Russell C. Phillips El Sch

Schoolwide Title 1 School Plan| 2024-2025

1

Profileand Plan Essentials

School
	AUN/Branch
	
Farrell Area Elementary School
	104432503
	
Address 1
	
1600 Roemer Blvd.
	
Address 2

City
	State
	Zip Code
	
Farrell
	PA
	16121
	
Chief School Administrator
	Chief School Administrator Email
	
Dr. LoraA. Adams-King
	ladams-king@farrellareaschools.com
	
Principal Name
	
Neall Jones
	
Principal Email
	
njones@farrellareaschools.com
	
Principal Phone Number
	Principal Extension
	
724-509-1114
		
School Improvement Facilitator Name
	School Improvement Facilitator Email
	
Dr. David Zupsic
	david.zupsic@miu4.org

2

Steering Committee

Name
	Position/Role
	Building/Group/Organization
	Email
	
Neall Jones
	Principal
	Farrell Area School District
	njones@farrellareaschools.com
	
Riley Smoot
	Schoolwide Resource Officer
	District
	rsmoot@farrellareaschools.com
	
Nicole Lombardi
	Educational Specialist
	Elementary
	nlombardi@farrellareaschools.com
	
Arthur Hunyadi
	Teacher
	Elementary
	ahunyadi@farrellareaschools.com
	
Keirnan Grill
	Special Education Director
	District
	kgrill@farrellareaschools.com
	
Jordan Snyder
	Guidance Counselor
	Elementary
	jsnyder@farrellareaschools.com
	
David Zupsic
	Curriculumand Instruction
	Midwestern Intermediate Unit 4
	dzupsic@miu4.org
	
Devi Sahadeo
	Parent
	Elementary
	devisahadeo33@gmail.com
	
Valerie Morrison
	Teacher
	Elementary
	vmorrison@farrellareaschools.com
	
Jennifer Erdman
	Teacher
	Elementary
	jerdmanfarrellareaschols.com
	
Keith Fustos
	Teacher
	Elementary
	kfustos@farellareaschools.com
	
Emily Clare
	District Level Leaders
	District
	eclare@farrellareaschools.com
	
Terrence Crumby
	Community Member
	District
	terrencecrumby@yahoo.com

				

				

3

Vision for Learning Vision for Learning

The Mission of the Farrell Area School District is to work collaboratively within the community to foster a dynamic standards-based curriculum within a safe, educationally managed environment. Facilitated by a caring professional staff, opportunities abound for all students to become actively engaged as productive, responsible lifelong learners empowered to meet the global changes andneeds of a culturally diverse society.

4

Future Ready PA Index

Select the grade levels served by your school. Select all that apply.

TrueK
	True1
	True2
	True3
	True4
	True5
	True6
	
False 7
	False 8
	False 9
	False 10
	False 11
	False 12

Review of the School Level Performance

Strengths

Indicator
	Comments/Notable Observations

Math Academic Growth Score was 90.0 which exceeded the statewide average by 15.1.
	MATH-A slight decrease was made in the All Student Group from the previous year
	
The percentage of Advanced students on the ELA assessment increased from 2.1% in 21-22 to 2.2% in22-23.
	
Increased percentage of students Advanced in Math

Students with disabilities increased from 9.8% to 11.5% from the 21-22 school year to 22-23.
	
Increased 1.7% in ELA

Challenges

Indicator
	Comments/Notable Observations
	
All Student Group earned a 19.3% proficient oradvanced on the PSSA's in ELA.
	
The state average was a 54.5%.
	
All Student Group earned an 17.2% proficient or advanced on the PSSA's in Math.
	
The state average was a 38.3%.
	
ELAAcademic Growth Score was 65.0 which was below the statewide average of 75.4.
	ELA-A significant decrease was made in the All Student Group from the previous year

Review of Grade Level(s)andIndividual Student Group(s)

Strengths

Indicator
	Comments/Notable Observations

5

Students with Disabilities increased from 59% in 21-22 to 73% in 22-23 on the PSSAs in Math ESSA Student Subgroups
Students with Disabilities
	This was an increase of 14% overall.
	
Indicator
Students with Disabilities increased from 70% in 21-22 to 73% in 22-23 on the PSSAs in ELA ESSA Student Subgroups
Students with Disabilities
	
Comments/Notable Observations This was an increase from the 20-21 school year of 3%.
	
