urban pathways k-5 college charter school€¦ · accomplishment #1: increased 5th grade ... 116...

Urban Pathways K-5 College Charter School

Improvement Plan

07/01/2014 - 06/30/2019

2

School Profile

Demographics

925 Penn Avenue Pittsburgh, PA 15222

(412)325-4075

Phase: Improvement Revision 2018-2019 Federal Accountability Designation:

Focus

Title I Status: Yes

Schoolwide Status: Yes

CEO Name: Kimberly Fitzgerald CEO E-mail address: [email protected]

Planning Committee

Name Role

Laurel Newberry Administrator

Kolica Davis Board Member

Kim Fitzgerald Building Principal

Lisa Bowlin Business Representative

Deborah Pricener Community Representative

Ruth Campet Ed Specialist - Home and School Visitor

Rachel Bodenlos Ed Specialist - Other

Shannon Conner Ed Specialist - Other

Jason Knox Ed Specialist - Other

Chelsea Williams Ed Specialist - Other

Bethany Wolford Elementary School Teacher - Regular Education

Stephanie Pawlowski Parent

Emily Smith Parent

3

Federal Programs

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

The school has verified the following Assurances:

Assurance 1: The School Improvement Plan contains Action Plans that address identified

weaknesses in the management and instruction within the school identified through a

school level needs assessment.

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: The district has identified whole-school meaningful interventions directly

associated with the school's highest priority needs.

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

Assurance 6: 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

o Curriculum, Instruction and Assessment Aligned with Standards

o Frequent Monitoring of Teaching and Learning

o Focused Professional Development

o Supportive Learning Environment

4

o High Levels of Community and Parent Involvement

Assurance 7: Schools must implement evidence-based interventions associated with the

two or three highest priority systemic challenges identified through the needs

assessment.

Assurance 8: The school improvement plan delineates responsibilities fulfilled by the

school, the LEA and the SEA serving the school under the plan.

Assurance 9: Establish specific annual, measurable targets for continuous and

substantial progress at the school level and for each student group for whom an

achievement gap is observed.

Assurance 10: 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.

Assurance 13

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

following strategies:

School web site Board meeting presentations

District report card Yearly letter to parents

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

Regular Title 1 meetings

Parent advisory committee meetings Parent-Teacher Conferences

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

Coordination of Programs

Technical Assistance

5

The LEA provides guidance, technical assistance, and support to schools developing schoolwide programs in the areas of needs assessment, comprehensive planning, implementation, and evaluation of schoolwide program and requirements.

Describe the technical assistance provided. Explain why it was considered high quality technical assistance.

School meets with all stakeholders the second Tuesday of each month. Some of these meetings were dedicated to reviewing SIP. Federal programs coordinator attended PAFPC Fall Regional meeting and PAFPC workshops throughout the 2017-2018 school year. Several school leaders and teachers attended the PA Title 1 Improving School Performance Conference in January 2017. School leaders attended the PAFPC Conference in May 2017.

Provider Meeting Date Type of Assistance

AIU3 9/26/2017 PAFPC Coordinator Meeting

AIU3 10/11/2017 PAFPC Fall Regional Workshop



ATP Committee 11/8/2017 ATP Meeting - Review of Comprehensive Plan

ATP Committee 3/13/2018 ATP Meeting - Review of SIP

PAFPC 1/30/2017 School Improvement Conference

PAFPC 5/8/2017 PAFPC Annual Conference

PAFPC 8/10/2017 Summer Leadership Forum

PAFPC 8/11/2017 Summer Leadership Forum

PAFPC 1/29/2018 School Improvement Conference

Student Assessment of Progress Describe strategies or processes that have included teachers in the decisions regarding the use of academic assessments to improve the achievement of individual students and the overall instructional program.

This narrative is empty.

In order to assist students in meeting challenging achievement goals, increased instructional time is a necessity. Please indicate (yes/no) the options for increased time that students will have access to if identified as at-risk of failing or failing to meet achievement standards.

