spring cove sd · 15/9/2017 · educational community spring cove school district is located in...

Spring Cove SD

District Level Plan

07/01/2018 - 06/30/2021

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District Profile

Demographics

1100 E Main Street Roaring Spring, PA 16673 (814)224-5124 Superintendent: Betsy Baker Director of Special Education: Harry Gregg

Planning Process The Spring Cove School District's Special Education Plan was completed and submitted in the Spring

of 2016. The District then began the planning process for the remainder of the plan during

the summer of 2016 through a districtwide survey and building-level meetings designed to provide

all eductaors with an opportunity to provide input into the long-term plan. A District-Level

Planning Committee was formed and approved by the Board of Directors in the fall of 2016. An

extension of the due date from November 2016 to March 2017 was granted by PDE in order to allow

addtional time to develop a meaningful plan. Legislation then extended each Comprehensive

Planning Phase by one year so that this plan became due November 30, 2017.

Professional Development and Special Education subcommittees met, as needed, over the course of

the 2016-17 school year. Mr. Harry Gregg, Special Education Director, was responsible for

facilitating the Special Education Committee and for ensuring that all aspects of the Comprehensive

Plan applicable to Special Education were completed. Mrs. Candace Claar, Director of Curriculum,

was responsible for facilitating the Professional Development Committee; and Dr. Betsy Baker,

Superintendent, led the District-Level Planning. In addition to this input from stakeholders, school-

level plans from the Title I buildings, developed under the direction of building principals, informed

the District-level Plan. Finally, the Act 48 Professional Development survey issued in the Spring of

2017 was also a resource to guide the plan.

The District's newsletter and public meetings of the Board of Directors were utilized to provide the

entire school community with ongoing updates regarding the planning process. The full

Comprehensive Plan was presented to the Board during a public meeting at the completion of the

planning process in September of 2017.

Mission Statement The mission of the Spring Cove School District is to inspire and equip all students to become

responsible, respectful, and productive contributors to our local and global communities.

The SCSD motto is: Building a foundation of excellence...one student at a time.

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Vision Statement Our vision for the future of the Spring Cove School District is for…

our stakeholders to put the needs and interests of all students at the forefront of every

decision;

our students to learn in a safe and caring environment;

our students to be actively engaged in independent and collaborative 21st Century learning;

our students to graduate and effectively apply their knowledge and skills to achieve their

individual potential.

Shared Values We believe:

1. Schools must consider the needs of the whole child, including intellectual, social, physical, and

emotional.

2. Evidence-based instruction and assessment should be tailored to meet the needs and strengths of

every child.

3. Educating the whole child requires innovative, engaging and challenging curricula delivered with

interactive teaching strategies.

4. Educating the whole child requires high quality teachers and strong leaders who are energetic,

compassionate and inspiring.

5. Staff development should be continuous, research-based and successfully implemented.

6. Cultivating and strengthening leadership is vital at all levels throughout the learning community.

7. Learning requires a safe, secure, nurturing environment where relationships are valued and there

is a mutual trust and respect among all stakeholders.

8. Schools and communities are strengthened through the strategic utilization of finances and up-to-

date resources.

9. Shared accountability and collective responsibility by students, staff, parents and community are

essential to maximize student success.

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10. Vision, adaptability and continuous improvement are necessary to prepare students for success

in our changing world.

Educational Community Spring Cove School District is located in Morrisons Cove, a rural community in Blair County. The

District represents two boroughs (Martinsburg and Roaring Spring) and four Townships (Freedom,

Huston, North Woodbury, and Taylor). The District is comprised of one primary school (grades K-2),

one intermediate school (grades 3-5), one middle school (grades 6-8), and a high school (grades 9-

12) serving 1,834 students in a 98.6-mile area (population 12,586). 1.31% percent of our students

are gifted and 14.99% require special education. On average, approximately 46% of our District’s

students qualify as low-income. There is little cultural diversity in the community (ELL population =

0.6%).

Of Spring Cove’s 129 teachers, 54 have Master's Degrees or a Master's Equivalency. There are a

number of post-secondary schools in the area and within commuting distance, including the

Pennsylvania State University, Mount Aloysius College, Saint Francis University, Juniata College, and

Indiana University of Pennsylvania.

Agriculture is a substantial industry, but the area supports a variety of other businesses as well.

Major area employers include Appvion, Cove Shoe Company, Conemaugh Nason Medical Center,

NPC, Inc., Smith Transport, Roaring Spring Water, Roaring Spring Paper Products, and this District.

Many area residents commute 15-25 miles to work in the more urban environments of Altoona and

Hollidaysburg.

Planning Committee Name Role

Betsy Baker Administrator : Professional Education Special

Education

Candace Claar Administrator : Professional Education Special

Education

Brian Gahagan Board Member

Dave Crumrine Building Principal : Professional Education Special

Education

Adam Macak Building Principal : Professional Education Special

Education

Kendra Pritchett Building Principal : Professional Education Special

Education

Stephanie Thompson Building Principal : Professional Education Special

Education

Breanne Venios Building Principal : Professional Education Special

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Education

Tim Harclerode Business Representative : Professional Education

Dan Hershberger Business Representative : Professional Education

John Biddle Community Representative : Professional

Education

Scott King Community Representative : Professional

Education

Courtney Tenerowicz Ed Specialist - School Counselor : Professional

Education

Stacy Lantz Ed Specialist - School Psychologist : Professional

Education Special Education

Mary Kay Benson Elementary School Teacher - Regular Education :

Professional Education

Elizabeth Biddle Elementary School Teacher - Regular Education :


Nellie Cowher Elementary School Teacher - Regular Education :

Professional Education Special Education

Becky Klock Elementary School Teacher - Regular Education :


LouAnn Over Elementary School Teacher - Regular Education :


Sherri Reed Elementary School Teacher - Regular Education :


Jerry Albright High School Teacher - Regular Education :


Tabatha Griffin High School Teacher - Regular Education :


Joe Logan High School Teacher - Regular Education :


Shelley Claycomb High School Teacher - Special Education : Special

Education

Erin Barley Middle School Teacher - Regular Education :


Laurie Stiles Middle School Teacher - Special Education :


Jim Butler Parent : Professional Education

Stacey Kopco Parent : Special Education

Paul Rhule Parent : Professional Education

Harry Gregg Special Education Director/Specialist : Professional

Education Special Education

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Core Foundations

Standards

Mapping and Alignment

Elementary Education-Primary Level

Standards Mapping Alignment

Arts and Humanities Developing Accomplished

Career Education and Work Developing Developing

Civics and Government Developing Developing

PA Core Standards: English Language Arts Developing Accomplished

PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects

Non Existent Non Existent

PA Core Standards: Mathematics Developing Accomplished

Economics Developing Developing

Environment and Ecology Developing Accomplished

Family and Consumer Sciences Developing Developing

Geography Developing Developing

Health, Safety and Physical Education Developing Developing

History Developing Developing

Science and Technology and Engineering Education Developing Accomplished

Alternate Academic Content Standards for Math Developing Developing

Alternate Academic Content Standards for Reading Developing Developing

American School Counselor Association for Students Developing Developing

Early Childhood Education: Infant-Toddler⟶Second Grade

Developing Accomplished

English Language Proficiency Developing Accomplished

Interpersonal Skills Developing Developing

School Climate Developing Developing

Explanation for standard areas checked "Needs Improvement" or "Non Existent":

The Standards for "Literacy in History/Social Studies, Science and Technical Subjects" are applicable to grades 6-12. These standards are addressed at the secondary level.

Elementary Education-Intermediate Level


Arts and Humanities Developing Accomplished


Civics and Government Developing Developing


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Non Existent Non Existent


Economics Developing Developing



Geography Developing Developing


History Developing Developing




American School Counselor Association for Students Developing Accomplished

English Language Proficiency Developing Developing




The Standards for "Literacy in History/Social Studies, Science and Technical Subjects" are applicable to grades 6-12. These standards are addressed at the secondary level.

Middle Level


Arts and Humanities Developing Developing


Civics and Government Developing Accomplished



Developing Developing


Economics Developing Accomplished



Geography Developing Accomplished


History Developing Accomplished








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World Language Non Existent Non Existent


The World Language standards are addressed at the high school level in our district.

High School Level


Arts and Humanities Developing Developing


Civics and Government Developing Accomplished



Developing Developing


Economics Developing Accomplished



Geography Developing Accomplished


History Developing Accomplished

Science and Technology and Engineering Education Developing Developing







World Language Developing Developing


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Adaptations


Checked answers

None.

Unchecked answers

None.


Checked answers

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None.

Unchecked answers

None.

Middle Level

Checked answers

None.

Unchecked answers

None.

High School Level

Checked answers

None.

Unchecked answers

None.

Explanation for any standards checked:

Our district aligns all curriculum and instruction to the PA Core Standards and has not further developed, expanded, or improved upon them.

Curriculum

Planned Instruction


Curriculum Characteristics Status

Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area.

Accomplished

Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified.

Accomplished

The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified.

Accomplished

Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified.

Accomplished

Processes used to ensure Accomplishment:

A standardized template for curriculum mapping has been established by the district. A curriculum map is developed for each course and includes a variety of components such as concepts and competencies, materials and resources, instructional duration, assessments, and standards alignment. Curriculum will be adjusted on an ongoing basis as new instructional resources are incorporated into educational programs.

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Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:

Not applicable




Accomplished


Accomplished


Accomplished


Accomplished


A standardized template for curriculum mapping has been established by the district. A curriculum map is developed for each course and includes a variety of components such as concepts and competencies, materials and resources, instructional duration, assessments, and standards alignment. Curriculum will be adjusted on an ongoing basis as new instructional resources are incorporated into instruction.


Not applicable

Middle Level



Accomplished


Accomplished


Accomplished


Accomplished


A standardized template for curriculum mapping has been established by the district. A curriculum map is developed for each course and includes a variety of components such as concepts and competencies, materials and resources, instructional duration, assessments,

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and standards alignment. Curriculum will be adjusted on an ongoing basis as new instructional resources are incorporated into educational programs.


Not applicable

High School Level



Accomplished


Accomplished


Accomplished


Accomplished


A standardized template for curriculum mapping has been established by the district. A curriculum map is being developed for each course and includes a variety of components such as concepts and competencies, materials and resources, instructional duration, assessments and standards alignment. Curriculum will be adjusted on an ongoing basis as new instructional resources are incorporated into educational programs.


Not applicable.

Modification and Accommodations

Explain how planned instruction contains modifications and accommodations that allow all students at all mental and physical ability levels to access and master a rigorous standards aligned curriculum.

Teachers have been provided with training in Differentiated Instruction, and special

education teachers and reading specialists are available to support regular education

teachers. A variety of strategies are utilized to support differentiation within the core

instructional program, including layered curricula, small-group instruction, leveling,

etc. Remediation/intervention programs, such as Reading Recovery and Leveled Literacy

Intervention, are provided for students who are deemed at-risk through local and state

assessments. Adaptations and accommodations for gifted and special education students

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are determined by the GIEP/IEP team and are incorporated into the Individual Education

Plan.

Instruction

Instructional Strategies

Checked Answers Formal classroom observations focused on instruction Walkthroughs targeted on instruction

Annual Instructional evaluations

Instructional Coaching

Unchecked Answers

Peer evaluation/coaching

Regular Lesson Plan Review

Checked Answers

Administrators

Building Supervisors

Unchecked Answers

Department Supervisors

Instructional Coaches

Not Reviewed

Provide brief explanation of LEA's process for incorporating selected strategies.

The building principals are responsible for ensuring that standards-aligned instruction is provided consistently throughout the district. Teachers are required to maintain accurate lesson plans which may be inspected by the administration at any time. District curriculum maps are posted for all teachers across grade levels have access to view and print them. Teachers are expected to develop their daily plans based upon the content of these established, standards-aligned curricular frameworks. All teachers are evaluated annually by the building principals. Instructional Level I teachers and tenured teachers in their first year with the District are evaluated twice each year. Formal classroom observations focus on the four domains of effective instruction: planning and preparation, classroom environment, instructional delivery, and professionalism. Principals serve as instructional coaches modeling and sharing strategies, facilitating discussions, and assisting teachers in continually improving instructional practice. Various teacher leaders, such as reading specialists, also informally serve as instructional coaches. Informal walkthroughs by the principals and supervisors are routine practice.

Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation.

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The district plans has developed a Differentiated Supervision plan and will incorporate peer coaching into that plan after training is provided for the faculty.

Responsiveness to Student Needs


Instructional Practices Status

Structured grouping practices are used to meet student needs. Full

Implementation

Flexible instructional time or other schedule-related practices are used to meet student needs.

Full Implementation

Differentiated instruction is used to meet student needs. Full

Implementation

A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students.

Full Implementation

If necessary, provide further explanation. (Required explanation if column selected was





Implementation


Full Implementation


Implementation


Full Implementation



Middle Level



Implementation


Full Implementation


Implementation

A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of

Full Implementation

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gifted students.



High School Level



Implementation


Full Implementation


Implementation


Implemented in 50% or more of

district classrooms



Recruitment

Describe the process you implement to recruit and assign the most effective and highly qualified teachers in order to meet the learning needs of students who are below proficiency or are at risk of not graduating.

The Spring Cove School District has very limited teacher attrition. Therefore, there are typically many candidates interested in the few available positions. The District has rarely had difficulty securing properly certified, highly qualified personnel. Because the Spring Cove School District maintains a competitive salary schedule and provides a positive, supportive work environment, the District is able to attract and maintain a highly qualified, experienced staff. Instructional teams carefully assign students to classes in order to best match each student to the teacher most suited to meet his or her individual learning needs. In addition, counselors, learning support teachers, and reading specialists support students and regular education teachers in successfully achieving proficiency goals toward promotion or graduation.

Assessments

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Local Graduation Requirements

Course Completion SY 18/19 SY 19/20 SY 20/21

Total Courses 27.00 27.00 27.00

English 4.00 4.00 4.00

Mathematics 4.00 4.00 4.00

Social Studies 3.00 3.00 3.00

Science 3.00 3.00 3.00

Physical Education 3.00 3.00 3.00

Health 1.00 1.00 1.00

Music, Art, Family & Consumer Sciences, Career and Technical Education

2.00 3.00 3.00

Electives 7.00 6.00 6.00

Minimum % Grade Required for Credit (Numerical Answer)

70.00 70.00 70.00

Graduation Requirement Specifics

We affirm that our entity requires demonstration of proficiency or above in each of the following State academic standards: English Language Arts and Mathematics, Science and Technology and Environment and Ecology, as determined through any one or a combination of the following:Checked answers

Completion of secondary level coursework in English Language Arts (Literature),

Algebra I and Biology in which a student demonstrates proficiency on the associated

Keystone Exam or related project-based assessment if § 4.4(d)(4) (relating to

general policies) applies.

Unchecked answers

Locally approved and administered assessments, which shall be independently and

objectively validated once every 6 years. Local assessments may be designed to

include a variety of assessment strategies listed in ? 4.52(c) and may include the use

of one or more Keystone Exams. Except for replacement of individual test items that

have a similar level of difficulty, a new validation is required for any material

changes to the assessment. Validated local assessments must meet the following

standards:

I. Alignment with the following State academic standards: English Language

Arts (Literature and Composition); Mathematics (Algebra I) and

Environment and Ecology (Biology).

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II. Performance level expectations and descriptors that describe the level of

performance required to achieve proficiency comparable to that used for the

Keystone Exams.

III. Administration of the local assessment to all students, as a requirement for

graduation, except for those exempted by their individualized education

program under subsection (g), regarding special education students, or

gifted individualized education plan as provided in ? 16.32 (relating to

GIEP).

IV. Subject to appropriations provided by law, the cost to validate local

assessments shall be evenly divided between the school district, AVTS or

charter school, including a cyber-charter school, and the Department. If the

Department does not provide sufficient funding to meet its share, local

assessments submitted for validation shall be deemed valid until a new

validation is due to the Department.

V. The Department will establish a list of entities approved to perform

independent validations of local assessments in consultation with the Local

Assessment Validation Advisory Committee as provided in ? 4.52(f).

VI. School boards shall only approve assessments that have been determined to

meet the requirements of this subsection by an approved entity performing

the independent validation. If a school district, AVTS or charter school,

including a cyber-charter school, uses a local assessment that has not been

independently validated, the Secretary will direct the school entity to

discontinue its use until the local assessment is approved through

independent validation by an approved entity.

Completion of an Advanced Placement exam or International Baccalaureate exam

that includes academic content comparable to the appropriate Keystone Exam at a

score established by the Secretary to be comparable to the proficient level on the

appropriate Keystone Exam.

Not Applicable. Our LEA does not offer High School courses.

Local Assessments

Standards WA TD NAT DA PSW Other

Arts and Humanities X X X

Career Education and Work X X X X

Civics and Government X X X X

PA Core Standards: English Language Arts

X X X X X

PA Core Standards: Literacy in History/Social Studies, Science and

X X X X

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Technical Subjects

PA Core Standards: Mathematics X X X X X

Economics X X X X

Environment and Ecology X X X X

Family and Consumer Sciences X X X X

Geography X X X X

Health, Safety and Physical Education

X X X X

History X X X X

Science and Technology and Engineering Education

X X X X

World Language X X X X

Methods and Measures

Summative Assessments

Summative Assessments EEP EEI ML HS

PSSA X X

PASA X X X

Keystone Exams X X

SAT X

PSAT X

ACT X

Final Exams X X

Graduation Project & Presentation X

Portfolios of Student Work (art) X X X X

Textbook Assessments X X X X

Written Work by Students X X X X

Benchmark Assessments

Benchmark Assessments EEP EEI ML HS

AIMSWeb X X X X

Fountas & Pinnell Benchmark Assessment System X X

STAR Enterprise (Reading) X X

Study Island X

Go Math Benchmark Assessment X X

Timed Fluency X X

Benchmark Literacy X X

Write Source X

Formative Assessments

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Formative Assessments EEP EEI ML HS

Demonstrations, Performances, Products, and Projects

X X X X

Evaluation of Portfolios of Student Work (art) X X X X

Fitness Assessments X X X X

Progress Monitoring X X X X

Science Experiments X X X X

Textbook Assessments X X X X

Works of Art, Music, Theater, or Dance X X X X

Written Work by Students X X X X

Diagnostic Assessments

Diagnostic Assessments EEP EEI ML HS

Classroom Diagnostics (CDT) X X

DRAs X X

Running Records X X

Validation of Implemented Assessments

Validation Methods EEP EEI ML HS

External Review

Intermediate Unit Review

LEA Administration Review X X X X

Building Supervisor Review X X X X

Department Supervisor Review

Professional Learning Community Review X X X X

Instructional Coach Review

Teacher Peer Review X X X X

Provide brief explanation of your process for reviewing assessments.

