CSI Plan - South Mountain Middle School

School Plan – South Mountain

I. Ready- Prepare for Planning

A. Profile and Plan Essentials

School South Mountain Middle School School/Branch South Mountain

Middle School

Address 1 709 W. Emaus Ave.

Address 2

City Allentown State PA Zip Code 18103

Principal Name Mr. Frank Derrick

Principal Email [email protected]

Principal Phone Number 484-765-4300 Ext

Superintendent/CEO/Executive Director Name Mr. Thomas E. Parker

Superintendent/CEO/Executive Director Email [email protected]

School Improvement Facilitator Name Jenna Bullock

School Improvement Facilitator Email [email protected]

B. Steering Committee

Committee Members and Positions in LEA/Community:

Name Position/Role Building/Group/Organiza Email
Ashley Cosme tion [email protected]
Frank Derrick Outreach Worker [email protected]
Ferdinand Surita South Mountain Middle [email protected]
Hugh Lesster Principal School [email protected]
South Mountain Middle
Jamie Nattress Assistant School [email protected]
Juan Enriquez Principal South Mountain Middle [email protected]
Keith Verdi ATS School [email protected]
Krista Ronalds Teacher/Building South Mountain Middle [email protected]
Union School
Representative
Supervisor of South Mountain Middle
Instruction School
8th grade social South Mountain Middle
studies teacher School
8th grade science South Mountain Middle
teacher School
School Counselor South Mountain Middle
School

P a g e 1 | 44

Larissa Mascari 7th grade math South Mountain Middle [email protected]
Linda Reagan teacher School
Lisa Frankenfield 7th grade literacy South Mountain Middle [email protected]
Meg Hoffman teacher School
Melissa Betar Assistant South Mountain Middle frankenfieldl@allentownsd.
Sarah Hernandez Principal School org
Teresa McGough School Nurse South Mountain Middle [email protected]
Tracey Fountain School g
Whitney Magee 6th grade literacy South Mountain Middle [email protected]
Alvin Wright School
Myrna Cruz 8th grade Special South Mountain Middle [email protected]
Janeth Salado Education teacher School g
Brenda Rodriguez 7th grade ESOL South Mountain Middle [email protected]
Shameka Gatling teacher School
Kathya Arias 7th grade math South Mountain Middle [email protected]
Tiffany Natal teacher School
Madelyn Almonte 6th grade literacy South Mountain Middle [email protected]
Redd Kholi teacher School
Family member Current family member [email protected]
Katie Gill [email protected]
Family member Current family member [email protected]
Brian Siket [email protected]
Family member Current family member [email protected]
Maria Figueroa
Family member Current family member [email protected]

Family member Family member from [email protected]
feeder elementary
Family member Family member from [email protected]
feeder elementary
Family member Family member from [email protected]
feeder elementary
Family member Family member from [email protected]
feeder elementary
Community Community partner [email protected]
partner
representative Allentown School [email protected]
Director of ESOL District, central office
and World
Languages Allentown School
Executive District, central office
Director of
Special Education South Mountain Middle
FACE/Parent School
Liaison

P a g e 2 | 44

Elizabeth Morales District Allentown School [email protected]
Supervisor of District, Central Office
Dr. Dennis Special Education [email protected]
Blankowitsch ASD Foundation Allentown School [email protected]
Will Seng board member District Foundation
Executive Allentown School
Director of District, Central Office
Middle School
Transformation

C. Vision for Learning

Vision- What is your school’s vision? (i.e., A picture of the “preferred future”; a statement that
describes how the future will look if the district fulfills its mission, including measures of success for
students.)
Vision:
South Mountain alums will thrive in high school and beyond, equipped with the knowledge and skills
to lead as engaged citizens and to choose a life path that brings them purpose and happiness.

Mission:
South Mountain Middle School leverages the entire community to foster a safe environment built on
strong relationships where we respect everyone, honor students’ voices, celebrate success, and
advocate for the needs of each individual with loving accountability.

II. Set- Complete a Needs Assessment

A. Future Ready PA Index:

Review of the School Level Performance

Strengths

Based on the overall school level performance, which indicator(s) do you consider to be a strength?

Please enter one statement on each line.

Indicator Comments/Notable Observations

Attendance Data South Mountain has a chronic absenteeism rate

of 3.1%

School Safety Data In SY18-19 South Mountain decreased the total

number of incidents by more than 280 incidents;

35 total number of incidents reported in SY18-19

PSSA academic proficiency in ELA Less than 15% of South Mountain students score

Below Basic in ELA, less than any other content

area

P a g e 3 | 44

Challenges

Based on the overall school level performance, which indicator(s) do you consider to be a challenge?

Please enter one statement on each line.

Indicator Comments/Notable Observations

Attendance Data South Mountain has a regular attendance rate of

84.6%; 39.8% of students are habitually truant

School Safety Data South Mountain reported a total number of 5,429

PSSA academic proficiency in math infractions in SY19-20
South Mountain’s math proficiency is 16.8%

PVAAS academic growth in ELA, math and South Mountain is not meeting the statewide

science growth goal in ELA, math or science

WIDA ACCESS Data Less than 1% of South Mountain English

Learners are proficient

Review of Grade Level(s) and Individual Student Group(s)

Strengths
Based on the individual student group’s or grade level’s performance, which indicator(s) do you

consider to be a strength? Please enter one statement on each line.

Indicator Grade level (s) and/or Student Comments/Notable

Group(s) Observations

Attendance Data English Learners English Learners have the

highest regular attendance rate

(87.3%)

PSSA ELA English Learners and Special On the 2019 ELA PSSA,

Education students proficiency increased for

English Learners (22.1%) and

Special Education students

(26.1%)

PVAAS math and science Special Education students Over the past two years, Special

Education students show the

most growth in math (93% met

annual growth expectations)

and science (77% met annual

growth expectations)

PVAAS ELA Black students Over the past two years, Black

students show the most growth

in ELA; Black student exceed

the statewide growth goal for

ELA by 4 points

Challenges
Based on the individual student group’s or grade level’s performance, which indicator(s) do you

consider to be a challenge? Please enter one statement on each line.

