Highlands School District Grandview Upper Elementary School: Title I School-Wide Plan September 2016

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1 1 School Name: Address: Grandview Upper Elementary School 101 E. Ninth Avenue Tarentum, PA Principal: Ms. Cathy Russo Assistant Principal: Ms. Samantha Perlik Title 1 School-wide/Targeted Assisted Planning Team: Randall Rybak - Federal Programs Coordinator/ Cathy Russo- Principal Title I Coordinating Teacher Samantha Perlik - Assistant Principal Nicole Baker - Reading Specialist Rachel Crowell - Reading Specialist/Parent Megan Zendarski - Reading Specialist/Parent Jan Mazzotta - Classroom Teacher Lindsay Woods SpellRead Teacher Jaime Zolinas - Classroom Teacher Emily DiMascio -MTSS teacher Beth Brancato -Classroom Teacher Aimee Twiss - Parent Lisa Strobel - Parent Betty Hoover -Parent Traci Polliard - Parent Meeting Dates: September 27, 2016, January 31, 2017, May 23, 2017 School Mission Statement: We, the staff of Grandview Elementary, in cooperation with the students, parents and community, will identify and strive to meet the needs of a diverse student population. We will establish a comprehensive academic program that emphasizes high expectations and utilizes a challenging student-centered curriculum. School Vision/ Motto/ Pledge: Grandview Elementary is a School-Wide Title 1 building committed to the motto Grandview Is a Place Where Students Are First. We, the faculty and staff of Grandview Elementary School in cooperation with the students, parents, and community will identify and strive to meet the needs of a diverse student population. The faculty and staff of Grandview have developed a shared vision of a school where all students learn to read, write and solve problems with skills they ve learned through the teacher modeling, authentic practice, and collaborative strategies. All our students will come to school ready to learn and demonstrate responsible behavior. We will establish a comprehensive academic program that emphasizes high expectations and utilizes a challenging student-centered curriculum. We will help each child attain a higher level of achievement based on the PA Core. Our goal will be achieved through continuous parental support, student engagement in high quality instruction, extended learning opportunities, ongoing assessment and evaluation, data driven decision making, and effective student management systems. As we review and update this plan, we focus on the quality of our teaching, the quality of our leadership, and the artful use of infrastructure and resources to ensure a culture of continuous learning at Grandview Elementary School. 1. Provide a description of the comprehensive needs assessment that was conducted to develop the school-wide plan. Provide the names and positions of persons involved in the development of the plan. Indicate the data used to develop the needs assessment, including the problems that led to identification for improvement. Provide a detailed description of student/teacher/parent needs. The needs assessment must include the needs of migratory children and must be based on the achievement of children in relation to the State standards. (Note: Title I, Part C funds may not be included in a school-wide program until the special educational needs of migrant students have been met.) After conducting the comprehensive assessment, the school must develop a comprehensive plan for assisting all students to achieve proficiency in relation to the State s academic content and student academic achievement standards. Section 1114(b)(i)(A) Comprehensive needs assessments: School-wide DIBELS and MAP testing will be conducted 3 times a year to determine students needs. In addition, continuous progress monitoring will be used to help track student growth throughout the year. Data will also be pulled from DIBELS, PSSA results, MAP testing, NWEA pathways, classroom observations, and teacher collaboration. Following the collection of data from the comprehensive needs assessment, MTSS action plans will be developed for individual students as well as for small groups and

2 2 migratory students. These action plans will include research-based materials for strategic and intensive intervention so that all students can achieve proficiency in relation to the state s PA Core. Grades 3-5 data analysis meetings will be conducted to determine grade level goals. Areas of need may include decoding, oral reading fluency, comprehension, math concepts and problem solving, and mechanics and structure of writing. During a 40 minute period, three-five times a week, students are placed in homogenous groups and provided appropriate interventions based on individual needs. Professional development for all staff will focus on skills and strategies to address these student needs. Meetings will be offered to inform parents and provide them with strategies to help their children achieve proficiency. These workshops will focus on literacy and PSSA strategies. The Grandview Parent Advisory Council will meet to discuss programs and issues pertinent to our building. 2. Describe the reform activities that provide opportunities for all children to meet the proficient and advanced levels of student achievement. (B)(i) Reform strategies will include a PA Core based reading and math curriculum, integrated language arts curriculum and an inquiry-based science program. Teachers will also participate in research-based reading workshops and will use reading strategies across the curriculum. The Harcourt StoryTown curriculum will continue to be utilized. More efficient scheduling will be utilized to help Tier 2 and Tier 3 students make academic gains. A three-tiered level of the MTSS model has been implemented to improve achievement with increased use of differentiated instruction in reading for all grade levels. The first tier will be conducted in the regular classroom with an emphasis on advanced, grade level, and below grade level learners. In the second tier (strategic instruction), students will either be serviced in a small group in the classroom or receive pull out, small group instruction using research based reading strategies. The third tier (intensive instruction) will include more individualized instruction. The second and third tiers will involve increased interventions by the MTSS, Title One staff, and classroom teacher(s). The DIBELS and MAP testing will be used to determine those students in need of intensive intervention. This assessment will be given throughout the school year to monitor student progression toward achieving grade level benchmarks, along with the NWEA pathway of learning. This data will be used to drive instruction and create action plans for students with academic needs. WIN (what I need) periods to remediate and enrich Tier I, Tier II, and Tier III students in grades 3-5 using our MTSS model will be implemented in conjunction with Title One. All special education students will be eligible for extended school year services if they meet qualifying criteria. Compass learning paths are used and Compass camp available to students. 