Planning: Planning Team: Technical Assistance

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. ESEA 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.

Planning Team:

Name of Team Member Position/Representation

Eugene Spells Principal/HHS

Angel Doyle Assistant Principal/HHS

Jennifer Jenkins Assistant Principal/HHS

Aida Crespo Parent

Aquila Hasan Title I Math

Rosemary Okoth’Ogola Title I Reading Bernadette Shaufert Reading Specialist

Sarah Kelly CAIU

Bilal Hasan Federal Programs Coordinator

SW Planning Period:



**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 schoolwide plan.

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. N/A

Technical Assistance to engage in comprehensive planning was provided by representatives from Harrisburg School District (HBGSD) administrators; the Capital Area Intermediate Unit (CAIU); the Chief Recovery Officer (CRO); the School Improvement Grant (SIG) LEA. These representatives provided high quality and comprehensive assistance by meeting in whole-group school sessions, school-alike group sessions, and individual school sessions.

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

Date

Provider

Type of Assistance

1/31/14 CAIU, CRO, SIG &District Representatives

Full-day PD on Comp App and the Needs Assessment 2/4/14 CAIU; SIG &District representatives Half-day PD for Secondary Schools on prioritization and

alignment of goals based on data

2/11/14 CAIU; SIG &District representatives Half-day PD for Elementary Schools on prioritization and alignment of goals based on data

03/17/14 CAIU, ARL, SIG &District Representatives

Individual school PD session on Action Planning

Student Assessment of Progress

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.

Cite examples of what you are already doing, such as Data-chats, Common Planning Time

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:

X Extended School Day/Tutoring Programs X Reading X Math X Science X Before School X After School Lunch/Study Periods X Summer School Program

X Reading X Math X Science

X In-class Instructional Support X Pull Out Instructional Support

The schoolwide program must

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.

Classroom Diagnostic Tools are administered to all students at the onset of the school year to gather baseline data. Other measures used to identify struggling students include: PSSA and test results, disciplinary referrals, student attendance patterns, a home language survey, teacher observations and parental concerns. These measures are used to identify students struggling academically as well as students struggling with social-emotional and behavioral issues. Students that are in need of support are referred to the Student Assistance Program as well as the extended day program. Consistent progress monitoring, formative and benchmark assessments are

conducted periodically to determine a student's progress toward attainment of grade-level standards.

2. Describe how timely assistance and services will be provided for your struggling learner

Highly Qualified Staff

All teachers of core academic subjects and instructional paraprofessionals must be Highly Qualified. In addition, a Schoolwide Plan must describe how it will recruit and retain Highly Qualified staff.

1. Describe strategies the school is using or going to use to recruit high-quality Highly Qualified Teachers to The school schedule is designed to enable staff to meet in collaborative groups to ensure alignment of instruction, assessment and interventions, analyze data and discuss appropriate interventions for struggling learners and discuss results of progress monitoring and development of more effective interventions.

At the RTII Tier 1 level, struggling students receive support through differentiated instruction in their core classes. This includes one-on-one or small group instruction by the teacher, computer-based programs and learning centers designed specifically to target students' individual needs. Similarly, the classroom teacher will provide the necessary in-class intervention for students in need of behavior supports. This may include notes home to the family and modifications to the classroom environment (i.e. change of seating, etc.).

Students performing significantly below grade expectation academically and behaviorally receive Tier 2 supports to accelerate progress, which may include additional instruction from the Title I Reading and Math Specialists, additional time on computer-based applications, extended-day learning

opportunities, a behavior plan, discussions with parents about at-home supports and weekly or bi-weekly progress monitoring. These Tier 2 interventions also include scheduled counseling to address truancy.

Tier 3 supports will be provided to students in need of more intensive academic and behavior interventions. This may include continued Tier 1 and 2 supports, additional time with the Title I Reading and Math Specialists, school and parent collaboration to develop a behavior plan to replace unproductive behaviors and weekly progress monitoring. Students who continue to struggle after Tier 1, 2 and 3 are implemented with fidelity may be recommended for formal evaluation.

high-needs schools.

The LEA utilizes the following strategies to recruit high-quality HQT include: using established university partners to attract highly qualified teacher candidates; attend college and career fairs, including

historically African-American Colleges to recruit high-quality HQT; and post vacancies in educational journals and local newspapers.

2. Describe strategies the school is using or going to use to retain high-quality Highly Qualified Teachers to high-needs schools.

