school improvement plan guidelines and process i. school ... · 1. articulate their career...

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School Improvement Plan – Guidelines and Process

I. School Level Narrative

School Building Information

Local Education Agency (LEA) Name School Building Name

Chambersburg Area School District/Chambersburg Area Senior High School

4-Digit School Building Code

2191

School Street Address

511 South Sixth Street, Chambersburg, PA 17201

A. School Improvement Committee

Committee Members and Positions in School/Community:

Name Position/Role

Building/Group/Organization

Steering Committee

Dr. Crystal Lautenslager Director of Educational

Programming

CASD/Admin

Dr. Janet Foor Director of Special Education CASD/Admin

Amy Boyer ESL Head Teacher CASD/CASHS

Luann Fretz Transition Coordinator CASD/Admin

Janet Hasis K-12 ESL Supervisor CASD/Admin

Dionne Martin K-12 English Supervisor CASD/Admin

Cody Moser Special Education Teacher CASD/CASHS

Bradley Ocker Building Principal CASD/CASHS

Yvonne Wentz K-12 Math Supervisor CASD/Admin

Daniel Watkins K-12 Special Education CASD/CASHS

Jennifer Morris LS Parent CASHS

Kian Patillo Student CASHS

CASHS Action Plan

Committee

Dr. Lisa Schoenleber Assistant Principal CASD/CASHS

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Eric Reed Social Studies Teacher CASD/CASHS

LeAnne Park Special Education Teacher CASD/CASHS

Megan Skultety Special Education Teacher CASD/CASHS

Emily DiZebba English Teacher CASD/CASHS

Nichole Kunkle Math Teacher CASD/CASHS

Mikala Duffield Science Coach CASD/CASHS

Rebecca Petersheim English Coach CASD/CASHS

Lissett Jones Assistant Principal/ESL lead CASD/CASHS

Shelby Sellers ESL Teacher CASD/CASHS

ESL Parent

ESL Student

Special Education Parent Jennifer Morris CASHS Parent

Special Education Student Kian Patillo CASHS Student

Outline efforts school leaders took to ensure that the committee is comprised of a diverse group of

stakeholders who are involved and invested in LEAs, schools, programs, and outcomes for students

(leadership, teachers, parents, students, community partners, LEA leadership or staff, governing board

leadership or designee, elected officials advocacy organizations). The Steering Committee is comprised of a representative sample of the targeted subgroups at the district level

along with district level and building level school leaders. The CASHS Action Plan Committee members were

selected because they represented the targeted subgroups. In addition, the CASHS Action Plan Committee

comprised of teachers in the four main content areas: English, math, science, and social studies in grades nine

and ten. In grades nine and ten, students will take the Keystone algebra and literature exams. In addition to

teachers, the English and Science coaches were selected because they can help teachers plan and model lessons

that focus on addressing the needs of the building.

Describe the role of the committee in developing this school improvement plan, as well as the intended

role of the committee in the implementation and monitoring of the plan.

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The steering committee met to determine the district-wide and CASHS needs assessment tools. All committee

members agreed that two essential practices emerged as areas of focus: Essential Practice # 5 - .Provide frequent,

timely, and systematic feedback and support on the instructional process and Essential Practice #13 Implement a

multi-tiered system of supports for academics and behavior.

Once the needs assessment was completed, the committee determined the challenges and root causes for those

challenges. Next, the steering committee created priority statements, including a rationale for each for each

priority statement. Lastly, they created measurable goals for each of the priority statements.

This information was shared with the CASHS Action Plan committee. That committee reviewed the resources

provided by the state to select research-based strategies to include in the action plan. This committee will meet

quarterly to review the data set forth in the action plan. In addition, CASHS administrators will meet monthly to

discuss the selected strategies and any data related to the measurable goals and action plan.

B. School Level Vision for Learning

Long-term Vision and the Measures of Success

Long-Term Vision for Students

What will students know and be able to

demonstrate upon leaving the school?

Measures of Success

How will you know you are on track to achieving

your vision or students?

Prepare students for any career by providing

effective instruction that enhances the

comprehension, analysis, and communication

skills in all content areas.

1. Articulate their career skills…..Senior exit

interview (rubric)

2. Scribe their career abilities/assets…..resume

3. Perform academically to meet district

graduation requirements…..graduation rate

II. School Level Needs Assessment

A. Identified School Community Needs:

Describe how the LEA and school engaged in timely and meaningful consultation with a broad range

of stakeholders (e.g., families, students, educators, community partners) and examined relevant data

(e.g., student, educator, and community demographics; student achievement and growth; student and

teacher attendance; student behavior; documents; classroom observations; surveys; focus groups;

budget/allocation of finances) to understand the most pressing needs of students, educators, and/or

other members of the school community and the potential root causes of those needs.

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The first step was to establish a steering committee. This committee was a representative sample of teachers,

administrators, parents, and students of the TSI targeted subgroups. Monthly meetings were established

where the members of the steering committee met at the district administration office to determine the

district-wide and CASHS needs assessment tools. From these meetings, state and local created Google

surveys were discussed for each of the various stakeholders: teachers, students, parents, and community

members. Links to the teacher, parent and community surveys were sent in an email blast (mass

communication) by the Chambersburg Area School District marketing department on March 5, 2019.

Student surveys were administered during the school days on March 11 and 12, 2019. The steering

committee began analyzing survey data on March 25, 2019. The survey data was compared to each of the

corresponding questions linked to educational practices. Discussions referenced the 18 essential practices

and look fors from the Pennsylvania Essential Practices for Schools: Indicators of operational

Implementation. The Fist to Five tool was used to determine consensus among members of the steering

committee for the top two most needed essential practices (data supported challenges): #5 and #13. These

two challenges are the focus for the Chambersburg Area Senior High School.

