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EverGreen Elementary 2016-2017

Respect

Active Listening

Personal Best

Safety

Truth/Trust

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Principal Ellen M. Faliskie _______

Pre-K: Jennifer Hoch _________ Michele Tickner _________

Kindergarten: Melissa Davis _________ Susan Kotchessa _________ Debra Nolan _________ Julie Romanowski_________

1st Grade: Ellen McGuigan _________ Kathryn Palmer _________ Susan Pignatello _________ Deborah Putman_________ 2nd Grade: Cheryl Davitt _________ Colleen Kloss _________ Jessica Matthews _________ Mary Lou Samson_________ 3rd Grade: Stacy Box _________ Grace Clauss _________ Brenda Queipo ________ Sara Sepelyak ________ 4th Grade: Mary Beth Grandinetti________ Catherine Hennefort________ Theresa Rennekamp_________ Andrea Shehadi _________ 5th Grade: JoAnne Connolly________ Courtney Rosenkrans________ Deborah Ryan ________ Kathleen Swartz _________ The Arts: Marianne Bell _________ Jill Butler _________ Kenneth Hemmler________ Kathleen Riley ________ Gayle Sauers _________

EverGreen Elementary 2016-2017

Learning Support: Lisa Boguski ________ Christin Driscoll ________ Lisa Hughes _________ Sara Lowe _________ Taryn Marchise _________ Katherine McElhenny _________ Guidance: Anna Culkin _________ Rachael Palko _________ Nurse: Christine Davis ________ Christina Salak _________ Speech: Mara Cianfichi _________ Julie Conklin _________ Tammy Dobrzyn_________ Alyssa Gatto _________ Early Intervention: Sarah Wood _________ Title I: Melissa Daniels _________ Mary Malec _________ P.T.: Michelle Kapinus_________ Ellen Bruckner _________ Hearing: Briget Sileo _________ O.T.: Jen Barrillo/

KrisitnWilliams_______ Vision: Andrea Jayne _________

Gifted: Kenneth Hemmler_________ Social Worker: Susan Schlasta _________ Psychologist: Kristin Johnson _________ Instructional Aides: Elizabeth Barbone_________ Suzette Basile ________ Denise Caucci _________ Ellen Dramisino ________ Michelle Emerson_________ Sandra Enslin _________ Melissa Ferraro _________ Tammy Gregory _________ Lori Henneforth _________ Carrie Henwood _________ Karen Misiura _________ Michelle Rivezzi _________ Cynthia Sledzinski _________ Christine Smith _________ Amy Stout _________ Secretaries: Ellen Muller _________ Kimberley Schmidt_________ Custodians: Paul DePrimo, Supervisor _____________ Ann Gregorski _________ Warren Jaggars _________ Michael Rotolo _________ Lynnette Winter _________ Food Service: Debbie Chakiris _________ Cindi Dennis, Head CooK _________ Karen Fisher _________ Dee Metschulat ________ Donna Weston ______

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PHILOSOPHY

We believe that all children are innately endowed with the potential to develop themselves as persons and that they spontaneously engage in this process of development during the critical years of early childhood. We believe that our role as teachers is to observe children engaged in developing themselves as persons and to provide a positive preparing environment through which we will effectively support and guide the emerging person inherent within the child. We believe that children need to have the freedom and opportunity to absorb knowledge spontaneously and to choose activities which foster their sensitive periods for learning. We believe that the truly free person is one who has internalized self-confidence and self-respect and is able to respect and cooperate with himself/herself and with others. We therefore believe, that our role as teachers includes modeling positive behavior for children and redirecting individual children when it is required for their positive growth and development as well as for the growth and development of the entire group of children. We seek to provide a warm, stimulating environment which invites all children to participate actively in a balance of individual and group activities and thereby give them freedom to engage in the great work of creating themselves as confident, happy, truly free persons who will be lifelong learners.

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PHILOSOPHY OF

WESTERN WAYNE SCHOOL DISTRICT

We believe in the democratic society. We feel the past success of our democracy and the future of our democracy has been and will be dependent upon our nation’s schools. We realize that the education of every individual is a means toward preserving our society, especially in this era of continuous social, scientific, and technological change.

Therefore, we set forth the following philosophy:

We accept each student as an individual and believe his right and duty to develop to the up most of his capabilities. We understand that it is our duty as educators to develop an atmosphere which will stimulate this development.

We believe as educators that we should provide an environment conducive to the growth and development of the whole child physically, morally, socially, intellectually and aesthetically regardless of race, color, religion, or economic status.

