skip to main content
Search: Keyword:
 
School Improvement Plan
Posted On:
Thursday, September 12, 2019

 

 

Division Name: Tazewell County Public Schools                                

School Name: Graham Intermediate School                                                      

Date: June 3, 2019  

Select One:         Initial Plan                 Revision                                    

 

Title I schools implementing schoolwide programs are required to develop schoolwide plans in accordance with Section 1114(b) of the Every Student Succeeds Act of 2015 (ESSA). Guidelines for plan development include the following:

·         The 2019-2020 Graham Intermediate Schoolwide Plan was developed with the following member:

o   Terri Buckner – Principal

o   Kristina Welch – Title I Supervisor

o   Deidre Repass – Title I Teacher

o   Sarah Jones – 4th Grade Teacher

o   Jennifer Brewster – 5th Grade Teacher

o   Nikki Goodson – 3rd /4th Grade Parent

o   Amy Green – 4th Grade Parent

o   Ron Holt – 3rd Grade Parent

o   Melissa Cumbow – 3rd /4th Grade Parent

o   Lori Havens- 3rd Grade Parent

o   Tina Ruble – 5th Grade Parent

o   April Brown – Special Education Teacher

A Virginia Department of Education presentation on Requirements and Implementation of a Title I Schoolwide Program can be accessed at: http://www.doe.virginia.gov/federal_programs/esea/index.shtml.

 

 

 

Component 1 §1114(b)(6):

A comprehensive needs assessment of the entire school that takes into account information on the academic achievement of children in relation to the challenging state academic standards, particularly the needs of those children who are failing, or are at-risk of failing, to meet the challenging state academic standards and any other factors as determined by the local educational agency.

 

Narrative:

             Graham Intermediate School (GIS) is a school-wide Title I school.   During the 2018-2019 school year, 53.23% of GIS students qualified for free and reduced lunches. The Bluefield area, which makes up the GIS population, has an unemployment rate of 4.7 (2019) and 18.1% poverty rate for Tazewell County. Student enrollment for the last three years has been stable. In 2015-2016, GIS had 284 students. In 2017-2018, GIS had 284 students. In 2018-2019, GIS had an enrollment of 311 students. Annually, GIS transitions, approximately 30 students in and out of our school. In the 2018-2019 school year, 25 students transferred out and 30 students transferred into our school. Graham Intermediate’s enrollment currently consists of 313 students with 156 males and 157 female students of that consists of 3 Asian students, 17 African American, 270 Caucasian, and 23 African American / White students. Graham Intermediate had 16.90% absenteeism on 2017-2018 and decreased to 12.66% for the 2018-2019 school year. Student conduct is monitored by teacher referrals to the office after third offense.   Behavior tracking forms are maintained by principal. There will be a drawing for a Sumsung tablet that has been refurbished for students that have had perfect attendance each nine weeks per grade level.

 

             Historically, test data shows that economically disadvantaged students and special education students at Graham Intermediate School struggle to find success on standardized and criterion referenced tests. Due to this trend, it is imperative that Graham continue to offer Title I instruction to the entire student body, including special education students, where practicable. The current collaboration of classroom teacher, special education staff, Title I, parents, and students has ensured that our school is currently accredited in both reading and math. Third grade had an 85% pass rate in reading and 94% in math. Fourth grade had a pass rate of 78% in reading and 88% in math. Fifth grade had an 87% pass rate in reading and 86% in math. Based on this information and the disadvantaged student percent of 55.99%, it is suggested that Title I continue to focus on those students that are disadvantaged, as well as those students that have failed an SOL test.   This will be the primary focus of the Title I program.   In addition to the information provided by the SOL results, MAP (Measure of Academic Progress) confirms the need for assistance with our struggling students. Currently, we have 27% of third graders falling below the 50th percentile in reading. Fourth and fifth grade have 30% and 30%, respectively, falling below 50th percentile. However, we also see a trend in which our students that fall into the 90th percentile of achievement, struggle to maintain or move above their decile level. Based on this information, Title should also collaborate with STEAM (Science, Technology, Engineering, Arts, and Mathematics) and Gifted staff to work with all students to offer enrichment and challenging activities for the student body. This will be a secondary focus of Title I.

