price el sch - lancaster.k12.pa.us · price el sch . school level plan . 07/01/2014 - 06/30/2017 ....

Price El Sch

School Level Plan

07/01/2014 - 06/30/2017

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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 Principal: Sue McNamara-Saupp Superintendent: Damaris Rau

Planning Committee Name Role

Richard Miller Academic Recovery Liaison : School Improvement Plan

Arthur Abrom Administrator : School Improvement Plan Krystle Nemeth Administrator Susan McNamara-Saupp Building Principal : School Improvement Plan Bianca Cordova Business Representative Danalee Frey Ed Specialist - Other Amanda Gesner Ed Specialist - Other Kathy Antol Ed Specialist - School Counselor Kristi Boehm Elementary School Teacher - Regular Education Kim Brandstedter Elementary School Teacher - Regular Education Holly Maher Elementary School Teacher - Regular Education Daisy Beamer Parent Rachel Bixler Special Education Director/Specialist

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Assurances

Title I Schools

Title I Priority or Focus Schools 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

No assurances have been identified

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

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• School Improvement Brochure

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:

No

Title I Schoolwide program

The school has indicated the following response as to whether or not it intends to run a Title I Schoolwide program :

No

A completed Title I Schoolwide program planning addendum is required if the school is running a Title I Schoolwide program.

No file has been uploaded.

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Needs Assessment

School Accomplishments

Accomplishment #1: There is evidence that fifth grade students met the standard for PA Academic Growth, in Math, as measured by the PSSA.

Accomplishment #2: There is moderate evidence that fifth grade students exceeded the standard for growth, in Math, as measured by the PSSA, over three years.

Accomplishment #3: There is evidence that fourth and fifth grade students met the standard for growth, in ELA, as measured by the PSSA, over three years.

Accomplishment #4: We met our targets in both participation and attendance in all content areas.

Accomplishment #5: Parent Engagement has increased tnrough PAC participation, school and classroom volunteers and attendance at School/Family events.

School Concerns

Concern #1: There was significant evidence that students did not meet the PA standard for growth in ELA, as measured by the PSSA.

Concern #2: There is significant evidence that fourth grade students did not meet the PA academic standard for growth, in Math, as measured by the PSSA.

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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:

There was significant evidence that students did not meet the PA standard for growth in ELA, as measured by the PSSA.

There is significant evidence that fourth grade students did not meet the PA academic standard for growth, in Math, 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:

There was significant evidence that students did not meet the PA standard for growth in ELA, as measured by the PSSA.

There is significant evidence that fourth grade students did not meet the PA academic standard for growth, in Math, as measured by the PSSA.

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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: In addition to PSSA annually, we intend to use DIBELS, 4Sight, Easy CBM as well as curriculum based assessments. Specific Targets: Writing scores for All Students will increase to 36.8% (+7%). Reading scores for ALL Students will increase to 46.8% (+6%) and Math 64.2% (+4%). The combined Math and Reading Average for ALL will increase to 55.5% (+5%). Our All and HUP are so close if we improve ALL we automatically improve our HUP.

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 will implement PBIS performance measures and goals.

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

SAS Alignment: Safe and Supportive Schools

ESL Best Practices

Description:

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.

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

SAS Alignment: Instruction

Implement an effective RtII Intervention Model

Description:

Use building level data to identify students in need of on-going targeted intervention support.

Indicators of Implemention: Benchmarking and Progress Monitoring provide ongoing information regarding student achievement. This is used during Grade Level Meetings to revise intervention groups, resources and focus. This is documented on the Rate of Improvement Sheet.

SAS Alignment: Assessment, Instruction, Safe and Supportive Schools

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 asobserved during walk-throughs and observations

SAS Alignment: Instruction

District Observation, Supervision, and Evaluation process

Description:

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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; 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 obervation range

SAS Alignment: Standards, Assessment, Instruction

Professional Development

Description:

High Quality 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). Collaboration 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. Grade level meetings are held twice a month and every second Wednesday of the month professional development occurs from 1:30-4:30.

