scott schscott.hbgsd.k12.pa.us/userfiles/servers/server_314953/file/school... · 29-05-2018 ·...

Scott Sch

School Improvement Plan

07/01/2014 - 06/30/2019

2

School Profile

Demographics

Scott Sch 1900 Derry Street Harrisburg, PA 17104 (717)703-4560 Federal Accountability Designation: Priority Title I Status: Yes Schoolwide Status: Yes Principal: Eugene Spells

Superintendent: Sybil Knight-Burney

Stakeholder Involvement Name Role

Drew Miles Academic Recovery Liaison : School Improvement

Plan

Jenifer Branca Administrator : School Improvement Plan

Schoolwide Plan

Eugene Spells Building Principal : School Improvement Plan

Schoolwide Plan

Andrea Galinac Ed Specialist - Other : School Improvement Plan

Schoolwide Plan

Donzail Harvey Ed Specialist - School Counselor : School

Improvement Plan Schoolwide Plan

Stacey Benton-Hughes Elementary School Teacher - Regular Education :

School Improvement Plan Schoolwide Plan

Ellen Drawbaugh Elementary School Teacher - Regular Education :


Dawna Holbert Elementary School Teacher - Regular Education :


Nichole Miller Elementary School Teacher - Regular Education :


Yung Pham Elementary School Teacher - Regular Education :


Josephine Rivera-Bordner Elementary School Teacher - Regular Education :


3

Erin Roller Elementary School Teacher - Regular Education :


Nicole Smith Elementary School Teacher - Regular Education :


Rhonda Garling Elementary School Teacher - Special Education :


Brittany McClain Elementary School Teacher - Special Education :


Bernadette Schaufert Instructional Coach/Mentor Librarian : School


Sarah Kelly Intermediate Unit Staff Member : School


Melanie Scott Parent : School Improvement Plan Schoolwide Plan

4

Federal Programs

School Improvement

All Title I Schools required to complete improvement plans must assure to the Pennsylvania

Department of Education the school's compliance with the following expectations by

developing and implementing an improvement plan or otherwise taking actions that meet

the expectations described by the Assurances listed below.Assurances 1 through 12

The school has verified the following Assurances:

Assurance 1: The School Improvement Plan contains Action Plans that address

identified weaknesses in the management and instruction within the school

identified through a school level needs assessment.

Assurance 2: The resources needed for full implementation of the action plans

herein documented have been identified and the necessary approvals obtained to

allow the procurement and allocation of these resources.

Assurance 3: Documentation of the resources needed for full implementation of the

action plans herein documented; including specific, related budgetary information,

is available for review upon request by the LEA or SEA.

Assurance 4: The district has identified whole-school meaningful interventions

directly associated with the school's highest priority needs.

Assurance 5: The school improvement plan covers a one-year period.

Assurance 6: The following nine characteristics are embedded in the plan:

o Clear and Shared Focus

o High Standards and Expectations

o Effective Leadership

o High Levels of Collaboration and Communication

o Curriculum, Instruction and Assessment Aligned with Standards

o Frequent Monitoring of Teaching and Learning

o Focused Professional Development

o Supportive Learning Environment

5

o High Levels of Community and Parent Involvement

Assurance 7: Schools must implement evidence-based interventions associated

with the two or three highest priority systemic challenges identified through the

needs assessment.

Assurance 8: The school improvement plan delineates responsibilities fulfilled by

the school, the LEA and the SEA serving the school under the plan.

Assurance 9: Establish specific annual, measurable targets for continuous and

substantial progress at the school level and for each student group for whom an

achievement gap is observed.

Assurance 10: A mentoring/induction program used with teachers new to the

school exists; the essential elements of the mentoring/induction program are

documented and the documentation is available for review upon request by LEA or

SEA authorities.

Assurance 13

The school is communicating with parents regarding school improvement efforts via

the following strategies:

School web site School newsletter

PTA/PTO website

District web page

Town hall meetings

District report card

Yearly letter to parents

Periodic mailings/letters, postcards, etc. Short Message Systems (phone blasts)

Short Message Systems (email blasts)

Invitations to planning (etc.) meetings

Family Night/ Open House / Back to School Night/ Meet-the-Teachers Night, etc.

Monthly PTO meetings

Regular Title 1 meetings

Parent advisory committee meetings

Parent-Teacher Conferences

Home-school visits

Assurance for Priority Schools (Annually Updated SIP)

The school has completed an evaluation of previous school plan and updated the current plan based on the evaluation.

6

Yes

Coordination of Programs

Technical Assistance

The LEA provides guidance, technical assistance, and support to schools developing schoolwide programs in the areas of needs assessment, comprehensive planning, implementation, and evaluation of schoolwide program and requirements.

Describe the technical assistance provided. Explain why it was considered high quality technical assistance.

High quality assistance was provided by the Federal Programs coordinator through various individual meetings with building principals. During these meetings, principals were provided guidance and changes to Title 1. Building funds and positions that were being used with building funds were provided to the principals during Principal Meetings. Additionally, principals can attend Title I conferences, Pattan workshops and trainings but they are not required.

Provider Meeting Date Type of Assistance

Sarah Kelly 4/13/2018 School Improvement Planning

Student Assessment of Progress Describe strategies or processes that have included teachers in the decisions regarding the use of academic assessments to improve the achievement of individual students and the overall instructional program.

During PLC and data meetings teachers make instructional decisions based on timely data. This data includes DIBELS, PVAAS and PSSA (annual), CDTs, Project Reading Program, E&I Aspire tests and OnHands benchmark assessments. Teachers review these variety of student data to create 4 week interventions that focus on student growth in Reading and Math. Teachers utilize teacher made and progress monitoring assessments to determine student growth in addition to follow up interventions for students.

In order to assist students in meeting challenging achievement goals, increased instructional time is a necessity. Please indicate (yes/no) the options for increased time that students will have access to if identified as at-risk of failing or failing to meet achievement standards.

Options Yes or No

Extended School Day/Tutoring Programs Yes

Reading Yes

Math Yes

Science Yes

7

Before School No

After School Yes

Lunch/Study Periods No

Summer School Program No

Reading No

Math No

Science No

In-class Instructional Support Yes

Pull Out Instructional Support Yes

Consolidation of Funds

Please indicate if your school/charter is consolidating state, local, and federal funds. (Your school/charter must keep on file an approval letter from your Regional Coordinator).

