SUN VALLEY HS

2881 Pancoast Ave

ATSI non-Title 1 School Plan | 2022 - 2023

Steering Committee

Name Position/Role Building/Group/Organization Email

Dr. George Steinhoff Superintendent of Schools Penn-Delco SD GSteinhoff@pdsd.org

Dr. Eric Kuminka Assistant Superintendent Penn-Delco SD EKuminka@pdsd.org

Regina McClure Director of Special Education and Pupil Services Penn-Delco SD RMcClure@pdsd.org

Ryan Coughlin Supervisor of Secondary Curriculum Penn-Delco SD RCoughlin@pdsd.org

John Paul Roskos Principal Sun Valley HS jroskos@pdsd.org

Dr. Linda Giles Assistant High School Principal Sun Valley HS LGiles@pdsd.org

Amy Bell Supervisor of Pupil Services Penn-Delco SD ABell@pdsd.org

Valerie Carr Special Education teacher and Department Chair Sun Valley HS VCarr@pdsd.org

Lauren Schneider English teacher and Department Chair Sun Valley HS LSchneider@pdsd.org

Michael McCormick Supervisor of Special Education Penn-Delco SD MMcCormick@pdsd.org

Monica Diehl Parent of SV students and Spanish teacher Sun Valley HS MDiehl@pdsd.org

Erin Judge Education Specialist Counselor-Sun Valley HS EJudge@pdsd.org

Francine Im Education Specialist Counselor-Sun Valley HS fim@pdsd.org

Joe Peleckis Assistant Principal Sun Valley HS jpeleckis@pdsd.org

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Vision for Learning
The vision for Sun Valley HS includes academic programming for all student that are rigorous, provide extended learning experiences, are differentiated based
on student needs; and allows for students to demonstrate and transfer the skills to prove themselves as Ready for Life.

Summary Of Strengths and Challenges

Strengths
Consideration In
Strength
Plan

School wide focus on communicating the importance of performing well No

Non-ELA departments focusing on reading and writing strategies No

English Lab remediation course was successful No

Summer Boot Camp to prepare for another summer Keystone attempt No

Overall as a school we have performed well enough to enjoy achievement increases in proficiency data and solid scores in graduation rate No
and other key areas.

School wide focus on communicating the importance of performing well. No

Tied PSSA Science performance (8th grade) to enrollment criteria for honors level biology in 9th grade. No

Chemistry teachers offered Biology remediation during their course time. No

Summer Boot Camp to prepare for another summer Keystone attempt. No

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a solid focus on remediation within Algebra I and Literature led to big increases for the All Students category Yes

entrusted our English and Math Lab courses to two specific teachers (1 math, 1 English) as their main focus. No

consistently worked with school counselors and teachers on specific grade recovery and remediation plans for all students to increase Yes
their ability to graduation on-time with their cohort.

School wide focus on communicating the importance of performing well. No

Re-aligned algebra I and II resources and fine-tuned common assessments and instructional strategies. No

Math Lab remediation course was successful. No

Summer Boot Camp to prepare for another summer Keystone attempt No

The most significant strength is our improved performance on state assessments. No

We are focusing on the importance of being Ready For Life, therefore the impact on graduating all seniors has been a success for our Yes
school over the past two years.

We have successfully worked to present uniform and common assessments in core subject areas for our students. The collaboration and No
planning among staff has been excellent as well.

We have fostered high expectations in our building by holding students accountable to passing grades, positive behavior, and regular No
attendance in order to earn the rewards of attending school events, fundraisers, athletics, etc.

Our professional learning has been strong the past few years, especially with the implementation of the district-wide professional No
development day that is planned and executed by all PDSD employees.

Challenges
Consideration In
Challenge
Plan

implementing strategies to engage students with disabilities in school culture, activities, and classrooms to increase their desire to attend No
school more regularly.

focus in resource room will be learning and achievement as opposed to work completion or focused study hall. No

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Access to AP courses because of prerequisites No

Continuing to fall short in the overall growth measure No

The most significant challenge in regards to state testing data is achieving the growth measures in all 3 tested academic areas. If No
improved, our reluctant and historically struggling learners could see the impact of their hard work and focus on a specific learning target.

Overall, we need to shift from a work completion model to a goal setting, achievement, and learning experiences model with our No
students with disabilities.

EP 13: Implement a multi-tiered system of supports for academics and behavior Yes

Continuing to fall short in the overall growth measure No

For students in our lesser populated groups, it is critically important now, to promote opportunities for enrollment in specialized No
programming such as Medical Careers through DCTS, Advanced Placement, and other key electives that can inform and impact
postsecondary decision-making.

have done a great deal of work on shifting school culture to more positive and welcoming school community. There needs to be more No
implementation of prevention strategies to diffuse student conflict.

