Plan 2018... · Web viewThe Strategic Plan for the Pen Argyl Area School District includes all of...

Pen Argyl Area SD

District Level Plan

07/01/2018 - 06/30/2021

2

District Profile

Demographics

1620 Teels RdPen Argyl, PA 18072(610)863-3191Superintendent: William HaberlDirector of Special Education: Tricia Viglione

Planning ProcessThe Strategic Plan for the Pen Argyl Area School District includes all of the specific reporting components required under Chapter 4, Academic Standards and Assessment section. The plan provides direction and realignment of academic content areas based on Pennsylvania Common Core Standards. Various stakeholders were responsible for its development, including professional staff and administrators from all levels (elementary, middle, and high school), regular and special education, parents, and business leaders from within the community. The plan was developed with input from the following sub-committees: Curriculum, Technology, Administrative Council, Special Education, Buildings and Grounds, and academic departments. Through the work of each sub-committee, the District identified and developed goals that focus on:

Curriculum alignment with PA Common Core Standards

Improvement of student achievement in all content areas

Assessment and remediation

Technology

Professional Development

New Teacher Induction

School Safety

These goals and priorities will be at the focal point of all District decision-making for the duration of this plan.

Mission StatementThe Pen Argyl Area School District will foster educational growth and lifelong learning by implementing evidence based teaching and learning practices focused on college and career readiness.

3

Vision StatementThe Pen Argyl Area School District and all the constituencies share a common vision for the present and future of their children

1. Student growth and development are at the the center of all decisions

2. The PAASD community embraces the future of ever changing technology through flexible, collaborative learning opportunities that foster educational growth.

3. Teachers, students, and community members will utilize state of the art technologies to engage in real world opportunities for global educational experiences to develop lifelong learners.

4. All students will be challenged to succeed in all endeavors through a well-rounded education: academic, co-curricular, and extracurricular

5. All students will address adversity with confidence; resolve problems with knowledge of all sides of the issue; accept diversity of different cultures, ethnicity, or religion; and practice civil behaviors

6. All students will be encouraged to lead healthy and active lifestyles

Shared ValuesShared Values

We believe that education is the key to every child’s success.

We believe that all children can learn.

We believe that each child’s qualities, differences, talents, and abilities should be recognized, developed, challenged, and celebrated.

We believe that our schools must prepare all children to become productive and socially responsible citizens.

We believe that schools must be safe, civil, and caring.

We believe that respect for individual differences and a sense of responsibility to others are cornerstones of the educational process.

We believe that communication and collaboration between home and school is essential to educational success.

4

We believe that the school board, staff, parents, and the community must share in providing the best possible education for our children.

Educational CommunityThe Pen Argyl Area School District is a small, rural community consisting of one elementary school (K - 3), one middle school (Grades 4 - 8), and one high school (Grades 9 - 12). Each building is staffed with full-time administrators, 100% Highly Qualified professional staff and support staff, and has the necessary resources to provide a highly effective educational program. The Plainfield Elementary School enrollment is 468 students, the Wind Gap Middle School enrollment is 662 students, and the Pen Argyl High School enrollment is 535 students for a total enrollment of 1665 students as of June 16, 2017. Being a small community, there is limited industry or community resources to help support the District; therefore, approximately 75% of District revenue comes from local sources. Over the past 5 years, the District has seen a significant increase in the poverty rate. As of June 2017, the District average for Free & Reduced Lunch is 36%. The Plainfield Elementary School now qualifies for Schoolwide Title I services with a 43% poverty rate. This is a very close-knit community with strong parent involvement and community and school pride. This is evident by the strong community involvement throughout the schools at all academic, athletic, and school-sponsored events. The Pen Argyl Area School District supports the state organizational structure as presented in Chapter 4 and has aligned all English/Language Arts and Math curricula to PA Core Standards. Other academic areas are aligned to National Standards and PA Standards. The District maintains 13 academic and support service departments.: Fine Arts, Science, Health and Physical Education, World Language, Math, English/Language Arts, Music, Social Studies, Practical Arts, Pupil Services, Special Education, Business, and Technology.

