School Improvement Plan – Guidelines and Process I. School ... · School District of the City of York/William Penn Senior High School 4-Digit School Building Code 4647 School Street

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School Improvement Plan – Guidelines and Process

I. School Level Narrative School Building Information Local Education Agency (LEA) Name/School Building Name School District of the City of York/William Penn Senior High School

4-Digit School Building Code 4647

School Street Address 101 West College Avenue, York, PA 17401

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

Name Position/Role

Building/Group/Organization

Brandon Carter Principal SDCY

Kijuan Felder Assistant Principal SDCY

Jennifer Portorreal Assistant Principal SDCY

Maurice Jones Assistant Principal SDCY

Melanie Still Special Education Principal SDCY

Dr. Jill Koser Director of Curriculum & Instruction

SDCY

Steven Patrick Data Supervisor SDCY

Lisa Tarman Distributed Leadership Team/Teacher

SDCY

Alexander Gibson Distributed Leadership Team/Teacher

SDCY

Trisha Wuerthner Distributed Leadership Team/Teacher

SDCY

Vlonda Kearse Distributed Leadership Team/Teacher

SDCY

Beth Falzone Special Education Teacher SDCY Nicholas Paduovich Student SDCY

Leeann Forseca Student SDCY Alana Barnes Parent SDCY

Charlotte Beakler Special Education Social Worker

SDCY

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Terrae Fried School Psychologist SDCY/LIU12

Dr. Laura McCusker IU12 Consultant LIU12

Tanya Morret IU12 Consultant LIU12

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

The school leadership team took several steps through a variety of venues and platforms to engage a diverse group of stakeholders in the process.

● 3/6/9: Educator Survey at Staff Professional Development Session ● 3/2019: Educator Focus Groups at department PLC meetings throughout the month of March ● 3/27/2019: Student Survey administered to student body ● 4/24/2019: Parent Survey administered at parent volunteer session ● 4/28/2019: School leaders, district curriculum and data team members, IU12 staff members, and special education

department team members met to review shared goals and priorities to align A-TSI planning with needs of special education team members for a PDE corrective action plan around the graduation rate for students with disabilities.

● 4/29/2019: Distributed Leadership Team (comprised of teachers, administrators, and other staff members) reviewed all survey results and summarized findings on Essential Practices rubric.

● 5/1/2019: Data Committee from School Improvement Plan Team reviewed additional data related to the graduation rates of students with disabilities and White students from PIMS file used for A-TSI designation. In addition, the team reviewed PVAAS, Keystone, and Curriculum Based Assessment results to identify additional trends and themes. Data Committee then finalized the Needs Assessment by aligning data from all sources to the Essential Practices Rubric. Priority areas to address were determined.

● 5/8/2019 - Full School Improvement Plan Committee meeting held to review priority areas with stakeholders and gather feedback on action planning and priority areas to address within the main Essential Practices. The committee includes teachers, students, parents, and staff. Principal Carter led the meeting, and valuable input was determined to help drive the direction of the work.

● 5/22/2019 - Draft of School Improvement Plan shared with all William Penn staff members at professional development session. A protocol for feedback was used to gain additional insight into the action plan and priority areas determined. Additional refinements to the SIP were made at this time.

● 6/25/2019 - Review of final draft of SIP with IU12 Consultant for final adjustments and revisions. Describe the role of the committee in developing this school improvement plan, as well as the intended role of the committee in the implementation and monitoring of the plan.

As described in the first section, the role of the committee has been to summarize/synthesize critical data and feedback from a wide variety of stakeholders. As we implemented various structures to gain insight into our planning process, the SCSC Committee has been a central team working to ensure all points are aligned between departments, data sources, and stakeholder groups. The SCSC members’ input has been valuable to the design process. The SCSC Committee will be the primary group responsible for monitoring components of the plan as it is rolled out to the staff. As part of the Distributed Leadership initiative at the school, the SIP Committee is well-versed in monitoring action plans and school goals across a marking period, semester, and school year. The team will receive bi-weekly updates/reports from the school leadership on the status of SIP goals and data. In addition, the full SIP team will convene at the beginning, middle, and end of the school year to monitor more significant action steps toward the plan goals. Given that the focus areas for the A-TSI designation include students with special needs, we will integrate the implementation and monitoring of the SIP with our weekly meetings with the Superintendent of Schools around special education programming at William Penn. This structure was put into place during the 18-19 school year as part of the Recovery Plan for PDE, and we will continue these meetings with a shift in emphasis to the SIP as the governing document for progress checks and weekly conversation. Areas where the district’s Recovery Plan initiatives were integrated are marked with a symbol of the specific component of the plan in the Evidence-Based Strategy sections of the A-TSI Plan.

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B. School Level Vision for Learning

Long-term Vision and the Measures of Success

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

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

your vision or students? Mission As a professional learning community, we educate the whole child by providing an engaging and challenging learning environment to ensure each student receives a premier education.

By 2022, 50.8% of the students will score proficient or higher on the Literacy Keystone Assessment. (Based on PDE Future Ready Index Goals for WPSH) By 2022, 40.8% of the students will score proficient or higher on the Algebra Keystone Assessment. (Based on PDE Future Ready Index Goals for WPSH)

Vision Through the cultivation of meaningful relationships, William Penn Senior High School embraces the diversity of all students while providing a rigorous learning environment where community pride, relevant instruction, and student ownership foster readiness for postsecondary success.

