2020-2021 A-TSI Plan

Last Updated: 4/16/2020 3:52 PM

School Plan – Template

 

I. Ready- Prepare for Planning

 

A.Profile and Plan Essentials

School

Canon-McMillan High School

School/Branch

101631703

Address 1

314 Elm Street Extension

Address 2

 

City

Canonsburg

State

PA

Zip Code

15317

Principal Name

Ken Crowley

Principal Email

crowleyk@cmsd.k12.pa.us

Principal Phone Number

724-745-1400

Ext

5014

Superintendent/Chief Executive Officer Name

Michael Daniels

Superintendent/Chief Executive Officer Email

danielsm@cmsd.k12.pa.us

School Improvement Facilitator Name

Diana Fronczek

School Improvement Facilitator Email

fronczekd@cmsd.k12.pa.us

                     

 

  1. Steering Committee

 

Committee Members and Positions in School/Community:

Name

Position/Role

 

Building/Group/

Organization

Email

Grace Lani

Director of Curriculum and Instruction

Canon-McMillan School District

lanig@cmsd.k12.pa.us

Becky Lieb

Director of Special Education

Canon-McMillan School District

liebb@cmsd.k12.pa.us

Ester Barnes-Clark

Youth Program Coordinator

Southwest Training Services

ebarnes@swtraining.org

Michael Daniels

Superintendent

Canon-McMillan School District

danielsm@cmsd.k12.pa.us

Officer Kelly Boyd

Probation Officer

Washington County Juvenile Probation

kelly.boyd@washingtoncourts.us

Officer Eric Spicer

School Resource Officer

North Strabane Township Police Department

espicer@nstpd.com

Kelly Farrell

High School Special Education Teacher

Canon-McMillan High School

farrellk@cmsd.k12.pa.us

 

Brittany Taylor

High School School Counselor

Canon-McMillan High School

taylorb@cmsd.k12.pa.us

Ken Crowley

High School Principal

Canon-McMillan High School

crowleyk@cmsd.k12.pa.us

Diana Fronczek

High School Assistant Principal

Canon-McMillan High School

fronczekd@cmsd.k12.pa.us

Lorien Moyer

High School Assistant Principal

Canon-McMillan High school

moyerl@cmsd.k12.pa.us

 

Tom Orr

High School Assistant Principal

Canon-McMillan High School

orrt@cmsd.k12.pa.us

Kelly Brownlee

High School Math Teacher/Department Head

Canon-McMillan High School

brownleek@cmsd.k12.pa.us

Tera Lauderbaugh

High School English Teacher/Department Head

Canon-McMillan High School

lauderbaught@cmsd.k12.pa.us

Brie Hoolahan

High School Special Education Teacher/Department Head

Canon-McMillan High School

hoolahang@cmsd.k12.pa.us

 

C.Vision for Learning

 

Vision- What is your School’s vision (i.e., a picture of the “preferred future”; a statement that describes how the future will look if the district fulfills its mission.)

The vision of the Canon-McMillan School District is to graduate all students with effective collaboration skills, the knowledge to utilize resources, and a passion for lifelong learning which are imperative for success in an emerging global society.  Specifically, our students will graduate with the ELA and math skills to be successful in their post-secondary education careers or education while realizing the role that daily attendance plays with their current and future success.

 

II. Set- Complete a Needs Assessment

 

  1. Future Ready PA Index:

 

Review of the School Level Performance

 

Strengths

Based on the overall school level performance, which indicator(s) do you consider to be a strength? Please enter one statement on each line.

Indicator

Comments/Notable Observations

All student groups meeting interim goal/target improvement

We have accomplished this for ELA, Math, and Biology.

Biology- All student group exceeds the standards demonstrating growth.

We have continually done well on the Biology Keystone.  Our academic growth score is well above the statewide average and the statewide growth standard.

Career Readiness

All of our student groups do a great job of exceeding the statewide Career Readiness Benchmark.  We have supported all of our groups and recently added an English 12 class that utilizes a curriculum focused business and community partnerships.  We also have a robust CTC population that does well on the NOCTI and certification tests.

Graduation Rate

Our graduation rate is currently at 95% and we hope to increase these through our current A-TSI efforts.

