The Governor’s Expanding Excellence Competitive …static.pdesas.org/Content/Documents/Reading - Marion-Walker ES...The Governor’s Expanding Excellence Competitive (Mentoring)

The Governor’s Expanding Excellence Competitive (Mentoring) Pilot Grant 2014

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District: Bellefonte Area School District (www.basd.net)

Superintendent: Cheryl A. Pottage, ED. ([email protected])

District Enrollment: 2,678

School: Marion-Walker Elementary (http://www.basd.net/Domain/541)

Principal: Charlene M. Yon tosh

Principal Contact Information: [email protected] 814-357-2425

School Enrollment: 334 Title I School: Yes

Aid Ratio: .5190

Economically Disadvantaged: 26%

English Language Learners: .03%

Special Education: 14%

Lead Grant Contact: Pam Viviana ([email protected])

PLC Moderator Michelle Saylor, ED. ([email protected])

SPP Indicator: Reading/Literature – Percent proficient or advanced on PSSA/Keystone Exam

Strategy: Our strategy focused on a systemic overhaul of our teaching and our learning process that included data analysis procedures and protocols, addressing effective classroom instruction, engaging community partnerships and back mapping curricula to meet individual student needs.

Reading Achievement Through School Initiatives and Community Partnerships

While many approaches lend themselves to system change and contribute to the overarching success of Marion-Walker students, this endeavor identifies a two-pronged approach to meeting the needs of all of its students. Targeted intervention and support and parent/community involvement through volunteerism are attributed to making academic gains within its student population.

mailto:[email protected]


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The first prong of our initiative of meeting the needs of all students is through targeted intervention and support. In order to accomplish this, effective instructional practices, back mapping and RtII (Response to Instruction and Intervention) has been adopted throughout the school. Marion-Walker’s Response to Instruction and Intervention (RtII) dedicates a specific time to provide both enrichment and intervention to all students. Three to four days per six day cycle for 30 minutes each session is set aside to identify homogenous groups of students holding similar needs. These students are assigned to highly qualified staff to receive instruction, intervention and support. The targeted areas of need are determine through classroom based measurements and AIMSweb assessment. We, at Marion-Walker recognize the need to provide high quality, research based instruction to the students who hold skill deficits as well as those who need new and ever reaching challenges. Through RtII we are able to support this vast range of instructional abilities. Grade level teachers meet to analyze data and determine the skill areas to be targeted. Time to meet and plan for RtII is provided throughout the school year. There is also time allotted to review data and adjust instruction or intervention if necessary. During the 2014-2015 school year, Marion-Walker’s RtII has expanded to four days per six-day cycle for 30 minutes each session. It has also targeted intervention that provides for adolescent decoding as this is an area of need as identified by both our Middle School and High School. Through the Department of Education’s Teacher Effectiveness initiative, Marion-Walker staff will design SLOs (Student Learning Objectives) around their work through the RtII process. The SLO will provide teachers with a mechanism to target and monitor student growth and achievement. The second prong of our initiative is to increase volunteerism through parent and community involvement. This effort required an adoption of an organized volunteer program. The program was led by a designated volunteer coordinator. This is also a position which is voluntary. The district’s Board of Directors has adopted specific policy that identifies requirements necessary for individuals to volunteer within classrooms and schools. In addition to programming, it was necessary for the Marion-Walker Parent Teacher Organization (PTO) to identify specific events and activities that support academic growth within English Language Arts. Finally, to embrace senior community members, a program entitled Senior Motivators in Learning and Education Services (SMILES) was established.


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Goals

Develop procedural analysis and data protocols. Address effective classroom instruction. Back map curricula. Engage community partnerships.

Change in Culture

In order to achieve the goals outlined in this endeavor, it is necessary for staff, students, and community to believe the following:

Parents and community can contribute to student achievement. The community is welcomed and utilized in a manner that supports student

achievement. Instructional time is “sacred” and cannot be replaced. Time within the instructional day can be dedicated to accomplish the goals established. All students can grow and achieve. Both students who are at risk and students who are advanced have academic needs.

Rationale School Initiatives Marion-Walker developed a School Improvement Plan and 2011-2012 data was reviewed. As a result of the PSSA data review the following was determined: -Grades 3-4-5 (over 80% of the students scored advanced and proficient). -There was an overall decrease of 2% in PSSA reading scores. -Overall, Marion-Walker would not meet the State’s growth standards set. -Specifically, fifth grade showed a negative growth measure. -At the current trajectory, Marion-Walker would not make AYP in reading in 2013 (91%). Goals of procedural analysis and data protocols, effective instructional practices, curricula back mapping and implementation of RtII (Response to Instruction and Intervention) were set to support improvement from these findings. All of the goals within the Improvement Plan were set to target student growth and overall increase in student performance.


