price el sch - the school district of lancaster · price el sch 615 fairview ave . lancaster, pa...

Price El Sch

School Improvement Plan

07/01/2014 - 06/30/2017 Improvement Revision 2016-2017 : Submitted On

05/26/2016

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School Profile

Demographics

Price El Sch 615 Fairview Ave Lancaster, PA 17603 (717)291-6252 Federal Accountability Designation: Priority Title I Status: Yes Schoolwide Status: Yes Principal: Sue McNamara-Saupp Superintendent: Damaris Rau

Stakeholder Involvement Name Role

Richard Miller Academic Recovery Liaison : School Improvement Plan Schoolwide Plan

Arthur Abrom Administrator : School Improvement Plan Schoolwide Plan

Krystle Nemeth Administrator : School Improvement Plan Schoolwide Plan

Susan McNamara-Saupp Building Principal : School Improvement Plan Schoolwide Plan

Bianca Cordova Business Representative : School Improvement Plan Schoolwide Plan

Danalee Frey Ed Specialist - Other : School Improvement Plan Schoolwide Plan

Amanda Gesner Ed Specialist - Other : School Improvement Plan Schoolwide Plan

Kelly McCall Ed Specialist - Other : School Improvement Plan Schoolwide Plan

Kathy Antol Ed Specialist - School Counselor : School Improvement Plan Schoolwide Plan

Kim Brandstedter Elementary School Teacher - Regular Education : School Improvement Plan Schoolwide Plan

Robin Ginther Elementary School Teacher - Regular Education : School Improvement Plan Schoolwide Plan

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Daisy Beamer Parent : School Improvement Plan Schoolwide Plan Sue Ek Special Education Director/Specialist : School

Improvement Plan Schoolwide Plan

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Federal Programs

School Improvement

All Title I Schools required to complete improvement plans must assure to the Pennsylvania Department of Education the school's compliance with the following expectations by developing and implementing an improvement plan or otherwise taking actions that meet the expectations described by the Assurances listed below. Assurances 1 through 12

The school has verified the following Assurances:

• Assurance 1: This School Improvement Plan contains Action Plans that address each reason why this school failed to make Annual Measurable Objectives (AMOs) and/or is identified in the lowest 10% of Title I schools.

• Assurance 2: The resources needed for full implementation of the action plans herein documented have been identified and the necessary approvals obtained to allow the procurement and allocation of these resources.

• Assurance 3: Documentation of the resources needed for full implementation of the action plans herein documented; including specific, related budgetary information, is available for review upon request by the LEA or SEA.

• Assurance 4: If designated as a Priority or Focus School the district has determined whole-school meaningful interventions directly associated with the unmet AMO(s).

• Assurance 5: The school improvement plan covers a two-year period.

• Assurance 6: The school has adopted and/or continued policies and practices concerning the school's core academic subjects that have the greatest likelihood of improving student achievement.

• Assurance 7: High performing LEAs with varied demographic conditions have shown they share common characteristics. The following nine characteristics are embedded in the plan:

o Clear and Shared Focus

o High Standards and Expectations

o Effective Leadership

o High Levels of Collaboration and Communication

o Curriculum, Instruction and Assessment Aligned with Standards

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o Frequent Monitoring of Teaching and Learning

o Focused Professional Development

o Supportive Learning Environment

o High Levels of Community and Parent Involvement

• Assurance 8: Focus Schools must implement locally developed interventions associated with a minimum of one of the below principles, while Priority Schools must implement all seven:

o Providing strong leadership by: (1) reviewing the performance of the current principal; (2) either replacing the principal if such a change is necessary to ensure strong and effective leadership or demonstrating to the State Education Agency that the current principal has a track record in improving achievement and has the ability to lead the turnaround effort; and (3) providing the principal with operational flexibility in the areas of scheduling, staff, curriculum and budget.

o Ensuring that teachers are effective and able to improve instruction by: (1) reviewing the quality of all staff and retaining only those who are determined to be effective and have the ability to be successful in the turnaround effort; and (2) preventing ineffective teachers from transferring to these schools.

o Redesign the school day, week, or year to include additional time for student learning and teacher collaboration

o Strengthen the school’s instructional program based on student needs and ensuring that the instructional program is research-based, rigorous, and aligned with state academic content standards.

o Use data to inform instruction and for continuous improvement, including providing time for collaboration on the use of data.

o Establish a school environment that improves school safety and discipline and addresses other non-academic factors that impact student achievement, such as students’ social, emotional and health needs.

o Provide ongoing mechanisms for family and community engagement

• Assurance 9: The school improvement plan delineates responsibilities fulfilled by the school, the LEA and the SEA serving the school under the plan.

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• Statement 10: Establish specific annual, measurable targets for continuous and substantial progress by each relevant subgroup, which will ensure all such groups of students, update to align with the new AMOs to close the achievement gap

• Statement 11: A mentoring/induction program used with teachers new to the school exists; the essential elements of the mentoring/induction program are documented and the documentation is available for review upon request by LEA or SEA authorities.

• Statement 12: All parents with enrolled students will receive an annual notification letter which includes the reasons for its identification as Priority or Focus and the school’s plan to improve student achievement.

