goode sch - ycs.k12.pa.us · goode sch 251 n broad st york, pa 17403-1367 717-849-1314 ... we are...

Goode Sch

Schoolwide Plan

07/01/2019 - 06/30/2020

2

School Profile

Demographics

Goode Sch 251 N Broad St York, PA 17403-1367 717-849-1314 Federal Accountability Designation: none Title I Status: Not Provided Schoolwide Status: Yes Principal: Robert James

Superintendent: Andrea Berry

Stakeholder Involvement Name Role

William McNelis Academic Recovery Liaison : School Improvement

Plan

Chantress Williams Building Principal : Schoolwide Plan

Susan Workinger Business Representative

Susan Workinger Community Representative : School Improvement

Plan Schoolwide Plan

Kim Pessognelli Ed Specialist - Other : School Improvement Plan

Schoolwide Plan

Lenid Keebaugh Elementary School Teacher - Regular Education :

School Improvement Plan Schoolwide Plan

Ann Lehmann Elementary School Teacher - Regular Education

Jeanne Lippy Elementary School Teacher - Regular Education :

School Improvement Plan Schoolwide Plan

Heather Smith Elementary School Teacher - Regular Education

Cindy Mummert Elementary School Teacher - Special Education

Sue Kanigsberg Intermediate Unit Staff Member : School

Improvement Plan Schoolwide Plan

Laura McCusker Intermediate Unit Staff Member : School


Brad Sterner Intermediate Unit Staff Member : School


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Deb Etter Parent : School Improvement Plan Schoolwide Plan

Ana Martin Parent : Schoolwide Plan

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Federal Programs

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 Coordinator of Federal Pragms meets with building leadership to discuss Title I; including audit preparation, budgeting , and Title I and Title III parent meetings. In addition, our IU12 representative to school imporvement meets as needed to support Goode School.

Provider Meeting Date

Type of Assistance

Goode School Title I 3/22/2018 PSSA Parent Prep Night

Lincoln Intermediate Unit 12 5/4/2018 Technical Support for SIP and Schoolwide Planning

The School District of the City of York

9/21/2017 Title I Parent Meeting

The School District of the City of York

4/9/2018 Title I binder preparation

Consolidation of Funds

Please indicate if your school/charter is consolidating state, local, and federal funds. (Your school/charter must keep on file an approval letter from your Regional Coordinator).

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

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Needs Assessment

School Accomplishments

Accomplishment #1:

Full implementation of ELA curriculum and math curriculum throughout school year and teachers

are actively using these new curricula. Looping is implemented in all 1st - 8th Grade classrooms with

cyclical discussions related to implementation.

Accomplishment #2:

Goode's Distributed Leadership Team continues to support curriculum, instruction, and assessment.

Members of the team serve as leaders for their grade level and champion the improvement efforts

within their classrooms.

Accomplishment #3:

Curriculum Coaches have been hired to support the instructional ELA program. Small group

instruction has been used to further support differentiation and tiered supports.

Accomplishment #4:

Instructional Infrastructure work ensures alignment between Goode initiatives and district-wide

work. The Battle of Buildings that took place establishes a strong sense of community among all

buildings.

Accomplishment #5:

Implementation of PBIS and Live School assists with providing positive incentives for students

consistently. In the 18-19 school year, Goode met Tier One Fidelity. Monthly PBIS Events and weekly

School Store prizes allow students to fully buy in to PBIS.

Accomplishment #6:

PRIDE room was implemented in 16-17. This has continued through 17-18 and 18-19. We have

showcased PRIDE Room activities during a board presentation last school year.

Accomplishment #7:

PVAAS data for the 18-19 school year indicated growth in all grade levels in both reading and math.

In 2018, all subject areas and grade levels were dark blue and green.

Accomplishment #8:

All classrooms have access to technology with the use of computers. We are completely 1:1 in all 1st-

8th grade classrooms. In 2019-2020 school year, kindergarten classrooms will be 1:1.

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School Concerns

Concern #1:

Goode showed evidence that the school did not meet the achievement levels for the PSSA in all grade

levels and subjects. We are continuing to show growth but achievement continues to be low. The use

of curriculum resources often guides instruction without thorough analysis of standards and student

individualized needs.

