benjamin franklin schbenfranklin.hbgsd.k12.pa.us/userfiles/servers... · in the 2015-2016 school...

Benjamin Franklin Sch

School Improvement Plan

07/01/2014 - 06/30/2019

2

School Profile

Demographics

Benjamin Franklin Sch 1205 N 6th Street Harrisburg, PA 17110 (717)703-1200 Federal Accountability Designation: Focus Title I Status: Yes Schoolwide Status: Not Provided Principal: Will Towson

Superintendent: Sybil Knight-Burney

Stakeholder Involvement Name Role

Angel Doyle Administrator : School Improvement Plan

Jennifer Jenkins Administrator : School Improvement Plan

Will Towson Building Principal : School Improvement Plan

Jenny Thompson Community Representative : School Improvement

Plan

Kim Clay Elementary School Teacher - Regular Education :


Nicole Snook Elementary School Teacher - Regular Education :


Melanie Taylor Elementary School Teacher - Regular Education :


Sarah Kelly Intermediate Unit Staff Member

Brian Austin Parent : School Improvement Plan

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Assurances

School Improvement

All 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

No assurances have been identified

Assurance 13

The school is communicating with parents regarding school improvement efforts via the

following strategies:

School web site

School newsletter

District web page

WikiSpaces, Yahoo, Facebook, etc.

Board meeting presentations

District's annual report

District report card

Yearly letter to parents

Periodic mailings/letters, postcards, etc.

Short Message Systems (phone blasts)

Short Message Systems (email blasts)

Invitations to planning (etc.) meetings

Family Night/ Open House / Back to School Night/ Meet-the-Teachers Night, etc.

Special all-school evening event to present improvement plan

Monthly PTO meetings

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Regular Title 1 meetings

Parent advisory committee meetings

Parent-Teacher Conferences

Student Handbook

Assurance for Priority Schools (Annually Updated SIP)

The school has completed an evaluation of previous school plan and updated the current

plan based on the evaluation.

No

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Needs Assessment

School Accomplishments

Accomplishment #1:

Behavior

For the first two quarters of 2013-14 school year, 5 out of 6 months of behavior referrals are below

the national average.

Approximately 80% of the school's population received no major behavioral referrals during the

14/15 SY

After target interventions were put into place in the 2015-2016 school year, referrals for defiance

decreased from 42% of major office discipline referrals to 30% of major office discipline referrals.

After targeted interventions were put into place by the PBIS team, referrals for physical aggression

have decreased from 36% of all referrals during the 15/16 school year to 22% of referrals for the

16/17 school year.

Accomplishment #2:

Discipline referrals show 3.5% of students have Tier 2 behavioral needs.

Referrals for physical aggression decreased in targeted 1st grade classrooms implementing 2nd step

curriculum.

In the 2015-2016 school year, 57% of Ben Franklin's population received zero major office

discipline.

During the 15/16 school year 26% of students with ODR's had received 4 or more ODR's. This

number has increased with 33% of students with ODR's receiving 4 or more referrals during the

16/17 school year. 53% of the students with 4 or more ODR's are receiving Tier 2 support during

the 16/17 school year. Of the students receiving Tier 2 support, 76% improved from their baseline

goal.

Accomplishment #3:

PVAAS Math

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According to PVAAS data during the 2016-2017 school year, 4th grade showed significant evidence

that the school exceeded the standard growt for PA Academic growth in Mathematics. In addition,

students who were predicted to be Below Basic showed moderate evidence of exceeding the

standard for PA Academic Growth.

According to the PVAAS data during the 2012-2013 school year, 4th grade students showed

significant evidence that they exceeded the standard for PA academic growth in mathematics.

Accomplishment #4:

PVAAS ELA

According to the PVAAS data during the 2016-2017 school year, 4th grade showed evidence that the

school met the standard for PA Academic growth in English Language Arts. In addition, students who

were predicted to be Basic and Below basic showed moderate evidence of exceeding the standard,

and students who were predicted to be Proficient met the standard for PA Academic Growth.

