School Improvement Plan Guidelines and Process I. School ... · 1. Articulate their career...
Transcript of School Improvement Plan Guidelines and Process I. School ... · 1. Articulate their career...
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School Improvement Plan – Guidelines and Process
I. School Level Narrative
School Building Information
Local Education Agency (LEA) Name School Building Name
Chambersburg Area School District/Chambersburg Area Senior High School
4-Digit School Building Code
2191
School Street Address
511 South Sixth Street, Chambersburg, PA 17201
A. School Improvement Committee
Committee Members and Positions in School/Community:
Name Position/Role
Building/Group/Organization
Steering Committee
Dr. Crystal Lautenslager Director of Educational
Programming
CASD/Admin
Dr. Janet Foor Director of Special Education CASD/Admin
Amy Boyer ESL Head Teacher CASD/CASHS
Luann Fretz Transition Coordinator CASD/Admin
Janet Hasis K-12 ESL Supervisor CASD/Admin
Dionne Martin K-12 English Supervisor CASD/Admin
Cody Moser Special Education Teacher CASD/CASHS
Bradley Ocker Building Principal CASD/CASHS
Yvonne Wentz K-12 Math Supervisor CASD/Admin
Daniel Watkins K-12 Special Education CASD/CASHS
Jennifer Morris LS Parent CASHS
Kian Patillo Student CASHS
CASHS Action Plan
Committee
Dr. Lisa Schoenleber Assistant Principal CASD/CASHS
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Eric Reed Social Studies Teacher CASD/CASHS
LeAnne Park Special Education Teacher CASD/CASHS
Megan Skultety Special Education Teacher CASD/CASHS
Emily DiZebba English Teacher CASD/CASHS
Nichole Kunkle Math Teacher CASD/CASHS
Mikala Duffield Science Coach CASD/CASHS
Rebecca Petersheim English Coach CASD/CASHS
Lissett Jones Assistant Principal/ESL lead CASD/CASHS
Shelby Sellers ESL Teacher CASD/CASHS
ESL Parent
ESL Student
Special Education Parent Jennifer Morris CASHS Parent
Special Education Student Kian Patillo CASHS Student
Outline efforts school leaders took to ensure that the committee is comprised of a diverse group of
stakeholders who are involved and invested in LEAs, schools, programs, and outcomes for students
(leadership, teachers, parents, students, community partners, LEA leadership or staff, governing board
leadership or designee, elected officials advocacy organizations). The Steering Committee is comprised of a representative sample of the targeted subgroups at the district level
along with district level and building level school leaders. The CASHS Action Plan Committee members were
selected because they represented the targeted subgroups. In addition, the CASHS Action Plan Committee
comprised of teachers in the four main content areas: English, math, science, and social studies in grades nine
and ten. In grades nine and ten, students will take the Keystone algebra and literature exams. In addition to
teachers, the English and Science coaches were selected because they can help teachers plan and model lessons
that focus on addressing the needs of the building.
Describe the role of the committee in developing this school improvement plan, as well as the intended
role of the committee in the implementation and monitoring of the plan.
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The steering committee met to determine the district-wide and CASHS needs assessment tools. All committee
members agreed that two essential practices emerged as areas of focus: Essential Practice # 5 - .Provide frequent,
timely, and systematic feedback and support on the instructional process and Essential Practice #13 Implement a
multi-tiered system of supports for academics and behavior.
Once the needs assessment was completed, the committee determined the challenges and root causes for those
challenges. Next, the steering committee created priority statements, including a rationale for each for each
priority statement. Lastly, they created measurable goals for each of the priority statements.
This information was shared with the CASHS Action Plan committee. That committee reviewed the resources
provided by the state to select research-based strategies to include in the action plan. This committee will meet
quarterly to review the data set forth in the action plan. In addition, CASHS administrators will meet monthly to
discuss the selected strategies and any data related to the measurable goals and action plan.
B. School Level Vision for Learning
Long-term Vision and the Measures of Success
Long-Term Vision for Students
What will students know and be able to
demonstrate upon leaving the school?
Measures of Success
How will you know you are on track to achieving
your vision or students?
Prepare students for any career by providing
effective instruction that enhances the
comprehension, analysis, and communication
skills in all content areas.
1. Articulate their career skills…..Senior exit
interview (rubric)
2. Scribe their career abilities/assets…..resume
3. Perform academically to meet district
graduation requirements…..graduation rate
II. School Level Needs Assessment
A. Identified School Community Needs:
Describe how the LEA and school engaged in timely and meaningful consultation with a broad range
of stakeholders (e.g., families, students, educators, community partners) and examined relevant data
(e.g., student, educator, and community demographics; student achievement and growth; student and
teacher attendance; student behavior; documents; classroom observations; surveys; focus groups;
budget/allocation of finances) to understand the most pressing needs of students, educators, and/or
other members of the school community and the potential root causes of those needs.
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The first step was to establish a steering committee. This committee was a representative sample of teachers,
administrators, parents, and students of the TSI targeted subgroups. Monthly meetings were established
where the members of the steering committee met at the district administration office to determine the
district-wide and CASHS needs assessment tools. From these meetings, state and local created Google
surveys were discussed for each of the various stakeholders: teachers, students, parents, and community
members. Links to the teacher, parent and community surveys were sent in an email blast (mass
communication) by the Chambersburg Area School District marketing department on March 5, 2019.
Student surveys were administered during the school days on March 11 and 12, 2019. The steering
committee began analyzing survey data on March 25, 2019. The survey data was compared to each of the
corresponding questions linked to educational practices. Discussions referenced the 18 essential practices
and look fors from the Pennsylvania Essential Practices for Schools: Indicators of operational
Implementation. The Fist to Five tool was used to determine consensus among members of the steering
committee for the top two most needed essential practices (data supported challenges): #5 and #13. These
two challenges are the focus for the Chambersburg Area Senior High School.