Indicator
Economically Disadvantaged students scored 91% in 22-23 which was a slight decrease of 95% in 21-22 in Math. However, this was well above the state average of 74.9%
ESSA Student Subgroups Economically Disadvantaged
	
Comments/Notable Observations This is still above the state average by 16.1%.
	
Indicator
Students with disabilities growth score increased form 59% to 73% in math ESSA Student Subgroups
Students with Disabilities
	
Comments/Notable Observations This is a notable increase of 14% for the 22-23 school year.

Challenges

Indicator
Black students scored 11.5% proficient and or advanced in ELA
ESSA Student Subgroups African-American/Black
	
Comments/Notable Observations
This was a decrease from the 21-22 schoolyear when the percent proficient/advanced for Black students was 26.4.
	
Indicator
19.5% of economically disadvantaged students scored proficient and/or advanced in ELA
ESSA Student Subgroups Economically Disadvantaged
	
Comments/Notable Observations
This was a decrease from the 21-22 schoolyear when the percent proficient/advanced for economically disadvantaged students in ELA was 28%.
	
Indicator
17.4% of economically disadvantaged students scored proficient and/or advanced in Mathematics ESSA Student Subgroups
Economically Disadvantaged
	
Comments/Notable Observations
This was a slight decrease from the 21-22 school year when the percent proficient/advanced for economically disadvantaged students in Mathematics was 17.5%.

6

Summary

Strengths

Review the strengths listed above and copy and paste 2-5 strengths which have had the most impact in improving your most pressing challenges.

All student subgroup had an academic growth score of 90%, which exceeded the statewide average growth standard of 74.9%, by15.1%.
	
Students with disabilities showed gains in ELAof 3% and in Math of 14%.
	
Economically disadvantaged students scored 16.1% above the state growth average in Math.

Challenges

Review the challenges listed above and copyand paste 2-5 challenges if improved would have the most impact in achievingyour Future Ready PA index targets.

All student group is significantly below the state growth average in ELA (54.5%)andMath (38.3%). ELA was 19.3% and Math was17.2%.
	
Black students scoring proficient and/or advanced in ELA decreased from 26.4% to 11.5% from 20-21 to 21-22school year.
	
Economically disadvantaged students scoring proficient and/or advanced in ELA decreased from 28.0% to 19.5% from the 20-21 to 21-22 school year.

7

Local Assessment

English Language Arts

Data
	Comments/Notable Observations
	
WIST
	Large percentages of students in grades 2-6 qualify to receive Tier 3 Reading instruction for decoding deficits.
	
NWEA MAP Growth
	49% of 2nd graders scored in the red range for the 1st Grade Spring Reading assessment.
	
NWEA MAP Growth
	17% of 1st graders scored in the Red range of the K Spring ELA and 21% for K Spring Mathematics Growth assessment.

English Language Arts Summary

Strengths

Teachers trained on new intervention curriculum: Wilson Reading
	
Continuation of Florida Center of Reading Research binders during intervention period-additional classroom teachers utilizing in the 24-25 school year
	
Continuation of new ELA curriculum: Fundations, Wit and Wisdom, Geodes, and Writing Adoption of Tier 2 and 3 Reading Intervention curriculum-Fundations, Wilson
	
Continuation of schoolwide intervention periodwithin the master schedule

Challenges

33% of the all student group demonstrated proficient and/oradvanced growth in ELA from Fall 2023 to Spring 2024.
	
22% of all student group demonstrated proficient and/or advanced growth in Math from Fall 2023 to Spring 2024.
	
The Black subgroup did not meet the statewide goal/target. Their score decreased from 100 to63.
	
The economically disadvantaged subgroup did not meet the statewide goal/target. Their score decreased from 95 to 65.

Mathematics

Data
	Comments/Notable Observations
	
ESGI-Number Recognition
	18 Kindergarten students scored 80-100% on the Number recognition. Many of these studentsattended the district preK program.
	
NWEA MAP
	Two out of 48 4th graders scored in the "proficient" range during the Spring 3rd grade Math Assessment.
	
NWEA Map
	24 our of55 2nd Graders scored in the red range during the Spring 1st grade Math Assessment.

