BOONE COUNTY SCHOOLS 006 216 WHARTON ELEMENTARY 36071 POND FORK ROAD PO BOX 60 WHARTON WV 25208 TitleI Plan October 22, 2008

Wharton Elementary is a small Title I school of 115 students in grades Prek through fifth. Rich in the traditions of hunting, fishing, and sports; it's location in the southern coalfields denies the students and community easy access to the variety of economic, social, cultural, and technological opportunities readily available in the Charleston and Beckley areas. This results in students coming from homes where a parent, if employed, is usually a miner; and where few have computers with even fewer having internet access (mostly through dial-up). The lack of availability of high-speed internet effects the teachers, also. Dial-up access at home and limited time at school prevents them from previewing websites or downloading materials for instruction in a timely manner, if at all. Discouragement and frustration keeps them from embracing wikis, blogs, and even email. Encouragement, skills, and opportunities all need to be provided through Wharton Elementary School and Boone County Schools. Parents, students, and staff need opportunities to use 21st Century resources and the training to use them in a manner that is beneficial; particularly to the reading and math development of the students. As these resources and skills are acquired, they will be combined with instruction based on the revised WV Content Standards and Objectives with the rigor of the higher levels of Bloom's Taxonomy.

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Planning Committee Name Angela Castle Brenda Webb Cassandra Booth Christie Cregger David Startzel Deena Sampson Deloris gibson Eddie Javins Kimberly Gibson Laura Gibson Margaret Prue Stephanie Gibson Terri Boyko Theresa Cocheran Tina Slone Tom Boyko Wendy Maynor

Title Fifth Grandparent Parent Principal P.T.A. President

Kindergarten AmeriCorps*VISTA Parent First Second Title I Reading Special Education Third Parent

Representation *Teacher *Parent *Parent *Administration *Parent *Parent *Parent *Teacher *Parent *Teacher *Teacher *Title I *Teacher *Teacher *Parent

Describe how parents, community and other appropriate stakeholder members are involved in the development and/or revision of the plan.

Members of the community, AmeriCorps members, and parents were invited to participate as team members with faculty in a review of components of Wharton Elementary's Five-Year Strategic Plan 2007-08 and to make recommendations for the 2008-09 plan. Parents were provided portions of the plan during P.T.A. meetings as a means of gathering additional input. As revisions were made, additional meetings were held with these members and the faculty throughout the process until the final review September 12, 2008. On-going efforts to monitor the success or concerns of Wharton Elementary's Five-Year Strategic Plan will occur during family/community events, trainings, and during monthly group specific meetings, like: "Donuts for Dads", "Muffins for Moms", etc. Parent and staff will be able to access the Plan from the School's site on Edline.

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Core Beliefs 1. High expectations are necessary for ongoing improvement. 2. Continual improvement will result through commitment to the state adopted curriculum. 3. A positive and safe environment must be maintained for students to achieve. 4. Working together with parents and community will provide more opportunities for student success. 5. Mastery for all can be achieved with strong instructional leadership and highly qualified personnel. 6. Effective accountability involves all stakeholders; including students, parents, and educators. 7. Frequent examination of testing benchmarks and instructional focus will assist with guiding quality instruction. Mission Statement Wharton Elementary School staff is committed to the accountablility and responsibility to ensure the attainment of academic success for ALL. We will provide students with time and opportunity to achieve adequate yearly progress and continual mastery of the state adopted curriculum. We will provide high quality educational experiences for ALL students.

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Data Analysis Key Outcome Indicators The 5 Year Plan has been developed and modified by using current research and data collection sources. Through the use of DIBELS, WESTEST, and Success Net we have been able to track our learning progress and design professional development opportunities to meet teacher and student needs. The use of current research, varied types of assessments, along with the teaching framework has garnered improvent in student achievement and teachers' instructional delivery. The Five-Year Plan is a tool that quides our ever changing roll as educators in the 21st Centruy. In conclusion, we have established that our students are gaining mastery levels while being provided with a variety of educational opportunities to narrow the achievement gap. We will continue to monitor the transition from one grade level to the next and provide the changes needed to meet student needs. External Trend Data Coal mining remains the primary industry in the Wharton area, though the number of unskilled laborers required has declined. Fifty percent (50%) of the student population is recognized as low SES. The isolation resulting from the surrounding mountains serves as a technological barrier prohibiting the local community, families, and Wharton students and staff, from readily embracing 21st Century skills and technology. All these factors and more affect student performance, often negatively. The planning committee recognizes the need for improvement and struggles with ways and means for positively impacting students’ preparedness for the future. Student Achievement Data An analysis of student achievement data included the following: DIBELS for K-3, WESTEST for 3-5, Pearson SuccessNet Reading, STAR Reading, and Odyssey. DIBELS trend data for end-of-year benchmarks 2005-2008 show an increase in the percentage of students achieving benchmark/mastery increasing for kindergarten (57% to 93%), first (35% to 68%), and third (29% to 52%). Second grade showed a decrease from 67% to 26% of students achieving benchmark. However, an analysis of this group of students’ performance across grade levels reveals four of the students achieving benchmark in kindergarten moved prior to first grade and the number achieving benchmark, strategic, and intensive has been consistent through first, second, and now in third (as indicated by the 2008-09 beginning-of-year benchmark). The DIBELS end-of year results for kindergarten and first indicate the interventions provided are working; and those for second indicate a need for additional intervention. WESTEST data for 2005-2008 shows that Wharton Elementary students’ performance for math are consistently above the percentages for Boone County and West Virginia; and the reading performance was above the County and State percentages in 2006 and 2008 and slightly below in 2007. Math performance has remained stronger than reading throughout this time frame. A comparison of the achievement gap for the low SES subgroup show minimal variations of the percentages for math and reading. The achievement gap comparison for the Special Education subgroup shows a difference of 3.46% for math and a much wider discrepancy for reading, 47.9%. Results from Pearson SuccessNet Reading, STAR Reading, and Odyssey strongly support the results from DIBELS and WESTEST. Analysis of Culture, Conditions, and Practices Page 4 of 23

