MTSS & Title I
Through the collaboration of RTSD administration, teachers, and community members and through the support of the Pennsylvania Department of Education Division of Federal Programs, Wayne Elementary School transitioned to a Schoolwide Title I program beginning in the 2020-2021 school year.
The transition to a school-wide program provides WES with greater flexibility in leveraging our federal funding and resources to best meet the needs of our students. The Title 1 Schoolwide Plan at WES was written to support the implementation of Pennsylvania’s Multi-Tiered System of Supports (MTSS).
- Title I Survey (Feedback Form)
- Right to Know Information
- School-Parent Compact
- RTSD Title 1 School Wide Plan (School Year 2024-25)
- RTSD Title I Equity Plan (School Year 2024-25)
- WES Title I Parent Engagement Plan
Title I Survey (Feedback Form)
Right to Know Information
Parent Right to Know Information as Required by the Elementary and Secondary Education Act (ESEA) [Section 112(e)(l)(A)] and the Every Student Succeeds Act [Section I l 12(e)(l)(A)]
Dear Parent(s)/Legal Guardian(s):
Your child attends Wayne Elementary School, which receives Federal Title I funds to assist students in meeting state achievement standards. Throughout the school year, we will be providing you with important information about this law and your child's education. This letter lets you know about your right to request information about the qualifications of the classroom staff working with your child.
At Wayne Elementary, we are very proud of our teachers and feel they are ready for the coming school year and are prepared to give your child a high-quality education. As a Title I school, we must meet federal regulations related to teach qualifications as defined in the ESEA. These regulations allow you to learn more about your child's teachers' training and credentials. 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 he/she is 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 the 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 additionally right to know request. At any time, parents 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 o Subject matter tested, o Purpose of the test, o 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 he/she needs to succeed in school and beyond. That commitment includes making sure that all of our teachers and paraprofessionals meet applicable Pennsylvania state requirements.
If you have any questions about your child's assignment to a teacher or paraprofessional, please contact Michael Marzano at Wayne Elementary at 610-687-8480 or via email.
Sincerely,
Michael Marzano
Principal
School-Parent Compact
Title I School-Family Compact (2025-2026) (revised May 2025)
Wayne Elementary School and the parents of students participating in activities, services, and programs funded by Title I agree that this compact outlines how the parents, the entire school staff, and the students will share the responsibility for improving student academic achievement. The compact also outlines how the school and parents will build and develop a partnership that will help children achieve the state’s academic standards.
School Responsibilities:
Wayne Elementary School is committed to providing a high-quality curriculum and instruction within a supportive and effective learning environment. This commitment enables participating children to achieve their potential and meet Pennsylvania's student academic achievement standards. To ensure this:
- All teachers are required to meet Pennsylvania’s statutory and regulatory requirements related to appropriate certification of school personnel.
- MTSS will include participation in small group direct instruction using both pull-out and push-in models, as well as differentiated classroom instruction.
- Classroom teachers will collaborate with team members of the MTSS Team to determine the best instructional methods, strategies, and skill development for students.
- MTSS Team Members and paraprofessionals will provide a quality curriculum and instruction in a positive learning environment to help children achieve success.
The Role of the MTSS Team
MTSS teachers will:
- Respect and acknowledge every child's strength and differences.
- Believe that every child can learn if given appropriate time, quality instruction, and specific expectations for learning.
- Provide challenging and engaging educational experiences at the child’s instructional level to maximize learning.
- Recognize that parents play an important role in their child's education and are vital to their success.
Parent-Teacher Conferences and Reporting
Wayne Elementary School is dedicated to fostering strong communication and collaboration with parents. To this end, the school will hold parent-teacher conferences scheduled after the first and second report card periods.
Student Reports
Parents will receive various reports to stay informed about their child's progress:
- Progress Reports: Parents will receive a progress report once a trimester
- For students receiving pull-out instruction by the MTSS Team, parents will also receive feedback and review the progress monitoring data at the end of each trimester during Parent Teacher Conferences.
Consultation Availability
Wayne Elementary School staff will be available for consultation with parents as follows:
- Scheduled Conferences: Before and after school conferences can be scheduled through your child’s teacher.
- Parent Teacher Conferences: Conferences will be offered to parents at the end of the first and second trimester.
- Communication: Parents may contact teachers, staff, or the building principals via telephone, letter or email.
