Olney Elementary K to 8

Principal
Mr. Michael Roth

5301 North Water Street
Philadelphia PA 19120
Phone: 215.456.3003

Information & Resources

Graduation and Promotion Requirements

Kindergarten Promotion Standards

A.  The Kindergarten teacher shall review all pertinent pre-school records, including the Child Observation Record (COR) or the Adjusting Scales for Preschool Intervention (ASPI) in order to determine each child’s entry-level skills.

B.  The teacher shall take the following actions for each student who is performing below the Basic level on approved assessments, i.e., DIBELS, Everyday Math end-of-unit tests, etc:

  1. Notify the parent of the student’s lack of academic progress.
  2. Discuss small groups of struggling students at a CSAP Tier I meeting and begin or continue providing small group instruction and other supports.
  3. Document group interventions via CSAP Support Logs.

C.  By the end of the second marking period, the teacher shall take thefollowing actions for each student who is performing below the Basic level on approved assessments:

  1. Notify the parent of the student’s lack of academic progress.
  2. Begin or continue to provide CSAP interventions.
  3. Comply with mandated CSAP timeframes, activities and related documentation.

D.  At the end of the school year, the Kindergarten teacher shall forward CSAP Support Logs and other relevant data for use during the subsequent school year for students who score below the Basic level on the approved end-of-year assessments.

E.  Kindergarten students may not be retained unless requested by the parent, and may not be retained more than once. Retention must be supported by the Principal and Regional Superintendent.
 

General Promotion Standards for Grades 1-8

A.  Supports/Interventions

  1. The teacher shall review the student’s end-of-year profile from the previous year and any other pertinent school records, including CSAP Support Logs.
  2. In grade 1, the school shall notify the parent of each student who entered the grade performing below the Basic level. In grades 2 through 8, the school shall notify the parent of each student who scored below the 26th percentile in the Spring 2005 TerraNova.
  3. The teacher shall begin or continue to follow the CSAP process for each identified student and maintain appropriate CSAP Support Logs. Support provided via CSAP must occur within mandated timeframes for each level of intervention.
  4. Students in grades 2 through 8 who scored below the 26th percentile in the spring 2005 administration of the TerraNova test will receive 120 hours of additional supports, including Extended Day and Summer Program. Schools shall notify parents of the importance of the student’s participation in the 120 hours of support.
  5. Students in grades 2 through 8 who scored between the 26th and 49th percentile in the spring administration of the TerraNova test shall be encouraged, but not required, to participate in 120 hours of additional supports, including Extended Day and Summer Program. Parents and students shall be advised that the requirements may be stricter in following years.
  6. Following the end of the second marking period, for a student who is performing below the Basic level, the teacher shall continue providing supports, or refer students to CSAP Tier II for individualized intervention planning. Parents shall be notified of the child’s level of achievement and invited to participate in the CSAP Tier II meeting. Support provided via CSAP must occur within mandated timeframes for each level of intervention.
  7. At the end of the school year, the teacher shall forward intervention plans and all supporting data for use during the subsequent school year for students who score below the Basic level on End-of-Grade (EOG) tests and score below the Basic level in other content area measurements, as defined by performance descriptors aligned with PDE standards and found in the Core Curriculum.

 

Grade Specific Guidelines

A.  Grade One and Two Promotion Guidelines
  1. A student in grade 1 must have a Reading level of G or above, and  a Math level of Basic, Proficient or Advanced (2, 3, or 4).
  2. A student in grade 2 must have a Reading level of L or above, a      Math level of Basic, Proficient or Advanced (2, 3, 4), and a Science level of Basic, Proficient or Advanced (2, 3, or 4).
B.  Grade Three Promotion Guidelines

A student must:

  • Have a Reading level of N or above, a Math level of Basic, Proficient or Advanced (2, 3, or 4), and a Science level of Basic, Proficient, or Advanced (2, 3, or 4).
  • AND
  • Score at Basic or above in End-of-Grade assessments in Reading and Math.
  • AND
  • Participate successfully in a group Multidisciplinary Project or Service Learning Project.
C.  Grades Four, Five, Six and Seven Promotion Guidelines
  1. A student must achieve at least at the Basic level in Reading and Mathematics, as defined by performance descriptors aligned with PDE standards and found in the Core Curriculum, and earn a passing grade in Science.
  2. A student must score at Basic or above in End-of-Grade assessments in Reading and Math.
D.  Grade Eight Promotion Guidelines

A student must:

  • Achieve at least at the Basic level in Reading and Mathematics, as defined by performance descriptors aligned with PDE standards and found in the Core Curriculum, and earn a passing grade in Science and Social Studies.
  • AND
  • Score at Basic or above in End-of-Grade assessments in Reading and Math.
  • AND
  • Participate successfully in a Multidisciplinary Project or a Service Learning Project.
E.  June Decision
  • Promoted if promotion criteria are met.
  • Assigned to Summer Program as part of the 120 hours of support, if promotion criteria are not met. A student assigned to Summer Program will be expected to pass an End-of-Summer Program assessment.
F.  August Decision
  • Promoted if student scores at least at the Basic level of the End-of-Summer Program assessment.
  • Assigned to Next Grade if student does not score at least at the Basic level of the End-of-Summer Program assessment, but has participated in 120 hours of additional support.
  • Retained if student does not take, or does not score at, the Basic level of the End-of-Summer Program assessment and has not participated in 120 hours of additional support.

Parents have the right to appeal promotion decisions. If the parent and Principal cannot resolve the dispute, the Regional Superintendent will make the final decision about promotion.

Extracurricular Activities

  • Astral Music Program
  • Artists in Residency
  • Grade 2 – Literacy
  • Grade 5- Shakespeare Theater Arts
  • Grades 6 & 8 - Recycling
  • Chess Club
  • Dare Program
  • Museum on the Go in conjunction with U. of Pennsylvania and Philadelphia Museum of Art
  • Participants in National History Day at the Constitutional Center
  • Nutrition Program
  • Penn Relay Participation
  • Reading Olympics
  • Project Pride


Home and School

Olney Home and School Association
The Olney Home & School Association is a vital part of our school community. It represents a cooperative effort between the staff and parents to promote the growth, development and education of the children. Through its fund raising efforts, the Home & School Association provides a variety of educational materials and school related activities. The Home and School Association meets monthly.

The Home & School Association supports improvements in the school and serves as a voice for parents’ concerns. Representatives of this organization are members of the School Council.

Suggestions for Parents

Suggestions For Parents

  • Discuss homework assignments every day.
  • Provide a good attitude toward homework.Provide a definite time and suitable place for study or other homework activities.
  • Have resource materials available.
  • Expect your child to assume the major responsibility for completing homework.
  • If you see any type of suspicious activity in or around the school area, please call the school at 215-456-3003 or school security at 215-299-SAFE to report your concern.
  • Messages from home cannot be relayed to children since such action interrupts both a teacher and a class. Messages can only be taken in a real emergency and then only when serious enough to be personally delivered to the child by the principal. No students will be called to the phone.