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Greater Johnstown MS

School Level Plan

07/01/2014 - 06/30/2017

Improvement Revision 2016-2017 : Submitted On 06/30/2016

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School Profile

Demographics

Greater Johnstown MS280 Decker AveJohnstown, PA 15906(814)533-5570

Federal Accountability Designation: PriorityTitle I Status: YesPrincipal: Douglas HenrySuperintendent: James Cekada

Planning CommitteeName Role

Barbara Mehalov Academic Recovery Liaison : School Improvement Plan

Vicki Ryan Administrator : School Improvement PlanDouglas Henry Building Principal : School Improvement PlanKirby Deater Ed Specialist - School Counselor Christine Zepka Instructional Coach/Mentor Librarian : School

Improvement PlanJanel Vancas Intermediate Unit Staff Member Brande Conway Middle School Teacher - Regular Education :

School Improvement PlanMichael Silk Middle School Teacher - Regular Education :

School Improvement PlanLaura Stibich Middle School Teacher - Regular Education Neil Cobaugh Middle School Teacher - Special Education Dawn Kennedy Parent

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Assurances

Title I Schools

Title I Priority or Focus SchoolsAll Title I Schools required to complete improvement plans must assure to the Pennsylvania Department of Education the school's compliance with the following expectations by developing and implementing an improvement plan or otherwise taking actions that meet the expectations described by the Assurances listed below.

Assurances 1 through 12

The school has verified the following Assurances:

Assurance 1: This School Improvement Plan contains Action Plans that address each reason why this school failed to make Annual Measurable Objectives (AMOs) and/or is identified in the lowest 10% of Title I schools.

Assurance 2: The resources needed for full implementation of the action plans herein documented have been identified and the necessary approvals obtained to allow the procurement and allocation of these resources.

Assurance 3: Documentation of the resources needed for full implementation of the action plans herein documented; including specific, related budgetary information, is available for review upon request by the LEA or SEA.

Assurance 4: If designated as a Priority or Focus School the district has determined whole-school meaningful interventions directly associated with the unmet AMO(s).

Assurance 5: The school improvement plan covers a two-year period.

Assurance 6: The school has adopted and/or continued policies and practices concerning the school's core academic subjects that have the greatest likelihood of improving student achievement.

Assurance 7: High performing LEAs with varied demographic conditions have shown they share common characteristics. The following nine characteristics are embedded in the plan:

o Clear and Shared Focus

o High Standards and Expectations

o Effective Leadership

o High Levels of Collaboration and Communication

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o Curriculum, Instruction and Assessment Aligned with Standards

o Frequent Monitoring of Teaching and Learning

o Focused Professional Development

o Supportive Learning Environment

o High Levels of Community and Parent Involvement

Assurance 8: Focus Schools must implement locally developed interventions associated with a minimum of one of the below principles, while Priority Schools must implement all seven:

o Providing strong leadership by: (1) reviewing the performance of the current principal; (2) either replacing the principal if such a change is necessary to ensure strong and effective leadership or demonstrating to the State Education Agency that the current principal has a track record in improving achievement and has the ability to lead the turnaround effort; and (3) providing the principal with operational flexibility in the areas of scheduling, staff, curriculum and budget.

o Ensuring that teachers are effective and able to improve instruction by: (1) reviewing the quality of all staff and retaining only those who are determined to be effective and have the ability to be successful in the turnaround effort; and (2) preventing ineffective teachers from transferring to these schools.

o Redesign the school day, week, or year to include additional time for student learning and teacher collaboration

o Strengthen the school’s instructional program based on student needs and ensuring that the instructional program is research-based, rigorous, and aligned with state academic content standards.

o Use data to inform instruction and for continuous improvement, including providing time for collaboration on the use of data.

o Establish a school environment that improves school safety and discipline and addresses other non-academic factors that impact student achievement, such as students’ social, emotional and health needs.

o Provide ongoing mechanisms for family and community engagement

Assurance 9: The school improvement plan delineates responsibilities fulfilled by the school, the LEA and the SEA serving the school under the plan.

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Statement 10: Establish specific annual, measurable targets for continuous and substantial progress by each relevant subgroup, which will ensure all such groups of students, update to align with the new AMOs to close the achievement gap

Statement 11: A mentoring/induction program used with teachers new to the school exists; the essential elements of the mentoring/induction program are documented and the documentation is available for review upon request by LEA or SEA authorities.

Statement 12: All parents with enrolled students will receive an annual notification letter which includes the reasons for its identification as Priority or Focus and the school’s plan to improve student achievement.

Assurance 13

The school is communicating with parents regarding school improvement efforts via the following strategies:

School web site School newsletter District web page District report card Yearly letter to parents Periodic mailings/letters, postcards, etc. Family Night/ Open House / Back to School Night/ Meet-the-Teachers Night, etc. Regular Title 1 meetings Parent advisory committee meetings Parent-Teacher Conferences Student Handbook

Assurance for Priority Schools (Annually Updated SIP)

The school has indicated the following response to indicate if it has completed an evaluation with the assistance of our Academic Recovery Liaison:

Yes

Title I Schoolwide program

The school has indicated the following response as to whether or not it intends to run a Title I Schoolwide program :

Yes

A completed Title I Schoolwide program planning addendum is required if the school is running a Title I Schoolwide program.

No file has been uploaded.

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Needs Assessment

School Accomplishments

Accomplishment #1:Select student groupings within the PVAAS representations of Valued Added results demonstrated that evidence of students met or exceeded the standard for academic growth that was not represented prior.

Moderate evidence was demonstrated that students exceeded the standard for 8th Grade students in Reading in the category of Below Basic(2.9)

Moderate evidence was demonstrated that students exceeded the standard for 7th Grade students in Math in category of Below Basic(1.6).

Moderate evidence was demonstrated that students exceeded the standard for 6th Grade students in Math in the category of Below Basic(3.3).

Moderate evidence was demonstrated that students met the standard for 7th grade students in Reading in the category of Below Basic(-0.3).

Moderate evidence was demostrated that students met the standard for 8th grade students in Reading in the category of Basic(0.3).

Moderate evidence was demonstrated that students met the standard for 6th grade students in Math in the category of Basic(-1.9).

Moderate evidence was demonstrated that students met the standard for 7th grade students in Math in categories Proficient(-0.8) and Advanced(1.0).

Moderate evidence was demonstrated that students met the standard for 8th grade students in Math in the category of Below Basic(-1.5).

Accomplishment #2:Demonstrated growth in groups of students in Math and Reading in student subgroups.

MATH

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Black

Moderate evidence was demonstrated that students met the standard for 6th Grade students in the category of Below Basic(3.1).

Moderate evidence was demonstrated that students met the standard for 7th grade students in categories Below Basic(2.0) and Proficient(-1.7).

Moderate evidence was demonstrated that students met the standard for 8th grade students in categories Below Basic(-2.8) and Basic(-0.8).

White

Moderate evidence was demonstrated that students exceeded the standard for 6th Grade students in the category of Below Basic(2.9).

Moderate evidence was demonstrated that students met the standard for 6th Grade students in the category of Basic(1.2).

Moderate evidence was demonstrated that students met the standard for 7th grade students in categories Below Basic(1.4), Proficient(0.4), and Advanced(-0.8).

Mederate evidence was demostrated that students met the standard for 8th grade students in the category of Below Basic(0.2.).

Economically Disadvantaged

Moderate evidence was demonstrated that students exceeded the standard for 6th Grade students in the category of Below Basic(3.4).

Moderate evidence was demonstrated that students met the standard for 6th grade students in categories Below Basic(-2.2).

Moderate evidence was demonstrated that students met the standard for 7th grade students in categories Below Basic(1.6) and Advanced(-1.1).

Moderate evidence was demonstrated that students met the standard for 8th grade students in the category of Below Basic(-1.3).

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Special Education

Moderate evidence was demonstrated that students exceeded the standard for 7th grade students in the category of Below Basic(2.7).

Moderate evidence was demonstrated that students met the standard for 6th grade students in categories Below Basic(1.2) and Basic(-5.5).

ELA

Black

Moderate evidence was demonstrated that students exceeded the standard for 8th Grade students in category Below Basic(7.1).

Moderate evidence was demonstrated that students met the standard for 6th Grade students in categories Below Basic(2.9), and Advanced(-3.5).

Moderate evidence was demonstrated that students met the standard for 7th grade students in categories Below Basic(3.4) and Proficient(1.6)

Moderate evidence was demonstrated that students met the standard for 8th grade students in categories Basic(1.1) and Advanced(-2.3).

White

Moderate evidence was demonstrated that students met the standard for 6th grade students in categories Basic(-0.1).

Moderate evidence was demonstrated that students met the standard for 7th grade students in categories Below Basic(-0.9).

Moderate evidence was demonstrated that students met the standard for 8th grade students in categories Below Basic(0.5) and Basic(0.2).

Economically Disadvantaged

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Moderate evidence was demonstrated that students met the standard for 6th grade students in categories Below Basic(-0.4), Basic(-1.2) and Advanced(-2.3).


Moderate evidence was demonstrated that students met the standard for 8th grade students in categories Below Basic(2.3), Basic(0.0) and Advanced(-2.3).

Special Education

Moderate evidence was demonstrated that students met the standard for 7th grade students in the category of Below Basic(0.1).


Accomplishment #3:Test participation rates across all three grade levels for the PSSA testing sessions of 2013-2014 school year were 98.3%

Testing Participation rates exceeded the established federal accountability measures, rates were;

Math/Algebra - 98.3%

Reading - 98.6%

Science - 98.1%

Writing - 96.1%

Accomplishment #4:Continued use of the Success For All programs in all three grade levels for both reading and math curriculum.

Purchased 270 Chrome books for use within the classrooms. The Chrome books were used to administer the CDT testing in a more effecient manner than previously done. Several teachers use the Chrome books in their classrooms on a regular, if not daily, basis.

Computer labs were upgraded with new computers.

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Graphing calculators are being used in the advanced math classes.

Math 180 was implemented as an intervention for students struggling in math. Read 180 and System 44 were continued to be used as intervention programs for students struggling in reading.

Accomplishment #5:Implementation of a school-wide behavior program has resulted in a 28% decrease in the number of logs being written.

There are 13 less students involved in the incidents being reported.

Accomplishment #6:Demonstrated examples of growth in Math in PVAAS growth ratings from the 2011-12 to the 2012-13 school year.

Moderate evidence was demonstrated that students exceeded the standard for 8th and 7th Grade students in categories Below Basic(3.1 and 4.3 respectively)

Moderate evidence was demonstrated that students met the standard for 7th Grade students in categories Basic(.9) and proficient(1.2)

Moderate evidence was demonstrated that students met the standard for 6th grade students in categories Below Basic(-0.2) and Basic(1.3).

Accomplishment #7:The percentage of students who scored Profieicnt/Advanced on Writng PSSA increased from 19.7% in 2011-12 to 36.9% in 2012-13.

The percentage of students who scored Below Basic decreased from 16.3% to 8%.

The percentage of students who scored Basic decreased from 64% to 55.1%.

The percentage of students who scored Proficient increased from 20% to 35%.

The percentage of students who scored Advanced increased from 0% to 2%.

Accomplishment #8:7th Grade Advanced % in Math increased from 21.5% to 27% during the 2013-14 school year.

Accomplishment #9:

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72.5% of the students taking the Literature Keystone in Spring 2014 were proficient/advanced.

58.1% of the students taking the Algebra 1 Keystone in Spring 2014 were proficient/advanced which is up from the Spring 2013 when 26.0% were at this level.

Accomplishment #10:The attendance rate dropped during the 2014-2015 school year.

Student attendance for the year 2013-14 94.3%.

Student attendance for the year 2014-15 through March is 91.8%.

Accomplishment #11:The addition of support staff includes behavior specialist, intervention specialist, School Resource Officer, Americorp tutors, Dean of Students, and instructional leader.

Accomplishment #12:PVAAS data growth from 2014-15 established in areas of District Value Aded Summary in Grades 6 and 7 for 2015 and 7th grade math 3yr average.

School Concerns

Concern #1:2013-14 School Year

Math

6th Grade Advanced % decreased from 20.5% to 18%.

7th Grade Proficient decreased from 28.3% to 19%.

8th Grade Advanced decreased from 23.6% to 17%.

Reading


7th Grade Proficiency % decreased from 28.9% to 22%.

8th grade Proficiency % decreased from 31.1% to 23%.

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2014/2015 School Year

Math

6th Grade Proficient % was only 11.1%.

6th Grade Advanced % was only 0.5%.





Reading


The Science Advanced/Proficiency for the PSSA decreased from the 2012-2013 school year to the 2013-2014 school year. It was 33.88% for the 2012-2013 school year and decreased to 26% for the 2013-2014 school year.

2014-15 School Year


The Writing Advanced/Proficiency Rate decreased from 36.93% during the 2012-2013 school year to 35.7% during the 2013-2014 school year.

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2014-15 School Year


JMS only demonstrated value added measurements that met or exceeded the expected level of achievement in 1 of 10 testing/grade levels. This leaves the school with 9 areas in need of focus to demonstrate growth for the 2014-15 school year according to PVAAS.

2014-15 School Year


School is identified as a Priority School in accordance with the Federal Accountability Designation and is has been awarded a School Improvement Grant in both the 2012-13 and 2013-14 school years.

2014-15 School Year

Concern #6:Behavior Specialist was cut from JMS school.

She was replaced with a behavioral specialist from JMS who came to the middle school one day a week on Wednesdays.