P a g e 4 | 44

Indicator Grade level (s) and/or Student Comments/Notable
School Safety Data Group(s) Observations
Black students According to 18-19 school
safety data, Black students are
PSSA math 7th and 8th grades 1.7 times as likely as their non-
Black peers to receive in-school
English Language Growth and English Learners suspension and 3 times as likely
Attainment to receive out-of-school
suspension.
PVAAS ELA, math and science Hispanic and Economically Math percentage of students
Disadvantaged students who are proficient in math
decreases as students move
from 6th grade to 7th and 8th
grades

Nearly 80% of South
Mountain’s English Learners
are not meeting growth goals
for English Language Growth
and Attainment.

Hispanic and Economically
Disadvantaged students are not
meeting statewide growth goals
in ELA, math and science

Summary

Strengths- Which of the identified strengths are most positively contributing to achievement your
Future Ready PA Index interim targets and could be leveraged in your efforts to improve upon your
most pressing concerns? Please enter one strength statement in each line.
76% of staff agree or strongly agree that “Teams of adults are empowered to make decisions and
take actions that improve student learning.”
79% of staff agree or strongly agree that “High expectations are set for all staff.”

English Learners have the highest regular attendance rate (87.3%).

On the 2019 ELA PSSA, proficiency increased for English Learners (22.1%) and Special Education
students (26.1%).

Over the past two years, Special Education students show the most growth in math (93% met annual
growth expectations) and science (77% met annual growth expectations).

Challenges - Which of the identified challenges are most pressing and, if improved, would greatly

impact your progress in achieving your Future Ready PA Index interim targets? Please enter one

challenge per line.
25% of staff agree or strongly agree with the statement, “Behavioral expectations for students are
understood by all and are consistently and fairly implemented.”

P a g e 5 | 44

There is evidence of disproportionate discipline practices, specifically in the amount Black students
who receive ISS and OSS, and the number of students in Special Education who have school-related
arrests.

Less than 20% of South Mountain students are proficient in math.

Less than 1% of English Learners are proficient (1 of 128 students), according to the WIDA
assessment. Nearly 80% of South Mountain’s English Learners are not meeting growth goals for
English Language Growth and Attainment.

South Mountain falls below the statewide growth standard for math (-20), science (-18), and ELA (-
6).

B. Future Ready PA Academics

English Language Arts (Please enter one Data source per line)

Data Comments/Notable Observations

PSSA academic 5.3% advanced; 32.6% proficient; 49.7% basic; 12.4% below basic
proficiency in ELA South Mountain’s academic growth score for ELA is 64; South
PVAAS academic growth

in ELA Mountain is not meeting the statewide growth standard (70)

Strengths- Which of the identified strengths are most positively contributing to achievement of

your mission, vision and Future Ready PA Index interim targets and could be leveraged in your

efforts to improve upon your most pressing concerns? Please enter one strength statement in each

line.

None

Challenges - Thinking about the most pressing challenges identified in the Future Ready PA Index,
which of the identified concerns highlighted here, if improved, would greatly impact your progress
in achieving your mission, vision and Future Ready PA Index interim targets in State Assessment
Measures, On-Track Measures, or College and Career Measures? Please enter one challenge per
line.
62.1% of South Mountain students are not proficient in ELA.
South Mountain is not meeting the statewide growth standard for ELA.

Mathematics (Please enter one Data source per line)

Data Comments/Notable Observations

PSSA academic 3.3% advanced; 11.5% proficient; 30.2% basic; 55.1% below basic
proficiency in math
PVAAS academic growth South Mountain’s academic growth score for math is 50; South
in math Mountain is not meeting the statewide growth standard (70)

Strengths- Which of the identified strengths are most positively contributing to achievement of

your mission, vision and Future Ready PA Index interim targets and could be leveraged in your

efforts to improve upon your most pressing concerns? Please enter one strength statement in each

line.

P a g e 6 | 44

None

Challenges- Thinking about the most pressing challenges identified in the Future Ready PA Index,
which of the identified concerns highlighted here, if improved, would greatly impact your progress
in achieving your mission, vision and Future Ready PA Index interim targets in State Assessment
Measures, On-Track Measures, or College and Career Measures? Please enter one challenge per
line.
85.3% of South Mountain’s students are not proficient in math.
South Mountain is not meeting the statewide growth standard in math.

Science, Technology, and Engineering Education (Please enter one Data source per line)

Data Comments/Notable Observations

PSSA academic 5.4% advanced, 27.4% proficient, 29% basic, 38.2% below basic

proficiency in science
PVAAS academic growth South Mountain’s academic growth score for science is 52; South

in science Mountain is not meeting the statewide growth standard (70)

Strengths- Which of the identified strengths are most positively contributing to achievement of
your mission, vision and Future Ready PA Index interim targets and could be leveraged in your
efforts to improve upon your most pressing concerns? Please enter one strength statement in each
line.

None

Challenges- Thinking about the most pressing challenges identified in the Future Ready PA Index,
which of the identified concerns highlighted here, if improved, would greatly impact your progress
in achieving your mission, vision and Future Ready PA Index interim targets in State Assessment
Measures, On-Track Measures, or College and Career Measures? Please enter one challenge per
line.
67.2% of South Mountain students are not proficient in science.
South Mountain is not meeting the statewide growth standard in science.

C. Related Academics

Career Readiness (Please enter one Data source per line)

Data Comments/Notable Observations

Career standards 93% career standards benchmark; South Mountain is not meeting the
benchmark statewide performance standard (98%)

D. Equity Considerations

English Learners (Please enter one Data source per line)

Data Comments/Notable Observations

P a g e 7 | 44

Attendance data English Learners’ rate of chronic absenteeism (1.57%) falls below
South Mountain’s average of 3.1%.
School safety data In SY18-19, English Learners make up 11.2% of enrollment and
experience 10.97% of in-school suspensions and 19.35% of out-of-
Academic Proficiency in school suspensions.
ELA and math (PVAAS) Despite having the highest regular attendance rate, English Learners
Academic Growth in ELA are least likely to be proficient in ELA and math
and math (PVAAS) English Learners exceed the statewide growth goal in ELA by 5 points
WIDA ACCESS and in math by 7 points
1 of 128 students are proficient (0.78%).

Students with Disabilities (Please enter one Data source per line)

Data Comments/Notable Observations

Attendance data Special Education students have the lowest regular attendance rate and
fall nearly 10% behind the overall student average.