West Virginia Vital Survey 1. Instructional Leadership - teachers want to be empowered when it pertains to educational decision making. 2. Professional Development - more empasis should be placed on teacher needs and concerns when designing professional development sessions. 3. Collaboration - More time was a concern when having collaborative staff meetings. 4. Technology - Technology training and more equipment are a concern. (computers, projectors, wireless access) E Walks 1. Teaching strategies and remediation are clearly visable. 2. The classroom atmosphere is positive and student centered. 3. All school areas are clear of vandalisim. 4. Lessons are listed for the class to follow. 5. Higher Bloom's levels must be pursued. Highly Qualified Teachers 1, Two staff members are not highly qualified, but are working toward complete certification. 2. All other teacher have between 4 and 30 years of teaching experience. The OEPA Checklist should be one source of data to assess school or county needs as you prioritize your strategic issues. There are no negative consequences to checking “No” to a high quality standard since the checklist is not used for changing accreditation or approval status or selection for on-site reviews.

OEPA Analysis Prioritized Strategic Issues After an extensive analysis consisting of all the available data for Wharton Elementary School we can identify our strengths and prioritize our needs. Our findings indicate that mathematics and parental involvement are areas of significant strength and our achievement gap is nearly non-existent for low SES students. Our findings further indicate that reading language arts, technology, and the special education achievement gap need to be given priority. The area of greatest need, and concern, is reading language arts. Through a comparison of BOY to EOY DIBELS benchmark data we have determined 90% of kindergarten and first grade students achieve benchmark. However, there is a significant decline on the second grade BOY which focuses on reading nonsense words and oral reading fluency. The reading language arts WESTEST results indicate weaknesses with various comprehension skills, grammar, and writing skills. Therefore, the highest priority/focus will be directed toward improving reading language arts skills through professional development, 3 Tier Reading, RTI, small group instruction, focus groups (walk-to interventions), and parental involvement activities and trainings. An area of great concern is technology (equipment, software/programs, and skills) necessary for the 21st Century. As a school, gains are being made to increase the variety of the types of technology available to staff and students. Additional efforts to provide increased computer and internet access within classrooms; training for staff, students, and parents; and increased implementation in the learning Page 5 of 23

process will be emphasized. The special education achievement gap will continue to be a priority. During the past year students' achievement gap in reading was greater than the achievement gap in math. The reading gap will be addressed through 3 Tier Reading, RTI, small group instruction, focus groups, and parental involvement trainings. Though reading language arts, technology, and the special education achievement gap are the areas of greatest priority, math will not be abandoned. Efforts will continue to provide high-quality standards based math instruction with an emphasis on skills that trend data have identified as consistently weak. For all areas of instruction, not just the priorities, students will be provided continued rigorous and relevant instruction based on the revised West Virginia Content Standards and Objectives.

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Title I Schoolwide 1a. Provide instruction by highly qualified teachers For all teachers and all instructional paraprofessionals assigned to the school, list the name, job assignment {including grade level and subject(s)}, and certification/qualifications. Indicate the specific subject assignment(s) and the grade level(s) for all Title I funded teachers. Name of Teacher/Paraprofessional

Assignment

Certification/Qualifications

Theresa Cocheran

Title I Reading/Math Teacher

Reading Specialist K-12, SLD K-12, Elem. Ed. 1-6, MR K-12; MA + 63

Amanda Daniel

Prekindergarten (termporary authorization 1 year; 64-1)

Early Ed.; BS +18

Kimberly Gibson

Kindergarten

Elem. Ed. K-8, MultiSubject; BS + 6

Stephanie Gibson

First Grade

Reading Specialist K-12, Elementary Ed. K-8; MA + 30

Teresa Boyko

Second Grade

Elementary Ed. 1-6; BS + 15

Thomas Boyko

Third Grade

Elementary Ed. 1-8; BS + 15

Amanda Crawford

Fourth Grade

Elementary Ed. K-6 BS +12

Angela Castle

Fifth Grade

Elementary Ed. K-6; BS + 6

Tina Slone

K-5 Special Education Teacher (permit)

Elementary Ed. K-6; PreK certification BS

Billy Cocheran

Physical Education Teacher 50%

Physical Ed. K-12, Safety Ed.; BA + 27

Belinda Thobois

Art Teacher (25%)

F.B.A., Art K-12; MA

Denise Thurmond

Kindergarten Aide (under the supervision of Kim Gibson)

Aide III/Bus Aide (Supervisory Aide)

Judy Hall

Special Education Aide (under the supervision of Tina Slone)

AideIII/Bus Aide (Supervisory Aide); 24 hrs.

PreKindergarten Aide (under the supervision of Amanda Daniel) 1b. Highly Qualified Teachers: Describe the strategies utilized by the school to attract and retain highly qualified teachers.

Wharton Elementary School will use the following strategies to attract and retain highly qualified teachers: 1.) provide high quality and relevant professional development, 2.) support one another through coaching and/or mentoring, 3.) provide a laptop computer for each grade level; 4.) provide media projectors and Intelliboards for each program level; and 5.) regular curriculum, intervention team, and staff meetings. We have LifeBridge AmeriCorps and AmeriCorps VISTA members that assist with providing mentoring services for students and providing family activities and parent trainings. Staff, parents, and AmeriCorps members work together actively seeking grants and other resources to provide additional opportunities (like visits from authors of children's literature), field trips, technology equipment, and more. 2. Staff utilization: List the number of Title I funded staff members for each subject area or position. Describe the utilization of each Title I funded staff including the model of delivery for Title I services and grades served (e.g. in-class, pull out, interventionist for Tier 2 or Tier 3 instruction).

