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Tawanka El Sch
School Level Plan
07/01/2017 - 06/30/2018
2
School Profile
Demographics
Tawanka El Sch 2055 Brownsville Rd Langhorne, PA 19053 (215)809-6502 Federal Accountability Designation: none Title I Status: Yes Schoolwide Status: Yes Principal: Donald Palmer
Superintendent: Joseph Jones
Stakeholder Involvement Name Role
MaryBeth Tecce Academic Recovery Liaison : Schoolwide Plan
Gloria Hancock (Dr.) Administrator : Schoolwide Plan
Joseph Jones Administrator : Schoolwide Plan
Paul Meehan Administrator : Schoolwide Plan
Donald Palmer Building Principal : Schoolwide Plan
Fran Ansel Business Representative : Schoolwide Plan
Karen Blumenfeld Community Representative : Schoolwide Plan
Jennifer Gross Ed Specialist - Other : Schoolwide Plan
Allison DeFortuna Elementary School Teacher - Regular Education :
Schoolwide Plan
Casey Shinto Elementary School Teacher - Special Education :
Schoolwide Plan
JoAnn Perotti Intermediate Unit Staff Member : Schoolwide Plan
Melissa Ohler Parent : Schoolwide Plan
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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
No assurances have been identified
Assurance 13
No strategies have been identified
Coordination of Programs
Technical Assistance
The LEA provides guidance, technical assistance and support to schools developing schoolwide programs in the areas of needs assessment, comprehensive planning, implementation, and evaluation of schoolwide program and requirements.
Describe the technical assistance provided. Explain why it was considered high quality technical assistance.
JoAnn Perotti, the Director of Strategic Services from the Bucks County Intermediate Unit provided technincal assistance in the development of the plan. Support was also provided during consulation meetings with Neshaminy School District Federal Programs Supervisor ( 2/3,3/2,4/6,4/27).
Provider Meeting Date Type of Assistance
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.
Teachers are involved in regularly scheduled data meetings where they have input in the students' assessments. In addition the teaching staff is part of committees which make decisions about types and frequency of academic assessments administered.
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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 No
Before School Yes
After School Yes
Lunch/Study Periods Yes
Summer School Program Yes
Reading Yes
Math Yes
Science No
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.
• 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?
No, the school does not intend to consolidate the funds.
Federal Grant Program Amount of Grant
5
State/Local Grant Program Amount of Grant
6
Needs Assessment
School Accomplishments
Accomplishment #1:
77% of second graders are strategic or core on Correct Letter Sounds (CLS).
Accomplishment #2:
78% of 1st graders are strategic/core on Oral Reading Fluency (ORF).
Accomplishment #3:
Students demontsrated proficiency growth on pre and post district wrtiting assessments.
Accomplishment #4:
2nd grade had 16.6 points of growth for ORF mean.
Accomplishment #5:
K had 19.6 points of growth in Letter Naming Fluency (LNF).
Accomplishment #6:
1st grade had 28.3 points of growth in Nonsense Word Fluency (NWF) mean.
School Concerns
Concern #1:
Kindergarten Phoneme Segmentation Fluency (PSF) only 60% are core/strategic
Concern #2:
Kindergarten First Sound Fluency (FSF) only 59% are strategic/core
Prioritized Systemic Challenges
Systemic Challenge #1 (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
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Aligned Concerns:
Kindergarten Phoneme Segmentation Fluency (PSF) only 60% are core/strategic
Kindergarten First Sound Fluency (FSF) only 59% are strategic/core
Systemic Challenge #2 (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:
Kindergarten Phoneme Segmentation Fluency (PSF) only 60% are core/strategic
Kindergarten First Sound Fluency (FSF) only 59% are strategic/core
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School Level Plan
Action Plans
Goal #1: 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
Indicators of Effectiveness: Type: Annual
Data Source: Dibels, DRA, CPAA, CDT, PVAAS, PSSA
Specific Targets: Assesses acquisition of early literacy skills. Assess reading engagement,
fluency, and comprehension, identifying reading strengths and weaknesses; targets
instruction to meet individual needs. Measures student growth to help teachers
differentiate instruction. Provides diagnostic information in order to support
intervention and enrichment in literacy, mathematics, and science.
