belle vernon area sd...the specific committees shared their reports, recommendations, and proposals...
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BelleVernonAreaSD
DistrictLevelPlan
07/01/2019-06/30/2022
2
DistrictProfile
Demographics270 Crest Avenue Belle Vernon, PA 15012 (724)808-2500 Superintendent: John Wilkinson Director of Special Education: Dominic Demangone
PlanningProcessTheprocessindevelopingthedistrictplanwasacollaborativeeffortfromthestudentstostaff,
administrationtoaides,andBoardofDirectorstocommunity.TheBoardofDirectorswere
informedoftheprotocolthattheadministrationwouldadheretoinaddressingeachitemofthe
plan.
Theprocessstartedwithanadministrationmeetinganddevelopingaplantoaddresseachand
everyitemincomprehensiveplan.Administratorswereassignedresponsibiltyaccordingtotheir
fieldofexpertiseandtheirjobresponsibility;simply,elementaryprincipalswereresponsiblefor
developing,addressingandprovidingcommitteereportsfortheelementarysectionsandthe
secondarywoulddothesame.Thecollaborativeprocessincludedacommitteefromelementary,
secondaryaswellassupportservices.
Thespecificcommitteessharedtheirreports,recommendations,andproposalstothelarger
committees.Ultimately,thecommitteesallsharedtheirinformationwithoneanother,secured
groupapprovalpriortosharingwiththeBoardofSchoolDirectors.Allpartiesinvolvedshareda
commonvisionforcomprehensiveplan.
MissionStatementBelleVernonAreaSchoolDistrictprovidesalearningenvironmentdesignedtomotivatestudentsto
performtohighlevelsofacademicachievementandself-sufficiency.Theschoolenvironment
encouragespersonaldevelopment,confidencebuilding,interactionswithothers,problem-solving
andlearningtobecomeethical,productiveandmorallyupstandingmembersoftheglobalsociety.
3
VisionStatementAccesstheFuturethroughEducationalExcellence
SharedValuesInordertopreparestudentsforthe21stCentury,theBelleVernonAreaSchoolDistrictvaluesthe
followingstatements:
1.AllStudentscanLearn
2.Asafecaringenvironmentincorporatesmutualrespect
3.Providingtheproperresourcesforstudentstoreachtheirfullpotential
4.AFacultyandStaffwhoreceivesrelevantandresearchbasedprofessionaldevelopmentiskeyto
studentsuccess
5.Datawilldriveallcurriculardecisions
6.EffectiveSchool,Community,Parent,andStudentpartnershipsareessential
7.Technologyintegrationisparamounttocontinuedsuccess
8.LifelongLearningistotoLifeLongSuccess
EducationalCommunity
Locatedtwenty-fivemilessoutheastofPittsburghinruralWestmorelandandFayetteCounty,the
BelleVernonAreaSchoolDistricthasapopulationof20,127residinginfivepoliticalsubdivisions:
WashingtonTownship,FayetteCity,NorthBelleVernon,BelleVernon,andRostraverTownship.The
districtareais42.2squaremiles.BelleVernonAreaSchoolDistrictinsouthwesternPennsylvania
liesmidwaybetweenPittsburghonthenorth,Uniontownonthesouth,Washingtontothewest,and
Greensburgtotheeast.Theschooldistricthasaslightgeographicalanomalywithstudentsfromtwo
counties.ThepresentschooldistrictwasformedbyamergerofthepreviousBellmaretteand
Rostraverschooldistrictsin1965.
TheBelleVernonSchoolDistrictenrollmentinthefallof2016was2,486studentsingradesK-12.
Thedistrictoperatestwoelementaryschools,MarionandRostraver;onemiddleschool,Belle
VernonAreaMiddleSchool;andonehighschool,BelleVernonArea.Eachbuildinghasitsown
cafeteriawithon-sitemealsserveddaily.TheschooldistrictstadiumislocatednexttoRostraver
4
MiddleSchool.TheschooldistrictusestheservicesoftheCentralWestmorelandCountyVocational
TechnicalCenterinNewStanton,PennsylvaniaalongwiththeWestmorelandIntermediateUnit7in
Greensburg,Pennsylvania.
PlanningCommitteeName Role
Jason Boone Administrator : Professional Education Special Education
Michele Dowell Administrator : Professional Education Special Education
Jennifer Godzak Administrator : Professional Education Special Education
John Wilkinson Administrator : Professional Education Special Education
Lou Rood Board Member : Professional Education Special Education
Dave Bashada Business Representative : Professional Education Joseph Osborne Business Representative : Professional Education Cynthia Duvall Community Representative : Professional
Education Melissa Modar Community Representative : Professional
Education Stephanie McHugh Ed Specialist - School Counselor : Professional
Education Stephanie Nese Ed Specialist - School Counselor : Professional
Education Special Education Jenna St. Mars Ed Specialist - School Counselor : Professional
Education Special Education Dayna Sikora Ed Specialist - School Psychologist : Professional
Education Special Education Jeffrey Freund Elementary School Teacher - Regular Education :
Professional Education Special Education Kelli Pastore Elementary School Teacher - Special Education :
Professional Education Andrea Peterson Elementary School Teacher - Special Education :
Professional Education
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Patrick Conners High School Teacher - Regular Education : Professional Education Special Education
Heath Curran High School Teacher - Regular Education : Professional Education Special Education
Jason Herrod High School Teacher - Special Education : Professional Education Special Education
Cynthia Pierce High School Teacher - Special Education : Professional Education
Greg Steeber Instructional Technology Director/Specialist : Professional Education Special Education
David Divelbliss Middle School Teacher - Regular Education : Professional Education Special Education
Daniel Cieply Middle School Teacher - Special Education : Professional Education
Jennifer Osborne Middle School Teacher - Special Education : Professional Education
MaryBeth Burkley Parent : Professional Education Special Education Georgette McGavitt Parent : Professional Education Jason Zadrozny Parent : Professional Education Dominic Demangone Special Education Director/Specialist : Professional
Education Special Education
6
CoreFoundations
Standards
MappingandAlignment
ElementaryEducation-PrimaryLevel
Standards Mapping AlignmentArtsandHumanities Developing Developing
CareerEducationandWork Developing Accomplished
CivicsandGovernment Developing Accomplished
PACoreStandards:EnglishLanguageArts Accomplished Accomplished
PACoreStandards:LiteracyinHistory/SocialStudies,
ScienceandTechnicalSubjectsDeveloping Accomplished
PACoreStandards:Mathematics Accomplished Accomplished
Economics Developing Accomplished
EnvironmentandEcology Developing Accomplished
FamilyandConsumerSciences Developing Accomplished
Geography Developing Accomplished
Health,SafetyandPhysicalEducation Accomplished Accomplished
History Accomplished Accomplished
ScienceandTechnologyandEngineeringEducation Developing Developing
AlternateAcademicContentStandardsforMath Developing Developing
AlternateAcademicContentStandardsforReading Developing Developing
AmericanSchoolCounselorAssociationforStudents Developing Developing
EarlyChildhoodEducation:Infant-Toddler⟶Second
GradeDeveloping Developing
EnglishLanguageProficiency Accomplished Accomplished
InterpersonalSkillsNeeds
ImprovementDeveloping
SchoolClimateNeeds
ImprovementDeveloping
Explanationforstandardareaschecked"NeedsImprovement"or"NonExistent":
InterpersonalandSchoolClimate-beingdevelopedduetonewattentiontowardsCounselor
servicesandattentionpaidtowardASCAModel
ElementaryEducation-IntermediateLevel
Standards Mapping AlignmentArtsandHumanities Developing Developing
7
CareerEducationandWork Developing Accomplished
CivicsandGovernment Developing Accomplished
PACoreStandards:EnglishLanguageArts Accomplished Accomplished
PACoreStandards:LiteracyinHistory/SocialStudies,
ScienceandTechnicalSubjectsAccomplished Accomplished
PACoreStandards:Mathematics Accomplished Accomplished
Economics Developing Accomplished
EnvironmentandEcology Developing Accomplished
FamilyandConsumerSciences Developing Developing
Geography Developing Accomplished
Health,SafetyandPhysicalEducation Developing Accomplished
History Developing Accomplished
ScienceandTechnologyandEngineeringEducation Accomplished Accomplished
AlternateAcademicContentStandardsforMath Accomplished Accomplished
AlternateAcademicContentStandardsforReading Accomplished Accomplished
AmericanSchoolCounselorAssociationforStudents Developing Accomplished
EnglishLanguageProficiency Developing Accomplished
InterpersonalSkillsNeeds
ImprovementDeveloping
SchoolClimateNeeds
ImprovementDeveloping
Explanationforstandardareaschecked"NeedsImprovement"or"NonExistent":
InterpersonalandSchoolClimatearebeingaddressedasweimproveupontheASCAModel
MiddleLevel
Standards Mapping AlignmentArtsandHumanities Developing Developing
CareerEducationandWork Accomplished Accomplished
CivicsandGovernment Accomplished Accomplished
PACoreStandards:EnglishLanguageArts Accomplished Accomplished
PACoreStandards:LiteracyinHistory/SocialStudies,
ScienceandTechnicalSubjectsAccomplished Accomplished
PACoreStandards:Mathematics Accomplished Accomplished
Economics Developing Developing
EnvironmentandEcology Developing Developing
FamilyandConsumerSciences Developing Developing
Geography Accomplished Accomplished
Health,SafetyandPhysicalEducation Accomplished Accomplished
History Accomplished Accomplished
ScienceandTechnologyandEngineeringEducation Developing Accomplished
AlternateAcademicContentStandardsforMath Developing Accomplished
AlternateAcademicContentStandardsforReading Developing Accomplished
AmericanSchoolCounselorAssociationforStudents Developing Accomplished
8
EnglishLanguageProficiency Developing Accomplished
InterpersonalSkillsNeeds
ImprovementDeveloping
SchoolClimateNeeds
ImprovementDeveloping
WorldLanguage Developing Developing
Explanationforstandardareaschecked"NeedsImprovement"or"NonExistent":
InterpersonalandClimateskillsarebeingreviewedasweprogressthrutheASCAModel
HighSchoolLevel
Standards Mapping AlignmentArtsandHumanities Developing Developing
CareerEducationandWork Accomplished Accomplished
CivicsandGovernment Accomplished Accomplished
PACoreStandards:EnglishLanguageArts Accomplished Accomplished
PACoreStandards:LiteracyinHistory/SocialStudies,
ScienceandTechnicalSubjectsAccomplished Accomplished
PACoreStandards:Mathematics Accomplished Accomplished
Economics Developing Accomplished
EnvironmentandEcology Developing Accomplished
FamilyandConsumerSciences Developing Accomplished
Geography Accomplished Accomplished
Health,SafetyandPhysicalEducation Accomplished Accomplished
History Accomplished Accomplished
ScienceandTechnologyandEngineeringEducation Developing Developing
AlternateAcademicContentStandardsforMath Developing Developing
AlternateAcademicContentStandardsforReading Developing Developing
AmericanSchoolCounselorAssociationforStudents Developing Developing
EnglishLanguageProficiency Developing Accomplished
InterpersonalSkillsNeeds
ImprovementDeveloping
SchoolClimateNeeds
ImprovementDeveloping
WorldLanguage Developing Developing
Explanationforstandardareaschecked"NeedsImprovement"or"NonExistent":
InterpersonalskillsandSchoolClimatearebeingscrutinizedviaASCAModel
Adaptations
ElementaryEducation-PrimaryLevel
Checkedanswers
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• Arts and Humanities• Career Education and Work • Civics and Government • PA Core Standards: English Language Arts • PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects • PA Core Standards: Mathematics • Economics • Environment and Ecology • Family and Consumer Sciences • Geography • Health, Safety and Physical Education • History • Science and Technology and Engineering Education
Uncheckedanswers None.
ElementaryEducation-IntermediateLevel
Checkedanswers• Arts and Humanities• Career Education and Work • Civics and Government • PA Core Standards: English Language Arts • PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects • PA Core Standards: Mathematics • Economics • Environment and Ecology • Family and Consumer Sciences • Geography • Health, Safety and Physical Education • History • Science and Technology and Engineering Education
Uncheckedanswers None.
MiddleLevel
Checkedanswers• Arts and Humanities• Career Education and Work • Civics and Government • PA Core Standards: English Language Arts • PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects • PA Core Standards: Mathematics • Economics
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• Environment and Ecology • Family and Consumer Sciences • Geography • Health, Safety and Physical Education • History • Science and Technology and Engineering Education
Uncheckedanswers None.
HighSchoolLevel
Checkedanswers• Arts and Humanities• Career Education and Work • Civics and Government • PA Core Standards: English Language Arts • PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects • PA Core Standards: Mathematics • Economics • Environment and Ecology • Family and Consumer Sciences • Geography • Health, Safety and Physical Education • History • Science and Technology and Engineering Education
Uncheckedanswers None.