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Name of Title I Funded Teacher

Theresa Cocheran

Assignment (Reading or Mathematics or Reading/Mathematics)

Title I Reading/Mathematics

Description of Title I Staff Member Utilization

The one Title I teacher will focus on providing reading services through various modes of delivery for kindergarten through third grade via: in-class, pull-out for short-term homogenous groups, and as interventionist for Tier II and Tier III. Short-term homogenous math/reading groups may be utilized for third through fifth grades. The distribution and delivery model/s of Title I services will be determined by identified needs from analysis of WESTEST and DIBELS data. The Title I teacher will oversee the parental involvement program, serve as site supervisor for AmeriCorps*VISTA and LifeBridge programs, and coordinate professional development. In addition, the Title I teacher will serve as a member of the Wharton Elementary K-2 and 3-5 Reading teams and the Five-year Strategic Plan. The paraprofessionals will work under the direct supervision of their repsective teachers to provid assistance with reading and math remediation/reteach and supervision of literacy stations utilizing differentiated instruction strategies.

3. Program Overview: Provide a description of how the school will implement a program that addresses the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the State student academic achievement standards. Include plans for extended time.

Our 2008-2009 Schoolwide Title I Program will continue to include a schoolwide focus on: maintaining and extending math skills, reinforcing and improving reading/language arts skills, developing writing skills through an integrated curriculum, and increasing parental involvement, thus enabling a further lessening of the SES discrepancy. To maintain and extend math skills "Mathematics Investigations" (a standards-based curriculum) and "Odyssey" (a web-based reading and math software program) will be utilized in kindergarten through fifth grade. Classroom teachers will use curriculum modifications, such as: extended time, reduced assignments, and peer assistance, as deemed necessary; and curriculum enhancement using math manipulatives to assist the students' progression from concrete thinking to abstract thinking and problem-solving skills development. Extended day programming, including study hall will serve as opportunities for additional math instruction. Teachers and students of

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Extended day programming, including study hall will serve as opportunities for additional math instruction. Teachers and students of third through fifth grades will participate in the multiage/homogenous basic skills program. Parental involvement will be encouraged through Family Times, parent/student math workshops, FROG Math take home activities for kindergarten and second, and math homework. In order to reinforce and improve the reading abilities of our students, an emphasis will be placed on the "five dimensions: of reading": phonemic awareness, phonics, fluency, vocabulary, and text comprehension. The Pearson Scott-Foresman Three-Tier reading program will be implemented with a primary focus on Tier One. The implementation of "Odyssey" will be used to reinforce all five reading dimensions, as well as providing students the opportunity to use technology. Fluency, vocabulary, literal comprehension, and independent reading will be encouraged and enhanced through the "Renaissance Place Accelerated Reader" program, Read Aloud, and opportunities for recreational/sustained silent reading. The reading program will be enriched with professional development activities; utilization of AmeriCorps LifeBridge and VISTA members; extended day programming, including study hall and after-school programs; using reading mentors in all grade levels; and "Read to/with Me" Club for prekindergarten, kindergarten and first grade students. Teachers and students in third through fifth grades will participate in the multiage basic skills program. Parental involvement will be encouraged through Family Times, parent/student reading workshops; "Accelerated Reader" activities, Read Aloud, kindergarten and first grade FROG take home reading activities, and "Read to/with Me" Club activities. Language skills will develop and improve through the use of integrated programming, classroom instruction, and multiage basic skills groups. An "across the curriculum" use of the writing process will be encouraged, particularly in math, science, and social studies. The prekindergarten program and the Wharton Family Resource Center programming expect parents to be active participants in the beginning stages of their child's education. Through these programs parents will be encouraged to read to their child on a regular basis, thus enhancing vocabulary development and an enjoyment of reading in their child. The staff of Wharton Elementary will use professional development opportunities to perfect their teaching skills in order to begin equipping students with the skills necessary to be 21st Century Learners and competent in 21st Century skills. All staff will participate in curriculum team meetings to plan activities that will enhance the curriculum and create enthusiasm for learning in students and parents. They will use scientific reasearch based instructional strategies that will assist in the transference of skills from short-term into long-term memory. Students will be encouraged to do their utmost to achieve, striving toward the goal of being productive citizens.

4. Transition Plan: If applicable based on the school's grade configuration, describe the assistance provided for preschool children in the transition from the WV Pre K - System to elementary school programs.

The Wharton PreKindergarten Program provides early learning components for four year olds. The program emphasizes language development, readiness, positive self-esteem, and social interactions. When appropriate these students will participate in schoolwide activities which will assist them with transitioning to kindergarten the following year. Examples of the activities are: Harvest Day, Family Times events, and "Read with Me" Club. Parents are notified both by the PreKindergarten teacher and the Kindergarten teacher the date of Kindergarten registration and what information is needed for the registration. Before the school year ends these students and parents will be given the opportunity to visit and observe the kindergarten classroom. At this time, the kindergarten teacher provides the parents with information regarding kindergarten materials and academic expectations. This will be a component of "Step-Up Day" during which all students currently in kindergarten through fourth grades will spend time in the next grade level classroom. 5. Parent Involvement:

Parent Trainings/Workshops Title of Session

Provide a brief description of the session

Presenter

Date

3-Tier Reading

Components of the 3-Tier program

Wharton Elem. Title I teacher

08/28/08

WESTEST Information

To explain the process and results of the Wharton Elem. WESTEST Principal

08/28/08

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Tiger Safari /Open House

During the Safari school/county expectations, policies, schedules, and a school tour will be provided.

