Comprehensive Plan€¦ · Joanna Avella Elementary School Teacher ... the essential elements of the mentoring/induction program are ... The purpose of a Title 1 Schoolwide Program

Chester Community CS

Comprehensive Plan

07/01/2014 - 06/30/2018

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School Profile

Demographics 302 East 5th Street Chester, PA 19013 (610)447-0400 Phase: Improvement Revision 2017-2018 Federal Accountability Designation: Focus

Title I Status: Yes Schoolwide Status: Yes CEO Name: David Clark CEO E-mail address: [email protected]

Planning Committee Name Role

Daniel Babiak Administrator David Clark Administrator Darnell Medley Administrator Linda Portlock Administrator John Smith Administrator Sharon Watkins Building Principal Waverlie Carby Business Representative Peter Seltzer Business Representative Rocky Brown Community Representative Louise Vitiello Community Representative Kristin Hubbard Ed Specialist - Instructional Technology Penny Burrall Ed Specialist - Other Susanne Cianfaro Ed Specialist - Other Lyndsay Stephens Ed Specialist - Other Kim Heffner Ed Specialist - School Counselor Joanna Avella Elementary School Teacher - Regular Education Megan Dinney Elementary School Teacher - Regular Education Melonie Kaczynski Elementary School Teacher - Regular Education Jessica Reynolds Elementary School Teacher - Regular Education Jessica Conley Elementary School Teacher - Special Education Kim Nickels Elementary School Teacher - Special Education NOT APPLICABLE FOR SUBMISSION High School Teacher - Regular Education NOT APPLICABLE FOR SUBMISSION High School Teacher - Regular Education

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Daniel Aulisio Middle School Teacher - Regular Education Linda Hannold Middle School Teacher - Regular Education Christina Tavella Middle School Teacher - Special Education Sarah Harris Parent Tonya Lewis Parent Melissa McCormack Special Education Director/Specialist George Reigle Special Education Director/Specialist

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Federal Programs

School Improvement

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

The school has verified the following Assurances:

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

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

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

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

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

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

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

o Clear and Shared Focus

o High Standards and Expectations

o Effective Leadership

o High Levels of Collaboration and Communication

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o Curriculum, Instruction and Assessment Aligned with Standards

o Frequent Monitoring of Teaching and Learning

o Focused Professional Development

o Supportive Learning Environment

o High Levels of Community and Parent Involvement

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

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

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

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

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

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

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

o Provide ongoing mechanisms for family and community engagement

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

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

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

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

Assurance 13

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

• School web site • School newsletter • PTA/PTO website • District web page • Press releases to local media • Yearly letter to parents • Periodic mailings/letters, postcards, etc. • Short Message Systems (phone blasts) • Family Night/ Open House / Back to School Night/ Meet-the-Teachers Night, etc. • Monthly PTO meetings • Parent advisory committee meetings • Parent-Teacher Conferences • Home-school visits • Student Handbook

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

Coordination of Programs

Technical Assistance

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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.

High quality technical assistance was provided by outside independent consultants, Dr. Patti Baxter & Associates. The Baxter & Associates consultant group specializes in curriculum leadership. They have worked with school administrators in other Pennsylvania districts to create infrastructures for curriculum, assessment, data-driven processes for continuous improvement, student achievement and teacher evaluation. The Baxter consultant group conducted an audit of the CCCS’ curriculum and academic programs through the interviewing process which included: teachers, instructional coaches and administrators. They also reviewed the K-8 curriculum maps, instructional materials/resources and assessment data. In addition, the consultants provided feedback on professional development planning and curriculum planning. Literacy Coaches received technical assistance and high-quality professional development and mentoring at the Pennsylvania Institute for Instructional Coaching (PIIC) meetings held at the DCIU. The coaches attended the meetings in 2016 on January 22, February 18, March 14, October 14, November 16 and December 7. The 2017 sessions attended included January 17 and February 9. Additional one-on-one mentoring occurred on two occasions with each of the eight literacy coaches during 2016.

As part of the Keystones to Opportunity Grant, the PDE provided CCCS high quality technical assistance with its District Data Profile 2014 - 2015 and District Data Profile 2015 -2016. The reports collated and disaggregated perceptual, demographic, environmental and assessment data on students, teachers and administrators. The profiles were analyzed by the District Data Review Team who created a needs assessment with recommendations of next steps and goals.

Provider Meeting Date Type of Assistance

Baxter & Associates 10/13/2016 12:00:00 AM

Overview meeting


Administrator Interviews


Administrator Interviews


Orientation to the schools for the audit team; teachers and staff interviews


Instructional resources provided to the audit team and immersion in the schools.


Instructional resources provided to the audit team and immersion in the schools.


