Schoolwide Plan

Division Name:  Fredericksburg City Public Schools

School Name:  Lafayette Elementary School

Date:  October 2022

Select One:       Initial Plan                         Revision

Title I schools implementing schoolwide programs must develop schoolwide plans per 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, and 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 are 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 are related to the schoolwide components.

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

  • Access the Title I Schoolwide Plan template on the website.
  • 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.


List the name and title of each stakeholder who participated in developing this plan.

Name of Stakeholder


Courtney Wheeler




Pam Diggs


Assistant Principal


Steve Ventura


Assistant Principal


Kasi Pitts




Jamie Broughton


Principal’s Secretary


Katya Zablotney


Instructional Data Coach


Sarah Cook

Math Instructional Coach

Lisa Herbert

Reading Instructional Coach

Pam Douglas

Reading Instructional Coach


Component 1 §1114(b)(6): 

A comprehensive needs assessment of the entire school that considers 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.


Lafayette Elementary currently has 930 students enrolled in grades K-5. Approximately 20% of the students are limited English proficiency students; 10% are identified as special education students, and 60% are identified as low socioeconomic status.

The faculty and staff members of Lafayette Elementary School strive to have all students performing on grade level within their core academic subject areas prior to moving to the next grade level. To achieve this goal of academic success, we provide after-school remediation and in-school intervention programs.  To address grade level academic goals, all grade levels meet during a common planning time to discuss instructional planning and access student needs within the subject area. Weekly meetings with math and reading coaches will continue to analyze assessment data to guide instructional and remediation plans.  Specialists will focus on PD and classroom support for teachers in specific areas of need based on data.  Title I funds have supported personnel (literacy coaches, reading paraprofessionals). To improve our students’ reading proficiency, we continue the use of the reading groups and guided math groups in classroom instruction. In addition, interventions are reviewed and updated annually, and assessment tools are aligned to the state’s Standards of Learning.  

A needs assessment is performed each year through the review of student and teacher data, communication from parents and community, and the previous Title I plan and school-wide comprehensive plan as well as additional improvement plans required by the state. A committee reviews this data and updates the Title I schoolwide plan annually.  At least three sources of student data: achievement, absenteeism, and social emotional needs were used in the needs assessment. The student data from the state indicated a level three in academic achievement for science, level three in achievement gaps in mathematics, and a level two in student engagement and outcomes for chronic absenteeism.  Our percentage pass rate for Math was 44% (all students), Reading 52% (all students), and Science 47% (all students). Student data was then disaggregated by subgroups and used in the decision-making process to attend to deficiencies in instructional strategies.  Emphasis was made to effectively meet the needs of the historically underserved populations in the School Improvement Plan.  The plan included strategies to address the needs of all children in the school through counseling.  The needs of low-achieving children and at-risk children were particularly addressed. 

Professional development opportunities were provided to principals, teachers, and paraprofessionals in the areas identified in need of improvement. Strategies learned from these activities were developed and applied.  Data from parents and community members was also used in the needs assessment. In order to adequately represent the perceptions of each group, efforts were made to insure a high response rate.  Current improvement efforts, strategies, resources, and interventions were examined for their effectiveness in meeting the needs of the students. Data was reviewed to find correlations between student progress and achievement. 

In the end, our main goal is for the school and community, through coordination and integration of federal, state, and local services and programs work as partners to support high achievement for all students. 

Budget Implications:

There are no cost in regard to completing the needs assessment


We will assess the end of year data/survey results and evaluate the effectiveness of the remediation and intervention programs.


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.


Using the balanced literacy approach as outlined in each schools’ Title I plan, FCPS implements evidence based instructional practices for literacy including Professional Learning Communities, shared reading, Savvas My View, Words Their Way, SuccessMaker, guided reading groups, Reading and Fundamental and Proficiency Sentence Writing. These instructional programs address the reading and writing needs identified on various assessment instruments including SOLs, benchmarks, MAP, unit tests and performance-based assessments. Literacy coaches' model instructional strategies and evidence-based best practices in the classrooms.  These programs are chosen based upon similarities across grade levels so that intervention support received is consistent from one grade level to the next, thus ensuring student achievement. Title I funds are used to provide tutoring for all students identified as needed tier 2 or tier 3 reading support. The achievement is monitored through MAP assessments, unit tests, performance-based assessments, benchmark assessments and other class assignments.