B. Based on your data analysis, what are your data-supported strengths?
Strengths Supporting Evidence from Needs Assessment
#15 Partner with local businesses,
community organizations, and other
agencies to meet the needs of the
school
We have a lot of Special Ed and general education
partnerships, students can volunteer with local
businesses. Internships are available. Stan identified
many businesses that are already partnering with the
school. Goal is always to develop more partnerships
(including paid). Summit Health CNA program will
train and offer a job. These partnerships are helping
our economically disadvantaged students. We would
want extend the internships, apprenticeships, etc. (per
the state identified next steps) but we aren’t there yet.
We do it but don’t track. We need to document it more
and make it accessible to all students and extend our
reach on a more regular basis with (maybe) the
Chambersburg Chamber of Commerce or the
Employability Group. Reaching out to alumni (Special
Education) and asking where are they - extend to all
students? Workforce development grants?
More students, who are in life skills classes and on the
Autism Spectrum are placed, but perhaps ES students
and those with disabilities may not be collectively
monitored. ELs are being offered more opportunities,
but not sure there is a data system in place. Building a
bridge around data and what our businesses need. How
are we celebrating the success of our students who are
career ready? (National Signing Day with Local
Businesses). JLG (Construction Company) is
identifying students who will be guaranteed a job. New
counselor for College and Career Readiness will be
hired next year for grades 9-10 focus.
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C. Based on your data analysis, what are your data-supported challenges? (You
will need to identify two or three of these challenges that will be prioritized and
addressed in this plan.) Check each challenge that will be a priority in your
plan.
Challenges Supporting Evidence
from Needs Assessment
Priority
for
Planning
Primary Root Cause
5. Provide frequent, timely,
and systematic feedback and
support on the instructional
process.
SLOS are operational, but
may not be detailed enough
Used to have individual
teacher goals and met at the
beginning of the year to
review, but not something we
do anymore.
Educator in the Workplace (22
staff members) specifically
looking at how to embed what
they have learned from an
employer into their lessons.
Thinking about our Special
Populations – how would
those teachers answer this?
Does not feel like a system is
in place yet.
Someone said this feels like it
is so important that is almost a
foundational piece that needs
to be in place for the other
four to be in place.
Why the disconnect between
what teachers perceive and
what the team is sensing?
Feel like only the minimum
requirements are getting done,
which may not be enough for
teachers to really grow
X Lesson planning-Lack of:
● Consistent
monitoring/feedback
● Collaboration
● Time
● Best practices
● Professional
development
12. Collectively shape the
vision for continuous
improvement for teaching
and learning
From a math perspective this
seems to fall apart in the
classroom. Getting a sense
that this is not systematic. Feel
like this is not something that
is able to be supported from
the special education lens.
Feel like we are unable to
support Sp Ed teachers in
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professional development.
The staff may be in place to
support and train, but their
duties are so vast that they do
not have the time to devote to
it because of other
responsibilities. We have the
expertise on staff, and access
to the IU supports, but it has
not been a priority because of
other priorities. On time,
achievement, showing respect,
helping others, school pride.
13. Implement a multi-tiered
system of supports for
academics and behavior
Special Education has this
built into how they do
business but it is not
necessarily there for students
who do not qualify for special
education services, but still
may be in need of support.
Through the SSIP, there is an
early warning dashboard
system in order to intervene
early and prevent potential
failure to graduate.
Does not have to be a PDE
created process, the High
School has been able to use
that process effectively.
Structure for Special
Education supports some of
these processes better than in
the general education
population. Time is a critical
piece of this - has to be
structured and data needs to be
reviewed by staff. From an
admin perspective
conversations are around how
we build an MTSS system.
Met with statewide PVAAS
team and became evident from
the ono-on-one meetings that
we need to fix core instruction
first.
X Deficiencies in Tier 1 instruction
and lack of an MTSS team and
process.
18 Monitor and evaluate the
impact of professional
learning on staff practices and
Not able to get here because
the PD is rarely offered to
everyone at the same time that
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student learning needs it.
D. Established Priorities and Aligned Outcome Categories
Based on your prioritized challenges, develop, in specific detail, two to three high-leverage priority
statements to focus your improvement plan. In drafting priority statements, your team will turn each
prioritized challenge into an actionable statement that explains how the school plans to address the
primary root cause of the challenge. Indicate which Outcome Category will be most directly impacted
by focusing on the priority statement, by selecting the category that is best aligned to the priority statement
from the drop-down menu under “Outcome Category.”
Priority Statements Rationale Outcome Category
#5 Teachers will demonstrate their
understanding of instructional
expectations through lesson planning and
observable classroom practices monitored
by school leaders.
If teachers demonstrate their
understanding of instructional
expectations through lesson
planning and observable classroom
practices monitored by school
leaders then building leadership will
be able to provide frequent, timely,
and systematic feedback and
support on the instructional process.
Essential Practices
Condition 1 - Focus on
Continuous
Improvement of
Instruction
#13 Teachers and school leaders will
make adjustments to instruction and
behavioral supports to increase student
success.
If teachers and school leaders make
adjustments to instruction and
behavioral supports then a MTSS
team and process can be developed
and implemented.
Essential Practices
Condition 3 - Provide
Student-Centered
Support Systems
III. Measurable Goal Statements
Measurable Goals: Develop SMART Goals for each established Priority. To maintain focus on priorities,
no greater than 2 measurable goals per priority is recommended.
Priority Statement #1: Teachers will demonstrate their understanding of instructional expectations through
lesson planning and observable classroom practices monitored by school leaders.
Measurable Goal #1 Quarterly Benchmark #1
(September 30, 2019)
Quarterly Benchmark #2
(December 31, 2019)
Quarterly Benchmark #3
(March 31, 2020)
By June 30, 2020, after
school leaders conducted
random walkthroughs of
all teachers, 90% of them
will have met at least
75% of the instructional
80% of the teachers will
be trained in the CASD
Instructional Framework.