 

Challenges

Based on the overall school level performance, which indicator(s) do you consider to be a challenge? Please enter one statement on each line.

Indicator

Comments/Notable Observations

ELA Growth

Our overall ELA scores are just shy of the Statewide 2030 goal, but our students are not growing enough.

Math Growth

We continue to see a decrease in our students’ academic growth and performance.  This may be related to curricular changes.

 

Review of Grade Level(s) and Individual Student Group(s)

 

Strengths

Based on the individual student group’s or grade level’s performance, which indicator(s) do you consider to be a strength? Please enter one statement on each line.

Indicator

Grade level (s) and/or Student Group(s)

Comments/Notable Observations

Biology Growth

Special Education

85% of our Special Education students exhibited growth.

Industry Based Learning

Special Education

Our Special Education students do a great job of taking advantage of Industry based learning activities.

 

Challenges

Based on the individual student group’s or grade level’s performance, which indicator(s) do you consider to be a challenge? Please enter one statement on each line.

 

Indicator

Grade level (s) and/or Student Group(s)

Comments/Notable Observations

ELA growth for Special Education students.

Special Education Students

Our academic growth for Special Education students was almost twelve percent higher than the previous year.

Math (Algebra 1) growth for Special Education students.

Special Education students

All of our students, just not Special Education, did not perform as well on math as in prior years.

Attendance rate for Special Education students.

Special Education students

Our data did not drop and is considered to be the same.  Steps we put in place prior to being placed on A-TSI are helping us maintain and gain.

 

Summary

 

Strengths- Review the strengths listed above and copy and paste 2-5 strengths which have had the most impact in improving your most pressing challenges.

Career Readiness

Graduation Rate

Performance on Biology Keystone

 

Challenges - Review the challenges listed above and copy and paste 2-5 challenges if improved would have the most impact in achieving your Future Ready PA index targets.

ELA growth for Special Education students.

Math (Algebra 1) growth for Special Education students.

Attendance rate for Special Education students.

 

 

  1. Future Ready PA Academics

 

English Language Arts (Please enter one Data source per line)

Data

Comments/Notable Observations

Benchmark Exams

Our quarterly reports have shown that our students have exhibited growth this year.

Study Island

Our students are exhibiting proficiency in meeting their state aligned targets.

Strengths- Identify the strengths that are most positively contributing to achievement of your vision for learning and Future Ready PA Index interim targets and could be leveraged in your efforts to improve upon your most pressing challenges.

Strong performance by our all student group

Our staff have been greatly invested in professional development and wanting to better help their students grow.

Challenges - Identify which challenges noted in your analysis, if improved, would greatly impact your progress in achieving your vision for learning and Future Ready PA Index interim targets in State Assessment Measures, On-Track Measures, or College and Career Measures.

Why can we not replicate our strength on Biology to ELA?

We need to slightly increase our Special Education subgroups performance.

 

Mathematics (Please enter one Data source per line)

Data

Comments/Notable Observations

Benchmark Exam Data

Our quarterly reports have shown that our students have exhibited growth this year.

Study Island

Our students are exhibiting proficiency in meeting their state aligned targets.

Strengths- Identify the strengths that are most positively contributing to achievement of your vision for learning and Future Ready PA Index interim targets and could be leveraged in your efforts to improve upon your most pressing challenges.

Our staff have been greatly invested in professional development and wanting to better help their students grow.

Strong performance by our all student subgroup.

Challenges- Identify which challenges noted in your analysis, if improved, would greatly impact your progress in achieving your vision for learning and Future Ready PA Index interim targets in State Assessment Measures, On-Track Measures, or College and Career Measures.

Why can we not replicate our strength in Biology to Math?

Our special education students continue to not perform well on the Algebra Keystone.

 

Science, Technology, and Engineering Education (Please enter one Data source per line)

Data

Comments/Notable Observations

Benchmark Exams

Our quarterly reports have shown that our students have exhibited growth this year.

Study Island

Our students are exhibiting proficiency in meeting their state aligned targets.

Strengths- Identify the strengths that are most positively contributing to achievement of your vision for learning and Future Ready PA Index interim targets and could be leveraged in your efforts to improve upon your most pressing challenges.