By 2021, 100% of freshman students will be on track to meet their Year 1 requirements for cohort graduation. By 2023, 100% of students in grades 9-11 will be on track to meet their grade level requirements for cohort graduation. By 2020, 100% of freshman in the designated A-TSI subgroups will have an established mentor in place for success through William Penn High School.

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II. School Level Needs Assessment

A. Identified School Community Needs:

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

● 3/6/9: Educator Survey at Staff Professional Development Session ● 3/2019: Educator Focus Groups at department PLC meetings throughout the month of March ● 3/27/2019: Student Survey administered to student body ● 4/24/2019: Parent Survey administered at parent volunteer session ● 4/28/2019: School leaders, district curriculum and data team members, IU12 staff members, and special

education department team members met to review shared goals and priorities to align A-TSI planning with needs of special education team members for a PDE corrective action plan around the graduation rate for students with disabilities.

● 4/29/2019: Distributed Leadership Team (comprised of teachers, administrators, and other staff members) reviewed all survey results and summarized findings on Essential Practices rubric.

● 5/1/2019: Data Committee from School Improvement Plan Team reviewed additional data related to the graduation rates of students with disabilities and White students from PIMS file used for A-TSI designation. In addition, the team reviewed PVAAS, Keystone, and Curriculum Based Assessment results to identify additional trends and themes. Data Committee then finalized the Needs Assessment by aligning data from all sources to the Essential Practices Rubric. Priority areas to address were determined.

● 5/8/2019 - Full School Improvement Plan Committee meeting held to review priority areas with stakeholders and gather feedback on action planning and priority areas to address within the main Essential Practices. The committee includes teachers, students, parents, and staff. Principal Carter led the meeting, and valuable input was determined to help drive the direction of the work.

● 5/22/2019 - Draft of School Improvement Plan shared with all William Penn staff members at professional development session. A protocol for feedback was used to gain additional insight into the action plan and priority areas determined. Additional refinements to the SIP were made at this time.

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

Strengths Supporting Evidence from Needs Assessment

Empower Leadership: Practice 8 Build leadership capacity and empower staff in the development and successful implementation of initiatives that better serve students, staff, and the board.

● Staff Survey and Educator Focus Groups ● Distributed Leadership Team Agendas ● UVA/PLE - 90 Day Plan teams and review

Empower Leadership: Practice 9 Organize programmatic, human, and fiscal capital resources aligned with the school improvement plan and needs of the school community.

● DL Team Focus Group ● UVA/PLE 90 Day Planning Process and goal-setting ● Analysis of school improvement plan

Empower Leadership: Practice 10 Continuously monitor implementation of the school improvement plan and adjust as needed.

● Review of DL and UVA/PLE agendas, templates, and team meeting notes

Provide Student-Centered Support Systems: Practice 12 Implement an evidence-based system of schoolwide positive behavior interventions and support.

● SPEC Coach and process at William Penn ● PBIS Fidelity Assessment (2019) ● PBIS Plan, committee, and multi-tiered system ● Schoolwide behavior plan created and central to CSST

process

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Provide Student-Centered Support Systems: Practice 14 Implement evidence-based strategies to engage families to support learning.

● Title I Audit - William Penn as exemplary school, principal being highlighted in family engagement areas

● Parent Meeting - 4/30 - Focus group on strengths/needs of school

● Parent Survey responses Provide Student-Centered Support Systems: Practice 15 Partner with local businesses, community organizations, and other agencies to meet the needs of the school

● Parent Survey ● DL/UVA focus group ● Communities in Schools - partner list ● York Cares Resource Fair - participating

agencies/families represented Foster Quality Professional Learning: Practice 16 Identify professional learning needs through analysis of a variety of data.

● Annual professional development survey ● UVA/PLE Team - PLC structures connected to 90 day

plan ● DL team - direct impact on scheduling topics based on

needs ● Act 48 feedback forms ● Educator Survey data ● Educator Focus Group responses

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

Challenges Supporting Evidence from

Needs Assessment Priority

for Planning

Primary Root Cause

EP2: Use systematic, collaborative planning processes to ensure instruction is coordinated, aligned, and evidence-based

● Staff Survey ● Staff focus groups ● PLC schedules ● Grade level

meetings

Inconsistent administrative representation, structure, and monitoring of PLCs

EP4: Identify and address individual student learning needs.

● Data meeting schedules/PLC

● Educator survey, student survey, focus groups

● Review of student data for A-TSI populations

YES No data system in place to track students across multiple indicators or to monitor progress once intervention is put in place.

EP6: Foster a culture of high expectations for success for all students, educators, families, and community members.

● Student focus group ● Educator focus

group ● Educator survey ● Student survey ● Parent survey

C-1: Do all students with a history of lower achievement have access to challenging curriculum that demands they meet high standards? C-6: Is the curriculum culturally responsive in addressing all students’ backgrounds and experiences?

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I-21: Does the amount of specialized instruction align with individual students’ needs?

EP11: Promote and sustain a positive school environment where all members feel welcomed, supported, and safe in school: socially, emotionally, intellectually, and physically.

● Student Survey ● Student focus

groups ● # white students

enrolled in Bearcat Cyber

● Educator survey

YES Staff and students are not following through with positively stated expectations. Positive relationships between students, students and staff, and staff and families is recognized by about 50-60% of the 635 students who responded to the survey. So a root cause may be the lack of pervasive positive relationships between the stakeholders. Students are not coming to school regularly.

EP13: Implement a multi-tiered system of supports for academics and behavior.

