Title I Schoolwide Planning Components/Template
Date: March 13, 2014 School: Philadelphia Academy Charter School District: Philadelphia Academy Charter School Principal: Allyssa Schmitt, K-8 Megan Simmons, 9-12 Email:
[email protected],
[email protected] Address: K-8 11000 Roosevelt Blvd. 9-12 1700 Tomlinson Rd. City: Philadelphia ZIP: 19116 Phone: K-8 (215) 676-8320 9-12 (215) 673-3990 Fax: (215) 676 8320 Federal Programs Coordinator: Larry Sperling, CEO Coordinator Email:
[email protected] If revision was requested, Date of Previous Submission:
TITLE I School: Yes X
No
School/Charter Designation: Reward x Undesignated Note: Schools identified as “priority” and “focus” complete school level plans and those plans serve as their schoolwide plan. Charter schools identified as “priority” and “focus” complete the comprehensive plan and that plan serves as their schoolwide plan.
School Demographics Low Income Percentage
***
33%
School Grade Span:
K
to
12
White
85%
School Enrollment
1164
Black
6%
IEP Students
21.1%
Hispanic
6%
ELL Students
0%
Asian/Pacific Islander
3%
Migratory Students
0%
Native American
.001%
Homeless Students
.008%
Ethnic/Racial Breakdown
Multi-Racial Highly Qualified Instructional Paraprofessionals
.008% 100%
Note: All teachers and instructional paraprofessionals in a schoolwide school must be highly qualified. ***
If Low Income Percentage is between 30% and 39%, an Ed-Flex Waiver must be obtained.
------------------------ PDE / DFP USE ONLY ------------------------Date Rec’d:
Date Approved:
Planning: An effective Title I schoolwide plan must include the involvement and input of members of the school community in order for plans to be comprehensive and effective. A planning team must be assembled to develop and implement a Title I schoolwide program. No Child Left Behind (NCLB) requires a yearlong planning period prior to the implementation of a Title I schoolwide plan, unless the local education agency (LEA) can demonstrate that less time was needed to properly develop and implement the plan. Below, provide information regarding the planning and development of the Title I schoolwide plan. Note: Section 1114 (b)(2)(B) of the Title I law requires that the plan be developed with the involvement of parents and other members of the community to be served, as well as teachers, principals and administrators.
Planning Team: Name of Team Member
Position/Representation
Allyssa Schmitt Christopher Boyle Megan Simmons Angela Pazdunkiewicz Anna Marie Siegmann Cathy Adams Cynthia Alvarez JoAnn Cartledge Heather Barbieri
Schoolwide Planning Period:
K-8 Principal 5th Grade Teacher 9-12 Principal 9th Grade Teacher K-8 Assistant Principal Special Education Administrator Special Education Administrator High School Parent Grade School Parent
£ 1-Year
X Less Than 1-Year**
**If less than one year, include a brief summary of the planning that took place and why the LEA believes the planning was adequate for developing an effective Title I schoolwide plan. Parent and staff input was used during both the Charter Renewal Process and the development of the Comprehensive plan document, as well as on an annual basis when the PSSA scores are released. Our Title I School wide Plan will utilize what is already documented in these reports and is already established in the school. See Attachments 1 and 2.
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Schoolwide Planning Summary Use the following table to summarize the steps and activities of the planning process. Include planning team meetings, staff work sessions, visitations to schools, parent meetings, staff meetings where planning took place and other activities conducted during the needs assessment, inquiry process and plan development.