Explanationforanystandardschecked:
Thisnarrativeisempty.
Curriculum
PlannedInstruction
ElementaryEducation-PrimaryLevel
CurriculumCharacteristics StatusObjectivesofplannedcourses,instructionalunitsorinterdisciplinary
studiestobeachievedbyallstudentsareidentifiedforeachsubjectarea.Developing
Content,includingmaterialsandactivitiesandestimatedinstructional
timetobedevotedtoachievingtheacademicstandardsareidentified.Accomplished
Therelationshipbetweentheobjectivesofaplannedcourse,
instructionalunitorinterdisciplinarystudiesandacademicstandards
areidentified.
Accomplished
11
Proceduresformeasurementofmasteryoftheobjectivesofaplanned
course,instructionalunitorinterdisciplinarystudiesareidentified.Accomplished
ProcessesusedtoensureAccomplishment:
Thedept/gradelevelsadheretoacurriculumreviewcycleandacurriculumdevelopment
protocol
Explanationforanystandardsareaschecked"NeedsImprovement"or"NonExistent".How
theLEAplanstoaddresstheirincorporation:
Thisnarrativeisempty.
ElementaryEducation-IntermediateLevel
CurriculumCharacteristics StatusObjectivesofplannedcourses,instructionalunitsorinterdisciplinary
studiestobeachievedbyallstudentsareidentifiedforeachsubjectarea.Developing
Content,includingmaterialsandactivitiesandestimatedinstructional
timetobedevotedtoachievingtheacademicstandardsareidentified.Accomplished
Therelationshipbetweentheobjectivesofaplannedcourse,
instructionalunitorinterdisciplinarystudiesandacademicstandards
areidentified.
Accomplished
Proceduresformeasurementofmasteryoftheobjectivesofaplanned
course,instructionalunitorinterdisciplinarystudiesareidentified.Accomplished
ProcessesusedtoensureAccomplishment:
Thisnarrativeisempty.
Explanationforanystandardsareaschecked"NeedsImprovement"or"NonExistent".How
theLEAplanstoaddresstheirincorporation:
Thisnarrativeisempty.
MiddleLevel
CurriculumCharacteristics StatusObjectivesofplannedcourses,instructionalunitsorinterdisciplinary
studiestobeachievedbyallstudentsareidentifiedforeachsubjectarea.Developing
Content,includingmaterialsandactivitiesandestimatedinstructional
timetobedevotedtoachievingtheacademicstandardsareidentified.Accomplished
Therelationshipbetweentheobjectivesofaplannedcourse,
instructionalunitorinterdisciplinarystudiesandacademicstandards
areidentified.
Accomplished
Proceduresformeasurementofmasteryoftheobjectivesofaplanned
course,instructionalunitorinterdisciplinarystudiesareidentified.Accomplished
ProcessesusedtoensureAccomplishment:
12
Thisnarrativeisempty.
Explanationforanystandardsareaschecked"NeedsImprovement"or"NonExistent".How
theLEAplanstoaddresstheirincorporation:
Thisnarrativeisempty.
HighSchoolLevel
CurriculumCharacteristics StatusObjectivesofplannedcourses,instructionalunitsorinterdisciplinary
studiestobeachievedbyallstudentsareidentifiedforeachsubjectarea.Developing
Content,includingmaterialsandactivitiesandestimatedinstructional
timetobedevotedtoachievingtheacademicstandardsareidentified.Accomplished
Therelationshipbetweentheobjectivesofaplannedcourse,
instructionalunitorinterdisciplinarystudiesandacademicstandards
areidentified.
Accomplished
Proceduresformeasurementofmasteryoftheobjectivesofaplanned
course,instructionalunitorinterdisciplinarystudiesareidentified.Accomplished
ProcessesusedtoensureAccomplishment:
Thisnarrativeisempty.
Explanationforanystandardsareaschecked"NeedsImprovement"or"NonExistent".How
theLEAplanstoaddresstheirincorporation:
Thisnarrativeisempty.
ModificationandAccommodations
Explainhowplannedinstructioncontainsmodificationsandaccommodationsthatallowall
studentsatallmentalandphysicalabilitylevelstoaccessandmasterarigorousstandards
alignedcurriculum.
modificationsandadaptationsaredeterminedonanindividualbasiswhetheritbeviathe
StudentsIEPortheinterventionplanningteam
Instruction
InstructionalStrategies
CheckedAnswers• Formal classroom observations focused on instruction• Walkthroughs targeted on instruction • Annual Instructional evaluations
13
Unchecked Answers • Peer evaluation/coaching • Instructional Coaching
Regular Lesson Plan Review
Checked Answers • Administrators • Building Supervisors
Unchecked Answers • Department Supervisors • Instructional Coaches • Not Reviewed
ProvidebriefexplanationofLEA'sprocessforincorporatingselectedstrategies.
Administrationdeterminesdistrictstrengthsandneedsaccordingtothestudnetdata
Administrationdeterminethebestmeanstoaddress-
AdministrationinformstheBoardandpressesforward
ProvidebriefexplanationforstrategiesnotselectedandhowtheLEAplanstoaddresstheir
incorporation.
StrategiesnotchoosenarelimitedbytheTeachers'CBA
ResponsivenesstoStudentNeeds
ElementaryEducation-PrimaryLevel
InstructionalPractices Status
Structuredgroupingpracticesareusedtomeetstudentneeds.Full
Implementation
Flexibleinstructionaltimeorotherschedule-relatedpracticesareused
tomeetstudentneeds.
Implementedin
50%ormoreof
district
classrooms
Differentiatedinstructionisusedtomeetstudentneeds.
Implementedin
50%ormoreof
district
classrooms
Avarietyofpracticesthatmayincludestructuredgrouping,flexible
schedulinganddifferentiatedinstructionareusedtomeettheneedsof
giftedstudents.
Implementedin
50%ormoreof
district
classrooms
Ifnecessary,providefurtherexplanation.(Requiredexplanationifcolumnselectedwas
Thisnarrativeisempty.
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ElementaryEducation-IntermediateLevel
InstructionalPractices Status
Structuredgroupingpracticesareusedtomeetstudentneeds.Full
Implementation
Flexibleinstructionaltimeorotherschedule-relatedpracticesareused
tomeetstudentneeds.
Implementedin
50%ormoreof
district
classrooms
Differentiatedinstructionisusedtomeetstudentneeds.
Implementedin
50%ormoreof
district
classrooms
Avarietyofpracticesthatmayincludestructuredgrouping,flexible
schedulinganddifferentiatedinstructionareusedtomeettheneedsof
giftedstudents.
Implementedin
50%ormoreof
district
classrooms
Ifnecessary,providefurtherexplanation.(Requiredexplanationifcolumnselectedwas
Thisnarrativeisempty.
MiddleLevel
InstructionalPractices Status
Structuredgroupingpracticesareusedtomeetstudentneeds.Full
Implementation
Flexibleinstructionaltimeorotherschedule-relatedpracticesareused
tomeetstudentneeds.
Implementedin
50%ormoreof
district
classrooms
Differentiatedinstructionisusedtomeetstudentneeds.
Implementedin
50%ormoreof
district
classrooms
Avarietyofpracticesthatmayincludestructuredgrouping,flexible
schedulinganddifferentiatedinstructionareusedtomeettheneedsof
giftedstudents.
Implementedin
50%ormoreof
district
classrooms
Ifnecessary,providefurtherexplanation.(Requiredexplanationifcolumnselectedwas
Thisnarrativeisempty.
HighSchoolLevel
InstructionalPractices Status
Structuredgroupingpracticesareusedtomeetstudentneeds.
Implementedin
50%ormoreof
district
classrooms
Flexibleinstructionaltimeorotherschedule-relatedpracticesareused Implementedin
15
tomeetstudentneeds. 50%ormoreof
district
classrooms
Differentiatedinstructionisusedtomeetstudentneeds.
Implementedin
50%ormoreof
district
classrooms
Avarietyofpracticesthatmayincludestructuredgrouping,flexible
schedulinganddifferentiatedinstructionareusedtomeettheneedsof
giftedstudents.
Implementedin
50%ormoreof
district
classrooms
Ifnecessary,providefurtherexplanation.(Requiredexplanationifcolumnselectedwas
Thisnarrativeisempty.
Recruitment
Describetheprocessyouimplementtorecruitandassignthemosteffectiveandhighly
qualifiedteachersinordertomeetthelearningneedsofstudentswhoarebelow
proficiencyorareatriskofnotgraduating.
Effectiveteachersareaskedtoassistinmonitoringatriskstudentsonadailybasis
Counselorsinconstantcommunicationwithstudentandfamilies
Principalsareadvocatesforallstudents
Assessments
LocalGraduationRequirements
CourseCompletion SY19/20 SY20/21 SY21/22TotalCourses 26.00 26.00 26.00
English 4.00 4.00 4.00
Mathematics 4.00 4.00 4.00
SocialStudies 3.00 3.00 3.00
Science 4.00 4.00 4.00
PhysicalEducation 4.00 4.00 4.00
Health 2.00 2.00 2.00
Music,Art,Family&
ConsumerSciences,
CareerandTechnical
Education
3.00 3.00 3.00
Electives 2.00 2.00 2.00
Minimum%Grade
RequiredforCredit
(NumericalAnswer)
60.00 60.00 60.00
16
GraduationRequirementSpecifics
Weaffirmthatourentityrequiresdemonstrationofproficiencyoraboveineachofthe
followingStateacademicstandards:EnglishLanguageArtsandMathematics,Scienceand
TechnologyandEnvironmentandEcology,asdeterminedthroughanyoneora
combinationofthefollowing:Checkedanswers• CompletionofsecondarylevelcourseworkinEnglishLanguageArts(Literature),
AlgebraIandBiologyinwhichastudentdemonstratesproficiencyontheassociated
KeystoneExamorrelatedproject-basedassessmentif§4.4(d)(4)(relatingto
generalpolicies)applies.
• Locallyapprovedandadministeredassessments,whichshallbeindependentlyand
objectivelyvalidatedonceevery6years.Localassessmentsmaybedesignedto
includeavarietyofassessmentstrategieslistedin?4.52(c)andmayincludetheuse
ofoneormoreKeystoneExams.Exceptforreplacementofindividualtestitemsthat
haveasimilarlevelofdifficulty,anewvalidationisrequiredforanymaterial
changestotheassessment.Validatedlocalassessmentsmustmeetthefollowing
standards:
I. AlignmentwiththefollowingStateacademicstandards:EnglishLanguage
Arts(LiteratureandComposition);Mathematics(AlgebraI)and
EnvironmentandEcology(Biology).
II. Performancelevelexpectationsanddescriptorsthatdescribethelevelofperformancerequiredtoachieveproficiencycomparabletothatusedforthe
KeystoneExams.
III. Administrationofthelocalassessmenttoallstudents,asarequirementforgraduation,exceptforthoseexemptedbytheirindividualizededucation
programundersubsection(g),regardingspecialeducationstudents,or
giftedindividualizededucationplanasprovidedin?16.32(relatingto
GIEP).
IV. Subjecttoappropriationsprovidedbylaw,thecosttovalidatelocalassessmentsshallbeevenlydividedbetweentheschooldistrict,AVTSor
charterschool,includingacyber-charterschool,andtheDepartment.Ifthe
Departmentdoesnotprovidesufficientfundingtomeetitsshare,local
assessmentssubmittedforvalidationshallbedeemedvaliduntilanew
validationisduetotheDepartment.
V. TheDepartmentwillestablishalistofentitiesapprovedtoperformindependentvalidationsoflocalassessmentsinconsultationwiththeLocal
AssessmentValidationAdvisoryCommitteeasprovidedin?4.52(f).
VI. Schoolboardsshallonlyapproveassessmentsthathavebeendeterminedtomeettherequirementsofthissubsectionbyanapprovedentityperforming
17
theindependentvalidation.Ifaschooldistrict,AVTSorcharterschool,
includingacyber-charterschool,usesalocalassessmentthathasnotbeen
independentlyvalidated,theSecretarywilldirecttheschoolentityto
discontinueitsuseuntilthelocalassessmentisapprovedthrough
independentvalidationbyanapprovedentity.
• CompletionofanAdvancedPlacementexamorInternationalBaccalaureateexam
thatincludesacademiccontentcomparabletotheappropriateKeystoneExamata
scoreestablishedbytheSecretarytobecomparabletotheproficientlevelonthe
appropriateKeystoneExam.
Uncheckedanswers• Not Applicable. Our LEA does not offer High School courses.