No, the school does not intend to consolidate the funds.

8

Needs Assessment

School Accomplishments

Accomplishment #1:

PLC's

Standards-aligned benchmark, formative, and summative assessments are used to monitor students’

achievement and growth through scheduled data analysis during grade level, leadership, and

Professional Learning Communities (PLC) meetings.

The addition of literacy, behavior consultants, and established PLC's give support to teachers and

administration. The developed systems provide students the targeted assistance they need.

Grade Level PLC's have been established, meeting weekly to discuss student data, grade level

standards, curriculum, instruction, and interventions to support student growth across all grade

levels.

Accomplishment #2:

Student Attendance

Student attendance data is monitored systematically to ensure that interventions are in place to

address chronic absenteeism.

Accomplishment #3:

Positive Behavior Intervention and Supports

PBIS and SWIS Monitoring was implemented through the completion of phase 2. Students are being

recognized for positive behavior school-wide.

A system of targeted assistance is established and supported through literacy and behavior

consultants.

A positive school culture has been established through the collaborative efforts of all

stakeholders.

9

The Behavior Specialist and Literacy Consultants provide professional development

addressing the specific needs based on data collection that promotes school wide positive

behavior skills and effective classroom management and instructional skills. The number of

out of school suspensions for the 2013-14 school year-to-date, is 70 days, which is 63.5 days

less that the 133.5 days of out of school suspensions accrued during the last two months of

the 2012-13 school year.

PIRC (Parent Information Resource Center) provides healthy learning habits both at school

and the home for disengaged students and parents.

Interventionists provide additional classroom support for students based on assessed needs.

PBIS Tier I Recogniton for 14-15 and 16-17 School Years

15-16 SY PBIS Tier 2 Leadership Team is established, meeting twice monthly to discuss

behavioral data of Scott School Tier 2 students. Implemented Check In/Check Out system for

Tier 2 Students.

Accomplishment #4:

DIBELS Next Benchmark

The percentage of students achieving benchmark increased according to DIBELS data:

The percentage of students in Kindergarten who scored at or above benchmark in the

category of Composite score on the Kindergarten MOY assessment was 73%. This is an

increase from 22% from BOY.

The percentage of students in First grade who scored at our above benchmark in the

category of Composite score on the First grade EOY assessment was 50.1%. This is an

increase from 21.9% from BOY.

Accomplishment #5:

PSSA ELA

The percentage of students who scored in Proficient or Advanced on the 4th grade Reading PSSA

increased from 25.0% in 2013 to 28.4% in 2014.

The percentage of students who scored proficient or advanced on the 4th grade ELA PSSA increased

from 10% in 2016 to 28.9% in 2017.

Accomplishment #6:

10

PSSA Math

The percentage of students who scored in Proficient or Advanced on the 4th grade Math PSSA


The percentage of students who scored Proficient or Advanced on the 4th grade Math PSSA


Accomplishment #7:

PSSA Science

2016

There was an increase of 8% in the percentage of Proficient/Advanced students from 2015.

Accomplishment #8:

PVAAS ELA

2014

According to 2013-2014 PVAAS data, there is moderate evidence that 4th grade exceeded the

standard for PA Academic Growth in 4th grade PSSA Reading. More specifically, students who were

predicted to score Below Basic showed moderate evidence that they exceeded the standard for PA

Academic Growth.

2016

Students in Grade 4 met the standard for PA Academic Growth. In addition, students who were

predicted to be Below Basic showed moderate evidence of exceeding the standard for PA Academic

Growth.

2017

Students in grade 4 showed moderate evidence of meeting the standard for PA Academic Growth. In

addition, students who were predicted to be Below Basic showed moderate evidence of exceeding

the Standard for PA Academic Growth. Students who were predicted to be proficient me the

standard for PA Academic growth.

Accomplishment #9:

PVAAS Math

2016

11

Students in Grade 4 met the standard for PA Academic Growth. In addition, students who were

predicted to be Below Basic showed moderate evidence of exceeding the standard for PA Academic

Growth.

2017

Students in Grade 4 showed moderate evidence of exceeding the standard for PA Academic growth.

In addition, students who were predicted to be Below Basic showed moderate evidence of exceeding

the standard for PA Academic Growth.

Accomplishment #10:

PVAAS Science

2017

Students who were predicted to be Below Basic showed moderate evidence of exceeding the

Standard for PA Academic Growth.

Accomplishment #11:

DiBELS Next

76% (88) of the kindergarten students scored proficient on the DIBELS NEXT end of the year

assessment. 14% (16) of the kindergarten students scored strategic on the DIBELS Next end of year

assessment. 10% (11 students) of the kindergarten students scored intensive on the DIBELS NEXT

end of year eassessment.

Accomplishment #12:

EasyCBM

Students in each grade level have shown academic growth according to the Easy CMB Data

comparing the beginning of the year report to the end of the school year report.

Accomplishment #13:

Parent Engagement

Scott School held a successful Moms & Muffins, and Dads & Donuts. Latino Heritage night was held

with high attendance. 500 Men Read and Cougar Gentleman's Club (mentoring) is very well-

received.

12

School Concerns

Concern #1:

DIBELS Benchmark

The percentage of students at Benchmark from BOY to MOY on DIBELS reflects minimal positive

growth in grades 2 and 3 as follows:

2nd grade - 31 students (33%) Benchmark at BOY to 28 students (28%) Benchmark at

MOY.

3rd grade - 30 students (30%) Benchmark at BOY to 37 students (41%) Benchmark at MOY.

Based on DIBELS DATA, an area of concern building wide are reading accuracy and reading fluency

among the student population. A focus on core reading opportunities, along with guided reading

instruction and independent reading time coupled with teach running record assessments weekly

are the expectation for the 2016-2017 school year.

Concern #2:

EasyCBM

Building wide, easyCBM reflects an increase in the number of students at the higher percentile range

from 191 students (41%) at BOY to 217 students (42%) at MOY.