The district annually establishes an assessment calendar to schedule key summative and benchmark assessments. Results of these assessments are reviewed by building principals, grade level teams, and academic departments. Building learning teams and curriculum committees also analyze the results. Established targets are revised, if necessary--as determined through data analysis--in order to foster continued improvement in student achievement. Curriculum revisions and modifications are also recommended as a result of the data analysis. During the curricular review process, formative and benchmark assessments are aligned to state standards as well as to district curricular objectives.

Development and Validation of Local Assessments

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If applicable, explain your procedures for developing locally administered assessments and how they are independently and objectively validated every six years.

The district does not develop or locally administer any assessments which would require

independent and objective validation in order to replace PSSA or Keystone examinations in

fulfilling proficiency/graduation requirements.

Collection and Dissemination

Describe your system to collect, analyze and disseminate assessment data efficiently and effectively for use by LEA leaders and instructional teams.

The District establishes an assessment calendar at the onset of each school year.

Assessment results are distributed to staff, through websites and email, as the data becomes

available. Faculty members have received training on how to access and use assessment

information provided through (1) Pennsylvania data warehouses (ex. eMetric and

PVAAS) and (2) district subscriptions (ex. Renaissance). Building learning teams serve as

data teams for each school, and these teams continually review and analyze all available

data and establish goals and improvement plans.

Data Informed Instruction

Describe how information from the assessments is used to assist students who have not demonstrated achievement of the academic standards at a proficient level or higher.

Through analysis of assessment data, student needs are identified. Data are used to

establish flexible groups for specialized instruction and to identify students for

interventions, remediation, and/or tutoring. Grade level teams and subject-area

departments discuss assessment results in order to adjust instructional practices to

better support instructional needs in an effort to increase student proficiency.

Assessment Data Uses

Assessment Data Uses EEP EEI ML HS

Assessment results are reported out by PA assessment anchor or standards-aligned learning objective.

X X X X

Instructional practices are identified that are linked to student success in mastering specific PA assessment anchors, eligible content or standards-aligned learning objectives.

X X X X

Specific PA assessment anchors, eligible content or standards-aligned learning objectives are identified for those students who did not demonstrate sufficient mastery so that teachers can collaboratively create and/or identify instructional strategies likely to

X X X X

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increase mastery.

Instructional practices modified or adapted to increase student mastery.

X X X X

Provide brief explanation of the process for incorporating selected strategies.

Curriculum maps have been developed and posted. All district faculty have access to these maps. Within these maps, formative and benchmark assessments are aligned to state standards and to district curricular objectives. Results of summative assessments, such as the PSSA, and results of benchmark assessments are reported to the faculty by assessment anchor or standard. Instruction is modified or adapted in order to provide students with the necessary practice in mastering the content. In addition, diagnostic assessments are administered to students who are not meeting required proficiency levels, and interventions are implemented to address specific areas of need in order to improve proficiency.

Provide brief explanation for strategies not selected and how you plan to address their incorporation.

Not applicable.

Distribution of Summative Assessment Results

Distribution Methods EEP EEI ML HS

Course Planning Guides X

Directing Public to the PDE & other Test-related Websites

X X X X

Individual Meetings X X X X

Letters to Parents/Guardians X X X X

Local Media Reports X X X X

Website X X X X

Meetings with Community, Families and School Board X X X X

Mass Phone Calls/Emails/Letters X X X X

Newsletters X X X X

Press Releases X X X X

School Calendar X X X X

Student Handbook X X X X

Provide brief explanation of the process for incorporating selected strategies.

The district provides assessment results to the public through various means which include school and district newsletters, press releases/media reports (when appropriate), as well through directing the community to district, PDE, and AYP websites. Results are also shared with the community through Open House/Meet the Teacher Nights and through public meetings of the Board of School Directors. Individual student results are shared during parent meetings/conferences and through individual letters mailed directly to parents. Student handbooks and mass mailings are used to inform

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parents of testing schedules and assessment procedures/practices. Testing calendars are also incorporated into the annual school calendar.

Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation.

The district does develop Course Planning Guides at all levels. At the high school level, these guides provide information regarding whether or not the course includes a final exam. No other summative assessment information is incorporated into any of the Course Planning Guides. The district will need to consider whether or not this additional information is desired or if sufficient communication is provided through the various other means of distribution.

Safe and Supportive Schools

Assisting Struggling Schools

Describe your entity’s process for assisting schools that either do not meet the annual student achievement targets or experience other challenges, which deter student attainment of academic standards at a proficient level or higher.

If your entity has no struggling schools, explain how you will demonstrate continued growth in student achievement.

All schools strive to demonstrate continued growth in student achievement. Benchmark

assessments are used to identify students for remediation or for intervention supports.

Strategies which are embedded across all grade levels include flexible grouping, small-

group instruction/guided practice, co-teaching, and drill and practice. In addition, at the

elementary level, Reading Recovery and Leveled Literacy Intervention are available to assist

students struggling with literacy strategies and skills. Study skills instruction, remediation

courses, and software programs are utilized to provide any necessary assistance.

Programs, Strategies and Actions

Programs, Strategies and Actions EEP EEI ML HS

Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement

X X X X

School-wide Positive Behavioral Programs X X X X

Conflict Resolution or Dispute Management X X X X

Peer Helper Programs X X X X

Safety and Violence Prevention Curricula X X X X

Student Codes of Conduct X X X X

Comprehensive School Safety and Violence Prevention Plans

X X X X

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Purchase of Security-related Technology X X X X

Student, Staff and Visitor Identification Systems X X X X

Placement of School Resource Officers X X X X

Student Assistance Program Teams and Training X X X X

Counseling Services Available for all Students X X X X

Internet Web-based System for the Management of Student Discipline

X X X X

Explanation of strategies not selected and how the LEA plans to address their incorporation:


Screening, Evaluating and Programming for Gifted Students

Describe your entity’s awareness activities conducted annually to inform the public of the gifted education services and programs offered (newspaper, student handbooks, school website, etc.)

The Spring Cove School District collaborates with Appalachia Intermediate Unit 8 to ensure that the public is informed of the gifted education services and programs offered by the District. Each year, an Annual Public Notice of Special Education Services and Programs, Services for Gifted Students, and Services for Protected Handicapped Students is posted on the district website, included in Student/Parent Handbooks, and published in the following area newspapers: The Altoona Mirror, Bedford Gazette, Somerset Daily American, and the Tribune Democrat. The District also offers an informational flyer on gifted services.

Describe your entity’s process for locating students who are thought to be gifted and may be in need of specially designed instruction (screening).

A multi-level screening process is used at Spring Cove School District. Spring Cove School District implements a comprehensive child find process for students in grades K-12 with a special focus on students in grades K-5. The comprehensive child find process utilizes universal screening data in literacy and math. This data is typically collected three times a year (September, January, and May). Students who perform at or higher than the predetermined cut-offs are identified by the grade level teams. During the universal screening process, students who meet the established cut-offs in the minimum number of areas are referred for further, diagnostic screening. An individually administered measure of verbal and nonverbal cognitive ability is completed with each referred student. Additionally, a standardized rating form is completed by the student’s educational team in order to assess intellectual ability, academic ability, creativity, artistic talent, and motivation. Students who obtain a minimum of four points through this screening process are recommended for a Gifted Multidisciplinary Team (GMDT) evaluation. A summary of screening results are provided to the parent in a letter generated by the District.

Describe your entity’s procedures for determining eligibility (through multiple criteria) and need (based on academic strength) for potentially mentally gifted students (evaluation).

Requests for a gifted multidisciplinary evaluation (GMDE) may result from the comprehensive child find process or through parent referral. Parents who suspect that their child is gifted may request a GMDE of their child at any time, with a limit of one

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request per school term. The request must be in writing. Once a written or oral request is received, the District shall provide a copy of the PTE to the parent within 10 calendar days. Once a request for a GMDE is generated through the comprehensive child find process, a PTE is distributed to the parent along with the appropriate paperwork to solicit parent and teacher input. Once a signed PTE is received by the District, the GMDT has 60 calendar days to collect and review all data and provide a copy of the Gifted Written Report (GWR) to the parent. The GMDT will consider multiple criteria for determining if a student is or is not gifted. Spring Cove School District utilizes a Gifted Matrix. As part of the GMDE process, students are administered an assessment of cognitive ability and subtests from a nationally normed individually standardized achievement assessment. Local assessment data is reviewed as well as observed and measured rates of acquisition and retention. Data to support student demonstrated achievement, performance, or expertise in one or more academic areas is requested to be provided by the student’s educational team. Early and measured use of high level thinking skills, academic creativity, leadership skills, intense academic interest areas, communication skills, foreign language aptitude, and/or technology expertise is obtained through parent and teacher input. The GMDT will also consider documented, observed, validated, or assessed evidence that intervening factors may be masking gifted ability. A Matrix score of 11 or higher indicates a student meets the first prong of eligibility. The GMDT will convene to review the data and discuss the need for specially designed instruction. Once a signed PTE is received by the District, the GMDT has 60 calendar days to collect and review all data and provide a copy of the Gifted Written Report (GWR) to the parent.

Describe the gifted programs* being offered that provide opportunities for acceleration, enrichment or both. *The word "programs" refers to the continuum of services, not one particular option.

Gifted Support at Spring Cove School District follows Pennsylvania State Guidelines as set down in Chapter 16 of the School Code. The purpose is to meet the strength-based academic needs of students who are academically gifted. At SCSD, we recognize that subject area specialists can best deliver services to gifted students within the regular classroom setting with accommodations as specified in each student's GIEP. Students may access a variety of accommodations, including curriculum compacting, individualized enrichment, and acceleration. Plans are worked out individually among the gifted support teacher, the classroom teacher, the parent, and the student. Spring Cove School District provides gifted support to students who are eligible in accordance with Chapter 16 of the Pennsylvania School Code. In kindergarten through grade 12, strength-based, specially designed instruction is primarily delivered in the general education classroom setting. Students must have opportunities to work at a pace and depth which is consistent with their learning rates and their academic needs. When planning specially designed instruction to grow a student’s areas of strength, it is preferable to provide as much connection to the educator who has the most specialized knowledge in that content area. At the secondary level, students are encouraged to select courses which reflect their academic needs and their interests. The gifted support teacher remains a resource person and facilitator of the student’s GIEP. The gifted support teacher works in collaboration with classroom teachers and the student to assure that the student receives an appropriate degree of challenge and intellectual growth in the classroom. Students and/or are expected to take the initiative in contacting the gifted support teacher if they require help accessing services. For each identified student, the GIEP team meets annually with a gifted support teacher, a general education teacher, local education agency representative, and a parent/guardian to

25

develop a GIEP. The GIEP team assists the identified student in developing short-term and long-term academic goals. At the secondary level, students are invited to attend the GIEP meeting.

Developmental Services

Developmental Services EEP EEI ML HS

Academic Counseling X X X X

Attendance Monitoring X X X X

Behavior Management Programs X X X X

Bullying Prevention X X X X

Career Awareness X X X X

Career Development/Planning X X X X

Coaching/Mentoring X X X X

Compliance with Health Requirements –i.e., Immunization

X X X X

Emergency and Disaster Preparedness X X X X

Guidance Curriculum X X X X

Health and Wellness Curriculum X X X X

Health Screenings X X X X

Individual Student Planning X X X X

Nutrition X X X X

Orientation/Transition X X X X

RTII/MTSS X X X

Wellness/Health Appraisal X X X X

Explanation of developmental services:


Diagnostic, Intervention and Referral Services

Diagnostic, Intervention and Referral Services EEP EEI ML HS

Accommodations and Modifications X X X X

Administration of Medication X X X X

Assessment of Academic Skills/Aptitude for Learning X X X X

Assessment/Progress Monitoring X X X X

Casework X X X X

Crisis Response/Management/Intervention X X X X

Individual Counseling X X X X

Intervention for Actual or Potential Health Problems X X X X

Placement into Appropriate Programs X X X X

Small Group Counseling-Coping with life situations X X X X

Small Group Counseling-Educational planning X X X X

Small Group Counseling-Personal and Social X X X X

26

Development

Special Education Evaluation X X X X

Student Assistance Program X X X X

Explanation of diagnostic, intervention and referral services:


Consultation and Coordination Services

Consultation and Coordination Services EEP EEI ML HS

Alternative Education X X X X

Case and Care Management X X X X

Community Liaison X X X X

Community Services Coordination (Internal or External)

X X X X

Coordinate Plans X X X X

Coordination with Families (Learning or Behavioral) X X X X

Home/Family Communication X X X X

Managing Chronic Health Problems X X X X

Managing IEP and 504 Plans X X X X

Referral to Community Agencies X X X X

Staff Development X X X X

Strengthening Relationships Between School Personnel, Parents and Communities

X X X X

System Support X X X X

Truancy Coordination X X X X

Explanation of consultation and coordination services:


Communication of Educational Opportunities

Communication of Educational Opportunities EEP EEI ML HS

Course Planning Guides X X X X

Directing Public to the PDE & Test-related Websites X X X X



Local Media Reports X X X X

Website X X X X

Meetings with Community, Families and Board of Directors

X X X X

Mass Phone Calls/Emails/Letters X X X X

Newsletters X X X X

Press Releases X X X X

27



Communication of Student Health Needs

Communication of Student Health Needs EEP EEI ML HS


Individual Screening Results X X X X


Website X X X X

Meetings with Community, Families and Board of Directors

X X X X

Newsletters X X X X



Individual Phone Calls X X X X

Frequency of Communication

Elementary Education - Primary Level

More than once a month

Elementary Education - Intermediate Level


Middle Level


High School Level


Collaboration for Interventions

Describe the collaboration between classroom teachers and individuals providing interventions regarding differing student needs and academic progress.

A variety of opportunities are provided for classroom teachers to collaborate with district

intervention specialists (i.e. learning support teachers and reading specialists). All

buildings have time built into their schedules to facilitate collaboration. In the elementary

schools, consultation time is provided daily prior to the start of the instructional day. At the

secondary level, after school time is available on a daily basis as well as team planning time.

Instructional teams and departments meet routinely to plan for co-teaching and for student

28

support. In addition, classroom teachers participate, along with specialists, in IEP

meetings, Child Study Team meetings, and SAP/ESAP meetings in order to collaborate in

determining how to best provide support for differing student needs.

Community Coordination

Describe how you accomplish coordination with community operated infant and toddler centers, as well as preschool early intervention programs. In addition, describe the community coordination with the following before or after school programs and services for all grade levels, including pre-kindergarten, if offered, through grade 12.

1. Child care 2. After school programs 3. Youth workforce development programs 4. Tutoring

The district communicates with various infant and toddler centers and preschool early intervention

programs. Periodically, meetings are held to share contact information for building principals and

kindergarten teachers and to provide updates regarding district expectations and recommendations for

students entering kindergarten. District classrooms are utilized by Child Advocates of Blair County in

order to operate Head Start and Pre-K programs on site. All area preschools and day care centers are

informed of the district's kindergarten registration events, and, in response, these facilities frequently

provide the district with contact information regarding students who will be enrolling in our schools, as

well as with data regarding student academic progress. The district also cooperates with area

preschools in arranging transition visits.

In addition, the district's special education department coordinates transition meetings with parents of

all students enrolled in the Early Intervention Program, operated through Intermediate Unit 8. The

Appalachia Intermediate Unit 8 Preschool Early Intervention Program identifies and provides early

intervention special education services to eligible young children who must meet specified criteria.

The IU provides services in our district to students who have a disability and/or exhibit a

developmental delay in one or more of the following areas: cognitive, communication, physical, self-

help, and/or social-emotional and are in need of specially designed instruction. If a child is eligible to

receive services, the IU ensures that primary services such as specialized instruction and speech and

language therapy are provided as well as related services such as occupational and physical therapy,

hearing impaired and vision supports, orientation and mobility, transportation, assistive technology,

and social work.

Transportation is provided to and from child care centers within the school community. Although the

district does not currently operate its own after school program, it does support the local YMCA

program by providing transportation to that program and also by communicating with program staff

regarding homework assignments and student needs. The YMCA program provides tutoring and

homework support as well as opportunities for exercise and social interaction. The YMCA also seeks

grants to provide scholarships for financially needy students to attend their program. The school

district provides recommendations (with parent permission) regarding students who may benefit from

the program.

29

Tutoring within the community is provided through the YMCA's after school program. Occasionally,

students may also participate in tutoring through the Sylvan Learning Center. With parent permission,

the school district communicates with tutors to exchange information regarding student progress and

needs. During the school day, parent/community volunteers routinely donate their time to work with

individual students or with small groups within our schools. Teachers identify students' needs and

plan tutoring activities which the volunteers then implement.

Spring Cove School District students who attend the Greater Altoona Career and Technology Center

(GACTC) participate in a variety of workforce development activities available through the existing

GACTC programs. In addition, our district is currently examining programs available through

CareerLink and the Chamber of Commerce's BASICS program.

Special education students are provided with "co-op." experiences as part of their transition plans.

Spring Cove provides transition services to students ages 14 through 21 who are enrolled and eligible

for services. Transition includes work-related skills instruction, transition portfolio development, career

exploration for students in grades eight through twelve, linkages with OVR, Career Link, North Star

Services and other Service Providers, interagency collaboration to increase capacity for employers to

provide work experiences, and job training with trained job coaches. Our district is in a partnership

with four other districts and REI, Inc.'s east coast distribution center to provide CBVT experiences for

high school seniors who are not eligible for CTC training. A job coach provides daily support, and

mentoring is provided by REI employees and by students in their second semester at the CBVT site.

Students also attend sessions at CareerLink as part of their REI CBVT experience. A contract with an

independent transition coordinator provides community-based vocational training opportunities for

many students. The transition coordinator also works with secondary special education teachers to

assist students in completing their transition portfolios and in learning vocational soft skills essential to

employment success. Students are also able to volunteer at various locations for career exploration

and skills training at Morrison Cove Village, Spring Cove School District Cafeteria and Maintenance,

and IU8.

Preschool Agency Coordination

Explain how the LEA coordinates with agencies that serve preschool age children with disabilities.

1. Address coordination activities designed to identify and serve children with disabilities and the supports and accommodations available to ensure both physical and programmatic access.

2. Address pre-kindergarten programs operated directly by the LEA and those operated by community agencies under contract from the LEA.

3. Describe how the LEA provides for a smooth transition from the home setting and any early childhood care or educational setting the students attend, to the school setting.

Coordination with agencies that serve preschool children with disabilities is addressed

through transition meetings scheduled by the district's special education department and

the Appalachia Intermediate Unit. Through these meetings, plans are established for

coordinating early intervention services with school-aged services. Because these meetings

30

are held in the winter, sufficient time is allowed for the District to adequately prepare for

the various student needs.

The District does not operate its own pre-kindergarten programs, but does house Head

Start and Pre-K programs operated through Child Advocates of Blair County.