LocalAssessments
Standards WA TD NAT DA PSW OtherArtsandHumanities X
CareerEducationandWork X
CivicsandGovernment X X X
PACoreStandards:English
LanguageArts X X X X
PACoreStandards:Literacyin
History/SocialStudies,Scienceand
TechnicalSubjects
X X X X
PACoreStandards:Mathematics X X X X
Economics X X X
EnvironmentandEcology X X X
FamilyandConsumerSciences X X X
Geography X X X
Health,SafetyandPhysical
Education X X
History X X X
ScienceandTechnologyand
EngineeringEducation X X X
WorldLanguage X X X
MethodsandMeasures
SummativeAssessments
SummativeAssessments EEP EEI ML HSPSSA X X X
Keystones X X
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CommonAssessments X X
BenchmarkAssessments
BenchmarkAssessments EEP EEI ML HSMeasureofAcademicProgress X X
StudyIsland X
FormativeAssessments
FormativeAssessments EEP EEI ML HSExitSlips X X X
OngoingCurriculumBasedAssessments X X X X
QuestioningStrategies X X X X
DiagnosticAssessments
DiagnosticAssessments EEP EEI ML HSCDTs X
KindergartenScreening X
ValidationofImplementedAssessments
ValidationMethods EEP EEI ML HSExternalReview
IntermediateUnitReview X X X X
LEAAdministrationReview X X X X
BuildingSupervisorReview X X X X
DepartmentSupervisorReview
ProfessionalLearningCommunityReview X X X X
InstructionalCoachReview
TeacherPeerReview
Providebriefexplanationofyourprocessforreviewingassessments.
CurriuculumLeadersmetwithdepartmentsyearlytoreviewassessments.
DevelopmentandValidationofLocalAssessments
Ifapplicable,explainyourproceduresfordevelopinglocallyadministeredassessmentsand
howtheyareindependentlyandobjectivelyvalidatedeverysixyears.
19
thedistrictadministrationonayearlybasisdeterminethevalidiltyofallassessments
theadministrativeteamseeksassessmentsthatareproven-ExamletheIowaAlgebra
Aptitudetest
CollectionandDissemination
Describeyoursystemtocollect,analyzeanddisseminateassessmentdataefficientlyand
effectivelyforusebyLEAleadersandinstructionalteams.
Eachbuildingleveladministratorisresponsibletoreviewallassessmentdata
Analyzethedataandsharethedatawiththeadministrativeteam
AdministrativePeerreviewandpresentheirfindingasawellastheirplanofactionforthe
followingyear
DataInformedInstruction
Describehowinformationfromtheassessmentsisusedtoassiststudentswhohavenot
demonstratedachievementoftheacademicstandardsataproficientlevelorhigher.
Assessmentsarethekeytodeterminingifachildhasreachedtheirfullpotential
TeachersandadministratorsengageinPLCandadministrativeworkshopstoreviewall
studentsachievement
AssessmentDataUses
AssessmentDataUses EEP EEI ML HSAssessmentresultsarereportedoutbyPA
assessmentanchororstandards-alignedlearning
objective.
X X X X
Instructionalpracticesareidentifiedthatarelinkedto
studentsuccessinmasteringspecificPAassessment
anchors,eligiblecontentorstandards-aligned
learningobjectives.
X X X X
SpecificPAassessmentanchors,eligiblecontentor
standards-alignedlearningobjectivesareidentified
forthosestudentswhodidnotdemonstratesufficient
masterysothatteacherscancollaborativelycreate
and/oridentifyinstructionalstrategieslikelyto
increasemastery.
X X X X
Instructionalpracticesmodifiedoradaptedto
increasestudentmastery.X X X X
Providebriefexplanationoftheprocessforincorporatingselectedstrategies.
Theteachersareevaluatedonwhetherornotthestudentsachievedtheobjectivesforthe
lessonorthespecificskill
20
Theadministrationworkcloselywiththeteacherstotalkaboutthestrategiesthatshallbe
incorporatedintheclassroom
Providebriefexplanationforstrategiesnotselectedandhowyouplantoaddresstheir
incorporation.
allstrategiesareconsidered-strategiesthatarenotselectedbythePLCoradministrative
teamarenot"forgotten"butsimplywaitlisteduntilanappropriatetime
DistributionofSummativeAssessmentResults
DistributionMethods EEP EEI ML HSCoursePlanningGuides X X X X
DirectingPublictothePDE&otherTest-related
WebsitesX X X X
IndividualMeetings X X X X
LetterstoParents/Guardians X X X X
LocalMediaReports X X X X
Website X X X X
MeetingswithCommunity,FamiliesandSchoolBoard X X X X
MassPhoneCalls/Emails/Letters X X X X
Newsletters X X X
PressReleases
SchoolCalendar
StudentHandbook X X X X
Superintendent"BelleVernonAreaTownMeetings"2
timesayear
Providebriefexplanationoftheprocessforincorporatingselectedstrategies.
Withlimitedfunds
"BiggestBangforourBuck"
ProvidebriefexplanationforstrategiesnotselectedandhowtheLEAplanstoaddresstheir
incorporation.
Ifmoneywerenotanissue-aGlossyNewsletterasmoreaffluentschooldistrictsmailhome
toallresidents
SafeandSupportiveSchools
AssistingStrugglingSchools
21
Describeyourentity’sprocessforassistingschoolsthateitherdonotmeettheannual
studentachievementtargetsorexperienceotherchallenges,whichdeterstudent
attainmentofacademicstandardsataproficientlevelorhigher.
Ifyourentityhasnostrugglingschools,explainhowyouwilldemonstratecontinued
growthinstudentachievement.
BuildingLeveladministratorsare100%responsibletoadheretotheplansthatwere
developedasanadministarativeteamandBoardapproved
Theadministratorsisresponsible
Theschoolsthatstruggleareidentified,actionplansaremade,supportedbypeerreview,
fundsaremadeavaialbletosupportedrecommednedimprovements,andthadminisare
responsibletoputtheactionplanintoaction
Programs,StrategiesandActions
Programs,StrategiesandActions EEP EEI ML HSBienniallyUpdatedandExecutedMemorandumof
UnderstandingwithLocalLawEnforcementX X X X
School-widePositiveBehavioralPrograms X X X X
ConflictResolutionorDisputeManagement X X X X
PeerHelperPrograms X X
SafetyandViolencePreventionCurricula X X X X
StudentCodesofConduct X X X X
ComprehensiveSchoolSafetyandViolence
PreventionPlansX X X X
PurchaseofSecurity-relatedTechnology X X X X
Student,StaffandVisitorIdentificationSystems X X X X
PlacementofSchoolResourceOfficers
StudentAssistanceProgramTeamsandTraining X X X X
CounselingServicesAvailableforallStudents X X X X
InternetWeb-basedSystemfortheManagementof
StudentDisciplineX X X
ExplanationofstrategiesnotselectedandhowtheLEAplanstoaddresstheir
incorporation:
SRO-notapprovedbyBoardofDirectors-Cost
Screening,EvaluatingandProgrammingforGiftedStudents
Describeyourentity’sawarenessactivitiesconductedannuallytoinformthepublicofthegiftededucationservicesandprogramsoffered(newspaper,studenthandbooks,schoolwebsite,etc.)The Belle Vernon Area School District utilizes a systematic process of testing, assessment, and other evaluative processes used by a team to develop a recommendation about whether or not a student is gifted or needs gifted education. The school district utilizes Chapter 16 Regulations that outline the criteria for
22
the determination of gifted education. A full gifted multidisciplinary evaluation is conducted. The gifted education programs offer students who are exceptional and of school age specially designed instruction beyond what is required in Chapter 4 regulation relating to academic standards and assessment. Students may receive services within the regular instructional setting, as well as a classroom or other setting in which gifted students receive gifted educational programming. Examples of gifted activities that go beyond our regular curriculum include academic competitions, field trips, real-world experiences, and extensions to the regular education curriculum. These programs allow the students to participate in acceleration or enrichment programs as appropriate and receive services according to their intellectual and academic abilities and needs.
Describeyourentity’sprocessforlocatingstudentswhoarethoughttobegiftedandmaybeinneedofspeciallydesignedinstruction(screening).Asystematic,multi-phasedprocessforidentifiyinggiftedstudentstofindstudentswho
needservicesbeyondthegeneraleducationprogramincludenominationoridentification
phase;screeningorselectionphase;andaplacementphasependingqualification.Inthe
nominationandscreeningphase,variousidentificationtoolsareusedtoeliminatebias.
Describeyourentity’sproceduresfordeterminingeligibility(throughmultiplecriteria)andneed(basedonacademicstrength)forpotentiallymentallygiftedstudents(evaluation).Eligibiiltyisdeterminedthroughmultiplecriteriaandbasedonacademicstrengthsand
needs.Variousidentificationtoolsareusedtoeliminatebias.Severldifferentintelligence
andacademicacheivementtestsmaybeused,portfoliios,studentrecords,teacher
observations,teacherrecords,learningscales,retention,acquisition,performance,student
profiles,etc.areutilizedaspartoftheproceduresfordeterminingelgibility.
ndividualintelligenceandachievementtestsareoftenusedtoassessgiftedness.-Seemore
at:http://www.nagc.org/resources-publications/gifted-education-
practices/identification#sthash.9knU2r9U.dpuf
Describethegiftedprograms*beingofferedthatprovideopportunitiesforacceleration,enrichmentorboth.*Theword"programs"referstothecontinuumofservices,notoneparticularoption.Giftedprogrammingcanbeprovidedinacombinationofways,includingpull-outprograms;
specialclassesinasubjectorinterestarea,advancedplacement,dual-enrollmentcourses
othersimilarservicesorneedstomeetthestudentsneeds.
DevelopmentalServices
DevelopmentalServices EEP EEI ML HSAcademicCounseling X X X X
AttendanceMonitoring X X X X
BehaviorManagementPrograms X X X X
BullyingPrevention X X X X
CareerAwareness X X X X
CareerDevelopment/Planning X X X X
Coaching/Mentoring X X X X
CompliancewithHealthRequirements–i.e.,
ImmunizationX X X X
23
EmergencyandDisasterPreparedness X X X X
GuidanceCurriculum X X X X
HealthandWellnessCurriculum X X X X
HealthScreenings X X X X
IndividualStudentPlanning X X X X
Nutrition X X X X
Orientation/Transition X X X X
RTII/MTSS
Wellness/HealthAppraisal X X X X
Explanationofdevelopmentalservices:
WeatBVAdoemployanInterventionSpecialistbuthavenotrisentothelevelwhereaswe
cansayweareinstitutingatrueRTIIModel
Diagnostic,InterventionandReferralServices
Diagnostic,InterventionandReferralServices EEP EEI ML HSAccommodationsandModifications X X X X
AdministrationofMedication X X X X
AssessmentofAcademicSkills/AptitudeforLearning X X X X
Assessment/ProgressMonitoring X X X X
Casework X X X X
CrisisResponse/Management/Intervention X X X X
IndividualCounseling X X X X
InterventionforActualorPotentialHealthProblems X X X X
PlacementintoAppropriatePrograms X X X X
SmallGroupCounseling-Copingwithlifesituations X X X X
SmallGroupCounseling-Educationalplanning X X X X
SmallGroupCounseling-PersonalandSocial
DevelopmentX X X X
SpecialEducationEvaluation X X X X
StudentAssistanceProgram X X X X
Explanationofdiagnostic,interventionandreferralservices:
Theadministrativeteamdiscusseseveryschool,teacher,andchildasneededonamonthly
basis
ConsultationandCoordinationServices
ConsultationandCoordinationServices EEP EEI ML HSAlternativeEducation X X
CaseandCareManagement X X X X
CommunityLiaison X X X X
CommunityServicesCoordination(Internalor X X X X
24
External)
CoordinatePlans
CoordinationwithFamilies(LearningorBehavioral) X X X X
Home/FamilyCommunication X X X X
ManagingChronicHealthProblems X X X X
ManagingIEPand504Plans X X X X
ReferraltoCommunityAgencies X X X X
StaffDevelopment X X X X
StrengtheningRelationshipsBetweenSchool
Personnel,ParentsandCommunitiesX X X X
SystemSupport X X X X
TruancyCoordination X X X X
Explanationofconsultationandcoordinationservices:
Thisnarrativeisempty.
CommunicationofEducationalOpportunities
CommunicationofEducationalOpportunities EEP EEI ML HSCoursePlanningGuides X X X X
DirectingPublictothePDE&Test-relatedWebsites X X X X
IndividualMeetings X X X X
LetterstoParents/Guardians X X X X
LocalMediaReports X X X X
Website X X X X
MeetingswithCommunity,FamiliesandBoardof
DirectorsX X X X
MassPhoneCalls/Emails/Letters X X X X
Newsletters X X X X
PressReleases X X X X
SchoolCalendar
StudentHandbook X X X X
ThesuperintendentprovidesayearlystateofBVAto
thepublic
CommunicationofStudentHealthNeeds
CommunicationofStudentHealthNeeds EEP EEI ML HSIndividualMeetings X X X X
IndividualScreeningResults X X X X
LetterstoParents/Guardians X X X X
Website X X X X
MeetingswithCommunity,FamiliesandBoardof X X X X
25
Directors
Newsletters X X X X
SchoolCalendar
StudentHandbook X X X X
FrequencyofCommunication
Elementary Education - Primary Level
• Quarterly
Elementary Education - Intermediate Level
• Quarterly
Middle Level
• Yearly
High School Level
• Yearly
CollaborationforInterventions
Describethecollaborationbetweenclassroomteachersandindividualsproviding
interventionsregardingdifferingstudentneedsandacademicprogress.
