new kensington-arnold sd - nkasd.com mission of the new kensington-arnold school district ... •...
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NewKensington-ArnoldSD
DistrictLevelPlan
07/01/2018-06/30/2021
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DistrictProfile
Demographics
707StevensonBlvdNewKensington,PA15068(724)335-4401Superintendent:JohnPalloneDirectorofSpecialEducation:PamelaZackel
PlanningProcessTheNKASDiscommittingtothecomprehensiveplanasafluiddocumentintendedtoserveasaroadmapthatnotonlyprovideslong-termdirection,butcreatesastructurethatencouragesthesettingoffocused,short-termgoalsderivedfromandsupportedbythecollectionoflocalandstatedatasources.
Utilizingasystemthatestablishesregular,monthlycheckpointsthatallowsstakeholderstoprioritizeandaddressneedsthatbuildtowardsthegoalsofhighlevelsofstudentengagementandachievementaswellasassuringthatgraduatesarebestpreparedtocontinuelearninginthemostappropriatesettingsandentertheworkforce.TheDistrictwillutilizetechnologicalresourcestoefficientlyengageabroadgroupofstakeholdersinthoughtfuldiscussionthatencouragesinvestmentinchangeinitiativesthataredevelopedalongthespectrumfromtheBoardandadministrationtoclassroomteachers,parents,andstudents.
Theassistantsuperintendentwillberesponsibleformanagingandsupervisinggroupsandsub-committeesthatwillregularlycommunitcatethestatusofsmallerscaleinitiativesdesignedtofunctionasbuildingblockstowardsgreatergoals.TheComprehensivePlanningteamwillserveasanadvisoryboardthatperiodicallymeetstoreviewandassessprojects,recommenddirection,andcommunicateprogress.Thelastofwhichwillbedonethroughavarietyofmodesthatincludedigitalandprintcommunicationsaswellasatpublicmeetingssuchasparentnights,schoolboardmeetings,andwithcommunityorganizationsasappropriate.
MissionStatementThemissionoftheNewKensington-ArnoldSchoolDistrict,avibrantandinvitingcenterpieceofthecommunity,istoensurethateachstudentisprepared,inspired,andmotivatedtobeasuccessful
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contributingcitizenofanever-evolvingglobalsocietybyengagingandchallengingstudentswithpersonalizedinstruction,teachingexcellence,innovativetechnology,andhighexpectationsforsuperioracademicachievementwhileembracingouruniquetraditions,heritage,anddiversityinasafe,nurturing,student-centeredenvironment.
VisionStatementOurvisionistoprovideahappy,caringandstimulatingenvironmentwherechildrenwillrecognizeandachievetheirfullestpotential,sothattheycanmaketheirbestcontributiontosociety.Eachstudentwillleaveschoolwithasetofvalues,includinghonesty,integrityandgoodjudgment.
NewKensingtonArnoldSchoolDistrictisaplacewhere:everybodyiswelcomedandyouarenotalone.Wewillwork,learn,andachievetogether.Wevaluethepartnershipwhichexistsbetweenschool,parentsandcommunityandthepartitplaysinrealizingthisvision.Ahighlymotivatedprofessionalstaff,inpartnershipwithparentsandstudents,willencourageeachstudenttoachievehis/herfullpotential.Eachstudentwillacquireacomplementofbasicskills:linguistic,mathematical,scientific,artistic,physicalandsocial.Werespectandcareforeveryoneandeverythingaroundus.
Inadisciplinedandcaringenvironment,basedonmutualrespect,theNKASDwillchallengethestudentsofallabilitiestoachieveexcellenceinawiderangeofacademic,culturalandsportingactivities.Itwillequipourstudentsforthedemandsandopportunitiesofthefuture.
NKASDsetshighstandardsoflearningandcelebratestheachievementsofeachstudent.NKASDisaplacewhereeveryoneisdifferentandhasimportance
NKASDwillstrivetodevelopinitsstudentsanenquiringanddiscriminatingmindandadesireforknowledge,strongself-esteemandhighpersonalexpectations,andtoleranceandrespectforothers.
SharedValues
• Hopeandoptimisminspireunlimitedpossibilities.
• Allindividualscanlearnandachieve.
• Learningisalife-longexperience.
• Everypersonisuniqueandhasinnateworth.
• Acceptingresponsibilityfostersindividualinvestmentinsuccess.
• Positiveself-esteemandself-worthpromotesuccess.
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• Risk-takingdevelopsself-confidenceinasupportiveenvironment.
• HighExpectationsresultinhigherachievement.
• Positivefamilyinvolvementenhancesindividcualachievement.
• Individualsareentitledtoasafe,clean,healthy,andstableenvironment.
• Educationbuildsavitalandproductivesociety.
• Strongleadership,creativethinkingandsustainabilityareessentialforsuccess.
• Buildingonstrengthsandaddressingweaknessesfacilitatepositivechange.
• Awillingnesstochangeisnecessarytocompeteinaglobalenvironment.
• Technologyisvitaltocompeteinaglobaleconomy.
• Chjangerequirescommitment.
• Accountabilityenhancesperformance.
• Celebratingtraditions,heritage,anddiversitystrengthensindividualcharacterandthecommunity.
EducationalCommunityTheNewKensington-ArnoldSchoolDistrictisclassifiedbythePennsylvaniaDepartmentofEducationasanurbanfringecommunityofalargecity.Wearefurtherclassifiedasasuburbanlargeterritoryoutsideofaprincipalcity.Weserveapproximately2300studentsfromtwocities,NewKensingtonandArnold.ThecommunitiesofArnoldandNewKensingtoncompriseanareaofapproximately5(4.2NewKensingtonand.8Arnold)squaremiles.Bothcommunitieshaveexperiencedadeclineineconomicstabilityandanincreaseinthenumberoffamiliesinpovertyascalculatedbyanincreaseofmorethan55inourtotalandreducedlunchpopulationoverthepast3years.The“downtown’areasofbothcitieshavemanyemptystorefronts,eventhelocalhospitalrecentlyclosedafterservingtheareaforwellover75years.TheValleyNewsDispatch,asubsidiaryoftheTribuneReview,rananarticleonApril3,2011regardinglocalAlle-KiskiValleyvacancyrates.Thisarticleusesthe2010CensusdatatorateArnoldasthemunicipalitywiththehighestvacancyrate(18.5%)andNewKensingtonalsoamongthetop10worstwitha13.5%vacancyrate.Thearticlewentontosaythatduringthepast10years,vacancyratesincreasedinbothplacesasthepopulationdecreased.Accordingtothe2010Census,Arnold’sdemographicpopulationconsistsof5,157people,whichisadeclineof9%fromthe2010Census.Arnoldhas2,323households,whichinclude30.5%ofthepopulationageBirthto18.Theracialmake-upofthecityis74%White,20%AfricanAmerican,and.2%other(includingLatino,NativeAmericanandAsianAmerica).Thepercapitaincomeis$16,322andthemedianhouseholdincomeis$25,557.Thepercentofpeopleliving
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belowthepovertylineis26%(2010census).NewKensington’sdemographicpopulationconsistsof13,116people,whichisdeclineof10.8%fromthe2000Census.NewKensingtonhas6,900households,whichinclude26.4%populationbetweentheagesBirthand18.Theracialmake–upofthecityis84.1%White,10.6%AfricanAmerican,and.2%other(includingLatino,NativeAmericanandAsianAmerica).Thepercapitaincomeis$22,895themedianhouseholdincomeis$37,402.ThepercentofpeopleinNewKensingtonthatarelivingbelowthepovertylineis14.5%(2010census).88.7%ofpeoplethatliveinNewKensingtonareHighSchoolgraduatesattheageof25.InbothArnoldandNewKensington,themedianhouseholdincomeissignificantlylowerthantheWestmorelandCountymedianof$37,106andNationalmedianand$41,994(2010Census).TherearefourseparateFederallow-incomehousingplansandthreeseniorcitizenhigh-risebuildingswithinthelimitsofthetwocities.Bothcommunitieshaveanagingpopulationandhaveexperiencedanincreaseinthenumberofrentalproperties.Ashomesaresold,manyareconvertedtorentals.Thishasledtoaverytransientpopulation.InDecemberof2008,Alcoathesecondlargestemployerinourextendedarea,announcedthelayoffof13,500employees.ThelargestemployerintheareawasAlleghenyLudlum.AlleghenyLudlumhassteadilydecreaseditsworkforcesince2000.Thecombinationoftheabovestatedissueshascausednoticeablelocalrevenuedecreased.TheNewKensington-ArnoldSchooldistrictiscurrentlythelargestemployerinthearea.OurpopulationisverydiverseanduniquetoWesternPennsylvania.Ourfreeandreducedlunchrate(56%)ismuchhigherthanthestateandcountyaverages;thestateaverageis26%.OurSpecialEducationpercentiscomparablyhighat21.9%;thestateaverageis14.5%
PlanningCommitteeName Role
Jon Banko Administrator:ProfessionalEducation
John Pallone Administrator:ProfessionalEducation
Shaun Sperl Administrator:SpecialEducation
Kathy Clark BoardMember:ProfessionalEducation
Robert Pallone BoardMember:ProfessionalEducation
Patrick Petit BoardMember:ProfessionalEducation
Ellyse Williams BoardMember:ProfessionalEducation
Todd Kutchak BuildingPrincipal
Patrick Nee BuildingPrincipal:ProfessionalEducation
Thomas Rocchi BuildingPrincipal:ProfessionalEducation
Jeff Thimons BuildingPrincipal:SpecialEducation
Ronald Madison BusinessRepresentative:ProfessionalEducation
Vinson Pelisari BusinessRepresentative:ProfessionalEducation
Rick Nealer CommunityRepresentative:ProfessionalEducation
Janna Schreckengost CommunityRepresentative:ProfessionalEducation
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Michelle Smith EdSpecialist-SchoolCounselor:ProfessionalEducation
Tierra Weaver EdSpecialist-SchoolCounselor:ProfessionalEducation
Michelle Altieri EdSpecialist-SchoolNurse:ProfessionalEducation
Bobbie Jo Perroz EdSpecialist-SchoolNurse:ProfessionalEducation
Brenda Coyle ElementarySchoolTeacher-RegularEducation:ProfessionalEducation
Brad Malaspina ElementarySchoolTeacher-RegularEducation:ProfessionalEducation
Angela Manchini ElementarySchoolTeacher-RegularEducation:ProfessionalEducation
Amy Mintz ElementarySchoolTeacher-SpecialEducation:SpecialEducation
Jen Pallone ElementarySchoolTeacher-SpecialEducation:SpecialEducation
Greg Linde HighSchoolTeacher-RegularEducation:ProfessionalEducation
Katie LaCava HighSchoolTeacher-SpecialEducation:ProfessionalEducation
Andrew DeAntonio MiddleSchoolTeacher-RegularEducation:ProfessionalEducation
Erika Felack MiddleSchoolTeacher-RegularEducation:ProfessionalEducation
Tracy Smith Parent:ProfessionalEducation
Nicole Vigilante Parent:ProfessionalEducation
Sarah Yurga Parent:SpecialEducation
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CoreFoundations
Standards
MappingandAlignment
ElementaryEducation-PrimaryLevel
Standards Mapping Alignment
ArtsandHumanities Developing DevelopingCareerEducationandWork Developing DevelopingCivicsandGovernment Developing DevelopingPACoreStandards:EnglishLanguageArts Accomplished AccomplishedPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Developing Developing
PACoreStandards:Mathematics Accomplished AccomplishedEconomics Developing DevelopingEnvironmentandEcology Developing Developing
FamilyandConsumerSciences NeedsImprovement
NeedsImprovement
Geography Developing DevelopingHealth,SafetyandPhysicalEducation Developing DevelopingHistory Developing DevelopingScienceandTechnologyandEngineeringEducation Developing DevelopingAlternateAcademicContentStandardsforMath Developing DevelopingAlternateAcademicContentStandardsforReading Developing Developing
AmericanSchoolCounselorAssociationforStudents NeedsImprovement
NeedsImprovement
EarlyChildhoodEducation:Infant-Toddler�SecondGrade Developing Developing
EnglishLanguageProficiency NeedsImprovement
NeedsImprovement
InterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingExplanationforstandardareaschecked"NeedsImprovement"or"NonExistent":
Thedistrict'steachershavemadeanefforttoincludeinstructioninareasnottypicallyassociatedwiththeprimarycurriculumsuchasFCSandCareerEducationandWork.WehaveveryfewELstudentsandcontractoutforEnglishLanguageProficiency.BeginningstepshavebeentakentodevelopaK-12CounselingPlan.Theretirementofonecounselorandtheextendedleaveofanotherhasresultedinapauseineffortsduetothesharingofresponsibilities.
ElementaryEducation-IntermediateLevel
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Standards Mapping Alignment
ArtsandHumanities Developing Developing
CareerEducationandWork NeedsImprovement
NeedsImprovement
CivicsandGovernment Developing DevelopingPACoreStandards:EnglishLanguageArts Accomplished AccomplishedPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects
NeedsImprovement
NeedsImprovement
PACoreStandards:Mathematics Accomplished AccomplishedEconomics Developing DevelopingEnvironmentandEcology Developing Developing
FamilyandConsumerSciences NeedsImprovement
NeedsImprovement
Geography Developing DevelopingHealth,SafetyandPhysicalEducation Developing DevelopingHistory Developing DevelopingScienceandTechnologyandEngineeringEducation Developing DevelopingAlternateAcademicContentStandardsforMath Developing DevelopingAlternateAcademicContentStandardsforReading Developing Developing
AmericanSchoolCounselorAssociationforStudents NeedsImprovement
NeedsImprovement
EnglishLanguageProficiency NeedsImprovement
NeedsImprovement
InterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingExplanationforstandardareaschecked"NeedsImprovement"or"NonExistent":
Thedistrict'steachershavemadeanefforttoincludeinstructioninareasnottypicallyassociatedwiththeintermediateelementarycurriculumsuchasFCSandCareerEducationandWork.WehaveveryfewELstudentsandcontractoutforEnglishLanguageProficiency.BeginningstepshavebeentakentodevelopaK-12CounselingPlan.Theretirementofonecounselorandtheextendedleaveofanotherhasresultedinapauseineffortsduetothesharingofresponsibilities.
MiddleLevel
Standards Mapping Alignment
ArtsandHumanities Accomplished Accomplished
CareerEducationandWork NeedsImprovement
NeedsImprovement
CivicsandGovernment Developing DevelopingPACoreStandards:EnglishLanguageArts Developing DevelopingPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Developing Developing
PACoreStandards:Mathematics Accomplished Accomplished
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Economics Developing DevelopingEnvironmentandEcology Developing DevelopingFamilyandConsumerSciences Developing DevelopingGeography Developing DevelopingHealth,SafetyandPhysicalEducation Developing DevelopingHistory Developing DevelopingScienceandTechnologyandEngineeringEducation Developing DevelopingAlternateAcademicContentStandardsforMath Developing DevelopingAlternateAcademicContentStandardsforReading Developing Developing
AmericanSchoolCounselorAssociationforStudents NeedsImprovement
NeedsImprovement
EnglishLanguageProficiency NeedsImprovement
NeedsImprovement
InterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingWorldLanguage Developing DevelopingExplanationforstandardareaschecked"NeedsImprovement"or"NonExistent":
ThroughthecounselorsandtheimplementationofexploratorycorusesinthemiddlelevelclassesthedistrictcontinueseffortstoreachthislevelstudentintheareasofCareerEducationandWork.WehaveveryfewELstudentsandcontractoutforEnglishLanguageProficiency.BeginningstepshavebeentakentodevelopaK-12CounselingPlan.Theretirementofonecounselorandtheextendedleaveofanotherhasresultedinapauseineffortsduetothesharingofresponsibilities.
HighSchoolLevel
Standards Mapping Alignment
ArtsandHumanities Accomplished AccomplishedCareerEducationandWork Developing DevelopingCivicsandGovernment Developing DevelopingPACoreStandards:EnglishLanguageArts Accomplished AccomplishedPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Developing Developing
PACoreStandards:Mathematics Accomplished AccomplishedEconomics Developing DevelopingEnvironmentandEcology Developing DevelopingFamilyandConsumerSciences Developing DevelopingGeography Developing DevelopingHealth,SafetyandPhysicalEducation Developing DevelopingHistory Developing DevelopingScienceandTechnologyandEngineeringEducation Developing DevelopingAlternateAcademicContentStandardsforMath Developing DevelopingAlternateAcademicContentStandardsforReading Developing Developing
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AmericanSchoolCounselorAssociationforStudents NeedsImprovement
NeedsImprovement
EnglishLanguageProficiency NeedsImprovement
NeedsImprovement
InterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingWorldLanguage Developing DevelopingExplanationforstandardareaschecked"NeedsImprovement"or"NonExistent":
WehaveveryfewELstudentsandcontractoutforEnglishLanguageProficiency.BeginningstepshavebeentakentodevelopaK-12CounselingPlan.Theretirementofonecounselorandtheextendedleaveofanotherhasresultedinapauseineffortsduetothesharingofresponsibilities.
Adaptations
ElementaryEducation-PrimaryLevel
Checkedanswers None.
Uncheckedanswers
None.
ElementaryEducation-IntermediateLevel
Checkedanswers None.
Uncheckedanswers
None.
MiddleLevel
Checkedanswers None.
Uncheckedanswers
None.
HighSchoolLevel
Checkedanswers None.
Uncheckedanswers
None.
Explanationforanystandardschecked:
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TheDistrict'sprofessionalstaffcontinuestoreviewandrevisecurriculumincoreareastomeetPACoreStandardsandinnon-coreareastoaccomodatethePACoreStandards.
Curriculum
PlannedInstruction
ElementaryEducation-PrimaryLevel
CurriculumCharacteristics Status
Objectivesofplannedcourses,instructionalunitsorinterdisciplinarystudiestobeachievedbyallstudentsareidentifiedforeachsubjectarea. Developing
Content,includingmaterialsandactivitiesandestimatedinstructionaltimetobedevotedtoachievingtheacademicstandardsareidentified. Developing
Therelationshipbetweentheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesandacademicstandardsareidentified.
Developing
Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesareidentified. Developing
ProcessesusedtoensureAccomplishment:
Developingrevisablepacingguidespercourse;meetingsofCurriculumCounciltoevaluatescopeandsequence;developingcommonassessmentspercourse.Teachersregularlyupdateandsubmitlessonplandocumentsthatincludeand/ordescribeassessmentmaterials.Additionally,academicstandards,whereapplicable,areidentifiedwiththeplans.
Explanationforanystandardsareaschecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:
Thisnarrativeisempty.