The CSP instructor was added as a resource for students to confide in twice a week on Tuesdays and Thursdays starting the second semester of 2016.

Concern #7:A JMS student committed suicide in September 2015, casing concern among parents and students that bullyng was a contributing factor.

Concern #8:

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Teacher Office discipline referrals increased by 3% from Sept-December 2016 compared to the same time frame ifrom 2015.

Concern #9:Infrasctructure that the staff and teachers were accustomed to since 2012-13 has been Apple based with MacBooks and equipment designed to run Apple products upon.

In 2015-16, GJSD made the decision to use a Google platform, which is not compable to Apple products, causing staff to adjust their comfortability level with relying on Apple products and resources.

Concern #10:GJMS has been utilizing Success For All recommendations for the implementaion of a Reading Curriculum.

However, Reading needs to be embedded in the existing ELA curricua to assure that Reading is alligned to the Pa Core standards.

Concern #11:PVAAS data from 2014-15 shows a significant evidence that the school did not meet the standard for Pa Academic Growth for ELA in 6th, 7th, and 8th grade.

Prioritized Systemic Challenges

Systemic Challenge #1 (Guiding Question #6) Ensure that there is a system within the school that fully ensures a safe and supportive environment for all students.

Aligned Concerns:

Behavior Specialist was cut from JMS school.

She was replaced with a behavioral specialist from JMS who came to the middle school one day a week on Wednesdays.

The CSP instructor was added as a resource for students to confide in twice a week on Tuesdays and Thursdays starting the second semester of 2016.

A JMS student committed suicide in September 2015, casing concern among parents and students that bullyng was a contributing factor.

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Teacher Office discipline referrals increased by 3% from Sept-December 2016 compared to the same time frame ifrom 2015.

Systemic Challenge #2 (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:

2013-14 School Year

Math




Reading





Math







Reading

2013-14 School Year


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2014-15 School Year

2013-14 School Year


2014-15 School Year

2013-14 School Year


2014-15 School Year

2013-14 School Year


2014-15 School Year

Systemic Challenge #3 (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:

2013-14 School Year

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Math




Reading





Math







Reading

2013-14 School Year


2014-15 School Year

2013-14 School Year


18

2014-15 School Year

2013-14 School Year


2014-15 School Year

2013-14 School Year


2014-15 School Year

Systemic Challenge #4 (Guiding Question #1) Ensure that there is a system in the school and/or district that fully ensures the principal is enabled to serve as a strong instructional leader who, in partnership with the school community (students, staff, parents, community, etc.) leads achievement growth and continuous improvement within the school.

Aligned Concerns:

2013-14 School Year

Math




Reading



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Math







Reading

2013-14 School Year


2014-15 School Year

2013-14 School Year


2014-15 School Year

2013-14 School Year

20


2014-15 School Year

2013-14 School Year


2014-15 School Year

Systemic Challenge #5 (Guiding Question #3) Ensure that there is a system within the school that fully ensures consistent implementation of a standards aligned curriculum framework across all classrooms for all students.

Aligned Concerns:

GJMS has been utilizing Success For All recommendations for the implementaion of a Reading Curriculum.

However, Reading needs to be embedded in the existing ELA curricua to assure that Reading is alligned to the Pa Core standards.

Systemic Challenge #6 (Guiding Question #5) Ensure that the organizational structure, processes, materials, equipment, and human and fiscal resources within the school align with the school’s goals for student growth and continuous school improvement.

Aligned Concerns:

2013-14 School Year


2014-15 School Year

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Infrasctructure that the staff and teachers were accustomed to since 2012-13 has been Apple based with MacBooks and equipment designed to run Apple products upon.

In 2015-16, GJSD made the decision to use a Google platform, which is not compable to Apple products, causing staff to adjust their comfortability level with relying on Apple products and resources.

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School Level Plan

Action Plans

Goal #1: Ensure that there is a system within the school that fully ensures a safe and supportive environment for all students.

Indicators of Effectiveness:Type: AnnualData Source: Powerschool dataSpecific Targets: Reduction of 10% of Discipline ReferralsAttendance increased 1%Accident referrals decreased 5%Increased of 5% in Counselor-initiated conversationsStudent attendance in clubs increases 5%Honor Roll students increased 10%

Strategies:

Character and Social Skill Building Programs

Description: WWC has identified programs for which there is evidence of the programs having a positive effect on character and social skill building. (Sources: http://www.positiveaction.net/content/PDFs/Character-education-topic-report.pdf and WWC/IES Practice Guide: Reducing Behavior Problems in the Elementary School Classroom: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/behavior_pg_092308.pdf ) Resource: http://effectivestrategies.wiki.caiu.org/Programs

SAS Alignment: Safe and Supportive Schools

Substantial Professional Development

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

SAS Alignment: Instruction

http://www.positiveaction.net/content/PDFs/Character-education-topic-report.pdf


http://effectivestrategies.wiki.caiu.org/Professional+Development

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

http://effectivestrategies.wiki.caiu.org/Programs

http://ies.ed.gov/ncee/wwc/pdf/practice_guides/behavior_pg_092308.pdf

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Instructional (Distributed) Leadership Capacity Building

Description: Support of the relationship of distributive leadership with student achievement is anecdotal and inferential and substantially reported. (Sources: http://www.learningpt.org/pdfs/leadership_turnaround_schools.pdf , and http://www.pakeys.org/docs/SL%20PP%201.pdf )


Positive Behavioral Interventions and Supports

Description: ?Positive behavior support strives to use a system to understand what maintains an individual's challenging behavior. It also summarizes and creates a hypothesis about the behavior, and directly observes the behavior and takes data to get a baseline. The positive behavior support process involves goal identification, information gathering, hypothesis development, support plan design, implementation and monitoring. Strategies are needed that teachers and parents are able and willing to use and that have an impact on the child's ability to participate in community and school activities.? (Source: http://en.wikipedia.org/wiki/Positive_behavior_support ) Measures of fidelity of PBS implementation were established in 2009, which means that the correlation between fidelity of implementation and measures of student behavior (e.g. number of behavioral referrals) can and needs to be determined before PBS can be verified as having a statistically significant impact on student behavior. A number of tools provide indicators of implementation, but indicators of effectiveness remain to be verified. The following site provides technical information related to PBS. (Source: http://www.pbis.org/default.aspx ) While empirical evidence is being developed regarding the effectiveness of School Wide PBS at the high school level, there is initial support for use of PBS in high schools. (Source: http://www.pbis.org/school/high_school_pbis.aspx )The Technical Assistance Center on Positive Behavioral Interventions and Supports is established by the U.S. Department of Education's Office of Special Education Programs (OSEP) to define, develop, implement, and evaluate a multi-tiered approach to Technical Assistance that improves the capacity of states, districts and schools to establish, scale-up and sustain the PBIS framework. Emphasis is given to the impact of implementing PBIS on the social, emotional and academic outcomes for students with disabilities. Resource: http://effectivestrategies.wiki.caiu.org/Safe+and+Supportive


After School Programs

Description:

WWC claims evidence suggests high-quality afterschool programs may have a positive impact on achievement; however, the WWC claims that the research reviewed does not meet the WWC criteria for reliable empirical support for the claim.(Source: http://ies.ed.gov/ncee/wwc/pdf/quick_reviews/afterschool_050608.pdf) A

http://ies.ed.gov/ncee/wwc/pdf/quick_reviews/afterschool_050608.pdf

http://effectivestrategies.wiki.caiu.org/Safe+and+Supportive

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

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

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

http://www.pakeys.org/docs/SL%20PP%201.pdf

http://www.learningpt.org/pdfs/leadership_turnaround_schools.pdf

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Summary of Formal Evaluations of Afterschool Programs' Impact on Academics, Behavior, Safety and Family Life sites numerous studies that indicate Afterschool programs do have a positive impact. (Source:http://americaspromise.org/~/media/Files/Resources/A%20Summary%20of%20Formal%20Evaluations.ashx ) Resource: http://effectivestrategies.wiki.caiu.org/Organizational+Structure


Creation of Aevidum chapter for student inclusion

Description:

JMS got approval at the March GJSD board meeting to approve a chapter of Aeveium to begin in the 2016-17 school year. This chapter will begin with a focus of having students "have each others back" and support students no matter their behavior patterns.


RestorativePractices

Description:

Educators across the nation recognize the importance of fostering positive, healthy school climates and helping students learn from their mistakes. Increasingly, they are partnering with parents, students, district officials, community organizations, and policymakers to move away from harmful and counter-productive zero-tolerance discipline policies and toward proven restorative approaches to addressing conflict in schools.

Restorative thinking is a significant shift from punishment-oriented thinking. People, including students, who are invited into restorative dialogue are sometimes confused by the concept of “making things right.” Their default response to the question “What can we do to make things right?” often has to do with punishment. It is said that “children live what they learn.” When what they have learned is that troublesome behavior demands a punishment-oriented response that is how they will live. But restorative practices invite different ways of responding. These new ways must be learned through experience

SAS Alignment: Instruction, Safe and Supportive Schools

Credit Recovery Program

Description:

http://effectivestrategies.wiki.caiu.org/Organizational+Structure

http://americaspromise.org/~/media/Files/Resources/A%20Summary%20of%20Formal%20Evaluations.ashx


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Credit Recovery Programs provide a structured way for students to pass and receive credits for a course in which a student was previously unsuccessful in earning academic credit toward graduation, which is thought to increase the probability of school completion and graduation. While there is a large amount of inferential support for the institution of various approaches to credit recovery, insufficient empirical evidence is available to indicate that credit recovery has a positive effect on school completion. (Sources: http://www.blackboard.com/resources/k12/Bb_K12_WP_CreditRecovery.pdf ; http://www.centerii.org/handbook/Resources/4_C_h_Credit_recovery_programs_hs.pdf ; and http://www.inacol.org/research/promisingpractices/NACOL_CreditRecovery_PromisingPractices.pdf ) Resource: http://effectivestrategies.wiki.caiu.org/Safe+and+Supportive


Instructional Practices for an Effective Classroom

Description:

Research shows that the link between classroom behavior and instruction is a powerful one. Certain instructional practices are associated with increased task-appropriate behavior. Here’s how you, the classroom teacher, can take advantage of this link to improve instruction and overall behavior. Pennsylvania Department of Education, Bureau of Special Education, Pennsylvania Training and Technical Assistance Network. Checklist adapted from Darch, C. B. and Kameenui, E. J. (2004). Instructional Classroom Management. Canada: Pearson Prentice Hall. (Source: http://effectivestrategies.wiki.caiu.org/file/view/InstrPrac.pdf/528265932/InstrPrac.pdf) Resource: http://effectivestrategies.wiki.caiu.org/Instructional+Practices


MTSS

Description:

Greater Johnstown School District is currently working with PaTTAN and IU8 representatives to make MTSS one of the 4 pillars of our Educationla Design with the comprehensive safety net opportunities for students that are currently in place as well as exploring some new areas by reaching out to our resources, i.e restorative justice and revision of Code of Conduct.


Top 5 Reasons Schools Need to Engage Parents

http://effectivestrategies.wiki.caiu.org/Instructional+Practices

http://effectivestrategies.wiki.caiu.org/file/view/InstrPrac.pdf/528265932/InstrPrac.pdf



http://www.inacol.org/research/promisingpractices/NACOL_CreditRecovery_PromisingPractices.pdf


http://www.centerii.org/handbook/Resources/4_C_h_Credit_recovery_programs_hs.pdf


http://www.blackboard.com/resources/k12/Bb_K12_WP_CreditRecovery.pdf

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Description:

(Source: http://effectivestrategies.wiki.caiu.org/file/view/Top_5_Reasons_0311.pdf/528273366/Top_5_Reasons_0311.pdf) Resource: http://effectivestrategies.wiki.caiu.org/Parent+Involvement

SAS Alignment: Materials & Resources

Anti-Drugs/Anti-Violence Programs

Description:

"Too Good for Violence promotes character values, social-emotional skills, and healthy beliefs of elementary and middle school students. http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/WWC_Violence_091406.pdf. Too Good for Drugs and Violence is designed to promote high school students? prosocial skills, positive character traits, and violence- and drug-free norms. http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/WWC_Drugs_Violence_091406.pdf. WWC has identified Anti-Drug and Anti-Violence programs for which there is evidence of a positive effect on drug use and violence. (Sources: http://www.positiveaction.net/content/PDFs/Character-education-topic-report.pdf) Resource: http://effectivestrategies.wiki.caiu.org/Programs


Increased Communication with Students

Description:

Max Thompson - Advancing Schools: Insights from Exemplary Leaders (Thompson, M. (2014). Advancing Schools: Insights from Exemplary Leaders (Vol. 1, p. 162). First Printing). Communicating with students - clear expectations, tying in prior knowledge, showing relationships, questioning and discussion (quality of questions, "Teach Like a Champion" techniques - "No Opt Out", "Cold Calling", etc. http://teachlikeachampion.com/books/teach-like-a-champion/, engaging students by grouping, lesson pacing and instructional tools, assessment and demonstrating responsiveness. (Source: http://www.learningfocused.com Resource: http://effectivestrategies.wiki.caiu.org/Instructional+Practices

SAS Alignment: Assessment, Instruction

Parent Communication Strategies - Listserv, Blogs, Facebook, Private and Secure Social Media Network, Online Gradebook and/or Attendance Tracker, Podcasts, Text Messaging, Tumblr, Twitter, Wikispaces, YouTube, Online/Paper Surveys


http://www.learningfocused.com/

http://teachlikeachampion.com/books/teach-like-a-champion/




http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/WWC_Drugs_Violence_091406.pdf

http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/WWC_Drugs_Violence_091406.pdf

http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/WWC_Violence_091406.pdf

http://effectivestrategies.wiki.caiu.org/Parent+Involvement

http://effectivestrategies.wiki.caiu.org/file/view/Top_5_Reasons_0311.pdf/528273366/Top_5_Reasons_0311.pdf