3. Describe the specific methods and instructional strategies based on scientifically based research that will be used to strengthen the core academic program in the school. Improve the teaching of reading/language arts, mathematics, and, at least by the school year, and science, consistent with the State standards. (B)(ii)(II) Differentiated Instruction will be used to recognize the learning diversity represented in today s classroom by changing the pace, level or kind of instruction to meet various students needs, resulting in essential learning. The teacher will take on the role of facilitator and collaborator allowing for learner differences by providing a variety of ways to demonstrate understanding. Teachers will utilize flexible grouping and a variety of instructional strategies based on the learning styles of students. Learning centers will be implemented to differentiate instruction based on the action plan. Vocabulary building will be emphasized through the use of tiered words, delivery word walls, on-going practice, and immersing students in a vocabulary rich environment. This rich verbal environment will encompass all academic and social areas of daily student life. Research based strategies will be utilized by the entire staff along with the use of robust vocabulary throughout the day. Leveled Readers will be used to reinforce strategies and skills taught in the regular classroom setting. These leveled materials can be used by both the reading specialist in small group settings and by classroom teachers to differentiate instruction. Each classroom will be equipped with a computer and internet access. Current technology and software programs will be integrated into curriculum for mathematics, reading, writing, and science as best as possible. Additionally, the majority of all 3-5 classrooms have access to Promethean Boards including professional development.

3 3 In order to strengthen student ability to make inferences, main idea and read critically in all content areas, teachers will utilize strategies within the new reading series. These include predicting, summarizing, clarifying, identifying main idea and questioning techniques. All teachers will reinforce PSSA strategies in all content areas. These strategies will focus on the ability to comprehend text, accurately answer multiple choice questions, write appropriate open-ended written responses/text Dependent Analysis (TDAs), and problem solve. Other interventions may include Great Leaps, Decodable Books, Quick Reads, REWARDS, word-building, Syllasearch, Harcourt Tier 2/Tier 3 Intervention Kits, Corrective Reading, and Spell Read. NWEA results tied to Compass learning path for individual remediation in focused areas. 4. Describe how the plan will increase the amount and quality of learning time. Such strategies might include: X Extended School Year X Before/After School Programs X Summer Programs X Other Strategies to Enrich/Accelerate the Curriculum The plan will increase the amount and quality of learning time through student participation in the following programs: What I Need (WIN) groups, morning homework academy, extended school year, COMPASS Camp, and Title I Night. 5. Describe the specific strategies that will be used, in addition to those described above, to meet the needs of historically underrepresented groups, including low-achieving children and other children at risk of not meeting the State standards. (Strategies may include counseling, mentoring, college and career awareness and preparation, integration of technical and vocational education and other innovative teaching methods.) The specific strategies that will be used to meet the needs of historically underrepresented groups, including low-achieving children and other children at risk of not meeting the PA Care will include MTSS, Social Work services, WIN groups, Speech and Language support, Second Step Non-Violent Social Skills Program, and Grief counseling-social Skills provided by Social Worker. 6. Describe the on-going plan to assess the implementation and results achieved by the SWP using the PSSA, other State indicators of success and other locally determined indicators of achievement. Determine if the SWP has been effective in increasing the extent to which students are meeting the State standards, particularly those students who had been furthest from achieving those standards and the process that will be used to revise the plan if necessary. (Note: If the school is identified for school improvement, the SWP plan would need to be revised to reflect changes that address the reasons the school failed to meet adequate yearly progress.) The implementation and results achieved by the SWP will be continually assessed through DIBELS Progress Monitoring, classroom work, writing, StoryTown curriculum assessments, PSSA, and NWEA in grades 3-5. Scores from these assessments will be analyzed by the Data Assessment Team and will facilitate instructional adjustments to meet student needs. The data from these assessments will also be used as testing criteria in placement of students for Tiered WIN Group instruction. The SWP has been effective in increasing the extent to which students are meeting the State standards. Grandview Upper Elementary has been recognized for its continued progress in meeting the Every Student Succeeds Act (ESSA) guidelines.