 

 

 

·         Based on the above narrative the following Academic Needs will be addressed:

v  Students scoring below the 50th percentile (primary) and above 90th percentile (secondary) on the MAPS Reading and Math Tests

v  Students that failed an SOL in the third or fourth grade

v  Students identified by classroom teacher as needing extra support

v  Students that fail the CIP (Comprehensive Instructional Program)

v  Third grade students that qualify for DI

v  Students with perfect attendance for each nine weeks will be in a drawing for refurbished Samsung tablet

v  Students that are referred to office after third offense

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The following Spring 2019 Assessments were used to determine the areas of focus:

·         MAPS testing for Reading and Math at all grade levels

*Data includes all students

 

Third Grade

Reading

73% above 50th percentile

Third Grade

Math

74% above 50th percentile

Fourth Grade

Reading

70% above 50th percentile

Fourth Grade Math

48% above 50th percentile

Fifth Grade Reading

70% above 50th percentile

Fifth Grade Math

54% above 50th percentile

0-9%

20 SpEd

0

0

5

8

4

8

10-19%

17 SpEd

3

3

4

12

7

6

20-29%

9 SpEd

5

2

8

9

4

6

30-39%

3 SpEd

9

7

7

7

7

18

40-49%

6 SpEd

6

10

9

18

11

14

50-59%

3 SpEd

6

10

13

16

18

15

60-69%

2 SpEd

12

16

 

12

15

16

20

70-79%

1 SpEd

17

19

15

8

13

12

80-89%

15

11

23

7

21

8

90-99%

12

6

7

3

10

5

 

 

 

·         2019 Standards of Learning Assessments

o   In reading third grade had a pass rate of 85%, fourth had 78%, and fifth had 87%.

o   In math third grade had a 94% pass rate, with fourth grade scoring 88%, and fifth grade scoring 86%.

o   In Virginia Studies our fourth grade scored 84%.

o   In Science our fifth grade scored 93%

 

 

Science: SOL testing data shows that Science instruction is a strength at GIS. There was a 93% pass rate for the 2018-19 school year. This was an increase from 87% the year before. In order to maintain or improve on these scores even more, CIP benchmark scores will be reviewed after each testing session. Weak areas will be reinforced and students who are close to the passing benchmark score will receive additional support. In addition to this, the Students with Disabilities and Economically Disadvantaged subgroups will be monitored.   Teachers will provide more hands on opportunities to all students to increase connections to learning.

 

·         In addition to the above data, CIPs show the need for Title I services to work in conjunction with Special Education and personnel provided by PALS to fill the gaps and ensure all students receive the adequate instruction to make progress.

 

               A Title I County Survey and Title I School Survey was given to parents of Graham Intermediate School during the 2017-2018 school year.   These responses were evaluated and used as a tool in preparing the 2018-2019 Title I plan. Approximately 285 surveys were sent to parents. We had a 44% response from parents. These results were calculated and discussed with stakeholders at the first Title I Committee Planning Meeting.

               As a result of the surveys, the committee decided that in addition to the academic need areas getting addressed, Title I will also spend the next year continuing to foster parental involvement and the relationship/image that Title I and its resources holds within the community of the Bluefield, Virginia. Communication was a major component of the parental involvement and the relationship with the community. Several methods for reaching these goals were discussed and include: use if the Remind app for parents, a Title I Welcome Letter (to go home at the beginning of the school year to introduce parents to Title I and make aware the resources that Title I can provide for ALL parents and students of the community), 3 Family Engagement Meetings (formerly PAC – Parental Advisory Council), and additional activities for parents, in conjunction with PTO. It was also suggested that at least one of the meetings provided be a “Make-and-Take” themed activity, per grade level, to provide parents with resources and materials to study at home.   In regards to homework skills, it was suggested that Title I participate in posting “homework help” videos, via a link or website.

               The most vocalized issue among the committee was that Title I continue to provide and show parents all of the resources and benefits that Title I can provide to all students in a variety of methods and activities.

Based on the surveys, below are some areas that parents are interested:

o   Offer tutoring

o   Transportation for FEM meetings for parents

o   Online resources

o   Computer/technology skills/Parent Portal/Student Passwords

               Strengths noted in the surveys include a positive relationship with Title I, school staff, and parents. Fifty-two percent of responding parents said they communicated with their child’s classroom teacher weekly and could contact the teacher easily and 73% of responding parents felt satisfied with the activities and involvement opportunities provided to parents.

               Classroom teachers and Title I staff will communicate weekly to determine pacing and academic areas of need.