Weconductgradelevelmeetingeverytwoweekstodetermineifinterventionsaremaking
adifferenceinthechild'sacademicprogression
CommunityCoordination
Describehowyouaccomplishcoordinationwithcommunityoperatedinfantandtoddler
centers,aswellaspreschoolearlyinterventionprograms.Inaddition,describethe
communitycoordinationwiththefollowingbeforeorafterschoolprogramsandservices
forallgradelevels,includingpre-kindergarten,ifoffered,throughgrade12.
1. Childcare2. Afterschoolprograms3. Youthworkforcedevelopmentprograms4. Tutoring
ThePsychologistcommunicateswiththelocalchildcareagenciesduringearly
interventions.
DistrictrunafterschoolprogramsaswellasPICagencyprogramsattheMiddleSchool.
Tutoringisavailabletwodaysaweek.
26
PreschoolAgencyCoordination
ExplainhowtheLEAcoordinateswithagenciesthatservepreschoolagechildrenwith
disabilities.
1. Addresscoordinationactivitiesdesignedtoidentifyandservechildrenwithdisabilitiesandthesupportsandaccommodationsavailabletoensurebothphysical
andprogrammaticaccess.
2. Addresspre-kindergartenprogramsoperateddirectlybytheLEAandthoseoperatedbycommunityagenciesundercontractfromtheLEA.
3. DescribehowtheLEAprovidesforasmoothtransitionfromthehomesettingandanyearlychildhoodcareoreducationalsettingthestudentsattend,totheschool
setting.
TheBelleVernonAreaSchoolDistrictcoordnatesactivitiesdesignedtoidentifyandserve
childrenwithdisabilitiesthroughdistrictsupport,communitysupport,intermediateunit
support,parentalsupport,andinteragencysupport.Theteamssupportandaccomodateto
ensurebothphysicalandprogrammaticaccessthroughteambuilding,collaboration,and
resourcesinsideandoutsideofthecommunity.Theteamsofsupportsconveneduring
meetingsfrompreschool/daycare/homecare/etc.transitionmeetingsseveraltimes
througouttheschoolyear.Teamsofdaycareproviders/parents/agencies/convenetofocus
onpre-kindergartenprogramsandinitiatives.Noprogramsaredirectlyoperatedbythe
LEAorundercontractfromLEA,alhtoughwecoordinatewithagencieswithinthe
community.TheLEAcoordianteswiththeIU/agencies/daycare
providers/parents/guardians/inordertotransitionstudentsintotheschoolsetting.The
LEAholdstransitionmeetingsforstudentscomingintokindergatren.TheLEAhas
kindergartenscreening,nursecoordination,guidancecounselorcoordination,andteam
meetingsinorderforasmoothtransition.TheLEAworkswithallteammembersinorder
toprovideasmoothtransition.
MaterialsandResources
DescriptionofMaterialsandResources
ElementaryEducation-PrimaryLevel
MaterialandResourcesCharacteristics StatusAlignedandsupportiveofacademicstandards,progressesleveltolevel
anddemonstratesrelationshipsamongfundamentalconceptsandskillsDeveloping
Arobustsupplyofhighqualityalignedinstructionalmaterialsand
resourcesavailableAccomplished
Accessibilityforstudentsandteachersiseffectiveandefficient Accomplished
Differentiatedandequitablyallocatedtoaccommodatediverselevelsof
studentmotivation,performanceandeducationalneedsDeveloping
27
ProvideexplanationforprocessesusedtoensureAccomplishment.
Theteachersworkindept/gradelevelsteamstodevelopconcepts/skillsandapplication
Thecurriculumreviewprotocolrequiresthereviewofmaterialsandresources
Explanationforanyrowchecked"NeedsImprovement"or"NonExistent".HowtheLEA
planstoaddresstheirincorporation:
Thisnarrativeisempty.
ElementaryEducation-IntermediateLevel
MaterialandResourcesCharacteristics StatusAlignedandsupportiveofacademicstandards,progressesleveltolevel
anddemonstratesrelationshipsamongfundamentalconceptsandskillsDeveloping
Arobustsupplyofhighqualityalignedinstructionalmaterialsand
resourcesavailableAccomplished
Accessibilityforstudentsandteachersiseffectiveandefficient Accomplished
Differentiatedandequitablyallocatedtoaccommodatediverselevelsof
studentmotivation,performanceandeducationalneedsAccomplished
ProvideexplanationforprocessesusedtoensureAccomplishment.
pleaseseeabove
Explanationforanyrowchecked"NeedsImprovement"or"NonExistent".HowtheLEA
planstoaddresstheirincorporation:
Thisnarrativeisempty.
MiddleLevel
MaterialandResourcesCharacteristics StatusAlignedandsupportiveofacademicstandards,progressesleveltolevel
anddemonstratesrelationshipsamongfundamentalconceptsandskillsDeveloping
Arobustsupplyofhighqualityalignedinstructionalmaterialsand
resourcesavailableAccomplished
Accessibilityforstudentsandteachersiseffectiveandefficient Accomplished
Differentiatedandequitablyallocatedtoaccommodatediverselevelsof
studentmotivation,performanceandeducationalneedsAccomplished
ProvideexplanationforprocessesusedtoensureAccomplishment.
pleaseseeabove
Explanationforanyrowchecked"NeedsImprovement"or"NonExistent".HowtheLEA
planstoaddresstheirincorporation:
28
Thisnarrativeisempty.
HighSchoolLevel
MaterialandResourcesCharacteristics StatusAlignedandsupportiveofacademicstandards,progressesleveltolevel
anddemonstratesrelationshipsamongfundamentalconceptsandskillsDeveloping
Arobustsupplyofhighqualityalignedinstructionalmaterialsand
resourcesavailableAccomplished
Accessibilityforstudentsandteachersiseffectiveandefficient Accomplished
Differentiatedandequitablyallocatedtoaccommodatediverselevelsof
studentmotivation,performanceandeducationalneedsAccomplished
ProvideexplanationforprocessesusedtoensureAccomplishment.
pleaseseeabove
Explanationforanyrowchecked"NeedsImprovement"or"NonExistent".HowtheLEA
planstoaddresstheirincorporation:
Thisnarrativeisempty.
SASIncorporation
ElementaryEducation-PrimaryLevel
Standards Status
ArtsandHumanitiesFull
Implementation
CareerEducationandWork
Implementedin
50%ormoreof
district
classrooms
CivicsandGovernment
Implementedin
50%ormoreof
district
classrooms
PACoreStandards:EnglishLanguageArtsFull
Implementation
PACoreStandards:LiteracyinHistory/SocialStudies,Scienceand
TechnicalSubjects
Full
Implementation
PACoreStandards:MathematicsFull
Implementation
Economics
Implementedin
50%ormoreof
district
classrooms
EnvironmentandEcologyImplementedin
50%ormoreof
29
district
classrooms
FamilyandConsumerSciences NotApplicable
Geography
Implementedin
50%ormoreof
district
classrooms
Health,SafetyandPhysicalEducationFull
Implementation
HistoryFull
Implementation
ScienceandTechnologyandEngineeringEducation Notanswered
AlternateAcademicContentStandardsforMathFull
Implementation
AlternateAcademicContentStandardsforReadingFull
Implementation
AmericanSchoolCounselorAssociationforStudentsFull
Implementation
EarlyChildhoodEducation:Infant-Toddler→SecondGradeFull
Implementation
EnglishLanguageProficiencyFull
Implementation
InterpersonalSkillsFull
Implementation
SchoolClimateFull
Implementation
Furtherexplanationforcolumnsselected"
Thedistrictneededtofocusdistrictfundsonmorepressingcurriculararea
ElementaryEducation-IntermediateLevel
Standards Status
ArtsandHumanitiesFull
Implementation
CareerEducationandWork
Implementedin
50%ormoreof
district
classrooms
CivicsandGovernment
Implementedin
50%ormoreof
district
classrooms
PACoreStandards:EnglishLanguageArtsFull
Implementation
PACoreStandards:LiteracyinHistory/SocialStudies,Scienceand
TechnicalSubjects
Full
Implementation
PACoreStandards:MathematicsFull
Implementation
30
Economics
Implementedin
50%ormoreof
district
classrooms
EnvironmentandEcology
Implementedin
50%ormoreof
district
classrooms
FamilyandConsumerSciences NotApplicable
Geography
Implementedin
50%ormoreof
district
classrooms
Health,SafetyandPhysicalEducationFull
Implementation
History
Implementedin
50%ormoreof
district
classrooms
ScienceandTechnologyandEngineeringEducationFull
Implementation
AlternateAcademicContentStandardsforMathFull
Implementation
AlternateAcademicContentStandardsforReadingFull
Implementation
AmericanSchoolCounselorAssociationforStudentsFull
Implementation
EnglishLanguageProficiencyFull
Implementation
InterpersonalSkillsFull
Implementation
SchoolClimateFull
Implementation
Furtherexplanationforcolumnsselected"
Thedistrictneededtofocusfundsonthemorepressingacademicneeds
MiddleLevel
Standards Status
ArtsandHumanitiesFull
Implementation
CareerEducationandWork
Implementedin
50%ormoreof
district
classrooms
CivicsandGovernment
Implementedin
50%ormoreof
district
31
classrooms
PACoreStandards:EnglishLanguageArtsFull
Implementation
PACoreStandards:LiteracyinHistory/SocialStudies,Scienceand
TechnicalSubjects
Full
Implementation
PACoreStandards:MathematicsFull
Implementation
Economics
Implementedin
50%ormoreof
district
classrooms
EnvironmentandEcology
Implementedin
50%ormoreof
district
classrooms
FamilyandConsumerSciences
Implementedin
50%ormoreof
district
classrooms
Geography
Implementedin
50%ormoreof
district
classrooms
Health,SafetyandPhysicalEducation
Implementedin
50%ormoreof
district
classrooms
History
Implementedin
50%ormoreof
district
classrooms
ScienceandTechnologyandEngineeringEducationFull
Implementation
AlternateAcademicContentStandardsforMathFull
Implementation
AlternateAcademicContentStandardsforReadingFull
Implementation
AmericanSchoolCounselorAssociationforStudentsFull
Implementation
EnglishLanguageProficiencyFull
Implementation
InterpersonalSkillsFull
Implementation
SchoolClimateFull
Implementation
WorldLanguageFull
Implementation
Furtherexplanationforcolumnsselected"
32
ThedistrictutilizesitsCounselingdepartmenttoeffectivelyprovideinstructioninCareer
EducationandWorkStandards,InterpersonalSkills,andSchoolClimateInitiatives.The
ArtsandHumanitiesStandardsareprovidedprimarilywithinourArtDepartment,where
everychildtakesanartcourseonarotatingbasisevery9weeks.
HighSchoolLevel
Standards Status
ArtsandHumanitiesFull
Implementation
CareerEducationandWork
Implementedin
50%ormoreof
district
classrooms
CivicsandGovernment
Implementedin
50%ormoreof
district
classrooms
PACoreStandards:EnglishLanguageArtsFull
Implementation
PACoreStandards:LiteracyinHistory/SocialStudies,Scienceand
TechnicalSubjects
Full
Implementation
PACoreStandards:MathematicsFull
Implementation
EconomicsFull
Implementation
EnvironmentandEcologyFull
Implementation
FamilyandConsumerSciences
Implementedin
50%ormoreof
district
classrooms
GeographyFull
Implementation
Health,SafetyandPhysicalEducationFull
Implementation
HistoryFull
Implementation
ScienceandTechnologyandEngineeringEducationFull
Implementation
AlternateAcademicContentStandardsforMathFull
Implementation
AlternateAcademicContentStandardsforReadingFull
Implementation
AmericanSchoolCounselorAssociationforStudentsFull
Implementation
EnglishLanguageProficiencyFull
Implementation
InterpersonalSkills Full
33
Implementation
SchoolClimateFull
Implementation
WorldLanguageFull
Implementation
Furtherexplanationforcolumnsselected"
ThedistrictutilizesitsCounselingdepartmenttoeffectivelyprovideinstructioninCareer
EducationandWorkStandards,InterpersonalSkills,andSchoolClimateInitiatives.The
BCITandFCSDepartmentalsosupportsinstructioninthesecurricularareas.TheArtsand
HumanitiesStandardsareprovidedprimarilywithinourArtDepartment,whereeverychild
hasanopportunitytogetthisinstructionasanelectivecourse.
