school improvement plan – guidelines and process i. school … · committee collected artifacts...

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School Improvement Plan – Guidelines and Process

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

School District of Lancaster School Building Name

Reynolds Middle School 4-Digit School Building Code

2594 School Street Address

605 W Walnut Street Lancaster PA 17603

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

Name Position/Role

Building/Group/Organization

Aaron Swinton Principal Reynolds Middle School

Angela Kerrick Assistant Principal Reynolds Middle School

Josh Keene Director of Schools School District of Lancaster

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Karen Wynn Coordinator of School Improvement and Federal Programs

School District of Lancaster

Marty Hudacs School Improvement Facilitator Lancaster-Lebanon IU13

Cory Robison Teacher Reynolds Middle School

Elizabeth Graham Teacher Reynolds Middle School

Leroy Nocheck Teacher Reynolds Middle School

Catherine Gorham Community School Director Lancaster-Lebanon IU 13

Joshua McManness Community Education Supervisor

Lancaster-Lebanon IU 13

Beth Weaver Parent Reynolds Middle School

Margaret Hazlett Parent Reynolds Middle School

Jen Walz Parent Reynolds Middle School

Marie Byler Assistant Principal Reynolds Middle School

Mark McCracken Teacher Reynolds Middle School

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

In an effort to ensure comprehensive and diverse engagement, Reynolds Middle School developed a list of all internal and external stakeholders and evaluated their roles in school improvement. From this, it was determined that representation from all grade levels, core content areas and school specialists were necessary team members. In addition, the Community School Director and parents were identified as essential participants. To complete the School Community Steering Committee, the school leadership team, the Director of Schools and the Coordinator of School Improvement and Federal Programs were included.

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

The School Community Steering Committee has met weekly to develop a vision and mission, identify and collect artifacts, complete the PA Essential Practice Self Assessment, determine goals, areas of strength and areas for improvement and specific action step development. Once approved, this team will continue to monitor the implementation of the plan against the intended outcomes and make adjustments as necessary.

B. School Level Vision for Learning

Long-term Vision and the Measures of Success

Long-Term Vision for Students What will students know and be able to demonstrate upon leaving the school?

Measures of Success How will you know you are on track to achieving

your vision or students? A community school dedicated to every student’s success.

By 2030, 81.1% of ALL students will score proficient or advanced on the ELA PSSA.

By 2030,71.8% of ALL students will score proficient or advanced on the MATH PSSA.

By 2030, 100% of students will be connected to programs and services aligned with their academic needs.

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II. School Level Needs Assessment

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

To ensure meaningful consultation with a broad range of stakeholders, the School Community Steering Committee collected artifacts which included student performance data, building schedules, lesson plans, assessments, OSE results and Special Education and English Learner plans to use as supporting evidence in the completion of PA Essential Practices Self Assessment. Additionally, three Educator Focus Groups and three Student Focus Groups were convened to gather additional input. Results from Student, Parent and Educator surveys rounded out the data collection. Upon completion of the Self Assessment, a root cause analysis was conducted. The results of this process drove the development of the School Improvement Plan.

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

Strengths Supporting Evidence from Needs Assessment

Students feel safe in the hallways, bathrooms, classrooms and their teachers. (EP #11)

Based on the CSI student survey, 67% of the students feel safe in the bathrooms and hallways and 59% feel safe with their teachers.

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Students help each other learn. (EP #11) 71% of students report that they help each other in the learning process. (CSI Student Survey)

Teachers treat students with respect and listen to their ideas. (EP #11)

Based on the CSI student survey, 79% of students report that their teachers respect them and 59% report that teacher listen to their ideas.

Teacher feel responsible for supporting students with self-control.

61% of teachers report feeling responsible or supporting students with self-control as documented on the CSI Teacher Survey.

Teachers are loyal and look forward to going to work.

According to the CSI teacher survey, 87.5% of teacher report that they look forward to coming to work and feel loyal to the school.

Teachers feel responsible for students learning. 75% of teachers report feeling responsible for student’s learning. (CSI Teacher Survey)

Teachers encourage student and family engagement in the school community. (EP #11 & EP #13)

80% of teachers encourage student, family, & community involvement in school. 87% of parents report that teachers, admin are accessible to them and satisfied with their responses they receive. (CSI Teacher/Parent Survey)

Teachers work to develop relationships with parents/guardians. (EP #11 & EP #13)

82% of teachers are working hard to develop relationships with parents. (CSI Teacher Survey)

Teachers respect one another. 92% respect their colleagues (CSI Teacher Survey)

Parents are treated with respect and feel welcome at school

87%/96% believe they are treated with respect and feel welcome. (CSI Parent Survey)

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Parents are treated with respect by adults at our school

100% report that they are treated with respect. (CSI Parent Survey)

Parents are treated with respect as it relates to race, gender, gender identity, etc.

78%/87%/87%, respectively, feel as though they are treated with respect as it relates to race, gender, gender identity. (CSI Parent Survey)

Teachers collaborate on instructional strategies. 88% of teachers report that they have worked on instructional strategies with other teachers horizontal not vertical (CSI Teacher Survey)

Teachers utilize data to make instructional decisions.

97% of teachers have reviewed student data to make instructional decisions at least once. (CSI Teacher Survey)

Teachers & guidance meet weekly to discuss students experiencing academic and behavioral challenges (EP #4 & EP #13))

Weekly SSP meetings to discuss possible interventions and level of tiered support.

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

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Challenges Supporting Evidence from Needs Assessment

Priority for Planning

Primary Root Cause

We are not presently identifying and addressing individual students needs (EP #4).

