Tawanka El Sch

School Level Plan

07/01/2017 - 06/30/2018

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School Profile

Demographics

Tawanka El Sch 2055 Brownsville Rd Langhorne, PA 19053 (215)809-6502 Federal Accountability Designation: none Title I Status: Yes Schoolwide Status: Yes Principal: Donald Palmer

Superintendent: Joseph Jones

Stakeholder Involvement Name Role

MaryBeth Tecce Academic Recovery Liaison : Schoolwide Plan

Gloria Hancock (Dr.) Administrator : Schoolwide Plan

Joseph Jones Administrator : Schoolwide Plan

Paul Meehan Administrator : Schoolwide Plan

Donald Palmer Building Principal : Schoolwide Plan

Fran Ansel Business Representative : Schoolwide Plan

Karen Blumenfeld Community Representative : Schoolwide Plan

Jennifer Gross Ed Specialist - Other : Schoolwide Plan

Allison DeFortuna Elementary School Teacher - Regular Education :

Schoolwide Plan

Casey Shinto Elementary School Teacher - Special Education :

Schoolwide Plan

JoAnn Perotti Intermediate Unit Staff Member : Schoolwide Plan

Melissa Ohler 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.

JoAnn Perotti, the Director of Strategic Services from the Bucks County Intermediate Unit provided technincal assistance in the development of the plan. Support was also provided during consulation meetings with Neshaminy School District Federal Programs Supervisor ( 2/3,3/2,4/6,4/27).

Provider Meeting Date Type of Assistance

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.

Teachers are involved in regularly scheduled data meetings where they have input in the students' assessments. In addition the teaching staff is part of committees which make decisions about types and frequency of academic assessments administered.

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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 No

Before School Yes

After School Yes

Lunch/Study Periods Yes

Summer School Program Yes

Reading Yes

Math Yes

Science No

In-class Instructional Support Yes

Pull Out Instructional Support Yes

Coordination and Integration of Services and Programs

The purpose of a Title 1 Schoolwide Program is to improve the educational program of the entire school and to improve the educational opportunities for ALL students. In carrying out the SWP, schools are encouraged to consolidate/integrate funds from state, local and federal programs. This consolidation of funds provides flexibility in the use of the funds and maximizes the opportunities for students, teachers and parents. Funds eligible for consolidation are:

• Any federal education program administrated by the United States Department of Education, except Reading First.

o Competitive/discretionary grants may be part of the consolidation, but activities described within the competitive/discretionary grant application MUST be carried out.

• All state and local resources available to the school (If state and local funds are consolidated within the SWP, the school must ensure that any state and/or local requirements regarding the use of funds are met.)

Is your school consolidating funds?

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

Federal Grant Program Amount of Grant

5

State/Local Grant Program Amount of Grant

6

Needs Assessment

School Accomplishments

Accomplishment #1:

77% of second graders are strategic or core on Correct Letter Sounds (CLS).

Accomplishment #2:

78% of 1st graders are strategic/core on Oral Reading Fluency (ORF).

Accomplishment #3:

Students demontsrated proficiency growth on pre and post district wrtiting assessments.

Accomplishment #4:

2nd grade had 16.6 points of growth for ORF mean.

Accomplishment #5:

K had 19.6 points of growth in Letter Naming Fluency (LNF).

Accomplishment #6:

1st grade had 28.3 points of growth in Nonsense Word Fluency (NWF) mean.

School Concerns

Concern #1:

Kindergarten Phoneme Segmentation Fluency (PSF) only 60% are core/strategic

Concern #2:

Kindergarten First Sound Fluency (FSF) only 59% are strategic/core

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

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Aligned Concerns:

Kindergarten Phoneme Segmentation Fluency (PSF) only 60% are core/strategic

Kindergarten First Sound Fluency (FSF) only 59% are strategic/core

Systemic Challenge #2 (Guiding Question #4) Ensure that there is a system within the school that

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

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

Aligned Concerns:

Kindergarten Phoneme Segmentation Fluency (PSF) only 60% are core/strategic

Kindergarten First Sound Fluency (FSF) only 59% are strategic/core

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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: Annual

Data Source: Dibels, DRA, CPAA, CDT, PVAAS, PSSA

Specific Targets: Assesses acquisition of early literacy skills. Assess reading engagement,

fluency, and comprehension, identifying reading strengths and weaknesses; targets

instruction to meet individual needs. Measures student growth to help teachers

differentiate instruction. Provides diagnostic information in order to support

intervention and enrichment in literacy, mathematics, and science.