According to the PVAAS data during the 2012-2013 school year, 4th grade students

showed moderate evidence that they exceeded the standard for PA academic growth in Reading.

Accomplishment #5:

PVAAS Science

For 2016-2017, students in 4th grade showed significant evidence of exceeding the standard for PA

Academic Growth. In addition, students in all performance categories (except Advanced) showed

moderate evidence of exceeding the standard for PA Academic growth.

Accomplishment #6:

DIBELS

According to the DIBELS data 2017-2018, the percentage of students at the beginning of the year to

the middle of the year revealed that the 4th grade core support increased by 7%.

According to the DIBELS data 2016-2017, the percentage of students at the beginning of the year to

the middle of the year revealed that Kindergarden core support increased by 12%.

According to the DIBELS data 2014-2015 school year. The percentage of students at the beginning

of the year to the middle of the year revealed that 2nd grade At Risk decreased from 60% to 54%.

Accomplishment #7:

EasyCBM

According to the easyCBM data for the 2014-2015 school year. The percentage of students at the

beginning of the year to the middle of the year Proficient increased from 30% to 45%.

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According to the easyCBM data for the 2014-2015 school year. The percentage of the students at the

beginning of the year to the middle of the year revealed that 2nd grade At Risk decreased from 43%

to 36%.

According to the easyCBM data 2014-2015 school year. The percentage of students at the beginning

of the year to the middle of the year revealed that 1st grade Proficient increased from 19% to 26%.

According to the easyCBM data 2015-2016 school year. The percentage of students at the beginning

of the year to the middle of the year revealed that 4th grade At Risk students decreased from 62% to

57%.

Accomplishment #8:

Local Assessments

For the 2015-2016 school year, we are using formative assessment data, ASPIRE curriculum with

itargeteach data, to make strong instructional decisions in the classroom.

School Concerns

Concern #1:

DIBELS

The DIBELS data for the 2013-14 school year: The composite score at the beginning of year to the

middle of year revealed that 2nd grade intensive increased by 11%. The DIBELS data for the 2013-

14 school year: The percentage of students at the beginning of year to the middle of year revealed

that 1st grade intensive increased from 65% to 66%.

The DIBELS data for the 2015-2016 school year revealed that overall, Ben Franklin's intensive

students increases from 59% of the students at the beginning of the year to 63% of the students at

the middle of the year. The DIBELS data for the 2015-2016 school year shows evidence that the 1st

grade intensive increased from 62% to 73% from the beginning of the year to the middle of the year.

The DIBELS data for the 2016-2017 school year revealed that overall, 59% of Ben Franklin's

students are intensive at the middle of the year. The DIBELS data for the 2016-2017 school year

shows evidence that the 1st grade intensive increased by 7% from the beginning of the year to the

middle of the year.

The DIBELS data for the 2017-2018 school year revealed that overall, 63% of Ben Franklin's

students are intensive at the middle of the year.The DIBELS data for the 2017-2018 school year: The

percentage of students at the beginning of the year to the middle of the year revealed that the 1st

grade intensive increased from 59% to 68%.

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Concern #2:

Behavior

For the first two quarters of 2013-14 school year, 2nd grade has accumulated 89 referrals which

equates to 32.4% of referrals for the entire school.

Major Office Discipline referrals for physical aggression have increased since the 13/14 SY

In the 2015-2016 school year, approximately 26% of Ben Franklin's students have 4 or more major

office referrals.

Concern #3:

PSSA ELA

Only 28.5% of students in Grade 3 scored in the Proficient or Advanced performance categories on

the Reading PSSA in 2013, and only 28.5% of students in Grade 4 scored in the Proficient or

Advanced performance categories on the Reading PSSA in 2013.

Only 22% of students in Grade 3 scored in the Proficient or Advanced performance categories on


Advanced performance categories on the Reading PSSA in 2014.



Advanced perrformance categories on the Reading PSSA in 2015.



Advanced perrformance categories on the Reading PSSA in 2016.