Based on Easy CBM Data, students building wide have difficulty with Numbers and Operation Base-

Ten and Numbers and Operations Base-Ten Fractions. An instructional focus on Math instruction

and the use of manipulatives in all grade levels and teacher professional development will be the

focus for the 2016-2017 school year.

Concern #3:

PSSA Reading

2015

Grade 3: 24.2% Proficient/Advanced

13


2016



2017

Grade 4 decreased in Proficient/Advanced from the previous year by 1.9%.

Concern #4:

PSSA Math

2015



2016



2017

Grade 4 decreased in proficient/advanced by 2.7%.

Concern #5:

PSSA Science

2015


2016


14

2017


Concern #6:

PVAAS Science

2014

PVAAS data shows that there is moderate evidence that 4th grade students did not meet the

standard for PA Academic Growth in PSSA Science.

2016

Only 19% of students have a 70% probability of obtaining proficiency or higher.

2017

Grade 4 showed moderate evidence of not meeting the standard for PA Academic Growth. Students

who were predicted to be Basic showed moderate evidence of not meeting the standard for PA

Academic Growth.

Only 24% of students have a 70% probability of obtaining proficiency or higher on the 2018 PSSA

Science.

Concern #7:

PVAAS ELA

2016

Only 3% of students in Grade 4 have a 70% probability or higher of obtaining proficiency.

2017

Only 10% of students in grade 4 have a 70% probability or higher of obtaining proficiency on the

2018 PSSA ELA.

Concern #8:

PVAAS Math

2016

15

Only 4% of students in Grade 4 have a 70% probability of obtaining proficiency.

2017

Only 5% of students in grade 4 have a 70% probability of obtatining proficiency on the 2018 PSSA

Math.

Concern #9:

ELL Population

ELL student population continues to increase. Teachers need professional development on ELL Best

Instructional Practices to help support growth of ELL student subgroups.

Concern #10:

Student proficiency levels are growing. Teachers need additional instructional support to teach

standards-based, curriculum driven lessons that provide the appropriate level of academic rigor in

all grade levels.

Prioritized Systemic Challenges

Systemic Challenge #1 (Guiding Question #2) Ensure that there is a system within the school that fully

ensures school-wide use of data that is focused on school improvement and the academic growth of all

students

Aligned Concerns:

DIBELS Benchmark

The percentage of students at Benchmark from BOY to MOY on DIBELS reflects minimal

positive growth in grades 2 and 3 as follows:

2nd grade - 31 students (33%) Benchmark at BOY to 28 students (28%) Benchmark

at MOY.

3rd grade - 30 students (30%) Benchmark at BOY to 37 students (41%) Benchmark

at MOY.

Based on DIBELS DATA, an area of concern building wide are reading accuracy and

reading fluency among the student population. A focus on core reading opportunities,

along with guided reading instruction and independent reading time coupled with teach

running record assessments weekly are the expectation for the 2016-2017 school year.

16

EasyCBM

Building wide, easyCBM reflects an increase in the number of students at the higher

percentile range from 191 students (41%) at BOY to 217 students (42%) at MOY.

Based on Easy CBM Data, students building wide have difficulty with Numbers and

Operation Base-Ten and Numbers and Operations Base-Ten Fractions. An instructional

focus on Math instruction and the use of manipulatives in all grade levels and teacher

professional development will be the focus for the 2016-2017 school year.

PVAAS ELA

2016

Only 3% of students in Grade 4 have a 70% probability or higher of obtaining proficiency.

2017

Only 10% of students in grade 4 have a 70% probability or higher of obtaining proficiency

on the 2018 PSSA ELA.

PVAAS Math

2016

Only 4% of students in Grade 4 have a 70% probability of obtaining proficiency.

2017

Only 5% of students in grade 4 have a 70% probability of obtatining proficiency on the

2018 PSSA Math.

PSSA Science

2015


2016


2017


17

Systemic Challenge #2 (Guiding Question #3) Ensure that there is a system within the school that

fully ensures consistent implementation of a standards aligned curriculum framework across all

classrooms for all students.

Aligned Concerns:

DIBELS Benchmark




at MOY.


at MOY.





PSSA Reading

2015



2016



2017

Grade 4 decreased in Proficient/Advanced from the previous year by 1.9%.

PSSA Math

2015



18

2016



2017


PVAAS Science

2014

PVAAS data shows that there is moderate evidence that 4th grade students did not meet

the standard for PA Academic Growth in PSSA Science.

2016

Only 19% of students have a 70% probability of obtaining proficiency or higher.

2017

Grade 4 showed moderate evidence of not meeting the standard for PA Academic Growth.

Students who were predicted to be Basic showed moderate evidence of not meeting the

standard for PA Academic Growth.

Only 24% of students have a 70% probability of obtaining proficiency or higher on the

2018 PSSA Science.


fully ensures consistent implementation of effective instructional practices that meet the needs of all

students across all classrooms and aligns with the Pennsylvania Framework for Teaching

Aligned Concerns:

DIBELS Benchmark




at MOY.


at MOY.



19



Systemic Challenge #4 (Guiding Question #1) Ensure that there is a system in the school and/or

district that fully ensures the principal is enabled to serve as a strong instructional leader who, in

partnership with the school community (students, staff, parents, community, etc.) leads achievement

growth and continuous improvement within the school.

Aligned Concerns:

DIBELS Benchmark




at MOY.


at MOY.





Systemic Challenge #5 (Guiding Question #5) Ensure that the organizational structure, processes,

materials, equipment, and human and fiscal resources within the school align with the school’s goals

for student growth and continuous school improvement.

Aligned Concerns:

ELL Population

ELL student population continues to increase. Teachers need professional development

on ELL Best Instructional Practices to help support growth of ELL student subgroups.

Student proficiency levels are growing. Teachers need additional instructional support to

teach standards-based, curriculum driven lessons that provide the appropriate level of

academic rigor in all grade levels.

20


fully ensures a safe and supportive environment for all students.

Aligned Concerns:

DIBELS Benchmark




at MOY.


at MOY.





21

School Level Plan

Action Plans

Goal #1: Ensure that there is a system within the school that fully ensures school-wide use of data that is

focused on school improvement and the academic growth of all students

Indicators of Effectiveness: Type: Interim

Data Source: DIBELS NEXT Benchmark

Specific Targets: Increase the percentage of students who achieve benchmark on Oral

Reading Fluency in grades K-4 by 10% at end of year .

