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William Allen High School

William Allen School Improvement Plan

07/01/2014 - 06/30/2017
Revised 2016-2017
 
School Profile
Demographics
William Allen HS
106 N 17th St
Allentown, PA 18104
(484) 765-5001
 
Federal Accountability Designation: Focus
Title I Status: Yes
Principal: Luke Shafnisky
Superintendent: Gary Cooper
 
Planning Committee
Luke Shafnisky, Administrator/Building Principal
Michele Kloiber, Administrator
Robert Sperling, Community Representative
Michael Jernegan, Ed Specialist - Home and School Visitor
Craig Smiht, Ed Specialist - School Counselor 
Dawn  Wadsworth, Ed Specialist - School Psychologist
Karen Comegys, High School Teacher
Catherine Hamscher, High School Teacher
Nicole Leskosky, High School Teacher
Linda  Nagy, High School Teacher
Scott  Glidden, High School Teacher 
Gerald  Epler, Instructional Coach/Mentor Librarian 
Charlotte Golden, Intermediate Unit Staff Member
Francisca Nunez, Parent 
Judith  Patterson, Parent 
Maria Tjeltveit, Parent
Ralph Lovelidge, Administrator
Kim Walck, Administrator
 

Federal Programs

School Improvement

All Title I Schools required to complete improvement plans must assure to the Pennsylvania Department of Education the school's compliance with the following expectations by developing and implementing an improvement plan or otherwise taking actions that meet the expectations described by the Assurances listed below.
 
Assurances 1 through 12
The school has verified the following Assurances:
  • Assurance 1: This School Improvement Plan contains Action Plans that address each reason why this school failed to make Annual Measurable Objectives (AMOs) and/or is identified in the lowest 10% of Title I schools.
  • Assurance 2: The resources needed for full implementation of the action plans herein documented have been identified and the necessary approvals obtained to allow the procurement and allocation of these resources.
  • Assurance 3: Documentation of the resources needed for full implementation of the action plans herein documented; including specific, related budgetary information, is available for review upon request by the LEA or SEA.
  • Assurance 4: If designated as a Priority or Focus School the district has determined whole-school meaningful interventions directly associated with the unmet AMO(s).
  • Assurance 5: The school improvement plan covers a two-year period.
  • Assurance 6: The school has adopted and/or continued policies and practices concerning the school's core academic subjects that have the greatest likelihood of improving student achievement.
  • Assurance 7: High performing LEAs with varied demographic conditions have shown they share common characteristics. The following nine characteristics are embedded in the plan:
    • Clear and Shared Focus
    • High Standards and Expectations
    • Effective Leadership
    • High Levels of Collaboration and Communication
    • Curriculum, Instruction and Assessment Aligned with Standards
    • Frequent Monitoring of Teaching and Learning
    • Focused Professional Development
    • Supportive Learning Environment
    • High Levels of Community and Parent Involvement
  • Assurance 8: Focus Schools must implement locally developed interventions associated with a minimum of one of the below principles, while Priority Schools must implement all seven:
    • Providing strong leadership by: (1) reviewing the performance of the current principal; (2) either replacing the principal if such a change is necessary to ensure strong and effective leadership or demonstrating to the State Education Agency that the current principal has a track record in improving achievement and has the ability to lead the turnaround effort; and (3) providing the principal with operational flexibility in the areas of scheduling, staff, curriculum and budget.
    • Ensuring that teachers are effective and able to improve instruction by: (1) reviewing the quality of all staff and retaining only those who are determined to be effective and have the ability to be successful in the turnaround effort; and (2) preventing ineffective teachers from transferring to these schools.
    • Redesign the school day, week, or year to include additional time for student learning and teacher collaboration
    • Strengthen the school’s instructional program based on student needs and ensuring that the instructional program is research-based, rigorous, and aligned with state academic content standards.
    • Use data to inform instruction and for continuous improvement, including providing time for collaboration on the use of data.
    • Establish a school environment that improves school safety and discipline and addresses other non-academic factors that impact student achievement, such as students’ social, emotional and health needs.
    • Provide ongoing mechanisms for family and community engagement
  • Assurance 9: The school improvement plan delineates responsibilities fulfilled by the school, the LEA and the SEA serving the school under the plan.
  • Statement 10: Establish specific annual, measurable targets for continuous and substantial progress by each relevant subgroup, which will ensure all such groups of students, update to align with the new AMOs to close the achievement gap
  • Statement 11: A mentoring/induction program used with teachers new to the school exists; the essential elements of the mentoring/induction program are documented and the documentation is available for review upon request by LEA or SEA authorities.
  • Statement 12: All parents with enrolled students will receive an annual notification letter which includes the reasons for its identification as Priority or Focus and the school’s plan to improve student achievement.
  • Assurance 13: The school is communicating with parents regarding school improvement efforts via the following strategies:
    • School web site
    • School newsletter
    • District web page
    • WikiSpaces, Yahoo, Facebook, etc.
    • District's annual report
    • District report card
    • Yearly letter to parents
    • Periodic mailings/letters, postcards, etc.
    • Short Message Systems (phone blasts)
    • Family Night/ Open House / Back to School Night/ Meet-the-Teachers Night, etc.
    • Monthly PTO meetings
    • Regular Title 1 meetings
    • Parent advisory committee meetings
    • Parent-Teacher Conferences
    • Home-school visits
    • School Improvement Brochure
    • Student Handbook
Assurance for Priority Schools (Annually Updated SIP)
The school has indicated the following response to indicate if it has completed an evaluation with the assistance of our Academic Recovery Liaison: No

Coordination of Programs

Technical Assistance
The LEA provides guidance, technical assistance and support to schools developing school-wide programs in the areas of needs assessment, comprehensive planning, implementation, and evaluation of schoolwide program and requirements.
Describe the technical assistance provided. Explain why it was considered high quality technical assistance.
Ongoing support was provided by the central office administrative team throughout the planning process.  Technical assistance was offered to administrators in various forms.  Support included navigating the new online tool, analyzing building and district level data and assistance with developing the comprehensive plans of schools.
 
December 14, 2016 - Introduction to School Improvement Planning for 2017-2018 school year
K. Walck
October 6, 2016 - Overview of Cycle of Continuous Improvement Plan
R. Lovelidge and J. Ramos
November 3, 2016 - Review building level data, provide guidance on Study Island results
K. Kruger, R. Lovelidge, K. Baurkot
January 5, 2017 - Review of Plan, Do, Study, Act related to Cycle of Continuous Improvement Plan
R. Lovelidge
February 2, 2017 - Overview of Title I School Improvement Plan
R. Lovelidge, K. Walck, L. Brown
March 2, 2017 - Ongoing planning support
R. Lovelidge
 
Student Assessment of Progress
Describe strategies or processes that have included teachers in the decisions regarding the use of academic assessments to improve the achievement of individual students and the overall instructional program.
 