Planning CommitteeName Role

William Haberl Administrator : Professional EducationMargaret Petit Administrator : Professional Education Special

5

EducationBob Rutt Board Member David Domchek Building Principal : Professional EducationPhilip Giaquinto Building Principal : Professional EducationSherri Moletress Building Principal : Professional EducationJohn Dally Business Representative : Professional EducationJohn Dietzi Business Representative : Professional EducationJewel Williamson Burns Business Representative : Professional EducationDarrin Evans Community Representative : Professional

EducationKim Farnack Community Representative : Special EducationChristopher Graham Community Representative : Professional

EducationJim Shoemaker Community Representative : Professional

EducationMike Peck Ed Specialist - Instructional Technology :

Professional EducationLaura Stefani Ed Specialist - Instructional Technology :

Professional EducationKim Borden Ed Specialist - Other : Professional EducationEric Sampson Ed Specialist - School Counselor : Special

EducationKirsten Muser Ed Specialist - School Psychologist : Special

EducationMary Dillon Elementary School Teacher - Regular Education :

Professional EducationKelly Thomas Elementary School Teacher - Regular Education :

Special EducationLaura Jaxheimer Elementary School Teacher - Special Education :

Professional EducationBrett Kunkle High School Teacher - Regular Education :

Professional EducationSpring Shank High School Teacher - Regular Education :

Professional EducationBeth Snyder High School Teacher - Special Education :

Professional EducationShira Yacker High School Teacher - Special Education : Special

EducationLisa Borger Middle School Teacher - Regular Education :

Professional Education

6

Mike McGurk Middle School Teacher - Regular Education : Professional Education

Linda Mondschien Middle School Teacher - Special Education : Special Education

Stephanie Dougherty Parent : Professional EducationStephanie Oakley Parent : Special EducationTracy O'Connell Parent : Special EducationDawn Watson Parent : Professional Education

7

Core Foundations

Standards

Mapping and Alignment

Elementary Education-Primary Level

Standards Mapping Alignment

Arts and Humanities Accomplished DevelopingCareer Education and Work Accomplished AccomplishedCivics and Government Developing DevelopingPA Core Standards: English Language Arts Accomplished AccomplishedPA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Developing Developing

PA Core Standards: Mathematics Accomplished AccomplishedEconomics Developing DevelopingEnvironment and Ecology Developing DevelopingFamily and Consumer Sciences Developing DevelopingGeography Developing DevelopingHealth, Safety and Physical Education Accomplished AccomplishedHistory Developing DevelopingScience and Technology and Engineering Education Developing DevelopingAlternate Academic Content Standards for Math Accomplished AccomplishedAlternate Academic Content Standards for Reading Accomplished AccomplishedAmerican School Counselor Association for Students Accomplished AccomplishedEarly Childhood Education: Infant-Toddler Second Grade⟶ Accomplished Accomplished

English Language Proficiency Accomplished AccomplishedInterpersonal Skills Accomplished AccomplishedSchool Climate Accomplished Accomplished

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

Family and Consumer Science is not offered at this level. Some teachers invite family and/or community members to visit their classroom to discuss their careers, but there is not a formal program or plan.

Elementary Education-Intermediate Level


Arts and Humanities Accomplished AccomplishedCareer Education and Work Accomplished AccomplishedCivics and Government Accomplished Accomplished

8

PA Core Standards: English Language Arts Accomplished AccomplishedPA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Accomplished Accomplished

PA Core Standards: Mathematics Accomplished AccomplishedEconomics Accomplished AccomplishedEnvironment and Ecology Accomplished AccomplishedFamily and Consumer Sciences Accomplished AccomplishedGeography Accomplished AccomplishedHealth, Safety and Physical Education Accomplished AccomplishedHistory Accomplished AccomplishedScience and Technology and Engineering Education Accomplished AccomplishedAlternate Academic Content Standards for Math Developing DevelopingAlternate Academic Content Standards for Reading Accomplished AccomplishedAmerican School Counselor Association for Students Developing DevelopingEnglish Language Proficiency Accomplished AccomplishedInterpersonal Skills Developing DevelopingSchool Climate Developing Developing


This narrative is empty.