We promote these objectives in order that we might carry out the responsibilities as set forth in our philosophy:

1. To develop in every student the ability to think to make critical and intellectual decisions.

2. To develop the skills necessary for effective communications: listening, reading, writing, and

speaking.

3. To develop in every student, effective work habits based upon the foundation of self-discipline.

4. To help young people recognize that necessity of a continuing education and provide the incentives, skills and opportunities for such continuous learning through life.

5. To strive to build an attitude of respect for education not merely for the uses of an education.

6. To provide opportunities for all students to develop their individual talents.

7. To help the individual understand himself and appreciate his contribution to society.

8. To appreciate the rights, principles, and duties as a member of a free democratic society and to accept the thinking of the majority while recognizing the rights of the minority.

9. To provide and encourage participation in co-curricular activities which are varied in nature and which afford worthwhile interests which can be carried on in adult life.

10. To furnish opportunities for the students to develop qualities of leadership and to encourage cooperative fellowship.

11. To help the student develop high personal standards and a sense of moral commitment.

12. To promote understanding, skills and attitudes which make the student a more intelligent and competent producer and consumer in our society.

13. To instill within the student respect for traditions and to strive to build a cooperative attitude among pupils, parents, teachers, and administrators by providing a pleasant atmosphere of mutual understanding and respect

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A. DIBELS TEAM

Betty Bulli Melissa Daniels Kristen Johnson

Mary Malec Katie Shermanski Kelly Vinton

B. READING/LANGUAGE ARTS Pre-K Michele Tickner

K Susan Kotchessa 1st Grade Kathryn Palmer 2nd Grade Mary Lou Samson 3rd Grade Brenda Queipo 4th Grade Catherine Henneforth 5th Grade Kathleen Swartz Mary Malec Melissa Daniels Kelly Vinton C. MATH Pre-K Jennifer Hoch K Debra Nolan 1st Grade Ellen McGuigan 2nd Grade Jessica Matthews 3rd Grade Grace Clauss 4th Grade Andrea Shehadi 5th Grade JoAnne Connolly

D. WRITING COMMITTEE

(Writing In the Content Area)

Pre-K Hoch/Tickner K Julie Romanowski 1st Grade Debbie Putman 2nd Grade Cheryl Davitt 3rd Grade Stacy Box 4th Grade Mary Beth Grandinetti 5th Grade Courtney Rosenkrans

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E. SOCIAL SKILLS

Pre-K Shelly Tickner K Julie Romanowski 1st Grade Deborah Putman 2nd Grade Jessica Matthews 3rd Grade Grace Clauss 4th Grade Mary Beth Grandinetti 5th Grade JoAnne Connolly Learning Support Katherine McElhenny The Arts Teachers Jill Butler Kenneth Hemmler Principal Ellen M. Faliskie Guidance Anna Culkin (Pre-K-2) Guidance Rachael Palko (Grades 3-5)

Lunch Christine Smith Secretary Kim Schmidt

Grade Level Programs for Parents

Grade Month Program

Pre-K April Parent’s Day-Make a Memory Day May Grandparent’s Day Kindergarten May Career Day

1 October (28th) Author’s Day-Writing/Fall Activity

2 March (24th) Seuss-a-bration

3 December (9thSnow date 12/16) Talent Show

4 November (18th) Author’s Day

5 May (5th) Author’s Day

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DAILY LESSON PLANS

PURPOSES: 1. To provide for planned programs. 2. Reference for future curriculum planning and development. 3. Availability for use at Department meetings 4. Study of scope and sequence.

5. To provide direction of substitutes.

6. Review of current program.

PROCEDURES:

1. All teachers shall maintain daily lesson plans. Plan books remain the same as those used in the past years and will be provided by the District.

2. Daily lesson plans shall include the objective of the lesson; the teaching

method, strategy or technique to be used; and any other information the teacher may wish to include.

3. It is the responsibility of the teacher to provide plans for a substitute

teacher. ** Daily lesson plans are to be entered in the plan book three (3) days in

advance of the presentation. It is recognized that schedule changes or class progress can reasonably affect the implementation of daily lesson plans.