ElementaryEducation-IntermediateLevel
CurriculumCharacteristics Status
Objectivesofplannedcourses,instructionalunitsorinterdisciplinarystudiestobeachievedbyallstudentsareidentifiedforeachsubjectarea. Developing
Content,includingmaterialsandactivitiesandestimatedinstructionaltimetobedevotedtoachievingtheacademicstandardsareidentified. Developing
Therelationshipbetweentheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesandacademicstandardsareidentified.
Developing
Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesareidentified. Developing
ProcessesusedtoensureAccomplishment:
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Developingrevisablepacingguidespercourse;meetingsofCurriculumCounciltoevaluatescopeandsequence;developingcommonassessmentspercourse.Teachersregularlyupdateandsubmitlessonplandocumentsthatincludeand/ordescribeassessmentmaterials.Additionally,academicstandards,whereapplicable,areidentifiedwiththeplans.
Explanationforanystandardsareaschecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:
Thisnarrativeisempty.
MiddleLevel
CurriculumCharacteristics Status
Objectivesofplannedcourses,instructionalunitsorinterdisciplinarystudiestobeachievedbyallstudentsareidentifiedforeachsubjectarea. Developing
Content,includingmaterialsandactivitiesandestimatedinstructionaltimetobedevotedtoachievingtheacademicstandardsareidentified. Developing
Therelationshipbetweentheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesandacademicstandardsareidentified.
Developing
Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesareidentified. Developing
ProcessesusedtoensureAccomplishment:
Developingrevisablepacingguidespercourse;meetingsofCurriculumCounciltoevaluatescopeandsequence;developingcommonassessmentspercourse.Teachersregularlyupdateandsubmitlessonplandocumentsthatincludeand/ordescribeassessmentmaterials.Additionally,academicstandards,whereapplicable,areidentifiedwiththeplans.
Explanationforanystandardsareaschecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:
Thisnarrativeisempty.
HighSchoolLevel
CurriculumCharacteristics Status
Objectivesofplannedcourses,instructionalunitsorinterdisciplinarystudiestobeachievedbyallstudentsareidentifiedforeachsubjectarea. Developing
Content,includingmaterialsandactivitiesandestimatedinstructionaltimetobedevotedtoachievingtheacademicstandardsareidentified. Developing
Therelationshipbetweentheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesandacademicstandardsareidentified.
Developing
Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesareidentified. Developing
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ProcessesusedtoensureAccomplishment:
Developingrevisablepacingguidespercourse;meetingsofCurriculumCounciltoevaluatescopeandsequence;developingcommonassessmentspercourse.Teachersregularlyupdateandsubmitlessonplandocumentsthatincludeand/ordescribeassessmentmaterials.Additionally,academicstandards,whereapplicable,areidentifiedwiththeplans.
Explanationforanystandardsareaschecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:
Thisnarrativeisempty.
ModificationandAccommodations
Explainhowplannedinstructioncontainsmodificationsandaccommodationsthatallowallstudentsatallmentalandphysicalabilitylevelstoaccessandmasterarigorousstandardsalignedcurriculum.
Whenplanningforinstructionofallstudents,teachersuseIndividualizedEducationPlan(IEP)shapshotsprovidedbytheSpecialEducatorasaguideforimplementingmodificationsandaccommodationsforstudnetswithvaryingmentalandphysicalabilities.In-classassignments,homework,andassessmentsareadaptedinaccordancewithstudents'IEP'sandwiththeassistanceofSepecialEducatorsduringplanning.Studentsrequiringaccommodatedand/ormodifiedcourseworkareincludedinthestandardsalignedcurriculumasdictatedbytheirIEP.SpecialEducatorsandGeneralEducatorsworkcollaborativelytoplaninstructionthatcontainsmodificationandaccommodationstomeettheneedsofallstudents.ThisisnotlimitedtostudentswithIEPsorGiftIEPs.
Instruction
InstructionalStrategies
CheckedAnswers• Formalclassroomobservationsfocusedoninstruction• Walkthroughstargetedoninstruction• AnnualInstructionalevaluations• InstructionalCoaching
UncheckedAnswers• Peerevaluation/coaching
RegularLessonPlanReview
CheckedAnswers
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• Administrators• BuildingSupervisors• InstructionalCoaches
UncheckedAnswers• DepartmentSupervisors• NotReviewed
ProvidebriefexplanationofLEA'sprocessforincorporatingselectedstrategies.
Formalandinformal,walk-throughobservationsareconductedbytheAcademicAdmiistrativeteam;annualinstructionalevaluationsareconductedbybuildingadministration,Instructionalcoachesmeetwithclassroomteachersinone-on-one,smallgroup,andlargegroupsettingstoprovideguidanceandsupportbestpractices.
ProvidebriefexplanationforstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation.
Whereschedulingpermits(primarygrades)gradelevelteamsmeetonaregularscheduletodiscussandplaninstruction,assessment,andbehavioralobjectives.Aplaniscurrentlybeingputinplacetoprovidemonthycollaborativeopportunitesforalldistrictfacultyandstafftobeguidedbyteacherleadersandsupervisedbybuildingadministrators.Thistimewillbeutilizedtodiscussinstruction,assessment,andbehavioralobjectivesaswellastoreviewstandardizedtestdata.
ResponsivenesstoStudentNeeds
ElementaryEducation-PrimaryLevel
InstructionalPractices Status
Structuredgroupingpracticesareusedtomeetstudentneeds.
Implementedin50%ormoreof
districtclassrooms
Flexibleinstructionaltimeorotherschedule-relatedpracticesareusedtomeetstudentneeds.
Implementedin50%ormoreof
districtclassrooms
Differentiatedinstructionisusedtomeetstudentneeds.
Implementedin50%ormoreof
districtclassrooms
Avarietyofpracticesthatmayincludestructuredgrouping,flexibleschedulinganddifferentiatedinstructionareusedtomeettheneedsofgiftedstudents.
Implementedin50%ormoreof
districtclassrooms
Ifnecessary,providefurtherexplanation.(Requiredexplanationifcolumnselectedwas
Thisnarrativeisempty.
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ElementaryEducation-IntermediateLevel
InstructionalPractices Status
Structuredgroupingpracticesareusedtomeetstudentneeds.
Implementedin50%ormoreof
districtclassrooms
Flexibleinstructionaltimeorotherschedule-relatedpracticesareusedtomeetstudentneeds.
FullImplementation
Differentiatedinstructionisusedtomeetstudentneeds.
Implementedin50%ormoreof
districtclassrooms
Avarietyofpracticesthatmayincludestructuredgrouping,flexibleschedulinganddifferentiatedinstructionareusedtomeettheneedsofgiftedstudents.
Implementedin50%ormoreof
districtclassrooms
Ifnecessary,providefurtherexplanation.(Requiredexplanationifcolumnselectedwas
Thisnarrativeisempty.
MiddleLevel
InstructionalPractices Status
Structuredgroupingpracticesareusedtomeetstudentneeds.
Implementedin50%ormoreof
districtclassrooms
Flexibleinstructionaltimeorotherschedule-relatedpracticesareusedtomeetstudentneeds.
Implementedin50%ormoreof
districtclassrooms
Differentiatedinstructionisusedtomeetstudentneeds.
Implementedin50%ormoreof
districtclassrooms
Avarietyofpracticesthatmayincludestructuredgrouping,flexibleschedulinganddifferentiatedinstructionareusedtomeettheneedsofgiftedstudents.
Implementedin50%ormoreof
districtclassrooms
Ifnecessary,providefurtherexplanation.(Requiredexplanationifcolumnselectedwas
Thisnarrativeisempty.
HighSchoolLevel
InstructionalPractices Status
Structuredgroupingpracticesareusedtomeetstudentneeds.Implementedin50%ormoreof
district
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classrooms
Flexibleinstructionaltimeorotherschedule-relatedpracticesareusedtomeetstudentneeds.
Implementedin50%ormoreof
districtclassrooms
Differentiatedinstructionisusedtomeetstudentneeds.
Implementedin50%ormoreof
districtclassrooms
Avarietyofpracticesthatmayincludestructuredgrouping,flexibleschedulinganddifferentiatedinstructionareusedtomeettheneedsofgiftedstudents.
Implementedin50%ormoreof
districtclassrooms
Ifnecessary,providefurtherexplanation.(Requiredexplanationifcolumnselectedwas
Thisnarrativeisempty.
Recruitment
Describetheprocessyouimplementtorecruitandassignthemosteffectiveandhighlyqualifiedteachersinordertomeetthelearningneedsofstudentswhoarebelowproficiencyorareatriskofnotgraduating.
Flexiblegroupingisutilizedattheelementarylevelstoprovideallstudentsaccesstothebest,mosteffectiveteachersineachgradelevel.Additionally,theRtIIframework,inplaceingrades1and2isbeingexpandedintothe3rdgradewithplanstoexpandfurtherintotheelementaryoverupcomingyears.Inthesecondary,teachers,particularlythosefoundtobemosteffective,areassignedtoteachcousesatdifferentendsofthespectrum-AP/Honorshighlevelcoursesaswellaslowerlevelcourses.
Assessments
LocalGraduationRequirements
CourseCompletion SY18/19 SY19/20 SY20/21
TotalCourses English 4.00 4.00 4.00Mathematics 3.00 3.00 3.00SocialStudies 4.00 4.00 4.00Science 3.00 3.00 3.00PhysicalEducation 4.00 4.00 4.00Health 1.00 1.00 1.00Music,Art,Family&ConsumerSciences,CareerandTechnical
7.00 7.00 7.00
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EducationElectives Minimum%GradeRequiredforCredit(NumericalAnswer)
60.00 60.00 60.00
GraduationRequirementSpecifics
WeaffirmthatourentityrequiresdemonstrationofproficiencyoraboveineachofthefollowingStateacademicstandards:EnglishLanguageArtsandMathematics,ScienceandTechnologyandEnvironmentandEcology,asdeterminedthroughanyoneoracombinationofthefollowing:Checkedanswers
• CompletionofsecondarylevelcourseworkinEnglishLanguageArts(Literature),AlgebraIandBiologyinwhichastudentdemonstratesproficiencyontheassociatedKeystoneExamorrelatedproject-basedassessmentif§4.4(d)(4)(relatingtogeneralpolicies)applies.
Uncheckedanswers• Locallyapprovedandadministeredassessments,whichshallbeindependentlyand
objectivelyvalidatedonceevery6years.Localassessmentsmaybedesignedtoincludeavarietyofassessmentstrategieslistedin?4.52(c)andmayincludetheuseofoneormoreKeystoneExams.Exceptforreplacementofindividualtestitemsthathaveasimilarlevelofdifficulty,anewvalidationisrequiredforanymaterialchangestotheassessment.Validatedlocalassessmentsmustmeetthefollowingstandards:
I. AlignmentwiththefollowingStateacademicstandards:EnglishLanguageArts(LiteratureandComposition);Mathematics(AlgebraI)andEnvironmentandEcology(Biology).
II. PerformancelevelexpectationsanddescriptorsthatdescribethelevelofperformancerequiredtoachieveproficiencycomparabletothatusedfortheKeystoneExams.
III. Administrationofthelocalassessmenttoallstudents,asarequirementforgraduation,exceptforthoseexemptedbytheirindividualizededucationprogramundersubsection(g),regardingspecialeducationstudents,orgiftedindividualizededucationplanasprovidedin?16.32(relatingtoGIEP).
IV. Subjecttoappropriationsprovidedbylaw,thecosttovalidatelocalassessmentsshallbeevenlydividedbetweentheschooldistrict,AVTSorcharterschool,includingacyber-charterschool,andtheDepartment.IftheDepartmentdoesnotprovidesufficientfundingtomeetitsshare,local
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assessmentssubmittedforvalidationshallbedeemedvaliduntilanewvalidationisduetotheDepartment.
V. TheDepartmentwillestablishalistofentitiesapprovedtoperformindependentvalidationsoflocalassessmentsinconsultationwiththeLocalAssessmentValidationAdvisoryCommitteeasprovidedin?4.52(f).
VI. Schoolboardsshallonlyapproveassessmentsthathavebeendeterminedtomeettherequirementsofthissubsectionbyanapprovedentityperformingtheindependentvalidation.Ifaschooldistrict,AVTSorcharterschool,includingacyber-charterschool,usesalocalassessmentthathasnotbeenindependentlyvalidated,theSecretarywilldirecttheschoolentitytodiscontinueitsuseuntilthelocalassessmentisapprovedthroughindependentvalidationbyanapprovedentity.
• CompletionofanAdvancedPlacementexamorInternationalBaccalaureateexamthatincludesacademiccontentcomparabletotheappropriateKeystoneExamatascoreestablishedbytheSecretarytobecomparabletotheproficientlevelontheappropriateKeystoneExam.
• NotApplicable.OurLEAdoesnotofferHighSchoolcourses.
LocalAssessments
Standards WA TD NAT DA PSW Other
ArtsandHumanities X CareerEducationandWork X CivicsandGovernment X PACoreStandards:EnglishLanguageArts X X
PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects
X
PACoreStandards:Mathematics X X Economics X EnvironmentandEcology X FamilyandConsumerSciences X Geography X Health,SafetyandPhysicalEducation X
History X ScienceandTechnologyandEngineeringEducation X
WorldLanguage X
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MethodsandMeasures
SummativeAssessments
SummativeAssessments EEP EEI ML HS
PSSA X X X ChapterTests X X X XContentAreaUnitTests X X X XType3Writings X X X XMidTermandFinalExams X XAPExams XKeystoneExams X X
BenchmarkAssessments
BenchmarkAssessments EEP EEI ML HS
DibelsNext X X DibelsNextDaze X X BOY-EOYPAStandardsTest X X MONSTERDevelopmentalSpellingTest X GRADE X QRI-IV X TOWRE X UnitandChapterTests X X X X
FormativeAssessments
FormativeAssessments EEP EEI ML HS
Type2Writings X X X XObservations X X X XRunningRecords X X Think-Pair-Share X X XExitSlips X XWhiteboards X X XQuestioningStrategies X XProgressMonitoringofIEPGoals X X X
DiagnosticAssessments
DiagnosticAssessments EEP EEI ML HS
DibelsNEXT X X QRI-IV X X CompasReadingQuarterlyAssessments X X TOWRE X
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ClassroomDiagnosticTools X X
ValidationofImplementedAssessments
ValidationMethods EEP EEI ML HS
ExternalReview IntermediateUnitReview LEAAdministrationReview BuildingSupervisorReview DepartmentSupervisorReview X X X XProfessionalLearningCommunityReview InstructionalCoachReview X X X TeacherPeerReview X X Providebriefexplanationofyourprocessforreviewingassessments.
Assessmentsthatareusedareoftenthosewhichaccompanythecontentareasseriesandareusedasbenchmarksfordiagnosticpurposes.ReadingassessmentsarereviewedbytheDistrict'scertifiedreadingspecialiststoascertaintheirvaliditybasedonstudentneedsandDistrictCurriculum.Duetograntrequirements,theDistrictisrequiredtousecertainassessmentssuchasGRADEandDibelsandthereforearenotgiventheoptionofnotusingtheseassessments.
DevelopmentandValidationofLocalAssessments
Ifapplicable,explainyourproceduresfordevelopinglocallyadministeredassessmentsandhowtheyareindependentlyandobjectivelyvalidatedeverysixyears.
Teachersdeveloplocalassessmentsutilizingavarietyofresourcesthatincludecommerciallyproducedassessmentsthatarepurchasedinconjunctionwithtextbookseries.Manyassessmentsaresharedamongstaffintheefforttostandardizetheassessmentofstudentsandtheimplementationofcurriculum.Atthehighschoollevel,manyteachersmaintain"assessmentbinders"thatincludelessonplans,andcopiesofallassessmentsadministeredwithintheirclassroom.Thesebindersareaccessibleandsharedwithotherteachersandadministratorsonrequest.
CollectionandDissemination
Describeyoursystemtocollect,analyzeanddisseminateassessmentdataefficientlyandeffectivelyforusebyLEAleadersandinstructionalteams.
Intheelementarylevels,assessmentdataisusedtodetermineplacementingroupsforlevelbasedinstructionaswellashowtoplacestudentsforflexiblegroupingtimes.ThedataiskpetontheontheOnHandSchoolswebsiteaswellasontheDibelsOregonwebsite.
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ReadingspecialistscompileanddisseminatetheDibels,MonsterTowre,andQRI-IVdatatoteachers.TheinstructionalcoachescompileanddisseminatethePSSAdataandusethisdatatodetermineadjustmentsinpacingguidesandinstructionaltechniques.Atthesecondarylevel,teachersalsoreceiveaccesstostudenttestdatainthefomofrawtestdataaswellasdetailedinformationasprovidedthroughtheOnHandSchoolsdatabase.Theinformationisusedtoguidethedevelopment/adjustmentofcurriculumandpacingguides.
DataInformedInstruction
Describehowinformationfromtheassessmentsisusedtoassiststudentswhohavenotdemonstratedachievementoftheacademicstandardsataproficientlevelorhigher.
Attheelementarylevels,datafromreadingassessmentsareusedtodevelopstuentrostersfortheTitleIReadingSpecialists.ThereadingSpecialistswillthenprescribeinterventionsandforminterventiongroupsinordertosupplementthegeneraleducationcurriculumandaddressareasofneed.PSSAscoresarealsousedtoprovideguidanceforflexiblegrouping.
AssessmentDataUses
AssessmentDataUses EEP EEI ML HS
AssessmentresultsarereportedoutbyPAassessmentanchororstandards-alignedlearningobjective.
InstructionalpracticesareidentifiedthatarelinkedtostudentsuccessinmasteringspecificPAassessmentanchors,eligiblecontentorstandards-alignedlearningobjectives.
SpecificPAassessmentanchors,eligiblecontentorstandards-alignedlearningobjectivesareidentifiedforthosestudentswhodidnotdemonstratesufficientmasterysothatteacherscancollaborativelycreateand/oridentifyinstructionalstrategieslikelytoincreasemastery.
Instructionalpracticesmodifiedoradaptedtoincreasestudentmastery. X X X X
Providebriefexplanationoftheprocessforincorporatingselectedstrategies.
Basedonstudentassessmentresults,teachersmodifyinstructionorreteachcontenttoimprovecontentmastery.
Providebriefexplanationforstrategiesnotselectedandhowyouplantoaddresstheirincorporation.
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GradeorsubectlevelteamsorthosethatoperateattheDistrictlevel(CurriculumCouncil)willbreakdownassessmentanchorstobegenerallyappliedtocontentareasoutsideofthosetestedofwhichdatareferences.
DistributionofSummativeAssessmentResults
DistributionMethods EEP EEI ML HS
CoursePlanningGuides X XDirectingPublictothePDE&otherTest-relatedWebsites X X X
IndividualMeetings X X LetterstoParents/Guardians X X X XLocalMediaReports X X X XWebsite X X X XMeetingswithCommunity,FamiliesandSchoolBoard X X MassPhoneCalls/Emails/Letters X X X XNewsletters X X PressReleases X X SchoolCalendar X X StudentHandbook X X X XProvidinglinksthroughsocialmedia X X X XProvidebriefexplanationoftheprocessforincorporatingselectedstrategies.