Budget Implications:

·         The Title I teacher will plan her daily schedule based on the master schedule, in cooperation with the principal, to provide equal times for all 3 grades (3-5) that accommodates Reading/Math instruction in the classroom:

v  Thirty minutes (minimum) per grade level per day for TITLE I Reading Instruction

v  One hour a day for Direct Instruction for Third Grade

v  30 minutes a day per grade level for TITLE I Math Instruction

v  3 FEM (Family Engagement Meetings) per school year

v  3 Planning Meetings for Revision of the TITLE I Plan for GIS and Parental Involvement Plan

·         Samsung tablets will be used by all grade groups

·         The nine computers in the Title room will be used by all grade groups

·         Orton-Gilliam training for staff involved with the program

·         Title I Personnel to service all grades

·         Direct Instruction/Corrective Reading Personnel and Materials to serve identified students

·         Title I Parent Involvement Funds for Family Engagement Meetings, PTO co-sponsored activities, and other activities that encourage and reinforce academic progress and success.

·         Flex time for additional hours needed for planning and activities

·         Grant renewal for PALS program

Benchmark/Evaluation:

The following will be methods of measuring and tracking progress during the 2019-2020 school year.

·         SOL Scores for all grades

·         Workshop Data based on PALS data/CIP

·         Sign-In Logs from Family Engagement Meetings

·         Survey Results for 2019-2020 school year

·         CIP (Comprehensive Instructional Program) Tests for all grade levels

·         Weekly communication with classroom teachers

·         Weekly communication with school principal

·         Percentage of parents enrolled with Remind and/or Parent Portal

 

 


 

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.

 

Narrative: Graham Intermediate School takes part in a variety of formal and informal assessments that determine student progress and ensure students meet academic standards.

                              The Commonwealth of Virginia provides Phonological Awareness and Literacy Screening (PALS), as a tool for Virginia’s Early Intervention Reading Initiative. It is used by 99% of school districts in Virginia. At Graham Intermediate we utilize PALS 1-3. These assessments provide additional data to identify developing readers that require additional reading instruction. PALS screening occurs at the beginning of the school year. Currently, PALS screening and assessments provides an instructional aid to carry out the screening and help fill the gaps between Title I and Special Education services.

               The Comprehensive Instruction Program (CIP) is a series of benchmarks based on the pacing guides from the Virginia Department of Education.   These benchmarks provide staff with information that shows which students have not mastered the SOL content at specific intervals throughout the year. This information, in turn, is used to modify and remediate students in small group instruction.

               Graham grade level teams, in coordination with Title I, PALS, and Special Education members utilize the SOL (Standards of Learning) data from the previous school year (2018-2019), Comprehensive Instruction Program (CIP Benchmarks), PALS, and report cards to develop appropriate and consistent instruction to supplement whole group instruction provided by the classroom teacher. Staff work together to plan for 60-minute reading supplement (workshop for third grade). These reading “workshop” groups are differentiated, small groups that ensure students have the opportunity to gain mastery in reading skills.   Administration works with the Title I team to identify which students will work with specific personnel.

               Direct Instruction and Corrective Reading is a Tier 2 intervention.   Direct Instruction is an additional 60 minutes of intensive, focused reading instruction outside the reading block.   Groups are assigned based on the DI Screening. DI Screening takes place after Spring MAP testing. Students showing a 2-3 year deficit (students scoring at or below the 20th percentile on the MAP Assessment) are screened and placed into an appropriate skill-leveled group for the upcoming year. Once students have reached the 60th percentile they are considered to have mastered the needed skills for their grade and can be removed from the program. Based on the 2018-2019 Spring data that was received from Dudley Primary (our PreK-2 feeder school), we currently have 2 students for the upcoming school year, on the “Watch” List.   Based on staffing, students scoring below the 9th percentile will participate in the Orton-Gillingham Program.

Budget Implications:

·         In order to properly accommodate the above listed students Title I will set their schedule to provide services to each grade group on a daily basis. Each grade group will receive Title I services for a minimum of thirty minutes a day for Reading and an hour a day for Math.

·         Title I will collaborate with classroom teachers to properly plan for Title instructional time.

·         The nine computers in the Title Classroom will be used for small group testing.

·         The Samsung Tablets will be used for skill reviews, pull out instruction, and various remediation activities.

·         An hour of Direct Instruction will be provided to third grade students scoring between the ninth and nineteenth percentile on the MAPs Reading assessment.