School Safety data In SY18-19, Special Education students are 2 times as likely as their

peers to receive an out-of-school suspension; Special Education

students make up 20.5% of enrollment and make us 40% of referrals

to law enforcement and 75% of school related arrests

Academic Proficiency Despite meeting statewide growth goals in all content areas, Special

(PSSA) Education students have proficiency rates of 26.1% in ELA, 15.6% in
math and 21.9% in science, all below South Mountain’s school

average

Academic growth Special Education students surpassed the state growth goal and South
(PVAAS) Mountain’s average growth score in all content areas (ELA, math and

science).

Students Considered Economically Disadvantaged (Please enter one Data source per line)

Data Comments/Notable Observations

Student demographics 85.6% of South Mountain students are economically disadvantaged

Student Groups by Race/Ethnicity (Please enter one Data source per line)

Student Groups Comments/Notable Observations
Hispanic Hispanic students’ proficiency rate in ELA and math as measured by

Black the PSSA decreased over the last two years.
Black students’ proficiency rate in ELA and math as measured by the

PSSA decreased over the last two years.

2 or More Races Students who identify as two or more races are most likely to be
proficient in ELA and math.

White All student groups at South Mountain saw growth in science

proficiency over the past two years except for white students.

Summary

P a g e 8 | 44

Strengths- Which of the identified strengths are most positively contributing to achievement of
your mission, vision and Future Ready PA Index interim targets and could be leveraged in your
efforts to improve upon your most pressing concerns? Please enter one strength statement in each
line.
English Learners exceed the statewide growth goal in ELA by 5 points and in math by 7 points
All student groups at South Mountain saw growth in science proficiency over the past two years
except for white students
Challenges- Thinking about the most pressing challenges identified in the Future Ready PA Index,
which of the identified concerns highlighted here, if improved, would greatly impact your progress
in achieving your mission, vision and Future Ready PA Index interim targets in State Assessment
Measures, On-Track Measures, or College and Career Measures? Please enter one challenge per
line.
Despite having the highest regular attendance rate, English Learners are least likely to be proficient
in ELA and math
In SY18-19, Special Education students make up 20.5% of enrollment and make us 40% of referrals
to law enforcement and 75% of school related arrests
In SY18-19, Special Education students are 2 times as likely as their peers to receive an out-of-
school suspension

P a g e 9 | 44

E. Conditions for Leadership, Teaching and Learning

PA Essential Practices for Schools Emerging Operational Exemplary
Focus on Continuous Improvement of Instruction X
X
Not Yet X
Evident
Align curricular materials and lesson plans X
to the PA Standards X
Use systematic, collaborative planning
processes to ensure instruction is Emerging Operational Exemplary
coordinated, aligned, and evidence-based X
Use a variety of assessments (including X
diagnostic, formative, and summative) to X
monitor student learning and adjust
programs and instructional practices X
Identify and address individual student
learning needs X
Provide frequent, timely, and systematic
feedback and support on instructional Emerging Operational Exemplary
practices X
Empower Leadership
Not Yet
Evident
Foster a culture of high expectations for
success for all students, educators,
families, and community members
Collectively shape the vision for
continuous improvement of teaching and
learning
Build leadership capacity and empower
staff in the development and successful
implementation of initiatives that better
serve students, staff, and the school
Organize programmatic, human, and fiscal
capital resources aligned with the school
improvement plan and needs of the school
community
Continuously monitor implementation of
the school improvement plan and adjust as
needed
Provide Student-Centered Support Systems
Not Yet
Evident
Promote and sustain a positive school
environment where all members feel

P a g e 10 | 44

welcomed, supported, and safe in school: Not Yet X
socially, emotionally, intellectually, and Evident
physically X
Implement an evidence-based system of X
schoolwide positive behavior interventions
and supports X
Implement a multi-tiered system of
supports for academics and behavior Emerging Operational Exemplary
Implement evidence-based strategies to X
engage families to support learning
Partner with local businesses, community X
organizations, and other agencies to meet X
the needs of the LEA
Foster Quality Professional Learning

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

Summary

Strengths- Which Essential Practices are currently Operational or Exemplary and could be
leveraged in your efforts to improve upon your most pressing concerns? Please enter one strength
statement in each line.
Build leadership capacity and empower staff in the development and successful implementation of
initiatives that better serve students, staff, and the school
Implement an evidence-based system of schoolwide positive behavior interventions and supports
Implement evidence-based strategies to engage families to support learning
Collectively shape the vision for continuous improvement of teaching and learning

Challenges- Thinking about all of the most pressing challenges and concerns 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 achieving your mission, vision and Future
Ready PA Index interim targets in State Assessment Measures, On-Track Measures, or College and
Career Measures? Please enter one challenge per line.
Foster a culture of high expectations for success for all students, educators, families, and community
members
Promote and sustain a positive school environment where all members feel welcomed, supported,
and safe in school: socially, emotionally, intellectually, and physically
Continuously monitor implementation of the school improvement plan and adjust as needed

P a g e 11 | 44

F. Summary of Strengths and Challenges from the Needs Assessments

Strengths- Which of the identified strengths are most positively contributing to achievement of
your mission, vision and Future Ready PA Index interim targets and could be leveraged in your
efforts to improve upon your most pressing challenges and concerns? Please enter one strength
statement in each line.
76% of staff agree or strongly agree that “Teams of adults are empowered to make decisions and
take actions that improve student learning.”

Over the past two years, Special Education students show the most growth in math (93% met annual

growth expectations) and science (77% met annual growth expectations).

English Learners have the highest regular attendance rate (87.3%).

Challenges- Thinking about all of the most pressing challenges and concerns identified in the
previous sections, which of the identified concerns, if improved, would greatly impact your progress
in achieving your mission, vision and Future Ready PA Index interim targets in State Assessment
Measures, On-Track Measures, or College and Career Measures? Please enter one challenge per
line.

Less than 1% of English Learners are proficient (1 of 128 students), according to the WIDA
assessment. Nearly 80% of South Mountain’s English Learners are not meeting growth goals for
English Language Growth and Attainment.

Less than 20% of South Mountain students are proficient in math.
25% of staff agree or strongly agree with the statement, “Behavioral expectations for students are
understood by all and are consistently and fairly implemented.”