Wharton staff, AmeriCorps, principal

08/28/08

Goodies for PreK Grandparents

Grandparents will have breakfast with their PreK grandchild

Principal

09/04/08

Goodies for K-5 Grandparents

Grandparents will have lunch with their K-5 grandchild followed by a time to share.

Principal, Title I teacher

09/05/08

Parent Review of 5 To become familiar with the Year Plan components of the 5-year strategic plan

Principal, Title I teacher

09/12/08

"Read with Me" Club

To introduce parents to the reading process to better help their child at home( quarterly )

Wharton Elem. 09/15/08 Title I Teacher & AmeriCorps*VISTA

Food Handlers Training

Session to be held at Wharton El. to assist parents and others with their BCS volunteer eligibility

Sandra Giles, Health 09/22/08 Dept.

Wharton Elem. Title Marc Harshman's Author, Marc Harshman, will present I, Staff, & Reading/Language learning strategies to further enhance 10/09/08 AmeriCorps*VISTA Arts Family Times. Reading and Language Arts competency. & LifeBridge Donuts for Dad

Fathers will have breakfast with training Principal, Title I, regarding their involvement; particularly AmeriCorps with reading.

10/24/08

Tiger Jungle, To encourage the joy of reading within Reading for Family our families and reinforce the Times importance of reading.

Wharton Elem. Title 1, Staff, & 11/13/08 AmeriCorps*VISTA

Thanksgiving Dinner and a Discussion

Parents will eat lunch with their child/ren and attend a discussion group afterward.

All Staff

11/21/08

Muffins with Mom

Mothers will have breakfast with training and discussion.

Principal, Title I, AmeriCorps

01/16/09

To provide students and parent math Math Family Time activities the advance learning.

Wharton Elem. Title 1, Staff, & 01/22/09 AmeriCorps*VISTA

Pancakes for Parents/ Dr. Seuss Day

Title I

Parents will eat breakfast with Title I followed by Dr. Seuss activities.

03/02/09

Storyteller, Sheila Arnold, will present Sheila Arnold's Wharton Elem. Title the art of story telling. She will guide us Reading/Language 1, Staff, & 03/17/09 through the process of writing, reading, Arts Family Times AmeriCorps*VISTA and presentations.

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Cheryl Ware's Author, Cheryl Ware will provide Wharton Elem. Title Reading/Language additional writing and story telling skills 1, Staff, & 04/28/09 Arts Family Times to enhance student creativity. AmeriCorps*VISTS Wordsmith Fair

This is a culmination of student work based off of the 3 Family Times. The students and staff will present their writing with the public.

Wharton Elem. Title 1, Staff & 05/28/09 AmeriCorps*VISTA

Other Activities and Correspondence for Parent Involvement Activity or Correspondence

Frequency

School Newsletter

Monthly

Students' Academic Folders

Weekly

Teachers' Newsletters

Weekly/Biweekly

WV Report Card

Annually (may be online)

P.T.A. meetings

Monthly (six annually)

Parent Volunteer Program

As needed

School Librarians

Weekly

Home/School Connection Newsletter

Monthly

Accelerated Reader Program

On-going

Local School Improvement Council

Quarterly

Family Times

Six times annually

Student Assignment Books (3-5)

Weekly

Career Awareness

Annually

P.T.A. Projects

As needed

Honor Banquet

Annually

Awards Presentations

Annually

"Partners in Education" Appreciation Luncheon

Annually

Eastern Associated Coal Company Grant Activities

Annually

National Read Across America Day

Annually in March

Other Principal or Teacher Contact

As needed

Veteran's Assembly

Annually

Harvest Day

Annually

"Recipes for Success" Newsletter

Monthly

Website

On-going after October

6a. Parent Involvement Policy: Enter the school's parent involvement policy that includes the required components from NCLB §1118(b)(1) and §1118(c)(1-5). The WVDE Title I template is initially provided but can be replaced with your parental involvement policy.

Wharton Elementary Schoolwide Title I

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Wharton Elementary Schoolwide Title I Parental Involvement Policy 2008-2009

PART I.

GENERAL EXPECTATIONS

The Wharton Elementary School agrees to implement the following statutory requirements: • Consistent with section 1118, the school will ensure that the required school level parental involvement policy meets the requirements of section 1118 of the ESEA, and includes, as a component, a school-parent compact consistent with section 1118(d) of the ESEA. • Schools will notify parents of the policy in an understandable and uniform format and, to the extent practicable, in a language the parents can understand. The policy will be made available to the local community and updated periodically to meet the changing needs of parents and the school. • In carrying out the Title I, Part A, parental involvement requirements, to the extent practicable, the school will provide full opportunities for the participations of parents with limited English proficiency, parents with disabilities, and parents of migratory children, including providing information and school reports required under section 1111 of the ESEA in an understandable and uniform format and including alternative formats upon request and, to the extent practicable, in language parents understand. • If the school-wide program plan for Title I, Part A, developed under section 1114(b) of the ESEA, is not satisfactory to the parents of participating children, the school will submit any parent comments with the plan when the school submits the plan to the local educational agency (school district). • The school will involve the parents of children served in Title I, Part A schools in decisions about how funds reserved under this part are spent for parent involvement activities. The school will build its own and the parent’s capacity for strong parental involvement, in order to ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement. • The school will provide parental involvement activities under section 1118 of the ESEA in the areas of improving student achievement, child development, child rearing and additional topics parents may request. • The school will be governed by the following statutory definition of parental involvement, and will carry out programs, activities, and procedures in accordance with this definition: Parental involvement means the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities, including ensuring— (A) that parents play an integral role in assisting their child’s learning; (B) that parents are encouraged to be actively involved in their child’s education at school; (C) that parents are full partners in their child’s education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child; (D) the carrying out of other activities, such as those described in section 1118 of the ESEA.