Meeting Dates
March 2013 May 2013 August 2013
Agenda Topics/Planning Steps
Parent Advisory Council MeetingReview of Title I Parent Policy and School Compact. Grade School Faculty Meeting to introduce School Performance Profile Professional Development Academy Session on PSSA data and our SPP scores and designations Parent Advisory Council Meetings
Participants at Meetings (√ all columns that apply) Planning All Staff Parents Team
X
X X
X
X
X
X
Monthly 1314 SY
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 a schoolwide program and requirements 1. Describe the technical assistance provided. Explain why it was considered high-quality technical assistance. 2. Supply the dates of meetings, the type or topic of assistance and who provided the assistance. Date
April, 2013 April 24, 2013 June, 2013 Feb 2014 March 2014
Provider
PAFPC Conference Jesse Fry and Tucker McKissock Regional Coordinator Regional Coordinator Tucker McKissock
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Type of Assistance
Principal attended sessions related to SWP process. Email inquiries regarding SWP and Ed Flex Waiver (see attachment 3) Meeting with all Philadelphia Santilli Thomson Charter Schools Meeting with all Philadelphia Santilli Thomson Charter Schools Email advice regarding Process 3
April, 2014
PAFPC Conference
Multiple Sessions regarding SWP
Needs Assessment The basis of a solid schoolwide plan must be the results of a comprehensive needs assessment. The needs assessment should consider the needs of all members of the school community: teachers, students, parents, principals and administrators. Use the guiding questions below to describe the comprehensive needs assessment administered for the school. 1.
Briefly describe the current educational program and offerings in the school. Include information on core curriculum, supplemental programs, assessments, interventions, professional development and parent involvement. This description should not go into great detail, but should capture the salient information needed to provide a snapshot of the school’s programs. Core programs, interventions, and supplements are listed in the table below:
Core Reading
Core Math
Core Science
Core Social Studies Harcourt Horizons
Intervention Programs Road to the Code
Pearson Reading Street Common Core 2013 edition Fast ForWord Pearson Reading Street Common Core 2013 edition
Everyday Math
Scott Foresman
Everyday Math
Scott Foresman
Harcourt Horizons
Fast ForWord My Sidewalks on Reading Street
2nd Grade
Pearson Reading Street Common Core 2013 edition
Everyday Math
Scott Foresman
Harcourt Horizons
Fast ForWord My Sidewalks on Reading Street
3rd Grade
Pearson Reading Street Common Core 2013 edition
Everyday Math
Scott Foresman
Harcourt Horizons
System 44
4th Grade
Pearson Reading Street Common Core 2013 edition
Everyday Math
Scott Foresman
Harcourt Horizons
System 44 Read 180
5th Grade
Pearson Reading Street Common Core 2013 edition
Everyday Math
Scott Foresman
Harcourt Horizons
System 44 Read 180
6th Grade
Prentice Hall
Prentice Hall Course I
Prentice Hall Life Science
Harcourt Horizons
Read 180
Kindergarten
1st Grade
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7th Grade
Prentice Hall
Prentice Hall Course II or III
Prentice Hall Earth Science
8th Grade
Prentice Hall
9th– 12thGrade
Prentice Hall English I-IV and AP English IV
Prentice Hall Course III or Algebra I Prentice Hall Algebra I Geometry Algebra II Trigonometry Business Math AP Calculus
Prentice Hall Physical Science Holt Physical Sci Biology Chemisty Physics Zoology Anatomy Ecology Robotics
K-8 Supplements
10,000 book Leveled Library, BrainPop, Discovery Education, Reading Eggs, RAZ Kids, Study Island, Reading A-Z, Writing A-Z, Vocabulary A-Z, IXL Math, IXL Language Arts, Common Core Readiness, Edmodo Study Island, WebAssign, Acuity, Edmodo
9-12 Supplements K-12 Life Skills and Autistic Support K-12 Assessments
Holt- US Beginning to 1877 Holt- US 1877Present
Read 180
Prentice Hall World History I and II US History and AP US History AP US Government and Politics Contemporary US History Psychology
Read 180 System 44 Carnegie Learning Bridge to Algebra and Algebra I
Read 180
Distar, HeadSprout, Language for Learning, Star Program, DT Trainer, Fast ForWord, ProLoquo To Go, TouchMath, LinguiSystems, PAES Lab, Philly AIMS, 4sight (3-8, 11), Study Island (9-12), Acuity (9-12), DIBELS Next (K-3), DRA2 (1-2), SRI (5-8), SPI (3-4), PSSA, Keystone Exams, Teacher Made and Curriculum Based Assessments
Professional Development: All staff receive 36 hours of in school professional development annually. In keeping with our 100% HQT status, teachers may receive up to $3,000.00 per year in tuition reimbursement. Teachers are also permitted up to two offsite PD sessions per year. Voluntary Teacher Led PD sessions occur 6 days every August during the annual PD Academy. The school has an institutional membership to the Association of Supervision and Curriculum Development. The Master Teacher PD now was purchased for all teachers and paraprofessionals. Common Planning is scheduled weekly and teachers keep minutes of their meetings. The High School Special Education department will be attending the CEC conference, the Autism Conference, and the PDE Transition conference. Parental Involvement: Parents are very involved at Philadelphia Academy. Our annual Back to School Night and Title I meeting averages 90% attendance. There are three parents on our Board of Trustees; we have a Parent Advisory Council that meets monthly, and two very active Home and School Associations. Report Card conferences are held two to three times per year, we have 100% parent participation for all IEP and 504 meetings. Title I Parent trainings are held 2-3 times per year. Parents have input on many aspects of our school program.