Teachers have been included in analyzing student achievement data (PSSA, PVAAS, Study Island, CDT, Common Assessments, SRI) in order to reteach content, focus on specific learning strategies, provide academic interventions, modify the pacing guide/curriculum, and correct student placements.
 
In order to assist students in meeting challenging achievement goals, increased instructional time is a necessity. Please indicate (yes/no) the options for increased time that students will have access to if identified as at-risk of failing or failing to meet achievement standards.
 
Options
Extended School Day/Tutoring Programs - YES
  • Reading - YES
  • Math - YES
  • Science - YES
  • Before School - NO
  • After School - YES
  • Lunch/Study Periods - YES
Summer School Program - YES
  • Reading - YES
  • Math - YES
  • Science - YES
In-Class Instructional Support - YES
Pull Out Instructional Support - YES
 
Coordination and Integration of Services and Programs
The purpose of a Title 1 Schoolwide Program is to improve the educational program of the entire school and to improve the educational opportunities for ALL students. In carrying out the SWP, schools are encouraged to consolidate/integrate funds from state, local and federal programs. This consolidation of funds provides flexibility in the use of the funds and maximizes the opportunities for students, teachers and parents. Funds eligible for consolidation are:
  • Any federal education program administrated by the United States Department of Education, except Reading First.
    • Competitive/discretionary grants may be part of the consolidation, but activities described within the competitive/discretionary grant application MUST be carried out.
  • All state and local resources available to the school (If state and local funds are consolidated within the SWP, the school must ensure that any state and/or local requirements regarding the use of funds are met.)
Is your school consolidating funds? No, the school does not intend to consolidate the funds.
 

Needs Assessment

School Accomplishments

Accomplishment #1:
During the 2015-2016 school year, WAHS earned a performance measure of 100.00 within the School Performance Profile for the category of Advanced Placement, International Baccalaureate, and College Credit.
Accomplishment #2:
During the 2015-2016 school year, WAHS demonstrated a performance measure for attendance rate of 85.63 within the School Performance Profile. 
Accomplishment #3:
During the 2015-2016 school year, WAHS earned a performance measure of 100.00 within the School Performance Profile for the PSAT/Plan participation category.
Accomplishment #4:
The number of students scoring a 3 or higher on Advanced Placement exams increased from 19% to 22% from 2014 to 2016.
Accomplishment #5:
During the 2015-2016 school year, 86.05% of students taking the NOCTI Industry Standards-Based Competency Assessment scored competent or advanced.

School Concerns

Concern #1:
34% of all students scored Proficient or Advanced on the 2016 Algebra I Keystone Exam.
Concern #2:
45% of all students scored Proficient or Advanced on the 2016 Literature Keystone Exam.
Concern #3:
24% of all students scored Proficient or Advanced on the 2016 Biology Keystone Exam.
Concern #4:
62% of students graduated with cohort.
Concern #5:
236% of 12th grade students scored 1550 or higher on the SAT or 22 or higher on the ACT taken at any time over the course of their educational experience.
Concern #6:
There is significant evidence that WAHS did not meet academic growth expectations in Algebra I, Literature, and Biology.
 

Prioritized Systemic Challenges

Systemic Challenge #1 (Guiding Question #4) Ensure that there is a system within the school that fully ensures consistent implementation of effective instructional practices that meet the needs of all students across all classrooms and aligns with the Pennsylvania Framework for Teaching
Aligned Concerns:
34% of all students scored Proficient or Advanced on the 2016 Algebra I Keystone Exam.
45% of all students scored Proficient or Advanced on the 2016 Literature Keystone Exam.
24% of all students scored Proficient or Advanced on the 2016 Biology Keystone Exam.
23% of 12th grade students scored 1550 or higher on the SAT or 22 or higher on the ACT taken at any time over the course of their educational experience.
There is significant evidence that WAHS did not meet academic growth expectations in Algebra I, Literature, and Biology.
 
Systemic Challenge #2 (Guiding Question #2) Ensure that there is a system within the school that fully ensures school-wide use of data that is focused on school improvement and the academic growth of all students
Aligned Concerns:
34% of all students scored Proficient or Advanced on the 2016 Algebra I Keystone Exam.
45% of all students scored Proficient or Advanced on the 2016 Literature Keystone Exam.
24% of all students scored Proficient or Advanced on the 2016 Biology Keystone Exam.
23% of 12th grade students scored 1550 or higher on the SAT or 22 or higher on the ACT taken at any time over the course of their educational experience.
There is significant evidence that WAHS did not meet academic growth expectations in Algebra I, Literature, and Biology.

School Level Plan

Action Plans
Goal #1: Ensure that there is a system within the school that fully ensures consistent implementation of effective instructional practices that meet the needs of all students across all classrooms and aligns with the Pennsylvania Framework for Teaching
Indicators of Effectiveness:
Type: Annual
Data Source: Student Keystone Exam performance
Specific Targets: The percentage of students who score Proficient or Advanced on Keystone Exams will increase by 5% annually.
 
Algebra I
2015: 44%
2016: 49%
2017: 54%
 
Literature
2015: 57%
2016: 62%
2017: 67%
 
Biology
2015: 25%
2016: 30%
2017: 35%
 
Type: Interim
Data Source: Study Island Benchmark Exam data for Algebra I, Literature, Biology
Specific Targets: Individual student growth in successive algebra, literature and biology benchmark assessments will be characterized by a 3% increase in achievement scores.
 
Type: Annual
Data Source: PVAAS Keystone Exam performance scores in Algebra I, Literature, Biology
Specific Targets: 85% of students will show evidence of meeting or exceeding the standard for PA Academic Growth as per our student Keystone PVAAS data in the subjects of Algebra I, Literature, and Biology.
 
Type: Interim
Data Source: Student feedback during classroom walkthroughs
Specific Targets: Minimum of 80% of student responses to walkthrough questions will positively indicate student learning is consistent with the instructional focus and that students have an understanding of the standards for good work.
 
Strategies:
Professional Development and Training
Description: Teachers will be provided with expanded and embedded professional development in the best practices of teaching reading, writing, speaking, and listening across the curriculum, including PA Common Core standards, Higher-Order Thinking skills, and Formative Assessments. Data gleaned from learning walks, walkthroughs, and classroom visits will be shared with all teachers and will provide a foundation for professional development needs.
SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction, Materials & Resources
Data-informed Instruction
Description: Using diagnostic, benchmark, and common assessment performance data, teachers will align their instructional practices to student needs. Formative and common assessments will be a routine practice in classrooms with data-driven guiding instruction.
SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction, Materials & Resources
Efficient Administrative Structure
Description: Building leadership team will provide increased teacher support and accountability through classroom walkthroughs and clinical observations with clear expectations and specific feedback based on Danielson’s framework for effective instructional practices. On a weekly basis, the leadership team will visit 150 classrooms.
SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction, Materials & Resources
 

Implementation Steps:

Professional development sessions for teachers will focus on the Classroom Environment and Instruction domains of the Pennsylvania Framework for Teaching, with a concentration on best practices.
Description:
  1. During district-offered professional development time, teachers will strengthen their understanding of the Pennsylvania Framework for Teaching and best practices of instruction
  2. Afterschool professional development sessions and faculty meetings will focus on teacher learning in the on-stage domains: Classroom Environment and Instruction.
  3. Teachscape will provide enhanced understanding of the framework during professional development.
  4. Specific topics include schoolwide literacy and cultural proficiency.
Evidence will include:
Professional development monthly calendar
Departmental PLC agendas/plans/minutes
Teacher reflections and journals
Teacher generated lessons and materials
Start Date: 7/1/2017       End Date: 6/30/2018
Program Area(s): Professional Education
Supported Strategies:
  • Professional Development and Training
  • Data-informed Instruction
  • Efficient Administrative Structure
Differentiated and embedded professional development for teachers in order to meet individual goals and needs to assist with improving student achievement.
Description:
  1. Based on walkthroughs and observations, building administrators will determine needs of individual teachers.
  2. Building administrators will work with teachers who will benefit from enhanced support and/or enrichment.
  3. Building administrators will work closely with teachers to develop and monitor the Student Learning Objectives portion of the Educator Effectiveness System, in which they will create goals and analyze data to meet student needs.
Evidence will include:
Administrators' schedules of meetings and interventions with individual teachers.
Curriculum review session minutes
Collaborative planning and reflective session notes
Start Date: 8/25/2014       End Date: 6/16/2017
Program Area(s): Professional Education
Supported Strategies:
  • Professional Development and Training
  • Data-informed Instruction
  • Efficient Administrative Structure
Teachers will continue to align instructional planning to PA Core standards.
Description:
  1. Curriculum alignment meetings will take place during the school day, after school, and over the summer.
  2. Teachers from both high schools will meet to calibrate and align curriculum in their content areas.
  3. Central office administration will provide assistance and resources.
  4. Integrated literacy and numeracy eligible content and standards into daily lessons in all content area.
Evidence will include:
Standards-based teacher lesson plans
Classroom walkthrough data
Curriculum planning and content-networking session agendas.
Start Date: 7/1/2017       End Date: 6/30/2018
Program Area(s): Professional Education
Supported Strategies:
  • Professional Development and Training
  • Data-informed Instruction
  • Efficient Administrative Structure
Continue to implement the College Board SpringBoard English Language Arts and Mathematics curriculum in grades 9, 10 and 11.
Description:
  1. Pre-AP curriculum will be provided in all Algebra I and English II classrooms.
  2. This is a heightened level of rigor and relevance in our instructional programming.
  3. Levels 3 and 4 on Webb's Depth of Knowledge are featured in the reading and mathematics activities.
  4. SpringBoard features highly engaging, embedded learning activities.
Evidence will include:
Math and English content group meeting agendas and plans.
Purchase and implementation of SpringBoard materials
Schedule of sessions with College Board representative.
Start Date: 7/1/2017       End Date: 6/30/2018
Program Area(s): Professional Education, Special Education, Student Services, Gifted Education
Supported Strategies:
  • Professional Development and Training
  • Data-informed Instruction
  • Efficient Administrative Structure
Subgroups of ELL, IEP, and Gifted students will be clustered into selected classrooms to more closely align differentiated instructional programming.
Description:
  1. ESL students are clustered in science, social studies, and mathematics classes.
  2. IEP students are clustered in inclusion classes.
  3. Gifted IEP students are clustered in Advanced, Dual Enrollment, and AP classes.
  4. Educational programming is targeted to serve the needs of these students.
Evidence will include:
Master schedule and student schedules
Standards-based teacher lesson plans
District curriculum guides aligned to PA Core Standards
Student IEPs
Start Date: 7/1/2017       End Date: 6/30/2018
Program Area(s): Professional Education, Special Education, Student Services, Gifted Education
Supported Strategies:
  • Professional Development and Training
  • Data-informed Instruction
  • Efficient Administrative Structure
Increase EL and Life Skills student participation and performance in Systems 44 reading program.
Description:
  1. Technology-based reading program for students whose Lexile scores do not meet READ 180 criteria.
  2. Phonetic component included in program.
  3. Designed to support students whose reading levels are significantly below grade level.
Evidence will include:
Ongoing data reports from Systems 44
Increased EL and LSS student performance on WIDA
Systems 44 training sessions for EL and LSS  teachers
Training schedule and agendas
Learning Walk schedules
Start Date: 7/1/2017       End Date: 6/30/2018
Program Area(s): Special Education, Student Services, Gifted Education, Educational Technology
Supported Strategies:
  • Professional Development and Training
  • Data-informed Instruction
  • Efficient Administrative Structure
Ensure the delivery of the READ 180 program is implemented with fidelity.
Description:
  1. READ 180 staff members will continue to learn best practices in targeted training sessions.
  2. READ 180 teachers will review data and reports provided by the program.
Evidence will include:
Increased student participation time, as per reports
Increased number of students exiting the program through achieving highest Lexile score
Teacher support and training from READ 180 consultant.
Start Date: 7/1/2017       End Date: 6/30/2018
Program Area(s): Professional Education, Special Education, Student Services, Educational Technology
Supported Strategies:
  • Professional Development and Training
  • Data-informed Instruction
  • Efficient Administrative Structure
Increase teacher efficacy in best practices of student-directed instruction in order to increase student learning.
Description:
  1. Contextual data of instructional activities will be provided to teachers via classroom walkthroughs.
  2. Analysis of data by teachers in department PLC meetings will reveal instructional learning and support.
  3. Teachers will enhance their repertoire of student-directed learning activities.
  4. Teachers will incorporate more student-directed learning activities into their lessons in order to increase student engagement, ownership, and learning.
Evidence will include:
Classroom walkthrough data
Teacher lesson plans
Department PLC meeting agendas and reflections
Start Date: 7/1/2017       End Date: 6/30/2018
Program Area(s): Professional Education
Supported Strategies:
  • Professional Development and Training
  • Data-informed Instruction
  • Efficient Administrative Structure
Strengthen instruction and interventions delivered in Advanced Placement courses.
Description:
  1. Advanced Placement teachers will continue to attend College Board institutes and training.
  2. An Advanced Placement tutoring calendar will be created to provide students with opportunities for extended learning and support.
  3. Summer enrichment and preparatory sessions will be offered.
  4. Teachers will meet with building administrators to review successes, challenges, and score reports of the year.
Evidence will include:
Schedule of tutoring sessions/AP calendar
Schedule of summer AP prep sessions
Teacher attendance at AP conferences and institutes
Students performance scores on AP exams
Start Date: 7/1/2017       End Date: 6/30/2018
Program Area(s): Professional Education, Student Services, Gifted Education
Supported Strategies:
  • Professional Development and Training
  • Data-informed Instruction
  • Efficient Administrative Structure
Implement a new primary resource into our Developmental Algebra curriculum.
Description:
  1. An extended Algebra I program, two periods a day, for two years, for students below level.
  2. Align the new resource vertically with the PA Common Core and with the middle school Go Math series
  3. Technology-based with a significant component in visual learning and animation
  4. Embedded support for the unique needs of our students underperforming in math
  5. Teacher support in math PLC's, with the assistance of the Math Department Chair, the Supervisor of Instruction, and the Director of STEM
Evidence will include:
Monthly meetings of Developmental Algebra teachers, minutes and action items
Supervisor of Instruction's schedule working with Developmental Algebra teachers
 