ThelocalnewspaperpublishesseveralarticlesstatingthelocalschoolDistricts'finalPSSAandKeystoneexamscores.Parentsarenotifiedofindividualstudnetscoresthroughlettersthataregiveninearlyfall.BuildinglevelandgradelevelscoresarepresentedtotheSchoolBoardinapublicmeeting.ThedevelopmentofaquarterlydistrictnewsletterisintheplanningstagestobeprimarilydistributedelectronicallythroughtheSkywardsystem,postedontheDistrictwebsite,andthroughlinksprovidedtoparentsviasocialmedia.Printcopieswillbeprovided
ProvidebriefexplanationforstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation.
DevelopmentofaPlanofStudiesprogramforelementaryschools.Amoreconcertedeffortcanbemadetoprovidetestresultinformationtothecommunityandparentsinparticularatthesecondarylevel.
SafeandSupportiveSchools
AssistingStrugglingSchools
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Describeyourentity’sprocessforassistingschoolsthateitherdonotmeettheannualstudentachievementtargetsorexperienceotherchallenges,whichdeterstudentattainmentofacademicstandardsataproficientlevelorhigher.
Ifyourentityhasnostrugglingschools,explainhowyouwilldemonstratecontinuedgrowthinstudentachievement.
Duetoanumberofcommunityrelatedfactors,anumberofstudentsarrivetoschoolunpreparedtolearn.AsaDistrictandwithinindividualschoolstheprofessionalsarewellawareofthelimitingfactorsourstudentsface.Everyeffortismadetocollaboratetoidentifystudentswhomaybeinan"at-risk"situation,eithertemporaryorlongterm,andprovidethemattentionandservicesthatbestaddressthierindividualneedsandsupportthemwhilewithintheschoolenvironment.
Programs,StrategiesandActions
Programs,StrategiesandActions EEP EEI ML HS
BienniallyUpdatedandExecutedMemorandumofUnderstandingwithLocalLawEnforcement X X X X
School-widePositiveBehavioralPrograms X X X XConflictResolutionorDisputeManagement X X PeerHelperPrograms SafetyandViolencePreventionCurricula X X X StudentCodesofConduct X X X XComprehensiveSchoolSafetyandViolencePreventionPlans X X X X
PurchaseofSecurity-relatedTechnology X X X XStudent,StaffandVisitorIdentificationSystems X X X XPlacementofSchoolResourceOfficers X XStudentAssistanceProgramTeamsandTraining X X X XCounselingServicesAvailableforallStudents X X X XInternetWeb-basedSystemfortheManagementofStudentDiscipline X X X X
ExplanationofstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation:
Aschoolresourceofficeriscurrentlyinplaceatthesecondarylevel-aneedhasnotbeendeterminedattheelementarylevel.
Screening,EvaluatingandProgrammingforGiftedStudents
Describeyourentity’sawarenessactivitiesconductedannuallytoinformthepublicofthegiftededucationservicesandprogramsoffered(newspaper,studenthandbooks,schoolwebsite,etc.)
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Annually,inlocalareanewspapers,theNewKensington-ArnoldSchoolDistrict,alongwithotherdistrictsinWestmorelandIntermediateUnit,publishestheANNUALPUBLICNOTICEOFSPECIALEDUCATIONSERVICESANDPROGRAMS,SERVICESFORGIFTEDSTUDENTS,ANDSERVICESFORPROTECTEDHANDICAPPEDSTUDENTS.Additionally,informationregardinggiftededucationispublishedonthedistrict'swebsite.
Describeyourentity’sprocessforlocatingstudentswhoarethoughttobegiftedandmaybeinneedofspeciallydesignedinstruction(screening).StudentsarereferredbyteachersorbyparentrequesttotheMDEteam.TheMDEteammeetstodiscussstudentachievementandwhatproceduresarebeingfollowedtoenhanceandenrichtheeducationofthestudnetandtoprovideaccommodations.TheMDEteamthendetermineswhetherthestudnetshouldbetested.Oncetested,theteammeetstodiscusstheresultsanddeterminewhetherthestudnetwillreceiveGiftedservicesandifaGIEPwillbewrittenandimplemented.
Describeyourentity’sproceduresfordeterminingeligibility(throughmultiplecriteria)andneed(basedonacademicstrength)forpotentiallymentallygiftedstudents(evaluation).Foreachchildsuspectedofbeinggiftedandinneedofspeciallydesignedinstruction,thedistrictcreatesagiftedmultidisciplinaryteamandconductsanevaluation.Eachgiftedmultidisciplanaryteamconsistsofteachersfamiliarwiththestudent’sstrengthsandneeds,acertifiedschoolpsychologist,parents/guardiansofthegiftedchild,schoolnurse,andanyotherpersonsfamiliarwiththestudent.GiftedevaluationsareconductedinaccordancewithtermsestablishedinChapter16andasufficientscopeanddepthrequiredtoacertainthestudent’sabilityandneedforgiftedservices.Theevaluationprocessincludestheuseofspecificquestionnairesprovidedtoparents,teachers,medicalpersonnel,andothersfamiliarwiththestudentinordertocollectrelevantinformationsuchasdevelopmentalhistory,ratesofacquisitionandretention,specifictalentsorhobbies,medicalhistory/condition(toidentifyfactorsthatmaymaskgiftedness),andidentifyspecificstrengths/needsofthestudent.Eachstudentparticipatesinasemi-structuredinterview,conductedbytheschoolpsychologist.Informationgleanedfromtheinterviewisutilizedtofurtheridentifythestudent’sstrengthsandparticularareasofinterestand/ormastery.AssessmentsutilizedbyschoolpsychologistsoftheNewKensington-ArnoldSchoolDistricthavebeenspecificallyselectedtoyieldnotonlyanIQscore,butalsovariousareasofintelligence(verbal,non-verbal,workingmemory,etc.),andalsolevelsofstudentachievement(mathematics,reading,andwriting).Thegiftedmultidisciplinaryteamutilizesmultiplefactorsforthepurposeofidentification,allofwhichhavebeenoutlinedbyChapter16.
Describethegiftedprograms*beingofferedthatprovideopportunitiesforacceleration,enrichmentorboth.*Theword"programs"referstothecontinuumofservices,notoneparticularoption.
• Enrichandaccelerateinthefollowingsubjectareas:
• ØReading,English,Math,Science,SocialStudiesandFineArts
o Giftteacherandsubjectareateacherwillcollaboratetodevelopdifferentiatedinstructionforstudentwhenneeded
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o Mayconsistof:
üInclassenrichmentprojectsbasedoncoursematerialüPull-outtogiftroomforenrichment,acceleration,curriculummodificationanddifferentiatedinstruction(GIEPADDENDUMrequired)üMonthlyUnits-Eachaunitofstudyonadifferenttopicisavailableforthestudentsusingaflippedclassroomapproach.Thestudentscompleteanonlineactivity(TedTalks,KhanAcademy,etc.).Thencompleteanactivityorprojectbasedonwhatwaslearnedonline.üQuarterlySeminars-Consistofanall-dayorhalf-dayexperience.Thestudentsspendthistimelearningaboutaspecifictopicthroughlectures,workshops,guestspeakers,etc.Theseoccuronceduringanineweeksperiod.
• Presentstudentswithopportunitiestoshowmasteryofcontentthroughindependentandgroupprojects(longandshortterm)
• Independentstudies(finalapprovalmustbeobtainedbyprincipal)
• ØALLindependentstudiesrequireproperpaperwork,logofhours,approvalandassessment–seegiftteacherforspecificdetails
• Testingoutofcertainsubjectsforaccelerationoradvancement
• Dualenrollmentprogram(PennStateNewKen/WCCC)
• Strengthencriticalreasoning/thinkingskills
• Developstrongpresentationskills
• Developstrongpublicspeakingskills
• Preparestudentsforacceptanceandsuccessatthemostselectivecollegesanduniversitiesbyofferingcounselingservicesandgiftteachersupportforcollegeandscholarshipsearches
• Provideopportunitiestoresearchandparticipateonjobshadowexploration
• PartnershipwithPennStateTalentSearchProgram.
PROGRAMDESIGNStudents’interestsandfuturegoalsguidethemajorityofthehighschoolprogram.Thegoalistocreateanacademicallyrigorousindividualizedprogramforeachstudent,(asidefromFreshmenSeminarwhichisrequiredforallstudents),includingrealworkintherealworldontopics/careersthatinterestthem,aswellasspecificgiftevents/competitionsthatareofinteresttostudent.EDUCATIONALSERVICES
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• Honorscourses
• ØDesignedspecificallytochallengestudentsandpreparethemforAdvancedPlacementcourses
• ØCollegelevelcoursestaughtinhighschool
• ØStudentsparticipateinaclassatanotherlocationviavideoconferencing
• ØBasedontheAcademicStandardsforacourse,astudentcaneithertakethecourseindependentlyorreplaceassignmentsandassessmentswithmorechallengingwork
• ØStudentscanplaceoutofarequiredcoursebyshowingmasteryofAcademicStandardsasdemonstratedthroughexhibitionsandportfolios,judgedbyapanelcomprisedoftheGIFT/Advancedstudiesteacher,thedepartmentchairofthecourse,theprincipalandtheAssistantSuperintendent
• ØStudentswillhavetheflexibilitytomeetgraduationrequirements(orothercoursesnotrequiredforgraduation)bycompletingindependentstudiesinthecourse
o §OnlypermittedwhenstudentisnotabletofitintoscheduleduetoanotheracademiccourseinitsplaceORacoursethatspecificallyadvancestheinterestofthestudentbywayofpreparationforcareer(i.e.studentwantstotakea2ndlanguageb/ctheyarepursuinginternationalstudiesorwantstotakeadvancedartb/ctheyarepursuingartschool)
o ØALLindependentstudiesrequireproperpaperwork,logofhours,approvalbyprincipal,mentorandassessment–seegiftteacherorguidanceforspecificdetails
o ØProgramofferedincollaborationwithPennStateNewKen–grantmoniesprovideforpartialtuitionassistanceforstudenttoenrollincollegelevelcoursesforcollegecredit–ifstudentdecidestogotoPennStateNewKen,studentisofferedfuturediscountsontuition
o ØProgramalsoofferedincollaborationwithWCCC.
• AdvancedPlacementcourses
• DistanceLearning
• Parallelcurriculum/enrichment
• Courseexemptions
• IndependentStudies(finalandsoleapprovalmustbeobtainedbyprincipal)
• DualEnrollment
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• Jobshadowingprojects(specificallyinjunior/senioryear)
• ØTheamountoftimespentwilldependonstudents’schedulebutcanbecompletedforcredit(ifenoughhoursareloggedandproperindependentstudyrequirementsaremet)
• ØStudentwillspendtimewithcareerprofessionalstogaininsightintospecificcareerstheymayhaveinterestexploring
• ØMaybeaccomplishedbyshadowingastudentinaspecificfieldofstudy
• ØMaybeaccomplishedbyaguidedvisittocampus
• ØMaybeaccomplishedbyshadowing/interviewingaprofessorinfieldofstudy
• Provideopportunitiesforstudentstoexplorecolleges
• PartnershipwithPennStateTalentSearchProgram
• ØCareersurvey
• ØTranscriptreview
• ØAP&HonorClassdiscussion
• ØCredit/Creditrecovery
• ØCollegetoursandfairs
• ØCareerexploration
GIFTEVENTS(AlignedwithPADept.ofEd.AcademicStandards)GifteventsareanimportantcomponentoftheGifteducationservicesandshouldcontinuetobeanintegralpartoftheenrichmentopportunitiesforGiftstudents.Giftcompetitions,seminarsandconferences,whetheracademicorcreativeinnature,areintegralformaximumstudentgrowth.Theseeventsnotonlyallowforstudentstoachievesuccessinareasnotcurrentlyofferedintheirregularcurriculum,buttheyalsostimulatecriticalthinkingaswellascreativeproblemsolvingskills.Thecreativeevents,particularlythosethatfocusonperformancebasedprojects,arecrucialindevelopingbetterpublicspeakingskillsaswellasself-confidenceforstudents.ManyGiftstudentsareextremelyintelligent,operatingataveryhighlevel,butfailtomeetbasicpublicspeakingAcademicStandards.Itiscrucialthatourstudentslearnpublicspeakingskills,astheyareinstrumentalinachievingsuccessinalmostanyfieldtheychoosetopursue.
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Thefollowinggiftevents/seminarsandconferenceswillbescheduledaccordingto:
• Øtheamountoftimeneededforthepreparationofcompetition,finishedproductorpresentation
• Ømasteryofsubjectinquestion
• Øfulfillmentofstudent’scuriosity
• Øtheproximityofthefinalpresentationorcompetitiondate
• Øthecompatibilityoftheschedulesoftheinterestedstudents
• Øthenumberofstudentsrequiredforevent
DevelopmentalServices
DevelopmentalServices EEP EEI ML HS
AcademicCounseling X XAttendanceMonitoring X X X XBehaviorManagementPrograms X X X XBullyingPrevention X X X XCareerAwareness X XCareerDevelopment/Planning X X XCoaching/Mentoring X X CompliancewithHealthRequirements–i.e.,Immunization X X X X
EmergencyandDisasterPreparedness X X X XGuidanceCurriculum HealthandWellnessCurriculum X X X XHealthScreenings X X X XIndividualStudentPlanning X X X XNutrition X X X XOrientation/Transition X X X XRTII/MTSS Wellness/HealthAppraisal Explanationofdevelopmentalservices:
Thisnarrativeisempty.
Diagnostic,InterventionandReferralServices
Diagnostic,InterventionandReferralServices EEP EEI ML HS
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AccommodationsandModifications X X X XAdministrationofMedication X X X XAssessmentofAcademicSkills/AptitudeforLearning X X X XAssessment/ProgressMonitoring X X X XCasework X X X XCrisisResponse/Management/Intervention X X X XIndividualCounseling X X X XInterventionforActualorPotentialHealthProblems X X X XPlacementintoAppropriatePrograms X X X XSmallGroupCounseling-Copingwithlifesituations X X X XSmallGroupCounseling-Educationalplanning X XSmallGroupCounseling-PersonalandSocialDevelopment X X X X
SpecialEducationEvaluation X X X XStudentAssistanceProgram X X X XExplanationofdiagnostic,interventionandreferralservices:
Understandingoftheportionofourstudentpopulationwhosefamiliesfunctionindifficult/poorcircumstanceskeepsallemployeesattentivetothestudentsandthepotentialforprofessionalintervention.Thesmall-townnatureofourDistrictenablespersonal/neighborlyconnectionsamongourstudentsandstaff.
ConsultationandCoordinationServices
ConsultationandCoordinationServices EEP EEI ML HS
AlternativeEducation X XCaseandCareManagement X X X XCommunityLiaison X CommunityServicesCoordination(InternalorExternal) X X X X
CoordinatePlans CoordinationwithFamilies(LearningorBehavioral) X X X XHome/FamilyCommunication X X X XManagingChronicHealthProblems ManagingIEPand504Plans X X X XReferraltoCommunityAgencies X X X XStaffDevelopment X X X XStrengtheningRelationshipsBetweenSchoolPersonnel,ParentsandCommunities X X
SystemSupport TruancyCoordination X X X XExplanationofconsultationandcoordinationservices:
Thisnarrativeisempty.
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CommunicationofEducationalOpportunities
CommunicationofEducationalOpportunities EEP EEI ML HS
CoursePlanningGuides X XDirectingPublictothePDE&Test-relatedWebsites IndividualMeetings X X X XLetterstoParents/Guardians X X X XLocalMediaReports X X X XWebsite X X X XMeetingswithCommunity,FamiliesandBoardofDirectors X X X X
MassPhoneCalls/Emails/Letters X X X XNewsletters X X PressReleases X X SchoolCalendar X X X XStudentHandbook X X X X
CommunicationofStudentHealthNeeds
CommunicationofStudentHealthNeeds EEP EEI ML HS
IndividualMeetings X X X XIndividualScreeningResults X X X XLetterstoParents/Guardians X X X XWebsite X X X XMeetingswithCommunity,FamiliesandBoardofDirectors
Newsletters SchoolCalendar StudentHandbook X X X XConnect-Edphonecallsincriticalsituations X X X XKindergartenregistrationparentmeetings X Athleticandmandatedphysicals X X X XDentalScreenings X X X
FrequencyofCommunicationElementaryEducation-PrimaryLevel
• Quarterly
ElementaryEducation-IntermediateLevel
• Quarterly
MiddleLevel
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• Quarterly
HighSchoolLevel
• Quarterly
CollaborationforInterventions
Describethecollaborationbetweenclassroomteachersandindividualsprovidinginterventionsregardingdifferingstudentneedsandacademicprogress.
ClassroomteachersreferstudentstotheMDEteamtocreatealantoaddressstudentneeds.Theteamreviewsexistingdataaboutthestudentandcurrentacademicperformanceinordertoaddressareasofconcernthroughanintervention.TheMDEteamiscomposedothetheschoolpsychologist,principal,guidancecounselor,2learningsupportteachers,and3generaleducationteachers.Academicprogressisreviewedevery4weeksintheelementaryandevery15schooldaysinthesecondary.Duringthistime,classroomteachesimplementinterventionsincollaborationwithsupportstaffandtrackacademicprogressduringthistime.TheMDEteammeetsafter4weekstodetermintheoutcomeoftheinterventionsthusfaranddeterminehowthestudenneedswillcontinuetobemet.Teachersarenotifiedofanyspecialhealthconcernsandinterventionsviaemail,phonecalls,Skywardmessages,andIndividualHealthPlans.
CommunityCoordination
Describehowyouaccomplishcoordinationwithcommunityoperatedinfantandtoddlercenters,aswellaspreschoolearlyinterventionprograms.Inaddition,describethecommunitycoordinationwiththefollowingbeforeorafterschoolprogramsandservicesforallgradelevels,includingpre-kindergarten,ifoffered,throughgrade12.
1. Childcare2. Afterschoolprograms3. Youthworkforcedevelopmentprograms4. Tutoring
TheTransitionTeam,whichincludesliaison,EarlyChildhoodEucationproviders,localpreschoolsandafterschoolprograms,DistrictPre-schoolandDistrictKindergarten,isinplace.Teammeetstoplantransitionactivities,coordinateresources,discussstudentassessments,connectDistrictwiththecommunity.HighschoolspecialeducationstudentscanparticipateintheWorkDiscoveryProgram.Withregardtostudenthealthinitiatives,thereisnoroutinecoordinationfortheseprograms;however,whennecessary,cooridinationisprovidedbetweentheschoolandappropriateagenciesonanindividualbasis.
PreschoolAgencyCoordination
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ExplainhowtheLEAcoordinateswithagenciesthatservepreschoolagechildrenwithdisabilities.