Indicators of Implementation: Professsional Development Agendas, 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

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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


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 annecdotal information with an explicit focus on the following areas of need: ELL, Special Education, Math and Literacy.

Start Date: 7/1/2015 End Date: 6/30/2017

Program Area(s): Professional Education

Supported Strategies:

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

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:

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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


Program Area(s): Professional Education, Student Services


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

Use established format for all data meetings

Description:

Data meetings will be focused and efficient following an established format for looking at data. The format will identify the data teachers need to bring to the meeting and be prepared to discuss.


Program Area(s):


• 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.

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


Program Area(s): Student Services



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.

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




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

Meet with each teacher beginning, middle and end of year to look at data and determine action steps

Description:

Teachers will review data binders with building principal to monitor increases in baseline data of at least 15% for middle and end of year data. Teachers will identify students at risk and ensure proper steps are taken for remediation.


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Program Area(s):



Monthly review of student work

Description:

Progress monitoring data shows steady increase toward goal established at benchmark meetings.Introduction of the Standards in Practice process involving student work will be conducted during monthly PD to ensure work is garnering desired results.





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

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Proactively develop plans of action for chronic behavior students

Description:

Through the use of Student Support Plans, students who have been identified as in need of additional and formal supports will receive documented interventions designed to reduce and eliminate chronic disruptive behaviors. Student designed incentives will be utilized as a means of rewarding positive behaviors. Effective plan implementation will result in maximized instructional time and implementation of instructional practices.

Indicator of Implementation: Number of disciplinary referrals and disciplinary actions including OSS decrease





Develop Professional Development Calendar

Description:

Develop PD calendar- multi calendars for each PD time period (Morning, Afternoon, and Early Dismissal Wednesdays). Differentiate calendar based on current data. The professional development plan is intended to provide on-going and in-depth opportunities for staff growth. The plan accounts for State, District and School initiatives, as well as for student and staff needs. Topics that are included are PA Core Standards, Educator Effectiveness Model, District Theory of Action, Writing Across Content Areas, Research based instructional practices for students that receive ESL and Special Education services.

A mid year revision will be completed in response to the changes to the Collective Bargaining Agreement.


Program Area(s): Professional Education, Educational Technology


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Professional Development Aligned to Literacy, Writing and Math

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 Literacy, Mathematics and Writing. Staff will engage in professional conversations regarding small group instruction and differentation. Professional development will be aligned to the School Improvement Plan and to the District Theory of Action Plan. Principal will support teachers through regular data dialogues in an effort to improve instructional delivery in the classroom. New Math Program - Math Expressions will be rolled out for grades 3-5 to ensure alignment to the PA core standards.





Increase Knowledge and Implementation of PA Core Standards

Description:

Through professional development and deliberate practice, teachers will begin to 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





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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





Writing Across the Curriculum

Description:

Staff will participate in professional development sessions on best writing practices in collaboration with District Coordinators. Teachers will delve into the PA Core Writing Standards to align with classroom instructional resources and practices. Non-negotiables of writing will be established by each grade level to ensure rigor and vertical alignment in the building. 4th & 5th grade teachers who participated in LDC will provide training to 3rd grade teachers especially.



Supported Strategies: None selected

Monitor the fidelity of implementation of professional development content

Description:

For district professional development, the principal will monitor teacher attendance at trainings and fidelity to district initiatives. School based professional development will be planned to align to district instructional focus areas. The

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principal will monitor and collect agendas and evaluation forms for teacher feedback and monitor classroom Instruction for the implementation of professional development concepts into daily instructional planning.





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: In addition to the annual PSSA we will monitor progress using DIBELS, 4Sight, Easy CBM as well as curiculum based assessments.