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Differentiated Reading Instruction

Motivation

Teacher Read-Aloud Literacy-Rich Environment

Home-School Connection

Teaching Reading and Writing

Assessment

Reading

Formal

Intervention

Informal Writing

Small Group Differentiated

Shared Shared Guided

Modeled

Guided Reading

Skills Focused Lesson

Independent Reading and Writing

Opportunities to Read

Opportunities to Write

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Literacy Instruction

90 Minute Reading Block

PreKindergarten 15 minutes phonemic awareness 15 minutes alphabetic principle 15 minutes vocabulary comprehension development

Kindergarten 15 minutes phonemic awareness 15 minutes alphabetic principle 60 minutes letter naming/vocabulary/comprehension First Grade 15 minutes phonemic awareness 15 minutes alphabetic principle 60 minutes fluency/vocabulary/comprehension Second Grade 15 minutes vocabulary 15 minutes fluency 60 minutes comprehension

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Time: ______ Whole Group ______ Small Group ______

_____Phonemic Awareness _____Phonics _____Vocabulary

_____Fluency _____Comprehension

How did you decide what to teach? Why did you choose these materials? How are you differentiating your instruction? (Guided Reading/Skills Focused Lesson) What materials do you use for intervention time vs. small group instruction?

Literacy Instruction Discussion Starter

____Purpose/Rationale Stated

____GRRM

____ I DO ____ WE DO ____ YOU DO

____Instruction Explicit and Systematic

____Students Actively Engaged

____Wait Time ____Pacing ____Oral Language Strategies (complete sentences, vocabulary development) ____Transition ____Other____________________________________________________________

WORD STUDY ____Word Wall

____Word Play

____Vocabulary

____High-frequency words in context

____Open/Close Syllables

____Decoding Skills

COMPREHENSION ____Students Engaged

____GRRM

Strategy Applied_________________

_________________________________

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Student Concerns

Any Academic or Behavior concern MUST be referred to Student Concerns team (see Teacher Handbook for referral). The following are a few programs and guidelines for students with needs. These are examples: other interventions may be used by Student Concerns team. Assessment of ELLs to Determine Instructional Placement

A. English proficiency level B. Instructional placement C. Transition in proficiency levels D. Program exit E. Monitoring student progress after exiting the program The school district/charter school must administer a Home Language Survey to all students as required by the Office for Civil Rights. The results of that survey must be retained in the student’s permanent folder. For those students whose primary language is other than English, the district must also determine the student’s English language proficiency. Then, ESL instruction at the appropriate level must be provided for the limited English proficient student with local/state funds. After it is determined that the student is in need of ESL instruction or bilingual education, the student’s English language and native language proficiency must be determined for appropriate instructional placement. Students must also be assessed for achievement and for program exit. (BEC, July 2001)

According to the BEC, districts/charter schools are required to administer a Home Language Survey to all entering students. The district/charter school must also determine English language proficiency if one of the answers to the Home Language Survey indicated that a language other than English is: (1) the first language the student learned to speak, or (2) the language used at home, or (3) a language spoken by the child at home. Once English proficiency is determined and ESL instruction is indicated, multiple measures (formal or informal) should be used for determining placement and progress. Multiple criteria must be established and consideration given to the Pa Academic standards. Once a student exits the program, student progress must be monitored for at least one year. If students are found to no longer be successful after one year, students should be entered into the district/charter school ESL program

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Student Concerns

Academic Homework Behavior Attendance Health/Other

Review student’s permanent records for

relevant data

Implement Academic Interventions based

on data

Contact parents and document dates of

contact

Refer to Student Concerns for:

Difficulty meeting

grade level

expectations

Exceding grade

level expectations

(Gifted Screening

Referals)

~Please notify a Counselor ASAP for parent requests

Lawful Absences

Unlawful Absences

Contact parent at 10 lawful days

absent

Refer to Student Concerns for:

10 lawful

days absent

15 lawful

days absent

20 lawful

days absent

30 lawful

days absent

Refer to Student Concerns for:

3rd unlawful

absents

Any

subsequent

unlawful

absences

Contact parents and document dates of contact

Refer to Student Concerns for:

10 missed

HW in a

quarter

Parent

contact is

ineffective

Difficulty

completing

classwork

Implement Behavioral

Interventions

Contact parents and document dates of contact

Refer to Student Concerns for:

Frequent social

skills in quarter

3rd red or double

red

More than 3 bus

write ups in

quarter

For complete procedures, please refer to the Attendance, Homework, and Social Skills/Card Change Policies and Flow Charts

Refer to Student Concerns for:

Chronic health

complaints

Frequent visits to

the nurse

Parent verbalizes

diagnostic or health

information

Request for

extended exclusion

from wellness/phys.

education

Please submit the UPDATED 2015-

2016 referral form by Day 3

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Concern STEP 1 STEP 2 STEP 3 STEP 4

Student Concerns STEP 5

ACADEMIC

* Review student permanent record

* Implement Academic Interventions based on data.