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a) What types of assessments/tools were utilized during the needs assessment to gather data about the school?
Student Achievement Data PSSA/Keystone DIBELS 4sight School Climate Survey
Teacher Data Anecdotal Records Teacher Made Tests Report Card Grades Classroom Observations
Parent Involvement Data Annual Parent Survey
Leadership Data Renewal Site Visit Report Satisfaction Survey
a. Provide a general summary of the steps taken to conduct the school’s needs assessment. Include areas of school/community included, date needs assessment began, numbers of meetings, types of analysis that occurred, etc. • September, 2012- Charter Renewal meetings began with the Administrative Team, Parent Advisory Council, Board of Trustees, and School District of Philadelphia • October-December, 2012- Multiple working sessions occurred to complete Charter Renewal Documents and gathering Charter Renewal artifacts. • November,2012- Renewal Site Visit occurred with SchoolWorks personnel. Parents, Students, and Staff were interviewed, all aspects of the school were analyzed, and a report of their findings was forwarded on to us. See Appendix 4. • In the summer of 2013, PSSA Keystone Data was analyzed by the administrative team and shared with the CEO and Board of Trustees • The School Performance Profile and PSSA/Keystone data was analyzed with staff and parents during the Summer PD Academy b. Based on the data gathered and the analysis done, discuss the areas of strength and the weakness that were identified. Strengths- 2013 PSSA (3-8) • 77.89% of students were Proficient or Advanced in Reading (43% Advanced) • 90.70% of students were Proficient or Advanced in Math (65% Advanced) • 79.11% of students were Proficient or Advanced in Science (47% Advanced) • 75.48% of students were Proficient or Advanced in Writing (8% Advanced) Strengths- 2013 DIBELS (K-3) • 84% of students were Established at the end of year compared to 70% at the beginning of the year Strengths-2013 4sight (3-8) • 84.42% of students were Proficient or Advanced in Reading at the end of the year compared to 75.21% at the beginning of the year • 90.77% of students were Proficient or Advanced in Math at the end of the year compared to 53.03% at the beginning of the year Strengths- 2013 Keystone Exams • 96% of 8th Grade Students were Proficient or Advanced on the Algebra 1 Keystone Exam • 59% of 11th Grade Students were Proficent or Advanced on the Algebra 1 Keystone Exam • 67% of 11th Grade Students were Proficient or Advanced on the Literature Keystone Exam
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Weaknesses• 39% of 11th Grade Students in the Historically Underperforming subgroup were Proficient or Advanced on the Algebra 1 Keystone Exam • 48% of 11th Grade Students in the Historically Underperforming subgroup were Proficient or Advanced on the Literature Keystone Exam • 35% of 11th Grade Students in the All Students group and 17% of 11th Grade Students in the Historically Underperforming subgroup were Proficient or Advanced on the Biology Keystone Exam. • 8% of students who took the Writing PSSA scored Advanced. No students in 5th grade scored Advanced on the Writing PSSA. • 65% of 3rd-8th grade students in the Historically Underperforming subgroup were Proficient or Advanced in Reading. • 65 % of 4th, 5th, and 8th grade students in the Historically Underperforming subgroup were Proficient or Advanced in Writing and Science c. Of the needs identified, which will be focused on during the first year of the Title I schoolwide program? If more than 3-4 areas of need were identified, it is recommended that you only focus on the 3-4 highest priority goals in year 1. Area of Need to Be Addressed High School Historically Underperforming Subgroup scores for Keystone Bio, Algebra I, and Literature Grade School Historically Underperforming Subgroup scores for PSSA Reading, Writing and Science