41.5% of students in Read 180 are showing no growth (65%-6th, 20%-7th, 26%-8th); 34% of students are showing growth, but have not yet met their annual growth goal. (March 2019)

Yes There is a lack of time, training and an established system to address diverse student learning needs.

We do not have a shared vision/plan or comprehensive PBIS system. We consistently implement PBIS. (EP #13)

Teachers feel they have no participation in setting goals or priorities for the school and perceive a lack of consistency year in and year out (teacher-focus groups) Teachers have minimal impact on decisions related to discipline or behavioral supports. (teacher-focus groups) PBIS procedures are not followed because it is difficult to follow through on everything in the plan (Teacher focus groups) No formal system is in place to train staff

Yes. There are a lack of strategies to inform and fully implement MTSS for academics and behavior.

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members about PBIS procedures 52% of teachers feel leadership agree that leadership team sets clear expectations for faculty/staff (teacher survey) 52% of teachers feel that leadership knows what is happening in classrooms (teacher survey) 30% of students report that all students feel it is important to pay attention in class (student survey)

We have not successfully implemented a multi-tiered system of support for academics and behavior (EP #13).

There is no universal screening (PBIS) for students, (SCSC discussion) 4 staff members in the building have formal training about MTSS implementation (CSI discussion) While we have intensive period, we do not have systematic placement in Tier 1, 2, or 3 intensive periods.

Yes There is lack of strategies to inform and fully implement MTSS for academics and behavior. There is a lack of dedicated staff to facilitate this work.

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There is no formal process and data collection for screening for Tier 1, 2, or 3. In addition, we have no data gathering system to support students’ movements between Tier 1, 2, or 3 intensive periods. No data exists to support that teachers are/are not differentiating instruction (collected Lesson Plans) 41.5% of students in Read 180 are showing no growth (65%-6th, 20%-7th, 26%-8th); 34% of students are showing growth, but have not yet met their annual growth goal.

We need to improve in promoting and maintaining a positive school environment (EP #11).

Although 78.8% of teachers reported that they liked working here, 52.1% reported they would not recommend the school as a place for other parents to send their child (educator survey) Although 77.1% of staff indicated they felt admin

Yes. There is a lack of clarity, communication and/or opportunity for staff to provide input and a lack of prioritizing.

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works to create a sense of community, roughly 50% said that admin did not create a sense of buy in for initiatives (educator survey) 62.5% of teachers indicated they did not believe parents were very involved or that parents see themselves as partners in the child’s education (educator survey) 47% of students said they worried about crime or violence in our school (student survey) 66% of students said that students in our school are often teased or picked on (student survey) 47% of students said that students are often threatened or bullied (student survey) 52.2% of parents indicated that they believed their child was bullied at school, however no clear reason

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for this bullying emerged (parent survey) The discussion of the student focus group indicated that while students felt teachers treated them respectfully, they did not think students treated each other respectfully (Student focus group) 62.5 % of teachers agree that most teachers feel responsible that all students, but only 29.2% of teacher agree that most teacher feel responsible for student failure (teacher survey) 40% of students report that all/most students believe doing homework is important (student survey) 34% of students report that all students try hard to get good grades (student survey)

Choose an item.

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

Priority Statements Rationale Outcome Category By hiring a Tiered Support Team Leader who will facilitate the work and with established strategies to inform and implement PBIS, we will promote and sustain a positive school environment where all members feel welcomed, supported and safe in school.

If we develop a school community that is grounded in PBIS, then all stakeholders will feel welcomed supported, and safe and secure in school (physically, academically, socially, emotionally) and there will be a reduction in OBR (office behavioral referrals), increased attendance, and improved academic performance.

Essential Practices Condition 3-Provide Student Centered Support Systems.

With a system of data collection, intentional planning & instruction and ongoing academic support for all students, we will effectively identify and address individual student learning needs.

If we have systematic identification of student academic needs and cyclical and collaborative data review, then we will provide intentional instructional support, and student growth and achievement will increase.

Essential Practices Condition 1-Focus on Continuous Improvement of Instruction.

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III. Measurable Goal Statements

Measurable Goals: Develop SMART Goals for each established Priority. To maintain focus on priorities, no greater than 2 measurable goals per priority is recommended.

Priority Statement #1: With established strategies to inform and implement PBIS, we will promote and sustain a positive school environment where all members feel welcomed, supported and safe in school.

Measurable Goals Quarterly

Benchmark #1 Quarterly


Benchmark #3

By June 2020, 60% of teachers will implement Tier 1 universal systems within their classrooms as measured by Positive Behavior Support: Implementers Blueprint and Self Assessment and the School Team Implementation Checklist.

85% of building staff will receive professional development on the implementation of Tier 1 process, protocols, and implementation by September 30, 2019.

30% of classroom teachers trained in Tier I expectations and systems are implementing Tier 1 classroom systems by December 31, 2019, as measured by Positive Behavior Support: Implementers Blueprint and Self Assessment and the School Team Implementation Checklist.

45% of classroom teachers trained in Tier I expectations and systems are implementing Tier 1 classroom systems March 30, 2020, as measured by Positive Behavior Support: Implementers Blueprint and Self Assessment and the School Team Implementation Checklist.

By June 2020, the number of office referrals for minor behavioral infractions will be reduced by 10%. Baseline data available June 2019.

By September 30, 2019, 4 students from each grade level will identified and participate on

By December 31, 2019, 75% of attending students will demonstrate knowledge of Tier 1 behavioral

By March 30, 2020 the number of office referrals for minor behavioral infractions behavior

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the PBIS Leadership Team.

expectations, as measured by a Student Survey.

will be reduced by 5%. Baseline data available June 2019.