Assurance 13

The school is communicating with parents regarding school improvement efforts via the following strategies:

• School web site

• School newsletter

• District web page

• Board meeting presentations

• District's annual report

• District report card

• Press releases to local media

• Yearly letter to parents

• Periodic mailings/letters, postcards, etc.

• Invitations to planning (etc.) meetings

• Family Night/ Open House / Back to School Night/ Meet-the-Teachers Night, etc.

• Monthly PTO meetings

• Parent advisory committee meetings

• Parent-Teacher Conferences

• School Improvement Brochure

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Assurance for Priority Schools (Annually Updated SIP)

The school has indicated the following response to indicate if it has completed an evaluation with the assistance of our Academic Recovery Liaison:

Yes

Coordination of Programs

Technical Assistance

The LEA provides guidance, technical assistance and support to schools developing schoolwide programs in the areas of needs assessment, comprehensive planning, implementation, and evaluation of schoolwide program and requirements.

Describe the technical assistance provided. Explain why it was considered high quality technical assistance.

The School District of Lancaster provides ongoing technical assistance in the development of schoolwide programs. The Superintendent and Assistant Superintendent, in collaboration with the Directors of Elementary and Secondary Education, support building principals in the aggregation of formative and summative student performance data which provides the framework for determining areas of strength and areas of need. This information is then utilized to determine interventions and resources that are defined in the School Improvement Plan. Additionally, Curriculum Coordinators partner with Building Principals to identify specific opportunities for professional development, available curricular enhancements that meet the needs of all learners and in the development of innovative instructional practices. Throughout this process, the Coordinator of School Improvement and Federal Programs provides one on one support to building leaders to ensure that all guidelines specific to plan development are met and that they are receiving the necessary guidance.

Provider Meeting Date Type of Assistance

Academic Recovery Liaison 10/17/2016 12:00:00 AM

Feedback and Support











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Chief Accountability Officer 12/8/2016 12:00:00 AM

Data Support

Chief Accountability Officer 3/23/2017 12:00:00 AM

Data Support

Coordinator of Elementary Literacy and Social Studies

1/20/2017 12:00:00 AM

Walkthrough feedback

Coordinator of Elementary Literacy and Social Studies

2/13/2017 12:00:00 AM


Coordinator of Elementary Math 11/16/2016 12:00:00 AM


Coordinator of K-12 ESL and World Language

10/5/2016 12:00:00 AM

Professional Development and Training

Coordinator of K-12 ESL and World Language

10/27/2016 12:00:00 AM

Professional Development and Training

Coordinator of School Improvement and Federal Programs

3/21/2017 12:00:00 AM

School Improvement Plan Support

Coordinator of School Improvement and Federal Programs

4/20/2017 12:00:00 AM

School Improvement Plan Support and Feedback

Coordinator of Special Education 10/10/2016 12:00:00 AM

Special Education Support/Staffing Support

Coordinator of Special Education 11/21/2016 12:00:00 AM

Special Education Support/Staffing Support

Director of Elementary Education 10/4/2016 12:00:00 AM














School Recovery Liaison 10/3/2016 12:00:00 AM


Superintendent 2/28/2017 12:00:00 AM

Operations Feedback

Student Assessment of Progress Describe strategies or processes that have included teachers in the decisions regarding the use of academic assessments to improve the achievement of individual students and the overall instructional program.

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In an effort to ensure that teachers are included in the decision making process specific to the use of assessments in planning to promote individual and overall student achievement, the following process is followed. · Organize staff for collaborative work – create a culture of inquiry · Build assessment literacy · Create a data overview · Dissect student data · Examine instruction · Develop an action plan · Plan to assess progress

In order to assist students in meeting challenging achievement goals, increased instructional time is a necessity. Please indicate (yes/no) the options for increased time that students will have access to if identified as at-risk of failing or failing to meet achievement standards.

Options Yes or No Extended School Day/Tutoring Programs Yes Reading Yes Math Yes Science Yes Before School No After School Yes Lunch/Study Periods No Summer School Program Yes Reading Yes Math Yes Science Yes In-class Instructional Support Yes Pull Out Instructional Support Yes

Coordination and Integration of Services and Programs

The purpose of a Title 1 Schoolwide Program is to improve the educational program of the entire school and to improve the educational opportunities for ALL students. In carrying out the SWP, schools are encouraged to consolidate/integrate funds from state, local and federal programs. This consolidation of funds provides flexibility in the use of the funds and maximizes the opportunities for students, teachers and parents. Funds eligible for consolidation are:

• Any federal education program administrated by the United States Department of Education, except Reading First.

o Competitive/discretionary grants may be part of the consolidation, but activities described within the competitive/discretionary grant application MUST be carried out.

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• All state and local resources available to the school (If state and local funds are consolidated within the SWP, the school must ensure that any state and/or local requirements regarding the use of funds are met.)

Is your school consolidating funds?

No, the school does not intend to consolidate the funds.

Federal Grant Program Amount of Grant State/Local Grant Program Amount of Grant

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Needs Assessment

School Accomplishments

Accomplishment #1: There is significant evidence that students exceeded the PA Academic Standard for Growth in Math, as measured by the PSSA.

