed to parents of participating children and to the extent practicable, provided in a language the parents can understand. This policy shall be made available to the local community by the school web page, social media, and a printed copy sent home to all parents.  If the Title I plan (application) is not satisfactory to the parents of participating children Tazewell County Public Schools will submit any parent comments with the application when the plan is submitted to the state. This parent involvement plan will be updated annually to meet the changing needs of parents and the school. A 2015-2016 Title I survey was also conducted and distributed to all parents. Please see pages 26-27 of this document to view the survey questions and results.

 

Part 1.  POLICY INVOLVEMENT

Dudley Primary School will:

(1)    Convene an annual meeting on October 17th  2016  to which all parents of participating children shall be invited and encouraged to attend, to inform parents of their school's participation in Title I and to explain the requirements of Title I, and the right of the parents to be involved;

(2)    Offer a flexible number of meetings: This year’s meetings will be held on October 17th for all students, December 6th for Kindergarten and 1st Grade, and May 5th for 2nd Grade.

 

(3)    Involve parents, in an organized, ongoing, and timely way, in the planning, review, and improvement of the school’s Title I program, including the planning, review, and improvement of the school parental involvement policy and the joint development of the schoolwide program plan (if applicable);

 

(4)     Provide parents of participating children:

(A)    timely information about Title I programs; (All information about meetings will be sent home two weeks in advance of the scheduled date. Reminders will also be sent home.)

(B)    a description and explanation of the curriculum in use at the school, the forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet; (See description of  Reading and Math curriculums on Page 3.)

 

 

Reading/Writing Curriculum

At the primary level, students use a phonics-based approach to decode, read fluently, and comprehend written text. Writing skills are introduced and practiced.

At the intermediate level, students read and comprehend a variety of materials across all subject areas that lead to college and/or career success. Writing skills continue to improve and expand to connect to real-world application.

 

Math

Students develop an understanding of mathematics in the following areas: whole numbers, fractions, decimals, operations, probability and statistics, measurement, and geometry. These skills allow students the ability to become problem solvers in real-life situations.

(C)    if requested by parents, opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children, and respond to any such suggestions as soon as practicably possible; and

 

(5)    If the schoolwide program is not satisfactory to the parents of participating children, they should submit any parent comments on the plan when the school makes the plan available to the local educational agency.

 

 

 

Part 2.  SHARED RESPONSIBILITIES FOR HIGH STUDENT ACADEMIC ACHIEVEMENT

 

(From Parent Involvement: Title I, Part A- Non-Regulatory Guidance, pp. 51-55)

 NOTE:   Each school receiving funds under Title I, Part A, of the Elementary and Secondary Education Act (ESEA) must develop a written school-parent compact jointly with parents for all children participating in Title I, Part A, activities, services, and programs.  That compact is part of the school’s written parental involvement policy developed by the school and parents under Section 1118(b) of the ESEA.  The compact must outline how parents, the entire school staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the state’s high standards. 

 

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SCHOOL-PARENT COMPACT

 

 

The Dudley Primary School, and the parents of the students participating in activities, services, and programs funded by Title I, Part A, of the Elementary and Secondary Education Act (ESEA), agree that this compact outlines how the parents, the school staff, and students will share the responsibility for improved student academic achievement. Also, the means by which the school and parents will build and develop a partnership that will help children achieve the state’s high standards.

This school-parent compact is in effect during school year 2016-2017

 

 

 

 

REQUIRED SCHOOL-PARENT COMPACT PROVISIONS

 

School Responsibilities

 

Dudley Primary School will:

1.      Provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the participating children to meet the state’s student academic achievement standards as follows:

 

Reading/Writing Curriculum

At the primary level, students use a phonics-based approach to decode, read fluently, and comprehend written text. Writing skills are introduced and practiced.

At the intermediate level, students read and comprehend a variety of materials across all subject areas that lead to college and/or career success. Writing skills continue to improve and expand to connect to real-world application.

