Lengel MS - Pottsville Area School District · Lengel MS 1541 Laurel Blvd Pottsville, PA 17901...

Lengel MS

School Level Plan

07/01/2018 - 06/30/2019

2

School Profile

Demographics

Lengel MS 1541 Laurel Blvd Pottsville, PA 17901 (570)621-2923 Federal Accountability Designation: none Title I Status: Yes Schoolwide Status: Yes Principal: Michael Maley

Superintendent: Jeffrey Zwiebel

Stakeholder Involvement Name Role

Michael Maley Building Principal : Schoolwide Plan

Caitlin Mohl Building Principal : Schoolwide Plan

Leandra Maley Business Representative : Schoolwide Plan

Dave Clark Community Representative : Schoolwide Plan

Patty Denmon Community Representative : Schoolwide Plan

Mary Ellen Setlock Community Representative : Schoolwide Plan

Maria Larish Ed Specialist - Instructional Technology :

Schoolwide Plan

Jennifer Lipton Ed Specialist - Other : Schoolwide Plan

Laurie Reiley Ed Specialist - Other : Schoolwide Plan

Greg Schuettler Instructional Coach/Mentor Librarian : Schoolwide

Plan

Cristy Clemson Middle School Teacher - Regular Education :

Schoolwide Plan

Amy Digris Middle School Teacher - Regular Education :

Schoolwide Plan

Alicia Fehr Middle School Teacher - Regular Education :

Schoolwide Plan

Katelynn Miller Middle School Teacher - Regular Education :

Schoolwide Plan

Ashley Shappell Middle School Teacher - Special Education :

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Schoolwide Plan

Michelle Corby Parent : Schoolwide Plan

Heather Garrity Parent : Schoolwide Plan

Denise Klinger Parent : Schoolwide Plan

Linda Maley Parent : Schoolwide Plan

Kaier Trovato Parent : Schoolwide Plan

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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

No assurances have been identified

Assurance 13

No strategies have been identified

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.

At the conclusion of the 2017/2018 school year, a needs assessment was completed by the

Schoolwide Leadership Team and it was determined that an insufficient amount of time was

spent analyzing data, collaborating, adjusting the curriculum, and planning instructional

strategies accordingly. A new model addressing this issue will be developed for the

2018/2019 school year.

Following the SW Leadership Team's Needs Assessment, which was conducted in the Spring

of 2018, it was determined that the current model was not effective. Over the summer, the

SWLT and administration met to discuss expectations, goals, and improving student

learning. A plan was created and will be shared at the faculty meeting on the first in-service

day of the 2018/2019 school year.

Essential components of the plan include administering common assessments, adding an

intervention block to 5th and 6th grade schedules, hiring a Title I Instructional

Paraprofessional, conducting required monthly data analysis meetings, and composing

required monthly reports. Along with these components, the Middle School will strive to

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focus on: data analysis, instructional and technological coaching, curriculum framework

mapping, and professional development involving the integration of subjects/lessons that

correlate to the PA Common Core. When the 2018 PSSA data become available, members of

the SW Leadership Team will meet to analyze the scores and prepare the school’s schedule

to efficiently utilize personnel to collaborate and guide instruction.

Throughout the 2018/2019 school year, monthly meetings will occur to review data and

examine the goals of the Schoolwide Plan. Instructional strategies will be adjusted based on

the needs of the students. District administrators will increase their walkthrough

evaluations and evidence will be documented and collected through lead teacher monthly

reports. These reports will be given to building administration and the Superintendent.