Start Date: 7/1/2017       End Date: 6/30/2018
Program Area(s): Professional Education, Student Services
Supported Strategies:
  • Professional Development and Training
  • Data-informed Instruction
Acquire technology-based curricular, supplemental resource interventions for student learning.  This includes but is not limited to software, hardware, and personnel.
Description: Technological resources will be infused into the instructional practices of teachers to enhance student learning in all content areas.
  1. Online learning resources will be acquired for student learning.
  2. Teachers will participate in professional development regarding the use of online educational resources.
  3. Hardware will be acquired to accommodate the instructional practices of technology-based education.
  4. Additional staff for technological support will be implemented as required.
Start Date: 7/1/2017       End Date: 6/30/2018
Program Area(s): Professional Education, Educational Technology
Supported Strategies:
  • Data-informed Instruction
  • Efficient Administrative Structure
Provide reinforcement of Algebra I skills with extended learning opportunities while preparing under-performing students for Algebra II in a Foundations of Algebra II course.
Description:
  1. Sections of Foundations of Algebra II will be created and populated.
  2. Students will be referred to enroll in Foundations of Algebra II based on teacher recommendations, academic achievement data (benchmark scores, Keystone scores, rating period grades).
Start Date: 7/1/2017       End Date: 6/30/2018
Program Area(s): 
Supported Strategies:
  • Data-informed Instruction
Continue to review and monitor the individual learning progress of our Special Education students in order to offer prescriptive instructional practices to meet the needs of every learner.
Description:
  1. Roll call meetings will be scheduled and attended by each Special Education teacher, the Special Education facilitator, and a building administrator to review learning progress of each Special Education student.
  2. Special Education teachers will meet to engage in professional learning communities to collaboratively address the needs of our Special Education learners, sharing best practices and collaboratively analyzing data to drive instruction.
Evidence will include:
Schedule, agendas, and reflective notes and conclusions from Special Education Roll Call meetings
Special Education department meeting agendas and reflective notes
Start Date: 7/1/2017       End Date: 6/30/2018
Program Area(s):  Special Education, Student Services
Supported Strategies:
  • Data-informed Instruction
  • Efficient Administrative Structure
Continue to identify learning needs of EL students in order to incorporate appropriate instructional strategies into classroom lessons.
Description:
  1. Teachers will analyze WIDA data in order to identify strengths and needs of ELD learners.
  2. Roll call meetings will be scheduled and attended by each ELD teacher, the ELD facilitator, and a building administrator to review learning progress of each ELD learner.
  3. ELD teachers will meet to engage in a professional learning community to address the needs of our ELD learners, sharing best practices and collaboratively analyzing data to drive instruction.
Evidence will include:
WIDA data reports
Schedule, agendas, and reflective notes and conclusions from ELD Roll Call meetings
ELD department meeting agendas and reflective notes
Start Date: 7/1/2017       End Date: 6/30/2018
Program Area(s):  Professional Education, Student Services
Supported Strategies:
  • Data-informed Instruction
  • Efficient Administrative Structure
 
Goal #2: Ensure that there is a system within the school that fully ensures school-wide use of data that is focused on school improvement and the academic growth of all students
Indicators of Effectiveness:
Type: Annual
Data Source: Student Keystone Exam performance scores in Algebra I, Literature, Biology
Specific Targets: The percentage of students who score Proficient or Advanced on Keystone Exams will increase by 5% annually.
 
Algebra I:
2015: 44%
2016: 49%
2017: 54%
 
Literature
2015: 57%
2016: 62%
2017: 67%
 
Biology
2015: 25%
2016: 30%
2017: 35%
 
Type: Interim
Data Source: Study Island Benchmark Exam data for Algebra I, Literature, Biology
Specific Targets: Individual student growth in successive Algebra I, Literature, and Biology benchmark assessments will be characterized by a 3% increase in achievement scores.
 
Type: Annual
Data Source: PVAAS Keystone Exam performance scores in Algebra I, Literature, Biology
Specific Targets: 85% of students will show evidence of meeting or exceeding the standard for PA Academic Growth as per our student Keystone PVAAS data in the subjects of Algebra I, Literature, and Biology
 
Type: Annual
Data Source: Student Graduation Rates - cohort model
Specific Targets: The percentage of students who graduate on time with cohort will increase by 5% annually.
 
2015: 68%
2016: 73%
2017: 78%
 
Strategies:
Data-informed Instruction
Description: Using diagnostic, benchmark, and common assessment performance data, teachers will align their instructional practices to student needs. Formative and common assessments will be a routine practice in classrooms with data-driven guiding instruction.
SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction, Materials & Resources
Common Assessment within grade/subject
Description:  Formative and common assessments will be a routine practice in classrooms with data-driven decisions guiding instruction.
SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction, Materials & Resources, Safe and Supportive Schools
Dropout Prevention Expansion
Description: Dropout prevention is a whole-school effort with teachers and staff providing safety nets and working with counselors to quickly identify students who are at-risk. The School Outreach Staff and Student Assistance Program team members will closely monitor at-risk students and provide individualized interventions and supports to graduation.
SAS Alignment: Safe and Supportive Schools
Social and Emotional Wellness Programs
Description: The entire school staff will participate in continued and embedded training with the Restorative Practices philosophy and toolbox. Positive and proactive interactions and strategies will be modeled and developed to promote a healthy school climate. Restorative Practices will serve as the foundation for a tiered approach to schoolwide positive behavior support. Tier 2 interventions will include the Student Assistance Program and the Alternative to Suspension Program. Tier 2 interventions will be on an individualized case-by-case basis using dropout prevention strategies.
SAS Alignment: Safe and Supportive Schools
Tutoring Assistance
Description: Targeted study seminars will provide in-school academic interventions for students with similar learning needs. Additionally, afterschool and summer tutoring and enrichment opportunities will be enhanced through Title I Academic Improvement and Focus/Priority funds.
SAS Alignment: Safe and Supportive Schools
Extended school day for data-driven instructional opportunities.
Description: Based on formative and summative achievement data, students will be offered extended-day opportunities for learning, which can include tutoring, remediation, credit recovery, and/or enrichment.  Interventions will be based on students' learning levels as per various data studies, including but not limited to:  Earned credits, report cards, classroom performance, CDT testing, Study Island, and Compass testing.
SAS Alignment: Standards, Instruction
Extended school year learning opportunities.
Description: Extended learning for students will be offered in the summer and will include both remediation and enrichment opportunities. Specific offerings will be based on student achievement levels and student needs.
SAS Alignment: Instruction
Credit Recovery Program.
Description: Credit Recovery Programs provide a structured way for students to pass and receive credits for a course in which a student was previously unsuccessful in earning academic credit toward graduation, which is thought to increase the probability of school completion and graduation. While there is a large amount of inferential support for the institution of various approaches to credit recovery, insufficient empirical evidence is available to indicate that credit recovery has a positive effect on school completion. (Sources: http://www.blackboard.com/resources/k12/Bb_K12_WP_CreditRecovery.pdf; http://www.centerii.org/handbook/Resources/4_C_h_Credit_recovery_programs_hs.pdf ; and http://www.inacol.org/resource/promising-practices-in-online-learning-using-online-learning-for-at-risk-students-and-credit-recovery/) (Resource:http://effectivestrategies.wiki.caiu.org/Safe+and+Supportive.)
SAS Alignment: Safe and Supportive Schools
Culturally Competent Mental Health Services in the Schools: Tips for Teachers
Description: As with all efforts in education, it is critical that mental health services be responsive to students’ individual needs, including their cultural and linguistic background. Specifically, culturally competent mental health services are policies and practices that enable school personnel to effectively address the social, behavioral, and mental health needs of students from diverse cultures. Students who attend U.S. schools increasingly are coming from culturally and linguistically diverse backgrounds. According to the U.S. Department of Education (2004), 5.5 million English language learners are attending U.S. public schools and speak more than 400 different languages. (Source: Mental Health Services in Schools: Tips for Teachers) (Resource:http://effectivestrategies.wiki.caiu.org/Safe+and+Supportive.)
SAS Alignment: Safe and Supportive Schools