90-100% of the teachers
will be trained in the
CASD Instructional
Framework.
All of the previously
After conducting random
walkthroughs of all
teachers, 85% of them
will have incorporated
60% of the Instructional
Framework components
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expectations. trained teachers will have
incorporated 50% of the
Instructional Framework
components into lesson
plans and classroom
instruction
into lesson plans and
classroom instruction
Measurable Goal #2 Quarterly Benchmark #1
(September 30, 2019)
Quarterly Benchmark #2
(December 31, 2019)
Quarterly Benchmark #3
(March 31, 2020)
By June 30, 2020, 70%
of the students who took
the 2019-2020 Keystone
Literature Assessment
will score proficient and
60% of the students who
took the 2019-2020
Keystone Algebra
Assessment will score
proficient.
By June 30, 2020,
students who took the
2019-2020 Keystone
Literature and Algebra
Assessments will
demonstrate an academic
growth standard of 70 or
higher (Light Blue or
Dark Blue).
Implement a common
assessment from the new
literacy curriculum and
continue to implement
common assessments
from the algebra
curriculum to determine
baseline data.
Conduct 1-1 student
teacher conference for
students to establish
individual goals for
student learning based on
the CDT. By September 30, 2019,
25% students with
disabilities will score on
level in math and 30% will
score on level in ELA on
the Classroom Diagnostic
Tools.
Administrators and
teachers will interpret
baseline Common
Assessment data, CDT
data, and course grades
for literature and algebra.
Conduct 1-1 student-
teacher conference to
review performance and
refine individual student
goals for the course.
By December 31, 2019,
25% students with
disabilities will score on
level in math and 30% will
score on level in ELA on
the Classroom Diagnostic
Tools.
Conduct 1-1 student
teacher conference for
students to revise
individual goals for
student learning for
literature and algebra.
Administrators and
teachers will interpret
baseline and Common
Assessment data, CDT
data, and course grades
to revise instructional
plan for
By March 31, 2020,
25% students with
disabilities will score on
level in math and 30% will
score on level in ELA on
the Classroom Diagnostic
Tools.
Priority Statement #2:
From the analysis of student data, stakeholders will make adjustments to instruction and behavioral supports to
increase student success.
Measurable Goal # 1 Quarterly Benchmark #1
(September 30, 2019)
Quarterly Benchmark #2
(December 31, 2019)
Quarterly Benchmark #3
(March 31, 2020)
By June 30, 2020
CASHS will develop
School-Wide Positive
Behavior Interventions at
the universal level and
they will be implemented
with 60% fidelity across
all grade levels as
Core Team established
and completed the
readiness checklist and
the letter of commitment
for the network.
(Using the Team
Implementation
MTSS Core Team will
review and revise school-
wide expectations, as
well as developing the
matrix
(Using the Team
Implementation
The MTSS Core Team
will begin development
of the instructional
lessons to be part of Tier
1 universal layer.
(80% of the staff will
support the
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measured by the
Benchmarks of Quality.
Checklist, the PBIS team
will have completed
Action Steps 1-9)
Checklist, the SWPBS
Team will have
completed Action Steps
9-14)
implementation of SW as
measured through the
Self-Assessment Survey
included as part of
PAPBS Network
Commitment.
Using the Team
Implementation
Checklist, the SWPBS
Team will have
completed Action Steps
15-22)
BOQ
TIC
PBIS Flyer
IV. Action Plans
A. Evidence-Based Strategies
Once needs have been identified, the school improvement committee (in consultation with other stakeholders)
will select evidence-based strategies that align with your priority statements that the school community has the
capacity to implement. By using rigorous and relevant evidence and assessing the local capacity to implement
the strategy (e.g., funding, staff, staff skills, and stakeholder support), schools are more likely to implement
interventions successfully.
For each measurable goal, identify an evidence-based strategy that has a high likelihood of success in your
school.
Priority Statement #1: Teachers will demonstrate their understanding of instructional expectations through
lesson planning and observable classroom practices monitored by school leaders.
(If teachers demonstrate their understanding of instructional expectations through lesson planning and
observable classroom practices monitored by school leaders then building leadership will be able to provide
frequent, timely, and systematic feedback and support on the instructional process.)
Measurable Goals Evidence-Based Strategy
By June 30, 2020, after school leaders
conducted random walkthroughs of all
teachers, 90% of them will have met at
least 75% of the instructional
expectations.
1. Instructional Coaching - Instructional coaching (Tier 3) helps
teachers take all ideas and practices learned and implement
them in useful ways to foster student achievement. They
provide intensive, differentiated support and observe
educators teaching practices so they can provide constructive
feedback. They also actively engage teachers in supportive
practices that are embedded in meaningful growth
conversations. (Thomas, et al., 2015)
2. Organizing Instruction and Study to Improve Student
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Learning -
● Space learning out over time (Tier 2)
● Interweave worked example solutions with problem-solving
exercises. (Tier 2)
● Combine Graphics with verbal Descriptions (Tier 2)
● Connect and integrate abstract and concrete representations
of concepts. (Tier2)
● Use formative assessments to promote learning and to
introduce a new topic. (Tier 3)
● Use formative assessments to promote learning and to re-
expose students to key content. (Tier 1)
● Help students allocate study time efficiently. Use tests and
quizzes to identify content that needs to be learned. (Tier 3)
● Ask deep explanatory questions. (Tier 3)
Instructional Framework (Zepeda & Lanoe):
Opening: Beginning of Lesson (Tier 1)
o Communicates essential question and expected
learning outcomes
o Connects previous lesson/prerequisite
knowledge to new learning
o Introduces activity that is centered on standard
and/or essential question
Mini-lesson: (Tier 1)
o Contains modeling while referencing standards
and key vocabulary
o Includes exemplars that meet or exceed standard
Work Session: (Tier 1 or 2)
o Provides time for students to practice the new
content and/or elements of standards by
demonstrating relevant, real world applications
o Provides opportunity for students to demonstrate
their thinking
Assessment: (Tier 1)
o Contains evidence of ongoing formative
assessment measures to inform teacher of
necessary adjustments to instruction
o Contains evidence of the use of summative
assessment measures in order to indicate that
students have mastered standards taught
Closing: (Tier 1)
o Confirms conceptual understanding by linking
back to the opening and the targeted
standard/essential question
o Provides time for students to give and receive
feedback, clarify understanding, and summarize
what was learned
Reflection: (Tier 1, 2, and 3)
o Includes analysis of how students performed
during this lesson (successes and struggles)
Differentiation: (Tier 1, 2, and 3)
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o Includes a plan for various levels of students in need of additional and/or different forms of instruction o Includes a plan for flexible grouping for students in need of additional support
o Instruction is specific and intentional to accommodate individual student needs
By June 30, 2020, 70% of the students
who took the 2019-2020 Keystone
Literature Assessment will score
proficient and 60% of the students who
took the 2019-2020 Keystone Algebra
Assessment will score proficient.