Priority Statement #2: With a seamless system of prevention, intentional core instruction and ongoing academic and behavioral support for all students, we will effectively identify and address individual student learning needs.

Measurable Goals Quarterly



Benchmark #3 By June 2020, 85% of teachers will demonstrate lesson planning and implementation that is aligned to grade level standards, as measured Marzano Element 44 (Attention to Established Content Standards: The teacher ensures that lesson and unit plans are aligned with established content standards identified by the district and the manner in which that content should be sequenced), as documented in iObservation.

100% of teachers will participate in District Level PD, August 2019, focusing on teaching to the rigor of the standard.

By December 31, 2019, 45% of teachers will demonstrate implementation of instruction that is aligned to grade-level standards, as measured by Marzano Element 44, Planning an Preparation and documented in iObservation.

By March 30, 2020 65% of teachers will demonstrate implementation of instruction that is aligned to grade-level standards, as measured by Marzano Element 44, Planning an Preparation and documented in iObservation.

39.8% of students will score Proficient/Advanced, as measured by the ELA PSSA, Spring 2020.

By September 30, 2019, 100% of core content teacher will have received one walkthrough/formal observation that provides feedback on Marzano DQ 1 element 1 (Providing Rigorous

By December 31, 2019, 100% of core content teachers will have received 2 walkthroughs/formal observations that provides feedback on Marzano DQ 1 element 1 (Providing Rigorous Goals and Performance

By March 30, 2020 100% of core content teachers will have received 3 walkthroughs/formal observations that provides feedback on Marzano DQ 1 element 1 (Providing Rigorous

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Goals and Performance Scales), DQ2 element 44 ( Attention to Established Content Standards), elements 47 & 48 (Planning & Preparing for the Special Needs of EL & SE Students) with an instructional focus on ELA.

Scales), DQ2 element 44 ( Attention to Established Content Standards), elements 47 & 48 (Planning & Preparing for the Special Needs of EL & SE Students) with an instructional focus on ELA.

Goals and Performance Scales), DQ2 element 44 ( Attention to Established Content Standards), elements 47 & 48 (Planning & Preparing for the Special Needs of EL & SE Students) with an instructional focus on ELA.

Priority Statement #3: __ ________________________________________________________

Measurable Goals Quarterly Benchmark #1

Quarterly Benchmark #2

Quarterly Benchmark #3

IV. Action Plans A. Evidence-Based Strategies

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Once needs have been identified, the school improvement committee (in consultation with other stakeholders) will select evidence-based strategies that align with your priority statements that the school community has the capacity to implement. By using rigorous and relevant evidence and assessing the local capacity to implement the strategy (e.g., funding, staff, staff skills, stakeholder support), schools are more likely to implement interventions successfully. For each measurable goal, identify an evidence-based strategy that has a high likelihood of success in your school. Priority Statement #1: If we develop a school community that is grounded in PBIS, then all stakeholders will feel welcome supported, and safe and secure in school, physically, academically, socially, emotionally, and students and staff will benefit from the systems of support.

Measurable Goals Evidence-Based Strategy

By June 2020, 60% of teachers will implement Tier 1 universal systems within their classrooms as measured by Positive Behavior Support: Implementers Blueprint and Self Assessment and the School Team Implementation Checklist.

Create classroom behavioral systems and behavioral expectations School-Wide Positive Behavioral Interventions and Support (PBIS) (PA Evidence Resource Center- Tier 2) "The multilevel results indicated significant effects of SWPBIS (School-Wide Positive interventions and Supports) on children's behavior problems, concentration problems, social-emotional functioning and prosocial behavior (better emotional regulation and more prosocial behavior). Children in SWIPBIS schools also were 33% less likely to receive an office discipline referral than those in comparison schools. The effects tended to be strongest in children who were first exposed to SWIPBIS in kindergarten." (Bradshaw et al., 2012)

By June 2020, the number of office referrals for unsatisfactory behavior will be reduced by 10%. Baseline data available June 2019.

Create classroom behavioral systems and expectations School-Wide Positive Behavioral Interventions and Support (PBIS) (PA Evidence Resource Center- Tiers 2) "The multilevel results indicated significant effects of SWPBIS (School-Wide Positive interventions and Supports) on children's behavior problems, concentration problems, social-emotional functioning and prosocial behavior (better emotional regulation and more prosocial behavior). Children in SWIPBIS schools also were 33% less likely to receive an office discipline referral than those in comparison schools. The effects tended to be strongest in children

https://www.evidenceforpa.org/strategies/48

https://www.evidenceforpa.org/strategies/48

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who were first exposed to SWIPBIS in kindergarten." (Bradshaw et al., 2012)

Priority Statement #2: With a seamless system of prevention, intentional core instruction and ongoing academic and behavioral support for all students, we will effectively identify and address individual student learning needs.

Measurable Goals Evidence-Based Strategy By June 2020, 85% of teachers will demonstrate lesson planning and implementation that is aligned to grade level standards, as measured Marzano Element 44, Planning and Preparation, as documented in iObservation.

EFFECTIVE PRACTICE: Deliver sound instruction in a variety of modes. (STRONG - Tier 1) Plans for each standards-aligned unit of instruction, which typically involve three to six weeks of academic work within a given subject area or grade level, are developed by Instructional Teams and shared with all teachers that teach the corresponding unit (Hattie, 2012). Teachers must lead students through the learning process by carefully and thoroughly introducing and presenting the lesson in ways that stimulate student engagement and then summarizing key concepts learned and confirming that students have effectively met learning objectives (Marzano & Pickering, 2010; Redding, 2006).

39.8% of students will score Proficient/Advanced, as measured by the ELA PSSA, Spring 2020.