To facilitate students' transition to school, a kindergarten registration process is held at the

local school and students and parents are provided with the opportunity to meet the

kindergarten faculty and to receive materials to facilitate the transition. In addition, a

kindergarten orientation is offered right before the start of the school year in order to help

students and parents become more aware of expectations and procedures (ex. how to get

lunch, bus safety, etc.). Whenever grant funds are available, students who are deemed at

risk are provided the opportunity to attend a week-long KinderCamp focused on

kindergarten readiness.

Materials and Resources

Description of Materials and Resources


Material and Resources Characteristics Status

Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills

Accomplished

A robust supply of high quality aligned instructional materials and resources available

Accomplished

Accessibility for students and teachers is effective and efficient Accomplished

Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs

Accomplished

Provide explanation for processes used to ensure Accomplishment.

Teachers and administrators jointly engage in data analysis and ongoing curriculum review. As needs are identified, efforts are made to secure any materials and resources that are necessary to support continuous improvement. Teachers, administrators, and the Board of Directors engage in shared decision making regarding instructional priorities, and funding is, in turn, made available in alignment with the established priorities through the district budgeting process. Efforts are made to provide equitable materials and resources across all schools. Once materials are received, teachers are provided with the necessary training to effectively utilize the new resources, and administrators hold teachers accountable for effective use through classroom observations, reviews of student work, etc.

Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:

Not applicable


31



Accomplished


Accomplished



Accomplished




Not applicable

Middle Level



Accomplished


Accomplished



Accomplished



32


Not applicable

High School Level



Accomplished


Accomplished



Accomplished




Not applicable

SAS Incorporation


Standards Status

Arts and Humanities


district classrooms

Career Education and Work


district classrooms

Civics and Government Implemented in 50% or more of

33

district classrooms



district classrooms


Not Applicable

PA Core Standards: Mathematics


district classrooms

Economics


district classrooms

Environment and Ecology


district classrooms

Family and Consumer Sciences


district classrooms

Geography


district classrooms



district classrooms

History


district classrooms



district classrooms

Alternate Academic Content Standards for Math


district classrooms

Alternate Academic Content Standards for Reading


district classrooms

American School Counselor Association for Students Implemented in 50% or more of

district

34

classrooms

Early Childhood Education: Infant-Toddler→Second Grade


district classrooms

English Language Proficiency


district classrooms

Interpersonal Skills


district classrooms

School Climate


district classrooms

Further explanation for columns selected "

The standards for "Literacy in History/Social Studies, Science and Technical Subjects" are addressed in grades 6-12.


Standards Status

Arts and Humanities


district classrooms



district classrooms

Civics and Government


district classrooms



district classrooms


Not Applicable



district classrooms

Economics Implemented in 50% or more of

district

35

classrooms



district classrooms



district classrooms

Geography


district classrooms



district classrooms

History


district classrooms



district classrooms



district classrooms



district classrooms

American School Counselor Association for Students


district classrooms



district classrooms



district classrooms

School Climate


district classrooms


36

The standards for "Literacy in History/Social Studies, Science and Technical Subjects" are addressed in grades 6-12.

Middle Level

Standards Status

Arts and Humanities


district classrooms



district classrooms

Civics and Government


district classrooms



district classrooms



district classrooms



district classrooms

Economics


district classrooms



district classrooms



district classrooms

Geography


district classrooms



district classrooms

History Implemented in

37

50% or more of district

classrooms



district classrooms



district classrooms



district classrooms

American School Counselor Association for Students


district classrooms



district classrooms



district classrooms

School Climate


district classrooms

World Language Not Applicable


All World Language standards are met through courses offered at the high school level.

High School Level

Standards Status

Arts and Humanities


district classrooms



district classrooms

Civics and Government Implemented in 50% or more of

district

38

classrooms



district classrooms



district classrooms



district classrooms

Economics


district classrooms



district classrooms



district classrooms

Geography


district classrooms



district classrooms

History


district classrooms



district classrooms



district classrooms



district classrooms

American School Counselor Association for Students Implemented in 50% or more of

39

district classrooms



district classrooms



district classrooms

School Climate


district classrooms

World Language


district classrooms


Not applicable

Early Warning System

The free PA Educator Dashboard Early Warning System and Intervention Catalog (PA EWS/IC) utilizes the metrics of Attendance, Behavior and Course grades to identify students who may be on a path to dropping out of school. Please indicate your selection of the following options.

No, we are not interested in the PA EWS/IC for our district.


Characteristics

District’s Professional Education Characteristics EEP EEI ML HS

Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.

X X X X

Increases the educator’s teaching skills based on effective practice research, with attention given to interventions for struggling students.

X X X X

Increases the educator's teaching skills based on effective practice research, with attention given to interventions for gifted students.

X X X X

Provides educators with a variety of classroom-based X X X X

40

assessment skills and the skills needed to analyze and use data in instructional decision making.

Empowers educators to work effectively with parents and community partners.

X X X X

District’s Professional Education Characteristics EEP EEI ML HS

Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other, as well as to Pennsylvania’s academic standards.

X X X X

Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for gifted students are aligned to each other, as well as to Pennsylvania's academic standards.

X X X X

Provides leaders with the ability to access and use appropriate data to inform decision making.

X X X X

Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.

X X X X

Instructs the leader in managing resources for effective results.

X X X X

Provide brief explanation of your process for ensuring these selected characteristics.

Needs Assessments are conducted through teacher surveys and data analysis. The information gathered is used to determine professional development needs and to plan training and growth opportunities. Needs assessment results, along with the district mission and vision, drive long-range professional development plans. Professional development days are incorporated into the teachers' contract. Credit reimbursement is offered for teachers and administrators to further their education. The district also supports attendance at conferences and PIL sessions, as appropriate.


Not applicable.

Educator Discipline Act 126, 71

Provides educators with mandated reporter training, totaling 3 hours, every 5 years as outlined in Act 126.

Questions

The LEA has conducted the required training on:

5/5/2017 1st Option for 3 hour training

6/13/2017 2nd Option for 3 hour training

41

8/23/2017 3rd Option for 3 hour training

Provides educators with four (4) hours of professional development in youth suicide awareness and prevention every five (5) years for professional educators in grades six through twelve as outlined in Act 71.

Questions

The LEA has conducted the training on:

11/6/2015 4.5 hour training

The LEA plans to conduct the training on approximately:

11/6/2020 Training will be planned again for Fall 2020

Provides educators with four (4) hours of professional development every five (5) years for professional educators that are teaching the curriculum in which the Child Exploitation Awareness Education program is incorporated as outlined in Act 71.

Questions

Not Applicable for our school entity

Strategies Ensuring Fidelity

Checked answers

Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target instructional areas that need strengthening.

Using disaggregated student data to determine educators’ learning priorities.

Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target curricular areas that need further alignment.

Professional Development activities are developed that support implementation of strategies identified in your action plan.

Clear expectations in terms of teacher practice are identified for staff implementation.

An implementation evaluation is created, based upon specific expectations related to changes in teacher practice, which is used to validate the overall effectiveness of the professional development initiative.

The LEA has a systemic process that is used to validate whether or not providers have the capacity to present quality professional development.

Administrators participate fully in all professional development sessions targeted for their faculties.

Every Professional development initiative includes components that provide ongoing support to teachers regarding implementation.

The LEA has an ongoing monitoring system in place (i.e. walkthroughs, classroom observations).

Professional Education is evaluated to show its impact on teaching practices and student learning.

Unchecked answers

42

None.


Professional development surveys are completed by the faculty and administration. The results are compiled and utilized, along with PSSA, Keystone, benchmark, and formative assessment data, in order to plan appropriate professional development activities. Session evaluations are completed following all trainings in order to ensure that all goals are being effectively met. Building administrators attend all professional development sessions and monitor implementation of new instructional strategies, etc. through observations, examination of artifacts, and facilitation of collegial dialogue. Efforts have been made to provide embedded and sustained professional development in order to encourage application and to improve implementation fidelity.


Not applicable

Induction Program

Checked answers

Inductees will know, understand and implement instructional practices validated by

the LEA as known to improve student achievement.

Inductees will assign challenging work to diverse student populations.

Inductees will know the basic details and expectations related to LEA-wide

initiatives, practices, policies and procedures.

Inductees will know the basic details and expectations related to school initiatives,

practices and procedures.

Inductees will be able to access state curriculum frameworks and focus lesson

design on leading students to mastery of all state academic standards, assessment

anchors and eligible content (where appropriate) identified in the LEA's curricula.

Inductees will effectively navigate the Standards Aligned System website.

Inductees will know and apply LEA endorsed classroom management strategies.

Inductees will know and utilize school/LEA resources that are available to assist

students in crisis.

Inductees will take advantage of opportunities to engage personally with other

members of the faculty in order to develop a sense of collegiality and camaraderie.

43

Inductees will demonstrate quality teaching, quality leadership, artful use of

infrastructure, and a continuous learning ethic.

Unchecked answers

None.


New teachers participate in an induction program within the District. The program consists of monthly workshops which are correlated to the Standards Aligned System (SAS) as well as the Education Program Guidelines from the Pennsylvania Department of Education. The primary focus for new teacher professional development is the Danielson Framework and its four domains and components. The four domains of teaching responsibility, each with its own set of essential professional practice components, will be the framework of the New Teacher Induction Program including: · Domain 1 - Planning and Preparation, including selecting standards-based lesson goals and designing effective instruction and assessment. · Domain 2 - Classroom Environment, including establishing a culture for learning and appropriate classroom management techniques that maximize instructional time. · Domain 3 - Instruction, including the use of research-based strategies which engage students in meaningful learning and utilize assessment results to make decisions about student needs. · Domain 4: Professional Responsibilities, including using systems for managing student data and communicating with student families. In addition, new teachers receive an orientation to the school district prior to the start of school which provides them with general information regarding district demographics, policies, and procedures. The teacher contract, benefits, Code of Professional Practice and Conduct for Educators, and requirements for tenure, certification, and Act 48 are also reviewed. Additionally, the orientation includes general information regarding the use of technology within the district. As part of the induction process, new teachers are assigned a mentor with the school district. Mentors meet routinely with the inductee. The mentor, building principals, and supervisors assist the new teacher in understanding school initiatives, practices, and procedures; engaging with school faculty and staff; and meeting all of the Induction Program goals. A log of meetings is maintained.


Not applicable.

Needs of Inductees

Checked answers

Frequent observations of inductee instructional practice by supervisor to identify

needs.

44

Regular meetings with mentors or coaches to reflect upon instructional practice to

identify needs.

Student PSSA data.

Standardized student assessment data other than the PSSA.

Classroom assessment data (Formative & Summative).

Inductee survey (local, intermediate units and national level).

Review of inductee lesson plans.

Review of written reports summarizing instructional activity.

Submission of inductee portfolio.

Knowledge of successful research-based instructional models.

Information collected from previous induction programs (e.g., program evaluations

and second-year teacher interviews).

Unchecked answers

Frequent observations of inductee instructional practice by a coach or mentor to identify needs.


A variety of methods are utilized for assessing the needs of inductees. Building principals/supervisors are responsible for observing and supervising inductees and for reviewing lesson plans and analyzing any relevant PSSA and Keystone scores as well as benchmark and formative assessment data. Needs are assessed informally by the principal/supervisor and by the mentor through routine Induction meetings and may also be self-identified by the inductee. Inductees create portfolios which include artifacts demonstrating goal attainment, written reflections, evidence of performance within each of the four domains of teacher effectiveness, etc. These portfolios are submitted to the building principals and are used in conjunction with teacher observations in evaluating teachers as well as in identifying strengths and areas for continued growth.

Provide a brief explanation for strategies not selected and your plan to address their incorporation.

Mentors are encouraged to observe inductees, and the District will provide any necessary coverage to enable these observations. The District is in the beginning stages of establishing a Differentiated Supervision Process, which may incorporate peer coaching. Peer coaching training and implementation could help facilitate mentor observations.

Mentor Characteristics

45

Checked answers

Pool of possible mentors is comprised of teachers with outstanding work performance.

Potential mentors have similar certifications and assignments.

Potential mentors must model continuous learning and reflection.

Potential mentors must have knowledge of LEA policies, procedures and resources.

Potential mentors must have demonstrated ability to work effectively with students and other adults.

Potential mentors must be willing to accept additional responsibility.

Mentors must complete mentor training or have previous related experience (e.g., purpose of induction program and role of mentor, communication and listening skills, coaching and conferencing skills, problem-solving skills and knowledge of adult learning and development).

Mentors and inductees must have compatible schedules so that they can meet regularly.

Unchecked answers

None.


The district assigns mentors to all newly contracted teachers and full-term substitutes. Mentors are matched as much as possible with the new teacher's assignment, building location, and grade/age level of students served. Special consideration is given for mentors who have been in the teaching field for several years in order to enable the inductees to benefit from their experience and expertise in education. Seniority, however, is not the determining factor in mentor selection. Building administrators are responsible for selecting the appropriate mentor for each new inductee based upon the needs of the inductee and the qualifications of the mentor for the role. Mentors must be willing to commit to the required additional time and responsibility and must have a proven track record of quality teaching, leadership, and professionalism.

Provide brief explanation for characteristics not selected and how you plan to address their incorporation.

Not applicable

Induction Program Timeline

Topics Aug-Sep

Oct-Nov

Dec-Jan

Feb-Mar

Apr-May

Jun-Jul

Code of Professional Practice and Conduct for Educators

X X X X X

Assessments X X X X

Best Instructional Practices X X X X X

Safe and Supportive Schools X X X

Standards X X

Curriculum X X X

46

Instruction X X X X X

Accommodations and Adaptations for diverse learners

X X X

Data informed decision making X X X

Materials and Resources for Instruction X X X X

If necessary, provide further explanation.

The program timeline varies, but the typical schedule is indicated above. All topics, however, are addressed, as needed, by the mentor and/or building principal/supervisor at any time throughout the year.

Monitoring and Evaluating the Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

Induction program participants evaluate each individual workshop in regard to its effectiveness in meeting the intended objectives. Evaluation summaries are reviewed and improvements to the program, goals, and activities are made based upon teacher and district needs and current research.

Recording Process

Identify the recording process for inductee participation and program completion. (Check all that apply)Checked answers

Mentor documents his/her inductee's involvement in the program.

A designated administrator receives, evaluates and archives all mentor records.

School/LEA maintains accurate records of program completion and provide a

certificate or statement of completion to each inductee who has completed the

program.

LEA administrator receives, tallies, and archives all LEA mentor records.

Completion is verified by the LEA Chief Executive Officer on the Application for

Level 2 Certification.

Unchecked answers

None.

Special Education

Special Education Students

Total students identified: 275

47

Identification Method

Identify the District's method for identifying students with specific learning disabilities.

Spring Cove School District uses the Severe Discrepancy Model. This is a process that

examines whether a child exhibits a pattern of strengths and weaknesses, relative to

intellectual ability as defined by a severe discrepancy between ability and achievement or

relative to age or grade as defined in (§14.125[a][2][ii]). The analysis of strengths and

weaknesses will identify whether the student has a severe discrepancy between intellectual

ability and achievement or whether the student has a severe discrepancy relative to age or

grade. The District also maintains a regular Child Study Team process. The team monitors

a student's response to interventions and determines if there is a significant lack of growth

or response. The administrative team also meets monthly to monitor student support

regarding at-risk students.

Enrollment

Review the Enrollment Difference Status. If necessary, describe how your district plans to address any significant disproportionalities.

The data is publicly available via the PennData website. You can view your most recent report. The link is: https://penndata.hbg.psu.edu/PublicReporting/DataataGlance/tabid/2523/Default.aspx

Enrollment data indicates that the disability categories of Speech and Language

Impairment, Emotional Disturbance, and Intellectual Disability are higher than the state

average. The District is working to provide outreach to parents in the community to inform

them of Child Find and resources available. The District employs the services of a Licensed

Social Worker who continues to provide assistance to parents directly and informs them of

these services and resources.

In regards to the disproportionality of Speech and Language Impairment (23.5%) which is

significantly higher than the State average of 15.4%; the District will continue to have

Speech and Language Support Teachers collaborate with general education teachers in

regards to early identification of students. Speech and Language Pathologists will provide

additional information and activities to teachers to further develop students’ articulation

and expressive/receptive skills in the primary grades. Additional information will be

provided to parents and teachers regarding ways in which language development can be

promoted and continuously developed with children.

The District will continue to provide professional development through PaTTAN and

Appalachia IU8 for staff, teachers, and administrators in regards to the aforementioned

disability categories and how to meet their needs.

Non-Resident Students Oversight

https://penndata.hbg.psu.edu/PublicReporting/DataataGlance/tabid/2523/Default.aspx

48

1. How does the District meet its obligation under Section 1306 of the Public School Code as the host District at each location?

2. How does the District ensure that students are receiving a free appropriate public education (FAPE) in the least restrictive environment (LRE)?

3. What problems or barriers exist which limit the District's ability to meet its obligations under Section 1306 of the Public School Code?

There are not currently any 1306 facilities within the boundary of Spring Cove School

District. If a facility were to be implemented within the boundaries of Spring Cove School

District, the District would meet its obligation under 1306 as a host District at each location.

The District considers all students to be part of our school community and nonresident

children who reside within the boundaries of the district are treated in the same manner as

resident children.

In order to meet the students' educational needs, Spring Cove School District would

collaborate with the resident school District to obtain educational and special education

records. All nonresident children living within the boundaries of the school district who

may be eligible for special education are located and the evaluation process would be

implemented. If a student is determined to be eligible for special education services, the

IEP team would consider the student's needs and offer a free appropriate public education

in the least restrictive environment with supplementary aids and services.

Incarcerated Students Oversight

Describe the system of oversight the District would implement to ensure that all incarcerated students who may be eligible for special education are located, identified, evaluated and when deemed eligible, are offered a free appropriate public education (FAPE).

There are currently no facilities for incarcerated youth in Spring Cove School District. If a

facility should be opened in the District, the procedures would include meeting with

officials weekly to check rosters for students who potentially qualify for educational

services. The District would coordinate the course of study for students. Based on screening

results, the District would conduct an evaluation, when appropriate, in accordance with

Chapter 14 and IDEA regulations. The District would follow all procedures for identified

students and ensure that their individual education plans are written and implemented.

Data would be reviewed and collected from the student, teachers, parents, and our District

representatives to determine appropriate programs/services to best meet the student's

individual needs. District Personnel would monitor the progress of our students who are

incarcerated including direct contact with students and caseworkers through the guidance

counselor, social worker, school psychologist, and transition coordinator. The District

would also meet regularly with juvenile probation to discuss the transition and educational

services for each student with special needs.