Our all student groups performance

Our subgroups, and in particular Special Education, performance

Challenges- Identify which challenges noted in your analysis, if improved, would greatly impact your progress in achieving your vision for learning and Future Ready PA Index interim targets in State Assessment Measures, On-Track Measures, or College and Career Measures.

Maintaining our above average performance for all student groups and subgroups.

 

C.Related Academics

 

Career Readiness (Please enter one Data source per line)

Data

Comments/Notable Observations

Career Cruising

Our students continue to meeting their online portfolio requirements.

Industry Based Learning

Our students continue to do well on the NIMS, NOCTI, and other industry based certification tests.

 

Career and Technical Education Programs (Required if School offers PDE approved CTE programs)

(Please enter one Data source per line)

Data

Comments/Notable Observations

 

 

 

 

 

 

 

Arts and Humanities (Optional)

(Please enter one Data source per line)

Data

Comments/Notable Observations

 

 

 

 

 

 

 

Environment and Ecology (Optional)

(Please enter one Data source per line)

Data

Comments/Notable Observations

 

 

 

 

 

 

 

Family and Consumer Sciences (Optional)

(Please enter one Data source per line)

Data

Comments/Notable Observations

 

 

 

 

 

 

 

Health, Safety and Physical Education (Optional)

(Please enter one Data source per line)

Data

Comments/Notable Observations

 

 

 

 

 

 

 

Social Studies (Civics and Government, Economics, Geography, History) - (Optional)

(Please enter one Data source per line)

Data

Comments/Notable Observations

 

 

 

 

 

 

Summary

Strengths- Identify the strengths that are most positively contributing to achievement of your vision for learning and Future Ready PA Index interim targets and could be leveraged in your efforts to improve upon your most pressing challenges.

Career Readiness

Industry Based Learning

Challenges- Identify which challenges noted in your analysis, if improved, would greatly impact your progress in achieving your vision for learning and Future Ready PA Index interim targets in State Assessment Measures, On-Track Measures, or College and Career Measures.

Getting more students to grow from proficient to advanced on NOCTI

Creating a new course (Freshman Seminar) that addresses any Career Readiness deficiencies.

 

D.Equity Considerations

 

English Learners (Please enter one Data source per line)

Data

Comments/Notable Observations

 

 

 

 

 

 

 

Students with Disabilities (Please enter one Data source per line)

Data

Comments/Notable Observations

Biology Keystone

Our special education subgroup does well on the Biology Keystone Exam

ELA Keystone

Our special education subgroup continues to increase their growth.

Algebra Keystone

We continue to see a decline in our special education subgroups performance in this targeted area.

Attendance

Our Special Education subgroup continues to maintain and slowly grow their attendance rate.

 

Students Considered Economically Disadvantaged (Please enter one Data source per line)

Data

Comments/Notable Observations

 

 

 

 

 

 

 

Student Groups by Race/Ethnicity (Please enter one Data source per line)

Student Groups

Comments/Notable Observations

Choose an item.

 

Choose an item.

 

Choose an item.

 

Choose an item.

 

 

 

Summary

Strengths- Identify the strengths that are most positively contributing to achievement of your vision for learning and Future Ready PA Index interim targets and could be leveraged in your efforts to improve upon your most pressing challenges.

Biology Keystone Scores/Growth

Attendance Rate

Graduation Rate

Challenges- Identify which challenges noted in your analysis, if improved, would greatly impact your progress in achieving your vision for learning and Future Ready PA Index interim targets in State Assessment Measures, On-Track Measures, or College and Career Measures.

ELA Keystone Scores and Growth

Algebra Keystone Scores and Growth

Special Education Attendance Rate

 

 

E.Conditions for Leadership, Teaching and Learning

 

PA Essential Practices for Schools

Focus on Continuous Improvement of Instruction

 

Not Yet Evident

Emerging

Operational

Exemplary

Align curricular materials and lesson plans to the PA Standards

 

 

 

X

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

 

 

X

 

Use a variety of assessments (including diagnostic, formative, and summative) to monitor student learning and adjust programs and instructional practices

 

 

X

 

Identify and address individual student learning needs

 

X

 

 

Provide frequent, timely, and systematic feedback and support on instructional practices

 

 

X

 

Empower Leadership

 