Parent Responsibilities
Parents are integral to their children's education and are expected to provide an appropriate learning environment at home. To support their children's learning, parents should:
- Return documents and forms promptly.
- Ensure their child attends school on time, well-fed, and well-rested regularly.
- Monitor school assignments and provide necessary support.
- Create a home atmosphere conducive to learning.
- Ensure that students are aware that electronic devices are not permitted in school
- Show and demonstrate respect for all members of the school community and school property.
- Promote positive use of their child’s extracurricular time.
- Stay informed about their child’s education by reviewing all school communications and responding promptly.
Parents can always contact by appointment, via email (RTSD.org), or phone:
a. Your child’s classroom teacher
b. Michael Marzano, Principal
c. Kelly Bourne, Assistant Principal
d. Sarah Steiner, ELD Coordinator
e. Jennifer Becker, MTSS Facilitator
f. Dr. Shawn Dutkiewicz, Assistant to the Superintendent - Teaching and Learning
Student Commitment
Students are responsible, in part, for their own success and recognize that education is important. Students will:
- Demonstrate a positive attitude toward learning and school.
- Be responsible for completing homework on time that reflects quality and accuracy.
- Follow teacher instructions in a cooperative manner.
- Seek help and assistance when needed.
- Do daily work that is neat and reflects the student’s best effort.
- Be respectful to all school members and to school property
Conclusion
The collaboration between school personnel, parents, and students is vital for providing the best possible education. This partnership ensures that children are supported both at school and at home, fostering an environment where every student can achieve their potential.
RTSD Title 1 School Wide Plan (School Year 2024-25)
Profile and Plan Essentials
School |
AUN/Branch |
|
Wayne Elementary School |
125237603/6512 |
|
Address 1 |
||
651 West Wayne Avenue |
||
City |
State |
Zip Code |
Wayne |
PA |
19087 |
Chief School Administrator |
Chief School Administrator Email |
|
Dr. Kenneth Batchelor |
Kenneth.Batchelor@rtsd.org |
|
Principal Name |
||
Dr. Michael Marzano |
||
Principal Email |
||
Michael.marzano@rtsd.org |
||
Principal Phone Number |
Principal Extension |
|
610-687-8480 |
4101 |
|
School Improvement Facilitator Name |
School Improvement Facilitator Email |
|
Dr. Shawn Dutkiewicz |
Shawn.Dutkiewicz@rtsd.org |
Steering Committee
Name |
Position/Role |
Building/Group/Organization |
|
---|---|---|---|
Shawn Dutkiewicz |
District Level Leaders |
Radnor Township S.D. |
Shawn.Dutkiewicz@rtsd.org |
Nancy Ferguson |
Principal |
Radnor Township S.D. |
Nancy.Ferguson@rtsd.org |
Jon Smerecky |
Other |
Radnor Township S.D. |
Jon.Smerecky@rtsd.org |
Rachel Reynolds |
Title 1 Math Teacher |
Radnor Township S.D. |
Rachel.Reynolds@rtsd.org |
Maria Rowley |
Title 1 Reading Teacher |
Radnor Township S.D. |
Maria.Rowley@rtsd.org |
Maryclaire Smith |
Community Member |
Radnor Township S.D. |
Mollherb@comcast.net |
Sarah Steiner |
Teacher |
Radnor Township S.D. |
sarah.steiner@rtsd.org |
Laura Dethlefsen |
Parent |
Radnor Township S.D. |
laura.dethlefsen@gmail.com |
Jennifer Walker |
Parent |
Radnor Township S.D. |
jennifer.marold@gmail.com |
Maureen Hudson |
Parent |
Radnor Township S.D. |
maureenhudson28@gmail.com |
Tracy Hildebrand |
Parent |
Radnor Township S.D. |
tracy.carickhoff@gmail.com |
Future Ready PA Index
Select the grade levels served by your school. Select all that apply.