When the District has students who are incarcerated in facilities outside of the District,

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school personnel would work with the Local Education Agency and the Intermediate Unit

for the coordination of services to ensure that educational records are transferred

promptly, questions are answered regarding current education placement, and progress

towards annual goals is monitored, and information on related services that would be

implemented. The District will collaborate with the facility regarding return to the District

if applicable. Educational records will be requested from the LEA and IU to keep updated

on the student's progress. The District will participate in meetings or updates regarding the

student.

Least Restrictive Environment

1. Describe the District procedures, which ensure that, to the maximum extent appropriate, children with disabilities, including those in private institutions, are educated with non-disabled children, and that removal from the regular education environment only occurs when education in that setting with supplementary aids and services, cannot be achieved satisfactorily.

2. Describe how the District is replicating successful programs, evidence-based models, and other PDE sponsored initiatives to enhance or expand the continuum of supports/services and education placement options available within the District to support students with disabilities access the general education curriculum in the least restrictive environment (LRE). (Provide information describing the manner in which the District utilizes site-based training, consultation and technical assistance opportunities available through PDE/PaTTAN, or other public or private agencies.)

3. Refer to and discuss the SPP targets and the district's percentages in the Indicator 5 section - Educational Environments. Also discuss the number of students placed out of the district and how those placements were determined to assure that LRE requirements are met.

1.The District operates in accordance with 34 CFR 300.114 (ii) which states that “Special

classes, separate schooling, or other removal of children with disabilities from the regular

educational environment occurs only if the nature or severity of the disability is such that

education in regular classes with the use of supplementary aids and services cannot be

achieved satisfactorily.” All students with disabilities are educated in settings that are

determined by an IEP team. IEP teams consider a full range of Supplementary Aids and

Services to include Collaborative, Instructional, Physical, and Social-Behavioral

Interventions.

Collaborative Supplementary Aids and Services are defined as adults working together to

support students which may include the following: scheduled time for co-planning and

team meetings, instructional arrangements that support collaborations such as the District’s

use of co-teaching and paraprofessional support.

Instructional Supplementary Aids and Services are defined as development and delivery of

instruction that addresses diverse learning needs which may include the following:

providing modified curricular goals, testing modifications, alternate materials or assistive

technology such as materials on tape, large print, and alternative computer access.

Additional services include changing the method of presentation, and providing

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instructional adaptations (e.g., preteaching, repeating directions, extra examples and

nonexamples)

Physical Supplementary Aids and Services are defined as adaptations and modifications to

the physical environment which may include the following: furniture arrangements,

specific seating arrangements, individualized desk or chair, and adaptive equipment.

Social-Behavioral Supplementary Aids and Services are defined as supports and services to

increase appropriate behavior and reduce disruptive and interfering behavior which may

include: Social Skills Instruction, counseling supports, peer supports, individual positive

behavior support plans, modifications of rules and expectations, and cooperative learning

strategies.

During the IEP process, the IEP team will develop an IEP based solely upon an individual

student’s needs as outlined in the student’s Evaluation Report as completed by the School

Psychologist. The IEP team is responsible for ensuring that FAPE is provided to each

student in his or her Least Restrictive Environment. Placement considerations and

decisions are made by the student’s IEP Team. The IEP Team follows state and federal

regulations when making placement decisions for students.

Placement decisions in the student’s home school of attendance are always the first

consideration of IEP teams. Removal of student from the general education classroom only

occurs when the student is not making progress with Supplementary Aids and Services

within the general education classroom.

The District collaborates with Intermediate Unit 8 to include by not limed to: Autistic

Support, Hearing Impaired Support, Speech/Language Support, Vision Support Services,

School Social Work Services, and Transition Services. The District utilizes CAMCO to

provide Occupational Therapy and Physical Therapy as a related service. The District also

employs emotional support teachers who provide services to students in an individual or

small group setting. The District also provides Itinerant Level and Supplemental Learning

Support based upon the student’s needs. The District is currently analyzing it’s continuum

of Special Education Services to be able to offer additional supports to students requiring

additional Supplementary Aids and Services.

If a student is not making progress towards his or her IEP goals, the IEP team will

reconvene to discuss additional Supplementary Aids and Services within the student’s Least

Restrictive Environment. If a student who has behaviors that impede his or her learning or

that of others, a Functional Behavioral Assessment will be completed. Once the results of

the Functional Behavioral Assessment are reviewed, a Positive Behavioral Support Plan will

be developed in accordance with state and federal guidelines, in an effort to keep the child

in his or her Least Restrictive Environment. The District utilizes the support of one to one

aides for students during the school day. The District also collaborates with behavioral

health agencies to provide Therapeutic Staff Support and BSC Services within the regular

education classroom setting.

The Director of Special Education attends the IU8 Transition Coordinators Council Meetings,

IU8 Special Education Regional Coordinator Meetings and Local Task Force Meetings.

2. Spring Cove School District utilizes IU8 and PaTTAN for training staff and administrators

for educational initiatives. Staff and administration will be trained on-site during

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Inservice/ACT80 days. When trainings are offered outside of the District, appointed staff

will seek pre-approval from Administration and attend the off-campus training.

Administration and Staff who attend this training will then ensure that the information is

disseminated to appropriate staff.

The District is currently utilizing PaTTAN for on-site training for all staff including general

education and special education teachers, paraprofessionals, and administration in regards

to FERPA Confidentiality, Least Restrictive Environment, Co-Teaching, and Supplementary

Aids and Services. The District is also collaborating with outside resource agencies and

universities for technical support and assistance for parent training, Adaptations and

Modifications for students, and providing a continuum of services for students with special

needs.

3. The District has 76.8% of our students with special needs in the Regular Education Class

80% or more during the school day. This is above the state average of 62%. The District

has 10% of students Inside Regular Education Classroom which is slightly above the State

Average of 9.5%. The District also has 5.2% of students in Other Settings which is slightly

above the State Average of 4.8%.

Spring Cove School District has students in other educational settings outside of the general

education setting which include Multi-Disabilities Support and Life Skills Support. The

District also has students receiving supports and services in alternative educational

placements. The IEP teams have determined these supports and services to be the students’

Least Restrictive Environments. Student progress is monitored by the District. The District

participates in all IEP meetings and conducts bi-ennial and tri-ennial Reevaluation Reports

for these students.

Behavior Support Services

1. Provide a summary of the District policy on behavioral support services including, but not limited to, the school wide positive behavior supports (PBS).

2. Describe training provided to staff in the use of positive behavior supports, de-escalation techniques and responses to behavior that may require immediate intervention.

3. If the district also has School-Based Behavioral Health Services, please discuss it.

Spring Cove School District currently implements the following Behavior Support Policy

113.2 which was last revised on October 15, 2012:

113.2 BEHAVIOR SUPPORT Students with disabilities shall be educated in the least restrictive environment and shall

only be placed in settings other than the regular education class when the nature or

severity of the student’s disability is such that education in the regular education class

with the use of appropriate supplementary aids and services cannot be achieved

satisfactorily. The Individualized Education Program (IEP) team for a student with

disabilities shall develop a positive behavior support plan if the student requires specific

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intervention to address behavior that interferes with learning. The identification,

evaluation, and plan or program shall be conducted and implemented in accordance with

state and federal law and regulations.

The Board directs that the district’s behavior support programs shall be based on

positive rather than negative behavior techniques to ensure that students shall be free

from demeaning treatment and unreasonable use of restraints or other aversive

techniques. The use of restraints shall be considered a measure of last resort and shall

only be used after other less restrictive measures including de-escalation techniques.

Behavior support programs and plans shall be based on a functional assessment of

behavior and shall include a variety of research-based techniques to develop and

maintain skills that will enhance students’ opportunities for learning and self-fulfillment.

The following terms shall have these meanings, unless the context clearly indicates

otherwise.

Aversive techniques - deliberate activities designed to establish a negative association

with a specific behavior.

Behavior support - development, change and maintenance of selected behaviors through

the systematic application of behavior change techniques.

Behavior Support Plan or Behavior Intervention Plan - plan for students with disabilities

who require specific intervention to address behavior that interferes with learning. A

positive Behavior Support Plan shall be developed by the IEP team, be based on a

functional behavioral assessment, and become part of the individual student’s IEP. These

plans must include methods that use positive reinforcements, other positive techniques

and related services required to assist a student with a disability to benefit from special

education.

Positive techniques - methods that utilize positive reinforcement to shape a student's

behavior, ranging from the use of positive verbal statements as a reward for good

behaviors to specific tangible rewards.

Restraints - application of physical force, with or without the use of any device, designed

to restrain free movement of a student’s body, excluding the following:

1. Briefly holding a student, without force, to calm or comfort him or her.

2. Guiding a student to an appropriate activity.

3. Holding a student’s hand to escort him or her safely from one area to another.

4. Hand-over-hand assistance with feeding or task completion.

5. Techniques prescribed by a qualified medical professional for reasons of safety or

for therapeutic or medical treatment as agreed to by the student’s parents/guardians and

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specified in the IEP.

6. Mechanical restraints governed by this policy, such as devices used for physical or

occupational therapy, seatbelts in wheelchairs or on toilets used for balance and safety,

safety harnesses in buses, and functional positioning devices.

Seclusion - confinement of a student in a room, with or without staff supervision, in order

to provide a safe environment to allow the student to regain self-control.

Students with disabilities - school-aged children within the jurisdiction of the district

who have been evaluated and found to have one or more disabilities as defined by law,

and who require, because of such disabilities, special education and related services.

The Superintendent or designee shall ensure that this Board policy is implemented in

accordance with federal and state laws and regulations.

The Superintendent or designee shall develop administrative regulations to implement

this policy.

The Superintendent or designee shall provide regular training, and retraining as needed,

of staff in the use of specific procedures, methods and techniques, including restraints

and seclusions, that will be used to implement positive behavior supports or

interventions in accordance with students’ IEPs and Board policy.

The Superintendent or designee shall maintain and report data on the use of restraints as

required. Such report shall be readily available for review during the state’s cyclical

compliance monitoring. Procedures shall be established requiring reports be made to the

district by entities educating students with disabilities who attend programs or classes

outside the district including private schools, agencies, intermediate units and vocational

schools.

Development of a separate Behavior Support Plan is not required when appropriate

positive behavioral interventions, strategies and supports can be incorporated into a

student’s IEP.

When an intervention is necessary to address problem behavior, the types of

intervention chosen for a student shall be the least intrusive necessary.

Physical Restraints

Restraints to control acute or episodic aggressive behavior may be used only when the

student is acting in a manner that presents a clear and present danger to the student,

other students or employees, and only when less restrictive measures and techniques

have proven to be or are less effective.

The Director of Special Education or designee shall notify the parent/guardian as soon as

practicable of the use of restraints to control the aggressive behavior of the student and

shall convene a meeting of the IEP team within ten (10) school days of the use of

restraints unless the parent/guardian, after written notice, agrees in writing to waive the

meeting. At this meeting, the IEP team shall consider whether the student needs a

functional behavioral assessment, re-evaluation, a new or revised positive Behavior

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Support Plan, or a change of placement to address the inappropriate behavior.

The use of restraints shall not be included in the IEP for the convenience of staff, as a

substitute for an educational program, or employed as punishment. Restraints may be

included in an IEP only if

1. The restraint is used with specific component elements of a positive Behavior

Support Plan.

2. The restraint is used in conjunction with teaching socially appropriate alternative

skills or behaviors.

3. Staff is authorized to use the restraint and have received appropriate training.

4. Behavior Support Plan includes efforts to eliminate the use of restraints.

Mechanical Restraints

Mechanical restraints, which are used to control involuntary movement or lack of

muscular control of students when due to organic causes or conditions, may be employed

only when specified by an IEP and as determined by a medical professional qualified to

make the determination, and agreed to by the student’s parents/guardians.

Mechanical restraints shall prevent a student from injuring himself or herself or others

or promote normative body positioning and physical functioning.

Seclusion

The district permits involuntary seclusion of a student in accordance with the student’s

IEP or in an emergency to prevent immediate or imminent injury to the student or

others, but the seclusion must be the least restrictive alternative.

The district prohibits the seclusion of students in locked rooms, locked boxes and other

structures or spaces from which the student cannot readily exit.

Aversive Techniques

The following aversive techniques of handling behavior are considered inappropriate

and shall not be used in educational programs:

1. Corporal punishment.

2. Punishment for a manifestation of a student's disability.

3. Locked rooms, locked boxes, other locked structures or spaces from which the

student cannot readily exit.

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4. Noxious substances.

5. Deprivation of basic human rights such as withholding meals, water or fresh air.

6. Suspensions constituting a pattern as defined in state regulations.

7. Treatment of a demeaning nature.

8. Electric shock.

9. Methods implemented by untrained personnel.

10. Prone restraints which are restraints by which a student is held face down on the

floor.

Referral To Law Enforcement

Subsequent to a referral to law enforcement, an updated functional behavioral

assessment and Behavior Support Plan shall be required for students with disabilities

who have Behavior Support Plans at the time of such referral.

If, as a result of such referral, the student is detained or otherwise placed in a residential

setting located outside the district, the Director of Special Education or designee shall

ensure that the responsible school district or intermediate unit is informed of the need to

update the student’s functional behavioral assessment and Behavior Support Plan.

Summary:

Students with disabilities shall be educated in the Least Restrictive Environment and shall

only be placed in settings other than regular education class when the nature or severity of

the student’s disability is such that education in the regular education class with the use of

appropriate supplementary aids and service cannot be achieved satisfactorily.

When a student has behaviors which interfere with his or her leaning or the learning of

others, the IEP team will develop a Positive Behavioral Support Plan based upon a

Functional Behavioral Assessment, which will become part of the student’s IEP.

The Positive Behavior Support Plan is a plan for students with disabilities who require

specific interventions and includes methods that use positive reinforcements and other

positive techniques and related services required to assist a student with a disability to

benefit from Special Education. These positive techniques include methods that utilize

positive reinforcement that shape a student’s behavior, ranging from the use of positive

verbal statements as a reward for good behaviors to specific tangible rewards.

The District recognizes that Physical Restraints should only be utilized when the student is

acting in a manner that presents clear and present danger to the student, other students or

employees, and only when less restrictive measures and techniques have proven to be or

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are less effective. Restraints may only be used in an IEP only if (1) the restraint is used with

specific component elements or a Positive Behavior Support Plan; (2) the restraint is used

in conjunction with teaching socially appropriate alternative skills or behaviors; (3) staff

are authorized to use the restraint and have received appropriate training; (4) Behavior

Support Plan includes efforts to eliminate use of restraints.

In the event that a child is restrained, the District will complete the documentation, notify

the parent/guardian/ and convene an IEP team meeting with (10) ten school days unless

the parent/guardian agrees in writing to waive the IEP meeting. All restraint information is

reported to the Pennsylvania Department of Special Education in accordance with Chapter

14 Regulations.

The District only uses mechanical restraints, which are used to control involuntary

movement or lack of muscular control for students when due to organic causes or

conditions, may be employed only when specified by an IEP as determined by a medical

professional qualified to make the determination, and agreed to by the student’s

parents/guardians.

The District recognizes the following aversive techniques of handling behavior are

considered inappropriate and shall not be used in educational programs:

1. Corporal Punishment

2. Punishment for a manifestation of a student’s disability

3. Locked rooms, locked boxes, other locked structures or spaces from which the student

cannot readily exist

4. Noxious substances

5. Deprivation of basic human rights such as withholding meals, water, or fresh air

6. Suspensions constituting a pattern as defined in state regulations

7. Treatment of a demeaning nature

8. Electric shock

9. Methods implemented by untrained personnel

10. Prone restraints which are restraints by which a student is held face down on the floor

The District collaborates with agencies to support students with behavioral support needs.

Behavioral Support Staff provide TSS support and BSC Support to students within the

school setting. District staff reviews agency treatments plans and consults with agency staff

in regards to a student’s Positive Behavioral Support Plan. The District offers Student

Assistance Programs from grades kindergarten through twelve. The District partners with

Home Nursing and Blair Family Solutions to provide individual and group counseling within

the school setting.

The District provides de-escalation training sessions to general education and special

education staff. The District provides Crisis Prevention Intervention to teachers, staff, and

Administrators. The District believes that teachers and staff must be trained in de-

escalation techniques and/or be certified in crisis prevention intervention.

The District currently uses the following supplemental interventions to meet the needs of

students:

1. Second Step is a research based program which is utilized in grades 3, 4, and 5. This

program provides developmentally appropriate lessons to instill social-emotional skills in

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students.

2. Life Skills Training-provided in grades 6, 7, and 8. This is a research based program

designed to promote positive youth development to enhance self-esteem, develop problem

solving abilities, reduce stress and anxiety, and manage anger, overcoming shyness,

building relationships, and avoiding violence.

3. The District is currently in the process of analyzing research based programs to

support students with behavioral needs. The District is currently receiving technical

assistance from outside service providers to offer a continuum of Research Based materials

for students in grades K-12.

Intensive Interagency/Ensuring FAPE/Hard to Place Students

1. If the LEA is having difficulty ensuring FAPE for an individual student or a particular disability category, describe the procedures and analysis methods used to determine gaps in the continuum of special education supports, services and education placement options available for students with disabilities.

2. Include information detailing successful programs, services, education placements as well as identified gaps in current programs, services, and education placements not available within the LEA. Include an overview of services provided through interagency collaboration within the LEA.

3. Discuss any expansion of the continuum of services planned during the life of this plan.

1. If the LEA is having difficulty ensuring FAPE for an individual student or particular

disability category, an IEP team meeting would be convened. The team may determine a

need for additional data and observations from the School Psychologist. If the District is

finding there is a gap in the continuum of services, the District will utilize other educational

placements to provide supports and services to students. The District uses the Child and

Adolescent Service System Program (CASSP) process when considering alternative program

options for students that have serious mental health issues. The District has worked closely

with the CASSP Coordinator and Behavioral Health Representatives, Children and Youth,

Juvenile Probation, Residential Treatment Facilities, Appalachia Intermediate Unit and

other agencies to resolve and locate educational placements and services for hard to place

students with disabilities. District administration work collaboratively with other agencies

in Blair County so that resources and services can be continuously analyzed in order to best

serve our students and meet their needs.

2. Spring Cove School District currently provides itinerant and supplemental learning

support based upon individual students’ needs. The District is working to expand this

continuum of services. The District has two full time emotional support teachers who

provide Itinerant Emotional Support Services to students in grades K-12. Spring Cove

utilizes two Speech and Language Pathologists who provide support in grades K-12.

Supplemental and Full Time Life Skills Support is available to students based upon their

individual needs. CAMCO has been contracted to provide services for District students

requiring Occupational Therapy and Physical Therapy needs. The District contracts Autistic

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Support Services, Hearing Support Services, Vision Support Services, and Speech and

Language Support Services with IU8. Spring Cove School District participates in SAP

(Student Assistance Program) in grades K-12 and contracts with Behavioral Health

Agencies to provide individual and group counseling to students. The District contracts

with a neighboring school district for Multiple Disabilities Support. For students who need

a more intensive level of Supplementary Aids and Services as determined by the IEP Team,

the District has enrolled students in Adelphoi Education, Extended Family Academy,

Northwestern Human Services Autism School.

