Gateway School District

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Title One Compact 2017 - 2018

Date: September 15, 2017

 

School: Evergreen Elementary School

District: Gateway

Principal: Michael Matteo

Email:  mmatteo@gatewayk12.org

Address: 3831 Evergreen Drive

City: Monroeville

Zip: 15146

Phone: 412-373-5842

Fax: 412-373-5845

Federal Programs Coordinator: Dr. Guy Rossi

Coordinator Email: grossi@gatewayk12.org

If revision was requested, Date of Previous Submission:

TITLE I School:   Yes                   No

     

    Title I Schoolwide Planning

        Components/Template

 

            Please indicate your school’s most recent NCLB/AYP status:

 

        **Met AYP                                         Making Progress in School Improvement I

        Warning                                           Corrective Action II (1ST year)

        School Improvement II                   Making Progress in Corrective Action I

 

School Demographics

 

Low Income Percentage  ***

45 %

 

School Grade Span:

K

to

4

Ethnic/Racial Breakdown

 

 

 

    White

30%

 

School Enrollment

256

    Black

38%

 

IEP Students

13.6 %

    Hispanic

7 %

 

ELL Students

 3 %

    Asian/Pacific Islander

 12%

 

Migratory Students

2%

    Native American

2 %

 

Homeless Students

0 %

 

 

 

 

 

 

 

 

Highly Qualified Teachers

100%

 

PSSA Data

Below Basic

Basic

Prof

Adv

If not all teachers are highly qualified, funds must be set aside and used to ensure that all teachers become highly qualified.  See Teacher Quality and Professional Development Section.

 

 

 

Reading

      10%

24%

46%

20%

If Not Making AYP Identify Group(s) Not Meeting Targets (Circle All That Apply)

 

Math

6%

13%

33%

47%

Science

1%

16%

59%

23%

Graduation

Attendance

 

 

 

 

 

 

Reading: 

 

Math: 

All

IEP

ELL

ECD

Racial/Ethnic*:

 

All

IEP

ELL

ECD

Racial/Ethnic*:

                             

*Identify the Racial/Ethnic group(s) not meeting AYP targets using the following:

W= White

B= Black

H= Hispanic

A= Asian

NA= Native American

***If Low Income Percentage is

     between 30% and 39%, an 

     Ed-Flex Waiver must be obtained.

 

 

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

Date Rec’d:

Date Approved:

 

Schoolwide Planning Information

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.  NCLB requires a year long planning period prior to the implementation of a Title I schoolwide plan, unless the LEA can demonstrate that less time was needed to properly develop and implement the plan.  Below, provide information regarding the planning and development of the Title I schoolwide plan.

 

Note:  Section 1114 (b)(2)(B) of the Title I law requires that the Plan be developed with the involvement of parents and other members of the community to be served, as well as teachers, principals and administrators.

 

Planning Team:

 

 

Name of Team Member

Position/Representation

Michael Matteo

Principal

Jennifer Hayes

Reading Specialist

Suzanne Kovak

Parent and FTO member

Stephanie Forga

Parent

 

 

 

 

 

 

 

 

 

 

 

 

SW Planning Period:              X  1 Year Planning Period

£  Less Than 1 Year Planning Period**

 

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

 

 


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

Ö all columns that apply

Planning. team

All staff

Parents

 

 

8/21/17

In-service training for staff. Input and planning

 

XX

 

 

10/16/17

FTO Meeting / Presentation of plan and input from families

XX

 

XX

 

10/23/17

Planning Team review and submission of final plan.

XX

 

 

 

1/23/18

Mid Year Review Meeting and progress report.

XX

 

XX

 

 

 

 

 

 

 

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.

Gateway School District Administration and surveyed all educators regarding their use of technology.  The results showed a need for additional hardware for students and teachers was needed.  As the new forms of technology are implemented, students will experience increased exposure to interventions and opportunities for growth.

 

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

 

Date

Provider

Type of Assistance

8/21/17

GSD

Inservice

10/9/17

GSD

Parent involvement planning, Grade Level ELA and Math training,

2/19/18

GSD

Intervention training, including Superkids, RAZ Kids, SRI

1/31/18

AIU

RTSS Reboot

 

 

 

 

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, 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. 

        

The elementary school curriculum in the Gateway School District includes Kindergarten through Fourth grade. Instruction in all academic areas is provided by the classroom teacher through a variety of flexible grouping strategies, with support provided by additional staff that provide instruction in Reading and special education.  In addition, itinerate teachers infuse the arts into the curriculum by providing every students with Art, Music, and Physical Education.   Computer classes are also taught to all grade levels.  The individual needs of young learners are met through explicit instruction and differentiation of the Gateway curriculum.  This year, lead by a team of 8 teachers, is bringing professional development training to all staff in providing teachers with a comprehensive model of culturally responsive teaching that crosses disciplines and cultures to engage learners while respecting their cultural integrity.  ESL instruction is also provide to our ELL population. 