● CSST data ● Suspension data ● Academic/report

card data review

YES Lack of Fidelity to Tier 1 Instruction in academics and Universal Tier for SWPBS. The Core is not strong enough and too many students are in need of more than the core can currently provide.

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

Priority Statements Rationale Outcome Category Essential Practice #4: Identify and address individual student learning needs. Tier 1 Academic: Educators exhibit instructional flexibility and responsiveness that allows for timely adjustments based on student needs at Tier 1 (related to standards-aligned goals and learning targets).

If we strengthen the core through flexible and responsive adjustments to instruction, then more of our students’ needs may be met in the core, increasing their attainment across all academic success indicators.

Focus on Continuous Improvement of Instruction

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Essential Practice #11: Promote and sustain a positive school environment where all members feel welcomed, supported, and safe in school: socially, emotionally, intellectually, and physically. Tier 1 Social/Emotional: Leadership and staff will develop and sustain practices related to national school climate standards.

If we engage in an ongoing series of professional training that promotes cultural understanding based on our demographics, then our relationships between students and teachers will improve, contributing to a positive school climate and increase attendance.

Provide student-centered support systems

Essential Practice 13: Implement a multi-tiered system of supports for academics and behavior. Advanced Tiers: The school will actively monitor 9th grade student achievement, student assessments, instruction, and effectiveness of tiered responses to student needs throughout the school.

If we actively monitor the 9th grade student achievement, student assessments, instruction, and effectiveness of tiered response to student needs to identify students who have advanced support needs, we will be able to timely targeted supports unique to each student.

Provide student-centered support systems

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III. Measurable Goal Statements Measurable Goals: Develop SMART Goals for each established Priority. To maintain focus on priorities, no greater than 2 measurable goals per priority is recommended. Priority Statement #1: Tier 1 Academic: Educators exhibit instructional flexibility and responsiveness that allows for timely adjustments based on student needs at Tier 1 (related to standards-aligned goals and learning targets).

Measurable Goals Quarterly Benchmark #1

September 30, 2019

Quarterly Benchmark #2

December 31, 2019


March 31, 2020 By June 30, 2020, 90-100% of 9th Grade Academy teacher lesson plans (regular education and special education teachers) will include at least one evidence-based instructional strategy in core instruction to increase flexibility and responsiveness to student needs.

By September 30, 2019, more than 80% of the identified direct instruction teachers will demonstrate proficient understanding of evidence-based instructional strategies that are to be included in lesson planning (through an open-ended discussion/collaborative discussion/scenarios, etc.)

By December 31, 2019, at least 60% of direct instruction teachers will include at least one evidence-based instructional strategy in their lesson plans to increase flexibility and responsiveness to student needs.

By March 30, 2020, at least 80% of direct instruction teachers will include at least one evidence-based instructional strategy in their lesson plans to increase flexibility and responsiveness to student needs.

As a result of targeted instruction in literacy and math, by June 30, 2020 students will achieve an average Adjusted Growth Score in PVAAS on English 10 and Algebra 1/1B of 70 or higher or 43.2% of students in literacy and 33.1% in math will demonstrate statistically significant growth in Classroom Diagnostic Tool (CDT) Overall scores between Benchmark #1 and Benchmark #3. (Data targets aligned to PDE’s Future Ready Index interim goals for WP)

100% of students enrolled in English 10 and Algebra 1/1B will complete the Full CDT by September 30, 2019.

CDT data will reflect an increase of one standard error by 43.2% (English 10) and 33.1% (Algebra 1/1B) of students from the baseline scores by December 30, 2019.

CDT data will reflect a statistically significant increase in scores (two times the standard error) by 43.2% (English 10) and 33.1% (Algebra 1/1B) of students from the baseline proficiency rate by March 31, 2019.

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Priority Statement #2: Tier 1 Social/Emotional: Leadership and staff will develop and sustain practices related to national school climate standards.

Measurable Goals Quarterly

Benchmark #1 September 30, 2019


December 31, 2019

Quarterly Benchmark #3 March 31, 2020

By June 30, 2020, the attendance for all students will increase to 85.4%. (Data targets aligned to PDE’s Future Ready Index interim goals for WPSH)

By September 30, 2019, attendance for white students and students with disabilities will be 95% or better.

By December 31, 2019, attendance for white students and students with disabilities will be 95% or better.

By March 30, 2020, attendance for white students and students with disabilities will be 95% or better.

Priority Statement #3: The school actively monitors student achievement, student assessments, instruction, and effectiveness of tiered responses to student needs throughout the school.

Measurable Goals Quarterly

Benchmark #1 September 30, 2019


December 31, 2019

Quarterly Benchmark #3 March 31, 2020

By June 30, 2020, 80 % of the 2019-2020 Freshmen cohort will meet 2 of the 3 on track measures for graduation that comprise the Early Warning Dashboard System. (Data goals are set from WP’s Target in 2023 from Future Ready Index Interim Goals)

By September 30, 2019, 60% of students with disabilities in the 2019-2020 Freshmen cohort will have a regular attendance rate of 95% or better and are on-track for credit completion. By September 30, 2019, 62.6% of white students in the senior class of 2019-2020 will have a regular attendance rate of 95% or better and are on-track for credit completion. By September 30, 2019, 80 % of the 2019-2020 Freshmen cohort will meet 2 of the 3 on track measures for graduation that comprise the Early Warning Dashboard System.