Provider Meeting Date

Type of Assistance

2017/2018 Leadership Meeting

5/24/2017 Pre-planning stage for 2017/2018 Schoolwide Plan- DHHL Leadership

Team, Administration, and FPC

Administrative Planning Meeting

6/21/2018 Federal Programs Coordinator and Building Principals

Comprehension Strategies for Middle and High School Students

12/14/2017 FPC, Dr. Andrew Gavalis, and Lengel Intervention Specialists

Data Analysis Presentation at the IU

3/15/2018 Maria Larish- Federal Programs Coordinator

Dr. Andrew Gavalis, IU 29 7/12/2017 DHHL Professional Development Collaborative Meeting

Dr. Andrew Gavalis, IU 29 8/23/2017 Data Analysis Presentation to DHHL Staff

Dr. Andrew Gavalis, IU 29 8/23/2017 Data Analysis Presentation to DHHL Schoolwide Leadership Team

ELA Department Meeting 10/4/2017 ELA teachers, Intervention Specialist, and FPC

ELA Department Meeting 11/1/2017 ELA teachers, Intervention Specialists, and FPC




ELA Department Meeting 4/11/2018 ELA teachers and Intervention Specialist

ELA Department Meeting 5/23/2018 ELA teachers, Intervention Specialist, Principal, and FPC

ELA PD Day- Pacing Guides and Intervention

10/12/2017 ELA teachers, Intervention Specialists, Librarian, FPC, Principal, and Assistant

Principal

ELA PD Planning Day 10/10/2017 Intervention Specialists and FPC

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Faculty Meeting- SWPlan Roll-Out

8/22/2018 Principal, Assistant Principal, FPC, all faculty

Federal Programs Coordinator Meeting at IU 29


Federal Programs Coordinator Meeting at the Schuylkill IU


Federal Programs Coordinator Training Berks IU

2/20/2018 FPC- Maria Larish

Federal Programs Coordinator Training Capital IU


Federal Programs Coordinator Training with Maria Garcia at the Schuylkill IU


Gallery Walk at the IU for Intervention Strategies

12/1/2017 FPC, JSC Reading Specialists, and Lengel Intervention Specialists

In-Service Day- Tech Sessions for Teachers (based on Needs Assessment Survey)

10/9/2017 Designated PASD Teachers for each Tech Session and FPC

Instructional Coaches Meeting at Site Visit (North Schuylkill)

5/22/2018 Instructional Coach- Maria Larish

Instructional Coaches Meeting at STC (Presenting SketchNote)


Instructional Coaches Meeting at the IU

9/14/2016 Instructional Coaches- Maria Larish and Brian McMullin























Instructional Coaches Meeting- 4/19/2018 Instructional Coach- Maria Larish

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Site Visit (Gillingham)

Intervention Meeting with Pearson

4/20/2018 JSC Reading Specialists, Lengel Intervention Specialists, and FPC

Intervention Specialists Meeting

8/15/2017 FPC and Lengel Intervention Specialists














11/15/2017 Intervention Specialists Meeting





























Intervention Specialists 5/9/2018 FPC and Lengel Intervention Specialists

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Meeting





Lead Teacher Meeting- Schoolwide Leadership Team

10/9/2017 Lead Teachers in all departments, FPC, and Principal

New Federal Programs Coordinator Training

2/21/2017 Federal Programs Coordinator- Maria Larish

Non-Pub Tech Visit- PD 3/20/2018 FPC and Instructional Coach- Maria Larish

Non-Public Consultation Meeting at the Schuylkill IU


PIIC Instructional Coaches Conference
























Schoology and Google Classroom Training- DHHL

10/10/2016 Teachers are introduced and set-up with Schoology/Google Classroom- Teachers

and Technology Coach

Schoology Update Web Conference

3/3/2017 Update on Schoology's features- Brian McMullin and Maria Larish, Instructional

Coaches

Schoolwide Plan Administrative Meeting

6/14/2017 Federal Programs Coordinator and Building Principals

Schuylkill Haven Intervention Visit


Schuylkill IU- Item Writing and 1/24/2018 FPC and Lengel Intervention Specialists