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Description:

(Source: http://www.readingrockets.org/article/building-parent-teacher-relationships) Resource: http://effectivestrategies.wiki.caiu.org/Parent+Involvement


SAS: Safe and Supportive Schools

Description:

Safe and Supportive Schools supplies resources and exemplars to promote active student engagement in a safe and positive learning environment. Areas within the element include the following: (Source: http://www.pdesas.org/SafeSupportiveSchools/Overview?setCode=pde-safe) Resource: http://effectivestrategies.wiki.caiu.org/Safe+and+Supportive


Response to Instruction and Intervention (RtII)

Description:

The Pennsylvania Department of Education strongly endorses the RtII model as the assessment and instructional framework to organize and implement Pennsylvania’s Standards Aligned System (SAS) to improve student achievement. RtII in PA is not viewed as a stand-alone strategy, product or program; rather it is a part of the state’s comprehensive system of continuous school improvement and provides a structure for schools to arrange and implement standards aligned instruction, core strategies, and interventions in the building to meet the academic and relational support needs of all students. (Sources: http://effectivestrategies.wiki.caiu.org/file/view/RtIIAnIntro.pdf/528272716/RtIIAnIntro.pdf) Resource: http://effectivestrategies.wiki.caiu.org/Safe+and+Supportive


SAS: Safe and Supportive Schools - Early Warning System

Description:

"The Educator Dashboard Early Warning System (EWS) is a free, voluntary tool available to all commonwealth LEAs. Building upon existing data, the EWS provides a lens through which schools are able to identify students at risk of dropping out, build a library of district-specific interventions, increase community partnerships


http://effectivestrategies.wiki.caiu.org/file/view/RtIIAnIntro.pdf/528272716/RtIIAnIntro.pdf



http://www.pdesas.org/SafeSupportiveSchools/Overview?setCode=pde-safe


http://www.readingrockets.org/article/building-parent-teacher-relationships


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and support schools set goals for student achievement improve student success rates." (Source: http://www.pdesas.org/Page?pageId=20) Resource: http://effectivestrategies.wiki.caiu.org/Safe+and+Supportive


Implementation Steps:

Institute a Positive Behavioral Support Program

Description:

GJMS is collaborating with Dr. Erica Kaurudar from Appalachia Intermediate Unit 8 to implement and develop a positive behavioral support system. The school will join the PAPBS Network to recieve professional development and support, access to on-line data analysis tools, training on data collection and analysis for decision-making. The PBS Action plan has been completed and training will begin in June 2015.

IU08 will be monitoring progress towards full implememntation of the program.

Cool Tools are implemented after being teacher created.

Students can recieve Trojan Bucks that can be redeemed at school store.

Announcements are made weekly and posters/flyers are posted throughout the school are implemented in areas of high traffic reminding students of what it looks like t Be Safe, Be Respectful, Be Responsible in different areas of the school)Cafe, hallways, bathrooms, etc).

Start Date: 8/28/2015 End Date: 6/1/2017

Program Area(s): Professional Education, Student Services

Supported Strategies:

Character and Social Skill Building Programs Substantial Professional Development Increased Quality Instructional Time Positive Behavioral Interventions and Supports

2016-17 Daily Schedule adjusted to include intervention period

Description:


http://www.pdesas.org/Page?pageId=20

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The Daily Schedule of the school will be adjusted to make available consistently scheduled time for a total of 30 minutes daily. The daily schedule will include an intervention period during the school day at the end of the day that teachers will choose the students recieiving interventions weekly. The student instructional day will be adjusted to allow for the combining of two available timeframes to allow for an uninterrupted period of time to allow for common planning practices among teams. Instructional Time remains consistent with 2015-2016.

Evidence of this step will be the 2015-16 Daily Schedule including the intervention period. The intervention period was initialized the first week of March 2016 once a week. The intervention period will be instituted daily in the 2016-17 schedule to allow students time for interventions, test make-up, and club opportunities.


Program Area(s): Professional Education, Teacher Induction


SAS: Safe and Supportive Schools Response to Instruction and Intervention (RtII)

Identify Students for Intervention Services

Description:

Students will be identified as At-Risk in the areas of Behavior, Academics, and Attendance as established via groups of teachers discussing students common to them in their common planning time within the Solutions Intervention Team process through Success For All.


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


Substantial Professional Development Increased Quality Instructional Time Instructional (Distributed) Leadership Capacity Building

Collect Classroom Observation Data

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Description:

Utilizing the Educator Effectiveness Model grounded in the Danielson Framework for essential teaching and supported through the PA-ETEP software program, Administration will complete the Observation process within the Differentiated Supervision plan. Both principals will conduct at least 3 walkthroughs a week during the school year to be documented in PA-ETEP.




Substantial Professional Development Increased Quality Instructional Time

Increase Instructional Resources and Materials to support Increased Instructional Time

Description:

An increased number of student laptops/computers to decrease the number of data collection days and inversely increase the instructional time provided to each student. The school will use School Improvement Grant monies to purchase 360 additional student laptops to be kept in additional mobile laptop carts to enable students to utilize them in individual classrooms with a primary purpose of administering student assessments that are online in delivery.

The laptop carts will be stored in a secure location within the school, with sign-out and sign-in sheets required and monitored. Administrators, guidance counselors, and academic coaches will monitor the time saved and effectiveness of teacher's gaining more timely access to student information to adapt pacing and materials within units based on areas of student-demonstrated need.

During common planning time, teacher's and academic coaches will provide and discuss evidence of the effectiveness of classroom preparations due to more timely complement of individual student assessments.

Purchase Date is projected at 07/01/15. Implementation of the project is established for 8/26/15, which is the first student day of the 2015-16 school year.

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The additional funds recieved in 2015-16 will provide more mobile laptop labs to be employed throughout JMS classrooms, as well as increase turn-around time for CDT testing and results and other testing.


Program Area(s): Student Services, Educational Technology



Providing Intervention Services/Intervention scheduling

Description:

These students will be serviced as detailed within the GJSD RTII Operational Plan in the following ratios; Most Intevention needed(Tier III) - 5% of student population and Tier II 15% of student population. Students who qualify for Reading Inteverntion Services will be enrolled into an intervention class that provides this form of instructional ssrvice through the Read180 program(Tier II) and System 44 (Tier III). Students who qualify for math services will be supported through the provision of 1 on 1 Tutoring Services (Tier III) provided by the school's Americorp Workers and Math180(Tier II).

In 2015-16, groups of staff will recommend students common to them to receive Tier II services during the 30 minute scheduled Intervention period in the school calendar next year.


Program Area(s): Student Services



Monitoring the Progress of Students Receving Intervention

Description:

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The Intervention Specialist, Guidance Counselor, and teachers will review student progress quarterly and report back to administration changes in individual student needs. Students will be added to or removed from programs determined by their individual growth. These decisions will be made after administration and instructional coaches review growth. Student data is then reviewed to ensure low to no regression upon removal from supports and for an increase in achievement upon entrance to the services. Additional supports are available to students and parents interested in seeking them through the school district's after school programming as well. The programs being utilized are READ180 and Math180 software





Embedded Formative Assessment Professional Development-Dylan Wiliam

Description:

The district has contracted with Mr. Dylan Wiiiam to present professional development workshops for 100% of staff with materials, resources, and online support meetings. A professional development calendar will be developed for 50% to recieve and work on embedded formative assessment in the first year, the remaining 50% in the second year.




Substantial Professional Development Positive Behavioral Interventions and Supports

Administer Tripod Assessment Survey for Staff to Enhance Student Feedback

Description:

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In conjunction with the embedded Formative Assessment PD in 2015-2017, 100% of staff will use an electronic version of the Tripod Assessment to receive student feedback on the 7 C's of Effective Instruction as defined by the Bill and Melinda Gates funded MET(Measures of Effective Teaching) Project. Instructors are to use student perspectives of the service they provide to reflect upon and enhance their instructional practices, classroom environment, etc.

50% of staff will participate in 2015/16 and the remaining 50% in the 2016-17 school year.


Program Area(s): Professional Education, Teacher Induction, Student Services, Educational Technology



Goal #2: 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: CDT

Specific Targets: Quarter 1 Benchmark - serve to establish the benchmark for the subject/class/student

Quarter 2 - 10% of students increase their performance from their Quarter 1 Benchmark



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Strategies:


Description: WWC has identified programs for which there is evidence of the programs having a positive effect on character and social skill building. (Sources: http://www.positiveaction.net/content/PDFs/Character-education-topic-report.pdf and WWC/IES Practice Guide: Reducing Behavior Problems in the Elementary School Classroom: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/behavior_pg_092308.pdf ) Resource: http://effectivestrategies.wiki.caiu.org/Programs






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









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http://www.pbis.org/school/high_school_pbis.aspx )The Technical Assistance Center on Positive Behavioral Interventions and Supports is established by the U.S. Department of Education's Office of Special Education Programs (OSEP) to define, develop, implement, and evaluate a multi-tiered approach to Technical Assistance that improves the capacity of states, districts and schools to establish, scale-up and sustain the PBIS framework. Emphasis is given to the impact of implementing PBIS on the social, emotional and academic outcomes for students with disabilities. Resource: http://effectivestrategies.wiki.caiu.org/Safe+and+Supportive



Description:




Description:











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Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing

Description: Using Student Achievement Data to Support Instructional Decision Making provides a WWC reporting of various strategies related to the acquisition, analysis, and application of student data. (Source: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf )


Curriculum Mapping

Description: Empirical evidence of a positive statistical correlation of the use of curriculum mapping with student achievement is scarce. There was a 2001 study by the Indiana Center of Evaluation conducted for the Ohio DOE that determined curriculum alignment (defined as curriculum mapping with subsequent change in instructional practice) was the “single greatest factor in achieving improved test scores.” The following link provides a list of resources supporting the positive contributions of curriculum mapping to educational processes: http://www.curriculummapping101.com/materials/curriculum-mapping-research ; the following link provides an overview of curriculum mapping: http://webserver3.ascd.org/handbook/demo/mapping2.html Resource:http://effectivestrategies.wiki.caiu.org/Curriculum+Framework

SAS Alignment: Standards, Materials & Resources

Increased Quality Instructional Time

Description: Changes in instructional time do not generally increase or decrease student achievement, unless such changes go beyond unusually low, or high, amounts of time. Curriculum and instructional quality appear to have a much greater effect on achievement than do total hours of instructional time. The addition of high-quality teaching time is of particular benefit to certain groups of students, such as low-income students and others who have little opportunity for learning outside of school. (Sources: http://www.ascd.org/publications/researchbrief/v3n10/toc.aspx , and http://www.educationsector.org/publications/clock-rethinking-way-schools-use-time )



Description:

(Source: http://effectivestrategies.wiki.caiu.org/file/view/Top_5_Reasons_0311.pdf/


http://www.educationsector.org/publications/clock-rethinking-way-schools-use-time


http://www.ascd.org/publications/researchbrief/v3n10/toc.aspx

http://effectivestrategies.wiki.caiu.org/Curriculum+Framework%0D%0A

http://webserver3.ascd.org/handbook/demo/mapping2.html%20

http://www.curriculummapping101.com/materials/curriculum-mapping-research

http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf

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528273366/Top_5_Reasons_0311.pdf) Resource: http://effectivestrategies.wiki.caiu.org/Parent+Involvement

SAS Alignment: Materials & Resources, Safe and Supportive Schools

Instruction - Teacher Effectiveness, Principal Effectiveness and Student Learning Objectives (SLOs)

Description:

Commonwealth of Pennsylvania (Source: http://www.pdesas.org/Instruction/Index/) Resource: http://effectivestrategies.wiki.caiu.org/Instructional+Practices


SAS: Assessments - Keystone Exams

Description:

The Keystone Exams are end-of-course assessments designed to assess proficiency in three subjects: Algebra I, Literature and Biology. The Keystone Exams are one component of Pennsylvania’s system of high school graduation requirements. Keystone Exams will help school districts guide students toward meeting state standards. (Source: http://www.pdesas.org/Page?pageId=8) Resource: http://effectivestrategies.wiki.caiu.org/Assessment

SAS Alignment: Assessment

Charlotte Danielson Framework

Description:

The Framework for Teaching is a research-based set of components of instruction, aligned to the INTASC standards, and grounded in a constructivist view of learning and teaching. The complex activity of teaching is divided into 22 components (and 76 smaller elements) clustered into four domains of teaching responsibility. (Source: http://www.danielsongroup.org/framework/) Resource: http://effectivestrategies.wiki.caiu.org/Curriculum+Framework

SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction

Comprehensive Planning

Description:

http://effectivestrategies.wiki.caiu.org/Curriculum+Framework

http://www.danielsongroup.org/framework/

http://effectivestrategies.wiki.caiu.org/Assessment



http://www.pdesas.org/Instruction/Index/



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Comprehensive Planning is a web-based framework for thoughtful data-driven and research-based district and school planning. Comprehensive Planning facilitates communication and collaboration, promotes shared practices and resources, and ensures that every stakeholder is working toward common goals. Additionally, Comprehensive Planning assists local education agencies (school districts, charter schools, area vocational technical schools/career and technical centers, and intermediate units) to create and manage a continuous, comprehensive plan to submit to the Department in order to maintain compliance with state and federal mandate. Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target instructional areas that need strengthening. Using disaggregated student data to determine educators’ learning priorities. Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target curricular areas that need further alignment. Professional Development activities are developed that support implementation of strategies identified in your action plan. Clear expectations in terms of teacher practice are identified for staff implementation. An implementation evaluation is created, based upon specific expectations related to changes in teacher practice, which is used to validate the overall effectiveness of the professional development initiative. The LEA has a systemic process that is used to validate whether or not providers have the capacity to present quality professional development. Administrators participate fully in all professional development sessions targeted for their faculties. Every Professional development initiative includes components that provide ongoing support to teachers regarding implementation. The LEA has an ongoing monitoring system in place (i.e. walkthroughs, classroom observations). Professional Education is evaluated to show its impact on teaching practices and student learning. (Source: http://www.education.pa.gov/Teachers%20-%20Administrators/Comprehensive%20Planning/Pages/default.aspx#.VuBT9_krJxA) Resource: http://effectivestrategies.wiki.caiu.org/Professional+Development

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


Description:







http://www.education.pa.gov/Teachers%20-%20Administrators/Comprehensive%20Planning/Pages/default.aspx#.VuBT9_krJxA


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The 4 Dimensions of Exemplary Practice

Description:

Max Thompson - Advancing Schools: Insights from Exemplary Leaders (Thompson, M. (2014). Advancing Schools: Insights from Exemplary Leaders (Vol. 1, p. 162). First Printing). Higher Order Thinking - Going beyond recall and summarization of information to analyzing it and using it to reason logically. Summarizing - Condensing the most important information read or heard and communicating it in one's own words. Vocabulary in Context - Vocabulary related to the content students are learning, the words that are central to understanding the concepts of the lesson. Advance Organizer - Anything introduced before the lesson to communicate to students what they will be learning. Non-verbal Representation - Information in the form of a visual image. Assignment - A task in which students apply the knowledge and skills learned in a lesson or unit to demonstrate their understanding. (Source: http://www.learningfocused.com/) Resource: http://effectivestrategies.wiki.caiu.org/Instructional+Practices


Standards Aligned System - Curriculum Framework

Description:

The Curriculum Framework specifies what is to be taught for each subject in the curriculum. In Pennsylvania, Curriculum Frameworks include Big Ideas, Concepts, Competencies, and Essential Questions aligned to Standards and Assessment Anchors and, where appropriate, Eligible Content. (Source: http://www.pdesas.org/CMap/CFramework/CFramework) Resource: http://effectivestrategies.wiki.caiu.org/Curriculum+Framework

SAS Alignment: Curriculum Framework

PLCs - Professional Learning Communities

Description:

Richard DuFour, Barth, R. (1991). Restructuring schools: Some questions for teachers and principals. Phi Delta Kappan, 73(2), 123–128. Marzano, R. (2003). What works in schools: Translating research into action. Alexandria, VA: ASCD. Learning Forward (2014). 3 Keys to Keep Learning Communities Focused on the Learning. (Sources: http://effectivestrategies.wiki.caiu.org/file/view/Transforming%20Professional%20Learning.pdf/543104478/Transforming%20Professional%20Learning.pdf, http://www.ascd.org/publications/educational-leadership/may04/vol61/num08/What-Is-a-Professional-Learning-Community%C2%A2.aspx) Resources:

http://www.ascd.org/publications/educational-leadership/may04/vol61/num08/What-Is-a-Professional-Learning-Community%C2%A2.aspx


http://effectivestrategies.wiki.caiu.org/file/view/Transforming%20Professional%20Learning.pdf/543104478/Transforming%20Professional%20Learning.pdf



http://www.pdesas.org/CMap/CFramework/CFramework



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http://effectivestrategies.wiki.caiu.org/Using+Data, http://effectivestrategies.wiki.caiu.org/Professional+Development


Technology and Student Achievement

Description:

The International Society for Technology in Education cites research that indicates an increase in access to technology has a positive effect on student achievement. (Source: http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement.pdf) Resource: http://effectivestrategies.wiki.caiu.org/Organizational+Structure

SAS Alignment: Instruction, Materials & Resources

PA Core Standards Implementation

Description:

"The State Board approved the final Chapter 4 regulations on September 12, 2013. The Independent Regulatory Review Commission (IRRC) approved the final regulation on November 21, 2013. With publication of Chapter 4 in the Pennsylvania Bulletin, the new regulations took effect on March 1, 2014. As part of the new regulations, Pennsylvania’s Core Standards offer a set of rigorous, high-quality academic expectations in English Language Arts and Mathematics that all students should master by the end of each grade level. The PA Core Standards are robust and relevant to the real world and reflect the knowledge and skills our young people need to succeed in life after high school, in both post-secondary education and a globally competitive workforce." (Source: http://www.pdesas.org/standard/PACore) Resource: http://effectivestrategies.wiki.caiu.org/Curriculum+Framework

SAS Alignment: Standards, Curriculum Framework



Description:

The Daily Schedule of the school will be adjusted to make available consistently scheduled time for a total of 30 minutes daily. The daily schedule will include an intervention period during the school day at the end of the day that teachers will


http://www.pdesas.org/standard/PACore


http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement.pdf


http://effectivestrategies.wiki.caiu.org/Using+Data,%20http://effectivestrategies.wiki.caiu.org/Professional+Development


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choose the students recieiving interventions weekly. The student instructional day will be adjusted to allow for the combining of two available timeframes to allow for an uninterrupted period of time to allow for common planning practices among teams. Instructional Time remains consistent with 2015-2016.







Curriculum Mapping

Develop Calendar for Common Planning Time for departments vertically and horizontally

Description:

Staff will be provided coordinated Common Planning Time on a cyclical schedule that allows them to meet with content specific colleagues to plan curriculum and interpret student data points. This time will amount to 30 minutes daily with the exception of the duty schedule days that are rotated into the cycle. Departsments will meet as will teachers with common students.


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




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Develop Individualized Teacher Supervision Plans

Description:

Staff will pursue individualized professional development plans to be developed in concert with administration to ensure that they meet the necessary requirements to ensure the pursuit of Act 48 credits and successful continuing education as defined by the school district and the Pennsylvania Department of Education. Staff participating will be required to design and outline a personalized plan with goals and objectives established toward implementation during the 2015-16 school year and continued in years thereafter.

The GJSD school district has a formal observation plan that requires untenured teachers to be observed until acquiring tenure, and every three years staff is fomally observed in three waves. Wave is is tenured teacher that have 3-10 years of service. Wave 2 is for teachers with 11-20 years of service. And Wave 3 is for teacher with 21+ years of experience.

This information will be housed in PA-ETEP.

Faculty portfolis in Google docs have been created and defined.

Staff will be responsible for determining measurable areas to demonstrate the monitoring of progress toward completion and demonstrate that progress within reports to administration. All staff plans and progress will be entered into and maintained within a Google docs system.


Program Area(s): Professional Education, Teacher Induction, Educational Technology




Curriculum Mapping



Provide Professional Development with a Data Focus

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Description:

Staff will be continue to be provided focused professional development throughout the year regarding the use of multiple data points to support data driven decision making as it relates to the preparation, planning and assessment of the students that they are providing instruction to. Data points that staff will be trained to utilize in their practices will include CDT, GMade, GRade, PSSA, District Benchmark results, and PVAAS projections. Staff will be trained on effective methods for locating, differentiating between, comprehending, and utilization of the data into their instructional decision making. This professional development will also include training to support the introduction of the metacognitive tools utilized with the CDT by students to interpret and gain understanding of their own learning and instructional strengths and weaknesses. Data will be made available through its root locations, but also will be present in the Google for staff accessibility.

Professional Development will be provided on a multitude of dates with imbedded measurement of effectiveness of practice and supports for those with demonstrated needs. The dates will include Act 80, Teacher In-Service, Non-Tenured Teacher Training, Common Planning Time, and Voluntary Sessions beyond the school calendar or established teacher work day. Staff will also be presented with the opportunity to participate in on-line modules developed to provide on-call professional development support for staff in need through the SchoolNet system.

Sign-in sheets are provided for each training. Administrators attend the training to judge evidence of efficiency and to get feedback from teachers.

Staff are given an opportunity to provide feedback for every professional development opportunity via evaluation sheet that described the level of content and instructional appropriateness. Staff is also given the opportunity to determine their own areas for growth via professional development opportunities by completing a questionnaire every May that is reviewed by the district's ACT 48 Committee.


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




Curriculum Mapping


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Description:










Calendar of Instructor Observations designed for Feedback

Description:

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Administration will collaborate to complete a detailed schedule of formal and informal observations of individual teachers before the start of the 2016 school year. Pre-observation, Formal and Informal observations, Post-observations, and Walk-throughs will be calendared and information recorded in Pa-ETEP.







Monitor Curriculum Implementation

Description:

Administration will complete classroom walkthroughs focused on collecting data relating to the fidelity of the curriculum in each classroom . Teaching staff are responsible for developing the pacing of the curriculum and posting to the weekly public Google calendar , along with an electronic curriculum binder opened to the correct unit or printed unit plan placed on the desk to provide administrative access to the unit being covered. A professiona ldevelopment district calendar will be developed to continue to build the curriculum. Administration will utilize the data collected from walkthroughs and utilize the PA-ETEP program to store the collection of the data to provide support for staff that are in need, as well as, to promote the collegial sharing of best practices by staff with demonstrated successes.


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




Curriculum Mapping

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Description:







Curriculum Mapping



Description:





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Description:








Description:

The Intervention Specialist, Guidance Counselor, and teachers will review student progress quarterly and report back to administration changes in individual student needs. Students will be added to or removed from programs determined by their individual growth. These decisions will be made after administration and instructional coaches review growth. Student data is then reviewed to ensure low to no regression upon removal from supports and for an increase in achievement upon entrance to the services. Additional supports are available to students and parents interested in seeking them through the school district's after school

48

programming as well. The programs being utilized are READ180 and Math180 software






Description:








Description:

In conjunction with the embedded Formative Assessment PD in 2015-2017, 100% of staff will use an electronic version of the Tripod Assessment to receive student feedback on the 7 C's of Effective Instruction as defined by the Bill and Melinda Gates funded MET(Measures of Effective Teaching) Project. Instructors are to use

49

student perspectives of the service they provide to reflect upon and enhance their instructional practices, classroom environment, etc.








Provide PD for Promethean Board classroom instruction

Description:

Teachers will be provided professional development in the 2016-17 school year as definied on the being developed PD calendar to utilize the promethean board curently connected in their rooms to provide better instruction towards engaging the student for learning.

Observations will reflect the amount of incorporation of promethean boards utilization in lesson plans.


Program Area(s): Professional Education



Creation of PLC's

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Description:

100% of staff will participate in a PLC with a defined focus in the year 2015-16. Staff will be provided professional development of what a PLC encompasses via modules, modeling and discussion. Directing teachers into developing their practices from a focus on teaching to a focus on learning to provide a culture of collaboration to allow instructors to focus on real results will enhance classroom and professional culture.

50% of staff will participate in PLC's in 2015/16 and the other 50% will particpate in 2016/17.


Program Area(s): Professional Education, Teacher Induction, Student Services






Institute a Positive Behavioral Support Program

Description:

GJMS is collaborating with Dr. Erica Kaurudar from Appalachia Intermediate Unit 8 to implement and develop a positive behavioral support system. The school will join the PAPBS Network to recieve professional development and support, access to on-line data analysis tools, training on data collection and analysis for decision-making. The PBS Action plan has been completed and training will begin in June 2015.




Announcements are made weekly and posters/flyers are posted throughout the school are implemented in areas of high traffic reminding students of what it looks

51

like t Be Safe, Be Respectful, Be Responsible in different areas of the school)Cafe, hallways, bathrooms, etc).




Character and Social Skill Building Programs Positive Behavioral Interventions and Supports

Botvin Character Education

Description:

Program through a grant provided by the university of Colorado through 2016. Goodwill has provided a 3 year grant to begin the Fall of 2016 that will incorporate the curriculum over that time frame.

Taught at all three grade levels in the social studies and physical education. Lessons taught once a week every Tuesday until completion in late January/early February.

The training revolves around teaching social-emotional coping skills and situations for studnets to analyze.





Data Days

Description:

Provide staff with time on 3 3-hr early dismissal periods to attain and interpret individual student data...


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Implementation of Aevidum curriculum and club

Description:

JMS is continuing to expand on our student support and safety Net systems by introducing the Aevidum curriculum into student's everyday school life. Aevidum's goal is to create positive mental health environments where all students feel accepted, appreciated, acknowledged, and cared for in schools and communities across the nation. The Aevidum message is delivered creatively through a series of student-generated materials, interactive displays, high-energy assemblies, community events, music, artwork, stories, PSAs, etc. At the core of Aevidum is an educational philosophy that empowers students to take responsibility to make a difference. Aevidum students are encouraged to use their gifts and talents and to recognize the gifts and talents of their peers to create cultures of care in advocacy in their schools and communities.





Alternatives to suspension-Code of Conduct Updates

Description:

Johnstown Middle School is looking at alternatives to suspension for student misbenavior that allow the student to learn from their mistakes and miss the least amount of instructional time. The district's Code of Conduct Committee is meeting

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to make recommendations to the school board towards streamlining the code of conduct rigid guidelines towards more of a restorative justice model. JMS administration will be attending Brashear SD on April 25th to shadow the recent successes of their school district to decide what may be a best fit for our district.





