Northern Bedford Co MS/SHS · Northern Bedford Co MS/SHS 152 NBC Dr ... Making provides a WWC reporting of various strategies ... Through the hiring of a new teacher to monitor at

Northern Bedford Co MS/SHS

School Level Plan

07/01/2014 - 06/30/2015

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School Profile

Demographics

Northern Bedford Co MS/SHS 152 NBC Dr Loysburg, PA 16659 (814)766-2221 Federal Accountability Designation: none Title I Status: Not Provided Principal: Wayne Sherlock

Superintendent: Scott King

Planning Committee Name Role

Mike Brode Middle School Teacher - Regular Education

David Burkett Administrator

Kathy Conrad Middle School Teacher - Special Education

Lisa Hagenbuch High School Teacher - Regular Education

Phoebe Keifman High School Teacher - Special Education

Kristi Musselman Middle School Teacher - Regular Education

Brenda Over Middle School Teacher - Regular Education

Wayne Sherlock Administrator

Marcus Yeatts High School Teacher - Regular Education

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Needs Assessment

School Accomplishments

Accomplishment #1:

The Northern Bedford County Middle/High School continues to make AYP for the Overall Student

Population on the Math and Reading PSSAs.

Accomplishment #2:

Students in the Northern Bedford County Middle/High School continue to demonstrate consistent

performance across the various reporting categories in math and reading PSSAs across the grade

levels.

Accomplishment #3:

Students in the Northern Bedford County Middle/High School continue to meet or exceed AYP

targets in regards to Graduation Rate, Attendance, and Test Participation.

School Concerns

Concern #1:

Teachers and administrators in the Northern Bedford County School District recognize the overall

achievement of students on the PSSAs and the growth of students predicted to be Basic or Below

Basic on the PSSAs. However, there is also the realization that students predicted to be Proficient or

Advanced on the PSSAs are not demonstrating a year's growth. While maintaining the current

growth of students predicted to be Basic or Below Basic must continue, we need to improve the

growth of students predicted to be Proficient or Advanced. Our goal is to increase the percentage of

students Advanced/Proficient in Mathematics/Algebra I by 1.5% annually; in Reading/Literature by

1.65% annually; in Science/Biology by 2.99% annually; and .on the NOCTI examinations by .89%

annually.

Concern #2:

An ongoing concern of teachers and administrators in the Northern Bedford County Middle/High

School is the achievement gap between students in the overall population and the students

identified in the Economically Disadvantaged subgroup. We feel the need to close this achievement

gap to less than 10% in the performance of the overall student population and the students in any of

the identified subgroups.

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Prioritized Systemic Challenges

No prioritized systemic challenges have been identified.

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School Level Plan

Action Plans

Goal #1: Establish a system within the school that fully ensures professional development is

focused, strategic and implemented with fidelity.

Indicators of Effectiveness: Type: Annual

Data Source: Student performance on PSSAs and/or Keystone examinations

Specific Targets: Increasing student performance on the PSSA and/or Keystone

examinations as established through the School Performance Profile. Our goal is to

increase the percentage of students Advanced/Proficient in Mathematics/Algebra I

by 1.5% annually; in Reading/Literature by 1.65% annually; in Science/Biology by

2.99% annually; and .on the NOCTI examinations by .89% annually.

Type: Annual

Data Source: Student achievement on the PSSAs and Keystone examinations as

indicated through PVAAS.

Specific Targets: Increasing student achievement on the PSSA and/or Keystone

examinations as established through the School Performance Profile.

Strategies:

Substantial Professional Development

Description: The Southwest Regional Educational Laboratory found that substantial professional development showed a positive impact upon student achievement (substantial = greater than 14 hours of focused professional development delivered via workshops or summer institutes, supported by follow-up sessions and all delivered by professional developers rather than train-the-trainer approaches). (Source: http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033.pdf )

SAS Alignment: Instruction

Implementation Steps:

Planning

Description:

http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033.pdf

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Building administrators will research and provide appropriate professional development opportunities focusing of Differentiated Instruction. Sign-in sheets and Act 48 documentation will ensure that this action step has been implemented.

Start Date: 6/2/2014 End Date: 6/30/2017

Program Area(s): Professional Education

Supported Strategies:


Professional Development

Description:

The Northern Bedford County School District will collaborate with the local IU and other appropriate service providers to offer training opportunities in the area of differentiated instruction. A list of dates, the presenters utilized, and the agendas used will show that this professional development action step has been implemented.


Program Area(s): Professional Education, Student Services



Implementation of Professional Development Strategies

Description:

The middle/high school staff will utilize the strategies learned during the professional development activities in the classroom. Lesson plans that include differentiated strategies may be reviewed by administrators.