8

Mathematics Summary

Strengths

Student participation forMathematics was 100% for the spring testing.
	
In 2nd grade for the 23-24 schoolyear, an additional teacher was assigned to mitigate large class size.
	
The all student group of proficient and advanced students increased from 18.6% to 22%.
	
90% of the all student group demonstrated growth, which is 15.1% higher than the state standard growth percentage of 74.9%.

Challenges

35% of the all student group, from Fall to Spring 23-24, did not meet the growth expectation formath.
	
47% of 2nd grade students did not meet the growth expectations for math from Fall to Spring 23-24.
	
82.8% of the all student group did not meet interim goal or improvement target.
	
Only 12.4% of the black subgroup made proficient/advanced growth.

Science, Technology, and Engineering Education

Data
	Comments/Notable Observations
	
MAP Growth Science
	Students in grades 4 took the MAP Growth Science test in 23-24 schoolyear.
	
PSSA
	100% participation by all students.

Science, Technology, and Engineering Education Summary

Strengths

Student participation for Science was 100%.
	
33.3% of the all student group in science showed academic growth, which met or exceeded thegrowth measure.

Challenges

66.7% all student group scored less than the statewide average of 58.9%.
	
The black student subgroup decreased from 45.5% in 2021-22 to 29% for the 22-23 school year.

9

10

Related Academics

Career Readiness

Data
	Comments/Notable Observations

100% of the all student group met the Career Standard Benchmark for the 2022-2023 school year.
	The statewide average was 89.6%.
	
100% of Black, economically disadvantaged, and combined ethnicity subgroups met the Career Standard Benchmark for the 2022-2023 school year.
	This is equal to the all student group.

Career and Technical Education (CTE) Programs TrueCareer and Technical Education (CTE)Programs Omit

Arts and Humanities TrueArts and Humanities Omit

Environment and Ecology TrueEnvironment and Ecology Omit

Familyand Consumer Sciences TrueFamily and Consumer Sciences Omit

Health, Safety, and Physical Education TrueHealth, Safety, and Physical Education Omit

Social Studies (Civics and Government, Economics, Geography, History) TrueSocial Studies (Civics and Government, Economics, Geography, History) Omit

Summary

Strengths

Review the comments and notable observations listed previously and record 2-5 strengths which have had the most impact in improving your most pressing challenges.

11

100.0% of the all student group met the Career Standard Benchmark for the 2022-2023 schoolyear.

Challenges

Review the comments and notable observations listed previously and record 2-5 Challenges which if improved would have the most impact in achieving your Mission and Vision.

Continue to maintain 100% completion of the Career Standard Benchmark.

12

Equity Considerations

English Learners

TrueThis student group is not a focus in this plan.

Students with Disabilities

FalseThis student group is not a focus in this plan.

Data
	Comments/Notable Observations

11.5% of students with disabilities scored proficient/advanced on the ELA PSSA.
	This is a increase in performance from the 21-22 schoolyear, when the score was 9.8% Indicators of Success-Indicator #3 Improve the participation and performance of students with disabilities on state assessments.

		
4.9% of students with disabilities scored proficient/advanced on the Math PSSA.
	
This measure remained the same from 20-21 schoolyear to 21-22school year.

Students Considered Economically Disadvantaged FalseThis student group is not a focus in this plan.

Data
	Comments/Notable Observations
	
99.5% of economically disadvantaged students participated in the ELA PSSA during 22-23.
	Remained the same from previous year when participation was 99.5%.
	
98.5% of economically disadvantaged students participated in the Mathematics PSSA during 22-23.
	Slight decrease from previous year when participation was 99.5% in 21-22..

13

Student Groups byRace/Ethnicity

FalseThis student group is not a focus in this plan.

Student Groups
	Comments/Notable Observations
	
Black
	97.6% of Black students participated in the Mathematics portion of the PSSA.
	
White
	100% of White students participated in the Mathematics portion of the PSSA.
	
2 or More Races
	97.1% of students with 2 or more races participated in the Mathematics portion of the PSSA.

Summary

Strengths

Review the comments and notable observations listed previously and record the 2-5 strengths which have had the most impact in improving your most pressing challenges.

97.6% of Black students participated in the Mathematics portion of the PSSA.
	