EarlyWarningSystem
ThefreePAEducatorDashboardEarlyWarningSystemandInterventionCatalog(PA
EWS/IC)utilizesthemetricsofAttendance,BehaviorandCoursegradestoidentifystudents
whomaybeonapathtodroppingoutofschool.Pleaseindicateyourselectionofthe
followingoptions.
Notanswered
ProfessionalEducation
Characteristics
District’sProfessionalEducationCharacteristics EEP EEI ML HSEnhancestheeducator’scontentknowledgeinthe
areaoftheeducator’scertificationorassignment.
Increasestheeducator’steachingskillsbasedon
effectivepracticeresearch,withattentiongivento
interventionsforstrugglingstudents.
Increasestheeducator'steachingskillsbasedon
effectivepracticeresearch,withattentiongivento
interventionsforgiftedstudents.
X X X X
Provideseducatorswithavarietyofclassroom-based
assessmentskillsandtheskillsneededtoanalyzeand
usedataininstructionaldecisionmaking.
Empowerseducatorstoworkeffectivelywithparents
andcommunitypartners.
District’sProfessionalEducationCharacteristics EEP EEI ML HSProvidestheknowledgeandskillstothinkandplan
34
strategically,ensuringthatassessments,curriculum,
instruction,staffprofessionaleducation,teaching
materialsandinterventionsforstrugglingstudents
arealignedtoeachother,aswellastoPennsylvania’s
academicstandards.
Providestheknowledgeandskillstothinkandplan
strategically,ensuringthatassessments,curriculum,
instruction,staffprofessionaleducation,teaching
materialsandinterventionsforgiftedstudentsare
alignedtoeachother,aswellastoPennsylvania's
academicstandards.
X X X X
Providesleaderswiththeabilitytoaccessanduse
appropriatedatatoinformdecisionmaking.
Empowersleaderstocreateacultureofteachingand
learning,withanemphasisonlearning.
Instructstheleaderinmanagingresourcesfor
effectiveresults.
Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.
In-servicetrainingforgiftedandregularteachers,principals,administratorsandsupport
staffpersonsresponsibleforgiftededucationisconductedthroughmanysources.There
areongoingin-housetrainings,aswellastrainingsandworkshopsconductedbythe
IntermediateUnitsandotheroutsideagenciesinwhichtheseprofessionalsresponsiblefor
giftededucationserviceshaveaccesstoimportantupdatesandmethodologies.
Providebriefexplanationforstrategiesnotselectedandhowyouplantoaddresstheir
incorporation.
TheBelleVernonAreaSchoolDistrictAdministrationconstantlyseeksnewProfessional
Developmentopportunitiesforourstaff.OneareaofweaknesstheDistrictplanstoaddress
isintheareaofGoalSetting,whichisaprofessionaldevelopmentfocusforthe2014-2017
schoolyears.
EducatorDisciplineAct126,71 Provideseducatorswithmandatedreportertraining,totaling3hours,every5yearsas
outlinedinAct126.
QuestionsTheLEAhasconductedtherequiredtrainingon:
12/3/2013
TheLEAplanstoconducttherequiredtrainingonapproximately:
11/13/2018
Provideseducatorswithfour(4)hoursofprofessionaldevelopmentinyouthsuicide
awarenessandpreventioneveryfive(5)yearsforprofessionaleducatorsingradessix
throughtwelveasoutlinedinAct71.
35
QuestionsTheLEAhasconductedthetrainingon:
10/6/2015
TheLEAplanstoconductthetrainingonapproximately:
6/3/2016
5/5/2016
Provideseducatorswithfour(4)hoursofprofessionaldevelopmenteveryfive(5)yearsfor
professionaleducatorsthatareteachingthecurriculuminwhichtheChildExploitation
AwarenessEducationprogramisincorporatedasoutlinedinAct71.
QuestionsTheLEAhasconductedthetrainingon:
8/4/2015
TheLEAplanstoconductthetrainingonapproximately:
8/18/2016
StrategiesEnsuringFidelity
Checkedanswers• Professional Development activities are based upon detailed needs assessments that
utilize student assessment results to target instructional areas that need strengthening.• Using disaggregated student data to determine educators’ learning priorities. • Professional Development activities are based upon detailed needs assessments that
utilize student assessment results to target curricular areas that need further alignment.
• Professional Development activities are developed that support implementation of strategies identified in your action plan.
• Clear expectations in terms of teacher practice are identified for staff implementation. • An implementation evaluation is created, based upon specific expectations related to
changes in teacher practice, which is used to validate the overall effectiveness of the professional development initiative.
• The LEA has a systemic process that is used to validate whether or not providers have the capacity to present quality professional development.
• Administrators participate fully in all professional development sessions targeted for their faculties.
• Every Professional development initiative includes components that provide ongoing support to teachers regarding implementation.
• The LEA has an ongoing monitoring system in place (i.e. walkthroughs, classroom observations).
• Professional Education is evaluated to show its impact on teaching practices and student learning.
Uncheckedanswers None.
36
Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.
Theprocessandprotocolsareestablishedfortheteachersandadministrators-the
principalsarerequiredtodeveloptheirbuildinglevelplanandreviewedwiththedistrict
peergroupandfinalapprovalfromBoardandSuperintendent
Principalsarerequiredtoobserveaminimumof10teachersamonthintheirrespective
schoolsandreporthowtheyhaveachievedtheirgoals
Providebriefexplanationforstrategiesnotselectedandhowyouplantoaddresstheir
incorporation.
Allstrategiesselected
InductionProgram
Checkedanswers• Inducteeswillknow,understandandimplementinstructionalpracticesvalidatedby
theLEAasknowntoimprovestudentachievement.
• Inducteeswillassignchallengingworktodiversestudentpopulations.
• InducteeswillknowthebasicdetailsandexpectationsrelatedtoLEA-wide
initiatives,practices,policiesandprocedures.
• Inducteeswillknowthebasicdetailsandexpectationsrelatedtoschoolinitiatives,
practicesandprocedures.
• Inducteeswillbeabletoaccessstatecurriculumframeworksandfocuslesson
designonleadingstudentstomasteryofallstateacademicstandards,assessment
anchorsandeligiblecontent(whereappropriate)identifiedintheLEA'scurricula.
• InducteeswilleffectivelynavigatetheStandardsAlignedSystemwebsite.
• InducteeswillknowandapplyLEAendorsedclassroommanagementstrategies.
• Inducteeswillknowandutilizeschool/LEAresourcesthatareavailabletoassist
studentsincrisis.
• Inducteeswilltakeadvantageofopportunitiestoengagepersonallywithother
membersofthefacultyinordertodevelopasenseofcollegialityandcamaraderie.
Uncheckedanswers None.
Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.
MentorteachersarechoosenandprovidedProfessionaldevelopmentofthedistricts
expectations
37
Thementorsareprovidedastipend-thementorrelationshipisatwoyearprocess
DistrictAdministrationMonitorallInductionactivities
Providebriefexplanationforstrategiesnotselectedandhowyouplantoaddresstheir
incorporation.
Thisnarrativeisempty.
NeedsofInductees
Checkedanswers• Frequentobservationsofinducteeinstructionalpracticebysupervisortoidentify
needs.
• Regularmeetingswithmentorsorcoachestoreflectuponinstructionalpracticeto
identifyneeds.
• StudentPSSAdata.
• StandardizedstudentassessmentdataotherthanthePSSA.
• Classroomassessmentdata(Formative&Summative).
• Inducteesurvey(local,intermediateunitsandnationallevel).
• Reviewofinducteelessonplans.
• Reviewofwrittenreportssummarizinginstructionalactivity.
• Submissionofinducteeportfolio.
• Knowledgeofsuccessfulresearch-basedinstructionalmodels.
• Informationcollectedfrompreviousinductionprograms(e.g.,programevaluations
andsecond-yearteacherinterviews).
Uncheckedanswers• Frequent observations of inductee instructional practice by a coach or mentor to
identify needs.
Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.
TheMentorandMenteeisoneofsupportandguidancemonitoredbytheBuildinglevel
administrators.
Provideabriefexplanationforstrategiesnotselectedandyourplantoaddresstheir
incorporation.
38
Monitorteachersdonotobserverathertheyteamwithamenteeduringalessonortwo
duringtheschoolyear.
MentorCharacteristics
Checkedanswers• Potential mentors have similar certifications and assignments.• Potential mentors must model continuous learning and reflection. • Potential mentors must have knowledge of LEA policies, procedures and resources. • Potential mentors must have demonstrated ability to work effectively with students and
other adults. • Potential mentors must be willing to accept additional responsibility. • Mentors must complete mentor training or have previous related experience (e.g.,
purpose of induction program and role of mentor, communication and listening skills, coaching and conferencing skills, problem-solving skills and knowledge of adult learning and development).
Uncheckedanswers • Pool of possible mentors is comprised of teachers with outstanding work performance.• Mentors and inductees must have compatible schedules so that they can meet
regularly.
Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.
Mentorsaretypicallythemosttenuredandexpertteachers
Providebriefexplanationforcharacteristicsnotselectedandhowyouplantoaddresstheir
incorporation.
ThepoolislimitedtotheteacherswhomeettheDistrictRequirements
InductionProgramTimeline
Topics Aug-Sep
Oct-Nov
Dec-Jan
Feb-Mar
Apr-May
Jun-Jul
CodeofProfessionalPracticeandConductfor
EducatorsX X X X X
Assessments X X X X X
BestInstructionalPractices X X X X X
SafeandSupportiveSchools X X X X X
Standards X X X X X
Curriculum X X X X X
Instruction X X X X X
AccommodationsandAdaptationsfordiverse
learnersX X X X X
Datainformeddecisionmaking X X X X X
39
MaterialsandResourcesforInstruction X X X X X
Ifnecessary,providefurtherexplanation.
Thetimelineisallyearlongasthereisnotatimeorplaceforthetopics-theylastallyear
long
MonitoringandEvaluatingtheInductionProgram
IdentifytheproceduresformonitoringandevaluatingtheInductionprogram.
ThementorsandmenteesareresponsibletosharetheirInductionworkbookwiththe
buildingprincipalatthesemesterbreakandtheSuperintendentattheendoftheschool
year
RecordingProcess
Identifytherecordingprocessforinducteeparticipationandprogramcompletion.(Check
allthatapply)Checkedanswers• Mentordocumentshis/herinductee'sinvolvementintheprogram.
• Adesignatedadministratorreceives,evaluatesandarchivesallmentorrecords.
• School/LEAmaintainsaccuraterecordsofprogramcompletionandprovidea
certificateorstatementofcompletiontoeachinducteewhohascompletedthe
program.
• LEAadministratorreceives,tallies,andarchivesallLEAmentorrecords.
• CompletionisverifiedbytheLEAChiefExecutiveOfficerontheApplicationfor
Level2Certification.
UncheckedanswersNone.
SpecialEducation
SpecialEducationStudents
Total students identified: 323
IdentificationMethod
IdentifytheDistrict'smethodforidentifyingstudentswithspecificlearningdisabilities.
40
TheBelleVernonAreaSchoolDistrictutilizesthediscrepancymodelinordertoqualify
studentswithSpecificLearningDisabilities(SLD).Theschooldistrictutilizes§14.125of
thePennsylvaniaSpecialEducationRegulationsoutlinesthecriteriaforthedetermination
ofSLD.ThesecriteriaarederivedfromtheFederalIDEAregulations(§300.309).Afull
comprehensiveevaulationisconducted.First,itisdeterminedwhetherthestudentdoes
notachieveadequatelyforthechild'sageormeetstate/approvedgrade/levelstandardsin
eightareasofachievement(oralexpression,listeningcomprehension,writtenexpression,
basicreadingskill,readingfluencyskills,readingcomprehension,mathematicscalculation,
andmathemcaticsproblem-solving).Second,thedistrictusesaprocessthatlooksatthe
studentsstrengthsandweaknessesrelativetoanintellectualability,asdefinedbyasevere
discrepancybetweenthestudent'sabilityandachievementrelativetotheirage.Third,the
schooldistrictrulesoutvision,hearing,ormotorproblems,intellectualdisability,emotional
distrurbance,cultural/environmentalissues,andlimitedEnglishProficiency.Finally,the
districtrulesoutlackofinstructionbydocumentingappropriateinstructionisdeliveredby
qualifiedpersonnelandthroughrepeatedassessments.
Enrollment
ReviewtheEnrollmentDifferenceStatus.Ifnecessary,describehowyourdistrictplansto
addressanysignificantdisproportionalities.
ThedataispubliclyavailableviathePennDatawebsite.Youcanviewyourmostrecent
report.Thelinkis:
https://penndata.hbg.psu.edu/PublicReporting/DataataGlance/tabid/2523/Default.aspx
Notsignificantlydisproportionate.
Non-ResidentStudentsOversight
1. HowdoestheDistrictmeetitsobligationunderSection1306ofthePublicSchool
CodeasthehostDistrictateachlocation?2. HowdoestheDistrictensurethatstudentsarereceivingafreeappropriatepublic
education(FAPE)intheleastrestrictiveenvironment(LRE)?
