School Improvement Plan – Guidelines and Process I. School ......School Improvement Plan –...

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School Improvement Plan – Guidelines and Process

I. School Level Narrative School Building Information Local Education Agency (LEA) Name

Propel CS-Homestead School Building Name

Propel CS-Homestead 4-Digit School Building Code

7772 School Street Address

129 E 10th Ave, Homestead, PA 15120

A. School Improvement Committee Committee Members and Positions in School/Community

Member Role to School Tina Chekan Superintendent

Sandy Bly Senior Director/Recorder Camille Smith Parent Robert Powell Principal-Homestead

Jessica Colbert Principal-Andrew Street Jeffrey Patrick Educator, Computer Science Integration

Talisha Thomas Educator, Mathematics Nicole Palmer Educator, Learning Support - ASHS Cynthia Gilmer Instructional Coach - ASHS Jhordan Price 11th Grade Student - ASHS Teresa ONeill Senior Director

Cheryl Chapman Community Member Jasmine Anderson 4th Grade ELA/School Lead

Outline efforts school leaders took to ensure that the committee is comprised of a diverse group of stakeholders who are involved and invested in LEAs, schools, programs, and outcomes for students (leadership, teachers, parents, students, community partners, LEA leadership or staff, governing board leadership or designee, elected officials advocacy organizations).

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Propel Homestead Charter sustains two schools, the K-8 building (Homestead) and the 9-12 building (Andrew Street). This unique combination of schools, under one charter, warrants that our stakeholders involved in this process represent both schools. Our student representative was a student at Homestead and currently a junior at Andrew Street. Parents considered for the steering committee have children attending both schools. Community members are well-established leaders among their Homestead neighborhoods. In terms of our educators, school leaders considered years of service as well as the daily actions and mindset of the of individuals. In our attempts to ensure a diverse group of stakeholders, we chose educators with varying levels of experience and content background. Our group is comprised of educators in math, reading, technology, English and special education. All the stakeholders, who were chosen, have a belief that the students we serve can and will achieve at high levels. In addition, they understand the needs of the students and families we serve.

Describe the role of the committee in developing this school improvement plan, as well as the intended role of the committee in the implementation and monitoring of the plan.

After our consultation with our SIF, the initial meeting of the steering committee took place on March 5, 2019. The School Improvement Steering Committee (SISC) was given their role in developing the school improvement plan. The SISC is essential in acquiring different perspectives in the development and decision-making process. In the initial meeting, the SISC provided insight and feedback throughout the process to address the needs of the families, students, school, and community. The SISC conducted a comprehensive needs assessment - using the PA Essential Practices for Schools and their Community along with data from the PA Future Ready Index and other data sources. This needs assessment provided formative feedback on current school practices that informed the school’s improvement efforts. The data gathered through this assessment process helped the school understand the current implementation of evidence-based practices and assisted in identifying priorities for improvement of teaching and learning for all students. Over the next six weeks, members of the SISC gathered and completed the steps of the Facilitated Self-Assessment which included: Exploring Prioritized Needs, Discovering the Root Cause Analysis, and Identification of the Highest Priority Foci to Achieve Targets and Goals After identifying the strengths and concerns formulated from the needs assessment, the principals and a school team drafted the school improvement plan. The School Improvement Facilitator provided support throughout the process and monitored the development of the plan. The SISC met in April to preview the final draft of the plan for the 2019-2020 school year. As the plan is implemented, the School Community Steering Committee continued to meet on a quarterly basis to monitor the plan and adjust as needed. When the team resumed planning in April 2020, they identified the same priorities continue to be the focus for the 2020-2021 school year. This decision was held mainly because the school year ended abruptly, in addition to, the root causations still exist. The teams decided that the individual schools could design action steps that were appropriate for each school, while working towards the same goals.

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B. School Level Vision for Learning Long-term Vision and the Measures of Success

Long-Term Vision for Students What will students know and be able to demonstrate

upon leaving the school?

Measures of Success

How will you know you are on track to achieving your vision or students?

All students will have access to grade level content through instruction that is individualized and differentiated to meet their learning needs.