Concern #2:

With the use of PBIS, student behaviors have improved but more training is needed to help with

ongoing behavioral support. While we strive to begin implementation of Tier II PBIS supports, we

must continue to maintain Tier I practices.

Concern #3:

Materials are needed to support student needs across multiple grade levels and different learning

needs. Appropriate grade level materials and resources are needed to support students.

Concern #4:

Goode currently has 1:1 access to technology in most classrooms. We continue to need access to

computers in the event that a computer breaks or enrollment increases. We also need to expand our

use of computers in kindergarten classrooms.

Concern #5:

Goode strives to have teachers using best instructional practices. Many teachers do not use best

practices, but we continue to support the rest through classroom observations and coaching.

Programs to support teacher collaboration and reflection will assist with providing the best

instructional practices for students.

Concern #6:

Goode strives to bolster parent involvement with families through academic and social emotional

events. Family social events are well attended, but academically driven events continue to be an area

of concern. Varied event types and resources will assist with improving engagement.

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:

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Goode showed evidence that the school did not meet the achievement levels for the PSSA

in all grade levels and subjects. We are continuing to show growth but achievement

continues to be low. The use of curriculum resources often guides instruction without

thorough analysis of standards and student individualized needs.

Materials are needed to support student needs across multiple grade levels and different

learning needs. Appropriate grade level materials and resources are needed to support

students.

Goode currently has 1:1 access to technology in most classrooms. We continue to need

access to computers in the event that a computer breaks or enrollment increases. We also

need to expand our use of computers in kindergarten classrooms.

Goode strives to have teachers using best instructional practices. Many teachers do not

use best practices, but we continue to support the rest through classroom observations

and coaching. Programs to support teacher collaboration and reflection will assist with

providing the best instructional practices for students.

Systemic Challenge #2 (Guiding Question #5) Ensure that the organizational structure, processes,

materials, equipment, and human and fiscal resources within the school align with the school’s goals

for student growth and continuous school improvement.

Aligned Concerns:

With the use of PBIS, student behaviors have improved but more training is needed to

help with ongoing behavioral support. While we strive to begin implementation of Tier II

PBIS supports, we must continue to maintain Tier I practices.

Materials are needed to support student needs across multiple grade levels and different

learning needs. Appropriate grade level materials and resources are needed to support

students.

Goode currently has 1:1 access to technology in most classrooms. We continue to need

access to computers in the event that a computer breaks or enrollment increases. We also

need to expand our use of computers in kindergarten classrooms.

8

Goode strives to have teachers using best instructional practices. Many teachers do not

use best practices, but we continue to support the rest through classroom observations

and coaching. Programs to support teacher collaboration and reflection will assist with

providing the best instructional practices for students.

Systemic Challenge #3 (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:

Goode showed evidence that the school did not meet the achievement levels for the PSSA

in all grade levels and subjects. We are continuing to show growth but achievement

continues to be low. The use of curriculum resources often guides instruction without

thorough analysis of standards and student individualized needs.

9

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: Annual

Data Source: PSSA

Specific Targets: We will meet the district defined annual growth measures for student

growth. Our proficiency targets are as follows: 80% or more students will receive

proficiency or advanced on the PSSA.

Type: Interim

Data Source: MAP Scores

Specific Targets: We will see gains obtained, at every grade level, from assessment fall,

winter & spring. 5% growth should be attainable.

Type: Interim

Data Source: Walkthrough data

Specific Targets: 100% of the observed teachers will be using high yield strategies

during instruction.

Strategies:

Data Informed Instruction Description:

Using student achievement data to support instructional decision making provides educators the oppourtunity to paint a picture of student performance. Research has shown that using data in instructional decisions can lead to improved student performance. No single assessment can tell educators all they need to know to make well-informed instructional decisions, so researchers stress the use of multiple data sources. Teachers will collect student data from several sources, responses on standardized tests, writing samples, and projects, and meet regularly to analyze, interpret, and use the data to adjust instruction and plan lessons. Professional development will be offered to staff to improve student achievement.

SAS Alignment: Standards, Assessment, Instruction

MTSS / Multi- Tiered Systems and Support

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Description:

MTSS is a three-tiered comprehensive school improvement system of support designed to ensure high quality instruction and intervention for all students. It is aligned to the PA Common Core Standards and it allows educators to identify and address academic and behavioral difficuluties prior to student failure. The goal of MTSS is to locate and help all students in need of academic and behavioral improvement before they begin to fail by utilizing researched-based interventions matched to the instructional need and level of the student.

SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction,

Materials & Resources

Grade Level Looping

Description:

Looping was fully implemented in 2017-2018 school year. Data shows that students in our looping classes have out performed non-looping classrooms.

SAS Alignment: Instruction

Learning Walk Data

Description:

Collect monthly building level Learning Walk data that indicates the teacher effectiveness in the delivery of the chosen instructional focus.

SAS Alignment: Standards, Instruction, Materials & Resources

Implementation Steps:

Modified Looping

Description:

1. There will be 16 teachers participating in Looping for 2019-2020.

2. Collect and analyze grade level appropriate assessment data to determine effectiveness.

3. Collect attendance and discipline data.

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4. Teachers will participate in the Data, Analysis, Solutions cycle using appropriate data.

5. Teachers will establish an appropriate goal and/or professional growth area and use appropriate data to determine effectiveness of looping.

6. Analyze effectiveness to determine next steps in looping process.

7. Use the data to continue the looping process.

8. Provide a schedule that permits them to participate in a Professional Learning Community and collaboratively plan for curriculum articulation, develop common classroom expectations and routines, implement coordinated classroom management strategies and other instructional activities.

9. Collect data that will determine the effectiveness of the looping and collaborative teaming process as noted above.

Start Date: 8/20/2018 End Date: 6/30/2021

Program Area(s): Professional Education

Supported Strategies:

Grade Level Looping

Professional Development (Language : Literacy Acquistion)

Description:

Teachers of Literacy must demonstrate expertise in reading and writing. Such a teacher must consistently use a series of best practices that are reputable and effective.

1. The district will be hiring Literacy Coaches and each building will have an assigned Literacy coach

2. Teachers will participate in substantial professional development sessions that revolve around the best practices in literacy

3. Teachers will then be expected to implement these practices into their instruction 4. Administration will monitor implementation during district walk throughs, informal,

and formal observations 5. The administration will provide feedback to teachers.

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Evidence:

Improvement in ELA CDT scores.

Improvement in common assessments


Program Area(s): Professional Education, Special Education, Student Services


Data Informed Instruction


Supporting Data Informed Instruction

Description:

After learning walks and/or observations, in an effort to ensure that consistent implementation of effective instructional practices that meet the needs of all students across all classrooms occur, the administration will have compelling conversations with staff members. Compelling conversations allow staff the chance to speak face-to-face about the instructional practices that they are using in their classroom that directly contribute to each student's progress. Using detailed, reflective inquiry questions, that guide decisions about student progress can aide in ensuring that teachers are analyzing and reflecting on the instructional practices that they use during instruction.

1. Administration will collect monthly learning walk data to identify the teacher effectiveness in the delivery of the chosen instructional focus

2. The data will be shared with the staff during faculty meetings 3. Administration will have compelling conversations with teachers after learning

walks and observations 4. Teachers will adjust their instruction 5. Administration and coaches will monitor/observe staff to ensure that adjusted

instruction occurs

Evidence:

Compelling conversation schedules.

Compelling conversation minutes.


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Program Area(s): Professional Education, Special Education, Student Services,

Educational Technology


Data Informed Instruction


Goal #2: Ensure that the organizational structure, processes, materials, equipment, and human and fiscal resources within the school align with the school’s goals for student growth and continuous school improvement.

Indicators of Effectiveness:

Type: Annual

Data Source: Technology Inventory conducted by building level tech specialist and central administration tech department

Specific Targets: 100% of the students at Goode School will have personal access to a laptop to use throughout the school day.

Strategies:

Technology and Student Achievement

Description:

The International Society for Technology in Education cites research that indicates an increase in access to technology has a positive effect on student achievement. (Source: http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement.pdf) Resource: http://effectivestrategies.wiki.caiu.org/Organizational+Structure

SAS Alignment: Instruction, Materials & Resources


Federal Title I funds used to purchase student laptop carts

http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement.pdf

http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement.pdf

http://effectivestrategies.wiki.caiu.org/Organizational+Structure

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Description:

As soon as federal funding is determined, the high priority of spending funds for student technology begins. Teachers will be notified that 90% of the funds for 2019-2020 will be used for the 1:1 technology initiative.