Most Notable Observations/Patterns- Reflecting back on your comments and observations
throughout the needs assessment process, what stands out? Are there consistent patterns or trends as
you move from Future Ready PA Index to Additional Student Performance Data to Conditions for
Leadership, Teaching and Learning that you think are important to keep in mind as you move
through the planning process?

● The team identified that consistency in behavior expectations across classrooms and teams,
consistent implementation of positive behavior supports, and prioritization of building
positive rapport with students will be important in addressing the priority challenges.

● Improving math proficiency across all student groups and English language proficiency for
English learners will require both school-level and district-level efforts to realize accelerated
change and transformation.

● There’s an opportunity to leverage practices utilized in ELA to support math growth and
proficiency.

III. Go – Develop the Plan

A. Analyzing (Strengths and Concerns)

Challenges (Please enter one challenge per line.)

Challenges Discussion Points Priority
(Y/N)

P a g e 12 | 44

Less than 20% of South ● Lack of sufficient time in schedule for math Y
Mountain students are Y
proficient in math. instruction (90 min. blocks in 6th grade vs. 45

Less than 1% of English min. blocks in 7th and 8th).
Learners are proficient (1 ● Lack of focus on specific math strategies for
of 128 students),
according to the WIDA teachers to emphasize with students (e.g., visual
assessment 18-19. And
nearly 80% of South representations in problem solving).
Mountain’s English ● Lack of consistent teacher implementation of
Learners are not meeting
growth goals for English effective math teaching strategies.
Language Growth and ● Lack of cross-disciplinary math practice and
Attainment.
25% of staff agree or exposure (i.e. math in science, art, etc.).
strongly agree with the ● There is a lack of instructional support for
statement, “Behavioral
expectations for students language acquisition needs.
are understood by all and ● Lack of time for collaboration between ESOL
are consistently and fairly
implemented.” Connected and gen ed teachers
to disproportionate ● Methods for clustering and/or grouping EL
discipline practices
impacting Black students students in grades, teams, classes, etc. are not
and Special Education
students. meeting needs.
South Mountain falls ● Lack of functional ELL curriculum; students are
below the statewide
growth standards for Math unable to access at their instructional level.
(-20), Science (-18), and
ELA (-6) ● Inconsistent behavioral expectations between Y

classrooms and teams.
● Inconsistent communication between school

staff and families; lack of school-led parent

engagement around behavior expectations and

PBIS.
● Inconsistent follow-through with consequences,

including communication about discipline

between admin and teachers.

● Lack of consistency across teachers N
● Addressing behavior takes away instructional

time
● Lack of supports for EL and Special Education

students
● Lack of instructional resources in each content

area

Strengths (Please enter one strength statement in each line.)

Strengths Discussion Points
76% of staff agree or
strongly agree that ● Leadership empowers staff
● Low staff turnover

P a g e 13 | 44

“Teams of adults are ● Staff is willing to try new things
empowered to make
decisions and take actions ● Strong culture set by administration
that improve student ● Teachers included in decision-making and asked for feedback
learning.” ● Open communication between leadership and staff
79% of staff agree or
strongly agree that “High ● Focus on co-teaching
expectations are set for all ● Staff is committed to kids
staff.”

Over the past two years,
Special Education
students show the most
growth in math (93%
met annual growth
expectations) and science
(77% met annual growth
expectations).

Priority Challenges (Please enter one challenge per line.)

Analyzing Priority Priority Statements

Challenges

Less than 20% of South Monitor and evaluate the impact of professional learning on staff

Mountain students are practices and student learning (Essential Practice 18) in order to

proficient in math. increase the percentage of students who are proficient or advanced in

math.

Less than 1% of English Identify and address individual student learning needs (Essential
Learners are proficient (1 Practice 4) to increase the percentage of South Mountain’s English
of 128 students), Learners who are meeting their growth goals for English Language
according to the WIDA Growth and Attainment.
assessment 18-19. And
nearly 80% of South Promote and sustain a positive school environment where all members
Mountain’s English feel welcomed, supported, and safe in school: socially, emotionally,
Learners are not meeting intellectually, and physically (Essential Practice 11) in order to ensure
growth goals for English more equitable outcomes for all student groups.
Language Growth and
Attainment.

25% of staff agree or
strongly agree with the
statement, “Behavioral
expectations for students
are understood by all and
are consistently and fairly

P a g e 14 | 44

implemented.” Connected
to disproportionate
discipline practices
impacting Black students
and Special Education
students.

P a g e 15 | 44

B. Goal Setting

Measurable Goals: Develop SMART Goals for each established Priority. To maintain focus on
priorities, no greater than 2 measurable goals per priority is recommended.

Priority: Monitor and evaluate the impact of professional learning on staff practices and student
learning (Essential Practice 18) in order to increase the percentage of students who are proficient or
advanced in math.

Outcome Category
Mathematics

Measurable Goal Statement (Smart Goal)
● By the end of SY20-21, South Mountain will increase proficiency on math PSSA by
5.5% overall.
○ By the end of SY20-21, 90% of South Mountain students will earn 1.5YG on
math STAR.

Measurable Goal Nickname (35 Character Max)
Math proficiency

Target 1st Quarter Target 2nd Quarter Target 3rd Quarter Target 4th Quarter

18.2% of students 19.6% of students 20.9% of students 22.3% of students
proficient on Common proficient on Common proficient on Common proficient on Common
Assessments aligned to Assessments aligned to Assessments aligned to Assessments aligned to
state standards. state standards. state standards. state standards.

90% students show 90% students show 90% students show 90% students show
37.5% YG on STAR 75% YG on STAR 112.5% YG on STAR 150% YG on STAR

P a g e 16 | 44

Priority: Identify and address individual student learning needs (Essential Practice 4) to increase the
percentage of South Mountain’s English Learners who are meeting their growth goals for English
Language Growth and Attainment.