B. Based on your data analysis, what are your data-supported strengths?

Strengths Supporting Evidence from Needs Assessment

#15 Partner with local businesses,

community organizations, and other

agencies to meet the needs of the

school

We have a lot of Special Ed and general education

partnerships, students can volunteer with local

businesses. Internships are available. Stan identified

many businesses that are already partnering with the

school. Goal is always to develop more partnerships

(including paid). Summit Health CNA program will

train and offer a job. These partnerships are helping

our economically disadvantaged students. We would

want extend the internships, apprenticeships, etc. (per

the state identified next steps) but we aren’t there yet.

We do it but don’t track. We need to document it more

and make it accessible to all students and extend our

reach on a more regular basis with (maybe) the

Chambersburg Chamber of Commerce or the

Employability Group. Reaching out to alumni (Special

Education) and asking where are they - extend to all

students? Workforce development grants?

More students, who are in life skills classes and on the

Autism Spectrum are placed, but perhaps ES students

and those with disabilities may not be collectively

monitored. ELs are being offered more opportunities,

but not sure there is a data system in place. Building a

bridge around data and what our businesses need. How

are we celebrating the success of our students who are

career ready? (National Signing Day with Local

Businesses). JLG (Construction Company) is

identifying students who will be guaranteed a job. New

counselor for College and Career Readiness will be

hired next year for grades 9-10 focus.

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C. Based on your data analysis, what are your data-supported challenges? (You

will need to identify two or three of these challenges that will be prioritized and

addressed in this plan.) Check each challenge that will be a priority in your

plan.

Challenges Supporting Evidence

from Needs Assessment

Priority

for

Planning

Primary Root Cause

5. Provide frequent, timely,

and systematic feedback and

support on the instructional

process.

SLOS are operational, but

may not be detailed enough

Used to have individual

teacher goals and met at the

beginning of the year to

review, but not something we

do anymore.

Educator in the Workplace (22

staff members) specifically

looking at how to embed what

they have learned from an

employer into their lessons.

Thinking about our Special

Populations – how would

those teachers answer this?

Does not feel like a system is

in place yet.

Someone said this feels like it

is so important that is almost a

foundational piece that needs

to be in place for the other

four to be in place.

Why the disconnect between

what teachers perceive and

what the team is sensing?

Feel like only the minimum

requirements are getting done,

which may not be enough for

teachers to really grow

X Lesson planning-Lack of:

● Consistent

monitoring/feedback

● Collaboration

● Time

● Best practices

● Professional

development

12. Collectively shape the

vision for continuous

improvement for teaching

and learning

From a math perspective this

seems to fall apart in the

classroom. Getting a sense

that this is not systematic. Feel

like this is not something that

is able to be supported from

the special education lens.

Feel like we are unable to

support Sp Ed teachers in

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professional development.

The staff may be in place to

support and train, but their

duties are so vast that they do

not have the time to devote to

it because of other

responsibilities. We have the

expertise on staff, and access

to the IU supports, but it has

not been a priority because of

other priorities. On time,

achievement, showing respect,

helping others, school pride.

13. Implement a multi-tiered

system of supports for

academics and behavior

Special Education has this

built into how they do

business but it is not

necessarily there for students

who do not qualify for special

education services, but still

may be in need of support.

Through the SSIP, there is an

early warning dashboard

system in order to intervene

early and prevent potential

failure to graduate.

Does not have to be a PDE

created process, the High

School has been able to use

that process effectively.

Structure for Special

Education supports some of

these processes better than in

the general education

population. Time is a critical

piece of this - has to be

structured and data needs to be

reviewed by staff. From an

admin perspective

conversations are around how

we build an MTSS system.

Met with statewide PVAAS

team and became evident from

the ono-on-one meetings that

we need to fix core instruction

first.

X Deficiencies in Tier 1 instruction

and lack of an MTSS team and

process.

18 Monitor and evaluate the

impact of professional

learning on staff practices and

Not able to get here because

the PD is rarely offered to

everyone at the same time that

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student learning needs it.

D. Established Priorities and Aligned Outcome Categories

Based on your prioritized challenges, develop, in specific detail, two to three high-leverage priority

statements to focus your improvement plan. In drafting priority statements, your team will turn each

prioritized challenge into an actionable statement that explains how the school plans to address the

primary root cause of the challenge. Indicate which Outcome Category will be most directly impacted

by focusing on the priority statement, by selecting the category that is best aligned to the priority statement

from the drop-down menu under “Outcome Category.”

Priority Statements Rationale Outcome Category

#5 Teachers will demonstrate their

understanding of instructional

expectations through lesson planning and

observable classroom practices monitored

by school leaders.

If teachers demonstrate their

understanding of instructional

expectations through lesson

planning and observable classroom

practices monitored by school

leaders then building leadership will

be able to provide frequent, timely,

and systematic feedback and

support on the instructional process.

Essential Practices

Condition 1 - Focus on

Continuous

Improvement of

Instruction

#13 Teachers and school leaders will

make adjustments to instruction and

behavioral supports to increase student

success.

If teachers and school leaders make

adjustments to instruction and

behavioral supports then a MTSS

team and process can be developed

and implemented.

Essential Practices

Condition 3 - Provide

Student-Centered

Support Systems

III. Measurable Goal Statements

Measurable Goals: Develop SMART Goals for each established Priority. To maintain focus on priorities,

no greater than 2 measurable goals per priority is recommended.

Priority Statement #1: Teachers will demonstrate their understanding of instructional expectations through

lesson planning and observable classroom practices monitored by school leaders.