True K |
True 1 |
True 2 |
True 3 |
True 4 |
True 5 |
False 6 |
False 7 |
False 8 |
False 9 |
False 10 |
False 11 |
False 12 |
Review of the School Level Performance
Strengths
Indicator |
Comments/Notable Observations |
---|---|
ELA Percent Proficient/Advanced (79.3%) |
79.3% of Wayne 3rd-5th grade students achieved at or above proficiency on the PSSA in the 22-23 school year. |
Overall achievement |
3rd-5th grade students are performing above all state averages in ELA, Math, and Science PSSA Assessments. |
Attendance and Promotion |
Attendance and promotion percentages continue to be very high. |
Challenges
Indicator |
Comments/Notable Observations |
---|---|
Math Proficiency (73%) |
27% of our 3rd-5th grade students are not meeting proficiency in mathematics. |
Math Proficiency from 2021-2022; 2022-2023 |
Wayne E.S. 3rd-5th grade performance on the Math PSSA continues to demonstrate that 25%+ of students have not met proficiency standards. |
Review of Grade Level(s) and Individual Student Group(s)
Strengths
Indicator ELA Percent Proficient/Advanced (79.3%) ESSA Student Subgroups African-American/Black, American Indian or Alaskan Native, Asian (not Hispanic), Combined Ethnicity, Hawaiian Native/Pacific Islander, Hispanic, Multi-Racial (not Hispanic), White, Economically Disadvantaged, English Learners, Students with Disabilities |
Comments/Notable Observations 79.3% of Wayne 3rd-5th grade students achieved at or above proficiency on the PSSA in the 22-23 school year. |
Indicator 3rd-5th grade students are performing above all state averages in ELA, Math, and Science PSSA Assessments. ESSA Student Subgroups African-American/Black, American Indian or Alaskan Native, Asian (not Hispanic), Hawaiian Native/Pacific Islander, Hispanic, Multi-Racial (not Hispanic), White, Economically Disadvantaged, English Learners, Students with Disabilities |
Comments/Notable Observations 3rd-5th grade students are performing above all state averages in ELA, Math, and Science PSSA Assessments. |
Indicator Attendance and promotion percentages continue to be very high. ESSA Student Subgroups |
Comments/Notable Observations Both the Wayne attendance and promotion rate were near 100%. |
Indicator ESSA Student Subgroups |
Comments/Notable Observations |
Challenges
Indicator Math Proficiency (73%) ESSA Student Subgroups African-American/Black, American Indian or Alaskan Native, Asian (not Hispanic), Combined Ethnicity, Hawaiian Native/Pacific Islander, Hispanic, Multi-Racial (not Hispanic), White, Economically Disadvantaged, English Learners, Students with Disabilities |
Comments/Notable Observations 27% of our 3rd-5th grade students are not meeting proficiency in mathematics. |
Indicator Math Proficiency in 2022-23 was 73%. ESSA Student Subgroups African-American/Black, American Indian or Alaskan Native, Asian (not Hispanic), Hawaiian Native/Pacific Islander, Hispanic, Multi-Racial (not Hispanic), White, Economically Disadvantaged, English Learners, Students with Disabilities |
Comments/Notable Observations 27% of our 3rd-5th grade students are not meeting proficiency in mathematics. |
Indicator ESSA Student Subgroups |
Comments/Notable Observations |
Summary
Strengths
Review the strengths listed above and copy and paste 2-5 strengths which have had the most impact in improving your most pressing challenges.
In summary, Wayne Elementary has strong overall achievement in ELA that falls well-above state averages and has strong attendance and promotion rates. |
Challenges
Review the challenges listed above and copy and paste 2-5 challenges if improved would have the most impact in achieving your Future Ready PA index targets.
Wayne has over a quarter of its 3rd-5th grade students falling short of proficiency on the Math PSSA Assessment. |
Summary of Strengths and Challenges from the Needs Assessment
Strengths
Examine the Summary of Strengths. Identify the strengths that are most positively contributing to achievement of your mission and vision. Check the box to the right of these identified strength(s).