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Hand-Scoring Workshop

Schuylkill IU- TDA Training 1/25/2018 FPC, JSC Reading Specialists, Fourth Grade Lead Teacher, 4th Grade Teacher,

and Lengel Intervention Specialists

Science Department Meeting 10/26/2017 Science Teachers






Social Studies Department Meeting

8/22/2017 Social Studies Teachers














1/25/2018 Social Studies Department Meeting













Spring Regional Workshop for Federal Programs Coordinators


Spring Regional Workshop for Federal Programs Coordinators and FPC Updates with Maria Garcia


Stephanie Ziegmont, Curriculum Director and Brian McMullin, Instructional Coach

10/17/2016 Analysis of survey data from the Apple Trainings

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Stephanie Ziegmont, Curriculum Director and Brian McMullin, Instructional Coach

1/19/2017 Analysis of survey data from the Apple Trainings

SWLT Meeting 6/7/2018 Schoolwide Leadership Team, Principal, Assistant Principal, and FPC

SWLT Meeting 6/19/2018 SWLT, Instructional Coach, and Admin



TDA Training Day 2/16/2018 Dr. Andrew Gavalis, Principal, Assistant Principal, ELA Teachers all grade levels,

Intervention Specialists, and FPC

TDA Training Prep 1/19/2018 FPC, Dr. Andrew Gavalis, and Lengel Intervention Specialists

Title I Family Fun Night 5/9/2018 FPC, Lengel Intervention Specialists, ELA Teachers, Principal, and Assistant

Principal

Title I Instructional Coaches and Faculty

10/10/2016 Analysis of PSSA/Keystone data within departments/grade levels

Title I Instructional Coaches and Technology Department Personnel

11/16/2016 iPad training for parents

Title I Parent Phone Conferences- Tara Hess, Carolyn Potts, and Denise Klinger


Title I PD: Bringing a Culture for Independent Reading- Dr. Andrew Gavalis and Scholastic

4/4/2018 Title I Staff

Trainings provided by Apple 8/25/2016 iPad and MacBook training for iTunes U with Apple Trainer Chris Hyde




Using Data to Guide Instruction with a Focus on TDAs PD

8/23/2018 Dr. Andrew Gavalis, Mrs. Annie Milewski, Principal, Assistant Principal,

3rd-6th grades ELA Teachers, Intervention Specialists, and FPC

Using Data to Guide Instruction with Pearson Tools PD

8/23/2018 Virginia Kovolski, Pearson Specialist, ELA teachers in 3rd-6th grades,

Intervention Specialists, Principals, and FPC

Consolidation of Funds

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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.

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Needs Assessment

School Accomplishments

Accomplishment #1:

According to the 2017/2018 PSSA Preliminary Data, 34% of sixth grade students were proficient or

advanced in Mathematics. This is a 4% increase from our 2016/2017 PSSA Scores.

Accomplishment #2:

For the 2018/2019 school year, two Title I Intervention Specialists and one Title I Instructional

Paraprofessional are assigned to provide Mathematics and English Language Arts intervention to

only 5th and 6th grade students. With the intention of improving student learning at the forefront,

this change will enable more students to receive the extra support they need in order to be

successful.

Accomplishment #3:

For the 2018/2019 school year, an intervention block was added to 5th and 6th grade schedules in

order to support students in English Language Arts and Mathematics.

School Concerns

Concern #1:

According to the 2017/2018 PSSA Preliminary Data, 55% of fifth grade students were proficient or

advanced in English Language Arts. This is a 6% decrease from our 2016/2017 PSSA Scores.

Concern #2:

According to the 2017/2018 PSSA Preliminary Data, 29% of fifth grade students were proficient or

advanced in Mathematics. This is a 4% decrease from our 2016/2017 PSSA Scores.

Concern #3:

According to the 2017/2018 PSSA Preliminary Data, 53% of sixth grade students were proficient or

advanced in English Language Arts. This is a 3% decrease from our 2016/2017 PSSA Scores.

Concern #4:

A Needs Assessment conducted at the end of the 2017/2018 school year, revealed that time was not

effectively spent collaborating with educators, analyzing data, and making informed instructional

decisions based on data.

