Title I Schoolwide Planning Components/Template€¦ · Title I Schoolwide Planning Components/Template School/Charter Designation: Reward X Undesignated Note: Schools, including

Title I Schoolwide Planning Components/Template

School/Charter Designation:

Reward X Undesignated Note: Schools, including Charter Schools, identified as “priority” and “focus” complete school level plans and those plans serve as their schoolwide plan.

School Demographics

Low Income Percentage ***

65% School Grade Span: Pre K to 8

Ethnic/Racial Breakdown

White 57% School Enrollment 579

Black 28% IEP Students 16%

Hispanic 12% ELL Students 1%

Asian/Pacific Islander 3% Migratory Students 0%

Native American 0% Homeless Students 0%

Highly Qualified Instructional Paraprofessionals

100%

Note: All teachers and instructional paraprofessionals in a schoolwide school must be highly qualified.

Date: 6-18-2016

School: Harding School

District: Erie Public Schools

Principal: Kathleen Farnham

Email: [email protected]

Address: 820 Lincoln Avenue

City: Erie ZIP: 16505

Phone: 814-874-6550 Fax: 814-874-6556

Federal Programs Coordinator: Mr. John Dahlstrand

Coordinator Email: [email protected]

If revision was requested, Date of Previous Submission:

TITLE I School: Yes X No

------------------------ PDE / DFP USE ONLY -------------------------

Date Rec’d: Date Approved:

*** If

Low Income Percentage is

between 30% and 39%, an Ed-Flex Waiver must be obtained.

mailto:[email protected]

mailto:[email protected]

Revised March 2014 2

Planning: An effective Title I schoolwide plan must include the involvement and input of members of the school community in order for plans to be comprehensive and effective. A planning team must be assembled to develop and implement a Title I schoolwide program. Every Student Succeeds Act (ESSA) requires a yearlong planning period prior to the implementation of a Title I schoolwide plan, unless the local education agency (LEA) can demonstrate that less time was needed to properly develop and implement the plan. Below, provide information regarding the planning and development of the Title I schoolwide plan. Note: Section 1114 (b)(2)(B) of the Title I law requires that the plan be developed with the involvement of parents and other members of the community to be served, as well as teachers, principals and administrators.

Planning Team:

Name of Team Member Position/Representation

Kathleen Farnham Principal

Cheryl Witt School Wide Support

Kathleen Campbell School Wide Support

Pam Czulewicz Building Instructional Coach

Beth Hawkins Guidance Counselor

Jeff Yonkers Assistant Principal

Renee Wright Special Education Teacher

Anne Saturnino Occupational Therapist IU#5 Community Representative

Krista Westfall Parent

School-Wide Planning Period: x 1-Year Less Than 1-Year**

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


Schoolwide Planning Summary

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

Meeting Dates

Agenda Topics/Planning Steps

Participants at Meetings

( all columns that apply)

Planning Team

All Staff Parents

9-22-15 Discussed School Improvement Plan Goals with Principal

X

10-7-15

Harding PTO Meeting/Discuss date for Parent Involvement Policy Meeting

X X

10-8-15 Reviewed School Improvement Plan before meeting with Director of Federal Programs

X

10-9-15

School Wide Support meeting with Principal/Discuss School Improvement Plan

X

10-12-15 Presented School Improvement Plan to Faculty

X X

10-19-15

Shared School Improvement Plan with Parents(Parent Involvement Policy/Compact)

X X

11-2-15 Parent Conference “Make and Take” Workshops as part of parent involvement component of School Improvement Plan

11-20-15 School Improvement Plan/Discussed Goals: Positive Behavior Support, B.E.S.T.