1. Addresscoordinationactivitiesdesignedtoidentifyandservechildrenwithdisabilitiesandthesupportsandaccommodationsavailabletoensurebothphysicalandprogrammaticaccess.
2. Addresspre-kindergartenprogramsoperateddirectlybytheLEAandthoseoperatedbycommunityagenciesundercontractfromtheLEA.
3. DescribehowtheLEAprovidesforasmoothtransitionfromthehomesettingandanyearlychildhoodcareoreducationalsettingthestudentsattend,totheschoolsetting.
1. TheDistrictworkswiththeIUtoprovideEarlyInterventionservicestoidentifiedstudents.
2. TheDistricthasaDistrict-runpreschooloffereingthreesessionsperday.TheDistrictcontinuesworkingwithoutsideearlychildhoodeducationagenciestocoordinatecurriculumandinstructionalstrategiesthatalignwithnotonlythestatestandards,buttheDistrict'sexpectationsforsuccessfulintegrationintokindergarten..
3. TheDistrictiscurrentlyworkingtocreateacohesivetransitionplanforstudnetsenteringkindergarten.Atransitionteammeetsthroughouttheschoolyeartoplanstransitioneventsanddiscussissuespertainingtothemovetokindergarten
4. TheHealthOfficecoordinatesbymeetingwithfmailyandstaffpriortothestartoftheprogram.Districthealthstaffmeetsallscreeningandhealthcareneedsforstudents.
MaterialsandResources
DescriptionofMaterialsandResources
ElementaryEducation-PrimaryLevel
MaterialandResourcesCharacteristics Status
Alignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills Developing
Arobustsupplyofhighqualityalignedinstructionalmaterialsandresourcesavailable Developing
Accessibilityforstudentsandteachersiseffectiveandefficient DevelopingDifferentiatedandequitablyallocatedtoaccommodatediverselevelsofstudentmotivation,performanceandeducationalneeds Developing
ProvideexplanationforprocessesusedtoensureAccomplishment.
Regularreviewofclassroominstructionalneedsthroughsurveys,andmeetingswithgroupsandindividualteachers.Havingallstudentsofthesamegradelevelinthesame
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buildingassuresallmaterialsrelativetothatgradeareinacentrallocationprovidingeasieropportunityfortrackinginventory,sharingresourceswherenecessary,andidenitiyingneed.Collaborationwithregionalschoolsupportprogramsthatassistlowincomestudentshelpstofillgaps.
Explanationforanyrowchecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:
Thisnarrativeisempty.
ElementaryEducation-IntermediateLevel
MaterialandResourcesCharacteristics Status
Alignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills Developing
Arobustsupplyofhighqualityalignedinstructionalmaterialsandresourcesavailable Developing
Accessibilityforstudentsandteachersiseffectiveandefficient DevelopingDifferentiatedandequitablyallocatedtoaccommodatediverselevelsofstudentmotivation,performanceandeducationalneeds Developing
ProvideexplanationforprocessesusedtoensureAccomplishment.
Regularreviewofclassroominstructionalneedsthroughsurveys,andmeetingswithgroupsandindividualteachers.Havingallstudentsofthesamegradelevelinthesamebuildingassuresallmaterialsrelativetothatgradeareinacentrallocationprovidingeasieropportunityfortrackinginventory,sharingresourceswherenecessary,andidenitiyingneed.Collaborationwithregionalschoolsupportprogramsthatassistlowincomestudentshelpstofillgaps.
Explanationforanyrowchecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:
Thisnarrativeisempty.
MiddleLevel
MaterialandResourcesCharacteristics Status
Alignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills Developing
Arobustsupplyofhighqualityalignedinstructionalmaterialsandresourcesavailable Developing
Accessibilityforstudentsandteachersiseffectiveandefficient DevelopingDifferentiatedandequitablyallocatedtoaccommodatediverselevelsofstudentmotivation,performanceandeducationalneeds Developing
ProvideexplanationforprocessesusedtoensureAccomplishment.
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Regularreviewofclassroominstructionalneedsthroughsurveys,andmeetingswithgroupsandindividualteachers.Havingallstudentsofthesamegradelevelinthesamebuildingassuresallmaterialsrelativetothatgradeareinacentrallocationprovidingeasieropportunityfortrackinginventory,sharingresourceswherenecessary,andidenitiyingneed.Collaborationwithregionalschoolsupportprogramsthatassistlowincomestudentshelpstofillgaps.
Explanationforanyrowchecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:
Thisnarrativeisempty.
HighSchoolLevel
MaterialandResourcesCharacteristics Status
Alignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills Developing
Arobustsupplyofhighqualityalignedinstructionalmaterialsandresourcesavailable Developing
Accessibilityforstudentsandteachersiseffectiveandefficient DevelopingDifferentiatedandequitablyallocatedtoaccommodatediverselevelsofstudentmotivation,performanceandeducationalneeds Developing
ProvideexplanationforprocessesusedtoensureAccomplishment.
Regularreviewofclassroominstructionlneedsthroughsurveys,andmeetingswithgroupsandindividualteachers.
Explanationforanyrowchecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:
Thisnarrativeisempty.
SASIncorporation
ElementaryEducation-PrimaryLevel
Standards Status
ArtsandHumanities
Implementedinlessthan50%of
districtclassrooms
CareerEducationandWorkLevelof
ImplementationisUnknown
CivicsandGovernmentImplementedinlessthan50%of
district
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classrooms
PACoreStandards:EnglishLanguageArts
Implementedin50%ormoreof
districtclassrooms
PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects
Implementedin50%ormoreof
districtclassrooms
PACoreStandards:Mathematics
Implementedin50%ormoreof
districtclassrooms
Economics
Implementedinlessthan50%of
districtclassrooms
EnvironmentandEcology
Implementedinlessthan50%of
districtclassrooms
FamilyandConsumerSciences
Implementedinlessthan50%of
districtclassrooms
Geography
Implementedinlessthan50%of
districtclassrooms
Health,SafetyandPhysicalEducation
Implementedinlessthan50%of
districtclassrooms
History
Implementedinlessthan50%of
districtclassrooms
ScienceandTechnologyandEngineeringEducation
Implementedinlessthan50%of
districtclassrooms
AlternateAcademicContentStandardsforMath
Implementedin50%ormoreof
districtclassrooms
AlternateAcademicContentStandardsforReading
Implementedin50%ormoreof
districtclassrooms
AmericanSchoolCounselorAssociationforStudents LevelofImplementation
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isUnknown
EarlyChildhoodEducation:Infant-Toddler→SecondGrade
Implementedinlessthan50%of
districtclassrooms
EnglishLanguageProficiency
Implementedinlessthan50%of
districtclassrooms
InterpersonalSkillsLevelof
ImplementationisUnknown
SchoolClimateLevelof
ImplementationisUnknown
Furtherexplanationforcolumnsselected"
RecentchangestotheSASportalhavemadenavigationmucheasierandadditionalcontentcontinuesioimprove.CurriculareffortsareplannedtodirectteacherfocusawayfromtextbooksasprimarysoucresandutilizingtheincludingmoreSASresourcestoproviderelevantcontentanddirectionandgenerallyimproveclassroominstruction.Areasidentifiedas"<50%"arethosethattakemoreofasecondaryroleinthecurriculumandfundamentalfocusintheprimaryelementarygradeswhereimprovementinreadingandmathareofcriticalconcern.Guidanceservicesandthoseattributesaffiliatedtoaguidancedepartment,particularlythose"softskills"oftendelegatedforcoordinationbyaguidancecounselorarenotcurrentlyaddressed.
ElementaryEducation-IntermediateLevel
Standards Status
ArtsandHumanities
Implementedinlessthan50%of
districtclassrooms
CareerEducationandWorkLevelof
ImplementationisUnknown
CivicsandGovernment
Implementedinlessthan50%of
districtclassrooms
PACoreStandards:EnglishLanguageArts
Implementedin50%ormoreof
districtclassrooms
PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects
Implementedin50%ormoreof
districtclassrooms
37
PACoreStandards:Mathematics
Implementedin50%ormoreof
districtclassrooms
Economics
Implementedinlessthan50%of
districtclassrooms
EnvironmentandEcology
Implementedinlessthan50%of
districtclassrooms
FamilyandConsumerSciences
Implementedinlessthan50%of
districtclassrooms
Geography
Implementedinlessthan50%of
districtclassrooms
Health,SafetyandPhysicalEducation
Implementedinlessthan50%of
districtclassrooms
History
Implementedinlessthan50%of
districtclassrooms
ScienceandTechnologyandEngineeringEducation
Implementedinlessthan50%of
districtclassrooms
AlternateAcademicContentStandardsforMath
Implementedin50%ormoreof
districtclassrooms
AlternateAcademicContentStandardsforReading
Implementedin50%ormoreof
districtclassrooms
AmericanSchoolCounselorAssociationforStudents
Implementedinlessthan50%of
districtclassrooms
EnglishLanguageProficiencyLevelof
ImplementationisUnknown
InterpersonalSkills
Implementedinlessthan50%of
districtclassrooms
38
SchoolClimate
Implementedinlessthan50%of
districtclassrooms
Furtherexplanationforcolumnsselected"
RecentchangestotheSASportalhavemadenavigationmucheasierandadditionalcontentcontinuesioimprove.CurriculareffortsareplannedtodirectteacherfocusawayfromtextbooksasprimarysoucresandutilizingtheincludingmoreSASresourcestoproviderelevantcontentanddirectionandgenerallyimproveclassroominstruction.Areasidentifiedas"<50%"arethosethattakemoreofasecondaryroleinthecurriculumandfundamentalfocusintheupperelementarygradeswhereimprovementinreadingandmathareofcriticalconcern.Guidanceservicesandthoseattributesaffiliatedtoaguidancedepartment,particularlythose"softskills"oftendelegatedforcoordinationbyaguidancecounselorarenotcurrentlyaddressed.
MiddleLevel
Standards Status
ArtsandHumanities
Implementedin50%ormoreof
districtclassrooms
CareerEducationandWork
Implementedin50%ormoreof
districtclassrooms
CivicsandGovernment
Implementedin50%ormoreof
districtclassrooms
PACoreStandards:EnglishLanguageArts
Implementedin50%ormoreof
districtclassrooms
PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects
Implementedin50%ormoreof
districtclassrooms
PACoreStandards:Mathematics
Implementedin50%ormoreof
districtclassrooms
Economics
Implementedin50%ormoreof
districtclassrooms
EnvironmentandEcology Implementedin50%ormoreof
39
districtclassrooms
FamilyandConsumerSciences
Implementedin50%ormoreof
districtclassrooms
Geography
Implementedin50%ormoreof
districtclassrooms
Health,SafetyandPhysicalEducation
Implementedin50%ormoreof
districtclassrooms
History
Implementedin50%ormoreof
districtclassrooms
ScienceandTechnologyandEngineeringEducation
Implementedin50%ormoreof
districtclassrooms
AlternateAcademicContentStandardsforMath
Implementedin50%ormoreof
districtclassrooms
AlternateAcademicContentStandardsforReading
Implementedin50%ormoreof
districtclassrooms
AmericanSchoolCounselorAssociationforStudentsLevelof
ImplementationisUnknown
EnglishLanguageProficiencyLevelof
ImplementationisUnknown
InterpersonalSkillsLevelof
ImplementationisUnknown
SchoolClimateLevelof
ImplementationisUnknown
WorldLanguage
Implementedin50%ormoreof
districtclassrooms
Furtherexplanationforcolumnsselected"
40
SecondaryteachersarebecomingadeptatutilizingtheinformationthatisaccesssibleontheSASsite.Ourfocusonfindingresourcesforacademicimprovementlimitsthetimeprofessionalsfocusonnon-academicfunctions.
HighSchoolLevel
Standards Status
ArtsandHumanities
Implementedin50%ormoreof
districtclassrooms
CareerEducationandWork
Implementedin50%ormoreof
districtclassrooms
CivicsandGovernment
Implementedin50%ormoreof
districtclassrooms
PACoreStandards:EnglishLanguageArts
Implementedin50%ormoreof
districtclassrooms
PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects
Implementedin50%ormoreof
districtclassrooms
PACoreStandards:Mathematics
Implementedin50%ormoreof
districtclassrooms
Economics
Implementedin50%ormoreof
districtclassrooms
EnvironmentandEcology
Implementedin50%ormoreof
districtclassrooms
FamilyandConsumerSciences
Implementedin50%ormoreof
districtclassrooms
Geography
Implementedin50%ormoreof
districtclassrooms
Health,SafetyandPhysicalEducation
Implementedin50%ormoreof
districtclassrooms
41
History
Implementedin50%ormoreof
districtclassrooms
ScienceandTechnologyandEngineeringEducation
Implementedin50%ormoreof
districtclassrooms
AlternateAcademicContentStandardsforMath
Implementedin50%ormoreof
districtclassrooms
AlternateAcademicContentStandardsforReading
Implementedin50%ormoreof
districtclassrooms
AmericanSchoolCounselorAssociationforStudents
Implementedinlessthan50%of
districtclassrooms
EnglishLanguageProficiency
Implementedinlessthan50%of
districtclassrooms
InterpersonalSkills
Implementedinlessthan50%of
districtclassrooms
SchoolClimate
Implementedinlessthan50%of
districtclassrooms
WorldLanguage
Implementedin50%ormoreof
districtclassrooms
Furtherexplanationforcolumnsselected"
SecondaryteachersarebecomingadeptatutilizingtheinformationthatisaccesssibleontheSASsite.Ourfocusonfindingresourcesforacademicimprovementlimitsthetimeprofessionalsfocusonnon-academicfunctions.
EarlyWarningSystem
ThefreePAEducatorDashboardEarlyWarningSystemandInterventionCatalog(PAEWS/IC)utilizesthemetricsofAttendance,BehaviorandCoursegradestoidentifystudents
42
whomaybeonapathtodroppingoutofschool.Pleaseindicateyourselectionofthefollowingoptions.
Notanswered
ProfessionalEducation
Characteristics
District’sProfessionalEducationCharacteristics EEP EEI ML HS
Enhancestheeducator’scontentknowledgeintheareaoftheeducator’scertificationorassignment.
Increasestheeducator’steachingskillsbasedoneffectivepracticeresearch,withattentiongiventointerventionsforstrugglingstudents.
X X X X
Increasestheeducator'steachingskillsbasedoneffectivepracticeresearch,withattentiongiventointerventionsforgiftedstudents.
X X X X
Provideseducatorswithavarietyofclassroom-basedassessmentskillsandtheskillsneededtoanalyzeandusedataininstructionaldecisionmaking.
X X
Empowerseducatorstoworkeffectivelywithparentsandcommunitypartners.
District’sProfessionalEducationCharacteristics EEP EEI ML HS
Providestheknowledgeandskillstothinkandplanstrategically,ensuringthatassessments,curriculum,instruction,staffprofessionaleducation,teachingmaterialsandinterventionsforstrugglingstudentsarealignedtoeachother,aswellastoPennsylvania’sacademicstandards.
Providestheknowledgeandskillstothinkandplanstrategically,ensuringthatassessments,curriculum,instruction,staffprofessionaleducation,teachingmaterialsandinterventionsforgiftedstudentsarealignedtoeachother,aswellastoPennsylvania'sacademicstandards.
Providesleaderswiththeabilitytoaccessanduseappropriatedatatoinformdecisionmaking. X X X X
Empowersleaderstocreateacultureofteachingandlearning,withanemphasisonlearning.
Instructstheleaderinmanagingresourcesforeffectiveresults. X X X X
Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.
Inresponsetothegeneralconsensusoftheprofessionalstaff,professionaldevelopmenthasbeenfocusedintheareasofdataanalysisandinstructionalstrategies.
43
Providebriefexplanationforstrategiesnotselectedandhowyouplantoaddresstheirincorporation.
Thedevelopmentofalong-rangeprofessionaldevelopmentplanisnecessaryandinthebeginningstages.TheoverarchingobjectiveswillbetoprovidePDinareasofinterestasdeterminedfromtheannualneedsassessment,aswellasareascriticaltosystem-widesuccssssuchasparentengagementandschoolculture,andfinally,includingmandatedPDrequirments.
EducatorDisciplineAct126,71Provideseducatorswithmandatedreportertraining,totaling3hours,every5yearsasoutlinedinAct126.
Questions
TheLEAhasconductedtherequiredtrainingon:8/25/20148/26/2014Provideseducatorswithfour(4)hoursofprofessionaldevelopmentinyouthsuicideawarenessandpreventioneveryfive(5)yearsforprofessionaleducatorsingradessixthroughtwelveasoutlinedinAct71.
Questions
TheLEAhasconductedthetrainingon:8/22/20172hourscreditedtofacultyandstaffcompletingcertificateprogramProvideseducatorswithfour(4)hoursofprofessionaldevelopmenteveryfive(5)yearsforprofessionaleducatorsthatareteachingthecurriculuminwhichtheChildExploitationAwarenessEducationprogramisincorporatedasoutlinedinAct71.
Questions
NotApplicableforourschoolentity
StrategiesEnsuringFidelity
Checkedanswers
• ProfessionalDevelopmentactivitiesarebasedupondetailedneedsassessmentsthatutilizestudentassessmentresultstotargetinstructionalareasthatneedstrengthening.
• ProfessionalDevelopmentactivitiesaredevelopedthatsupportimplementationofstrategiesidentifiedinyouractionplan.
• Clearexpectationsintermsofteacherpracticeareidentifiedforstaffimplementation.• Administratorsparticipatefullyinallprofessionaldevelopmentsessionstargetedfor
theirfaculties.• TheLEAhasanongoingmonitoringsysteminplace(i.e.walkthroughs,classroom
observations).
44
Uncheckedanswers
• Usingdisaggregatedstudentdatatodetermineeducators’learningpriorities.• ProfessionalDevelopmentactivitiesarebasedupondetailedneedsassessmentsthat
utilizestudentassessmentresultstotargetcurricularareasthatneedfurtheralignment.
• Animplementationevaluationiscreated,baseduponspecificexpectationsrelatedtochangesinteacherpractice,whichisusedtovalidatetheoveralleffectivenessoftheprofessionaldevelopmentinitiative.
• TheLEAhasasystemicprocessthatisusedtovalidatewhetherornotprovidershavethecapacitytopresentqualityprofessionaldevelopment.
• EveryProfessionaldevelopmentinitiativeincludescomponentsthatprovideongoingsupporttoteachersregardingimplementation.
• ProfessionalEducationisevaluatedtoshowitsimpactonteachingpracticesandstudentlearning.
Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.