Concern #4:

PSSA Math

Only 40% of students in Grade 3 scored in the Proficient or Advanced performance categories on the

Math PSSA in 2013, and only 35.7% of students in Grade 4 scored in the Proficient or Advanced

performance categories on the Mathematics PSSA in 2013.


the Math PSSA in 2014 and only 36.2% of students in Grade 4 scored in the Proficient or Advanced

performance categories on the Mathematics PSSA in 2014.


the Math PSSA in 2015 and only 6.0% of students in Grade 4 scored in the Proficient or Advanced

performance catefories on the Mathematics PSSA in 2015.

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the Math PSSA in 2015, and only 11.7% of students in Grade 4 scored in the Proficient or Advanced

performance catefories on the Mathematics PSSA in 2016.

Concern #5:

PSSA Science


the Science PSSA in 2013.

Only 38% of students in Grade 4 scored in the Proficient or Advanced performance categories on






Concern #6:

PVAAS ELA

For 2014, only 19% of the students in grade 4 have a 40% to 70% projected probability to score in

the proficient or advanced category on the 4th grade Reading PSSA.

For 2017, only 7% of the students in grade 4 have a 40% to 70% projected probability to score in the

proficient or advanced category on the 4th grade Reading PSSA

For 2016, only 6% of the students in grade 4 have a 40% to 70% projected probability to score in the

proficient or advanced category on the 4th grade Reading PSSA.

Based on the 2017 PVAAS

Concern #7:

PVAAS Math

Based on the 2014 PVAAS results there is evidence that only 32% of the students in grade 3 have a

40% to 70% projected probability to score in the proficient or advanced category on the 4th

grade Mathematics PSSA.


40% to 70% projected probability to score in the proficient or advanced category on the 4th grade

Mathematics PSSA.

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40% to 70% projected probability to score in the proficient or advanced category on the 4th grade

Mathematics PSSA.

Prioritized Systemic Challenges

Systemic Challenge #1 (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:

DIBELS

The DIBELS data for the 2013-14 school year: The composite score at the beginning of

year to the middle of year revealed that 2nd grade intensive increased by 11%. The

DIBELS data for the 2013-14 school year: The percentage of students at the beginning of

year to the middle of year revealed that 1st grade intensive increased from 65% to 66%.

The DIBELS data for the 2015-2016 school year revealed that overall, Ben Franklin's

intensive students increases from 59% of the students at the beginning of the year to 63%

of the students at the middle of the year. The DIBELS data for the 2015-2016 school year

shows evidence that the 1st grade intensive increased from 62% to 73% from the

beginning of the year to the middle of the year.

The DIBELS data for the 2016-2017 school year revealed that overall, 59% of Ben

Franklin's students are intensive at the middle of the year. The DIBELS data for the 2016-

2017 school year shows evidence that the 1st grade intensive increased by 7% from the



Franklin's students are intensive at the middle of the year.The DIBELS data for the 2017-

2018 school year: The percentage of students at the beginning of the year to the middle of

the year revealed that the 1st grade intensive increased from 59% to 68%.

Behavior

For the first two quarters of 2013-14 school year, 2nd grade has accumulated 89 referrals

which equates to 32.4% of referrals for the entire school.

Major Office Discipline referrals for physical aggression have increased since the 13/14

SY

In the 2015-2016 school year, approximately 26% of Ben Franklin's students have 4 or

more major office referrals.

11

PSSA ELA

Only 28.5% of students in Grade 3 scored in the Proficient or Advanced performance

categories on the Reading PSSA in 2013, and only 28.5% of students in Grade 4 scored in

the Proficient or Advanced performance categories on the Reading PSSA in 2013.

Only 22% of students in Grade 3 scored in the Proficient or Advanced performance





the Proficient or Advanced perrformance categories on the Reading PSSA in 2015.




PSSA Math


categories on the Math PSSA in 2013, and only 35.7% of students in Grade 4 scored in the

Proficient or Advanced performance categories on the Mathematics PSSA in 2013.


categories on the Math PSSA in 2014 and only 36.2% of students in Grade 4 scored in the




Proficient or Advanced performance catefories on the Mathematics PSSA in 2015.