Continuing to fall short in the overall growth measure. No

No Science Lab remediation course. No

A stronger implementation of reading comprehension skill work is needed with our biology students and teachers who deliver the No
content.

EP 11: Promote and sustain a positive school environment where all members feel welcomed, supported, and safe in school: socially, Yes
emotionally, intellectually, and physically

EP12: Implement an evidence-based system of schoolwide positive behavior interventions and supports. Yes

EP5: Provide frequent, timely, and systematic feedback and support on instructional practices Yes

EP3: School teams use a collaborative process to analyze a variety of assessment data (including diagnostic, formative, and summative) in Yes
order to monitor student learning and adjust programs and instructional practices

Most Notable Observations/Patterns

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Analyzing Strengths and Challenges
Strengths
Strength Discussion Points

a solid focus on remediation within Algebra I and *Will need to supplement remediation that is lost due to no math and English lab classes for the
Literature led to big increases for the All Students 2020-2021 school year.
category

consistently worked with school counselors and Continue the weekly work as an admin/counselor team to develop plans for seniors who are in
teachers on specific grade recovery and remediation danger of not graduating or who do not have an identified plan for after graduation. *strong
plans for all students to increase their ability to communication needed about the Ready for Life initiative *students must know the why and the
graduation on-time with their cohort. how of working towards the Ready for Life components.

We are focusing on the importance of being Ready For *strong communication needed about the Ready for Life initiative *students must know the why
Life, therefore the impact on graduating all seniors has and the how of working towards the Ready for Life components.
been a success for our school over the past two years.

Challenges
Priority
Challenge Discussion Points For Priority Statement
Planning

EP 13: Implement a multi-tiered system of supports for Create EWI system. Yes If we establish a system that addresses barriers to student
academics and behavior learning are addressed in order to increase student
achievement.

EP 11: Promote and sustain a positive school Attendance- SAIP Yes If we are able to implement evidence based systems to
environment where all members feel welcomed, interventions. Tier 1 increase positive school environment where all members feel
supported, and safe in school: socially, emotionally, decision making. welcomed, supported, and safe in school: socially, emotionally,
intellectually, and physically intellectually, and physically then our students will attend
school regularly.

EP12: Implement an evidence-based system of Tier II PBIS Yes If we implement an evidence-based system of schoolwide
schoolwide positive behavior interventions and Interventions positive behavior interventions and supports, we will be able
supports.
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EP5: Provide frequent, timely, and systematic feedback
and support on instructional practices
EP3: School teams use a collaborative process to
analyze a variety of assessment data (including
diagnostic, formative, and summative) in order to
monitor student learning and adjust programs and
instructional practices
to e-establish our schoolwide expectations, norms, and
practices for behavior and attendance.
No
Yes If we are able to implement a system of data analysis to inform
adjust and grow instruction then we will see an increase in
academic achievement.
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Goal Setting
Priority: If we establish a system that addresses barriers to student learning are addressed in order to increase student achievement.

Outcome Measurable Target 2nd Target 4th

Measurable Goal Statement Target 1st Quarter Target 3rd Quarter
Category Goal Nickname Quarter Quarter
English At least 5 % of students will increase their testing ELA Keystone Goal Q1 CDT Reg Ed Special Ed Q2 Course Grades Q3 CDT Reg Ed Special Ed Q4 Course Grades
Language Arts score on the ELA CDT between testing sessions. Course Grades Reg Ed Reg Ed Special Ed Course Grades Reg Ed Reg Ed Special Ed
Sub Group - Special Education Special Ed Special Ed

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Priority: If we are able to implement evidence based systems to increase positive school environment where all members feel welcomed, supported, and
safe in school: socially, emotionally, intellectually, and physically then our students will attend school regularly.

Outcome Measurable Goal Target 2nd Target 3rd Target 4th

Measurable Goal Statement Target 1st Quarter
Category Nickname Quarter Quarter Quarter
Regular At least 5% of students will attend greater School Wide Attendance target set following completion of Q2 Q3 Q4
Attendance than 90 percent of school days. (Unexcused & excused) Goal 21-22 SY Unexcused & Excused

Priority: If we implement an evidence-based system of schoolwide positive behavior interventions and supports, we will be able to e-establish our
schoolwide expectations, norms, and practices for behavior and attendance.

Outcome Measurable Goal Target 2nd Target 3rd Target 4th

Measurable Goal Statement Target 1st Quarter
Category Nickname Quarter Quarter Quarter
Regular At least 5 % of students will attend School Wide Attendance target set following completion of Q2 Q3 Q4
Attendance greater than 90 percent of school days. (Unexcused & excused) Goal 21-22 SY Unexcused & Excused

Priority: If we are able to implement a system of data analysis to inform adjust and grow instruction then we we will see an increase in academic
achievement.