Followingreassignmentoftheacademic,administrativeteamandtheadditionoftwonewadministratorsthereisasignificantshiftunderwaytodiversifytheleadershipteamtoincludeteacherlearderswhoserveasliasontotheprincipals.ThedistrictismovingawayfromutiliizingthedifferentiatedmodelandwillbeobservingandevaluatingteachersbyrelyingprimarilyontheclinicalmodelestablishedbyPDE.Principalswillutilizepreandpostconferencingtoassessindividualandbuilding-widestrengthsaswellasneedstobeaddressed.
Providebriefexplanationforstrategiesnotselectedandhowyouplantoaddresstheirincorporation.
Thedevelopmentofastructuredprofessionaldevelopmentplanthatprovideson-goingsupportforutilizingallavailabledataiscriticalandaProfessionalDevelopmentCommitteehasbeenformedtoaddressthisissue.Teachershave(rightfully)expresseddissatisfactionwithPDthatfocusesoncurriculum.Futureactivitieswillbegearedtowardstheintegrationofassessment,datacollection,andtheirimplicationoncurriculumadjustment,revision,and/orimplementation.
InductionProgram
Checkedanswers
• Inducteeswillknow,understandandimplementinstructionalpracticesvalidatedbytheLEAasknowntoimprovestudentachievement.
• InducteeswillknowthebasicdetailsandexpectationsrelatedtoLEA-wideinitiatives,practices,policiesandprocedures.
• Inducteeswillknowthebasicdetailsandexpectationsrelatedtoschoolinitiatives,practicesandprocedures.
45
• Inducteeswillbeabletoaccessstatecurriculumframeworksandfocuslessondesignonleadingstudentstomasteryofallstateacademicstandards,assessmentanchorsandeligiblecontent(whereappropriate)identifiedintheLEA'scurricula.
• InducteeswilleffectivelynavigatetheStandardsAlignedSystemwebsite.
• Inducteeswillknowandutilizeschool/LEAresourcesthatareavailabletoassiststudentsincrisis.
• Inducteeswilltakeadvantageofopportunitiestoengagepersonallywithothermembersofthefacultyinordertodevelopasenseofcollegialityandcamaraderie.
Uncheckedanswers• Inducteeswillassignchallengingworktodiversestudentpopulations.• InducteeswillknowandapplyLEAendorsedclassroommanagementstrategies.
Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.
Periodicmeetingsandcoorespondencewithbuildingprincipalsandcollaboratingmentorstoreviewgoalsanddiscussapproach.Whileasignificantreviewandchangestothedistrict'sinductionprocessisdecidedlyaneed,thecombinationofeconomicfactorsandadeclineinenrollmenthasresultedinthehiringofveryfewnewproessionalsinrecentyears.Assuch,theinductionprocesshasbecomeveryindividualizedandwhilesufficientlymeetingneeds,itdoesextendnewteachersbeyondtheirsmoothtransitionintothedistrictandtheprofession.
Providebriefexplanationforstrategiesnotselectedandhowyouplantoaddresstheirincorporation.
District-wideprofessionaldevelopmentactivieshavebeeninitiatedorareplannedtoaddresstheincoproationofthoseobjectivesnotselected.
NeedsofInductees
Checkedanswers
• Frequentobservationsofinducteeinstructionalpracticebysupervisortoidentifyneeds.• Regularmeetingswithmentorsorcoachestoreflectuponinstructionalpracticeto
identifyneeds.• StudentPSSAdata.• Inducteesurvey(local,intermediateunitsandnationallevel).• Reviewofinducteelessonplans.• Submissionofinducteeportfolio.
Uncheckedanswers
• Frequentobservationsofinducteeinstructionalpracticebyacoachormentortoidentifyneeds.
• StandardizedstudentassessmentdataotherthanthePSSA.
46
• Classroomassessmentdata(Formative&Summative).
• Reviewofwrittenreportssummarizinginstructionalactivity.
• Knowledgeofsuccessfulresearch-basedinstructionalmodels.
• Informationcollectedfrompreviousinductionprograms(e.g.,programevaluationsandsecond-yearteacherinterviews).
Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.
Regularmeetingsandachecklistofgoalsthataresignedoffonbyadministratorsand/ormentorsthroughtouttheinductionprocess.
Provideabriefexplanationforstrategiesnotselectedandyourplantoaddresstheirincorporation.
Additional,moreinducteefocusedcontentthatcanbecollectedthatispersonalizedfortheprofessionalneedsoftheneweducator.
MentorCharacteristics
Checkedanswers
• Poolofpossiblementorsiscomprisedofteacherswithoutstandingworkperformance.• Potentialmentorshavesimilarcertificationsandassignments.• Potentialmentorsmustmodelcontinuouslearningandreflection.• PotentialmentorsmusthaveknowledgeofLEApolicies,proceduresandresources.• Potentialmentorsmusthavedemonstratedabilitytoworkeffectivelywithstudentsand
otheradults.• Potentialmentorsmustbewillingtoacceptadditionalresponsibility.• Mentorsmustcompletementortrainingorhavepreviousrelatedexperience(e.g.,
purposeofinductionprogramandroleofmentor,communicationandlisteningskills,coachingandconferencingskills,problem-solvingskillsandknowledgeofadultlearninganddevelopment).
• Mentorsandinducteesmusthavecompatibleschedulessothattheycanmeetregularly.
Uncheckedanswers
None.
Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.
Intheselectionofmentors,agreementmustbereachedbytherecommendedmentor,thebuildingprincipal,thesuperintendent,andarepresentativeoftheteachers'Association.
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Providebriefexplanationforcharacteristicsnotselectedandhowyouplantoaddresstheirincorporation.
Thisnarrativeisempty.
InductionProgramTimeline
TopicsAug-Sep
Oct-Nov
Dec-Jan
Feb-Mar
Apr-May
Jun-Jul
CodeofProfessionalPracticeandConductforEducators X
Assessments X X X BestInstructionalPractices X X X X X SafeandSupportiveSchools X Standards X Curriculum X X Instruction X X AccommodationsandAdaptationsfordiverselearners X
Datainformeddecisionmaking X X X MaterialsandResourcesforInstruction X X X Ifnecessary,providefurtherexplanation.
Thisnarrativeisempty.
MonitoringandEvaluatingtheInductionProgram
IdentifytheproceduresformonitoringandevaluatingtheInductionprogram.
Surveyscompletedbynewteachersandthementors.Opportunitiesforongoingfeedbackbetweenadministratorsandthoseprofessionalsinvolvedinthementoringprogram.AcommitteehasbeenformedtoreviewtheInductionProgram.Thegoalofthiscommitteeistodevelopaprogramthatincludesmorepracticalapplicationsandamorefunctionalprocessfornewteachers.
RecordingProcess
Identifytherecordingprocessforinducteeparticipationandprogramcompletion.(Checkallthatapply)Checkedanswers
• Mentordocumentshis/herinductee'sinvolvementintheprogram.
• Adesignatedadministratorreceives,evaluatesandarchivesallmentorrecords.
• School/LEAmaintainsaccuraterecordsofprogramcompletionandprovideacertificateorstatementofcompletiontoeachinducteewhohascompletedtheprogram.
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• LEAadministratorreceives,tallies,andarchivesallLEAmentorrecords.
• CompletionisverifiedbytheLEAChiefExecutiveOfficerontheApplicationforLevel2Certification.
UncheckedanswersNone.
SpecialEducation
SpecialEducationStudentsTotalstudentsidentified:505
IdentificationMethod
IdentifytheDistrict'smethodforidentifyingstudentswithspecificlearningdisabilities.
ThePennsylvaniaDepartmentofEducationRegulationsoutlinesthecriteriaforthedeterminationofSpecificLearningDisabilities.SuchcriteriaarederivedfromthefederalIDEAregulationsforspecialeducationundertherubricofaSpecificLearningDisability.Anassessmentofeachofthesecomponentsisrequiredtoassurethatanevaluationiscomprehensiveinscopeasrequiredbybothfederalandstatestatutes.ThemultidisciplinaryevaluationteamdeterminesastowhetherastudentmeetstheinclusionaryandexclusionarycriterialistedundertheSpecificLearningdisabilitydefinition.Inclusionaryfactorsincludeastowhetherastudentachievesadequatelyfortheirstatedageandstate-approvedgrade-levelstandardswhenprovidedwithlearningexperiencesandscientificallybasedinstructionappropriatefortheirageorstate-approvedgradelevelstandardsandlevelofEnglishlanguageproficiency.AnadditionalinclusionaryfactoriswhetherthedistrictchoosestheoptionofidentificationofchildrenwithspecificlearningdisabilitiesaccordingtoeitheraResponseToInterventionmodelorthemoretraditionalability-achievementdiscrepancycriteria.NewKensington-Arnoldcurrentlyutilizesthediscrepancymodelfordeterminingeligibilityunderthecategoryofspecificlearningdisability.Exclusionaryfactorsincludetheknowledgethatastudent’sdifficultiesarenottheproductofalackofappropriateinstructioninbothreadingandmathematicsorduetolimitedEnglishproficiency.Further,eligibilitydeterminationwillbebasedupontheexclusionofthefollowingfactorsascontributingtoachild’sacademicdifficulties:vision,hearing,ormotordisabilities,mentalretardation,emotionaldisturbance,cultural,environmental,oreconomicissues.NewKensington-ArnoldSchoolDistrictwillconductamultidisciplinaryevaluationthatdetermineswhetherachildexhibitsapatternofrelativestrengthsandweaknessesasdefinedbythetraditionaldiscrepancyanalysiscriteriabetweenintellectualabilityandstandardizedacademicachievementmeasures.Theprocesswilldetermineastowhethera
49
studentachievesadequatelyfortheirstatedageandstate-approvedgrade-levelstandardswhenprovidedwithlearningexperiencesandscientificallybasedinstructionappropriatefortheirageorstate-approvedgradelevelstandardsandlevelofEnglishlanguageproficiencyinoneormoreofthefollowingareas:
• OralExpression
• ListeningComprehension
• WrittenExpression
• BasicReadingSkills
• ReadingFluency
• Readingcomprehension
• MathematicsCalculation
• MathematicsProblemSolving
Acorrespondingneedforspeciallydesignedinstructionwillbedeterminedthroughareviewofongoingbenchmarkandprogressmonitoringassessments,alongwithareviewofperformanceondistrictandstatewideassessments.Areviewofinstructionalstrategiesutilizedbyeducationalpersonnelwillbereviewed,anyeducationallyrelevantmedicalfindingsconsidered,andanobservationofstudentperformanceinthenaturalisticclassroomsettingwillbeconducted.AformalreevaluationofstudentswithSpecificLearningDisabilitieswillbeconductedaccordingtobothstateandfederalguidelines.Suchguidelinesadvocateareevaluationifthedistrictdeterminesareevaluationiswarranted,attheformalrequestofaparentorteacher,notmorethanyearlyunlessthemultidisciplinaryteamagreesotherwise,atleastonceeverythreeyearsunlesstheevaluationisformallywaivedbyteammembers,andinconjunctionwithavarietyoftechnicallysoundassessmentmeasures.Suchareevaluationprocesstypicallydeterminesastowhetherthestudenthasacontinuedneedforspeciallydesignedinstruction,theoverallneedsofthechild,theappropriatespecialeducationandrelatedservices,andastowhetheranyadditionsormodificationstothespecialeducationandrelatedservicesarenecessary.Currently,thedistrictisintheapplicationprocessseekingapprovaltoutilizetheResponsetoInterventionmodelatH.D.BerkeyElementarySchool,afirstandsecondgradeelementaryschool,toidentifychildrenwithspecificlearningdisabilitiesintheareasofreading.Ifapproved,thespecialeducationplanwillberevisedforapprovalaccordingly.
Enrollment
50
ReviewtheEnrollmentDifferenceStatus.Ifnecessary,describehowyourdistrictplanstoaddressanysignificantdisproportionalities.
ThedataispubliclyavailableviathePennDatawebsite.Youcanviewyourmostrecentreport.Thelinkis:https://penndata.hbg.psu.edu/PublicReporting/DataataGlance/tabid/2523/Default.aspx
Enrollmentdifferencesarenotsignificantlydisproportionate.
Non-ResidentStudentsOversight
1. HowdoestheDistrictmeetitsobligationunderSection1306ofthePublicSchoolCodeasthehostDistrictateachlocation?
2. HowdoestheDistrictensurethatstudentsarereceivingafreeappropriatepubliceducation(FAPE)intheleastrestrictiveenvironment(LRE)?
3. WhatproblemsorbarriersexistwhichlimittheDistrict'sabilitytomeetitsobligationsunderSection1306ofthePublicSchoolCode?
TheNewKensington-ArnoldSchoolDistrictprovidestheeducationalservicesthatarenecessaryforthestudentsthatresidewithValleyCommunityServices,whichistheonlynon-educationalplacmentlocatedwithintheschooldistrict.Thereiscurrentlyoneschool-agestudentresidingatValleyCommunityServices.ThedirectorofValleyCommunityServicescompletestheNotificationofAdmissiontoFacilityorInstitutionandSchoolEnrollmentformandprovidesittotheenrollmentsecretaryintheschooldistrictassoonasa1306studentisadmittedtotheirfacility,andinnocaseisthislongerthanonebusinessdayafterthestudentisadmitted.Thedistrictstaffworkcloselywiththestaffatthefacilitytomakesureweareprovidingprogrammingtomeetthestudentsneeds,ensuringthatFAPEisprovided,assoonaspossiblebutnolongerthanfiveschooldays.Theteamlooksatprovidingtheprogrammingforaparticularstudentwithinthepublicschoolprogramwiththesupportandservicesfirst,ensuringconsiderationoftheleastrestrictiveenvironment.Thestudentslocatedinthisfacilityareawardedthesamerightsandservicesthatthestudentswouldreceiveiftheywereresidents.Thatfamiliesandthedistrictsarealsoincludedintheplanningforthestudent.Wecurrentlyhavenothadanybarriersthathavelimitedourabilitytoprovidethemostappropriateprogramforthesestudents.
IncarceratedStudentsOversight
DescribethesystemofoversighttheDistrictwouldimplementtoensurethatallincarceratedstudentswhomaybeeligibleforspecialeducationarelocated,identified,evaluatedandwhendeemedeligible,areofferedafreeappropriatepubliceducation(FAPE).
51
Thelocalschooldistrict,whencontactedbyacountydetentioncenter,providestheappropriateeducationalpersonnelwithinthedetentionfacilitiesalleligiblestudent'sEvaluationReports(ER),IndividualizedEducationPrograms(IEP),andNoticeofRecommendedEducationalPlacements(NOREP).Thedistrict'sLEAand/orherdesigneeattendsallIEPmeetingsforthosestudentswhoaredeemedeligiblewithinthedetentionfacilitiesinordertoadheretotheprocedureforsuchplacementsasidentifiedbythecurrentStandardsandRegulations.TheinitiationandtrackingoftheseservicesareprovidedbytheWestmorelandIntermediateUniteducationalandspecialeducationstaff.Outofcountyplacements,whilerare,dooccur.Whenthissituationarises,thesameproceduresarefollowedasinWestmorelandCounty.TheLEAmaintainstheresponsibilityfortheeducationalanddueprocesssafeguardsofthesestudentsduringtheirperiodsofincarcerationortemporaryplacementoutsideofthedistrict.
LeastRestrictiveEnvironment
1. DescribetheDistrictprocedures,whichensurethat,tothemaximumextentappropriate,childrenwithdisabilities,includingthoseinprivateinstitutions,areeducatedwithnon-disabledchildren,andthatremovalfromtheregulareducationenvironmentonlyoccurswheneducationinthatsettingwithsupplementaryaidsandservices,cannotbeachievedsatisfactorily.
2. DescribehowtheDistrictisreplicatingsuccessfulprograms,evidence-basedmodels,andotherPDEsponsoredinitiativestoenhanceorexpandthecontinuumofsupports/servicesandeducationplacementoptionsavailablewithintheDistricttosupportstudentswithdisabilitiesaccessthegeneraleducationcurriculumintheleastrestrictiveenvironment(LRE).(ProvideinformationdescribingthemannerinwhichtheDistrictutilizessite-basedtraining,consultationandtechnicalassistanceopportunitiesavailablethroughPDE/PaTTAN,orotherpublicorprivateagencies.)
3. RefertoanddiscusstheSPPtargetsandthedistrict'spercentagesintheIndicator5section-EducationalEnvironments.AlsodiscussthenumberofstudentsplacedoutofthedistrictandhowthoseplacementsweredeterminedtoassurethatLRErequirementsaremet.
IntheNewKensington-ArnoldSchoolDistrict,thefirstoptionfortheinstructionofeverystudentisfulltimeregulareducation.Whenastudentisidentifiedaseligibleforspeciallydesignedinstruction,theIEPteamworksfromthatstartingpoint.TheIEPteamdetermineseducationalplacementanddegreeofrestrictivenessbasedontheinformationassummarizedintheEvaluationReport,includingteacher,parentandstudentinput,andifstudentisoftransitionageorparentdecidesneedforstudentinput.TheIEPteamalwaysconsiderstheleastrestrictiveenvironmentwhenmakingdecisionsregardingeducationalplacement.Removalfromtheregulareducationenvironmentonlyoccurs,wheneducationinthatsetting,withadaptations,modifications,andaconsiderationofthefullrangeofsupplementaryaidsandservices,cannotbeachievedsuccessfully.Theteamthenmovesthroughthecontinuumofservicesuntilthemostappropriateandleastrestrictivesetting,program,placement,andamountandkindofintervention,isagreeduponbyalltheteam
52
members.Theneedsofthestudentarethedeterminingfactorwhendecidingappropriateeducationalintegration.Thedistricthasimplementedandiseffectivelyconductinginclusionopportunities,teamteachingandleastrestrictivemodelsofinstruction,acrossalllevels.TheextentofinclusionforthecorecontentareasoflanguageartsandmathematicsisguidedbytheIEPteam.Utilizationofmorerestrictivelanguageartsandmathematicsupportsisdeterminedaccordingtothecorrespondingcategoryofeligibilityandcorrespondinglevelofneed.Collaboration:Adultsworkingwithsupportstudents
• ConsultationwithPCA'sandparaprofessionals
• ParenttrainingseriesincollaborationwithBurrellandKiskiAreaSchoolDistricts
• Progressreporting/Skywardgrading
• Professionaldevelopmentandtraining(LegallyDefensibleIEP's,Co-Teaching,transitiontraining,etc.)
• Scheduledopportunitiesforparentalcommunication(IEP/MTSS)
• Teachercommittees(studentrecognition,safety,etc.)
• Sharedservices
• MTSS-multitieredsystemsofsupport(pre-referralprocess)
• WorkDiscoverywithWIU
Instructional:Developmentanddeliveryofinstructionthataddressesdiverselearningneeds
• Flexiblegrouping(grades3-6)
• RtII-responsetoinstructionandinterventionprogram(grades1-2)
• Vo-Tech(grades9-12)
• SRADirectInstructionReadingSeries
• Useofbuildingaides
• Mathandreadingcoaches(gradesK-12)
• Assistivetechnology/alternativematerial(largeprintbooks,useofcomputers,scribes,etc.)