X

12-7-15 School Improvement Plan: SWS schedules changed as result of Building Educational Support Team (B.E.S.T.) referrals

X

1-20-16 School Improvement Plan Goals: Putting Parent Involvement Plan on Web page, Parent Involvement Book Fair

X

1-29-16 School Improvement Plan Goals: Perfect Attendance, Monitor visit

X

2-5-16 School Improvement Plan: Discussed DIBELS Data for mid-year review and staff changes to original plan

X


2-17-16 Discussed possibility of creating a Parent Resource Center (Parent Involvement)

X

2-29-16 Discussed purchase of Kindergarten Screening Test ( Data collection for kindergarten)

X

3-15-16 Last review of “Binder” before monitors visit, kindergarten pre view day(Transition) and PBS breakfast

X

3-31-16 PSSA Parent Involvement meeting and kindergarten readiness test

X

4-7-16 Met with John Dahlstrand: School Improvement Plan(Professional Development)

X

4-8-16 Parent Resource Center, Kindergarten Celebration, Parent Teacher conference “Quick Tips”

X

4-19-16 Set up dates to complete following school year’s School Improvement Plan, End of year PBS celebration

X

4-25-16 Reviewed new School Improvement Plan Template with Team

X

5-2 ,5-9 5-16, 5-23-16

Met with team to finalize School Improvement Plan for the 2016-2017 School year

X

5-25-16 Presented completed School Improvement Plan to Faculty

X X

Technical Assistance The LEA provides guidance, technical assistance and support to schools developing schoolwide programs in the areas of needs assessment, comprehensive planning, implementation, and evaluation of a schoolwide program and requirements 1. Describe the technical assistance provided. Explain why it was considered high-quality

technical assistance. Assistance was provided by John Dahlstrand, Director of Federal Programs, concerning Harding’s Parent Involvement, budget, and needs assessment in the form of a survey link and instructions for completion. .

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

assistance.


Date Provider Type of Assistance

9-24-15 John Dahlstrand, Director of Federal Programs

SWS In-service-requirements

10-9-15 John Dahlstrand, Director of Federal Programs

SWS/Principal Visits-requirements/Checklist

1-14-16 John Dahlstrand, Director of Federal Program and Kim Olszewski

Federal Monitoring In-service

2-10-16 John Dahlstrand, Kathleen Farnham, Harding Principal

SWS/Principal review of checklist/requirements for monitors visit

2-25-16 Kim Fachetti Federal “Binder” review

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

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

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

Student Achievement Data Teacher Data

PVAAS BEST Team Referrals/SAP

PSAT Discipline Referrals

SAT Student Grades

District Assessments Classroom Observations

DIBELS Teacher In-Services

Classroom Diagnostic Tools (CDT) PLC (Professional Learning Community)

Keystone Assessment

Easy CBM

Accelerated Learning Program (ALP)

Kindergarten Readiness Assessment

Parent Involvement Data

Leadership Data

Parent Survey Parent Involvement Survey

PTO Meetings/Minutes ILT (Instructional Leadership Team)

Parent Involvement Meetings PLC (Professional Learning Community)


Parent Conferences in November BEST (Building Educational Support Team)

Harding Positive Behavior Support

Professional Development

b. Provide a general summary of the steps taken to conduct the school’s needs assessment.

Include areas of school/community included, date needs assessment began, numbers of meetings, types of analysis that occurred, etc. Meetings began in September of 2015 to review data indicated in the table above. Subsequent meetings, as described in the school wide plan summary on page 3 & 4, yielded information that was shared with parents, staff and community in May/June of 2016. A final analysis was completed by our core team (Principals, School Wide Support, Building Instructional Coach, Guidance Counselor, Special Education teacher, Community Representative from the I.U. #5 and Parent) in June of 2016.

c. Based on the data gathered and the analysis done, discuss the areas of strength and the

weakness that were identified. Strengths: 1. Harding Positive Behavior Support Program 2. Growth in 2015 Grade 4 PSSA Science scores

Weaknesses: 1. Inconsistent Faculty buy in for Harding Positive Support Program 2. Teacher usage of Differentiated Instruction in heterogeneous grouped classrooms

d. Of the needs identified, which will be focused on during the first year of the Title I schoolwide

program? If more than 3-4 areas of need were identified, it is recommended that you only focus on the 3-4 highest priority goals in year 1.

e. Describe the goals for year one that the schoolwide planning team agreed upon for each of the

areas of need listed above. 2.

Goal for Need #1 above: Harding PBS: Increase Parent Involvement, increase student incentives and decrease student referrals by 10%. Goal for Need #2 above: Differentiated Instruction: Teachers will implement Differentiated Instruction in classroom at least twice a week to meet Learning Target.