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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:

According to the 2017/2018 PSSA Preliminary Data, 55% of fifth grade students were

proficient or advanced in English Language Arts. This is a 6% decrease from our

2016/2017 PSSA Scores.


proficient or advanced in Mathematics. This is a 4% decrease from our 2016/2017 PSSA

Scores.

According to the 2017/2018 PSSA Preliminary Data, 53% of sixth grade students were



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:





proficient or advanced in Mathematics. This is a 4% decrease from our 2016/2017 PSSA

Scores.

According to the 2017/2018 PSSA Preliminary Data, 53% of sixth grade students were



14

Systemic Challenge #3 (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:

A Needs Assessment conducted at the end of the 2017/2018 school year, revealed that

time was not effectively spent collaborating with educators, analyzing data, and making

informed instructional decisions based on data.

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:

A Needs Assessment conducted at the end of the 2017/2018 school year, revealed that

time was not effectively spent collaborating with educators, analyzing data, and making

informed instructional decisions based on data.

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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: Data Analysis Meeting Reports

Specific Targets: - Follow established protocols at Data Analysis Meetings

- Hold Meetings monthly

- Use data results to form groups for the Intervention Block

- Lead Teachers will construct Data Analysis Meeting reports

- Progress monitor students to show academic growth

Strategies:

Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data

Warehousing Description:

Using Student Achievement Data to Support Instructional Decision Making provides a WWC reporting of various strategies related to the acquisition, analysis, and application of student data. (Source: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf )

SAS Alignment: Assessment, Instruction

Common Assessments - Using Student Achievement Data to Support

Instructional Decision Making

Description:

As educators face increasing pressure from federal, state, and local accountability policies to improve student achievement, the use of data has become more central to how many educators evaluate their practices and monitor students' academic progress. (Sources: Using Student Achievement Data to Support Instructional Decision Making )


http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf

http://appservice.caiu.org/GetDocument?folderPath=CP%5CResouceBank%5C&filename=Common%20Assessments%202.pdf

http://appservice.caiu.org/GetDocument?folderPath=CP%5CResouceBank%5C&filename=Common%20Assessments%202.pdf

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PLCs - Professional Learning Communities

Description:

A professional learning community, or PLC, is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. ‐ The Glossary of Education Reform (Sources: What Is a Professional Learning Community? , 3 keys to keep learning communities focused on the learning)

SAS Alignment: Materials & Resources

Implementation Steps:

Data Analysis Procedures, Data-Informed Instruction, Data Teams &

Data Warehousing

Description:

• Grade Level Teams will serve as Data Teams. • Data Teams will meet once a month. • Data Teams will follow the developed procedure to analyze selected common

assessments. • After analyzing, instruction and intervention will be planned.

Start Date: 9/17/2018 End Date: 5/31/2019

Program Area(s): Professional Education

Supported Strategies:

• Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing

• Common Assessments - Using Student Achievement Data to Support Instructional Decision

Making


Description:

• Before the in-service days of the 18/19 school year, the Instructional Coach will meet with PIIC Coaching mentor, Dr. Gavalis, from the IU.

http://appservice.caiu.org/GetDocument?folderPath=CP%5CResouceBank%5C&filename=Professional%20Learning%20Community%201.pdf



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• During the meeting, the Instructional Coach will discuss and plan the structure of the Data PLCs with Dr. Gavalis for this school year.

• The Instructional Coach will meet with the building principal, assistant principal, and SWLT to review the PLC Norms and Structure.

• PLC Norms and Structure will be implemented at the Data PLC meetings.


Program Area(s):



• PLCs - Professional Learning Communities

Using Student Achievement Data to Support Instructional Decision

Making

Description:

• Data PLCs will be held once a month. • During the meetings, teachers will follow the established protocol to analyze student

data on common assessments. • Student strengths and weaknesses will be identified. • An intervention plan will be created along with instructional goals. • The intervention plan will include participation from classroom teachers, Title I

personnel, Reading Specialists, and co-curricular teachers.