By June 2023, the percentage of students testing proficient or advanced on the ELA and Math PSSA will increase by 10-12% when comparing the results of 2023 to the results of 2020.

All students will engage in socially responsible practices that will help them to be academically successful and sustain positive professional relationships.

By June 2023, the percentage of students whose regular attendance exceeds 170 days will increase to 80%.

All students will be able to identify a pathway for college and career opportunities after twelfth grade by identifying then connecting their strengths and interests to future goals.

By June 2023, all graduating seniors will be accepted to a post-secondary education program (2 or 4-year program at a college, university, trade or technical school, military, etc.)

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II. School Level Needs Assessment

A. Identified School Community Needs:

Describe how the LEA and school engaged in timely and meaningful consultation with a broad range of stakeholders (e.g., families, students, educators, community partners) and examined relevant data (e.g., student, educator, and community demographics; student achievement and growth; student and teacher attendance; student behavior; documents; classroom observations; surveys; focus groups; budget/allocation of finances) to understand the most pressing needs of students, educators, and/or other members of the school community and the potential root causes of those needs.

The School Community Improvement Steering Committee conducted a comprehensive needs assessment completing the following steps: Timely and meaningful community consultation with stakeholders including the Superintendent. The School Community Improvement Steering Committee engaged in timely and meaningful consultation with a broad range of stakeholders and examined relevant data (student, educator, and community demographics; student achievement and growth; student and educator attendance; student behavior; classroom observations; survey; focus groups; budgets/allocations; suspensions) to understand the most pressing needs of students, educators, families, and/or other members of the school community and the potential root causes of those needs. Strengths and challenges: The School Community Improvement Steering Committee used the data along with the PA Essential Practices for Schools to ensure the plan demonstrates a deep understanding of the school's context including students, educators, families, and the community. Root causes: The School Community Improvement Steering Committee used a diverse array of appropriate data sources and evidence to articulate in detail the root causes for each prioritized challenge and included an explanation of the link between each priority's rationale and its root causes. The links are easy to comprehend and logically explain the root causes of each priority. Priority statements and aligned outcomes: The School Improvement Steering Committee developed 2 high leverage priority statements that are the focus for the plan's designated period. A clear, compelling rationale is provided for each priority statement the articulates why the priority needs urgent attention.

B. Based on your data analysis, what are your data-supported strengths?

Strengths Supporting Evidence from Needs Assessment

Condition #2: Empower Leadership Essential Practice #9: Organize programmatic, human, and fiscal capital resources aligned with the school improvement plan and the needs of the school community.

Based on the data from the Future PA Ready Index and the assessment of the Essential Practices, it was determined that school leaders analyze and identify fiscal capital available to the school community throughout the year, make ongoing strategic and sustainable decisions to fund tartgeted efforts aligned to school-wide goals while considering the needs of all students and staff members. School leaders consistently allocate personnel, resources, and programs based on student needs as evidenced through the master schedule, staff assignments, protocols for problem-solving and the Educator Focus Group Questions 4 and 3.

Condition #3: Provide Student-Centered Support Systems Essential Practice #15: Partner with local businesses, community organizations, and other agencies to meet the needs of the school.

Based on the data from the Future PA Ready Index and the assessment of the Essential Practices, it was determined that the school consistently engages in strategies, policies, and procedures for partnering with local businesses, community organizations, and other agencies aligned to the needs of the school. The school outlines the role of community partners in helping to achieve specific results as evidenced through the partnership with Mon Yough Community Services. The school and community partners assess the effectiveness of their relationships on a regular basis to support students evidenced through team meeting agendas, organization, and school calendars, professional learning plans, materials, and the educator focus group question 12 and the Student focus group question 11.