By December 31, 2019, 60.3% of students with disabilities in the 2019-2020 Freshmen cohort will have a regular attendance rate of 95% or better and are on-track for credit completion. By December 31, 2019, 62.6% of white students in the senior class of 2019-2020 will have a regular attendance rate of 95% or better and are on-track for credit completion. By December 31, 2019, 80 % of the 2019-2020 Freshmen cohort will meet 2 of the 3 on track measures for graduation that comprise the Early Warning Dashboard System.

By March 31, 2020, 60.3% of students with disabilities in the 2019-2020 Freshmen cohort will have a regular attendance rate of 95% or better and are on-track for credit completion. By March 31, 2020, 62.6% of white students in the senior class of 2019-2020 will have a regular attendance rate of 95% or better and are on-track for credit completion. By March 31, 2010 80 % of the 2019-2020 Freshmen cohort will meet 2 of the 3 on track measures for graduation that comprise the Early Warning Dashboard System.

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(Targets: Used A-TSI Exit Criteria to set specific targets for the freshman class.)

By June 30, 2020, 74.9% of the current eligible seniors will meet 2 of the 3 on track measures for graduation that comprise the Early Warning Dashboard System.

By September 30, 2019, 53.5% of students with disabilities in the class of senior 2019-2020 will have a regular attendance rate of 95% or better and are on-track for credit completion. By September 30, 2019, 58.2% of white students in the senior class of 2019-2020 will have a regular attendance rate of 95% or better and are on-track for credit completion. By September 30, 2019, 74.9% of the current eligible seniors will have a regular attendance rate of 95% or better and are on-track for credit completion.

By December 31 2019, 53.5% of students with disabilities in the class of senior 2019-2020 will have a regular attendance rate of 95% or better and are on-track for credit completion. By December 31, 2019, 58.2% of white students in the senior class of 2019-2020 will have a regular attendance rate of 95% or better and are on-track for credit completion By December 31, 2019, 74.9% of the current eligible seniors will have a regular attendance rate of 95% or better and are on-track for credit completion..

By March 31, 2020, 53.5% of students with disabilities in the class of senior 2019-2020 will have a regular attendance rate of 95% or better and are on-track for credit completion. By March 31, 2020, 58.2% of white students in the senior class of 2019-2020 will have a regular attendance rate of 95% or better and are on-track for credit completion. By March 31, 2020, 74.9% of the current eligible seniors will have a regular attendance rate of 95% or better and are on-track for credit completion.

By June 30, 2020 78.4% of the current sophomores and juniors will meet 2 of the 3 on track measures for graduation that comprise the Early Warning Dashboard System. *Targets set from A-TSI Exit Criteria 2022 - Sophomores 2021 - Juniors

By September 30, 2019, 67.1% of students with disabilities in the Sophomore and Junior Cohort will have a regular attendance rate of 95% or better and are on-track for credit completion. By September 30, 2019, 67% of white students in the Junior Cohort will have a regular attendance rate of 95% or better and are on-track for credit completion.

By December 31, 2019, 67.1% of students with disabilities in the Sophomore and Junior Cohort will have a regular attendance rate of 95% or better and are on-track for credit completion. By December 31, 2019, 67% of white students in the Junior Cohort will have a regular attendance rate of 95% or better and are on-track for credit completion.

By March 31, 2020, 67.1% of students with disabilities in the Sophomore and Junior Cohort will have a regular attendance rate of 95% or better and are on-track for credit completion. By March 31, 2020, 67% of white students in the Junior Cohort will have a regular attendance rate of 95% or better and

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By September 30, 2019, 78.4% of the current sophomores and juniors will meet 2 of the 3 on track measures for graduation that comprise the Early Warning Dashboard System.

By December 31, 2019, 78.4% of the current sophomores and juniors will meet 2 of the 3 on track measures for graduation that comprise the Early Warning Dashboard System.

are on-track for credit completion. By March 31, 2020, 78.4% of the current sophomores and juniors will meet 2 of the 3 on track measures for graduation that comprise the Early Warning Dashboard System.

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IV. VI. Action Plans

A. Evidence-Based Strategies Priority Statement #1: Tier 1 Academic: Educators exhibit instructional flexibility and responsiveness that allows for timely adjustments based on student needs at Tier 1 (related to standards-aligned goals and learning targets).

Measurable Goals Evidence-Based Strategy By June 30, 2020, 90-100% of 9th Grade Academy teacher lesson plans (regular education and special education teachers) will include at least one evidence-based instructional strategy in core instruction to increase flexibility and responsiveness to student needs.

Data Driven Instruction: Using Student Achievement Data to Support Instructional Decision Making

1. Make data part of an ongoing cycle of instructional improvement (Tier 3)

2. Establish a clear vision for schoolwide data use. (Tier 3) 3. Provide supports that foster a data-driven culture within the school.

(Tier 3) 4. Develop and maintain a districtwide data system (Tier 3)

*York City Recovery Plan Strategy, Partnership for Leaders in Education District “Big Rock” for 19-20 School Year

Organizing Instruction and Study to Improve Student Learning

1. Space learning over time. (Tier 2) 2. Interleave worked example solutions with problem-solving

exercises. (Tier 2) 3. Combine graphics with verbal descriptions. (Tier 2) 4. Connect and integrate abstract and concrete representations of

concepts. (Tier 2) 5. Use quizzing to promote learning. Use pre-questions to introduce a

new topic. (Tier 3) 6. Use quizzing to promote learning. Use quizzes to re-expose

students to key content. (Tier 1) 7. Help students allocate study time efficiently. Teach students how to

use delayed judgments of learning to identify content that needs further study. (Tier 3)

8. Help students allocate study time efficiently. Use tests and quizzes to identify content that needs to be learned. Tier 3).