* Contact parents & document dates of contact.

* Refer to Student Concerns.

RTI

* Review relevant data(standardized and curiculum-based data on Student Data Spreadsheets)

Referrals are due to Anna Culkin or Rachael Perri no later than 3:00 p. m. on DAY 3.

* Bring Student Data and Academic Interventions

Checklist and Input from parent

* FOLLOW UP:

If recommendations from Student Concerns have not begun by next Student Concerns meeting, notify Anna Culkin or Rachael Perri.

BEHAVIOR

* Follow the Social Skills Handbook/Protocol Sheet

* Implement Behavioral Interventions

* Contact parents & document dates of contact.

* Refer to Student Concerns. RTI

Referrals are due to Anna Culkin or Rachael Perri no later than 3:00 p. m. on DAY 3.

* Bring Student Data and Academic Interventions Checklist and Input from parent

* FOLLOW UP:

If recommendations from Student Concerns have not begun by next Student Concerns meeting, notify Anna Culkin or Rachael Perri.

ATTENDANCE

* Refer to Student Concerns if absent 10 days and or 3 unlawfuls. Refer to Attendance Flow chart.

* Bring attendance data and partent input to Student Concerns

TEP

* FOLLOW UP:

If recommendations from Student Concerns have not begun by next meeting, notify Anna Culkin or Rachael Perri. Refer to Attendance Flow Chart.

HOMEWORK

* Follow grade level homework policy as per Teacher Handbook

* Contact parents & document dates of contact.

* Refer to Student Concerns.

Referrals are due to Anna Culkin or Rachael Perri no later than 3:00 p. m. on DAY 3.

* Homework and Daily work are expected to be completed neatly; students may go to Homework room to redo work ; no charge

* Bring Student Data.

* FOLLOW UP:

If recommendations from Student Concerns have not begun by next meeting, notify Anna Culkin or Rachael Perri. Refer to Attendance Flow Chart.

EverGreen

STUDENT CONCERNS PROTOCOL

Updated 7-16-2015

EverGreen Elementary Student Concerns Referral Revised: 6/16/16

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Student: _________________________Date of Birth: _________Teacher/Grade: ________________________

Referred by: _______________ Date of Referral: ______

Please indicate reason for referral

ACADEMIC

BEHAVIOR

HEALTH/OTHER

ACADEMIC DATA

Please attach a copy of the most recent report card if applicable and the suggested information below. Screening (DIBELS, Get Ready to Read): Standardized Test Scores (PSSA, Terra Nova, KLST): Curriculum Assessments: Current Services:

EverGreen Elementary Student Concerns Referral Revised: 6/16/16

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Intervention Checklist Please put a check by each intervention you have tried and include the date of implementation.

Yes/No Extra assistance provided by classroom teacher or instructional aide

Yes/No Graphic Organizers

Yes/No Visual and/or verbal cues

Yes/No Peer Tutor

Yes/No Manipulatives

Yes/No Chunking of assignments

Yes/No Teacher-student contract

Yes/No Changed the student’s physical environment

Yes/No Small group instruction

Yes/No Adjusted time to complete assignments

Yes/No Reward System

Yes/No Offered options/choices

Yes/No Positive Time-outs

Yes/No Brain Breaks/Physical activity

PLEASE INDICATE ANY INTERVENTION NOT LISTED ABOVE

PARENT CONTACT

Have you logged the parent/guardian contact in CSIU? ____ Yes ____ No

DATE AND NATURE OF CONTACT

OUTCOME: DATE OF MEETING: _________

Refer to Title 1 Refer to RTI Refer to Child Study Refer to SAP OT Screening Speech Screening

Monitor behavior/academic Requires Student Concern Follow-

up Schedule Conference Safety Plan Developed Arrange Peer Tutor

Extra Aide Intervention Develop behavior plan _________________ will

complete observation _________________ will contact

parent

ADDITIONAL OUTCOMES

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EverGreen Elementary Student Concerns Attendance Referral Revised: 7/13/16

Student: _____________________________________________ Date of Birth: _______________

Teacher/Grade: _____________________________ Referred by: _______________ Date of Referral:

______

Please check the areas of concern

Attendance Number of days the student has been absent

o Lawful Absences ___________

o Unlawful Absences __________

Enrollment date __________

Date the Attendance Secretary was notified ____________

Date Attendance letter was sent ______________

Attach a copy of attendance history

Academic Attendance affects academic performance: ____ Yes ____No

If yes, please provide data showing academic performance decline.