Data Source #1
Data Source #2
Data Source #3
Keystone Data from Spring and Winter
Study Island and/or Acuity Data
PVAAS proficiency predictions
PSSA Data
4sight Data
PVAAS proficiency predictions
d) Describe the goals for year one that the schoolwide planning team agreed upon for each of the areas of need listed above. Goal for Need #1 above: There will be a 10% decrease in the number of students scoring basic or below basic on the Algebra 1 Keystone exam by the end of the 2014-15 SY Goal for Need #2 above: There will be a 5% decrease in the number of students in the Historically Underperforming subgroup scoring basic or below basic on all three of the High School Keystone exams by the end of the 2014-15 SY Goal for Need #3 above: There will be a 5% decrease in the number of students in the Historically Underperforming subgroup scoring basic or below basic in Reading, Writing, and Science in grades 3-8 by the end of the 2014-15 SY.
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Scientifically-Based Solutions Provide details about the scientifically based programs, strategies and interventions (solutions) the schoolwide team has selected to address the goals identified in the previous step. Explain how these solutions will strengthen the core reading, mathematics and science programs of the school and provide for the identification of and assistance to students failing to meet achievement standards. Goal #1 – Solution(s): • Full Implementation of the Study Island Assessment System for English and Mathematics. Set up assessment schedule and data meetings with the English and Math teachers. • Expand the number of Carnegie Math sections and/or include non iep students who are not at grade level upon entry into 9th Grade • Full inspection of 8th grade records to see what types of supports have been provided in prior years • Continued 8th and 9th grade transition meeting for students with IEPs • Schedule 8th and 9th grade transition meeting for non IEP students Goal #2 – Solution(s): Same as above and • Identify the students in the historically underperforming subgroup and ensure they are rostered into their academic subjects with supports where possible • Data meetings and student assistance process to be implemented for all students • Expand the number of READ 180 sections and/or include non iep students who are not at grade level upon entry into 9th grade. • Implementation and Development of a 9th Grade Summer Academy for students scoring below grade level norms. • Introduction of Power Hour remedial/enrichment block for all students 3 times/week. Goal #3 – Solution(s): • Transition Academic Teachers to the new ELA assessment and new Math assessment in grades 3-8 • Continue ongoing reviews of formative assessment data using the new 4sight Common Core assessment • Continue to provide reduced class size for Reading in Grade 2, Fast For Word for all Kindergarten Students, and a Pre 1st grade Reduced Size Class • Full implementation of the Reading Street Common Core reading series for grades K-5 , the My Sidewalks programs for interventions in grades K-2, and Pearson Common Core Literature in grades 6-8. • Continued After School and Summer tutoring Programs
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Student Assessment of Progress Frequent and ongoing assessments to determine student progress help determine how the schoolwide plan is meeting the student needs. The assessments that will be used need to be determined with the teachers involved in decision making and the implementation of the assessments. 1. Use the following chart to describe the student assessments which will give staff on-going data regarding student progress: a. b. c. d. e. f.