9. Ask deep explanatory questions. (Tier 1) (Organizing Instruction to Improve Student Learning (IES))

As a result of targeted instruction in literacy and math, by June 30, 2020 students will achieve an average Adjusted Growth Score in PVAAS on English 10 and Algebra 1/1B of 70 or higher or 43.2% of students in literacy and 33.1% in math will demonstrate statistically significant growth in Classroom Diagnostic Tool (CDT) Overall scores between Benchmark #1 and Benchmark #3.

Instructional coaching helps teachers take all ideas and practices learned and implement them in useful ways to foster student achievement. They provide intensive, differentiated support and observe educators teaching practices so they can provide constructive feedback. They also actively engage teachers in supportive practices that are embedded in meaningful growth conversations. (Thomas, et al., 2015) Aligned SDCY Recovery Plan Strategies:

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Measurable Goals Evidence-Based Strategy By June 30, 2020 the attendance for all students will increase to 85.4%.

Developing a Positive School Climate: “Research shows that when schools and districts focus on improving school climate, students are more likely to be engaged, to develop positive relationships with each other and adults, and to demonstrate positive behaviors. Research has shown that the benefits of an improved school climate include measurable improvements in student performance on assessments, graduation rates, and attendance. Research further suggests that a positive school climate can improve students’ grade point average. A positive school climate can also lead to a reduction in the drop-out rate and to higher reported rates of teacher satisfaction. Conversely, research indicates that schools with negative school climates adversely affect student health, wellbeing and achievement. Negative, hostile or disorderly school climates can result in fear and avoidance, which in turn leads to negative effects on attendance, student learning and participation in student activities.” ESSA Guide to School Climate (Tier 3 Evidence)


Measurable Goals Evidence-Based Strategy By June 30, 2020, 80 % of the 2019-2020 Freshmen cohort will meet 2 of the 3 on-track measures for graduation that comprise the Early Warning Dashboard System.

"The Early Warning Intervention and Monitoring System is a systematic approach to identifying students at risk of not graduating on time, assigning them to interventions, and monitoring their progress. The goal is to get at-risk students back on track for on-time graduation." (American Institutes for Research) Aligned SDCY Recovery Plan Strategy: Ninth Grade Academy: The combined interventions of tutoring, adult mentors, and credit recovery delivered in a ninth grade academy setting were observed to be effective in decreasing dropout rate. Aligned SDCY Recovery Plan Strategy: READ 180® is designed for struggling readers two or more years below grade level. Combining online and direct instruction, assessment, and teacher professional development, READ 180® is delivered in 90-minute sessions that include whole-group instruction, three small-group rotations, and whole-class wrap-up. Small-groups include individualized computer instruction, small-group instruction, and independent reading. READ 180® is designed for students in elementary through high school (HMH, 2019). Aligned SDCY Recovery Plan Strategy:

By June 30, 2020, 74.9% of the current eligible seniors will meet 2 of the 3 on

Career Academies: Small learning communities in low-income high schools, combining academic and technical/ career curricula, and offering workplace opportunities through partnership with local employers. (Top Tier Rating from Social Programs That Work)

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track measures for graduation that comprise the Early Warning Dashboard System.

Check & Connect is a dropout prevention program that has two main components. The "Check" piece determines student engagement through the "checking" of student performance; the "Connect" piece utilizes program staff to provide individualized attention to students, in connection with school personnel, family members, and community service providers. (Tier 3 Evidence) Aligned SDCY Recovery Plan Strategy:

By June 30, 2020 78.4% of the current sophomores and juniors will meet 2 of the 3 on track measures for graduation that comprise the Early Warning Dashboard System.

Career Academies: Small learning communities in low-income high schools, combining academic and technical/ career curricula, and offering workplace opportunities through partnership with local employers. (Top Tier Rating from Social Programs That Work) Check & Connect is a dropout prevention program that has two main components. The "Check" piece determines student engagement through the "checking" of student performance; the "Connect" piece utilizes program staff to provide individualized attention to students, in connection with school personnel, family members, and community service providers. (Tier 3 Evidence)

School-based Title I funds are directly aligned to this School Improvement Plan

The Distributed Leadership/Partnership for Leaders in Education team is the primary group of stakeholders who will monitor the implementation of the SIP. All 90 Day Plans and DL Action Plans are directly aligned to the goals and strategies outlined in the SIP.

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B. Action Plan Steps Priority Statement #1: Tier 1 Academic: Educators exhibit instructional flexibility and responsiveness that allows for timely adjustments based on student needs at Tier 1 (related to standards-aligned goals and learning targets).

Action Steps Materials/Resources/Supports Needed

Person(s)/ Position

Responsible

Implementation Timeline

Using identified instructional strategies, create guiding document with core principles, teacher and student look fors

Instructional leadership team members

Carter Koser

By August 17, 2019

Develop agreed upon lesson plan components and expectations that reflect the identified instructional strategies.