PSSA Science


categories on the Science PSSA in 2013.







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PVAAS ELA

For 2014, only 19% of the students in grade 4 have a 40% to 70% projected probability to

score in the proficient or advanced category on the 4th grade Reading PSSA.


score in the proficient or advanced category on the 4th grade Reading PSSA




PVAAS Math

Based on the 2014 PVAAS results there is evidence that only 32% of the students in grade

3 have a 40% to 70% projected probability to score in the proficient or advanced category

on the 4th grade Mathematics PSSA.

Based on the 2015 PVAAS results there is evidence that only 6% of the students in grade 3

have a 40% to 70% projected probability to score in the proficient or advanced category





Systemic Challenge #2 (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:

PSSA ELA










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PSSA Math













PSSA Science









PVAAS ELA








14

PVAAS Math











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:

DIBELS

The DIBELS data for the 2013-14 school year: The composite score at the beginning of

year to the middle of year revealed that 2nd grade intensive increased by 11%. The

DIBELS data for the 2013-14 school year: The percentage of students at the beginning of

year to the middle of year revealed that 1st grade intensive increased from 65% to 66%.

The DIBELS data for the 2015-2016 school year revealed that overall, Ben Franklin's

intensive students increases from 59% of the students at the beginning of the year to 63%

of the students at the middle of the year. The DIBELS data for the 2015-2016 school year

shows evidence that the 1st grade intensive increased from 62% to 73% from the



Franklin's students are intensive at the middle of the year. The DIBELS data for the 2016-

2017 school year shows evidence that the 1st grade intensive increased by 7% from the



Franklin's students are intensive at the middle of the year.The DIBELS data for the 2017-

2018 school year: The percentage of students at the beginning of the year to the middle of

the year revealed that the 1st grade intensive increased from 59% to 68%.

PSSA ELA

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PSSA Math













PSSA Science









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PVAAS ELA








PVAAS Math










Systemic Challenge #4 (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.

Systemic Challenge #5 (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.


fully ensures a safe and supportive environment for all students.

Aligned Concerns:

Behavior

For the first two quarters of 2013-14 school year, 2nd grade has accumulated 89 referrals

which equates to 32.4% of referrals for the entire school.

Major Office Discipline referrals for physical aggression have increased since the 13/14

SY

In the 2015-2016 school year, approximately 26% of Ben Franklin's students have 4 or

more major office referrals.

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School Level Plan

Action Plans

Goal #1: Ensure that there is a system within the school that fully ensures school-wide use of data that is

focused on school improvement and the academic growth of all students

Indicators of Effectiveness: Type: Interim

Data Source: DIBELS NEXT

Specific Targets: For students in grades Kindergarten through 4th grade, increase the

number of students scoring at or above benchmark in the category of Composite score

by 10% at each round of benchmark testing.

Type: Annual

Data Source: Based on 2013 PSSA, 5% increase each year beginning 2014

2014 PSSA Reading and Math

Specific Targets: CRO Target for 2014 Proficient/Advanced

Grade 3 - Math 45% -/Reading 40%

Grade 4 - Math 40.7% - /Reading 33.6%

Type: Annual

Data Source: 2015 PSSA Reading and Math

Specific Targets: CRO Target for 2015

Grade 3 - Math 50% -/Reading 45%

Grade 4 - Math 45.7% -/Reading 38.6%

Type: Annual

Data Source: 2016 PSSA ELA and Math

Specific Targets: CRO Target for 2016 Proficient/Advanced - Prior Goals

Grade 3 Math 55%/ELA 50%

Grade 4 Math 50.7%ELA 43.6%

CRO Target for 2016 Updated Proficient/Advanced

Grade 3 Math 23.1%/ELA 33.1%

Grade 4 Math 15.3%/ELA 24.3%

Type: Annual

Data Source: 2017 PSSA ELA and Math

Specific Targets: CRO Target for 2017 Proficient/Advanced - Prior Goals

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Grade 3 Math 60%/ELA 55%

Grade 4 Math 55.7%ELA 48.6%

CRO Target for 2017 Updated Proficient/Advanced

Grade 3 - Math 35.8%/ELA 47.6%


Type: Interim

Data Source: easyCBM

Specific Targets: For students in grades Kindergarten through 4th grade, increase the

number of students scoring within the National Percentile of 40th through 99th in the

category of Composite score by 10% at each round of benchmark testing.