Not Yet Evident

Emerging

Operational

Exemplary

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

 

 

 

X

Collectively shape the vision for continuous improvement of teaching and learning

 

 

X

 

Build leadership capacity and empower staff in the development and successful implementation of initiatives that better serve students, staff, and the school

 

 

 

X

Organize programmatic, human, and fiscal capital resources aligned with the school improvement plan and needs of the school community

 

 

 

X

Continuously monitor implementation of the school improvement plan and adjust as needed

 

 

X

 

Provide Student-Centered Support Systems

 

Not Yet Evident

Emerging

Operational

Exemplary

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

 

 

X

 

Implement an evidence-based system of schoolwide positive behavior interventions and supports

 

X

 

 

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

 

 

X

 

Implement evidence-based strategies to engage families to support learning

 

X

 

 

Partner with local businesses, community organizations, and other agencies to meet the needs of the LEA

 

 

 

X

Foster Quality Professional Learning

 

Not Yet Evident

Emerging

Operational

Exemplary

Identify professional learning needs through analysis of a variety of data

 

 

 

X

Use multiple professional learning designs to support the learning needs of staff

 

 

X

 

Monitor and evaluate the impact of professional learning on staff practices and student learning

 

 

X

 

 

Summary

Strengths- Which Essential Practices are currently Operational or Exemplary and could be leveraged in your efforts to improve upon your most pressing challenges? Please enter one strength statement in each line.

Identify professional learning needs through analysis of a variety of data could be used to see how their professional development could be geared towards helping them analyze data and implement curricular and instructional changes to meet the needs of all learners.

We could utilize our community and business partnerships to grow and leverage our relationships with parents.

Empowering leadership amongst staff could also be transitioned to empowering our student leaders.

Challenges- Thinking about all the most pressing challenges identified in the previous sections, which of the Essential Practices that are currently Not Yet Evident or Emerging, if improved, would greatly impact your progress in achieving your vision for learning and Future Ready PA Index interim targets in State Assessment Measures, On-Track Measures, or College and Career Measures? Please enter one challenge per line.

Engaging families in supporting student learning.

Identifying and addressing individual student needs.

Implementing PBIS or Restorative Practices

 

 

F.Summary of Strengths and Challenges from the Needs Assessments

 

 

Strengths- Which of the identified strengths are most positively contributing to achievement of your vision for learning and Future Ready PA Index interim targets and could be leveraged in your efforts to improve upon your most pressing challenges? Please enter one strength statement in each line.

 

 

Career Readiness

 

 

Graduation Rate

 

 

Performance on Biology Keystone

 

 

Strong performance by our all student group

 

 

Our staff have been greatly invested in professional development and wanting to better help their students grow.

 

 

Strong performance by our all student subgroup

 

 

Our all student groups performance

 

 

Our subgroups, and in particular Special Education, performance

 

 

Industry based learning

 

 

Biology Keystone scores/growth

 

 

Attendance Rate

 

 

Identify professional learning needs through analysis of a variety of data could be used to see how their professional development could be geared towards helping them analyze data and implement curricular and instructional changes to meet the needs of all learners.

 

 

We could utilize our community and business partnerships to grow and leverage our relationships with parents.

 

 

Empowering leadership amongst staff could also be transitioned to empowering our student leaders.

 

 

Challenges- Thinking about all of the most pressing challenges identified in the previous sections, which of the identified concerns, if improved, would greatly impact your progress in achieving your vision for learning and Future Ready PA Index interim targets in State Assessment Measures, On-Track Measures, or College and Career Measures? Please enter one challenge per line.

 

 

ELA growth for Special Education Students

 

 

Math (Algebra 1) growth for Special Education students.

 

 

Attendance rate for Special Education students

 

 

Why can we not replicate our strength on Biology to ELA?

 

 

We need to slightly increase our Special Education subgroups performance.

 

 

Our special education students continue to not perform well on the Algebra Keystone.

 

 

Maintaining our above average performance for all student groups and subgroups.

 

 

Getting more students to grow from proficient to advanced on NOCTI

 

 

Creating a new course (Freshman Seminar) that addresses any Career Readiness deficiencies.