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Monitoring During Implementation

Description:

Building principals will conduct observations and walk-throughs to determine implementation in the classrooms.





Assess Effectiveness of Implementation of Strategies

Description:

Secondary Staff will review and analyze various forms of achievement data (PSSA, Keystone, and PVAAS) as well as formative classroom assessments to determine the effectiveness of the differentiation strategies. Secondary staff will make necessary differentiated instructional adjustments based on the data analysis.





Assess Effectiveness of Resources Used to Support Strategy

Description:

Secondary Staff will utilize team meetings to review and analyze various differentiated strategies to determine those which have been most effective in the classroom. Following these meetings, teachers will develop action plans for their

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classroom until the next data analysis. Building Administrators will complete periodic monitoring of the grade level action plans to ensure implementation and progress.





Goal #2: Establish a system within the school that fully ensures students who are academically at risk are identified early and are supported by a process that provides interventions based upon student needs and includes procedures for monitoring effectiveness.

Indicators of Effectiveness:

Type: Annual

Data Source: PSSA and/or Keystone Assessment Data

Specific Targets: Increasing student performance on the PSSA and/or Keystone examinations as established through the School Performance Profile. Our goal is to increase the percentage of students Advanced/Proficient in Mathematics/Algebra I by 1.5% annually; in Reading/Literature by 1.65% annually; in Science/Biology by 2.99% annually; and on the NOCTI examinations by .89% annually.

Type: Annual

Data Source: PVAAS Data


Type: Interim

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Data Source: Star Math and Star Reading or similar diagnostic tests


Strategies:

Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing

Description: Using Student Achievement Data to Support Instructional Decision Making provides a WWC reporting of various strategies related to the acquisition, analysis, and application of student data. (Source: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf )

SAS Alignment: Assessment, Instruction

Implementation Steps:

Planning

Description:

Early Identification and Support of "At Risk" Students

Through the hiring of a new teacher to monitor at risk students in the NBCMS and NBCHS. These students will be identified as being at risk by using CDT's, Study Island, and PVAAS as data sources. Once identified, students will be placed and receive appropriate interventions (Tier II and III).





http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf

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Professional Development

Description:

The Northern Bedford County School district will collaborate with the local IU and other appropriate services providers to offer training opportunities in the area of RTII and remedial instruction. The hiring of a new staff member to implement these instructional strategies will show that this professional development action step has been implemented.





Implementation of Professional Development Strategies

Description:

The new teacher will utilize the strategies learned during the Differentiated Instruction and RtII professional development activities. Effective implementation will be assessed through administrative review of lesson plans and classroom observations.





Monitoring During Implementation

Description:

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Building administrator will monitor teacher effectiveness throughout the year by the New Teacher Induction Meetings, formal observations, and classroom walkthroughs.





Assess Effectiveness of Implementation of Strategies

Description:

Through the end of the year teacher ACT 82-1 evaluation.





Assess Effectiveness of Resources Used to Support Strategy

Description:

Through the end of the year teacher ACT 82-1 evaluation.





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Appendix: Professional Development Implementation

Step Details

LEA Goals Addressed:

#1 Establish a system within the school that fully ensures professional development is focused, strategic and implemented with fidelity.

Strategy #1: Substantial Professional Development

Start End Title Description

6/2/2014 6/30/2017 Professional Development

The Northern Bedford County School District will collaborate with the local IU and

other appropriate service providers to offer training opportunities in the area of

differentiated instruction. A list of dates, the presenters utilized, and the agendas

used will show that this professional development action step has been

implemented.

Person Responsible SH S EP Provider Type App. Building Principal 7.5 4 45 To be determined PaTTAN Yes

Knowledge Teachers will acquire information and resources allowing them to differentiate instruction to all students and to

meet the needs of the diverse learners in the classrooms.

Supportive Research

Differentiated Instruction in the classroom is listed on the McREL website.

Designed to Accomplish

For classroom teachers, school counselors and education specialists:

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

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

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

Empowers educators to work effectively with parents and community partners.

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

LEA Whole Group Presentation

Series of Workshops

School Whole Group 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

Grade Levels

Middle (grades 6-8)

High (grades 9-12)

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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

Lesson modeling with mentoring

Joint planning period activities

Evaluation Methods

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

Student PSSA data Standardized student assessment

data other than the PSSA

Classroom student assessment data

Participant survey

Portfolio

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Assurance of Quality and

Accountability

The Title I status for Northern Bedford Co MS/SHS is unknown.

Documents

Northern Bedford Co MS/SHS · Northern Bedford Co MS/SHS 152 NBC Dr ... Making provides a WWC reporting of various strategies ... Through the hiring of a new teacher to monitor at