Behavior Attendance affects behavior and social performance: ____ Yes ____No

If yes, please provide additional information regarding behavioral and social performance.

ADDITIONAL REASON FOR REFERRAL NOT INDICATED ABOVE

PARENT CONTACT

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EverGreen Elementary Student Concerns Attendance Referral Revised: 7/13/16

Have you had contact with parent/guardian? ____ Yes ____No

Have you logged the parent/guardian contact in CSIU? ____ Yes ____ No

Dates of contact: ___________________________________________________________________________

Describe nature of contact:

1st Unlawful Absence

10 days absent

Please elaborate regarding the nature of the communication.

Please elaborate regarding the child and family strengths.

OUTCOME DATE OF OUTCOME

Refer to SAP Refer to Magistrate Monitor attendance/behavior/academic Schedule Conference Begin TEP Process _________________ will contact parent

ADDITIONAL OUTCOME

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RT II SCREENING/TESTING

RT II RESPONSE TO INTERVENTION and INSTRUCTION

Response To Intervention and Instruction is an approach that assists schools in diagnosing educational disabilities. RTII allows schools to intervene early to meet the needs of struggling learners. In the RTII model:

A student with academic delays is given one or more research-validated interventions.

The student’s academic progress is monitored frequently to see if those interventions are sufficient to help the student to catch up with his or her peers.

If the student fails to show significantly improved academic skills despite several well-designed and implemented interventions, this failure to “respond to intervention” can be viewed as evidence of a possible underlying Learning Disability.

THREE TIERS Intervention efforts can be organized into 3 levels, or Tiers, that represent a continuum of increasing intensity of support. Tier I is the lowest level of intervention and Tier III is the most intensive intervention level.

Tier I: Universal intervention: Available to all students Example: Additional classroom literacy instruction

Tier II: Individualized Intervention: Students who need additional support than their peers are given individual intervention plans (RTII). Example: Supplemental peer tutoring in reading to increase reading fluency.

Tier III:Intensive Intervention: Students whose intervention needs are greater than general education can meet may be referred for more intensive services.

Example: Special Education

STEPS OF RTII

Under RTII, if a student is found to be performing below peers, the RTII Team will:

Estimate the academic skill gap between the student and typically-performing peers.

Local Norms: Students at a school are screened in an academic skill to create grade norms. (such as weekly assessments)

Research Norms: Norms for “typical” growth are derived from a research sample, published and applied by schools to their own student populations. (such as PSSA, Terra Nova, KLST-2)

Criterion-Referenced Benchmarks: A minimum level of competence is determined for a skill.

The benchmark is usually defined as a level of proficiency needed for later school success. (such as DIBELS, Get Ready To Read)

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1. Determine the likely reason(s) for the student’s low academic performance.

Skill Deficit: The student lacks the necessary skills to perform the academic task.

“Fragile” Skills: The student possesses the necessary skills but is not yet fluent and automatic in those skills.

Performance(Motivation) Deficit: The student has necessary skills but lacks motivation to complete academic task.

2. Select scientifically-based interventions likely to improve the student’s academic

functioning.

Web Resources for evidence-based intervention strategies: *Big Ideas in Beginning Reading www.reading.uoregon.edu *What Works Clearinghouse www.w-w-c.org *Intervention Central www.interventioncentral.org

3. Progress monitor academic progress frequently to evaluate the impact of the

intervention.

CBA can be used to assess a student’s accuracy and speed in basic-skill areas such as reading, math, writing, spelling and pre-literacy skills.

Classroom Daily Behavior Report Cards can measure the behavior of struggling learners on a daily basis. These are simple convenient rating forms to track a child’s work completion, attention to task, compliance with teacher directions, and other behaviors that influence learning.

Web Resources for progress monitoring: *CBM Warehouse

www.interventioncentral.org/htmdocs/interventions/cbmwarehouse.shtml *The Behavior Reporter (Behavior Report Card Generator) www.jimwrightonline.com/php/tbrc/tnrc.php

4. Referral to the Multi-Disciplinary Team (MDT) if the student fails to respond to several well-implemented interventions.

PARENTAL/GUARDIAN INVOLVEMENT

Parents/Guardians receive information regarding:

The needs of their child

A description of the specific interventions and who will be delivering them.

Clearly stated intervention goals and academic progress expected for their child.

The amount of time spent to determine whether the intervention is working.