Options Yes or No

Extended School Day/Tutoring Programs Not answered

Reading Not answered

Math Not answered

Science Not answered

Before School Not answered

After School Not answered

Lunch/Study Periods Not answered

6

Summer School Program Not answered

Reading Not answered

Math Not answered

Science Not answered

In-class Instructional Support Not answered

Pull Out Instructional Support Not answered

Consolidation of Funds

Please indicate if your school/charter is consolidating state, local, and federal funds. (Your school/charter must keep on file an approval letter from your Regional Coordinator).

No, the school does not intend to consolidate the funds.

7

Needs Assessment

School Accomplishments

Accomplishment #1: Increased 5th grade PSSA ELA proficiency from 12% in 2014 to 52,38% in 2017. There were 0%

of students scoring below basic compared to 74% of students scoring below basic in 2014.

Overall PSSA 2015 proficiency percentage increase occurred in ELA in grade 3. UPCSK5 third

grade ELA scores with 55% proficiency outperformed the state’s combined proficient/advanced

percentage of 45% for historically underperforming students. UPCSK5 third grade Math scores

with 23% combined proficient/advanced compared to the states 31% for historically

underperforming students.

Accomplishment #2:

In 2017, 70% of students were reading on grade level according to the DRA, an increase from

42% in 2014.

In spring of 2015 the school had 91.4% of fifth graders reading on grade level as measure by the

DRA (Developmental Reading Assessment). The school also had a greater number of

kindergarten students reading on grade level by the end of the 2014-15 school year.

Accomplishment #3:

116 HEAT Walkthroughs for 31 Teacher(s) which support an increase in

student engagement.

Accomplishment #4:

In 2015-16 85% of parents attended learning partnership meetings. First quarter LP had 92%

attendance compared to 68% the previous year.

Accomplishment #5:

On the annual end of year survey, 83% of parents said overall they were satisfied that Urban

Pathways K-5 College Charter School is doing a good job of educating the children of our

community.

Accomplishment #6:

In 2015-16 Urban Pathways K-5 College Charter School hosted at least ten community events a

year to promote education and community involvement.

Accomplishment #7:

8

Parent Advisory Committee increased membership from 83 in 2015-2016 to 149 in 2015-16.

Accomplishment #8:

Increased SPP from 52.8 in 2014 to 65.1 in 2017.

PA School Performance Profile up 5.5 points from 2012-13 to 2013-14.

Accomplishment #9:

PSSA 2015 Growth comparison to the state :

UPCSK5 is close to meeting the state average in ELA. UPCSK5 74% State is 78.4%.

UPCSK5 is exceeding the state average in Math 100% compared to 75.3%.

Accomplishment #10:

DIBELS

Longitudinal data from the first grade class in 2013-2014 following them through fall of 2016

show more students are meeting or approaching benchmark in DORF accuracy and more are

meeting benchmark in DORF retelling.

Accomplishment #11:

GRADE Longitudinal

Longitudinal data from the first grade class in 2013-2014 through fall of 2016 show overall

growth for this cohort of students with the average GSV increasing at every test administration.

UPCSK5 is within one standard deviation of the mean at each test administration.

On the GRADE diagnostic reading assessment, 48.5% of students scored in the 4-6 range on the

Stanine scale and 28.5% of students scored in the 5-7 range on the Stanine scale. This was an

increase in performance by 27.5% of the student body.

Accomplishment #12:

Parent Volunteers - 2014-15 (61) and 2015-16 for the months of September-December (66). Goal

for the end of 2016 school year is 100. Over 100 parents and family members attended th may

2016 Leadership Day Event.

Accomplishment #13:

Urban Pathways K-5 College Charter School has twenty-seven active partnerships and fifteen

class college partnerships. The school has increased family services and support through the

Blessings in a Backpack program, providing an annual community resource fair (FAST Track),

partnering with Direct Energy to provide students with backpacks and school supplies, and

providing clothing and school uniforms to families in need. UPCSK5 continues to provide

9

students with monthly career speakers and a College and Career Fair. In addition, all classrooms

are connected to a Historically Black College and University (HBCU).