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Condition #2: Empower Leadership Essential Practice #7: Collectively shape the vision for continuous improvement of teaching and learning

Based on the data from the Future PA Ready Index and the assessment of the Essential Practices, it was determined that the school has a defined theory of action and vision driving the priorities related to improvement efforts. The goals and interim benchmarks are consistently used to monitor progress, identify and prioritize the next level of work by all staff as evidenced by the vision for continuous improvement of teaching and learning, observations of decision making process, Educator focus group question 2 and 11, Student focus group question 2, Educator survey questions 5b and f, 7a and e-i, 9c, 11a and b, 12a and d, 14 a and c 15b

C. Based on your data analysis, what are your data-supported challenges? (You will need to identify two or three of these challenges that will be prioritized and addressed in this plan.) Check each challenge that will be a priority in your plan.

Challenges Supporting Evidence from Needs Assessment Priority for

Planning Primary Root Cause

Condition #1: Focus on Continuous Improvement of Instruction Essential Practice #4: Identify and address individual student learning needs

Based on the data from the Future PA Ready Index and the assessment of the Essential Practices, it was determined that structures, practices, and protocols for using data to identify evidence-based strategies and differentiate instruction to address individual student's academic and behavioral needs is an area for growth. This is evidenced by the need for a consistent use of a data analysis protocol, a data warehouse and information systems for educators, feedback forms for students and Educator Survey Questions 2c, 2e, 5d, and 5f, Parent Survey Question 6b, and Student Focus Group Questions 2b, 2d, 2e, 10a, 10f, 11e, 11f, 13a-e.

Yes Educators need to build capacity to help students meet Standards. • Curriculum & Planning • Instruction &

Assessment • Support & Mindset

Condition #3: Provide Student-Centered Support Systems Essential Practice #13: Implement a multi-tiered system of supports for academics and behavior

Based on the data from the Future PA Ready Index and the assessment of the Essential Practices, it was determined that the school needs to refine the infrastructure that will support effective and efficient service delivery using an MTSS framework. This is evidenced through inconsistent Tier I, II, III lesson plans, the selection of interventions, progress monitoring instruction, Educator survey question 5a, Student focus group questions 4 and 7, and Parent survey questions 6b.

Yes Educators lack instructional strategies and are inconsistent in using Tier 1 Intervention to respond to students in academic and emotional crisis.

D. Established Priorities and Aligned Outcome Categories

Based on your prioritized challenges, develop, in specific detail, two to three high-leverage priority statements to focus your improvement plan. In drafting priority statements, your team will turn each prioritized challenge into an actionable statement that explains how the school plans to address the primary root cause of the challenge. Indicate which Outcome Category will be most directly impacted by focusing on the priority statement, by selecting the category that is best aligned to the priority statement from the drop-down menu under “Outcome Category.”

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Priority Statements Rationale Outcome Category

1. Develop and utilize systems to identify, analyze, and track individual student data to address learning needs.

If we align curriculum, instruction and assessment to the standards, then our educators will be able to meet individual student learning needs so that students can access the grade level standards.

Essential Practices Condition 1 - Focus on Continuous Improvement of Instruction

2. Develop and implement academic and behavior support systems that are multi-tiered and individualized.

If we provide a framework to identify student needs early, then educators will respond urgently to adjust instruction to improve academic and behavioral performance of all students.

Essential Practices Condition 3 - Provide Student-Centered Support Systems

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III. Measurable Goal Statements

Priority Statement #1: Develop and utilize systems to identify, analyze, and track individual student data to address learning needs. Measurable Goal Statement 1

21.4% of students in grades 3-8 will demonstrate Adequate Grade Level Performance in Math (Adequate grade level performance will be determined by looking at the number of students who are predicted to score Proficient or Advanced on the Mathematics PSSA using the NWEA MAP assessment)

39.1% of students in grades 3-8 will demonstrate Adequate Grade Level Performance in Reading (Adequate grade level performance will be determined by looking at the number of students who are predicted to score Proficient or Advanced on the Reading PSSA using the NWEA MAP assessment)

Target 1st Quarter Target 2nd Quarter Target 3rd Quarter Target 4th Quarter

100% of students complete the Fall benchmark assessment for reading and mathematics by September 30th.