3. Spring Cove School District is in the process of analyzing it’s continuum of Special

Education Supports and Services and is exploring additional program options in order for

FAPE to be provided in the Least Restrictive Environment.

Strengths and Highlights

Describe the strengths and highlights of your current special education services and programs. Include in this section directions on how the district provides trainings for staff, faculty and parents.

Spring Cove School District provides effective Special Education Services to meet each

individual student’s needs. The District focuses on providing students with Supplementary

Aids and Services to access the general education curriculum. Each student's individual

goals are monitored to determine progress. Teachers and Paraprofessionals provide

necessary supports needed for students to reach their goals and objectives. The District

provides related services to our students to access their educational program. Transition

planning begins at age 14 to address each student's post-graduate goals.

The District is currently in the process of implementing the co-teaching model within the

regular education classroom setting. Ongoing training and consultation is being provided

by PaTTAN. PaTTAN is also training all staff in regards to Supplementary Aids and Services

to ensure that students with special needs will receive Supplementary Aids and Services

within the general education classroom as determined by IEP teams. Ongoing training will

been provided by PaTTAN to support general education and special education teachers to

implement this process with fidelity.

The District utilizes AIMSweb as a tool to monitor students’ progress. This provides

teachers and parents with data indicating students’ growth in meeting their goals and

objectives. The District utilizes various types of assessments including benchmark,

summative, formative and diagnostic assessments. Data from these assessments is included

in students’ Individualized Education Plans and is analyzed to make informed decisions in

identifying and providing intervention for students.

Spring Cove School District provides transition services to students who turn age 14 during

the course of the annual IEP through age 21 who are enrolled and eligible to receive special

education services. Special Education Teachers work collaboratively with the Transition

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Coordinator and school counselors to help students with career exploration. Students are

also provided the opportunity for career interest surveys, work-related skills instruction,

transition portfolio development, and visitations to the Greater Altoona Career and

Technology Center. Students can also be referred The Office of Vocational Rehabilitation

and other service providers at both the secondary and adult levels. The District

collaborates with employers to provide work experiences and job training with trained job

coaches. The District continues to partner with five other school districts and REI, Inc.'s east

coast distribution center to provide community based vocational training (CBVT)

experiences for seniors who are not eligible for career and technology training. A job coach

provides daily support, and natural mentoring comes from REI employees and students in

their second semester at the CBVT site. Students also attend career sessions at CareerLink

on a monthly basis as part of the REI CBVT experience.

The District contracts a transition coordinator through IU8 who provides community based

vocational training opportunities for students with special needs. The transition

coordinator also works with secondary special education teachers to assist students in

completing their transition portfolios and learning vocational soft skills essential to

employment success. These skills include completing a resume and job interviewing and

procedures.

Spring Cove School District provides staff development for all of our paraprofessionals to

increase their efficacy in working with students. The District offers paraprofessionals with

opportunities yearly to receive twenty hours of training to maintain their highly qualified

status. Most of the paraprofessionals have become highly qualified and all are working

towards highly qualified status as a result of the activities and training offered through by

the District and IU 08.

The District offers developmental reading at the middle school and high school to ensure

that students who need additional instruction in reading continue to receive specific

interventions to meet their needs. Enrichment rooms are available in our middle school

and high school for students who need additional help and support in all academic areas.

Spring Cove School District is currently utilizing Chrome Books for general education and

special education students in grades 6-12. The Central High School National Honor Society

offers peer tutoring for underclass students who request peer help in any subject.

Leveled Literacy Intervention is utilized at the elementary level for both general education

students and students with special needs. Special Education teachers were trained by the

District’s reading specialists to ensure proper administration of the program. This is an

additional resource to help students improve reading fluency and comprehension.

District Special Education teachers also utilize various intervention programs including the

Lexia program in grades K-5, Learning A-Z in grades K-5, Direct Instruction Reading, and

Fast Math. These programs are implemented in the elementary learning support

classrooms as well as for students at the middle and high school levels who need additional

support. Special education teachers also received training in the Write Tools. This is a

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researched-based approach to writing which has helped our students improve their written

expression.

The District provides a continuum of Life Skills Support from Kindergarten through Grade

12 which primarily focuses on academic, functional, and vocational skills necessary for

independent living. District Staff implement direct instruction reading and math using

Corrective Reading, Edmark, ALL (Accessible Literacy Learning), and other supplemental

reading interventions.

Spring Cove School District collaborates with local behavioral health agencies to provide

space in each elementary building for satellite mental health services. This gives students

access to mental health counselors for students within the school setting. Each building has

a Student Assistance Program. This program is referred to as SAP. The team address

students' needs to provide additional supports if necessary. All referrals and services

provided are confidential. The District also contracts with Home Nursing Agency and Blair

Family Solutions to provide mental health services and drug and alcohol assistance through

SAP.

The District continues to provide professional development to general education and

special education teachers as related to students’ needs. Special education teachers are also

included in professional development training opportunities with regular education

teachers.

Spring Cove District partners with local agencies to provide professional development for

all special education teachers and paraprofessionals. Our goal is to provide knowledge and

research to the special education faculty and support staff to provide appropriate

instruction and interventions to students with special needs.

The District will be providing a series of parent trainings, in conjunction with technical

assistance from outside service providers, to help parents further assist their children. The

District is in the process of organizing a Parent Advisory Committee which will provide

additional information to parents and teachers.

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Assurances

Safe and Supportive Schools Assurances The LEA has verified the following Assurances:

Implementation of a comprehensive and integrated K-12 program of student services based

on the needs of its students. (in compliance with § 12.41(a))

Free Education and Attendance (in compliance with § 12.1)

School Rules (in compliance with § 12.3)

Collection, maintenance and dissemination of student records (in compliance § 12.31(a) and

§ 12.32)

Discrimination (in compliance with § 12.4)

Corporal Punishment (in compliance with § 12.5)

Exclusion from School, Classes, Hearings (in compliance with § 12.6, § 12.7, § 12.8)

Freedom of Expression (in compliance with § 12.9)

Flag Salute and Pledge of Allegiance (in compliance with § 12.10)

Hair and Dress (in compliance with § 12.11)

Confidential Communications (in compliance with § 12.12)

Searches (in compliance with § 12.14)

Emergency Care and Administration of Medication and Treatment (in compliance with 35

P.S. § 780-101—780-144)

Parents or guardians are informed regarding individual survey student assessments and

provided a process for refusal to participate (consistent with § 445 of the General Education

Provisions Act (20 U.S.C.A. § 1232h) and in compliance with § 12.41(d))

Persons delivering student services shall be specifically licensed or certified as required by

statute or regulation (in compliance with § 12.41(e))

Development and Implementation of Local Wellness Program (in compliance with Public

Law 108-265, Section 204)

Early Intervention Services System Act (if applicable) (11 P.S. § 875-101—875-503)

http://www.pacode.com/secure/data/022/chapter12/s12.41.html















http://government.westlaw.com/linkedslice/default.asp?SP=PAC-1000


http://www2.ed.gov/policy/elsec/leg/esea02/pg122.html

http://www2.ed.gov/policy/elsec/leg/esea02/pg122.html



http://www.fns.usda.gov/cnd/governance/legislation/historical/pl_108-265.pdf

http://www.fns.usda.gov/cnd/governance/legislation/historical/pl_108-265.pdf


62

Establishment and Implementation of Student Assistance Programs at all of levels of the

school system (in compliance with 24 PS § 15-1547)

Acceptable Use Policy for Technology Resources

Providing career information and assessments so that students and parents or guardians

might become aware of the world of work and career options available.

Special Education Assurances The Local Education Agency (District) has verified the following Assurances:

Implementation of a full range of services, programs and alternative placements available to

the school district for placement and implementation of the special education programs in

the school district.

Implementation of a child find system to locate, identify and evaluate young children and

children who are thought to be a child with a disability eligible for special education residing

within the school district's jurisdiction. Child find data is collected, maintained and used in

decision-making. Child find process and procedures are evaluated for its effectiveness. The

District implements mechanisms to disseminate child find information to the public,

organizations, agencies and individuals on at least an annual basis.

Assurances of students with disabilities are included in general education programs and

extracurricular and non-academic programs and activities to the maximum extent

appropriate in accordance with an Individualized Education Program.

Compliance with the PA Department of Education, Bureau of Special Education's report

revision notice process.

Following the state and federal guidelines for participation of students with disabilities in

state and district-wide assessments including the determination of participation, the need

for accommodations, and the methods of assessing students for whom regular assessment is

not appropriate.

Assurance of funds received through participation in the medical assistance reimbursement

program, ACCESS, will be used to enhance or expand the current level of services and

programs provided to students with disabilities in this local education agency.

24 P.S. §1306 and §1306.2 Facilities There are no facilities.


63

Least Restrictive Environment Facilities

Facility Name Type of Facility Type of Service Number of Students

Placed

Adelphoi Village Other Full Time Emotional Support and Learning Support

7

Extended Family Academy- Hollidaysburg Day Treatment

Other Itinerant to Supplemental Emotional Support and Learning Support

9

Nulton Diagnostic and Treatment Facility

Other Emotional Support and Learning Support

5

Multiple Disabilities Support

Neighboring School Districts

Supplemental Multiple Disabilities Support

8

NHS School Altoona Other Full Time Autistic Support and Emotional Support

1

Western Pennsylvania School For Blind Children

Approved Private Schools

Residental/Day Treatment for Students with Visual Impairments

1

Altoona Area School District

Neighboring School Districts

Supplemental Autistic Support 1

Beacon Light Other Residential Treatment 1

Zerby Gap Family Works Neighboring School Districts

Supplemental to Full Time Emotional Support

1

Special Education Program Profile Program Position #1 - Proposed Program

Operator: School District

PROPOSED PROGRAM INFORMATION

Type: ClassandPosition

Implementation Date: July 1, 2016

Justification: Compliance for proximity to home, classroom design (for instruction),

classroom external noise, classroom accessibility, classroom location, classroom size

was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

Itinerant Learning Support 8 to 11 25 0.5

Locations:

Martinsburg Elementary School S.0.

An Elementary School Building

A building in which General Education programs are operated

64


Supplemental (Less Than 80% but More Than 20%)

Learning Support 8 to 11 10 0.5

Locations:

Martinsburg Elementary S.O. An Elementary School Building


Program Position #2 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: ClassandPosition Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS



Life Skills Support 8 to 12 8 1

Justification: The age range may exceed 3 years due to some students delaying enrolling in school till 7 years of age and other students remaining in this classroom an extra year.

Locations:

Martinsburg Elementary School R.S.






PROGRAM SEGMENTS



Justification: Students outside of the age-range are not provided services at the same time.

Locations:

Martinsburg Elementary School T.F.






Justification: Students outside the age range will not be provided services at the same time

Locations:

Martinsburg Elementary T.F. An Elementary School Building


65




PROGRAM SEGMENTS


Itinerant Speech and Language Support

8 to 11 42 0.8

Justification: Students who are outside of the age-range are not provided services at the same time.

Locations:

Martinsburg Elementary School M.B.





14 to 20 12 0.2

Justification: Students who are outside of the age-range are not provided services at the same time.

Locations:

Central High School M.B.

A Senior High School Building



Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION


PROGRAM SEGMENTS


Itinerant Autistic Support 8 to 10 7 0.58

Locations:

Martinsburg Elementary L.R.





Locations:

Spring Cove Elementary L.R.





66

Type: Class Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS


Itinerant Emotional Support 14 to 18 25 0.5

Justification: Students outside of the age-range are not provided services at the same time.

Locations:

Central High School D.D.





Emotional Support 14 to 18 10 0.5

Locations:

Central High School D.D. A Senior High School Building





PROGRAM SEGMENTS



Locations:

Central High School E. L.






Locations:

Central High School E.L. A Senior High School Building




Type: ClassandPosition Implementation Date: July 1, 2016

67

Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS



Locations:

Central High School S.G.






Locations:

Central High School S.G. A Senior High School Building





PROGRAM SEGMENTS


Itinerant Deaf and Hearing Impaired Support

9 to 10 2 0.14

Locations:

Martinsburg Elementary School W.B.





13 to 13 1 0.07

Locations:

Spring Cove Middle School W.B.

A Middle School Building




16 to 16 1 0.07

Locations:

Central High School W.B.





68

PROPOSED PROGRAM INFORMATION Type: ClassandPosition Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS




Locations:

Spring Cove Elementary School P.K.






PROGRAM SEGMENTS




Justification: This program will meet the needs of all students. This grouping allows a variety of classroom based, building based, and community based learning activities.

Locations:

Central High School D.C. A Senior High School Building





PROGRAM SEGMENTS

Type of Support Level of Support

Age Range Caseload FTE


Life Skills Support

12 to 14 11 1

Locations:

Spring Cove Middle School C.B. A Middle School Building


69




PROGRAM SEGMENTS



Locations:

Central High School J. G.






Locations:

Central High School J.G. A Senior High School Building





PROGRAM SEGMENTS



Locations:

Spring Cove Middle School B.J.






Learning Support

11 to 13 8 0.4

Locations:

Spring Cove Middle School B.J. A Middle School Building




Type: ClassandPosition

70

Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS



Justification: Students who are out of the age-range are not provided services at the same time.

Locations:

Spring Cove Elementary School E.K.






Locations:






Locations:






Type: Class Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS




Locations:

Spring Cove Elementary School S.C.





Locations:

Spring Cove Elementary S.C.





71

PROPOSED PROGRAM INFORMATION Type: Class Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS



5 to 8 37 1

Justification: Although the students are outside of the required age-range, these students are not provided services at the same time.

Locations:

Spring Cove Elementary K.M.






PROGRAM SEGMENTS



12 to 14 30 0.46

Justification: Although the students appear to be outside of the required age-range, services are not provide to these students at the same time.

Locations:

Spring Cove Middle School S.A.






PROGRAM SEGMENTS



Locations:

Spring Cove Middle School S.N.





72


PROGRAM SEGMENTS



Justification: Students outside of age range are not provided services at the same time.

Locations:

Central High School B.M.






PROGRAM SEGMENTS



Locations:

Roaring Spring Middle School J.B.





Locations:

Central High School J.B.






PROGRAM SEGMENTS



Locations:

Spring Cove Middle School R.B.





Locations:

Martinsburg Elementary School R.B.





73

PROPOSED PROGRAM INFORMATION Type: ClassandPosition Implementation Date: July 1, 2016

PROGRAM SEGMENTS



Locations:

Spring Cove Middle School L.B.






Learning Support

13 to 15 10 0.5

Locations:

Spring Cove Middle School L.B. A Middle School Building





PROGRAM SEGMENTS




8 to 9 2 1

Locations:

Frankstown Elementary A.C. An Elementary School Building





PROGRAM SEGMENTS




6 to 7 3 1

Locations:

Longer Elementary J.L An Elementary School Building





74

PROGRAM SEGMENTS




16 to 19 3 1

Locations:

Hollidaysburg High School A Senior High School Building




Type: Position Implementation Date: July 1, 2016

PROGRAM SEGMENTS

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Blind or Visually Impaired Support

6 to 19 4 0.08

Justification: Students outside of age range are not provided instruction at the same time.

Locations:

Multiple Building






PROGRAM SEGMENTS



Locations:

Roaring Spring Middle School A.B.






Learning Support

12 to 15 10 0.5

Locations:

Roaring Spring Middle School A.B.



Special Education Support Services

Support Service Location Teacher FTE

Director of Special Education Administration Building 1

75

School Psychologist Administration Building 1

Paraprofessional Classroom Aides Multiple Buildings 38

Paraprofessional Personal Care Aides Multiple Buildings 11

Nurse Aide Spring Cove Elementary School 1

Nurse Aide Multiple Buildings 1

Access Clerk Special Education Office 1

Special Education Contracted Services

Special Education Contracted Services Operator Amt of Time per Week

Occupational Therapist Outside Contractor 4 Days

Physical Therapist Outside Contractor 3 Days

Transition Coordinator Outside Contractor 2 Days

Licensed Social Worker Intermediate Unit 7 Hours

76

Needs Assessment

Record School Patterns

Question:

After reviewing school level accomplishments and systemic challenges, what patterns can you

identify among your schools?

What other information do you still need to assess?

Answer:

All schools need to fully ensure consistent implementation of curricula.

District Accomplishments

Accomplishment #1:

SCSD performed above the State average on the ELA PSSA in 2016. (SCSD = 64%

Proficient/Advanced; PA =60.4% Proficient/Advanced)

Accomplishment #2:

SCSD performed above the State average on the Science PSSA in 2016. (SCSD = 73.2%

Proficient/Advanced; PA =67.0% Proficient/Advanced)

Accomplishment #3:

2016 District Value Added PVAAS Data shows moderate evidence that the District exceeded the

standard for PA Academic Growth in Grade 4 Science and significant evidence that the District

exceeded the standard for PA Academic Growth in Grade 8 Science.

Accomplishment #4:

2016 District Value Added PVAAS Data shows evidence that the District met the standard for PA

Academic Growth in Grade 6 Math, shows moderate evidence that the District exceeded the standard

for PA Academic Growth in Grade 5 & 7 Math, and shows significant evidence that the District

exceeded the standard for PA Academic Growth in Grade 8 Math.

Accomplishment #5:

2016 District Value Added PVAAS Data shows evidence that the District met the standard for PA

Academic Growth in Grade 4 & Grade 8 ELA and shows significant evidence that the District

exceeded the standard for PA Academic Growth in Grade 6 ELA.

Accomplishment #6:

77

Martinsburg Elementary School Exceeded the State Average in all subjects on the 2016 PSSA: ELA =

60.5% Proficient/Advanced (PA = 60.4%); Math = 47.6% Proficient/Advanced (PA = 42.5%); Science

= 80.3% Proficient/Advanced (PA = 67.0).

Accomplishment #7:

On the 2015-16 School Performance Profile (SPP), SCMS achieved a score of 81.7 (light blue) and

MES achieved a score of 70 (green).

Accomplishment #8:

All SCSD schools maintain high attendance rates, as indicated by the 2015-16 School Performance

Profile (SPP): SCE = 95.98%, MES = 95.95%, SCMS = 95.53%, and CHS = 93.75%.

Accomplishment #9:

According to the 2015-16 School Performance Profile (SPP), Central High School achieved a NOCTI

score of 84.62% Competent or Advanced.

District Concerns

Concern #1:

Only 40.5% of SCSD students scored Proficient/Advanced on the Spring 2016 Algebra I Keystone

Exam (46.1% of first time testers and 31.2% of re-testers).