Accomplishment #14:

Health and Fitness

The school continues to provide fresh fruits and vegetables daily and healthy snacks 3 times per

week through the Fresh Fruits and Vegetables Program (FFVP).

Over 200 students and their families participated in the 2016 Pittsburgh Kids Marathon. Fourth

and Fifth grade students participated in a 90 day Nutribullet challenge. All students received a

free Nutribullet.

Accomplishment #15:

Parent Engagement increased from 2015-2016 = 529 to 2016-2017 = 804

Accomplishment #16:

Recepient of 2015-16 KTO Innovation Award for Parent Engagement.

Accomplishment #17:

Successfully implemented enrichment opportunities for the 2017-2018 school year including

Strong Women Strong Girls, Grooming Boys, Cultural Trust Theater program, Lego League,

membership with NSBE Jr., and sending students to the NSBE Conference.

In 2016-17 Two UPCSK5 students attended the White House Garden party and met The

President and Mrs. Obama.

Accomplishment #18:

2016-17 85% of fifth grade students met their reading target on the DRA.

Accomplishment #19:

Indicators of closing the achievement gap for all students was met in ELA. Indicators of academic

growth was met in math and exceeded in ELA.

Overall math PSSA scores increased from 16% in 2015 to 26% in 2017.

5th grade PSSA math scores increased from 9% in 2015 to 33% in 2017.

Accomplishment #20:

Continuing the behavior support system with the Leader in Me program model.

10

School Concerns

Concern #1: Urban Pathways K-5 College Charter School has many economically disadvantaged students, and

students coming from homes with trauma and hardship, the school will continue to place

additional emphasis on supporting the whole child and providing additional resources for families

in need.

Concern #2:

Urban Pathways K-5 College Charter School data shows that students are becoming better

readers based on diagnostic tools, however, this is not translating into higher proficiencies with

PSSA scores; however third grade 2015 PSSA ELA scores increased even with the new PSSA

test.

ELA 2014-15 (Ave) 2015-16 (Ave) 2016-17 (Ave)

GR3 55% 35% 48.78%

GR4 15% 32% 34.21%

GR5 23% 22% 52.38%

GR3-5-Overall 31% 29.67% 45.12%

MATH 2014-15 (Ave) 2015-16 (Ave) 2016-17 (Ave)

GR3 21% 30% 24.39%

GR4 20% 28% 23.68%

GR5 9% 17% 33.33%

GR3-5-Overall 16.67% 25% 27.13%

Concern #3:

Looking at perceptive data and student and teacher reflections, students' larger concern is worry

or concern regarding nutritious meals. Students always complain of being hungry. UPCSK5 has

placed an emphasis on fresh fruits and vegetables and grants to supplement healthy eating. 2016

Nutribullet challenge was a huge success. Introduction of Blessings in a Backpack in 2016-2017.

Concern #4:

Urban Pathways K-5 College Charter School will continue to provide strong financial oversight

and increased processes to access and monitor spending and the reporting of spending.

Concern #5:

Math achievement continues to be a concern and remediation block has been added to the

schedule to address this concern.

11

Concern #6:

Increase services and support for families in the area of mental health.

Concern #7:

UPCSK5 needs to increase STEM learning opportunities in the classroom.

Concern #8:

UPCSK5 needs to continue to provide more after school programing in STEAM education.

Concern #9:

MTSS is being implemented, however improvements need to be made to better identify students

through the process.

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:

Urban Pathways K-5 College Charter School has many economically disadvantaged

students, and students coming from homes with trauma and hardship, the school will

continue to place additional emphasis on supporting the whole child and providing

additional resources for families in need.