30 students, in grades 3 thru 8 combined, will score within the appropriate range of Adequate grade level performance as evidenced by the Mathematics-MAP Student Projected Proficiency report. 55 students, in grades 3 thru 8 combined, will score within the appropriate range of Adequate grade level performance as evidenced by the Reading-MAP Student Projected Proficiency report.



Measurable Goal Statement 2

20% of students in Grades 9-12 will demonstrate College Readiness on the NWEA Math MAP 30% of students in Grades 9-12 will demonstrate College Readiness on the NWEA Reading MAP

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Target 1st Quarter

Target 2nd Quarter

Target 3rd Quarter

Target 4th Quarter

100% of students in Grades 9-12 will complete the Fall NWEA Math and Reading MAP by September 30, 2020




Measurable Goal Statement #2

100% of teachers will use standards aligned summative assessments to monitor student learning

Target 1st Quarter

Target 2nd Quarter

Target 3rd Quarter

Target 4th Quarter

100% of teachers will demonstrate the ability to draft standards aligned summative assessments




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Priority Statement #2: Develop and implement academic and behavior support systems that are multi-tiered and individualized. Measurable Goal Statement 1

100% of educator lesson plans will be standards-based, include multiple enhancements to personalize instruction for specific individuals and provide evidence of appropriately tiered interventions recommended from the MTSS process.

Target 1st Quarter

Target 2nd Quarter

Target 3rd Quarter

Target 4th Quarter

70% of educator lesson plans will be standards-based and include multiple enhancements (access points to learning) to personalize instruction. 100% of students complete the Fall benchmark assessment and universal behavior screener by September 30th.

100% of educator lesson plans will be standards-based and include multiple enhancements (access points to learning) to personalize instruction. 50% of educator lesson plans will show evidence of implementation of appropriate tiered interventions recommended from the MTSS process.

100% of educator lesson plans will be standards-based and include multiple enhancements (access points to learning) to personalize instruction. 80% of educator lesson plans will show evidence of implementation of appropriate tiered interventions recommended from the MTSS process


Measurable Goal Statement 2

The total number of days students in grades 9-12 are suspended in the 2020-21 school year will decrease by 10% when comparing the suspensions to the 2019-2020 school year.

Target 1st Quarter

Target 2nd Quarter

Target 3rd Quarter

Target 4th Quarter

The number of days students are suspended by September 30, 2020 will decrease by 10% when comparing the suspensions to the number of days students were suspended by September 30, 2019.

The number of days students are suspended by December 31, 2020 will decrease by 10% when comparing the suspensions to the number of days students were suspended by December 31, 2019.

The number of days students are suspended by March 15, 2021 will decrease by 10% when comparing the suspensions to the number of days students were suspended by March 15, 2020

The total number of days students are suspended in the 2020-21 school year will decrease by 10% when comparing the suspensions to the 2019-2020 school year.

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IV. School Level Action Plans Priority Statement 1: Develop and utilize systems to identify, analyze, and track individual student data to address learning needs. Outcome Category

Measurable Goal Statement (Smart Goal)

21.4% of students in grades 3-8 will demonstrate Adequate Grade Level Performance in Math (Adequate grade level performance will be determined by looking at the number of students who are predicted to score Proficient or Advanced on the Mathematics PSSA using the NWEA MAP assessment)

39.1% of students in grades 3-8 will demonstrate Adequate Grade Level Performance in Reading (Adequate grade level performance will be determined by looking at the number of students who are predicted to score Proficient or Advanced on the Reading PSSA using the NWEA MAP assessment)

Measurable Goal Nickname (35 Character Max)

Target 1st Quarter Target 2nd Quarter Target 3rd Quarter Target 4th Quarter

100% of students complete the Fall benchmark assessment for reading and mathematics by September 30th.




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Evidence-based Strategy Name Measurable Goals

Align classroom observations with professional development, with inclusion of “micro-teaching” which includes educator’s reviewing their lessons for evaluation purposes. (Tier 2)

Provide professional learning that is intensive, ongoing and connected to practice. (Tier 2)

21.4% of students in grades 3-8 will demonstrate Adequate Grade Level Performance in Math

39.1% of students in grades 3-8 will demonstrate Adequate Grade Level Performance in Reading

Action Step Anticipated Start Completion Date

Provide educators with instructional coaching around lesson plan development, outline of the unit plan, appropriate opening and closing of lessons, questioning and appropriate scaffolding of information. Coaching cycles will also be used to ensure the outcomes from educator effectiveness ratings are linked to the educator professional development.

