Conshohocken Elementary School Title I Parent/Family Engagement Policy 2019-2020

We believe that home, school, and community involvement is a shared responsibility among school staff, parents/guardians, students, and community members. The parent/guardian is recognized as the child’s first educator. In order to develop effective communication between the home and school, Conshohocken Elementary encourages and supports parental involvement in school activities in the following ways:

● All parents/guardians can become involved with their child’s education by joining the Parent Teacher Organization (PTO). Parents/guardians can participate through subcommittees of the PTO or through volunteering their services in various ways. Information is distributed at the yearly Back-to-School Night. The PTO has a link, with a PTO email address, on the Conshohocken Elementary page of the Colonial School District website or a parent can call the school and ask to be put in touch with a PTO representative.

● All parents/guardians are invited to attend Parent-Teacher Conferences held in the fall and spring, as well as classroom, building, and District events. All parents/guardians are welcome to visit classrooms during American Education Week.

● The District allocates a portion of its federal grant funds to support family involvement workshops at Conshohocken Elementary. The principal, federal programs coordinator, math coaches, and the reading specialists are available to consult with parents/guardians at open house and at curriculum night.

● At least one parent/guardian/family meeting will be set by the Title I Coordinator so that parents/guardians/family are involved in the review of the Conshohocken Parent/Family Involvement policies. The principal will share school goals, explain the school curriculum and assessment procedures, and discuss expected proficiency levels based on state standards with parents/guardians at PTO meetings, open house, curriculum night, and other events.

● The School-Parent/Family Compact outlines the ways in which staff, parents/family, and students share responsibility for student achievement. The Compact is sent home with Title I students during the first week of school.

● Parents/Family of Title I students may complete a parent/family survey at the conclusion of each school year in order to give input concerning parent involvement activities and the organization of the Title I program for the upcoming year.

● The Title I program and the Parent/Family Involvement policy are reviewed on a yearly basis.

The support which families give to their child(ren) is a needed and appreciated part of the home, school, and community partnership.

August 2019

Dear Parent/Guardian:

As a parent/guardian of a student attending a school that is receiving Federal Title I dollars, you have the right to know the professional qualifications of the teacher(s) and instructional paraprofessional(s) who instruct your child. Federal law requires every Title I school district to comply and to provide you with the requested information in a timely manner.

We are happy to provide this information to you. At any time, you may ask:

• Whether the teacher met state qualifications and certification requirements for the grade level and subject they are teaching;
• Whether the teacher received an emergency or conditional certificate through which state qualifications were waived; and
• What undergraduate or graduate degrees the teacher holds, including graduate certificates and additional degrees, and major(s) or area(s) of concentration.

You may also ask whether your child receives help from a paraprofessional. If your child receives this assistance, we can provide you with information about the paraprofessional’s qualifications.

The Every Student Succeeds Act (ESSA), which was signed into law in December 2015 and reauthorizes the Elementary and Secondary Education Act of 1956 (ESEA), includes additional right-to-know requests. At any time, parents/guardians and family members can request:

• Information on policies regarding student participation in assessments and procedures for opting out; and
• Information on required assessments that include:
  • Subject matter tested,
  • Purpose of the test,
  • Source of the requirement (if applicable)
  • Amount of time it takes students to complete the test, and
  • Time and format of disseminating results.

Our staff is committed to helping your child develop the academic knowledge and critical thinking they need to succeed in school and beyond. That commitment includes making sure that all of our teachers and paraprofessionals meet applicable Pennsylvania state requirements.

We look forward to the upcoming school year, and together we will make a difference in your child’s life.

Sincerely,

Maria Wileczek
Federal Programs Coordinator

Conshohocken Elementary School-Family Compact 2019-2020

Conshohocken Elementary School is a Title I school and as such, the school receives federal funds for staff, supplies, activities, services, and programs to enhance student learning.

Every Title I school has a school-parent/guardian compact. The school-parent/guardian compact is a written agreement that clarifies what families and schools can do together to help children reach high academic standards.

It is a commitment indicating how all members of the school community -- parents, guardians, teachers, principal, and students agree to share responsibility for student learning.

CE Staff Commitment: 

We will:

• create a partnership with every family in my class.
• explain my approach to teaching, expectations, and grading system to students and their families.
• monitor student progress in all areas of the curriculum and update parents. 
• make sure all students get help as soon as it’s needed.
• send home learning materials. 
• assign work that is relevant and interesting.
• make sure students understand the assignment and what they’ll learn from it, and grade it promptly.
• accurately record student attendance.
• provide high quality, challenging, and engaging instruction in a supportive environment.
• provide opportunities for parents/guardians/caregivers to volunteer at school.
• share responsibility with student and parents in striving towards student achievement.

