- Troy Area School District



Printed 10/17/2019

Troy Intrmd Sch

School Level Plan

07/01/2019 - 06/30/2020

School Profile

Demographics

Troy Intrmd Sch

206 King Street

Troy, PA 16947

570-297-4565

Federal Accountability Designation: none

Title I Status: Yes

Schoolwide Status: No

Principal: Steve Brion

Superintendent: Amy Martell

Stakeholder Involvement

|Name |Role |

|Amy Martell |Administrator : School Improvement Plan Schoolwide Plan |

|Steve Brion |Building Principal : Schoolwide Plan |

|John Imbt |Building Principal : Schoolwide Plan |

|Dan Martin |Business Representative |

|John Imbt |Elementary School Teacher - Regular Education |

|Danielle Vannoy |Parent : School Improvement Plan Schoolwide Plan |

|Sherri Markiw |Student Services Director/Specialist : Schoolwide Plan |

Needs Assessment

School Accomplishments

Accomplishment #1:

Student absences have declined 26% from 2017-2018 to 2018-2019.

Accomplishment #2:

3rd Grade PSSA Scores improved to 51% in Math and 75% in ELA.

Accomplishment #3:

4th Grade Science PSSA Scores are consistently in the high 80s.

Accomplishment #4:

The average percentage of projected growth was 115%, which means we exceeded expected growth by 15%. (per MAP data)

Accomplishment #5:

Grade 4 math student RIT scores are .3 below the national norm. The same cohort of students scored 4.1 points below the national norm in 3rd grade. (MAP) 

Accomplishment #6:

Grade 3 reading student RIT scores are .9 above the national norm. (MAP)

Accomplishment #7:

Grade 4 reading student RIT scores are 3.2 points below the national norm. However, this cohort increased 2 points from 3rd to 4th grade. (MAP)

Accomplishment #8:

3-6 Kindness Initiative which began in the 2018-2019 school year.

School Concerns

Concern #1:

The percentage of students who achieved projected growth for ELA was 84%, which means students are not maintaining their percentile levels with the norm data. (MAP)

Concern #2:

Grade 6 math student RIT scores are 2.2 points below the national norm. The same cohort of students scored .3 points above the national norm in 5th grade. (MAP)

Concern #3:

Grade 5 math student RIT scores are 3.5 points below the national norm. The same cohort of students scored 2.4 points above the national norm in 4th grade. (MAP)

Concern #4:

Grade 5 reading student RIT scores are 1 point below the national norm. The same cohort of students lost 1.5 points from 4th to 5th grade. (MAP)

Concern #5:

Grade 6 reading student RIT scores are 2.3 points below the national average. The same cohort of students lost 3 points from 5th to 6th grade. (MAP) 

Prioritized Systemic Challenges

Systemic Challenge #1 (Guiding Question #4) Ensure that there is a system within the school that fully ensures consistent implementation of effective instructional practices that meet the needs of all students across all classrooms and aligns with the Pennsylvania Framework for Teaching

Aligned Concerns:

The percentage of students who achieved projected growth for ELA was 84%, which means students are not maintaining their percentile levels with the norm data. (MAP)

Grade 6 math student RIT scores are 2.2 points below the national norm. The same cohort of students scored .3 points above the national norm in 5th grade. (MAP)

Grade 5 math student RIT scores are 3.5 points below the national norm. The same cohort of students scored 2.4 points above the national norm in 4th grade. (MAP)

Systemic Challenge #2 (Guiding Question #2) Ensure that there is a system within the school that fully ensures school-wide use of data that is focused on school improvement and the academic growth of all students

Aligned Concerns:

Grade 5 reading student RIT scores are 1 point below the national norm. The same cohort of students lost 1.5 points from 4th to 5th grade. (MAP)

Grade 6 reading student RIT scores are 2.3 points below the national average. The same cohort of students lost 3 points from 5th to 6th grade. (MAP) 

Systemic Challenge #3 (Guiding Question #6) Ensure that there is a system within the school that fully ensures a safe and supportive environment for all students.

School Level Plan

Action Plans

Goal #1: Ensure that there is a system within the school that fully ensures consistent implementation of effective instructional practices that meet the needs of all students across all classrooms and aligns with the Pennsylvania Framework for Teaching

Indicators of Effectiveness:

Type: Interim

Data Source: Walk through observations

Specific Targets: Teachers will implement APL/Madeline Hunter lesson plan structure.