Type: Annual

Data Source: PVAAS

Specific Targets: In grade 4, students who are predicted to be Below Basic or Basic will

exceed the standard for PA Academic Growth. In addition, students who are predicted

to score Proficient or Advanced will at least meet the standard for PA Academic

Growth.

Type: Annual

Data Source: 2018 PSSA Math and ELA

Specific Targets: CRO Target Proficient/Advanced



Strategies:

Student Learning Objectives Description:

Student Learning Objectives will now replace Teacher SMART goals. This has been enacted per Act 82 and part of a teacher's end of year rating.

SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction

Grade Level Meetings

Description:

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Grade level stakeholders meet once a 6-day cycle to review student data, student work, grade level IDEEAL plan, and assessment data. Interventions are established to support assessed areas of deficiency as well as develop strategies for students who are proficient and advanced.

SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction

Implementation Steps:

Create SLOs

Description:

Teachers will use a variety of data sources (based on the the subject and grade) to determine a beginning of year and end of year measure that will capture the amount of growth a student has made.

Evidence: Completed SLO template

Start Date: 8/11/2014 End Date: 5/25/2019

Program Area(s):

Supported Strategies:

Student Learning Objectives

Analyze Student Data

Description:

Following the completion of each benchmark assessment, teams will meet to discuss and analyze reading and math data to drive core instruction and interventions. In addition, after SMART Goal review teachers will use this data to prepare their initial SMART Goals.

Evidence:

Review prior data for student profile and baseline

DIBELS NEXT & EasyCBM Data

PVAAS Data for 4th Grade

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PLC Focus Team Cycle Planning Sheet

Agenda for Meeting

Data Binders / Folders

*This has been modified to reflect the 2013-2014 school year


Program Area(s):



Create Grade Level Meeting Schedule

Description:

After the master schedule has been completed, the grade level meeting scheduled will be created and shared with all staff. Teams will meet based on the 6-day cycle schedule. Once a quarter, PLCs will take place in lieu of the grade level meetings.

The team will use data in order to develop interventions and enrichment opportunities, create common assessments, discuss effective strategies for instruction and classroom management, as well as analyze data.

Evidence:

Meeting Forms and Meeting Notes – submitted following each meeting

Data Binders / Folders

Meeting Agenda

PLC norms


Program Area(s):



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Discuss Data to Drive Instruction

Description:

At the grade level meetings, the teams will review all benchmark assessment data, report grades, interim reports, ON-Hands, and progress monitoring data.

Evidence: Lesson Plans, Grade Level Binders, Walkthroughs and student growth


Program Area(s):



Conduct Observations and Walkthroughs

Description:

Building Administration will monitor classroom instruction through 15 walk-throughs and/or 5 formal observations per week. Administrators will provide teachers with timely, meaningful feedback using the MyLearning Plan system. This step is complete to ensure fidelity.


Program Area(s):



Provide Feedback to the teachers

Description:

After observations are conducted, the teacher(s) will receive written feedback from MyLearning Plan, as well as verbal feedback from the administrators.

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Evidence: MyLearning Plan


Program Area(s):



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: Administrative walk-throughs

Specific Targets: 90% of walkthroughs show teachers are using research-based instructional strategies in Reading and Math.

Strategies:

Instructional Professional Learning Community

Description:

Professional Learning Communities have shown to increase student achievement. Administration will group staff members according to academic discipline and/or areas of need. Members of each group will review the same material and discuss how to implement best practice strategies within the classroom. Once a quarter, professional learning community meetings will take place in lieu of grade level meetings.

