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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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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:
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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:
Substantial Professional Development
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.
Start Date: 6/2/2014 End Date: 6/30/2017
Program Area(s): Professional Education, Student Services
Supported Strategies:
Substantial Professional Development
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.
Start Date: 6/2/2014 End Date: 6/30/2014
Program Area(s): Professional Education, Student Services
Supported Strategies:
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Substantial Professional Development
Monitoring During Implementation
Description:
Building principals will conduct observations and walk-throughs to determine implementation in the classrooms.
Start Date: 6/2/2014 End Date: 6/30/2017
Program Area(s): Professional Education, Student Services
Supported Strategies:
Substantial Professional Development
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.
Start Date: 6/2/2014 End Date: 6/30/2017
Program Area(s): Professional Education, Student Services
Supported Strategies:
Substantial Professional Development
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.
Start Date: 6/2/2014 End Date: 6/30/2017
Program Area(s): Professional Education, Student Services
Supported Strategies:
Substantial Professional Development
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
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: Interim
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Data Source: Star Math and Star Reading or similar diagnostic tests
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.
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).
Start Date: 7/1/2014 End Date: 6/30/2017
Program Area(s): Professional Education, Student Services
Supported Strategies:
Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing
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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.
Start Date: 6/2/2014 End Date: 6/30/2017
Program Area(s): Professional Education, Student Services
Supported Strategies:
Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing
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.
Start Date: 6/2/2014 End Date: 6/30/2017
Program Area(s): Professional Education, Student Services
Supported Strategies:
Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing
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.
Start Date: 6/2/2014 End Date: 6/30/2017
Program Area(s): Professional Education, Student Services
Supported Strategies:
Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing
Assess Effectiveness of Implementation of Strategies
Description:
Through the end of the year teacher ACT 82-1 evaluation.
Start Date: 6/2/2014 End Date: 6/30/2017
Program Area(s): Professional Education, Student Services
Supported Strategies:
Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing
Assess Effectiveness of Resources Used to Support Strategy
Description:
Through the end of the year teacher ACT 82-1 evaluation.
Start Date: 6/2/2014 End Date: 6/30/2017
Program Area(s): Professional Education, Student Services
Supported Strategies:
Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing
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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