98.5% of economically disadvantaged students participated in the ELA PSSA and the Mathematics PSSA during 22-23.
	
99.9% of the all student group participated in the ELA, Math and Science PSSA for 22-23.
	
4th grade had 100% participation in the ELA, Math and Science PSSA for 22-23.
	
97.1% of students with 2 or more races participated in the Mathematics portion of the PSSA.

Challenges

Review the comments and notable observations listed previously and record the 2-5 Challenges which if improved wouldhave the most impact in achieving yourMission and Vision.

11.5% of students with disabilities scored proficient/advanced on the ELA PSSA.
	
4.9% of students with disabilities scoredproficient/advanced on the Math PSSA.

	

14

15

ConditionsforLeadership, Teaching, and Learning

Focus on Continuous improvement of Instruction

Align curricular materials and lesson plans to the PA Standards
	Operational
	
Use systematic, collaborative planning processes to ensure instruction is coordinated, aligned, and evidence-based
	
Operational
	
Use a variety of assessments (including diagnostic,formative, and summative) to monitor student learning and adjust programs and instructional practices
	
Operational
	
Identify andaddress individual student learning needs
	Operational
	
Provide frequent, timely, and systematic feedback and support on instructional practices
	Operational

Empower Leadership

Foster a culture of high expectations for success for all students, educators, families, and community members
	Operational
	
Collectively shape the vision for continuous improvement of teaching and learning
	Operational
	
Build leadership capacity and empower staff in the development and successful implementation of initiatives that better serve students, staff, and the school
	
Operational
	
Organize programmatic, human, and fiscal capital resources aligned with the school improvement plan and needs of the school community
	
Operational
	
Continuously monitor implementation of the school improvement plan and adjust as needed
	Operational

Provide Student-Centered Support Systems

Promote and sustain a positive school environment where all members feel welcomed, supported, and safe in school: socially, emotionally, intellectually and physically
	
Operational
	
Implement an evidence-based system of schoolwide positive behavior interventions and supports
	Operational
	
Implement a multi-tiered system of supports for academics and behavior
	Operational
	
Implement evidence-based strategies to engage families to support learning
	Operational
	
Partner with local businesses, community organizations, andother agencies to meet the needs of the school
	Operational

Foster Quality Professional Learning

Identify professional learning needs through analysis of a variety of data
	Operational
	
Use multiple professional learning designs to support the learningneeds of staff
	Operational
	
Monitor and evaluate the impact of professional learning on staff practices and student learning
	Operational

16

Summary

Strengths

Which Essential Practices are currently Operationalor Exemplary and could be leveraged in your efforts to improve upon yourmost pressing challenges?

Use a variety of assessments (including diagnostic,formative, and summative) to monitor student learning and adjust programsand instructional practices *
	
Continuation of an evidence-based system of schoolwide positive behavior interventions and supports
	
Organize programmatic, human, and fiscal capital resources aligned with the school improvement plan andneeds of the school community *
	
Implement grade level data chats from 15 minutes to 30 minutes.

Challenges

Thinking about all the most pressing challenges identified in the previous sections,which of the Essential Practices that are currently Not Yet Evident or Emerging, if improved, would greatly impact your progress in achievingyour mission,vision and Future Ready PA Index interim targets in State Assessment Measures, On-Track Measures, or College and Career Measures?

Use systematic, collaborative planning processes to ensure instruction is coordinated, aligned, and evidence-based
	
Continuously monitor implementation of the school improvement plan and adjust as needed
	
Collectively shape the vision for continuous improvement of teaching and learning *
	
Provide frequent, timely, and systematic feedback and support on instructional practices

17

Summary of Strengths andChallengesfrom theNeeds Assessment

Strengths

Examine the Summary of Strengths. Identify the strengths that are most positively contributing to achievement of your missionand vision. Check the box to the right of these identified strength(s).

Strength
	Check for Consideration in Plan
	
All student subgroup had an academic growth score of 90%, which exceeded the statewide average growth standardof 74.9%, by 15.1%.
	