 

Math

Students develop an understanding of mathematics in the following areas: whole numbers, fractions, decimals, operations, probability and statistics, measurement, and geometry. These skills allow students the ability to become problem solvers in real-life situations.

2.      Hold Parental Advisory Council (PAC) meetings during which this compact will be discussed as it relates to the individual child’s achievement.  Specifically, those conferences will be held: October 17th for all students, December 6th for Kindergarten and 1st Grade, and May 5th for 2nd Grade.             

3.      Provide parents with frequent reports on their children’s progress.  Specifically, the school will provide reports as follows:

·        Classroom Letters

·        Report cards

·        Mid-six weeks reports

·        Weekly folders

·        MAP Test Data with Student Performance Graphs

 

 

 

4.      Provide parents reasonable access to staff.  Specifically, staff will be available for consultation with parents as follows:

·        Meet the Teacher

·        Parent/Teacher Conferences

·        E-Mails

·        Parent Letters

·        Remind System by Texts/ Cellphones

·        School Media  Account (Twitter Page)

·        Homework/ Workshop Logs

·        Phone Conferences

·        Daily Planner Communication

·        Child Study Meetings

 

(Any additional consultations are scheduled with the teacher at the convenience of the requesting parent.)

 

 

5.      Provide parents opportunities to volunteer and participate in their child’s class, and to observe classroom activities, as follows:

 

·        “Read for the Win” Program at the Tazewell County Library

·        PAC Meetings

·        PTO Meetings

·        Response to Intervention Meetings

·        Water Day

·        National School Lunch Week

·        School Music Programs in the Winter and Spring

·        Hall of Fame Board for Achievement in Reading and Math ( K-2)

·        Family Reading Nights for Grades (K-2)

·        Parent/ Teacher Conferences

·        Book Fairs

·        Fall Festival

·        Classroom Celebrations ( Christmas and End-of Year)

 

Parent Responsibilities

We, as parents, will support our children’s learning in the following ways:

 

·        Monitoring attendance.

·        Making sure that homework is completed.

·        Monitoring amount of television their children watch.

·        Volunteering in my child’s classroom.

·        Participating, as appropriate, in decisions relating to my children’s education.

·        Promoting positive use of my child’s extracurricular time.

·        Staying informed about my child’s education and communicating with the school by promptly reading all notices from the school or the school district either received by my child or by mail and responding, as appropriate.

·        Serving, to the extent possible, on policy advisory groups, such as being the Title I, Part A, parent representative on the school’s school improvement team, the Title I Policy Advisory Committee, the District wide Policy Advisory Council, the state’s Committee of Practitioners, the school support team, or other school advisory or policy groups.

 

Student Responsibilities

 

We, as students, will share the responsibility to improve our academic achievement and achieve the State’s high standards.  Specifically, we will:

 

·        Do my homework every day and ask for help when I need to.

·        Read at least 30 minutes every day outside of school time.

·        Give to my parents or the adult who is responsible for my welfare all notices and information received by me from my school every day.]

 

 

 

 

Additional School Responsibilities

The Dudley Primary School will:

 

1.                  Involve parents in the planning, review, and improvement of the school’s parental involvement policy, in an organized, ongoing, and timely way.

 

2.                  Involve parents in the joint development of any schoolwide program plan, in an organized, ongoing, and timely way.

 

3.                  Hold an annual meeting to inform parents of the school’s participation in Title I, Part A programs, and to explain the Title I, Part A requirements, and the right of parents to be involved in Title I, Part A programs.  The school will convene the meeting at a convenient time to parents, and will offer a flexible number of additional parental involvement meetings, such as in the morning or evening, so that as many parents as possible are able to attend.  The school will invite to this meeting all parents of children participating in Title I, Part A programs (participating students), and will encourage them to attend. 