EFFECTIVE PRACTICE: Deliver sound instruction in a variety of modes. (STRONG - Tier 1) Plans for each standards-aligned unit of instruction, which typically involve three to six weeks of academic work within a given subject area or grade level, are developed by Instructional Teams and shared with all teachers that teach the corresponding unit (Hattie, 2012). Teachers must lead students through the learning process by carefully and thoroughly introducing and presenting the lesson in ways that stimulate student engagement and then summarizing key concepts learned and confirming that students have effectively met learning objectives (Marzano & Pickering, 2010; Redding, 2006).

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https://www.evidenceforpa.org/strategies/212 --- Tier 3 Teachers’ demonstration of explicit lesson design and delivery components changed positively and directive coaching had a positive impact on teachers’ competence and confidence.” (Hammond & Moore, 2018)

Priority Statement #3: _ _________________________________________________________

Measurable Goals Evidence-Based Strategy

B. Action Plan Steps

An Action Plan template is provided to develop action steps to meet each measurable goal. Each Action Plan has these critical components for each Priority/Measurable Goal:

● Action Steps – List what is to be accomplished in each step. ● Material/Resources/Supports Needed ● Person/Position Responsible ● Implementation Timeline ● Anticipated Outputs – what do we want to accomplish within each Action Step? ● Monitoring/Evaluation Plan ● If a professional development action step or component of this goal, complete Professional Development Plan information template.

https://www.evidenceforpa.org/strategies/212%20---%20Tier%203

https://www.evidenceforpa.org/strategies/212%20---%20Tier%203

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Expenditures: Describe how funding will be used to implement the Action Plans. Include a brief description of each expenditure, funding source (Title 1, General fund, IDEA, etc.), and costs for each needed expenditure. Professional Learning Opportunities: The following information is to be completed for professional development components for each of the Priority Goals:

● Goal Statement – General Description of Presentation ● Audience, ● Topics to be Included ● Evidence of Learning ● Anticipated Timeframe ● Lead Person/Position

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School Level Action Plans Priority #1 – Measurable Goal #1: By June 2020, 60% of teachers will implement Tier 1 universal systems within their classrooms as measured by Positive Behavior Support: Implementers Blueprint and Self Assessment and the School Team Implementation Checklist. Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve this goal.

Action Steps Materials/Resources/Supports Needed

Person(s)/Position Responsible Implementation Timeline

Hire Tiered Support Team Leader Office of Talent and Employee Engagement Office of Student Services Office of Teaching and Learning

Principal Talent Specialist

July/August 2019

Identify PBIS Core Team Members and establish meeting timeline

Team Membership Roster Calendar of Meetings Agendas Sign In Sheets

Principal Assistant Principals Tiered Support Team Leader Team Members including classroom teachers, guidance counselors, support staff

September 2019

Develop and conduct professional development (PD) on PBIS

Agenda Professional Development Materials Sign In Sheets

Principal Assistant Principals Tiered Support Team Leader PBIS Team Members

September 30, 2019 November 2019 January 2020 March 2020

Complete the Schoolwide Positive Behavior Support: Implementers Blueprint and Self Assessment

Identified PBIS Team Members Schoolwide Positive Behavior Support: Implementers Blueprint and Self Assessment

Principal Assistant Principals Tiered Support Team Leader PBIS Team Members

October 31, 2019

Use the Schoolwide Positive Behavior Support: Implementer’s Blueprint and Self Assessment to identify implementation priorities

PBIS Team Completed Schoolwide Positive Behavior Support: Implementers Blueprint and Self Assessment

Principal Tiered Support Team Leader PBIS Team Members

November 15, 2019

Complete the PA PBIS Action Plan: Appendix B

PBIS Team Completed Schoolwide Positive Behavior Support: Implementers

Principal Tiered Support Team Leader PBIS Team Members

November 30, 2019

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Blueprint and Self Assessment PA PBIS Action Plan

Implement PA PBIS Action Plan All Reynolds Staff Principal PBIS Team Members

October 2019-June 2020

Monitor implementation using the School Team Implementation Checklist (appendix A)

PBIS Team Members Principal PBIS Team Members

October 2019-June 2020

Survey teachers regarding PBIS implementation

PBIS Team Members Principal PBIS Team Members

September 30, 2019 November 2019 January 2020 March 2020

Anticipated Outputs: September 2019: PBIS Team Membership Roster PBIS PD agenda & sign in sheets PBIS Teacher Survey October 2019: PBIS Implementers Blueprint and Self Assessment School Team Implementation Checklist November 2019: PBIS PD Agenda & Sign In Sheets PA PBIS Action Plan Appendix B January 2020: PBIS PD Agenda & Sign In Sheets PBIS Teacher Survey March 2020: PBIS PD Agenda & Sign In Sheets PBIS Teacher Survey October 2019-June 2020: PA PBIS Action Plan School Team Implementation Checklist

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Monitoring/Evaluation Plan: In an effort to continuously monitor the effectiveness of the action steps, we will use the following metrics to evaluate the effectiveness of school improvement: Student Learning Rates of students performing at grade level per subject area Rates of progress towards proficiency School Environment School climate & Culture PBIS Student surveys

Expenditures: Describe briefly how funding will be used implement the action steps outlined for this goal. Expenditure (Brief Description) Funding Source Cost Additional pay for instructional staff on PBIS Team CSI Funding $27/hr x 20 hrs x 10

teachers = $5400 Tiered Support Team Leader – This position will lead the work associated with a multi-tiered system of support. They will work collaboratively with the school leadership team and classroom teachers in the identification of students who would benefit from increased intervention. They will monitor the effectiveness of these interventions and make adjustments as necessary. They will facilitate teacher meetings, convene parent meetings and work collaboratively with district personnel to ensure that all students are receiving the necessary supports to achieve success. This role will be sustained at the conclusion of the grant cycle.