 

 

ELA Keystone Scores and Growth

 

 

Algebra Keystone Scores and Growth

 

 

Special Education Attendance Rate

 

 

Engaging families in supporting student learning

 

 

Identifying and addressing individual student needs.

 

 

Implementing PBIS or Restorative Practices

 

Most Notable Observations/Patterns- In the space provided, record any of the comments and notable observations made as your team worked through the needs assessment that stand out as important to the challenge(s) you checked for consideration in your comprehensive plan.

Our special education student subgroup has made gains, but we need to better serve those students and their families to ensure that they value education and that that growth continues.  Through this examination, we need to provide continued and additional student-centered supports, help students be successful in classes that are a challenge for them (attendance, lack of interest, etc), and to engage them in extracurricular sports, activities, and clubs.  If we invest in our students and parents, they will feel valued and will want to come to school and in turn will do better academically.

     

  

 

III. Go

 

A.Analyzing (Strengths and Concerns)

 

Challenges (Please enter one challenge per line.)

Challenges

Discussion Points

Priority (Y/N)

ELA growth for Special Education students.

Students have identified that they find their English 10 (Keystone course) to be difficult and that they do not enjoy the course as much as they do other courses.  This can be contributed to a lower attendance rate, low test scores, lower academic performance, large class sizes, and lack of background knowledge in the subject area.

Y

Math (Algebra 1) growth for Special Education students.

Students have identified that they find their Algebra I (Keystone course) to be difficult and that they do not enjoy the course as much as they do other courses.  This can be contributed to a lower attendance rate, low test scores, lower academic performance, large class sizes, and lack of background knowledge in the subject area.

Y

Attendance rate for Special Education students.

This can be contributed to several different factors.  It may be impacted by their socio-economic status, lack of interest in courses and athletics/extracurricular activities/clubs.  It also could be skewed by their parents not emphasizing the importance of attendance and doing well at school.  These students also lack transportation if they miss their bus and can also be a caretaker for a younger sibling due to their parents work schedule.

Y

Why can we not replicate our strength on Biology to ELA?

 

 

We need to slightly increase our Special Education subgroups performance.

 

 

Why can we not replicate our strength in Biology to Math?

 

 

Our special education students continue to not perform well on the Algebra Keystone.

 

 

Maintaining our above average performance for all student groups and subgroups.

 

 

Getting more students to grow from proficient to advanced on NOCTI

 

 

Creating a new course (Freshman Seminar) that addresses any Career Readiness deficiencies.

 

 

ELA Keystone Scores and Growth

 

 

Algebra Keystone Scores and Growth

 

 

Special Education Attendance Rate

 

 

Engaging families in supporting student learning.

 

 

Identifying and addressing individual student needs.

 

 

Implementing PBIS or Restorative Practices

 

 

 

 

Strengths (Please enter one strength statement in each line.)

Strengths

Discussion Points

Career Readiness

Our students have done well on the NIMS, NOCTI, and other industry based learning certification tests.  We also have done a good job with our Career Readiness Portfolio requirements and implementing a unique English 12 curriculum to better address students who don't plan on attending a four year school.

Graduation Rate

Our overall graduation rate is high.  We need to do continually strive to improve these amongst all student groups and subgroups.

Performance on Biology Keystone

Why can this success not translate to our ELA and Algebra students?  What are our Biology teachers doing better than their counterparts with the same subgroups?

Strong performance by our all student group

We need to analyze what works and does not work for our Special Education subgroup and implement these curricular and instructional changes across all levels.

Our staff have been greatly invested in professional development and wanting to better help their students grow.

We have utilized the A-TSI plan and our IU supports to have curricular experts work with our teachers.  These experts have analyzed the strengths and weaknesses of our curriculum and also provided better engaging instructional techniques to our staff.

Our staff have been greatly invested in professional development and wanting to better help their students grow.

We have utilized the A-TSI plan and our IU supports to have curricular experts work with our teachers.  These experts have analyzed the strengths and weaknesses of our curriculum and also provided better engaging instructional techniques to our staff.

Strong performance by our all student subgroup.

We need to analyze what works and does not work for our Special Education subgroup and implement these curricular and instructional changes across all levels.

Our all student groups performance

We need to analyze what works and does not work for our Special Education subgroup and implement these curricular and instructional changes across all levels.