Program Area(s): Educational Technology



Training for Staff & Students on Technology Integration

Description:

All students will receive a laptop with access to laptop carts, additional backup laptops, classroom laptops, and laptop carts. The recommendation from Goode will be to utilize academic programs to further differentiated instruction both in teacher delivery and student outcomes.


Program Area(s): Professional Education, Educational Technology



Goal #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.

Indicators of Effectiveness:

Type: Interim

Data Source: Classroom Diagnostic Tool (CDT)

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Specific Targets: Students in grades 4-8 will demonstrate increased growth on CDT scores in reading and math across the school year.

Strategies:

Curriculum Mapping

Description:

A curriculum map is a working document that illustrates exactly what is taking place in classrooms. Maps reveal what is being taught over the course of a year, within a unit of study, and even down to a specific lesson. Often, a map for a lesson will include essential questions, the content that will be covered, skills students will demonstrate if they understand the content, assessments, and activities. (Sources: Getting Results with Curriculum Mapping)

SAS Alignment: Curriculum Framework

Standards-Based Teaching/Learning Cycle

Description:

https://www.cde.state.co.us/fedprograms/dl/ti_a-ti_sstmembers_standardsbased

https://tntp.org/assets/documents/TNTP_The-Opportunity-Myth_Web.pdf

A primary focus of PLCs and Professional Development time, teachers will "unpack" grade level standards for each unit to ensure that content is being delivered on grade level. Teams will collaborate to identify scaffolding and support to put in place for students who are struggling to access grade level content.

SAS Alignment: Standards, Curriculum Framework, Instruction


Evidence-Based Resource Audit

Description:

http://appservice.caiu.org/GetDocument?folderPath=CP%5CResouceBank%5C&filename=Curriculum%20Mapping.pdf

https://www.cde.state.co.us/fedprograms/dl/ti_a-ti_sstmembers_standardsbased

https://tntp.org/assets/documents/TNTP_The-Opportunity-Myth_Web.pdf

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School team will conduct a resource audit to identify existing curriculum & instructional materials that enhance the MTSS framework at the school. Any gaps in needed materials will be identified and purchased using Title I Funds.

Examples may include: Reading A-Z, Fundation Decodables, Fountas & Pinnell Leveled Literacy Intervention, etc.


Program Area(s): Professional Education


Curriculum Mapping

Family Engagement in Learning Process

Description:

As part of the process to strengthen our standards-based instructional system, the team will identify family engagement practices to promote increased involvement in learning. The engagement strategies will be aligned to the 21st Century Community Learning Centers.

Title I, Parent Involvement funds will be utilized to support this work. Additional funds from the school's general budget may be used as well.


Program Area(s): Student Services


Standards-Based Teaching/Learning Cycle

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Appendix: Professional Development Implementation

Step Details

LEA Goals Addressed:

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

Strategy #1: Grade Level Looping

Start End Title Description

8/20/2018 6/30/2021 Modified Looping

1. There will be 16 teachers participating in Looping for 2019-2020.

2. Collect and analyze grade level appropriate assessment data to determine

effectiveness.

3. Collect attendance and discipline data.

4. Teachers will participate in the Data, Analysis, Solutions cycle using appropriate

data.

5. Teachers will establish an appropriate goal and/or professional growth area and

use appropriate data to determine effectiveness of looping.

6. Analyze effectiveness to determine next steps in looping process.

7. Use the data to continue the looping process.

8. Provide a schedule that permits them to participate in a Professional Learning

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Community and collaboratively plan for curriculum articulation, develop common

classroom expectations and routines, implement coordinated classroom

management strategies and other instructional activities.

9. Collect data that will determine the effectiveness of the looping and collaborative

teaming process as noted above.

Person Responsible SH S EP Provider Type App. Principal and

Teachers 2.0 10 40 District Looping Team School

Entity Yes

Knowledge Expectations for new state evaluation tool.

Supportive Research

Effective instruction improves student achievment.

Designed to Accomplish

For classroom teachers, school counselors and education specialists:

Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.

Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.

For school and district administrators, and other educators seeking leadership roles:

Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.