Student’s Commitment:

I will:

• come to school each day with a positive attitude and ready to learn.
• demonstrate the respectful and responsible citizenship.
• read every day on my own or with a family member.
• give my parents or guardians my Daily Communication Folder and all notices given to me by the school.
• complete my homework each night.
• do my best each and every day

Parent/Guardian/Family Commitment

We will:

• let the school know that I am an equal partner in my child’s academic success.
• learn about attendance policies, be firm about my child’s attendance and send in a note and call for every absence.
• monitor my child’s progress and let the teacher know right away if I notice any problems.
• stay informed by checking my child’s Daily Communication Folder and respond as appropriate.
• provide my child with a healthy learning environment at home.
• communicate with my child’s school and teacher often.
• encourage my child’s learning at school and help my child see how to use reading and math to pursue his/her interests and goals.
• allow myself to be empowered through education by attending workshops, PTO events, and family nights organized by the school and the district.
• learn as much as I can about my child’s curriculum so that I can assist his/her learning.

Collaboration

Parents/Guardians/families are:

• encouraged to join and attend the Parent-Teacher Organization (PTO) which meets monthly.  
• encouraged to discuss any ideas, concerns, or questions with the Principal, Mrs. Marks.
• invited to attend the annual Title I Parent meeting.
• urged to complete and return the annual Title I Parent/Guardian Family Survey.
• invited to attend District meetings hosted by the Superintendent.  

The School District

The Colonial School District will take the following actions to involve parents/guardians in the process of school review and improvement: 

• At least one parent/guardian/family meeting will be set by the Title I Coordinator so that parents/guardians/families are involved in the review of the District School Parent/Guardians/Family Engagement policies.  The Principal will share school goals with parents at PTO meetings or other events. 
• The annual Title I Parent/Guardian/Family Survey results will be used to improve existing policies and programs. 
• School newsletters will provide information and invite parents/guardians to discuss any concerns or ask any questions that they may have.  Their child’s teacher(s), building principal or Title I Coordinator will be responsible in addressing these items.

Communication

Education is a partnership between home and school. We value parent/guardian/family engagement at every level and encourage you to partner with us. In order for this partnership to be effective, we need to be able to communicate.

Please feel free to call, write a note, or email us if you have concerns or questions about your child’s education.  We are always available to schedule a conference to discuss any issue or concern you have regarding your child.

 Conshohocken Elementary School 
301 Harry Street
Conshohocken, PA  19428

Conshohocken Elementary School School Level Plan 07/01/2018-06/30/2019

School Profile

Demographics

Conshohocken Elementary School
3rd Avenue & Harry Street
Conshohocken, PA 19428
(610) 828-0362

Federal Accountability Designation: none
Title I Status: Yes
Schoolwide Status: Yes
Principal: Terese Boegly
Superintendent: Michael Christian

Stakeholder Involvement

Maria Wileczek, Administrator: Schoolwide Plan

Terese Boegly, Building Principal: Schoolwide Plan

Stacey Baker, Community Representative: Schoolwide Plan

Cindy Crayder, Ed Specialist - Other: Schoolwide Plan

Hope Garfinkle, Ed Specialist - Other: Schoolwide Plan

Amy Campbell, Elementary School Teacher - Regular Education: Schoolwide Plan

Michelle Gilbert, Elementary School Teacher - Regular Education: Schoolwide Plan

Manuela Herbas, Elementary School Teacher - Regular Education: Schoolwide Plan

Roni Berman, Elementary School Teacher - Special Education Education

Michelle Gilbert, Instructional Coach, Mentor Librarian

Lisa Swartwood, Instructional Coach, Mentor Librarian: Schoolwide Plan

Susan Interbitzin, Parent

Rita Montemayer, Parent: Schoolwide Plan

Liz McKeaney, Student Curriculum Director/Specialist: Schoolwide Plan

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

No assurances have been identified

Assurance 13

No strategies have been identified

Coordination of Programs

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 schoolwide program and requirements.

Describe the technical assistance provided. Explain why it was considered high quality technical assistance.

Monthly School Improvement Team meetings were held with all stakeholders. Data was collected from various sources including, but not limited to Dibels, BAS testing, math, reading and writing benchmarks, as well as Unit assessments in all curriculum areas. Interventions were implemented based on analyzation of all data points. Data was collected on these interventions on a 6 week cycle. Interventions and core instructed were done with fidelity. Student growth was seen with 100% of students.