Program Area(s): Professional Education, Educational Technology



• Common Assessments - Using Student Achievement Data to Support Instructional Decision

Making


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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: Common Assessments

Specific Targets: - During the September grade level meetings, each

department/grade level will meet to review their curriculum maps and pacing

guides

- Goals for the new school year will be established based on PA Common Core, PSSA

results, and the previous year's data

- Follow-up department/grade level meetings will be held monthly to evaluate

progress toward goals

Strategies:

Curriculum Mapping

Description:

Empirical evidence of a positive statistical correlation of the use of curriculum mapping with student achievement is scarce. There was a 2001 study by the Indiana Center of Evaluation conducted for the Ohio DOE that determined curriculum alignment (defined as curriculum mapping with subsequent change in instructional practice) was the “single greatest factor in achieving improved test scores.” The following link provides a list of resources supporting the positive contributions of curriculum mapping to educational processes: http://www.curriculummapping101.com/materials/curriculum-mapping-research ; the following link provides an overview of curriculum mapping: http://webserver3.ascd.org/handbook/demo/mapping2.html Resource:http://effectivestrategies.wiki.caiu.org/Curriculum+Framework

SAS Alignment: Standards, Instruction, Materials & Resources


http://www.curriculummapping101.com/materials/curriculum-mapping-research

http://webserver3.ascd.org/handbook/demo/mapping2.html

http://effectivestrategies.wiki.caiu.org/Curriculum+Framework%0d%0a

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Description:

A professional learning community, or PLC, is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. ‐ The Glossary of Education Reform (Sources: What Is a Professional Learning Community? , 3 keys to keep learning communities focused on the learning)

SAS Alignment: Materials & Resources


Curriculum Mapping

Description:

• Building administration will continue to meet with lead teachers and designated department/grade level teachers to review curriculum maps and pacing guides for ELA and mathematics.

• Department/grade level teachers will continue to examine and update curriculum maps and pacing guides.

• During the monthly PLC meetings, lead teachers will check to ensure teachers are following the curriculum maps and pacing guides.


Program Area(s):


• Curriculum Mapping

Professional Development (Intervention Block)

Description:

• Administration will adjust the fifth and sixth grade schedules to include an intervention block.

• The Schoolwide Leadership Team will meet to discuss the purpose of intervention and determine what is expected during that time.

• The SWLT and administration will meet with grade levels/departments to introduce the intervention block and expectations.

• Pearson will provide a training during the second inservice day to focus on curriculum, small grouping, intervention, benchmark assessments, and data collection.




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Description:

• Before the in-service days of the 18/19 school year, the Instructional Coach will meet with PIIC Coaching mentor, Dr. Gavalis, from the IU.

• During the meeting, the Instructional Coach will discuss and plan the structure of the Data PLCs with Dr. Gavalis for this school year.

• The Instructional Coach will meet with the building principal, assistant principal, and SWLT to review the PLC Norms and Structure.



Program Area(s):



Goal #3: 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.

Indicators of Effectiveness:

Type: Interim

Data Source: PSSA Results

Specific Targets: - Title I Intervention Specialists will service 5th and 6th grade students only

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- An additional Title I Instructional Paraprofessional will be added to work with identified students in grades 5-6

- Intervention Specialists will meet to analyze PSSA and baseline scores

- Intervention Specialists will progress monitor students throughout the year and meet to modify intervention groups

- The Title I Paraprofessional will monitor student progress in her groups by pre- and

post-testing

Strategies:

Multi-Tiered Systems of Support (MTSS-RtII)

Description:

Pennsylvania's Multi-Tiered System of Supports (MTSS) is defined as a comprehensive system of supports that in the commonwealth includes standards‐aligned, culturally responsive and high quality core instruction, universal screening, data‐based decision‐making, tiered services and supports, family engagement, central/building level leadership, RtII/SLD determination and professional learning. Simply put, PA‐MTSS represents a broad set of evidence‐based practices that may be implemented across a system to include Academics AND Behavior within a recursive and systematic problem‐solving process. PA‐MTSS is relatively synonymous with RtII and is intended to help ALL students meet with continuous academic and behavioral success. (Sources: Multi‐Tiered Systems of Support (MTSS))



Intervention Block- MTSS

Description:

• Two Intervention Specialists will only service 5th and 6th grade students as opposed to servicing four grade levels.