Accomplishment #2: There is significant evidence that students exceeded the PA Academic Standard for Growth in ELA, as measured by the PSSA.

Accomplishment #3: There is evidence that fourth grade students met the PA Academic Standard for Growth, in Math, as measured by the PSSA. There is additional evidence that Below Basic students exceeded the PA Academic Standard for Growth.

Accomplishment #4: The number of students scoring Proficient/Advanced increased in Math, as measured by the PSSA.

Accomplishment #5: The number of students scoring Proficient/Advanced increased in ELA, as measured by the PSSA.

School Concerns

Concern #1: While the number of students scoring Proficient/Advanced in ELA and Math increased, the overall performance still remains below the state average.

Concern #2: There is evidence that students did not make one year of growth in Science, as measured by the PSSA.

Concern #3:

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There is significant evidence that students did not meet the PA Academic Standard for Growth in Science, as measured by the PSSA, over three years.

Prioritized Systemic Challenges

Systemic Challenge #1 (Guiding Question #4) Ensure that there is a system within the school that fully ensures consistent implementation of effective instructional practices that meet the needs of all students across all classrooms and aligns with the Pennsylvania Framework for Teaching

Aligned Concerns:

While the number of students scoring Proficient/Advanced in ELA and Math increased, the overall performance still remains below the state average.

There is evidence that students did not make one year of growth in Science, as measured by the PSSA.


Systemic Challenge #2 (Guiding Question #3) Ensure that there is a system within the school that fully ensures consistent implementation of a standards aligned curriculum framework across all classrooms for all students.

Aligned Concerns:




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Systemic Challenge #3 (Guiding Question #6) Ensure that there is a system within the school that fully ensures a safe and supportive environment for all students.

Aligned Concerns:




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School Level Plan Action Plans

Goal #1: Ensure that there is a system within the school that fully ensures consistent implementation of effective instructional practices that meet the needs of all students across all classrooms and aligns with the Pennsylvania Framework for Teaching

Indicators of Effectiveness: Type: Interim Data Source: PSSA - ELA, Math and Science CDT Constructed Responses Specific Targets: PSSA - ELA: Increase of 6.2% PSSA - Math: Increase of 7.1% PSSA - Science: Increase of 3.9% CDT: Student performance will demonstrate learning is on track per pacing and eligible content Constructed Response: Increase in the number of students scoring Proficient/Advanced will increase by 10%

Strategies:

Skills that Support Active Student Engagement Description:

Continue ongoing professional development and implementation of our positive school-wide positive behavior support plan. We are part of the School Climate Transformation Initiative and are completing year 1 of PBIS.

Indicators of Implementation: Reduction in discipline referrals, decrease in suspensions (in and out of school) and increase in daily attendance. Professional Development Agendas and Reflections.

SAS Alignment: Safe and Supportive Schools

ESL Best Practices

Description:

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Teachers will receive ongoing support in the area of best practices for ELLs. This will be accomplished through ESL professional development regarding the following: WIDA “Can Do” Descriptors, ELPS, differentiation, and culturally responsive teaching. Daily lesson plans will reflect language objectives based on the “Can Do” Descriptors and English proficiency levels. The administration will monitor the implementation of ESL strategies through use of the ESL focused walk through tool.

Indicators of Implementation: PD Agendas, Sign Ins and Reflections, teacher lesson plans and documentation in iObservation.

SAS Alignment: Instruction

Individualizing Instruction

Description:

Daily lesson plans and instruction will reflect differentiated instructional strategies based on student need from multiple data resources. Students will receive instruction based on their specific needs. Students who are at risk will be identified and appropriate interventions will be established for both math and reading. ESL strategies will be clearly delineated as it is known that learning strategies deemed effective for non-native English speakers are also effective for native English speakers. Evidence of knowledge of individual students' IEPs and Specially Designed Instruction will be included in lesson plans. Enrichment and/or acceleration strategies for high achieving students will also be expected to be noted in all lesson plans. The Principal will monitor lesson plans for evidence of data directed instruction and interventions, instructional best practices, and fidelity to the district curricula.

Indicators of Implementation: lesson plans and student groupings across content areas as observed during walk-throughs and observations

SAS Alignment: Instruction

District Observation, Supervision, and Evaluation process

Description:

Clearly defined expectations for implementing district curricula, pacing and identified instructional practices will be set. Principals and district administrators will visit classrooms to monitor implementation on a regular basis. The Principal will look for a clear learning goal, rubrics and scales, data wall/binder and student engagement. Data from Classroom Visits, Formal and Informal Observations, data binders, and other similar activities will indicate the implementation and effective delivery of the district expectations, and inform professional development priorities. The Principal Appraisal and teacher O/S/E processes will be used to document observational data;

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recommend professional development and support, as needed; and ensure consistent implementation.

Conversations with teachers, professional development dialogue, and O/S/E feedback will show evidence of teacher reflection on effective teaching and learning.

