Please Indicate Your School S Most Recent NCLB/AYP Status

Title I Schoolwide Planning

Components/Template

Please indicate your school’s most recent NCLB/AYP status:

Met AYPMaking Progress in School Improvement I

WarningCorrective Action II (1ST year)

School Improvement IIMaking Progress in Corrective Action I

School Demographics

*Identify the Racial/Ethnic group(s) not meeting AYP targets using the following:

Schoolwide Planning Information

Planning:

An effective Title I schoolwide plan must include the involvement and input of members of the school community in order for plans to be comprehensive and effective. A planning team must be assembled to develop and implement a Title I schoolwide program. NCLB requires a year long planning period prior to the implementation of a Title I schoolwide plan, unless the LEA can demonstrate that less time was needed to properly develop and implement the plan. Below, provide information regarding the planning and development of the Title I schoolwide plan.

Note: Section 1114 (b)(2)(B) of the Title I law requires that the Plan be developed with the involvement of parents and other members of the community to be served, as well as teachers, principals and administrators.

**If less than one year, provide a brief summary of the planning that took place and why the LEA believes the planning was adequate for developing an effective Title I school wide plan.

Schoolwide Planning Summary

Use the following table to summarize the steps and activities of the planning process. Include planning team meetings, staff work sessions, visitations to schools, parent meetings, staff meetings where planning took place and other activities conducted during the needs assessment, inquiry process and plan development.

Technical Assistance

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 a schoolwide program and requirements

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

1. Supply the dates of meetings, the type or topic of assistance, and who provided the assistance.

Needs Assessment

The basis of a solid schoolwide plan must be the results of a comprehensive needs assessment. The needs assessment should consider the needs of all members of the school community: teachers, students, parents, principals, administrators. Use the guiding questions below to describe the comprehensive needs assessment administered for the school.

1. Briefly describe the current educational program and offerings in the school. (Include information on core curriculum, supplemental programs, assessments, interventions, professional development and parent involvement.) This description should not go into great detail, but should capture the salient information needed to provide a snapshot of the school’s programs.

Core curriculum instructors teach all benchmark and some strategic or intensive groups if the core instructor has been trained in the delivery of that intervention program. Staff expertise, experience, and skills are matched in proportion to students needs. Reading specialist, instructional support teacher, special education teachers, intervention specialist, and ESL teachers teach the most intensive and strategic groups.

1. What types of assessments/tools were utilized during the needs assessment to gather data about the school?

1. Provide a general summary of the steps taken to conduct the school’s needs assessment. (Include areas of school/community included, date needs assessment began, numbers of meetings, types of analysis that occurred, etc.)

Data gathered through a variety of means involving all stakeholders within the process.

1. Based on the data gathered and the analysis done, discuss the areas of strength and the weakness that were identified.

Strengths

Accomplishment #1:

Implemented school-wide behavioral framework supporting a comprehensive RTII support system.

Accomplishment #2:

5th grade writing showed gains from previous years based on PVAAS data.

Accomplishment #3:

3rd grade math and reading positive growth in all area based on PVAAS data.

Accomplishment #4:

95% attendance rate for the 2014-15 school year.

Accomplishment #5:

100% participation in 2014-2015 PSSA.

Accomplishment #6:

The RtII model has been fully implemented andnumerous data sources (Running Records, DibelsNext, Curriculum Based Assessments,and Summative andFormative Assessment)informour instructional decisions.

Accomplishment #7:

Grades K-2 have aligned the curriculum with the common core in reading.

Accomplishment #8:

Planning instruction in-line within District’ student learning maps

Weaknesses

Concern #1:

Economically disadvantaged subgroupwasnot proficient in math.

Concern #2:

Parent involvement isgenerally limited in attending after school events, enrolling student in tutoring programs, and at times being present at conferences despite numerous attempts.

Concern #3:

Increase the rigor of instruction and student engagement.

Concern #4:

Time, money, and people are needed in order to provide a more regular coaching model within our school. (Reading specialists, intervention specialists, and instructionalcoaches) Provide support to teachers utilizing the coaching model in creating and sustain best practices.

1. Describe the goals for year 1 that the schoolwide planning team agreed upon for each of the areas of need listed above.

Goal for Need #1 above: Establish a system within the school that ensure effective instructional practices.

Goal for Need #2 above: Establish a system that focuses professional development based on research and data.

Goal for Need #3 above: Establish a system within the school that creates a partnership within Rutherford Elementary’s school community.

Goal for Need #4 above:

Goal for Need #5 above:

Scientifically-Based Solutions

Provide details about the scientifically based programs, strategies and interventions (solutions) the schoolwide team has selected to address the goals identified in the previous step. Explain how these solutions will strengthen the core reading, mathematics and science programs of the school and provide for the identification of and assistance to students failing to meet achievement standards.

Goal #1 – Solution(s):Walkthroughs utilizing best practices template. Coaching model supporting teachers’ instructional practices.

Goal #2 – Solution(s): Data driven decisions based on student work. Providing professional development to all staff members

Goal #3 – Solution(s): Increase opportunity to involve parents

Goal #4 – Solution(s):

Goal #5 – Solution(s):

Student Assessment of Progress

Frequent and ongoing assessments to determine student progress help determine how the schoolwide plan is meeting the student needs. The assessments that will be used need to be determined with teachers involved in decision making and the implementation of the assessments.