Area of Need to Be Addressed

Data Source #1 Data Source #2 Data Source #3

1. Harding Positive Behavior Support

Tier 3 of PBS Pyramid

Discipline referrals from Infinite Campus

Harding PBS Committee

2. Differentiated Instruction Professional Development

Teacher Surveys


Scientifically-Based Solutions Provide details about the scientifically based programs, strategies and interventions (solutions) the schoolwide team has selected to address the goals identified in the previous step. Explain how these solutions will strengthen the core reading, mathematics and science programs of the school and provide for the identification of and assistance to students failing to meet achievement standards. Goal #1 – Solution(s): Harding PBS Plan: Training Cohort at I.U. for PBS Committee Members, Professional Development for Staff, Student Assembly, and PBS Videos. Parents will receive information about Harding PBS at the “Meet and Greet” in the beginning of the school year. Goal #2- Solution(s): Differentiated Instruction: Professional Development and Professional Learning Community Meetings (PLC)


Student Assessment of Progress Frequent and ongoing assessments to determine student progress help determine how the schoolwide plan is meeting the student needs. The assessments that will be used need to be determined with the teachers involved in decision making and the implementation of the assessments. 1. Use the following chart to describe the student assessments which will give staff on-going

data regarding student progress:

a. Give the grade level to be assessed b. Give the appropriate content area c. Give the full name of the assessment d. When will it be given e. How will staff be trained to give it f. How and when will staff use the information to guide instruction

Grade Level

Content Area

Assessment Name and

Description

Frequency of

Assessment

How will Staff be Trained

How/when will Staff use the

Information to Guide

Instruction K Readiness Scholastic

Kindergarten Readiness Test

Once at Beginning of year

SWS SWS will score and meet with teachers to discuss and develop interventions

K-2

Reading

DIBELS

3 Benchmarks per year (monitoring as needed)

SWS administer benchmarks

SWS generate reports and meet with teachers to discuss and analyze the data to develop interventions

K-5

Math RSA (Recognizing Student Achievement)

Daily math assessment

PLC/Grade level meetings/ District Professional Development

Formative assessments; use as a tool for re-teaching

K-5 Math Easy CBM 3 per year PLC/Grade level meetings/ District Professional Development

Review and use data to guide Differentiated Instruction


K-5 Writing Performance Tasks

8 per year PLC/Grade level meetings and District Professional Development

Review and use data to guide instruction

3-8 ELA/Math CDT 3 per year PLC/Grade level meetings and District Professional Development


4-8 Science CDT 3 per year PLC/ Grade level meetings and District Professional Development


3-8 Reading and Math

PSSA Assessment

Annual School Assessment, Coordinator, Counselor

Data reviewed in the fall (Following the test) to make instructional decisions

4 and 8 Science PSSA Assessment

Annual School Assessment Coordinator, Counselor

Data reviewed in the fall to make instructional decisions

Eligible 3-8

Reading and Math

PASA Annual Special Education Teacher

Data reviewed in the fall to make instructional decisions

Eligible 7 and 8

Reading and Math

PSAT/SAT Annual Counselor Data reviewed in the fall to make instructional decisions

Eligible 4-8

Reading Math Accelerated Learning Program

As needed SWS Used as a tool for advanced placement


6-8 ELA LDC (Literacy Design Collaborative)

3 Modules per year

District Professional Development

Rubric scores are used as a part of the quarterly ELA grades

K-8 ELA/Math District Assessments

3 per year District Professional Development

Data reviewed for “at risk” students during PLC times or pre-arranged meeting times; Scores used to develop intervention groups and strategies

8 Math Keystone Assessment

Annual School Assessment Coordinator/Counselor

High School Placement Graduation Requirement

2. Describe the strategies or processes that have included teachers in the decisions regarding

the use of academic assessments to improve the achievement of individual students and the overall instructional program. Teachers have worked to improve the achievement of individual students by meeting together in

PLCs to discuss the students’ instructional programs. We have used DIBELS, Scholastic Kindergarten Readiness Tests, RSAs, Easy CBM, CDTs, PVAAS, District Assessments, Keystone, Writing Performance Tasks, LDC, PSSA, PSAT, PASA, SAT, and ALP results to place students in flexible groups based on their academic needs. The BEST team meets weekly to assess individual student needs beyond the PLC meetings. The Instructional Leadership Team meets to review CCSS and what needs to be done to implement these standards and analyze data to help drive instructional needs.