4 4 PART I: Instruction by Highly Qualified Teachers 1. Describe in detail, the high quality, and on-going professional development that will be provided to teachers, principals, paraprofessionals, pupil services personnel, parents, and other staff to enable all children to meet the State standards. (Note: If the school is identified for school improvement, a minimum of ten percent of the school s Title I allocation must be used for professional development.) (D) PAC meetings will be held throughout the school year at various times of the day by the interventionists/teachers. Meetings will be held throughout the year to provide a home school connection by giving parents opportunities to practice modeled strategies with their child. Additionally there will be a parent workshop available through the PSSA breakfast intentionally developed by parents wanting to learn math games, algorithms, and fundamental test taking strategies for the PSSA. Staff members will participate in relevant, connected, on-going professional development annually through faculty meetings and district in-service days. Professional development will be provided for MTSS process. All teachers will incorporate Four Square writing and Text Dependent Analysis (TDAs) into the curriculum as well as effective math practices in conjunction with the Math/Science Collaborative. Teachers will expand on ways to differentiate instruction by using data from the MAP assessment to group students to focus on academic needs. 2. Describe the strategies used to attract high-quality, highly qualified teachers to high need schools. (E) PA educator is an avenue to target candidates. At Highlands there is an intensive three-year induction program developed by stakeholders to promote success in teaching. Finally, there are monthly meetings with new teachers providing guidance in the novice years of teaching. PART II: Parental Involvement 1. Describe the strategies used to increase parental involvement, such as family literacy services. (Note: If the school is identified for school improvement, parents must be notified of the reasons the school failed to meet adequate yearly progress, the improvement to be implemented and the opportunity to transfer their child to another school in the LEA not identified for school improvement. If the school cannot accommodate all transfer requests, priority must be given to the lowest-achieving students from low-income families.) (F) Title I Night will be held to provide district wide Title I information. Grandview Upper Elementary School will provide parents with a description of the Title I curriculum and information on school programs distributed during open house. Quarterly newsletters are sent home providing parents with strategies and ideas to improve student fluency and comprehension. Title I parents will be provided with opportunities to attend meetings that are scheduled in advance and placed on the Highlands School District calendar which is mailed out to all families prior to the start of the school year. During these meetings, parents will be involved in the planning, review and improvement of the school s parent involvement policy. Parent educational sessions will also be held periodically during the school year at various times of the day by PAC other educational Specialists. Workshops will be held throughout the year to provide a home school connection by giving parents opportunities to practice modeled strategies with their child. Open lines of communication will be continued through notes, s, phone calls, meetings/conferences, and MTSS. In addition, an informational PSSA breakfast will be held to inform parents of ways to ensure their child is well prepared for the test. Title I reading specialists in conjunction with classroom teachers will provide parents with their child s individual assessment results through student reports, DIBELS progress monitoring, and ongoing communication throughout the school year. PART III: Additional Support 1. Describe the plan for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a State-run preschool program, to the local school program. (G) At the primary level, the following will be addressed:

5 5 An Early Childhood Fair is held in the spring to inform preschool and Kindergarten parents of district and community programs. Kindergarten and K-4 registration is available at this time. Other activities include crafts, story telling and early literacy activities. At the end of the school year, a summer screening is provided to children who will be attending kindergarten in the fall. This screening is done in order to assess student needs prior to the start of kindergarten. Based on the results of the screening, students who qualify will attend a pre-kindergarten summer school program. 2. Describe how teachers will be included in the decisions made regarding the use of academic assessments. Describe how teachers will use these assessments to provide information and to improve the achievement of individual students and the overall instruction program. (H) PSSA, MAP, DIBELS, and teacher observations, will be the basis for differentiating instruction. Teachers will be guided in how to use data to make decisions then provide curricular and supplemental interventions as determined by the data. The progress of students will be monitored monthly to determine success. The staff will be involved in developing educational goals after evaluating data from a variety of formal and informal assessments. Plans will be made targeting the instructional needs of each student using data from the PSSA, MAP and DIBELS assessments. Strategies will be implemented as the classroom teacher differentiates instruction to better respond to the instructional needs of all students. The interventionists and the classroom teachers will determine needs of all students. Instruction will then be coordinated using flexible grouping to provide opportunities for student achievement. This will be accomplished through WIN Groups and pull-out as needed. On-going data team meetings will take place throughout the year to discuss and coordinate instructional goals, strategies for improvement and student achievement. Plans will be developed to facilitate this process. 