SAS Alignment: None selected


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Establish Instructional PLC

Description:

The purpose for the Instructional PLC will be established before the start of the school year. Additionally, the protocol for the PLC meetings will be determined. This step will be conducted at the beginning of the school year for the next 3 years.

Evidence: Meeting protocol document


Program Area(s):



Create Instructional PLC Schedule

Description:

The schedule for the PLC will be created after the master schedule is built for the school year. This step will be conducted each year before the beginning of the school year.

Evidence: PLC schedule


Program Area(s):



Notify the Teachers of the Implementation of the PLC

Description:

Via email, teachers will be notified of the PLC. At the first building faculty meeting, a discussion will ensue about the expectations of the PLC, meeting protocol and the

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POC. This step will be conducted at the beginning of the school year for the next 3 years.

Evidence: PLC Email notification


Program Area(s):



Discuss Data to Drive Instruction

Description:

At the grade level meetings, the teams will review all benchmark assessment data, report grades, interim reports, ON-Hands, and progress monitoring data.

Evidence: Lesson Plans, Grade Level Binders, Walkthroughs and student growth


Program Area(s):



Consistent and Pervasive Follow-up of the PLC

Description:

Student data will be reviewed and used to determine topics for future PLC meetings. POCs will conduct and record outcomes of the scheduled PLC meetings on the team feedback form. This step will be conducted regularly throughout the school year for the next 4 years.

Evidence: feedback form


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Program Area(s):



Goal #3: 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: Annual

Data Source: Back to School Night

Specific Targets: 5% increase in parent attendance each year

Strategies:

Sharing the Comprehensive Plan with All Stakeholders

Description:

Research shows that if all stakeholders take a part in developing, knowing, and implementing a school improvement plan, there will be more of a chance of building capacity and sustainability.

We will share this plan by numerous steps but reminders will be made periodically, by Connect-Ed phone call system to all stakeholders in our school, informing them of the plan and how to obtain it.

SAS Alignment: Safe and Supportive Schools

Positive School Climate

Description:

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Ensure a positive climate/culture that promotes collegiality among/between staff, parents, and students.

Promote active partnerships within the community.

SAS Alignment: None selected


Post comprehensive plan on school and district website

Description:

The appointed web administrator from the school will post the completed comprehensive plan on the school website under announcements.

Evidence: Posting on website and data from schoolwires will show how many times the plan was looked at.


Program Area(s):



Share Comprehensive Plan with Teachers

Description:

Teachers will be given a copy of the final School Level Plan to review. This will be given to teachers before summer break.

Evidence: Copy of plan


Program Area(s):



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Share comprehensive plan with parents at PTA/Literacy Nights

Description:

Each month there will be a PTA/Literacy Night focused around a particular topic. The plan will be scheduled to be shared at one of these evenings.

Evidence: Meeting agenda, sign in sheets and plans available to take home by parents.

This will be done annually to accommodate new parents and stakeholders.


Program Area(s):



Create and implement school survey

Description:

Climate survey was created and given to staff

results were analyzed

Climate committee formed


Program Area(s):



School Climate Committee Meetings

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Description:

Meetings held weekly, day 2 of a 6 day cycle

Such activities include:

Kindness door decorating contest

Old School vs. New School Breakfast

Book Review

Naming the hallways of the school

Staff collage signs

Cleaning up the school


Program Area(s):



Post School Climate Survey

Description:

Follow up survey given to staff

Evidence:


Program Area(s):



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Goal #4: Ensure that there is a system within the school that fully ensures a safe and supportive environment for all students.


Type: Interim

Data Source: SWIS

Specific Targets: 2% decline in major office discipline referrels.

Strategies:

Positive Behavior Intervention and Supports

Description:

Building a positive school climate has shown to reduce the number of office referrals and provide a safe and supportive environment to foster students' learning and growth.

SAS Alignment: Safe and Supportive Schools


Implement PBIS strategies with fidelity

Description:

Weekly incentives given to students, school wide; monthly school wide programs

A Check In/Check Out mentoring system will be put into place to mentor students who are at high risk.