Implementation Steps:

Teachers will continue to collaboratively study and integrate best practices of formative assessment, including analysis of data and differentiation of instruction and enrichment.
Description:
  1. Teachers will focus on assessment strategies and data analysis to drive differentiated instruction to meet the needs of all students.
  2. Department PLCs will meet a minimum of once a month for collaborative study of best practices in checking student understanding.
Evidence will include:
Department PLC agendas and minutes
Teacher-generated common assessments
Data charts and graphs of student understanding and/or mastery of skills
Start Date: 7/1/2017       End Date: 6/30/2018
Program Area(s): Professional Education
Supported Strategies:
  • Data-informed Instruction
  • Common Assessment within grade/subject
Continue to train staff in use of SIS Assessment Tracker feature in order for teachers to access and use student achievement data in designing effective instruction.
Description:
  1. Training sessions on the Assessment Tracker feature on Sapphire will enhance teachers' use and understanding of student learning levels.
  2. Teachers will design individualized and differentiated instruction based on student needs.
Evidence will include:
Training session schedules
Teacher sign-in sheets
Session agendas
Start Date: 7/1/2017       End Date: 6/30/2018
Program Area(s): Professional Education, Educational Technology
Supported Strategies:
  • Data-informed Instruction
English, Math, and Science teachers will continue to incorporate Study Island formative and benchmark assessments to determine levels of student understanding in order to individualize instruction.
Description:
  1. The Study Island learning support tool is available to all English, Math, and Science teachers.
  2. Study Island results, strengths and needs, are shared with all staff in order to support core learning across all content and levels.
  3. Summer intensive remediation based upon student data will drive instruction for proficiency.
Evidence will include:
Study Island data reports including student participation times and levels
Teachers' data-aligned lesson plans
Study Island consultant visit and support schedules with teachers
Improved rating period grades in English, Math, and Science
Start Date: 7/1/2017       End Date: 6/30/2018
Program Area(s): Professional Education, Special Education, Student Services, Gifted Education, Educational Technology
Supported Strategies:
  1. Data-informed Instruction
  2. Common Assessment within grade/subject
  3. Extended school day for data-driven instructional opportunities.
Small group reading, mathematics, and science tutoring
Description:
  1. Tutors will work with students one-on-one or in small groups.
  2. Tutors will identify students' strengths and needs in order to create individualized achievement goals with students.
  3. Students are pulled out of Study Seminars for this individual intervention.
  4. Students will utilize on line Apex tutorials in core subject areas.
Evidence will include:
Data records and outcomes files for each student
Tutor schedules
Tutor created intervention materials
Start Date: 8/25/2014       End Date: 6/30/2018
Program Area(s): Special Education, Student Services
Supported Strategies:
  • Tutoring Assistance
  • Extended school day for data-driven instructional opportunities.
  • Extended school year learning opportunities.
  • Credit Recovery Program.
Refinement of Restorative Practices professional development and support for whole-school implementation with consistent alignment to the Classroom Environment domain of the Pennsylvania Framework for Teaching.
Description:
  1. Teachers will collaboratively refine their Restorative Practices skills in Professional Learning Groups scheduled monthly.
  2. Students and staff will participate in restorative conferences when relationships are compromised, as facilitated by building leaders.
  3. Families and community members will engage in activities that promote a restorative zone around our school.
Evidence will include:
Restorative Practices training materials
Agendas and minutes
Professional Learning Group schedules, agendas, and minutes
Walkthrough data in the Classroom Environment domain
School Climate survey results.
Start Date: 7/1/2017       End Date: 6/30/2018
Program area(s): Professional Education, Student Services
Supported Strategies:
  • Social and Emotional Wellness Programs
  • Culturally Competent Mental Health Services in the Schools: Tips for Teachers
Provide drop-out prevention and individual case management services.
Description:
  1. Encourage at-risk students to become involved in pro-social activities and peer groups via Clubs and Activities Fairs and open enrollment into student activities.
  2. Connect students to mentors through Alumni Association and Parent-Teacher-Student Association sponsored clubs and activities.
  3. Locate and provide behavioral, social, and emotional supports.
  4. Make referrals to school and community resources.
  5. Identify at-risk students in order to provide individualized interventions.
Evidence will include:
Staff contact logs and minutes of intervention meetings with families
Operation Cap and Gown meeting agendas and minutes
Referrals to services
Start Date: 6/16/2014       End Date: 6/16/2017
Program Area(s): Student Services
Supported Strategies:
  • Dropout Prevention Expansion.
  • Social and Emotional Wellness Programs.
  • Tutoring Assistance.
  • Extended school day for data-driven instructional opportunities.
  • Extended school year learning opportunities.
  • Credit Recovery Program.
  • Culturally Competent Mental Health Services in the Schools: Tips for Teachers
Work within the school and with community agencies to support students who are experiencing physical, social, and emotional conflicts and issues that are interfering with academic success and overall well-being.
Description: Guidance office and administrators continue to work with Family Support Services, Juvenile Probation, Health and Wellness Agencies, and the Workforce Investment Board to provide safety nets and interventions for our students and families.
Evidence will include:
Contact logs to outside services and agencies
Schedule of group and individual student support meetings
Student attendance rosters for group and individual sessions
Referrals to SAP program
Referrals to outside agencies
Number of conflict mediations conducted by guidance counselors.
Start Date: 7/1/2017       End Date: 6/30/2018
Program Area(s): Student Services
Supported Strategies:
  • Dropout Prevention Expansion
  • Social and Emotional Wellness Programs
  • Tutoring Assistance
  • Credit Recovery Program
  • Culturally Competent Mental Health Services in the Schools: Tips for Teachers
Provide students with opportunities to reflect, learn, and adjust their responses to various stimuli and scenarios through the Alternative to Suspension program.
Description:
  1. Alternative to Suspension (AtS) room provides an intervention for students that keeps them in school.
  2. The curriculum in the AtS room includes a significant Restorative Practices component, including reflection, decision-making, and the restoration of relationships.
  3. The AtS room also provides targeted and differentiated instruction for each student based on academic needs.
Evidence will include:
AtS reflection journals and assignments
Logs of students receiving services
Records of restorative conferences among staff and students
AtS teacher schedules
Longitudinal discipline records of students who received AtS services
Start Date: 7/1/2017       End Date: 6/30/2018
Program Area(s): Student Services
Supported Strategies:
Data-informed Instruction
Dropout Prevention Expansion
Social and Emotional Wellness Programs
Tutoring Assistance
Culturally Competent Mental Health Services in the Schools: Tips for Teachers
Students will identify with a small learning community within ninth grade academic teams that integrate transition supports, a safe and supportive learning environment, and a shared atmosphere within the school.
Description:
  1. The high school includes a 9th grade academy with two ninth grade administrators and two ninth grade counselors who specialize in transitioning to high school.
  2. The ninth grade is divided into four academic teams.
  3. The ninth grade student body is centralized in a ninth grade center that includes team-centered classrooms and a ninth grade cafeteria.
  4. Ninth graders are provided specialized support as they transition to high school in the areas of academics and social and emotional wellness.
Evidence will include:
Master schedule
Team meeting agendas and minutes
Team celebrations
Start Date: 7/1/2017       End Date: 6/30/2018
Program Area(s): Student Services
Supported Strategies:
  • Data-informed Instruction
  • Dropout Prevention Expansion
  • Social and Emotional Wellness Programs
  • Tutoring Assistance
Communities in Schools Partnership
Description: The Communities in Schools (CIS) on-site case workers will monitor and support at-risk students in order to provide an additional resource in focusing students on graduation goals.