Regular progress or lack of progress reports

The right to request a special education evaluation at any time.

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INTERVENTION TEAM “STEPS”

The Intervention Team is made up of the following people: Anna Culkin, Rachael Perri, Mary Malec, Melissa Daniels, Kim Waters and Classroom Teacher

Step 1: Referral to RTII made by Student Concerns Team

Step 2: Review Baseline Data

Step 3: Set Academic or Behavioral Goals

Step 4: Design an Intervention Plan

Step 5: Select Method for Progress Monitoring

Step 6: Share Intervention Plan with the Student’s Parent(s)/Guardian(s)

Step 7: Review the Intervention Plan and Progress Monitoring Data (Day 15) Decide if Intervention Plan should be continued or referral should be made to MDT

Step 8: Share Data with parent(s)/guardian(s) (Day 15)

Step 9: Refer student to Student Concerns to inform Team of Outcome

Step 10: Follow Steps 7-9 if the Intervention Plan is to continue until Day 30

Protocol for RTI Team Members

RTI Team Members

Anna Culkin, Rachael Perri – guidance counselors

Title I Teachers

Classroom Teacher

Step 1

The Student Concerns Team will refer a child for the RTI process. Step 2

Counselor and any other necessary personnel will meet with the classroom teacher to review baseline data.

Step 3

At the meeting, academic or behavioral goals will be set. Step 4

Once goals are set, an Intervention Plan will be developed for the student at the meeting.

Step 5

Progress monitoring tolls will be selected and listed on the Intervention Plan

The Title I teachers will type the Intervention Plan Step 6

The Classroom Teacher will contact the parent(s)/guardian(s) and arrange a meeting to explain the Intervention Plan.

Counselor, the classroom teacher and any other necessary personnel will meet with the parent and review the Intervention Plan. The Intervention Plan will be in place for 15 or 30 days, depending

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on student progress. The classroom teacher will be responsible for keeping track of the student’s days.

Step 7

Soon after Day 15, counselor, the classroom teacher and any other necessary personnel will meet to review the Intervention Plan and Progress Monitoring Data. That team will decide if the intervention plan should be continued for a full 30 days, or if a referral should be made to MDT at this time.

Step 8

After the team has met, counselor will contact the parent(s)/guardian(s) and schedule a meeting. The meeting will be attended by the counselor, the classroom teacher, and any other necessary personnel. The purpose of this meeting is to share the Intervention Plan Outcomes with the parent.

The Title I Teacher will type the Outcomes of the Intervention Plan. Step 9

Counselor will refer the child to Student Concerns and inform the Student Concerns Team of the Outcome.

Step 10

If the Intervention Plan is to continue until Day 30, follow Steps 7-9.

TITLE I Title I

No Child Left Behind Overview Title I is a federal grant program designed to give educational assistance to students living in the areas of high poverty. The Title I program originated in 1965 when Congress passed the Elementary and Secondary Education Act, and was reauthorized in 2001 with the passage of the No Child Left Behind Act. Title I is one of the oldest and largest federal programs supporting elementary and secondary education in existence, and over 90% of the school systems in the United States receive some sort of Title I funding. The Title I program provides financial assistance through State educational agencies (SEAs) to local educational agencies (LEAs) and public schools with high numbers or percentages of poor children to help ensure that all children meet challenging State academic content and student academic achievement standards. Title I reaches about 12.5 million students enrolled in both public and private schools. Title I funds may be used for children from preschool age to high school, but most of the students served (65 percent) are in grades 1 through 6; another 12 percent are in preschool and kindergarten programs. Key Requirements of Title I

Schools are ranked according to the percentage of students who qualify for Free and Reduced Lunch. Schools with 75% of students in poverty are automatically allocated Title I funding. Schools with 35% (or higher than the county’s average) of students qualifying for free and reduced lunch are eligible to receive Title I funding, However it is the discretion of the school division as to the number of schools to serve.

Title I funds are used to hire additional staff, purchase instructional materials and professional development to support students identified as low achieving in reading and math so that they are able to show proficiency on reading state assessments.

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Title I schools are required to develop a parent(s)/guardian(s) engagement policy that specifically outlines how the school will support parent(s)/guardian(s) with their students learning.