September 2020 June 2021

Lead Person/Position Material/Resources/Supports Needed Building Principal/Assistant Principal -Scheduled opportunities (bi-/monthly) for educators to participate in coaching

Prof Development Step Differentiated Instruction in Action

Action Step Anticipated Start Completion Date Provide content team leads on professional development around providing feedback to peers. Content team leads will then create & manage a structure for peer-to-peer evaluations.


Lead Person/Position Material/Resources/Supports Needed Building Principal -Schedule for leadership learning walks

-Building Substitute Prof Development Step Participation in Learning Walks

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Action Step Anticipated Start Completion Date Educator observations will be recorded. Educators will complete a self-assessment after reviewing the video/photo record of their evaluations.

Mid-October 2020 May 2021

Lead Person/Position Material/Resources/Supports Needed Building Principal/Assistant Principal -Master Schedule

-Outlined schedule for the evaluation cycle -Video Camera -Feedback tool for educators

Prof Development Step

Action Step Anticipated Start Completion Date Educators will identify “developing and ineffective” categories evidenced by their evaluative ratings using the Danielson Framework. Educators will design their own, individualized professional development plan based on the “developing and ineffective” categories.

Mid-October 2020 June 2021

Lead Person/Position Material/Resources/Supports Needed Building Principal/Assistant Principal -Coaching cycles will be used to ensure the outcomes are linked to professional

development. Prof Development Step

Action Step Anticipated Start Completion Date Math educators will work intentionally with instructional specialists to design math labs that provide opportunities for students to build conceptual understanding of math.

October 2020 June 2021

Lead Person/Position Material/Resources/Supports Needed Building Principal Content Lead, Math-Pathway (Secondary) Prof Development Step Developing Student’s Conceptual Knowledge in Mathematics

Anticipated Output Monitoring/Evaluation

An increase in the teacher effectiveness ratings, specifically in domains 1 & 4 of the Danielson Framework, as evidenced by summative evaluation scores in Whetstone.

Educators will exhibit instructional flexibility and responsiveness that allows for timely adjustments based on student needs.

Principals & Assistant Principals will conduct 4 informal, 2 formal and 2 summative evaluations for staff per year. Informal feedback will be provided to the educators during Coaching Cycle Meetings. Building Principals will conduct status meetings with Propel District Leaders bi-monthly to monitor & evaluate the school's progress towards meeting goals. The teacher effectiveness rating will be evidenced by final evaluation scores on formal observations.

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Deliver sound instruction in a variety of modes- “Teacher clarity and individualizing instruction through Response to Instruction/Multi-tiered Systems of Support are highly beneficial to academic performance.” (Tier 2)

Teachers provide explicit and systematic intervention instruction. (Tier 2)

21.4% of students in grades 3-8 will demonstrate Adequate Grade Level Performance in Math

39.1% of students in grades 3-8 will demonstrate Adequate Grade Level Performance in Reading

Action Step Anticipated Start Completion Date Model best practices for new educators by providing opportunities for new educators to team teach with veteran/experienced educators.

October 2020 June 2021

Lead Person/Position Material/Resources/Supports Needed Building Principal Induction Guide-Pathway (Secondary)

-Master Schedule -Building Substitute


Action Step Anticipated Start Completion Date Educators will use student portfolios as an avenue for students to self-reflect on their performance on assessments and make goals towards upcoming benchmarks.


Lead Person/Position Material/Resources/Supports Needed Building Principal Content Leads- Pathway (Secondary)

-Platform for digital & paper portfolios


Action Step Anticipated Start Completion Date Provide professional learning opportunities that enable educators to individualize instructional plans in response to individual student performance.