Our subgroups, and in particular Special Education, performance

We need to ask the students why they historically have done better in Biology than ELA and Algebra and adapt our instructional techniques to address those weaknesses and deficiencies.

Career Readiness

We need to explore how we can leverage our subgroups interest and performance in this area to grow their academic performance and attendance.

Industry Based Learning

We need to explore how we can leverage our subgroups interest and performance in this area to grow their academic performance and attendance.  We have done a great job of working with our CTC program students to leverage that program for better attendance rates and academic success.

Biology Keystone Scores/Growth

Why can this success not translate to our ELA and Algebra students?  What are our Biology teachers doing better than their counterparts with the same subgroups?

Attendance Rate

What can we do to ensure our Special Education subgroup regular attends school?  What clubs or interests do we need to better address?  Do we need to look at alternate learning scenarios (ex: online)?

Graduation Rate

Our overall graduation rate is high.  We need to do continually strive to improve these amongst all student groups and subgroups.

Identify professional learning needs through analysis of a variety of data could be used to see how their professional development could be geared towards helping them analyze data and implement curricular and instructional changes to meet the needs of all learners.

We need to continue to survey our staff and invest in and provide meaningful professional development.

We could utilize our community and business partnerships to grow and leverage our relationships with parents.

We need to take what we have learned about forming by business and community partnerships and replicate and apply that model to better engage and form a rapport with our students parents.

Empowering leadership amongst staff could also be transitioned to empowering our student leaders.

We need to look at how we can engage and empower our students leaders.

 

 

Priority Challenges (Please enter one challenge per line.)

Analyzing Priority Challenges

Priority Statements

ELA growth for Special Education students.

Students in the subgroup of special education will increase their knowledge of their skills in the area of ELA and Mathematics.

Math (Algebra 1) growth for Special Education students.

Students in the subgroup of special education will increase their knowledge of their skills in the area of ELA and Mathematics.

Attendance rate for Special Education students.

Students in the subgroup of special education will increase their attendance at school.

 

 

 

B.Goal Setting

 

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: Students in the subgroup of Special Education will increase their knowledge of their skills in the area of ELA and Mathematics.

 

Outcome Category

English Language Arts

 

Measurable Goal Statement (Smart Goal)

Currently, the special education subgroup of ELA has 30.4% of its students passing the Keystones.  They will increase the number of students passing state testing by 3% by June 2021.

 

Measurable Goal Nickname (35 Character Max)

ELA Goal

 

Target 1st Quarter

 

Target 2nd Quarter

 

Target 3rd Quarter

 

Target 4th Quarter

 

31.15

31.9

32.65

33.4

 

 

 

Priority: Students in the subgroup of Special Education will increase their knowledge of their skills in the area of ELA and Mathematics.

 

Outcome Category

Mathematics

 

Measurable Goal Statement (Smart Goal)

Currently, the special education subgroup of mathematics has 17.8% of its students passing the Keystones.  They will increase the number of students passing state testing by 4% by June 2021.

 

Measurable Goal Nickname (35 Character Max)

Math Goal

 

Target 1st Quarter

 

Target 2nd Quarter

 

Target 3rd Quarter

 

Target 4th Quarter

 

18.8

19.8

20.8

21.8

 

Priority: Students in the subgroup of Special Education will increase their attendance at school.

 

Outcome Category

Regular Attendance

 

Measurable Goal Statement (Smart Goal)

Currently, the special education subgroup has an attendance rate of 73.4%.  Their attendance goal will increase by 2% to 75.4% by June 2021.

 

Measurable Goal Nickname (35 Character Max)

Attendance Goal

 

Target 1st Quarter

 

Target 2nd Quarter

 

Target 3rd Quarter

 

Target 4th Quarter

 

73.9

74.4

74.9

75.4

 

 

C.Action Plan

 

For each measurable goal, identify an evidence-based strategy that has a high likelihood of success in your school. The same Evidenced based strategy may be used for more than one goal. (Add more rows if needed)

 

Evidence-Based Strategy

Measurable Goals

 

 

 

ELA Goal

 

                                                                                                                                     

 

D.Action Plan

 

Create an Action Plan for each Evidenced-based Strategy

(If you need more than the number of tables provided please copy and paste more into the document)

Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve this goal.

