Conemaugh Valley Elementary Schoolwide Plan 2011/12 Update Mission Statement

Conemaugh Valley Elementary Schoolwide Plan

2011/12 Update
Mission Statement

The mission of the Conemaugh Valley School District, in cooperation with the community is to develop life long learners, responsible citizens and contributing members of a global society by providing and maintaining a program of diverse educational opportunities in a positive, safe, and caring environment with a commitment to excellence.

Comprehensive Needs Assessment
The Conemaugh Valley School District is located in southern Cambria County and spans an area of approximately 22 miles with a population of 6960 according to the 2000 Census. This is approximately 316.4 people per square mile. The district in comprised of East Taylor and Conemaugh Townships, Franklin, East Conemaugh and Daiseytown Boroughs. The student population is 984 students among two buildings. As of August 11, 2011, the East Taylor Elementary school is closed. All Pre-K through 6^th grade students will attend Conemaugh Valley Elementary School. Conemaugh Valley Elementary houses 470 students in K-6, and Conemaugh Valley Jr./Sr. High houses 420 students in 7-12. Conemaugh Valley Elementary’s current Free and Reduced Lunch percentage is 50%.
The schoolwide plan is a result of a strategic planning process spanning the 2008/09 school year for implementation 2009/10 and updated each year following. The committee involved in this process included superintendents, building administrators, Federal Programs Coordinator, classroom teachers, paraprofessionals, learning support staff, parents and other community members, as well as community business leaders.
Evaluating 2010/11 SWP Updating the SWP for 201/11 happened under the guidance of Dave Lehman, William Kanich, Rebecca Castiglione, Flo Mastrine, Michelle Miller and Sandee Watroba.
At this time, there are no migratory or homeless students enrolled at CVES. Upon enrollment, the needs of these students would be addressed immediately and in full compliance with NCLB.
The increasing demands of No Child Left Behind led to identifying the need for improvement using a schoolwide program. The 2012 AYP Goals are 78% Mathematics and 81% Reading. The improvement plan will benefit all students in reaching proficiency as outlined y the PSSA.
CVES did not meet the AYP target for 2011 in the Reading IEP subgroup.

Additionally, the Math subgroup met AYP through an alternate measures.

Disaggregated Data –

Reading
Kindergarten DIBELSNext Indicators 2010-11

1^st Grade DIBELS Indicators

2^nd Grade DIBELS Indicators

3^rd Grade DIBELS Indicators

2011 PSSA Data

School Status Report

2010-2011 AYP Status This School met 16 target(s) out of 17. School Improvement I

Mathematics   Participation Goal = 95% Met Participation Target Performance Goal = 67% Met Performance Target All Students  100.0  Yes    82.2  Yes    White non-Hispanic  100.0  Yes    82.9  Yes    Black non-Hispanic  N/A  N/A    N/A  N/A    Latino/Hispanic  N/A  N/A    N/A  N/A    Asian or Pacific Islander  No Students  No Students  No Students  No Students  American Indian or Alaskan Native  No Students  No Students  No Students  No Students  Multi-Racial/Ethnic  No Students  No Students  No Students  No Students  IEP  100.0  Yes    42.6  Yes-SHCI    English Language Learner  N/A  N/A    N/A  N/A    Economically Disadvantaged  100.0  Yes    77.1  Yes

Reading   Participation Goal = 95% Met Participation Target Performance Goal = 72% Met Performance Target All Students  100.0  Yes    69.9  Yes-CI    White non-Hispanic  100.0  Yes    70.6  Yes-CI    Black non-Hispanic  N/A  N/A    N/A  N/A    Latino/Hispanic  N/A  N/A    N/A  N/A    Asian or Pacific Islander  No Students  No Students  No Students  No Students  American Indian or Alaskan Native  No Students  No Students  No Students  No Students  Multi-Racial/Ethnic  No Students  No Students  No Students  No Students  IEP  100.0  Yes    21.3  No    English Language Learner  N/A  N/A    N/A  N/A    Economically Disadvantaged  100.0  Yes    61.8  Yes-GM

Attendance Rate   Attendance Rate Goal = 90% or Improvement Met Attendance Target All Students 94.76%  Yes

Parent Need

Parents have stated a need for more resources they can use in the home. They would like specific strategies they can use in the home to assist with basic skills and homework. Parents would like more consistent communication between home and school.

Teacher Need

Teachers would like Professional Development relating specifically to the new Core Reading Curriculum.