Program Area(s): Professional Education, Student Services



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Establish a Positive Climate

Description:

Increase collaboration among all stakeholders within the school wide community to improve student achievement and accountability through positive classroom behavior management.

Videos and strategies of the week/month will be presented for use in classrooms.





Evaluate trends and patterns in school wide discipline data at Collaborative Meetings

Description:

School-Wide discipline data quarterly is evaluated and shared with the faculty at the regularly scheduled collaborative meetings throughout the year.

Evidence: Agendas and notes


Program Area(s): Professional Education



Implement a common definition of discipline and processes

Description:

Discipline Process for both minor and majors are clearly described and/or depicted & includes documentation using the SWIS system.

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Evidence: Policies





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Appendix: Professional Development Implementation

Step Details

No Professional Development Implementation Steps have been identified for Benjamin Franklin Sch.

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Assurance of Quality and

Accountability

We, the undersigned, hereby certify that the school level plan for Benjamin Franklin Sch in the

Harrisburg City SD has been duly reviewed by a Quality Review Team convened by the

Superintendent of Schools and formally approved by the district's Board of Education, per

guidelines required by the Pennsylvania Department of Education.

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

Addresses all the required components prescribed by the Pennsylvania Department of

Education

Meets ESSA requirements for Title I schools

Reflects sound educational practice

Has a high probability of improving student achievement

Has sufficient District leadership and support to ensure successful implementation

With this Assurance of Quality & Accountability, we, therefore, request that the Secretary of

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

school level plan submitted by Benjamin Franklin Sch in the Harrisburg City SD for the 2014-

2019 school-year.

No signature has been provided

Superintendent/Chief Executive Officer


Board President


IU Executive Director

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Evaluation of School Improvement

Plan

2017-2018 Improvement Evaluation

Describe the success from the past year. This narrative is empty.

Describe the continuing areas of concern from past the year.

This narrative is empty.

Describe the initiatives that have been revised.

This narrative is empty.


Describe the success from the past year. Perfect attendance is now celebrated every month which has positively impacted the attendance rates. Math and Reading Nights attendance at the beginning of the year compared to the end of the year has increased dramatically. Teachers and parents are working more collaboratively on achieving success at home by providing resources for homework help and additional practice. Teachers are more willing to volunteer outside of the school day for student-centered functions. Parents have provided that they feel better informed with school information than they have in the past years.

Describe the continuing areas of concern from the past year.

Instructional practices need to be implemented with fideltiy and shouldbe consistent and pervasive. The school would benefit from a full-time Instructional Coach. The school has been affected by a reduction in staff (Title 1 Reading Specialist). The number of students who are successful on the PSSAs will continue to be a concern although the school has shown Growth in Math and ELA.


Teacher SMART Goals are now Student Learning Objectives.


Describe the success from the past year. Using ASPIRE curriculum data to drive instruction.

PLC were established.

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The SIP was shared with all stakeholders.

Walkthroughs were completed fidelity

Decreased Teacher Turnover

Describe the continuing areas of concern from the past year.

We are continuing to monitor referrals.

We are working with PBIS consultants from the IU to decrease the amount of

referrals.

We will continue with DIBELS.

We will continue with EasyCBM

We will continue to improve teacher and student attendence.


PBIS goal was added to the plan. School Climate Survey was added to the plan. Targets for ELA and Math PSSA were adjusted for 2016 and 2017 per CRO plan April 2016.


Describe the success from the first year plan. Using ASPIRE curriculum data to drive instruction.

PLC were established.

The SIP was shared with all stakeholders.

Walkthroughs were completed fidelity

Describe the continuing areas of concern from the first year plan.

We are continuing to monitor referrals.

We are working with PBIS consultants from the IU to decrease the amount of

referrals.

We will continue with DIBELS.

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Decrease teacher turnover


Teacher's smart goals were only used half 2013-2014 school year and were replaced with SLOs.

benjamin franklin schbenfranklin.hbgsd.k12.pa.us/userfiles/servers... · in the 2015-2016 school...

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