Concern #2:

Only 33.2% of SCSD students scored Proficient/Advanced on the Spring 2016 Biology Keystone


Concern #3:

Only 55.9% of SCSD students scored Proficient/Advanced on the Spring 2016 Literature Keystone


Concern #4:

SCSD students with IEPs performed consistently below the State average in all subject areas on the

Spring 2016 Keystone Exams: Algebra I = 7.2% Proficient/Advanced (PA = 12.3%); Biology = 5.4%

Proficient/Advanced (PA = 12.3%); Literature = 3.6 % (PA = 19.1%).

Concern #5:

SCSD performed below the State average on the 2016 Math PSSA. (SCSD = 39.0 %

Proficient/Advanced; PA = 42.5% Proficient/Advanced)

Concern #6:

78

2016 District Value Added PVAAS Data shows significant evidence that the District did not meet the

standard for PA Academic Growth in Keystone Algebra I, Biology, or Literature.

Concern #7:

2016 District Value Added PVAAS Data shows significant evidence that the District did not meet the

standard for PA Academic Growth in Grade 4 Math.

Concern #8:

2016 District Value Added PVAAS Data shows moderate evidence that the District did not meet the

standard for PA Academic Growth in Grade 5 and Grade 7 ELA.

Concern #9:

The School Performance Profile (SPP) score for Central High School was only 54.8 (red).

Concern #10:

SCMS PSSA Proficiency was only 30.5% in Math (18% for Historically Underperforming Students)

and 66.1% in Science (55.1% for Historically Underperforming Students). The State average for

Math was 42.5 and for Science was 67.0.

Prioritized Systemic Challenges

Systemic Challenge #1 (Guiding Question #10) Establish a district system that fully ensures

professional development is focused, comprehensive and implemented with fidelity.

Aligned Concerns:

Only 40.5% of SCSD students scored Proficient/Advanced on the Spring 2016 Algebra I

Keystone Exam (46.1% of first time testers and 31.2% of re-testers).

Only 33.2% of SCSD students scored Proficient/Advanced on the Spring 2016 Biology


Only 55.9% of SCSD students scored Proficient/Advanced on the Spring 2016 Literature


SCSD students with IEPs performed consistently below the State average in all subject

areas on the Spring 2016 Keystone Exams: Algebra I = 7.2% Proficient/Advanced (PA =

79

12.3%); Biology = 5.4% Proficient/Advanced (PA = 12.3%); Literature = 3.6 % (PA =

19.1%).



2016 District Value Added PVAAS Data shows significant evidence that the District did not

meet the standard for PA Academic Growth in Keystone Algebra I, Biology, or Literature.


meet the standard for PA Academic Growth in Grade 4 Math.

2016 District Value Added PVAAS Data shows moderate evidence that the District did not

meet the standard for PA Academic Growth in Grade 5 and Grade 7 ELA.


SCMS PSSA Proficiency was only 30.5% in Math (18% for Historically Underperforming

Students) and 66.1% in Science (55.1% for Historically Underperforming Students). The

State average for Math was 42.5 and for Science was 67.0.

Systemic Challenge #2 (Guiding Question #4) Establish a district system that fully ensures high

quality curricular assets (e.g. model curricula, learning progressions, units, lesson plans, and content

resources) aligned with state standards and fully accessible to teachers and students.

Aligned Concerns:





80






19.1%).














classrooms are staffed with highly qualified teachers.

Aligned Concerns:



81








19.1%).













Systemic Challenge #4 (Guiding Question #5) Establish a district system that fully ensures barriers

to student learning are addressed in order to increase student achievement and graduation rates.

82

Aligned Concerns:










19.1%).










83





consistent implementation of standards aligned curricula across all schools for all students.

Aligned Concerns:










19.1%).









84





Systemic Challenge #6 (Guiding Question #13) Establish a system that fully ensures the district's

resources effectively address instructional priorities aligned with the district's vision and mission

and fully ensures that the expenditure and accounting of funds meets all legal and ethical

requirements within the parameters of generally accepted accounting practices.

Aligned Concerns:










19.1%).





85









Systemic Challenge #7 (Guiding Question #3) Establish a district system that fully ensures staff

members in every school use standards aligned assessments to monitor student achievement and

adjust instructional practices.

Aligned Concerns:










19.1%).



86











Systemic Challenge #8 (Guiding Question #2) Establish a district system that fully ensures the

consistent implementation of effective instructional practices across all classrooms in each school.

Aligned Concerns:









87


19.1%).













Systemic Challenge #9 (Guiding Question #9) Establish a district system that fully ensures each

member of the district community promotes, enhances and sustains a shared vision of positive

school climate and ensures family and community support of student participation in the learning

process.


specially designed instruction is provided to meet the unique learning needs of children with

disabilities at no cost to a parent.

Aligned Concerns:



88








19.1%).














teachers and administrators receive timely, effective support and intervention as needed.

89


students who are academically at risk are identified early and are supported by a process that

provides interventions based upon student needs and includes procedures for monitoring

effectiveness.

Aligned Concerns:










19.1%).










90




Systemic Challenge #13 (Guiding Question #8) Establish a district system that fully ensures the

establishment of a policy that delineates expectations for student attendance, outlines consequences

for students who do not comply with the policy and defines expectations for record keeping and

monitoring of student attendance by professional staff members.

Aligned Concerns:


91

District Level Plan

Action Plans

Goal #1: Establish a district system that fully ensures consistent implementation of

standards aligned curricula across all schools for all students.

Related Challenges:

Establish a district system that fully ensures students who are academically at risk

are identified early and are supported by a process that provides interventions

based upon student needs and includes procedures for monitoring effectiveness.

Establish a district system that fully ensures the consistent implementation of

effective instructional practices across all classrooms in each school.

Establish a district system that fully ensures staff members in every school use

standards aligned assessments to monitor student achievement and adjust

instructional practices.

Establish a district system that fully ensures professional development is focused,

comprehensive and implemented with fidelity.

Establish a district system that fully ensures teachers and administrators receive

timely, effective support and intervention as needed.

Establish a district system that fully ensures classrooms are staffed with highly

qualified teachers.

Establish a system that fully ensures the district's resources effectively address

instructional priorities aligned with the district's vision and mission and fully

ensures that the expenditure and accounting of funds meets all legal and ethical


Establish a district system that fully ensures high quality curricular assets (e.g.

model curricula, learning progressions, units, lesson plans, and content resources)

aligned with state standards and fully accessible to teachers and students.

Indicators of Effectiveness:

Type: Annual

Data Source: PSSA Data

92

Specific Targets: The District performance in all PSSA tested areas (ELA,

Math, Science) will be above the State average.

Type: Annual

Data Source: Keystone Exam Data

Specific Targets: The District performance in all Keystone tested areas

(Literature, Algebra I, Biology) will be above the State average.

Type: Annual

Data Source: Fountas & Pinnell Guided Reading Level

Specific Targets: At least 80% of all Grade 2 students will be reading at a

Level M or above by the end of their second grade year.

Strategies:

Curriculum Mapping

Description:

Empirical evidence of a positive statistical correlation of the use of curriculum mapping with student achievement is scarce. There was a 2001 study by the Indiana Center of Evaluation conducted for the Ohio DOE that determined curriculum alignment (defined as curriculum mapping with subsequent change in instructional practice) was the “single greatest factor in achieving improved test scores.” The following link provides a list of resources supporting the positive contributions of curriculum mapping to educational processes: http://www.curriculummapping101.com/materials/curriculum-mapping-research ; the following link provides an overview of curriculum mapping: http://webserver3.ascd.org/handbook/demo/mapping2.html Resource:http://effectivestrategies.wiki.caiu.org/Curriculum+Framework

The District will map the curriculum K-12.

http://www.curriculummapping101.com/materials/curriculum-mapping-research


http://webserver3.ascd.org/handbook/demo/mapping2.html

http://effectivestrategies.wiki.caiu.org/Curriculum+Framework

93

SAS Alignment: Standards, Materials & Resources

Common Assessments

Description:

WWC reports the effective use of data can have a positive impact upon student achievement; using common assessments to inform teacher practice is one such use of data. (Source: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf?) Teacher Moderation: Collaborative Assessment of Student Work and Common Assessments provide detailed looks at the development and use of common assessments. (Sources: http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teacher_Moderation.pdf and Common Assessments: Mike Schmoker. (2006) Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning. Alexandria, Va.: ASCD.) Resource: http://effectivestrategies.wiki.caiu.org/Assessment

The District will build, review, evaluate, and revise standards-based, local assessments in order to heighten student achievement.

SAS Alignment: Assessment, Instruction

Data Analysis

Description:

Using Student Achievement Data to Support Instructional Decision Making provides a WWC reporting of various strategies related to the acquisition, analysis, and application of student data. (Source: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf )

The District will expand its use of data analysis to make decisions regarding curriculum and instruction and resource allocation.


Implementation Steps:

Realign Secondary Courses

Description:

http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teacher_Moderation.pdf

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teacher_Moderation.pdf

http://effectivestrategies.wiki.caiu.org/Assessment


94

To better meet the needs of all learners, the District will review all course offerings in relation to assessment data and course requests and will then realign courses, as deemed necessary and appropriate.

Implementation Evidence: Course Sequence Charts and Course List

Start Date: 2/1/2017 End Date: 6/30/2019

Program Area(s): Professional Education

Supported Strategies:

Curriculum Mapping

Select a Web-Based Curriculum Mapping System

Description:

The District will purchase Curriculum Mapping software for implementation K-12.

Implementation Evidence: Website of the Selected Mapping System


Program Area(s): Professional Education, Educational Technology


Curriculum Mapping

Establish a Schedule for Mapping All K-12 Course Curricula

Description:

The District will establish a schedule for mapping all courses from K-12.

Implemention Evidence: Outline of the Mapping Schedule



95


Curriculum Mapping

Map All K-12 Courses

Description:

Teachers will map all courses K-12.

Implementation Evidence: Curriculum Maps for Each Course




Curriculum Mapping

Perform a K-12 Curriculum Audit

Description:

The District will review the completed curriculum maps and assessment data and determine any areas in need of further development or revision.

Implementation Evidence: Audit Report




Curriculum Mapping

Annually Review/Revise Curriculum Maps

Description:

96

The District will annually use availalble assessment data and stakeholder feedback to review/revise curriculum maps, as appropriate.

Implementation Evidence: Summary of Revisions




Curriculum Mapping

Review/Revise the District's Curriculum Cycle

Description:

The District's Curriculum Cycle will be reviewed and revised based upon textbook inventories, course realignments, etc.

Implementation Evidence: Curriculum Cycle Chart




Curriculum Mapping

Provide New Curricular Resources in Accordance with Curriculum Cycle and Established Needs

Description:

The District will use the Curriculum Cycle, developed in coordination with course needs and data analysis, to guide the research and recommendation of new curricular resources.

Implementation Evidence: Textbook and Resource Lists


97



Curriculum Mapping

Build, Review, Evaluate, and Revise Shared District Assessments and Benchmark Assessments

Description:

As part of the curriculum mapping process, teachers will build or evaluate assessments to ensure standards-alignment, rigor, etc.

Implementation Evidence: District and Benchmark Assessment Results




Common Assessments

Implement the Fountas and Pinnell Benchmark Assessment System in the Primary Grades

Description:

The Benchmark Assessment System will be implemented in grades K-2 to help the teachers better understand each students' literacy development and needs.

Implementation Evidence: Fountas and Pinnell Benchmark Assessment Results




98

Common Assessments

Review/Share Local and State Assessment Data with Staff

Description:

Assessment data will be shared with staff and used to inform instructional improvements and to meet individual students' needs.

Implementation Evidence: DRC Assessment Reports and/or Local Assessment Data




Data Analysis

Use Data Tools, such as PVAAS and eMetric, to Analyze Student Achievement

Description:

Data Tools, including PVAAS and eMetric will be used to analyze student achievement and inform instruction.

Implementation Evidence: PVAAS and eMetric Reports




Data Analysis

Use Data to Inform Revisions to Curriculum Maps and Instructional Practices

99

Description:

Teachers will utilze assessment results and data tools, such as PVAAS and eMetric, to inform instruction and to guide revisions to curriculum maps.

Implementation Evidence: Revised Curriculum Maps




Data Analysis

Goal #2: Establish a district system that fully ensures professional development is focused, comprehensive and implemented with fidelity.

Related Challenges:

Establish a district system that fully ensures barriers to student learning are

addressed in order to increase student achievement and graduation rates.






Establish a district system that fully ensures specially designed instruction is

provided to meet the unique learning needs of children with disabilities at no cost to

a parent.



Establish a district system that fully ensures classrooms are staffed with highly

qualified teachers.



100



Establish a district system that fully ensures high quality curricular assets (e.g.

model curricula, learning progressions, units, lesson plans, and content resources)

aligned with state standards and fully accessible to teachers and students.


Type: Annual


Specific Targets: The District performance in all PSSA tested areas (ELA, Math,

Science) will be above the State average.

Type: Annual




Type: Annual


Specific Targets: At least 80% of all Grade 2 students will be reading at a Level

M or above by the end of their second grade year.

Strategies:

High Quality Professional Development for Teachers

Description:

101

"Many of the professional-learning designs that show improvements in teaching and learning include some kind of regular collaboration among teachers in a school or across grade levels—sometimes with an instructional leader—to work on better strategies and practices for teaching." (Source: https://cdn.americanprogress.org/wp-content/uploads/2013/07/DeMonteLearning4Teachers-1.pdf) Jenny DeMonte July 2013. Resource: http://effectivestrategies.wiki.caiu.org/Professional+Development

SCSD will develop and implement a long-term professional development plan based upon stakeholder input, student needs, and data analysis.

SAS Alignment: Safe and Supportive Schools

Technology and Student Achievement

Description:

The International Society for Technology in Education cites research that indicates an increase in access to technology has a positive effect on student achievement. (Source: http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement.pdf) Resource: http://effectivestrategies.wiki.caiu.org/Organizational+Structure

The District will continually assess technology training needs and provide the necessary professional development in order heighten technology integration within the classroom and, in turn, improve student achievement.

SAS Alignment: Instruction, Materials & Resources


Assess Professional Development Needs Annually

Description:

The Act 48 Professional Development Survey will be implemented and reviewed annually by the Act 48 Professional Development Committee.

Implementation Evidence: Needs Assessment Results


https://cdn.americanprogress.org/wp-content/uploads/2013/07/DeMonteLearning4Teachers-1.pdf


http://effectivestrategies.wiki.caiu.org/Professional+Development

http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement.pdf


http://effectivestrategies.wiki.caiu.org/Organizational+Structure

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Program Area(s): Professional Education, Teacher Induction, Special

Education, Student Services, Gifted Education, Educational Technology



Hold Annual Professional Development Committee Meetings

Description:

The Act 48 Professional Development Committee will meet annually to review the results of the Professional Development Survey and to adjust the long-term professional development plan in accordance with the input/feedback received.

Implementation Evidence: Professional Development Committee Meeting Agendas






Continually Review and Revise the Long-Term Professional Development Plan

Description:

The Long-Term Professional Development Plan will continually be reviewed and revised in response to analysis of assessment data, input/feedback from stakeholders, and changes in legislative/State requirements.

Implementation Evidence: Long-Term Professional Development Planning Charts


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Develop Annual Professional Development Schedules

Description:

Based upon the Long-Term Professional Development Plan and input from the Professional Development Survey, etc, an annual professional development schedule will be outlined.

Implementation Evidence: Annual Professional Development Calendars






Provide Professional Development Focused on Improving Language and Literacy Acquisition for All Students (State Required)

Description:

The Professional Development Committee will annually identify professional development needs related to language and literacy acquisiton for all students and provide appropriate in-service opportunties and support attendance at applicable conferences, workshops, etc.





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Provide Professional Development Focused on Teaching Diverse Learners in an Inclusive Setting (State Required)

Description:

The Professional Development Committee will annually identify professional development needs related to teaching diverse learners in an inclusive setting and provide appropriate in-service opportunties and support attendance at applicable conferences, workshops, etc.







Provide Professional Development Focused on Science, Technology, Engineering, and Mathematics

Description:

The Professional Development Committee will annually identify professional development needs related to Science, Technology, Engineering, and Mathematics and provide appropriate in-service opportunties and support attendance at applicable conferences, workshops, etc.





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Provide Professional Development Focused on School Climate and Safety

Description:

The Professional Development Committee will annually identify professional development needs related to School Climate and Safety and provide appropriate in-service opportunties and support attendance at applicable conferences, workshops, etc.







Assess Technology Training Needs

Description:

Questions related to technology training needs will be incorporated into the annual Professional Development Survey.



Program Area(s): Professional Education, Teacher Induction, Educational

Technology



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Provide Professional Development Focused on Technology Equipment, Software, Web-Based Resources, and Curriculum Integration

Description:

The Professional Development Committee will annually identify professional development needs related to technology equipment, software, web-based resources, and curriculum integration and provide appropriate in-service opportunties and support attendance at applicable conferences, workshops, etc.




Technology



Provide Embedded, As-Needed Technology Support for Teachers

Description:

The District will provide training and support to faculty/staff regarding the utilization of technology on an ongoing, as-needed basis within the schools.

Implementation Evidence: Summary of Technology Support Provided by the Curriculum & Technology Office



Technology



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Behavior Support

Description:

The District believes that teachers and paraprofessionals should be trained annually in de-escalation techniques. Training is also provided to selected employees for Crisis Prevention Intervention. The District will continue to provide de-escalation and CPI training twice per school year.

The District wants to see suspensions decrease by at least 5% over the course of this plan. The District will continue to analyze data through functional behavior assessments to develop Positive Behavior Support Plans.


Program Area(s): Professional Education, Special Education



Autism

Description:

Description: The District wants to continue to enhance the quality of service provided to our students needing autistic support. Our goal is to achieve over the course of this plan at least a 2% increase of students with Autism being included within the Least Restrictive Environment.


Program Area(s): Professional Education, Special Education, Student Services



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Reading NCLB #1

Description:

The District wants to continue to enhance the quality of service provided to our students who require intensive reading interventions. Our goal is to achieve, over the course of three years, at least a 5% increase with students identified as having a specific learning disability in reading reaching proficiency on grade level standards.


Program Area(s): Professional Education, Special Education, Student Services,

Educational Technology



Goal #3: Establish a district system that fully ensures high quality curricular assets (e.g. model curricula, learning progressions, units, lesson plans, and content resources) aligned with state standards and fully accessible to teachers and students.

Related Challenges:




Establish a district system that fully ensures barriers to student learning are

addressed in order to increase student achievement and graduation rates.








a parent.