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Specifically, Response to Instruction and Intervention is an approach that Marion-Walker took because it provides a model which can support all of the students. Mary K. Lose (2007) outlines the components described in the Individuals with Disabilities Education Act (IDEA) and provided a guide for us to implement the RtII approach: “early identification and intervention based on data; effective, intensive and evidence-based instruction; progress monitoring; and a multi-tiered problem-solving team.” The National Association of State Directors of Special Education (NASDSE) coupled with Susan Hall (2008) indicate that Response to Intervention provides a “collaborative effort” where teachers work together and collectively take responsibility to help all students to learn to read. Community Partnerships To determine how to approach the bolstering of parent involvement, we look to the work of Joyce Epstein. According to Joyce Epstein of Johns Hopkins University, Center on Schools, Family and Community Partnerships, types of school/parent partnerships can be categorized into six groups: parenting, communicating, volunteering, and learning at home, decision-making and community collaboration. A survey conducted in (2007) by the National Center for Educational Statistics Parent and Family Involvement in Education concluded that the highest percentage (89%) of parent involvement in schools was by attending at least one school or PTO/PTA meeting since the start of the school year and the lowest percentage (46%) of parent involvement was volunteering. This led Marion-Walker to the question: how might we boost involvement via volunteerism as our means to get parents involved and increase student performance? To address the need to boost volunteerism, Marion-Walker developed a volunteer program. Our process to becoming a volunteer is easy and allows us to utilize the adult in a variety of ways. Adults wishing to become volunteers must submit necessary clearances and a signed statement of confidentiality for review and school board approval. A Volunteer Handbook for reference was developed to keep volunteers informed and consistent with expectations. As an incentive to include our 60+ year old community members in our volunteering initiative, we have adopted the SMILE (Senior Motivators in Learning and Education Services) program. This program provides the overall community of adults 60+ with the enticement to volunteer. In exchange for 100 hours of volunteer services, they receive up to $500 forgiveness from their real estate tax. We tap into the time and talents of our parents and community providing individual and small group instructional support, assisting with special projects, reading to students, and providing instructional coaching to students.


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The Marion-Walker PTO is also “on board” for contributing to the overall success of its students. The PTO at Marion-Walker is a special organization and their dedication to our students provides many educational opportunities that would not otherwise be met. They provide funding for Promethean Boards in each classroom, instructional materials, educational field trips, teacher support and recognition and playground equipment. In the 2013-2014 school year, we have logged 127 volunteers in our school for a total of 2,588 volunteer hours. Parents and community members have committed to our students and the work that they do, has contributed to performance.

Action Steps to Implementation

Step Action Duration

COMMUNITY PARTNERSHIP INITIATIVES Goals:

Engage community partnerships

1 Identify current building culture. Explore ways to improve upon that culture.

July/Aug. or prior school year

2 Volunteerism - present to school board a plan for increasing volunteerism - develop board policy relative to volunteers - create procedures for volunteers - designate a person to coordinate the volunteer effort - develop a published volunteer handbook - investigate the adoption of the Senior Motivators in Learning and Education Services Program (SMILES) - inform staff about procedures relative to volunteers

Prior to school year

3 Generate increased community buy in. - post school accomplishments - develop positive customer service relationships - review and create opportunities to increase communication with community - review and create opportunities to increase community Involvement within the school

September-throughout school year


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4 Generate increased staff buy in. - seek out building/staff leadership - match talents to needs within initiatives - identify initiatives and break down into manageable tasks - teachers/staff identify their interests and talents to the tasks - celebrate along the way

September-throughout school year

5 Volunteerism - roll out information pertaining to volunteer program to parents and community

September

6 Volunteerism and PTO (Parent/Teacher Organization) - attend PTO meetings (teachers/principal) - utilize PTO as a vehicle to increase community involvement through targeted activities - parent volunteers to staff computer labs in the evening for student access to Reading Counts - family literacy activities - conduct Book Fair - Dr. Seuss “Read Across America” activities - conduct used book sale - provide book distributions to students

September-throughout school year Tuesday Evenings October/March February March March Quarterly

SCHOOL INITIATIVES Goals:

Develop procedural analysis and data protocols. Address effective classroom instruction. Back map curricula.

1 In building level teams, review academic data and identify strengths/weaknesses.

Prior School Year

2 Develop building goals and initiatives as a result of data review.

September or Prior School Year

3 Create building systems supportive of targeted initiatives September-


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(e.g. RtII). throughout school year

4 Continually build leadership capacity within the building. Ongoing

5 Support ongoing embedded professional development (e.g. effective instructional practices, RtII, Data Team Protocol).

Throughout School Year

6 Consistent use of data analysis procedures and protocols. Throughout School Year

7 Provide grade and/or data team time to analyze data and plan for intervention.

Throughout School Year

8 Develop RtII Handbook for faculty. Prior to School Year

9 Hold team meetings to discuss and develop strategies for targeted student needs.

Monthly

10 Model instructional strategies for parents during Elementary Student Team Meetings (EST).

Monthly

Personnel Engagement

Role Responsibility (ies) Degree of Engagement High/Medium/Low

Superintendent/ Assistant Superintendent

-Assurance of financial resources -Lead policy making process with the school board -Ensure volunteer procedures are cohesive -Oversee development of curriculum that aligns to the PA Academic Standards -Secure resources that correlate to the curriculum. -Provide professional learning opportunities for administration