Strategies:
Data driven instruction to enhance student achievement through the use
of a more balanced and critical appreciation of the value of data. Description:
1. Leadership commitment to set the tone in the school regarding data-informed instruction. School principal will visibly support and engage in the activity of using data to inform discussions.
2. Data, broadly defined-school will define 'data' to include standardized test scores, interim and formative assessments, and the student work.
3. Tools that capture information from-instead of just delivering it to-teachers. To encourage buy-in, implement tools that give teachers a way to capture and analyze the copious amounts of data that they generate in their class everyday. Teachers are not just consumers of data but are the critical generators of data on and for their students.
4. Capacity and support to help build skills in analyzing and reacting to information.
5. Processes and structures to ensure data-driven techniques are a daily part of process of teaching and learning.
Also, Provide professional development for staff on using data to support instructional decision making.
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Description: To provide job embedded on-going professional development for the Tawanka staff to support them with data driven instruction.
Indicator of Implementation:
Building professional development calendar developed monthly to address the following topics and practices:
Making data part of an on-going cycle of instructional improvement. Collection and preparation by utilizing a variety of data about student learning. Interpreting data and developing hypotheses about how to improve student
learning. Modifying instruction to test hypotheses and increase student learning. Teaching students to examine their own data and set learning goals.
SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction
Implementation Steps:
Provide professional development for staff on using data to support
instructional decision making.
Description:
To provide job embedded on-going professional development for the Tawanka staff to support them with data driven instruction.
Indicator of Implementation:
Building professional development calendar developed monthly to address the following topics and practices:
Making data part of an on-going cycle of instructional improvement. Collection and preparation by utilizing a variety of data about student learning. Interpreting data and developing hypotheses about how to improve student
learning. Modifying instruction to test hypotheses and increase student learning. Teaching students to examine their own data and set learning goals.
Start Date: 8/28/2017 End Date: 6/30/2018
Program Area(s): Professional Education, Educational Technology
Supported Strategies:
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Data driven instruction to enhance student achievement through the use of a more balanced and critical appreciation of the value of data.
11
Appendix: Professional Development Implementation
Step Details
LEA Goals Addressed:
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: Data driven instruction to enhance student achievement through the use of a more balanced and critical appreciation of the value of data.
Start End Title Description
8/28/2017 6/30/2018
Provide professional development for staff on using
data to support instructional decision making.
To provide job embedded on-going professional development for the Tawanka staff
to support them with data driven instruction.
Indicator of Implementation:
Building professional development calendar developed monthly to address the
following topics and practices:
Making data part of an on-going cycle of instructional improvement.
Collection and preparation by utilizing a variety of data about student
learning.
Interpreting data and developing hypotheses about how to improve
student learning.
Modifying instruction to test hypotheses and increase student learning.
Teaching students to examine their own data and set learning goals.
12
Person Responsible SH S EP Provider Type App. Principal, Literacy
Specialist, Title 1 Literacy Specialist
0.5 150 48 Neshaminy School District School Entity
No
Knowledge
To gain a deeper understanding of students' learning needs using classroom performance data,
benchmark data and standardized data
Using data to set learning goals and develop instructional groups
Interpreting data to identify strengths and weaknesses of entire class as well as individual students
Supportive Research
U.S. Department of Education: Implementing Data-Informed Decision Making in Schools
Use of Education Data at the Local level; From Accountability to instructional improvement
School Performance : A Brief Guide to Building Systems for Data-Driven Instruction
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.
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
Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and
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roles: 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.
Training Format
School Whole Group Presentation
Professional Learning Communities
Participant Roles
Classroom teachers Principals / Asst. Principals
School counselors
Paraprofessional
New Staff
Other educational specialists
Grade Levels
Elementary - Primary (preK - grade 1)
Elementary - Intermediate (grades 2-5)
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
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
Review of participant lesson plans
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mentoring