Durham- Nockamixon El Sch School Level Plan 07/01/2014-06/30/2015
2 School Profile Demographics Durham- Nockamixon El Sch 41 Thomas Free Dr Kintnersville, PA 18930 (610)847-5131 Federal Accountability Designation: none Title I Status: Yes Principal: Marie Collie Superintendent: Bridget O'Connell Planning Committee Name Laura Breininger Marie Collie Amanda Emig Kirsten Godiksen Jennifer Mauger Karen McDermott Trisha Przyuski Stephanie Renninger Christine Serban Role Elementary School Teacher - Regular Education Administrator Elementary School Teacher - Regular Education Elementary School Teacher - Special Education Elementary School Teacher - Regular Education Elementary School Teacher - Regular Education Elementary School Teacher - Regular Education Elementary School Teacher - Regular Education Title I teacher
3 Needs Assessment School Accomplishments Accomplishment #1: In math, 3rd & 4th grade scored with 93%- 95% of students scored proficient and advanced. Accomplishment #2: 3rd grade performed at 91% on understanding concepts and organization of nonfiction texts (B.1) Accomplishment #3: PVASS Data indicates students in grades 4 and 5 achieved a year or more worth of growth in the areas of math, reading, science and writing. Accomplishment #4: 4th Grade performed at 93% in the area of Geometry and Symmetry (C.2) & Algebraic Concepts: Patterns, Relations & Functions (D.1) Accomplishment #5: 4th grade performed at 85% on understanding components between & within texts (B.1) Accomplishment #6: 5th grade performed at 96% on understanding fiction appropriate to grade level (A.1) Accomplishment #7: 4th Grade performed at 92% on Numbers & Operations (A.3) Accomplishment #8: 5th Grade Students improved over a three year average 3 rd (88%), 4 th (88%), 5 th (89%) Accomplishment #9: 3rd Grade scored with 95% on Understanding Patterns & Relationships (D.1) Accomplishment #10: 3rd Grade scored 100% on Data Analysis & Probability (E.1) Accomplishment #11: Overall our Building SPP Score increased from 88.9 to 90.8 for 2014. Accomplishment #12: 91% of our 5th grade students scored at or above standard on the writing PSSA.
4 School Concerns Concern #1: Math open ended response tasks continue to be area of concern. (Grade 3: 64%, Gr. 4 69%, Gr. 5 29%) Concern #2: Reading open ended tasks were an area of weakness in grades 3, 4 & 5 (3 rd Grade 45%, 4th Grade 66%, 5 th Grade 71%) Concern #3: 2014- A slight decline in student performance within the proficient and advanced range in grades three and five in the areas of reading and math. In the area of math, 70% of our 3rd grade students performed proficient/advanced on A2: Numbers and Operations, while 69% of our 5th graders performed proficient/advanced on the same standard. Concern #4: In looking at our historically underperforming data, it appears that our ESL students are underperforming. Prioritized Systemic Challenges Systemic Challenge #1 (System #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. Systemic Challenge #2 (System #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. Systemic Challenge #3 (System #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 Systemic Challenge #4 (System #6) Ensure that there is a system within the school that fully ensures a safe and supportive environment for all students.