1. Use the following chart to describe the Student Assessments which will give staff on-going data regarding student progress:

1. give the grade level to be assessed
2. give the appropriate content area
3. give the full name of the assessment
4. when will it be given
5. how will staff be trained to give it
6. how and when will staff use the information to guide instruction

1. 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.

Grade level teams collaborate and consult monthly with the grade level point of contact (POC). Interventions and strategies are discussed. Individual students that are not responding to interventions are referred to the data team or Instructional Support Team (IST) for program change. Grade level goals are developed. Grade level interventions are implemented and monitored. The time and intensity with the core instruction is considered along with supplemental programs. The team considers the need to add or modify an intervention or increase progress monitoring.

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

Yes Extended School Day/Tutoring Programs

Yes Reading

Yes Math

Science

______Before School

Yes After School

Yes Lunch/Study Periods

Summer School Program

Reading

Math

Science

Yes In-class Instructional Support

Yes Pull Out Instructional Support

Student Assistance

The schoolwide program must identify students who need additional learning time to meet standards and provide them with timely, additional assistance that is tailored to their needs. This assistance must be available to all students in the school who need it.

1. Describe how the school will identify students experiencing difficulty mastering skills and standards so that they can be provided with timely assistance and support.

Response to Intervention and Instruction (RtII) is a multi-tiered approach to help struggling learners. Students' progress is closely monitored at each stage of intervention to determine the need for further research-based instruction and/or intervention in general education. Students receive targeted research-based interventions in addressing the skill deficits identified. A range of research-based instructional interventions is in place. Interventions are delivered by a diverse (general and special education teachers, paraprofessionals, related service and support staff, etc.) pool of trained staff.

DibelsNext probes are administered within the first two weeks of school to obtain a baseline. PSSA results, BAS (Benchmark Assessment System), and previous year’s progress monitoring data is used along with the baseline to consider tiered interventions. Skill group students are identified based on universal screenings, previous year’s progress monitoring, and teacher input.

1. Describe how timely assistance and services will be provided for your struggling learners.

The three levels are: benchmark (tier 1), strategic (tier 2), and intensive (tier 3). Student needs are met through research-based programs that are focused in targeted skill areas.

All general education, learning support, ESL teachers, and para-professionals are provided continual training on the RtII process as a part of the district and building commitment to the RtII model. Staff designated to deliver instruction in a specific target intervention receive explicit training in that intervention in order to implement with fidelity. All necessary staff is trained in the administration and scoring of progress monitoring and data entry.

Tier 1 instructional adjustments are available for all students. The core instruction is aligned with Pennsylvania State standards. All students receive core instruction with the Houghton Mifflin Harcourt and Go Mathseries at their grade level. Students having difficulty with the core instruction will receive additional instructional support through various means. Teachers are able to adjust core instruction based on data to meet the needs of the grade level goals. Based on universal screenings, previous year’s progress monitoring data, and teacher input, benchmark—strategic—intensive skill groups are indentified. Specific strategies are discussed to target skills in the core curriculum. Any student not performing at grade level is considered based on need for the strategic (Tier 2) or intensive (Tier 3). The skills group for students on or above grade level is the benchmark group. Within the benchmark group the students receive core instruction and then their skills group teacher differentiates and extends the learning concepts. The Houghton Mifflin Harcourt and Go Math series allow teachers to monitor the instructional pace and provide higher order learning opportunities for students moving at a faster rate than the average student. Benchmark students are progress monitored a minimum of three times per year.

All students participate in additional instructional time as determined by their needs. In skills groups, instructors differentiate by extending learning opportunities for benchmark students. Students at the strategic and intensive level receive supplemental instruction to the core curriculum to address their needs. This additional instruction occurs 30-40 minutes per day. Strategic and Intensive students are progress monitored on a weekly basis.

Tier 3 interventions are for students who may be experiencing global deficits. These students receive additional instruction above core and skills group instructional times. (ranging 30-40 minutes daily)

1. Describe services for the following special populations:

• how services will be provided for your special education students; Pull out and push in model for support based on student goals

• how services will be provided for your English Language Learners; Pull out and push in model for support based on student goals

• how services will be provided for your migrant students; student orientation

• how services will be provided for your homeless students- solicit other resources

The RtII process meets the academic and behavioral needs of the diverse populations of students, including special education, English Language Learners, migrant students and homeless students. (see detailed description above)

Plan Implementation

Once the goals of year 1 of the schoolwide plan have been determined and the solutions selected, the planning team must determine how to effectively implement the plan in order to ensure success for students, teachers and parents. Implementation plans must include administrators, teachers, and parents.

ADMINS

1. Whatsteps will building-level administrators take to ensure that implementation is occurring effectively?

Administrator will continue to conduct 5x5 walkthroughs and professional observations in reading and math. Principal will continue to provide staff member withobservation reportand provideopportunities for reflection. Principal will continue to ensure that all staff members are implementing curriculum with fidelity and consistency across the grade-levels. Principal will continue to attend all building-level meetings. Principal will continue to create a building schedule based on student needs.