Strategies:

Data driven instruction to enhance student achievement through the use

of a more balanced and critical appreciation of the value of data. Description:

1. Leadership commitment to set the tone in the school regarding data-informed instruction. School principal will visibly support and engage in the activity of using data to inform discussions.

2. Data, broadly defined-school will define 'data' to include standardized test scores, interim and formative assessments, and the student work.

3. Tools that capture information from-instead of just delivering it to-teachers. To encourage buy-in, implement tools that give teachers a way to capture and analyze the copious amounts of data that they generate in their class everyday. Teachers are not just consumers of data but are the critical generators of data on and for their students.

4. Capacity and support to help build skills in analyzing and reacting to information.

5. Processes and structures to ensure data-driven techniques are a daily part of process of teaching and learning.

Also, Provide professional development for staff on using data to support instructional decision making.

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Description: To provide job embedded on-going professional development for the Tawanka staff to support them with data driven instruction.

Indicator of Implementation:

Building professional development calendar developed monthly to address the following topics and practices:

Making data part of an on-going cycle of instructional improvement. Collection and preparation by utilizing a variety of data about student learning. Interpreting data and developing hypotheses about how to improve student

learning. Modifying instruction to test hypotheses and increase student learning. Teaching students to examine their own data and set learning goals.

SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction

Implementation Steps:

Provide professional development for staff on using data to support

instructional decision making.

Description:

To provide job embedded on-going professional development for the Tawanka staff to support them with data driven instruction.

Indicator of Implementation:

Building professional development calendar developed monthly to address the following topics and practices:

Making data part of an on-going cycle of instructional improvement. Collection and preparation by utilizing a variety of data about student learning. Interpreting data and developing hypotheses about how to improve student

learning. Modifying instruction to test hypotheses and increase student learning. Teaching students to examine their own data and set learning goals.

Start Date: 8/28/2017 End Date: 6/30/2018

Program Area(s): Professional Education, Educational Technology

Supported Strategies:

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Data driven instruction to enhance student achievement through the use of a more balanced and critical appreciation of the value of data.

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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 driven instruction to enhance student achievement through the use of a more balanced and critical appreciation of the value of data.

Start End Title Description

8/28/2017 6/30/2018

Provide professional development for staff on using

data to support instructional decision making.

To provide job embedded on-going professional development for the Tawanka staff

to support them with data driven instruction.

Indicator of Implementation:

Building professional development calendar developed monthly to address the

following topics and practices:

Making data part of an on-going cycle of instructional improvement.

Collection and preparation by utilizing a variety of data about student

learning.

Interpreting data and developing hypotheses about how to improve

student learning.

Modifying instruction to test hypotheses and increase student learning.

Teaching students to examine their own data and set learning goals.

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

Specialist, Title 1 Literacy Specialist

0.5 150 48 Neshaminy School District School Entity

No

Knowledge

To gain a deeper understanding of students' learning needs using classroom performance data,

benchmark data and standardized data

Using data to set learning goals and develop instructional groups

Interpreting data to identify strengths and weaknesses of entire class as well as individual students

Supportive Research

U.S. Department of Education: Implementing Data-Informed Decision Making in Schools

Use of Education Data at the Local level; From Accountability to instructional improvement

School Performance : A Brief Guide to Building Systems for Data-Driven Instruction

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.

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

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

Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and

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roles: interventions for struggling students are aligned to each other as well as to Pennsylvania’s 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.

Training Format

School Whole Group Presentation

Professional Learning Communities

Participant Roles

Classroom teachers Principals / Asst. Principals

School counselors

Paraprofessional

New Staff

Other educational specialists

Grade Levels

Elementary - Primary (preK - grade 1)

Elementary - Intermediate (grades 2-5)

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

Creating lessons to meet varied student learning styles

Peer-to-peer lesson discussion

Lesson modeling with

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

Participant survey

Review of participant lesson plans

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mentoring