Urban Pathways K-5 College Charter School data shows that students are becoming

better readers based on diagnostic tools, however, this is not translating into higher

proficiencies with PSSA scores; however third grade 2015 PSSA ELA scores

increased even with the new PSSA test.

ELA 2014-15 (Ave) 2015-16 (Ave) 2016-17 (Ave)

GR3 55% 35% 48.78%

GR4 15% 32% 34.21%

GR5 23% 22% 52.38%

GR3-5-Overall 31% 29.67% 45.12%

MATH 2014-15 (Ave) 2015-16 (Ave) 2016-17 (Ave)

GR3 21% 30% 24.39%

GR4 20% 28% 23.68%

GR5 9% 17% 33.33%

GR3-5-Overall 16.67% 25% 27.13%

12

Looking at perceptive data and student and teacher reflections, students' larger

concern is worry or concern regarding nutritious meals. Students always complain of

being hungry. UPCSK5 has placed an emphasis on fresh fruits and vegetables and

grants to supplement healthy eating. 2016 Nutribullet challenge was a huge success.

Introduction of Blessings in a Backpack in 2016-2017.

Urban Pathways K-5 College Charter School will continue to provide strong financial

oversight and increased processes to access and monitor spending and the reporting of

spending.

Increase services and support for families in the area of mental health.

Systemic Challenge #2 (Guiding Question #2) Ensure that there is a system within the school

that fully ensures school-wide use of data that is focused on school improvement and the

academic growth of all students

Aligned Concerns:

Math achievement continues to be a concern and remediation block has been added to

the schedule to address this concern.

UPCSK5 needs to increase STEM learning opportunities in the classroom.

UPCSK5 needs to continue to provide more after school programing in STEAM

education.

MTSS is being implemented, however improvements need to be made to better

identify students through the process.

13

Improvement 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.

Related Challenges:

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: Annual

Data Source: Enrichment Opportunities

Specific Targets: The school will provide students with opportunities for enrichment through a monthly Club Day and after school activities, include STEAM and membership in NSBE Jr.

Type: Annual

Data Source: College and Career Fair, Career Speaker Series

Specific Targets: UPCSK5 will provide students with opportunities to hear various career speakers throughout the school year. The school will continue to hold an annual College and Career Fair.

Strategies:

Character and Social Skill Building Programs - Social Skills Training

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

http://appservice.caiu.org/GetDocument?folderPath=CP%5CResouceBank%5C&filename=Social%20Skills%20Training.pdf

14

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

Social and Emotional Wellness Programs

Description: WWC has identified commercial (and other) social and emotional wellness programs that have a positive effect on the social and emotional wellbeing of students. (Source: http://ies.ed.gov/ncee/wwc/FindWhatWorks.aspx?o=7&n=Personal/Social%20Development&r=0 )

SAS Alignment: Safe and Supportive Schools

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

SAS Alignment: Safe and Supportive Schools

Implementation Steps:

http://ies.ed.gov/ncee/wwc/FindWhatWorks.aspx?o=7&n=Personal/Social%20Development&r=0

http://ies.ed.gov/ncee/wwc/FindWhatWorks.aspx?o=7&n=Personal/Social%20Development&r=0

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

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

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

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

15

Career and College Development

Description:

Students will be exposed to various career paths guest speakers, research activities and an annual college/ career fair. In addtion, students will learn about the potential college majors that support each showcased career path.

Start Date: 8/25/2014 End Date: 6/7/2019

Program Area(s): Student Services

Supported Strategies:

Character and Social Skill Building Programs - Social Skills Training

Social and Emotional Wellness Programs

Positive Behavioral Interventions and Supports

Enrichment

Description:

UPCKK5 will provide students with opportunities for enrichment through monthly Club Days and various after school programming.