Outcome Category
English Language Growth and Attainment

Measurable Goal Statement (Smart Goal)
● By the end of SY20-21, 26.8% of South Mountain EL students will meet their English
language growth and attainment goal.
○ 26.8% of EL students will meet their growth goal in Reading
○ 26.8% of EL students will meet their growth goal in Writing

Measurable Goal Nickname (35 Character Max)
EL growth

Target 1st Quarter Target 2nd Quarter Target 3rd Quarter Target 4th Quarter

Baseline 8.9% of EL students 17.8% of EL students 26.8% of EL students
meet overall growth meet overall growth meet overall growth
goal on LAS Links goal on LAS Links goal on LAS Links

Baseline in Reading 8.9% of EL students 17.8% of EL students 26.8% of EL students
meet reading growth meet reading growth meet reading growth
goal on LAS Links goal on LAS Links goal on LAS Links

Baseline in Writing 8.9% of EL students 17.8% of EL students 26.8% of EL students
meet growth goal on meet growth goal on meet growth goal on
WIDA writing rubric WIDA writing rubric WIDA writing rubric

Priority: Promote and sustain a positive school environment where all members feel welcomed,
supported, and safe in school: socially, emotionally, intellectually, and physically (Essential Practice
11) in order to ensure more equitable outcomes for all student groups.

Outcome Category
School climate and culture

P a g e 17 | 44

Measurable Goal Statement (Smart Goal)
● By the end of SY20-21, South Mountain will decrease level II, III, and IV incidents by

24%.
○ By the end of SY20-21, 100% of South Mountain staff will agree or strongly
agree that, “Behavioral expectations for students are understood by all and
consistently and fairly implemented.”
○ By the end of SY20-21, 26,000 SMART dollars will be given.

Measurable Goal Nickname (35 Character Max)
School climate and culture

Target 1st Quarter Target 2nd Quarter Target 3rd Quarter Target 4th Quarter

Each teacher decreases Each teacher decreases Each teacher decreases Each teacher decreases
Level II, III, and IV Level II, III, and IV Level II, III, and IV Level II, III, and IV
incidents from incidents from incidents from incidents from
classroom by 24% classroom by 24% classroom by 24% classroom by 24%

55% of staff will agree 70% of staff will agree 85% of staff will agree 100% of staff will
that, “Behavioral that, “Behavioral that, “Behavioral agree that, “Behavioral

expectations for expectations for expectations for expectations for

students are students are students are students are

understood by all and understood by all and understood by all and understood by all and

consistently and fairly consistently and fairly consistently and fairly consistently and fairly
implemented.” implemented.” implemented.” implemented.”

6,500 dollars will be 13,000 SMART 19,500 SMART 26,000 SMART

given. dollars will be given. dollars will be given. dollars will be given.

C. Action Plan

For each measurable goal, identify an evidence-based strategy that has a high likelihood of success in
your LEA. The same Evidenced based strategy may be used for more than one goal. (Add more rows
if needed)

Evidence-Based Strategy Measurable Goals
Teacher Collaborative Groups ● By the end of SY20-21, South Mountain will increase

proficiency on math PSSA by 5.5% overall.
○ By the end of SY20-21, 90% of South Mountain

students will earn 1.5YG on math STAR.

P a g e 18 | 44

PBIS and Restorative ● By the end of SY20-21, 26.8% of South Mountain EL
Practices students will meet their English language growth and
attainment goal.
○ 26.8% of EL students will meet their growth goal
in Reading
○ 26.8% of EL students will meet their growth goal
in Writing

● By the end of SY20-21, South Mountain will decrease
level II, III, and IV incidents by 24%.
○ By the end of SY20-21, 100% of South Mountain
staff will agree or strongly agree that,
“Behavioral expectations for students are
understood by all and consistently and fairly
implemented.”
○ By the end of SY20-21, 26,000 SMART dollars
will be given.

P a g e 19 | 44

D. Action Plan

Create an Action Plan for each Evidenced-based Strategy
(If you need more than the number of tables provided please copy a
Evidence-based Action Steps: Describe the evidence-based action st

Evidence-based Strategy Name
Teacher Collaborative Groups

• Align classroom observations with professional
development

• Deliver sound instruction in a variety of modes
• Use appropriate technological tools and programs to

enhance student learning
• Provide two-way school-home communication linked to

learning.

Action Step
Create committee to secure approval to adjust the schedule to
increase math instruction time
Lead Person/Position
Principal, SOI
Prof Development Step No

Action Step
Invest in an intervention program (IXL) for entire school using
CSI funds
Lead Person/Position
SOI
Prof Development Step No

and paste more into the document)
teps to be taken to achieve this goal.

Measurable Goals
By the end of SY20-21, South Mountain will increase
proficiency on math PSSA by 5.5% overall.

By the end of SY20-21, 90% of South Mountain students will
earn 1.5YG on math STAR.

Anticipated Start Completion Date
8/1/2020 9/1/2020

Material/Resources/Supports Needed
Overview of process to secure schedule change approval

Anticipated Start Completion Date
8/15/2020 9/1/2020

Material/Resources/Supports Needed
Approval and payment

P a g e 20 | 44

Action Step
Provide PD and ongoing support on intervention programs (IXL)
to all math teachers and teachers supporting math (LS, I/E math
teachers, etc.)
Lead Person/Position
SOI
Prof Development Step Yes

Action Step
With math teachers, set an instructional vision for math that
includes 3-5 student actions/habits of practice that every math
student should practice and exhibit regardless of grade. (Aligned
to state standards.)
Lead Person/Position
SOI, Math Academic Team
Prof Development Step No

Action Step
Share the instructional vision for math at South Mountain with
all other content teachers - vertical alignment across grade levels
and shared vocabulary across content areas
Lead Person/Position
SOI, Math Academic Team
Prof Development Step No

Action Step
With guidance from SMMS academic math team and based on
data, available curriculum and capacity, determine an
instructional model for math: guided math instruction, blended
learning, direct instruction, etc.
Lead Person/Position
SMMS Academic Math Team

Anticipated Start Completion Date
9/1/2020 6/30/2021

Material/Resources/Supports Needed
Utilize in-house expertise; PD Time; $$ After hours PD

Anticipated Start Completion Date
9/1/2020 10/12/2020

Material/Resources/Supports Needed
State standards, time to meet, high-quality instructional math
visions from schools or districts with similar demographics

Anticipated Start Completion Date
9/1/2020 10/12/2020

Material/Resources/Supports Needed
Instructional vision for math at South Mountain

Anticipated Start Completion Date
9/1/2020 6/30/2021

Material/Resources/Supports Needed

P a g e 21 | 44

Prof Development Step No

Action Step
Create a scope and sequence of new math strategies to teach
throughout the year (keep this focused and manageable--a few
effective strategies are better than a lot of forgettable ones).
Lead Person/Position
SOI, Math Academic Team
Prof Development Step No