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

YES Extended School Day/Tutoring Programs YES Reading YES Math YES Science YES Before School YES After School NO Lunch/Study Periods

YES Summer School Program YES Reading and Math Middle School Only

YES Reading Extended School Year (ESY) Special Education YES Math Extended School Year (ESY) Special Education NO Science


YES In-Class Instructional Support YES Pull-Out Instructional Support

Student Assistance The schoolwide program must identify students who need additional learning time to meet standards and provide them with timely, additional assistance that is tailored to their needs. This assistance must be available to all students in the school who need it. 1. Describe how the school will identify students experiencing difficulty mastering skills and

standards so that they can be provided with timely assistance and support. We identify students experiencing difficulty by monitoring data, teacher assessments, District Assessments, Scholastic Kindergarten Readiness, DIBELS, CDTs, PVAAS and State Assessment data. We discuss student progress in PLC meetings and during BEST meetings. We also respond to parent requests for extra assistance for learners.

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

Assistance and services will be provided through Differentiated Instruction, small group work, intervention group work (extra time), peer tutoring and individually as determined by the BEST and PLC teams and weekly remedial help sessions provided by classroom teachers.

3. Describe services for the following special populations:

How services will be provided for your special education students; Special Education teachers, aides and classroom teachers will implement IEP goals, accommodations and adaptations to meet each individual child’s needs. The IEP team, which includes the Special Education teacher, classroom teacher, LEA Administrator and parents, determine what services each individual student needs to be successful.

How services will be provided for your English Language Learners; The goal of the Title III program is to ensure that English Language Learners attain complete English proficiency and develop high levels of academic achievement. Highly Qualified Program Specialists deliver specially designed instruction for English Language Learners in our Elementary, Middle and High schools. Instruction is based on the proficiency levels of the students and focuses on developing Basic Interpersonal Communication Skills and Cognitive Academic Language Proficiency. The program is aligned to the daily curriculum needs of the district. Curriculum Mapping for literacy and math has structured the academic needs for each grade level and aligned those needs with the Common Core State Standards. The Title III program is designed to ensure that English Language Learners attain English proficiency and develop high levels of academic achievement. Services provided by Title III will include an additional teacher and teacher assistants to provide intensified support for our newcomers, after school and summer school support for additional language, reading and writing instruction to assist students in reaching full English proficiency, and supplemental learning materials, including technology resources and assessments.

How services will be provided for your migrant students; Migrant students are provided access to the same curricular and extracurricular activities that all children have access to in the Erie School District. Above that, they are invited to a 4 week long summer program at the Tom Ridge Environmental Center (TREC) offering enrichment in the areas of language arts, math, wellness, environmental science, cultural activities and computer.

How services will be provided for your homeless students. The Erie School District’s Student Assistance Program ensure that homeless children and youth are identified by school district personnel and through coordination activities with other agencies and entities, the district liaison will coordinate with local agencies that provide services to homeless children and youth families.


Plan Implementation

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

ADMINISTRATORS

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

The building principal will meet weekly with the BEST team and SWS teachers to keep abreast of current needs. She will review lesson plans and also meet with grade level teams during PLCs to ensure that differentiated instructional strategies are utilized according to student achievement. She (or the assistant principal) will provide the Instructional Leadership Team data for the meetings concerning Harding PBS.

2. What types of milestones and timelines have been established for year one to help

building-level administrators gauge progress toward year one goals? Scholastic Kindergarten Readiness Test takes place the first three days of school in August. DIBELS takes place in September, January, and May for all students in grades K-2. CDTs are administered September, January and May for all students in grades 3-8. Writing Performance Tasks are given 8 times per year in grades K-5. RSAs will be given daily/weekly in grades K-5. PSSA will be given one time per year in grades 3-8. In grades 6-8 ELA Literacy Design Collaborative (LDC) 3 literacy design modules will be given per year. Content Areas will be assessed quarterly through report cards. Districts Assessments will be given 2 times per year in ELA in grades K-8 and ELA Writing Assessment in grades K-8 2 times per year. PSSA Science grades 4 and 8 will be given annually. PSAT, SAT, and ALP will be given to eligible students annually. Keystone will be given to eligible eight grade students annually. The BEST team data will be collected by the guidance counselor for review and comparison at the end of the school year. Students served by the BEST team are monitored monthly.