September 2020 (Monthly) June 2021

Lead Person/Position Material/Resources/Supports Needed Principal -Consultations on Menu of Services surrounding the MTSS Process

-Scheduled opportunities (monthly) for educators to participate in professional development Prof Development Step

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Action Step Anticipated Start Completion Date Lead Person/Position Material/Resources/Supports Needed Prof Development Step

Anticipated Output Monitoring/Evaluation Educators will provide multiple options for students to demonstrate what they know and can do related to standards-aligned goals and learning targets.

An increase in the percentage of students that are meeting and/or exceeding growth targets in Reading and Math as evidenced by the NWEA MAP results.

Written goals are established for each student in terms of their performance on state/district assessments, diagnostic assessments, benchmark or formative assessments, or common assessments.

During the monthly grade level/content team meeting, educators will analyze student data to make informed decisions toward student progress. The percentage of students that are meeting and/or exceeding growth targets will be evidenced by Trimester MAP (assessment) results.

Student progress on standards will be reviewed using the students portfolio every 6 weeks to determine student growth on classroom assessments through standards-based grading practices.

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Priority Statement 2: Develop and utilize systems to identify, analyze, and track individual student data to address learning needs. Outcome Category

Measurable Goal Statement (Smart Goal)


Measurable Goal Nickname (35 Character Max)

Target 1st Quarter

Target 2nd Quarter

Target 3rd Quarter

Target 4th Quarter

70% of educator lesson plans will be standards-based and include multiple enhancements (access points to learning) to personalize instruction. 100% of students complete the Fall benchmark assessment and universal behavior screener by September 30th.


100% of educator lesson plans will be standards-based and include multiple enhancements (access points to learning) to personalize instruction. 80% of educator lesson plans will show evidence of implementation of appropriate tiered interventions recommended from the MTSS process



Engage instructional teams in assessing and monitoring (Tier 2)


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Educators will use a Standards Based Grading system that monitors academic growth of students utilizing pre/post, summative and formative assessments.


Lead Person/Position Material/Resources/Supports Needed Building Principal/Assistant Principal School Lead-Pathway (Secondary)

-Continued professional development on the utilization of assessments during instruction. -Consultation on appropriate interventions

Prof Development Step Unpacking the Learning Targets/Assessing Students


The master schedule will provide timed opportunities for educators to address the skill deficits of students.

August 2020 June 2021

Lead Person/Position Material/Resources/Supports Needed Building Principal -Best practices for scheduling Prof Development Step


An increase in the teacher effectiveness ratings, specifically in domains 1 & 3 of the Danielson Framework, as evidenced by summative evaluation scores in Whetstone.

Educators can explain and interpret data in ways that are helpful to students and families for understanding student progress. School resources and staff are strategically aligned and matched to students needs based on screening and progress monitoring data.

Principals & Assistant Principals will conduct 4 informal, 2 formal and 2 summative evaluations for staff per year. Informal feedback will be provided to the educators during Coaching Cycle Meetings. Building Principals will conduct status meetings with Propel District Leaders bi-monthly to monitor & evaluate the school's progress towards meeting goals. The teacher effectiveness rating will be evidenced by final evaluation scores on formal observations.

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Utilization of data-based decision making within a multi‐level prevention system to maximize student achievement and reduce behavior problems. (Tier 3)



Educators will utilize the “EdInsight” online program to identify individual performance levels of students, track utilization of prescribed interventions and record the progress of those students requiring academic and behavioral interventions, Tier II/Tier III

November 2020 June 2021

Lead Person/Position Material/Resources/Supports Needed Building Principal/Assistant Principal -Integration of Propel Standards into EdInsight

-Consultation on MTSS Best-Practices Prof Development Step Tracking & Understanding Student Outcomes

Action Step Anticipated Start Completion Date Prescribe time within the master schedule that allows educators, in content level teams, to review lesson plan development of their peers, share instructional and assessment practices and vertically align curriculum within the building.

