Thomas Wharton El Sch - School District of...

Thomas Wharton El Sch

School Level Plan

07/01/2013 - 06/30/2014

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School Profile

Demographics

Thomas Wharton El Sch 705 N Mary St Lancaster, PA 17603-2889 (717) 291-6281 AYP Status: Warning Title I Status: Yes Principal: Kim Marucci Superintendent: Pedro Rivera

Planning Committee Name Role

Janet Borghi Elementary School Teacher - Regular Education Jenny Brant Parent Stephanie Bridgehouse Ed Specialist - School Counselor Kathleen Cooper Elementary School Teacher - Special Education John Horning Elementary School Teacher - Regular Education Angela Koser Elementary School Teacher - Regular Education Kim Marucci Administrator Melissa Miller Elementary School Teacher - Regular Education Courtney Nowak Elementary School Teacher - Special Education Brandi Owen Elementary School Teacher - Regular Education Anita Pilkerton-Plumb Parent Amy Ruffo Parent Ken Shertzer Elementary School Teacher - Regular Education

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Needs Assessment

School Accomplishments

Accomplishment #1: 2012 PSSA Reading: White subgroup made AYP (Confidence Interval)

Accomplishment #2: 2012 PSSA Math: White subgroup made AYP

Accomplishment #3: 4Sight Reading:

4Sight Safe Harbor targets met for all subgroups except white (All, Black, Hispanic, Asian, ELL, IEP and Econ. Dis.

Accomplishment #4: All grade levels are above the district average for reading 4Sight Accomplishment #5: 4Sight Math:

4Sight Safe Harbor targets met for Hispanic and IEP subgroups

Three subgroups within 4% of making target All (3.1%), white (2.6%) and Econ. Dis. (4%)

Accomplishment #6: All grade levels are above the district average for math 4Sight Accomplishment #7: Attendance target met for 2011-12.

PSSA Test Participation 100%

School Concerns

Concern #1: 2012 PSSA Reading: Students Overall - 59.4% Proficiency

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2012 PSSA Reading: Economically Disadvantaged - 50% Proficiency

Concern #2: 2012 PSSA Math: Students Overall - 61.3% Proficiency

2012 PSSA Math: Economically Disadvantaged- 51.6% Proficiency

Prioritized Systemic Challenges

Systemic Challenge #1 (System #13) Establish a system within the school that fully ensures each member of the school community promotes, enhances and sustains a shared vision of positive school climate.

Aligned Concerns:

2012 PSSA Reading: Students Overall - 59.4% Proficiency


2012 PSSA Math: Students Overall - 61.3% Proficiency


Systemic Challenge #2 (System #2) Establish a system within the school that fully ensures the consistent implementation of effective instructional practices across all classrooms.

Aligned Concerns:





Systemic Challenge #3 (System #1) Establish a system within the school that fully ensures consistent implementation of standards aligned curricula across all classrooms for all students.

Aligned Concerns:



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School Level Plan Action Plans

Goal #1: Establish a system within the school that fully ensures each member of the school community promotes, enhances and sustains a shared vision of positive school climate.

Indicators of Effectiveness: Type: Summative Data Source: Staff Survey/Questionnaire Specific Targets: Staff survey results will reflect a 15% increase on the Likert Scale Type: Summative Data Source: Student Survey/Questionnaire Specific Targets: Staff survey results will reflect a 15% increase on the Likert Scale Type: Summative Data Source: Parent Survey/Questionaire Specific Targets: Staff survey results will reflect a 15% increase on the Likert Scale Type: Formative Data Source: Building Discipline Data Specific Targets: Building Discipline Data will reflect a decrease in the frequency of conduct referrals in specific reporting categories.

Strategies:

Peer Tutoring and Response Groups

Description: Peer Tutoring and Response Groups involve pairing or grouping ELL students to work on a task. The students may be grouped by age or ability (English-only, bilingual, or limited English proficient) or the groups may be mixed. Peer tutoring typically consists of two students assuming the roles of tutor and tutee, or “coach and player” roles. Peer response groups give four or five students shared responsibility for a task, such as editing a passage or reading and answering comprehension questions. When working in a small group to edit a writing assignment, one student edits punctuation, another edits spelling, and another provides overall feedback on writing focus and clarity. Both peer tutoring pairs and peer response groups emphasize peer interaction and discussion to complete a task. The WWC reports that Peer Tutoring and Peer Response Groups have a positive effect on English language development for ELL students. (Source: http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/WWC_Peer_Tutoring_070907.pdf )

SAS Alignment: Safe and Supportive Schools

http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/WWC_Peer_Tutoring_070907.pdf

http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/WWC_Peer_Tutoring_070907.pdf