Grade Level
K-2
Give the grade level to be assessed Give the appropriate content area Give the full name of the assessment When will it be given How will staff be trained to give it How and when will staff use the information to guide instruction
Content Area
Assessment Name and Description
Frequency of Assessment
Reading Reading Street Benchmark 7 times Assessments annually (Beginning of the Year and End of Unit Assessments)
How will Staff be Trained
Trained in July of 2013
K-2
Reading DIBELS
3 times per year
Trained in DIBELS Next in 2010
K-2
Reading DIBELS progress monitoring
Every other week for Intensive Students and Monthly for Strategic Studens
Trained in DIBELS progress monitoring in 2013
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How/when will Staff use the Information to Guide Instruction
Grouping of Students; Identifying students for Reading Specialist and/or Fast ForWord Information will be used to group students to work on specific deficits and to determine progress monitoring Determines level and need for additional support, including referral to the MDE Team 9
1-2
Reading DRA 2
1-2 Times per year
3-8
Reading 4Sight Assessment
4 times per year
3-8
Math
4 times per year
9-12
Reading Study Island and Assessments Math
4times per year
9-12
Reading Acuity and Assessments Math
3 times per year
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4Sight Assessment
Reading Specialist Trained via webinars
DRA 2 will be administered for all students that score strategic or intensive on the DIBELS. Information will be used to group students while in the Remedial Groups Teachers were 4sight student trained at responses are 4sight in 2008 analyzed, and and 2011 teachers use the information to plan whole class and small group lessons. Teachers were 4sight student trained at responses are 4sight in 2008 analyzed, and and 2011 teachers use the information to plan whole class and small group lessons. Teachers were Assessment trained in 2010 responses are and review analyzed, and annually teachers use the information to plan whole class and small group lessons Full Teacher implementation training to to take place take place over the 1415 during 1415 10
SY
SY
2. Describe the 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. • Teacher input has been sought through Leadership Team and Department Meetings • Principals ask for feedback regularly • Teachers participated in webinars and trainings inside and outside the school • Local Universities have assisted with teacher trainings. • Teacher input occurs during textbook selection and program implementation • Teachers lead all sessions of the annual PD Academy
In order to assist students in meeting challenging achievement goals, increased instructional time is a necessity. Please indicate (yes/no) the options for increased instructional time that students will have access to if identified as at-risk of failing or failing to meet achievement standards: X Extended School Day/Tutoring Programs X Reading X Math X_____ Science Before School X After School X Lunch/Study Periods X Summer School Program X Reading X Math Science X
In-Class Instructional Support
X
Pull Out Instructional Support
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Student Assistance The schoolwide program must identify students who need additional learning time to meet standards and provide them with timely, additional assistance that is tailored to their needs. This assistance must be available to all students in the school who need it. 1. Describe how the school will identify students experiencing difficulty mastering skills and standards so that they can be provided with timely assistance and support. Assessments, Teacher Observation, Parent Input are all used to identify students for support. New students entering in grades K, 6, and 9 take a placement test upon entry and the other universal screeners are listed in the tables on pages 9-10. 2. Describe how timely assistance and services will be provided for your struggling learners. Supports are provided in a variety of ways in grades K-12. The Title I funded Reading Specialist sees small groups in grades K-2 based on data and utilizes a research based intervention program My SideWalks on Reading Street. Title II A funds provide a Class Size Reduction teacher for 1st grade, and there is a Class Size Reduction teacher in place for the 2nd Grade Literacy Block. In grades 3-4, the System 44 program provides a blended learning model, and in grades 5-10, Read 180 is in place for struggling learners. Paraprofessionals are placed in all Read 180/System 44 classes. Math Classes are 100 minutes in length in grades K-8, and there is pull out and push in support in grades K-5. In grades 6-8, a multi tiered system places students in either Modified, Accommodated, Academic, or Accelerated math classes depending on need. The Modified Classes also have push in support from a paraprofessional. In grades 9-10 Carnegie Learning Bridge to Algebra and Algebra 1 programs are in place for students struggling with mathematics and READ 180 for students struggling with Reading. An After School Remedial Program takes place two days/week for grades 1-8, and staff is available for after school tutoring at the High School daily. CAMP RAMP is a 5 week remedial summer program for students in grades 1-7 that reinforces reading and math skills. Students are identified for these programs based on test data, report card grades, and teacher recommendations. High School tutoring is provided daily on an as needed basis. 3. Describe services for the following special populations • How services will be provided for your special education students; Students with IEPS receive services in the Least Restricted Enviroment alongside their nondisabled peers. All of the programs listed above are implemented for both regular and special education students. We are one of the only charter schools in PA to offer a full time Autistic Support/Life Skills program to students in grades K-age 21. Additionally, we employ our own School Psychologist, Behavior Therapist, 2 ABA practitioners, Occupational Therapist, Three Speech and Language Teachers, and Two Full Time Special Education Administrators. Our other service providers including Hearing, Vision, and High School Occupational Therapy, and Physical Therapy are contracted positions. Our Special Education programs have received commendations from the state and had a near perfect cyclical monitoring visit in April 2013. • How services will be provided for your English Language Learners; We contract a .1 ELL teacher who provides supports to 5 children. • How services will be provided for your migrant students; and We do not currently have any migrant students, but will follow proper procedures in the event that we enroll any.