Type: Interim

Data Source: Easy CBM Math

Specific Targets: Increase the percentage of students who score in the 40th - 99th

percentile in grades 1 - 4 by 10% at the end of the year annually for three years.

Strategies:

Vertical and Horizontal Professional Learning Communities Description:

Professional Learning Communities have shown to increase student achievement. Administration will group staff members according to academic discipline and/or areas of need. Members of each group will review the same material and discuss how to implement best practice strategies within the classroom. Through data review, lesson adjustments will be based on students' needs.

The staff meets weekly with the principal and the ARL to discuss two books: Elementary and Middle School Mathematics by Van de Walle, Karp and Bay-Williams, and The Power of Our Words by Denton.

SAS Alignment: Assessment, Instruction

Differentiated Instruction

Description:

Teachers will utilize several formative and summative data sources to drive lesson plans. Through the use of DIBELS, PSSA, CBM math,A.S.P.I.R.E., and the Journey's

22

Diagnostic, teachers will make necessary adjustments to meet the needs of all the students. Formative and summative assessments will be given and the data collected from this will inform grouping. Based on specific needs of students, teachers will differentiate lessons and activities. Whole group and flexible grouping will address students' learning needs.

During the 2015-2016 school year, teachers have conducted several mini professional developments along with book studies that focused on Differentiation of Instruction (The Differentiated Clasroom and How to Differentiate Instruction in Mixed-Ability Classrooms by Carol Ann Tomlinson). Teachers have used lesson planning, data, and task performances to provide students with instructional opportunities on their differentiated instructional levels to present the grade level curriculum.

SAS Alignment: Instruction

Implementation Steps:

Create assessment map and calendar

Description:

Building level assessment map, benchmark data and calendar will be aligned with the Harrisburg School District calendar in order to use the data tools listed in the supporting strategy. This will be updated on a yearly basis at the beginning of the school year.

Evidence: The assessment map and calendar will be shared with the staff. Any updates made to the calendar during the school year will be shared as well.

Start Date: 8/1/2015 End Date: 8/1/2018

Program Area(s):

Supported Strategies:

Vertical and Horizontal Professional Learning Communities


Data Based Decision Making

Description:

23

The data will be generated to develop data statements. Data statements will use the TIPS model, to develop interventions to address the current data. After implementation of the intervention, data will be reviewed to determine the effectiveness and the possible next steps. The TIER 1 team reviews the data at a minimum on a monthly basis. The TIER 2 team reveiws data every other week. This is ongoing for the next 3 years.


Program Area(s):




Teacher SLO's

Description:

By the end of the first month of school, teachers will submit SLO's to the building administrator. Following MOY and EOY benchmark data, building administration will meet with each teachers and review progress in regards to his/her SLO's.

Evidence: SLO's will be discussed in meetings with administrators


Program Area(s): Professional Education



Create Vertical and Horizontal Professional Learning Community

Description:

At the beginning of each year, administration, teachers and support staff will determine when to meet as a PLC and as a grade level. These meetings will be used to discuss students' needs and progress in all academic areas. More specifically, the PLC will be used for data analysis and strategies to improve student performance. Monthly PLC meetings and grade level meetings to collect, analyze and utilize data

24

to drive effective instruction. Teachers will be responsible for leading the meetings to help develop and improve student growth.

Evidence: Monthly meetings agendas and notes will be used and placed in a binder in the office


Program Area(s):



Differenatiate Do-Now Activities

Description:

Teachers will differentiate their Do-Now activities after they meet, discuss and share ideas during PLC and grade level collaboration meetings. The data from formative and summative assessments will have an influence on the differentiation in the Do-Now activities. Teachers will also use the student data to determine the necessary interventions for students.

Evidence: Lesson plans with Do-Now activities showing differentiation


Program Area(s):



Strengthen Tier 2 of MTSS

Description:

Tier 2 students receive addtional instruction via web-based programs. The Title 1 teachers monitor student growth and revise instructional groupings based on data provided through intervention assessments. PBIS Tier II Team recieved additional training to help with the Implementation with Fidelity related to Tier II services for students.

25


Program Area(s):



Goal #2: Ensure that there is a system within the school that fully ensures consistent implementation of a standards aligned curriculum framework across all classrooms for all students.

Indicators of Effectiveness:

Type: Annual

Data Source: CRO PSSA Proficient/Advanced

Specific Targets: Baseline for 2012-2013 Proficient/Advanced

Grade 3 : Reading 41.7% / Math 45.2%

Grade 4: Reading 25.0%/ Math 35.4%

Type: Annual

Data Source: CRO PSSA Target for 2013-2014 Proficient/Advanced

Specific Targets: Grade 3: Reading 46.7% /Math 50.2%

Grade 4: Reading 30.0% / Math 40.4%

Type: Annual

26

Data Source: CRO PSSA Target for 2014-2015 Proficient/Advanced

Specific Targets: Grade 3: Reading 51.7% /Math 55.2%

Grade 4: Reading 35.0% / Math 45.4%

Type: Annual

Data Source: PSSA ELA and Math for 2015-2016 Proficient/Advanced

Specific Targets: CRO Target for 2016 Proficient/Advanced - Prior Goals:

Grade 3: ELA 56.7%/ Math 60.2%

Grade 4: ELA 40.0% Math 50.4%

CRO Target for 2016 Updated Proficient/Advanced

Grade 3 Math 23.1%/ELA 33.1%

Grade 4 Math 15.3%/ELA 24.3%

Type: Annual

Data Source: PSSA ELA and Math for 2016-2017 Proficient/Advanced

Specific Targets: CRO Target for 2017 Proficient/Advanced - Prior Goals

Grade 3: ELA 61.7%/ Math 65.2%

Grade 4: ELA 45.0% Math 55.4%

CRO Target for 2017 Updated Proficient/Advanced

Grade 3 - Math 35.8%/ELA 47.6%

27


Type: Annual

Data Source: PVAAS

Specific Targets: Annual PVAAS data will show that all students will at least meet the standard for PA Academic Growth

Type: Annual

Data Source: PSSA ELA and Math

Specific Targets: CRO Target for 2018 Updated Proficient/Advanced



Strategies:

Standards Based Instruction - PA Core

Description:

Working with the district, Scott School staff will participate in the PA Core Curriculum mapping process, attend internal and external professional development, and ensure instructional alignment with PA Core Standards. Teachers will use the materials to align to the Core, including the SAS portal.