By June 30, 2020, students who took
the 2019-2020 Keystone Literature and
Algebra Assessments will demonstrate
an academic growth standard of 70 or
higher (Light Blue or Dark Blue).
"The Early Warning Intervention and Monitoring System is a systematic
approach to identifying students at risk of not graduating on time,
assigning them to interventions, and monitoring their progress. The goal
is to get at-risk students back on track for on-time graduation."
(American Institutes for Research) - Tier 1 Evidence
Priority Statement #2: From the analysis of student data, stakeholders will make adjustments to instruction
and behavioral supports to increase student success.
Measurable Goals Evidence-Based Strategy
By June 30, 2020 CASHS will develop
School-Wide Positive Behavior
Interventions at the universal level and
they will be implemented with 60%
fidelity across all grade levels as
measured by the Benchmarks of
Quality.
“Positive Behavior Intervention and Supports (PBIS) establishes
school wide systems of support that include practice strategies for
defining, teaching, and supporting appropriate student behaviors to
create positive school environments. The PBIS process emphasizes
the creation of systems that support the adoption and durable
implementation of evidence-based practices and procedures, and fit
within ongoing school reform efforts.” (PBIS, 2019) - Tier 1
Evidence.
"The Early Warning Intervention and Monitoring System is a systematic
approach to identifying students at risk of not graduating on time,
assigning them to interventions, and monitoring their progress. The goal
is to get at-risk students back on track for on-time graduation."
(American Institutes for Research) - Tier 1 Evidence
B. Action Plan Steps
An Action Plan template is provided to develop action steps to meet each measurable goal.
Each Action Plan has these critical components for each Priority/Measurable Goal:
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● Action Steps – List what is to be accomplished in each step.
● Material/Resources/Supports Needed
● Person/Position Responsible
● Implementation Timeline
● Anticipated Outputs – what do we want to accomplish within each Action Step?
● Monitoring/Evaluation Plan
● If a professional development action step or component of this goal, complete Professional
Development Plan information template.
Expenditures:
Describe how funding will be used to implement the Action Plans. Include a brief description of each
expenditure, funding source (Title 1, General fund, IDEA, etc.), and costs for each needed expenditure.
Professional Learning Opportunities:
The following information is to be completed for professional development components for each of the
Priority Goals:
● Goal Statement – General Description of Presentation
● Audience,
● Topics to be Included
● Evidence of Learning
● Anticipated Timeframe
● Lead Person/Position
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School Level Action Plans
Priority #1 – Measurable Goal #1:
By the end of the 2019-2020 school year, after school leaders conducted random walkthroughs of all
teachers, 90% of them will have met at least 75% of the instructional expectations.
_
Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve this goal.
Action Steps Materials/Resources/S
upports Needed
Person(s)/Positio
n Responsible
Implementation
Timeline
1. During the beginning of the year in-service
days, the TSI plan will be shared with all
CASHS staff (including Special Education
and ELL Department members). A specific
training will include the Instructional
Framework and the observable practices for
Instruction (walkthrough form). Then, during
the specific department meetings that follow
the full group introduction, department
coaches, teacher leaders, and supervisors will
reinforce the Instructional Framework and
walkthrough training. Follow-up will occur
during scheduled PLC time weekly.
Reminders for TSI related items will be sent
out via email.
Designated time during
the August in-service
days
Director of
Educational
Programming
*CASHS Building
In-service:
Building Principal
*Depart Mtgs:
Coaches/Teacher
Leaders/Content
Supervisors
(CASHS
Administrators)
*PLC Mtgs:
Coaches/Supervis
ors
August (19, 20, or 21) 2019
2. Between the beginning of the year and
October 31,2019, teachers who missed the
August in-service training or new teachers
will receive the CASD Instructional
Framework training across two PLCs.
Designated time for
two PLC meetings
Director of
Educational
Programming
CASHS Building
Principal,
Coaches/Teachers
Leaders, Content
Supervisors
(CASHS
Administrators)
will collaborate to
train
By October 31, 2019
3. CASHS Administrators will begin
classroom walkthroughs. Walkthroughs will
provide feedback and targeted instructional
guidance and support to the classroom
teachers to encourage and eventually
ascertain their implementation of the CASD
Instructional Framework.
CASD Walk-Through
Form with a focus on
the CASD Instructional
Framework
Director of
Educational
Programming
All CASHS
Administrators
August 2019-December
2019
● September: 25% of
trained teachers
● October: 50% of
trained teachers
● November: 75% of
trained teachers
● December: 100%
of trained teachers
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4. CASHS Administrators will review
teachers’ lesson plans to determine the
teachers’ implementation of the CASD
Instructional Framework. Targeted
instructional guidance, support, and feedback
will be given to teachers.