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•
How services will be provided for your homeless students.
Homeless students are provided additional services in accordance with Title I regulations. Currently, we have one student who is considered homeless
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Plan Implementation Once the goals of year one of the schoolwide plan have been determined and the solutions selected, the planning team must determine how to effectively implement the plan in order to ensure success for students, teachers and parents. Implementation plans must include administrators, teachers and parents.
ADMINISTRATORS 1. What steps will building-level administrators take to ensure that implementation is occurring effectively? • Development of Master Schedule to ensure plan priorities are able to occur • Administering and Monitoring Formative Assessments • Timely analysis of Assessment Data • K-12 Administrative Meetings 2. What types of milestones and timelines have been established for year one to help building-level administrators gauge progress toward year one goals? • Master Assessment Calendar to be developed during summer of 2014. • Formative Assessments are given 4 times per year. September, November, January, and May. Data Analyses are turned in to the Administration of Each building and are discussed in grade level/department meetings. 3. What measures/data will be reviewed throughout year one to inform building-level administrators of progress toward goals? Formative Assessments 4Sight Common Core Assessments 3-8 Acuity Assessments 9-11 Reading Street Assessments K-5 Pearson
Benchmark Assessments Study Island Assessments 3-11 DIBELS Next Scholastic Reading Inventory Scholastic Phonics Inventory
Summative Assessments PSSA Keystone Exams
Other Assessments IXL Math 2-8 and Language Arts 3-6 DRA 2
4. How will administrators ensure that data gathered from the above sources throughout the year is shared with classroom teachers, reviewed, analyzed and used to make changes to instruction? • Data Review meetings will be scheduled on a regular basis • All Grade School teachers have common planning built in to the roster and Administration will attend meetings regularly. • High School Department Chairs will be provided data and will meet with their departments monthly • Minutes and Agendas will be kept • Following each test administration, teachers will review data and turn in • analyses to administration for review
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TEACHERS 1. How were teachers informed of the development of the schoolwide plan? • Faculty Meetings • Weekly Written Updates • Professional Development Sessions 2. How will teachers be involved in the implementation of the plan? • Grade Group/Department Meetings • Professional Development Sessions • Through Data Analysis Protocols 3. How will feedback from teachers be obtained throughout the year? • Informal Feedback with school administrations • Annual Satisfaction surveys • Data Meetings
PARENTS 1. How were parents informed of the development of the schoolwide plan? • Annual Title I Meeting • Parent Advisory Council Meetings • Home and School Meetings • Parent School Compact and Parent Policy 2. How will parents be involved in the implementation of the plan? • Parent Conferences • Parent Trainings surrounding PSSA and Keystone Exams 3. How will feedback from parents be obtained throughout the year? • Parents complete an annual satisfaction survey • Informal conversations • Parent Advisory Council Feedback • Meetings with School Administrators
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Professional Development Professional development must be of high quality, on-going, and sustained for all staff, principals and paraprofessionals. Teachers must receive professional development on an annual basis on the multiple types of assessments. Professional development must include ways to disaggregate data in order for teachers to understand how to change instruction to meet the needs identified by the data. Teachers must have input on the types of assessments being used at the schoolwide school. 