Sample lesson plans August Teacher Week PD Time

Felder Koser 9th Grade Academy Teachers

By September 30, 2019

Create “William Penn Coaching Handbook” with instructional coaching plan, timeline and schedule for English 9, Biology 9, and Algebra I and II

Title I Funds - Coaches LIU12 Consultants

McCusker Koser Coaches


Complete curriculum writing and common assessments for English 10

Title I Funds LIU12 Consultants

By June 30, 2020

Clarify MTSS system/framework for 9th and 10th grade core instruction and advanced tiers

● 2 Additional Math Teachers from Title I funds

● Fidelity to Tier 1 Checklist

LIU12 - MTSS Series Carter Koser Felder Portorreal

Ongoing 19-20 School year

Create Data Driven Instruction plan addressing CDT implementation plan in order to ensure common assessment is in place to use across the school

LIU12 Consultants CDT Module

Patrick Carter


Increase access to blended learning opportunities in the core

Title I - Laptops Title I - Keystone Coach subscription Title I - Agile Mind Program

Carter By September 30, 2019

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Anticipated Outputs:

● Clear framework for instructional expectations using research-based practices for struggling learners ● Variety of instructional options in order to provide all types of learners with appropriate tools/strategies

to enhance their success ● Completion of curriculum and assessment strategies in order to ensure core instruction can be effectively

implemented using district-adopted resources

Monitoring/Evaluation Plan:

The school has two established teacher leadership teams - Distributed Leadership Team and the Partnership for Leaders in Education (PLE) “Big Rocks” team. While both teams will review progress toward the identified goals and action steps on a monthly basis, the DL team will be charged with creating a dashboard to share implementation success with the entire faculty at monthly staff meetings. At the district level, the Director of Curriculum & Instruction will convene quarterly SIP review sessions to support the high school team in implementing the work as outlined in the plan. The Data Supervisor will prepare reports at the established Quarterly Benchmark dates in order to review effectiveness of implementation. In addition, the district “Shepherd” for the PLE “Big Rocks” initiative will meet bi-weekly with the high school principal to ensure ongoing support and accountability for initiative implementation.

Expenditure (Brief Description) Funding Source Cost

2 Math Coaches (LIU12) Title I $24,000 per coach

English 10 Curriculum Writing (LIU12) Title I $10,000

Instructional Coaching - English 9, Biology 9 Title I $24,000 (1 coach)

Mathematics Teachers in Freshman Academy Title I $175,000

Keystone Coach Subscription Title I $7,000

CDT Implementation Plan & Support Title I $5,000

Laptops/Tablets - Blended Learning Title I $50,000

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Instructional Flexibility - Professional Learning Goal 1: All staff at the high school will be trained in analyzing data for instructional purposes.

Audience All teaching staff

Topics to be Included

Effective data analysis Co-creation of Common Commitments in PLCs Co-creation of data structure/protocol for CDT use and common assessment use within curriculum documents Understanding the CDTs and how to best utilize the data in your classroom

Evidence of Learning

PLC Protocols/Logs Individual Response to Learning Plans (created by teachers)

Anticipated Timeframe

August Teacher Week - Introduction PLCs - Ongoing Faculty Meeting - September - Using CDTs October 9th and February 12th District Data Days - Analysis, Response to Learning Plans

Lead Person/Position

Brandon Carter/Principal Steve Patrick/Data Supervisor

Instructional Flexibility Professional Learning Goal 2: All staff will be trained on the components of the instructional practices identified in this goal so that they are able to apply the practices to their classroom needs identified in the data analysis.

Audience All teaching staff

Topics to be Included

Introduction to identified research-based instructional strategies Planning a unit of instruction incorporating the instructional strategies Supporting all learners in using the instructional strategies (ELL, students with IEPs)


Formative assessment results from individual courses Analysis of teacher lesson plans Building walkthrough data - evidence of instructional practices in action


Enter Start Date: August 12, 2019 Check-In Date: September 30, 2019 Anticipated Completion Date: June 30, 2020

Lead Person/ Position

Kijuan Felder, Assistant Principal LIU12 Consultant

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Person(s)/Position Responsible


Create Access Card information for resources/supports (Crisis Support Team) available for students and post on every classroom/office door.

Masco By August 17, 2019

Apply for School Climate Transformation Grant

LIU12 support Jones By grant deadline

Provide training for all staff on the Trauma Informed Classroom and administer Pre and Post test

School Psychologist Team IU Team

August 12-15, 2019

Provide each staff member a Trauma Informed Classroom Toolkit to have readily available

Fried/Masco By August 17, 2019

Convene School Climate Committee Staff, LIU School Climate Coach, School Climate Team

Bldg Principal By September 15, 2019

Create Survey Engagement Plan Survey Engagement Plan for Staff, School, PArent/Family, Parent


Set-up Survey links PDE Contact 814.262.9695.


Administer Survey Paper copies available on request

Bldg Principal October 1-October 31, 2019

Audit Data and Support Services School Climate Team, LIU School Climate Coach

Bldg Principal By November 30, 2019

Attend Network Meetings School Climate Team, LIU School Climate Coach

Bldg Principal Dates to be determined

Analyze Data and Prioritize Areas School Climate Team, LIU School Climate Coach

Bldg Principal By Jan 31, 2020

Create a plan and share with staff for feedback

School Climate Team, LIU School Climate Coach

Bldg Principal By March 31, 2020

Revise Plan and re-distribute to staff School Climate Team, LIU School Climate Coach

Bldg Principal By June 30, 2020

Take consensus Vote School Climate Team, LIU School Climate Coach

BLDG principal By June 30, 2020

PBIS - Fidelity to Tier 1 Practices - Obtain recognition during 19-20 school year.

● Increase school pride and alumni contributions

PaTTAN Support and Training

Maurice Jones SY 19-20

Implement Positive Action Program for Funding for materials Melanie Still/Special By November 30,

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Social-Emotional Learning for students with disabilities based on special education corrective action plan approved by PDE.