CSI Funding $85,000 --- salary

Tiered Support Team Leader CSI Funding $40,000 --- benefits Tiered Support Team Leader Additional Pay CSI Funding $30/hour x 8 hours x 20

days = $4800

Professional Learning - Describe the Professional Development Plan to achieve this goal.

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Professional Learning Goal: All staff will implement Tier I academic and/or SEL practices. Audience

All Reynolds staff

Topics to be Included

PD 1: PBIS Overview, sharing focus group results, goal setting, Mission, Vision, PD 2: Examine Tier 1 academic and SEL practices PD 3: Examine Tier 1 academic and SEL practices PD 4: Examine Tier 1 academic and SEL practices

Evidence of Learning

PBIS Team established and feedback loops to all stakeholder groups Walkthrough Data Teacher Reflection/Learning Log

Anticipated Timeframe

Enter Start Date: 09.11.19 Anticipated Completion Date: 03.11.20

Lead Person/Position

Principal

Professional Learning - Describe the Professional Learning Plan to achieve this goal. Professional Learning Goal 2: Audience




Enter Start Date: Anticipated Completion Date:


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Priority #1- Measurable Goal #2: By June 2020, the number of office referrals for unsatisfactory behavior will be reduced by 10%. Baseline data available June 2019.

Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve this goal.



Identify PBIS Team Members, including 4 students from each grade level and establish meeting timeline

Team Membership Roster Calendar of Meetings Agendas Sign In Sheets

Principal Assistant Principals

September 2019

Provide professional development to all building staff on the PBIS Tier I strategies with a focus on Marzano DQ7, element 33 (The teacher uses behaviors associated with “withitness” to maintain adherence to rules and procedures.) and Danielson Domain 2 Classroom Environment (Managing Classroom Procedures, Establishing a Culture for Learning, Creating an Environment of Respect & Rapport)

Agendas Sign In Sheets

Principal Assistant Principals Instructional Coach PBIS Team Members

Monthly, September 2019-April 2020

During homeroom and advisory, teachers will introduce (and/or review) students to the PBIS Flowchart and define behavioral expectations in all areas of the school.

Teacher Lesson Plans Walkthrough Data

Principal Assistant Principals Teachers

September 2019

Model behavior expectations and conditions for learning in all classrooms



September 2019 January 2020 March 2020

Review and model behavioral expectations as determined by the classroom teacher (following long breaks, Thanksgiving, Holiday)



November 2019 January 2020 March 2020

Administer student survey to measure Student Survey Principal October 2019

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knowledge of expectations and receive feedback on the process.

Assistant Principals Instructional Coach PBIS Team Members

January 2020 March 2020

Use student survey results to determine additional training needs for students and staff

Student Survey Results Principal Assistant Principals Instructional Coach PBIS Team Members

October 2019 January 2020 March 2020

Create a quarterly recognition process focusing on students for their adherence or improvement in PBIS standards.

PBIS Team Teacher Recommendations

Principal PBIS Team Members

October 2019 January 2020 April 2020

Provide additional training to all building staff on the conduct referral process, including appropriateness of referral

Agendas Sign in sheets Parent contact log

Principal Assistant Principal

October 2019

Anticipated Outputs: September 2019: PBIS Flowchart & Behavioral Expectation Lessons PBIS PD Agenda & Sign In Sheets PBIS Team Membership Roster October 2019: Conduct Referral/Discipline Process PD Agenda & Sign In Student Survey Student Recognition Nominations Classroom Management PD Agenda & Sign Ins November 2019: Behavioral Expectations Modeling Lessons Classroom Management PD Agenda & Sign Ins December 2019: PBIS Flowchart & Behavioral Expectation Lessons Classroom Management PD Agenda & Sign Ins

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January 2020: PBIS Flowchart & Behavioral Expectation Lessons Student Survey Student Recognition Nominations Classroom Management PD Agenda & Sign Ins February 2020: Classroom Management PD Agenda & Sign Ins March 2020: PBIS Flowchart & Behavioral Expectation Lessons Student Survey Classroom Management PD Agenda & Sign Ins April 2020: Student Recognition Nominations Classroom Management PD Agenda & Sign Ins Monitoring/Evaluation Plan: In an effort to continuously monitor the effectiveness of the action steps, we will use the following metrics to evaluate the effectiveness of school improvement: Student Learning Rates of students performing at grade level per subject area Rates of progress towards proficiency Student on-task behavior School Environment School climate & Culture PBIS Student surveys

Expenditures: Describe briefly how funding will be used to implement the action steps outlined for this goal. Expenditure (Brief Description) Funding Source Cost

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External PD on PBIS/School Climate & Culture CSI $8454.37

Professional Learning - Describe the Professional Learning Plan to achieve this goal. Professional Learning Goal 1: Professional Learning Goal: All staff will implement Tier I strategies including but not limited to classroom management practices around teaching expectations, establishing clear, consistent procedures and processes, and responses to challenging behaviors as well as academic engagement. Audience

All Reynolds staff


PD 1: PBIS Overview, sharing focus group results, goal setting, Mission, Vision, PD 2: Examine Tier 1 strategies PD 3: Examine Tier 1 strategies PD 4: Examine Tier 1 strategies


PBIS Team established and feedback loops to all stakeholder groups Walkthrough Data Teacher Reflection/Learning Log


Enter Start Date: 09.11.19 Anticipated Completion Date: 03.11.20


Principal

Professional Learning - Describe the Professional Learning Plan to achieve this goal. Professional Learning Goal 2: 10% increase on teachers formally trained in Learning Sciences International (Marzano Framework-continuous teacher growth system focusing on best practices to improve daily instruction) Reynolds Teachers

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Audience Topics to be Included

Marzano (LSI) Framework


Instructional Rounds Data Middle Years Programme (International Baccalaureate) unit planners


Enter Start Date: September 2019 Anticipated Completion Date: June 2020


Principal

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Priority #2 – Measurable Goal #1: By June 2020, 85% of teachers will demonstrate lesson planning and implementation that is aligned to grade level standards, as measured Marzano Element 44, Planning and Preparation. Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve this goal.