Measurable Goal #1 Quarterly Benchmark #1

(September 30, 2019)

Quarterly Benchmark #2

(December 31, 2019)


(March 31, 2020)

By June 30, 2020, after

school leaders conducted

random walkthroughs of

all teachers, 90% of them

will have met at least

75% of the instructional

80% of the teachers will

be trained in the CASD

Instructional Framework.

90-100% of the teachers

will be trained in the

CASD Instructional

Framework.

All of the previously

After conducting random

walkthroughs of all

teachers, 85% of them

will have incorporated

60% of the Instructional

Framework components

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expectations. trained teachers will have

incorporated 50% of the

Instructional Framework

components into lesson

plans and classroom

instruction

into lesson plans and

classroom instruction

Measurable Goal #2 Quarterly Benchmark #1



(December 31, 2019)


(March 31, 2020)

By June 30, 2020, 70%

of the students who took

the 2019-2020 Keystone

Literature Assessment

will score proficient and

60% of the students who

took the 2019-2020

Keystone Algebra

Assessment will score

proficient.

By June 30, 2020,

students who took the

2019-2020 Keystone

Literature and Algebra

Assessments will

demonstrate an academic

growth standard of 70 or

higher (Light Blue or

Dark Blue).

Implement a common

assessment from the new

literacy curriculum and

continue to implement

common assessments

from the algebra

curriculum to determine

baseline data.

Conduct 1-1 student

teacher conference for

students to establish

individual goals for

student learning based on

the CDT. By September 30, 2019,

25% students with

disabilities will score on

level in math and 30% will

score on level in ELA on

the Classroom Diagnostic

Tools.

Administrators and

teachers will interpret

baseline Common

Assessment data, CDT

data, and course grades

for literature and algebra.

Conduct 1-1 student-

teacher conference to

review performance and

refine individual student

goals for the course.

By December 31, 2019,

25% students with





Tools.

Conduct 1-1 student

teacher conference for

students to revise

individual goals for

student learning for

literature and algebra.

Administrators and

teachers will interpret

baseline and Common

Assessment data, CDT

data, and course grades

to revise instructional

plan for

By March 31, 2020,

25% students with





Tools.

Priority Statement #2:

From the analysis of student data, stakeholders will make adjustments to instruction and behavioral supports to

increase student success.

Measurable Goal # 1 Quarterly Benchmark #1



(December 31, 2019)


(March 31, 2020)

By June 30, 2020

CASHS will develop

School-Wide Positive

Behavior Interventions at

the universal level and

they will be implemented

with 60% fidelity across

all grade levels as

Core Team established

and completed the

readiness checklist and

the letter of commitment

for the network.

(Using the Team

Implementation

MTSS Core Team will

review and revise school-

wide expectations, as

well as developing the

matrix

(Using the Team

Implementation

The MTSS Core Team

will begin development

of the instructional

lessons to be part of Tier

1 universal layer.

(80% of the staff will

support the

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measured by the

Benchmarks of Quality.

Checklist, the PBIS team

will have completed

Action Steps 1-9)

Checklist, the SWPBS

Team will have

completed Action Steps

9-14)

implementation of SW as

measured through the

Self-Assessment Survey

included as part of

PAPBS Network

Commitment.

Using the Team

Implementation

Checklist, the SWPBS

Team will have

completed Action Steps

15-22)

BOQ

TIC

PBIS Flyer

IV. Action Plans

A. Evidence-Based Strategies

Once needs have been identified, the school improvement committee (in consultation with other stakeholders)

will select evidence-based strategies that align with your priority statements that the school community has the

capacity to implement. By using rigorous and relevant evidence and assessing the local capacity to implement

the strategy (e.g., funding, staff, staff skills, and stakeholder support), schools are more likely to implement

interventions successfully.

For each measurable goal, identify an evidence-based strategy that has a high likelihood of success in your

school.

Priority Statement #1: Teachers will demonstrate their understanding of instructional expectations through

lesson planning and observable classroom practices monitored by school leaders.

(If teachers demonstrate their understanding of instructional expectations through lesson planning and

observable classroom practices monitored by school leaders then building leadership will be able to provide

frequent, timely, and systematic feedback and support on the instructional process.)

Measurable Goals Evidence-Based Strategy

By June 30, 2020, after school leaders

conducted random walkthroughs of all

teachers, 90% of them will have met at

least 75% of the instructional

expectations.

1. Instructional Coaching - Instructional coaching (Tier 3) helps

teachers take all ideas and practices learned and implement

them in useful ways to foster student achievement. They

provide intensive, differentiated support and observe

educators teaching practices so they can provide constructive

feedback. They also actively engage teachers in supportive

practices that are embedded in meaningful growth

conversations. (Thomas, et al., 2015)

2. Organizing Instruction and Study to Improve Student

https://drive.google.com/file/d/1NEJO_G99mCnaYZdkcSwLkugDXGxw3XZp/view?usp=sharing

https://drive.google.com/file/d/18fzNhA6BylOhMLUs1ATRtkCJdo7rwf-q/view?usp=sharing

https://docs.google.com/presentation/d/1NyWrMhcxjX1-hLRf8AHb4Oe_z6uKL3x4Hhurzc7-qOA/edit?usp=sharing

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Learning -

● Space learning out over time (Tier 2)

● Interweave worked example solutions with problem-solving

exercises. (Tier 2)

● Combine Graphics with verbal Descriptions (Tier 2)

● Connect and integrate abstract and concrete representations

of concepts. (Tier2)

● Use formative assessments to promote learning and to

introduce a new topic. (Tier 3)

● Use formative assessments to promote learning and to re-

expose students to key content. (Tier 1)