Indicators of Implementation: documentation in iObservation, SLOs, Action Research Template and Peer Observation Tool, Instructional Expectation Sheet specifying an observation range

SAS Alignment: Standards, Assessment, Instruction

Professional Development

Description:

High Quality Differentiated Professional development targeting instructional best practices and use of data to make informed instructional decisions to address individual student needs occurs daily in a variety of formats (i.e. book studies, vertical conversations, data dialogues, etc.). Teachers are offered options for professional growth and select their PD choices on their Professional Learning Map (PLM) prior to the start of the month. Collaboration through PLCs occurs between grade level teams/ELL/LS to ensure that instructional plans and differentiation strategies meet student needs. Grade level teams also meet with Instructional Coach, ESS and building administration for data dialogue regarding student academic performance and achievement. Monthly in-services are scheduled with a content specific focus/agenda. Professional development is facilitated 4 hours a month from 8-8:30. In addition, teachers are provided time from 3:30-4 each day for professional collaboration. PLCs meet two times/cycle to discuss data and student work using a specific protocol and record data on the provided tracking sheet. All documents are housed on Schoology for ease of access of all participants.

Indicators of Implementation: Professional Development Agendas, Professional Learning Maps (PLM), Sign Ins and Reflections and monitoring fidelity of implementation through intentional formal and informal observations relevant to presented content. Engaging the coach serves as a follow up step.

SAS Alignment: Standards, Instruction

Data Collection and Analysis Procedures and Data Informed Instruction

Description:

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Student achievement data is compiled by various staff members and distributed to students' teachers prior to the start of the school year. Compiled data includes PSSA, DIBELS, and CDT benchmark assessments. Teachers collect additional data related to daily student work and standardized assessments throughout the year. Staff analyze student data to make informed decisions about classroom instruction to meet the various and evolving learning needs of students. All student data will be collected and available in data binders. Teachers collaborate on an ongoing basis with grade level partners, ESL and Special Education teachers to discuss instructional planning and provide support/assistance as necessary. Grade level teams meet with Reading Support Teacher, Exceptional Student Specialist (ESS) and Principal approximately once a month to discuss student data and instructional practices in response to student data. Teachers determine targeted small group instruction/differentiation based on student data and set learning goals for growth and achievement.

Indicators of Implementation: Data binders, data walls and building wide electronic file of student performance - Rate of Improvement and Performance Plus


Implementation Steps:

Develop building administration classroom visit schedule with content coordinators as well as clinical observation schedule

Description:

Principal will develop the schedule that will include collection of anecdotal information, formal and informal teacher observations, scheduled and unscheduled observations. Teachers will receive feedback. Data collected will be reviewed to establish patterns, trends, and determine building professional development needs aligned to the curriculum and instruction guides and pacing guides.

Principal will collaborate with district coordinators to develop a quarterly schedule for instructional visits to collect anecdotal information with an explicit focus on the following areas of need: ELL, Special Education, Math and Literacy.

Start Date: 7/3/2017 End Date: 6/30/2020

Program Area(s): Professional Education

Supported Strategies:

• District Observation, Supervision, and Evaluation process • Professional Development

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OSE monitoring

Description:

Administrators will monitor and highlight consistent high quality teaching and learning through Marzano’s iobservation tool and data dialogue. District and School Administrators will meet with grade level teams to discuss patterns and trends as evidenced by data. In addition, administrators will share building wide data and trends with full faculty. The ESS and Instructional Coach will work to support teachers through team meetings and coaching.


Program Area(s):


• District Observation, Supervision, and Evaluation process

Peer observations

Description:

Teachers will participate in peer observations to ensure vertical and horizontal alignment in coordination with targeted professional development.




• Professional Development

Conduct Regular Progress Monitoring of all Students

Description:

Teachers will be delivering interventions following the building identified protocol. This will be monitored through regular team meetings to analyze data, monitor students’ progress and collaboratively plan to meet their needs. Progress Monitoring indicates whether the students are making Adequate Rate of Improvement.

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Indicators of Implementation: team meeting notes, analysis of data


Program Area(s): Professional Education, Student Services


• Individualizing Instruction • Data Collection and Analysis Procedures and Data Informed Instruction

Implement and Maintain Consistent Use of Protocols and Timelines for Data Analysis to Identify At-Risk Learners

Description:

Teams will follow the protocols and time lines for data meetings/discussions/planning to meet intervention needs. Records of team conversations, data analysis and collaborative planning will serve as evidence. Progress Monitoring indicates whether the students are making Adequate Rate of Improvement.

Indicators of Implementation: records of team conversations, data analysis, collaborative planning


Program Area(s): Student Services


• Data Collection and Analysis Procedures and Data Informed Instruction

Analyze ELL data for more effective instructional alignment

Description:

ELL student data will be used to align instruction based on knowledge of the “Can Do” Descriptors and the ELPS. Data will be used to make adjustments to core instruction and plan appropriate tier 2 and tier 3 ESL interventions within an RTII model that specifically align to the needs of ELLs. Content will be aligned to standards.

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Indicators of Implementation: application of appropriate interventions, analysis of student data, lesson plans.




• Individualizing Instruction • Data Collection and Analysis Procedures and Data Informed Instruction

Implementation of Individualized Instruction Techniques during Core Instruction and Intervention

Description:

Teachers will increase their knowledge of and use of strategies to differentiate whole group and small group instruction for all students through professional development and deliberate practice. Lesson plans will reflect innovative instructional efforts.