SAS Alignment: Standards, Curriculum Framework


Review of Current Curriculum Framework

Description:

28

Administrators and teachers will review and identify any gaps in the current curriculum framework to modify, change, or supplement according to the PA Core Standards. Then, teachers will use the materials available to teach the standards.

Evidence: Meeting Notes


Program Area(s):



Create Annual Pacing Guide

Description:

Working with the district administrative team, Scott staff will assist in the development on an annual pacing guide. Standards aligned materials will be utilized by all teachers following an annual pacing, based on the district calendar. Teachers and support staff will refer to this regularly in order to meet deadlines and ensure students receive all necessary instruction to be successful. Teachers will identify additional resources that will fill the curriculum gaps identified through data analysis.

Evidence: Annual pacing guide; any revisions will be sent to teachers and staff


Program Area(s):



Conduct Student Data Meetings

Description:

In collaboration with administration, teachers, and support staff, a data meeting calendar will be created annually for the next three years. The purpose of the meeting is determine key dates throughout the school year where teachers and

29

support staff will meet within and across grade levels to discuss the utilization of the PA Common Core Standards. These meetings will be used to discuss clear academic expectations and assessment benchmark requirements. Teachers will also conduct quarterly data chats presenting their classroom data and provide instructional plans to address student needs.

Evidence: Calendar to reflect meeting dates


Program Area(s):



Integration of PA Common Core Standards in Lesson Planning

Description:

Teachers will follow the pacing guides and incorporate the PA Common Core Standards in the lesson plans. They will use the knowledge they gained from the PD at the beginning of the year, and utilize the feedback from the SAS meetings held throughout the year. In the middle of the year, after the second day of training on the PA common Core Standards, they will reflect and adjust their lesson plans accordingly.

Evidence: Lesson plans reflecting PA Common Core Standards


Program Area(s):



Professional Development on Integration of Standards Across Content Areas

Description:

30

Before the PD, teachers will fill out a pre-survey on use and understanding of state standards in their teaching. Based on the pre-survey results, Teachers will complete a form outlining aspects of the state standards they would like additional training. This PD will be conducted twice a year, annually (once at the beginning of the year and once during the middle of the year). Teachers will then complete a post-survey if they learned adequate information in order to create lesson plans that will directly connect and address the PA Common Core Standards.

Evidence: Sign-in/ Sign out sheets; Lesson plans


Program Area(s):



Evaluate the Strategy through Teacher and Administration Observations

Description:

Through the use of the Danielson Framework Rubric teachers will be assessed to ensure effective teaching.

Walkthroughs, informal and formal observations done by administration addressing the domains of Danielson Framework Rubric.

Walkthroughs and Informal Observations done by teachers followed by discussions in thier PLC and Grade level meetings addressing the domains of Danielson Framework Rubric.

Evidence: Observation notes/forms


Program Area(s):



31

Goal #3: Ensure that there is a system within the school that fully ensures consistent implementation of effective instructional practices that meet the needs of all students across all classrooms and aligns with the Pennsylvania Framework for Teaching


Type: Interim

Data Source: Teacher evaluations and walk-throughs

Specific Targets: A majority of walkthroughs show teachers are implementing differentiated instruction.

Strategies:


Description:

Professional Learning Communities have shown to increase student achievement. Administration will group staff members according to academic discipline and/or areas of need. Members of each group will review the same material and discuss how to implement best practice strategies within the classroom. Through data review, lesson adjustments will be based on students' needs.

The staff meets weekly with the principal and the ARL to discuss two books: Elementary and Middle School Mathematics by Van de Walle, Karp and Bay-Williams, and The Power of Our Words by Denton.

SAS Alignment: Assessment, Instruction


Description:

Teachers will utilize several formative and summative data sources to drive lesson plans. Through the use of DIBELS, PSSA, CBM math,A.S.P.I.R.E., and the Journey's Diagnostic, teachers will make necessary adjustments to meet the needs of all the students. Formative and summative assessments will be given and the data collected from this will inform grouping. Based on specific needs of students,

32

teachers will differentiate lessons and activities. Whole group and flexible grouping will address students' learning needs.

During the 2015-2016 school year, teachers have conducted several mini professional developments along with book studies that focused on Differentiation of Instruction (The Differentiated Clasroom and How to Differentiate Instruction in Mixed-Ability Classrooms by Carol Ann Tomlinson). Teachers have used lesson planning, data, and task performances to provide students with instructional opportunities on their differentiated instructional levels to present the grade level curriculum.

SAS Alignment: Instruction


Create Vertical and Horizontal Professional Learning Community

Description:

At the beginning of each year, administration, teachers and support staff will determine when to meet as a PLC and as a grade level. These meetings will be used to discuss students' needs and progress in all academic areas. More specifically, the PLC will be used for data analysis and strategies to improve student performance. Monthly PLC meetings and grade level meetings to collect, analyze and utilize data to drive effective instruction. Teachers will be responsible for leading the meetings to help develop and improve student growth.

Evidence: Monthly meetings agendas and notes will be used and placed in a binder in the office


Program Area(s):




Differenatiate Do-Now Activities

Description:

33

Teachers will differentiate their Do-Now activities after they meet, discuss and share ideas during PLC and grade level collaboration meetings. The data from formative and summative assessments will have an influence on the differentiation in the Do-Now activities. Teachers will also use the student data to determine the necessary interventions for students.

Evidence: Lesson plans with Do-Now activities showing differentiation


Program Area(s):




Share Differentiation Techniques and Results at Grade Level Meetings

Description:

Teachers will meet at grade level meetings to share differentiation results and teaching techniques. This will be done 4/6 days per cycle.


Program Area(s):




Professional Development on Integration of Standards Across Content Areas

Description:

Before the PD, teachers will fill out a pre-survey on use and understanding of state standards in their teaching. Based on the pre-survey results, Teachers will complete a form outlining aspects of the state standards they would like additional training. This PD will be conducted twice a year, annually (once at the beginning of the year and once during the middle of the year). Teachers will then complete a

34

post-survey if they learned adequate information in order to create lesson plans that will directly connect and address the PA Common Core Standards.



