Southmoreland El Sch

Southmoreland El Sch

School Level Plan

07/01/2017 - 06/30/2018

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School Profile

Demographics

Southmoreland El Sch 100 Scottie Way Scottdale, PA 15683 (724)887-2021 Federal Accountability Designation: none Title I Status: Yes Schoolwide Status: Yes Principal: John Lee

Superintendent: John Molnar

Stakeholder Involvement Name Role

Dan Clara Administrator

John Lee Administrator

John Lee Building Principal : Schoolwide Plan

Kristin Pritts Ed Specialist - Other : Schoolwide Plan

Lisa Fratto Ed Specialist - School Counselor

Jessica Glowacki Elementary School Teacher - Regular Education :

Schoolwide Plan

Katie Walter Elementary School Teacher - Regular Education :

Schoolwide Plan

Sheila Boots Elementary School Teacher - Special Education :

Schoolwide Plan

Kristy Smith Parent

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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.

This narrative is empty.

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.

he Southmoreland School District uses many measures to determine academic proficiency.

These measures include, but are not limited, to the following:

NSGRA for Reading

Math Seeds

Reading Eggs

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Study Island

PSSA

Keystone Exams

Team designed formative and summative assessments

During teaming time, teachers review data and work collaboratively to align curriculum,

build assessments and to reflect on the effectiveness of those coordinated lessons and

assessments. The results drive our decisions and our preparation for intervention and

extension for students who need additional support and those who may need enrichment.

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 No

After School Yes

Lunch/Study Periods No

Summer School Program No

Reading No

Math No

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.

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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

State/Local Grant Program Amount of Grant

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Needs Assessment

School Accomplishments

Accomplishment #1:

Honored as National Blue Ribbon School of Excellence

Accomplishment #2:

Vertical alignment takes place especially between grades 3-4-5. Each grade level also vertically

aligns curriculum between individual grades.

Accomplishment #3:

Autistic support classroom integrated school wide grades 2-5.

Accomplishment #4:

Inclusive learning support classes

Accomplishment #5:

Strong collaboration among staff

Accomplishment #6:

Grade 4 Reading PSSA scores improved 11% and Grade 5 Math PSSA scores improved 13%.

Accomplishment #7:

Continuous analysis of common assessment data by staff

Accomplishment #8:

Daily 5 implemented in grades 2-3

Accomplishment #9:

Variety of activities in Library to promote Reading building wide including eStoria, 20 minute daily

Reading in conjunction with Book It.

Accomplishment #10:

Transition activies for students coming from the Primary Center to Grade 2 and for students moving

from Grade 5 the Southmoreland Middle School.

Accomplishment #11:

Reading Eggs and Study Buddy programs implemented in all grades

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School Concerns

Concern #1:

Common curriculum for Social Studies/Science/Math/Reading especially for after PSSA.

Concern #2:

Effectiveness of homework along with purpose and length

Concern #3:

Kindness/compassion of adults (Professionalism) as a school wide value

Concern #4:

Lack of Title I staffing at SES

Concern #5:

Improve PSSA scores in all grades and all subjects

Concern #6:

Implementation of the Daily 5 especially the guided reading commitment in the upper grades.

Concern #7:

Bring you own device policy not effective

Concern #8:

Quieter hallways while transitioning from place to place.

Prioritized Systemic Challenges

Systemic Challenge #1 (Guiding Question #3) Ensure that there is a system within the school that fully

ensures consistent implementation of a standards aligned curriculum framework across all classrooms for

all students.

Aligned Concerns:

Common curriculum for Social Studies/Science/Math/Reading especially for after PSSA.

Improve PSSA scores in all grades and all subjects

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Implementation of the Daily 5 especially the guided reading commitment in the upper

grades.

Systemic Challenge #2 (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.

Aligned Concerns:

Effectiveness of homework along with purpose and length

Bring you own device policy not effective

Quieter hallways while transitioning from place to place.

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:

Lack of Title I staffing at SES

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School Level Plan

Action Plans

Goal #1: Establish a system within the school that fully ensures consistent implementation of

standards aligned curricula across all classrooms for all students.

Indicators of Effectiveness: Type: Annual

Data Source: PSSA-

PVAAS

Dibels data will be used to analyze the effectiveness of student achievement. Fresh

reads used weekly to assess student performance.

Specific Targets: PVAAS-students making one year of growth

PSSA-Students being proficient or advanced

Dibels-Students have achieved benchmark level in fluency words within the year.