FCPS uses evidence-based math strategies and instructional programs as outlined in each schools’ Title I plan.  These programs include: Calendar Math, Marzano's Essential Nine, iReady, Guided Math, VDOE math instructional plans, Hampton City Schools Resources. These instructional programs address the mathematics needs identified on various assessment instruments including SOLs, cumulative tests, MAP, unit tests and performance-based assessments. Math specialists' model instructional strategies and evidence-based best practices in the classrooms.  These programs are chosen based upon similarities across grade levels so that intervention support received is consistent from one grade level to the next, thus ensuring student progress. The achievement is monitored through MAP assessments, unit tests, performance-based assessments, benchmark assessments and other class assignments

Teachers will use flexible math groups to provide instruction for tier 1 and differentiation strategies for students receiving tiers 2 and 3 support.  Students will have time each day to work on their number sense and computation skills through Legends of Learning computer-based instruction.  They will also have access to instructional technology to support their needs in the classroom such as iPads and Smart Boards.  Student achievement will be monitored through VA Growth Assessment, MAP assessments three times, VKRP, benchmark tests, and on-going classroom assessment. A full-time math specialist is funded using Title I funds to support classroom teachers with PD needs and students with supplemental instruction as needed.

Teachers will use Savvas My View strategies to provide instruction for tier 1 and differentiation strategies for tiers 2 and 3.  Students will have time daily to work on their literacy skills through computer-based instruction on SuccessMaker.  Student achievement will be monitored through MAP assessments three times, benchmark tests and on-going classroom assessment. Multi-cultural language support will be provided in EL classes and part of the world language program. Reading coaches and instructional paras work with teachers and students to better address supplemental instruction.

The Academic Review process identified the need for a formal communication plan for FCPS.  The findings during this experience lead the division to create a timeline for implementation and responsible staff members. Further, the surveys will be updated to align with research on the types of questions to ask when seeking constructive feedback from the community.

Budget Implications:

Teachers require training for iReady, Savvas, SuccessMaker, ESGI and Hampton City School resources throughout the year, along with specific materials.


We will monitor student progress through Reading levels, iReady diagnostic data, MAP, PALs, VKRP, and VA growth assessment three times a year. 


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.


The Professional Learning Community model enhances Lafayette Elementary School’s vision of “Excellence in Education”.  Through the PLC framework, the teachers develop the knowledge, skills, and resources necessary to ensure that all students will be successful and achieve academic excellence.

Lafayette Elementary School implemented the Professional Learning Community framework in August 2022.  As a school, we strive to deliver our instruction through VDOE aligned and concept-based teaching and learning. We make connections across subject areas when appropriate, and teach the content required in our Standards of Learning through concepts, or big ideas. As we teach, we focus on the essential skills and knowledge provided by VDOE.

At Lafayette, we believe that all teachers are teachers of language.  We employ instructional strategies that address language and vocabulary in all disciplines, and we find ways to support our students’ home languages.

The STEAM Coordinator will work with grades K-8.  The focuses will be on interdisciplinary instruction for science, technology, engineering, arts, and math for all students. An emphasis will also be on science and math while integrating them into other instructional areas such as English.  STEAM education offers students a mindset and skillset valued in any profession. It teaches students to be flexible, detect patterns, find connections, and evaluate information. Our goal is to provide hands-on, project-based learning experiences in which students use 21st century skills collaboratively to solve real world problems. Through this process, students will learn essential 21st century skills while meeting the expectations of Virginia’s Profile of a Graduate. The result being increased student achievement in math and science.

There will also be a family engagement component. We will offer opportunities for families to enhance their involvement in STEAM activities.