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Training Format

Series of Workshops

School Whole Group Presentation

Live Webinar

Professional Learning Communities

Offsite Conferences

Participant Roles

Classroom teachers

Principals / Asst. Principals

Paraprofessional

New Staff Other educational

specialists

Grade Levels

Elementary - Primary (preK - grade 1)

Elementary - Intermediate (grades 2-5)

Middle (grades 6-8)

Follow-up Activities

Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers

Journaling and reflecting

Evaluation Methods

Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.



Strategy #1: Data Informed Instruction

Strategy #2: MTSS / Multi- Tiered Systems and Support

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6/29/2018 6/30/2021 Professional Development

(Language : Literacy Acquistion)

Teachers of Literacy must demonstrate expertise in reading and writing. Such a

teacher must consistently use a series of best practices that are reputable and

effective.

1. The district will be hiring Literacy Coaches and each building will have an

assigned Literacy coach

2. Teachers will participate in substantial professional development

sessions that revolve around the best practices in literacy

3. Teachers will then be expected to implement these practices into their

instruction

4. Administration will monitor implementation during district walk throughs,

informal, and formal observations

5. The administration will provide feedback to teachers.

Evidence:

Improvement in ELA CDT scores.

Improvement in common assessments

Person Responsible SH S EP Provider Type App. Principal, Assistant

Principal 1.0 4 5 Success for All School

Entity Yes

Knowledge The teachers gain knowledge on best instructional practices and the program encourages the teacher to

analyze student data.

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Supportive Research

The Success for All program is recognized by PDE as an explemary approach to teaching instructional best

practices.



Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.


Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.

Empowers educators to work effectively with parents and community partners.



Provides leaders with the ability to access and use appropriate data to inform decision-making.

Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.

Instructs the leader in managing resources for effective results.

Training Format

Series of Workshops


Participant Roles

Classroom teachers


New Staff

Other educational

Grade Levels



Middle (grades 6-8)

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specialists

Related Service Personnel


Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers

Analysis of student work, with administrator and/or peers

Creating lessons to meet varied student learning styles

Peer-to-peer lesson discussion

Lesson modeling with mentoring

Joint planning period activities

Evaluation Methods

Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.

Student PSSA data

Standardized student assessment data other than the PSSA

Classroom student assessment data Review of participant lesson plans



Strategy #1: Data Informed Instruction

Strategy #2: MTSS / Multi- Tiered Systems and Support


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6/30/2018 6/30/2021 Supporting Data Informed

Instruction

After learning walks and/or observations, in an effort to ensure that consistent

implementation of effective instructional practices that meet the needs of all

students across all classrooms occur, the administration will have compelling

conversations with staff members. Compelling conversations allow staff the chance

to speak face-to-face about the instructional practices that they are using in their

classroom that directly contribute to each student's progress. Using detailed,

reflective inquiry questions, that guide decisions about student progress can aide in

ensuring that teachers are analyzing and reflecting on the instructional practices

that they use during instruction.

1. Administration will collect monthly learning walk data to identify the

teacher effectiveness in the delivery of the chosen instructional focus

2. The data will be shared with the staff during faculty meetings

3. Administration will have compelling conversations with teachers after

learning walks and observations

4. Teachers will adjust their instruction

5. Administration and coaches will monitor/observe staff to ensure that

adjusted instruction occurs

Evidence:

Compelling conversation schedules.

Compelling conversation minutes.

Person Responsible SH S EP Provider Type App. Principal & Assistant

Principal 5 9 2 Educational Consultant For Profit

Company No

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Knowledge

Administrative coaching/mentoring to promote quality instructional systems

Increased competency in system's thinking

Align BEI strengths/needs to specific coaching needs

Supportive Research

Principal quality is a central component to the implementation of school improvement plan initiatives.

Mentoring is a strategy to promote principal/assistant principal growth and development.






Provides leaders with the ability to access and use appropriate data to inform decision-making.

Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.

Instructs the leader in managing resources for effective results.

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Training Format


Participant Roles


Grade Levels



Middle (grades 6-8)


Individualized coaching sessions based on specific needs of the building administrators

Evaluation Methods

Review of written reports summarizing instructional activity

Portfolio

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Assurance of Quality and

Accountability

The Title I status for Goode Sch is unknown.

goode sch - ycs.k12.pa.us · goode sch 251 n broad st york, pa 17403-1367 717-849-1314 ... we are...

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