● Help students allocate study time efficiently. Use tests and

quizzes to identify content that needs to be learned. (Tier 3)

● Ask deep explanatory questions. (Tier 3)

Instructional Framework (Zepeda & Lanoe):

Opening: Beginning of Lesson (Tier 1)

o Communicates essential question and expected

learning outcomes

o Connects previous lesson/prerequisite

knowledge to new learning

o Introduces activity that is centered on standard

and/or essential question

Mini-lesson: (Tier 1)

o Contains modeling while referencing standards

and key vocabulary

o Includes exemplars that meet or exceed standard

Work Session: (Tier 1 or 2)

o Provides time for students to practice the new

content and/or elements of standards by

demonstrating relevant, real world applications

o Provides opportunity for students to demonstrate

their thinking

Assessment: (Tier 1)

o Contains evidence of ongoing formative

assessment measures to inform teacher of

necessary adjustments to instruction

o Contains evidence of the use of summative

assessment measures in order to indicate that

students have mastered standards taught

Closing: (Tier 1)

o Confirms conceptual understanding by linking

back to the opening and the targeted

standard/essential question

o Provides time for students to give and receive

feedback, clarify understanding, and summarize

what was learned

Reflection: (Tier 1, 2, and 3)

o Includes analysis of how students performed

during this lesson (successes and struggles)

Differentiation: (Tier 1, 2, and 3)

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o Includes a plan for various levels of students in need of additional and/or different forms of instruction o Includes a plan for flexible grouping for students in need of additional support

o Instruction is specific and intentional to accommodate individual student needs

By June 30, 2020, 70% of the students

who took the 2019-2020 Keystone

Literature Assessment will score

proficient and 60% of the students who

took the 2019-2020 Keystone Algebra

Assessment will score proficient.

By June 30, 2020, students who took

the 2019-2020 Keystone Literature and

Algebra Assessments will demonstrate

an academic growth standard of 70 or

higher (Light Blue or Dark Blue).

"The Early Warning Intervention and Monitoring System is a systematic

approach to identifying students at risk of not graduating on time,

assigning them to interventions, and monitoring their progress. The goal

is to get at-risk students back on track for on-time graduation."

(American Institutes for Research) - Tier 1 Evidence

Priority Statement #2: From the analysis of student data, stakeholders will make adjustments to instruction

and behavioral supports to increase student success.

Measurable Goals Evidence-Based Strategy

By June 30, 2020 CASHS will develop

School-Wide Positive Behavior

Interventions at the universal level and

they will be implemented with 60%

fidelity across all grade levels as

measured by the Benchmarks of

Quality.

“Positive Behavior Intervention and Supports (PBIS) establishes

school wide systems of support that include practice strategies for

defining, teaching, and supporting appropriate student behaviors to

create positive school environments. The PBIS process emphasizes

the creation of systems that support the adoption and durable

implementation of evidence-based practices and procedures, and fit

within ongoing school reform efforts.” (PBIS, 2019) - Tier 1

Evidence.

"The Early Warning Intervention and Monitoring System is a systematic

approach to identifying students at risk of not graduating on time,

assigning them to interventions, and monitoring their progress. The goal

is to get at-risk students back on track for on-time graduation."

(American Institutes for Research) - Tier 1 Evidence

B. Action Plan Steps

An Action Plan template is provided to develop action steps to meet each measurable goal.

Each Action Plan has these critical components for each Priority/Measurable Goal:

https://www.evidenceforpa.org/strategies/1

https://www.evidenceforpa.org/strategies/1

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● Action Steps – List what is to be accomplished in each step.

● Material/Resources/Supports Needed

● Person/Position Responsible

● Implementation Timeline

● Anticipated Outputs – what do we want to accomplish within each Action Step?

● Monitoring/Evaluation Plan

● If a professional development action step or component of this goal, complete Professional

Development Plan information template.

Expenditures:

Describe how funding will be used to implement the Action Plans. Include a brief description of each

expenditure, funding source (Title 1, General fund, IDEA, etc.), and costs for each needed expenditure.

Professional Learning Opportunities:

The following information is to be completed for professional development components for each of the

Priority Goals:

● Goal Statement – General Description of Presentation

● Audience,

● Topics to be Included

● Evidence of Learning

● Anticipated Timeframe

● Lead Person/Position

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School Level Action Plans

Priority #1 – Measurable Goal #1:

By the end of the 2019-2020 school year, after school leaders conducted random walkthroughs of all

teachers, 90% of them will have met at least 75% of the instructional expectations.

_

Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve this goal.

Action Steps Materials/Resources/S

upports Needed

Person(s)/Positio

n Responsible

Implementation

Timeline

1. During the beginning of the year in-service

days, the TSI plan will be shared with all

CASHS staff (including Special Education

and ELL Department members). A specific

training will include the Instructional

Framework and the observable practices for

Instruction (walkthrough form). Then, during

the specific department meetings that follow

the full group introduction, department

coaches, teacher leaders, and supervisors will

reinforce the Instructional Framework and

walkthrough training. Follow-up will occur

during scheduled PLC time weekly.

Reminders for TSI related items will be sent

out via email.

Designated time during

the August in-service

days

Director of

Educational

Programming

*CASHS Building

In-service:

Building Principal

*Depart Mtgs:

Coaches/Teacher

Leaders/Content

Supervisors

(CASHS

Administrators)

*PLC Mtgs:

Coaches/Supervis

ors

August (19, 20, or 21) 2019

2. Between the beginning of the year and

October 31,2019, teachers who missed the

August in-service training or new teachers

will receive the CASD Instructional

Framework training across two PLCs.