Full day professional development training sessions: Unpacking the PA

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Common Core Standards Baxter & Associates 2/17/2017

12:00:00 AM Full day professional development

training sessions: Unpacking the PA Common Core Standards


Full day curriculum writing using backward design framework


Curriculum writing and revising the comprehensive literacy plan





Pennsylvania Institute for Instructional Coaching (PIIC)

1/22/2016 12:00:00 AM

professional development


2/18/2016 12:00:00 AM



3/14/2016 12:00:00 AM



10/14/2016 12:00:00 AM



11/16/2016 12:00:00 AM



12/7/2016 12:00:00 AM



1/17/2017 12:00:00 AM



2/9/2017 12:00:00 AM


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

Select teachers participated in test review committees to evaluate questions used to build interim tests that were used for Benchmark testing 3 times per year. Data was then analyzed with building leaders on designated Data Days. Teachers were also given opportunities to select PD sessions based on their individual needs in the areas of data analysis, using data to lesson plan, and using data to plan individual student interventions. Teachers also participated in surveys to determine the areas of need for upcoming PD sessions. We also held summer workshops led by master teachers regarding using data in the classrooms, using data to inform

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instruction, creating intervention materials for center based learning and managing data in the classroom. Leaders from different areas of the school, along with teachers and coaches developed the CTET Assessment committee to determine the assessment profile for the upcoming school year, including classroom assessments and protocols (ex-anecdotal notes, running records, Origo Slate module tests), formal benchmark assessments, i-Ready diagnostic assessments, and grant-related assessments (G-RADE and DIBELS). Teachers who were a part of this committee helped to establish the assessment profile, data collection procedures and protocols for these assessments along with the methods for analyzing and using data to inform instruction.

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

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

Coordination and Integration of Services and Programs

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

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

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

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

Is your school consolidating funds?

Yes, the school intends to consolidate the funds.

Federal Grant Program Amount of Grant Children's Healthy Eating Supports Their Education & Recreation (Chester) Physical Education Program (PEP) $619778.00

Hope for a More Promising Future for the Children of Chester, Pennsylvania $495003.00

21st Century Community Learning Centers (Cohort 7) $400000.00 21st Century Community Learning Centers (Cohort 8) $400000.00 Opportunity for Prenatal-Third Grade (P-3) Prototype Stipend $4000.00

State/Local Grant Program Amount of Grant

Ready to Learn Block Grant $306550.00

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Needs Assessment

School Accomplishments

Accomplishment #1: According to 2016 PVAAS, Value Added Reports: Grades 7 and 8 met the standard for PA Academic Growth in ELA

Accomplishment #2: The three year growth average according to PVAAS, Value Added Reports shows the grade 7 has met the standard for PA Academic Growth in ELA and Grade 8 has moderate evidence that the district has exceeded the standard for PA Academic Growth.

Accomplishment #3: According to PVAAS, Value Added Reports grade 8 has met the standard for PA Academic Growth in Math

Accomplishment #4: Grade 7 has moderate evidence that the district has exceeded the standard for PA Academic Growth in Math

Accomplishment #5: The three year growth average according to PVAAS, Value Added Reports shows the grades 5 and 7 met the standard for PA Academic Growth in Math

Accomplishment #6: Grade 8 showing moderate evidence that the district has exceeded the standard for PA Academic Growth in Math.

School Concerns

Concern #1: According to the 2016 PVAAS, Value Added Report, grade 4 and 6 have significant evidence of not meeting the standard for PA Academic Growth in ELA

Concern #2: According to the 2016 PVAAS, Value Added Report, Grade 5 has moderate evidence of not meeting the standard for PA Academic Growth.

Concern #3: Grades 3-6 have significant evidence of not meeting the standard for academic growth in Math.

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Concern #4: Gr. 3-6 and 8 did not make progress in reducing the number of Below Basic students in Math on the PSSA.

Concern #5: Gr. 3-8 did not show evidence of increasing the number of Advanced and Proficient students on the ELA or Math PSSA

Prioritized Systemic Challenges

Systemic Challenge #1 (Guiding Question #1) Ensure that there is a system in the school and/or district that fully ensures the principal is enabled to serve as a strong instructional leader who, in partnership with the school community (students, staff, parents, community, etc.) leads achievement growth and continuous improvement within the school.

Aligned Concerns:

According to the 2016 PVAAS, Value Added Report, grade 4 and 6 have significant evidence of not meeting the standard for PA Academic Growth in ELA

According to the 2016 PVAAS, Value Added Report, Grade 5 has moderate evidence of not meeting the standard for PA Academic Growth.

Grades 3-6 have significant evidence of not meeting the standard for academic growth in Math.

Gr. 3-6 and 8 did not make progress in reducing the number of Below Basic students in Math on the PSSA.

Gr. 3-8 did not show evidence of increasing the number of Advanced and Proficient students on the ELA or Math PSSA

Systemic Challenge #2 (Guiding Question #2) Ensure that there is a system within the school that fully ensures school-wide use of data that is focused on school improvement and the academic growth of all students

Aligned Concerns:

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Systemic Challenge #3 (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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Systemic Challenge #4 (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.

Systemic Challenge #5 (Guiding Question #6) Ensure that there is a system within the school that fully ensures a safe and supportive environment for all students.

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Improvement 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

Related Challenges:

• 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

• Ensure that there is a system in the school and/or district that fully ensures the principal is enabled to serve as a strong instructional leader who, in partnership with the school community (students, staff, parents, community, etc.) leads achievement growth and continuous improvement within the school.