·         Students scoring below the ninth percentile will benefit from the Orton Gillingham Based System

·         PALS personnel will be offered to assist in bridging the gap between Title I and Special Education services

·         Reading Mastery Personnel and Materials to serve identified students

·         Orton-Gillingham training and materials for staff involved with the program

Benchmark/Evaluation:

Monitoring of progress for the above listed students will include but is not limited to:

·         Third, fourth, and fifth grade SOL Assessments

·         CIP (Comprehensive Instructional Program) Assessments for all grade levels

·         Regular communication with the classroom teachers

·         Monthly Lesson Gains Charts for D.I. and Corrective Reading

·         Observations by D.I. personnel and administration

·         Remediation Logs

·         Report Cards

 

 

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.

Narrative:

               Graham Intermediate School is a school wide Title I school.   This means every student is entitled to and should benefit from Title I services and resources.

               Graham Intermediate School uses the SRA ImagineIt! As the school-wide reading program, which is a research-based program. Our third graders receive one hour of whole group reading instruction and one hour of small group (workshop) instruction – for a total of two hours of reading instruction. Our fourth grade and fifth grade receive 1 hour of whole group reading, with Title I staff incorporated into classroom group instruction.   Students are grouped by ability during the workshop time to focus instruction specific to each smaller group. Third grade students below the 20th percentile on the MAP assessment receive additional instruction through Direct Instruction, Reading Mastery, Corrective Reading, Sonday Program, or Orton-Gillingham. Title I staff play a key component in assuring that these workshop groups and high-intensity intervention is provided.

               Students also benefit from time spent weekly in the computer lab with reading and math based programs that allow Title I staff and classroom teachers to monitor daily progress. The IXL online math resource, Study Island and Reading Eggs will be used by classroom teachers to target and reinforce skills taught in reading and math. Tazewell County Public Schools, through a State Technology Program, maintains technology in the classroom.   SMARTBoards and document cameras (ELMOs) are available in each classroom. We currently have three computer labs and three mobile labs that are accessible to all grades in the building. We anticipate three more mobile labs by the beginning of the 2019-2020 school year. School administration and the librarian work to ensure a schedule is maintained to allow computer use. Teachers also have access to student response systems and Samsung Galaxy Tablets provided by Title I.

               Based on discussions with the Title I Plan Committee, Title I staff will work with students in small groups for reading and math remediation with all three grades. Groups will be flexible, but consistent. Students will be selected based on SOL data, CIP Benchmarks, and informal teacher assessments.   Title I will also provide daily instruction for reading workshops, Direct Instruction, and Corrective Reading.   Classroom teachers will use data from these assessments (in addition to before mentioned assessment data) to adjust students on a six week schedule using report cards to help additionally in grouping. This information will all be used to implement the RTI (Response to Intervention) process.

               Classroom teachers plan with support personnel that work with small groups during workshop time. Instructional plans are developed using CIP scores and previous SOL scores. The differentiation will address needs within special education, regular education, and gifted education. Groups can be adjusted and students can be moved after CIP Benchmarks. However, the adjustments will continue to provide students needing additional instruction consistent and daily instruction.

               Teachers and administration will look at developing a before or after school tutoring program to provide additional reinforcement of skills taught in the classroom (possibly in lieu of morning or evening bus duty. Title I will also work with Music, Guidance, and Physical Education teachers, as well as the Librarian to create a weekly or monthly scheduled activity to review SOL Standards in a competitive and fun manner.

                 Title I staff will work jointly with STEM (STEAM – Science Technology Engineering Arts Math) and Gifted personnel to encourage participation in academic activities that foster parent-teacher-student engagement.   STEM and Title I will work together to conduct a school-wide Science Fair to encourage students to be involved in cross-curricular learning experiences.

               Title I staff will work jointly with the Librarian to foster reading participation among all students. Resources include, but are not limited to a Reading Book Nook area, and Scholastic Reading Challenge (free online program). School-wide challenges will be presented on a six week schedule. It has also been recommended to have guest author visit events that Title I would provide, in conjunction with our PTO (Parent Teacher Organization). Research shows that students that continue to read outside of the classroom perform higher on standardized testing. Our goal at Graham Intermediate is to get our students excited about reading.