PART II. DESCRIPTION OF HOW SCHOOLS WILL IMPLEMENT REQUIRED SCHOOL PARENTAL INVOLVEMENT POLICY COMPONENTS 1. The Wharton Elementary School shall take the following actions to involve parents in the joint development and review of its school parental involvement policy under section 1118 of the ESEA: Ø  Invite parents to participate in annual meetings to review and revise the current school parental involvement policy, Ø  Provide opportunity for parents to comment on the revised policy (such as during parent involvement Page 12 of 23

events like Field Day), and Ø  Receipt verification to be signed and returned when parents are provided a copy of the parent involvement policy at Open House, in packets, and during home visits.

2. The Wharton Elementary School shall take the following actions to involve parents in the process of planning, joint development of the program, review and improvement of programs under Title I Part A of the ESEA : Ø  See actions listed for number 1, Ø  Monthly discussion meetings, and Ø  Evaluations of activities and events.

3. The Wharton Elementary School shall 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 invite all parents to this meeting. Ø  Open House, and Ø  “Welcome PAWS” (Parents at Wharton School) Title I meeting.

4. The Wharton Elementary School shall provide parents 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. Ø  Teacher led grade-level sessions with discussion and disbursement of policies, reading/language arts and math content standards, curriculum and assessments during Open House, and Ø  Parent trainings regarding the academic assessments and proficiency levels (DIBELS, Pearson Successnet for reading and math, Accelerated Reader, Odyssey, STAR Reading, Phonics Inventory, etc.) utilized at Wharton Elementary School.

5.

The Wharton Elementary School shall, at the request of parents, provide opportunities for regular meetings, held at flexible times, 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 by: Ø  Daily monitoring of email and responding in a timely manner, Ø  Monthly discussion meetings with follow-up reports, Ø  Provide a schedule of available conference and planning times of the staff, and Ø  Responding to phone calls and notes in a timely manner. 6. The Wharton Elementary School shall provide each parent an individual student report about the performance of their child on the State assessment in at least math, language arts and reading by: Ø  Students’ WESTEST results, explanation pamphlet, and school cover page with receipt verification will be sent home via students, Ø  Cover page will include invitation to parents to contact the school to arrange a time to discuss the results.

7. The Wharton Elementary School shall take the following actions to provide each parent timely notice when their child has been assigned or has been taught for four (4) or more consecutive weeks by a teacher who is not highly qualified within the meaning of the term in section 200.56 of the Title I Final Regulations (67 Fed. Reg. 71710, December 2, 2002): Page 13 of 23

Ø  If, at the beginning of the school year, a teacher has been assigned to a long-term position for which they are not highly qualified the parents will be notified at Open House and a notice will be sent home with students, and Ø  If a situation arises, whereby a teacher who is not highly qualified is assigned a position lasting four (4) or more consecutive weeks, those students will be given a statement of such to take to their parents and an EDline email will be sent to parents of impacted students .

8. The Wharton Elementary School shall provide assistance to parents of children served by the school, as appropriate, in understanding topics by undertaking the actions described below -•

the state’s academic content standards, • the state’s student academic achievement standards, • the state and local academic assessments including alternate assessments, • the requirements of Title I Part A, • how to monitor their child’s progress, and • how to work with educators: Ø  Ø  Ø  Ø  Ø 

Open House whole group and grade level groups, Parent trainings, Monthly discussion meetings, Combined parent/staff training on how to work together, and Providing child-care, if required.

9. The Wharton Elementary School shall provide materials and training to help parents work with their children in the areas of improving student achievement, (including trainings focused on literacy, writing, math, and using technology), child development, child rearing and additional topics parents may request. Ø  When applicable, invite parents to attend staff professional development sessions, Ø  Three family events led by West Virginia authors and storyteller focused on story organization, writing skills, fluency, and prosody; Ø  Reading workshops– letter recognition, comprehension, graphic organizers, science and social studies text organization; ways to enhance father’s participation; and songs that reinforce skills; Ø  Trainings for math skills – vocabulary, strategies, and ways to reinforce math at home; Ø  Specific topics: how to set-up science or social studies projects, Microsoft WORD and other computer skills, study techniques, etc.; and Behavior modification techniques.

10. The Wharton Elementary School shall, with the assistance of its parents, educate its teachers, pupil services personnel, principals and other staff in how to reach out to, communicate with, and work with parents as equal partners in the value and utility of contributions of parents, and in how to implement and coordinate parent programs and build ties between parents and schools, by: Ø  Joint parent/staff training in the fall on Communication and Expectations, Ø  Beyond the Bake Sale book study and sharing key points at P.T.A. and/or LSIC meetings and during monthly discussion meetings, Ø  Include information on school website, Ø  Distribute information from Ideas Staff Can Use, Parent Magazine, and Home Connect Newsletter, and Ø  Joint training on IS day (led by WVDE staff member, if available).

11. The Wharton Elementary School shall, to the extent feasible and appropriate, coordinate and integrate parental involvement programs and activities with public preschool, AmeriCorps, and other programs. The school will also conduct other activities, such as service projects through the Wharton Family Resource Center that encourage and support parents in more fully Page 14 of 23

through the Wharton Family Resource Center that encourage and support parents in more fully participating in the education of their children, by: Ø  Ø  Ø  Ø  Ø  Ø  Ø 

“Read with Me” Club for prekindergarten through first grade students and parents, Three family times events focused on reading and writing skills, A family times event focused on math vocabulary and skills, PBS training for Read Aloud strategies, Read aloud program, Participating in games/activities sent home weekly to prekindergarten through first grade students, and Service projects including: Dr. Seuss Day, Make a Difference Day, etc.,

12. The Wharton Elementary School shall take the following actions to ensure that information related to the school and parent-programs, meetings, and other activities is sent to parents of participating children in an understandable and uniform format, including alternative formats upon request, and, to the extent practicable, in a language the parents can understand: Ø  Ø  Ø  Ø  Ø 

PART III.