Designated time for

two PLC meetings

Director of

Educational

Programming

CASHS Building

Principal,

Coaches/Teachers

Leaders, Content

Supervisors

(CASHS

Administrators)

will collaborate to

train

By October 31, 2019

3. CASHS Administrators will begin

classroom walkthroughs. Walkthroughs will

provide feedback and targeted instructional

guidance and support to the classroom

teachers to encourage and eventually

ascertain their implementation of the CASD

Instructional Framework.

CASD Walk-Through

Form with a focus on

the CASD Instructional

Framework

Director of

Educational

Programming

All CASHS

Administrators

August 2019-December

2019

● September: 25% of

trained teachers

● October: 50% of

trained teachers

● November: 75% of

trained teachers

● December: 100%

of trained teachers

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4. CASHS Administrators will review

teachers’ lesson plans to determine the

teachers’ implementation of the CASD

Instructional Framework. Targeted

instructional guidance, support, and feedback

will be given to teachers.

CASD lesson plan

templates to include a

focus on the CASD

Instructional

Framework

components

Director of

Educational

Programming

All CASHS

Administrators

January 2020-March 2020

● January: 50% of

the Instructional

Framework

components are

observable

● March: 60% of the

Instructional

Framework

components are

observable

● May: 75% of the

Instructional

Framework

components are

observable

5. CASHS Action Plan Committee will meet

one time every two weeks for half of a school

day to organize the logistics of TSI Action

Plan Implementation.

Substitutes Director of

Educational

Programming

CASHS Action

Plan Committee

One time every two weeks

beginning August 13, 2019

and ending on or before

May 30, 2020

Anticipated Outputs:

● Action Step 1 should meet or exceed the Benchmark #1 goal: 80% of the teachers will be trained in the CASD

Instructional Framework (by 9/30/2019).

● Action Steps 2 and 3 should meet or exceed the Benchmark #2 goals: 90-100% of the teachers will be trained in the

CASD Instructional Framework and all of the previously trained teachers will have incorporated 50% of the

Instructional Framework components into lesson plans and classroom instruction (by 12/31/2019).

● Action Step 4 should meet or exceed the Benchmark #3 goal: After conducting random walkthroughs of all

teachers, 90% of them will have incorporated 75% of the Instructional Framework components into lesson plans

and classroom instruction by June 30, 2020.

● Walkthrough data and lesson plan analysis will be shared in PLCs, faculty meetings, and via Google Docs.

Throughout the school year, exemplars will be shared for each of the components of the Instructional Framework.

Monitoring/Evaluation Plan:

● CASHS Action Plan Committee will create a tracking document to show when and which CASHS teachers have

been trained on the CASD Instructional Framework (80% trained by 9/30/19 and 100% by 12/31/19).

● Assistant Principal of CASHS Action Plan Committee will pull walkthrough data to analyze when and which

CASHS teachers have had walkthroughs completed with lesson plans available on or after the benchmark end dates

to assure that benchmark goals have been met.

Expenditures: Describe briefly how funding will be used implement the action steps outlined for this goal.

Expenditure (Brief

Description)

Funding Source Cost

Substitutes CASD $125/sub/day/teacher

Professional Learning - Describe the Professional Development Plan to achieve this goal.

Professional Learning Goal: All CASHS staff (including Special Education and ELL

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Department members) will be trained on the eight components of the Instructional Framework

and the observable practices for Instruction (walkthrough form), so they are able to

demonstrate their understanding of instructional expectations through lesson planning and

observable classroom practices.

Audience

All CASHS staff

Topics to be Included

Lesson Plan Components: Standards, Opening, Active Instruction/Mini-

lesson, Work Session, Differentiation, Assessment, Closing, and Reflection

Observable Practices for Instruction: Higher Order Thinking and Problem

Solving, Interactive Teaching and Learning, Student Talk, Hands-On Learning,

Vocabulary

Evidence of Learning

In PLCs, teachers will create an exemplar lesson plans

that include all of the lesson plan components and

opportunities for observable practices for instruction.

These will be submitted to the Building Principal,

reviewed by the administrative team, and returned to

PLCs with targeted feedback.

Anticipated Timeframe

August In-Service

Lead Person/Position

Building Principal and Administrative Team

Professional Learning - Describe the Professional Learning Plan to achieve this goal.

Professional Learning Goal 2: Between the beginning of the year and October 31, 2019,

teachers who missed the August in-service training or new teachers will receive the CASD

Instructional Framework training across two PLCs, so they are able to demonstrate their

understanding of instructional expectations through lesson planning and observable classroom

practices.

Audience

CASHS teachers who did not attend August in-service

Topics to be

Included

Lesson Plan Components: Standards, Opening, Active Instruction/Mini-lesson,

Work Session, Differentiation, Assessment, Closing, and Reflection

Observable Practices for Instruction: Higher Order

Thinking and Problem Solving, Interactive Teaching and

Learning, Student Talk, Hands-On Learning, Vocabulary

Evidence of

Learning

Independently or in small groups, teachers will create an

exemplar lesson plan that includes all of the lesson plan

components and opportunities for observable practices for

instruction. These will be submitted to the Building

Principal, reviewed by the administrative team, and returned

to PLCs with targeted feedback.

Anticipated

Timeframe

Enter Start Date: Anytime in August, 2019

Anticipated Completion Date: December 31, 2019


Building Principal and Admin Team

| 27

Priority #1- Measurable Goal #2: ● By December 4, 2019 MTSS Core Team will share documentation/protocols for collecting and

analyzing literacy, math, social studies, and science data on a predetermined schedule with all high

school staff.

● By June 30, 2020, 70% of the students who took the 2019-2020 Keystone Literature Assessment will

score proficient and 60% of the students who took the 2019-2020 Keystone Algebra Assessment will

score proficient.