 

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

 

Student Achievement Data

Teacher Data

PSSA Data

Local Assessments

SRI

Olsat

MAP Assessment Data

Theme Assessments

Dibels

 

 

 

Parent Involvement Data

Leadership Data

FTO Participation Sign in Sheets

PSSA

Parent Survey

Dibels

 

                                     

 

 

 

  1. 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.)

-Gateway School District administration conducts ongoing data analysis to gain perspective on how the curriculum and interventions are affecting student achievement.   Benchmark assessments are conducted at the beginning of the year to provide teachers with baseline data.

- Staff met together during teacher in-service training to develop a common list of ethical behaviors that with be taught and modeled throughout our classrooms and school.  These behaviors will be incorporated into everyday lessons.

-

 

  1. Based on the data gathered and the analysis done, discuss the areas of strength and the weakness that were identified.

 

Science performance of our students is a strength. 

 

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.)

 

Area of Need to Be Addressed

Data Source #1

Data Source #2

Data Source #3

1. Reading performance of 3rd and 4th grade students

PSSA

MAP

Local Assessments

2.  Math Performance of 4th grade student

PSSA

MAP

Local Assessments

3. School Wide Positive Behavior Program

School Level Data

Skyward Data

PBIS Data

4.

 

 

 

5.

 

 

 

  1.      Describe the goals for year 1 that the schoolwide planning team agreed upon for each of the areas of need listed above.

Goal for Need #1 above:

We will increase the number of 3rd and 4th grade students scoring proficient and advanced levels in reading as indicated by the PSSA by 10%

 

Goal for Need #2 above:

We will increase the number of students scoring proficient and advanced levels in Math as indicated by the PSSA by 10%

 

Goal for Need #3 above:

A school wide positive behavior program will be implemented to decrease the number of behavior referrals by 15%.

 

 

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): Specific academic interventions to meet student need to close the achievement gap and meet levels of proficiency. 

Data collected from PSSA, Dibels, On-hand Assessments, and local curriculum based assessments will be used to monitor and adjust daily instruction.  Flexible grouping will be used to target our students who are performing below proficient. 

                  Interventions include:

                  Skills Tutor

                  One on one Tutoring

                  Afterschool Tutoring

                  SRI

                  Raz Kids

                  6 minute Solution

                  Arts integration to reach student interest level.

                 

                  Classroom Volunteer Tutors

 

Goal #2 – Solution(s): Math curriculum is aligned with common core standards.  PSSA, On-Hand Assessments, and local curriculum assessments will be used to monitor and adjust daily instruction and target those students who are not meeting benchmark. Flexible grouping and intervention block will be used to deliver interventions for those students.

                  Skills Tutor

                  Individual Tutoring

                  Afterschool Tutoring    

                  Think Through Math

 

Goal #3 – Solution(s):

Implementation of a school wide positive behavior plan to address expected behavior across all environments.  Students will be publically rewarded for good behavior.  The team will meet monthly to review the plan to ensure all staff is modeling expected behavior. 

 

 

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 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:

 

  1.      give the grade level to be assessed
  2.      give the appropriate content area
  3.      give the full name of the assessment
  4.       when will it be given
  5.      how will staff be trained to give it
  6.       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

 

4

 

 

Reading

 

MAP / NWEA

Every Nine Weeks Throughout the year

Staff is trained and qualified.

 

Data analysis used to guide lesson planning and grouping of students.

 

 

  1.      Describe strategies or processes that have included teachers in the decisions regarding the use of academic assessments to improve the achievement of individual students and the overall instructional program.

 

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

X              Reading

X              Math

X              Science

                    Before School

X              After School

X                 Lunch/Study Periods

 

                  X   Summer School Program

X                 Reading

X                 Math

 

X             In-class Instructional Support

 

X             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.

Building level data teams will continuously review recent data to monitor student performance.  Title one teachers will work together with grade level data teams.

 

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

Struggling learners are identified through the SST process.  Academic deficiencies will be identified and appropriate interventions will be provided in the classroom and in specific intervention groups.

 

  1.       Describe services for the following special populations:

 

  •      how services will be provided for your special education students;

     Evergreen Elementary special education students are serviced by two learning support teachers that provide    specific academic support to identified students.

  •      how services will be provided for your English Language Learners;

All ELL students are provided with academic support from our ESL instructor.  This instructor works with classroom teachers to provide supplemental instruction in English/Language Arts and Reading.

 

  •      how services will be provided for your migrant students; and
  •      how services will be provided for your homeless students

The school counselor and social worker will work with all service agencies to ensure the students are screened, and appropriate serves and interventions are provided


Plan Implementation

 

Once the goals of year 1 of the schoolwide plan have 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.

 

 

ADMIN

 

  1.       What steps will building-level administrators take to ensure that implementation is occurring effectively? Conduct informal and formal observations of instruction over all content areas.  Lesson plans are reviewed to ensure that instruction is aligned with PA standards.  