Indicators of Effectiveness:

Type: Interim

Data Source: Data meetings include data results from: PSSA, PVAAS, local interims, DIBELS, i-Ready.

Specific Targets: 50% increase in the % of students in gr. 1-8 scoring on grade level as measured by i-Ready online diagnostic assessment in reading and our target is 10.9% overall. 10% of the # of students in gr. 3-8 who scored B or BB on the 2017 PSSA in Math will increase by 1 Proficiency level.

Strategies:

Multi-Tiered System of Supports (PA-MTSS)/RTII

Description:

The MTSS/RtII is an early identification process and intervention structure, where the goal is to improve student achievement using research-based interventions matched to the instructional needs and levels of ALL students.

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Multi-Tiered System of Supports (MTSS) is defined as, “ a comprehensive system of supports that in the Commonwealth includes standards-aligned, culturally responsive and high quality core instruction, universal screening, data-based decision-making, tiered services and supports, parental engagement, central/building level leadership, RtII/SLD determination and professional development. Simply put, MTSS represents a broad set of evidence-based practices that may be implemented across a system to include Academics AND Behavior within a recursive and systematic problem-solving process. MTSS is relatively synonymous with RtII and is intended to help ALL students meet with continual academic and behavioral success.”

http://effectivestrategies.wiki.caiu.org/file/view/RtIIAnIntro.pdf/528272716/RtIIAnIntro.pdf

SAS Alignment: Standards, Assessment, Instruction

Instructional Coaching

Description:

Instructional coaching supports teachers in strengthening instructional practices, increasing student engagement, and improving student learning. This evidence-based practice will be used in classrooms to build teacher capacity in their instructional delivery.

As cited in the following source: http://piic.pacoaching.org/index.php/piic-coaching/what-is-an-instructional-coach, instructional coaching resulted in improved PSSA reading results.

SAS Alignment: Instruction

Implementation Steps:

Continue to Analyze Teacher Evaluations

Description:

Examining the effectiveness of Teacher evaluations based on Charlotte Danielson's Teaching Framework

Start Date: 8/1/2016 End Date: 6/15/2020

Program Area(s): Professional Education, Teacher Induction

Supported Strategies:

http://www.ascd.org/publications/educational-leadership/oct10/vol68/num02/The-Why-Behind-RTI.aspx


http://piic.pacoaching.org/index.php/piic-coaching/what-is-an-instructional-coach


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• Instructional Coaching

Implement MTSS/RTII professional development

Description:

Host professional development trainings on MTSS/ RTII framework and processes for all teachers, support staff, principals, and directors periodically throughout the school year.

Indicator of Implementation: Sign-in sheets, workshop agendas, evaluation forms


Program Area(s): Professional Education


• Multi-Tiered System of Supports (PA-MTSS)/RTII

Monitor effectiveness of instructional coaching

Description:

Measure the effectiveness of instructional coaching to ensure that this type of job-embedded professional development is more collaborative, differentiated, assessment-centered and content specific than the other forms of professional development offered

Indicator of Implementation: Teacher Effectiveness Forms, and completed classroom walk-through forms, data meetings, taking stock meetings, staff and student survey


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



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Monitor fidelity of implementation of MTSS/RTII model

Description:

Description: Fidelity of implementation of MTSS/ RTII framework will be monitored using current-research-based practices

Indicator of Implementation: Regular review and dialogue of student academic and behavioral data through taking stock meetings, building surveys and building action plans


Program Area(s): Professional Education, Special Education



Ongoing continuation to Identify Student Academic Outcomes for 2015-2020 school years

Description:

Description: Analyze assessments (PSSA, iReady local interims) to determine student’s academic profiles

Indicator of Implementation: Ongoing and continuous review and discussion of student data grade-by-grade and by subgroups





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Strengthen Placement of students in the appropriate MTSS/RTII academic and behavioral tiers

Description:

Description: Students will be placed in tiers based on the iReady assessment, local interims and designated behavioral data throughout the school year.

Indicator of Implementation: MTSS/RTII team reports will be on file in each principal’s office.


Program Area(s): Special Education, Student Services



Strengthen the MTSS/RTII Model

Description:

Description: Transitioning the RTII model under the MTSS Framework over a five year period

Indicator of Implementation: Develop building infrastructures to ensure implementation with fidelity of the MTSS/RTII framework. Conduct Professional development trainings on MTSS and RTII to build the capacity of teachers and support staff. Identify universal screenings for academics and behavior domains. Identify family and community partnerships and resources





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Goal #2: Ensure that there is a system within the school that fully ensures school-wide use of data that is focused on school improvement and the academic growth of all students

Related Challenges:

• 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

• Ensure that there is a system in the school and/or district that fully ensures the principal is enabled to serve as a strong instructional leader who, in partnership with the school community (students, staff, parents, community, etc.) leads achievement growth and continuous improvement within the school.