CASD lesson plan
templates to include a
focus on the CASD
Instructional
Framework
components
Director of
Educational
Programming
All CASHS
Administrators
January 2020-March 2020
● January: 50% of
the Instructional
Framework
components are
observable
● March: 60% of the
Instructional
Framework
components are
observable
● May: 75% of the
Instructional
Framework
components are
observable
5. CASHS Action Plan Committee will meet
one time every two weeks for half of a school
day to organize the logistics of TSI Action
Plan Implementation.
Substitutes Director of
Educational
Programming
CASHS Action
Plan Committee
One time every two weeks
beginning August 13, 2019
and ending on or before
May 30, 2020
Anticipated Outputs:
● Action Step 1 should meet or exceed the Benchmark #1 goal: 80% of the teachers will be trained in the CASD
Instructional Framework (by 9/30/2019).
● Action Steps 2 and 3 should meet or exceed the Benchmark #2 goals: 90-100% of the teachers will be trained in the
CASD Instructional Framework and all of the previously trained teachers will have incorporated 50% of the
Instructional Framework components into lesson plans and classroom instruction (by 12/31/2019).
● Action Step 4 should meet or exceed the Benchmark #3 goal: After conducting random walkthroughs of all
teachers, 90% of them will have incorporated 75% of the Instructional Framework components into lesson plans
and classroom instruction by June 30, 2020.
● Walkthrough data and lesson plan analysis will be shared in PLCs, faculty meetings, and via Google Docs.
Throughout the school year, exemplars will be shared for each of the components of the Instructional Framework.
Monitoring/Evaluation Plan:
● CASHS Action Plan Committee will create a tracking document to show when and which CASHS teachers have
been trained on the CASD Instructional Framework (80% trained by 9/30/19 and 100% by 12/31/19).
● Assistant Principal of CASHS Action Plan Committee will pull walkthrough data to analyze when and which
CASHS teachers have had walkthroughs completed with lesson plans available on or after the benchmark end dates
to assure that benchmark goals have been met.
Expenditures: Describe briefly how funding will be used implement the action steps outlined for this goal.
Expenditure (Brief
Description)
Funding Source Cost
Substitutes CASD $125/sub/day/teacher
Professional Learning - Describe the Professional Development Plan to achieve this goal.
Professional Learning Goal: All CASHS staff (including Special Education and ELL
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Department members) will be trained on the eight components of the Instructional Framework
and the observable practices for Instruction (walkthrough form), so they are able to
demonstrate their understanding of instructional expectations through lesson planning and
observable classroom practices.
Audience
All CASHS staff
Topics to be Included
Lesson Plan Components: Standards, Opening, Active Instruction/Mini-
lesson, Work Session, Differentiation, Assessment, Closing, and Reflection
Observable Practices for Instruction: Higher Order Thinking and Problem
Solving, Interactive Teaching and Learning, Student Talk, Hands-On Learning,
Vocabulary
Evidence of Learning
In PLCs, teachers will create an exemplar lesson plans
that include all of the lesson plan components and
opportunities for observable practices for instruction.
These will be submitted to the Building Principal,
reviewed by the administrative team, and returned to
PLCs with targeted feedback.
Anticipated Timeframe
August In-Service
Lead Person/Position
Building Principal and Administrative Team
Professional Learning - Describe the Professional Learning Plan to achieve this goal.
Professional Learning Goal 2: Between the beginning of the year and October 31, 2019,
teachers who missed the August in-service training or new teachers will receive the CASD
Instructional Framework training across two PLCs, so they are able to demonstrate their
understanding of instructional expectations through lesson planning and observable classroom
practices.
Audience
CASHS teachers who did not attend August in-service
Topics to be
Included
Lesson Plan Components: Standards, Opening, Active Instruction/Mini-lesson,
Work Session, Differentiation, Assessment, Closing, and Reflection
Observable Practices for Instruction: Higher Order
Thinking and Problem Solving, Interactive Teaching and
Learning, Student Talk, Hands-On Learning, Vocabulary
Evidence of
Learning
Independently or in small groups, teachers will create an
exemplar lesson plan that includes all of the lesson plan
components and opportunities for observable practices for
instruction. These will be submitted to the Building
Principal, reviewed by the administrative team, and returned
to PLCs with targeted feedback.
Anticipated
Timeframe
Enter Start Date: Anytime in August, 2019
Anticipated Completion Date: December 31, 2019
Lead Person/Position
Building Principal and Admin Team
Page 16 | 27
Priority #1- Measurable Goal #2: ● By December 4, 2019 MTSS Core Team will share documentation/protocols for collecting and
analyzing literacy, math, social studies, and science data on a predetermined schedule with all high
school staff.
● By June 30, 2020, 70% of the students who took the 2019-2020 Keystone Literature Assessment will
score proficient and 60% of the students who took the 2019-2020 Keystone Algebra Assessment will
score proficient.
● By June 30, 2020, students who took the 2019-2020 Keystone Literature and Algebra Assessments will
demonstrate an academic growth standard of 70 or higher (Light Blue or Dark Blue).
Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve this goal.
Action Steps Materials/Resources/Suppo
rts Needed
Person(s)/Position
Responsible
Implementation
Timeline
On August 13, the CASHS
Action Plan Committee will
be trained on the Early
Warning System (EWS)
and MTSS system housed
in Sapphire, the Student
Information System used
by CASD.
Trainer for MTSS and EWS,
computers, projector,
network, software access
Director of Educational
Programming and CASHS
Assistant Principal
By August 13, 2019
By September 30, 2019,
students will have completed
the first administration of the
ELA and Algebra CDTs.
SAS-DRC CDT exams,
schedule, and computer
lab/mobile carts
Director of Educational
Programming
Teacher leaders/coaches
and content teachers
By September 30,
2019
Conduct 1-1 student/teacher
conference for students to
establish individual goals for
student learning based on the
CDT.