1. List the professional development activities the school will engage in to implement the schoolwide plan. If the team has created a professional development calendar include the calendar in the back of your plan. • SUMMER PD ACADEMY- Grade school principal to present PSSA/Keystone Data and estimate School Performance Profile • 3 Days Prior to School Starting- Combined 1 hour session with GS and HS staff to review School Wide Plan and discuss school wide achievement goals. • 3 of the 6 ½ Day PD sessions will focus on the SWP and the use of formative assessment data to plan for instruction • Faculty Meetings, Grade Team/Department Meetings 2. Describe how each professional development activity listed above relates to the priority areas needing improvement and how these activities will assist in improving student achievement. • SUMMER PD ACADEMY- Giving teachers an understanding of how achievement data and growth data factor in to make the School Performance Profile. Staff will be given data on their upcoming classes, allowing them to be rostered effectively, and to give the teachers a head start on planning for their students. • Review of the SWP- Giving teachers an understanding of how Title I funding works, which employees are paid from Title I, and the differences between SWP and TA is a good way to show how all the supports in place factor in to the school wide plan. Setting procedural guidelines for recording SWP grade and department minutes, sharing the school wide data calendars, and prioritizing initiatives in the plan are a best practice. • Professional Development sessions are scheduled 6 times throughout the year. 9 of the 18 scheduled hours will be spent identifying and scheduling students for supports, modifying the SWP as needed, analyzing formative assessment data, sharing best instructional practices, and discussing strategies to implement for students in the Historically Underperforming subgroup. • Awareness, Clear Expectations for Procedures, Solid Data Protocols, and Administrative Prioritization will result in increased student achievement. 3. Describe the on-going and embedded support and follow-up to professional development to ensure staff implementation and effective use of the learned instructional skills and strategies. • Between sessions, lesson plans will be monitored, Formal, Informal and Peer Observations will be conducted, Grade Team and Department meetings will take place. • Conferences between administration and teachers will take place formally and informally as needed.
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Highly Qualified Staff All teachers of core academic subjects and instructional paraprofessionals must be highly qualified. In addition, a schoolwide plan must describe how it will recruit and retain highly qualified staff. 1. Describe strategies the school is using or going to use to recruit high-quality, highly qualified teachers to high-needs schools. 100% of new hires must possess proper certification prior to hiring. Our staff turnover is 1%. 2. Describe strategies the school is using or going to use to retain high-quality, highly qualified teachers to high-needs schools. 100% of all teachers in the academic content areas are Highly Qualified. There is an equity plan on file at the school.
Parent Involvement Activities Describe the parent involvement activities to be conducted during year one of the Title I Schoolwide Program. (Include information on the number of meetings held, topics to be covered, parents to be invited and method of evaluating effectiveness of activities.) • Annual Title 1 Meeting at Back to School Nights • Monthly Parent Advisory Council Meeting • Home and School PAC meetings quarterly • PSSA Keystone Workshops • PA School Performance Profile Workshops • College Financial Aid Workshops • Special Education and Transition Workshops • New Curriculum Parent Workshops Describe the methods to be used to keep individual parents informed of their child’s academic achievement and the expectations of both students and parents. (Include frequency of activity or communication, information to be shared, follow-up to be conducted and methods for making necessary changes to activities or communications.) • Parent Conferences are scheduled after each report card period and on an as needed basis throughout the year. • The MMS system is the grading system. All parents have login information and are able to view their child’s grades and assignments in real time. • 21% of students at PACS have IEPs, and there is 100% parent participation in all IEP meetings. • Grade School Teachers have common lunch so all teachers of a given grade can meet with parents. • All teachers maintain communication logs for administrative review • The school’s website has a clickable staff directory • The Parentlink System is used to send both emergency and non emergency communications with all parents.