Indicators of Effectiveness:

Type: Interim

Data Source: Periodic i-Ready diagnostic reports, review of DIBELS benchmark, PVAAS data, and PSSA data

Specific Targets: 10% increase in the % of students in gr. 1-8 scoring on grade level as measured by i-Ready online diagnostic assessment in reading and our target is 10.9% overall. 10% of the # of students in gr. 3-8 who scored B on BB on the 2017 PSSA in Math will increase by 1 Proficiency level.

Strategies:

Multi-Tiered System of Supports (PA-MTSS)/RTII

Description:

The MTSS/RtII is an early identification process and intervention structure, where the goal is to improve student achievement using research-based interventions matched to the instructional needs and levels of ALL students.

Multi-Tiered System of Supports (MTSS) is defined as, “ a comprehensive system of supports that in the Commonwealth includes standards-aligned, culturally responsive and high quality core instruction, universal screening, data-based decision-making, tiered services and supports, parental engagement, central/building level leadership, RtII/SLD determination and

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professional development. Simply put, MTSS represents a broad set of evidence-based practices that may be implemented across a system to include Academics AND Behavior within a recursive and systematic problem-solving process. MTSS is relatively synonymous with RtII and is intended to help ALL students meet with continual academic and behavioral success.”

http://effectivestrategies.wiki.caiu.org/file/view/RtIIAnIntro.pdf/528272716/RtIIAnIntro.pdf

SAS Alignment: Standards, Assessment, Instruction


Description:

Instructional coaching supports teachers in strengthening instructional practices, increasing student engagement, and improving student learning. This evidence-based practice will be used in classrooms to build teacher capacity in their instructional delivery.

As cited in the following source: http://piic.pacoaching.org/index.php/piic-coaching/what-is-an-instructional-coach, instructional coaching resulted in improved PSSA reading results.

SAS Alignment: Instruction

Implementation Steps:


Description:

The school will support the instructional program to improve student achievement by hiring reading/literacy coaches and math coaches for the teachers in the targeted grades. In addition, instructional coaches will be hired to primarily assist special education teachers in their instructional performance. Further, outside consultants will be contracted to expand this professional service to teachers in all grades.


Program Area(s): Professional Education, Teacher Induction, Special Education






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Continue to Analyze Teacher Evaluations

Description:

Examining the effectiveness of Teacher evaluations based on Charlotte Danielson's Teaching Framework


Program Area(s): Professional Education, Teacher Induction



Implement MTSS/RTII professional development

Description:




Program Area(s): Professional Education



Monitor effectiveness of instructional coaching

Description:

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Monitor fidelity of implementation of MTSS/RTII model

Description:

Description: Fidelity of implementation of MTSS/ RTII framework will be monitored using current-research-based practices

Indicator of Implementation: Regular review and dialogue of student academic and behavioral data through taking stock meetings, building surveys and building action plans





Ongoing continuation to Identify Student Academic Outcomes for 2015-2020 school years

Description:

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Description: Analyze assessments (PSSA, iReady local interims) to determine student’s academic profiles

Indicator of Implementation: Ongoing and continuous review and discussion of student data grade-by-grade and by subgroups





Strengthen Placement of students in the appropriate MTSS/RTII academic and behavioral tiers

Description:

Description: Students will be placed in tiers based on the iReady assessment, local interims and designated behavioral data throughout the school year.

Indicator of Implementation: MTSS/RTII team reports will be on file in each principal’s office.


Program Area(s): Special Education, Student Services



Strengthen the MTSS/RTII Model

Description:

Description: Transitioning the RTII model under the MTSS Framework over a five year period

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Indicator of Implementation: Develop building infrastructures to ensure implementation with fidelity of the MTSS/RTII framework. Conduct Professional development trainings on MTSS and RTII to build the capacity of teachers and support staff. Identify universal screenings for academics and behavior domains. Identify family and community partnerships and resources





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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 Ensure that there is a system within the school that fully ensures school-wide use of data that is focused on school improvement and the academic growth of all students

Strategy #1: Multi-Tiered System of Supports (PA-MTSS)/RTII

Start End Title Description

8/15/2016 5/15/2020 Implement MTSS/RTII professional development



Person Responsible SH S EP Provider Type App. Executive Director of

Teaching & Learning and School Operations & Student Services Director

3.0 3 50 Delaware County Intermediate Unit, Delaware County Mental Health Agencies

School Entity

Yes

Knowledge Participants will gain a better understanding of the MTSS/RTII framework and how that framework supports

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student achievement and learning environments. Participants will also increase their ability to interpret data results and enhance their ability to effectively provide differentiated instruction.

Supportive Research http://effectivestrategies.wiki.caiu.org/file/view/RtIIAnIntro.pdf/528272716/RtIIAnIntro.pdf

Designed to Accomplish

For classroom teachers, school counselors and education specialists:

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

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

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.