Training Support for implementation plan

Education Principal 2019

Create “full service community school” framework to increase community involvement and give-back

Communities in School Staff

By October 30, 2019

Anticipated Outputs: Staff Buy-in for Improving School Climate Identify Action Plan for improving school climate Monitoring/Evaluation Plan: Plan will be deemed successful when consensus (80% of staff) support the plan with some reservations or higher as determined by the following scale 1- Not Support at all 2 - Not supporting yet, need more information 3 - Support Plan with some reservations 4. -Support Plan, no reservations 5. -Support plan, interested in leading the work

Expenditure (Brief Description) Funding Source Cost On-Site Coaching from Certified School Climate Coach

Title I 950 Per day

Substitutes for School Climate Team to attend Network Sessions

Title I 125/day

PBIS/Trauma Informed Schools Training & Technical Assistance - Dyane Carerre Consulting

Title I $550/day

Positive Action Program Special Education $15,000 PBIS Student Incentives District Budget $5,000 Hire additional Communities in School staff member

Title I $80,000

School Climate Professional Learning Goal 1: Staff will understand components of School Climate survey. Audience All Staff Topics to be Included

School Climate, equity, prosocial behavior, academic rigor, social emotional learning, school safety


Team response through collaborative meetings


Enter Start Date: July 1, 2019 Anticipated Completion Date: June 30, 2020


Brandon Carter/Principal

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School Climate Professional Learning Goal 2: School Climate Team will analyze climate data and action plan around Social Emotional Learning, Academic Rigor and Challenge, School Safety, and Student Supports. Audience School Climate Team, Topics to be Included

Unpacking the Data Translating Research into Action Priority Grid Action Planning


Audit of Data Sources Audit of Support Services Data Analysis around Social Emotional Learning, Academic Rigor and Challenge, School Safety, and Student Supports Social Emotional Learning Completed Action PlanAcademic Rigor and Challenge, School Safety, and Student Supports


Enter Start Date: July 1, 2019 Check-In Date: January 31, 2020 Anticipated Completion Date: June 30, 2020

Lead Person/Position

Brandon Carter/Principal



Person(s)/Position Responsible


Evidence Based Strategies: Early Warning System & Freshman Academy

Determine criteria for identifying at-risk students from at least the following data points:

1. PSSA Data 2. Math and Read 180 3. Discipline Data from 8th grade 4. Attendance data from 8th

grade 5. Early warning system 6. Student age

Early Warning System components

Kijuan Felder Maurice Jones Melanie Still

August 31, 2019

Create student weekly matrix template Student Weekly Matrix:

1. Attendance 2. Grades 3. Discipline 4. Parent Phone calls 5. Meeting with parents 6. Meetings with counselor,

social worker, case manager


Create specific data collection and management plan for weekly review meetings

Consultation with Data Supervisor


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Develop action plan template and communication system for students who are not on-track

Google Drive accounts for staff members


Determine meeting schedules (parents, student, team)

9th Grade Academy Teachers

Hold/attend weekly meetings 9th Grade Academy Teams

Share one-page output reports of at-risk students

Evidence-Based Strategies: Career Academies/Check & Connect Finalize infrastructure for 11th & 12th grade Career Academies

Brandon Carter Jennifer Portorreal Counselors

Ensure all staff in Career Academies understand dashboard/monitoring system


Create schedule of meetings to use monitoring system within Career Academies


Train all staff in Check & Connect program

PD Calendar Communities in Schools Support Specialist

Co-Create “Check & Connect Guidelines” with staff involved

Communities in Schools Support Specialist

Identify list of students to include in Check & Connect program from Day 1 of school (10th - 12th grade).


Create plan for initial implementation of Check & Connect


Clearly define the MTSS Framework for Remediation/Enrichment Supports through the integration of: • Afterschool tutoring program • SAT/ACT Preparation elective • Credit Recovery options (Saturday

School, After School)

High School Admin Team Counselors Fitch

Anticipated Outputs: ● Fully developed MTSS framework based on specific plans for students at each grade level ● Intentional focus on 9th and 10th grade students’ learning opportunities and results ● Clear guidelines/plan for Check & Connect ● Clear handbook/plan for Career Academies (frameworks)

Monitoring/Evaluation Plan: The school has two established teacher leadership teams - Distributed Leadership Team and the Partnership for Leaders in Education (PLE) “Big Rocks” team. While both teams will review progress toward the identified goals and action steps on a monthly basis, the DL team will be charged with creating a dashboard to share implementation success with the entire faculty at monthly staff meetings. At the district level, the Director of Curriculum & Instruction will convene quarterly SIP review sessions to support the high school team in implementing the work as outlined in the plan. The Data Supervisor will

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prepare reports at the established Quarterly Benchmark dates in order to review effectiveness of implementation. In addition, the district “Shepherd” for the PLE “Big Rocks” initiative will meet bi-weekly with the high school principal to ensure ongoing support and accountability for initiative implementation.

Expenditure (Brief Description) Funding Source Cost After School Tutoring Title I $100,000 Credit Recovery Program Title I $100,000 ACT/SAT Elective Title I $20,000

Professional Learning Goal 1: All staff will be trained on the components of the Check & Connect model and how to best utilize with students on their assigned caseload as part of the PBIS system. Audience All WPHS staff members Topics to be Included

Check & Connect model Integrating the model into Tier 2 PBIS Strategies Systems to identify and respond to student needs (Early Warning System)


In grade level teams, teachers will keep records of the students with whom they are using the Check & Connect system. Anecdotal records and/or student notes will be maintained and reviewed by administrators.