               In addition, Title I staff will organize a Read Across America school-wide event to celebrate reading and Dr. Seuss’ birthday. Daily activities, events, and challenges will be part of the week of reading recognition. The 100th Day of School will also be celebrated with activities and supported through Title 1.   Title I will also work with local organizations, PTO, and the community to have read-alouds and visits that support the need of reading success.

               Title I staff will continue to hold a minimum of three Family Engage Meetings that provide meaningful and hands-on activities to help parents help their child(ren) be successful in all academic areas and continue to improve communication with parents and the Title I program. In addition, parents will be invited to attend two District Family Engagement Meetings during the school year. Parent surveys will continue to be sent to ensure effective communication between parents and Title I staff. Title I will create a new and relevant school wide parental involvement survey for the 2019-2020 school year. The Title I teacher will create an informational Welcome Letter/flyer to mail with the teacher “Back to School” letter and provide at various function and activities to reinforce Title I’s obligation to provide resources for all students.

                The above mentioned strategies are designed to ensure success of all students enrolled at Graham Intermediate School.

MAP scores show that 73% of 3rd graders are on grade level, with a 85% pass rate on the SOL assessment in reading. Fourth grade has 70% on grade level with 78% passing the SOL assessment.   Fifth grade has 70% on grade level with 87% pass rate. In math, third graders show 74% on grade level with 94% pass rate on the SOL assessment.   Fourth grade shows 48% on grade level with a 88% pass rate on the SOL assessment. Fifth grade shows 54% on grade level with a 86% pass rate on the SOL assessment. After examining the pass rates of all grades, Title I will continue to address the need in all three grades. In order to be beneficial to all grades, administration and Title I staff will create a Title I schedule using the master schedule to ensure classroom Title I times coordinate with the subject being taught in the class. It is extremely important to ensure that students are not missing other instruction or activities/resources during scheduled Title I time.

Budget Implications: In order to accomplish the goal to change to perception of Title I and those who qualify for services, the following will be required:

·         Sufficient staffing for reading workshops

·         Staffing and training for DI, Corrective Reading, and Orton-Gillingham instruction

·         Adequate staffing to ensure all three grades have Title I resources for reading and math

·         Computer lab upgrades, as needed

·         Samsung Galaxy tablets updates/upgrades, as needed and practicable

·         Title I funding to assist STEM (STEAM) and implement coordinated activities

·         Materials necessary to provide informative, hands-on, beneficial Family Engagement Meetings

·         Commitment from classroom teachers to actively participate in grade level FEM meetings.

·         Assistance from PTO in promoting and carrying out academic based activities during the school year.

·         Title I Parental Involvement funds will be used to provide additional activities

·         Title I funds will assist with Dr. Seuss Read Across America Week, Book-It incentives, and Scholastic Read 100,000 Reading competitions to motivate, encourage, and foster a love of reading, as this helps students improve in all academic areas

 

Benchmark/Evaluation:

·         A sign in sheet will be mandatory at all events to monitor attendance.

·         District and School Parental Involvement Surveys will be sent home in the spring of 2019 to determine if progress has been made in addressing previous parental needs and concerns.

·         Title I teacher will actively communicate with parents and teachers for input and feedback on a regular basis

·         Computer Lab Schedule

·         Principal Observations

·         Workshop Data

·         Weekly Lesson Plans

·         IXL and Reading Eggs Student Reports

·         CIP Benchmark Reports

·         PALS, SOL data

·         Teacher Informal Observations and Assessments

·         RTI Data

·         Individual Education Plans (IEPs)

·         DI and Corrective Reading Reports

·         Tutoring Logs from morning or afternoon tutoring activities

·         Scholastic Reading Logs and Website Reports

 

 

 

 

 

 


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.

§   

Narrative:

               Students that struggle academically may do so for many different reasons. There are many factors that can have a tremendous effect on student performance. At Graham Intermediate School, some of those factors are low SES (socio-economic status), unstable home environments, drug/alcohol abuse in the home, or incarcerated parent/family members. At GIS there are many activities and programs available to all students to help meet the specific needs of those students at risk for not meeting the challenging state academic standards.