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Parent communications must be done in a way that is easily understood by parents. Does the school provide parent notifications in more than one language? If no, please explain. • The School’s website is translatable in 15 languages • Procedural Safeguards and Special Education documents are available in multiple languages. • Translators are provided for parent meetings where necessary. • The Lottery Application is available in Spanish and can be translated where needed.
Transition Strategies for Students Schoolwide plans include assisting students in successful transitions from early childhood through any other grade or school level. 1. Describe how the schoolwide program will coordinate transitions for preschool children into primary school, where appropriate. • Annual Kindergarten registration meeting to introduce staff and school support services • Annual Kindergarten visit for all incoming students to assess socialization and school readiness skills • Site visits to Early Intervention Centers are made for all students entering the Autistic Support Program 2. Describe other transitions that may be applicable to your school, such as elementary to middle school, middle school to high school and high school to postsecondary. • Annual 6th grade registration meeting to introduce staff and school support services • 6th and 9th grade placement testing • Summer Program for incoming 6th graders with academic difficulties • Annual 8th and 9th grade Transition meetings with grade school and high school staff • Middle School Autistic Support ESY programming takes place in the High School Building 3. Describe on-going coordination with other community programs and agencies that support transitions for students. • Transition Programming and Job Coaching for students in Autistic Support programs post graduation (18-21 years) • Partnerships with GoodWill , APS, ASPCA, Lowe’s , Home Depot, Marshall’s, Meadowbrook Farms, Holy Redeemer LaFayette, St. John Neumann, NuLook Carwash, Norcum Community Center, and IHOP.
Coordination and Integration of Services and Programs The purpose of a Title I 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 schoolwide plan, 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 administered 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.
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§
All state and local resources available to the school (if state and local funds are consolidated within the schoolwide plan, the school must ensure that any state and/or local requirements regarding the use of funds are met).
§
Is your school consolidating funds? If yes, please complete chart below. Yes
No X
Please indicate below the funds to be integrated within this schoolwide plan: Federal Grant Program
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Amount of Grant
State/Local Grant Program
Amount of Grant
19
On-going Plan to Monitor the Effectiveness of the Schoolwide Plan Title I-A schools must annually evaluate the implementation of and results achieved by the schoolwide Plan. 1. Describe the process and timeline to be used by the school and district to annually evaluate the effectiveness of the plan. • The Schools will evaluate relevant achievement data with the teachers on a quarterly basis • The Annual Parent Survey will be conducted in May of each school year of the plan and results will be shared in June of each school year • The Annual Staff Surveys will be conducted in May of each school year of the plan and the results will be shared in June • Title I Personnel and Positions will be updated annually when the grant is ready for renewal. • Achievement goals will be in conjunction with established goals at both the school level and the state level (decreasing the achievement gap by ½ over 6 years) • Quarterly Achievement Data will be collected and on hand in each building. 2. Describe who will be involved in the evaluation/review and how they were selected. • The Building Principals will conduct the evaluation since they work directly with the teachers who will be implementing the plan. The CEO will work with the Finance Company to ensure fiscal reporting requirements are handled effectively. 3. Describe what process will be in place to ensure that revisions are completed and that staff and district have been informed of any changes. • Revisions will be reviewed with School Administrators the Parent Advisory Council and distributed to staff via email and/or Google Docs. • There is a Title I information of the school’s website that will be updated quarterly. September, December, February, and May. 4. Describe how the district will be informed of the school’s progress and changes in the plan. • Achievement Data and links to relevant sites such as PVAAS, and the SPP will be posted on the schools website • Principals will share assessment data at Faculty Meetings and Parent Advisory Meetings quarterly. September, December, February, and May. • Changes to the Plan will be reviewed with the School Administrators and Parent Advisory Council and distributed to the school community through parent link and on the school’s website
Revised January 2014
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NOTE: • Missing or incomplete information will delay the approval of your schoolwide plan. • This template is provided as a Microsoft Word document. Please take as much space as you need to answer all questions adequately and fully. • Please contact your Regional Coordinator in the Division of Federal Programs at the Department of Education with any questions you may have as you complete this plan.
Revised January 2014
21