Indicators of Implementation: observation of differentiated instruction techniques




• Individualizing Instruction

Professional Development Aligned to ELA, Math and Science

Description:

Agendas and attendance sheets from professional development sessions will be collected and reviewed by principal. Targeted professional development will be provided in the areas of ELA, Math and Science. Staff will engage in professional conversations regarding small group instruction and differentiation. Professional development will be aligned to the School Improvement Plan and to the Strategic Priorities. Principal will support teachers through regular data dialogues in an

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effort to improve instructional delivery in the classroom. New Science Core Standards will be implemented.


Program Area(s): Professional Education, Educational Technology



Increase Knowledge and Implementation of PA Core Standards

Description:

Through professional development and deliberate practice, teachers will plan using the PA Core Standards and use the district alignment to create rigorous instruction for students.

Indicators of Implementation: teacher lesson plans, PD agendas, observation notes





Develop and Provide ESL Professional Development

Description:

Staff will engage in professional development sessions regarding the WIDA “Can Do” Descriptors, ELPS, differentiation, and culturally responsive teaching. Staff will implement learning from PD sessions in classrooms to support students and their learning.

Indicators of Implementation: observation notes, PD agendas



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Goal #2: Ensure that there is a system within the school that fully ensures consistent implementation of a standards aligned curriculum framework across all classrooms for all students.

Indicators of Effectiveness:

Type: Interim

Data Source: PSSA - ELA

PSSA - Math

PSSA - Science

CDT

Constructed Response

Specific Targets: PSSA - ELA: Increase of 6.2%

PSSA - Math: Increase of 7.1%

PSSA - Science: Increase of 3.9%

CDT: Student performance will demonstrate learning is on track per pacing and eligible content

Constructed Response: Increase in the number of students scoring Proficient/Advanced will increase by 10%

Strategies:

District Observation, Supervision, and Evaluation process

Description:

Clearly defined expectations for implementing district curricula, pacing and identified instructional practices will be set. Principals and district administrators will visit

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classrooms to monitor implementation on a regular basis. The Principal will look for a clear learning goal, rubrics and scales, data wall/binder and student engagement. Data from Classroom Visits, Formal and Informal Observations, data binders, and other similar activities will indicate the implementation and effective delivery of the district expectations, and inform professional development priorities. The Principal Appraisal and teacher O/S/E processes will be used to document observational data; recommend professional development and support, as needed; and ensure consistent implementation.

Conversations with teachers, professional development dialogue, and O/S/E feedback will show evidence of teacher reflection on effective teaching and learning.

Indicators of Implementation: documentation in iObservation, SLOs, Action Research Template and Peer Observation Tool, Instructional Expectation Sheet specifying an observation range


Professional Development

Description:

High Quality Differentiated Professional development targeting instructional best practices and use of data to make informed instructional decisions to address individual student needs occurs daily in a variety of formats (i.e. book studies, vertical conversations, data dialogues, etc.). Teachers are offered options for professional growth and select their PD choices on their Professional Learning Map (PLM) prior to the start of the month. Collaboration through PLCs occurs between grade level teams/ELL/LS to ensure that instructional plans and differentiation strategies meet student needs. Grade level teams also meet with Instructional Coach, ESS and building administration for data dialogue regarding student academic performance and achievement. Monthly in-services are scheduled with a content specific focus/agenda. Professional development is facilitated 4 hours a month from 8-8:30. In addition, teachers are provided time from 3:30-4 each day for professional collaboration. PLCs meet two times/cycle to discuss data and student work using a specific protocol and record data on the provided tracking sheet. All documents are housed on Schoology for ease of access of all participants.

Indicators of Implementation: Professional Development Agendas, Professional Learning Maps (PLM), Sign Ins and Reflections and monitoring fidelity of implementation through intentional formal and informal observations relevant to presented content. Engaging the coach serves as a follow up step.

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SAS Alignment: Standards, Instruction

Data Collection and Analysis Procedures and Data Informed Instruction

Description:

Student achievement data is compiled by various staff members and distributed to students' teachers prior to the start of the school year. Compiled data includes PSSA, DIBELS, and CDT benchmark assessments. Teachers collect additional data related to daily student work and standardized assessments throughout the year. Staff analyze student data to make informed decisions about classroom instruction to meet the various and evolving learning needs of students. All student data will be collected and available in data binders. Teachers collaborate on an ongoing basis with grade level partners, ESL and Special Education teachers to discuss instructional planning and provide support/assistance as necessary. Grade level teams meet with Reading Support Teacher, Exceptional Student Specialist (ESS) and Principal approximately once a month to discuss student data and instructional practices in response to student data. Teachers determine targeted small group instruction/differentiation based on student data and set learning goals for growth and achievement.