• Tiereddeliverysystem(co-teaching,pullout,lifeskills,etc.)
• Adaptativematerials
53
• Jobshadowing(grades11-12)
• Modifiedoradaptedcurriculargoals
• Modifiedoradaptedassignments
• OVRearlyinterveningstudentmeetings(grades8-10)
Physical:Adaptationandmodificationstothephysicalenvironment
• Seatingpreferences
• Adaptiveequipmentforseating(exerciseball,seatcushions,etc.)
• IndividualFMsystems
• Specializedtransportation
• Furniturearrangement
• Individualdesk,chair,etc.
• Wheelchairaccessibility
SocialBehavioral:Supportsandservicestoincreaseappropriatebehaviorandreducedisruptiveorinterferingbehavior
• SAP-Studentassistanceprogram
• SWPBS-schoolwidepositivebehaviorsystem(grades3-6)
• MTSS-multitieredstudentsupport
• Familybehavioralservices
• St.VincentCollegepreventionprojects
• Socialskillsinstruction(ESandLSS)
• Lunchbunch
• Cooperativelearning
• JusticeWorkssponsoredprogramfortruancy("WhyTry")
• ArttherapyinternfromSetonHillUniversity
WhenanalyzingtheDistrict'sLeastRestrictiveEnvironmentpercentagesonDecember1,2014SpecialEducationDataReportforIndicator5,EducationalEnvironmentstheDistrictwasat67.8%comparedtothestateaverage62%forstudentseducatedinthe"RegularClass80%orMore".Thisisbetterthanthestateaverage.Thedistrictpercentageof6.9%comparedtothestateaverageof9.5%forstudentseducatedinthe"RegularClasslessthan
54
40%"Thisagainisbetterthanthestateaverage.Thedistrictpercentageof7.3%comparedtostateaverage4.8%forstudentseducatedin"othersettings"whichisabovethestateaverage.
BehaviorSupportServices
1. ProvideasummaryoftheDistrictpolicyonbehavioralsupportservicesincluding,butnotlimitedto,theschoolwidepositivebehaviorsupports(PBS).
2. Describetrainingprovidedtostaffintheuseofpositivebehaviorsupports,de-escalationtechniquesandresponsestobehaviorthatmayrequireimmediateintervention.
3. IfthedistrictalsohasSchool-BasedBehavioralHealthServices,pleasediscussit.
Theschooldistrictprovidesthefollowingmajorcomponentstostudentswhosebehaviormaydisrupttheirownlearningorthatofothers:utilizationofaconsistentindividualbehavioralmanagementsystem(TALIDsystem)forallstudentswhoreceiveemotionalsupportservicesingradesK-12andstudentswhoreceivelearningsupportserviceswhendeterminedappropriatebytheIEPteam,completionofFunctionalBehavioralAssessments,developmentandimplementationofPositiveBehaviorSupportPlans,personalcareassistantswhendeterminedappropriatebyIEPteam,ongoingconsultationswithWestmorelandIUschoolpsychologistandbehavioralconsultant,groupcounselingcontractedwithoutsidementalhealthproviders,studentconsultationwithschoolguidancecounselors,individualpsychologicalservices(i.e.individualcounseling)asrelatedservicewhendeterminednecessarybyIEPteam.
Additionally,thefollowingspecificsupportsandservicesareutilizedtoincreaseappropriatebehaviorandreducedisruptiveorinterferingbehavior:
•SocialSkillsInstruction
•Counselingsupports
•Peersupports(e.g.,facilitatingfriendships)
•Individualizedbehaviorsupportplans
•Modificationofrulesandexpectations
•Cooperativelearningstrategies
Take-tencardsforstudentbreaks
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SelectemployeesattendedtheFunctionalBehavioralAssessment:AddressingtheBehavioralNeedsofIndividualStudentsatPATTAN,PghonMarch22andApril4,2017.SelectemployeeshavebeenregisteredtobecomeCPIcertifiedbyattendingatrainingheldbytheWestmorelandCountyIntermediateUnitonAugust21-22,2017
School-WidePositiveBehaviorSupports:
TheNewKensingtonArnoldSchooldistrictwillbeginimplementingaSchool-WidePositiveBehaviorSupportprogramK-2atthebeginningofthe2017-2018schoolyear.
School-BasedBehavioralHealthServices:
SAP(StudentAssistanceProgram)
SPHS:DrugandAlcoholCounseling
SocialWorkerthroughtheIU
PartnershipwithFamilyServices
ArtTherapyInternfromSetonHillUniversity
IntensiveInteragency/EnsuringFAPE/HardtoPlaceStudents
1. IftheLEAishavingdifficultyensuringFAPEforanindividualstudentoraparticulardisabilitycategory,describetheproceduresandanalysismethodsusedtodeterminegapsinthecontinuumofspecialeducationsupports,servicesandeducationplacementoptionsavailableforstudentswithdisabilities.
2. Includeinformationdetailingsuccessfulprograms,services,educationplacementsaswellasidentifiedgapsincurrentprograms,services,andeducationplacementsnotavailablewithintheLEA.IncludeanoverviewofservicesprovidedthroughinteragencycollaborationwithintheLEA.
3. Discussanyexpansionofthecontinuumofservicesplannedduringthelifeofthisplan.
Whenthedistrictsuspectsastudentmaybeatriskofnothavinghis/herIEPimplementedinthepublicschoolsetting,thedistrictwillcontacttheWestmorelandIntermediateUnit7InteragencycoordinatorwhowillassistthedistrictinarranginganinteragencymeetingthroughthelocalCASSPofficetoincludeallagenciesthatprovidesupporttothestudent.TheIEPteammemberswillmeettoreviewtheIEPtodetermineifthestudent'sneedsarebeingmetandtomakenecessarychangesand/orrecommendations.Iftheteamdeterminesthatthestudentcannolongerbeservedinthepubliceducationalsetting,placementoptionswillthenbeconsideredandthedistrictwillfollowupwithmakingtheappropriatecontacts.Intheeventthataplacementcannotbesecuredandthestudenthas
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beenorwillbeatriskofwaiting30daysormoreforanappropriateeducationalplacement,thedistrictwillreporttherequiredinformationutilizingtherequiredformtothePennsylvaniaDepartmentofEducation,updatingtheinformationmonthlyasneededuntilanappropriateplacementhasbeensecured.Additionally,thedistrictwillreporttotheDepartmentofEducationallstudentswhoareonHomeboundInstructionorInstructionConductedintheHomeontheappropriateform.ThedistrictwillmaintaincontactswithotherchildservicingagenciesbyparticipatinginCASSP/Interagencymeetingsasnecessary.Thedistrictwillparticipateinothermeetingsasneedediftheserviceprovider(hospitals,APS,RTF,etc.)hasorwillhaveadirectrelationshipwiththestudent’ssuccessinschool.TheCoordinatorofPupilServices/LEAordesigneewillmaintaincontactwiththeIntermediateUnit7InteragencyCoordinatortoactasliaisonwhennecessarybetweenthedistrictandthechildservicingagencies.TheCoordinatorofPupilServices/LEAordesigneewillmaintainanongoingrelationshipwiththeIntermediateUnit7InteragencyCoordinatorandrequesttrainingsasneeded.Additionally,thedistrictwillberepresentedatseminars,workshopsandothersuchtrainingstargetedtoimprovethedistrict'sprogramcapacity.ThedistrictwillutilizetheInteragencymeetingprocesstodeterminewhatresourcesthestudentmaybeeligibleforwhileresearchingappropriateplacements.Thedistrictwillworkwiththeparentstocompletethenecessaryapplicationsifthestudenthasneverbeenfoundeligibleformedicalassistance.ThedistrictwillmakeavailablethenecessarydocumentstosupporteligibilityusingtheappropriateproceduresundertheHIPAAAct.
StrengthsandHighlights
Describethestrengthsandhighlightsofyourcurrentspecialeducationservicesandprograms.Includeinthissectiondirectionsonhowthedistrictprovidestrainingsforstaff,facultyandparents.
TheSpecialEducationProgramintheNewKensington-ArnoldSchoolDistrictaddressesthechallengesofmeetingtheeducational,social,andemotionalneedsofstudentswithdisabilities.Thisencompassesaninstructionalprogramthatisincompliancewiththestate’smandatedcurriculum,whilemaintaininghighlevelsofsuccessforallstudents.TheNewKensington-ArnoldSchoolDistrictiscommittedtoensuringtheachievementofallstudentsthroughacontinuumofSpecialEducationservices.TheNewKensington-ArnoldSchoolDistrictfollowsspecificscreeningprocedurestoidentifyacademic,behavior,socialand/oremotionalneedsofstudents.Whenclassroomchallengesexist,studentsarereferredtotheappropriateteamtodetermineareasofneedaswellasappropriatestrategiesandinterventionstoimplement.Thisteamconsistsof,butisnotlimitedto,thegeneraleducationteacher,thespecialeducationteacher,principal,schoolpsychologist,Title1teachers,andguidancecounselor.Classroominterventionsareimplemented,andappropriatedataiscollectedtodetermineeffectivenessofinterventions.
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Studentswhocontinuetodemonstratedifficultydespitetheseinterventionsarereferredforpsychoeducationaltestingwithparent/guardianpermission.Ifthestudentmeetseligibilitycriteria,anIndividualizedEducationProgramisdevelopedandimplementedtomeettheindividualneedsofthestudent.Duringthecurrent2014-2015schoolyearthedistrictbeganimplementinganRtIImodelattheelementarylevel,ingrades1and2.WithinthisRTIImodeltheteamisnowusingacontinuumofstudentperformancedata(DIBELSscores,curriculum-basedassessments,etc.)tocontinuouslyinform,monitorandimprovestudentaccessandresponsetohigh-qualitycoreandsupplementalinstruction/intervention.TheRtIImodelhascontinuedwithimprovementsinschedulingandprogramingrades1and2.Inalignmentwithourscreeningprocedures,grades3-6implementedaMulti-TieredSystemofSupports(MTSS)duringthe2014-2015schoolyearandexpandeduponduringthe2015-2016schoolyear.ThisisareferralteamthatcombinesSAPandMDEprocedurestomaximizeserviceforstudents.ThedistrictcontinuestoimplementtheReadyFreddyprogramthroughtheUniversityorPittsburghforstudentstransitioningintokindergarten.Inaddition,transitionactivitiesareconductedthroughouttheschoolyearwithlocalpre-schoolprogramsandUnitedWaytoaligncurriculumforKindergartenreadiness.Thepre-schoolprogramscollaboratewiththeschooldistricttoensureasmoothprocessoccursandincludesprogramssuchasparenttrainingclasses,visitationtoKindergartenclassrooms,andprovidingparentswithstrategiestoworkwiththechildren.ThedistrictalsohousesitsownPre-KprograminMartinElementarySchool.WithinthePre-K-K,1-2,and3-6buildings,LearningSupport,LifeSkillsSupport,andEmotionalSupportservicesareprovided.TheLearningSupportteacherinstructsthefollowingcontentareas,dependentuponitinerantorsupplementallearningsupport:Reading,Language,Spelling,andMathematics.TheLearningSupportteacheralsoco-teacheswithregulareducationteachersintheareasofELAandMath,dependinguponstudentneedandlevelofservice.AllstudentswithdisabilitiesparticipateinScience,SocialStudies,Handwriting,specialtyclasses,breakfast,lunch,andrecessinthegeneraleducationsetting.EmotionalSupportissetupasanitinerantprogramandstudentsareincludedinallacademicandelectivesubjectareasandsupportedasnecessaryintheregulareducationorlearningsupportclassroombytheemotionalsupportteacher,andinadditioninstructedinsocial/emotional/behaviorskillsintheemotionalsupportclassroom.LifeSkillsSupportstudentsarecurrentlyincludedforArt,PhysicalEducation,Musicassemblies,programs,breakfast,andlunch,andinotherareasasdeterminedappropriatebytheIEPteamtoprovideservicesintheleastrestrictiveenvironment.Ingrades7and8attheJr.-Sr.HighSchool,eachstudentidentified,whetherlearningand/oremotionalsupport,receivesasignificantamountofserviceswithinthegeneraleducationclassroom.Allstudentsthatreceiveemotionalsupportarefullyincludedinallacademiccoursesaswellasspecialtyclasses.Theemotionalsupportteachermonitorsthesestudentswithintheclassrooms.LearningSupportservicesareprovidedtostudentsforthesubjectareasofMathematics,EnglishandReadinginstructionthroughaninclusive,co-taughtmodelofinstructionorapull-outmodelwhichisdictatedbystudentneedandamountofsupportrequired.Allstudentshavetheopportunityforfullinclusion,dependingonthe
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student’sstrengthsandneeds.Ingrades9-12attheJr.-Sr.HighSchool,theinclusive,co-teachingmodelisusedwithco-teachinginthecontentareasofMathematics,English,andScience.AdailyIEPPlanperiodhasbeenimplementedfortheLearningSupportteacherstomeetone-on-onewiththeindividualstudentsontheircaseload.Duringthistime,teachersandstudentshavetheopportunitytodiscussanyacademicand/orbehavioralneeds,aswellastransitiongoals.Inadditiontoindividualconferencing,studentswithdisabilitiesaregiventheopportunitytoattendKeystonepreparationcourses.Also,learningsupportteachersareavailableeveryperiodoftheschooldayintheResourceRoomtoprovideindividualorsmallgroupinstructiontostudentsandtomakeanynecessaryassignmentortestaccommodations.Inpreparationfortransition,thedistrictoffersdifferentprogramsandassessmentsforstudents.TheNorthernWestmorelandCareerandTechnicalCenterusestheSAGEassessmenttodeterminestudentinterestsandabilities.Onceayear,arepresentativefromtheOfficeofVocationalRehabilitationaddressesthe11thand12thgradestudents.Thestudentsandtheparentsareprovidedinformationontheexistingservices.Inaddition,thedistricthaspartneredwiththeWorkDiscoveryprogramoperatedbyWestmorelandIntermediateUnit7.Thisprogramassistsstudentswhoare16to21yearsofageenrolledinspecialeducationclassestoexperiencetheworkenvironmentinacommunity-basedvocationaltrainingprogram.Theprogramteachesmarketableworkandsocialskillstoacquireandmaintainemploymentaftergraduation.Thisprocesseasesthetransitionfromschooltoworkthroughcoaching,behavioralsupportandmobilitytraining.TheNewKensington-ArnoldSchoolDistrictbelievesintheimportanceofdata-driveninstruction.Toimplementthisphilosophy,severalassessmenttoolsareutilized.Teachersusethecomputer-baseddata-drivenmodelofstudentrecords,EdInsight,todisaggregatedataanddrivetheirinstruction.AnadditionalassessmenttoolutilizedattheelementarylevelistheDynamicIndicatorsofBasicEarlyLiteracySkills(DIBELS).Thisassessmentpredictsstudentachievementintheareasofreadingfluencyandreadingcomprehension.Ingrades3-5,theTOWREassessmentisalsousedtodeterminegrade-levelequivalencyforsightwordfluencyandphonicsfluency.Thedistrictcontinuestoimplementtechnologyintheclassroom.Everystudentwithinthedistricthasaccesstolaptopcomputerstoassistwithacademicrequirements.MostclassroomsareequippedwithinteractivePolyvisionBoardsthatprovidevisualandauditoryenhancementofinstruction.TheelementarybuildingshaveIPodTouchesaswellasiPadcartsthatareprogrammedtoaugmentthecurriculum.Inaddition,allbuildingshaveaccesstoComputersOnWheelsforclassroominstruction.Teachersarerequiredtocommunicatestudentprogressthroughtheuseofanonlineprogram,Skyward,whichprovidesparentalaccesstogrades,assignments,andclassnews.Consistentcommunicationcanalsobemaintainedviathisprogram.ProfessionaldevelopmentopportunitieshaverecentlybeenmadeavailabletoSpecialEducationstaffonTransitionPlanningandLegallyDefensibleIEPs.Thesetrainingsareprovidedtoenhanceinstructionandeducationalplanningforallstudentswithdisabilities.SpecialEducatorsandParaprofessionalsareinvitedtoattendtheParentTrainingSeriesthattheNewKensington-ArnoldSchoolDistrictoffersinpartnershipwithBurrellandKiski
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AreaSchoolDistricts.Studentswithsignificantacademic,social,and/oremotionalneedsthatcannotbemetwithinthedistrictareenrolledinvariousprogramsoutsideofthedistricttomeettheirindividualneeds.Approvedprivateschools,theWestmorelandIntermediateUnit7,AlternativeEducationPrograms,andotherprivateschoolsprovidetheseprograms.Studentsplacedintheseprogramshaveneedsthatcannotbemetinthegeneraleducationenvironment,orrequireacurriculumthatdiffersconsiderablythanthedistrictsettingoffers.TheschooldistricthasbecomeACCESSbillableandhasdevelopedthenecessaryprocedurestofacilitatethatprocess.Arecentlyhiredsecretaryhasbecomehighlyproficientincompletingthenecessarydocumentation,whichhasresultedinasubstantialfinancialgaintoourdistrict.Wehave,inturn,usedthoseresourcestoprovideadditionalservicestoourspecialeducationstudents.InlateSpring,everyschoolyear,afileexchangedayisscheduledtoallowreceivingspecialeducationteacherstospendtimewiththesendingteachertorevieweachstudent.Topicsincludepresenteducationlevels,successfulstrategies,techniquesandeffectiveinstructionalmethodsforeachstudentandteacherrecommendations.Eachteacherhastheopportunitytoreceiveinformationontheirnewstudentsaswellasshareinformationonthestudentsmovingoutoftheirclassrooms.Thisprocesshasbeenavaluableexperienceforallinvolved.
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Assurances
SafeandSupportiveSchoolsAssurancesTheLEAhasverifiedthefollowingAssurances:
• ImplementationofacomprehensiveandintegratedK-12programofstudentservicesbasedontheneedsofitsstudents.(incompliancewith§12.41(a))
• FreeEducationandAttendance(incompliancewith§12.1)
• SchoolRules(incompliancewith§12.3)
• Collection,maintenanceanddisseminationofstudentrecords(incompliance§12.31(a)and§12.32)
• Discrimination(incompliancewith§12.4)
• CorporalPunishment(incompliancewith§12.5)
• ExclusionfromSchool,Classes,Hearings(incompliancewith§12.6,§12.7,§12.8)
• FreedomofExpression(incompliancewith§12.9)
• FlagSaluteandPledgeofAllegiance(incompliancewith§12.10)
• HairandDress(incompliancewith§12.11)
• ConfidentialCommunications(incompliancewith§12.12)
• Searches(incompliancewith§12.14)
• EmergencyCareandAdministrationofMedicationandTreatment(incompliancewith35P.S.§780-101—780-144)
• Parentsorguardiansareinformedregardingindividualsurveystudentassessmentsandprovidedaprocessforrefusaltoparticipate(consistentwith§445oftheGeneralEducationProvisionsAct(20U.S.C.A.§1232h)andincompliancewith§12.41(d))
• Personsdeliveringstudentservicesshallbespecificallylicensedorcertifiedasrequiredbystatuteorregulation(incompliancewith§12.41(e))
• DevelopmentandImplementationofLocalWellnessProgram(incompliancewithPublicLaw108-265,Section204)
• EarlyInterventionServicesSystemAct(ifapplicable)(11P.S.§875-101—875-503)
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• EstablishmentandImplementationofStudentAssistanceProgramsatalloflevelsoftheschoolsystem(incompliancewith24PS§15-1547)
• AcceptableUsePolicyforTechnologyResources
• Providingcareerinformationandassessmentssothatstudentsandparentsorguardiansmightbecomeawareoftheworldofworkandcareeroptionsavailable.