● By June 30, 2020, students who took the 2019-2020 Keystone Literature and Algebra Assessments will

demonstrate an academic growth standard of 70 or higher (Light Blue or Dark Blue).


Action Steps Materials/Resources/Suppo

rts Needed

Person(s)/Position

Responsible

Implementation

Timeline

On August 13, the CASHS

Action Plan Committee will

be trained on the Early

Warning System (EWS)

and MTSS system housed

in Sapphire, the Student

Information System used

by CASD.

Trainer for MTSS and EWS,

computers, projector,

network, software access

Director of Educational

Programming and CASHS

Assistant Principal

By August 13, 2019

By September 30, 2019,

students will have completed

the first administration of the

ELA and Algebra CDTs.

SAS-DRC CDT exams,

schedule, and computer

lab/mobile carts


Programming

Teacher leaders/coaches

and content teachers

By September 30,

2019

Conduct 1-1 student/teacher

conference for students to

establish individual goals for

student learning based on the

CDT.

CDT student results and

goal setting tool


Programming



By September 30,

2019

Review Students with

Disabilities and ELL students in

grades 9 and 10 using the EWS

Computers Director of Educational

Programming, CASHS

Action Plan Committee

By September 30,

2019

By December 31, 2019,

students will have completed

the second administration of the

ELA and Algebra CDTs.

SAS-DRC CDT exams,


lab/mobile carts


Programming



By December 31, 2019

Conduct 1-1 student/teacher

conference for students to

review performance and refine

individual goals for student

learning for the content course

CDT student results and

goal setting tool


Programming




| 27





Programming, CASHS



By March 31, 2020, students

will have completed the third

administration of the ELA and

Algebra CDTs.

SAS-DRC CDT exams,


lab/mobile carts


Programming



By March 31, 2020





Programming, CASHS


By March 31, 2020

CASHS Action Plan Committee

will meet monthly to review the

plan in progress and the

findings will be shared with

administration, teachers, and

counselors.

The plan will be reviewed by a

member of the steering

committee to ensure all steps

are completed.

-CDT data compiled by

content area to include

targeted sub groups by

teacher leaders/coaches and

data from Data Mining

program from Sapphire

-Room with projection

capabilities


Programming

CASHS Action Plan

Committee

Monthly, starting

September 1, 2019 -

May 30, 2020


will meet quarterly with

administration and

counselors/school psychologist

to review and discuss targeted

sub groups.

The plan will be reviewed by a

member of the steering

committee to ensure all steps

are completed.








capabilities


Programming

CASHS Action Plan

Committee, administration,

counselors, school

psychologist, Assistant


Programming

Superintendent of Pupil

Services, and the ELL

Supervisor

Quarterly by October

25, 2019, Jan 16,

2020, March 25, 2020,

May 29, 2020 (end of

marking periods)


● Action Step 1 and 2 should meet or exceed the Benchmark #1 goals: Implement a common assessment from the

new literacy curriculum and continue to implement common assessments from the algebra curriculum to

determine baseline data and conduct 1-1 student teacher conference for students to establish individual goals for

student learning based on the CDT.

● Action Steps 3, 4, 6, and 7 should meet or exceed the Benchmark #2 goals: Administrators and teachers will

interpret baseline Common Assessment data, CDT data, and course grades for literature and algebra and

conduct 1-1 student-teacher conference to review performance and refine individual student goals for the

| 27

course, as well as achieve 25% students with disabilities will score on level in math and 30% will score on level

in ELA on the Classroom Diagnostic Tools.

● Action Step 5, 6, and 7 should meet or exceed the Benchmark #3 goals: Conduct 1-1 student teacher conference

for students to revise individual goals for student learning for literature and algebra, and administrators and

teachers will interpret baseline and Common Assessment data, CDT data, and course grades to revise

instructional plan, as well as, achieve 25% students with disabilities will score on level in math and 30% will

score on level in ELA on the Classroom Diagnostic Tools.

● All actions steps should meet or exceed the Overall Measurable Goals #2: By June 30, 2020, 70% of the

students who took the 2019-2020 Keystone Literature Assessment will score proficient and 60% of the students

who took the 2019-2020 Keystone Algebra Assessment will score proficient and students who took the 2019-

2020 Keystone Literature and Algebra Assessments will demonstrate an academic growth standard of 70 or

higher (Light Blue or Dark Blue).


CASHS Action Plan Committee will acquire the compiled data of the CDT administration results, MTSS, and the Early

Warning System, and maintain minutes from monthly and quarterly meetings to monitor and assure that benchmark

goals have been met.

Expenditures: Describe briefly how funding will be used to implement the action steps outlined for this goal.

Expenditure (Brief Description) Funding Source Cost

Substitutes CASD $125/sub/day/teacher


Professional Learning Goal 1:

Audience



MTSS and Early Warning System in Sapphire


CASHS Action Plan Committee members will be able to begin using these

programs to monitor students’ academic, behavioral, and attendance data


Enter Start Date: August 13, 2020

Anticipated Completion Date: August 13, 2020


CASHS Assistant Principal


Professional Learning Goal 2:

| 27

Audience




Enter Start Date:

Anticipated Completion Date:


Priority #2 – Measurable Goal #1:

By June 30, 2020 CASHS will develop School-Wide Positive Behavior Interventions at the universal level and

they will be implemented with 60% fidelity across all grade levels as measured by the Benchmarks of Quality.

_


Action Steps Materials/Resources/Suppo

rts Needed

Person(s)/Position

Responsible

Implementation

Timeline

On August 13, the CASHS

Action Plan Committee will

be trained on the Early

Warning System (EWS) and

MTSS system housed in

Sapphire, the Student

Information System used by

CASD.