Lafayette is in its second year of using Second Step social emotional curriculum for all guidance lessons being taught quarterly. This curriculum offers evidence-based and age-appropriate lessons that meet social emotional needs in a fun and engaging way. 

Finally, we recognize that the purpose of educating our students is to encourage them to use their learning to act in some way.  At Lafayette, we strive to give students opportunities to use their skills and knowledge to act within their school or local community.

Budget Implications:

Our PLC coalition received official PLC training through Solution tree and all faculty were trained by the Teaching and Learning department, STEAM Coordinator position.


As a school in academic review, we go through an evaluation with the VDOE.  As part of this evaluation, VDOE examiners visit our school to determine if we are fulfilling the instruction requirements outlined above.  We are held accountable for lesson plans that are VDOE aligned, concept-based instruction, inquiry learning, collaborative teacher planning, and the other elements outlined above, which must be fulfilled for academic review.


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.


FCPS analyzes behavior incidents throughout the school year and collaborates with parents, mentors, and other staff to support the needs of students. The Virginia Tiered Systems of Support team at each school developed a behavior matrix displayed in all classrooms and around the school. Lion Pride tickets were developed to help praise positive behavior for all students. These tickets are turned in to homeroom teachers and the data is tracked through a schoolwide form. We incentivize positive behavior with a prize cart, and weekly drawings on the Friday morning announcements. The VTSS team analyzes the data monthly to determine which behaviors and locations students see success and which ones need more support. The team then determines a plan of action to implement the following month. The team also discusses discipline referral data; how many per grade level, classroom data, and subgroups. This data will then be used to help determine which staff members need training in effective classroom management.

All staff members have been trained by VCU in Adverse Childhood Experiences (ACEs).  Through this training our main goals included: gain a basic understanding of trauma and its impact on brain development and behavior, examine “triggers” and “de-escalation” strategies for intervening in the traumatic response and supporting trauma impacted youth, explore strategies for supporting and connecting with challenging students who may have a history of trauma. One consistent strategy across the building is morning meetings, this time allowing students to share things in a safe space.  The administration is also implementing a similar process with “Restorative Circles” to help students work through conflict and understand both sides of the situation. We are documenting each restorative circle and tracking discipline referral involving those students the remainder of the check for trends in behavior and effectiveness. 

Pre-school and Head Start programs are both provided with opportunities to help with the transition to Kindergarten.  There is a field trip to each elementary school in May, as well as all registration nights are held at each elementary school to provide families with a chance to familiarize themselves with their assigned school.   

All students meet individually with a guidance counselor as part of the transition to high school.  A separate orientation is held for first-year families each year, and career counseling occurs to help guide students when selecting coursework in grades 9-12.  Once at the high school, a career coach is on staff for post-secondary plans.  This position incorporates Virginia Wizard and other online college/career readiness programs and facilitates the application process with the local community college.  Assistance is also given with the federal financial aid process.  Internship and employment opportunities are advertised for students.  In effort to increase student college enrollment and success and to transform the lives of low-income families, middle/high school students participate in GEAR UP Virginia (GUV) wherein college preparatory services and skills are developed through: 1) tutoring and mentoring; 2) summer programs to promote transition to high school and, later, transition to college; 3) professional development for teachers in core academic areas; 4) college and financial aid awareness workshops for students/parents; 5) visits to a variety of colleges; 6) counseling and advising related to college and career; 7) academic services in high school so that students do not need remediation in college; and 8) outreach to help as they transition to post-secondary education. The dual enrollment program allow students to experience post-secondary learning expectations before graduating from high school. Further, the Gladys P Todd Academy allows high school students to graduate with their diploma and associates degree as part of a two-year cohort with the local community college.

Budget Implications:

A budget is needed to pay staff for remediation/summer school and materials needed. Funding is needed to help support training for VTSS and materials needed.  Reading coach, math coach, instructional assistants


We will monitor progress of student behaviors monthly through our VTSS committee meetings and summer programs data will be monitored weekly.