SpecialEducationAssurancesTheLocalEducationAgency(District)hasverifiedthefollowingAssurances:
• Implementationofafullrangeofservices,programsandalternativeplacementsavailabletotheschooldistrictforplacementandimplementationofthespecialeducationprogramsintheschooldistrict.
• Implementationofachildfindsystemtolocate,identifyandevaluateyoungchildrenandchildrenwhoarethoughttobeachildwithadisabilityeligibleforspecialeducationresidingwithintheschooldistrict'sjurisdiction.Childfinddataiscollected,maintainedandusedindecision-making.Childfindprocessandproceduresareevaluatedforitseffectiveness.TheDistrictimplementsmechanismstodisseminatechildfindinformationtothepublic,organizations,agenciesandindividualsonatleastanannualbasis.
• Assurancesofstudentswithdisabilitiesareincludedingeneraleducationprogramsandextracurricularandnon-academicprogramsandactivitiestothemaximumextentappropriateinaccordancewithanIndividualizedEducationProgram.
• CompliancewiththePADepartmentofEducation,BureauofSpecialEducation'sreportrevisionnoticeprocess.
• Followingthestateandfederalguidelinesforparticipationofstudentswithdisabilitiesinstateanddistrict-wideassessmentsincludingthedeterminationofparticipation,theneedforaccommodations,andthemethodsofassessingstudentsforwhomregularassessmentisnotappropriate.
• Assuranceoffundsreceivedthroughparticipationinthemedicalassistancereimbursementprogram,ACCESS,willbeusedtoenhanceorexpandthecurrentlevelofservicesandprogramsprovidedtostudentswithdisabilitiesinthislocaleducationagency.
24P.S.§1306and§1306.2FacilitiesFacilityName Facility ServicesProvidedBy Student
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Type Count
ValleyCommunityServices
Nonresident NewKensington-ArnoldSchoolDistrict
1
LeastRestrictiveEnvironmentFacilitiesFacilityName TypeofFacility Typeof
ServiceNumberof
StudentsPlaced
NorthernWestmorelandCareerandTechnicalCenter
Other LSS 4
ClairviewSchool SpecialEducationCenters
LSS,AS,MDS 5
Children'sInstitute ApprovedPrivateSchools
AS 2
PaceSchool ApprovedPrivateSchools
ES,AS 5
WesternPASchoolfortheDeaf ApprovedPrivateSchools
DHIS 1
WatsonInstituteFriendshipAcademy
ApprovedPrivateSchools
ES 4
SunriseSchool SpecialEducationCenters
LSS,AS,LS,MDS,SLS
6
NHSApollo Other ES,AS 12WatsonInstituteBehaviorSupportAcademy
Other AS 1
St.StephensAcademy Other ES 2CAPPartialHospital Other LS 5HighlandsPartialHospital Other LS 6EasterSeals ApprovedPrivate
SchoolsMDS 1
SpecialEducationProgramProfileProgramPosition#1-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:ClassImplementationDate:August24,2017
PROGRAMSEGMENTS
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 5to7 1 0.1
63
Locations: MartinElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 5to7 5 0.7
Locations: MartinElementarySchool AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#2-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:ClassImplementationDate:August24,2016
PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 7to9 1 0.2Locations: H.D.BerkeyElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 7to9 7 0.8
Locations: H.D.BerkeyElementarySchool AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#3-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:ClassImplementationDate:August24,2017
PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 9to10 5 0.2Locations: RoyA.HuntElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 9to10 10 0.8
Locations: RoyA.HuntElementarySchool AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
64
ProgramPosition#4-ProposedProgramOperator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:ClassImplementationDate:August24,2017
PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 7to9 1 0.2Locations: H.D.BerkeyElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 7to9 9 0.8
Locations: H.D.BerkeyElementarySchool AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#5-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:ClassImplementationDate:August24,2017
PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 8to10 6 0.3Locations: RoyA.HuntElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 8to10 4 0.7
Locations: RoyA.HuntElementarySchool AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#6-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:ClassImplementationDate:August24,2016
PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 6to7 1 0.3Locations: H.D.BerkeyElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
65
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 6to7 8 0.7
Locations: H.D.BerkeyElementarySchool AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#7-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:ClassImplementationDate:August27,2014
PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 9to11 4 0.4Locations: RoyA.HuntElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 9to11 7 0.6
Locations: RoyA.HuntElementarySchool AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#8-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:ClassImplementationDate:August27,2014
PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 10to12 7 0.3Locations: RoyA.HuntElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 10to12 10 0.7
Locations: RoyA.HuntElementarySchool AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#9-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
66
Type:ClassImplementationDate:August27,2014
PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 10to12 10 0.3Locations: RoyA.HuntElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 10to12 1 0.7
Locations: RoyA.HuntElementarySchool AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#10-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:ClassImplementationDate:August27,2014
PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 12to14 22 0.8Locations: ValleyJr.Sr.HighSchool
AJunior/SeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 12to14 1 0.2
Locations: ValleyJr.Sr.HighSchool AJunior/SeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#11-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:ClassandPositionImplementationDate:August27,2014
PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LifeSkillsSupport 11to13 5 1
Locations: RoyA.HuntElementarySchool AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
67
ProgramPosition#12-ProposedProgramOperator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:ClassImplementationDate:August27,2014
PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 13to15 25 0.8Locations: ValleyJr.Sr.HighSchool
AJunior/SeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 13to15 2 0.2
Locations: ValleyJr.Sr.HighSchool AJunior/SeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#13-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:ClassImplementationDate:August24,2017
PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant EmotionalSupport 9to10 8 0.5Locations: RoyA.HuntElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
EmotionalSupport 9to10 5 0.5
Locations: RoyA.HuntElementarySchool AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#14-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:ClassImplementationDate:August27,2014
PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 11to12 9 0.3Locations: RoyA.Hunt AnElementarySchool AbuildinginwhichGeneralEducation
68
ElementarySchool Building programsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 11to12 1 0.7
Locations: RoyA.HuntElementarySchool AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#15-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:ClassImplementationDate:August27,2014
PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 11to13 10 0.5Locations: RoyA.HuntElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 11to13 3 0.5
Locations: RoyA.HuntElementarySchool AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#16-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:ClassImplementationDate:August27,2014
PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 14to16 21 0.6Locations: ValleyJr.Sr.HighSchool
AJunior/SeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 14to16 3 0.4
Locations: ValleyJr.Sr.HighSchool AJunior/SeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#17-ProposedProgram
69
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:ClassImplementationDate:August27,2014
PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 15to17 17 0.6Locations: ValleyJr.Sr.HighSchool
AJunior/SeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 15to17 2 0.4
Locations: ValleyJr.Sr.HighSchool AJunior/SeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#18-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:ClassImplementationDate:August27,2014
PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 16to18 14 0.6Locations: ValleyJr.Sr.HighSchool
AJunior/SeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 16to18 3 0.4
Locations: ValleyJr.Sr.HighSchool AJunior/SeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#19-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:ClassImplementationDate:August27,2014
PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 17to19 12 0.7Locations: ValleyJr.Sr.High AJunior/SeniorHigh AbuildinginwhichGeneralEducation
70
School SchoolBuilding programsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 17to19 2 0.3
Locations: ValleyJr.Sr.HighSchool AJunior/SeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#20-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:ClassImplementationDate:August27,2014
PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 15to17 21 0.7Locations: ValleyJr.Sr.HighSchool
AJunior/SeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 15to17 3 0.3
Locations: ValleyJr.Sr.HighSchool AJunior/SeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#21-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:ClassImplementationDate:August27,2014
PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 10to11 5 0.5Locations: RoyA.HuntElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 10to11 8 0.5
Locations: RoyA.HuntElementarySchool AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#22-ProposedProgram
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Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:ClassImplementationDate:August24,2016
PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LifeSkillsSupport 6to9 8 1
Locations: H.D.BerkeyElementarySchool AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#23-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:ClassImplementationDate:August27,2014
PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LifeSkillsSupport 9to11 9 1
Locations: RoyA.HuntElementarySchool AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#24-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:ClassImplementationDate:August27,2014
PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LifeSkillsSupport 13to14 2 0.5
Locations: ValleyJr.Sr.HighSchool AJunior/SeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Full-TimeSpecialEducationClass
LifeSkillsSupport 13to14 4 0.5
Locations: ValleyJr.Sr.HighSchool
AJunior/SeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#25-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
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Type:ClassImplementationDate:August27,2014Justification:Complianceforproximitytohome,classroomdesign(forinstruction),classroomexternalnoise,classroomaccessibility,classroomlocation,classroomsizewasmarkedasinappropriate.
PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LifeSkillsSupport 16to18 2 0.2
Locations: ValleyJr.Sr.HighSchool AJunior/SeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Full-TimeSpecialEducationClass
LifeSkillsSupport 16to18 10 0.8
Locations: ValleyJr.Sr.HighSchool
AJunior/SeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#26-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:ClassImplementationDate:August24,2016
PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant EmotionalSupport 6to8 1 0.5Locations: H.D.BerkeyElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
EmotionalSupport 6to8 4 0.5
Locations: H.D.BerkeyElementarySchool AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#27-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:ClassImplementationDate:August24,2017
PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant EmotionalSupport 10to13 3 0.3Locations:
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RoyA.HuntElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
EmotionalSupport 10to13 7 0.7
Locations: RoyA.HuntElementarySchool AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#28-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:ClassImplementationDate:August27,2014
PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant EmotionalSupport 12to15 19 0.9Locations: ValleyJr.Sr.HighSchool
AJunior/SeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
EmotionalSupport 12to15 1 0.1
Locations: ValleyJr.Sr.HighSchool AJunior/SeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#29-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:ClassImplementationDate:August27,2014Justification:Complianceforproximitytohome,classroomdesign(forinstruction),classroomexternalnoise,classroomaccessibility,classroomlocation,classroomsizewasmarkedasinappropriate.
PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant EmotionalSupport 15to17 9 0.7Justification:AgewaiversareappropriatelyaddressedbyIEPteamdecision,andtheemotionalsupportteacheronlyteachesgradelevelcoursessostudentsinclassarewithinanagerangeof4years.Locations: ValleyJr.Sr.HighSchool
AJunior/SeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan EmotionalSupport 15to17 1 0.3
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80%butMoreThan20%)Justification:AgewaiversareappropriatelyaddressedbyIEPteamdecision,andtheemotionalsupportteacheronlyteachesgradelevelcoursessostudentsinclassarewithinanagerangeof4years.Locations: ValleyJr.Sr.HighSchool AJunior/SeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#30-ProposedProgram
Operator:IntermediateUnitPROPOSEDPROGRAMINFORMATION
Type:ClassImplementationDate:August27,2014Justification:Complianceforproximitytohome,classroomdesign(forinstruction),classroomexternalnoise,classroomaccessibility,classroomlocation,classroomsizewasmarkedasinappropriate.
PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant SpeechandLanguageSupport
5to8 35 1
Justification:AgewaiversareappropriatelyaddressedbyIEPteamdecision,andthespeechandlanguagesupportteachergroupsstudentsbysimilargradelevelpeers.Locations: Martin,H.D.BerkeyandRoyA.HuntElementarySchools
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#31-ProposedProgram
Operator:IntermediateUnitPROPOSEDPROGRAMINFORMATION
Type:ClassImplementationDate:August27,2014Justification:Complianceforproximitytohome,classroomdesign(forinstruction),classroomexternalnoise,classroomaccessibility,classroomlocation,classroomsizewasmarkedasinappropriate.
PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant SpeechandLanguageSupport
9to14 13 1
Justification:AgewaiversareappropriatelyaddressedbyIEPteamdecision,andthespeechandlanguagesupportteachergroupsstudentsbysimilargradelevelpeers.Locations: RoyA.HuntandValleyJr.Sr.HighSchool
AJunior/SeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#32-ProposedProgram
Operator:IntermediateUnitPROPOSEDPROGRAMINFORMATION
Type:ClassImplementationDate:August27,2014
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Justification:Complianceforproximitytohome,classroomdesign(forinstruction),classroomexternalnoise,classroomaccessibility,classroomlocation,classroomsizewasmarkedasinappropriate.
PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant BlindorVisuallyImpairedSupport
8to8 2 0.1
Justification:AgewaiversareappropriatelyaddressedbyIEPteamdecision,andtheblindorvisuallyimpairedsupportteacherworkswiththesestudentsindividually.Locations: H.D.BerkeyElementary,RoyA.HuntElementaryandValleyJr.Sr.HighSchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#33-ProposedProgram
Operator:IntermediateUnitPROPOSEDPROGRAMINFORMATION
Type:ClassImplementationDate:August27,2014Justification:Complianceforproximitytohome,classroomdesign(forinstruction),classroomexternalnoise,classroomaccessibility,classroomlocation,classroomsizewasmarkedasinappropriate.
PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant DeafandHearingImpairedSupport
8to18 5 0.1
Justification:AgewaiversareappropriatelyaddressedbyIEPteamdecision,andthedeafandhearingimpairedsupportteacherworkswiththesestudentsindividually.Locations: RoyA.HuntElementaryandValleyJr.Sr.HighSchool
AJunior/SeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
SpecialEducationSupportServicesSupportService Location TeacherFTE
CoordinatorofPupilServices ValleyJr.Sr.HighSchool 1PersonalCareAssistant ValleyJr.Sr.HighSchool 1LifeSkillsClassroomAide H.D.BerkeyElementarySchool 1PersonalCareAssistant H.D.BerkeyElementarySchool 1PersonalCareAssistant H.D.BerkeyElementarySchool 1PersonalCareAssistant ValleyJr.Sr.HighSchool 1PersonalCareAssistant RoyA.HuntElementarySchool 1PersonalCareAssistant ValleyJr.Sr.HighSchool 1PersonalCareAssistant H.D.BerkeyElementarySchool 1PersonalCareAssistant RoyA.HuntElementarySchool 1
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EmotionalSupportClassroomAide ValleyJr.Sr.HighSchool 1EmotionalSupportClassroomAide H.D.BerkeyElementarySchool 1PersonalCareAssistant H.D.BerkeyElementarySchool 1LifeSkillsClassroomAide RoyA.HuntElementarySchool 1PersonalCareAssistant RoyA.HuntElementarySchool 1LifeSkillsClassroomAide ValleyJr.Sr.HighSchool 1EmotionalSupportClassroomAide RoyA.HuntElementarySchool 1PersonalCareAssistant ValleyJr.Sr.HighSchool 1PersonalCareAssistant RoyA.HuntElementarySchool 1PersonalCareAssistant H.D.BerkeyElementarySchool 1PersonalCareAssistant RoyA.HuntElementarySchool 1
SpecialEducationContractedServicesSpecialEducationContractedServices Operator AmtofTimeperWeek
MentalHealthClinician IntermediateUnit 36DaysOccupationalTherapist OutsideContractor 100DaysPhysicalTherapist OutsideContractor 25DaysNursing OutsideContractor 180Days
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NeedsAssessment
RecordSchoolPatterns
Question:Afterreviewingschoollevelaccomplishmentsandsystemicchallenges,whatpatternscanyouidentifyamongyourschools?
Whatotherinformationdoyoustillneedtoassess?
Answer:ImmediatelyfollowingtheDistrict'sreconfiguration,anumberofbenefitsandchallengeswerequickyidentified.Thebenefitofhavingallelementary,gradelevelteachersinthesamebuildingwasextremelywellrecievedbyfacultyandadministrationforprovidingopportunitytocollaborate,unifyapproach,appropriatelydistributestudents,andmoreefficitnelyutilizeresources.Thiscontinuestobeofbenefitandthe2015-16achievementdata,whilestillwellbelowdesiredproficiencylevels,showsignificantgrowthinanumberofareas.Atthesecondarylevel,theeliminationofthe8thto9thgradetransitionisprovingtobebeneficialandisgivingfacultytheopportunitytogainday-to-dayinsightintotheacademicandbehavioralaccomplishmentsandneedsatpreviouslyunaccessiblegradelevels.Similartotheelementary,thesecondaryisgenerallyseeingbuilding-widegrowth,particularlyinclosingthegeneralachievementgapaswellasthegapwithhistoricallyunderachievingstudents.Incontrast,theDistrictcontinuestoexperiencelowacademicachievementfromallofit'sstudentswithregardtoStateAssessments.Specifically,thenumberofstudentstesting"Advanced"continuestodeclineandstudentsinallachievementcatagoriescontinuetostruggle.Inresponse,effortswillcontinuethroughtheuseofinstructionalspecialists,expansionoftheRtIIframework,andcontinuedreviewandalignmentofcurriculumtoalleligiblecontent.
DistrictAccomplishments
Accomplishment#1:TheDistricthassuccussfullytransitionedfromsix(6)buildings-three(3)primaryelementaryschoolsgradesK-3,One(1)intermediateelementarygrades4-5,one(1)middleschoolgrades6-8,andone(1)highschoolgrades9-12.Studentsarenowserviedinfour(4)buildingsseperatedbythefollowinggradelevels-Kindergarten,1-2,3-6,7-12.Whilethereisnoobjectivedatatosupportthisaccomplishment,theclosureoftwoschools,theshiftfromcommunityelementaryschools,andthecreationofajunior-seniorhighschoolwasasignificantchangeforstudents,teachers,andthecommunity.Thestructurehasbeenembracedandalleffortsarebeingmadetonowfocusmorecloselyonstudentachievement.
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Accomplishment#2:Thesuccessful3yearimplementationoftheResponsetoInstructionandInterventionframework(RtII)duringthe2014-15,2015-16,and2016-17schoolyearsinthefirst.second,andthirdgradeshaveshownpositiveresults.Continuingtheprogramduring2017-18intothe4thgradeandplannedimplementationinto5thand6thgradesinfollowingyearsdemonstratesacommittmenttoaresearchbasedprogramofsupportforallstudents.