Strategies:

Common Assessment within Grade/Subject

Description: WWC reports the effective use of data can have a positive impact upon student achievement; using common assessments to inform teacher practice is one such use of data. (Source: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf?) Teacher Moderation: Collaborative Assessment of Student Work and Common Assessments provide detailed looks at the development and use of common assessments. (Sources: http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teacher_Moderation.pdf and Common Assessments: Mike Schmoker. (2006) Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning. Alexandria, Va.: ASCD.) Resource: http://effectivestrategies.wiki.caiu.org/Assessment

SAS Alignment: Assessment, Instruction

Guaranteed alignment of core curriculum in the major subject areas

Description:

In team meetings we will:

*agree on the big ideas and essential questions for each unit of instruction.

*map curriculum to indicate instructional strategies to use.

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

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teacher_Moderation.pdf

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teacher_Moderation.pdf

http://effectivestrategies.wiki.caiu.org/Assessment

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*create common pacing within each core subject.

*Identify what is assessed within the curriculum.

Across grade levels we will:

*Discuss curriculum content and outcomes as a means of identifying learning progressions.

*Develop common vocabulary among grade levels and subject areas.

SAS Alignment: None selected

Implementation Steps:

Implementation of Common Assessments across grade levels

Description:

In Math we will administer common assessments two times per chapter. Examples may include but not limited to:

*daily warm ups

*student response systems

*mid chapter and end of chapter exams

*teacher created assessments

In Reading we will administer common assessments weekly.

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In Social Studies and Science we will administer common assessments at least once per quarter.

Analyze data in a timely manner.

Respond to the data within team meetings to achieve the following results:

*struggling students will be identified for intervention

*students showing mastery will be identified for enrichment

*identify skills that need to be reinforced for those making satisfactory progress

*discuss programmatic concerns(reteaching, using alternate instructional strategies)

Start Date: 8/26/2013 End Date: 6/4/2014

Program Area(s): Professional Education, Special Education, Gifted Education,

Educational Technology

Supported Strategies: None selected

Goal #2: Ensure that there is a system within the school that fully ensures consistent

implementation of a standards aligned curriculum framework across all classrooms for all students.

Indicators of Effectiveness:

Type: Annual

Data Source: Curriculum mapping, vertical alignment

Specific Targets: Curriculum goals will stay as developed by staff

Strategies:

PA Core Curriculum

Description:

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Guaranteed vertical alignment of PA Core Curriculum. Also Guided Reading commitment in the upper grades along with Daily 5 in Grades 2-3

SAS Alignment: Curriculum Framework, Instruction


Team Curriculum Meetings

Description:

Discussions of homework

Discussions of ISLP implementation





Vertical teaming

Description:

Discuss curriculum alignment within teams to include assessment tools utilized between grade levels.

Identify the learning progressions of the students (Concepts that are introduced, mastered, assessed)

Early identification of at risk students

Identifying individual needs/issues among all students

Discussion/adoption of common vocabulary among subjects between grades


Program Area(s): Professional Education, Teacher Induction


Developing Shared School Values

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Description:

Developing as a school (faculty, staff, support staff) the norms of behavior for all adults at SES

Modeling positive behaviors for students Sharing those norms with substitutes, visitors, and parents Posting those norms throughout the school Placing copies of those norms in substitute folders as part of our procedures


Program Area(s): Professional Education


Goal #3: 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.


Type: Annual

Data Source: Common assessments, data analysis of PSSA scores

Specific Targets: Review of data consistently during teaming meetings throughout

the year.

Strategies:

Better communication

Description:

Teachers will give more feedback to parents through email, phone calls, and meetings. Students will participate in the Great SCOTS working on character traits. Grade level nine week awards for good attendance and grades.

SAS Alignment: Assessment, Materials & Resources, Safe and Supportive Schools


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Better communication

Description:

Teachers will develop better communication with parents/guardians through the use of email, phone calls , and personal meetings.

Students will practice good character traits.

Students will have good attendance and grades.


Program Area(s):


Goal #4: Establish a system within the school that fully ensures the consistent implementation of

effective instructional practices across all classrooms.


Type: Interim

Data Source: Essential Outcomes, 4Sight data, PSSA data, Dibels data, Common

Assessments

Specific Targets: Increased performance on common assessments in subject areas.

Strategies:

Conducting action research within the team

Description:

To be able to identify best practice strategies in the delivery of curriculum.

Monthly teams will discuss best practice strategies in Reading and/or Math.