Strength |
Check for Consideration in Plan |
---|---|
In summary, Wayne Elementary has strong overall achievement in ELA that falls well-above state averages and has strong attendance and promotion rates. |
False |
Wayne E.S. has strong overall proficiency and growth on the PSSA ELA Assessment in grades 3-5. |
True |
PVAAS: 4th grade students demonstrated strong overall growth on the 22-23 PSSA Science Assessment (74 growth score). |
False |
PSSA: 4th grade students demonstrated strong overall achievement on the 22-23 PSSA Science Assessment (88%). |
False |
Although 26% of the total population fell below proficiency, the overall proficient/advanced percentage (73%) falls well above the state average. |
False |
PVAAS – All 3rd and 5th grade students met or exceeded projected growth standards (based on 2022-23 data). |
False |
Wayne 4th and 5th graders participate in programs and activities that immerse them in authentic career and technical experiences. |
False |
Wayne 4th and 5th graders participate in programs and activities that immerse them in authentic career and technical experiences. |
False |
Wayne utilizes a Positive Behavior Intervention Support framework to address tiered social and emotional student needs. |
False |
Wayne has a strong staff and leadership who are focused on continued improvement. |
True |
Wayne has a strong curriculum and instructional framework. |
True |
Wayne has a strong and supportive community. |
True |
Career Standards Benchmark – Wayne had 100% of students meet the career standards benchmark for 2022-23. |
True |
Challenges
Examine the Summary of Challenges. Identify the challenges which are most pressing at this time for your School and if improved would have the most pronounced impact in achieving your mission and vision. Check the box to the right of these identified challenge(s).
Strength |
Check for Consideration in Plan |
---|---|
Wayne has over a quarter of its 3rd-5th grade students falling short of proficiency on the Math PSSA Assessment. |
True |
Even with strong overall proficiency, Wayne E.S. has 20% of its population falling below ELA proficiency levels. |
False |
Wayne Math proficient/advanced total was 74%; 25+% of students are not meeting proficiency standards. |
False |
Only 43% of ELL students met the growth attainment of the Annual Access Test. This was due to several factors, but reflects a lower growth attainment than in previous years. |
False |
The ELL population at Wayne continues to increase and currently has the highest number of students with language acquisition needs in the Radnor Township S.D. |
False |
We have not experienced any significant challenges regarding the science PSSA. |
False |
Wayne will continue to search for best practices in supporting students in experiences with college/career readiness. |
False |
Standardization of MTSS practices is still a work in progress. |
False |
Wayne has seen increases in student populations (ELL, Special Education, and Economically Disadvantages) that require special services and supports. |
False |
Wayne’s size and scope of needs makes providing frequent, timely, and systematic feedback and support of instructional practices a great challenge. This is an area that leadership is working on. |
True |
Wayne’s population has continued to reflect a need for a comprehensive intervention program (MTSS) and uniform process for Tier 2 academic and behavioral supports. |
True |
Wayne’s increasing complexity of students related to mental health and its effect on overall student achievement continues to be a challenge. |
True |
Most Notable Observations/Patterns
In the space provided, record any of the comments and notable observations made as your team worked through the needs assessment that stand out as important to the challenge(s) you checked for consideration in your comprehensive plan.
Since the Schoolwide Plan was initiated, Wayne has seen some very positive momentum in some key areas. Wayne recognizes that implementation and oversight of an MTSS process will greatly influence the school experience and student achievement of its students. MTSS will support a consistent, data-driven, tiered process that will work to meet the needs of all students at Wayne Elementary. An MTSS program will complement the established and robust PBIS framework at Wayne.
Analyzing (Strengths and Challenges)
Analyzing Challenges
Analyzing Challenges |
Discussion Points |
Check for Priority |
---|---|---|
Wayne has over a quarter of its 3rd-5th grade students falling short of proficiency on the Math PSSA Assessment. |
A focus on an MTSS process and systematic approach that includes tier 1 and tier 2 interventions and professional development is a continued need. |
False |
Wayne’s size and scope of needs makes providing frequent, timely, and systematic feedback and support of instructional practices a great challenge. This is an area that leadership is working on. |
Feedback of instructional practices and corresponding actions to support students is a great challenge at this time. |
True |
Wayne’s population has continued to reflect a need for a comprehensive intervention program (MTSS) and uniform process for Tier 2 academic and behavioral supports. |
A focus on an MTSS process and systematic approach that includes tier 1 and tier 2 interventions and professional development is a continued need. |
True |
Wayne’s increasing complexity of students related to mental health and its effect on overall student achievement continues to be a challenge. |
Mental health interventions and support can be effectively implemented through an MTSS systematic approach. |
True |
Analyzing Strengths
Analyzing Strengths |
Discussion Points |
---|---|
Wayne E.S. has strong overall proficiency and growth on the PSSA ELA Assessment in grades 3-5. |
|
Wayne has a strong staff and leadership who are focused on continued improvement. |
|
Wayne has a strong curriculum and instructional framework. |
The Radnor Township S.D. has a strong curriculum framework and system for identifying areas of need. |
Wayne has a strong and supportive community. |
The Wayne community is highly supportive of students and staff. |
Career Standards Benchmark – Wayne had 100% of students meet the career standards benchmark for 2022-23. |
|
Priority Challenges
Analyzing Priority Challenges |
Priority Statements |
---|---|
|
Utilization of data (academic and social/emotional) to consistently intervene for all students to meet their individual needs. |
|
Equitable appropriation of resources (staff, academic and social/emotional program resources) to assist with interventions for targeted grades or subgroups who are historically underperforming. |
|
Distribute social/emotional resources according to need and determine additional resources (staff and programming) needed to continue to build and maintain a positive school culture. |
Goal Setting
Priority: Utilization of data (academic and social/emotional) to consistently intervene for all students to meet their individual needs.