CDT student results and
goal setting tool
Director of Educational
Programming
Teacher leaders/coaches
and content teachers
By September 30,
2019
Review Students with
Disabilities and ELL students in
grades 9 and 10 using the EWS
Computers Director of Educational
Programming, CASHS
Action Plan Committee
By September 30,
2019
By December 31, 2019,
students will have completed
the second administration of the
ELA and Algebra CDTs.
SAS-DRC CDT exams,
schedule, and computer
lab/mobile carts
Director of Educational
Programming
Teacher leaders/coaches
and content teachers
By December 31, 2019
Conduct 1-1 student/teacher
conference for students to
review performance and refine
individual goals for student
learning for the content course
CDT student results and
goal setting tool
Director of Educational
Programming
Teacher leaders/coaches
and content teachers
By December 31, 2019
Page 17 | 27
Review Students with
Disabilities and ELL students in
grades 9 and 10 using the EWS
Computers Director of Educational
Programming, CASHS
Action Plan Committee
By December 31, 2019
By March 31, 2020, students
will have completed the third
administration of the ELA and
Algebra CDTs.
SAS-DRC CDT exams,
schedule, and computer
lab/mobile carts
Director of Educational
Programming
Teacher leaders/coaches
and content teachers
By March 31, 2020
Review Students with
Disabilities and ELL students in
grades 9 and 10 using the EWS
Computers Director of Educational
Programming, CASHS
Action Plan Committee
By March 31, 2020
CASHS Action Plan Committee
will meet monthly to review the
plan in progress and the
findings will be shared with
administration, teachers, and
counselors.
The plan will be reviewed by a
member of the steering
committee to ensure all steps
are completed.
-CDT data compiled by
content area to include
targeted sub groups by
teacher leaders/coaches and
data from Data Mining
program from Sapphire
-Room with projection
capabilities
Director of Educational
Programming
CASHS Action Plan
Committee
Monthly, starting
September 1, 2019 -
May 30, 2020
CASHS Action Plan Committee
will meet quarterly with
administration and
counselors/school psychologist
to review and discuss targeted
sub groups.
The plan will be reviewed by a
member of the steering
committee to ensure all steps
are completed.
-CDT data compiled by
content area to include
targeted sub groups by
teacher leaders/coaches and
data from Data Mining
program from Sapphire
-Room with projection
capabilities
Director of Educational
Programming
CASHS Action Plan
Committee, administration,
counselors, school
psychologist, Assistant
Director of Educational
Programming
Superintendent of Pupil
Services, and the ELL
Supervisor
Quarterly by October
25, 2019, Jan 16,
2020, March 25, 2020,
May 29, 2020 (end of
marking periods)
Anticipated Outputs:
● Action Step 1 and 2 should meet or exceed the Benchmark #1 goals: Implement a common assessment from the
new literacy curriculum and continue to implement common assessments from the algebra curriculum to
determine baseline data and conduct 1-1 student teacher conference for students to establish individual goals for
student learning based on the CDT.
● Action Steps 3, 4, 6, and 7 should meet or exceed the Benchmark #2 goals: Administrators and teachers will
interpret baseline Common Assessment data, CDT data, and course grades for literature and algebra and
conduct 1-1 student-teacher conference to review performance and refine individual student goals for the
Page 18 | 27
course, as well as achieve 25% students with disabilities will score on level in math and 30% will score on level
in ELA on the Classroom Diagnostic Tools.
● Action Step 5, 6, and 7 should meet or exceed the Benchmark #3 goals: Conduct 1-1 student teacher conference
for students to revise individual goals for student learning for literature and algebra, and administrators and
teachers will interpret baseline and Common Assessment data, CDT data, and course grades to revise
instructional plan, as well as, achieve 25% students with disabilities will score on level in math and 30% will
score on level in ELA on the Classroom Diagnostic Tools.
● All actions steps should meet or exceed the Overall Measurable Goals #2: By June 30, 2020, 70% of the
students who took the 2019-2020 Keystone Literature Assessment will score proficient and 60% of the students
who took the 2019-2020 Keystone Algebra Assessment will score proficient and students who took the 2019-
2020 Keystone Literature and Algebra Assessments will demonstrate an academic growth standard of 70 or
higher (Light Blue or Dark Blue).
Monitoring/Evaluation Plan:
CASHS Action Plan Committee will acquire the compiled data of the CDT administration results, MTSS, and the Early
Warning System, and maintain minutes from monthly and quarterly meetings to monitor and assure that benchmark
goals have been met.
Expenditures: Describe briefly how funding will be used to implement the action steps outlined for this goal.
Expenditure (Brief Description) Funding Source Cost
Substitutes CASD $125/sub/day/teacher
Professional Learning - Describe the Professional Learning Plan to achieve this goal.
Professional Learning Goal 1:
Audience
CASHS Action Plan Committee
Topics to be Included
MTSS and Early Warning System in Sapphire
Evidence of Learning
CASHS Action Plan Committee members will be able to begin using these
programs to monitor students’ academic, behavioral, and attendance data
Anticipated Timeframe
Enter Start Date: August 13, 2020
Anticipated Completion Date: August 13, 2020
Lead Person/Position
CASHS Assistant Principal
Professional Learning - Describe the Professional Learning Plan to achieve this goal.
Professional Learning Goal 2:
Page 19 | 27
Audience
Topics to be Included
Evidence of Learning
Anticipated Timeframe
Enter Start Date:
Anticipated Completion Date:
Lead Person/Position
Priority #2 – Measurable Goal #1:
By June 30, 2020 CASHS will develop School-Wide Positive Behavior Interventions at the universal level and
they will be implemented with 60% fidelity across all grade levels as measured by the Benchmarks of Quality.
_
Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve this goal.
Action Steps Materials/Resources/Suppo
rts Needed
Person(s)/Position
Responsible
Implementation
Timeline
On August 13, the CASHS
Action Plan Committee will
be trained on the Early
Warning System (EWS) and
MTSS system housed in
Sapphire, the Student
Information System used by
CASD.