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Individual Student Learning Plans (ISLP)

Description:

Through data analysis of common assessments, teams will identify skills that students need to master.

ISLP's will be developed for those students in need of reinforcement and intervention

Clear exit criteria for students


Homework

Description:

Determine and evaluate the effectiveness

Identify purpose and appropriate length



Team Curriculum Meetings

Description:

Discussions of homework

Discussions of ISLP implementation





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Goal #5: 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.


Type: Interim

Data Source: ISLP Form

Specific Targets: Monitor the effectiveness of strategies for our at risk students.

Strategies:

Instructional Coaching: The Principles of Partnership

Description: Kansas Coaching Project: Instructional coaches are on-site professional developers who teach educators how to use proven instructional methods. To be successful in this role, coaches must be skilled in a variety of roles, including public relations guru, communicator extraordinaire, master organizer and, of course, expert educator. (Source: http://instructionalcoach.org/about/about-coaching Resource: http://effectivestrategies.wiki.caiu.org/Professional+Development)

SAS Alignment: Instruction

Increased Quality Instructional Time

Description: Changes in instructional time do not generally increase or decrease student achievement, unless such changes go beyond unusually low, or high, amounts of time. Curriculum and instructional quality appear to have a much greater effect on achievement than do total hours of instructional time. The addition of high-quality teaching time is of particular benefit to certain groups of students, such as low-income students and others who have little opportunity for learning outside of school. (Sources: http://www.ascd.org/publications/researchbrief/v3n10/toc.aspx , and http://www.educationsector.org/publications/clock-rethinking-way-schools-use-time )

SAS Alignment: Instruction, Safe and Supportive Schools


ISLP

http://instructionalcoach.org/about/about-coaching

http://effectivestrategies.wiki.caiu.org/Professional+Development

http://www.ascd.org/publications/researchbrief/v3n10/toc.aspx

http://www.educationsector.org/publications/clock-rethinking-way-schools-use-time

http://www.educationsector.org/publications/clock-rethinking-way-schools-use-time

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Description:

In I/E team planning meetings or other team meetings as scheduled, we will identify specific outcomes for I/E instructional time based on reading literacy (grades 2-5)

ISLP's will be identified and created collaboratively to determine entrance and exit criteria.

ISLP's developed for Math outcomes. (Grades 4-5)


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

Gifted Education, Educational Technology


At-Risk Student List

Description:

Collecting data on students to identify at-risk factors and to develop responses to those factors

Responses are monitored through Student Support meetings and recorded on ISLPs Student Support meetings will be based upon ISLPs and sharing strategies to support

students


Program Area(s): Student Services


Work Room Monitoring

Description:

Data collection on the number of students in work room Data collection on the frequency of students who are in the work room Ensuring that assigments for work room align to agreed and viable curriculum

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Implementing the online record of work room assignments and behaviors to be completed by teachers assigning students to work room


Program Area(s): Student Services


Goal #6: 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


Type: Annual

Data Source: Curriculum meetings, vertical alignment meetings

Specific Targets: Improvement in PSSA scores, consistent terminology of

curriculum

Strategies:


Goal #7: Establish a system within the school that fully ensures teachers and administrators receive

timely, effective support and intervention as needed.


Type: Interim

Data Source: Teaming calendars will be made available to all staff

Teaming calendars will list specific strategies and outcomes for each meeting.

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Specific Targets: Grade level teams will come better prepared to teaming meetings.

Strategies:

Vertical team meetings

Description:






SAS Alignment: Standards, Assessment, Instruction

Positive School Climate

Description:

Involve counselor within grade levels to promote Scottie Scholar program

Itinerant staff can integrate lessons within classes to promote current character traits

Award ceremony to acknowledge positive behaviors in the school

The effort affect.....You can do it, I believe in you, I will not give up on you even when you give up on yourself.


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Vertical teaming

Description:









Developing Shared School Values

Description:

Developing as a school (faculty, staff, support staff) the norms of behavior for all adults at SES

Modeling positive behaviors for students Sharing those norms with substitutes, visitors, and parents Posting those norms throughout the school Placing copies of those norms in substitute folders as part of our procedures


Program Area(s): Professional Education


Positive School Climate

Description:

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Counselor will visit each classroom to discuss specific topics on positive attributes among students.

All building staff would model positive character traits with the students and other adults in the school throughout the year.

Adhering to established team and building norms.




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Appendix: Professional Development Implementation

Step Details

No Professional Development Implementation Steps have been identified for Southmoreland El Sch.

Southmoreland El Sch

Documents

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