                 Resource classes are received daily on a weekly rotation of the following: music, physical education, library, keyboarding/technology and guidance. Art classes are also offered weekly providing funding is available.   In addition to regularly scheduled resources, a variety of outside agencies and community resources are offered throughout the school year. Tazewell County works to provide occupational therapy, physical therapy, and speech therapy, as needed to qualifying students. A “Blessings in a Backpack” program is funded through the community of Bluefield, Virginia to ensure that children in need are able to take a bag of food home on the weekend. Southwest Virginia Community College offers a Children’s Choir program after school for any third, fourth, or fifth grade student that is interested.   Transportation and chaperones are provided by Tazewell County Public Schools.  Fourth and fifth grade students also receive classes from the Virginia Extension Office through the 4-H program. Fourth grade students benefit from activities through William King Museum of Art via a grant for Southwest Virginia students. In addition, students also participate in “Living Soil Week” and “Water Wizard”, provided by the Tazewell County Soil and Water Conservation.              

                 The Reading Foundation of Appalachia, along with Tazewell County Public Schools, promotes reading to children 20 minutes daily from birth to support the goal that all students will read at the 90th percentile by the end of the 3rd grade year.

               The Elgin Foundation provides dental screenings for students and transportation to local dentists in an effort to correct poor dental health. A voluntary monthly student Bible study, along with transportation, is also provided through this foundation.

               The gifted program of Tazewell County, in conjunction with The William King Arts Center provide 3rd students with activities three times throughout the school year to bring the social studies standards from the classroom to life using artifacts, stories, and hands-on activities.  

                 Tazewell County Public Schools are utilizes reading coaches throughout the school year for additional training, modeling, observations, recommendations, and follow-up feedback to present the most current and effective instruction.

                   Family Preservation Services are available to assist families and students with mental health needs.   Family preservation staff work with the classroom teacher and other school staff to ensure students are successful, both at home and at school. TASK (Taking Actions for Special Kids) is a summer enrichment program that is offered during the summer for qualifying students. Health Connect is also provided as an additional program to Family Preservation.

 

               The local police department provides the DARE program for all 5th graders. Students compete in poster and writing contests throughout the year.   Through the DARE program, students are provided information and taught how to lead lives free from violence, substance abuse, and other dangerous behaviors.

                 Graham Intermediate School also welcomes local college students as they work toward observation hours and student teaching. The college students go on to become teachers, aides, developmental assistants, and substitutes not just within our school, but with Tazewell County Public Schools in general. Continuing to provide this opportunity within our local colleges helps to connect our school with the community and also offers invaluable instructional experience to future highly qualified professionals.

                 As a way to ensure all current teachers maintain our high expectation, teachers are regularly involved in professional development. A Principal’s Questionnaire is completely annually by staff. A part of this questionnaire provides administration with ideas and suggestions for professional development. Teachers are required to complete 36 hours of professional development and 18 hours of flex time each year as part of the 200-day contract. Tazewell County Public Schools also offers a variety of PD360 videos to address individual and group needs. Professional development courses are offered through TCPS Professional learning. As funding is available, college-level classes are offered to teachers. Teachers will also complete training through the Asset Program through Radford University. This program has modules focusing on Math, Reading, and Classroom Management.

                 Graham Intermediate School has a common goal with all of Tazewell County to provide a family-oriented, all-inclusive, welcoming, and tiered support system in which we can provide students and parents the resources and education to be successful.

Budget Implications:

·         Tazewell County Public Schools Personnel for Staff Development Training

·         Reading Coach visits

·         PD360

·         Title II Funds for courses

·         PALS Funding

·         Availability of local courses for Teacher Renewal

·         Copier paper, ink cartridges, toner, copier servicing, and other writing/print materials needed

·         Continued funding for programs from: TASK, William King Art Center, Family Preservation, DARE, Soil and Water Conservation, Virginia Extension Office 4-H, Clinch Valley Community Action, Reading Foundation of Appalachia, and Health Connect.

Benchmark/Evaluation:

·         Monitor Student Behavior

·         Communication with the classroom teacher

·         SOL Scores

·         Communication with resource teachers

·         Communication with various organizations providing services at GIS

·         Individual Teacher Log of Staff Development

·         Teacher evaluations after presentations

·         Student Records/Logs for TASK and Family Preservation

·         Individual Student Reading Logs

·         “Watchlist” of Student Data identifying students with the greatest need (export from PowerSchool)

 

     This plan will be updated during the 2019-2020 school year. This plan is written in an easy readable format and will be reviewed and revised throughout the school year. It is a working document and will be made available to the public and posted on the school website. The committee and team will meet in the fall, winter, and spring each school year to review the plan and make an addendum or corrections to best meet the needs of the school and students.

View all Highlights