True
	
Students with disabilities showed gains in ELAof 3% and in Math of 14%.
	True
	
Teachers trained on new intervention curriculum: Wilson Reading
	False
	
Continuation of Florida Center of Reading Research binders during intervention period-additional classroom teachers utilizing in the 24-25 school year
	
False
	
Continuation of new ELA curriculum: Fundations, Wit and Wisdom, Geodes, and Writing Adoption of Tier 2 and 3 Reading Intervention curriculum-Fundations, Wilson
	
False
	
100.0% of the all student group met the Career Standard Benchmark for the 2022-2023 schoolyear.
	False
	
97.6% of Black students participated in the Mathematics portion of the PSSA.
	False
	
33.3% of the all student group in science showed academic growth, which met or exceeded thegrowth measure.
	
False
	
Continuation of schoolwide intervention periodwithin the master schedule
	True
	
In 2nd grade for the 23-24 schoolyear, an additional teacher was assigned to mitigate large class size.
	False
	
The all student group of proficient and advanced students increased from 18.6% to 22%.
	False
	
Student participation forMathematics was 100% for the spring testing.
	False
	
Student participation for Science was 100%.
	False
	
Economically disadvantaged students scored 16.1% above the state growth average in Math.
	True
	
90% of the all student group demonstrated growth, which is 15.1% higher than the state standard growth percentage of 74.9%.
	
False
	
97.1% of students with 2 or more races participated in the Mathematics portion of the PSSA.
	False
	
98.5% of economically disadvantaged students participated in the ELA PSSA and the Mathematics PSSA during 22-23.
	
False
	
Use a variety of assessments (including diagnostic,formative, and summative) to monitor student learning and adjust programs and instructional practices *
	
True
	
Continuation of an evidence-based system of schoolwide positive behavior interventions and supports
	False

18

Organize programmatic, human, and fiscal capital resources aligned with the school improvement plan and needs of the school community *
	
False
	
99.9% of the all student group participated in the ELA, Math and Science PSSA for 22-23.
	False
	
4th grade had 100% participation in the ELA, Math and Science PSSA for 22-23.
	False
	
Implement grade level data chats from 15 minutes to 30 minutes.
	False

Challenges

Examine the Summary of Challenges. Identify the challenges which are most pressing at this time for your School and if improved would have the most pronounced impact in achievingyour mission and vision. Check the box to the right of these identified challenge(s).

Strength
	Check for Consideration in Plan
	
All student group is significantly below the state growth average in ELA (54.5%)andMath (38.3%). ELA was 19.3% and Math was 17.2%.
	
True
	
Black students scoring proficient and/or advanced in ELA decreased from 26.4% to 11.5% from 20-21 to 21-22 school year.
	
False
	
33% of the all student group demonstrated proficient and/oradvanced growth in ELA from Fall 2023 to Spring 2024.
	
False
	
Economically disadvantaged students scoring proficient and/or advanced in ELA decreased from 28.0% to 19.5% from the 20-21 to 21-22 school year.
	
False
	
22% of all student group demonstrated proficient and/or advanced growth in Math from Fall 2023 to Spring 2024.
	
False
	
Continue to maintain 100% completion of the Career Standard Benchmark.
	False
	
Collectively shape the vision for continuous improvement of teaching and learning *
	True
	
35% of the all student group, from Fall to Spring 23-24, did not meet the growth expectation formath.
	False
	
66.7% all student group scored less than the statewide average of 58.9%.
	True
	
47% of 2nd grade students did not meet the growth expectations for math from Fall to Spring 23-24.
	False
	
The black student subgroup decreased from 45.5% in 2021-22 to 29% for the 22-23 school year.
	True
	
The Black subgroup did not meet the statewide goal/target. Their score decreased from 100 to63.
	False
	
The economically disadvantaged subgroup did not meet the statewide goal/target. Their score decreased from 95 to 65.
	
False
	
82.8% of the all student group did not meet interim goal or improvement target.
	False
	
Only 12.4% of the black subgroup made proficient/advanced growth.
	False
	
11.5% of students with disabilities scored proficient/advanced on the ELA PSSA.
	False

19

4.9% of students with disabilities scoredproficient/advanced on the Math PSSA.
	False
	
Continuously monitor implementation of the school improvement plan and adjust as needed
	False
	
Use systematic, collaborative planning processes to ensure instruction is coordinated, aligned, and evidence-based
	
False
	
	False
	
Provide frequent, timely, and systematic feedback and support on instructional practices
	False

Most Notable Observations/Patterns

In the space provided, record any of the comments and notable observations made asyour team worked through the needs assessment that stand out as important to the challenge(s) you checked for consideration in your comprehensive plan.