Teachers participate in District Level PD on the implementation of the core shifts

None - District Provided Coordinator of Professional Development

August 2019

Building leaders complete classroom walkthroughs to collect baseline data

iObservation Principals Assistant Principals

October 2019

Building leaders provide ongoing individualized support on teaching to the rigor of the standard on a monthly basis

iObservation Meeting Log Mentor Log Coaching Sheets

Principals Assistant Principals Instructional Coach

September 2019-June 2020

Building leaders will collect and analyze 2 Middle Years Programme (International Baccalaureate) unit planners per teacher per year.

Middle Years Programme (International Baccalaureate) Unit Planners


September 2019 January 2020

Teachers will receive training on the development of formative and summative assessments aligned to learning targets and tasks.

Agendas Sign In



Implement an instructional coaching cycle

Coaching Cycle Calendar Principals Assistant Principals Instructional Coach

Once per marking period (non-tenured) Once/semester for tenured

Grade level teachers will receive support from Literacy CTM on using the data to adjust instructional practice across disciplines

Student Performance Data Literacy CTM September 2019-June 2020

Establish a process for instructional Walkthrough checklists Building administration December 2019

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rounds All professional staff Each teacher will participate in 2 instructional rounds

Rounds document All teaching staff June 2020

Anticipated Outputs: September 2019: Middle Years Programme (International Baccalaureate) Unit Planners Coaching Logs Assessment PD Agenda & Sign Ins Instructional Rounds Feedback Forms iObservation Reports Meeting Log Mentor Log October 2019: Middle Years Programme (International Baccalaureate) Unit Planners Coaching Logs Assessment PD Agenda & Sign Ins Instructional Rounds Feedback Forms iObservation Reports Meeting Log Mentor Log November 2019: Instructional Rounds Feedback Forms iObservation Reports December 2019: Instructional Rounds Feedback Forms iObservation Reports January 2020: Instructional Rounds Feedback Forms iObservation Reports Meeting Log Mentor Log

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February 2020: Instructional Rounds Feedback Forms iObservation Reports Meeting Log Mentor Log March 2020: Instructional Rounds Feedback Forms iObservation Reports Meeting Log Mentor Log April 2020: Instructional Rounds Feedback Forms iObservation Reports Meeting Log Mentor Log May 2020: Instructional Rounds Feedback Forms iObservation Reports Meeting Log Mentor Log June 2020: Instructional Rounds Feedback Forms iObservation Reports Meeting Log Mentor Log Monitoring/Evaluation Plan: In an effort to continuously monitor the effectiveness of the action steps, we will use the following metrics to evaluate the effectiveness of school improvement:

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Student Learning Rates of students performing at grade level per subject area Rates of progress towards proficiency Student on-task behavior Teaching Overall growth in element 44 as evidenced by iObservation reports Standards aligned formative and summative assessments Target/Task/Assessment alignment as evidenced by Middle Years Programme (International Baccalaureate) Unit Planners unit planners and classroom observations

Expenditures: Describe briefly how funding will be used to implement the action steps outlined for this goal. Expenditure (Brief Description) Funding Source Cost External MYP training for admin & teachers -- 5 total District District Determined

Professional Learning - Describe the Professional Learning Plan to achieve this goal. Professional Learning Goal 1: District Level PD on the implementation of the core shifts Audience

All Reynolds Teachers

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Determined by district level administration





District Level Administration

Professional Learning - Describe the Professional Learning Plan to achieve this goal. Professional Learning Goal 2: Classroom teachers will develop and administer formative and summative assessments aligned to learning targets and tasks. Audience

All Reynolds Teachers


Topics may include but are not limited to:

● Unpacking common core literacy and math standards ● Identify what strategic formative assessment is (and isn’t) ● Learn about practical techniques for implementing strategic formative assessment ● Understand the role that eliciting and interpreting evidence plays in improving student

learning ● Leverage effective discussions, tasks, and activities to elicit evidence of learning ● Practice providing feedback that moves learners forward ● Use student evidence to effectively adjust instruction

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Walkthrough data indicating increased formative assessment during instructional segments and increased alignment of formative and summative assessments to standards Increased amount of data for use in adjusting instruction


Enter Start Date: August 2019 Anticipated Completion Date: June 2020


Principal Assistant Principal Instructional Coach

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Priority #2 – Measurable Goal #2: 39.8% of students will score Proficient/Advanced, as measured by the ELA PSSA, Spring 2020. Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve this goal.



Develop a comprehensive Middle Years Programme (MYP-International Baccalaureate) planner that defines standards, learning targets, formative & summative assessments, differentiation and teacher and student actions during instruction.