• A Title I Paraprofessional has been added to the Title I Team. • Intervention Specialists will determine groups based on PSSA scores and

benchmarking/baseline assessments.

http://www.pattan.net/category/Educational%20Initiatives/Multi-Tiered%20Systems%20of%20Support%20(MTSS)

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• Intervention Specialists and the Title I Paraprofessional will meet at least twice a week with their groups to provide Tier 3 intervention to students.

• Intervention Specialists and the Title I Paraprofessional will progress monitor students regularly.




• Multi-Tiered Systems of Support (MTSS-RtII)

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Appendix: Professional Development Implementation

Step Details

LEA Goals Addressed:

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

Strategy #1: Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing

Strategy #2: Common Assessments - Using Student Achievement Data to Support Instructional Decision Making

Start End Title Description

9/17/2018 5/31/2019

Data Analysis Procedures, Data-Informed Instruction,

Data Teams & Data Warehousing

• Grade Level Teams will serve as Data Teams.

• Data Teams will meet once a month.

• Data Teams will follow the developed procedure to analyze selected

common assessments.

• After analyzing, instruction and intervention will be planned.

Person Responsible SH S EP Provider Type App. Principal, Assistant

Principal, and Instructional Coach

3.0 3 35 Dr. Andrew Gavalis and Mrs. Annie Milewski IU Yes

Knowledge

Session 1:

Dr. Gavalis and Mrs. Milewski will hold a Professional Development session for the Instructional Coach in

August before school begins for the 2018/2019 school year. During this session, they will work with the

24

instructional Coach to develop a protocol designed to assist teachers when analyzing appropriate data. The

purpose of this protocol is to ensure teachers are making informed decisions based on data in order to improve

student learning. The Instructional Coach will share and explain the protocol at Grade Level meetings during

the beginning of the year. The established protocol will be utilized throughout the year to streamline data

analysis during Data PLCs.

Session 2 & 3:

Dr. Gavalis and Mrs. Milewski will provide 2 Professional Development training sessions at the second in-service

day of the 2018/2019 school year. During the sessions, Dr. Gavalis and Mrs. Milewski will discuss how to utilize

PSSA and common asessement results in order to guide instruction. They will also focus on Text-Dependent

Analysis in the training session for 5th and 6th grade teachers.

Supportive Research

• Professional Learning Communities

• Data Analysis Procedures, Data-Informed Instruction, Data Teams and Data Warehousing

• Using Student Achievement Data to Support Instructional Decision Making

• Webb's Depth of Knowledge

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.

• Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.

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

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academic standards.

• Provides leaders with the ability to access and use appropriate data to inform decision-making.

• 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 • Department Focused Presentation

Participant Roles

• Classroom teachers

• Principals / Asst. Principals

• Other educational specialists

Grade Levels • Elementary - Intermediate (grades 2-5)

• Middle (grades 6-8)

Follow-up Activities

• 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

• Data PLCs

Evaluation Methods

• Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.

• Student PSSA data

• Standardized student assessment data other than the PSSA

• Classroom student assessment data

• Review of participant lesson plans

• Review of written reports summarizing instructional activity


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

Strategy #1: Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing

Strategy #2: PLCs - Professional Learning Communities

26


9/17/2018 5/31/2019 PLCs - Professional Learning

Communities

• Before the in-service days of the 18/19 school year, the Instructional Coach

will meet with PIIC Coaching mentor, Dr. Gavalis, from the IU.