 

Evidence-based Strategy Name

Measurable Goals

 

ELA Goal

 

Action Step

Anticipated Start

Completion Date

Analysis of English Benchmark Data

8/24/2020

6/4/2021

Lead Person/Position

Material/Resources/Supports Needed

English Department Head, Teachers, and Administration

Benchmark Exams and Performance Tracker.

Prof Development Step Yes

 

Action Step

Anticipated Start

Completion Date

Remediation and assignment to the Academic Center

8/24/2020

6/4/2021

Lead Person/Position

Material/Resources/Supports Needed

Regular Education teachers; Special Education Teachers; Paraprofessionals

1 on 1 assistance; material provided by content area teachers.

Prof Development Step Yes

 

Action Step

Anticipated Start

Completion Date

After-school tutoring/remediation

8/24/2020

6/4/2021

Lead Person/Position

Material/Resources/Supports Needed

Regular Education teachers; Special Education Teachers

1 on 1 assistance; material provided by content area teachers.

Prof Development Step Yes

 

Anticipated Output

Monitoring/Evaluation

Review and revision of Benchmark Exams; Student remediation; review of Keystone Exam data denotes an increase in scores.

Data teams- quarterly; Benchmark Data review- quarterly; on-going review of students assigned to Academic Center; 4-days/week after school tutoring.

 

Evidence-based Strategy Name

Measurable Goals

 

Math Goal

 

Action Step

Anticipated Start

Completion Date

Analysis of Algebra Benchmark Data

8/24/2020

6/4/2021

Lead Person/Position

Material/Resources/Supports Needed

Math Department Head; Teachers; Administration

Benchmark Exams and Performance Tracker.

Prof Development Step Yes

 

Action Step

Anticipated Start

Completion Date

Remediation and assignment to the Academic Center

8/24/2020

6/4/2021

Lead Person/Position

Material/Resources/Supports Needed

Regular Education teachers; Special Education Teachers; Paraprofessionals

1 on 1 assistance; material provided by content area teachers.

Prof Development Step Yes

 

Action Step

Anticipated Start

Completion Date

After-school tutoring/remediation

8/24/2020

6/4/2021

Lead Person/Position

Material/Resources/Supports Needed

Regular Education teachers; Special Education Teachers

1 on 1 assistance; material provided by content area teachers.

Prof Development Step Yes

 

Anticipated Output

Monitoring/Evaluation

Review and revision of Benchmark Exams; Student remediation; review of Keystone Exam data denotes an increase in scores.

Data teams- quarterly; Benchmark Data review- quarterly; on-going review of students assigned to Academic Center; 4-days/week after school tutoring.

 

 

 

 

Evidence-based Strategy Name

Measurable Goals

 

Attendance Goal

 

Action Step

Anticipated Start

Completion Date

Attendance Angels

8/24/2020

6/4/2021

Lead Person/Position

Material/Resources/Supports Needed

A-TSI Team/Attendance Angels Teachers

Attendance Data; teachers form relationships and rapport with parents/students; IU 1 training.

Prof Development Step Yes

 

Action Step

Anticipated Start

Completion Date

Transition goals through IEP

8/24/2020

6/4/2021

Lead Person/Position

Material/Resources/Supports Needed

IEP Team

Coordination with CMSD staff, agencies, and community-based programs.

Prof Development Step Yes

 

Action Step

Anticipated Start

Completion Date

Assignment to the Academic Center

8/24/2020

6/4/2021

Lead Person/Position

Material/Resources/Supports Needed

Regular Education teachers; Special Education teachers; Paraprofessionals

1 on 1 assistance; material provided by content area teachers.

Prof Development Step Yes

 

Action Step

Anticipated Start

Completion Date

TIPP/SAIP Referrals

8/24/2020

6/4/2021

Lead Person/Position

Material/Resources/Supports Needed

School Counselors and Administration

Coordination with CMSD staff and agencies.

Prof Development Step Yes

 

Action Step

Anticipated Start

Completion Date

Restorative Practices

8/24/2020

6/4/2021

Lead Person/Position

Material/Resources/Supports Needed

Administration; Teachers; Staff

Revision of student handbook; training on restorative practices; implementation at the classroom and office level.

