Annual Title I School Plan

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

· The plan should be developed with the involvement of:

  • Parents;
  • Other members of the community to be served;
  • Individuals who will carry out the plan, including teachers, principals, other school leaders, administrators, paraprofessionals present in the school;
  • The local education agency;
  • To the extent feasible, tribes and tribal organizations present in the community; and
  •  If appropriate

                      -Specialized instructional support personnel;

                      -Technical assistance providers;

                      -School staff; and

  • If the plan relates to a secondary school, students and other individuals determined by the school;
  • The plan should be available to the Local Educational Agency (LEA), parents, and the public; information in the plan should be in an understandable and uniform format and, to the extent practicable, provided in a language that parents can understand; and
  • If appropriate and applicable, the plan should be developed in coordination and integration with other federal, state, and local services, resources, and  programs, such as programs supported under ESSA, violence prevention programs, nutrition programs, housing programs, Head Start programs, adult education programs, career and technical education programs, and schools implementing comprehensive support and improvement activities or targeted support and improvement activities under section 1111(d).

The ESEA requires four components to be included in the schoolwide plan. The template below provides a framework that may be used to develop and/or update a schoolwide plan. For each component, the narrative section in the template should be completed in sufficient detail to document how the component has been

thoroughly and thoughtfully addressed. Schoolwide plans should be reviewed annually and revised as necessary to promote continuous improvement and to reflect the school’s initiatives to upgrade the entire educational program of the school.

To maintain focus, eliminate duplication of effort, and promote comprehensiveness, schools should operate under a single plan if at all possible. A school that already has a plan for school improvement might consider amending it, rather than starting over, provided that the existing plan was based on a comprehensive needs assessment and can be revised to include the four required schoolwide components. This template can be used by schools with existing Indistar® plans to reference indicators and tasks in the Indistar® plan that related to the schoolwide components.

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

Using Indistar®:

  • Access the Title I Schoolwide Plan template from the “Complete Form” tab of the Indistar® dashboard.
  • Provide a narrative response that describes how the school has addressed the requirements for each component;
  • Where applicable, identify the indicator(s) and task number(s) from the school’s Indistar® plan that align with each required component;

· Click “Save” at the bottom of the form to save your responses; and

  • Submit the plan to your LEA Division Contact by returning to the dashboard. Under the “Submit Forms/Reports” tab, go to the Title I Plans section, and select the Title I Schoolwide Plan “Submit” button.

Not Using Indistar®:

  • Access the Title I Schoolwide Plan template on the Title I web site.
  • Provide a narrative response that describes how the school has addressed the requirements for each component; and
  • Submit the plan as directed by your LEA Title I Coordinator.


Schoolwide program resources, including USED guidance on Designing Schoolwide Programs, Supporting School Reform by Leveraging Federal Funds in a Schoolwide Program, and Title I Fiscal Issues, can be accessed at the Title I website under Guidelines and Procedures/Federal Guidance.

A Virginia Department of Education presentation on Requirements and Implementation of a Title I Schoolwide Program can be accessed at:

Component 1 §1114(b)(6):

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

Evidence: A systematic effort involving multiple stakeholders to acquire an accurate and thorough picture of strengths and weaknesses of the school community, thus identifying student needs through a variety of information-gathering techniques. A data analysis summary must be included which incorporates benchmarks used to evaluate program results. The results of your data analysis must guide the reform strategies that you will implement to improve instruction for all students.

Narrative: Graham Road’s School Innovation & Improvement Plan (SIIP) continues to be based directly on the analysis of data from a variety of sources. These data sources include, but are not limited to the following:

-Developmental Reading Assessment 2 (DRA2)

-Mathematical Reasoning Assessment (MRA)

-Virginia Standards of Learning assessments (SOLs)

-Divisionwide eCART assessments in language arts and mathematics

-Bi-weekly running records of reading progress

-Bi-weekly progress monitoring of Tier 2 and 3 interventions

-Team-developed unit common assessments

Administration and analysis of formative assessments is a way of life at Graham Road. Teachers utilize division-wide eCART assessments and create grade-level common assessments to determine student mastery of state and district standards and objectives. Grade-level teams have data discussions following every common assessment. The data analyzed during these discussions informs both instructional decisions and intervention strategies. Quarterly team planning days include extensive data analysis to determine the need for individual interventions, and progress is monitored regularly for not only the regular school program but for after school and summer programs, which are targeted to student needs based on data.