Outcome Measurable Goal Target 1st Target 2nd Target 3rd Target 4th
Measurable Goal Statement
Category Nickname Quarter Quarter Quarter Quarter
Mathematics At least 5% of students will increase the testing score on the Math Math Keystone Goal CDT Grades C Q2 Q3 Q4
CDT between testing sessions. Sub Group - Special Education or better

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Action Plan
Action Plan for: Implement Restorative Practices

Measurable Goals Anticipated Output Monitoring/Evaluation

• ELA Keystone Goal Students will be able to lead restorative practices Admin overseen.
• Math Keystone Goal initiatives and grow intervention offerings.
• School Wide Attendance (Unexcused & excused) Goal

Anticipated Anticipated Lead PD

Action Step Material/Resources/Supports Needed
Start Date Completion Date Person/Position Step?
Revise Student Code of Conduct - Ensure 06/20/2022 08/17/2022 Dean of Students Admin DCIU Training Current Code of Conduct Central Office & Yes
inclusion of PBIS & Restorative Practices AS School Board Support SIS match new behavioral coding
Interventions

Restorative Practices Training All Staff - Link 09/01/2022 02/24/2023 Principal Yes
Restorative Practices & PBIS

Put Restorative Practices int SVHS Teacher 06/30/2022 08/23/2022 Assist Principal No
Manual of Systems / Protocols in partnership
with PBIS. Expectations for pre referral
intervention.

Create Restorative Practices Team 05/10/2022 06/03/2022 Principal Include Guidance, PBIS, Department Heads No

Identify, Train & Implement Student 09/06/2022 12/22/2022 Dean of Students Yes
Restorative Practices Leaders

Train Leadership 06/29/2022 06/30/2022 DCIU Dean of Students Yes

Principal AS

Train Volunteer Group 08/23/2022 11/23/2022 Principal Yes

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Action Plan for: PBIS

Measurable Goals Anticipated Output Monitoring/Evaluation

• School Wide Attendance (Unexcused & excused) Goal

Anticipated
Anticipated Lead Material/Resources/Supports PD
Action Step Completion
Start Date Person/Position Needed Step?
Date
Strengthen PBIS Tier 1 with modifications suggested from TFI. upon return 06/30/2022 08/23/2022 Assistant Principal & No
to school, to increase staff knowledge of behavior expectations, the Dean of Students
effective utilization of behavior expectations language, the expectations
teaching system, inclusive teaching, the use of behavior-specific praise,
increasing the praise-to-corrections ratio, alignment to restorative practices
Tier 1 & 2 and the use of tangible reinforcements.

PBIS Tier 2 Team , Leader, Protocols Assistant Principal & No

Dean of Students

Check & Connect Training- New Mentors 08/24/2022 09/30/2022 Assistant Principal No

Develop attendance incentive calendar- utilize monthly perfect attendance 06/20/2022 08/23/2022 PBIS Team No
incentives, student of the month, etc.

Automatic Daily communication for non attenders and late to school 09/05/2022 06/16/2023 Secretaries No
students. Push & Text.

Create a school-wide calendar of incentives (i.e weekly. monthly, quarterly, 06/20/2022 08/23/2022 PBIS Team Admin No
etc.).

Establish monthly meeting schedule for PBIS Team. Tier 1 & 2 06/20/2022 08/23/2022 APs Principal No

TIPS Team meets at least monthly to review disaggregated discipline data, 09/05/2022 06/16/2023 PBIS Team No
determine interventions, track progress, and make recommendations
during a "problem solving" meeting.

Schedule time for PBIS staff training boosters throughout the year, 09/06/2022 06/16/2023 Assistant Principal & No
particularly after breaks in the school calendar. Principal

Revise PBIS Section with Teacher Handbook 06/20/2022 08/23/2022 Assistant Principal No

Identify Check & Connect Coordinator Position 08/25/2022 09/30/2022 Assistant Principal No

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Action Plan for: Early Warning Indicator Monitoring System

Measurable Goals Anticipated Output Monitoring/Evaluation

• ELA Keystone Goal

• Math Keystone Goal
• School Wide Attendance (Unexcused & excused) Goal

Anticipated Anticipated Lead Material/Resources/Supports PD

Action Step
Start Date Completion Date Person/Position Needed Step?
Identify and implement software for data 06/20/2022 08/23/2022 No

Identify Key data points for analyzing- i.e. days absent, suspension 06/20/2022 08/23/2022 Admin No
& behavior infractions, failed courses, G.P.A

Create Student Data Passport 10/03/2022 06/16/2023 Admin No

School will create indicators / benchmarks for each tier of 09/05/2022 12/22/2022 Admin No
interventions & support (ties to intervention strategy)

School will map out data cycle to collect, analyze, and address 08/01/2022 08/23/2022 Admin No
student data.