Alert Systems

Description:

A reminder is sent home to parents if their student is absent as a reminder and as a method of motivating parents to send their child to school. Alert systems is also utilized as a method of parent communication concerning upcoming school events and important dates.

The message can be sent to parents via either phone message, text, or email formats or all three.


Program Area(s):



Remind 101 systems

Description:

Teachers communicate with parents via electronic media. When supplied the parents cell phone number, teachers invite parents to join their group emessages that provide information from homework given, upcoming tests, etc.


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Program Area(s):



After School Live

Description:

The district provides an after-school program that allows the studnet to extend their school day by 2+ hours. The areas of concerntration are credit recovery, tutoring, social programs, and a snack. This program is available to students every Monday-Thursday when school s in session. After-School Live also has the same program available in the Summer that begins two weeks after school lets out until 2 weeks before the school year begins.




Character and Social Skill Building Programs Increased Quality Instructional Time Charlotte Danielson Framework

Keystone courses and 9th grade credit classes offered to qualified students entering 8th grade

Description:

Students are assigned to higher level classes beginning in 6th grade and if they continue to progress on track, will be offered Literature 9 and/or Algebra I their 8th grade year. If they pass the course and pass the requirements on the Keystone testing, they get credit towards the graduation requirements.


Program Area(s): Gifted Education


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SAS: Assessments - Keystone Exams

Goal #3: 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


Type: Interim

Data Source: CDT's - Given 4 times annually

Ratio of implementation of Student driven Metacognitive Instruments for CDT completed by student per class.

Specific Targets: Evidence of use of Metacognitive Student Tools with CDT being utilized in instructional planning by teachers and administration.

Quarter 1 - 70% of staff demonstrate evidence in their instructional planning




Strategies:





56






Description:




Description:




Description:

Richard DuFour, Barth, R. (1991). Restructuring schools: Some questions for teachers and principals. Phi Delta Kappan, 73(2), 123–128. Marzano, R. (2003). What works in schools: Translating research into action. Alexandria, VA: ASCD. Learning Forward (2014). 3 Keys to Keep Learning Communities Focused on the Learning. (Sources:






57

http://effectivestrategies.wiki.caiu.org/file/view/Transforming%20Professional%20Learning.pdf/543104478/Transforming%20Professional%20Learning.pdf, http://www.ascd.org/publications/educational-leadership/may04/vol61/num08/What-Is-a-Professional-Learning-Community%C2%A2.aspx) Resources: http://effectivestrategies.wiki.caiu.org/Using+Data, http://effectivestrategies.wiki.caiu.org/Professional+Development



Description:




Description:



Common Assessment within Grade/Subject

Description: WWC reports the effective use of data can have a positive impact upon student achievement; using common assessments to inform teacher practice is one such use of data. (Source:












58

http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf?) Teacher Moderation: Collaborative Assessment of Student Work and Common Assessments provide detailed looks at the development and use of common assessments. (Sources: http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teacher_Moderation.pdf and Common Assessments: Mike Schmoker. (2006) Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning. Alexandria, Va.: ASCD.) Resource: http://effectivestrategies.wiki.caiu.org/Assessment


SAS: Safe and Supportive Schools - Early Warning System

Description:

"The Educator Dashboard Early Warning System (EWS) is a free, voluntary tool available to all commonwealth LEAs. Building upon existing data, the EWS provides a lens through which schools are able to identify students at risk of dropping out, build a library of district-specific interventions, increase community partnerships and support schools set goals for student achievement improve student success rates." (Source: http://www.pdesas.org/Page?pageId=20) Resource: http://effectivestrategies.wiki.caiu.org/Safe+and+Supportive




Description:







http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teacher_Moderation.pdf



59





Description:








Description:


The GJSD school district has a formal observation plan that requires untenured teachers to be observed until acquiring tenure, and every three years staff is

60

fomally observed in three waves. Wave is is tenured teacher that have 3-10 years of service. Wave 2 is for teachers with 11-20 years of service. And Wave 3 is for teacher with 21+ years of experience.










Description:


Professional Development will be provided on a multitude of dates with imbedded measurement of effectiveness of practice and supports for those with demonstrated needs. The dates will include Act 80, Teacher In-Service, Non-Tenured Teacher Training, Common Planning Time, and Voluntary Sessions beyond the school calendar or established teacher work day. Staff will also be presented

61

with the opportunity to participate in on-line modules developed to provide on-call professional development support for staff in need through the SchoolNet system.









Description:




62








Description:







Description:

Administration will complete classroom walkthroughs focused on collecting data relating to the fidelity of the curriculum in each classroom . Teaching staff are responsible for developing the pacing of the curriculum and posting to the weekly public Google calendar , along with an electronic curriculum binder opened to the correct unit or printed unit plan placed on the desk to provide administrative

63

access to the unit being covered. A professiona ldevelopment district calendar will be developed to continue to build the curriculum. Administration will utilize the data collected from walkthroughs and utilize the PA-ETEP program to store the collection of the data to provide support for staff that are in need, as well as, to promote the collegial sharing of best practices by staff with demonstrated successes.







Description:







Description:

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Description:








65

Description:

The Intervention Specialist, Guidance Counselor, and teachers will review student progress quarterly and report back to administration changes in individual student needs. Students will be added to or removed from programs determined by their individual growth. These decisions will be made after administration and instructional coaches review growth. Student data is then reviewed to ensure low to no regression upon removal from supports and for an increase in achievement upon entrance to the services. Additional supports are available to students and parents interested in seeking them through the school district's after school programming as well. The programs being utilized are READ180 and Math180 software






Description:





Common Assessment within Grade/Subject Substantial Professional Development


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Description:








Creation of PLC's

Description:







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Goal #4: Ensure that there is a system in the school and/or district that fully ensures the principal is enabled to serve as a strong instructional leader who, in partnership with the school community (students, staff, parents, community, etc.) leads achievement growth and continuous improvement within the school.


Type: Interim

Data Source: District Benchmark Assessment

Specific Targets: Quarter 1 - Benchmark Result provides benchmark for subject area performance

Quarter 2 - 10% of students successfully improve benchmark result relative to Q1 result



Strategies:


Description: Support of the relationship of distributive leadership with student achievement is anecdotal and inferential and substantially reported. (Sources: http://www.learningpt.org/pdfs/leadership_turnaround_schools.pdf , and http://www.pakeys.org/docs/SL%20PP%201.pdf )



Description: ?Positive behavior support strives to use a system to understand what maintains an individual's challenging behavior. It also summarizes and creates a hypothesis about the behavior, and directly observes the behavior and takes data to get a baseline. The positive behavior support process involves goal identification, information gathering, hypothesis development, support plan design, implementation and monitoring. Strategies are needed that teachers and parents

http://www.pakeys.org/docs/SL%20PP%201.pdf

http://www.learningpt.org/pdfs/leadership_turnaround_schools.pdf

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are able and willing to use and that have an impact on the child's ability to participate in community and school activities.? (Source: http://en.wikipedia.org/wiki/Positive_behavior_support ) Measures of fidelity of PBS implementation were established in 2009, which means that the correlation between fidelity of implementation and measures of student behavior (e.g. number of behavioral referrals) can and needs to be determined before PBS can be verified as having a statistically significant impact on student behavior. A number of tools provide indicators of implementation, but indicators of effectiveness remain to be verified. The following site provides technical information related to PBS. (Source: http://www.pbis.org/default.aspx ) While empirical evidence is being developed regarding the effectiveness of School Wide PBS at the high school level, there is initial support for use of PBS in high schools. (Source: http://www.pbis.org/school/high_school_pbis.aspx )The Technical Assistance Center on Positive Behavioral Interventions and Supports is established by the U.S. Department of Education's Office of Special Education Programs (OSEP) to define, develop, implement, and evaluate a multi-tiered approach to Technical Assistance that improves the capacity of states, districts and schools to establish, scale-up and sustain the PBIS framework. Emphasis is given to the impact of implementing PBIS on the social, emotional and academic outcomes for students with disabilities. Resource: http://effectivestrategies.wiki.caiu.org/Safe+and+Supportive


After School Programs

Description:

WWC claims evidence suggests high-quality afterschool programs may have a positive impact on achievement; however, the WWC claims that the research reviewed does not meet the WWC criteria for reliable empirical support for the claim.(Source: http://ies.ed.gov/ncee/wwc/pdf/quick_reviews/afterschool_050608.pdf) A Summary of Formal Evaluations of Afterschool Programs' Impact on Academics, Behavior, Safety and Family Life sites numerous studies that indicate Afterschool programs do have a positive impact. (Source:http://americaspromise.org/~/media/Files/Resources/A%20Summary%20of%20Formal%20Evaluations.ashx ) Resource: http://effectivestrategies.wiki.caiu.org/Organizational+Structure


RestorativePractices

Description:

Educators across the nation recognize the importance of fostering positive, healthy school climates and helping students learn from their mistakes. Increasingly, they are partnering with




http://ies.ed.gov/ncee/wwc/pdf/quick_reviews/afterschool_050608.pdf





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parents, students, district officials, community organizations, and policymakers to move away from harmful and counter-productive zero-tolerance discipline policies and toward proven restorative approaches to addressing conflict in schools.

Restorative thinking is a significant shift from punishment-oriented thinking. People, including students, who are invited into restorative dialogue are sometimes confused by the concept of “making things right.” Their default response to the question “What can we do to make things right?” often has to do with punishment. It is said that “children live what they learn.” When what they have learned is that troublesome behavior demands a punishment-oriented response that is how they will live. But restorative practices invite different ways of responding. These new ways must be learned through experience



Description:



Parent Communication Strategies - Listserv, Blogs, Facebook, Private and Secure Social Media Network, Online Gradebook and/or Attendance Tracker, Podcasts, Text Messaging, Tumblr, Twitter, Wikispaces, YouTube, Online/Paper Surveys

Description:

(Source: http://www.readingrockets.org/article/building-parent-teacher-relationships) Resource: http://effectivestrategies.wiki.caiu.org/Parent+Involvement








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Description:

Safe and Supportive Schools supplies resources and exemplars to promote active student engagement in a safe and positive learning environment. Areas within the element include the following: (Source: http://www.pdesas.org/SafeSupportiveSchools/Overview?setCode=pde-safe) Resource: http://effectivestrategies.wiki.caiu.org/Safe+and+Supportive



Description:



Curriculum Mapping

Description: Empirical evidence of a positive statistical correlation of the use of curriculum mapping with student achievement is scarce. There was a 2001 study by the Indiana Center of Evaluation conducted for the Ohio DOE that determined curriculum alignment (defined as curriculum mapping with subsequent change in instructional practice) was the “single greatest factor in achieving improved test scores.” The following link provides a list of resources supporting the positive contributions of curriculum mapping to educational processes: http://www.curriculummapping101.com/materials/curriculum-mapping-research ; the following link provides an overview of curriculum mapping: http://webserver3.ascd.org/handbook/demo/mapping2.html Resource:http://effectivestrategies.wiki.caiu.org/Curriculum+Framework

SAS Alignment: Standards, Materials & Resources

http://effectivestrategies.wiki.caiu.org/Curriculum+Framework%0D%0A

http://webserver3.ascd.org/handbook/demo/mapping2.html%20

http://www.curriculummapping101.com/materials/curriculum-mapping-research





http://www.pdesas.org/SafeSupportiveSchools/Overview?setCode=pde-safe

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Description: Changes in instructional time do not generally increase or decrease student achievement, unless such changes go beyond unusually low, or high, amounts of time. Curriculum and instructional quality appear to have a much greater effect on achievement than do total hours of instructional time. The addition of high-quality teaching time is of particular benefit to certain groups of students, such as low-income students and others who have little opportunity for learning outside of school. (Sources: http://www.ascd.org/publications/researchbrief/v3n10/toc.aspx , and http://www.educationsector.org/publications/clock-rethinking-way-schools-use-time )



Description:




Description:

Comprehensive Planning is a web-based framework for thoughtful data-driven and research-based district and school planning. Comprehensive Planning facilitates communication and collaboration, promotes shared practices and resources, and ensures that every stakeholder is working toward common goals. Additionally, Comprehensive Planning assists local education agencies (school districts, charter schools, area vocational technical schools/career and technical centers, and intermediate units) to create and manage a continuous, comprehensive plan to submit to the Department in order to maintain compliance with state and federal mandate. Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target instructional areas that need strengthening. Using disaggregated student data to determine educators’ learning priorities. Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target curricular areas that need further alignment. Professional Development activities are developed that support implementation of strategies identified in your action plan. Clear expectations in terms of teacher practice are identified for staff implementation. An






72

implementation evaluation is created, based upon specific expectations related to changes in teacher practice, which is used to validate the overall effectiveness of the professional development initiative. The LEA has a systemic process that is used to validate whether or not providers have the capacity to present quality professional development. Administrators participate fully in all professional development sessions targeted for their faculties. Every Professional development initiative includes components that provide ongoing support to teachers regarding implementation. The LEA has an ongoing monitoring system in place (i.e. walkthroughs, classroom observations). Professional Education is evaluated to show its impact on teaching practices and student learning. (Source: http://www.education.pa.gov/Teachers%20-%20Administrators/Comprehensive%20Planning/Pages/default.aspx#.VuBT9_krJxA) Resource: http://effectivestrategies.wiki.caiu.org/Professional+Development



Description:



The 4 Dimensions of Exemplary Practice

Description:

Max Thompson - Advancing Schools: Insights from Exemplary Leaders (Thompson, M. (2014). Advancing Schools: Insights from Exemplary Leaders (Vol. 1, p. 162). First Printing). Higher Order Thinking - Going beyond recall and summarization of information to analyzing it and using it to reason logically. Summarizing - Condensing the most important information read or heard and communicating it in one's own words. Vocabulary in Context - Vocabulary related to the content students are learning, the words that are central to understanding the concepts of the lesson. Advance Organizer - Anything introduced before the lesson to communicate to students what they will be learning. Non-verbal Representation - Information in the form of a visual image. Assignment - A task in which students







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apply the knowledge and skills learned in a lesson or unit to demonstrate their understanding. (Source: http://www.learningfocused.com/) Resource: http://effectivestrategies.wiki.caiu.org/Instructional+Practices



Description:

The Curriculum Framework specifies what is to be taught for each subject in the curriculum. In Pennsylvania, Curriculum Frameworks include Big Ideas, Concepts, Competencies, and Essential Questions aligned to Standards and Assessment Anchors and, where appropriate, Eligible Content. (Source: http://www.pdesas.org/CMap/CFramework/CFramework) Resource: http://effectivestrategies.wiki.caiu.org/Curriculum+Framework

SAS Alignment: Curriculum Framework


Description:

Richard DuFour, Barth, R. (1991). Restructuring schools: Some questions for teachers and principals. Phi Delta Kappan, 73(2), 123–128. Marzano, R. (2003). What works in schools: Translating research into action. Alexandria, VA: ASCD. Learning Forward (2014). 3 Keys to Keep Learning Communities Focused on the Learning. (Sources: http://effectivestrategies.wiki.caiu.org/file/view/Transforming%20Professional%20Learning.pdf/543104478/Transforming%20Professional%20Learning.pdf, http://www.ascd.org/publications/educational-leadership/may04/vol61/num08/What-Is-a-Professional-Learning-Community%C2%A2.aspx) Resources: http://effectivestrategies.wiki.caiu.org/Using+Data, http://effectivestrategies.wiki.caiu.org/Professional+Development



Description:

The International Society for Technology in Education cites research that indicates an increase in access to technology has a positive effect on student achievement. (Source: http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_ach









http://www.pdesas.org/CMap/CFramework/CFramework



74

ievement.pdf) Resource: http://effectivestrategies.wiki.caiu.org/Organizational+Structure



Description:




Description: WWC reports the effective use of data can have a positive impact upon student achievement; using common assessments to inform teacher practice is one such use of data. (Source: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf?) Teacher Moderation: Collaborative Assessment of Student Work and Common Assessments provide detailed looks at the development and use of common assessments. (Sources: http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teacher_Moderation.pdf and Common Assessments: Mike Schmoker. (2006) Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning. Alexandria, Va.: ASCD.) Resource: http://effectivestrategies.wiki.caiu.org/Assessment


5 Characteristics for High Quality Professional Development

Description:

"According to the research, high-quality professional-learning opportunities for teachers contain the following five characteristics:









75

Aligns with school goals, state and district standards and assessments, and other professional-learning activities.

Focuses on core content and modeling of teaching strategies for the content.

Includes opportunities for active learning of new teaching strategies.

Provides the chance for teachers to collaborate.

Includes follow-up and continuous feedback.

Dr. Jana Hunzicker, Assistant Professor, Department of Teacher Education, Bradley University, June 2010." (Source http://files.eric.ed.gov/fulltext/ED510366.pdf) Resource: http://effectivestrategies.wiki.caiu.org/Professional+Development



Description:

WWC has identified programs for which there is evidence of the programs having a positive effect on character and social skill building. (Sources: http://www.positiveaction.net/content/PDFs/Character-education-topic-report.pdf and WWC/IES Practice Guide: Reducing Behavior Problems in the Elementary School Classroom: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/behavior_pg_092308.pdf ) Resource: http://effectivestrategies.wiki.caiu.org/Programs



Description:

Using Student Achievement Data to Support Instructional Decision Making provides a WWC reporting of various strategies related to the acquisition, analysis, and application of student data. (Source: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf )


Credit Recovery Program

Description:







http://files.eric.ed.gov/fulltext/ED510366.pdf

76

Credit Recovery Programs provide a structured way for students to pass and receive credits for a course in which a student was previously unsuccessful in earning academic credit toward graduation, which is thought to increase the probability of school completion and graduation. While there is a large amount of inferential support for the institution of various approaches to credit recovery, insufficient empirical evidence is available to indicate that credit recovery has a positive effect on school completion. (Sources: http://www.blackboard.com/resources/k12/Bb_K12_WP_CreditRecovery.pdf ; http://www.centerii.org/handbook/Resources/4_C_h_Credit_recovery_programs_hs.pdf ; and http://www.inacol.org/research/promisingpractices/NACOL_CreditRecovery_PromisingPractices.pdf ) Resource: http://effectivestrategies.wiki.caiu.org/Safe+and+Supportive



Description:




Description:

(Source: http://effectivestrategies.wiki.caiu.org/file/view/Top_5_Reasons_0311.pdf/528273366/Top_5_Reasons_0311.pdf) Resource: http://effectivestrategies.wiki.caiu.org/Parent+Involvement


PaTTAN Behavior Resources for Educators

Description:

Pennsylvania Department of Education, Pennsylvania Training and Technical Assistance Network. (Source: http://effectivestrategies.wiki.caiu.org/file/view/Behavior_TeachingFramework%208-13_format.pdf/559691591/Behavior_TeachingFramework%208-

http://effectivestrategies.wiki.caiu.org/file/view/Behavior_TeachingFramework%208-13_format.pdf/559691591/Behavior_TeachingFramework%208-13_format.pdf












http://www.blackboard.com/resources/k12/Bb_K12_WP_CreditRecovery.pdf

77

13_format.pdf) Resource: http://effectivestrategies.wiki.caiu.org/Safe+and+Supportive


Pennsylvania's Schoolwide Positive Behavior Support System

Description:

"Schoolwide Positive Behavior Support (SWPBS) is a proactive approach to discipline that promotes appropriate student behavior and increased learning. Traditionally, models of school discipline tend to be reactive (i.e., student misbehavior results in punitive consequences). The word “approach” is key in that SWPBS provides direction, not a canned program, for developing a comprehensive system of behavior support tailored to individual school needs. " (Source: http://effectivestrategies.wiki.caiu.org/file/view/SWPBS_Intro1213.pdf/528271388/SWPBS_Intro1213.pdf) Resource: http://effectivestrategies.wiki.caiu.org/Safe+and+Supportive




Description:







http://effectivestrategies.wiki.caiu.org/file/view/SWPBS_Intro1213.pdf/528271388/SWPBS_Intro1213.pdf

http://effectivestrategies.wiki.caiu.org/file/view/SWPBS_Intro1213.pdf/528271388/SWPBS_Intro1213.pdf



78

Curriculum Mapping Increased Quality Instructional Time


Description:





Curriculum Mapping Increased Quality Instructional Time


Description:





79





Common Assessment within Grade/Subject Curriculum Mapping Increased Quality Instructional Time


Description:




Staff are given an opportunity to provide feedback for every professional development opportunity via evaluation sheet that described the level of content and instructional appropriateness. Staff is also given the opportunity to determine

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their own areas for growth via professional development opportunities by completing a questionnaire every May that is reviewed by the district's ACT 48 Committee.






Description:







81





Description:











Description:

Administration will complete classroom walkthroughs focused on collecting data relating to the fidelity of the curriculum in each classroom . Teaching staff are responsible for developing the pacing of the curriculum and posting to the weekly public Google calendar , along with an electronic curriculum binder opened to the correct unit or printed unit plan placed on the desk to provide administrative access to the unit being covered. A professiona ldevelopment district calendar will be developed to continue to build the curriculum. Administration will utilize the data collected from walkthroughs and utilize the PA-ETEP program to store the

82

collection of the data to provide support for staff that are in need, as well as, to promote the collegial sharing of best practices by staff with demonstrated successes.






Description:







Description:


83






Description:






Common Assessment within Grade/Subject Increased Quality Instructional Time


Description:

The Intervention Specialist, Guidance Counselor, and teachers will review student progress quarterly and report back to administration changes in individual student needs. Students will be added to or removed from programs determined by their

84

individual growth. These decisions will be made after administration and instructional coaches review growth. Student data is then reviewed to ensure low to no regression upon removal from supports and for an increase in achievement upon entrance to the services. Additional supports are available to students and parents interested in seeking them through the school district's after school programming as well. The programs being utilized are READ180 and Math180 software






Description:





Common Assessment within Grade/Subject Increased Quality Instructional Time


Description:

In conjunction with the embedded Formative Assessment PD in 2015-2017, 100% of staff will use an electronic version of the Tripod Assessment to receive student feedback on the 7 C's of Effective Instruction as defined by the Bill and Melinda

85

Gates funded MET(Measures of Effective Teaching) Project. Instructors are to use student perspectives of the service they provide to reflect upon and enhance their instructional practices, classroom environment, etc.






Provide PD for Promethean Board classroom instruction

Description:







Creation of PLC's

Description:

100% of staff will participate in a PLC with a defined focus in the year 2015-16. Staff will be provided professional development of what a PLC encompasses via modules, modeling and discussion. Directing teachers into developing their

86

practices from a focus on teaching to a focus on learning to provide a culture of collaboration to allow instructors to focus on real results will enhance classroom and professional culture.





Common Assessment within Grade/Subject Curriculum Mapping

Goal #5: Ensure that there is a system within the school that fully ensures consistent implementation of a standards aligned curriculum framework across all classrooms for all students.


Type: Annual

Data Source: Classroom walkthrough observations, formal observations, SLO's, Danielson Framework analysis. Data will be stored in PA-ETEP software.

Specific Targets: Increase in PSSA ELA, Mathematics, and Science from 2014-15 to 1015-16.

Increase in school's SPP score.

Strategies:

Data Walkthroughs

Description:

Schedule weekly walkthroughs to classrooms and conduct a follow-up meeting to provide specific feedback and recommendations. Resource: http://effectivestrategies.wiki.caiu.org/Using+Data

http://effectivestrategies.wiki.caiu.org/Using+Data

87



Description:




Description:

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




Description:

Staff will pursue individualized professional development plans to be developed in concert with administration to ensure that they meet the necessary requirements to ensure the pursuit of Act 48 credits and successful continuing education as defined by the school district and the Pennsylvania Department of Education. Staff participating will be required to design and outline a personalized plan with goals





88

and objectives established toward implementation during the 2015-16 school year and continued in years thereafter.










Description:






89


Description:






Standard Aligned Systems and Effective Instruction

Description:

Teachers will develop and administer CBM's, Formative Assessments, and methods of Informal Evaluation that are aligned with the Eligible Content as designated in the Standards Aligned System. Assessments and Evaluations of student progres will be aligned through the development of common assessment materials as developed and designed by each curricular area team.





Goal #6: Ensure that the organizational structure, processes, materials, equipment, and human and fiscal resources within the school align with the school’s goals for student growth and continuous school improvement.

90


Type: Interim

Data Source: CDT Data

Specific Targets: CDT Session #1 - Baseline Data Submission

CDT Session #2 - 15% of students will improve scaled score

CDT Session #3 - 15% of students will improve scaled score

Strategies:








Description: Changes in instructional time do not generally increase or decrease student achievement, unless such changes go beyond unusually low, or high, amounts of time. Curriculum and instructional quality appear to have a much greater effect on achievement than do total hours of instructional time. The




91

addition of high-quality teaching time is of particular benefit to certain groups of students, such as low-income students and others who have little opportunity for learning outside of school. (Sources: http://www.ascd.org/publications/researchbrief/v3n10/toc.aspx , and http://www.educationsector.org/publications/clock-rethinking-way-schools-use-time )



Description:




Description:

Comprehensive Planning is a web-based framework for thoughtful data-driven and research-based district and school planning. Comprehensive Planning facilitates communication and collaboration, promotes shared practices and resources, and ensures that every stakeholder is working toward common goals. Additionally, Comprehensive Planning assists local education agencies (school districts, charter schools, area vocational technical schools/career and technical centers, and intermediate units) to create and manage a continuous, comprehensive plan to submit to the Department in order to maintain compliance with state and federal mandate. Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target instructional areas that need strengthening. Using disaggregated student data to determine educators’ learning priorities. Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target curricular areas that need further alignment. Professional Development activities are developed that support implementation of strategies identified in your action plan. Clear expectations in terms of teacher practice are identified for staff implementation. An implementation evaluation is created, based upon specific expectations related to changes in teacher practice, which is used to validate the overall effectiveness of the professional development initiative. The LEA has a systemic process that is used to validate whether or not providers have the capacity to present quality professional development. Administrators participate fully in all professional development sessions targeted for their faculties. Every Professional development






92

initiative includes components that provide ongoing support to teachers regarding implementation. The LEA has an ongoing monitoring system in place (i.e. walkthroughs, classroom observations). Professional Education is evaluated to show its impact on teaching practices and student learning. (Source: http://www.education.pa.gov/Teachers%20-%20Administrators/Comprehensive%20Planning/Pages/default.aspx#.VuBT9_krJxA) Resource: http://effectivestrategies.wiki.caiu.org/Professional+Development



Description:

Richard DuFour, Barth, R. (1991). Restructuring schools: Some questions for teachers and principals. Phi Delta Kappan, 73(2), 123–128. Marzano, R. (2003). What works in schools: Translating research into action. Alexandria, VA: ASCD. Learning Forward (2014). 3 Keys to Keep Learning Communities Focused on the Learning. (Sources: http://effectivestrategies.wiki.caiu.org/file/view/Transforming%20Professional%20Learning.pdf/543104478/Transforming%20Professional%20Learning.pdf, http://www.ascd.org/publications/educational-leadership/may04/vol61/num08/What-Is-a-Professional-Learning-Community%C2%A2.aspx) Resources: http://effectivestrategies.wiki.caiu.org/Using+Data, http://effectivestrategies.wiki.caiu.org/Professional+Development



Description:




Description:













93



5 Characteristics for High Quality Professional Development

Description:

"According to the research, high-quality professional-learning opportunities for teachers contain the following five characteristics:

Aligns with school goals, state and district standards and assessments, and other professional-learning activities.