  1. Students are identified through the early warning system component in the Student Information System.
  2. Teachers and guidance counselors can refer students to our Communities in Schools case workers.
  3. Communities in Schools case workers work collaboratively with our College and Career Counselor, our guidance counselors, our building leadership team, and community representatives.
  4. The CIS site coordinator will continue our work with at-risk students through the extended school year during summer months, soliciting resources from established school contacts and partnerships.  The CIS site coordinator will work collaboratively with our summer staff in maintaining consistent support services for our at-risk students.
Start Date: 7/1/2017       End Date: 6/30/2018
Program Area(s): Student Services
Supported Strategies:
  • Dropout Prevention Expansion
  • Social and Emotional Wellness Programs
  • Tutoring Assistance
  • Extended school day for data-driven instructional opportunities.
  • Extended school year learning opportunities.
  • Credit Recovery Program.
  • Culturally Competent Mental Health Services in the Schools: Tips for Teachers
Increased mentoring programs for students.
Description:
  1. Enhanced mentoring programs for student will be available
  2. Programs will meet after school and will include but not be limited to:  William Allen Construction Company, the Sewing Club, Teen Iron Chef, Girl Scouts of America, Big Brothers/Big Sisters, Healthcare Careers, and individual teachers.
  3. These mentoring programs are facilitated by school alumni and community-based organization representatives.
Evidence includes:
Student club sign-in sheets
Student-produced projects, charitable donations, and culminating events
Facilitators' session plans and goals
Start Date: 7/1/2017       End Date: 6/30/2018
Program Area(s): Student Services
Supported Strategies:
  • Dropout Prevention Expansion
  • Social and Emotional Wellness Programs
  • Tutoring Assistance
  • Extended school day for data-driven instructional opportunities.
  • Extended school year learning opportunities.
  • Credit Recovery Program.
  • Culturally Competent Mental Health Services in the Schools: Tips for Teachers
Continue to focus on ASD College and Career Readiness school board goals (Pathways to Success) by providing students with essential skills and strategies for planning for post high school education or career opportunities..
Description: 
  1. The College and Career Center is staffed with an ASD College and Career Counselor as well as community partner representatives.
  2. Additional staff in the College and Career Center include representatives associated with:
    • Our Dual Enrollment program from the community college
    • Our GEAR UP initiative with Class of 2020 students
Evidence will include:
Increased enrollment in AP and Dual Enrollment courses
Increased enrollment in post-high school educational institutions and training schools
Individualized transition plans for IEP students
Increased student access and participation in Career Cruising
Increased attendance of students and families at our College and Career Fair and in our College and Career Center
Parent and family outreach programs supporting post high school planning, e.g. Financial Aid support, in both English and Spanish
Start Date: 7/1/2017       End Date: 6/30/2018
Program Area(s): Special Education, Student Services, Gifted Education, Educational Technology 
Supported Strategies:
  • Dropout Prevention Expansion
  • Social and Emotional Wellness Programs
  • Tutoring Assistance
  • Extended school day for data-driven instructional opportunities.
  • Extended school year learning opportunities.
  • Credit Recovery Program.
Closely monitor achievement levels of Developmental Algebra/Foundations of Algebra II students each rating period to determine potential enrollment into accelerated math track through high school. 
Description: 
  1. High-performing students in Developmental Algebra will be enrolled in an Algebra I class. High-performing students in Foundations of Algebra II will be enrolled in an Algebra II class.
  2. Change of schedule will occur after the first rating period as determined by student performance and learning potential.
  3. A more rigorous math series of courses is then offered to the student's high school programming
Evidence will include:
Students’ rating period and end-of-course grades.
Schedule changes.
Teacher and parent agreements for change of course.
Start Date: 7/1/2017       End Date: 6/30/2018
Program Area(s): Special Education, Student Services
  • Supported Strategies:
  • Data-informed Instruction
  • Common Assessment within grade/subject​
The middle and high school staffs will coordinate transition activities and events to ensure incoming 9th graders and their families are informed and supported before and during their transition to high school.
Description:
  1. Transition meetings with middle and high school counselors will be scheduled.
  2. Course enrollment information sessions will be held for transitioning students and families.
  3. One-on-one counselor/student enrollment conferences will be scheduled.
  4. Orientations to high school will be offered to incoming 9th graders
    • Spring visits and tours during the school day
    • An August family orientation/open house for new 9th grade students and families
Start Date: 7/1/2017       End Date: 6/30/2018
Program Area(s): Student Services
Supported Strategies:
  • Dropout Prevention Expansion
  • Social and Emotional Wellness Programs
  • Extended school day for data-driven instructional opportunities.
  • Extended school year learning opportunities.
  • Culturally Competent Mental Health Services in the Schools: Tips for Teachers
Maintenance of Data Analysis
Description: Data teams will consistently maintain data analysis protocols during and after meetings, increasing from the present 70% implementation rate to the 100% implementation target.  Data will include, but is not limited to, Study Island, Second Step, System 44/ Read 180, SpringBoard, and PSSA.  This data will assist administration and educators to more effectively meet the specific needs of their students.  Data Teams will utilize designated data analysis protocols to maintain and report at-risk student interventions and their effectiveness.  Data teams will observe an increase in school appropriate behaviors exhibited by students' receiving support interventions including but not limited to mentoring/tutoring, Student Assistance Program, and other supplemental educational services.
Start Date: 7/1/2017       End Date: 6/30/2018
Program Area(s): Professional Education
Supported Strategies:
  • Data-informed Instruction
  • Common Assessment within grade/subject
Establish a responsive school community culture that enhances cultural competency and aligns to the ASD's equity plan components. 
Description:
  1. Cultural competency - sexual harassment training and review for all stakeholders (i.e. students, parents, staff, community partners).
  2. Professional development and trainings for students and all stakeholders led by administrators, teachers, community partners (e.g. Crimes Victims Council, Community Action Committee of the Lehigh Valley, Lehigh Valley FACES, Center for Humanistic Change, Caron Foundation).  Trainings occur during staff development time, quarterly class meetings, and evening family/parent events. 
  3. Implement the use of resources from the Southern Poverty Law Center (Teaching Tolerance)
  4. Staff development efforts to promote shared language among staff and stakeholders to enhance cultural and community responsiveness in place of cultural deficit thinking.
  5. Continue implementing Restorative Practices
Start Date: 7/1/2017       End Date: 6/30/2018
Program Area(s): Professional Education, Student Services
Supported Strategies:
  • Data-informed Instruction
  • Dropout Prevention Expansion
  • Social and Emotional Wellness Programs
  • Culturally Competent Mental Health Services in the Schools: Tips for Teachers
Provide underperforming grade 9 students with the opportunity for virtual credit recovery.
Description:  At the semester break, we will review the academic data for grade 9 students.  Underperforming students will be enrolled into a virtual credit recovery class.
  1. The virtual class period will be staffed by a HQT as well as a social emotional support staff member.
  2. Students will be dis-enrolled from the class in which they were struggling and enrolled into the virtual course during the same class period.
  3. Students in virtual credit recovery will be closely monitored and supported by counselors, administrators, virtual teachers, and support staff.
  4. Selected students will be referred via teacher and counselor recommendation as well as parent/guardian endorsement.
Evidence of success:
Virtual course rosters
Grades of enrolled students
Student and teacher interviews
Start Date: 1/31/2017       End Date: 6/29/2018
Program Area(s): Student Services
Supported Strategies:
  • Extended school day for data-driven instructional opportunities.
  • Extended school year learning opportunities.
  • Credit Recovery Program