Program Area(s): Student Services, Gifted Education

Supported Strategies: None selected

Goal #2: Ensure that there is a system within the school that fully ensures school-wide use of

data that is focused on school improvement and the academic growth of all students

Indicators of Effectiveness:

Type: Annual

Data Source: MTSS

16

Specific Targets: School will further develop MTSS and increase programming

for Math.

Strategies:

MTSS

Description:

MTSS is a process of systematically documenting the performance of students and providing evidence for additional interventions in math, reading, and behavior. It will support students with learning and behavior problems by providing a range of interventions based upon need.

SAS Alignment: Assessment, Instruction

Implementation Steps:

MTSS

Description:

MTSS program was developed in 2016-17. In 2017-18, additional interventions were added and the program was further developed by an MTSS Coordinator. A team was sent to MTSS Bootcamp in May 2018 and the program will be further strengthened in 2018-19 through additional professional development for the MTSS team, Academic Team and teachers.


Program Area(s): Professional Education, Student Services

Supported Strategies:

MTSS

17

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.

Strategy #1: Character and Social Skill Building Programs - Social Skills Training

Strategy #2: Social and Emotional Wellness Programs

Strategy #3: Positive Behavioral Interventions and Supports

Start End Title Description

8/25/2014 6/7/2019 Career and College

Development

Students will be exposed to various career paths guest speakers, research activities

and an annual college/ career fair. In addtion, students will learn about the

potential college majors that support each showcased career path.

Person Responsible SH S EP Provider Type App. External Engagement

Manager 2 1 32 Director of Curriculum and Instruction/Guidance

Counselor School Entity

No

Knowledge

To support students in their career pathways, Director of Curriculum and Guidnace Counselor will review the

new standards and provide a model for integration in the classroom using closing PBL unit that will be

showcased on Leadership Day and ties in The College Career Fair and Career speaker series.

Supportive Research

Exposng studenst to future careers, helps them identify and follow through on an educatioanl path that leads to

a desired career and strive academically.

Designed to Accomplish

For classroom teachers, school counselors and education

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

18

specialists: Empowers educators to work effectively with parents and community partners.

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.

Instructs the leader in managing resources for effective results.

Training Format

School Whole Group Presentation

Participant Roles

Classroom teachers

Principals / Asst. Principals New Staff

Other educational specialists

Grade Levels

Elementary - Primary (preK - grade 1)

Elementary - Intermediate (grades 2-5)

Follow-up Activities

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.

Participant survey

Student work and presentation from the PBL unit.

19

LEA Goals Addressed:

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

Strategy #1: MTSS

Start End Title Description

8/29/2016 6/7/2019 MTSS

MTSS program was developed in 2016-17. In 2017-18, additional interventions were

added and the program was further developed by an MTSS Coordinator. A team

was sent to MTSS Bootcamp in May 2018 and the program will be further

strengthened in 2018-19 through additional professional development for the MTSS

team, Academic Team and teachers.

Person Responsible SH S EP Provider Type App. Shannon Conner 2.0 3 30 PaTTAN Pittsburgh PaTTAN Yes

Knowledge How to best intrepret and use data to provide intervention for students, acaademically and behaviorally.

Supportive Research

MTSS is a process of systematically documenting the performance of students and providing evidence for

additional interventions in math, reading, and behavior. MTSS supports students with learning and behavior

problems by providing a range of interventions based on need.

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.

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

20

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.

Instructs the leader in managing resources for effective results.

Training Format

School Whole Group Presentation

Department Focused Presentation

Professional Learning Communities

Participant Roles

Classroom teachers

Principals / Asst. Principals

School counselors

Other educational specialists

Grade Levels

Elementary - Primary (preK - grade 1)

Elementary - Intermediate (grades 2-5)

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

Creating lessons to meet varied student learning styles

Joint planning period

Evaluation Methods

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

Standardized student assessment data other than the PSSA

Classroom student assessment data

21

activities

22

Assurance of Quality and

Accountability

We, the undersigned, hereby certify that the school level plan for Urban Pathways K-5 College

Charter School 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 Urban Pathways K-5 College Charter School for the 2014-2019

school-year.