Indicators of Implementation: Data binders, data walls and building wide electronic file of student performance - Rate of Improvement and Performance Plus


Implementing Core Instruction with Fidelity

Description:

Teachers will be responsible for implementing the PA Core Standards across all content areas. The district's aligned curriculum and instruction guides and pacing guides will serve as the key resource to guide this implementation. These guides will be utilized in order to implement core instruction with fidelity. Effective core instruction will include whole group, small group and independent practice during the 90 minute literacy block, 45 minute Science block and 60 minute math block. Small group instruction and independent practice will be differentiated to address the needs of all students. Core Instruction will be monitored by school administrators and district curriculum coordinators through anecdotal walk-throughs, and formal and informal observations. A checklist of instructional look-fors will be provided to teachers at the start of the school year.

Indicators of Implementation: instructional schedule, lesson plans, ELA and Math look fors captured to identify system-wide strengths and areas for growth to be shared during Grade Level Team Meetings and whole staff communication specific to walk through observations with targeted intent. Results drive future professional development.

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SAS Alignment: Standards, Curriculum Framework, Instruction


Develop building administration classroom visit schedule with content coordinators as well as clinical observation schedule

Description:

Principal will develop the schedule that will include collection of anecdotal information, formal and informal teacher observations, scheduled and unscheduled observations. Teachers will receive feedback. Data collected will be reviewed to establish patterns, trends, and determine building professional development needs aligned to the curriculum and instruction guides and pacing guides.

Principal will collaborate with district coordinators to develop a quarterly schedule for instructional visits to collect anecdotal information with an explicit focus on the following areas of need: ELL, Special Education, Math and Literacy.





OSE monitoring

Description:

Administrators will monitor and highlight consistent high quality teaching and learning through Marzano’s iobservation tool and data dialogue. District and School Administrators will meet with grade level teams to discuss patterns and trends as evidenced by data. In addition, administrators will share building wide data and trends with full faculty. The ESS and Instructional Coach will work to support teachers through team meetings and coaching.


Program Area(s):

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• District Observation, Supervision, and Evaluation process

Peer observations

Description:

Teachers will participate in peer observations to ensure vertical and horizontal alignment in coordination with targeted professional development.





Targeted Collection of Student Data

Description:

Data collection tool will be developed used and used to collect a variety of data points to guide instructional decisions. Target sheets will be reviewed and analyzed as part of data dialogue discussions to ensure the needs of all student groups are being met with a focus on ESL and special education students.


Program Area(s): Special Education, Gifted Education



Conduct Regular Progress Monitoring of all Students

Description:

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Teachers will be delivering interventions following the building identified protocol. This will be monitored through regular team meetings to analyze data, monitor students’ progress and collaboratively plan to meet their needs. Progress Monitoring indicates whether the students are making Adequate Rate of Improvement.

Indicators of Implementation: team meeting notes, analysis of data





Implement and Maintain Consistent Use of Protocols and Timelines for Data Analysis to Identify At-Risk Learners

Description:

Teams will follow the protocols and time lines for data meetings/discussions/planning to meet intervention needs. Records of team conversations, data analysis and collaborative planning will serve as evidence. Progress Monitoring indicates whether the students are making Adequate Rate of Improvement.

Indicators of Implementation: records of team conversations, data analysis, collaborative planning





Analyze ELL data for more effective instructional alignment

Description:

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ELL student data will be used to align instruction based on knowledge of the “Can Do” Descriptors and the ELPS. Data will be used to make adjustments to core instruction and plan appropriate tier 2 and tier 3 ESL interventions within an RTII model that specifically align to the needs of ELLs. Content will be aligned to standards.

Indicators of Implementation: application of appropriate interventions, analysis of student data, lesson plans.





Implementation of Individualized Instruction Techniques during Core Instruction and Intervention

Description:

Teachers will increase their knowledge of and use of strategies to differentiate whole group and small group instruction for all students through professional development and deliberate practice. Lesson plans will reflect innovative instructional efforts.

Indicators of Implementation: observation of differentiated instruction techniques





Professional Development Aligned to ELA, Math and Science

Description:

Agendas and attendance sheets from professional development sessions will be collected and reviewed by principal. Targeted professional development will be

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provided in the areas of ELA, Math and Science. Staff will engage in professional conversations regarding small group instruction and differentiation. Professional development will be aligned to the School Improvement Plan and to the Strategic Priorities. Principal will support teachers through regular data dialogues in an effort to improve instructional delivery in the classroom. New Science Core Standards will be implemented.


Program Area(s): Professional Education, Educational Technology



Increase Knowledge and Implementation of PA Core Standards

Description:

Through professional development and deliberate practice, teachers will plan using the PA Core Standards and use the district alignment to create rigorous instruction for students.

Indicators of Implementation: teacher lesson plans, PD agendas, observation notes





Develop and Provide ESL Professional Development

Description:

Staff will engage in professional development sessions regarding the WIDA “Can Do” Descriptors, ELPS, differentiation, and culturally responsive teaching. Staff will implement learning from PD sessions in classrooms to support students and their learning.

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Indicators of Implementation: observation notes, PD agendas





Goal #3: Ensure that there is a system within the school that fully ensures a safe and supportive environment for all students.