The students performed well below the state-wide level on the state assessments. Curriclum teams were developed and the adoption ofa new ELA curriculum is being instituted ( Heggerty, 2020) Whit andWisdom, Geodes, Fundations, Florida Center of Research, Language and Writing Instruction) based off of the Science ofReading. The schoolwide master schedule was revised that includes a common intervention time for each grade level. Title teachers and Related Arts teachers will assist in providing smallgroup interventions. Intervention curriculum (Moving with Math and Wilson Reading Language) will be utilized.

20

Analyzing (Strengthsand Challenges)

Analyzing Challenges

Analyzing Challenges
	Discussion Points
	Check for Priority
	
All student group is significantly below the state growth average in ELA (54.5%)andMath (38.3%). ELA was 19.3% and Math was 17.2%.
		
True
	
Collectively shape the vision for continuous improvement of teaching and learning *
		False
	
66.7% all student group scored less than the statewide average of 58.9%.
		True
	
The black student subgroup decreased from 45.5% in 2021-22 to 29% for the 22-23 school year.
		False

Analyzing Strengths

Analyzing Strengths
	Discussion Points
	
Continuation of schoolwide intervention periodwithin the master schedule
		
All student subgroup had an academic growth score of 90%, which exceeded the statewide average growth standard of 74.9%, by 15.1%.
		
Students with disabilities showed gains in ELAof 3% and in Math of 14%.
		
Use a variety of assessments (including diagnostic,formative, and summative) to monitor student learning and adjust programs and instructional practices *
		
Economically disadvantaged students scored 16.1% above the state growth average in Math.

Priority Challenges

Analyzing PriorityChallenges
	Priority Statements
	
	The intervention period will provide small grouplessons for all students throughout the course of the week.
	
	Intervention groups will be structured to address specific, identified student learning deficits.

21

Goal Setting

Priority: The intervention period will providesmall group lessons for all students throughout the course of the week.

Outcome Category
	
English Language Arts
	
Measurable Goal Statement (Smart Goal)
	
Data teams will meet three times per quarter to review benchmark and progress monitoring data of individual students.
	
Measurable Goal Nickname (35 Character Max)
	
Data Teams
	
Target 1st Quarter
	Target 2nd Quarter
	Target 3rd Quarter
	Target 4th Quarter
	
Grade level data teams will meet 3x to review benchmark and progress monitoring data.
	Grade level data teams will meet 3x to review benchmark and progress monitoring data.
	Grade level data teams will meet 3x to review benchmark and progress monitoring data.
	Grade level data teams will meet 3x to review benchmark and progress monitoring data.

Outcome Category
	
Mathematics
	
Measurable Goal Statement (Smart Goal)
	
The number of students scoring in the red range for MAP Growth Mathematics will decrease by half for the 1st Benchmark administration to the 3rd.
	
Measurable Goal Nickname (35 Character Max)
	
MAPGrowth Mathematics
	
Target 1st Quarter
	Target 2nd Quarter
	Target 3rd Quarter
	Target 4th Quarter
	
All students will participate in the MAP Growth Mathematics exam on NWEA.
	Teachers will develop and deliver tiered mathematics lessons to students during intervention period, based on benchmark and progress monitoring data.
	All students will participate in the 2nd administration of the MAP Growth Mathematics exam on NWEA.
	All students will participate in the 3rd administration of the MAP Growth Mathematics exam on NWEA.

Outcome Category
	
Essential Practices 3: Provide Student-Centered Support Systems
	
Measurable Goal Statement (Smart Goal)
	
All students in each grade level will receive small group instruction daily. The intervention groups will be revised at least2x per quarter based on recent data results.

22

Measurable Goal Nickname (35 Character Max)
	
School Wide Intervention
	
Target 1st Quarter
	Target 2nd Quarter
	Target 3rd Quarter
	Target 4th Quarter

Grade level teams will meet 2x during the 1st quarter to review data and select intervention groups based on student need.
	All students will take 2nd benchmark exams in Reading and Mathematics; intervention groups will be revised at least 2x per the 2nd quarter based on benchmark and progress monitoring data.
	All students will take 3rd benchmark exams in Reading and Mathematics; intervention groups will be revised at least 2x per the 3rd quarter based on benchmark and progress monitoring data.
	