More specific data:

  • During 2016-2017, 63% of students made at least 1 year of progress in Reading according to the DRA.
  • During 2016-2017, 47% of students met or exceeded the end of year benchmark in Reading.
  • In Spring 2017, 56% of students passed the Reading SOL in grades 3-6. (AMO data)
  • In Spring 2017, 66% of students passed the Math SOL in grades 3-6. (AMO data)
  • In Spring 2017, 85% of students in grades 1 & 2 passed the MRA.
  • In Spring 2017, 74% of students passed the Science SOL in grade 5. (AMO data)

Budget Implications:

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

Component 2 §1114(b)(7)(A)(i):

Provide a description of schoolwide reform strategies that provide opportunities for all children, including each of the subgroups of students (as defined in section 1111(c)(2)) to meet the challenging state academic standards.

Evidence: Scientifically-based research strategies based on identified needs and designed to raise the achievement level of all students on content standards. Provide information on how the selected strategies will increase student achievement in underperforming subgroups, if applicable. Include a description of how the reform strategies will be evaluated for effectiveness.



We will continue to provide time for Independent Practice with a focus on high-quality tasks and accountability.

  • We will develop tasks and stations with a sharp focus and connection to the learning target of the day.
  • We will provide students with the opportunity and structure to reflect upon their work with tasks and in stations.
  • We will ensure students are held accountable for their work with tasks and in stations

We will design opportunities for our students to communicate orally.

  • We will infuse Talk Moves into classroom conversations including: Wait Time, Turn & Talk, Repeating, Revoicing, Say Something Meaningful, Reasoning, Adding On, and Revising.
  • We will create and use discussion guidelines to steer conversations.
  • We will plan for and use purposeful partnerships/groupings for conversations.

We will design opportunities for our students to write daily.

  • We will use FCPS writing rubrics for teachers.
  • We will use FCPS kid-friendly rubrics for students.
  • We will provide students with authentic writing experiences using the writing process (Plan, Draft, Confer, Revise, Edit, Publish).


We will continue to provide time for Independent Practice with a focus on high-quality tasks and accountability.

  • We will develop tasks and stations with a sharp focus and connection to the learning target of the day.
  • We will provide students with the opportunity and structure to reflect upon their work with tasks and in stations.
  • We will ensure students are held accountable for their work with tasks and in stations

We will design opportunities for our students to communicate orally.

  • We will continue to learn about, plan for, and implement Number Talks.
  • We will continue to use sense making routines including: Est. 180, Notice and Wonder, and Which One Doesn’t Belong?
  • We will infuse Talk Moves into classroom conversations including: Wait Time, Turn & Talk, Repeating, Revoicing, Say Something Meaningful, Reasoning, Adding On, and Revising.
  • We will create and use discussion guidelines to steer conversations.
  • We will plan for and use purposeful partnerships/groupings for conversations.


We will implement Responsive Instruction.

• We will conduct Kid Talks using the RT-10 Protocol in CLT meetings.

• We will hold monthly RI Core meetings in order to design intervention plans w/integrated progress monitoring.

• We will document interventions and outcomes in a [streamlined location]

• We will work as an entire school community to implement interventions with an all hands on deck approach.


We will plan for Science consistently.

• We will meet collaboratively to develop a common understanding of the Science units.

• We will create and implement common assessments per unit.

• We will analyze the data and create plans for students who need extra support.

• We will utilize the support of the Title I Science Resource Teacher to build our content knowledge and instructional practices.

We will teach all Science units at each grade level.

  • We will ensure that instructional time for Science/SS is included in the master schedule.

5 x per week either in Science or SS depending on the Pacing Guide (K-6)

K-2: 45 min/day; 3: 50 min/day; 4 & 5: 60 min/day; 6: 50 min/day

· We will inventory Science/SS resources and trade books in building. Create list of needed materials.

Grade-level collaborative learning teams (CLTs), which include general education, special education, ESOL, and resource teachers, meet weekly for language arts, mathematics, and science/social studies planning and data analysis. 60 minutes is built into the master schedule weekly for language arts CLT meetings; 60 minutes is built in each week for math CLT meetings; teams determine their own schedule for weekly social studies/science CTL meetings. (Grade level teams have five hours of common planning time each week.) The master schedule provides two hours of language arts instruction five days per week at every grade level, with at least 90 minutes in one continuous block daily. The master schedule incorporates daily one-hour math instructional blocks at every grade level.

Instructional Coaches and Reading and math resource teachers work with teams of teachers, individual teachers, and groups of students to improve the quality of instruction and student performance. The school utilizes a balanced literacy framework to support reading and writing achievement. Instruction is provided in an inclusive setting utilizing a co-teaching model to provide access to strong core instruction for students in general education, special education, ESOL, and advanced academics. This model allows for differentiation to meet the needs of students needing both remediation and enrichment. Advanced Mathematics is provided to students in grades 1-6.