5 School Level Plan Action Plans Goal #1: 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: Interim Data Source: Open Ended Response Tasks in Reading and Math Specific Targets: 80% of students will achieve proficiency as defined as 3 out of 4 on a locally developed rubric by the 3rd marking period. Type: Annual Data Source: ELA and Math PSSA Open Ended Response Items Specific Targets: Students performance on the open ended response items in both ELA and Math with exceed the state average by 5%. Strategies: Common Assessment within Grade/Subject 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_mod eration.pdf and Common Assessments: Mike Schmoker. (2006) Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning. Alexandria, Va.: ASCD.) SAS Alignment: Assessment, Instruction Peer Tutoring and Response Groups Peer Tutoring and Response Groups involve pairing or grouping ELL students to work on a task. The students may be grouped by age or ability (English- only, bilingual, or limited English proficient) or the groups may be mixed. Peer tutoring typically consists of two students assuming the roles of tutor and tutee, or coach and player roles. Peer response groups give four or five students shared responsibility for a task, such as editing a passage or reading and answering comprehension questions. When working in a small group to edit a writing
6 assignment, one student edits punctuation, another edits spelling, and another provides overall feedback on writing focus and clarity. Both peer tutoring pairs and peer response groups emphasize peer interaction and discussion to complete a task. The WWC reports that Peer Tutoring and Peer Response Groups have a positive effect on English language development for ELL students. (Source: http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/wwc_peer_tutoring_0709 07.pdf ) SAS Alignment: Safe and Supportive Schools Enhance instruction in the area of open ended reading and math responses in all grades. Teachers will attend training and staff develoment at the district level in addition to representatives attending local workshops in order to maintain changes necessary for PA Core implementation as it relates to our current programs. SAS Alignment: None selected Differentiated Instruction in Numbers & Operations Teachers will utilize materials on SAS and in EDM in order to more effectively differentiate for students. SAS Alignment: None selected Implementation Steps: 1. Develop Consistency in language used to dissect open response tasks in reading and math. Determine and come to consensus on language to be used with students across all grades in open ended reading & math tasks. Start Date: 11/3/2014 End Date: 5/3/2015 Program Area(s): Professional Education
7 Supported Strategies: Enhance instruction in the area of open ended reading and math responses in all grades. 2. Teachers will provide instruction on open ended response tasks which will include: instructional modeling, guided practice and opportunities for independent application. The following sources will be integrated into the instruction of open ended responses: PA Core Release Items, Storytown prompts, making meaning tasks, and problem solving tasks. Start Date: 11/3/2014 End Date: 5/29/2015 Program Area(s): Professional Education Supported Strategies: Enhance instruction in the area of open ended reading and math responses in all grades. 3. Color Coding Strategies & T- Chart for Open- ended Math Problem Solving In reading, grades K- 5 will provide instruction in color coded response tasks. In math, all grade will incorporate T- Chart strategy with grades 4 & 5 utiilizing the colore coded strategy. Start Date: 11/3/2014 End Date: 5/29/2015 Program Area(s): Professional Education, Student Services Supported Strategies: Peer Tutoring and Response Groups Enhance instruction in the area of open ended reading and math responses in all grades.
8 4. Integration of response journals Teachers will incorporate response journals incorporating fiction, non- fiction, and poetry across content areas including Making Meaning, science, social studies, and mathematics in order to provide students with further opportunities to compose written responses and reflections of understanding. Start Date: 11/3/2014 End Date: 5/29/2015 Program Area(s): Student Services Supported Strategies: Enhance instruction in the area of open ended reading and math responses in all grades. 5. Development and Integration of Kid Friendly Rubrics Teachers will work together to develop kid friendly rubrics for students to use in their own self- assessment as well as a teacher evaluation tool for open- ended tasks. Start Date: 11/3/2014 End Date: 5/29/2015 Program Area(s): Student Services Supported Strategies: Common Assessment within Grade/Subject Enhance instruction in the area of open ended reading and math responses in all grades. 6. Administer Monthly Open Ended Response Tasks
9 After instructing and providing specific strategy instruction, teachers will collect monthly data on open ended response tasks. Start Date: 11/3/2014 End Date: 5/29/2015 Program Area(s): Professional Education, Student Services Supported Strategies: Common Assessment within Grade/Subject Goal #2: 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 Indicators of Effectiveness: Type: Annual Data Source: PSSA/PVAAS Specific Targets: Students will perform proficient and/or advance while demonstrating a year's worth of growth. Type: Interim Data Source: MAP DATA (Fall, Winter, Spring) Specific Targets: On average, 80% or more of students will meet or exceed the national average RIT score from Fall to Spring. Strategies: Instructional Conversations Instructional conversations are planned, goal- directed conversations on an academic topic between a teacher and a small group of students. Although instructional conversations can be used to meet any learning goal in any content area, the studies identified have focused attention on the effectiveness of