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Type: Annual




Type: Annual




Type: Annual




Strategies:

Curriculum Mapping

Description:

Empirical evidence of a positive statistical correlation of the use of curriculum mapping with student achievement is scarce. There was a 2001 study by the Indiana Center of Evaluation conducted for the Ohio DOE that

110

determined curriculum alignment (defined as curriculum mapping with subsequent change in instructional practice) was the “single greatest factor in achieving improved test scores.” The following link provides a list of resources supporting the positive contributions of curriculum mapping to educational processes: http://www.curriculummapping101.com/materials/curriculum-mapping-research ; the following link provides an overview of curriculum mapping: http://webserver3.ascd.org/handbook/demo/mapping2.html Resource:http://effectivestrategies.wiki.caiu.org/Curriculum+Framework

The District will map the curriculum K-12.

SAS Alignment: Standards, Materials & Resources

Differentiated Instruction

Description:

"Learning Styles: Concepts and Evidence http://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf Learning Styles http://en.wikipedia.org/wiki/Learning_styles#cite_note-33 WWC: Assisting Students Struggling with Reading: Response to Intervention and Multi-Tier Intervention in the Primary Grades http://ies.ed.gov/ncee/wwc/pdf/practice_guides/rti_reading_pg_021809.pdf Differentiated Instruction Reexamined http://www.hepg.org/hel/article/499 Investigating the Impact of Differentiated Instruction in Mixed Ability Classrooms http://www.icsei.net/icsei2011/Full%20Papers/0155.pdf Resource: http://effectivestrategies.wiki.caiu.org/Instructional+Practices "

The District will expand its focus on Differentiated Instruction in order to better meet the needs of all learners.



Realign Secondary Courses

Description:



http://webserver3.ascd.org/handbook/demo/mapping2.html

http://effectivestrategies.wiki.caiu.org/Curriculum+Framework

http://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf

http://en.wikipedia.org/wiki/Learning_styles#cite_note-33

http://ies.ed.gov/ncee/wwc/pdf/practice_guides/rti_reading_pg_021809.pdf


http://www.hepg.org/hel/article/499

http://www.icsei.net/icsei2011/Full%20Papers/0155.pdf

http://effectivestrategies.wiki.caiu.org/Instructional+Practices


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To better meet the needs of all learners, the District will review all course offerings in relation to assessment data and course requests and will then realign courses, as deemed necessary and appropriate.

Implementation Evidence: Course Sequence Charts and Course List




Curriculum Mapping

Select a Web-Based Curriculum Mapping System

Description:

The District will purchase Curriculum Mapping software for implementation K-12.

Implementation Evidence: Website of the Selected Mapping System




Curriculum Mapping

Establish a Schedule for Mapping All K-12 Course Curricula

Description:

The District will establish a schedule for mapping all courses from K-12.

Implemention Evidence: Outline of the Mapping Schedule



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Curriculum Mapping

Map All K-12 Courses

Description:

Teachers will map all courses K-12.

Implementation Evidence: Curriculum Maps for Each Course




Curriculum Mapping

Perform a K-12 Curriculum Audit

Description:

The District will review the completed curriculum maps and assessment data and determine any areas in need of further development or revision.

Implementation Evidence: Audit Report




Curriculum Mapping

Annually Review/Revise Curriculum Maps

Description:

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The District will annually use availalble assessment data and stakeholder feedback to review/revise curriculum maps, as appropriate.

Implementation Evidence: Summary of Revisions




Curriculum Mapping

Review/Revise the District's Curriculum Cycle

Description:

The District's Curriculum Cycle will be reviewed and revised based upon textbook inventories, course realignments, etc.

Implementation Evidence: Curriculum Cycle Chart




Curriculum Mapping

Provide New Curricular Resources in Accordance with Curriculum Cycle and Established Needs

Description:

The District will use the Curriculum Cycle, developed in coordination with course needs and data analysis, to guide the research and recommendation of new curricular resources.

Implementation Evidence: Textbook and Resource Lists


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Curriculum Mapping

Expand Dual-Enrollment Opportunities

Description:

The District will continue to pursue opportunities to expand dual-enrollment course offerings.

Implementation Evidence: Dual-Enrollment Course List


Program Area(s): Professional Education, Gifted Education



Expand Secondary Electives

Description:

The District will analyze course offerings and expand electives to better meet students' needs.

Implementation Evidence: Secondary Course List and Course Proposals





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Explore Cooperative Education/Work Release Opportunities

Description:

The District will explore options for adding cooperative education/work release experiences to the high school program.

Implementation Evidence: Course Proposal





Explore Project-Based Learning Opportunities

Description:

The District will explore opportunities for expanding project-based learning within the curricula.

Implementation Evidence: Summary of Opportunities





Provide Appropriate Supports for Students with IEPs and At-Risk Learners to Facilitate Student Achievement

Description:

The District will provide the necessary services and supports for at-risk learners and learners with IEPs in order to facilitate their achievement.

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Implementation Evidence: Reduced Failure Rates


Program Area(s): Special Education, Student Services, Gifted Education



Support Secondary Teachers in Reducing Tracking through Co-Teaching and Differentiated Lesson Planning

Description:

The District will provide support and training for secondary teachers to assist them with co-teaching and differentiation of instruction.

Implementation Evidence: Schedules and Differentiated Lesson Plans


Program Area(s): Professional Education, Special Education, Gifted Education



Maintain/Expand Leveled Literacy Instruction in K-5

Description:

The District will continue to support and implement the Fountas and Pinnell Leveled Literacy instruction program in grades K-5 in order to improve early literacy development.

Implementation Evidence: Teacher Schedules


Program Area(s): Professional Education, Student Services

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Maintain/Expand Tutoring for At-Risk Learners

Description:

Spring Cove Elementary, Martinsburg Elementary, and Spring Cove Middle School will apply for tutoring assistance for students through the AmeriCorps program. Efforts will be made to secure certified teachers to secure these positions, whenever these grants are awarded.

Implementation Evidence: AmeriCorps Grant Applications and/or Tutoring Schedules



Gifted Education



Explore Options for Math Interventions for At-Risk Learners

Description:

The District will continue its efforts to improve mathematics instruction by identifying various options for math intervention to support at-risk learners. Interventions will be implemented as available and appropriate.

Implementation Evidence: Summary of Intervention Options





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Goal #4: Establish a district system that fully ensures classrooms are staffed with highly qualified teachers.

Related Challenges:

Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates.

Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.

Establish a district system that fully ensures each member of the district community promotes, enhances and sustains a shared vision of positive school climate and ensures family and community support of student participation in the learning process.

Establish a district system that fully ensures teachers and administrators receive timely, effective support and intervention as needed.


Type: Annual


Specific Targets: The District performance in all PSSA tested areas (ELA, Math, Science) will be above the State average.

Type: Annual


Specific Targets: The District performance in all Keystone tested areas (Literature, Algebra I, Biology) will be above the State average.

Type: Annual


Specific Targets: At least 80% of all Grade 2 students will be reading at Level M or above by the end of their second grade year.

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Strategies:


Description:

"Many of the professional-learning designs that show improvements in teaching and learning include some kind of regular collaboration among teachers in a school or across grade levels—sometimes with an instructional leader—to work on better strategies and practices for teaching." (Source: https://cdn.americanprogress.org/wp-content/uploads/2013/07/DeMonteLearning4Teachers-1.pdf) Jenny DeMonte July 2013. Resource: http://effectivestrategies.wiki.caiu.org/Professional+Development

SCSD will develop and implement a long-term professional development plan based upon stakeholder input, student needs, and data analysis.


Recruiting and Retaining Effective Teachers

Description:

The New Teacher Center (NTC) Induction Model is a comprehensive and systemic approach to support beginning teachers (i.e., teachers new to the profession). The induction model aims to accelerate the effectiveness of beginning teachers at increasing student learning by providing one-on-one mentoring and professional development in a supportive school environment. The NTC works with school districts and state departments of education to design, develop, and implement induction programs that are aligned with both district priorities and NTC standards. (Source: http://ies.ed.gov/ncee/wwc/Intervention/804 Resource: http://effectivestrategies.wiki.caiu.org/School+Improvement+Resources)

The District will utilize an effective hiring process, a high-quality induction program, and professional development to ensure the recruiting and retention of quality educators.



Assess Professional Development Needs Annually



http://effectivestrategies.wiki.caiu.org/Professional+Development

http://ies.ed.gov/ncee/wwc/Intervention/804

http://effectivestrategies.wiki.caiu.org/School+Improvement+Resources

120

Description:

The Act 48 Professional Development Survey will be implemented and reviewed annually by the Act 48 Professional Development Committee.







Hold Annual Professional Development Committee Meetings

Description:

The Act 48 Professional Development Committee will meet annually to review the results of the Professional Development Survey and to adjust the long-term professional development plan in accordance with the input/feedback received.

Implementation Evidence: Professional Development Committee Meeting Agendas






Continually Review and Revise the Long-Term Professional Development Plan

121

Description:

The Long-Term Professional Development Plan will continually be reviewed and revised in response to analysis of assessment data, input/feedback from stakeholders, and changes in legislative/State requirements.

Implementation Evidence: Long-Term Professional Development Planning Charts






Develop Annual Professional Development Schedules

Description:

Based upon the Long-Term Professional Development Plan and input from the Professional Development Survey, etc, an annual professional development schedule will be outlined.







Provide Professional Development Focused on Improving Language and Literacy Acquisition for All Students (State Required)

Description:

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The Professional Development Committee will annually identify professional development needs related to language and literacy acquisiton for all students and provide appropriate in-service opportunties and support attendance at applicable conferences, workshops, etc.







Provide Professional Development Focused on Teaching Diverse Learners in an Inclusive Setting (State Required)

Description:

The Professional Development Committee will annually identify professional development needs related to teaching diverse learners in an inclusive setting and provide appropriate in-service opportunties and support attendance at applicable conferences, workshops, etc.







Provide Professional Development Focused on Science, Technology, Engineering, and Mathematics

Description:

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The Professional Development Committee will annually identify professional development needs related to Science, Technology, Engineering, and Mathematics and provide appropriate in-service opportunties and support attendance at applicable conferences, workshops, etc.







Provide Professional Development Focused on School Climate and Safety

Description:

The Professional Development Committee will annually identify professional development needs related to School Climate and Safety and provide appropriate in-service opportunties and support attendance at applicable conferences, workshops, etc.







Consistently Implement the District's Hiring Procedures

Description:

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The District's hiring procedures will be consistently implemented and reviewed to ensure all steps are being followed.

Implementation Evidence: Fully Completed Hiring Checklist for Each Position


Program Area(s):



Consistently Implement the District's Supervision and Evaluation Plans

Description:

The District's Supervision and Evaluation Plans will be implemented consistently.

Implementation Evidence: Annual PDE Teacher and Principal Evaluation Survey


Program Area(s):



Provide High Quality Induction and Mentoring

Description:

The District will offer a high qualitiy Induction program to support all new teachers. Carefully selected mentors will be provided for each teacher's first year experience.

Implementation Evidence: Induction Plan and Mentor List

125


Program Area(s): Teacher Induction



Continue to Provide Training and Support Regarding Educator Effectiveness (ex. PA-ETEP, Peer Coaching)

Description:

The District will continue to offer training and support regarding Educator Effectiveness to new and experienced teachers, as needed.

Implementation Evidence: Professional Development Calendar


Program Area(s):



Annually Evaluate the Effectiveness of the Contracted Substitute Service and Make Any Recommendations for Changes in Vendor, Procedures, Inc.

Description:

The District will periodically review fill rates and will annually evaluate the effectiveness of the current vendor, procedures, etc. and make renewal decisions based upon effectiveness.

Implementation Evidence: Substitute Fill Rate and Client Report


Program Area(s):

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Goal #5: Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates.

Related Challenges:









Establish a district system that fully ensures the establishment of a policy that

delineates expectations for student attendance, outlines consequences for students

who do not comply with the policy and defines expectations for record keeping and

monitoring of student attendance by professional staff members.



a parent.

Establish a district system that fully ensures each member of the district community

promotes, enhances and sustains a shared vision of positive school climate and

ensures family and community support of student participation in the learning

process.








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Type: Annual




Type: Annual




Type: Annual




Strategies:


Description:

"Learning Styles: Concepts and Evidence http://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf Learning Styles http://en.wikipedia.org/wiki/Learning_styles#cite_note-33 WWC: Assisting Students Struggling with Reading: Response to Intervention and Multi-Tier Intervention in the Primary Grades http://ies.ed.gov/ncee/wwc/pdf/practice_guides/rti_reading_pg_021809.pdf Differentiated Instruction Reexamined http://www.hepg.org/hel/article/499 Investigating the Impact of Differentiated Instruction in Mixed Ability

http://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf

http://en.wikipedia.org/wiki/Learning_styles#cite_note-33



http://www.hepg.org/hel/article/499

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Classrooms http://www.icsei.net/icsei2011/Full%20Papers/0155.pdf Resource: http://effectivestrategies.wiki.caiu.org/Instructional+Practices "

The District will expand its focus on Differentiated Instruction in order to better meet the needs of all learners.


Reading Recovery

Description:

Reading Recovery is a short-term tutoring intervention intended to serve the lowest-achieving first-grade students. The goals of Reading Recovery are to promote literacy skills, reduce the number of first-grade students who are struggling to read, and prevent long-term reading difficulties. Reading Recovery supplements classroom teaching with one-to-one tutoring sessions, generally conducted as pull-out sessions during the school day. WWC has identified this program as having a positive impact on alphabetics, fluency, comprehension, and general reading achievement; although it is an intervention overseen by the Reading Recovery Council of North America, it is available on a non-profit, no royalty basis. (Sources: https://youtu.be/YXxM2JVxJKY, http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/wwc_reading_recovery_120208.pdf) Resource: http://effectivestrategies.wiki.caiu.org/Programs

The District will continue to implement Reading Recovery to support at-risk learners in the area of literacy development.


School Safety

Description:

Abraham Maslow outlined a hierarchy of human needs that need to be met before moving to the next higher level. Within Maslow's hiercharchy, safety is one of th primary needs that must be met before an individual is motivated to achieve.

The District will place emphasis on ensuring that our students and staff are provided with a safe, secure climate for learning.

http://www.icsei.net/icsei2011/Full%20Papers/0155.pdf



https://youtu.be/YXxM2JVxJKY

http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/wwc_reading_recovery_120208.pdf

http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/wwc_reading_recovery_120208.pdf

http://effectivestrategies.wiki.caiu.org/Programs

129


Parent/Community Involvement

Description:

Research:

Regardless of socio-economic status or other demographic factors, students with parents who are involved in their education are more likely to attend school regularly, earn good grades, achieve proficiency on tests, demonstrate positive behavior, enjoy school, graduate, and further their education. (A New Wave of Evidence, a report from the Southwest Educational Development Laboratory, 2002, described at http://www.nea.org/tools/17360.htm)

Implementation:

The District will provide a variety of opportunites for parents/community to be involved in the education of our students.


Transitioning from early childhood programs to elementary school

Description:

Significant changes occur for all of us at different times in our lives. When children in preschool early intervention reach the age of 5 or 6, they will move on to a school-age program. Examples of school-age programs are public schools, charter schools, and home education programs. During this transition to a school-age program, it is important for families to have as much information as possible about the process. The Bureau of Special Education (BSE) and the Bureau of Early Intervention Services (BEIS) have developed this guide to help families learn more about transition from preschool early intervention to a school-age program. (Source: Early Childhood Outcomes and Transitioning from Early Intervention to School Age Programs Resource: http://effectivestrategies.wiki.caiu.org/School+Improvement+Resources)

The District will foster relationships with early childhood providers and provide transition opportunities for learners.

SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction


http://www.pattan.net/category/Resources/PaTTAN%20Publications/Browse/Single/?id=570f9467140ba0ab338b4574

http://www.pattan.net/category/Resources/PaTTAN%20Publications/Browse/Single/?id=570f9467140ba0ab338b4574

http://pattan.net-website.s3.amazonaws.com/images/2016/02/10/Trans_EI2Schoolage0216.pdf

http://pattan.net-website.s3.amazonaws.com/images/2016/02/10/Trans_EI2Schoolage0216.pdf

http://effectivestrategies.wiki.caiu.org/School+Improvement+Resources

130

Expand Dual-Enrollment Opportunities

Description:

The District will continue to pursue opportunities to expand dual-enrollment course offerings.

Implementation Evidence: Dual-Enrollment Course List


Program Area(s): Professional Education, Gifted Education



Expand Secondary Electives

Description:

The District will analyze course offerings and expand electives to better meet students' needs.

Implementation Evidence: Secondary Course List and Course Proposals





Explore Cooperative Education/Work Release Opportunities

Description:

The District will explore options for adding cooperative education/work release experiences to the high school program.

Implementation Evidence: Course Proposal

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Explore Project-Based Learning Opportunities

Description:

The District will explore opportunities for expanding project-based learning within the curricula.

Implementation Evidence: Summary of Opportunities





Provide Appropriate Supports for Students with IEPs and At-Risk Learners to Facilitate Student Achievement

Description:

The District will provide the necessary services and supports for at-risk learners and learners with IEPs in order to facilitate their achievement.

Implementation Evidence: Reduced Failure Rates


Program Area(s): Special Education, Student Services, Gifted Education



132

Support Secondary Teachers in Reducing Tracking through Co-Teaching and Differentiated Lesson Planning

Description:

The District will provide support and training for secondary teachers to assist them with co-teaching and differentiation of instruction.

Implementation Evidence: Schedules and Differentiated Lesson Plans


Program Area(s): Professional Education, Special Education, Gifted Education



Maintain/Expand Leveled Literacy Instruction in K-5

Description:

The District will continue to support and implement the Fountas and Pinnell Leveled Literacy instruction program in grades K-5 in order to improve early literacy development.

Implementation Evidence: Teacher Schedules





Maintain/Expand Tutoring for At-Risk Learners

Description:

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Spring Cove Elementary, Martinsburg Elementary, and Spring Cove Middle School will apply for tutoring assistance for students through the AmeriCorps program. Efforts will be made to secure certified teachers to secure these positions, whenever these grants are awarded.

Implementation Evidence: AmeriCorps Grant Applications and/or Tutoring Schedules



Gifted Education



Explore Options for Math Interventions for At-Risk Learners

Description:

The District will continue its efforts to improve mathematics instruction by identifying various options for math intervention to support at-risk learners. Interventions will be implemented as available and appropriate.

Implementation Evidence: Summary of Intervention Options






Provide Reading Recovery Intervention for At-Risk First Graders

Description:

The District will continue to provide support in the area of literacy development for at-risk first graders through Reading Recovery.

134

Implementation Evidence: Teacher Assignments/Schedules




Reading Recovery

Provide Continuing Education Opportunities for Reading Recovery Teachers

Description:

The District will support opportunities for Reading Recovery teachers to participate in continuing contact sessions and literacy conferences/workshops.