Appendix: Professional Development Implementation Step Details

LEA Goals Addressed:  Ensure that there is a system within the school that fully ensures consistent implementation of effective instructional practices that meet the needs of all students across all classrooms and aligns with the Pennsylvania Framework for Teaching     
 
Strategy #1: Professional Development and Training
Strategy #2: Data-informed Instruction
Strategy #3: Efficient Administrative Structure
Start:  7/1/2017              End: 6/30/2018                                                                                                                                  
Title:  Professional development sessions for teachers will focus on the Classroom Environment and Instruction domains of the Pennsylvania Framework for Teaching, with a concentration on best practices.   
Description:
  1. During district-offered professional development time, teachers will strengthen their understanding of the Pennsylvania Framework for Teaching and best practices of instruction.
  2. Afterschool professional development sessions and faculty meetings will focus on teacher learning in the on-stage domains: Classroom Environment and Instruction.
  3. Teachscape will provide enhanced understanding of the framework during professional development.
  4. Specific topics include schoolwide literacy and cultural proficiency.
Evidence will include:
Professional development monthly calendar
Departmental PLC agendas/plans/minutes
Teacher reflections and journals
Teacher generated lessons and materials
Person Responsible: Building Administrative Team, Department Chairs
SH    3.0
S     9
EP    150
Provider: School Administration
Type: School Entity
App.: Yes
Knowledge:  Teachers will continue to enhance their knowledge of best practices within the Pennsylvania Framework for Teaching. Educators will continue to incorporate strategies and skills characteristic of proficient and distinguished levels of instruction.
Supportive Research: Charlotte Danielson's Framework for Teaching.
Designed to Accomplish
For classroom teachers, school counselors and education specialists
  • Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.
  • Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.
  • Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.
  • Empowers educators to work effectively with parents and community partners.
For school and district administrators, and other educators seeking leadership roles
  • Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.
  • Provides leaders with the ability to access and use appropriate data to inform decision-making.
  • Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
Training Format:
  • Series of Workshops
  • School  Whole Group Presentation
  • Department Focused Presentation
  • Online-Asynchronous
  • Professional Learning Communities
Participant Roles
  • Classroom teachers
  • Principals / Asst. Principals
  • School counselors
  • New Staff
  • Other educational specialists
Grade Levels: High (grades 9-12)
 
Follow-up Activities
  • Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers
  • Analysis of student work, with administrator and/or peers
  • Creating lessons to meet varied student learning styles
  • Joint planning period activities
  • Journaling and reflecting
Evaluation Methods        
  • Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.
  • Review of participant lesson plans
  • Review of written reports summarizing instructional activity
  • Portfolio
  • Self-assessment and SAS modules

Assurance of Quality and Accountability

We, the undersigned, hereby certify that the school level plan for William Allen HS in the Allentown City SD has been duly reviewed by a Quality Review Team convened by the 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 ESEA requirements for Title I schools
•             Reflects sound educational practice
•             Has a high probability of improving student achievement
•             Has sufficient District leadership and support to ensure successful implementation

With this Assurance of Quality & Accountability, we, therefore, request that the Secretary of Education and the Pennsylvania Department of Education grant formal approval to implement the school level plan submitted by William Allen HS in the Allentown City SD for the 2014-2017 school-year.