School will develop standing and consistent MTSS meetings and 08/01/2022 08/23/2022 Admin No
will align interventions to students. This will include running
agendas and clear written protocols.

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Action Plan for: Data Informed Instruction

Measurable Goals Anticipated Output Monitoring/Evaluation

• ELA Keystone Goal

• Math Keystone Goal
Anticipated Anticipated Material/Resources/Supports PD
Action Step Lead Person/Position
Start Date Completion Date Needed Step?
Aimsweb Progress Monitoring Implementation - 08/23/2022 05/27/2022 Special Ed Director & Special Yes
Training & Protocols around discussion. Ed Supervisor

Training for admin & Teachers on CDT reports. 08/23/2022 05/27/2022 Admin Yes

Utilize established MTSS process to support 09/06/2022 06/16/2023 Admin Department Heads Yes
instructional interventions and adjustments.

Action Plan for: Scheduling Changes

Measurable Goals Anticipated Output Monitoring/Evaluation

• ELA Keystone Goal Create opportunities for professional development on evidence based
• Math Keystone Goal strategies expected to be implemented by creating a monthly early
dismissal day for students, possibly Wednesdays.
• School Wide Attendance (Unexcused & excused) Goal

Anticipated Material/Resources/Supports PD
Action Step Anticipated Completion Date Lead Person/Position
Start Date Needed Step?
Increase data discussion opportunities. 06/20/2022 08/23/2022 Admin No
(See EWI strategy & actions). Create
comprehensive PLC Meeting Calendar

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 Action Plan for: Resource Mapping & Increase Intervention Offerings

Measurable Goals Anticipated Output Monitoring/Evaluation

• ELA Keystone Goal

• Math Keystone Goal
• School Wide Attendance (Unexcused & excused) Goal

Anticipated Anticipated Lead Material/Resources/Supports PD

Action Step
Start Date Completion Date Person/Position Needed Step?
Identify all internal & external interventions & supports for 06/20/2022 08/23/2022 Admin No
academics, behavior & attendance. School will categorize and
tier.

Communication to general education staff for what 08/23/2022 05/27/2022 Admin No

intervention looks like.

Add math intervention program or instructional practices 09/06/2022 06/16/2023 Admin Yes
selection. Include training and protocol for use.

Professional Development Action Steps

Evidence-based Strategy Action Steps

Implement Restorative Practices • Revise Student Code of Conduct - Ensure inclusion of PBIS & Restorative Practices Interventions
• Restorative Practices Training All Staff - Link Restorative Practices & PBIS
• Identify, Train & Implement Student Restorative Practices Leaders
• Train Leadership
• Train Volunteer Group

Data Informed Instruction • Aimsweb Progress Monitoring Implementation - Training & Protocols around discussion.
• Training for admin & Teachers on CDT reports.
• Utilize established MTSS process to support instructional interventions and adjustments.

Resource Mapping & Increase Intervention • Add math intervention program or instructional practices selection. Include training and protocol for
Offerings use.

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Professional Development Activities
Restorative Practices

Topics to be Evidence of Lead Anticipated Timeline Anticipated Timeline

Action Step Audience
Included Learning Person/Position Start Date Completion Date

• Restorative Practices Training All Staff Targeted Restorative Implementation of Admin 06/28/2022 09/06/2022
- Link Restorative Practices & PBIS Staff Practices Strategies

Learning Formats

Choose Observation and Practice This Step Meets the Requirements of

Type of Activities Frequency
Framework State Required Trainings
Workshop(s) 2

CDT Training

Topics to be Lead Anticipated Timeline Anticipated Timeline

Action Step Audience Evidence of Learning
Included Person/Position Start Date Completion Date

• Training for admin & Admin & CDT Implementation & Progress Admin 08/31/2022 12/31/2022
Teachers on CDT reports. Teachers Monitoring

Learning Formats

Choose Observation and Practice This Step Meets the Requirements of

Type of Activities Frequency
Framework State Required Trainings
Workshop(s) Quarterly

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AIMS Web

Anticipated
Topics to be Evidence of Lead Anticipated Timeline
Action Step Audience Timeline Start
Included Learning Person/Position Completion Date
Date

• Aimsweb Progress Monitoring Special AIMSweb Testing & Implementation Special Education 09/01/2022 09/02/2022
Implementation - Training & Protocols Education Progress Monitoring and use Supervisor
around discussion. Teachers

Learning Formats

This Step Meets the

Choose Observation and Practice
Type of Activities Frequency Requirements of State Required
Framework
Trainings
Inservice day Start of year, follow-up as needed

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