Outcome Category |
|||
Essential Practices 1: Focus on Continuous Improvement of Instruction |
|||
Measurable Goal Statement (Smart Goal) |
|||
Maintain and facilitate a comprehensive and systematic system for benchmarking student performance across academics, behavior, and social skill areas (MTSS) which is paired with strategic interventions and aligned to a uniform procedure for evaluating eligibility for Title 1, special education or 504 services. |
|||
Measurable Goal Nickname (35 Character Max) |
|||
MTSS |
|||
Target 1st Quarter |
Target 2nd Quarter |
Target 3rd Quarter |
Target 4th Quarter |
Train staff; continue to develop capacity and effective practices with our diagnostic assessment tools; utilize data team protocols within the MTSS process to establish rotations for intervention groups; monitor and assess progress ongoing. |
Continue with Target 1; monitor progress and adjust as needed with all areas. |
Continue with Target 1; monitor progress and adjust as needed with all areas. |
Continue with Target 1; monitor and evaluate progress and develop next steps based on areas for improvement. |
Outcome Category |
|||
Essential Practices 2: Empower Leadership |
|||
Measurable Goal Statement (Smart Goal) |
|||
Increase overall achievement according to PA Future Ready data by ensuring equitable appropriation of resources (staff, academic and social/emotional program resources) to assist with interventions for targeted grades or subgroups who are historically underperforming. |
|||
Measurable Goal Nickname (35 Character Max) |
|||
MTSS Resources |
|||
Target 1st Quarter |
Target 2nd Quarter |
Target 3rd Quarter |
Target 4th Quarter |
Identify students who require Tier II and Tier III supports through diagnostic assessments; employ supports and services accordingly. |
Through data analysis, determine students who qualify for extended day academic supports; employ plans. |
Through MTSS process, continue to utilize assessment data, progress monitoring, and teacher input to meet the needs of all learners. |
Review all MTSS practices and processes; identify achievement progress, needs, and next steps for Tier I, II, and III students. |
Outcome Category |
|||
School climate and culture |
|||
Measurable Goal Statement (Smart Goal) |
|||
Foster and maintain a caring and responsive culture for all students, staff and parents, working toward development of a positive environment, emphasizing the uniqueness of each individual, within Wayne Elementary School. |
|||
Measurable Goal Nickname (35 Character Max) |
|||
School Culture |
|||
Target 1st Quarter |
Target 2nd Quarter |
Target 3rd Quarter |
Target 4th Quarter |
Continue to implement PBIS and Responsive Classroom best practices; monitor progress through the MTSS framework. |
Continue to implement PBIS and Responsive Classroom best practices; monitor progress through the MTSS framework. |
Continue to implement PBIS and Responsive Classroom best practices; monitor progress through the MTSS framework. |
Continue to implement PBIS and Responsive Classroom best practices; monitor progress through the MTSS framework. |
Priority: Equitable appropriation of resources (staff, academic and social/emotional program resources) to assist with interventions for targeted grades or subgroups who are historically underperforming.