Among some of the methods used to retain high-quality HQT are: New Teacher Orientation; Induction Program; mentor assignment; Common/collaborative planning time; on going PD including

job-embedded PD; and credit reimbursement.

Parent Involvement Activities

Describe the parent involvement activities to be conducted during Year 1 of the Title I Schoolwide Program. (Include information on the number of meetings held, topics to be covered, parents to be invited and method of evaluating effectiveness of activities.)

Type/Topic of Parent Meetings Frequency Parents to be Invited Method of Evaluation

Title I Back To School Night Once per year All parents Increase in parental engagement

based on sign-in sheets

Comprehensive Planning Meetings Twice per year All parents Participation on Comp Plan Team

Understanding PA Core Standards Once per year All parents Increased parental engagement

Supports Available for Struggling Learners Twice per year All parents Student progress monitoring

Title I Meetings Twice per year All parents Parent participation

Technology Training Periodical All parents Parent participation

Update Parent Involvement Policy Once per year All parents Approved Title I Policy

Parent/Teacher Meetings Monthly All parents Increased parental engagement

School/Family Fair Once per year All parents Increased parental engagement

Parent Report Card Conferences Four per year All parents Increased parental engagement

CASST/RTII Parent Meetings As Needed By request or invitation Student progress monitoring

Describe the methods to be used to keep individual parents informed of their child’s academic achievement and the expectations of both students and parents. (Include frequency of activity or communication, information to be shared, follow-up to be conducted and methods for making necessary changes to activities or communications.)

Parent Communications Communication Methods Frequency

SPP Score/School Report Card District/School Web Page All year

Information about Student Progress Report Cards; Parent/Teacher Meetings;

Calls to parents; Notices sent in home language

Four per year As needed

Student Progress Upates Progress Report Distribution Four Per year

District/School Calendars, Updates, Policies District/School Web Page Updated all year

Parent Involvement Policy Documentation sent in home language Once per year

Child Find Policy District/School Web Page; Student

Handbook

Notices about Meetings/Conferences Documentation sent in home language;

Connect-Ed phone/email blasts

Monthly/Quarterly

On-line Curricular Resources District/School Web Page All year

Notice of Title I & Comp Planning Documentation sent in home language;

Connect-Ed phone/email blasts

Twice per year

Extended Day Program Notice Documentation sent in home language;

Connect-Ed phone/email blasts

Twice per year

Superintendent's Advisory Committee Notices sent home; Parent Liaison Quarterly

Latino Advisory Committee Connect-Ed Notice, Email blast Quarterly

Follow-up:

Parent communications must be done in a way that is easily understood by parents. Does the school provide parent notifications in more than one language? If no, please explain. YES

Transition Strategies for Students

Schoolwide Plans include assisting students in successful transitions from early childhood through any other grade or school level.

1. Describe how the Schoolwide Program will coordinate transitions for preschool children into primary, where appropriate.

2. Describe other transitions that may be applicable to your school, such as elementary to middle school, middle school to high school, high school to post-secondary.

The student transition from middle to high school includes a Summer Bridge Program that acclimates the students to the high school building and academic rigor of high school. It also provides an

opportunity for parents to address any concerns they might have as a parent of an incoming freshman. An 8th grade orientation is done during the 4th marking period to introduce the incoming class to high school life.

3. Describe on-going coordination with other community programs and agencies that support transitions for students.

Pressley Ridge works with the high school to provide support for students and families that are in need of social services that cannot be provided by the school district.

Coordination and Integration of Services and Programs

The purpose of a Title I Schoolwide Program is to improve the educational program of the entire school and to improve the educational opportunities for ALL students. In carrying out the SWP, schools are encouraged to consolidate/integrate funds from state, local and federal programs. This consolidation of funds provides flexibility in the use of the funds and maximizes the opportunities for students, teachers and parents. Funds eligible for consolidation are:

 Any federal education program administered by the United States Department of Education, except Reading First;

o Competitive/discretionary grants may be part of the consolidation, but activities described within the competitive/discretionary grant application MUST be carried out.  All state and local resources available to the school (If state and local funds are consolidated

within the SWP, the school must ensure that any state and/or local requirements regarding the use of funds are met.)



.

Yes No

Please indicate below the funds to be integrated within this SWP:

Federal Grant Program

Amount of Grant

State/Local Grant

Program

Amount of Grant