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Positive Behavior Support

Description: “Positive behavior support strives to use a system to understand what maintains an individual's challenging behavior…It also summarizes and creates a hypothesis about the behavior, and directly observes the behavior and takes data to get a baseline. The positive behavior support process involves goal identification, information gathering, hypothesis development, support plan design, implementation and monitoring…Strategies are needed that teachers and parents are able and willing to use and that have an impact on the child's ability to participate in community and school activities.” (Source: http://en.wikipedia.org/wiki/Positive_behavior_support ) Measures of fidelity of PBS implementation were established in 2009, which means that the correlation between fidelity of implementation and measures of student behavior (e.g. number of behavioral referrals) can and needs to be determined before PBS can be verified as having a statistically significant impact on student behavior. A number of tools provide indicators of implementation, but indicators of effectiveness remain to be verified. The following site provides technical information related to PBS. (Source: http://www.pbis.org/default.aspx ) While empirical evidence is being developed regarding the effectiveness of School Wide PBS at the high school level, there is initial support for use of PBS in high schools. (Source: http://www.pbis.org/school/high_school_pbis.aspx )


Problem Solving Skill Building Programs

Description:

School wide problem solving strategies to address building climate concerns.


Parent and Community Feedback System

Description:

Parent team will ensure consistent communication with all parents and community partners to enhance enrichment programs and supports for students.

SAS Alignment: Materials & Resources, Safe and Supportive Schools

School Community Building

Description:

WWC has identified commercial products that have a positive effect on student behavior but no discernible effects on knowledge, attitudes, values or academic

http://en.wikipedia.org/wiki/Positive_behavior_support

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

http://www.pbis.org/school/high_school_pbis.aspx

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achievement. http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/WWC_Caring_School_042307.pdf


Action Steps:

Develop and Implement Protocol for Staff Discussions

Description:

1. Address unresolved faculty council issues at monthly staff meetings 2. During staff meeting time, utilize protocols to address unresolved concerns 3. Document protocol notes 4. Monitor effectiveness of protocol for problem solving

Start Date: 8/19/2013 End Date: 6/30/2015

Program Area(s):

Supported Strategies:

• Problem Solving Skill Building Programs

Staff School Climate Survey/Questionnaire

Description:

1. Staff participates in survey 2. Share and reflect on survey results 3. Implement changes based on survey results


Program Area(s):


• Peer Tutoring and Response Groups • School Community Building

http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/WWC_Caring_School_042307.pdf

http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/WWC_Caring_School_042307.pdf

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Develop and Implement Parent Friendly Activities for our Families and Students

Description:

1. Provide information in teacher/principal newsletters 2. Increase attendance of families within our target groups by including student

performances (musical, Glee Club, presentations, etc.) 3. Utilize parent sign in sheets 4. Share ATP meeting minutes for upcoming events 5. Maintain volunteer sign-in sheets in front office 6. Vary PAC/PTO meeting times 7. Student council will be involved in planning events such as the Talent Show, student

dance and car wash 8. Distribute name tags at meetings 9. Post Welcome Sign representing languages at Wharton 10. Provide translation services at meetings as appropriate


Program Area(s): Student Services


• Parent and Community Feedback System • School Community Building

Continue School Wide Positive Behavior Instruction and Support

Description:

1. Continue positive behavior incentives for teachers and students 2. Collection of student behavior and review in montly staff meetings 3. Utilize staff meeting agendas and sign in sheets 4. Implement Olweus kickoff event(s) 5. Consistently adhere to class meeting schedule


Program Area(s): Student Services


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• Positive Behavior Support

Monthly School Spirit Days

Description:

1. Conduct student council meetings to develop spirit days 2. Create Wharton Week Ahead bulletins to communicate activities to staff 3. Distribute school information via Thursday Folders 4. Create teacher newsletters to inform parents of upcoming events


Program Area(s):


• Parent and Community Feedback System • School Community Building

Goal #2: Establish a system within the school that fully ensures the consistent implementation of effective instructional practices across all classrooms.

Indicators of Effectiveness:

Type: Summative

Data Source: PSSA 2013

Specific Targets: Increase 10% for all subgroups

Type: Formative

Data Source: 4 Sight (September, November, January and May)

Specific Targets: Baseline 4 Sight scores will increase 10% annually and move students to the next scoring category

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Type: Summative

Data Source: DIBELS Next Benchmark (September, January and May)

Specific Targets: Decrease percentage of intensive students on DIBELS Next Benchmark between administrations

Type: Formative

Data Source: DIBELS Next Progress Montioring (every 8 school days)

Specific Targets: 65% of students progress monitored will show a postive ROI

Type: Summative

Data Source: Fuchs Math Probes (September, January and May)

Specific Targets: Decrease percentage of intensive students on Fuchs probes

Type: Formative

Data Source: Anecdotal and Formative Observation Data (August 2012-ongoing as needed)

Specific Targets: 80% of observation reports will document the use of instructional practices introduced during professional development activities