Middle Level


Arts and Humanities Accomplished AccomplishedCareer Education and Work Accomplished AccomplishedCivics and Government Accomplished AccomplishedPA Core Standards: English Language Arts Accomplished AccomplishedPA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Accomplished Accomplished

PA Core Standards: Mathematics Accomplished AccomplishedEconomics Accomplished AccomplishedEnvironment and Ecology Accomplished AccomplishedFamily and Consumer Sciences Accomplished AccomplishedGeography Accomplished AccomplishedHealth, Safety and Physical Education Accomplished AccomplishedHistory Accomplished AccomplishedScience and Technology and Engineering Education Accomplished AccomplishedAlternate Academic Content Standards for Math Developing DevelopingAlternate Academic Content Standards for Reading Accomplished AccomplishedAmerican School Counselor Association for Students Developing DevelopingEnglish Language Proficiency Accomplished AccomplishedInterpersonal Skills Developing DevelopingSchool Climate Developing DevelopingWorld Language Accomplished Accomplished

9



High School Level


Arts and Humanities Accomplished AccomplishedCareer Education and Work Accomplished AccomplishedCivics and Government Accomplished AccomplishedPA Core Standards: English Language Arts Accomplished AccomplishedPA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Accomplished Accomplished

PA Core Standards: Mathematics Accomplished AccomplishedEconomics Accomplished AccomplishedEnvironment and Ecology Accomplished AccomplishedFamily and Consumer Sciences Accomplished AccomplishedGeography Accomplished AccomplishedHealth, Safety and Physical Education Accomplished AccomplishedHistory Accomplished AccomplishedScience and Technology and Engineering Education Accomplished AccomplishedAlternate Academic Content Standards for Math Accomplished AccomplishedAlternate Academic Content Standards for Reading Accomplished AccomplishedAmerican School Counselor Association for Students Accomplished AccomplishedEnglish Language Proficiency Accomplished AccomplishedInterpersonal Skills Accomplished AccomplishedSchool Climate Accomplished AccomplishedWorld Language Accomplished Accomplished



Adaptations


Checked answers

Arts and Humanities Civics and Government PA Core Standards: English Language Arts PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects PA Core Standards: Mathematics Economics Environment and Ecology Geography

10

Health, Safety and Physical Education History Science and Technology and Engineering Education

Unchecked answers

None.


Checked answers

Arts and Humanities Career Education and Work Civics and Government PA Core Standards: English Language Arts PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects PA Core Standards: Mathematics Economics Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education History Science and Technology and Engineering Education

Unchecked answers

None.

Middle Level

Checked answers


Unchecked answers

None.

High School Level

11

Checked answers


Unchecked answers

None.

Explanation for any standards checked:

We have transitioned from PA Standards to PA Core Standards inELA and Math and all other curricula are aligned to PA State Standards

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:

Instructional schedules, by grade level, identify timelines for daily instruction. Written curriculum includes objectives and units of study and evidence of mastery by grade level. Curriculum has been revised to align to PA Common Core Standards in Language Arts and Math.

12

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





Accomplished



Accomplished






Middle Level



Accomplished



Accomplished




13



High School Level



Accomplished



Accomplished



Instructional schedules, by department, identify timelines for daily instruction. Written curriculum includes objectives and units of study and evidence of mastery by subject area. Curriculum has been revised to align to PA Common Core Standards in Language Arts and Math. As Common Core Standards for Science, Social Studies, and Technical subjects are revised at the State level, the District will realign the curricula to address those changes.



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.