 

4.                  Provide information to parents of participating students in an understandable and uniform format, including alternative formats upon the request of parents with disabilities, and, to the extent practicable, in a language that parents can understand.

 

5.                  Provide to parents of participating children information in a timely manner about Title I, Part A programs that includes a description and explanation of the school’s curriculum, the forms of academic assessment used to measure children’s progress, and the proficiency levels students are expected to meet.

 

6.                  On the request of parents, provide opportunities for regular meetings for parents to formulate suggestions, and to participate, as appropriate, in decisions about the education of their children.  The school will respond to any such suggestions as soon as practicably possible.

 

7.                  Provide to each parent an individual student report about the performance of their child on the State assessment in at least math, language arts and reading.

 

Part 3.  BUILDING CAPACITY FOR INVOLVEMENT

 

To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, Dudley Primary School and Tazewell County Public Schools assisted under this part:

 

(1)        shall provide assistance to parents of children served by Dudley Primary School and Tazewell County Public Schools as appropriate, in understanding such topics as the state's academic content standards and State student academic achievement standards, state and local academic assessments; also monitor a child's progress and work with educators to improve the achievement of their children;

(2)        shall provide materials and training to help parents work with their children to improve individual achievement, such as literacy training and using technology, as appropriate, to foster parental involvement;

(3)        shall educate teachers, pupil services personnel, principals, and other staff, with the assistance of parents, in the value and utility of contributions of parents; and how to communicate and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school;

(4)        shall, to the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities with Head Start and public preschool ;conduct other activities such as parent resource centers that encourage and support parents in more fully participating in the education of their children;

(5)        shall ensure that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format that is practicable and in a language that parents can understand;

(6)         may train parents to enhance the involvement of other parents;

(7)         may arrange school meetings at a variety of times, or conduct in-home conferences between teachers or other educators, who work directly with participating children, with parents who are unable to attend such conferences at school, in order to maximize parental involvement and participation.

(8)        may adopt and implement model approaches to improving parental involvement.

(9)        shall provide such other reasonable support for parental involvement activities under this section as parents may request.

 

Part 4.  ACCESSIBILITY

Dudley Primary School, to the extent practicable, shall provide full opportunities for the participation of parents with limited English proficiency, parents with disabilities, and parents of migratory children, in a format that is practicable and in a language that parents can understand.

Part 5: Parent Survey

A Title I survey was developed by the Title I Supervisor at Central Office. A copy of the survey was sent home with every child. 177 of the surveys were returned and sent to the Title I office, where they will be reviewed and used during the 2016-2017 school year.

A 2015-2016 survey was sent home with each child at Dudley Primary School. 210 surveys were returned to school and tallied by the staff. Dudley Primary will use the results of the survey below during the 2016-2017 school year.

 

2015-2016 Title I Survey Results

 

 

Yes

No

 

1. I feel welcome when I enter the building.

195

7

 

2. I receive important information regularly from my child’s school. (Includes newsletters, School/Parent Compacts, Parental Advisory Council grade level meetings, and other important school updates or information.)

203

6

 

3. I am aware that all important school information listed above is sent home  on colored paper.

205

4

 

4.  Teachers regularly communicate with me . ( This can be by newsletter, notes, calls, or e-mails.)

204

6

5. A good relationship exists between my child’s  teacher(s) and myself.

201

5

 

6.I feel knowledgeable about the school’s expectations for my child.

199

9

 

7. I feel knowledgeable about what is being taught in my child’s classroom.

198

11

 

8.I know how to help my child with his/her homework.

 

202

 

6

 

9.My child receives additional academic help when needed.

 

193

13

 

10. I  have been informed about my child’s progress throughout the year.

 

206

4

 

11. I attend all parent/teacher conferences when asked.

 

 

196

 

15

 

12. I attend school functions with my child. (This includes  Fall Festival, Music Programs, and Title I sponsored activities.)