Indicators of Effectiveness:

Type: Interim

Data Source: Attendance

Discipline

Parent Involvement

Specific Targets: Attendance -- average daily attendance will increase by 2%

Discipline -- the number of office referrals will decrease by 25%

Discipline -- the number of out of school suspensions will decrease by 25%

Parent Involvement - the number or parents participating in school activities will increase by 10%

Strategies:

School-Wide Positive Behavioral Interventions and Supports (SWPBIS)

Description:

The School-Wide Positive Behavioral Interventions and Supports (SWPBIS) framework is a universal prevention strategy. Three tiers of support exist through SWPBIS. The SWPBIS framework encourages both positive and proactive Tier I

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universal support for all students, and Tier II and III intensive behavioral supports needed for some students. These supports are necessary for positive organizational health (Horner et al., 2009). Support for students becomes more focused as the tier level increases. Effective implementation of the Tier I, universal, level of SWPIBS involves defining behavioral expectations, teaching of expectations, monitoring behaviors, and rewarding a small set of behavioral expectations for all students (Horner et al., 2009). Positive student outcomes are dependent on fidelity of the implementation of the SWPIBS program with sustained implementation (McIntosh et al., 2014). The goal of the SWPBIS framework is to change the school environment by creating improved systems that have a positive impact on staff behavior, resulting in positive changes for student behaviors (Bradshaw, Mitchell, & Leaf, 2010).

As a building, Price is in its first year of full implementation for students, teachers, and parents. The building focus has been investing time and resources heavily on Tier 1 strategies. While Tier 2 and 3 have been a focus at professional development and support in classrooms, the bulk of Tier 2 and 3 interventions have been initiated with the support of the Students Services team. SWPBIS will include reinforcement for positive behavior. Indicators of effectiveness will include reduced number of discipline referrals and suspensions.

References:

Bradshaw, C., Mitchell, M., & Leaf, P. (2010) Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes. Journal of Positive Behavior Interventions, 12(3), 133-148.

Horner, R., Sugai, G., Smolkowski, K., Todd, A., Nakasato, J., & Esperanza, J. (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11(3), 113-144.

McIntosh, K., Predy, L., Upreti, G., Hume, A., Turri, M., Mathews, S. (2014). Perceptions of contextual features related to implementation and sustainability of school-wide Positive Behavior Support. Journal of Positive Behavior Interventions, 16(1), 31-43.


Truancy Elimination

Description:

Mechanisms and tools for charting student progress include student success plans, Student Service team referrals, Student Assistant Program (SAP) referrals, Truancy Elimination meetings, and referrals to community based programs will be utilized as appropriate to provide students with the level of support necessary to ensure their success.

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SAS Alignment: Assessment, Instruction, Safe and Supportive Schools

Data Analysis

Description:

Analyze discipline data on a monthly basis to monitor trends and develop action plans based off of building trends. Additionally parent survey data will be used to determine positive and negative perceptions regarding the climate of the school.



Parent Workshops

Description:

Families have the opportunity to engage in eight different workshops throughout the year that focus on specific aspects on our School-Wide Positive Behavioral Intervention and Supports (SWPBIS) framework. Parents/guardians engage in activities with their children so that they can practice the skills together.




• School-Wide Positive Behavioral Interventions and Supports (SWPBIS)

Refer students to the Elementary Student Assistance Program (ESAP)

Description:

Students who demonstrate changes in classroom behaviors, experience known traumatic changes, or demonstrate symptoms consistent with mental health issues or substance addictions will be referred to SAP. The SAP team determines what action(s) to take after reaching out to teachers and the students' referred to find out more information.

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• School-Wide Positive Behavioral Interventions and Supports (SWPBIS) • Truancy Elimination • Data Analysis

Refer students to the Student Service Team

Description:

Teachers refer students who need Tier 2 and Tier 3 supports for their students. The team engages in dialogue about the referred student and each student is assigned a case manager. He or she follows up with the teacher about the student and offers supports. The child is monitored and data is collected on an ongoing basis.




• School-Wide Positive Behavioral Interventions and Supports (SWPBIS) • Truancy Elimination • Data Analysis

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Appendix: Professional Development Implementation Step Details

No Professional Development Implementation Steps have been identified for Price El Sch.

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Assurance of Quality and Accountability

We, the undersigned, hereby certify that the school level plan for Price El Sch in the Lancaster SD has been duly reviewed by a Quality Review Team convened by the Superintendent of Schools and formally approved by the district's Board of Education, per guidelines required by the Pennsylvania Department of Education.

We hereby affirm and assure the Secretary of Education that the school level plan:

• Addresses all the required components prescribed by the Pennsylvania Department of Education

• Meets ESEA requirements for Title I schools

• Reflects sound educational practice

• Has a high probability of improving student achievement

• Has sufficient District leadership and support to ensure successful implementation

With this Assurance of Quality & Accountability, we, therefore, request that the Secretary of Education and the Pennsylvania Department of Education grant formal approval to implement the school level plan submitted by Price El Sch in the Lancaster SD for the 2014-2017 school-year.

Affirmed by Damaris Rau on 5/5/2016

Superintendent/Chief Executive Officer

Affirmed by Harvey Miller on 5/5/2016

Board President

Affirmed by Brian Barnhart on 6/6/2016

IU Executive Director

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Evaluation of School Improvement Plan

2016-2017 Improvement Evaluation

Describe the success from the past year. In 2015 our ELA PSSA proficiency score was 25.8. We set a goal for 2016 of 32.0 and our actual score was 32.8%, a 0.8 positive difference. In Math our 2015 score was 15.2% proficiency. Our goal for 2016 was set at 22.3 and we achieved a score of 24%, a 1.7 positive difference. Our out of school suspension number in 2015-16 was 27; we had 12 OSS as of March 2017.