A range of Tier 2 and 3 research-based interventions is offered to students as needed, including Leveled Literacy Intervention (LLI), Read Well, Language!, Waterford Early Reading, Fundations, and Do the Math. Responsive Classroom practices are in place school-wide to support effective learning in all settings and to support emotional/social learning.

CLTs and the Responsive Instruction (RI) team use the district-developed EDSL Insight database tools to analyze data from formative assessments, including standardized assessments such as the DRA2, eCART assessments, and team-developed common assessments. The RI team is in the process of merging the use of a school-developed spreadsheet for intervention planning and tracking to using the EDSL Responsive Instruction Planning Tool to target interventions to individual student needs and track the effectiveness of interventions school-wide.

Methods for Evaluating Effectiveness:

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

Budget Implications:

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

Component 3 §1114(b)(7)(ii):

Provide a description of schoolwide reform strategies that use methods and instructional strategies that strengthen the academic program in the school; increase the amount and quality of learning time; and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education.

Evidence: Scientifically-based research strategies or activities that strengthen and enrich the academic program by: extending the school day; embedding reading and/or mathematics curricula into other instructional areas; or other strategies as appropriate. Include a description of how the reform strategies will be evaluated for effectiveness.


Graham Road uses a co-teaching model to ensure that all students (general education, special education, ESOL, and AAP) have access to strong core instruction that is differentiated to meet student needs. Grade-level collaborative teams include special education, ESOL, AAP, instructional coaches and math and reading resource teachers. These teachers work together to provide Tier 2 and 3 interventions for any students who are not meeting benchmarks.

Utilizing a workshop model, reading and math instruction is delivered in flexible skill groups; teachers move students on a continuous basis to ensure that they are receiving instruction at the correct level. Reading specialists provide assistance in the planning and delivery of Tier 2 and 3 interventions and provide staff development to build teacher capacity to deliver strong core instruction and Tier 2 and 3 interventions.

Graham Road has an active Young Scholars Program that identifies students who may not qualify for gifted services but who have high academic potential. A full-time advanced academics resource teacher works with Young Scholars to provide enriched small-group instruction. The AART also work with teams to support differentiated instruction and to help teachers incorporate rigorous instruction into the core.

The Graham Road community is officially a Local Level IV site beginning in the 2017-2018 school year and Advanced Mathematics opportunities are provided to students in grades 1-6.

Resources are provided to enable teachers to conduct Extended Learning Time (ELT) sessions for students in need of targeted interventions beyond the regular school day. Staff go to great lengths to ensure that students in need of extra support take advantage of these opportunities, including providing transportation and involving parent liaisons in communicating with parents. The ELT program also includes enrichment opportunities open to all children, including such offerings as robotics, readers' theater, forensics, chess, and poetry.

A three-week summer program includes school readiness, remediation, and enrichment programs including Bridge to Kindergarten and Young Scholars.

A Responsive Instruction model is being implemented at Graham Road. This will enhance our ability to implement and track the effectiveness of interventions.

Budget Implications:

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

Component 4 §1114(b)(7)(iii):

Provide a description of schoolwide reform strategies that address the needs of all children in the school, but particularly the needs those at risk of not meeting the challenging state academic standards, through activities which may include—

  • Counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students’ skills outside the academic subject areas;
  • Preparation for and awareness of opportunities for postsecondary education and the workforce, which may include career and technical education programs and broadening secondary school students’ access to coursework to earn postsecondary credit while still in high school (such as Advanced Placement, International Baccalaureate, dual or concurrent enrollment, or early college high schools);
  • Implementation of a schoolwide tiered model to prevent and address problem behavior, and early intervening services, coordinated with similar activities and services carried out under the Individuals with Disabilities  Education Act (20 U.S.C. 1400 et seq.);
  • Professional development and other activities for teachers, paraprofessionals, and other school personnel to improve instruction and use of data from academic assessments, and to recruit and retain effective teachers, particularly in high-need subjects; and
  • Strategies for assisting preschool children in the transition from early childhood education programs to local elementary school programs and, if programs are consolidated, the specific state educational agency and local education agency programs and other federal programs that will be consolidated in the schoolwide program.

Evidence:  Scientifically-based research strategies or activities such as student support services; behavior intervention systems; tiered systems of support; teacher recruitment and/or retention activities; or other activities as appropriate. Include a description of how the reform strategies will be evaluated for effectiveness.