Establish a schoolwide “School Folder Day” for weekly distribution of notices and students’ work, Post notices on the bulletin boards near the office door, Send emails via EDline, Post on website, and Distribute school and class newsletters.

ADOPTION

This Wharton Elementary Schoolwide Title I Parental Involvement Policy has been developed jointly with, and agreed on with, parents of children participating in Title I, Part A programs, as evidenced by meeting agendas, attendance sheets, and policy review signature sheets. This policy was adopted by the Wharton Elementary School Staff and Parents on May 30, 2008 and will be in effect for the period of the 2008-2009 school year. The school will distribute this policy to all parents of participating Title I, Part A children on or before August 28, 2008.

_______________________________

_______________________________ Signature of School Principal

Date

Wharton Elementary Schoolwide Title I Planning Team David Startzel – Principal Tina Slone – Prekindergarten Teacher

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Deena Sampson – Parent & P.T.A. President Margaret Prue – Parent

Tina Slone – Prekindergarten Teacher Margaret Prue – Parent Kimberly Gibson – Kindergarten Teacher Eddie Javins – Parent Stephanie Gibson – First Grade Teacher Cassandra Booth – Parent Terri Boyko – Second Grade Teacher Christie Cregger – Parent Tom Boyko – Third Grade Teacher Wendy Maynor – Parent Regina Harless – Fourth Grade Teacher Laura Gibson – Parent & next AmeriCorps*VISTA Member Angela Castle – Fifth Grade Teacher Brenda Webb – LifeBridge AmeriCorps Member & Grandparent Theresa Cocheran – Title I Teacher

Return the form below to your child’s teacher. THANK YOU!

VERIFICATION OF PARENTS RECEIPT OF THE WHARTON ELEMENTARY PARENTAL INVOLVEMENT POLICY 2008-2009

I have read or had read to me the Wharton Elementary Parental Involvement Policy 2008-2009. If I have any questions regarding this Policy I will contact the principal, Title I teacher, or my child’s teacher at 247-6672. Parent/Guardian Signature_______________________________________________________________ Print Name ______________________________________________Date__________________________ 6b. School-Parent-Compact: Enter the school's School/Parent Compact that includes the required components from NCLB §1118. The WVDE Title I School-Parent Compact is initially provided but can be replaced with your School-Parent Compact.

WHARTON ELEMENTARY SCHOOLWIDE TITLE I SCHOOL-PARENT-STUDENT COMPACT

The Wharton Elementary School personnel, 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), and Wharton Elementary students, agree that this compact outlines how the parents, the entire school staff, and the 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 that will help children achieve the State’s high standards. This school-parent compact is in effect during school year 2008-2009. School Responsibilities The Wharton Elementary School will: 1. Provide high-quality curriculum and instruction in a supportive and effective learning Page 16 of 23

environment that enables the participating children to meet the State’s student academic achievement standards as follows: ü Demonstrate care and concern for each student, ü Maintain courteous student behavior in all areas of the school environment, ü Provide a safe school and classroom environment that is conducive to learning and emotional social growth, ü Provide high quality curriculum and instructional practices that will allow students to achieve the State’s academic achievement standards, and become effective 21 st Century citizens, ü Provide special assistance to students who need it, ü Provide instruction based on students’ needs for acceleration and/or reteach/remediation. 2. Hold parent-teacher conferences (at least annually in elementary schools) during which this compact will be discussed as it relates to the individual child’s achievement. Specifically, those conferences will be held: ü During Open House at the beginning of the year, ü Prior to the February P.T.A. meeting, ü During bi-monthly Instructional Support (IS) Days, ü As requested by parents, teachers, or principal, and ü Via EdLine email. 3. Provide parents with frequent reports on their children’s progress. Specifically, the School will provide reports as follows: ü WESTEST reports (grades 3-5) will be sent home via students in the fall, ü Pearson Successnet Reading and Math (grades 1-5) benchmark results will be sent at the end of each unit, ü DIBELS results (grades K-3) will be distributed via the Home Connect Letter at the beginning, middle, and end-of-year, ü EdLine (grades 1-5) will be updated weekly for parent online access, ü Quarterly report cards and progress reports will be sent home, ü Quarterly Accelerated Reader and Odyssey reports will be sent, ü STAR Reading benchmarks’ results (grades 1-5) at the beginning, middle, and end-of-year, and ü Weekly student folders containing checked assignments. 4. Provide parents reasonable access to staff. Specifically, staff will be available for consultation with parents as follows: ü Designated time for staff to meet with parent groups will be available during Open House and prior to the P.T.A. meeting in Februar, ü Staff and parents will exchange email addresses, monitor incoming messages daily, and respond in a timely manner, ü Weekly designated time will be available for individual consultations, and ü When requested by parents or teachers, appointments will be arranged. Page 17 of 23

5. Provide parents opportunities to volunteer and participate in their child’s class, and to observe classroom activities, as follows: ü Weekly Read Aloud program, ü Assist kindergarten and first grade students with reading Accelerated Reader quizzes, ü Participate in playing literacy or math games/activities with students, and ü Lead or assist with special projects and activities, such as Dr. Seuss’ Day, Harvest Day, Wordsmith Fair, etc.