Action Step
Share the year-long scope and sequence of math strategies with
all other content teachers - vertical and horizontal alignment
across grade levels and shared vocabulary across content areas
Lead Person/Position
SOI, Math Academic Team, After School Program
Instructors/Teachers, Innovation Team
Prof Development Step No

Action Step
Identify a shared professional development resource for
implementing math strategies throughout the year (this could be
a shared text, virtual PD, in-service PD, master teacher, etc.)
Lead Person/Position
SOI, Math Academic Team
Prof Development Step No

Action Step
Create a system for communicating weekly focus areas and
strategies in math to other content teachers, including quick tips
for how they might incorporate it in their class. This might be a

Time to meet, data, relevant context for reopening model,
research-based best practices for middle grades math instruction;
Ed-Elements partnership

Anticipated Start Completion Date
9/1/2020 10/12/2020

Material/Resources/Supports Needed
Shared PD resource

Anticipated Start Completion Date
9/1/2020 10/12/2020

Material/Resources/Supports Needed
Year-long scope and sequence of math strategies

Anticipated Start Completion Date
9/1/2020 10/12/2020

Material/Resources/Supports Needed
Research on potential shared PD resources for math strategies

Anticipated Start Completion Date
9/1/2020 10/12/2020

P a g e 22 | 44

simple weekly email, a department newsletter, or a grade-level
meeting
Lead Person/Position
Grade Level Math Content teams
Prof Development Step No

Action Step
Compile data for quarterly school math data meetings, including
data on: 1) math instructional vision and model implementation
data, 2) student STAR math growth, 4) STAR data
disaggregated by student group 4) I/E group specific math
growth data
Lead Person/Position
SOI, math teachers
Prof Development Step No

Action Step
Determine ways, establish processes, and secure resources for
students to maximize ATS time for math practice and skill
building. (For example, revise the entry task from copying rules
to completing a math skills/fluency assignment, check for
accuracy and provide feedback before student moves on to next
academic task.) *In tandem with Priority 3, also considering
ways to re-envision ATS
Lead Person/Position
Hugh Lesster & Team Leaders
Prof Development Step No

Action Step
Create administrative structures to monitor consistency in
implementing the math instructional vision and model (this
could include specific scheduled walk-throughs, or an added
section to observation forms, establishing peer observation

Material/Resources/Supports Needed
Template for communicating math plans with content teachers
that is quick and easy to use

Anticipated Start Completion Date
9/1/2020 9/30/2020

Material/Resources/Supports Needed
System for collecting data

Anticipated Start Completion Date
9/1/2020 9/8/2020

Material/Resources/Supports Needed
Collaboration with committee re-envisioning ATS, resources for
building math skills and fluency

Anticipated Start Completion Date
9/1/2020 11/3/2020

P a g e 23 | 44

protocols, or leveraging contracted coaching services) to ensure
the vision and model is coming to life in math classrooms.
Lead Person/Position
SMMS Administration Team
Prof Development Step No

Action Step
Create a plan for admin to follow up with individual teachers
who need additional support by collaborating with them,
providing additional coaching support, and improving their
practice.
Lead Person/Position
SOI, Principal
Prof Development Step No

Action Step
Provide coverage to allow math teachers to observe colleagues
implementing strategies once a quarter (learning walks)
Lead Person/Position
Juan Enriquez, SOI
Prof Development Step No

Anticipated Output
• Approved schedule with more time for math instruction
• Approved Intervention program (IXL)
• All teachers who have a stake will have received IXL
related PD
• Printed and shared math instructional vision
• Content teachers all have instructional vision for Math at
South Mountain
• All teachers have a printed copy of South Mountain's
instructional model for math

Material/Resources/Supports Needed
Commitment of administrative time/capacity to monitoring math
program consistency

Anticipated Start Completion Date
9/1/2020 11/3/2020

Material/Resources/Supports Needed
Protected time to create support plans, capacity to leverage (i.e.
contracted services, teacher leader models, etc.)

Anticipated Start Completion Date
9/1/2020 11/10/2020

Material/Resources/Supports Needed
Capacity to cover teachers for peer observation

Monitoring/Evaluation
What: analyze STAR for growth, and IXL data
Who: Math teachers and SOI
How: Analyze STAR for growth utilizing a protocol that
considers implications of IXL
How often: Each PD day

P a g e 24 | 44

• Printed and shared scope and sequence of new math
strategies

• Content teachers all have scope and sequence of math
strategies

• Math teachers have a shared PD resource and are aligned
in how they're implementing strategies

• Content teachers are reinforcing math strategies and
concepts in their classes

• Teachers are meeting regularly to analyze math data and
adjust plans accordingly

• Observation of ATS will include students practicing
math.

• Math teachers receive quarterly feedback on their
implementation of the math program

• Individualized teacher support plans.

• Teachers receive a note with a celebration and a
suggestion from their colleagues re: implementation of
strategies

What: For students spending 1 or more days in ATS, track
student academic progress and growth based a set criteria or goal
Who: ATS lead
How: Pull and organize data aligned to re-envisioned purpose of
ATS; possibilities - student math work samples completed
during ATS, math growth for students who spent X number of
days or more in ATS
How often: Review data monthly

What: The number of instances that the math strategies are
observed in action will increase
Who: Admin + additional capacity will observe classrooms and
I/E groups for implementation of the identified strategies
How: Observe math instruction (and additional content areas)
for implementation of the strategies based on the scope and
sequence
How often: Every teacher gets feedback at least quarterly, math
teachers every two weeks

What: Staff culture, climate, and experience willl improved
through aligned, measured metrics
Who: Admin administers survey and organizes data
How: Develop or adopt a survey question to understand the
extent to which teachers are experiencing collaboration and/or

P a g e 25 | 44

Evidence-based Strategy Name
Teacher Collaborative Groups

• Align classroom observations with professional
development

• Deliver sound instruction in a variety of modes
• Use appropriate technological tools and programs to

enhance student learning
• Provide two-way school-home communication linked to

learning.