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 School Whole Group Presentation Live Webinar Department Focused Presentation Professional Learning Communities Offsite Conferences


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Participant Roles

Classroom teachers Principals / Asst. Principals Supt / Ast Supts / CEO / Ex

Dir School counselors Paraprofessional New Staff Other educational

specialists Related Service Personnel Parents

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

Analysis of student work, with administrator and/or peers

Creating lessons to meet varied student learning styles

Peer-to-peer lesson discussion

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 Participant survey

LEA Goals Addressed: Ensure that there is a system within the school that fully ensures consistent implementation of effective instructional

Strategy #1: Instructional Coaching

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practices that meet the needs of all students across all classrooms and aligns with the Pennsylvania Framework for Teaching Ensure that there is a system within the school that fully ensures school-wide use of data that is focused on school improvement and the academic growth of all students


8/15/2016 6/15/2020 Monitor effectiveness of instructional coaching



Person Responsible SH S EP Provider Type App. Principals, Director of

Co-Teaching, Student Services Director

3.0 3 25 PaTTAN, Delaware County Intermediate Unit IU, School Entity,

PATTAN

Yes

Knowledge Participants will enhance their understanding of how to be effective instructional coaches. Participants will also gain knowledge of how to differentiate their instructional coaching style.

Supportive Research http://piic.pacoaching.org/index.php/piic-coaching/what-is-an-instructional-c


For classroom teachers, school counselors and education

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

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






Training Format

LEA Whole Group Presentation Series of Workshops Live Webinar Professional Learning Communities Offsite Conferences

Participant Roles

Principals / Asst. Principals Supt / Ast Supts / CEO / Ex

Dir New Staff Other educational

specialists Related Service Personnel

Grade Levels


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Lesson modeling with mentoring


Staff surveys, mini observations

Evaluation Methods


Standardized student assessment data other than the PSSA

Classroom student assessment data Participant survey Review of written reports

summarizing instructional activity



Strategy #1: Multi-Tiered System of Supports (PA-MTSS)/RTII


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8/15/2016 5/15/2020 Implement MTSS/RTII professional development



Person Responsible SH S EP Provider Type App. Executive Director of

Teaching & Learning and School Operations & Student Services Director

3.0 3 50 Delaware County Intermediate Unit, Delaware County Mental Health Agencies

School Entity

Yes

Knowledge Participants will gain a better understanding of the MTSS/RTII framework and how that framework supports student achievement and learning environments. Participants will also increase their ability to interpret data results and enhance their ability to effectively provide differentiated instruction.

Supportive Research http://effectivestrategies.wiki.caiu.org/file/view/RtIIAnIntro.pdf/528272716/RtIIAnIntro.pdf



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





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Training Format

Series of Workshops School Whole Group Presentation Live Webinar Department Focused Presentation Professional Learning Communities Offsite Conferences

Participant Roles

Classroom teachers Principals / Asst. Principals Supt / Ast Supts / CEO / Ex

Dir School counselors Paraprofessional New Staff Other educational

specialists Related Service Personnel Parents

Grade Levels



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

Evaluation Methods

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

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peers Analysis of student work,

with administrator and/or peers Creating lessons to meet

varied student learning styles Peer-to-peer lesson

discussion Joint planning period

activities

instructional delivery and professionalism. Student PSSA data Standardized student assessment

data other than the PSSA Classroom student assessment data Participant survey



Strategy #1: Instructional Coaching


8/15/2016 6/15/2020 Monitor effectiveness of instructional coaching


Indicator of Implementation: Teacher Effectiveness Forms, and completed classroom walk-through forms, data meetings, taking

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stock meetings, staff and student survey

Person Responsible SH S EP Provider Type App. Principals, Director of

Co-Teaching, Student Services Director

3.0 3 25 PaTTAN, Delaware County Intermediate Unit IU, School Entity,

PATTAN

Yes

Knowledge Participants will enhance their understanding of how to be effective instructional coaches. Participants will also gain knowledge of how to differentiate their instructional coaching style.

Supportive Research http://piic.pacoaching.org/index.php/piic-coaching/what-is-an-instructional-c



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







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Training Format

LEA Whole Group Presentation Series of Workshops Live Webinar Professional Learning Communities Offsite Conferences

Participant Roles

Principals / Asst. Principals Supt / Ast Supts / CEO / Ex

Dir New Staff Other educational

specialists Related Service Personnel

Grade Levels







Lesson modeling with mentoring


Staff surveys, mini

Evaluation Methods


Standardized student assessment data other than the PSSA

Classroom student assessment data Participant survey Review of written reports

summarizing instructional activity

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observations

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Assurance of Quality and Accountability

We, the undersigned, hereby certify that the school level plan for Chester Community CS 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 Chester Community CS for the 2014-2018 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