Program Area(s):



Evaluate the Strategy through Teacher and Administration Observations

Description:

Through the use of the Danielson Framework Rubric teachers will be assessed to ensure effective teaching.

Walkthroughs, informal and formal observations done by administration addressing the domains of Danielson Framework Rubric.

Walkthroughs and Informal Observations done by teachers followed by discussions in thier PLC and Grade level meetings addressing the domains of Danielson Framework Rubric.

Evidence: Observation notes/forms


Program Area(s):



35

Goal #4: Ensure that there is a system in the school and/or district that fully ensures the principal is enabled to serve as a strong instructional leader who, in partnership with the school community (students, staff, parents, community, etc.) leads achievement growth and continuous improvement within the school.


Type: Interim

Data Source: Consistent Parents and community members at meetings and events

Specific Targets: Scott School feels that the PTO will be successful if there is consistent and active members attending meetings and events regularly. To quantify, this would approximate to 10% of the number of students per grade (5 parents per grade)

Type: Annual

Data Source: Federal Monitoring Report

Specific Targets: There will be no adverse federal monitoring findings relative to the school improvement plan.

Strategies:

Parent Teacher Organization, School Counselor, and School-wide Staff

Description:

A PTO helps strengthen the relationship between school and community.

PTO and school counselor will collaborate to form awareness events of multiple possible career opportunites.

Some of these events include: college/career fairs, classroom activities, community corporate member participation in parent nights, resume writing, job application preparation, and interviewing skills.

One of the characteristics of Career Pathways is the concept of learning in the context of careers; it was shown that, students engaged in Career Pathways where math is taught in the context of a career area, learned significantly better in math than did students not in Career Pathways.

36

2016-2017

This school year, Scott Elementary School was able to establish a School PTO. The parent teacher organization worked well with the teachers and and staff to engage parents in the educational process throughout the school year. Scott Elementary School is going to continue to work with the parents next school year to increase parent engagement during the school year.

SAS Alignment: Safe and Supportive Schools

Sharing the Comprehensive Plan with All Stakeholders

Description:

Research shows that if all stakeholders take a part in developing, knowing, and implementing a school improvement plan, there will be more of a chance of building capacity and sustaninability.

We will share this plan by numerous steps but reminders will be made periodically, by Connect-Ed phone call system to all stakeholders in our school, informing them of the plan and how to obtain it.

2016-2017

-PTO Meeting discussed the Comprehensive Plan and also discussed areas to improve on for next school year. Parents voices concerns about addressing bullying as a school-wide effort


Continuing Professional Development of Building Administration

Description:

Building administration will remain current on instructional best practices through continuing collegial partnering and professional development.

Building based profesional development focused on The Common Core Mathematical Practices of Instruction, Differentiated Instruction, Guided Reading, Literacy Across the Content Areas, and Data Analysis. Teachers continually revisited these instructional topics during Grade Level PLC's. Teachers also reviewed Aspire Data to assess the effectiveness of their classroom instruction and developed intervention plans to address the areas of academic deficiency.

37

Teachers will also continue in-house professional development that will focus on Math Instruction. An instructional focus will include improving student writing, and a deeper dive into data analysis.

SAS Alignment: Standards, Assessment, Instruction, Materials & Resources, Safe and

Supportive Schools


Form PTO Committees

Description:

To stregthen the PTO, committees must be formed. Effective members who participate and organize events, meetings, fundraisers will be needed. This will be done once annually for the next three years. Continue to work with the PTO and Parent Engagement Specialist to keep parents involved.

Evidence: Committee member names


Program Area(s):



Fundraising Events

Description:

The PTO will work together to create fundraising opportunities

Evidence: Fundraising events throughout the year.


Program Area(s):


38


PTO Bi-monthly meetings

Description:

The PTO will schedule bi-monthly meetings to communicate between teachers and parents and provide updates.

Evidence: Newletters and meeting agendas


Program Area(s):



Introduce Career Pathways

Description:

At the first inservice day, career pathways will be reintroduced. This is an ongoing curriculum that the school has been implementing, but will continue to implement during the next 2 years. The presentation will also discuss newsletters and outreach programs. The guidance counselor will teach career lessons to all grade levels throughout the school year.

Evidence: Powerpoint presentation and first inservice day agenda will be provided to staff.


Program Area(s): Professional Education, Student Services



College/Career Days

39

Description:

Staff will teach bi-monthly college/career awareness objectives stated in lesson plans which can include community partners.

Evidence: Lesson plans indicating career pathways objectives.


Program Area(s): Teacher Induction, Student Services, Educational Technology



Conduct Career Fair

Description:

This will be held bi-annualy at the school and is for parents and students. Career awareness will be provided by college student presenters. Junior Achievement Volunteer Presenters will be in the classrooms. Held during the 3rd marking period and done every year.

Evidence: Brochure/Flier of notification to community


Program Area(s):



Post comprehensive plan on school and district website

Description:

The appointed web administrator from the school will post the completed comprehensive plan on the school website under announcements.

40

Evidence: Posting on website and data from schoolwires will show how many times the plan was looked at.


Program Area(s):



Share comprehensive plan with parents at PTA/Literacy Nights

Description:

Each month there will be a PTA/Literacy Night focused around a particular topic. The plan will be scheduled to be shared at one of these evenings.

Evidence: Meeting agenda, sign in sheets and plans available to take home by parents.

This will be done annually to accomodate new parents and stakeholders.


Program Area(s):



NISL/PIL Courses

Description:

The Pennsylvania Department of Education partnered with NISL to create the Pennsylvania Inspired Leadership (PIL) Initiative, which is built on the NISL Executive Development Program. Two rigorous, independent studies show that the NISL program, first implemented in Pennsylvania in 2005, is producing significant gains in student achievement. (http://www.nisl.net/proven-results/pennsylvania-department-of-education/). Building Assistant Principal will complete the PIL courses related to Administrator Development.

http://www.nisl.net/proven-results/pennsylvania-department-of-education/


41

Building administration will complete the four required NISL/PIL courses.