August 2020 June 2021

Lead Person/Position Material/Resources/Supports Needed Building Principal Content Lead-Pathway (Secondary)

-Master Schedule -Coverage plan’ -Building Substitute Prof Development Step

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Action Step Anticipated Start Completion Date Coordinate the use of pre & post assessments to identify the level of students’ mastery then aide educators in developing individualized instruction based on the assessment results.

Lead Person/Position Material/Resources/Supports Needed Building Principal/Assistant Principal -Menu of interventions

-Professional Learning surrounding formative assessment practices Prof Development Step Unpacking the Learning Targets/Assessing Students

Action Step Anticipated Start Completion Date Lead Person/Position Material/Resources/Supports Needed Prof Development Step


An increase in the percentage of students that are meeting and/or exceeding growth targets in Reading and Math as evidenced by the NWEA MAP results.

Tiers II and III are different in terms of instructional intensity, individualized problem-solving, and exist as part of the general education system and are supplemental to core instruction.

1) During the monthly grade level/content team meeting, educators will analyze student data to make informed decisions toward student progress. The percentage of students that are meeting and/or exceeding growth targets will be evidenced by Trimester MAP (assessment) results.

2) Student progress on standards will be reviewed using the student’s portfolio every 6 weeks to determine student growth on classroom assessments through standards-based grading practices.

Professional Learning Goal 1: Improve educators’ capacity to differentiate instruction by content, process, or outcome. Action Step Differentiated Instruction in Action

Audience General & Special Educators

Topics to be Included Differentiation in a highly effective classroom. The various avenues a lesson can be differentiated.

Evidence of Learning Lesson plans will include multiple enhancements to the learning activity and an identified target audience of students.

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Materials/Resources/Supports Needed

Anticipated Timeframe Enter Start Date: August 2020 Completion Date: Ongoing, Monthly during department meetings

Lead Person/Position Principal Content Team Lead-Pathway (Secondary)

Professional Learning Goal 2: Deepen educators’ understanding of learning targets so they can improve the strategies for assessing student’s mastery of content.

Action Step Unpacking the Learning Targets/Assessing Students

Audience K-12 Educators, Instructional Specialists and Paraprofessionals

Topics to be Included Standards Based Grading Implementing Student Engaged Assessment Practices Academic Mindsets Examining Assessments and Student Work

Evidence of Learning Implementation of best practices will be evident in the instructional plan during coaching cycle meetings, posted learning targets, student conferences, assessment practices, and gradebooks.


Anticipated Timeframe Enter Start Date: August 2020 Completion Date: December 2020

Lead Person/Position Principal/Assistant Principal SBG School Lead-Pathway (Secondary)

Professional Learning Goal 3: Increase math content knowledge to properly diagnose and remediate individual student learning needs.

Action Step Developing Student’s Conceptual Knowledge in Mathematics

Audience Math Instructional Specialist, Math Educators

Topics to be Included Best Practices in Math Using math labs to help students activate their ability to conceptualize math concepts. Using open ended questions and discourse for reflection and self-assessment.

Evidence of Learning Evidence of individual learning needs being met and application of mathematical practices and conceptual thinking in classrooms will be evident during walkthroughs and coaching cycles


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Anticipated Timeframe Enter Start Date: August 2020 Completion Date: Ongoing, Monthly during department meetings

Lead Person/Position Principal Assistant Director of CIA, Math

Professional Learning Goal 4: Improve lead-educator ability to effectively give feedback to colleagues using the Danielson Framework

Action Step Participation in Learning Walks

Audience Content Team Leads

Topics to be Included

Understanding the Danielson Framework Standards Based Grading Utilizing Learning Targets Academic Mindsets Examining Assessments and student work

Evidence of Learning Implementation of best practices will be evident in the educator's instructional plan, posted learning targets, student conferences, assessment practices, gradebooks and during coaching cycle meetings.


Anticipated Timeframe Enter Start Date: October 2020 Completion Date: Ongoing, Two learning walks per trimester (Each content)

Lead Person/Position Assistant Directors of Curriculum, Instruction and Assessment (Math, ELA, Science, Fine & Creative Arts)

Professional Learning Goal 5: Educators will utilize EdInsight software as the information system to document and progress monitor student interventions.