The district has an Adapted Physical Education curriculum for students in grades K - 12 so they have access to the standards aligned Physical Education curriculum at their grade level. In addition, the district has been increasing the number of special education students who are included in regular education classes using a special education teacher to co-teach with the regular education teacher. Over the past 4 years, inclusion co-teaching professional development and coaching has been provided to teachers in grades K - 12. For those classrooms where a special education teacher is not assigned, a trained instructional aide works with and supports identified special education students under the direction of a

14

certified teacher. Over the past 8 years, the district has phased in training in differentiated instruction for both regular education and special education teachers so that they have the knowledge and skill to make modifications and accommodations for all students so they have access to the standards aligned curriculum. Differentiated instruction training is also part of the district's new teacher induction program.

Instruction

Instructional Strategies

Checked Answers Formal classroom observations focused on instruction Walkthroughs targeted on instruction Annual Instructional evaluations Peer evaluation/coaching Instructional 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.

Building and district administrators conduct walk through evaluations on a regular basis. Building administrators identify instructional priorities for their building and the walk through is focused on those priorities. Formal classroom observations also focus on instructional priorities. Data collected in walk throughs and formal observations is used to complete instructional evaluations of professional staff. Professional development that is focused on classroom instruction includes instructional coaching, particularly in the areas of elementary reading, Reading Apprenticeship, co-teaching, and differentiated instruction. New teachers and mentors conduct peer observations at least twice during the first year of employment in the district. Mentors serve as instructional coaches to inductees.

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

The district does not have building or department supervisors, only department heads and does not expect to hire department supervisors in the near future. The Assistant Superintendent, Special Education Supervisor, and Technology Instruction Supervisor are involved with professional development, coaching, and observation of professional staff.

15

Instructional coaches review lesson plans related to the observation being conducted but this is not a regular occurrence.

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.

Implemented in 50% or more of

district classrooms

Differentiated instruction is used to meet student needs.


district classrooms

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

Implemented in less than 50%

of district classrooms

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

Professional development for differentiated instruction is being phased in at this level. Presently, over 90% of the primary level staff are in different phases of training in differentiated instruction to meet the needs of both gifted and at-risk students. Over the next three years, walk through and classroom observations will focus on the implementation of differentiated instruction to meet the needs of these students.




Implementation



district classrooms



district classrooms



district classrooms

16


Professional development for differentiated instruction is being phased in at this level. Presently, over 100% of the primary level staff are in different phases of training in differentiated instruction to meet the needs of both gifted and at-risk students. Since the 2013-2014 school year, students in grades 4 - 6 have been provided with an intervention that will either enrich or remediate according to students needs and ability level. Over the next three years, walk through and classroom observations will focus on the implementation of differentiated instruction to meet the needs of these students.

Middle Level



Implementation



district classrooms



district classrooms



district classrooms


Professional development for differentiated instruction is being phased in at this level. Presently, over 100% of the primary level staff are in different phases of training in differentiated instruction to meet the needs of both gifted and at-risk students. Since the 2013-2014 school year, students in grades 7 & 8 have been provided with an intervention that will either enrich or remediate according to students needs and ability level. Over the next three years, walk through and classroom observations will focus on the implementation of differentiated instruction to meet the needs of these students

High School Level



Implementation



district classrooms

Differentiated instruction is used to meet student needs. Implemented in 50% or more of

district

17

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

Full Implementatio

n


Administrators carefully place students in elementary classrooms based on the best match for the student related to personality and ability. Over the past couple of years, the middle school and elementary school administrators have reassigned staff. Remediation is provided by certified reading specialists and math teachers who have a strong math background. In the 2017-2018 school year, a Gifted seminar class will be offered to students at the high school. This course will be offered for 1/4 credit per marking period and will be individualized to meet the individual interests, strengths, and needs of the gifted student used a project-based learning format.