3. What measures/data will be reviewed throughout year one to inform building-level

administrators of progress toward goals?

Formative Assessments Benchmark Assessments

Teacher Observations PSSA/PASA/SAT

Question & Answer District Assessment

DIBELS

CDT

Easy CBM

Summative Assessments Other Assessments

Exit Slips Scholastic Kindergarten Readiness Test

Teacher- Made Test Accelerated Learning Program

RSA/Unit Assessments


4. How will administrators ensure that data gathered from the above sources throughout the year is shared with classroom teachers, reviewed, analyzed and used to make changes to instruction? Grades are inherently reviewed by teachers. Benchmark data is reviewed and analyzed to drive instruction in PLC team meetings, Professional Development in-service days, and faculty meetings.

TEACHERS

1. How were teachers informed of the development of the school-wide plan? Faculty meetings, in-services, PLC meetings, and email

2. How will teachers be involved in the implementation of the plan? Referring students to BEST, nominating students for Harding PBS and ongoing Professional Development of Differentiated Instruction strategies that will be implemented throughout the school year

3. How will feedback from teachers be obtained throughout the year?

Evaluations/surveys of meetings, emails, Professional Development and discussions through PLC meetings

PARENTS

1. How were parents informed of the development of the school-wide plan? PTO Meetings, flyers sent home, website, One-Call and in school meetings/conferences

2. How will parents be involved in the implementation of the plan?

Parents will be involved through parent nights, Harding Parent Involvement meetings held at school. Parents will be notified of their child’s progress through the BEST Team, conferences, and Parent Portal. Parents will be invited to a breakfast that will honor their child as a “Top Dragon” which is part of Harding PBS.

3. How will feedback from parents be obtained throughout the year?

Feedback from parents obtained throughout the year include survey of parent nights, evaluation of meetings, Parent Involvement survey, emails, phone calls and School Improvement Plan meetings.


Professional Development Professional development must be of high quality, on-going, and sustained for all staff, principals and paraprofessionals. Teachers must receive professional development on an annual basis on the multiple types of assessments. Professional development must include ways to disaggregate data in order for teachers to understand how to change instruction to meet the needs identified by the data. Teachers must have input on the types of assessments being used at the school-wide school. 1. List the professional development activities the school will engage in to implement the

schoolwide plan. If the team has created a professional development calendar include the calendar in the back of your plan. Professional Development on Differentiated Instruction during faculty meetings and in service days in addition to PLC meetings, data analysis of all assessments given throughout the school year, and the BEST team. Harding PBS Team will have on going SWPBIS training throughout the year with Intermediate Unit #5

2. Describe how each professional development activity listed above relates to the priority areas

needing improvement and how these activities will assist in improving student achievement During monthly faculty meetings and in-services, teachers will have additional opportunities to share what works regarding differentiated instructional strategies as well as ways to better implement the Harding Positive Behavior Program. Teachers will continue to meet in grade level PLCs to discuss implementation of learning targets and better ways to use data to drive instruction for all levels of students. The BEST Team will examine cases weekly to determine proper interventions for those students struggling academically. 3. Describe the on-going and embedded support and follow-up to professional development to

ensure staff implementation and effective use of the learned instructional skills and strategies. Administration uses lesson planning and staff evaluation results to help steer professional development. PA-ETEP will be used in the coming school year to monitor implementation.

Highly Qualified Staff All teachers of core academic subjects and instructional paraprofessionals must be highly qualified. In addition, a schoolwide plan must describe how it will recruit and retain highly qualified staff. The School District of the City of Erie has implemented numerous strategies to ensure that poor and minority students are not taught at higher rates than other students by inexperienced, unqualified and/or out of field teachers. 1. Describe strategies the school is using or going to use to recruit high-quality, highly qualified

teachers to high-needs schools. Recruitment

Representatives from the district regularly attend the job fairs at Edinboro, Pittsburgh, and Philadelphia

Teacher positions are advertised across the state

The district has partnered with Edinboro University of Pennsylvania and Mercyhurst University to prepare future teachers from within the ranks of paraprofessional employees

We have developed programming with Mercyhurst University that includes hands on experience for teacher candidates in Pre-K programs and Autistic Support programs


2. Describe strategies the school is using or going to use to retain high-quality, highly qualified

teachers to high-needs schools. RETENTION

The collective bargaining agreement between the School District of the City of Erie and the Erie Education Association governs the transfer of teachers. The current agreement, effective July 1, 2009, now rewards teachers financially with extra compensation for teaching troubled students in alternative education. Additionally employees hired for special education positions must remain in those positions for three years. They are not able to bid out of special education until then.