Trainer for MTSS and EWS,
computers, projector,
network, software access
Director of Educational
Programming and CASHS
Assistant Principal
By August 13, 2019
By September 30, MTSS team
will meet with administration to
establish that: administration
must attend 80% of PBIS
meetings, define social behavior
as one of top three goals and
will actively participate in PBIS
training.
BOQ
TIC
PBIS Flyer
Director of Educational
Programming
MTSS team; administration
By September 30,
2019
By September 30, MTSS team
will document faculty support
that school climate/discipline is
one of top 3 school
improvement goals; overview
provided to faculty with updated
plans and practices.
Online survey; “Friday
Focus”, CASHS/District
website; CASD Newsletter.
Director of Educational
Programming
MTSS team; administration;
staff
By September 30,
2019
Review Students with
Disabilities and ELL students in
grades 9 and 10 using the EWS
Computers Director of Educational
Programming, CASHS
Action Plan Committee
By September 30,
2019
By September 30, MTSS Core Readiness Checklist Director of Educational By September 30,
Page 20 | 27
Team established and completed
the readiness checklist and the
letter of commitment for the
network.
Letter of Commitment
Common
Assessments/Projects
Discipline Reports
Programming
MTSS Core Team,
Instructional Coaches
(Algebra, Literature,
Biology), Social Studies
supervisor
2019.
On November 11, 2019 MTSS Core
Team will attend the LIU 12 MTSS
Series-Secondary Training.
Series-Secondary Training Director of Educational
Programming MTSS Core Team
On November 11,
2019
By December 31 MTSS Core
Team will review existing
school discipline data and
summarize the results for staff.
The results will then be used to
revise school-wide expectations,
as well as develop the matrix
detailing behavior expected in
specific school locations.
School-wide expectations
Matrix
Director of Educational
Programming
MTSS Core Team
By December 31, 2019
On December 17, 2019 MTSS Core
Team will attend the LIU 12 MTSS
Series-Secondary Training.
Series-Secondary Training Director of Educational
Programming MTSS Core Team
By December 17, 2019
By December 31, MTSS will define
3-5 school-wide behavioral
expectations and post them in
public areas of the school.
Series-Secondary Training Director of Educational
Programming
MTSS Core Team
By December 31, 2019
Review Students with
Disabilities and ELL students in
grades 9 and 10 using the EWS
Computers Director of Educational
Programming, CASHS
Action Plan Committee
By December 31, 2019
On March 6, 2020 MTSS Core
Team will attend the LIU 12 MTSS
Series-Secondary Training.
Series-Secondary Training Director of Educational
Programming MTSS Core Team
On March 6, 2020
The MTSS Core Team will
development and plan for the
delivery of instructional lessons
to be part of Tier 1 universal
layer. Lessons will include
examples and non-examples and
provide a variety of teaching
strategies.
Tier One Director of Educational
Programming MTSS Core Team
By March 31, 2019
Review Students with
Disabilities and ELL students in
grades 9 and 10 using the EWS
Computers Director of Educational
Programming, CASHS
Action Plan Committee
By March 31, 2020
By June 30, 2020, School Year the PBIS Matrix Director of Educational By June 20, 2020
Page 21 | 27
MTSS Core Team will have
implemented a School wide
Positive Behavior System with
50% fidelity as measured on a
Benchmark of Quality.
Programming MTSS Core Team
CASHS Action Plan Committee
will establish a clear mission
and purpose through monthly
meetings to review the plan in
progress; the findings will be
shared with administration,
teachers, and counselors.
Agenda, meeting minutes Director of Educational
Programming
MTSS Team
Monthly, starting
September 1, 2019 -
May 30, 2020
CASHS action plan committee
will meet quarterly with
administration and
counselors/school psychologist
to review and discuss targeted
sub groups.
-CDT data compiled by
content area to include
targeted sub groups by
teacher leaders/coaches and
data from Data Mining
program from Sapphire
(academic/behavioral data)
-Room with projection
capabilities
Director of Educational
Programming
CASHS Action Plan
committee, administration,
Director of Educational
Programming
counselors, and school
psychologist
Quarterly by October
25, 2019, Jan 16,
2020, March 25, 2020,
May 29, 2020 (end of
marking periods)
Anticipated Outputs:
● Action Steps should meet or exceed the Benchmark #1 goals: complete the readiness checklist and the letter of
commitment for the network. Common assessments and discipline data is collected.
● Action Steps should meet or exceed the goal for Benchmark #2: Documentation/protocols for collecting and
analyzing literacy, math, social studies, and science data on a predetermined schedule with all high school staff.
In addition, review and revise school-wide expectations, as well as develop the matrix.
● Action Steps should meet or exceed the Benchmark #3 goal: MTSS Core Team attends the LIU 12 MTSS
Series-Secondary training. (Tier 1 Instructional Lessons Created)
● All actions steps should meet or exceed the Overall Measurable Goals #1: By June 30, 2020, School Year the
MTSS Core Team will have implemented a School wide Positive Behavior System with 50% fidelity as
measured on a Benchmark of Quality.
Monitoring/Evaluation Plan:
CASHS Action Plan Committee will acquire the compiled data of the CDT administration results, MTSS, and the Early
Warning System, and maintain minutes from monthly and quarterly meetings to monitor and assure that benchmark
goals have been met.
Expenditures: Describe briefly how funding will be used to implement the action steps outlined for this goal.
Expenditure (Brief Description) Funding Source Cost
SUBSTITUTES CASD $125/sub/day
Page 22 | 27
Professional Learning - Describe the Professional Learning Plan to achieve this goal.
Professional Learning Goal 1: MTSS Core Team will attend three sessions of the LIU 12 MTSS Series-
Secondary training.