Affirmed by C. Russell Mayo on 5/31/2016
Superintendent/Chief Executive Officer
Affirmed by David Zimmerman on 6/29/2016
Board President
Affirmed by Elaine Eib on 7/8/2016
IU Executive Director

Evaluation of School Improvement Plan

2016-2017 Improvement Evaluation

Describe the success from the past year.
This year we implemented our Adopt-an-Anchor initiative in the areas of Literature and Biology. Every teacher in the building is integrating literature eligible content into their lessons on a regular basis. English teachers are focusing on fiction while the rest are focusing on non-fiction. The biology eligible content has been divided amongst the science teachers, and they have been working to integrate those anchors into their curriculum. Students are writing in all classes everyday with the writing bell-ringers we have recently added, and reading strategies are being implemented as well. Our teachers are sharing lessons and best practices regularly during departmental PLCs. Data is being reviewed and shared more often, and the use of our new binders has teachers looking at their students’ data more than ever before. They are using the data to identify needs and plan supports through focused data activities.
We have made great strides in our work with cultural proficiency and equity. Teachers have been given copies of The Freedom Writers Diary and have read several of the journal entries. Manny Scott, one of the original Freedom Writers, spoke to our entire staff and faculty. He also addressed our community at an evening event. A school-wide assembly was held in the gymnasium in which one of Manny Scott’s colleagues, Matthew Benson, addressed our entire student body. These opportunities have made for some excellent discussions and learning experiences.
Describe the continuing areas of concern from the past year.
Originally, we did not see any improvement between Literature Study Island Benchmark #1 and #2. While we had planned to implement Adopt-an-Anchor in the area of Algebra, we shifted gears and decided to strengthen literacy instead. Since we have added the writing bell-ringers and the reading strategies, the teachers have noticed a difference in their students writing and comprehension, and we are hopeful that Study Island Benchmark #3 will show some gains. We will continue with our focus on school-wide literacy, because our students continue to perform poorly on the Keystone Exams, and we believe that this focus will strengthen their performance on all future assessments. While our Algebra data has shown slight improvement in the Study Island Benchmarks, we are still not where we need to be. Next year, we will be looking to add the math piece into our Adopt-an-Anchor initiative by integrating math eligible content into other content areas.
Describe the initiatives that have been revised.
We have been using the Agile Mind program in our Developmental Algebra I classes and the Carnegie Math program in our Applied Geometry classes. This year our Algebra Task Force and math department chairpersons have been visiting the middle schools to view the Go Math program in action. We have also been reviewing other textbooks and programs to implement. Decisions will be made in April 2017 as to which direction we will take in these classrooms. We have also decided to expand our System 44 program to another room designated for supporting EL students. The program has been very successful with our EL and low-incidence Special Ed program, and we are looking forward to providing access to more of our students.

2015-2016 Improvement Evaluation

Describe the success from the past year.
We take great pride in our continued work with our increasing graduation rates and our decreasing drop-out rates. The data exhibits our personalized work with our at-risk students and families. Our Guidance Counselors, our Outreach Worker, Parent Liaison, Home and School Visitor, and the entire staff devote time and talents to providing targeted assistance to students and families in need of added support. We know there can be many barriers that compromise learning, so we work to identify the roadblocks, and remove them, one at a time. Sometimes, removing just the nexus barricade can open up a flood of progress towards meeting academic and lifetime goals for students..  
Describe the continuing areas of concern from the past year.
With the decrease in district-wide staff over the past four years, in all areas of constituencies, we continue to add responsibilities to our repertoires in order to provide sustained and comprehensive services to our students and families. With the added expectations, one of our losses has been reduction in teacher and staff professional learning communities; this is primarily due to scheduling and time constraints. We fully believe in the power of strategic PLCs that focus on SMART goals. New interventions can often be challenging to initiate until all staff and stakeholders are fully briefed and developed in the functions, actions, and goals of the project.
Describe the initiatives that have been revised.
We are expanding our online learning interventions, particularly with the resources provided by Discovery Education. Our Science and Social Studies departments are currently piloting and/or embedding Discovery Techbooks into their curricular resources. Additionally, we have expanded our Social and Emotional supports through an expanded partnership with Communities in Schools-staff dedicated to specifically target our students who are disconnected to their academic program yet who are still in attendance at school. This slice of our at-risk population could be considered an exclusive sector worthy of our strategic support; they are here in school, available to our tactical remediations.

2014-2015 Improvement Evaluation

Describe the success from the first year plan.
1.  Data-informed instruction continues to be enhanced by student assessment software capabilities.  Through Study Island, Apex Tutorials, and teacher-developed assessments, we are able to identify specific learning needs of our students.  Often, the software offers reports for teachers that further annotate student learning strengths and gaps.
2.  The use of College Board's Springboard program in Math and Language Arts courses continues to raise expectations for student learning.  Our expanded implementation of Springboard's learning and instructional strategies has reaped encouraging data in student benchmark assessments.  Teachers have expressed the merits of this program on many occasions.
3.  Our College and Career Readiness offerings continue to strengthen with more and more students enrolling in post-high school training and employment opportunities.  The multi-facted staff continues to hone their collaborative skills in supporting students and families.
4.  We have integrated Communities in Schools staff to work specifically with our at-risk population.  Though the staff began their work mid-school year, they are reaching out to many students and families, and their intiial impact is noteworthy.
5. We provided writing workshops and exam review for Advanced Placement and Dual Enrollment students, leading to increased achievement levels.
6. We expanded our tutoring assistance through the use of during the day tutors.
7.  Our parent and family communications continue to strengthen, through expanded family events and home-school organizations.
Describe the continuing areas of concerns from the first year plan
1.  Identifying professional development time for our professional staff continues to be a problem.  The emergency school closures due to harsh winter weather also affected meeting time, especially since one of the closures was on a staff development day.  We continue to be creative in finding time to support and develop our knowledge and skills after school, in the evenings, over the summer, and even during the school day provided students' learning time is not compromised.  Our goal is to reinvigorate our teacher-led PLC's, which were once embedded in our school day.
2.  Our focus on student-directed instruction continues to be a topic for professional development: Transitioning more learning from teacher-directed to student-directed to enhance ownership, participation, and engagement.
3.  Maintaining a consistent staff in our Alternative to Suspension programs have offered us challenges to continuity in our ATS programming.  We fully understand the importance of appointing key individuals to work with our students who are working on restoring compromised relationships which have manifested in barriers to learning.  Hiring a resilient teacher and behavioral specialist for this role is of utmost importance.
4.  With the turnover of staff in the past two years, we are in need of refresher training in our Restorative Practices implementation.  Our whole-school change model had significant, positive effects on our school climate in the first two years.  Two years later, we need to revitalize and refresh our teachers' restorative skill sets.
5.  Due to the reduction in ASD staff over the past four years, our grade nine academic teaming has lost a few key elements, such as daily common planning time for teachers.  We would like to implement grade nine academic teams as defined in our district plans, with fidelity.
Describe the initiatives that have been revised
1.  Our Dropout Prevention initiatives expanded to include our newly appointed Communities in Schools staff: 2 staff counselors and 1 site manager.  These individuals work specifically with our at-risk students, connecting and re-connecting school and family goals.
2.  We have recently established a two-week summer intensive intervention course for Biology students.  Our goals are to expand this intervention to Algebra I and English II under-performing students.
3. The introduction of the flipped classroom model to the Developmental Algebra classroom will supplement and enhance the Agile Mind program.
4. The incorporation of Student Learning Objectives, as described in the Educator Effectiveness System, will provide an additional level of planning and data analysis to enhance student achievement.