No signature has been provided

Superintendent/Chief Executive Officer


Board President


IU Executive Director

23

Evaluation of School Improvement

Plan

2017-2018 Improvement Evaluation

Describe the success from the past year. Increased 5th grade PSSA ELA proficiency to 52.38% in 2017, from 12% in 2014.

0% of students in 5th grade scored below basic on PSSA ELA in 2017, compared to 74%

in 2014.

70% of students school-wide were reading on grade level according to the DRA in 2017,

compared to 42% in 2014.

Our SPP score increased from 52.8 in 2014 to 65.1 in 2017.

UPCSK5 has increased family services and support through programs such as Blessings in

a Backpack, an annual community resource fair (FAST Track), partnering with Direct Energy to

provide all students with backpacks and school supplies, and providing clothing and school

uniforms to families in need.

Provide students with fresh fruits and vegetables daily and 3 healthy snacks per week

through the Fresh Fruits and Vegetables Program (FFVP).

Successfully implemented enrichment opportunities including Strong Women Strong

Girls, Grooming Boys, a theater program through the Cultural Trust, and Lego League. We also

provided select students with membership in NSBE Jr and sent them to the NSBE Conference in

Pittsburgh.

UPCSK5 shows indicators of closing the achievement gap for all students in ELA.

Indicators of academic growth were met in math and exceeded in ELA.

We continue to improve our behavior support system with the Leader in Me program

model.

Describe the continuing areas of concern from past the year.

UPCSK5 continues to have many economically disadvantaged students and students

coming from homes with trauma and hardship.

According to student surveys, teacher reflection and perceptive data, students continue

to worry or have concerns about nutritious meals and complain of being hungry.

24

Math achievement continues to be an area of concern, and how to best utilize the daily

remediation block to remedy both reading and math.

UPCSK5 needs to increase STEM learning opportunities within the classroom.

UPCSK5 needs to continue to provide after school programing in STEAM education.

MTSS implementation continues, but needs to be improved to better identify and

address student needs, both academically and behaviorally.

Describe the initiatives that have been revised.

To further ensure that there is a system within the school that fully ensures a saffe and

supportive environment for all students, UPCSK5 will provide students will opportunities for

enrichment through a monthly Club Day and after school activities, including STEAM and NSBE Jr

membership. UPCSK5 will continue to provide students with opportunities to hear various

career speakers throughout the school year and to hold its annual College and Career Fair.

UPCSK5 will continue to implement and improve the Leader in Me model.

To ensure that there is a system within the school that fully ensures school-wide use of

data that is focused on school improvement and academic growth of all students, UPCSK5 will

strengthen its MTSS model and increase interventions in math.


Describe the success from the past year.

PSSA scores from 2015-16 show an increase in Math Proficiency at all grade levels.

Fourth grade ELA scores also increased in Proficiency. In addition 4th and 5th grade ELA scores

in Below Basic were decreased.

PVAAS indicators of growth for the 2015-16 school year reveal that, with growth

measure rates of 2.9 and 2.2, respectively, both 4th and 5th graders exhibited sufficient growth

in math to meet Pennsylvania’s standard for annual growth. In ELA, with a growth measure rate

of -6.7, 4th graders did meet the state’s growth expectations, while at a rate of -1.6, 5th graders

did meet the standard.

Annual Teacher Survey from May 2016 showed that teachers wanted more PD on

Guided Reading Practices, the staff received PD and worked closely with the Curriculum

Coordinator to improve lesson planing and delivery of Guided Reading lessons.

25

Weekly grade level meetings around data and planning with specialists.

Supporting more students from low socioeconomic and traumatic households: blessings

in a backpack program, FAST track event, and donations.

Supporting family mental health: An increase in students and families referred to mental

health programs.