Audience
CASHS MTSS Core Team
Topics to be Included
PBIS design and implementation
Evidence of Learning
PBIS Matrix
Tier One (Blueprint Materials/Resources A-F)
Anticipated Timeframe
Enter Start Date: November 11, 2019
Anticipated Completion Date: March 6, 2019
Lead Person/Position
Tanya Morret, LIU 12
Professional Learning - Describe the Professional Learning Plan to achieve this goal.
Professional Learning Goal 2: CASHS Action Plan Committee will be trained for the MTSS and Early
Warning System components in the student information system, Sapphire.
Audience
CASHS Action Plan Committee
Topics to be Included
MTSS, Early Warning System
Evidence of Learning
Teachers will be able to use and understand these systems, which will be
implemented throughout the 2019-2020 school year
Anticipated Timeframe
Enter Start Date: August 13, 2019
Anticipated Completion Date: August 13, 2019
Lead Person/Position
Lisa Schoenleber/Assistant Principal - CASHS
Page 23 | 27
III. Communications Plan for School Improvement
The success of a plan is how you communicate it to your staff, community, parents and students. Develop
steps to communicate components of your plan to your various levels of stakeholders.
Communication Steps and Timelines:
Communication Strategies
Audience
Purpose of Message
Anticipated Timeline
Meeting Educational
Programing
Department,
Special Education
Supervisor, ESL
Supervisor
Educational
programming started to
review TSI documents
received from the state
November 16, 2018
Email CASHS Building
Principal
Inform him of CASH
TSI designation
November 21, 2018
ATSI Workshop TSI targeted
schools
Receive more
information about TSI
November 27, 2018
Meeting CASHS
Superintendent,
Assistant
Superintendents,
Building Principal,
Special Education
Supervisor, and K-
12 Content
Supervisors
Review TSI category
data
December 3, 2018
Email CASHS Faculty
and Staff
Inform the teachers and
staff members of
CASHS TSI designation
December 4, 2018
Faculty Meeting CASHS Faculty
and Staff
Inform the teachers and
staff members of
CASHS TSI designation
December 12, 2018
Website/District
Newsletter/All Call
System
CASHS Parents,
Chambersburg
To inform the
community of CASHS
TSI status
December 13, 2018
Zoom meeting with Lauren CASHS Building Select Steering December 17, 2018
Page 24 | 27
McCusker Principal, Director
of Educational
Programming
Committee members
Zoom meeting with IU 12 Director of
Educational
Programming,
CASHS Building
Principal, Special
Education and ESL
Supervisors
Networking with other
districts on TSI status
January 14, 2019
Zoom meeting with IU 12 #
2
CASHS Building
Principal, Special
Education and ESL
Supervisors
Networking with other
districts on TSI status
February 4, 2019
Steering Committee
Meeting
Steering
Committee
Introduce Process February 19, 2019
Marketing department Staff, Students,
Parents
Conduct Needs
Assessment (links to
surveys sent)
March 5, 11, and 12, 2019
Meeting with IU Director of
Educational
Programming,
CASHS, Special
Education and ESL
Supervisors
Networking meeting
with other districts
March 15, 2019
Steering Committee
Meeting
Steering
Committee
Prioritize
Challenges/Gain
Consensus
March 25, 2019
Steering Committee
Meeting
Steering
Committee
Review Root Cause
Analysis, Priority
Statements, Rationale,
Measurable Goals and
Brainstorm Potential
Action Steps
April 8, 2019
Meeting Director of
Educational
Programming and
Review work to date
and determine next
steps
May 1, 2019 and May 6,
2019
Page 25 | 27
CASHS Assistant
Principal
Meeting CASHS Action
Plan Committee
Overview of TSI plan
and next steps
May 6, 2019 and May 16,
2019
Small Group Work
Sessions
CASHS Action
Plan Committee
Develop Action Steps May 21, 2019 and May 24,
2019
Share Copy of the plan Steering
Committee
Review Final Draft
Version before
Submission with all
component Parts
June 6, 2019
Board Review School Board,
Public Audience
Communicate plan to
school board and public
for review
June 11, 2019
Post finalized plan Public Post finalized plan on
CASD website
July 21, 2019, after PDE
Approval (July 2019)
Review of CASHS TSI Plan CASHS Action
Plan Committee
Communicate plan to
those responsible for
implementing priorities
and goal steps
August 13 2019
Beginning of year PD:
Present plan to staff
CASHS faculty,
staff, K-12
Supervisors,
Director of
Educational
Programming
Present plan and
goals/steps to all staff
August 21, 2019
Parent Night Parents Communicate
plan/goals with parents
September 12, 2019
Professional Development
presentation, Steering
Committee meeting
Staff, Steering
Committee
Review Interim Goals
and progress
Quarterly by October 25,
2019, Jan 16, 2020, March 25,
2020, May 29, 2020 (end of
marking periods)
Scheduling Night Parents Communicate
plan/goals with parents
January 29, 2020 (date to
be confirmed)
IV.
Page 26 | 27
Plan Submission
Affirmations
The Building Administrator, Superintendent/Chief Executive Officer and President of the School
Board will affirm the following statements.
We affirm that our school has developed a School Improvement Plan based upon a thorough review of
the essential practices to advance educational programs and processes and improve student
achievement.
We affirm that the action plans that we will be implementing address our specific school needs,
include strategies that provide educational opportunities and instructional strategies for all students and
each of the student groups, increases the amount and quality of learning time, and provides equity in
the curriculum which may include programs, activities, and courses necessary to provide a well-
rounded education. These plans address the needs of all children in the school, but particularly the
needs of those at risk of not meeting the challenging State academic standards.
We, the undersigned, hereby certify that the school level plan has been duly reviewed by the Building
Administrator, 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
● Reflects evidence-based strategies that meet the three highest levels of evidence outlined in
ESSA
● Has a high probability of improving student achievement
● Has sufficient LEA leadership and support to ensure successful implementation
Page 27 | 27