Outcome Category |
|||
Career Standards Benchmark |
|||
Measurable Goal Statement (Smart Goal) |
|||
To strategically embed transition activities for all students inclusive of the ACT 339 plan within the core content areas of instruction to prepare them for college, career, and meaningful participation in their community following completion of their program within the Radnor Township School District. |
|||
Measurable Goal Nickname (35 Character Max) |
|||
Transition |
|||
Target 1st Quarter |
Target 2nd Quarter |
Target 3rd Quarter |
Target 4th Quarter |
Continue to offer career orientation lessons through school wide programs, and class/special area lessons and activities. |
Follow progress for 339 activities; Continue to offer career orientation lessons through school wide programs, and class/special area lessons and activities. |
Follow progress for 339 activities; Continue to offer career orientation lessons through school wide programs, and class/special area lessons and activities. |
Evaluate progress for 339 activities; Continue to offer career orientation lessons through school wide programs, and class/special area lessons and activities. |
Priority: Distribute social/emotional resources according to need and determine additional resources (staff and programming) needed to continue to build and maintain a positive school culture.
Outcome Category |
|||
Social emotional learning |
|||
Measurable Goal Statement (Smart Goal) |
|||
Maintain and expand on the facilitation of a Social-Emotional Learning Tool to be used with all K-5 students. |
|||
Measurable Goal Nickname (35 Character Max) |
|||
SEL |
|||
Target 1st Quarter |
Target 2nd Quarter |
Target 3rd Quarter |
Target 4th Quarter |
Year 3 of implementation of SEL Program - Expand on experience and implement program with fidelity. |
Year 3 of implementation of SEL Program - Expand on experience and implement program with fidelity. |
Year 3 of implementation of SEL Program - Expand on experience and implement program with fidelity. |
Year 3 of implementation of SEL Program - Expand on experience and implement program with fidelity. |
Action Plan
Measurable Goals
MTSS |
MTSS Resources |
School Culture |
Transition |
SEL |
Action Plan For: Intervention and Enrichment Period: Tier 2 Interventions in the area of Math
Measurable Goals: |
---|
• Maintain and facilitate a comprehensive and systematic system for benchmarking student performance across academics, behavior, and social skill areas (MTSS) which is paired with strategic interventions and aligned to a uniform procedure for evaluating eligibility for Title 1, special education or 504 services. • Increase overall achievement according to PA Future Ready data by ensuring equitable appropriation of resources (staff, academic and social/emotional program resources) to assist with interventions for targeted grades or subgroups who are historically underperforming. |
Action Step |
Anticipated Start/Completion Date |
||
Further develop, expand, and refine the school-wide structure for MTSS in the area of mathematics. |
9.3.2024 |
6.11.2025 |
|
Lead Person/Position |
Material/Resources/Supports Needed |
PD Step? |
|
Ms. Kelly Bourne, WES Assistant Principal and MTSS Supervisor |
Nearly all Title I federal dollars are allocated to support staffing at Wayne E.S. This includes the salary/benefits of an Assistant Principal and 2 teachers. |
Yes |
|
Anticipated Output |
Monitoring/Evaluation (People, Frequency, and Method) |
---|---|
MTSS implementation in the area of mathematics that is integrated through intervention/extension blocks and math classes. |
Academic and behavior reviews: Weekly/Monthly, MTSS data analysis / flexible grouping: Ongoing |
Action Plan For: PBIS/MTSS Professional Development
Measurable Goals: |
---|
• Maintain and facilitate a comprehensive and systematic system for benchmarking student performance across academics, behavior, and social skill areas (MTSS) which is paired with strategic interventions and aligned to a uniform procedure for evaluating eligibility for Title 1, special education or 504 services. • Maintain and expand on the facilitation of a Social-Emotional Learning Tool to be used with all K-5 students. • Increase overall achievement according to PA Future Ready data by ensuring equitable appropriation of resources (staff, academic and social/emotional program resources) to assist with interventions for targeted grades or subgroups who are historically underperforming. • Foster and maintain a caring and responsive culture for all students, staff and parents, working toward development of a positive environment, emphasizing the uniqueness of each individual, within Wayne Elementary School. |
Action Step |
Anticipated Start/Completion Date |
||
PBIS/MTSS Professional Development |
9.3.2024 |
6.11.2025 |
|
Lead Person/Position |
Material/Resources/Supports Needed |
PD Step? |
|
Ms. Kelly Bourne, WES Assistant Principal and MTSS Supervisor |
MTSS Process; Second Step SEL Program; PBIS supports, materials, and associated activities. |
Yes |
|
Anticipated Output |
Monitoring/Evaluation (People, Frequency, and Method) |
---|---|
PBIS and MTSS integration – to support the elimination of the achievement gap |
PBIS PD: School Climate survey (2 times each year) |
RTSD Title I Equity Plan (School Year 2024-25)
Purpose
Radnor Township School District chooses to accept Title I funding. In doing so, the district developed an equity plan that ensures their poor and minority students in Title I schools are not being taught at a disproportionate rate by teachers who are ineffective, inexperienced (in PA, "experienced" means 3 or more years of teaching), or who are teaching out of field.