Implementation Evidence: Consortium Agreement and/or Reading Recovery conference approvals




Reading Recovery

Use the Experience of the School Police Officer to Assess School Security and Make Recommendations for Improvement

Description:

With support from the School Police Officer, the District will conduct a vulnerability assessment and make recommendations for improving school safety and security.

Implementation Evidence: List of Safety and Security Recommendations


135

Program Area(s): Student Services


School Safety

Update the District/School Crisis Plans and Flip Charts and Incorporate into the NaviGate System.

Description:

District and School Crisis Plans will be completed, along with Flip Charts, incorporated into NaviGate and then reviewed and revised, as needed.

Implementation Evidence: Completed Crisis Plan and Flip Chart




School Safety

Develop Sample Messages and Response Protocols for Various Emergencies

Description:

Sample Messages will be developed for use in various emergencies to communicate applicable information regarding response, reunification, etc.

Implementation Evidence: Complete Message Templates




School Safety

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Apply for Safe Schools Targeted Grants and School Police Grants

Description:

The District will apply for Safe Schools Targeted Grants and Safe Schools School Police Grants, as they are availalble.

Implementation Evidence: Safe Schools Grant Applications




School Safety

Provide Staff Training/Drills Regarding Various School Safety Topics (NaviGate, active shooter, family reunification, etc.)

Description:

Using the Crisis Plan and Flip Chart, administrators will facilitate training/drills to address various school safety topics.

Implementation Evidence: Professional Development Calendar and Drill Schedule




School Safety

Annually Recommend Programs and Equipment Needed for School Safety

Description:

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Needs will be assessed annually so that programs and equipment can be identified during budget preparations in order to maintain a safe, secure environment for learning.

Implementation Evidence: List of Safety and Securty Recommendations




School Safety

Maintain/Expand Volunteerism within our Schools/Programs/Activities

Description:

Principals will continue to foster the involvement of voluteers in our schools.

Implementation Evidence: List of Approved Volunteers





Identify Methods of Expanding Community Partnerships (ex. scholarships, personal finance festival)

Description:

Efforts will be made to expand partnerships with the school community in order foster community support through various donations of time, money, resources, services, etc.

Implememtation Evidence: List of Community Partnerships

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Leverage the Support of the Dragon Pride Foundation to Forward District Goals

Description:

The Dragon Pride Foundation will support various projects and initiatives within the the District.

Implementation Evidence: Recognitions of Dragon Pride Support


Program Area(s):



Heighten Partnerships with Universities (ex. Student Teaching, Dual Enrollment)

Description:

The District will continue to explore opportunities for dual-enrollment, student teaching, and other partnerships with universities.

Implementation Evidence: List of University Partnerships




139


Review/Evaluate/Enhance District Communications (ex. website, newsletters)

Description:

The District will continue to review communication options and update/enhance, as necessary, in order to keep the community informed of District events, accomplishments, etc.

Implementation Evidence: Newsletters, Webpages


Program Area(s):



Identify Options for No Cost/Low Cost Preschool Programming

Description:

The District will continue to explore options for early childhood programming and attempt to develop partnerships.

Implementation Evidence: Preschool Program Flyer





Hold Collaboration/Transition Meetings with Early Childhood Providers

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Description:

Efforts will be made to foster relationships with early childhood providers, to hold collaboration/transition meetings, and to provide various transition opportunities for students.

Implementation Evidence: Collaboration/Transition Meeting Agenda





Transition

Description:

The District will continue to provide quality transition services to students. The District will compare our post-graduate survey results and determine if the survey results match transition services provided in the individualized education plans with at least a 90% match or greater. Our second goal is to increase the number of students by at least 5% over the course of this plan who are placed into secondary settings such as employment, the career and technology center job placement, job shadowing experiences and participating in CareerLink workshops for resume building and interviewing skills training.


Program Area(s): Professional Education, Special Education



Goal #6: Establish a system that fully ensures the district's resources effectively address instructional priorities aligned with the district's vision and mission and fully ensures that the expenditure and accounting of funds meets all legal and ethical requirements within the parameters of generally accepted accounting practices.

141

Related Challenges:

Establish a district system that fully ensures students who are academically at risk are identified early and are supported by a process that provides interventions based upon student needs and includes procedures for monitoring effectiveness.

Establish a district system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices.

Establish a district system that fully ensures specially designed instruction is provided to meet the unique learning needs of children with disabilities at no cost to a parent.

Establish a district system that fully ensures each member of the district community promotes, enhances and sustains a shared vision of positive school climate and ensures family and community support of student participation in the learning process.

Establish a district system that fully ensures teachers and administrators receive timely, effective support and intervention as needed.


Type: Annual


Specific Targets: The District performance in all PSSA tested areas (ELA, Math, Science) will be above the State average.

Type: Annual


Specific Targets: The District performance in all Keystone tested areas (Literature, Algebra I, Biology) will be above the State average.

Type: Annual


Specific Targets: At least 80% of all Grade 2 students will be reading at a Level M or above by the end of their second grade year.

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Strategies:

Data Analysis

Description:

Using Student Achievement Data to Support Instructional Decision Making provides a WWC reporting of various strategies related to the acquisition, analysis, and application of student data. (Source: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf )

The District will expand its use of data analysis to make decisions regarding curriculum and instruction and resource allocation.



Description:

The International Society for Technology in Education cites research that indicates an increase in access to technology has a positive effect on student achievement. (Source: http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement.pdf) Resource: http://effectivestrategies.wiki.caiu.org/Organizational+Structure

The District will continually assess technology training needs and provide the necessary professional development in order heighten technology integration within the classroom and, in turn, improve student achievement.


Policies & Procedures

Description:

District operations are guided by policies and procedures, which are based upon current laws and regulations of the State.

The District will update its policies and develop the related administrative regulations, as applicable.

SAS Alignment: Instruction, Safe and Supportive Schools




http://effectivestrategies.wiki.caiu.org/Organizational+Structure

143

Facilities

Description:

Maslow's Hierarchy of Needs lists physiological needs, such as water and warmth, as the most essential needs that must be met before other needs, such as achievement, can be fulfilled.

The District will develop a long-term facility/maintenance plan to identify and address facility improvements over time.

SAS Alignment: Materials & Resources, Safe and Supportive Schools


Assess Technology Training Needs

Description:

Questions related to technology training needs will be incorporated into the annual Professional Development Survey.




Technology



Develop a Long-Term Technology Plan/Equipment Replacement Cycle

Description:

The District will develop a long-term plan for replacing technology equipment and upgrading infrastructure.

Implementation Evidence: Long-Term Technology Planning Charts and/or Equipment Replacement Cycle.

144


Program Area(s): Educational Technology



Develop Annual Technology Improvement/Replacement Schedules and Make Any Revisions to the Long-Term Plan

Description:

The District will establish an annual plan for technology improvements/replacement and budget accordingly. Revisions will be made annuallly to the long-term technology plan based upon current technology trends, necessary updates, etc.

Implementation Evidence: Annual Technology Improvement/Replacement Lists





Develop Promotional Materials for SCSD Cyber

Description:

A brochure will be developed to promote SCSD Cyber to students considering a cyber alternative to brick-and-mortar schooling and/or to new or current cyber charter students who are SCSD residents.

Implementation Evidence: SCSD Cyber Promotional Flyer(s)



145



Monitor the Effectiveness of the SCSD Cyber Program and Provide Any Recommendations for Improvements

Description:

The District will monitor student enrollment and achievement in the SCSD Cyber Program and make any necessary revisions/improvements to the current program and/or recommend alternatives in order to best meet the needs of SCSD Cyber students.

Implementation Evidence: SCSD Cyber Report





Complete an Internal Audit of Student Activity Account

Description:

All Student Activity Accounts will be reviewed to determine any potential audit issues that may need to be corrected.

Implementation Evidence: Audit Report(s)




Data Analysis

146

Outline Student Activity Account Procedures

Description:

Administrative Regulations will be developed to outline the procedures for operating Student Activity Accounts.

Implementation Evidence: Written Student Activity Account Procedures




Data Analysis

Conduct an Annual Review of Data, Critical Events, Operations, and Goals

Description:

An Annual Report will be developed and presented to the Board providing the Board with an annual review of Data, Critical Events, Operations, and Goals.

Implementation Evidence: Spring Cove School District Annual Report to the Board


Program Area(s):


Data Analysis

Use Data to Inform Decisions Regarding Staffing, Scheduling, and Operational Priorities

Description:

147

The District will utilize data, such as achievement test results, enrollment projections, course requests, etc. in making decisions regarding staffing, scheduling, and operational priorities.

Implementation Evidence: Budget Report(s)


Program Area(s):


Data Analysis

Review/Evaluate District Transportation

Description:

The District will review District Transportation services, contracts, reimbursements, etc. and make recommendations for revisions, renewals, etc.

Implementation Evidence: Transportation Subsidy Report, RFP, and/or Transportation Contract(s)




Data Analysis

Update All District Policies Using the PSBA Policy Service

Description:

All District Policies will be updated, using the PSBA Policy Service, and posted on the website for stakeholder access. Policies will then be maintained continually through use of Policy News Network (PNN) updates.

Implementation Evidence: Posted Policies

148


Program Area(s):



Update All District Administrative Regulations

Description:

Using the PSBA Guides, Administrative Regulations will be revised or developed and posted for access by faculty/staff.

Implementation Evidence: Posted Administrative Regulatuations


Program Area(s):



Update All Student Handbooks/Codes of Conduct

Description:

Student Handbooks will be updated in accordance with District Policy, reviewed by the solicitor, and approved byt the Board.

Implementation Evidence: Posted Student Handbooks/Codes of Conduct


Program Area(s):


149


Update All Staff Handbooks

Description:

A district-wide Employee Handbook will be developed and distributed to all staff.

Implmentation Evidence: Posted Staff Handbooks


Program Area(s):



Update All Job Descriptions

Description:

Job descriptions will be developed or revised for all district positions.

Implementation Evidence: Posted Job Descriptions


Program Area(s):



Assess Facility/Maintenance Needs Annually

Description:

150

As part of the annual budget process, the needs of each facility will be reviewed annually and prioritized.

Implementation Steps: Needs Assessment Report


Program Area(s):


Facilities

Develop Annual Facility/Maintenance Schedules and Make Any Revisions to the Long-Term Plan

Description:

Based upon the annual assessment of facilities, a plan will be developed annually for maintenance department projects and capital projects for the year. The long-term plan will be revised/updated as part of the annual review.

Implementation Evidence: Annual Facility/Maintenance Schedules


Program Area(s):


Facilities

Continue to Seek Grants for Facility Improvements and New Equipment

Description:

Grant opportunities will continue to be explored and pursued in an effort to secure funds for facility and/or equipment upgrades.

Implementation Evidence: Grant Applications

151


Program Area(s):


Facilities

Begin a District Feasibility Study

Description:

The District will consider beginning a District Feasibility Study to determine a long-term capital improvement plan.

Implementation Evidence: Contract for Services


Program Area(s):


Facilities

152

Appendix: Professional Development Implementation

Step Details

LEA Goals Addressed:

Establish a district system that fully ensures professional development is focused, comprehensive and implemented with fidelity.

Strategy #1: High Quality Professional Development for Teachers

Start End Title Description

7/1/2016 6/30/2019 Behavior Support

The District believes that teachers and paraprofessionals should be

trained annually in de-escalation techniques. Training is also provided to

selected employees for Crisis Prevention Intervention. The District will

continue to provide de-escalation and CPI training twice per school year.

The District wants to see suspensions decrease by at least 5% over the

course of this plan. The District will continue to analyze data through

functional behavior assessments to develop Positive Behavior Support

Plans.

Person Responsible SH S EP Provider Type App. Director of Special

Education 3.0 6 70 Intermediate Unit IU Yes

Knowledge

Our employees will gain the knowledge necessary to de-escalate student behaviors thus resulting in

the decrease of suspensions.

Supportive

153

Research De-escalation Training and Crisis Prevention Intervention Training will assist staff to work through the

appropriate continuum of interventions when deescalating students in the school setting.

Designed to Accomplish

For classroom teachers, school counselors and education specialists:


Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.


For school and district administrators, and other educators seeking leadership roles:

Provides leaders with the ability to access and use appropriate data to inform decision-making.



Training Format

LEA Whole Group Presentation

Participant Roles

Classroom teachers

Principals / Asst. Principals

Supt / Ast Supts / CEO / Ex Dir

School counselors

Paraprofessional

New Staff

Related Service Personnel

Grade Levels

Elementary - Primary (preK - grade 1)

Elementary - Intermediate (grades 2-5)

Middle (grades 6-8)

High (grades 9-12)

154

Follow-up Activities

Written response from each employee regarding training and how the training will be applied

Evaluation Methods

Participant survey

Analyze quarterly the number of suspensions with students with special needs





7/1/2016 6/30/2019 Autism

Description: The District wants to continue to enhance the quality of service

provided to our students needing autistic support. Our goal is to achieve over the

course of this plan at least a 2% increase of students with Autism being included

within the Least Restrictive Environment.


Education 3.0 2 50 Intermediate Unit IU Yes

Knowledge

The District expects the knowledge gained from the training to be applied to teaching strategies that

will result in the inclusion of students with autism in the Least Restrictive Environment.

Supportive Research

The District expects to have training provided that best implements evidence-based research for

children with autism in the public school setting including meeting the needs of individuals with

autism through collaboration and appropriate supports.

155



Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.

Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.





Training Format

LEA Whole Group Presentation

Series of Workshops

Offsite Conferences

Participant Roles

Classroom teachers


Paraprofessional

Other educational specialists


Parents

Grade Levels



Middle (grades 6-8)

High (grades 9-12)


Analysis of student work, with administrator and/or peers

Journaling and reflecting Evaluation Methods

Student PSSA data

Classroom student assessment data

Participant survey

156





7/1/2016 6/30/2019 Reading NCLB #1

The District wants to continue to enhance the quality of service provided

to our students who require intensive reading interventions. Our goal is

to achieve, over the course of three years, at least a 5% increase with

students identified as having a specific learning disability in reading

reaching proficiency on grade level standards.


Education 3.0 2 20 IU08 IU Yes

Knowledge

Our special education teachers will gain the knowledge needed to implement the Supplemental

Reading Interventions and evaluate the effectiveness of the programs by student performance

measurements.

Supportive Research

The District will implement researched based interventions for struggling readers who have

individualized education plans.


For classroom teachers, school counselors and education


157

specialists: Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.



Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.




Training Format

Series of Workshops

Participant Roles

Classroom teachers


Paraprofessional

New Staff

Other educational specialists

Parents

Grade Levels



Middle (grades 6-8)

High (grades 9-12)

Follow-up Activities Team development and

sharing of content-area lesson Evaluation Methods

Classroom observation focusing on factors such as planning and preparation,

158

implementation outcomes, with involvement of administrator and/or peers

Analysis of student work, with administrator and/or peers

Creating lessons to meet varied student learning styles

Lesson modeling with mentoring

Joint planning period activities

knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.

Student PSSA data

Standardized student assessment data other than the PSSA

Classroom student assessment data

Participant survey

Review of participant lesson plans


Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates.

Strategy #1: Parent/Community Involvement


7/1/2016 6/30/2019 Transition

The District will continue to provide quality transition services to

students. The District will compare our post-graduate survey results and

determine if the survey results match transition services provided in the

individualized education plans with at least a 90% match or greater. Our

second goal is to increase the number of students by at least 5% over the

course of this plan who are placed into secondary settings such as

employment, the career and technology center job placement, job

shadowing experiences and participating in CareerLink workshops for

resume building and interviewing skills training.

Person Responsible SH S EP Provider Type App.

159

Director of Special Education

1.0 5 15 Intermediate Unit The district will be

responsible for

providing the

transition services.

The services will be

coordinated with

CareerLink, the Greater Altoona Career

and Technolo

gy Center,

local businesses and

the Intermediate Unit

08

Yes

Knowledge The District will implement Transiton Services in accordance with State and Federal Regulations and Indicator

13.

Supportive Research

The District will implement transition services with each students IEP as outlined in State and Federal

Regulartions.

160









Training Format

Series of Workshops

Participant Roles

Classroom teachers

School counselors Paraprofessional


Grade Levels

Middle (grades 6-8)

High (grades 9-12)


Analyze Post School Outcomes Survey

Evaluation Methods

Participant survey

Analyze individual education plans to determine if transition services provided include a variety of assessment, survey results and activities for students to complete

161

District Level Affirmations

We affirm that this District Level Plan was developed in accordance, and will comply with the

applicable provisions of 22 Pa. Code, Chapters 4, 12, 16, and 49. We also affirm that the contents are

true and correct and that the plan was placed for public inspection in the school district/AVTS

offices and in the nearest public library until the next regularly scheduled meeting of the board or

for a minimum or 28 days whichever comes first.

We affirm that the responses in the Professional Education Core Foundations and the Professional

Development Implementation Steps focus on the learning needs of each staff member to enable all

staff members meet or exceed the Pennsylvania academic standards in each of the core subject

areas.

No signature has been provided

Board President


Superintendent/Chief Executive Officer

162

Special Education Affirmations

We also affirm our understanding that any requests for any deviations from the Chapter 14

regulations, standards, policies, and procedures must be made in writing to the Pennsylvania

Department of Education. The school district understands that the Special Education Component of

the District Level Plan will be approved by PDE in accordance with the following criteria as set forth

in 22 Pa. School Code § 14.104 and as part of the District Level Plan:

1. There are a full range of services, programs and alternative placements available to the

school district for placement and implementation of the special education programs in the

school district.

2. The school district has adopted a child find system to locate, identify and evaluate young

children and children who are thought to be a child with a disability eligible for special

education residing within the school district's jurisdiction. Child find data is collected,

maintained, and used in decision-making. Child find process and procedures are evaluated

for its effectiveness. The school district implements mechanisms to disseminate child find

information to the public, organizations, agencies, and individuals on at least an annual basis.

3. The school district has adopted policies and procedures that assure that students with

disabilities are included in general education programs and extracurricular and non-

academic programs and activities to the maximum extent appropriate in accordance with an

Individualized Education Program.

4. The school district will comply with the PA Department of Education, Bureau of Special

Education's revision notice process.

5. The school district follows the state and federal guidelines for participation of students with

disabilities in state and district-wide assessments including the determination of

participation, the need for accommodations, and the methods of assessing students for

whom regular assessment is not appropriate.

6. The school district affirms the Pennsylvania Department of Education that funds received

through participation in the medical assistance reimbursement program, ACCESS, will be

used to enhance or expand the current level of services and programs provided to students

with disabilities in this local education agency.

We affirm that the school district has completed a 28 day public inspection and comment period as

required under 22 PA Code § 4.13 (d) prior to the school entity's governing board approval and

submission to the Department of Education (Bureau of Special Education).


163

Board President


Superintendent/Chief Executive Officer

spring cove sd · 15/9/2017 · educational community spring cove school district is located in...

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