3. Describe how students who experience difficulty mastering proficient or advanced levels will be identified. Identification of students must be done in a timely basis to provide sufficient information on which to base effective assistance. Include a description of the intervention for identified students. (Note: If the school is identified for school improvement for two consecutive years, all students from low-income families must be offered supplemental education services. These services may include tutoring, remediation and other academic interventions outside of the regular school day or during the summer.) (I) Data collection in areas where there is a gap in learning will be reviewed to determine classroom room interventions or the possibility of further testing. PSSA, DIBELS, MAP, StoryTown curriculum assessments and content area tests will be reviewed on an on-going basis to identify students needs, gaps in the curriculum, and to enhance classroom instruction. has developed a three-tier instruction plan based on the MTSS framework. A team of teachers and administrators attended a MTSS workshop to modify and fine-tune the process. For students who are experiencing difficulty mastering the standards the teacher will first try various adaptive strategies within his/her classroom. The data team will meet to discuss and determine student movement into next tier. A speech and language therapist will be able to assist children with language-based problems. Special education services will be also available for those children who qualify. 4. Describe how all Federal, Sate and local services and programs, will be coordinated and integrated. This includes programs included in No Child Left Behind, such as violence prevention, nutrition, housing, Head Start, adult education, vocational education and job training. (J) Grandview Upper Elementary will continue to use the Second Step Program as a tool for bully/violence prevention. has a comprehensive assessment plan for all students grades preschool-12 that is aligned with the PA Core as well as MAP assessments in Reading, math, and language usage given three times per year. The Everyday Math curriculum is closely aligned with NCTM standards and with the PA Core for math. District-wide, students will continue to be assessed with DIBELS in grades K-5 to monitor reading fluency. The data from these assessments will be used to develop flexible groups for intensive remediation. The MAP assessments are administered to gather more specific data about students who are at risk of scoring below proficiency in reading or math. All of our Title I programs comply with the requirements of the McKinny-Vento Act, including equal access to education, FAPE, comparable services, transportation, immediate enrollment, appointment of a district liaison and participation in Title I set aside to supply the usual needs for school activities. A pre-k Counts program is offered to 40 eligible 3-4 year olds based on research based kindergarten assessments. Collaboration and planning with Head Start and DART has increased the benefits to students in our K4 program. Bully prevention is an integral part of our schools.

6 6 5. Include a list of resources and programs that will be used to implement the SWP. (2)(A)(II) and (iii) The list of programs may include: Title One Night during the year MTSS ESAP Title One push in/pull-out classes PSSA Strategies Lessons Instructional Strategies Meetings WIN Periods Great Leaps Fluency Second Step Strategic Intervention Kits REWARDS Intermediate Intervention Station NWEA/Compass pathways Corrective Reading Other resources may include research based interventions, Leveled Readers, Quick Reads, Scott Foresman Reading Street, and SpellRead. Morning homework assistance for all students is available to students in Grades 3-5 during the school day. 6. Describe how the school will provide individual student academic assessment results in a language parents can understand, including an interpretation of those results. (2) (B) (iv) Individualized DIBELS fluency and accuracy reports are sent home three times a year. 7. If applicable, describe how the school will use Title I funds to provide or enhance pre-kindergarten programs for children below the age of 6, such as Even Start or Early Reading First. At the primary level: A portion of the Pre-K Counts is supported by Title I funds. It is nationally accredited by NAEYC, providing a pre-kindergarten program for 4 year olds. K4 collaborates with Head Start, DART and other community organizations to provide literacy development and quality early childhood education. Each child is screened to determine eligibility for the program. Selected students meet 5 half days per week for the entire school year. The purpose of the program is to enhance a child s ability to develop learning concepts and developmental skills by encouraging the child to interact with people and objects in the child s environment.