UPCSK5 SAP program and the Ophelia anti bullying program along with the Covey and

school wide positive behavior support program.

Continuing the focus on healthy eating; new food service provider that emphasis fresh

meats and vegetable in meals, 4th grade Nutribullet program.

Increased Parent Involvement and attendance at school events: Math Night, Literacy

Night, Grand Event, Winter Performance, and Principal Awards.

Leadership Day that showcases STEAM Projects, LEGO competition and ends with an

award ceremony that recognizes families, the community, and students.

School Leaders presented at 4 conferences on Family Engagement.

Continuing our focus on Career and College with Monthly Career Speaker series and

Annual College Fair.

Describe the continuing areas of concern from the past year.

Academic proficiency as measured by the PSSA

Maintaining a postive school culture with a high at risk student demographic.

Chronic Absences particularly with Kindergarten students and tardiness

A need for more PD on cultural responsiveness

A need for further coaching and training on classroom management for new teachers

A need to continue to develop student engagement

Continuing to identify and provide support to families

Art, Music, and Spanish teachers are on carts and do not have a classrrom.

No after school enrichment programs due to transportation issues

26


Major Initiatives are being maintained. The initiatives to be revised will address the areas of concern that include:

Finding resources to provide an afterschool enrichment program that includes STEAM.

PD and Training on Cultural Responsiveness

Addressing chronic absences with kindergarten families through parenting classes and

training.

Increasing the amount of students served in the weekend backpack program.

Expansion to allow for more classrooms.


Describe the success from the past year. UPCSK5 celebrated the following success:

Recognized as a School of Distinction by the Core Knowledge Foundation

KTO Innovation Grant Nominee

Increased Academic Proficiency

Recipient of Nutribullet Grant to support Healthy School initiative

Increased Parent Engagement and Community Engagement

Recipient of Let's Move Pittsburgh Award and Pittsburgh Business Award for Education

New school website to include phone app

Increase in social media to better communicate to families and the community.

Active Community Partnerships

Describe the continuing areas of concern from the past year.

Continuing Areas of Concern include:

Academic proficiency as measured by the PSSA

Supporting students from low socieconomic and traumatic households

Supporting family mental health

27

Maintaining a postive school culture with a high at risk student demographic


Most initaitives are being maintained through the 2017 school year with the addition of an emphahsis on math achievement and increasing family support and engagement.


Describe the success from the first year plan. UPCS successfully implemented the Career Speaker Series. The Career Speaker Series included community guests speaking to students monthly. The College and Career Fair was held in May bringing together local and out of state college representative to discuss college and career choices with students. In addition, Urban Pathways has an active partnership with Duquense University, which includes teacher field placements in our school, professional development for teachers and students participation in Duquense Education Days. UPCS hosted a week long celebration of literacy ending with a proclamation designating September 12 as Urban Pathways Ringing in Reading Day. UPCS instituted the beginning of their Teacher Mentoring Program, partnering new teachers with veteran teacher. This provided teachers with opportunities for peer observation, collarboration, mentoring logs and professional development. UPCS hired a parent and community liaison to increase family and community partnerships. The school had active participation in the Parent Advisory Commitee, that organized fundraising, family events and opportunities to celebrate successes and voice concerns. UPCS provided a remedial gifted block into their school-wide schedule. Lastly, in an effort to meet the needs of the whole child Urban Pathways used Healthy Food Grant to provide fresh fruits and vegetables. UPCS had over 50 student, staff and parent participation in the Pittsburgh Toyota Kids Marathon in May.

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

UPCS needs to continue to develop and improve the teacher mentoring program. UPCS needs to increase home-based community family support.


Parental Engagement: UPCS will increase parent communication by developing a phone app.to push out school information and notices. In addtion, UPCS K-5 will increase parental involvement by providing more parent trainings.

urban pathways k-5 college charter school€¦ · accomplishment #1: increased 5th grade ... 116...

Documents