Principal Signature

Date

Teacher Signature

Date

Interventionists’ Signatures

Date

Parent Responsibilities We, as parents, will support our children’s learning in the following ways: ü Encouraging courteous behavior towards adults and students, ü Requiring regular school attendance, ü Making sure my child arrives at school on time, ü Attempting to schedule appointments to minimize time away from school, ü Making sure that homework is completed, ü Signing my child’s assignment book/planner weekly (grades 3-5) ü Regulating my child’s time spent watching television and/or playing video games, ü Monitoring content of television programs and video games to which my child has access, ü Serving as a Board of Education approved volunteer, ü Encouraging my child to read 15-30 minutes each evening, ü Communicating and working with teachers to support and challenge my child, ü Participating, as appropriate, in decisions relating to my child’s education, ü Maintain confidentiality by not discussing any student, or concerns that involve any child except my own, ü Attending at least one family event, parent training, or parent meeting, ü 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, by mail, or by email and responding, as appropriate, and ü Serving, to the extent possible, on advisory groups, such as being a parent representative on the School’s Local School Improvement Team (LSIC), the Title I monthly parent meetings, the District wide Parent Advisory Council, or other school advisory or policy groups.

Parent/Guardian Signature

Date

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Student Responsibilities – Grades K-1 As a student, I will do my best to learn by: ü Coming to school every day and on time, ü Being nice to other people and leaving their things alone, ü Obeying school and class rules, ü Being quiet in line and in the hall, ü Waiting my turn, ü Doing all my school work, ü Keep trying even when the work is hard, ü Reading 15-20 minutes each evening, ü Doing 15 minutes of physical activity each evening, ü Giving my parents all the papers my teacher gives me, and ü Giving my teacher all the papers from my parents.

Student Signature (grades K & 1)

Date

Student Responsibilities – Grades 2-5 As a student, I will become an active partner in my own learning process by: ü Attending school regularly and arriving on time, ü Respecting others and their property, ü Practicing courteous behavior and obeying school and class rules, ü Respecting other classes, ü Completing class assignments, ü Completing and returning homework assignments, ü Participating actively in classroom activities, ü Asking for help when I need to, ü Doing my best work and to keep trying when the work is hard, ü Limiting the daily amount of time spent watching television and/or playing video games, ü Reading 15-30 minutes each evening, ü Doing 15 minutes of physical activity each evening, ü Asking my parent to sign my assignment book/planner each week, and ü Cooperating with parents and teachers and delivering to each all notices and information received.

Student Signature (grades 2-5)

Date

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(PLEASE NOTE THAT SIGNATURES ARE NOT REQUIRED) *This School-Parent-Student Compact is not an official U.S. Department of Education document and is not legally binding. 7. Describe how parents are involved in the planning, implementation, and evaluation of the Title I program.

Parent Involvement Planning Parents are invited to an open house at the beginning of the school year where one activity is a discussion session regarding the Title I program and some of the ways we encourage their involvement. Throughout the year parents are contacted by phone, email, and handouts inviting them to attend various workshops and meetings and assist with various projects. Parent opinion regarding the benefit and effectiveness of these events will be gathered afterwards. Monthly discussion groups targeting specific groups of parents/guardians and grandparents, such as: "Donuts for Dads", "Muffins for Moms", "Goodies for Grandparents", and "Cookies and Brownies for Community and Business Partners", will be used as a means for on-going planning, implementation, and evaluation of the Title I program. For annual review of the current parent involvement policy and school/parent/student compact and preparation for the next year, all parents, students, and staff will be asked to complete a survey; each parent and members of the community organizations and business partners will receive a written invitation to meetings (held a various times and places); and parents of at-risk students as well as parents from each grade level will be contacted by phone to personally invite them to participate in the meetings. Prior to submitting the five-year strategic plan parents and staff will have the opportunity to participate on a "Safari" to locate the "animals"/answers to specific questions followed by a final session to share their "game". 8. Describe how the school coordinates and integrates federal, state and local services and programs with the school's Title I program.

Extended Day programs include an after school tutor program for reading and math in the spring for at-risk students in grades 3-5 two days a week. The extended day teacher collaborates with the regular classroom teacher to determine the needs of those students. Energy Express is offered in the summer for students in grades 1-5. Energy express is a program that focuses on reading and utilizes the Americorps program. The integrated programs are character education, nutrition, school bus safety, drug, alcohol, and tobacco awareness, anit-bullying/violence, cultural diversity, fire safety, dental health, Real Aloud, Wordsmith series. Materials for character education are centrally located for all teachers to use in the classrooms. Each month is a different character value. Schoolwide activities are planned monthly and include jeopardy, poster contests, writing contests, assemblies, guest speakers, plays, story telling, costumes, as well as lessons presented by the school counselor. A combination of Title I funds with the funding of two grants, the WVDE Parent Involvement and Boone County Community Foundation grants, assisted by Safe Schools, local allocation, and P.T.A. funds provide school and family events primarily focused on reading language arts. This combination of funds will bring two WV authors and one storyteller to do presentations and lead writing/communication Page 20 of 23

workshops for students and for families; provide students with materials to prepare their own project for presentation in May 2009; and provides trainings, books, handouts, manipulatives, meals, etc. to provide parents with skills and activities to incorporate reading in the home. 9. Describe the procedures the school utilizes to include teachers in the decisions regarding the use of academic assessments (both summative and formative) to improve the overall instructional program and ensure effective timely assistance to students experiencing academic difficulties.