Prof Development Step Yes

 

 

Anticipated Output

Monitoring/Evaluation

Increased attendance, engagement, and grades in all courses (including ELA and Math); reduction in discipline and suspensions; increase performance on Benchmark Exams and Keystone Exams.

Academic Center- weekly review of grades; Review of discipline/suspension data; Monitoring of attendance by case managers, school counselors, administration; and attendance angels; quarterly review of Benchmark data.

 

 

 

 

 

 

 

E.Professional Development Steps

 

(If you need more than the number of tables provided please copy and paste more into the document)

Professional Development Activity Name:  Data Teams – Review of Benchmark Exam Data; Keystone Exam Data; and PVAAS Data

 

Action Step

Analysis of English Benchmark Data

 

Audience

 

Regular Education teachers; Special Education teachers; School Counselors

 

Topics to be Included

Review of Benchmark Exam Data, Keystone Exam Data, and PVAAS Data; Overview of roles and responsibilities of data teams; Keystone Exam anchors and eligible content; differentiation for multiple learning modalities

 

Evidence of Learning

Semi-annual review of PVAAS data; Quarterly review of Benchmark Exams; increase in student performance, attendance, and engagement; differentiation observed in the classroom; increase in student performance on the Keystone Exams.

Material/Resources/Supports Needed

 

Lead Person/Position

Administration; Department Head

 

Anticipated Timeline

Start:  8/24/2020

Completion: 6/4/2021

 

 

Learning Format (If you need additional Learning Format tables for this Professional Development Activity please copy and paste more into the document)

Types of Activities

Classroom/school visitation

Frequency

Semi-annual or annual

Danielson Framework Component Met in this Plan

1a Demonstrating Knowledge of Content and Pedagogy

1b, 1c, 1d, 1e, 1f, 2a, 2b, 2c, 2d, 2e, 3a, 3b, 3c, 3d, 3e, 4a, 4b, 4c, 4d, 4e, 4f

         

 

 

Learning Format (If you need additional Learning Format tables for this Professional Development Activity please copy and paste more into the document)

Types of Activities

Inservice day

Frequency

Quarterly

Danielson Framework Component Met in this Plan

1a Demonstrating Knowledge of Content and Pedagogy

1b, 1c, 1d, 1e, 1f, 2a, 2b, 2c, 2d, 2e, 3a, 3b, 3c, 3d, 3e, 4a, 4b, 4c, 4d, 4e, 4f

         

 

 

Learning Format (If you need additional Learning Format tables for this Professional Development Activity please copy and paste more into the document)

Types of Activities

Coaching (peer-to-peer, school leader-to-teacher, other coaching models)

Frequency

Semi-annual or annual

Danielson Framework Component Met in this Plan

1a Demonstrating Knowledge of Content and Pedagogy

1b, 1d, 1e, 1f, 4a, 4d, 4e, 4f

         

 

 

 

Professional Development Activity Name: Attendance Angels; Resources; Restorative Practices; Community Agencies

 

Action Step

 

Analysis of English Benchmark Data

 

 

Audience

 

Teachers and Staff

 

Topics to be Included

Overview of our Attendance Angels Program; how to form relationships and a rapport with families; transition goals; TIPP/SAIP; implementation of Restorative Practices

 

Evidence of Learning

Increased attendance, engagement, and grades in all courses (including ELA and Math); reduction in discipline and suspensions; increase performance on Benchmark Exams and Keystone Exams.

Material/Resources/Supports Needed

 

Lead Person/Position

Administration; Department Head

 

 

Anticipated Timeline

Start:  8/24/2020

Completion: 6/4/2021

 

 

 

 

 

Learning Format (If you need additional Learning Format tables for this Professional Development Activity please copy and paste more into the document)

Types of Activities

Inservice day

Frequency

Multiple times throughout the year

Danielson Framework Component Met in this Plan

1a Demonstrating Knowledge of Content and Pedagogy

1b, 1d, 2c, 2d, 2e, 3a, 3c, 3d, 3e, 4a, 4b, 4c, 4d, 4e, 4f

         

 

 

 

 

 

Plan Submission

(The Plan will be submitted in the new Comprehensive Planning Portal. The screenshot below is provided to show you what information is needed and how the plan will be affirmed.