3. WhatproblemsorbarriersexistwhichlimittheDistrict'sabilitytomeetitsobligationsunderSection1306ofthePublicSchoolCode?
CurrentlytheBelleVernonAreaSchoolDistrtictisnotahostdistrictfor1306facilities.
IncarceratedStudentsOversight
DescribethesystemofoversighttheDistrictwouldimplementtoensurethatall
incarceratedstudentswhomaybeeligibleforspecialeducationarelocated,identified,
evaluatedandwhendeemedeligible,areofferedafreeappropriatepubliceducation
(FAPE).
41
TheBelleVernonschooldistrictisnotahostdistrict,howevertheBelleVernonAreaSchool
Districtwouldinformthereceivingschooldistrictofthestudent’sincarcerationand
providerecordstoinsurecontinuityofFAPE.
LeastRestrictiveEnvironment
1. DescribetheDistrictprocedures,whichensurethat,tothemaximumextent
appropriate,childrenwithdisabilities,includingthoseinprivateinstitutions,are
educatedwithnon-disabledchildren,andthatremovalfromtheregulareducation
environmentonlyoccurswheneducationinthatsettingwithsupplementaryaids
andservices,cannotbeachievedsatisfactorily.2. DescribehowtheDistrictisreplicatingsuccessfulprograms,evidence-based
models,andotherPDEsponsoredinitiativestoenhanceorexpandthecontinuumof
supports/servicesandeducationplacementoptionsavailablewithintheDistrictto
supportstudentswithdisabilitiesaccessthegeneraleducationcurriculuminthe
leastrestrictiveenvironment(LRE).(Provideinformationdescribingthemannerin
whichtheDistrictutilizessite-basedtraining,consultationandtechnicalassistance
opportunitiesavailablethroughPDE/PaTTAN,orotherpublicorprivateagencies.)
3. RefertoanddiscusstheSPPtargetsandthedistrict'spercentagesintheIndicator5section-EducationalEnvironments.Alsodiscussthenumberofstudentsplacedout
ofthedistrictandhowthoseplacementsweredeterminedtoassurethatLRE
requirementsaremet.
1.Thedistrictbeginsbyimplementinginterventionswithintheregularclassroomsetting.
Differentiatedinstructionisofferedwithineachoftheclassroomsforthestudents.The
districtbeganimplementingaco-teachingmodelwhichincludesspecialeducationteachers
teachingwitharegulareducationinthesameclassroomatthesametime.Thedistrict
offerssupplementaryaidsandserviceswithintheregulareducationenvironmenteven
beforeconsideringmovingthemtoamorerestrictiveenvironment.Thedistrictconvenes
teammeetings,offersoneononeinstruction,smallgroupinstruction,modifyingthe
curriculum,andco-teachingasmethodsofinterventionbeforeconsideringamore
restrictiveenvironment.
2.Thedistrictisreplicatingsuccessfulprogramswhileutilizingevidencebasedmodelsand
PDEsponsoredinitiativestoopenupclassroomswhichincludeAutisticSupport,LifeSkills,
EmotionalSupport,aswellasimprovingthelearningsupportclassroomswithinthe
district.Theteacherswithinthedistrictconsultandco-teachwithregulareducation
teachersinordertoprovideFAPEandLREtoourstudents.Thedistrictutilizessitebased
training,consultation,andtechnicalassistanceopportunitiesthroughPDE/PATTANand
otherpublicagencies,whichcouldincludebutarenotlimitedto:MentalHealthAgencies,
BehavioralSupportAgencies,CommunityBasedAgencies,PDE/PATTAN,IntermediateUnit,
OfficeofVocationalRehabilitation,andcommunitysupport.
3.InreviewingtheBelleVernonAreaSchoolDistrict'sSpecialEducationDataReportfor
the2016-2017schoolyear,thedistrictisdemonstratinganincreaseintheSEInside
RegularClassesto71.4%,SEInsideRegularclassesat9.1%,andSEinOtherSettingsat
3.9%.Thedistrictisincomplianceandcontinuestomeettargetedgoals,withthespecial
42
educationpopulationremainingfairlyconsistentoverthelastthreetofiveyears.The
districtiscontinuingtoofferanincreaseinsupportswithintheregulareducation
classroomswhichincludeinterventions,co-teaching,anddifferentiatedinstruction.The
IEPteamsmeetonaconsistentbasistoreviewthemostappropriateplacementwiththe
studentbeingintheregulareducationclassroomtothemaximumextentpossible.During
the2017-2018schoolyear,theschooldistrictplanstocontinueimplementingaK-6
ResponsetoInstructionandInterventionProgramwithatieredmodel.The2017-2018
schoolyearmarksthethirdyearoftheimplmentationplan.Thedistrictcontinuestowork
withaccommodationsandmodificationwithintheregulareducationclassroomtoensure
success.
BehaviorSupportServices
1. ProvideasummaryoftheDistrictpolicyonbehavioralsupportservicesincluding,
butnotlimitedto,theschoolwidepositivebehaviorsupports(PBS).2. Describetrainingprovidedtostaffintheuseofpositivebehaviorsupports,de-
escalationtechniquesandresponsestobehaviorthatmayrequireimmediate
intervention.
3. IfthedistrictalsohasSchool-BasedBehavioralHealthServices,pleasediscussit.
TheBelleVernonAreaSchoolDistrictcollaborateswiththeWestmorelandIntermediate
Unitforfunctionalbehavioranalysisthatisreviewed,plandeveloped,andimplementedby
appropriateSpecialEducationstaff.Appropriatestaffistrainedinthemethodsofpositive
behaviorsupportandthedevelopmentofbehaviorinterventionplans.Withinthenecessary
classrooms,de-escalationtechniquesareutilizedandtrackedforappropriateness.The
districtoffersstudentassistanceprogramstosupportstudentsatriskandoutsideagencies
willprovideschoolbasecounselingserviceswhenappropriate.Studentsplacedoutsidethe
districthavetheopportunitytoreturntotheirpublicschoolsettingassoonastheyare
recommended.Modifiedschedulesareentertainedasameansofpositivetransitional
practicesbetweenoutsideagenciesandtheBelleVernonAreaSchoolDistrict.Collaboration
betweenLEA,teachers,parentsandsendingplacementshaveassistedinstudentsuccessas
theytransitionbacktothehomeschoolfromanoutsideplacement.TheBVASDusesthe
Safety-CareBehavioralSafetyTraining,QBS,Inc.modelforrestrainttraining.Thedistrict
alsoutilizesSouthwesternPennsylvaniaHumanServicestocollaboratewithfortheStudent
AssistanceProgramandschool-basedtherapy.Thedistrictalsoemploysasocialworkerto
assistwithpositivebehaviors.
IntensiveInteragency/EnsuringFAPE/HardtoPlaceStudents
1. IftheLEAishavingdifficultyensuringFAPEforanindividualstudentoraparticular
disabilitycategory,describetheproceduresandanalysismethodsusedto
determinegapsinthecontinuumofspecialeducationsupports,servicesand
educationplacementoptionsavailableforstudentswithdisabilities.2. Includeinformationdetailingsuccessfulprograms,services,educationplacements
aswellasidentifiedgapsincurrentprograms,services,andeducationplacements
43
notavailablewithintheLEA.Includeanoverviewofservicesprovidedthrough
interagencycollaborationwithintheLEA.
3. Discussanyexpansionofthecontinuumofservicesplannedduringthelifeofthisplan.
1.IftheschooldistrictwouldbehavingdifficultyensuringFAPEforanindividualstudents,
thedistrictsprocedureswouldincludeconveningteammeetings,invitingoutsideagencies,
educationalfacilities,aswellastransitioncoordinatorstoassistwithplacement.The
districtfindsthattheinteragencyapproachisbeneficialinresolvingmostplacementsfor
students.
2.ThedistricthasconsistentlycollaboratedwiththeMH/MRagenciesfromWestmoreland
andFayettecountiestoobtainintensivecasemanagers,andIUbehavioraltherapiststo
meettheneedsofsomestudentswithemotional/behavioralproblems.ChildandYouth
Serviceshavebeensoughtinthoughttobechildabusecases.Juvenileprobationhasbeen
involvedintheadjudicationofseveredisciplinaryinfractions.OVRisutilizedinthe
assistingofspecialeducationstudentsinthetransitioningtotheworkforce.These
agencies,whenappropriate,arerepresentedatIEPconferences.Thedistrictwillcontinue
tousetheinteragencyapproachtoextendthedistricts’continuumofservices.Chestnut
Ridge,AdelphoiVillage,AGAPE,ClelianHeights,etchavebeenpositiveplacementsfor
studentswhoseneedscannotbemetintheregularschoolsetting.Thedistrictcontinuesto
utilizeateamapproachtoensureFAPEandproperplacementtodetermineindividual
needs.
3.ThedistrictiscommittedtoworkwithIEPteamsfortheexpansionofservicesand
programstomeeteachstudent'sneeds.Thedistrictplanstoworkcloserwithteams,
coordinatingwithmoreteammembersforteammeetings.Theschooldistrictwillcontinue
tomaximizetheresourcesavailableoutsideoftheschooldistrict.Theschooldistrictisalso
lookingtoreduceoutsideplacementswhenappropriate.
StrengthsandHighlights
Describethestrengthsandhighlightsofyourcurrentspecialeducationservicesand
programs.Includeinthissectiondirectionsonhowthedistrictprovidestrainingsforstaff,
facultyandparents.
TheBelleVernonAreaSchoolDistricthasallotedaconsiderableamountoftime,money,
andsupporttoimprovingourdistricts'K-12SpecialEducationProgramming.Overthepast
fiveyears,thedistricthasexpandeditsElementaryLifeSkillsProgramtoincludebothaK-2
and3-6classroom,addedanAutisticSupportProgramattheElementaryLevel,combined
bothElementaryEmotionalSupportPrograms(K-2and3-6)tobehousedinthesame
Elementarybuidling,addedaSensoryRoomattheMarionElementarySchooltohelp
provideapositiveatmosphereforthosestudentsthatneedthatsupport,addedaLifeSkills
SupportprogramattheHighSchool,andcontinuedtoensureourLREnumbersfromour
SPPareimproving.
Studentsfromalllevels,K-12,arebeingprovidedwithup-to-datetechnologicaland
44
educationalexperiences,bothinsidetheschoolandoutsidetheschool.Wehavecreated
andstrengthenedrelationshipswithinthesurroundingcommunitytointroduceour
studentstothecommunityandpreparethemforaproductivelifeaftergraduation.The
partnershipbetweenourdistrictandcommunityhasledtoourstudentsbeingoffered
meaningfulemployment.
TheBelleVernonAreaSchoolDistrictiscommittedtoprovidingcontinualtrainingsforboth
ourgeneraleducationstaffandlearningsupportstaffthroughthecourseoftheschoolyear
intheareasofPBIS,Autism,readingstrategies,andadaptingstrategies,aswellas
compliancemonitoringcheckpoints.
ParentsareinvitedtomeetwiththeBelleVernonAreaSchoolDistrictSpecialEducation
CommitteeonayearlybasistodiscussourSpecialEducationProgrammingandhelpcreate
acontinualplanforimprovement.Parentsarealsoofferedopportunitiestoparticipatein
ourintermediateunittrainingsaswellastransportationhasbeenofferedtogettoandfrom
theseactivities.
ThedistrictisalsoparticipatingintheVerbalBehavioralMilestonesAssessmentand
PlacementProgramsincethebeginningofthe2014schoolyear.Theprogramhasproven
tobebeneficialforourstudents,parents,andcommunity.
45
Assurances
SafeandSupportiveSchoolsAssurancesNo policies or procedures have been identified.
SpecialEducationAssurancesNo policies or procedures have been identified.
24P.S.§1306and§1306.2FacilitiesFacilityName FacilityType ServicesProvidedBy StudentCount
FayetteResources,Inc. Nonresident BelleVernonAreaSchoolDistrict 1
LeastRestrictiveEnvironmentFacilitiesFacilityName TypeofFacility TypeofService Numberof
StudentsPlacedClairview SpecialEducation
Centers
LifeSkillsSupport-1;Blind
andVisuallyImpaired-2
3
NorthwesternHuman
ServicesGreensburg
SpecialEducation
Centers
EmotionalSupport-1 1
PressleyRidge-Day
School
SpecialEducation
Centers
EmotionalSupport-1 1
PressleyRidgeSchoolfor
theDeaf
ApprovedPrivate
Schools
Deaf-HearingImpairment
Support-1
1
SouthmorelandSchool
District
Neighboring
SchoolDistricts
AutisticSupport-1 1
WatsonInstitute ApprovedPrivate
Schools
Multi-Disability-2 2
WesternPASchoolforthe
Deaf
ApprovedPrivate
Schools
Deaf-HearingImpairment
Support-1
1
TillotsonSchool ApprovedPrivate
Schools
LearningSupport-1 1
SpecialEducationProgramProfileProgram Position #2
Operator: Intermediate Unit
46
PROGRAM DETAILS Type: Implementation Date:
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%
butMoreThan20%)LearningSupport 9to11 9 0.5
Locations:
RostraverElementarySchool-
DG
AnElementary
SchoolBuilding
AbuildinginwhichGeneral
Educationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 9to11 4 0.5
Locations:
RostraverElementary
School-DG
AnElementarySchool
Building
AbuildinginwhichGeneralEducation
programsareoperated
Program Position #3
Operator: School District PROGRAM DETAILS
Type: Position Implementation Date: October 13, 2015 Reason for the proposed change: District assumed responsibility of the Life Skills program due to an IU resignation
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Full-TimeSpecial
EducationClass
LifeSkillsSupport 5to9 4 0.9
Justification:Teammembersagreethatthestudentsintheprogramneedthistypeandlevelofsupportwithin
alifeskillssupportprogram.