Strategies:

APL/Madeline Hunt Instructional Design Structure

Description:

Principals will focus on one element of the lesson plan each month. The element in focus for the month will be discussed in faculty meetings with information being presented to help staff understand the element. 

September - Anticipatory set, October - Perceived objective and rationale, November - Input, December - Modeling, January - Checking for understanding, February - Guided practice, March Independent practice.  

 

Walk throughs will be conducted to assess implementation of the instructional design and delivery within lessons. A form will be used to collect data on the implementation. 

 

 

SAS Alignment: Instruction

School-wide delivery of Chapter 339 mandates

Description:

Ensure that there is a system within the school that fully ensures school wide delivery of chapter 339 mandates. 

SAS Alignment: None selected

Implementation Steps:

Improve lesson plan delivery using the APL/Madeline Hunter Model

Description:

Teachers will be provided with the lesson plan delivery format and principals will monitor implementation. 

 

Start Date: 8/19/2019 End Date: 6/5/2020

Program Area(s):

Supported Strategies: None selected

339 Mandates

Description:

Ongoing professional development will be coordinated by the school counselor.

Start Date: 8/19/2019 End Date: 6/5/2020

Program Area(s):

Supported Strategies: None selected

Goal #2: Ensure that there is a system within the school that fully ensures school-wide use of data that is focused on school improvement and the academic growth of all students

Indicators of Effectiveness:

Type: Interim

Data Source: NWEA MAP

Specific Targets: All students will use the goal setting worksheet to monitor their growth throughout the course of the school year.

Strategies:

School-wide use of MAP data

Description:

Teachers will receive professional development in the use of formative assessments and differentiation.

SAS Alignment: Assessment, Curriculum Framework, Instruction

Student Monitoring of Growth

Description:

Students will be taught how to use the goal setting sheet in MAP. They will be made aware of what growth is and how to monitor growth using the MAP goal sheet. MAP assessment will be given in the fall, winter, and spring. 

SAS Alignment: Assessment

Implementation Steps:

Goal Setting

Description:

Teachers will work with students to complete the goal setting worksheet.

Start Date: 8/19/2019 End Date: 6/5/2020

Program Area(s):

Supported Strategies: None selected

Goal #3: Ensure that there is a system within the school that fully ensures a safe and supportive environment for all students.

Indicators of Effectiveness:

Type: Annual

Data Source: I can Problem Solve Curriculum

Specific Targets: All students will have weekly lesson plans in social/emotional development.

Strategies:

Social/Emotional Development

Description:

All students will have weekly lessons delivered by the school counselor and teachers. 

SAS Alignment: Safe and Supportive Schools

Character and Social Skill Building Programs - Social Skills Training

Description:

Social skills training is not a specific curriculum, but rather a collection of practices that utilize a behavioral approach to teaching preschool children age‐appropriate social skills and competencies, including communication, problem solving, decision making, self-management, and peer relations. Social skills training can occur in both regular and special education classrooms. (Sources: Social Skills Training)

SAS Alignment: Standards, Curriculum Framework, Instruction, Safe and Supportive Schools

Implementation Steps:

Improve Social/Emotional learning for all students

Description:

School Counselor will oversee the teacher delivery of curriculum.

Start Date: 8/19/2019 End Date: 6/5/2020

Program Area(s): Student Services

Supported Strategies:

• Social/Emotional Development

Appendix: Professional Development Implementation Step Details

No Professional Development Implementation Steps have been identified for Troy Intrmd Sch.

Assurance of Quality and Accountability

We, the undersigned, hereby certify that the school level plan for Troy Intrmd Sch in the Troy Area SD has been duly reviewed by a Quality Review Team convened by the Superintendent of Schools and formally approved by the district's Board of Education, per guidelines required by the Pennsylvania Department of Education.

We hereby affirm and assure the Secretary of Education that the school level plan:

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

• Meets ESSA requirements for Title I schools

• Reflects sound educational practice

• Has a high probability of improving student achievement

• Has sufficient District leadership and support to ensure successful implementation

With this Assurance of Quality & Accountability, we, therefore, request that the Secretary of Education and the Pennsylvania Department of Education grant formal approval to implement the school level plan submitted by Troy Intrmd Sch in the Troy Area SD for the 2019-2020 school-year.

No signature has been provided

Superintendent/Chief Executive Officer

No signature has been provided

Board President

No signature has been provided

IU Executive Director

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