2016-2017 Improvement Evaluation

Describe the success from the past year. Instructional Coaching Instructional coaches for literacy and math are in every building and supporting teachers. Professional learning communities (PLCs) were created to improve the skills and knowledge-base of teachers through collaborative discussion, exchange of ideas, review of data and professional reflection. The Director of Co-teaching was instrumental in minimizing the concerns of teachers who transitioned into the co-teaching delivery model. There was an intentional focus on data analysis and identifying key indicators for classroom success. Specific professional development days focused on teaching all professional staff how to run assessments reports, triangulate the class and individual student data, and turn the data into action to improve student achievement and provide differentiated instruction. Teachers maintain the district’s revised data binders with specific protocols on how to translate the numbers into instructional sequences and follow up actions. Students use their assessment data to set their goals in reading and math. Full implementation of iReady has provided Lexile levels, progress monitoring, interventions, and identified areas for intervention. The district focused on classroom observations, monitoring lesson plans, PLCs and coaching which resulted in the implementation of best practices as well as engaging and targeted differentiated instruction. The district purchased technology to increase the ratio of computers to students and installed Smartboards in most classrooms which supported differentiated instruction, the development of computer skills, and implementation of iReady and other online programs. The district hired 2 additional Technology Integration Specialists who supported teachers in effectively using the internet’s resources and online programs such as Tumble Books, the public library, Flocabulary, and Raz Kids. Co-Teaching Chester Community Charter School has participated in the co-teaching model since the 2014-2015 school year. We have seen growth in both student and teacher performance since beginning the co-teaching model. Our teachers are trained and rehearsed in the various models of co-teaching and implement them into their lessons on a daily basis. The students benefit from having two certified teachers within their classroom to work with them in small groups and modify lessons based on their individual needs. Since starting co-teaching in 2014, we have grown tremendously in our practices. We would like to see teachers continue to co-plan, co-teach, and co-assess to benefit the students within our school. We would also like to see teachers continue to use the various models of co-teaching and understand how to use each model effectively. Our teachers have done a wonderful job thus far and we know they are eager to continue with the co-teaching model at Chester Community Charter School. ESL Programs

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The ESL program's goal is to equip English Language Learners with the language proficiency and independence necessary to meet or exceed state and district content standards while preserving the individual’s language and culture. Beginning last year CCCS has implemented a Core ESL/ELA program. English Language Learners who are at a Developing Level or below receive 90 minutes of ELA instruction from a dually certified (elementary and ESL) teacher. This allows the students to receive targeted language instruction while having access to grade level curriculum. . Using Tittle III funds, computers were purchased so that students had consistent and frequent access to individualized instructional programs, to online resources, and to programs (RAZ Kids and Reading EGGS) purchased with grant funds. The educational technology (computers and SMART TV) support the students’ need to visualize and interact with ideas, as well as developing concepts and vocabulary. An area that needs to be examined is the academic growth of the LEA’s Long Term ESL students. These are students who received ESL instruction for 4-6 years, and still have not reached English proficiency. The ESL team is evaluating data from various sources to create a plan for these students. Furthermore, the Director will continue to expand the Core ESL/ELA program based on student growth with teacher and student input. The early elementary ESL students, for whom it is their second year in the program, had significant growth with the instructional model. Child Find and Compliance Director CCCS hired a Child Find and Compliance Director. The goal of this position is to bridge the gap between regular education services and special education services to ensure that a continuum is being followed in order to guarantee FAPE for every student. Another key aspect is to oversee the compliance charts to make sure that every student that receives special education services have documents that are up to date and provide appropriate services. The Child Find position will continue to grow and support each school in the above areas. The objective is for the IST process to be more goal-oriented. Measurable goals are necessary in order for students’ progress to be monitored and tracked. This will help to ensure that referrals that ultimately request testing are appropriate and numerous interventions have been implemented with fidelity. This will be the focal point at the start of next year. New systems and checks are being implemented to ensure students are being given the services, interventions and accommodations that they need to be successful. PVAAS According to 2016 PVAAS, Value Added Reports: Grades 7 and 8 met the standard for PA Academic Growth in ELA . Had moderate evidence that the district exceeded the standard for PA Academic Growth in ELA. The three year growth average according to PVAAS, Value Added Reports shows the grade 7 has met the standard for PA Academic Growth in ELA and Grade 8 has moderate evidence that the district has exceeded the standard for PA Academic Growth. According to PVAAS, Value Added Reports grade 8 has met the standard for PA Academic Growth in Math. Furthermore, Grade 7 has moderate evidence that the district has exceeded the standard for PA Academic Growth in Math. The three year growth average according to PVAAS, Value Added Reports shows the grades 5 and 7 met the standard for PA Academic

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Growth in Math, with Grade 8 showing moderate evidence that the district has exceeded the standard for PA Academic Growth.

Other Success The LEA increased its capacity to provide career awareness programs in grades 6-8 by employing additional school counselors. The additional counselors initiated special events, and provided speakers and programs to provide career awareness programs for middle school students. The LEA’s Home School Visitor continued to support building personnel by improving student school attendance and addressing truancy concerns. The educational technology (computers and SMART TV) purchased by the LEA and by grant funds had many positive outcomes. The technology supported the students’ need to visualize and interact with ideas, as well as provided platforms for developing concepts and vocabulary. Among the results of increased access to computers were: greater student engagement, targeted differentiated instruction, access to a wide variety of texts, videos and online programs such as Tumble Books, the public library, Flocabulary, Raz Kids, Google.docs, and MyOn (online library of more than 6000 eBooks). The computers also provided real time progress monitoring with results available to all the LEA’s stakeholders. The computers supported the 2015-17 schoolwide initiative for 50-60 minutes of independent reading per week. The independent reading impacted students in these ways: increased their vocabulary; improved their reading stamina, improved their comprehension of nonfiction and fictional texts. In addition, the ability of families to use the site at home has increased parent engagement. Part-time tutors in math and reading (funded by Title I Set Aside funds and the Ready To Learn grant) provided interventions for our Tier 3 students. The majority of the tutored students showed growth as measured by pre- and posttests.