Action Step Tracking & Understanding Student Outcomes

Audience K-12 Educators, Instructional Specialists, Paraprofessionals, Counselors and Student Support Specialists

Topics to be Included Universal Screeners and Appropriate Interventions (Resources) Tiering students Accessing & understanding student data

Evidence of Learning Implementation of interventions will be evident in educator instructional plans, analyzed in coaching cycle meetings and discussed at student conferences with families.


Anticipated Timeframe Enter Start Date: October 2020

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Completion Date: Ongoing, Monthly during Grade Level MTSS meetings

Lead Person/Position Assistant Principal Testing Coordinator (Secondary)

Professional Learning Goal 6: Educators will be able to appropriately tier students by academic and emotional need.

Action Step MTSS Best Practices

Audience K-12 Educators, Counselors, Instructionals Specialists, Paraprofessionals and Student Support Specialists


Logistics of MTSS Identifying and implementing Tier 1 universal practices Inspection and feedback on Tier 1 universal practices Identifying and implementing Tier 2 practices Inspection and feedback on Tier 2 practices Identifying and implementing Tier 3 practices Inspection and feedback on Tier 3 practices

Evidence of Learning Tracking of teacher lesson plans to incorporate effective practices of intervention


Anticipated Timeframe Enter Start Date: October 2020 Completion Date: Ongoing, bi-weekly during school-level meetings

Lead Person/Position Principal/Assistant Principal

Professional Learning Goal:

Action Step

Audience


Evidence of Learning


Anticipated Timeframe Enter Start Date:

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Completion Date:

Lead Person/Position

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V. Communications Plan for School Improvement

The success of a plan is how you communicate it to your staff, community, parents and students. Develop steps to communicate components of your plan to your various levels of stakeholders.

Communication Steps and Timelines:

Communication Strategies

Audience

Purpose of Message

Anticipated Timeline

School Website

General Public Solicit stakeholder feedback and community support for those stakeholders not able to attend school-community meetings.

June 1, 2020-June 28, 2020

School & Community Meeting

Families and Community Members involved with Propel Homestead & Andrew Street High School

Solicit stakeholder feedback and community support

August 2020-June 2022

Staff Meetings K-12 Educators, Instructional Specialists, Paraprofessionals and Student Support Specialists

Seek feedback, address inquiries, identify additional supports where needed

April-May 2020, August 2020-June 2022

Student Assemblies

K-12 students Increase student awareness of school data & performance


Student Conferencing about Data

K-12 students Increase student awareness of school data & performance


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VI. Plan Submission Affirmations

The Building Administrator, Superintendent/Chief Executive Officer and President of the School Board will affirm the following statements.

We affirm that our school has developed a School Improvement Plan based upon a thorough review of the essential practices to advance educational programs and processes and improve student achievement.

We affirm that the action plans that we will be implementing address our specific school needs, include strategies that provide educational opportunities and instructional strategies for all students and each of the student groups, increases the amount and quality of learning time, and provides equity in the curriculum which may include programs, activities, and courses necessary to provide a well-rounded education. These plans address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging State academic standards.

We, the undersigned, hereby certify that the school level plan has been duly reviewed by the Building Administrator, 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 ESSA requirements • Reflects evidence-based strategies that meet the three highest levels of evidence outlined in ESSA • Has a high probability of improving student achievement • Has sufficient LEA leadership and support to ensure successful implementation

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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 (School Name) ____ _________________________________ for the ______-_______ school year.

Board Approval: Date of Board Meeting: __________________________________________ Board President: _______________________ _____________________________________ _______________________ Name (printed) Signature Date Superintendent of Schools/Chief Executive Officer: _______________________ _____________________________________ _______________________ Name (printed) Signature Date Building Administrator: ____________________ _____________________________________ _______________________ Name (printed) Signature Date School Improvement Facilitator: _______________________ _____________________________________ _______________________ Name (printed) Signature Date

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Scan and insert the signed Assurances Page:

School Improvement Plan – Guidelines and Process I. School ......School Improvement Plan –...

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