Title I schools that do not meet all federal Annual Measureable Objectives (AMO) in reading are required to create, implement and monitor a school improvement plan. AMO targets in reading for all students subgroups have been established by the Pennsylvania Department of Education. These AMO targets increase each year to ensure continued improvement. Summary provided by Prince William County Public School

WRITING We are requiring writing in grades Kindergarten-5 to be taught daily. Your schedules should reflect this. This is in addition to the 90 minute reading block

“The new mission… is to get all students to meet high standards of education and to provide them with a lifelong education that does not have building-in obsolescence of so much old-style curriculum but that equips them to be life long learners.”

Michael Fullan, Peter Hall, Lucy Calkings and Carmel Crevola. Breakthough pg 1

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Mathematics Instruction

Explicit and Systematic Instruction

Assessment Gradual Release of Responsibility Model

Big Ideas of Math Instruction

Conceptual Understanding Mastery of concepts and relationships underlying basic procedures. Remember the basics of quality instruction: hands-on concrete before visual representations before abstract symbols.

Reasoning & Problem Solving Application of strategies in varied formats and increasingly complex contexts.

Fluency in Numerical Operations Computational fluency: understand why and how basic algorithms work Automatic computation.

Vocabulary Development Precise understanding and use of subject-specific terminology.

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Elementary Problem Solving &

Math Notebook

Student notebooks in math serve as a resource during independent seat work and homework. These notebooks also provide students an opportunity to practice articulation of their thinking, which in turn can clarify concepts not previously mastered. What can or should be in a student notebook?

Examples

Vocabulary

Formulas

Models and Charts

Concept Maps

Word Problems

Selecting Word Problems Math committee members have begun to select topic related word problems and PSSA Item Sampler word problems to support instruction and problem solving development. Our goal is to provide time for students to work with a problem over a period of two or three days. Students may work independently and with partners to: examine problems for relevant information, select appropriate strategies, and solve. There should be time to re-try a problem if the first attempt provided an incorrect answer. Those students who complete their problem may look for alternate strategies to solve the problem and/or change a variable in the problem and solve the problem a second time. Each math team has as a resource the Step Up to Writing in Math book by Maureen Auman and Debbie Vallette. Additional examples for appropriate entries to a notebook have been selected and attached for your benefit. Please continue to critically select word problems and share them with your math committee representative so that we can build a stronger math program. As always, your hard work and support is appreciated. Maria Miller and Ellen M. Faliskie

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INFORMED INSTRUCTION

“The key principles of assessment are that they should provide opportunities for feedback and

revision, and that what is assessed must be congruent with one’s learning goals.” (Bransford, Brown,

Cocking 2000).

Assessment provides us with information to: assist learning, measure individual achievement,

and evaluate our programs. It is present throughout the instructional process-from lesson design to

culminating activities. Our assessment program is multifaceted and offers the depth of information

needed to make informed instructional decisions.

Screening Assessment

Brief measures that focuses on critical skills.

Administered in the beginning of the year or when a new student enters the program.

Provides baseline information.

Promotes planning of appropriate instruction based on students’ needs, enrichment or

additional help.

Diagnostic Assessment

Typically administered and utilized by specialists when screening assessments indicate a

student has not acquired critical skills.

Progress Monitoring Assessment

Frequent assessment used to determine if teaching strategy is effective and if children

are learning.

Benchmark Assessment administered at least three times per year: beginning of year

baseline, mid-year progress, and end of goal achievement.

Assessment of incremental learning administered daily or weekly to support instruction.

Outcome Assessment

End of year assessment.

Evaluate quality of program.

Classify students.

Bransford, J.D., Brown, A.L. & Cocking, R.R. (Eds). (2000). How People Learn: Brain Mind,

Experience, and School. Washington, D.C.: The National Academy Press, 139-140.

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LITERACY ASSESSMENT

Title Screening Diagnostic Progress

Monitoring

Outcome

Kindergarten Language

Screening Test 2 X X X

Get Ready to Read X X

DIBELS X X X X

Words Their Way X X X X

Early Reading Diagnostic

Assessment X X

Grey Oral Reading Test X

Harcourt Inventories X X X

95% Inventory X X

Harcourt Pre-Assessment X

Harcourt End of Selection X X

Harcourt Holistic or Basic

Skills Assessment X X

Edmentum X X

Terra Nova X

PSSA X

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Mathematics Assessment

Assessment results will guide team meetings and professional

development. Please attend meetings prepared to discuss assessment

results in relation to student groupings and instruction.