Describe the continuing areas of concern from the past year. How well the district is meeting the standard for PA Academic Growth is another area of concern. According to the 2016 PVAAS, Value Added Report, grade 4 and 6 have significant evidence of not meeting the standard for PA Academic Growth in ELA and Grade 5 has moderate evidence of not meeting the standard for PA Academic Growth. Grades 3-6 have significant evidence of not meeting the standard for academic growth in Math. 2016 PSSA Gr. 3-6 and 8 did not make progress in reducing the number of Below Basic students in Math on the PSSA. Gr. 3-8 did not show evidence of increasing the number of Advanced and Proficient students on the ELA or Math PSSA Additional professional development is required to support full and effective implementation of RTII in all buildings. The school needs to improve its effectiveness in providing time for teachers to co-plan lessons in co-teaching classrooms. Teacher turnover created a vacuum in the middle school ELA and social studies classrooms and other grades in the district. The pool of candidates for fulltime and substitute teachers needs to be more diverse and robust. The number of teachers with less than four years of experience creates specific challenges in providing engaging and effective instruction.

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Describe the initiatives that have been revised. Although the school initiated RTII, in 2015-2016 school year, full implementation with fidelity did not occur at every tier. Instructional support teams (IST) supported the framework of student referrals and the intervention process. RTII will be identified as the multi-tiered system of supports (MTTS). This early identification process and intervention structure will support the school in researched-based interventions matched to the instructional levels and behavioral needs of ALL students. While only four instructional coaches were planned for the 2014-2015 school year, the number was expanded to a total of 18. The coaches are attending the PIIC professional development sessions at the DCIU to augment their skills and provide a forum for collaboration. Professional development was tailored to individual needs of each building based on building survey data, instructional leadership walkthroughs, teacher feedback, and trends identified through building observations and leadership teams. In addition, new teachers completed several of the Keystones to Literacy content modules and Loti H.E.A.t. online courses. The math iReady program was implemented in the K-8 classrooms in 2016 -2017. The online learning tool First in MATH was adopted as part of the K-8 students’ tool kit for improving mathematics skills and competing on a national, state and school level. As part of the KtO grant activities, two K-2 tutors assisted teachers with implementation of iReady and its interventions. (Deleted rest of sentence.) Computer access was increased with the purchase of more than 400 Chromebooks. Students and teachers had consistent access to resources for differentiation and the development of 21st Century skills. Classroom libraries were expanded with the purchase of MyOn which provides an online library of more than 6000 eBooks which students and their families can access at home. This program and expanded classroom libraries supported the 2015-17 schoolwide initiative for 50-60 minutes of independent reading per week. Schoolwide results indicated that all classroom participated and the initiative increased student engagement, students’ vocabulary, and their comprehension of nonfiction and fiction texts.


Describe the success from the past year. Instructional coaches for literacy and math are in every building and supporting teachers. Professional learning communities (PLCs) were created to improve the skills and knowledge-base of teachers through collaborative discussion, exchange of ideas, review of data and professional reflection. The Director of Co-teaching was instrumental in minimizing the concerns of teachers who transitioned into the co-teaching delivery model. There was an intentional focus on data analysis and identifying key indicators for classroom success. Specific professional development days focused on teaching all professional staff how to run assessments reports, triangulate the class and individual student data, and turn the data into action to improve student achievement and provide differentiated instruction. Teachers maintain the district’s revised data binders with specific protocols on how to translate the numbers into instructional sequences and follow up actions. Students use their assessment data to set their goals in reading and math. Full implementation of iReady has provided Lexile levels, progress monitoring, interventions, and identified areas for intervention. The district focused on classroom observations, monitoring lesson plans, PLCs and coaching which resulted in the implementation of best practices as well as engaging and targeted differentiated instruction. The district purchased technology to increase the ratio of computers

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to students and installed Smartboards in most classrooms which supported differentiated instruction, the development of computer skills, and implementation of iReady and other online programs. The district hired 2additional Technology Integration Specialists who supported teachers in effectively using the internet’s resources and online programs such as Tumble Books, the public library, Flocabulary, and Raz Kids According to 2015 PVAAS, Value Added Reports: Grades 5, 6, and 7 met the standard for PA Academic Growth in ELA and Grade 8 had moderate evidence that the district exceeded the standard for PA Academic Growth in ELA. Overall the three year growth average according to PVAAS, Value Added Reports shows the grades 5-7 have met the standard for PA Academic Growth in ELA and Grade 8 has significant evidence that the district has exceeded the standard for PA Academic Growth. Each grade level 3-8, is making progress in reducing the number of Below Basic students in ELA on the PSSA. According to PVAAS, Value Added Reports Grades 4 and 6 have met the standard for PA Academic Growth in Math. Furthermore, Grade 5 has significant evidence that the district has exceeded the standard for PA Academic Growth in Math. According to PVAAS, Value Added Reports Grade 8 has moderate evidence that the district has exceeded the standard for PA Academic Growth in Math. Grade 4 has made progress in increasing the number of Advanced students and reducing the number of Below Basic Students on the Science PSSA. Grade 8 has made progress in increasing the number of Proficient students and reducing the number of Below Basic students on the Science PSSA.