A Comprehensive Teacher Induction Program that includes New Teacher Orientation, Diversity Workshops, Mentoring and participation in the Urban Institute for Teaching and Learning has been developed and implemented by the district. The Urban Institute for Teaching and Learning is an ongoing program that provides professional development, mentoring and content assistance relative to the successful development of best practice needs in our schools. The Urban Institute meets a minimum of four times per year, addressing topics surrounding curriculum, parent conferences, grading and classroom management. This program continues for the first three years of teaching.

The School District of the City of Erie and Edinboro University of Pennsylvania has developed a Professional Development School at two high minority and high poverty schools, Pfeiffer-Burleigh and Wilson Middle School.

Edinboro, Mercyhurst, Gannon,and Penn State Behrend faculty provide staff development opportunities to the teacher candidates and the students gain experience through field placements and student teaching opportunities at these urban locations.

Parent Involvement Activities

Describe the parent involvement activities to be conducted during year one of the Title I Schoolwide Program. (Include information on the number of meetings held, topics to be covered, parents to be invited and method of evaluating effectiveness of activities.) A “Meet and Greet” will be held at the start of the school year. A Parent Involvement Policy meeting will be held during the first month of school. Parent nights will focus on helping parents incorporate literacy and math through games, books and websites. Parent evaluations will be completed at the close of each Parent Involvement Activity. Harding’s PTO coordinates a Fall Fest, Gingerbread Shop, Spring Fling and annual fundraisers. PTO additionally contributes to Harding PBS incentives. Describe the methods to be used to keep individual parents informed of their child’s academic achievement and the expectations of both students and parents. (Include frequency of activity or communication, information to be shared, follow-up to be conducted and methods for making necessary changes to activities or communications.) IC Parent Portal (daily), Report Cards (quarterly), Progress Reports (mid-quarter), Phone calls home (as needed), emails, homework folders and the One Call System. Title One parent meetings throughout the year as well as Parent Conferences Parent communications must be done in a way that is easily understood by parents. Does the school provide parent notifications in more than one language? If no, please explain. YES


Transition Strategies for Students Schoolwide plans include assisting students in successful transitions from early childhood through any other grade or school level 1. Describe how the schoolwide program will coordinate transitions for preschool children into

primary school, where appropriate. The Erie School District has an ongoing Transition Committee that consists of four subcommittees: Community to School, Families to School, Child to School, and School to School. Quarterly Transition Committee meetings occur in order to discuss results from the “Transition to Formal Schooling Receiving and Sending” rubric. Each subcommittee then works toward an identified area of need that is implemented throughout the school year. Harding School Wide Support provided a Kindergarten Preview Day in May 2016 for currently enrolled Pre-K students and families as well as new families that have enrolled their child in Kindergarten for the fall school year. Harding Pre-K students also attend a moving up ceremony.

2. Describe other transitions that may be applicable to your school, such as elementary to

middle school, middle school to high school and high school to postsecondary. Our school counselor assists middle school students in coordination of high school tours and the paperwork they need to complete. Special education staff coordinates with high school staff to transition any I.E.P. students. Our district high schools host open houses for families to come in and tour the school, meet teachers, and schedule classes.