 

185

24

 

13. I am aware that my child takes the MAP test three times a year.

 

203

5

 

14. I feel that my child has made adequate progress over the course of this school year.

 

199

7

 

15  I  feel Dudley has high expectations for students.

199

6

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Part 7 – Plans for assisting preschool children in the transition from early childhood programs

Dudley Primary offers a full day preschool program for 18 students through the Virginia Preschool Initiative.  The Preschool program uses the academic-based curriculum known as Virginia’s Foundation Blocks for Early Learning. This is accompanied by Virginia’s Quality Indicators for Responsive Teaching: Creating a High Quality Preschool Learning Environment.

            The preschool program will continue to use the newly adopted SRA Imagine It! Reading series that is used by the school and county. By incorporating SRA Imagine It at this level, students entering Kindergarten will have a smoother transition.  These eighteen students are also screened with the same screener used on kindergarten students in the fall and spring to assess growth.

Two new programs were adopted in 2014 and will continue to be implemented during the 2016-2017 school year. Parent Participation READY! is a program divided into three sessions (fall, winter and spring). Parents participate and receive educational materials to be used at home in conjunction with what we are working on at school. The second program is the Phonemic Awareness workbook, where the teacher works with selected students three times a week in a small group setting.  These programs go along with our Imagine It! series and focus on rhyming, identifying beginning and ending sounds in words, and letter sounds, blends, These programs are both overall reading readiness curriculums.

The READY! Program also meets three times ( fall, winter, and spring) per year with parents to discuss attainable and targeted goals in reading, math, and social/emotional growth.  Parents and students who attend receive a variety of resources such as: games, puzzles, books, flashcards, and materials to use at home during holidays and snow days.

In addition, students in the preschool program will continue to learn the research –based Positive Behavioral intervention Supports expectations and rules that apply to the entire DPS student body.  The acronym of Dudley Primary Students is G.-M.A.N.  Give my best effort, Make good choices, Act safely everywhere, Need to show respect.

            The preschool program also uses the PALS early literacy assessment that is continued in Kindergarten through 3rd grade, identifying students who may need early intervention to become successful readers.  This assessment will be used in 2016-2017

            Preschool students at DPS participate in all activities along with the rest of the student body.  Preschool students will perform a Christmas program and another one in May for their parents.

The privately operated preschools, Bland Street, Westminister, Montessori and Head Start will visit the regular Kindergarten classrooms in May, 2016 as a part of kindergarten orientation. Kindergarten orientation will offer students an opportunity to see the school function during a regular school day, go through the cafeteria line for a cookie and milk at the end of the orientation, meet the school nurse, administration, and take a tour of the building to see classes in session.  Each group will also participate in a short activity in the classrooms. Rising Kindergarten students will be invited to Kindergarten Kamp for one week before school begins.   During Kindergarten Kamp, students will have the opportunity to learn the building, make new friends and learn procedures without the stress of the entire student body present.  Students will go through an abbreviated schedule that includes singing, stories, playtime, snacks, social games and activities.  This half-day, weeklong camp will be taught and directed by highly qualified teachers.  Parents will be mailed a letter in the late summer to have them sign up for the camp. There is no charge for the program.  This program has been successful and will continue to be scheduled each year.

 

Second Grade Transition

During May of each year a transition day is scheduled where second grade students, teachers, and parents visit Graham Intermediate School for the morning.  Upon arrival at the school, fifth grade students will provide a tour of the building.  Students will visit in the third grade classrooms and meet the teachers.  Everyone then reports to the gym where Mr. Baker and the teachers discuss with the students and parents academic expectations for the third grade.

The fifth grade choral group will then perform a variety of songs for entertainment. This also gives Mr. Elliott an opportunity to explain about this choral group and how to become a member. Refreshments are served at the conclusion of the visit.