Strategies:

Instructional Conversations

Description: Instructional conversations are planned, goal-directed conversations on an academic topic between a teacher and a small group of students. Although instructional conversations can be used to meet any learning goal in any content area, the studies identified have focused attention on the effectiveness of instructional conversations in developing thematic understanding of literature. (Source: http://gse.berkeley.edu/research/credearchive/research/pdd/5stand_evidence.html ) WWC reports Literature Logs used in conjunction with Instructional

http://gse.berkeley.edu/research/credearchive/research/pdd/5stand_evidence.html


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Conversations have potentially positive effects on the reading achievement of ELL students. (Source: http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/WWC_ICLL_102606.pdf )

SAS Alignment: Instruction

Professional Development and Training

Description:

Professional development and training that support the need of the students and staff as well as follow the district vision.

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

Observation and Feedback

Description:

Teacher observation and feedback using the Marzano Framework.

SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction, Materials & Resources, Safe and Supportive Schools

ESL Best Practices

Description:

Teachers will receive ongoing support in the area of best practices for ELLs. This will be accomplished through ESL professional development regarding the following: WIDA "Can Do" Descriptors, ELPS, differentiation, and culturally responsive teaching. Daily lesson plans will reflect language objectives based on the "Can Do" Descriptors and English proficiency levels. The administration will monitor the implementation of ESL strategies through use of the ESL focused walk through tool.


Action Steps:

Planned Focused Professional Development

Description:

1. Develop staff meeting agendas

http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/WWC_ICLL_102606.pdf

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2. Maintain staff meeting sign in sheets 3. Complete staff meeting reflections 4. Incorporate professional development strategies into daily lesson plans 5. Design lesson plans for delivery of professional development 6. Provide feedback on observations 7. Application of best practices and strategies addressed during professional

development 8. Utilize professional learning communities to share best practices 9. Complete a yearly PD plan


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


• Professional Development and Training

Continue Instructional Practice Conversations/Reflections in Team and Data Meetings

Description:

1. Develop an agenda for team meetings 2. Complete sign in sheets 3. Complete reflection sheets for data meetings to inform instruction 4. Develop and keep current information in data binders 5. Utilize protocols for data conversations 6. Provide a time for teachers and staff to share successes and challenges


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


• Instructional Conversations

Continue Collaborative Planning as a Grade Level Team

Description:

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1. Published lesson plans in binder or U drive 2. Collaborative planning time 3. PLCs (PD agenda and sign in sheet) 4. Development of learning scales 5. Development of writing prompts and rubrics


Program Area(s): Special Education, Gifted Education, Educational Technology


• Instructional Conversations • Professional Development and Training

Instructional Practices That are Known to Improve our Economically Disadvantaged population

Description:

1. Provide professional development focused on instructional strategies 2. Incorporate data discussions about economically disadvantaged population during

team meetings 3. Implementation of suggested strategies that target the economically disadvantaged

population 4. Suggested strategies are discussed during pre and post observations 5. Lesson plans incorporate strategies that target the economically disadvantaged

population


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


• Instructional Conversations • Professional Development and Training • Observation and Feedback

Time for Peer Observation

Description:

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1. Develop peer observation schedule based on need 2. Complete peer observation using checklist aligned to Marzano framework 3. Complete reflections after peer observation with instructional coach 4. Participate in peer collaboration conferences with instructional coach


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


• Instructional Conversations • Professional Development and Training • Observation and Feedback

Provide ESL Professional Development

Description:

Staff will engage in professional development sessions regarding the WIDA "Can Do" Descriptors, ELPS, differentiation and culturally responsive teaching..


Program Area(s): Professional Education


• Instructional Conversations • Professional Development and Training • ESL Best Practices

Plan for needs of ELLs

Description:

ELL student data will be used to align instruction based on knowledge of the “Can Do” Descriptors and the ELPS. Data will be used to make adjustments to core instruction and plan appropriate tier 2 and tier 3 interventions within the RTII model that specifically align to the needs of ELLs.

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• Instructional Conversations • ESL Best Practices

Goal #3: Establish a system within the school that fully ensures consistent implementation of standards aligned curricula across all classrooms for all students.

Indicators of Effectiveness:

Type: Summative

Data Source: PSSA 2013

Specific Targets: Increase 10% for all subgroups

Type: Formative

Data Source: 4Sight (September, November, January and May)

Specific Targets: Baseline 4Sight scores will increase 10% annually and move students to the next scoring category.

Type: Summative

Data Source: DIBELS Next Benchmark (September, November, January and May)

Specific Targets: Decrease percentage of intensive students on DIBELS Next Benchmark between administations.

Type: Formative

Data Source: DIBELS Next Progress Monitoring (every 8 school days)

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Specific Targets: 65% of students progressed monitored will show a positive ROI.