High


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-Assist building administration in data collection, warehousing and management supportive to building initiatives -Guide building administration through building improvement planning -Develop customer service procedures

Principal/VP -Participate in Professional Learning Community -Develop building systems and schedules -Identify staff and materials resources -Attend PTO meetings -Participate in community involvement activities -Attend planning development of School Wide Program -Ensure volunteer procedures and protocols are adhered to -Attend Elementary Study Team meetings -Equip staff with data resources and protocol to determine instructional planning and design -Lead in the development of a school improvement plan -Celebrate along the way

High

Teachers -Participate in Professional Learning Community -Participate in data/grade level teams

High


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-Analyze data/make subsequent instructional decisions -Provide intervention/enrichment opportunities -Attend PTO meetings -Participate in community involvement activities -Attend EST Meetings -Participate in School-wide planning and activities -Celebrate along the way

Literacy Coach -Lead English Language Arts grade level meetings and professional learning opportunities -Coordinate ELA assessment review and planning -Work closely with teachers on ELA best instructional practices

High

Counselor -Lead Elementary Study Team meetings -Chair School wide committee in planning and development

High

Paraprofessionals -Assist in intervention/enrichment opportunities -Participate in School-wide Positive Behavior programming and activities -Assist with community involvement Activities -Ensure volunteer and customer service procedures are followed -Celebrate along the way

High

Volunteer -Coordinate volunteer policy and High


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Coordinator procedures -Collect data relative to volunteerism

Parents/Community -Volunteer/participate in educational opportunities within the school plan -Celebrate along the way

High

Professional Development Timeline

Date Description Delivered by

September (ongoing) RtII Principal

(ongoing) Data team Data protocol Data analysis

Assistant Superintendent Principal Vice Principal Literacy Coach

September Volunteer procedures Principal Volunteer Coordinator

Quarterly English Language Arts (best practices)

Literacy Coach

June/July/August Assessment (review/decision making/handbook)

Literacy Coach

September/October/May School-wide Positive Behavior CIU 10

September (ongoing) Customer Service Superintendent/Admin. Assistant to the Superintendent

May Writing Lucy Calkins/CIU10

September (ongoing) Student Learning Objectives (pilot) CIU10

April Assessment Literacy CIU10

May RtII Implementer’s Forum Patten


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Benchmarks to Guide and Measure Success

In order to substantiate student achievement and growth, Marion-Walker teachers look to their Classroom Based Measurement data. Lead 21 is the adopted core programming for English Language Arts within the Bellefonte Area School District. With beginning of the year data, weekly assessments, end of unit assessments, running records (oral reading fluency) and end of the year data, teachers are able to analyze and determine instructional adjustments. AIMSweb (beginning of the year, middle of the year and end of the year) data supports the gathering of data to determine student growth. Classroom Diagnostic Tool (CDT) assessments also provide teachers with formative assessment data to target instructional adjustments and planning. Finally, PSSA data provides summative data that informs teachers of student growth and overall success on Standards. Estimated Cost to Replicate the Strategy

Implementation Expenses

Date Description Delivered by App. Cost

Student Learning Objectives CIU10 Travel plus substitute cost

November Boost Reading Intervention Program *Cost is associated to intervention program as outlined by specific need. Programs may differ dependent upon school need.

$5,000

November Boost Reading Program Training

Really Great Reading Associates

$2,740 plus substitute cost

May RtII Implementer’s Forum PA Department of Education

$400

Implementation Challenges As every school faces, our biggest challenge is time. Finding and making time for initiatives can be difficult. Building time within the master schedule has empowered teachers to dedicate the necessary time it takes for professional collaboration and planning as well as delivering specific


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interventions. In addition to time, resources can also be a challenge. As Marion-Walker grows and expands its intervention programming, resources are being sought out to support instructional planning and delivery. Current Status/Looking Ahead Marion-Walker Elementary continues to evaluate and improve upon its initiatives. Parental and community involvement is assessed and surveyed to ensure that positive customer service is being adhered to. Employees (both support and professional) are voted upon and recognized for their outstanding contribution to the school and its students. Volunteers are recognized with a variety of celebratory events and gestures of appreciation. Currently Marion-Walker has expanded its Response to Instruction and Intervention (RtII) time from three days per six day cycle to four days. Classroom para-educators have been assigned to specific grade level classrooms during this time to support intervention. Intervention resource materials have been secured and are being piloted to target specific skill needs.