In September each year second and third grade teachers along with the principals from both schools will have a vertical alignment meeting.  This allows an opportunity to view and discuss scores and areas of strength and weakness.  Based on fall score data of the third grade students, Dudley teachers will meet to plan, revise and review instructional practices. Needed changes will be implemented to help meet instructional needs in reading and math.  This second grade transition will continue each year.

 

 

Part 8 - Measures to include teacher in academic decisions regarding the use of academic assessments

Different assessments are used at Dudley Primary School enabling teachers to make instructional decisions.  Teachers use PALs data, MAP data, and Benchmark data to gauge the effectiveness of learning in the classroom. PALs data is used in PK through second and MAP data are used for grouping in kindergarten through second. PALs assessments test are given at the beginning and end of the school year. A Kindergarten screener is given at the beginning and end of the school year. Benchmark testing is done upon the completion of every two units in the Imagine It reading series.  These programs generate data that the teachers, in grade level teams, use to plan for instruction and mastery of the curriculum. Teachers use this data from assessments to move students into the correct level reading groups, to implement the RTI processes, and to document students’ level of instruction for small group remediation and direct instruction.  Teams currently color code data and use this information to create groups and show growth as well as weaknesses.

The Northwest Evaluation Association provides a normed based assessment test called Measure of Academic Progress that is widely used in the United States. The assessment is given in September, December, and April and measures student progress on a nationally normed scale in RIT’s or Rasch Units and provides a percentile.  Students who show a score below the 20% in reading are given a Direct Instruction assessment.  Through this screening, these students are then scheduled into smaller groups to receive Reading Mastery instruction for an additional 60 minutes daily by highly qualified personnel.

The principle creates the basic master schedule with a two hour back to back reading block, special education pull-out resource classes, lunch, computer lab and resource classes for the school.  Title I members work with the administration to schedule Title and Reading Mastery classes. Teachers study the basic master schedule and offer suggestions for changes.

There is shared leadership at Dudley Primary School. Teams of teachers across the grade levels are assigned for all School Improvement Committees.  One teacher at each grade level is assigned to be the team leader.  That teacher also serves on a vertical alignment committee.  All teachers serve on a committee.  Teachers and support personnel are assigned to the Principal’s Advisory Council to offer suggestions for curriculum changes.  Teachers attend professional development workshops and come back to share information and provide staff development.  This process began in 2013-2014 and will be followed again in 2016-2017.

 

 

Part 9- Activities that ensure students who struggle reach mastery

 

NWEA  MAP data at the beginning, middle, and end of the year provides grade level teams with the information necessary to plan for 60-minute reading workshops that are differentiated, small groups that ensure students have the opportunity to gain mastery in reading skills. The principal and classroom teachers organize the workshops identifying which students will work with specific personnel for the 60-minute block.  Students scoring below the 20% in reading are tested for direct Instruction which is an additional hour of reading instruction daily.

Direct Instruction is a small group Tier 2 intervention. Direct Instruction is an additional 60 minutes of intensive, scripted focused reading instruction outside the reading block.  Support staff and teachers receive on-going training on the Reading Mastery model of Direct Instruction.  Susan Rash will visit periodically throughout the year to observe areas of Whole-Group Reading, Reading Workshop, and Direct Instruction. After observations debriefing sessions are held with involved personnel and the principal.  Written reports are also forwarded to the principal.  DI screening takes place after Spring MAP testing cycle.  Students showing significant deficits are screened with the DI model and then placed with an appropriate skill-leveled group for the upcoming school year. Levels are RMK, RM1 and RM2. Once students have proven mastery based on scoring at or above the 60th percentile on the MAP test, students may be removed from the DI program.  These students are then placed on a watch list and carefully monitored.  If they fall behind in testing at the next testing window, they are placed back in the reading mastery program.

Students in grades K-2 will spend up to 20 minutes daily in a computer-based reading program, Reading Eggs and Reading Seeds , and Math Seeds which allows them to progress at their own rate on their level.  Students in the Pre-Kindergarten class room will work in the lab daily.  The program emphasizes phonemic awareness, phonics and comprehension.  This program provides data on student progress weekly.