Locations:
MarionElementary
School-AP
AnElementarySchool
Building
AbuildinginwhichGeneralEducation
programsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%
butMoreThan20%)
LifeSkillsSupport 5to8 1 0.1
Locations:
MarionElementarySchool-AP AnElementary
SchoolBuilding
AbuildinginwhichGeneral
Educationprogramsareoperated
Program Position #4
Operator: Intermediate Unit PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
47
Itinerant LearningSupport 6to9 11 0.6
Locations:
MarionElementary
School-MS
AnElementarySchool
Building
AbuildinginwhichGeneralEducation
programsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%
butMoreThan20%)
LearningSupport 5to8 7 0.4
Locations:
MarionElementarySchool-MS AnElementary
SchoolBuilding
AbuildinginwhichGeneral
Educationprogramsareoperated
Program Position #5
Operator: Intermediate Unit PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%
butMoreThan20%)
EmotionalSupport 5to8 6 0.7
Locations:
MarionElementarySchool-KP AnElementary
SchoolBuilding
AbuildinginwhichGeneral
Educationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant EmotionalSupport 5to8 2 0.3
Locations:
MarionElementary
School-KP
AnElementarySchool
Building
AbuildinginwhichGeneralEducation
programsareoperated
Program Position #6
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 9to11 6 0.6
Locations:
MarionElementary
School-AK
AnElementarySchool
Building
AbuildinginwhichGeneralEducation
programsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%
butMoreThan20%)LearningSupport 9to11 4 0.4
Locations:
MarionElementarySchool-AK AnElementary
SchoolBuilding
AbuildinginwhichGeneral
Educationprogramsareoperated
48
Program Position #7
Operator: Intermediate Unit PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 14to17 18 0.7
Locations:
BelleVernonAreaHigh
School-VM
ASeniorHighSchool
Building
AbuildinginwhichGeneralEducation
programsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%
butMoreThan20%)
LearningSupport 14to17 3 0.3
Locations:
BelleVernonAreaHighSchool-
VM
ASeniorHigh
SchoolBuilding
AbuildinginwhichGeneral
Educationprogramsareoperated
Program Position #8
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Full-TimeSpecial
EducationClass
LifeSkillsSupport 11to14 4 0.5
Locations:
BelleVernonAreaMiddle
School-JO
AMiddleSchool
Building
AbuildinginwhichGeneralEducation
programsareoperated
TypeofSupport Levelof
SupportAgeRange Caseload FTE
Supplemental(LessThan80%
butMoreThan20%)
LifeSkills
Support
11to13 3 0.5
Locations:
BelleVernonAreaMiddleSchool
-JO
AMiddleSchool
Building
AbuildinginwhichGeneral
Educationprogramsareoperated
Program Position #9
Operator: Intermediate Unit PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 11to14 6 0.5
49
Locations:
BelleVernonAreaMiddle
School-JJ
AMiddleSchool
Building
AbuildinginwhichGeneralEducation
programsareoperated
TypeofSupport Levelof
SupportAgeRange Caseload FTE
Supplemental(LessThan80%
butMoreThan20%)
Learning
Support
11to14 8 0.5
Locations:
BelleVernonAreaMiddleSchool
-JJ
AMiddleSchool
Building
AbuildinginwhichGeneral
Educationprogramsareoperated
Program Position #10
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 8to11 10 0.6
Locations:
MarionElementary
School-PJK
AnElementarySchool
Building
AbuildinginwhichGeneralEducation
programsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%
butMoreThan20%)
LearningSupport 8to11 8 0.4
Locations:
MarionElementarySchool-
PJK
AnElementary
SchoolBuilding
AbuildinginwhichGeneral
Educationprogramsareoperated
Program Position #11
Operator: School District PROGRAM DETAILS
Type: Position Implementation Date: August 28, 2017 Reason for the proposed change: Transfer of Entity to the Belle Vernon Area School District due to a resignation
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant EmotionalSupport 9to11 2 0.5
Locations:
MarionElementary
School-CT
AnElementarySchool
Building
AbuildinginwhichGeneralEducation
programsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%
butMoreThan20%)
EmotionalSupport 9to11 2 0.4
Locations:
50
MarionElementarySchool-CT AnElementary
SchoolBuilding
AbuildinginwhichGeneral
Educationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Full-TimeSpecial
EducationClass
EmotionalSupport 9to11 1 0.1
Locations:
MarionElementary
School-CT
AnElementarySchool
Building
AbuildinginwhichGeneralEducation
programsareoperated
Program Position #12
Operator: School District PROGRAM DETAILS
Type: ClassandPosition Implementation Date: October 13, 2015 Reason for the proposed change: District assumed responsibility of the Life Skills Program - - we just noticed this teacher was listed as an Intermediate Unit employee....
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Full-TimeSpecial
EducationClass
LifeSkillsSupport 14to21 1 0.2
Justification:Teamagreementthatthestudentneedsthislevelandtypeofsupportwithlifeskills
programming
Locations:
BelleVernonAreaSchool
District-CP
ASeniorHighSchool
Building
AbuildinginwhichGeneralEducation
programsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%
butMoreThan20%)
LifeSkillsSupport 14to21 7 0.8
Justification:Teamagreementsthatthestudentneedsthistypeandlevelofsupportwithlifeskills
programming
Locations:
BelleVernonAreaSchool
District-CP
ASeniorHigh
SchoolBuilding
AbuildinginwhichGeneral
Educationprogramsareoperated
Program Position #13
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Full-TimeSpecial
EducationClassLifeSkillsSupport 9to12 1 0.2
Locations:
MarionElementary
School-LJ
AnElementarySchool
Building
AbuildinginwhichGeneralEducation
programsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
51
Supplemental(LessThan80%
butMoreThan20%)
LifeSkillsSupport 9to12 7 0.8
Justification:Teamagreementsthatthestudentisinneedofthistypeandlevelofsupportwithinalifeskills
classroomsetting
Locations:
MarionElementarySchool-LJ AnElementary
SchoolBuilding
AbuildinginwhichGeneral
Educationprogramsareoperated
Program Position #14
Operator: School District PROGRAM DETAILS
Type: Position Implementation Date: October 13, 2015 Reason for the proposed change: Change of teacher due to resignation
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%
butMoreThan20%)
AutisticSupport 5to12 4 0.6
Justification:Teamagreementthatthestudentneedsthistypeandlevelofsupportwithinanautisticsupport
classroomsetting
Locations:
MarionElementarySchool-PG AnElementary
SchoolBuilding
AbuildinginwhichGeneral
Educationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Full-TimeSpecial
EducationClass
AutisticSupport 5to12 2 0.4
Justification:Teamagreementthatthestudentneedsthistypeandlevelofsupportinanautisticsupport
classroomsetting
Locations:
MarionElementary
School-PG
AnElementarySchool
Building
AbuildinginwhichGeneralEducation
programsareoperated
Program Position #15
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant EmotionalSupport 11to14 4 0.4
Locations:
BelleVernonMiddle
School-DC
AMiddleSchool
Building
AbuildinginwhichGeneralEducation
programsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%
butMoreThan20%)
Emotional
Support
11to14 8 0.6
Locations:
BelleVernonAreaMiddleSchool AMiddleSchool AbuildinginwhichGeneral
52
-DC Building Educationprogramsareoperated
Program Position #16
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 11to14 1 0.4
Locations:
BelleVernonAreaMiddle
School-SF
AMiddleSchool
Building
AbuildinginwhichGeneralEducation
programsareoperated
TypeofSupport Levelof
SupportAgeRange Caseload FTE
Supplemental(LessThan80%
butMoreThan20%)
Learning
Support11to14 10 0.6
Locations:
BelleVernonAreaMiddleSchool
-SF
AMiddleSchool
Building
AbuildinginwhichGeneral
Educationprogramsareoperated
Program Position #17
Operator: Intermediate Unit PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant EmotionalSupport 15to18 15 0.6
Locations:
BelleVernonAreaHigh
School-SS
ASeniorHighSchool
Building
AbuildinginwhichGeneralEducation
programsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%
butMoreThan20%)
EmotionalSupport 15to18 4 0.3
Locations:
BelleVernonAreaHighSchool-
SS
ASeniorHigh
SchoolBuilding
AbuildinginwhichGeneral
Educationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Full-TimeSpecial
EducationClass
EmotionalSupport 15to18 1 0.1
Locations:
BelleVernonArea
HighSchool-SS
AJunior/SeniorHigh
SchoolBuilding
AbuildinginwhichGeneral
Educationprogramsareoperated
Program Position #18
53
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 15to18 18 0.75
Locations:
BelleVernonAreaHigh
School-JH
ASeniorHighSchool
Building
AbuildinginwhichGeneralEducation
programsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%
butMoreThan20%)
LearningSupport 15to18 3 0.25
Locations:
BelleVernonAreaHighSchool-
JH
ASeniorHigh
SchoolBuilding
AbuildinginwhichGeneral
Educationprogramsareoperated
Program Position #19
Operator: Intermediate Unit PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 15to18 15 0.5
Locations:
BelleVernonAreaSchool
District-MBB
ASeniorHigh
SchoolBuilding
AbuildinginwhichGeneralEducation
programsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%
butMoreThan20%)
LearningSupport 15to18 8 0.5
Locations:
BelleVernonAreaHighSchool-
MBB
ASeniorHigh
SchoolBuilding
AbuildinginwhichGeneral
Educationprogramsareoperated
Program Position #20
Operator: School District PROGRAM DETAILS
Type: Position Implementation Date: August 29, 2016 Reason for the proposed change: IU could not fill position opened after furlough, District filled position through the School for the Blind
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 15to18 20 0.7
Locations:
54
BelleVernonAreaHigh
School-AP
ASeniorHighSchool
Building
AbuildinginwhichGeneralEducation
programsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%
butMoreThan20%)
LearningSupport 15to18 3 0.3
Locations:
BelleVernonAreaHighSchool-
AP
ASeniorHigh
SchoolBuilding
AbuildinginwhichGeneral
Educationprogramsareoperated
Program Position #21
Operator: School District PROGRAM DETAILS
Type: Position Implementation Date: August 28, 2017 Reason for the proposed change: Teachers name changed from Leah Sasko to Leah Reitz (Got Married). Name change only.
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 8to11 14 0.5
Locations:
RostraverElementary
School-LR
AnElementarySchool
Building
AbuildinginwhichGeneralEducation
programsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%
butMoreThan20%)
LearningSupport 8to11 10 0.5
Locations:
RostraverElementarySchool-
LR
AnElementary
SchoolBuilding
AbuildinginwhichGeneral
Educationprogramsareoperated
Program Position #22
Operator: School District PROGRAM DETAILS
Type: ClassandPosition Implementation Date: January 17, 2018 Reason for the proposed change: This position was transferred to the BVASD due to a teacher resignation, position is filled with long term sub until hiring process is completed.
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 5to8 6 0.5
Locations:
RostraverElementarySchool
-UnknownTeacher
AnElementary
SchoolBuilding
AbuildinginwhichGeneral
Educationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%
butMoreThan20%)LearningSupport 5to8 10 0.5
55
Locations:
RostraverElementarySchool-
UnknownTeacher
AnElementary
SchoolBuilding
AbuildinginwhichGeneral
Educationprogramsareoperated
Program Position #23
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant SpeechandLanguage
Support
5to11 10 1
Justification:Thispositionisconsideredaspeechandlanguagepositioninwhichthetherapiststreatthe
studentsindividuallyandingroupswithinageranges.
Locations:
MarionElementary
School
AnElementarySchool
Building
AbuildinginwhichGeneralEducation
programsareoperated
Program Position #24
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant SpeechandLanguage
Support
5to11 20 1
Justification:Thispositionisconsideredaspeechandlanguagepositioninwhichthetherapiststreatthe
studentsindividuallyandingroupswithinageranges.