Focuses on core content and modeling of teaching strategies for the content.

Includes opportunities for active learning of new teaching strategies.

Provides the chance for teachers to collaborate.

Includes follow-up and continuous feedback.

Dr. Jana Hunzicker, Assistant Professor, Department of Teacher Education, Bradley University, June 2010." (Source http://files.eric.ed.gov/fulltext/ED510366.pdf) Resource: http://effectivestrategies.wiki.caiu.org/Professional+Development


Instructional Coaching: The Principles of Partnership

Description: Kansas Coaching Project: Instructional coaches are on-site professional developers who teach educators how to use proven instructional methods. To be successful in this role, coaches must be skilled in a variety of roles, including public relations guru, communicator extraordinaire, master organizer and, of course, expert educator. (Source: http://instructionalcoach.org/about/about-coaching Resource: http://effectivestrategies.wiki.caiu.org/Professional+Development)



http://instructionalcoach.org/about/about-coaching


http://files.eric.ed.gov/fulltext/ED510366.pdf



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Technology Infrastructure Enhancement/Technology Access and Training Increase

Description: The International Society for Technology in Education cites research that indicates an increase in access to technology has a positive effect on student achievement. (Source: http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement.pdf )




Description:











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Description:








Description:




96









Description:





97









Description:

Administration will complete classroom walkthroughs focused on collecting data relating to the fidelity of the curriculum in each classroom . Teaching staff are responsible for developing the pacing of the curriculum and posting to the weekly public Google calendar , along with an electronic curriculum binder opened to the correct unit or printed unit plan placed on the desk to provide administrative access to the unit being covered. A professiona ldevelopment district calendar will be developed to continue to build the curriculum. Administration will utilize the data collected from walkthroughs and utilize the PA-ETEP program to store the collection of the data to provide support for staff that are in need, as well as, to promote the collegial sharing of best practices by staff with demonstrated successes.




Technology Infrastructure Enhancement/Technology Access and Training Increase Increased Quality Instructional Time


98

Description:









Instructional Coaching: The Principles of Partnership Increased Quality Instructional Time


Description:

The Intervention Specialist, Guidance Counselor, and teachers will review student progress quarterly and report back to administration changes in individual student needs. Students will be added to or removed from programs determined by their individual growth. These decisions will be made after administration and instructional coaches review growth. Student data is then reviewed to ensure low to no regression upon removal from supports and for an increase in achievement upon entrance to the services. Additional supports are available to students and parents interested in seeking them through the school district's after school

99

programming as well. The programs being utilized are READ180 and Math180 software




Technology Infrastructure Enhancement/Technology Access and Training Increase Increased Quality Instructional Time


Description:








Description:


100









Creation of PLC's

Description:






Instructional Coaching: The Principles of Partnership Increased Quality Instructional Time

101

Appendix: Professional Development Implementation Step Details

LEA Goals Addressed:

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

Strategy #1: Character and Social Skill Building ProgramsStrategy #2: Substantial Professional DevelopmentStrategy #3: Increased Quality Instructional Time Strategy #4: Positive Behavioral Interventions and Supports

Start End Title Description8/28/2015 6/1/2017 Institute a Positive Behavioral

Support ProgramGJMS is collaborating with Dr. Erica Kaurudar from Appalachia Intermediate Unit 8 to implement and develop a positive behavioral support system. The school will join the PAPBS Network to recieve professional development and support, access to on-line data analysis tools, training on data collection and analysis for decision-making. The PBS Action plan has been completed and training will begin in June 2015.




Announcements are made weekly and posters/flyers are posted throughout the school are implemented in areas of high traffic reminding students of what it looks like t Be Safe, Be Respectful, Be Responsible in different areas of the school)Cafe,

102

hallways, bathrooms, etc).Person Responsible SH S EP Provider Type App.Administration 3.0 2 51 Appalachia Intermediate Unit 8 IU Yes

Knowledge Practices and procedures to encourage student positive behavior

Supportive Research Positive behavioral practices will provide less distractions to improve instruction and cooperation

Designed to Accomplish

For classroom teachers, school counselors and education specialists:

Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.

Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.

For school and district administrators, and other educators seeking leadership roles:

Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.

Provides leaders with the ability to access and use appropriate data to inform decision-making.

Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.

Training Format

Series of WorkshopsProfessional Learning Communities

Participant Roles Classroom teachers Grade Levels Middle (grades 6-8)

103

Principals / Asst. PrincipalsSchool counselorsParaprofessionalNew Staff

Follow-up Activities

Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers

Creating lessons to meet varied student learning styles

Evaluation Methods

Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.

Review of discipline logs

LEA Goals Addressed: Ensure that there is a system within the school that fully ensures a safe and supportive environment for all students.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 studentsEnsure 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 TeachingEnsure that there is a system in the school and/or district that fully ensures the principal

Strategy #1: Substantial Professional DevelopmentStrategy #2: Positive Behavioral Interventions and Supports

104

is enabled to serve as a strong instructional leader who, in partnership with the school community (students, staff, parents, community, etc.) leads achievement growth and continuous improvement within the school.Ensure that the organizational structure, processes, materials, equipment, and human and fiscal resources within the school align with the school’s goals for student growth and continuous school improvement.

Start End Title Description

7/21/2015 6/6/2017Embedded Formative

Assessment Professional Development-Dylan Wiliam


Person Responsible SH S EP Provider Type App.Principal 3.0 4 51 Dylan Wiliam Individual Yes

Knowledge The ability to utilize formative assessements effectively in classroom instruction

Supportive Research Formative Assessment

Designed to AccomplishFor classroom teachers, school counselors and education specialists:


Provides educators with a variety of classroom-based assessment skills and the skills

105

needed to analyze and use data in instructional decision-making.




Instructs the leader in managing resources for effective results.

Training Format


Participant Roles

Classroom teachersPrincipals / Asst. PrincipalsSchool counselorsNew Staff Grade Levels

Middle (grades 6-8)

Follow-up Activities Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers

Analysis of student work, with administrator and/or peers

Joint planning period activities

Evaluation Methods Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.

Review of participant lesson plans

106


Ensure that there is a system within the school that fully ensures a safe and supportive environment for all students.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 studentsEnsure 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 TeachingEnsure that there is a system in the school and/or district that fully ensures the principal is enabled to serve as a strong instructional leader who, in partnership with the school community (students, staff, parents, community, etc.) leads achievement growth and continuous improvement within the school.Ensure that the organizational structure, processes, materials, equipment, and human and fiscal resources within the school align with the school’s goals for student growth and continuous school improvement.

Strategy #1: Substantial Professional Development

Start End Title Description8/31/2015 6/5/2017 Administer Tripod Assessment In conjunction with the embedded Formative Assessment PD in 2015-2017, 100% of

107

Survey for Staff to Enhance Student Feedback

staff will use an electronic version of the Tripod Assessment to receive student feedback on the 7 C's of Effective Instruction as defined by the Bill and Melinda Gates funded MET(Measures of Effective Teaching) Project. Instructors are to use student perspectives of the service they provide to reflect upon and enhance their instructional practices, classroom environment, etc.


Person Responsible SH S EP Provider Type App.Administration 3.0 4 51 Cambridge For Profit

CompanyYes

Knowledge Teacher will gain knowledge of their students and the efffectivesness of their teaching

Supportive Research The Measure of Effective Teaching Projects show evidence of the 7C's of learning promote classroom learning







Training FormatSeries of Workshops

Participant Roles Classroom teachers Grade Levels Middle (grades 6-8)

108

Principals / Asst. Principals



Joint planning period activities Evaluation Methods



LEA Goals Addressed: 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 TeachingEnsure 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 studentsEnsure that there is a system in the school and/or district that fully ensures the principal is enabled to serve as a strong instructional leader who, in partnership with the school community (students, staff, parents, community, etc.) leads achievement growth and continuous improvement within the school.Ensure that the organizational structure,

Strategy #1: Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data WarehousingStrategy #2: Substantial Professional DevelopmentStrategy #3: Curriculum MappingStrategy #4: Increased Quality Instructional Time

109

processes, materials, equipment, and human and fiscal resources within the school align with the school’s goals for student growth and continuous school improvement.

Start End Title Description6/8/2015 5/24/2017 Provide Professional

Development with a Data Focus




Staff are given an opportunity to provide feedback for every professional

110

development opportunity via evaluation sheet that described the level of content and instructional appropriateness. Staff is also given the opportunity to determine their own areas for growth via professional development opportunities by completing a questionnaire every May that is reviewed by the district's ACT 48 Committee.

Person Responsible SH S EP Provider Type App.Administration & Instructional Leader

3.0 4 51 Intermediate Unit IU Yes

Knowledge Ability to apply data to make instructionally informed decisions

Supportive Research

Response to Intervention

Data Wise




Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.





111


Participant Roles

Classroom teachersPrincipals / Asst. PrincipalsNew Staff Grade Levels

Middle (grades 6-8)



Peer-to-peer lesson discussion

Lesson modeling with mentoring

Evaluation Methods


Student PSSA dataClassroom student assessment dataReview of participant lesson plans

LEA Goals Addressed: Ensure that there is a system within the school that fully ensures a safe and supportive environment for all students.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 studentsEnsure that there is a system within the school that fully ensures consistent implementation of effective instructional practices that meet the needs of all students

Strategy #1: Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data WarehousingStrategy #2: Substantial Professional Development

112

across all classrooms and aligns with the Pennsylvania Framework for TeachingEnsure that there is a system in the school and/or district that fully ensures the principal is enabled to serve as a strong instructional leader who, in partnership with the school community (students, staff, parents, community, etc.) leads achievement growth and continuous improvement within the school.Ensure that the organizational structure, processes, materials, equipment, and human and fiscal resources within the school align with the school’s goals for student growth and continuous school improvement.








113









Training Format


Participant Roles


Middle (grades 6-8)

Follow-up Activities Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers

Analysis of student work,


114

with administrator and/or peersJoint planning period

activitiesReview of participant lesson plans



Strategy #1: Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data WarehousingStrategy #2: Substantial Professional DevelopmentStrategy #3: Positive Behavioral Interventions and Supports

115


8/31/2015 6/5/2017Administer Tripod Assessment





CompanyYes









Training Format Series of Workshops

116

Participant Roles

Classroom teachersPrincipals / Asst. Principals

Grade LevelsMiddle (grades 6-8)







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 TeachingEnsure that there is a system in the school and/or district that fully ensures the principal is enabled to serve as a strong instructional leader who, in partnership with the school community (students, staff, parents, community, etc.) leads achievement growth and continuous improvement within the school.

Strategy #1: Substantial Professional DevelopmentStrategy #2: Increased Quality Instructional Time

Start End Title Description8/30/2016 3/1/2017 Provide PD for Promethean Teachers will be provided professional development in the 2016-17 school year as

117

Board classroom instruction

definied on the being developed PD calendar to utilize the promethean board curently connected in their rooms to provide better instruction towards engaging the student for learning.


Person Responsible SH S EP Provider Type App.Administration 3.0 2 51 Outside Provider For Profit

CompanyYes

Knowledge How to best use the promethean board in regards to it's intended use

Supportive Research Technology-based education engages and captivates student's learning








Training Format Series of Workshops

118

Participant Roles


Middle (grades 6-8)





Evaluation Methods




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

Strategy #1: Character and Social Skill Building ProgramsStrategy #2: Positive Behavioral Interventions and Supports


8/28/2015 6/1/2017 Institute a Positive Behavioral Support Program

GJMS is collaborating with Dr. Erica Kaurudar from Appalachia Intermediate Unit 8 to implement and develop a positive behavioral support system. The school will join

119

the PAPBS Network to recieve professional development and support, access to on-line data analysis tools, training on data collection and analysis for decision-making. The PBS Action plan has been completed and training will begin in June 2015.




Announcements are made weekly and posters/flyers are posted throughout the school are implemented in areas of high traffic reminding students of what it looks like t Be Safe, Be Respectful, Be Responsible in different areas of the school)Cafe, hallways, bathrooms, etc).

Person Responsible SH S EP Provider Type App.Administration 3.0 2 51 Appalachia Intermediate Unit 8 IU Yes

Knowledge Practices and procedures to encourage student positive behavior

Supportive Research Positive behavioral practices will provide less distractions to improve instruction and cooperation





For school and district Provides the knowledge and skills to think and plan strategically, ensuring that

120

administrators, and other educators seeking leadership roles:

assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.



Training Format


Participant Roles

Classroom teachersPrincipals / Asst. PrincipalsSchool counselorsParaprofessionalNew Staff





Evaluation Methods


Review of discipline logs

LEA Goals Addressed: Ensure that there is a system within the school that fully ensures consistent

Strategy #1: Common Assessment within Grade/Subject

121

implementation of effective instructional practices that meet the needs of all students across all classrooms and aligns with the Pennsylvania Framework for TeachingEnsure 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 studentsEnsure that there is a system in the school and/or district that fully ensures the principal is enabled to serve as a strong instructional leader who, in partnership with the school community (students, staff, parents, community, etc.) leads achievement growth and continuous improvement within the school.Ensure that the organizational structure, processes, materials, equipment, and human and fiscal resources within the school align with the school’s goals for student growth and continuous school improvement.