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 Pen Argyl Area School District administrative team believes that the classroom teacher is the most important factor affecting student achievement. For this reason, we consider the recruitment, interviewing, and selection process to be an investment in the district and the lives of its students. Due to the high-priority given to this administrative function, every effort is made to only hire highly qualified candidates. On occasion, if after advertising in various locations, the District is unable to locate a highly qualified candidate, the district will hire the most qualified candidate with an emergency certificate. Such candidates are given a time bound opplan for completing the requirements to become highly qualified and the district offers 100% tuition reimbursement toward the accomplishment of that goal. Recruitment of high quality candidates is a district priority. In an effort to hire highly qualified educators, district administrators advertise teaching positions on the district website, online, at local colleges and in local newspapers. Our teaher interview process is fluid throughout the year as needs arise and is comprised of two or three rounds beyond the initial screening of candidates using PAeducator.net. During the first round, each candidate is screened in a 45 minute interview with a committee of 3 - 5 professional staff members and the building principal. The committee always includes the academic department head (secondary) or grade level coordinator (elementary). During the second round, candidates are asked to teach a 20 - 30 minute lesson on an assigned topic to 4 - 7 committee members which includes the assistant superintendent. The third round, which is conducted with the final candidate, involves a 30 minute interview with the superintendent.

Assessments

Local Graduation Requirements

18

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

Total Courses 26.00 26.00 26.00English 5.00 5.00 5.00Mathematics 3.00 3.00 3.00Social Studies 4.00 4.00 4.00Science 3.00 3.00 3.00Physical Education 4.00 4.00 4.00Health 1.00 1.00 1.00Music, Art, Family & Consumer Sciences, Career and Technical Education

4.00 4.00 4.00

Electives 3.00 3.00 3.00Minimum % 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).

II. Performance level expectations and descriptors that describe the level of performance required to achieve proficiency comparable to that used for the Keystone Exams.

19

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 XCareer Education and Work X X X XCivics and Government XPA Core Standards: English Language Arts X X X

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

X

PA Core Standards: Mathematics X XEconomics XEnvironment and Ecology X

20

Family and Consumer Sciences X X XGeography XHealth, Safety and Physical Education X X

History XScience and Technology and Engineering Education X X

World Language X

Methods and Measures

Summative Assessments

Summative Assessments EEP EEI ML HS

PSSA, Keystone Exam, Final exams X X X X

Benchmark Assessments

Benchmark Assessments EEP EEI ML HS

Study Island, Dibels, CDT, Easy CBM X X X X

Formative Assessments

Formative Assessments EEP EEI ML HS

Study Island, Dibels, Fuchs & Fuchs, Unit Tests, Projects, Research papers, X X X X

Diagnostic Assessments

Diagnostic Assessments EEP EEI ML HS

Phonological Awareness/Phonics Inventory, Dibels running record, CDT, Peabody, CTOPP, Dibels Deep X X X X

Validation of Implemented Assessments

Validation Methods EEP EEI ML HS

External ReviewIntermediate Unit ReviewLEA Administration Review X X X XBuilding Supervisor ReviewDepartment Supervisor ReviewProfessional Learning Community ReviewInstructional Coach Review

21

Teacher Peer Review

Provide brief explanation of your process for reviewing assessments.

The Assistant Superintendent, Special Education Supervisor, RTII or Instructional Support teams, and Department Coordinators meet to review assessments being used and the instructional decisions related to their use.

Development and Validation of Local Assessments

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

Not applicable.

Collection and Dissemination

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

At the elementary through middle school levels, benchmark assessment data is used to identify instructional groups based on student need. Students placed in Tier 2 or Tier 3 intervention are progress monitored weekly or bi-weekly and students in Tier 1 are progress monitored monthly. Monthly grade level data meetings are conducted to analyze the student progress and make instructional adjustments. At the high school level data is collected from the 8th grade PSSA test, the Algebra I, Biology, and Literature Keystone exams, Study Island Benchmark Tests, and the Classroom Diagnostic Tools. Data analysis is completed by the department chairperson of the assessed content area and disseminated, by them, to teachers of the assessed content area.

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.