Action Step
Create and convene an EL Steering Committee, inclusive of
district representatives, South Mountain administration, teachers,
support professionals, and families; set schedule for monthly
meetings that will be open to all families
Lead Person/Position
Principal
Prof Development Step No

Action Step
Secure approval of LAS Links assessment to be used to measure
EL student growth and set both growth goal and overall
benchmark target (include training and resources for teachers on
how to read and understand the data from the assessment)

have opportunities to learn from one another
How often: Quarterly

Measurable Goals
By the end of SY20-21, 26.8% of South Mountain EL students
will meet their English language growth and attainment goal.
26.8% of EL students will meet their growth goal in Reading
26.8% of EL students will meet their growth goal in Writing

Anticipated Start Completion Date
9/1/2020 6/2/2021

Material/Resources/Supports Needed
Meeting time; communication to families about opportunity;
administrative support for organizing; translation and
interpretation services

Anticipated Start Completion Date
9/1/2020 6/2/2021

P a g e 26 | 44

Lead Person/Position
Frank Derrick Principal Katie Gill/Director of ESOL and World
Languages
Prof Development Step No

Action Step
Review current procedures for assigning students to classes and
decide how students will be grouped for the coming school year;
assign ELs to classes prior to the assignment of general
education students
Lead Person/Position
Krista Ronalds Nicole Heckler Ted Sharpless Guidance
Counselors
Prof Development Step No

Action Step
Perform curriculum review to identify gaps in materials to
support ELs who are reading & writing below grade level;
determine what materials can be created/supplemented by
teachers and support professionals versus what must be sourced
from outside the LEA
Lead Person/Position
Jamie Nattress SOI
Prof Development Step No

Action Step
Create a professional development scope and sequence for the
year, for all teachers including, but not limited to PD on utilizing
educational technology in small groups , the use of outside
and/or supplemental resources and technology (e.g. ESOL PD
service providers, contracted ESOL coaching) based on

Material/Resources/Supports Needed
Designated point-person to speak with successful LEAs who
have students with similar demographic; time for teachers to
attend training on the assessment

Anticipated Start Completion Date
8/1/2020 9/1/2020

Material/Resources/Supports Needed
Class rosters from the previous year and teacher
recommendations for future groupings; staffing list for coming
school year; student performance data on recent assessments

Anticipated Start Completion Date
9/1/2020 6/2/2021

Material/Resources/Supports Needed
Current curricular materials (including teacher analysis of where
they see the current gaps); time for teachers and support staff to
create necessary supports

Anticipated Start Completion Date
8/15/2020 10/1/2020

P a g e 27 | 44

available funds; include monthly time designated for teacher
collaboration to support ELs.
Lead Person/Position
ESL Facilitator (TBD) Frank Derrick Principal Katie Gill
Director of ESOL and World Languages
Prof Development Step Yes

Action Step
Set budget for curricular materials and professional development
based on identified needs and make necessary
purchases/contracts; ensure that any materials purchased come
with requisite training or that the school or district has the
capacity to train teachers and support professionals
Lead Person/Position
Frank Derrick Principal
Prof Development Step No

Action Step
Create a template EL Student Support Plan that can be
developed for each EL student with specific strategies based on
the WIDA ELDs, as well as an area for agreed-upon
accommodations, and adopt a data review protocol to be used
throughout the year by teachers and support professionals
Lead Person/Position
ESOL Facilitator (TBD) Grade Level ESOL Teachers
Prof Development Step No

Action Step
Set quarterly data review sessions specifically for reviewing EL
growth/performance and revision of EL Student Support Plans;

Material/Resources/Supports Needed
Protected time for meetings, including protocols for how the
time should be used; sample professional development plans
from other districts with a similar demographic

Anticipated Start Completion Date
8/15/2020 6/2/2021

Material/Resources/Supports Needed
Specific (protected) budget line for materials/PD to support ELs;
time for teachers and support professionals to train on the new
materials/integrate into existing curricula

Anticipated Start Completion Date
9/1/2020 10/1/2020

Material/Resources/Supports Needed
Sample EL support plans & data protocols from other schools or
districts; copy of ELDs for all teachers and support staff; list of
recommended accommodations for teachers

Anticipated Start Completion Date
9/1/2020 6/2/2021

P a g e 28 | 44

ensure that school administrators will be able to attend all
meetings
Lead Person/Position
Frank Derrick Principal EL School Improvement Team
Prof Development Step No

Action Step
Identify educational technology for personalized learning and
instruction of language acquisition for EL students. Low level
English Language acquisition students are provided with an
effective language acquisition program.
Lead Person/Position
ESOL School Improvement Team
Prof Development Step No

Action Step
Provide extended school day/year learning opportunities,
utilizing appropriate, determined technological tools, for
students based on academic needs.
Lead Person/Position
Frank Derrick Principal
Prof Development Step No

Action Step
Collaborate with district leadership to set goals for increasing the
number of ESOL-certified teachers on staff in general education
positions; consider creating incentive for current staff to gain
certification
Lead Person/Position
Katie Gill

Material/Resources/Supports Needed

Protected time for teachers, support professionals, and
administrators to meet; data on student performance collected by
the teacher, as well as the benchmark assessment

Anticipated Start Completion Date
8/15/2020 6/2/2021

Material/Resources/Supports Needed
Educational technology to support personalized learning and
language acquisition for EL students.

Anticipated Start Completion Date
9/1/2020 6/15/2021

Material/Resources/Supports Needed
Educational technology to support personalized learning and
language acquisition for EL students. Funds for teaching beyond
school day.

Anticipated Start Completion Date
9/1/2020 6/1/2021

Material/Resources/Supports Needed

P a g e 29 | 44

Prof Development Step No

Anticipated Output
• Published meeting schedule and minutes of meetings in
English and Spanish and additional languages of families
of EL students (sent to all families of EL students)

• Signed contract for assessment and published goals (all
teachers have copy in-hand and posted in teacher
workroom/shared virtual spaces)

• ELs assigned to classes and lists sent to grade level team
to review prior to scheduling of general education
students

• Published review presented to school stakeholders with
timeline for material creation/purchase

• Published PD sequence with dates sent to all teachers;
time for teacher collaboration built into published
teaching schedules

• Materials are delivered to school, teachers have access to
materials

• Each EL student has a file with a completed template that
the teacher can access in their classroom (administrators
have a copy of each plan for reference)

• Published data meeting calendar; school leadership
report to school staff and all stakeholders on outcome of
data meetings

• Use of Ed Tech to support students. Use of language
acquisition program.