Accomplishment#3:Thedistrict'stestedschoolsareseeingpositivegrowthmeasuresonStateassessmentsinscience.AdditionallybothschoolsaretrendingtowardclosingtheachievementgapsinbothReadingandMathwithintheschoolingeneralandwithhistoricallyunderperformingstudnetsaswell.
Accomplishment#4:Ourschoolshaveexceptionalstudentattendanceratesover92%inboththeRoyAHuntElementarySchoolandVJSHS.
DistrictConcerns
Concern#1:TheDistrictcontinuestostruggleintheareaofstudentproficiencyonStateAssessments(PSSA&KeystoneExams)andwhilemanygrowthmeasuresarepositive,andtherearehighpointsintherecentpast,persistentlylowscoresreflectonlyaminimalchangeamongthedata.
Concern#2:Followingtheconsolidationandreconfigurationofschools,criticalbuildingtransitionschangedaswell.Ofconcern,istheimpactofthreetransitionsintheelementaryyearsincludingtwointheprimarygrades.MoredataisnecessarytodetermineimpactwithintheDistrict;however,itremainsaconcernastransitionsarewelldocumentedascriticalpointsforstudentlearningandachievement.
PrioritizedSystemicChallenges
SystemicChallenge#1(GuidingQuestion#3)Establishadistrictsystemthatfullyensuresstaffmembersineveryschoolusestandardsalignedassessmentstomonitorstudentachievementandadjustinstructionalpractices.
AlignedConcerns:
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TheDistrictcontinuestostruggleintheareaofstudentproficiencyonStateAssessments(PSSA&KeystoneExams)andwhilemanygrowthmeasuresarepositive,andtherearehighpointsintherecentpast,persistentlylowscoresreflectonlyaminimalchangeamongthedata.
SystemicChallenge#2(GuidingQuestion#2)Establishadistrictsystemthatfullyensurestheconsistentimplementationofeffectiveinstructionalpracticesacrossallclassroomsineachschool.
AlignedConcerns:
TheDistrictcontinuestostruggleintheareaofstudentproficiencyonStateAssessments(PSSA&KeystoneExams)andwhilemanygrowthmeasuresarepositive,andtherearehighpointsintherecentpast,persistentlylowscoresreflectonlyaminimalchangeamongthedata.
SystemicChallenge#3(GuidingQuestion#5)Establishadistrictsystemthatfullyensuresbarrierstostudentlearningareaddressedinordertoincreasestudentachievementandgraduationrates.
AlignedConcerns:
Followingtheconsolidationandreconfigurationofschools,criticalbuildingtransitionschangedaswell.Ofconcern,istheimpactofthreetransitionsintheelementaryyearsincludingtwointheprimarygrades.MoredataisnecessarytodetermineimpactwithintheDistrict;however,itremainsaconcernastransitionsarewelldocumentedascriticalpointsforstudentlearningandachievement.
TheDistrictcontinuestostruggleintheareaofstudentproficiencyonStateAssessments(PSSA&KeystoneExams)andwhilemanygrowthmeasuresarepositive,andtherearehighpointsintherecentpast,persistentlylowscoresreflectonlyaminimalchangeamongthedata.
SystemicChallenge#4(GuidingQuestion#4)Establishadistrictsystemthatfullyensureshighqualitycurricularassets(e.g.modelcurricula,learningprogressions,units,lessonplans,andcontentresources)alignedwithstatestandardsandfullyaccessibletoteachersandstudents.
AlignedConcerns:
Followingtheconsolidationandreconfigurationofschools,criticalbuildingtransitionschangedaswell.Ofconcern,istheimpactofthreetransitionsintheelementaryyearsincludingtwointheprimarygrades.MoredataisnecessarytodetermineimpactwithintheDistrict;however,itremainsaconcernastransitionsarewelldocumentedascriticalpointsforstudentlearningandachievement.
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TheDistrictcontinuestostruggleintheareaofstudentproficiencyonStateAssessments(PSSA&KeystoneExams)andwhilemanygrowthmeasuresarepositive,andtherearehighpointsintherecentpast,persistentlylowscoresreflectonlyaminimalchangeamongthedata.
SystemicChallenge#5(GuidingQuestion#1)Establishadistrictsystemthatfullyensuresconsistentimplementationofstandardsalignedcurriculaacrossallschoolsforallstudents.
AlignedConcerns:
Followingtheconsolidationandreconfigurationofschools,criticalbuildingtransitionschangedaswell.Ofconcern,istheimpactofthreetransitionsintheelementaryyearsincludingtwointheprimarygrades.MoredataisnecessarytodetermineimpactwithintheDistrict;however,itremainsaconcernastransitionsarewelldocumentedascriticalpointsforstudentlearningandachievement.
TheDistrictcontinuestostruggleintheareaofstudentproficiencyonStateAssessments(PSSA&KeystoneExams)andwhilemanygrowthmeasuresarepositive,andtherearehighpointsintherecentpast,persistentlylowscoresreflectonlyaminimalchangeamongthedata.
SystemicChallenge#6(GuidingQuestion#9)Establishadistrictsystemthatfullyensureseachmemberofthedistrictcommunitypromotes,enhancesandsustainsasharedvisionofpositiveschoolclimateandensuresfamilyandcommunitysupportofstudentparticipationinthelearningprocess.
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DistrictLevelPlan
ActionPlans
Goal#1:Establishadistrictsystemthatfullyensurestheconsistentimplementationofeffectiveinstructionalpracticesacrossallclassroomsineachschool.
RelatedChallenges:
• Establishadistrictsystemthatfullyensuresconsistentimplementationofstandardsalignedcurriculaacrossallschoolsforallstudents.
• Establishadistrictsystemthatfullyensuresstaffmembersineveryschoolusestandardsalignedassessmentstomonitorstudentachievementandadjustinstructionalpractices.
• Establishadistrictsystemthatfullyensureshighqualitycurricularassets(e.g.modelcurricula,learningprogressions,units,lessonplans,andcontentresources)alignedwithstatestandardsandfullyaccessibletoteachersandstudents.
• Establishadistrictsystemthatfullyensuresbarrierstostudentlearningareaddressedinordertoincreasestudentachievementandgraduationrates.
• Establishadistrictsystemthatfullyensureseachmemberofthedistrictcommunitypromotes,enhancesandsustainsasharedvisionofpositiveschoolclimateandensuresfamilyandcommunitysupportofstudentparticipationinthelearningprocess.
IndicatorsofEffectiveness:
Type:Interim
DataSource:Testing,periodicreviewsbypeers&administrators,andprogressstudentperformancereview
SpecificTargets:Studentacademicperformancewillimprovenotonlyonstandardizedtestsbutintheregularclassroom.
Strategies:
SubstantialProfessionalDevelopment
Description:TheSouthwestRegionalEducationalLaboratoryfoundthatsubstantialprofessionaldevelopmentshowedapositiveimpactuponstudentachievement(substantial=greaterthan14hoursoffocusedprofessionaldevelopmentdeliveredviaworkshopsorsummerinstitutes,
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supportedbyfollow-upsessionsandalldeliveredbyprofessionaldevelopersratherthantrain-the-trainerapproaches).(Source:http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033.pdf)Resource:http://effectivestrategies.wiki.caiu.org/Professional+Development
SASAlignment:Instruction
Instruction-TeacherEffectiveness,PrincipalEffectivenessandStudentLearningObjectives(SLOs)
Description:
UtiizingacombinationoftheDanielsonFrameworkforteachingandawelldocumentedsystemofobservationandfeedback,professionalswillworktogethertosetandarticulategoals,identifystrengthsandweaknessesoftheteacherandthestudents,collectandanalyzedata,andformulateplansformaximumachievement.
CommonwealthofPennsylvania(Source:http://www.pdesas.org/Instruction/Index/)Resource:http://effectivestrategies.wiki.caiu.org/Instructional+Practices
SASAlignment:Assessment,Instruction,Materials&Resources
DataWalkthroughs
Description:
Scheduleweeklywalkthroughstoclassroomsandfocusoncollectingdataonspecificinstructionalpractices.Conductfollow-upmeetingstoprovidespecificfeedbackandrecommendations.Resource:http://effectivestrategies.wiki.caiu.org/Using+Data
SASAlignment:Assessment,Instruction
ImplementationSteps:
IdentifybestpracticescurrentlybeingutilizedinDistrictclassrooms
Description:
TeachersandadministratorswillutilizetheSASportaltoprovideresourcesandteacherswillself-evaluatetodeterminewhichbestpracticestheyareutilizingintheclassroomandtowhatextent.Datawillbecollectedandgoalssetforaddingstrategiesintotheirrepitoire.
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Regularcheck-inwiththebuildingprincipalandassistantsuperintendenttoensurecontinuedfocusandsupport.
StartDate:1/3/2017EndDate:6/1/2018
ProgramArea(s):ProfessionalEducation,TeacherInduction,SpecialEducation,StudentServices,EducationalTechnology
SupportedStrategies:
• SubstantialProfessionalDevelopment• Instruction-TeacherEffectiveness,PrincipalEffectivenessandStudent
LearningObjectives(SLOs)• DataWalkthroughs
Goal#2:Establishadistrictsystemthatfullyensureshighqualitycurricularassets(e.g.modelcurricula,learningprogressions,units,lessonplans,andcontentresources)alignedwithstatestandardsandfullyaccessibletoteachersandstudents.
RelatedChallenges:
• Establishadistrictsystemthatfullyensuresconsistentimplementationofstandardsalignedcurriculaacrossallschoolsforallstudents.
• Establishadistrictsystemthatfullyensuresstaffmembersineveryschoolusestandardsalignedassessmentstomonitorstudentachievementandadjustinstructionalpractices.
• Establishadistrictsystemthatfullyensuresbarrierstostudentlearningareaddressedinordertoincreasestudentachievementandgraduationrates.
IndicatorsofEffectiveness:
Type:Interim
DataSource:Datawillbecollectedviateacherteamandadministrativeobservation/reviewthroughtheuseofsurveysandfeedbackforms.
SpecificTargets:Whenteachersreportadjustingclassroompractices(instructionandassessment)basedonaclearerunderstandingofthescaffoldingofthestandardsaddressedinspecificcontentareas.
Type:Annual
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DataSource:NeedsassessmentsurveyswillbeutilizedtocollectdataonclassroomresourcestakenfromtheSAS.
SpecificTargets:TeachersandprincipalsreportandprovidesupportingdocumentationofincreaseduseoftheSASasaninstructionalandassessmentresource.
Type:Annual
DataSource:Stateandlocallyderived(DIBLES,GRADE,etc.)assessmentdata
SpecificTargets:Anannualincreaseof6%orgreateramongproficient/advancescorersonStateAssessments.Continued,positivegrowthindevelopmentalareasassessedintheelementarygrades.
Strategies:
CharlotteDanielsonFramework
Description:
TheFrameworkforTeachingisaresearch-basedsetofcomponentsofinstruction,alignedtotheINTASCstandards,andgroundedinaconstructivistviewoflearningandteaching.Thecomplexactivityofteachingisdividedinto22components(and76smallerelements)clusteredintofourdomainsofteachingresponsibility.(Source:http://www.danielsongroup.org/framework/)Resource:http://effectivestrategies.wiki.caiu.org/Curriculum+Framework
SASAlignment:Standards,Assessment,CurriculumFramework,Instruction
CurriculumMapping
Description:
Empiricalevidenceofapositivestatisticalcorrelationoftheuseofcurriculummappingwithstudentachievementisscarce.Therewasa2001studybytheIndianaCenterofEvaluationconductedfortheOhioDOEthatdeterminedcurriculumalignment(definedascurriculummappingwithsubsequentchangeininstructionalpractice)wasthe“singlegreatestfactorinachievingimprovedtestscores.”Thefollowinglinkprovidesalistofresourcessupportingthepositivecontributionsofcurriculummappingtoeducationalprocesses:
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http://www.curriculummapping101.com/materials/curriculum-mapping-research;thefollowinglinkprovidesanoverviewofcurriculummapping:http://webserver3.ascd.org/handbook/demo/mapping2.htmlResource:http://effectivestrategies.wiki.caiu.org/Curriculum+Framework
SASAlignment:Standards,Materials&Resources
ImplementationSteps:
Administrativewalk-throughs
Description:
Theacademicadministrativeteamwillconductwalk-throughobservationsthatfocusonprovidingfeedbackonspecificareasofdomains2and3oftheDanielsonFramework.Arecordwillbekeptofthedatacollectedandthefeedbackprovidedtoteahers.
StartDate:9/21/2016EndDate:5/31/2017
ProgramArea(s):ProfessionalEducation
SupportedStrategies:
• CharlotteDanielsonFramework
District-wideProgramofStudies
Description:
AppropriateteamsofprofessionalswilldevelopbuildinglevelProgramsofStudiesthatclearlyandsuccinctlyarticulatethefollowing:
• Courseobjectivesandgoals.• Coursesequencing.• Availablelearningresources.• Schoolcontactinformation.
StartDate:12/5/2016EndDate:4/3/2017
ProgramArea(s):StudentServices
SupportedStrategies:
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• CurriculumMapping
Goal#3:Teacherswillfocuspositiveattentiononstateandnationalexamsbypreparingstudentsforfacetsofthetestbeyondcontenttoincludetest-takingstrategies,practiceusingsampleitems,andcreatingapositivetestclimate.Thesetestsarestandardsbywhichourschoolsaremeasuredanditiscriticalthatwefosterapositiveapproachbyalltomaximizeeffortandachievement.
RelatedChallenges:
• Establishadistrictsystemthatfullyensuresbarrierstostudentlearningareaddressedinordertoincreasestudentachievementandgraduationrates.
• Establishadistrictsystemthatfullyensureseachmemberofthedistrictcommunitypromotes,enhancesandsustainsasharedvisionofpositiveschoolclimateandensuresfamilyandcommunitysupportofstudentparticipationinthelearningprocess.
IndicatorsofEffectiveness:
Type:Interim
DataSource:Posttestsurveysandinterviewswithstudentsthatassesssatisfactionofthedegreeofpreparationprovidedbytheschool.
SpecificTargets:Progresstowardthegoalwillbeindicatedbystudentsreportingthattheybelievetheschool/teacherspreparedthemtoperformonthetestandhelpedthemtoapproachthetestasanopportunitytoprovethemselvesasopposedtobeingataskthatmaybetoodifficultforthem.
Type:Annual
DataSource:StandardizedTestScores
SpecificTargets:Anincreaseinindividualandgrouptestscoresmayindicatethatafocusonchangingstudentperspectiveonthetests.Whilesubjectiveanddifficulttomeasure,effortisacriticalcomponentofsuccess.
Strategies:
WeeklyfocusonStateandNationalStandardizedAssessments
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Description:
Atleastonceperweek,classroomteacherswillincludeanactivitythatisdirectlyrelatedtoimprovedperformanceonState(PSSA/Keystone)onNational(PSAT,SAT,ACT,NOCTI)standardizedtests.Activitiesmightincludepracticethatiscontentspecifictothetestsorgenerallyimprovestest-takingskills.Studentswillbemadeawareofeveryone'sroleinimprovingstudentachievementasmeasuredbythetests.Theapproachshouldnotbepressuretoexcel,rathermakingabestefforttoimproveperceptions.
SASAlignment:Assessment,SafeandSupportiveSchools
ImplementationSteps:
Createandaccessabankoftesttakingstrategies.
Description:
Thedistrictwillcreateabankofstrategiesthatfocusonimprovingtest-takingskills.Teacherswillaccessthebank,utilizestrategiesavailable,andsuggesttheadditionofstrategieswhereappropriate.
StartDate:11/21/2016EndDate:4/10/2017
ProgramArea(s):ProfessionalEducation,EducationalTechnology
SupportedStrategies:
• WeeklyfocusonStateandNationalStandardizedAssessments
ArticulateGoalsforStudentAchievement
Description:
Designatedteamswillreviewofthepreviousyear'sscoresonallavailablestandardizedtestsforeachgradelevelandcreateachievementgoalsforeachtest.Teamswillincludeteachers,counselors,administrators,parents,andstudents(whereappropriate).Previousscoresandgoalswillbepostedprominentlyinallschoolsandsharedwithstakeholders.
StartDate:11/18/2016EndDate:6/1/2018
ProgramArea(s):
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SupportedStrategies:
• WeeklyfocusonStateandNationalStandardizedAssessments
Goal#4:Thedistrictwillengagecommunitystakeholdersinimprovementeffortsbyprovidingmeaningfulinformationthroughavarietyofmodes,invitingparticipationwithintheschools,andcreatingaclimatewhereappropriateinquiresareencouragedandaddressedamongstakeholdergroupsaswellaswithindividuals.
RelatedChallenges:
• Establishadistrictsystemthatfullyensuresbarrierstostudentlearningareaddressedinordertoincreasestudentachievementandgraduationrates.
• Establishadistrictsystemthatfullyensureseachmemberofthedistrictcommunitypromotes,enhancesandsustainsasharedvisionofpositiveschoolclimateandensuresfamilyandcommunitysupportofstudentparticipationinthelearningprocess.
IndicatorsofEffectiveness:
Type:Interim
DataSource:Documentationofparent/communityengagementefforts:newsletters,openmeetings,invitationstoeventsandmeetings,etc.
SpecificTargets:-5-10%increaseinparent/communityinvolvementinschoolevents.
-Increasedrequestsforappropriateaccesstostudentsbycommunitygroupslookingtoprovideservices/support.
-5-10%increaseinparent/guardianattendanceatandresponsetomeetingsandcorrespondenceinitiatedbyschoolpersonnel.
Strategies:
ParentCommunicationStrategies-Listserv,Blogs,Facebook,PrivateandSecureSocialMediaNetwork,OnlineGradebookand/orAttendanceTracker,Podcasts,TextMessaging,Tumblr,Twitter,Wikispaces,YouTube,Online/PaperSurveys
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Description:
(Source:http://www.readingrockets.org/article/building-parent-teacher-relationships)Resource:http://effectivestrategies.wiki.caiu.org/Parent+Involvement
SASAlignment:Materials&Resources
ImplementationSteps:
Parent/CommunityOutreach
Description:
TheDistrictandit'sschoolswilldocumentregularoutreachtoparentsregardingacademicinitiativesthroughavarietyofmodesincludingemail,automatedcalls,socialmedia,theuseofthedistrictwebsite,andflyers/newsletters.Therewillbeatleastthree(3)documentedcorrespondencesthatwillbemaintainedinbothdigitalandhardcopywiththeAssistantSuperintendent.
StartDate:1/3/2017EndDate:6/2/2017
ProgramArea(s):StudentServices
SupportedStrategies:
• ParentCommunicationStrategies-Listserv,Blogs,Facebook,PrivateandSecureSocialMediaNetwork,OnlineGradebookand/orAttendanceTracker,Podcasts,TextMessaging,Tumblr,Twitter,Wikispaces,YouTube,Online/PaperSurveys