                Another program being used is Reading Works which is also computer based.  Here again the teacher will pick and choose the activities that students will need for extra practice and support.

Title I teachers have a mobile lab with 25 tablets.  These tablets have been loaded with appropriate apps to help meet the needs of struggling students in both reading and math.  At one of the PAC meetings students will be able to show their parents how to use the tablets.  PAC meetings offer parents games, manipulatives, take home packets and books.  Teachers actually demonstrate ways to use the word rings, and materials provided.

Grade level teams will meet regularly to plan and use the data to drive the instruction

 

Part 10- Coordination and integration of Federal, State, and local services and programs    

Tazewell County Public Schools partners with the Federal Head Start program to support the early intervention classes.  The agencies work as a single point to place four-year-old students in Head Start and TCPS Pre-Kindergarten programs.  The Head Start program sends teachers to Dudley Primary to observe the Kindergarten curriculum yearly.  Ready for K!, and Imagine IT! will continue to be implemented in the Pre-K program.

Five years ago the Elgin Foundation provided Tazewell County with the adoption of a reading program and a scripted Reading Mastery program. The Foundation also provides professional development through trainings and visits for both teachers and administrators. They have established the Reading Foundation of Appalachia, which promotes reading to children 20 minutes daily from birth to support our reading goal of all students at the 90th percentile by the 3rd grade. Read 20 minutes every day is also printed on local libraries checkout papers. The Elgin group also provides a dental component with the grant to screen students and correct poor dental health.

Multiple outside agencies from the community work with our students throughout the school year.   Programs such as “These Hands are Not for Hitting”, and “Good Touch/Bad Touch” are provided to all grade levels. Local dentists, who are also parents, provide programs on good dental health and hygiene. The local bank provides a program for second grades on saving money. The local garden club provides sunflower seeds each year to all first grade l students and sponsors a sunflower growing contest.  Sunflowers are brought back in the fall and measured. Various prizes and gift cards are given to the winners.

Dudley Primary School hosts local college students to complete hours of observation and student teaching.

Family Preservation Services are available to assist students and families with mental health needs.  A Family Preservation person is housed in our building to provide additional support to identified students. A summer day program is also provided for this group of students in order to continue needed support. TASK provides support during the summer for special needs students.

We work with the Tazewell County Public Library which offers reading programs throughout the year and summer.

The Bluefield, Virginia Fire Department provides a program on fire safety in the fall.

The Bluefield Virginia Police Department provides a program on Halloween safety.  They also sponsor a coloring contest each year to name a different animal in the Nativity scene located in the downtown Jack Asbury Square.  Support is provided for our lockdown drills. All Bluefield area principals met with local police to discuss lockdown procedures.  They have visited each building and conducted a lockdown drill.

Bluefield College and The Chuck Mathena Center offer plays and musicals.  Students from Dudley have had roles in the plays at Bluefield College.

Virginia Avenue Methodist Church recognizes a different teacher or aide each week through the year.

Cole Chevrolet and Fincastle Country Club sponsor a tea for the teachers each May.  Students write about their favorite teacher.  The stories are published in the local paper as a supplement.  A winning teacher is chosen and receives a prize.

Area businesses such as Dairy Queen, McDonald, Wendy’s and Climbing Tree Movie Theater provide incentives to use for attendance and academics.

Presently we are working with a group to participate in the “Blessings in a Backpack” next year for twenty to thirty students depending upon the funding. This program is set to continue throughout the 2015-2016 school year.

Dudley Primary implemented its first year as school wide during the 2014-2015 school year. We will implement our second year as school wide during the 2016-2017 school year.

 This plan has been updated during the 2015-2016 school year. This plan is written in an easily readable format and will be reviewed and revised annually. It is a working document and will be made available to the public and posted on the school website.