Evidence: NISL/PIL completion certificates


Program Area(s): Professional Education



Administrator PLCs

Description:

Teams of building administrators, by grade level, will meet monthly in Professional Learning Communities (PLCs) to discuss curriculum, pacing guides, district and state initiatives, student and teacher growth, common assessment and evaluation tools,

Evidence: meeting notes and sign-in sheets


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

Educational Technology



Goal #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.


Type: Annual

Data Source: Materials Inventory Checklist

42

Specific Targets: Every student has the instructional materials and resources at the beginning of the school year to initiate the curriculum.

Strategies:

Acquisition of all materials, equipment and resource needs by school community

Description:

Teachers need all materials, equipment, and resources to ensure effective instruction.

Eureka Math materials, games, workbooks, resources, and manipulative. Journey's materials, workbooks, and resources. Project Read materials and resources. Pin Point Math resource, workbooks, and materials. 95% group materials Ed Insight Local District Assessments District approved Curriculum Marazano's High Yield Instructional Strategies by Grade Level

SAS Alignment: Materials & Resources


Assess Resource needs

Description:

Administration will meet at the beginning of the year with all staff to assess resource needs that are aligned with Scott's goals. An inventory list of materials will be distributed to all school community members in all subject ares.

Evidence: Inventory list collected from all community members in all subject areas.


Program Area(s):



43

Obtain Materials based on Inventory List

Description:

Administration will ensure compliance with Harrisburg School District guidelines for human and fiscal resources. This will be met and purchased in a timely manner.

Evidence: Inventories have been purchased and delivered


Program Area(s):



Interest inventory given to students and parents

Description:

The Career Pathways leadership team gives an "Interest Inventory" to students, as well as parents. It is then reviewed by the leadership team.

Evidence: The Interest Inventory and collection, and well as suggestions and feedback to parents and students.


Program Area(s): Student Services



Goal #6: Ensure that there is a system within the school that fully ensures a safe and supportive environment for all students.


44

Type: Interim

Data Source: PBIS Swis Data

Specific Targets: Reduce out of school suspensions by 5% each school year.

Type: Interim

Data Source: PBIS Swis Data

Specific Targets: Reduce the amount of office referrals by 5% each school year.

Strategies:


Description:

PBIS is evidence-based practice, http://pbis.org/research/default.aspx. PBIS is a systems approach to strengthen the school community and positive behavior. This strategy is continued to be implemented. SWIS data influences the matrix that is created yearly and lessons are created to reflect the data.



Create a Two-Team Committee (Tier 1 and Tier 2) for Positive Behavior

Interventions and Supports

Description:

For this PLC, a call for a PBIS PLC will be conveyed to the staff at the beginning of each school year via email. Any staff interested in joining the PLC will respond via email. This is an ongoing task done at the beginning of each school year.

Evidence: Email, staff responses


http://pbis.org/research/default.aspx

45

Program Area(s):



Professional Development on Positive Behavior Interventions and Supports and SWIS data

Description:

The PBIS team/SWIS Facilitator will develop and present professional development opportunites (e.g. SWIFT at SWIS) to those 3 people entering the PBIS SWIS data for any new staff. This is a continuing process since many teachers have received the training, but this is a general follow-up to ensure proper implementation.

Evidence: Sign-in/Sign-out sheets, Evaluation forms on the professional development


Program Area(s):



Conduct One-on-One Meetings between PBIS Facilitator and Teachers

Description:

As a follow up of the PD, PBIS faciliator will support individual teachers with their needs through the use of the strategies learned in the PD. This will be conducted monthly.

Evidence: The staff members will also have SWIS binders incorportaing all the necessary materials for inputting.


Program Area(s):

46



Input and Share SWIS Data

Description:

SWIS data is entered with fidelity by the three identified SWIS input personnel on a weekly basis. SWIS reports are generated by the PBIS team and administration on the first of the month. Through SWIS the option to generate Data Integrity Reports is available. The SWIS data will also be shared during grade level team meetings and leadership meetings monthly. This data will be reviewed by each team and school-wide during Leadership meetings. This is an ongoing yearly task.

Evidence: SWIS reports are uploaded and available for all teachers and support staff to view.


Program Area(s):



PBIS PLC Teams Meetings in Action

Description:

Once PLC teams are created, meetings with PBIS PLC team to review data at PBIS and Grade Level meetings. identify priority areas of concern and share it with the staff. From the priority areas develop a plan and goals to reduce behavior concerns in those areas. This is an ongoing process that will be continued.

Evidence: Data, Lessons to reflect data matrix


Program Area(s):


47


48

Appendix: Professional Development Implementation

Step Details

LEA Goals Addressed:

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.

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

Strategy #1: Standards Based Instruction - PA Core

Start End Title Description

9/1/2014 6/5/2019 Professional Development on

Integration of Standards Across Content Areas

Before the PD, teachers will fill out a pre-survey on use and understanding of state

standards in their teaching. Based on the pre-survey results, Teachers will complete

a form outlining aspects of the state standards they would like additional training.

This PD will be conducted twice a year, annually (once at the beginning of the year

and once during the middle of the year). Teachers will then complete a post-survey

if they learned adequate information in order to create lesson plans that will

directly connect and address the PA Common Core Standards.


Person Responsible SH S EP Provider Type App.

49

Administration, Leadership Team, and Support Staff

6.0 2 40 Jaimie Foster School Entity

No

Knowledge PA Core Standards

Supportive Research

SAS portal and website

Designed to Accomplish

For classroom teachers, school counselors and education specialists:

Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.

For school and district administrators, and other educators seeking leadership roles:

Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.

Training Format

LEA Whole Group Presentation

Participant Roles

Classroom teachers

Grade Levels

Elementary - Primary (preK - grade 1)

Elementary - Intermediate (grades 2-5)

Follow-up Activities

Creating lessons to meet varied student learning styles

Evaluation Methods

Participant survey

50

LEA Goals Addressed:

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.

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

Strategy #1: Differentiated Instruction


9/1/2014 6/5/2019 Professional Development on

Integration of Standards Across Content Areas

Before the PD, teachers will fill out a pre-survey on use and understanding of state

standards in their teaching. Based on the pre-survey results, Teachers will complete

a form outlining aspects of the state standards they would like additional training.