• During the meeting, the Instructional Coach will discuss and plan the

structure of the Data PLCs with Dr. Gavalis for this school year.

• The Instructional Coach will meet with the building principal, assistant

principal, and SWLT to review the PLC Norms and Structure.


Person Responsible SH S EP Provider Type App. Principal and

Assistant Principal 2.0 1 1 Dr. Andrew Gavalis IU Yes

Knowledge

Session 1:








Supportive Research


27







• 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 • Professional Learning Communities

Participant Roles









Evaluation Methods




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• Creating lessons to meet varied student learning styles

• Peer-to-peer lesson discussion

• Lesson modeling with mentoring


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.



6/18/2018 5/31/2019 Professional Development

(Intervention Block)

• Administration will adjust the fifth and sixth grade schedules to include an

intervention block.

• The Schoolwide Leadership Team will meet to discuss the purpose of

intervention and determine what is expected during that time.

• The SWLT and administration will meet with grade levels/departments to

introduce the intervention block and expectations.

• Pearson will provide a training during the second inservice day to focus on

curriculum, small grouping, intervention, benchmark assessments, and data

collection.


Assistant Principal 3.0 1 35 Virginia Kovolski, Pearson Trainer For Profit

Company Yes

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Knowledge

Virginia Kovolski, Pearson Specialist, will provide a professional development training to fifth and sixth grade

teachers focusing on small groups and intervention in the classroom. The training will highlight curriculum,

small group and intervention features of Pearson Reading Street (ELA series) and Pearson enVision (Math

series), benchmark assessments, and data collection tools. Teachers will have time to ask questions and clarify

expectations for students during the newly added intervention block.

Supportive Research

In many ways professional development is the link between the design and implementation of education

reforms and the ultimate success of reform efforts in schools. "In education, the term professional

development may be used in reference to a wide variety of specialized training, formal education, or advanced

professional learning intended to help administrators, teachers, and other educators improve their professional

knowledge, competence, skill, and effectiveness" ‐ The Glossary of Education Reform (Sources: High-Quality

Professional Development for Teachers , Reviewing the evidence on how teacher professional development

affects student achievement)

The MTSS model identifies three tiers. Through the intervention block, tier 2 support will be provided to

students by the classroom teacher.



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

• Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.





http://appservice.caiu.org/GetDocument?folderPath=CP%5CResouceBank%5C&filename=Professional%20Development%201.pdf




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Training Format • Department Focused Presentation

Participant Roles










Evaluation Methods


• Student PSSA data • Standardized student assessment

data other than the PSSA


• Review of participant lesson plans


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.



9/17/2018 5/31/2019 PLCs - Professional Learning

Communities

• Before the in-service days of the 18/19 school year, the Instructional Coach

31

will meet with PIIC Coaching mentor, Dr. Gavalis, from the IU.

• During the meeting, the Instructional Coach will discuss and plan the

structure of the Data PLCs with Dr. Gavalis for this school year.

• The Instructional Coach will meet with the building principal, assistant

principal, and SWLT to review the PLC Norms and Structure.



Assistant Principal 2.0 1 1 Dr. Andrew Gavalis IU Yes

Knowledge

Session 1:








Supportive Research




32









Training Format • Professional Learning Communities

Participant Roles


• Principals / Asst. Principals • Other educational

specialists







• Peer-to-peer lesson discussion

• Lesson modeling with

Evaluation Methods




33

mentoring

34

Assurance of Quality and

Accountability

We, the undersigned, hereby certify that the school level plan for Lengel MS in the Pottsville

Area 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 Lengel MS in the Pottsville Area SD for the 2018-2019 school-

year.

No signature has been provided

Superintendent/Chief Executive Officer


Board President


IU Executive Director

Date post:	04-Jun-2020
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Lengel MS - Pottsville Area School District · Lengel MS 1541 Laurel Blvd Pottsville, PA 17901...

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