Part I - Equity Plan Worksheet
List of Schools (indicate Title I schools |
School Improvement Status |
Number & Percentage of Poverty Children Taught by Appropriately Certified Teachers |
Number & Percentage of Minority Children Taught by Appropriately Certified Teachers |
Number & Percentage of Poverty Children Taught by Out-of-Field Teachers |
Number & Percentage of Minority Children Taught by Out-of-Field Teachers |
Number & Percentage of Poverty Children Taught by Teachers New to the Profession |
Number & Percentage of Minority Children Taught by Teachers New to the Profession |
Number & Percentage of Poverty Children Taught by Ineffective Teachers |
Number & Percentage of Minority Children Taught by Ineffective Teachers |
---|---|---|---|---|---|---|---|---|---|
Ithan ES |
n/a |
44/100% |
190/100% |
0/0% |
0/0% |
0/0% |
7/100% |
0/0% |
0/0% |
Radnor ES |
n/a |
83/100% |
166/100% |
0/0% |
0/0% |
0/0% |
0/0% |
0/0% |
0/0% |
*Wayne ES |
n/a |
87/100% |
181/100% |
0/0% |
0/0% |
0/0% |
0/0% |
0/0% |
0/0% |
Radnor MS |
n/a |
92/100% |
253/100% |
0/0% |
0/0% |
0/0% |
0/0% |
0/0% |
0/0% |
Radnor HS |
n/a |
200/100% |
351/100% |
0/0% |
0/0% |
0/0% |
0/0% |
0/0% |
0/0% |
Part 2 – Summary of Findings
Based on the analysis of the above data, it has been determined that there are no immediate needs for consideration of reassigning staff for the 2024-2025 school year.
Part 3 - Strategies
Description of Strategies implemented by LEA to ensure that poor and minority students are not taught at higher rates than other students by inexperienced, unqualified and/or out of field teachers.
- Assign teachers only to areas where they are ASC (appropriately state certified).
- Analyze data such as contained in this report to identify where inequities may exist in teacher assignments.
- Collaborate with local colleges and universities to provide pre-student teaching and student teaching experiences. Following the student teaching experience, district administrators meet with the candidates to provide information on applying for substitute and contract positions with the district.
- Collaborate with local colleges and universities as administrators serve in “mock interviews” for teaching candidates. This is an opportunity for candidates to get to know district administrators and to learn of possible openings.
- Retention of teachers is promoted as federal loan forgiveness is advertised for teachers in Title 1 schools for 5 years.
- Retention of teachers is promoted with an induction program that is facilitated by district administrators.
- Experienced teachers serve as mentors for newly hired teachers and those in long term substitute positions.
- Openings are advertised on PA Educator
- Build capacity of school leaders to support teachers.
- Collaborate with union representatives to gather input, feedback, and suggestions
WES Title I Parent Engagement Plan
Wayne Elementary School receives federal funds under Title I. To learn more about Title I funding, student qualification to receive Title I services and parent/guardian engagement activities offered through Title I, please visit the following link: Federal Programs - Radnor Township School District (rtsd.org)
2025-2026 (revised May 2025)
Wayne Elementary School, (WES) is dedicated to the philosophy that parent involvement is integral to the success of each student, and that forging a strong partnership between school and the home is essential in order to provide quality education to all students.
Therefore, WES will implement programs, activities, and procedures for the involvement of parents in accordance with Title I of the Elementary and Secondary Education Act of 1965 (ESEA). This federal statute defines "parent and family engagement" as the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities, including ensuring:
- That parents play an integral role in assisting their child’s learning;
- That parents are encouraged to be actively involved in their child’s education at school;
- That parents are full partners in their child’s education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child; and
- The carrying out of other activities, such as those described in Section in 1118 of the ESEA.
School Responsibilities
In order to involve parents in the Title I Program, Wayne Elementary School will:
- Convene an annual Title I meeting to inform parents of Wayne Elementary School’s participation in the Title I Program, the Program’s requirements and parents' involvement and rights.