Graham Road incorporates Special Education, ESOL, and Head Start/FECEP program funding to support instructional and family engagement programming. As an FCPS school, Graham Road participates in the federal school lunch program and provides Universal Breakfast - free for all students and staff and served in the classroom. Fresh fruit and vegetable snacks are provided for all students three days per week through a special Fresh Fruit and Vegetable Program offered through district food services. FCPS supports family engagement and adult education programs through Family and School Partnerships. Graham Road works with the Safety and Wellness Office to provide anti-violence, anti-drug, and bullying prevention programs to create a safe environment for learning. The PTA provides funds to support assemblies and field trips to enhance and extend the instructional program. A number of business and community partners support the program by helping meet the needs of low-income families through food, clothing, and supply donations. They also provide tutors, volunteers and mentors.

Graham Road has a unique partnership with the Kingsley Commons townhouse community non-profit arm, Arlington Boulevard Community Development (ABCD). With approximately 75% of Graham Road students living in the Kingsley Commons community, this partnership helps keep the community safe and brings opportunities to the students and families of Graham Road. ABCD offers a laptop program whereby students can work to earn a laptop by keeping up with their school work and attending weekly lessons. ABCD offers robotics, 4H, and other activities for students. ABCD offers English and computer classes for parents and helps Graham Road disseminate information about Kindergarten registration, Bridge to Kindergarten, and other school programs and events. They provide interpreters for Back-to-School night and parent conferences and coaches for soccer club. ABCD provides scholarships for students to attend summer camps and offers a special summer camp to bridge the two weeks between Fairfax County summer recreation programs and the start of the school year.

A professional development (PD) plan lays out topics, audience, and delivery methods for staff development throughout the year. The plan directly supports the School Innovation & Improvement Plan (SIIP). The PD plan incorporates off-site training; on-site training; collaborative learning visits within the school; whole-staff and team-based PD; mentoring; and modeling and coaching for individual teams and teachers. All teachers, including classroom, enrichment (specials), and resource teachers, are part of collaborative learning teams that meet weekly to plan and learn together. Enrichment teachers work collaboratively to support the school-wide literacy focus.

Professional development is embedded in weekly CLT meetings. CLTs read professional literature relevant to their identified areas of need, and exploration of professional resources is a part of the Unpacking Protocol for CLTs. Professional development is also incorporated into quarterly CLT data analysis and planning days.

The SIIP focuses on Balanced Literacy and utilizing a workshop model in language arts and math to support co-teaching practices that provide differentiated instruction to meet the needs of all students. Reading resource teachers provide workshops in guided reading and other topics as needed, targeted and differentiated for both new and veteran staff. Resource teachers provide modeling and coaching to new and veteran teachers on a one-on-one basis as needed. Professional development directly related to literacy and math SIP goals is provided during monthly staff development meetings during the year. The Responsive Classroom course is offered on site to support instructional initiatives. Teachers are also encouraged to take courses through MyPLT that support the SIIP, including Balanced Literacy, Guided Reading, and Math Workshop. FCPS offers county-wide in-service days for all instructional staff at least two times per year. Teachers have opportunities to participate in FCPS staff development including Academy courses and workshops.

The school takes full advantage of training opportunities offered by the Region to support Region instructional initiatives, including the Summer Literacy Symposium. School math and literacy leaders attend semi-monthly region workshops and incorporate their learning and planning into their work with teachers and teams.

All new teachers are assigned a mentor teacher, and all teachers new to FCPS are assigned a buddy teacher. A lead mentor coordinates activities to support mentors and buddy teachers. All new teachers take the FCPS Great Beginnings course over their first year of service. Ongoing professional development is provided for new teachers, with a particular focus on balanced literacy.

Instructional assistants (IAs) are included in staff development whenever possible. IAs are encouraged to seek out FCPS training in reading programs, math interventions, and Responsive Classroom (RC). Most are RC trained.

A successful transition to Kindergarten requires a range of supports for our children, with their diverse backgrounds and varying levels of preschool education. A three-week Bridge to Kindergarten summer program is offered for students who are entering Kindergarten with no previous preschool experience. The program focuses on school readiness/executive functioning skills. A three-week pre-Kindergarten summer program is offered to rising Kindergarten students from the Head Start program and other identified students. Special education teachers visit and observe students in developmental preschool programs to foster a smooth transition and plan an appropriate Kindergarten instructional program.

Head Start/FECEP and Kindergarten teachers meet several times a year to increase vertical articulation and to find better ways to help students transition to Kindergarten. Head Start/FECEP and Kindergarten teachers conduct peer observations in each others’ classrooms. Kindergarten orientation is held for parents in May, and at this time an informal assessment is given to all students to help determine Kindergarten readiness levels and inform class placement and Kindergarten programming. Head Start/FECEP classes visit Kindergarten classes in June. Head Start/FECEP children and parents are included in all school events, including Open House, Back-to-School Night, PTA meetings, Book Fair, Family Heritage Night, and the Fall Festival. 

Budget Implications:

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