The procedures Wharton Elementary utilizes to identify at-risk students and the instructional needs of all students include analyzing student test scores as measured by the WESTEST (beginning with D-Day), DIBELS, county benchmarks, STAR reading, SuccessNet, student work, and teacher assessments. Weekly team meetings are held to discuss the results of these assessments, student's strengths and weaknesses, skills groups, and sharing teaching practices. Also, there will be weekly one-on-one meetings with the interventionists to discuss DIBELS scores, student groupings, and interventions. This information is used to group students according to skill strengths and weaknesses, and identifying students needing reteach, and Tier II or Tier III reading interventions. Scheduled progress monitoring will occur with DIBELS (K-3), Pearson SuccessNet (1-5), and county math benchmarks. Portfolios of student work, Compact, report cards, DIBELS scores (K-3), WESTEST scores (4-5) and Benchmark scores will continue to be kept for each student. The interventionists' (Title I and Special Ed.) schedules and student groups will adjust according to identified student needs. All teachers will apply a variety of instructional strategies based on the results of formative assessments and progress monitoring. 10. Describe how the school annually evaluates the implementation of and the results achieved by the school wide program using the State assessment and other indicators to revise the plan to ensure continuous improvement.

10. Implementation Evaluation The Title I program annually evaluates its performance as seen through parent, student, and staff participation. We also evaluate program effectiveness by using surveys, formative assessments, summative assessments, and WESTEST performance. D-Day (Data Disaggregation Day) is provided by Boone County Schools for all teachers to attend. This day is the start of evaluating the data provided by the state based on WESTEST results of the previous year. This, along with IMA's, Accelerated Reading, STAR Reading, DIBELS, Pearson Success Net, Odyssey Learning, and Phonics Screener are ongoing assessments which provide the staff with data needed to enhance student performance and achievement. The data, and trend data, from these assessments will assist with determining the applicability of the goals, objectives, and action steps. Parent, student, and staff surveys will be conducted annually to collect data on all trainings, events, and activities presented this school year. Activities such as, but not limited to: Family Times, Wordsmith Series, Open House, "Read with Me" Club, and extended day will be evaluated with the use of annual surveys. In addition to the annual surveys, immediate feedback for trainings and family events will be obtained through "parking lots" (comments are written on sticky notes and "parked" on appropriate wall charts) and questionaires. The information collected will be used to enhance or eliminate future activities. "eWalks" will occur quarterly with results that are shared with staff members and central office administrators. These will continue while adhering to the higher levels of Bloom's Taxonomy. "eWalks" provide a snapshot of classroom management, curriculum, student behavior, student engagement, research based strategies, and subject transition.

11. Professional Development Page 21 of 23

11. Professional Development

Wharton Elementary Schoolwide Professional Development Plan Scientific research-based sustained professional development will be offered throughout the year to address the four identified goals addressing reading/language arts, math, technology, and closing the achievement gap. The delivery of professional development will incorporate a variety of models: trainings, development/improvement process, study groups, collaborative groups, and mentoring/coaching. Weekly morning meetings for the primary teachers and intermediate teachers, bi-weekly collaborative meetings, and on-going study groups (with some electronic communication, such as wikis) will be the primary means of implementation. The emphasis of all professional development is to assist teachers with obtaining the skills and resources to enable all students to be successful learners. Each teacher and administrator will be encouraged to keep the following question as the driving force behind all their professional development and instructional decisions: “Why do I do what I do in the classroom?” The Partnership for 21st Century Skills has identified reading comprehension, written communication, and oral communication as areas of extreme importance. To encourage the attainment of 21st century skills and our reading/language arts goal on-going professional development focused on reading will include: the three tier reading model, the five essential components of reading, literacy groups, and differentiation will continue through WVDE follow-up training, large group and small group studies using Debbie Diller books and DVD training module, colleagues presenting mini-workshops, and collaborative discussion groups. Additionally, job-embedded professional development opportunities will provide direct instruction and modeling presented by contracted professionals (focused on written and oral communication skills) will be conducted three times throughout the school year within the teachers’ classrooms with follow-up sessions. A continuance of standards-based math instruction professional development will involve two teachers attending TERC training returning to the school and assisting the staff with implementing additional standards-based instruction. Reflection and collaborative meetings will enable teachers to share, coach, and assist one another with successes and challenges. Technology professional development will incorporate training and coaching of the skills necessary to operate and implement equipment (media projectors, white boards, etc.), web-based programs and sites, and software for instruction, professional development, parent/student communication, and for formative and summative assessments. Attendance at district white board training and school-based opportunities for acquiring the skills and job-embedded opportunities throughout the year will enable teachers to improve their skills. Additionally, trainings and job embedded opportunities for utilizing a school website, email, wikis, and the WVDE Teach 21 resources will be provided. Trained staff members will provide leadership for regularly scheduled collaborative meetings for discussions pertaining to student data, groupings, needs, and instructional strategies; instructional successes and challenges (perhaps from information/skills gained from book studies or colleagues presentations); sharing of information from workshops, meetings, and conferences; literature review; and reflection. The principal may share information gathered through e-walks. To address the goal of closing the achievement gap parents will have the opportunity to attend professional development and parent workshop sessions that will provide the why and how addressing the five essential components of reading, standards-based math, technology usage, as well as, written and oral communication. These sessions will be offered during the instructional day, immediately after school, and/or during evening family events (which provides opportunity for practicing strategies and techniques with their own child) throughout the year. In addition, a session will be offered during Open House covering parents and teachers communicating and working together. The effectiveness of the professional development will be evaluated by: a) student outcomes, b) whether a “critical mass” (50-75%) of the teachers understand and execute the desired approaches, c) inclusion in lesson plans, and d) staff, students, and parent surveys of the perceived effectiveness/ impact of the instruction and programs. Page 22 of 23

11. Professional Development: Describe how the school provides sustained, ongoing professional development for teachers, principals, and other pertinent school staff. (e.g., professional learning communities, collaborative planning, coaching). The description should indicate how often these activites occur and how the outcomes of the activities are monitored and evaluated for effectiveness. Describe how the school trains teachers to work with parents.

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