October 2019 Inservice Day


Maurice Jones, Assistant Principal Communities in Schools Staff

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V. Communications Plan for School Improvement

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

Communication Steps and Timelines:

Communication

Strategies

Audience

Purpose of Message

Anticipated Timeline

Cycle of Improvement overview for Staff

Some Staff Introduce the Cycle of Improvement Process

January 23, 2019

Educator Survey during professional development

Staff To assist with completing the needs assessment and have the input of educators

March 6, 2019

Educator Focus Groups

Staff To drill down to specific needs and possible solutions using the focus group

March 2019

Student Survey Students To assist with completing the needs assessment and have the input of students

March 27, 2019

Parent Survey Parents To assist with completing the needs and have the input of parents

April 24, 2019

Shared Goals Meeting to review goals and priorities

School Admin, Curriculum and Instruction Director, Data Team Members (Central Admin), IU12 Staff members, Special Education Teacher, Students, Counselors

To align goals and priorities with A-TSI and use the Special Education corrective action plan for graduation cohort data

April 28, 2019

Review, analyze and summarize survey results and findings on Essential Practices Rubric

Distributed Leadership Team (Admin & Teachers)

To summarize the findings based on the Essential Practices rubric and see that all is aligned and prepared for the next A-TSI steps

April 29, 2019

Review data and finalize the Needs Assessment

School Improvement Data Committee

Review critical data such as PVAAS, Keystone to identify trends that will lead to

May 1, 2019

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root causes and priority areas.

Full School Improvement (A-TSI) Plan Committee Meeting

Students, Staff, To gather feedback on action planning and priority areas within the Essential Practices

May 8, 2019

Draft School Improvement Plan shared with all staff at professional development

Staff Using the protocol for feedback will allow for additional insight and refinement to the School Improvement Plan (A-TSI)

May 22, 2019

Post the Draft A-TSI on the district website for 30 public comment and review

All Stakeholders To notify the public of the plan is available for review and to receive their feedback using an embedded link

May 29, 2019

A-TSI Final Steps Meeting

Admin, Curriculum and Instruction Director, IU12 Consultant

To finalize action steps and communication steps

June 19, 2019

Gathering of signatures and submission of the A-TSI Plan

School Board President, Superintendent, Principal, and IU12 Consultant (School Improvement Facilitator)

To finalize and accept the plan with the assurance of quality and accountability

June 27, 2019

Share & Review copies at Orientations

Parents & Students Share and answer any questions that parents and students may have about improvement plan as it applies to them and their student

July 15-17, 2019 August 5, 2019

Post to the school district and school website

All Stakeholders (Staff, Community, Parents and Students)

Serve as notification of the ability to view the school plan.

August 1, 2019

Send letter home

Parents & Students Serve as notification that we are an A-TSI (especially for the families that are new) and how they can access the plan and submit any questions they may have

August 30, 2019

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Review the plan with Staff at Professional Development

Staff Share with the staff to reinforce this plan drives what we do to and what they need to do to meet the exit criteria of ATSI and meet the needs of our students.

August 13-17, 2019

Share at monthly community meetings

Community Share with the community and reinforce how their support of the goals and action steps will make an impact in the community. Also to review the status of progress.

Every 3rd Thursday starting September 19, 2019

Share at monthly Title I Parent & Family Engagement Meetings

Parents, Students, and Community

Review the status of progress and to answer any questions


Monthly Implementation Meetings

Identified personnel for each priority area and schedule

Monitor the priority statement and goals using evidence-based strategies and action steps at the monthly Department/Grade Level/PLC Meeting using a feedback protocol to actively monitor the progress of the plan


Quarterly Check In Meetings

A-TSI Steering Committee & DL Team Members (Staff)

To actively monitor the progress of the plan using the monthly feedback/data received from the implementation meetings; this will determine the course and if any modifications are needed

November 11, 2019 February 3, 2020 April 20, 2020

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VI. Plan Submission Affirmations

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

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

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

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

● Addresses all the required components prescribed by the Pennsylvania Department of Education

● Meets ESSA requirements ● Reflects evidence-based strategies that meet the three highest levels of evidence outlined in

ESSA

● Has a high probability of improving student achievement ● Has sufficient LEA leadership and support to ensure successful implementation

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See attached PDF file with signatures. The LEA has decided to have the board president sign on behalf of the school board with full approval in September, 2019 when the remaining district schools are reviewed and approved. With this Assurance of Quality & Accountability, we, therefore, request that the Secretary of

Education and the Pennsylvania Department of Education grant formal approval to implement

the school level plan submitted by (School Name) ____ _________________________________ for

the ______-_______ school year.

Board Approval: Date of Board Meeting: __________________________________________ Board President: _______________________ _____________________________________ _______________________ Name (printed) Signature Date Superintendent of Schools/Chief Executive Officer: _______________________ _____________________________________ _______________________ Name (printed) Signature Date Building Administrator: ____________________ _____________________________________ _______________________ Name (printed) Signature Date School Improvement Facilitator: _______________________ _____________________________________ _______________________ Name (printed) Signature Date Scan and insert the signed Assurances Pages

Documents

School Improvement Plan – Guidelines and Process I. School ... · School District of the City of York/William Penn Senior High School 4-Digit School Building Code 4647 School Street