Strategy #2: Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing



Staff will be continue to be provided focused professional development throughout the year regarding the use of multiple data points to support data driven decision making as it relates to the preparation, planning and assessment of the students that they are providing instruction to. Data points that staff will be trained to utilize in their practices will include CDT, GMade, GRade, PSSA, District Benchmark results, and PVAAS projections. Staff will be trained on effective methods for locating, differentiating between, comprehending, and utilization of the data into their instructional decision making. This professional development will also include training to support the introduction of the metacognitive tools utilized with the CDT

122

by students to interpret and gain understanding of their own learning and instructional strengths and weaknesses. Data will be made available through its root locations, but also will be present in the Google for staff accessibility.







Supportive Research


Data Wise

123










Participant Roles


Middle (grades 6-8)

Follow-up Activities Analysis of student work, with administrator and/or peers




Student PSSA data

124

Classroom student assessment dataReview of participant lesson plans



Strategy #1: Common Assessment within Grade/SubjectStrategy #2: Substantial Professional Development

125
















126

Training Format


Participant Roles


Middle (grades 6-8)





Evaluation Methods



LEA Goals Addressed: Ensure that there is a system within the school that fully ensures a safe and supportive environment for all students.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 studentsEnsure that there is a system within the school that fully ensures consistent

Strategy #1: Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data WarehousingStrategy #2: Substantial Professional Development

127

implementation of effective instructional practices that meet the needs of all students across all classrooms and aligns with the Pennsylvania Framework for TeachingEnsure that there is a system in the school and/or district that fully ensures the principal is enabled to serve as a strong instructional leader who, in partnership with the school community (students, staff, parents, community, etc.) leads achievement growth and continuous improvement within the school.Ensure that the organizational structure, processes, materials, equipment, and human and fiscal resources within the school align with the school’s goals for student growth and continuous school improvement.







CompanyYes

128










Participant Roles








129


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 TeachingEnsure 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 studentsEnsure that there is a system in the school and/or district that fully ensures the principal is enabled to serve as a strong instructional leader who, in partnership with the school community (students, staff, parents, community, etc.) leads achievement growth and continuous improvement within the school.Ensure that the organizational structure, processes, materials, equipment, and human and fiscal resources within the school align with the school’s goals for student growth and continuous school improvement.

Strategy #1: Common Assessment within Grade/SubjectStrategy #2: Curriculum MappingStrategy #3: Increased Quality Instructional Time



Staff will be continue to be provided focused professional development throughout the year regarding the use of multiple data points to support data driven decision making as it relates to the preparation, planning and assessment of the students that they are providing instruction to. Data points that staff will be trained to utilize in their practices will include CDT, GMade, GRade, PSSA, District Benchmark results, and PVAAS projections. Staff will be trained on effective methods for locating, differentiating between, comprehending, and utilization of the data into their

130

instructional decision making. This professional development will also include training to support the introduction of the metacognitive tools utilized with the CDT by students to interpret and gain understanding of their own learning and instructional strengths and weaknesses. Data will be made available through its root locations, but also will be present in the Google for staff accessibility.







Supportive Response to Intervention

131

Research Data Wise










Participant Roles


Middle (grades 6-8)

Follow-up Activities Analysis of student work, with administrator and/or peers


Lesson modeling with


132

mentoringStudent PSSA dataClassroom student assessment dataReview of participant lesson plans



Strategy #1: Common Assessment within Grade/SubjectStrategy #2: Increased Quality Instructional Time

133
















134

Training Format


Participant Roles


Middle (grades 6-8)





Evaluation Methods



LEA Goals Addressed: Ensure that there is a system within the school that fully ensures a safe and supportive environment for all students.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 studentsEnsure that there is a system within the

Strategy #1: Increased Quality Instructional Time

135

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 TeachingEnsure that there is a system in the school and/or district that fully ensures the principal is enabled to serve as a strong instructional leader who, in partnership with the school community (students, staff, parents, community, etc.) leads achievement growth and continuous improvement within the school.Ensure that the organizational structure, processes, materials, equipment, and human and fiscal resources within the school align with the school’s goals for student growth and continuous school improvement.






Person Responsible SH S EP Provider Type App.

136

Administration 3.0 4 51 Cambridge For Profit Company

Yes










Participant Roles



Follow-up Activities Creating lessons to meet varied student learning styles



137



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 TeachingEnsure that there is a system in the school and/or district that fully ensures the principal is enabled to serve as a strong instructional leader who, in partnership with the school community (students, staff, parents, community, etc.) leads achievement growth and continuous improvement within the school.

Strategy #1: Increased Quality Instructional Time


8/30/2016 3/1/2017 Provide PD for Promethean Board classroom instruction



Person Responsible SH S EP Provider Type App.Administration 3.0 2 51 Outside Provider For Profit

CompanyYes

138

Knowledge How to best use the promethean board in regards to it's intended use

Supportive Research Technology-based education engages and captivates student's learning









Participant Roles


Middle (grades 6-8)

Follow-up Activities Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or

Evaluation Methods Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment,

139

peersAnalysis of student work,

with administrator and/or peersJoint planning period

activities

instructional delivery and professionalism.Review of participant lesson plans


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 TeachingEnsure 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 studentsEnsure that there is a system in the school and/or district that fully ensures the principal is enabled to serve as a strong instructional leader who, in partnership with the school community (students, staff, parents, community, etc.) leads achievement growth and continuous improvement within the school.Ensure that the organizational structure, processes, materials, equipment, and human and fiscal resources within the school align with the school’s goals for student growth and continuous school improvement.

Strategy #1: Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data WarehousingStrategy #2: Instructional Coaching: The Principles of PartnershipStrategy #3: Increased Quality Instructional Time

140


6/8/2015 5/24/2017Provide Professional






141




Supportive Research


Data Wise










Participant Roles Classroom teachersPrincipals / Asst. Principals

Grade Levels Middle (grades 6-8)

142

New Staff





Evaluation Methods


Student PSSA dataClassroom student assessment dataReview of participant lesson plans

LEA Goals Addressed: Ensure that there is a system within the school that fully ensures a safe and supportive environment for all students.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 studentsEnsure 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 TeachingEnsure that there is a system in the school and/or district that fully ensures the principal is enabled to serve as a strong instructional leader who, in partnership with the school

Strategy #1: Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data WarehousingStrategy #2: Instructional Coaching: The Principles of Partnership

143

community (students, staff, parents, community, etc.) leads achievement growth and continuous improvement within the school.Ensure that the organizational structure, processes, materials, equipment, and human and fiscal resources within the school align with the school’s goals for student growth and continuous school improvement.












144





Training Format


Participant Roles


Middle (grades 6-8)





Evaluation Methods



145



Strategy #1: Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data WarehousingStrategy #2: Technology Infrastructure Enhancement/Technology Access and Training IncreaseStrategy #3: Increased Quality Instructional Time

Start End Title Description8/31/2015 6/5/2017 Administer Tripod Assessment



146




CompanyYes










Participant Roles



147






148

Assurance of Quality and AccountabilityWe, the undersigned, hereby certify that the school level plan for Greater Johnstown MS in the Greater Johnstown 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 ESEA 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 Greater Johnstown MS in the Greater Johnstown SD for the 2014-2017 school-year.

Affirmed by James Cekada on 6/28/2016

Superintendent/Chief Executive Officer

Affirmed by Richard Unger on 6/28/2016

Board President

Affirmed by Thomas Butler on 6/30/2016

IU Executive Director

149

Evaluation of School Improvement PlanDescribe the success from the first year plan

Number of students referred to office for discipline purposes decreased by 28%

Reading Apprenticeship training was instituted and programming implemented in content areas

Continued use of reading facilitator to oversee individual student performance and data collection to drive instruction

Implementation of CDTs for ELA, math, and science via Chrome books three times a year

Increased instructional time through the adjustment of schedule allowing 30 minutes at the end of the day for common planning time

Academic enrichment occurred weekly in the four core subject areas

Implementation of Success for All solution teams

Community outreach including increased parent engagement via workshops, visitations, conferences, etc.

Partnership with University of Pittsburgh at Johnstown and Saint Francis University

Curriculum aligned to the PA Core Standards for ELA and math.

100% of faculty was evaluated using the Danielson Model/Teacher Effectiveness

Intervention services provided at Tier 2 and Tier 3 levels via Americorp workers and Math180/Read 180/System 44 courses

Partnership with Franklin Regional Middle School through the Expanding Excellence Grant

Leadership is in the process of becoming a more distributed model

Describe the continuing areas of concerns from the first year plan

A need to provide professional development with a focus on data, how to utilize data effectively to make informed instructional decisions

A need to provide professional development around effective instructional practices

150

A need to create and plan for long-term professional development

A need to assure technology infrastructure is updated and utilized with fidelity

A need to better monitor the implementation of curriculum

A need for a full-fledged Schoolwide Positive Behavior Plan su[[prted by the Appalachia Intermediate Unit 08

A small percentage of students took advantage of academic interventions

A need for more opportunities for teachers to evolve as leaders in the school community

A need to develop common assessments aligned with the school's curriculum

Describe the initiatives that have been revised

To establish a full-fledged Schoolwide Positive Behavior Plan through the Appalachia Intermediate Unit 08

To include academic interventions during the school day through the adjustment of the daily schedule

To develop a formalized protocol to gather, analyze, and utilize the use of student data

To create a professional development map to include 2015-2016/2016-2017 school years

To emphasize the use of formative assessment and the 7 C's of Effective Teaching

To create professional learning communities to support professional development intiatives

To create common assessments aligned to the school's curriculum

Describe the success from the past year.

Successes from the past year include:-1st year implementing a district curriculum that was three years in the making-2nd year of offering MATH180 and 3rd year of offering READ180-areas of PVAAS growth shown among both Tier III groups for those students successfully completing program-Math(Grade 6 and 7 indicate the school met the standard for academic growth) and ELA(While not meeting the state standard for acdemic growth, their was still an increase of .4 in 6th grade and 2.2 in 7th grade)- -2nd semester change to offering intervention at the end of the day for students to receive tutoring, counseling, electives, chances to meet with teachers to review work missed while

151

absent, and club activities for those with transportation issues to encourage a sense of belonging-Use of Twitter, Facebook, and revised District Web page allowed for better communications among school and parents/community.-Faculty Web pages established for parent-faculty contact and distribution of information regarding homework, assignments-AlertSolutions established to alert parents when their child is absent or tardy-Student Safety Net implementations started in the 2nd semester with the approval for an Aevidum chapter, Become Someone's Hero district-wide anti-bullying plan took root in March, exploration into the implementation of Restorative Justice practices for 2016-17, and the Little Red Mailbox campaign also started in May of 2016.-District administrators switching to PA-ETEP for collecting information for teacher evaluations- District administrators conducting monthly team building walkthroughs to gather and then discuss practices observed-Teachers have been using REMIND101 services to better inform parents to current classroom assignments and trends-Professional Development(Formative Assessment, Danielson, Depth of Knowledge, Data Analysis, SFA Cycle of Effective Instruction, ) within the district has taken on a focus of teacher instruction in how to best deliver instruction to students-Dylan Wiiam presented in July 2015 and 50% of the staff participated in PLC's implementing formative assessments while the other 50% of staff administered the Tripod Assessment to develop studnet empathy and engagement-Botvin Character education was administered again and the teachers came to the conclusion that it needs supplements to enhance the messages given to studnets-in the works for 2016-17-JMS enforced the third year of an Academic Enrichment calendar to provide students 30 minutes of time after school to receive tutoring services from their individual classroom teacher-Trojan Bucks was introduced this year with a school store as a SWPIS incentive to promote and reward students who were caught being good. -Monthly Family Nights in 15-16 have produced a 10% increase in parent attendance as the school makes the transition from an Open House unstructured format that is familiar to parents to a more structured, informative theme night-Creation of Teacher Websites that include course syllabi -Began to use Differentiated Supervision model for select teachers

Describe the continuing areas of concerns from the first two years.

Continuing Concerns include:-Student attitude towards academic completion of academic subject requirements-A slight rise in the number of student suspensions-A trend of student mental health issues have arisen, contributing to an epidemic in the number of students seeking additional coping methods towards bullying, cyber-bullying, and overall harassment. Students have voiced concerns regarding school attendance due to peer harassment. -Student's understanding the importance of their performance and effort in regards to state testing.-Teachers providing a sense of caring toward student

Describe the initiatives that have been revised.

152

-Academic Enrichment has taken on another component of offering students Credit Recovery in our After School Live program.-Botvin character education will now include supoplements provided by staff to include continual character education compnents instead of just the current 18 units, which end in January.-Merge PBIS and Botvin intiatives in order to increase initiative for safe and supportive schools-Possible utilization of Restorative Justice practices to resolve resolve student conflicts and involve students with the Be Someone's Hero initiative -Revisit and make necessary adjustments to existing curricula.-PLC's will focus on instructional practices to increase student engagement leading to increased student achievement-Continue to focus on instructional practices, including DOK levels in order to move questioing to Levels 2 and Level 3.-Revision to Student Code of Conduct with the intent of cghanging student behavior via methods other than punitive measures-Parent and student involvement and communication increased in effective collaboration and communication with school personnel in an effort to provide increased transpency ansd trust

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