Type: Summative

Data Source: EasyCBM Universal Screener (September, November, January and May)

Specific Targets: Steady increase in student accuracy on the EasyCMM screener.

Type: Formative

Data Source: Fuchs Math Probes

Specific Targets: Decrease percentage of intensive students on Fuchs probes.

Type: Formative

Data Source: Anecdotal and Formative Observation Data (August 2012 - ongoing as needed)

Specific Targets: 80% of observation reports will document the use of instructional practices introduced during professional development activities.

Strategies:

Instructional Conversations

Description: Instructional conversations are planned, goal-directed conversations on an academic topic between a teacher and a small group of students. Although instructional conversations can be used to meet any learning goal in any content area, the studies identified have focused attention on the effectiveness of instructional conversations in developing thematic understanding of literature. (Source: http://gse.berkeley.edu/research/credearchive/research/pdd/5stand_evidence.html ) WWC reports Literature Logs used in conjunction with Instructional Conversations have potentially positive effects on the reading achievement of ELL students. (Source: http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/WWC_ICLL_102606.pdf )




http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/WWC_ICLL_102606.pdf

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Instructional Coaching

Description: The purpose of Instructional Coaching is to bring evidence-based practices into classrooms by working with teachers and other school leaders. The Pennsylvania Institute for Instructional Coaching focuses on evidence-based literacy strategies and claims instructional coaching has a positive impact upon student achievement. (Source: http://piic.pacoaching.org/index.php/piic-coaching/what-is-an-instructional-coach ) WWC has identified at least one instructional coaching model that has a positive impact on achievement at the secondary level. )Source: http://ies.ed.gov/ncee/wwc/pdf/quick_reviews/myteachingpartner_022212.pdf )


Substantial Professional Development

Description: The Southwest Regional Educational Laboratory found that substantial professional development showed a positive impact upon student achievement (substantial = greater than 14 hours of focused professional development delivered via workshops or summer institutes, supported by follow-up sessions and all delivered by professional developers rather than train-the-trainer approaches). (Source: http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033.pdf )


Action Steps:

Professional Development to Support Common Core Alignment

Description:

1. Develop staff meeting agendas 2. Maintain staff meeting sign in sheets 3. Complete staff meeting reflections 4. Incorporate professional development strategies into daily lesson plans 5. Design lesson plans for delivery of professional development 6. Provide feedback on observations 7. Application of best practices and strategies to address PA Common Core 8. Utilize professional learning communities to share best practices 9. Complete a yearly PD plan




http://piic.pacoaching.org/index.php/piic-coaching/what-is-an-instructional-coach

http://piic.pacoaching.org/index.php/piic-coaching/what-is-an-instructional-coach

http://ies.ed.gov/ncee/wwc/pdf/quick_reviews/myteachingpartner_022212.pdf

http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033.pdf

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• Instructional Coaching • Instructional Conversations • Substantial Professional Development

Lesson Design Collaborative

Description:

1. The leadership team and a team of teachers will collaborate with IU 13 for LDC training

2. The LDC team will refine lesson planning and development to support curriculum alignment

3. The LDC team will provide grade level support for teachers




• Instructional Conversations • Substantial Professional Development

Professional Learning Communities

Description:

1. Teachers will work in vertical and horizontal teams to review and discuss standards aligned curricula

2. Teachers will collaboratively plan lessons to support the implementation of standards aligned curricula in every classroom




• Instructional Conversations • Substantial Professional Development

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Achievement Targets

Sub-Group Reading/Literature Math

Target 2014 Target 2014 White non-Hispanic 77.6% 82.7% Black/African American non-Hispanic Not Provided Not Provided Asian/Pacific Islander Not Provided Not Provided IEP-Special Education 36.5% 31.0% Economically Disadvantaged 59.5% 60.8% Latino/Hispanic 49.0% 66.0% American Indian/Native American Not Provided Not Provided Multi-racial/ethnic Not Provided Not Provided English Language Learners 37.0% 55.0% Performance Targets

Test Participation for PSSA Reading and Math 2013 target for the minimum percentage of students participating in PSSA–Reading: 100.0% 2013 target for the minimum percentage of students participating in PSSA–Math: 100.0%

Attendance (K-8 Only) 2013 attendance rate target for the school: 95.0%

Graduation (High Schools Only) 2013 graduation rate target for the school: Not provided

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Appendix: Professional Development Action Step Details

No Professional Development Action Steps have been identified for Thomas Wharton El Sch.

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Assurance of Quality and Accountability

We, the undersigned, hereby certify that the school level plan for Thomas Wharton El Sch in the Lancaster 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 NCLB 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 Thomas Wharton El Sch in the Lancaster SD for the 2013-2014 school-year.

Affirmed by Pedro Rivera on 6/28/2013

Superintendent of Schools

Affirmed by Arthur Abrom on 6/27/2013

Board President

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