Provider	Meeting Date	Type of Assistance
District administration, reading specialist	9/17/2018	Dibels SWAT — assess all students K-2 for BOY baseline
District administration, Terese Boegly, Link-it Trainer	8/28/2018	Training on using new Data Management System — Link-it
Terese Boegly	5/17/2018	Math Benchmark #3
Terese Boegly	9/12/2018	Reflection and Analysis of 2007-2018 SIT Plan — Review goal attainment and action plans to be continued for the 2018-2019 school year
Terese Boegly	10/2/2018	PLT-DART (Data Assessment Review Team)
Terese Boegly	10/10/2018	School Improvement Planning Meeting
Terese Boegly	10/18/2018	SLO Development and BAS projections
Terese Boegly	11/14/2018	Update Community and School Culture Goals @PTO meeting/American Education Week
Terese Boegly	2/8/2019	Update plan with mid-year data points
Terese Boegly	5/22/2019	Update SIT plan with end of year data
Terese Boegly	8/29/2019	Review of PSSA Data; 2017-2018 end of year assessments
Terese Boegly	8/30/2019	Initial Planning of School Improvement Plan
Terese Boegly/Pete Grande TLC	8/30/2019	Targeted checks and differentiated instruction
Terese Boegly/1st Grade Team	10/25/2018	K-PALS Implementation Planning Meeting
Terese Boegly/School Improvement Team Members	11/16/2018	Benchmark Analysis/Building Data Meeting
Terese Boegly/School Improvement Team Members/Gain Leadership Team	5/14/19	GAIN Intervention Reflection and Analysis

Consolidation of Funds

Please indicate if your school/charter is consolidating state, local, and federal funds. (Your school/charter must keep on file an approval letter from your Regional Coordinator.) 

No, the school does not intend to consolidate the funds.

 

Needs Assessment

School Accomplishments

Accomplishment #1:

• Pride Night with Families Displaying Work from the 2017-2018 Academic Year
• Math Night with Families focusing on Homework Help, Dream Box, and Math games that families can play together at Home
• All Incoming Kindergarten students received summer backpacks with magnetic letters and numbers, reading books, games and scissors along with multiple activities to help prepare for kindergarten
• Kindergarten Orientation for families to plan for upcoming school year
• Targeted Summer Program for incoming 1st, 2nd, and 3rd grade - reading, math and social skills
• Teacher training in Fundations, K-PALS - strategic and research based reading interventions

Accomplishment #2:

• 81% of 3rd grade students scored proficient/advanced on the 2018 PSSA for ELA
• 89% of 3rd grade students scored proficient/advanced on the 2018 PSSA for Math
• 76% of all third grade students demonstrated one year’s growth in reading according to Fountas and Pinnell text Level Gradient and Grade Level Goal expectations
• 88% of all students demonstrated one years growth in reading according to Fountas and Pinnell
• Math Benchmark EOY Results
• Second - 82% Proficient and Advanced
• Third -79% Proficient and Advanced
• ELA Benchmarks Results
• Second-73% Proficient and Advanced
• Third-69% Proficient and Advanced

School Concerns

Concern #1:

• Student Support Team Processes and Procedures
• CARE TEAM (Student Assistance Program) as related to the Student Support Team Process
• Addressing foundational literacy skills in K-1 in core curriculum with fidelity
• Piloting K-PALs in K-1 and measuring growth
• Closing the Achievement Gap for Historically Underperforming Groups.
• Addressing foundational literacy skills in K-1 - decoding, phonemic and phonological skills

Prioritized Systemic Challenges

Systemic Challenge #1

(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:

• Student Support Team Processes and Procedures
• CARE TEAM (Student Assistance Program) as related to the Student Support Team Process
• Addressing foundational literacy skills in K-1 in core curriculum with fidelity
• Piloting K-PALs in K-1 and measuring growth
• Closing the Achievement Gap for Historically Underperforming Groups 
• Addressing foundational literacy skills in K-1 - decoding, phonemic and phonological skills

School Level Plan

Action Plans

Goal #1: 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: benchmark data, dibels data and PLC logs, lesson plan review, observations and walk-through data

Specific Targets: progress monitoring data, benchmark data, reflection at post-conferences

Strategies:

PLCs - Professional Learning Communities

Description: PLC will be utilized to review progress monitoring and benchmark data for Tier II and Tier III students and provide additional support aligned to the PA Core Standards

SAS Alignment: Standards, Assessment, Instruction

Formative Assessment

Description: Formative assessment is any assessment task designed to promote students' learning. These tasks give both teachers and students feedback, so that teaching and learning activities can be altered according to the results. Formative assessment is different from summative assessment, the goal of which is to measure mastery. (Sources: Formative Assessment Using the U-P-S Strategy , Guiding Instruction through CFAs , Strategies for Formative Assessment , Tools for Formative Assessment , Five "Key Strategies" for Effective Formative Assessment)

SAS Alignment: Assessment

Implementation Steps:

PLCs - Professional Learning Communities

Description: PLC time will be utilized to review benchmark and dibels data - logs and student assessment data is collected and monitored and targeted remediation of skills and concepts will be addressed

Start Date: 9/24/2018

End Date: 5/31/2019

Program Area(s): Professional Education

Supported Strategies:

• PLCs - Professional Learning Communities
• Formative Assessment

 

Appendix: Professional Development Implementation Step Details

No Professional Development Implementation Steps have been identified for Conshohocken Elementary School.

Assurance of Quality and Accountability

We, the undersigned, hereby certify that the school level plan for Conshohocken El Sch in the Colonial 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 ESSA 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 Conshohocken Elementary School in the Colonial School District for the 2018-2019 school-year.

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