Lesson Plan Template MYP Unit Planner

Classroom Teachers Building Administration

August 2019-June 2020

Use standards aligned pre and post assessments

Lesson Plan MYP Unit Planner

Classroom Teachers Building Administration


Maintain records of each student’s mastery of learning targets aligned to standards

Schoology Standards Tracker Teachers September 2019-June 2020

Develop individualized plans in response to student performance as measured by pre-tests and other methods of assessment to provide support for some and enhance learning for others

Student goal sheets Classroom Teachers Instructional Coach Building Administration


Create an Observation/Supervision/Evaluation Calendar that will detail the timing and administrator responsible for completing observations

Google Doc Building Administration August 2019

Increase task target alignment during vertical content PLC meetings in which teachers examine artifacts.

Agendas Sign In Sheets Student work Assessments

Principal Assistant Principals Instructional Coach Classroom Teachers


Conduct classroom observations iObservation Google Doc Calendar

Building Administration September 2019-June 2020

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Conduct professional development on Step Up to Writing for ALL teachers

Agenda Sign Ins

Principal Assistant Principals Instructional Coach Select classroom teachers

August 2019-June 2020

Bi-weekly cross curricular collaboration on strategies aligned to Reading & Writing standards to ensure consistency

Reading & Writing Rubrics Step Up to Writing

Principal Assistant Principal Instructional Coach Classroom Teachers


Analyze teacher (CA) feedback on student work to standardize expectations across grade levels.

Agendas Sign In Sheets Student work Assessments

Principal Assistant Principal Instructional Coach Classroom Teachers


Create a process to analyze individual CDT student data with students and set quarterly goals based on the data.

CDT data Data tracking sheets

Classroom teachers Following each CDT administration (3)

Provide instructional coaching to classroom teachers that focuses on explicit lesson design and delivery and is anchored in content standards.

Instructional Coaching Schedule Lesson Plan

Instructional Coach Teachers


Anticipated Outputs: September 2019: Observation/Supervision/Evaluation (OSE) Google Calendar MYP Unit Planners Assessment PD Agenda & Sign Ins Increased number of informal and formal observations as evidenced by iObservation Reports Meeting Log Mentor Log Pre/Post test growth Embedded Step Up to Writing strategies Schoology Standards Tracker CDT Growth Increased standards aligned student writing in content area classes (10% monthly) October 2019:

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Observation/Supervision/Evaluation (OSE) Google Calendar MYP Unit Planners Coaching Logs Assessment PD Agenda & Sign Ins Increased number of informal and formal observations as evidenced by iObservation Reports Meeting Log Mentor Log Pre/Post test growth Embedded Step Up to Writing strategies Schoology Standards Tracker reports CDT Growth Increased standards aligned student writing in content area classes (10% monthly) November 2019: Observation/Supervision/Evaluation (OSE) Google Calendar Pre/Post test growth Embedded Step Up to Writing strategies Schoology Standards Tracker Schoology Standards Tracker reports CDT Growth Increased number of informal and formal observations as evidenced by iObservation Reports Increased standards aligned student writing in content area classes (10% monthly) December 2019: Observation/Supervision/Evaluation (OSE) Google Calendar Pre/Post test growth Embedded Step Up to Writing strategies Increased number of informal and formal observations as evidenced by iObservation Reports Schoology Standards Tracker reports CDT Growth Increased standards aligned student writing in content area classes (10% monthly) January 2020: Observation/Supervision/Evaluation (OSE) Google Calendar Pre/Post test growth Increased number of informal and formal observations as evidenced by iObservation Reports Meeting Log

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Mentor Log Embedded Step Up to Writing strategies Schoology Standards Tracker reports CDT Growth Increased standards aligned student writing in content area classes (10% monthly) February 2020: Observation/Supervision/Evaluation (OSE) Google Calendar Pre/Post test growth Increased number of informal and formal observations as evidenced by iObservation Reports Meeting Log Mentor Log Embedded Step Up to Writing strategies Schoology Standards Tracker reports CDT Growth Increased standards aligned student writing in content area classes (10% monthly) March 2020: Observation/Supervision/Evaluation (OSE) Google Calendar Pre/Post test growth Schoology Standards Tracker reports CDT Growth Increased number of informal and formal observations as evidenced by iObservation Reports Meeting Log Mentor Log Pre/Post test growth Embedded Step Up to Writing strategies Increased standards aligned student writing in content area classes (10% monthly) April 2020: Observation/Supervision/Evaluation (OSE) Google Calendar Pre/Post test growth Increased number of informal and formal observations as evidenced by iObservation Reports Meeting Log Mentor Log Embedded Step Up to Writing strategies Schoology Standards Tracker reports

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CDT Growth Increased standards aligned student writing in content area classes May 2020: Observation/Supervision/Evaluation (OSE) Google Calendar Pre/Post test growth Increased number of informal and formal observations as evidenced by iObservation Reports Meeting Log Mentor Log Embedded Step Up to Writing strategies Schoology Standards Tracker reports CDT Growth Increased standards aligned student writing in content area classes (10% monthly) June 2020: Observation/Supervision/Evaluation (OSE) Google Calendar Increased number of informal and formal observations as evidenced by iObservation Reports Meeting Log Mentor Log Pre/Post test growth Monitoring/Evaluation Plan: Student Learning Rates of students performing at grade level per subject area Rates of progress towards proficiency Student on-task behavior Growth in reading and writing as evidenced by student work samples Teaching Overall growth in element 44 as evidenced by iObservation reports Standards aligned formative and summative assessments Target/Task/Assessment alignment as evidenced by MYP unit planners and classroom observations MYP unit planners/lesson plans containing Step Up to Writing strategies Administration Increased numbers of observations in iObservation as measured by iObservation reports

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Expenditures: Describe briefly how funding will be used to implement the action steps outlined for this goal. Expenditure (Brief Description) Funding Source Cost MYP Training for 10% of teachers District Determined by district Instructional Coach – This position will utilize student performance data and Trend/Standards Tracker to identify areas for professional development and shoulder to shoulder coaching which is critical to improving learning outcomes. Position effectiveness will be monitored quarterly and measured by student growth and achievement and change in teacher practice. This role will be sustained at the conclusion of the grant cycle.