Trainer for MTSS and EWS,

computers, projector,

network, software access


Programming and CASHS

Assistant Principal

By August 13, 2019

By September 30, MTSS team

will meet with administration to

establish that: administration

must attend 80% of PBIS

meetings, define social behavior

as one of top three goals and

will actively participate in PBIS

training.

BOQ

TIC

PBIS Flyer


Programming

MTSS team; administration

By September 30,

2019

By September 30, MTSS team

will document faculty support

that school climate/discipline is

one of top 3 school

improvement goals; overview

provided to faculty with updated

plans and practices.

Online survey; “Friday

Focus”, CASHS/District

website; CASD Newsletter.


Programming

MTSS team; administration;

staff

By September 30,

2019





Programming, CASHS


By September 30,

2019

By September 30, MTSS Core Readiness Checklist Director of Educational By September 30,

https://drive.google.com/file/d/1NEJO_G99mCnaYZdkcSwLkugDXGxw3XZp/view?usp=sharing

https://drive.google.com/file/d/18fzNhA6BylOhMLUs1ATRtkCJdo7rwf-q/view?usp=sharing

https://docs.google.com/presentation/d/1NyWrMhcxjX1-hLRf8AHb4Oe_z6uKL3x4Hhurzc7-qOA/edit?usp=sharing

http://www.ci3t.org/wp-content/uploads/2018/09/Ci3T-Blueprint-D-Assessment-Schedule-18-19-2018-09-01.docx

| 27

Team established and completed

the readiness checklist and the

letter of commitment for the

network.

Letter of Commitment

Common

Assessments/Projects

Discipline Reports

Programming

MTSS Core Team,

Instructional Coaches

(Algebra, Literature,

Biology), Social Studies

supervisor

2019.

On November 11, 2019 MTSS Core

Team will attend the LIU 12 MTSS

Series-Secondary Training.

Series-Secondary Training Director of Educational

Programming MTSS Core Team

On November 11,

2019

By December 31 MTSS Core

Team will review existing

school discipline data and

summarize the results for staff.

The results will then be used to

revise school-wide expectations,

as well as develop the matrix

detailing behavior expected in

specific school locations.

School-wide expectations

Matrix


Programming

MTSS Core Team


On December 17, 2019 MTSS Core






By December 31, MTSS will define

3-5 school-wide behavioral

expectations and post them in

public areas of the school.


Programming

MTSS Core Team






Programming, CASHS



On March 6, 2020 MTSS Core





On March 6, 2020

The MTSS Core Team will

development and plan for the

delivery of instructional lessons

to be part of Tier 1 universal

layer. Lessons will include

examples and non-examples and

provide a variety of teaching

strategies.

Tier One Director of Educational


By March 31, 2019





Programming, CASHS


By March 31, 2020

By June 30, 2020, School Year the PBIS Matrix Director of Educational By June 20, 2020

http://www.ci3t.org/wp-content/uploads/2018/09/Ci3T-Blueprint-A-Primary-Tier-1-Plan-18-19-2018-09-01.docx

http://www.ci3t.org/wp-content/uploads/2018/09/Ci3T-Blueprint-C-Expectation-Matrix-18-19-2018-09-01.docx

| 27

MTSS Core Team will have

implemented a School wide

Positive Behavior System with

50% fidelity as measured on a

Benchmark of Quality.



will establish a clear mission

and purpose through monthly

meetings to review the plan in

progress; the findings will be

shared with administration,

teachers, and counselors.

Agenda, meeting minutes Director of Educational

Programming

MTSS Team

Monthly, starting

September 1, 2019 -

May 30, 2020

CASHS action plan committee

will meet quarterly with

administration and

counselors/school psychologist

to review and discuss targeted

sub groups.







(academic/behavioral data)


capabilities


Programming

CASHS Action Plan

committee, administration,


Programming

counselors, and school

psychologist

Quarterly by October

25, 2019, Jan 16,

2020, March 25, 2020,

May 29, 2020 (end of

marking periods)


● Action Steps should meet or exceed the Benchmark #1 goals: complete the readiness checklist and the letter of

commitment for the network. Common assessments and discipline data is collected.

● Action Steps should meet or exceed the goal for Benchmark #2: Documentation/protocols for collecting and

analyzing literacy, math, social studies, and science data on a predetermined schedule with all high school staff.

In addition, review and revise school-wide expectations, as well as develop the matrix.

● Action Steps should meet or exceed the Benchmark #3 goal: MTSS Core Team attends the LIU 12 MTSS

Series-Secondary training. (Tier 1 Instructional Lessons Created)

● All actions steps should meet or exceed the Overall Measurable Goals #1: By June 30, 2020, School Year the

MTSS Core Team will have implemented a School wide Positive Behavior System with 50% fidelity as

measured on a Benchmark of Quality.


CASHS Action Plan Committee will acquire the compiled data of the CDT administration results, MTSS, and the Early

Warning System, and maintain minutes from monthly and quarterly meetings to monitor and assure that benchmark

goals have been met.

Expenditures: Describe briefly how funding will be used to implement the action steps outlined for this goal.

Expenditure (Brief Description) Funding Source Cost

SUBSTITUTES CASD $125/sub/day

| 27


Professional Learning Goal 1: MTSS Core Team will attend three sessions of the LIU 12 MTSS Series-

Secondary training.

Audience

CASHS MTSS Core Team


PBIS design and implementation


PBIS Matrix

Tier One (Blueprint Materials/Resources A-F)


Enter Start Date: November 11, 2019

Anticipated Completion Date: March 6, 2019


Tanya Morret, LIU 12


Professional Learning Goal 2: CASHS Action Plan Committee will be trained for the MTSS and Early

Warning System components in the student information system, Sapphire.