Title Screening Diagnostic Progress Monitoring

Outcome

Quick Review/

Lesson Quiz X

Mastering Math

Facts X X

Harcourt Inventory

Assessment

X

Harcourt Chapter

Pre-Assessment or

“Show What you

Know”

X

Harcourt Chapter

Post Assessment X X

Harcourt Unit Post

Assessment

X X

Key Math

X

Edmentum

X X

Terra Nova

X

PSSA

X

Exemplars X X

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THE FRAMEWORK FOR TEACHING Domain I

Planning and Preparation

a. Demonstrating Knowledge of Content and Pedagogy Knowledge of Content and the Structure of the Discipline Knowledge of Prerequisite Relationships Knowledge of Content-Related Pedagogy

b. Demonstrating Knowledge of Students Knowledge of Child and Adolescent Development Knowledge of the Learning Process Knowledge of Students’ Skills, Knowledge, and Language Proficiency Knowledge of Students’ Interests and Cultural Heritage Knowledge of Students’ Special Needs

c. Setting Instructional Outcomes Value, Sequence, and Alignment Clarity Balance Suitability for Diverse Learners

d. Demonstrating Knowledge of Resources Resources for Classroom Use Resources to Extend Content Knowledge and Pedagogy Resources for Students

e. Designing Coherent Instruction Learning Activities Instructional materials and Resources Instructional Groups Lesson and Unit Structure

f. Designing Student Assessment Congruence with Instructional Outcomes Criteria and Standards Design of Formative Assessments

Use for Planning

Domain 2 The Classroom Environment

a. Creating an Environment of Respect and Rapport Teacher Interaction with Students Student Interactions with One Another

b. Establishing a Culture for Learning Importance of the Content Expectations for Learning and Achievement Student Pride in Work

c. Managing Classroom Procedures Management of Instructional Groups Management of Transitions Management of Materials and Supplies Performance of Non-Instructional Duties

d. Managing Student Behavior Expectations Monitoring of Student Behavior Response to Student Misbehavior

e. Organizing Physical Space Safety and Accessibility Arrangement of Furniture and Use of Physical Resouces

Domain 4 Professional Responsibilities

a. Reflecting on Teaching Accuracy

Use in Future Teaching b. Maintaining Accurate Records

Student Completion of Assignments Student Progress in Learning Non-instructional Records

c. Communicating with Families Information About the Instructional Program Information About Individual Students Engagement of Families in the Instructional Program

d. Participating in a Professional Community Relationships with Colleagues Involvement in a Culture of Professional Inquiry Service to the School Participate in School and District Projects

e. Growing and Developing Professionally Enhancement of Content Knowledge and Pedagogical Skill Receptivity to Feedback from Colleagues Service to the Profession

f. Demonstrating Professionalism Integrity And Ethical Conduct Service To Students Advocacy Decision Making

Domain 3 Instruction

a. Communicating with Students Expectations for learning Directions for Activities Explanations of Content Use of Oral and Written Language

b. Using Questioning and Discussion Techniques Quality of Questioning/Prompts Discussion Techniques Student Participation

c. Engaging Students in Learning Activities and Assignments Grouping of Students Instructional Materials and Resources Structure and Pacing

d. Using Assessment in Instruction Assessment Criteria Monitoring of Student Learning Feedback to Students Student Self-Assessment and Monitoring of Progress

e. Demonstrating Flexibility and Responsiveness Lesson Adjustment Response to students Persistence

40

WWSD Assessment Schedule 2016-2017

TESTING DIBELS: September 14, 15, 16

January 17, 18, 19 May 9, 10, 11 DAZE GR3-5 Prior to 9/13/16 DAZE GR3-5 Prior to 1/17/17

DAZE GR3-5 Prior to 5/9/17

Writing on Demand

Narrative Assessments On-Demand 4-5 September 6

Informational September 7

Opinion/Argumentative September 8

PSSA English Language Arts April 3-7

Grades 3-8

Mathematics April 24-28

Grades 3-8

Science May 1-5 Grades 4 & 8

Terra Nova May 1-8

PASI (Phonological Awareness Screener) Week of September 19, 2016 (Kindergarten) Week of January 9, 2017 K-team will determine final testing date KLST-2 (Pre-K Assessment) TBA Get Ready to Read TBA

The exact dates for testing during these designed weeks will be set at a later date.

41

WESTERN WAYNE SCHOOL BOARD

MEMBERS

2016-2017

Mr. Donald E. Olsommer Jr. - President

Mr. William Gershey -Vice President

Mr. Jeffrey Gogolski - Treasurer

Mr. Gary Enslin

Mrs. Bernice Fiorella

Mr. Andrew Gaudenzi

Mr. Rick Hoch

Mr. Donald McDonough

Mr. Roger Shaffer