Specific Targets: Writing scores for All Students will increase to 36.8% (+7%). Reading scores for ALL Students will increase to 46.8% (+6%) and Math 64.2% (+4%). The combined Math and Reading Average for ALL will increase to 55.5% (+5%). Our All and HUP are so close if we improve ALL we automatically improve our HUP.

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 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 obervation range


Professional Development

Description:

High Quality 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). Collaboration 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. Grade level meetings are held twice a month and every second Wednesday of the month professional development occurs from 1:30-4:30.

Indicators of Implementation: Professsional Development Agendas, 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:

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

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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 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 strenghts 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.

SAS Alignment: Standards, Curriculum Framework, Instruction

Implementation Steps:

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

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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 annecdotal 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):


• District Observation, Supervision, and Evaluation process

Peer observations

Description:

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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:

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


Program Area(s): Professional Education, Student Services

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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:

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.



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Meet with each teacher beginning, middle and end of year to look at data and determine action steps

Description:

Teachers will review data binders with building principal to monitor increases in baseline data of at least 15% for middle and end of year data. Teachers will identify students at risk and ensure proper steps are taken for remediation.


Program Area(s):



Monthly review of student work

Description:

Progress monitoring data shows steady increase toward goal established at benchmark meetings.Introduction of the Standards in Practice process involving student work will be conducted during monthly PD to ensure work is garnering desired results.





Implementation of Individualized Instruction Techniques During Core Instruction and Intervention

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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





Develop Professional Development Calendar

Description:

Develop PD calendar- multi calendars for each PD time period (Morning, Afternoon, and Early Dismissal Wednesdays). Differentiate calendar based on current data. The professional development plan is intended to provide on-going and in-depth opportunities for staff growth. The plan accounts for State, District and School initiatives, as well as for student and staff needs. Topics that are included are PA Core Standards, Educator Effectiveness Model, District Theory of Action, Writing Across Content Areas, Research based instructional practices for students that receive ESL and Special Education services.

A mid year revision will be completed in response to the changes to the Collective Bargaining Agreement.





Professional Development Aligned to Literacy, Writing and Math

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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 Literacy, Mathematics and Writing. Staff will engage in professional conversations regarding small group instruction and differentation. Professional development will be aligned to the School Improvement Plan and to the District Theory of Action Plan. Principal will support teachers through regular data dialogues in an effort to improve instructional delivery in the classroom. New Math Program - Math Expressions will be rolled out for grades 3-5 to ensure alignment to the PA core standards.





Increase Knowledge and Implementation of PA Core Standards

Description:

Through professional development and deliberate practice, teachers will begin to 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:

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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





Writing Across the Curriculum

Description:

Staff will participate in professional development sessions on best writing practices in collaboration with District Coordinators. Teachers will delve into the PA Core Writing Standards to align with classroom instructional resources and practices. Non-negotiables of writing will be established by each grade level to ensure rigor and vertical alignment in the building. 4th & 5th grade teachers who participated in LDC will provide training to 3rd grade teachers especially.





Monitor the fidelity of implementation of professional development content

Description:

For district professional development, the principal will monitor teacher attendance at trainings and fidelity to district initiatives. School based professional development will be planned to align to district instructional focus areas. The principal will monitor and collect agendas and evaluation forms for teacher

28

feedback and monitor classroom Instruction for the implementation of professional development concepts into daily instructional planning.





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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.

No signature has been provided

Superintendent/Chief Executive Officer


Board President


IU Executive Director

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Evaluation of School Improvement Plan

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 concerns 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%. 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

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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 utilizied 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

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 minin-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 concerns from the first two years. Students in grades 3-5 continue to score in an unsatisfacotry 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.

Describe the initiatives that have been revised.

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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 Positve Behavior Support. These staff include an Intervention Specialist and a Student -Family Resource Specialist.

price el sch - lancaster.k12.pa.us · price el sch . school level plan . 07/01/2014 - 06/30/2017 ....

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