Progress monitoring data will be utilized to revise intervention groups at least 2x during the 4th quarter.

Priority: Intervention groups willbe structured to address specific, identified student learning deficits.

Outcome Category
	
Essential Practices 1: Focus on Continuous Improvement of Instruction
	
Measurable Goal Statement (Smart Goal)
	
All students in each grade level will receive small group instruction daily. The intervention groups will be revised at least2x per quarter based on recent data results.
	
Measurable Goal Nickname (35 Character Max)
	
Improvement of Instruction
	
Target 1st Quarter
	Target 2nd Quarter
	Target 3rd Quarter
	Target 4th Quarter
	
All students will take the MAP benchmark assessment. Data will be reviewed and intervention groups formed.
	Data from progress monitoring will be used to restructure intervention groups.
	Data from progress monitoring and 2nd benchmark will be used to restructure intervention groups.
	
All students will participate in the 3rd administration of the MAP benchmark assessment.

23

Action Plan

Measurable Goals

Data Teams
	MAPGrowth Mathematics
	
School Wide Intervention
	Improvement of Instruction

Action Plan For: Data teams

Measurable Goals:
	
• Data teams will meet three times per quarter to review benchmark and progress monitoring data of individual students.

Action Step
	Anticipated Start/Completion Date
	
Data teams will meet 3x per quarter to review benchmark and progress monitoring data for individual students.
	
2024-09-03
	
2025-05-30

Lead Person/Position
	Material/Resources/Supports Needed
	
PD Step?
		
Dr. Emily Clare, Supervisor of Curriculum and Instruction, Interim Middle/High School Principal
	Benchmark data, progress monitoring data
	
No

Action Step
	Anticipated Start/Completion Date
	
Students K-6 will be organized into intervention groups based on most recent data.
	2024-09-05
	2025-05-30

Lead Person/Position
	Material/Resources/Supports Needed
	
PD Step?
		
Dr. Emily Clare, Supervisor of Curriculum and Instruction, Interim Middle/High School Principal
	
Time
	
Yes

Anticipated Output
	Monitoring/Evaluation(People, Frequency, and Method)
	
Targeted intervention lessons
	Grade-Level teachers, Title Interventionist Teachers, Related Arts Teachers/ Weekly

24

25

Expenditure Tables

School Improvement Set Aside Grant

TrueSchool does not receive School Improvement Set Aside Grant.

Schoolwide Title 1 Funding Allocation

False School does not receive Schoolwide Title 1 funding.

eGgrant Budget Category (Schoolwide Funding)
	
Action Plan(s)
	
Expenditure Description
	
Amount
		
Other Expenditures

• Data teams
	
Professional Educational Services (Salaries/Benefits)

644849
		
Other Expenditures

• Data teams
	
Other Purchased Services -Homeless Set Aside

150
		
Title II.A and Title IV.A Transfer Funds

• Data teams
	
Professional Educational Services

55252

Total Expenditures
	700251

26

Professional Development

Professional Development Action Steps

Evidence-based Strategy
	Action Steps
	
Data teams
	Students K-6 will be organized into intervention groups based on most recent data.

MAP Data Analysis

Action Step
	
• Students K-6 will be organized into intervention groups based on most recent data.
	
Audience
	
K-6 Classroom teachers, Title I Interventionists, Related Arts Teachers
	
Topics to be Included
	
Data Analysis
	
Evidence of Learning
	
Intervention groups-organized by most recent data results
	
Lead Person/Position
	Anticipated Start
	Anticipated Completion
	
Dr. Emily Clare
	2024-09-13
	2025-05-30

Learning Format

Type of Activities
	Frequency
	
Coaching (peer-to-peer; school leader-to-teacher; other coaching models)
	Weekly
	
Observation and Practice Framework Met in this Plan

This Step Meets the Requirements of State Required Trainings
	
Teaching Diverse Learners in Inclusive Settings

27

Approvals & Signatures

Uploaded Files

Chief School Administrator
	Date

Building Principal Signature
	Date
	
Neall Jones
	2024-12-18
	
School Improvement Facilitator Signature
	Date

28