Audience



MTSS, Early Warning System


Teachers will be able to use and understand these systems, which will be

implemented throughout the 2019-2020 school year


Enter Start Date: August 13, 2019

Anticipated Completion Date: August 13, 2019


Lisa Schoenleber/Assistant Principal - CASHS

http://www.ci3t.org/wp-content/uploads/2018/09/Ci3T-Blueprint-C-Expectation-Matrix-18-19-2018-09-01.docx

http://www.ci3t.org/wp-content/uploads/2018/09/Ci3T-Blueprint-A-Primary-Tier-1-Plan-18-19-2018-09-01.docx

| 27

III. Communications Plan for School Improvement

The success of a plan is how you communicate it to your staff, community, parents and students. Develop

steps to communicate components of your plan to your various levels of stakeholders.

Communication Steps and Timelines:

Communication Strategies

Audience

Purpose of Message

Anticipated Timeline

Meeting Educational

Programing

Department,

Special Education

Supervisor, ESL

Supervisor

Educational

programming started to

review TSI documents

received from the state

November 16, 2018

Email CASHS Building

Principal

Inform him of CASH

TSI designation

November 21, 2018

ATSI Workshop TSI targeted

schools

Receive more

information about TSI

November 27, 2018

Meeting CASHS

Superintendent,

Assistant

Superintendents,

Building Principal,

Special Education

Supervisor, and K-

12 Content

Supervisors

Review TSI category

data

December 3, 2018

Email CASHS Faculty

and Staff

Inform the teachers and

staff members of

CASHS TSI designation

December 4, 2018

Faculty Meeting CASHS Faculty

and Staff

Inform the teachers and

staff members of

CASHS TSI designation

December 12, 2018

Website/District

Newsletter/All Call

System

CASHS Parents,

Chambersburg

To inform the

community of CASHS

TSI status

December 13, 2018

Zoom meeting with Lauren CASHS Building Select Steering December 17, 2018

| 27

McCusker Principal, Director

of Educational

Programming

Committee members

Zoom meeting with IU 12 Director of

Educational

Programming,

CASHS Building

Principal, Special

Education and ESL

Supervisors

Networking with other

districts on TSI status

January 14, 2019

Zoom meeting with IU 12 #

2

CASHS Building

Principal, Special

Education and ESL

Supervisors

Networking with other

districts on TSI status

February 4, 2019

Steering Committee

Meeting

Steering

Committee

Introduce Process February 19, 2019

Marketing department Staff, Students,

Parents

Conduct Needs

Assessment (links to

surveys sent)

March 5, 11, and 12, 2019

Meeting with IU Director of

Educational

Programming,

CASHS, Special

Education and ESL

Supervisors

Networking meeting

with other districts

March 15, 2019

Steering Committee

Meeting

Steering

Committee

Prioritize

Challenges/Gain

Consensus

March 25, 2019

Steering Committee

Meeting

Steering

Committee

Review Root Cause

Analysis, Priority

Statements, Rationale,

Measurable Goals and

Brainstorm Potential

Action Steps

April 8, 2019

Meeting Director of

Educational

Programming and

Review work to date

and determine next

steps

May 1, 2019 and May 6,

2019

| 27

CASHS Assistant

Principal

Meeting CASHS Action

Plan Committee

Overview of TSI plan

and next steps

May 6, 2019 and May 16,

2019

Small Group Work

Sessions

CASHS Action

Plan Committee

Develop Action Steps May 21, 2019 and May 24,

2019

Share Copy of the plan Steering

Committee

Review Final Draft

Version before

Submission with all

component Parts

June 6, 2019

Board Review School Board,

Public Audience

Communicate plan to

school board and public

for review

June 11, 2019

Post finalized plan Public Post finalized plan on

CASD website

July 21, 2019, after PDE

Approval (July 2019)

Review of CASHS TSI Plan CASHS Action

Plan Committee

Communicate plan to

those responsible for

implementing priorities

and goal steps

August 13 2019

Beginning of year PD:

Present plan to staff

CASHS faculty,

staff, K-12

Supervisors,

Director of

Educational

Programming

Present plan and

goals/steps to all staff

August 21, 2019

Parent Night Parents Communicate

plan/goals with parents

September 12, 2019

Professional Development

presentation, Steering

Committee meeting

Staff, Steering

Committee

Review Interim Goals

and progress

Quarterly by October 25,

2019, Jan 16, 2020, March 25,

2020, May 29, 2020 (end of

marking periods)

Scheduling Night Parents Communicate

plan/goals with parents

January 29, 2020 (date to

be confirmed)

IV.

| 27

Plan Submission

Affirmations

The Building Administrator, Superintendent/Chief Executive Officer and President of the School

Board will affirm the following statements.

We affirm that our school has developed a School Improvement Plan based upon a thorough review of

the essential practices to advance educational programs and processes and improve student

achievement.

We affirm that the action plans that we will be implementing address our specific school needs,

include strategies that provide educational opportunities and instructional strategies for all students and

each of the student groups, increases the amount and quality of learning time, and provides equity in

the curriculum which may include programs, activities, and courses necessary to provide a well-

rounded education. These plans address the needs of all children in the school, but particularly the

needs of those at risk of not meeting the challenging State academic standards.

We, the undersigned, hereby certify that the school level plan has been duly reviewed by the Building

Administrator, 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 ESSA requirements

● Reflects evidence-based strategies that meet the three highest levels of evidence outlined in

ESSA

● Has a high probability of improving student achievement

● Has sufficient LEA leadership and support to ensure successful implementation

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