Commitment from school board; budget to pay for teacher
certification courses; current position descriptions

Monitoring/Evaluation
What: Review EL Steering Committee survey data
Who: EL steering committee lead
How: Design a survey based on the goals and hopes of the EL
Steering Committee. Administer to all members each quarter.
Administer in English, Spanish, and additional languages of
families of EL students.
How often: Quarterly
What: Analyze EL student growth according to the assessment
chosen, specifically in reading and writing
Who: ESL teacher team, ESOL facilitator, representative group
of gen ed teachers
How: Run data reports, utilize protocols and processes to
analyze, synthesize, and organize student growth data
How often: Quarterly

P a g e 30 | 44

• After school programs. Attendance rosters.

• Published program sent to all staff encouraging ESOL
certification and explaining incentives that have been
created

What: Track the number of teachers interested and/or pursuing
certification
Who: Admin + ESOL facilitator
How: System to track interest and progress towards certification
How often: Start of year, middle of year, end of year

P a g e 31 | 44

Evidence-based Strategy Name
PBIS and Restorative Practices

• Align classroom observations with professional
development

• Provide instruction, modeling, classroom norms, and
caring attention that promotes students' self-respect,
management of emotions, concern for other, and
responsibility

• Explain and communicate the purpose and practice of the
school community to comprehensively engage students'
families and other stakeholders.

• Provide two-way school-home communication linked to
learning.

Action Step
Invite families to participate in crafting a shared vision for the
South Mountain school culture we all want
Lead Person/Position
Community School Director, SMMS families, School
Innovation Team
Prof Development Step No

Action Step
As a team (including staff and family input), define the school
culture vision we're building towards. What does a South
Mountain classroom look like/sound like? A SM hallway? A
staff-student interaction? An admin-student interaction? An
admin-staff interaction? A staff-family interaction?
Lead Person/Position
CSI Planning Team, Student Leadership Team

Measurable Goals
By the end of SY20-21, South Mountain will decrease level II,
III, and IV incidents by 24%.

By the end of SY20-21, 100% of South Mountain staff will
agree or strongly agree that, “Behavioral expectations for
students are understood by all and consistently and fairly
implemented.”

By the end of SY20-21, 26,000 SMART dollars will be given.

Anticipated Start Completion Date
7/31/2020 9/8/2020

Material/Resources/Supports Needed
Family contact information, time and process to solicit authentic,
representative, and diverse input

Anticipated Start Completion Date
8/3/2020 9/8/2020

Material/Resources/Supports Needed
Shared meeting time

P a g e 32 | 44

Prof Development Step No

Action Step
Use the shared vision of school culture to define 4-5 specific
behaviors/characteristics to reinforce with recognition or
incentives, and 4-5 key behaviors to prioritize addressing
Lead Person/Position
Administration, CSI Planning Team, Team Leaders
Prof Development Step No

Action Step
For each prioritized behavior, explicitly define how to address
the behavior (including model language informed by Restorative
Practices), what the specific consequences/incentives are, and
who is responsible for implementing them.
Lead Person/Position
Administration, CSI Planning Team, Team Leaders
Prof Development Step Choose an item.

Action Step
Participate in district-wide, year two of Restorative Practices PD
and implementation, facilitate school-based debriefs to get clear
on how and when all staff will employ the strategies learned.
Lead Person/Position
SMMS Staff
Prof Development Step Yes

Action Step
Create and implement structures to monitor consistency in
responding to priority behaviors (this could include specific
scheduled walk-throughs, or an added section to observation
forms, or assigning one team member to be the lead on
reinforcing these expectations) to ensure staff and admin are

Anticipated Start Completion Date
8/3/2020 9/8/2020

Material/Resources/Supports Needed
Shared vision of school culture, meeting time, high-quality
facilitated process

Anticipated Start Completion Date
8/3/2020 9/8/2020

Material/Resources/Supports Needed
Relevant data, Restorative Practices techniques and strategies,
input from a group of representative stakeholders

Anticipated Start Completion Date
9/1/2020 6/30/2021

Material/Resources/Supports Needed
Time to participate

Anticipated Start Completion Date
8/3/2020 6/30/2021

P a g e 33 | 44

responding to focus behaviors according to plans 100% of the
time.
Lead Person/Position
Administration, Team Leaders
Prof Development Step No

Action Step
Publish a one-pager that outlines the culture vision, priority
behaviors, the unified response, and the people accountable for
each step. Share this one-pager with everyone, including staff
and families.
Lead Person/Position
Administration
Prof Development Step No

Action Step
Provide a space for teachers to analyze progress and adapt
strategies by establishing scheduled quarterly school culture
meetings with a clear agenda, location, and owner
Lead Person/Position
SMMS Staff
Prof Development Step No

Action Step
Compile data for quarterly school culture meetings, including
data on: 1) referrals made, 2) rewards administered, 3) staff
consistency in responding to priority behaviors, 4) admin
consistency in following through on referrals 5) contacts made to
families by relationship owners. Disaggregate data by student
group (race, FRL status, SpEd status, ELLs, grade level, etc).
Lead Person/Position
Community School Director, Administration, Teaching staff

Material/Resources/Supports Needed
Administrative commitment for monitoring capacity that cannot
be compromised for daily "fires"

Anticipated Start Completion Date
8/11/2020 9/8/2020

Material/Resources/Supports Needed
Team member with moderate design skills to create a one-pager

Anticipated Start Completion Date
9/1/2020 6/30/2021

Material/Resources/Supports Needed
Shared meeting time

Anticipated Start Completion Date
11/11/2020 6/30/2021

Material/Resources/Supports Needed

P a g e 34 | 44

Prof Development Step No

Action Step
Create a plan for admin to follow up with individual teachers
who need additional support by collaborating with them on
adapting their plans, and improving their practice
Lead Person/Position
Administration, Mentor teachers
Prof Development Step No

Action Step
Create a communication system for admin to communicate to
staff their shared progress on consistently reinforcing
expectations.
Lead Person/Position
Administration
Prof Development Step No

Action Step
Establish a system for ensuring each family has at least one
personal relationship with someone on staff (this could be a case
management system, homeroom teacher duty, leadership team
responsibility, etc).
Lead Person/Position
Community Schools Director, Guidance, Homeroom Teachers
Prof Development Step No

Action Step
Set expectations for building relationships with families,
including the qualities of those relationships, what families can
expect from staff, and what staff needs from families