This PD will be conducted twice a year, annually (once at the beginning of the year

and once during the middle of the year). Teachers will then complete a post-survey

if they learned adequate information in order to create lesson plans that will

directly connect and address the PA Common Core Standards.


Person Responsible SH S EP Provider Type App. Administration,

Leadership Team, and Support Staff

6.0 2 40 Jaimie Foster School Entity

No

Knowledge PA Core Standards

51

Supportive Research

SAS portal and website






Training Format

LEA Whole Group Presentation

Participant Roles

Classroom teachers

Grade Levels




Creating lessons to meet varied student learning styles

Evaluation Methods

Participant survey

LEA Goals Addressed: Ensure that there is a system in the school and/or district that fully ensures the principal is enabled to serve as a strong instructional

Strategy #1: Continuing Professional Development of Building Administration

52

leader who, in partnership with the school community (students, staff, parents, community, etc.) leads achievement growth and continuous improvement within the school.


4/24/2014 6/30/2015 NISL/PIL Courses

The Pennsylvania Department of Education partnered with NISL to create the

Pennsylvania Inspired Leadership (PIL) Initiative, which is built on the NISL Executive

Development Program. Two rigorous, independent studies show that the NISL

program, first implemented in Pennsylvania in 2005, is producing significant gains in

student achievement. (http://www.nisl.net/proven-results/pennsylvania-

department-of-education/). Building Assistant Principal will complete the PIL

courses related to Administrator Development.

Building administration will complete the four required NISL/PIL courses.

Evidence: NISL/PIL completion certificates

Person Responsible SH S EP Provider Type App. Building

Administration & Assistant to the Superintendent

8.0 20 15 NISL IU Yes

Knowledge This program ia a systemic approach to developing standards-based leadership competencies that produce

positive student results.

Supportive Research

The Pennsylvania Department of Education partnered with NISL to create the Pennsylvania Inspired Leadership

(PIL) Initiative, which is built on the NISL Executive Development Program. Two rigorous, independent studies

show that the NISL program, first implemented in Pennsylvania in 2005, is producing significant gains in student

achievement (http://www.nisl.net/proven-results/pennsylvania-department-of-education/).




53






Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.

Instructs the leader in managing resources for effective results.

Training Format

Series of Workshops

Participant Roles

Principals / Asst. Principals

Supt / Ast Supts / CEO / Ex Dir

Grade Levels



Middle (grades 6-8)

High (grades 9-12)


Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers

Analysis of student work, with administrator and/or peers

Journaling and reflecting

Evaluation Methods

Participant survey

Ongoing collegial discussions and implementation through district based PLCs

55

Assurance of Quality and

Accountability

We, the undersigned, hereby certify that the school level plan for Scott Sch in the Harrisburg City

SD has been duly reviewed by a Quality Review Team convened by the 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 for Title I schools

Reflects sound educational practice

Has a high probability of improving student achievement

Has sufficient District leadership and support to ensure successful implementation

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 Scott Sch in the Harrisburg City SD for the 2014-2019 school-

year.

No signature has been provided

Superintendent/Chief Executive Officer


Board President


IU Executive Director

56

Evaluation of School Improvement

Plan

2017-2018 Improvement Evaluation

Describe the success from the past year. This past school year, Scott Elementary School received Tier I sustainability recognition as well as Tier II Implementation with fidelity at the PBIS Implementer's Forum. We also saw a significant Office DIscipline Referral drop from the 2016-2017 school year with 1400 ODR's to the 2017-2018 school year with a total of 750 ODR's. -Parental Involvement increased again with the continued use of Parent Classroom Walkthroughs.

Describe the continuing areas of concern from past the year.

-Read proficiency level of all students is not where they need to be on all grade levels. Although students are improving with there phonics skill use, their fluency is not meeting proficiency at a higher level.

Describe the initiatives that have been revised.

Reading/Language Arts Instruction will include a reading fluency component that will address and increase student opportunities to practice using their reading skills. -Blended Learing will be incorporated into reading and math instructional content areas.


Describe the success from the past year. This narrative is empty.

Describe the continuing areas of concern from the past year.

This narrative is empty.


This narrative is empty.


Describe the success from the past year. -This school year, Scott School has been able to effectively conduct Grade Level PLC's (focused on curriculum, Instruction, Data Analysis, and Student Interventions). -We have also created the Tier 2 PBIS Leadership Team and identified the 10% of students (10 or more ODR's) that would be serviced by the Tier 2 Team. -Implemented Sight Word Instruction for Grades K-3, focusing on three levels of Dolch Sight Words -Increased DIBELS NEXT EOY Proficiency in Kindergarten to 75% Proficiency, 14%

57

Strategic, and 11% Intensive -Increased 2015-2016 Easy CBM building Strategic and Procient students by 8% -51% of the All Scott Students scored Proficient/Strategic on the 2015-2016 DIBELS EOY Assessment

Describe the continuing areas of concern from the past year.

-ELL Instructional Strategies utilized in all classrooms -Reading Accuracy and Fluency across all grade levels -Numbers and Operations Base Ten (K-2)/Numbers and Operations Fractions (3-4) -Focus of Conceptual and Procedural Knowlegde related to Math Instruction


Targets for ELA and Math PSSA were adjusted for 2016 and 2017 per CRO plan April 2016.


Describe the success from the first year plan. The school maintained a methodical approach to problem solving. All Professional Learning Communities focused on quantitative data to better understand what we need to do to improve performance. We are studying the new curriculum and providing professional development to our teams to ensure appropriate analysis of ASPIRE data and selection of the best strategies for addressing student deficiencies (standards based).

Describe the continuing areas of concern from the first year plan.

The school remains concerned about test results and improving student assessment results to meet state standard requirements. In addition, we are concerned about the level and fidelity of parent involvement with academics at both home and school.


Since the school team developed a three year plan, it was decided that we should continue with the initiatives already in place. We included the use of the state's SLO's and the ASPIRE (standards based curriculum) assessment data as additional monitoring tools. These additions further support action plans and implementation steps identified to meet established achievement/growth goals.

scott schscott.hbgsd.k12.pa.us/userfiles/servers/server_314953/file/school... · 29-05-2018 ·...

Documents