10 instructional conversations in developing thematic understanding of literature. (Source: http://gse.berkeley.edu/research/credearchive/research/pdd/5stand_evidence.ht ml ) WWC reports Literature Logs used in conjunction with Instructional Conversations have potentially positive effects on the reading achievement of ELL students. (Source: http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/wwc_icll_102606.pdf ) SAS Alignment: Instruction Instructional (Distributed) Leadership Capacity Building Support of the relationship of distributive leadership with student achievement is anecdotal and inferential and substantially reported. (Sources: http://www.learningpt.org/pdfs/leadership_turnaround_schools.pdf, and http://www.pakeys.org/docs/sl%20pp%201.pdf ) SAS Alignment: Safe and Supportive Schools Reading Across the Curriculum While there is a body of research that indicates employing the reading strategies of questioning, concept mapping, summarizing, and monitoring comprehension have been shown to have positive effects on reading achievement, there are no empirical studies that indicate Reading Across the Curriculum as a whole has a positive effect on achievement. (Source: http://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/rel_2007003.pdf ) SAS Alignment: Instruction Implementation Steps: 1. Expanded Title I Service in Grades 4 & 5 Our school will continue to provide Title I Reading support to students in Grades 1-5. Start Date: 10/1/2014 End Date: 5/29/2015 Program Area(s): Student Services 2. Staff Book Club
11 Staff participation in a school wide book club which was selected by the faculty. Title: Comprehension Connections: Bridges to Strategic Reading by Tanny McGregor Start Date: 9/22/2014 End Date: 6/1/2015 Program Area(s): Professional Education 3. Develop Consistent Language and Anchor Charts K- 5 Using Comprehension Connections by Tanny McGregor the faculty will provide scaffolded strategies to support best practices in comprehension instruction. Start Date: 10/1/2014 End Date: 6/1/2015 Program Area(s): Professional Education 4. Faculty Shares Faculty participation in sharing direct application of the book as it applies with students in classrooms. Start Date: 10/1/2014 End Date: 6/1/2015 Program Area(s): Professional Education 5. Technology Applications Technology integration to enhance the teaching of comprehension strategies
12 Start Date: 10/1/2014 End Date: 6/1/2015 Program Area(s): Professional Education 6. Pilot: Tier 2 Comprehension Program Title I students in grade 3 will participate in a pilot comprehension program. (Comprehension Toolkit) Start Date: 10/1/2014 End Date: 5/29/2015 Program Area(s): Student Services 7. Targeted Differentiated Instruction Opportunities Coordinated by grade level teams Grade level teams will work together to group students according to areas of specific student needs in reading and math determined by pre/post assessments. Start Date: 9/8/2014 End Date: 6/5/2015 Program Area(s): Student Services
Goal #3: Establish a system within the school that fully ensures the school has partnered with families and the community to support student participation in the learning process. Strategies: Educate parents regarding the support options available through Title I, the Early Literacy Learning program, math intervention, English Language Learning, and special education as well as within the classroom in the areas of reading and math. Indicators of Effectiveness: Formative Assessments Summative Assessments Perceptual Survey in order to gain parent feedback Teacher/Parent report card conferences and on- going communication Title I Parent Surveys Action Steps: Description Start Date End Date 1. The Title I Staff along with teachers will provide supportive strategies for parents to implement with their child at home. 2. MAP data will be communicated with parents in order for them to support their child s growth. 3. Teachers will development, communicate and monitor individual student action plans by quarter. The BOY Title I parent workshop will offer parents hands on tools for supporting their child at home. Teachers will share important information with parents pertaining to the classroom supports detailed in the action plan. Teachers will communicate with parents regarding MAP data outcomes in order for parents to have an understanding of how their child is progressing in relation to the norms. All teaching staff will be responsible for developing action plans for at least two students not eligible for Title I. All staff will work together with specialists, Title I, ESL and SST in order to provide parents with information on school related interventions along with options for how to support their child at home. 10/1/13 5/30/13 11/1/13 5/30/14 10/1/13 5/30/14 4. Parent Information Night Coordinate with PTA a visit with the Director of Curriculum in an effort to high light main changes and expectations In students. 11/1/13 12/1/14 5. Parent/Family Information Night Coordinate an event for families focused on PA Core Standards 1/14 3/14