Describe the continuing areas of concern from the past year. In Science our 2015 PSSA rate of proficiency was 52.9%. Our goal for 2016 was 56.8 and our actual score was 47.2, a decrease of 9.6. Total number of days excused and unexcused in March of 2016 was 676.5. For March of 2017 it was 695.5, an increase of 19.

Describe the initiatives that have been revised. We added a goal for school climate and behavior to focus on the work we are doing with PBIS around student behavior and attendance. While we are continuing to work on writing, we are making sure to focus time and professional development on science. Our professional development is still focused on ELA, Math and now Science but teachers have options from which to choose based on what school data and their individual needs determine.


Describe the success from the past year. Students in grades K-2 have demonstrated an increase in the quality of written responses as a result of an in depth examination of needs and the development of mini-lessons. Additionally, students are actively using the state writing rubric to self-evaluate content. The level of parent engagement has remained high given the change in security requirements with volunteers actively supporting student learning activities in the school setting. In addition, participation in PAC, specific to driving School Improvement, has remained strong.

Describe the continuing areas of concern from the past year. Students in grades 3-5 continue to score in an unsatisfactory range, in both Math and ELA Constructed Response. Students are still having difficulty understanding the prompt or missing elements of the ask. While students continue to receive instruction specific to these skills, application of this content to the assessment or task remains challenging. There is a significant reduction in student achievement from kindergarten to second grade, in Math.

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Describe the initiatives that have been revised. Beginning in the 15-16 school year, Price Elementary employed an Assistant Principal. This provided an opportunity for increased engagement in data meetings, professional development, frequency and depth of instructional feedback and intentionality regarding building needs. Additionally, resources have been added to enhance the implementation of Positive Behavior Support. These staff include an Intervention Specialist and a Student -Family Resource Specialist.


Describe the success from the first year plan. School Value Added: Multi-year PSSA Math results for all grades combined improved from 60.2 to 62.8%. Multi-year PSSA Reading results for all grades combined improved from 40.9 to 47.6%. School strategies were implemented as noted. District Observation, Supervision, and Evaluation process is utilized to provide regular feedback to teachers regarding their practice with a focus on student engagement. District level administrators have also supported the O/S/E process in their given area of expertise. Data Collection and Analysis Procedures and Data Informed Instruction: Constructed Response, DIBELS and CDT data is used along with curriculum based assessments to plan and deliver instruction aligned to the PA Core. Teacher collaborative planning exists as well as grade level monthly data meeting with principal and reading support teacher. In addition, teachers meet 3x/year with principal on SLO data. Differentiated Instruction is provided to enhance and support student assessment data, ELL and IEP student needs. Students receive instruction/exposure to grade level content and standards as appropriate with additional targeted instruction based on given needs. Collaborative planning exists throughout the week to allow teachers (classroom, ELL and Special Ed) to review and discuss student outcomes and plan accordingly. Professional Development targeting instructional best practices (small group math instruction and text dependent analysis/constructed response) and use of data to make informed decisions occurs during morning PD, 2nd early release Wed. as well as monthly grade level meetings. Implementing Core Instruction with Fidelity has been and will continue to be an area of improvement as well. Effective core instruction includes whole group, small group and independent practice during the 90 minute literacy block and 60 minute math block using the curriculum and instruction guides aligned with PA Core to implement instruction.

Describe the continuing areas of concern from the first year plan. School Performance Profile Score is 63.8. We are still currently identified as a Priority School as a result of receiving School Improvement Grant funds. School Value Added: Significant evidence that the school did not meet the standard for PA Academic Growth in the area of 5th grade Writing. We had 40.91% Proficiency in Reading for All Students; 39.8% for Historically Underperforming. In Writing our All students achieved 29.79% Proficiency; Historically Underperforming 28.7%.

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PVAAS data from the 2013 Writing PSSA indicated significant evidence that Price School did not meet the standard for PA Academic Growth.

Describe the initiatives that have been revised. Use of Technology The addition of iPads, Smart Boards and Smart tables will be a way to increase student engagement and provide individual instruction in the classroom. Training will be provided not only for the actual use but the best implementation into instruction. School Implementation steps for continued growth:

• Document teacher effectiveness and consistent implementation of standard aligned instruction during O/S/E monitoring and evaluation

• Continued professional development examining student work to improve rigor and meet the PA core requirements

• Review and revise implementation and delivery of instructional interventions

• Use of O/S/E monitoring to share building wide trends and concerns and provide support through coaching

• Teacher participation in peer observations will be utilized to ensure vertical and horizontal alignment with targeted professional development

• Continued work in improving writing across the curriculum

• Instructional emphasis on writing across the curriculum, text dependent analysis and Collins Writing

• Refining use of student data in order to individualize instructional practices

price el sch - the school district of lancaster · price el sch 615 fairview ave . lancaster, pa...

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