Describe the continuing areas of concern from the past year. According to the 2015 PVAAS, Value Added Report: Grade 4 has moderate evidence it is not meeting the standard for PA Academic Growth in ELA and Grade 7 has significant evidence it is not meeting the standard for PA Academic Growth in Math. Grades 3-8, did not make progress in reducing the number of Below Basic students in Math on the PSSA. Grades 3-8 did not show evidence of increasing the number of Advanced and Proficient students on the ELA PSSA and Grades 3-8 did not show evidence of increasing the number of Advanced and Proficient students on the Math PSSA. High teacher turnover rate.

Describe the initiatives that have been revised. Although the school initiated RTII, in 2015-2016 school year, full implementation with fidelity did not occur at every tier. Instructional support teams (IST) supported the framework of student referrals and the intervention process. RTII will be identified as the multi-tiered system of supports (MTTS). This early identification process and intervention structure will support the school in researched-based interventions matched to the instructional levels and behavioral needs of ALL students. While only four instructional coaches were planned for the 2014-2015 school year, the number was expanded to a total of 18. The coaches are attending the PIIC professional development sessions at the DCIU to augment their skills and provide a forum for collaboration. Professional development was tailored to individual needs of each building based on building survey data, instructional leadership walkthroughs, teacher feedback, and trends identified

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through building observations and leadership teams. In addition, new teachers completed several of the Keystones to Literacy content modules and Loti H.E.A.t. online courses.


Describe the success from the first year plan. Instructional Coaches We exceeded our goal in hiring total of 8 literacy coaches and 7 full/part-time math coaches. Additionally, we hired a Director of Co-Teaching and Director of Curriculum & Instruction. Instructional coaches were assigned to teachers that had challenges in instructional delivery but were also available to all teacher to improve the quality of their instruction. Types of support have included: differentiated instructional coaching, professional development, revision of curriculum maps to align more closely with the PA Common Core. Co-Teaching The co-teaching delivery model has enabled special education students to receive their level of support in their least restrictive environment. It has also exposed SPED students to grade level curriculum with the support of both regular education and special education teacher. Student services department has provided professional development to include the following areas: co-teaching models of instruction and differentiated instruction. Literacy Coaches Literacy coaches provided a framework for balanced literacy program which included: expanded the implementation of Journeys, Daily 5, gradual release, guided reading, authentic assessments, and daily writing activities (i.e. model writing, guided writing, shared writing, independent writing). Math Coaches Math Coaches have provided direct support to co-teaching classrooms, implemented more problem-based curriculum, supported small group learning in math, increased instructional rigor and cognitive demand, supported data driven instructional planning, increased use of instructional technology in math RTII The RTII model was adopted for the 2014-2015 school year. All instructional staff received small group professional development in using data to group students according to need. The iReady online program was piloted as a universal screening tool and an individualized instructional program based on the diagnostic results. The program provides intervention data and progress monitoring for five critical components of literacy along with a Lexile level for each student. This program will be adopted for the 2015-2016 school year. Various online programs (Lexia, Reading Plus) were piloted with specific subgroups of students. These programs were not as effective as iReady. Other Success Based on 2014 PVAAS data, in Grades 4, 6, 7, 8, students met or exceeded expected growth in Math only. ELL students in 4th and 6th grade met their expected growth in Math in the proficient category.

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We have increased our capacity to provide career awareness programs in grades 6th-8th through the hire of additional school counselors

Describe the continuing areas of concern from the first year plan. The first continuing area of concern for instructional staff is to have adequate co-planning time to prepare for the various delivery models of co-teaching. Based on 2014 PVAAS data, Grade 5 is still making inadequate progress in all subject areas (Reading, Math, Writing) and in all proficiency categories. Based on 2014 PVAAS data, in Grades 4, 6, 7, 8, students did not meet or exceed expected growth in Reading. Based on this years PVAAS data, these have remained the same. There is significant evidence that 4th and 8th grade students did not meet the standard for growth in Science and that includes Special Ed and ELL subgroups. There is significant evidence that 5th and 8th grade students did not meet the standard for growth in Writing and that includes Special Ed and ELL subgroups. More effective implementation of RTII will be required to improve results for these groups.

Describe the initiatives that have been revised. While only four instructional coaches were planned for the 2014-2015 school year, the number was expanded to a total of 18. Professional development was tailored to individual needs of each building based on survey data, instructional leadership walkthroughs, teacher input, and trends identified through building observations. While we initiated RTII, in the 2015-2016 we need to further develop the capacity of all instructional staff in implementing the multi-tiered instruction.

Documents

Comprehensive Plan€¦ · Joanna Avella Elementary School Teacher ... the essential elements of the mentoring/induction program are ... The purpose of a Title 1 Schoolwide Program