CSI Funding $81,410 --- salary

Instructional Coach CSI Funding $44,272 --- benefits

Professional Learning - Describe the Professional Learning Plan to achieve this goal. Professional Learning Goal 1: All teachers will embed Step Up to Writing techniques in instructional segments involving writing. Audience

All Reynolds Classroom Teachers


Step Up to Writing Curriculum-Strategies & Resources


Embedded Step Up to Writing strategies MYP unit planners/lesson plans Increase in the number of student meeting reading and writing targets


Enter Start Date: October 2019 Anticipated Completion Date: June 2020

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Principal Instructional Coach

Professional Learning - Describe the Professional Learning Plan to achieve this goal. Professional Learning Goal 2: 10% increase in the number of teacher formally trained in MYP Audience

Reynolds Classroom Teachers


MYP curriculum


Walkthrough data MYP Unit Planners


Enter Start Date: June 2019 Anticipated Completion Date: June 2020


Principal MYP Building Coordinator

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Priority #3 – Measurable Goal #1: ___ ___________________________________________________________________________ Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve this goal.



Anticipated Outputs: Monitoring/Evaluation Plan:


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Priority #3 – Measurable Goal #2: _ _____________________________________________________________________________ Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve this goal.



Anticipated Outputs: Monitoring/Evaluation Plan:


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V. Communications Plan for School Improvement

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

Communication Steps and Timelines:

Communication Strategies

Audience

Purpose of Message

Anticipated Timeline

Staff was emailed prior to start of steering committee. This communication presented the timeline of the work to be done as well as the purpose.

Building Staff Communicate designation, process, provide updates and inform about decisions. Collaborate on how the group supports implementation of the plan and sustaining focus on the plan.

1/28/19

Process for the CSI timeline has been communicated to staff at community meetings.

Building Staff Communicate designation, process, provide updates and inform about decisions. Collaborate on how the group supports implementation of the plan and sustains focus on the plan.

3/11/19 4/1/19

Monthly updates provided during administration conversations during professional development rotations.

Building Staff Communicate designation, process, provide updates and inform about decisions. Collaborate on how the

12/12/18 1/9/19 2/13/19 3/13/19

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group supports implementation of the plan and sustaining focus on the plan.

Updates will continue monthly during building generated Early Dismissal Professional Development.

Parent representatives have worked with the steering committee at every meeting.

Parents and families Communicate parent and family voice and to provide feedback and input into development of the plan.

3/14/19 3/27/19 4/3/19 4/8/19 4/17/19

Community School Director has worked with the steering committee at every meeting.

Local community Communicate community voice and to provide feedback and input into development of the plan.

3/14/19 3/27/19 4/3/19 4/8/19 4/17/19

Finalized plan will be posted to SDoL website and all relevant social media.

Parents, families and local community

Communicate designation, process, provide updates and inform about decisions. Collaborate on how the group supports implementation of the plan and sustaining focus on the plan.

Effective September 1, 2019

Finalized plan will be presented to all staff during community meetings.

Building Staff Communicate designation, process, provide updates and inform about decisions.

June 8, 2019

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Collaborate on how the group supports implementation of the plan and sustains focus on the plan.

Steering committee will consider feedback received on plan prior to final approval and submission.

SCSC Allow the SCSC an opportunity to review feedback received on plan and determine if any revisions need to occur based on feedback

May 10, 2019

Superintendent's Cabinet and School Board will review the plan once finalized.

Central Office Team and Local Community

Communicate details of the finalized plan and revisions to finalized plan. Collaborate on how the group supports implementation of the plan and sustaining focus on the plan.

June 4, 2019

The finalized plan will be communicated during PTO meeting and Parent/Teacher Conferences.

Parents and families Communicate designation, process, provide updates and inform about decisions. Collaborate on how the group supports implementation of the plan and sustaining focus on the plan.

August 2019 October 2019 February 2020

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Use advisory/flex lessons to communicate to students

Students Inform students of the school’s vision and mission. Also to generate conversation about our progress towards the vision and mission and to solicit feedback and input into any necessary revisions of the plan.

2019-2020 School Year

Use PTO and social media platforms to update external stakeholders on progress of plan

External Stakeholders It is important that all stakeholders are kept up to date on the progress of the plan. By using PTO meetings and various social media platforms, this communication will occur.

Throughout 2019-20 school year

SCSC scheduled meetings SCSC SCSC will reconvene to monitor and adjust the school improvement plan.

Ongoing throughout the 2019-2020 school year

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VI. Plan Submission Affirmations

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

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

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

We, the undersigned, hereby certify that the school level plan has been duly reviewed by the Building Administrator, Superintendent of Schools and formally approved by the district's Board of Education, per guidelines required by the Pennsylvania Department of Education. We hereby affirm and assure the Secretary of Education that the school level plan:

● Addresses all the required components prescribed by the Pennsylvania Department of Education ● Meets ESSA requirements ● Reflects evidence-based strategies that meet the three highest levels of evidence outlined in ESSA ● Has a high probability of improving student achievement ● Has sufficient LEA leadership and support to ensure successful implementation

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With this Assurance of Quality & Accountability, we, therefore, request that the Secretary of Education and the Pennsylvania

Department of Education grant formal approval to implement the school level plan submitted by (School Name) ____

_________________________________ for the ______-_______ school year.

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

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Scan and insert the signed Assurances Page:

school improvement plan – guidelines and process i. school … · committee collected artifacts...

Documents