- Hold parent meetings at various times throughout the school year in order to familiarize parents with Wayne Elementary School’s Title I Program. In addition, conferences with the Principal and teachers may be scheduled as needed in order to facilitate open communication.
- Involve parents in an organized, ongoing and timely way, in the planning, review and improvement of the Title I Program, Parent Compact, and Parent Involvement Policy.
- Provide parents with a description and explanation of Wayne Elementary School’s curriculum, the forms of academic assessment used to measure student progress, and the proficiency levels that students are expected to meet.
- Communicate with parents through fliers, calendars, student folders, website postings, letters/notices, and electronic means.
- Provide parents with timely information about the Title I Program.
- Aid parents in understanding the State's academic content standards and student achievement standards, academic assessments, and how to monitor a child's progress, with encouragement to work with teachers to improve the achievement of their children
- Provide materials and training to help parents to work with their children to improve their academic achievement and, as appropriate, to foster parent involvement.
- Disseminate parents’ data regarding their child's achievement, progress reports, and classroom and standardized assessment results, to enable parents to know of, and to remain actively engaged in, their child's educational progress.
- Provide, if requested by parents, opportunities for additional meetings for solicitation of suggestions from parents and to participate, as appropriate, in decisions relating to the education of their child. Wayne Elementary School will respond to any such suggestions as soon as practically possible.
- Provide a written agreement (School-Parent Compact) explaining the roles of parent, student and staff to be signed by all parties responsible for academic achievement to improve his/her skill levels as a student enters the Title I Pull-out Program.
- Provide a high-quality curriculum and instruction in a supportive and effective learning environment that enables students to meet State academic standards
- Inform parents that their children will be taught for four or more consecutive weeks by a teacher who is not highly qualified, should the need arise.
- Employ teachers who meet Pennsylvania’s statutory and regulatory requirements, will be provided with professional development, and will continually update resources and maintain an environment that facilitates learning
- With regard to professional development, provide training to school staff to strengthen parental involvement efforts relating to:
- The value and utility of contributions of parents
- How to reach out to, communicate with, and work with parents as equal partners
- Implementing and coordinating parent programs
- Building ties between parents and Wayne Elementary School
- Ensure full opportunities for participation of all parents, regardless of whether they or their children have disabilities, migratory status, or limited English proficiency, by providing information about Wayne Elementary School’s Title I Program and other programs, school meetings and associated activities to all participating families in an understandable and uniform format and language that parents can understand
Parent Involvement
- Parents will be involved in the planning, review and improvement of Wayne Elementary School’s Title I Program and the Parent and Family Engagement Policy, through feedback, suggestions, the Annual Title I Parent Meeting, additional parent meetings and parent-teacher conferences.
- Parent representatives will serve on a committee to review, develop, and update the Title I policies, School-wide Improvement Plan, forms, and the Title I Program.
- A Title I Parent Survey will be conducted annually to evaluate the effectiveness of the Title I Program, and to assess levels of parent involvement and barriers. The evaluation findings will serve as the basis for planning and the improvement of the Program.
- Progress Reports are distributed three times annually and the Home Access Center will allow parents to monitor their child's progress and take steps to improve individual academic achievement level as needed.
- Periodic Parent Partnership meetings will provide recommendations, materials, and training to help parents work with their child to improve academic achievement and to help parents better understand the State’s academic standards and results of local assessments.
- Wayne Elementary School will provide programs or activities throughout the year encouraging parents to become active participants in increasing student achievement and learning such as Back to School Night, Parent Partnership Meetings, Kindergarten Readiness Workshops, High School Readiness Meeting, and Parent-Teacher Conferences.
School-Parent Compact
Incorporated as a component of the Title I Parent and Family Engagement Plan Wayne Elementary School distributes to parents of participating children the attached School- Parent Compact. The Compact outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement. It describes specific ways that Wayne Elementary School and families will partner to help children achieve the State's high academic standards. It addresses not only items suggested by parents of Title I students, but also the following legally required items:
- The ways parents will be responsible for supporting their child's learning
- The importance of ongoing communication between parents and teachers through, at a minimum, annual parent-teacher conferences; frequent reports on student progress; access to staff; opportunities for parents to volunteer and participate in their children's class; and opportunities to observe classroom activities.
If ever there are any questions or concerns, please reach out to the building principals at Wayne Elementary School.