Reform Activities, specific methods and instructional strategies
For 2011/12, Kindergarten through 2^nd grade Language Arts/Reading students will have a 40 minute Intervention/Enrichment period. These students will participate in a universal screening using DIBELSnext and the Core Benchmark assessment. From this data, Title, LS, and classroom teachers along with administration will identify at-risk students in need of additional diagnostic assessment: the Quick Phonics Screener. This data will then be used to group students for the flexible intervention groups. The students identified for intensive intervention will be progress monitored weekly and those identified for strategic intervention will be progress monitored bi-weekly.
K-2, Title I and LS teachers will participate in LETRS training including Modules 1 and Data-based decision making, instructional planning and classroom coaching.
Classroom teachers, Title 1 and LS teachers, administrators, paraeducators will continue to meet on a regular basis to discuss progress, analyze data, and express needs within the schoolwide program.
Title I teachers will provide math interventions as the schedule allows based on local assessments and studyisland benchmark scores.
Amount and Quality of Learning Time

Now that all students, teachers and resources are housed in one building, ____ amount of instructional minutes have been added to the schedule. Additionally, those students identified in need of intensive intervention will receive additional intervention from 8:20 to 8:50 AM.

High Quality and Ongoing Professional Development

CVES has been identified for School Improvement I for the 2011/12 school year. Therefore, the required 10% set-aside has been reserved in the Consolidated Application for professional development.

Teachers requested additional professional development with the Core Reading Curriculum – Storytown. This PD will take place on an in-service day prior to the beginning of school.
Dr. Gross’s PD
The district continues to provide Differentiated Instruction PD for all teachers. Departments across the district meet regularly to reflect/discuss the curriculum continuums.
Conemaugh Valley School District participates in IU8 workshops including but not limited to RTII, Federal Programs, LETTRS, 21^st Century Learning, PSSA, and PVAAS.

Teachers will receive professional development at the school level, workshops, and conferences according to need.

Highly Qualified Teachers

CVSD is committed to hiring highly qualified teachers. Currently, all teachers in the CVES building are highly qualified. Paraprofessionals have maintained NCLB requirements. Teacher qualifications are available at the district office upon request.

Parental Involvement

The Title I Coordinator will partner with the CVSD PTO as its Parent Advisory Council.

The teachers use the Premier Agenda Planners as a means of daily communication between home and school.
Additionally, CVSD provides newsletters, book fairs, and open houses at different times throughout the year. Parents have access to the district website, the Conemaugh Valley No Child Left Behind Informational Bulletin that outlines the District Parent Involvement Policy, the Home-School Compact and information regarding teacher certification and complaint resolution procedures. At Meet the Teacher Night each August, teachers provide detailed information regarding the curriculum, classroom procedures, expectations and communication. Then, parents attend parent/teacher conferences as scheduled by the district and/or requested by the parent to discuss individual assessment performance and implications.
In the fall, parents are invited to attend an informational session about all aspects of Title I. Parents are then invited back in the spring to attend a Title I planning meeting to provide input regarding the current year’s program and begin planning for the following year. Together, they review curriculum, standards, assessments, resources at the school and for the home. All material provided to the parents is written in a format and language that parents and/or caregivers can understand. The Title I staff at CVES maintain a Parent Resource Center where parents have access to a variety of literature relating to reading and school success, strategies that work and suggestions for activities to foster the home-school connection. Upon request, parents also have access to activities and books for use in the home.
Preschool Transition
CVSD works in conjunction with the Broad Street Head Start; parents and students are invited to participate in all Pre-K activities including Family Fun Night, Book Fairs, informational meetings, Kindergarten orientation and transition activities. CVES houses two full-day four year old preschool classrooms. The goal of the preschool programs is to increase a child’s readiness for the regular school setting. Progress monitoring and screenings take place within each of the rooms.

Academic Assessment Decisions
CVES students are screened using multiple means of assessment to determine strengths and weaknesses to guide instruction. All teachers at CVES are involved in the decision making process regarding assessment selection, and integration. The Title I teachers have met with classroom and LS teachers, as well as building level and district level administrators to prepare to review assessments in terms of validity and reliability.

Students Experiencing Difficulty
CVES administers DIBELSnext, the Core Benchmark Assessment, Phonemic Awareness and Phonics diagnostics and studyisland to identify students experiencing difficulty. These along with teacher input and additional local assessments are discussed at periodic data meetings or on an “As-needed” basis.
Coordination and Integration of Services and Programs

The Federal Programs Coordinator along with other program coordinators, the building principal, the guidance counselor and Director of Special Education will coordinate the schoolwide program through meetings. All Title 1 staff will participate in grade level and department meetings to discuss progress, curriculum, assessment, standards and fidelity to the curriculum, intervention and schoolwide plans.

For the 2010/11 school year, CV will not consolidate funding sources.
Updating Committee Members

David Lehman, Superintendent

William Kanich, Building Principal

Lawra Stuart, Building Principal

Rebecca Castiglione, Federal Programs Coordinator

Susan Davis, Title I teacher

Amy Dunbar, Title I teacher

Pam Dunn, Title I teacher

Heather Bortz, Title I teacher

Sandy Watroba, Teacher

Michelle Miller, Teacher

Brenda Ambrisco, Elementary Guidance Counselor

Flo Mastrine, Special Education Department Chair
Resources for Implementing the Schoowide CVES Title I Program

DIBELSNext

Core Assessment Material

Quick Phonics Screener

Phonological Awareness Screener

Headsprouts

SAS portal

PSSA Data

PDE Website

International Reading Association material