Locations:
RostraverElmentary
School
AnElementarySchool
Building
AbuildinginwhichGeneralEducation
programsareoperated
Program Position #25
Operator: Intermediate Unit PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant DeafandHearing
ImpairedSupport
16to16 1 0.03
Locations:
BelleVernonArea
HighSchool
ASeniorHighSchool
Building
AbuildinginwhichGeneralEducation
programsareoperated
Program Position #26
Operator: School District PROGRAM DETAILS
56
Type: ClassandPosition Implementation Date: August 29, 2016 Reason for the proposed change: Student was promoted to HS - IU could not fill position vacated by a resignation.
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant BlindorVisually
ImpairedSupport
14to18 1 0.15
Locations:
BelleVernonArea
HighSchool
ASeniorHighSchool
Building
AbuildinginwhichGeneralEducation
programsareoperated
SpecialEducationSupportServicesSupportService Location TeacherFTE
SchoolPsychologist CentralAdmin 1
SpecialEducationSecretary CentralAdmin 1
AccessBillingCoordinator CentralAdmin 1
SocialWorker CentralAdmin 1
PersonalCareAssistant MarionElementarySchool 1
ClassroomAide BelleVernonAreaMiddleSchool 1
ClassroomAide MarionElementarySchool 1
ClassroomAide MarionElementarySchool 1
ClassroomAssistant MarionElementarySchool 0.5
ClassroomAssistant BelleVernonAreaHighSchool 1
ClassroomAssistant MarionElementarySchool 0.5
ClassroomAssistant MarionElementarySchool 0.5
ClassroomAssistant MarionElementarySchool 0.5
ClassroomAssistant MarionElementarySchool 0.5
ClassroomAssistant MarionElementarySchool 0.5
ClassroomAssistant MarionElementarySchool 0.5
ClassroomAssistant MarionElementarySchool 0.5
ClassroomAssistant MarionElementarySchool 0.5
ClassroomAssistant MarionElementarySchool 0.5
ClassroomAssistant MarionElementarySchool 0.5
ClassroomAssistant BelleVernonAreaHighSchool 1
SpecialEducationContractedServicesSpecialEducationContractedServices Operator AmtofTimeperWeek
57
SpecialEducationDirector IntermediateUnit 1Days
OccupationalTherapist OutsideContractor 4Days
PhysicalTherapist OutsideContractor 3Days
PersonalCareAssistant OutsideContractor 5Days
PersonalCareAssistant OutsideContractor 5Days
PersonalCareAssistant OutsideContractor 5Days
PersonalCareAssistant OutsideContractor 5Days
PersonalCareAssistant OutsideContractor 5Days
PersonalCareAssistant OutsideContractor 5Days
PersonalCareAssistant OutsideContractor 5Days
PersonalCareAssistant OutsideContractor 5Days
PersonalCareAssistant OutsideContractor 5Days
TeacheroftheVision OutsideContractor 4Days
TeacheroftheDeaf IntermediateUnit 2Days
PersonalCareAssistant OutsideContractor 5Days
PersonalCareAssistant OutsideContractor 5Days
PersonalCareAssistant OutsideContractor 5Days
PersonalCareAssistant OutsideContractor 5Days
58
NeedsAssessment
RecordSchoolPatterns
Question:Afterreviewingschoollevelaccomplishmentsandsystemicchallenges,whatpatternscanyou
identifyamongyourschools?
Whatotherinformationdoyoustillneedtoassess?
Answer:Amongstallofourschools,wehaveworkedhardtoimplementresearch-basedprogramstoprovide
abetteracademicenvironmentforourstudentsandourcommunity.
Weareawarethatourbandwithissuesmayprovidesomedifficultieswith21stcentury
instructionalstrategies,butstepshavealreadybeguntoimprovethisareaofconcern.
DistrictAccomplishments
Accomplishment#1:Thedistrictimprovedleastrestrictiveenvironmentpracticesacrossallschools,implementingnew
programsthatbestmeettheneedsofallstudents.
Accomplishment#2:Thedistricthasimprovedtheamountoftechnologyresourcesavailabletotheteachers.Atthe
elementarylevel,everyclassroomhasadocumentcamera,projectorandPrometheanBoard.Atthe
middleandhighschoollevel,variousclassroomsareprovidingaonetooneIPadinitiative,all
classroomshaveaprojectorandPrometheanBoards.
Accomplishment#3:ThedistricthasincreasedthenumberofSTEMopportunitesforstudents.Atthehighandmiddle
schoollevel,ProjectLeadtheWayhasbeenimplemented.Attheelementarylevels,aSnapology
programhasbeenimplementedforgrades4-6.
DistrictConcerns
Concern#1:Wifibandwidthdistrictwidehasreachedit'smaximumcapacity
59
Concern#2:WiredInformationSystemsNetworkcontainsnetworkswitchinghardwarewhichhasreached
ManufacturerEndOfLife.
PrioritizedSystemicChallenges
SystemicChallenge#1(GuidingQuestion#0)Adistrictwidenetworkupgradeisintheimplementationstage.Fundingthroughthee-Rateprogramanddistrictbudgetingwillenablethe
completionoftheprojecttoupdatethedistrict'swifiandwiredinformationsystemsnetwork.
SystemicChallenge#2(GuidingQuestion#10)Establishadistrictsystemthatfullyensuresprofessionaldevelopmentisfocused,comprehensiveandimplementedwithfidelity.
60
DistrictLevelPlan
ActionPlans
Goal#1:Adistrictwidenetworkupgradeisintheimplementationstage.Fundingthroughthee-Rateprogramanddistrictbudgetingwillenablethecompletionoftheprojectto
updatethedistrict'swifiandwiredinformationsystemsnetwork.
IndicatorsofEffectiveness:
Type:Annual
DataSource:DistricTechnologyHelpDeskrequestsfortechnology
supportissuesbasedonlackofinternalnetworkbandwidth
SpecificTargets:Decreaseinthenumberofissuesexperiencedbyusers
relatingtomaximizedbandwithandreportedtoandtrackedbythe
districtstechnologyhelpdesksystem
Strategies:
Replacementofallinternalnetworkswitchhardwareandwifiaccesspoints
Description:
Testingofthebandwidthutilizationonourinternalnetworksystems
indicatessaturationacrossthenetwork.Upgradingthesystemswill
remedytheissues.
SASAlignment:Instruction,Materials&Resources
DevelopinganUpgrade
Description:
Adistrictwidenetworkupgradewillbeimplementatedafterits
development.Fundingthroughthee-Rateprogramanddistrictbudgeting
willenablethecompletionoftheprojecttoupdatethedistrict'swifiand
wiredinformationsystemsnetwork.
61
SASAlignment:Noneselected
ImplementationSteps:
Replacementoftheedgenetworkhardwareswitchesandwifiaccesspoint
Description:
Harewarereplacementofnetworkhardwareincludingwifiaccesspoints.
Testingofthebandwithtofollowtoverifyeffectiveness.
StartDate:3/1/2015EndDate:6/30/2016
ProgramArea(s):ProfessionalEducation,TeacherInduction,SpecialEducation,StudentServices,GiftedEducation,EducationalTechnology
SupportedStrategies:
• Replacement of all internal network switch hardware and wifi access points
• Developing an Upgrade
Goal#2:Establishadistrictsystemthatfullyensuresprofessionaldevelopmentisfocused,comprehensiveandimplementedwithfidelity.
Indicators of Effectiveness:
Type: Interim
Data Source: Erate
Specific Targets: Target will include teachers utilizing technology for different strategies
Strategies:
Strategy
62
Description:
bestpracticesshowthattechnologyenhancestheeducationofstudents.
SAS Alignment: Assessment, Instruction
Implementation Steps:
Implementation Step
Description:
Adistrictwidenetworkupgradeisintheimplementationstage.Funding
throughthee-Rateprogramanddistrictbudgetingwillenablethe
completionoftheprojecttoupdatethedistrict'swifiandwired
informationsystemsnetwork.
Start Date: 1/20/2016 End Date: 11/21/2016
Program Area(s): Educational Technology
Supported Strategies:
• Strategy
63
Appendix:ProfessionalDevelopmentImplementationStepDetails
LEA Goals Addressed:
Establish a district system that fully ensures professional development is focused, comprehensive and implemented with fidelity.
Strategy #1: Strategy
Start End Title Description
1/20/2016 11/21/2016 Implementation Step A district wide network upgrade is in the implementation stage. Funding through the e-Rate program and district budgeting will enable the completion of the project to update the district's wifi and wired information systems network.
Person Responsible SH S EP Provider Type App. Dr. Wilkinson 2.0 1 6 Erate Erate No
Knowledge Assist with classroom instruction and student educational gains.
Supportive Research
Best practice shows that technology enhances the education of students
Designed to Accomplish
For classroom teachers, school counselors and education specialists:
• Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.
For school and district administrators, and other • Provides leaders with the ability to access and use appropriate data to inform
64
educators seeking leadership roles:
decision-making.
Training Format
• LEA Whole Group Presentation • Series of Workshops
Participant Roles
• Classroom teachers • Principals / Asst. Principals
Grade Levels
• Elementary - Primary (preK - grade 1) • Elementary - Intermediate (grades 2-5) • Middle (grades 6-8) • High (grades 9-12)
Follow-up Activities
• Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers
• Analysis of student work, with administrator and/or peers
Evaluation Methods
• Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.
65
DistrictLevelAffirmations
WeaffirmthatthisDistrictLevelPlanwasdevelopedinaccordance,andwillcomplywiththe
applicableprovisionsof22Pa.Code,Chapters4,12,16,and49.Wealsoaffirmthatthecontentsare
trueandcorrectandthattheplanwasplacedforpublicinspectionintheschooldistrict/AVTS
officesandinthenearestpubliclibraryuntilthenextregularlyscheduledmeetingoftheboardor
foraminimumor28dayswhichevercomesfirst.
WeaffirmthattheresponsesintheProfessionalEducationCoreFoundationsandtheProfessional
DevelopmentImplementationStepsfocusonthelearningneedsofeachstaffmembertoenableall
staffmembersmeetorexceedthePennsylvaniaacademicstandardsineachofthecoresubject
areas.
Nosignaturehasbeenprovided
BoardPresident
Nosignaturehasbeenprovided
Superintendent/ChiefExecutiveOfficer
66
SpecialEducationAffirmations
WealsoaffirmourunderstandingthatanyrequestsforanydeviationsfromtheChapter14
regulations,standards,policies,andproceduresmustbemadeinwritingtothePennsylvania
DepartmentofEducation.TheschooldistrictunderstandsthattheSpecialEducationComponentof
theDistrictLevelPlanwillbeapprovedbyPDEinaccordancewiththefollowingcriteriaassetforth
in22Pa.SchoolCode§14.104andaspartoftheDistrictLevelPlan:
1. Thereareafullrangeofservices,programsandalternativeplacementsavailabletotheschooldistrictforplacementandimplementationofthespecialeducationprogramsinthe
schooldistrict.
2. Theschooldistricthasadoptedachildfindsystemtolocate,identifyandevaluateyoungchildrenandchildrenwhoarethoughttobeachildwithadisabilityeligibleforspecial
educationresidingwithintheschooldistrict'sjurisdiction.Childfinddataiscollected,
maintained,andusedindecision-making.Childfindprocessandproceduresareevaluated
foritseffectiveness.Theschooldistrictimplementsmechanismstodisseminatechildfind
informationtothepublic,organizations,agencies,andindividualsonatleastanannualbasis.
3. Theschooldistricthasadoptedpoliciesandproceduresthatassurethatstudentswithdisabilitiesareincludedingeneraleducationprogramsandextracurricularandnon-
academicprogramsandactivitiestothemaximumextentappropriateinaccordancewithan
IndividualizedEducationProgram.
4. TheschooldistrictwillcomplywiththePADepartmentofEducation,BureauofSpecialEducation'srevisionnoticeprocess.
5. Theschooldistrictfollowsthestateandfederalguidelinesforparticipationofstudentswithdisabilitiesinstateanddistrict-wideassessmentsincludingthedeterminationof
participation,theneedforaccommodations,andthemethodsofassessingstudentsfor
whomregularassessmentisnotappropriate.
6. TheschooldistrictaffirmsthePennsylvaniaDepartmentofEducationthatfundsreceivedthroughparticipationinthemedicalassistancereimbursementprogram,ACCESS,willbe
usedtoenhanceorexpandthecurrentlevelofservicesandprogramsprovidedtostudents
withdisabilitiesinthislocaleducationagency.
Weaffirmthattheschooldistricthascompleteda28daypublicinspectionandcommentperiodas
requiredunder22PACode§4.13(d)priortotheschoolentity'sgoverningboardapprovaland
submissiontotheDepartmentofEducation(BureauofSpecialEducation).
Nosignaturehasbeenprovided
67
BoardPresident
Nosignaturehasbeenprovided
Superintendent/ChiefExecutiveOfficer
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