 

  • Provide the resources teachers need to plan and deliver effective instruction.
  •           Discuss professional development needs with building professional development team, involving them in the planning and facilitation of professional development.
  •            Effectively utilize title one teachers to grow self and staff.
  •            Plan and facilitate professional development to ensure teachers and instructional aides have the training needed to improve teaching and learning.
  •            Facilitate weekly support groups for teachers and instructional aides to discuss effective instructional strategies and problems of practice.
  •      Engage parents by providing information and parent workshops, and gathering feedback and input.
  • Regularly observe teachers and provide feedback on the effectiveness of their work.
  •           Collect, analyze and use student achievement data to evaluate effectiveness of instructional programs and strategies, differentiating and responding to both systemic and individual issues. This will be done formally at data analysis meetings with teaching teams, special education teachers and instructional aides.
  •             What types of milestones and timelines have been established for year 1 to help building-level administrators gauge progress toward year 1 goals?

-Benchmark Assessment schedule will provide ongoing monitoring of performance by providing assessment reports to be analyzed.

Tutoring program will be implemented on October 1, and concludes on March 31. 

 

  1.      What measures/data will be reviewed throughout year 1 to inform building-level administrators of progress toward goals?

 

Formative Assessments

Benchmark Assessments

Theme and unit Tests

MAP / NWEA Assessments

Core Assessments

 

 

 

 

 

 

 

Summative Assessments

Other Assessments

PSSA

DIBELS

 

 

 

 

 

  1.       How will administrators ensure that data gathered from the above sources throughout the year is shared with classroom teachers, reviewed, analyzed and changes to instruction made?

Assessment Data will be shared during in-service day training, and data team meetings.  We will also review individual data during SST meetings.

 

TEACHERS

 

  1.       How were teachers informed of the development of the schoolwide plan?

 

In August, during our in-service, we discussed and outlined our building-wide PSSA assessment data where we examined performance level data overall, and within our subgroups.  We discussed our title one schoolwide plan and made adjustments as feedback was obtained.

 

  1.      How will teachers be involved in the implementation of the plan?

 

Teachers will monitor individual student data and use appropriate interventions to assist students with instruction and assessment.  The staff will use the November in-service to review data and assign students to intervention groups or small group reading support groups.

 

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

We are planning to review our plan in January.  Teachers will monitor the data and provide feedback based on individual student performance and overall student progress.

 

                       

PARENTS

 

  1.  How were parents informed of the development of the schoolwide plan?

The school-wide plan was presented in one of our monthly FTO meetings, as well as displayed in the office for review.

 

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

Parent communication will provide feedback to all stakeholders.  Individual student data reports (DiBELS) will be sent home for parent review. 

 

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

A parent survey will be administered in January to gain feedback.  We also will review the plan in our monthly FTO 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 schoolwide 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 schedule attached

 

Highly Qualified Staff

 

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

 

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

 

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

 

 

 

Parent Involvement Activities

 

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

 

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.) 

 

Skyward– Parents have access to the district’s online electronic grading system 24 hours per day; teachers update weekly.
Quarterly Progress Reports, includes student’s reading level as compared to benchmarks, November, February, March and June

Parent teacher conferences in November and when needed.  

DIBELS, and MAP Results are reported quarterly.


PSSA Reports. 
PVAAS Reports sent to fourth grade parents.

Parent/Student Reading and Writing Nights Periodically throughout the year. (TDA Series)

Parent involvement Meeting 10/30/2017  at Monroeville Public Library

Parent Involvement Meeting 4/28/2018 at the Monroeville Public Library

Parent Technology Training series.

 

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.  We currently communicate in many languages as our materials are translated into the family’s native language, as well as website translation service.  Our ESL teacher coordinates regular communication with families who are not native English speakers.   We also use Transperfect, a service that provides live translation services for meetings and general school – parent communications.


Transition Strategies for Students

 

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

 

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

Parents and students will take part in our Kindergarten Orientation in August, prior to the beginning of the school year.  Students meet with selected staff members as they take part in their tour of our school.  Parent s are able to meet with their teachers and tour the school so students are ready for the first day of kindergarten.

 

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

Fourth Grade students participate in a “move up” day that is coordinated by our middle school guidance counselors.   This day is dedicated to providing each fourth grade student with a tour of the middle school where they meet their teachers. 

 

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

Gateway School District Elementary Schools are currently partnering with pre-schools and day care centers in the area to provide transition services.  The district transition plan is reviewed and approved through the Allegheny Intermediate Unit.

Coordination and Integration of Services and Programs

 

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

 

  • Any federal education program administered by the United States Department of Education, except Reading First;
    • 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?  If yes, please complete chart below.

 

                           Yes                                             No           X                                

 

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

 

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.

 

Ongoing assessment are administered throughout the year.   Targets students received individualize and small group instruction to remediate deficiencies.  

 

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

Title One teachers, Principal, and parent representative.  Participants are selected due to their ongoing use of the assessments.  Parent representatives were selected based on interest. 

 

  1.      Describe what process will be in place to ensure that revisions are completed and that staff and district have been informed of any changes.

Revisions will be noted and report to the school district title 1 coordinator. 

 

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

The building team will meet in January to review data and progress.   Any changes in the plan will be noted and communicated to the district coordinator.