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

transitions for students. Harding works in collaboration with several community programs and agencies such as the YMCA, KinderCare, Creative Learning, Kids Café, Booker T. Washington Center, The Boys and Girls Club, JFK Center, Barber National Institute, Achievement Center and Sarah Reed, Early Intervention, and the Neighborhood Art House in order to share information regarding Kindergarten registration, and various Harding events. Harding also supports the transition of students by providing information on the Erie School District website regarding Kindergarten registration and invites families to attend a Kindergarten Preview Day, as well as provide information for a summer Kindergarten Readiness Program. This program offers two weeks of instruction prior to the start of the new school year. Harding’s Pre-K program also supports the transition to Kindergarten with a moving up ceremony. Pre-school is offered by Erie City School District at the Family Center and the following schools: Edison Perry Emerson-Gridley Pfeiffer-Burleigh Harding Wayne Jo Anna Connell Lincoln McKinley


Coordination and Integration of Services and Programs

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

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

o Competitive/discretionary grants may be part of the consolidation, but activities described within the competitive/discretionary grant application MUST be carried out.

All state and local resources available to the school (if state and local funds are consolidated within the schoolwide plan, the school must ensure that any state and/or local requirements regarding the use of funds are met).

Is your school consolidating funds? If yes, please complete chart below.

Yes No X Please indicate below the funds to be integrated within this schoolwide plan:

Federal Grant Program Amount of Grant State/Local Grant

Program Amount of Grant


On-going Plan to Monitor the Effectiveness of the Schoolwide Plan Title I-A schools must annually evaluate the implementation of and results achieved by the schoolwide Plan. 1. Describe the process and timeline to be used by the school and district to annually evaluate

the effectiveness of the plan.

August, 2016 – Present plan to staff, including most recent PSSA data, if available

March, 2017 – Evaluate BEST data

April, 2017 – Survey staff and families regarding effectiveness of the plan

May/June , 2017 – Present next school years plan to parents and staff

September, January & May, 2016/2017 – Analyze data to determine effectiveness of the plan

2. Describe who will be involved in the evaluation/review and how they were selected.

Administration, Instructional Leadership Team, staff and parents will evaluate and review the plan as the year progresses.

3. Describe what process will be in place to ensure that revisions are completed and that staff

and district have been informed of any changes. There will be periodic reviews and professional development as needed. Staff and district will be notified by email of all the meetings. Meeting minutes will be shared with groups when needed.

4. Describe how the district will be informed of the school’s progress and changes in the plan.

Harding’s school progress and changes in the plan are turned in to the Federal Programs department at the administration building. Director of Federal Programs visits Harding School 2 or 3 times a year.


Quarter One: August 29th-November 1st- 7 PLC's

3 Total Data Protocols (Using the 3-step 30 minute data driven dialogue)

DIBELS, EASYCBM, ELA DISTRICT ASSESSMENT, CDT

4 Total Curriculum Unit Deconstruction Protocols (Using the deconstructing standards worksheet protocol)

MATH UNIT 1 AND UNIT 2 ELA UNIT 1 AND UNIT 2

Quarter Two: November 2nd-January 19th - 8 PLC's 2 Total Data Protocols (Using the 3-step 30 minute data driven dialogue)

DIBELS, DISTRICT MATH ASSESSMENTS OR ELA PERFORMANCE TASKS



1 Professional Learning article or 1 Teacher Video Lounge https://www.teachingchannel.org/video-lounge

Grade Level PLC

Semester 1 Requirement

https://www.teachingchannel.org/video-lounge


Quarter Three: January 20th- March 28th - 7 PLC's


DIBELS, EASYCBM, ELA DISTRICT ASSESSMENT, SCIENCE ASSESSMENTS, CDT



Quarter Four: March 29th-June 10th - 5 PLC's

(NO PLC's for the month of April due to PSSA and Spring Break)


DIBELS, EASYCBM, ELA DISTRICT ASSESSMENT, SCIENCE ASSESSMENTS, CDT


MATH UNIT 7 AND 8 ELA UNIT 7 AND 8

1 Professional Learning article or 1 Teacher Video Lounge https://www.teachingchannel.org/video-lounge

Grade Level PLC

Semester 2 Requirement

https://www.teachingchannel.org/video-lounge


NOTE:

Missing or incomplete information will delay the approval of your schoolwide plan.

This template is provided as a Microsoft Word document. Please take as much space as you need to answer all questions adequately and fully.

Please contact your Regional Coordinator in the Division of Federal Programs at the Department of Education with any questions you may have as you complete this plan.

Documents

Title I Schoolwide Planning Components/Template€¦ · Title I Schoolwide Planning Components/Template School/Charter Designation: Reward X Undesignated Note: Schools, including