At the elementary through the middle school levels students are ranked relevant to reading and math achievement and at-risk students are identified. Identified students are placed in Tier 2 or Tier 3 intervention based on identified needs using the RTII model. The following high school data, by content area, is used to make instructional decisions. In math, students failing to meet the proficiency requirements on the Math PSSA, Algebra I Keystone Exam, Algebra Readiness Text, score < 70% on the 3rd Study Island assessment, or score < 75% on their final math report card grade are placed in a remedial math class. The class utilizes the Compass Learning Odyssey Program and other instructional programs identified by the math department. In reading, students failing to meet the proficiency requirements on the Reading PSSA, Literature Keystone Exam, score < 70% on the 3rd Study Island assessment,

22

or score < 75% on their final report card average or did not pass remediation with a score of 75% or higher the previous semester are placed in a remedial reading class. The remediation program uses either the Read 180 program or other instructional programs identified by the English department. Students placed in the Read 180 program also take the Scholastic Reading Inventory to identify their instructional level and areas of need.

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

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 increase mastery.

X X X

Instructional practices modified or adapted to increase student mastery. X X X X

Provide brief explanation of the process for incorporating selected strategies.

Teachers are receiving professional development in Differentiated Instruction and PA Common Core Standards. Co-taught classrooms allow for regular and special education teachers to modify and adapt the content, process, product and learning environment to increase student mastery.

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

ELA and Math curricula are aligned to the PA Core so teachers can link results of benchmark, formative, summative, and diagnostic assessments to the Common core assessment anchors, eligible content, and standards.Increased professional development and teacher collaboration will be provided addressing effective data analysis, how to link the data to anchors, content and objectives, and how to utilize the findings to identify and incorporate instructional strategies to increase student mastery.

Distribution of Summative Assessment Results

Distribution Methods EEP EEI ML HS

Course Planning GuidesDirecting Public to the PDE & other Test-related Websites

23

Individual MeetingsLetters to Parents/Guardians X X X XLocal Media ReportsWebsite X X X XMeetings with Community, Families and School Board X X X X

Mass Phone Calls/Emails/Letters X X XNewslettersPress ReleasesSchool CalendarStudent HandbookGrade level open houses X X X

Provide brief explanation of the process for incorporating selected strategies.

Parents receive copies of student results through the Parent Report and letter from DRC. The district website posts the district report card annually. A School Board presentation is made once AYP results are announced. The elementary and middle school principals announce building results at grade level open houses each fall.

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

The High School will be using the assessment results in the Student Handbook in order to link them to graduation requirements. In addition, this information will connect to remediation programs available to assist students who have not been proficient or who may not be proficient. Individual student/teacher meetings will be held when a student has failed to demonstrate proficiency on Study Island, CDT's, or marking period grades. Individual student/guidance counselor meetings will be held when a student has failed to demonstrate proficiency on these same measures.

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.

There will be an increased emphasis on data analysis and instructional decision making. The RTII process has been expanded into the middle school and both the middle school and the high school have completed 3 years of training with the Safe and Civil Schools program,

24

a positive behavior support program. In addition, all students at the secondary level will take the Classroom Diagnostics Assessments and results used to identify instructional priorities and middle school teachers will use these assessments to monitor progress toward proficiency. Seniors will need to pass the Study Island assessment with a minimum of 70% to graduate. Math data from 2015-2016 PSSA and the Algebra I Keystone Exam indicate that student achievement in math has declined since moving to the PA Core. As a result, teachers and administrators have begun to participate in a 3-year series of math professional development focused on math practices and instructional strategies that are proven to increase student achievement. In addition central office and secondary administrators visited local school districts that have high math achievement to identify what they are doing to increase student performance. All 3 District buildings (Plainfield Elementary School, Wind Gap Middle School, & Pen Argyl High School) have set building math goals for the 2017-2018 school year with a focus on changing classroom practices to improve student achievement. Additional professional development in research-based instructional math practices will be provided.

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 XConflict Resolution or Dispute Management X X X XPeer Helper Programs X X XSafety and Violence Prevention CurriculaStudent Codes of Conduct X X X XComprehensive School Safety and Violence Prevention Plans X X X X

Purchase of Security-related Technology X X X XStudent, Staff and Visitor Identification Systems X X X XPlacement of School Resource OfficersStudent Assistance Program Teams and Training X X XCounseling Services Available for all Students X X X XInternet 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:

The local police randomly visit our schools several times per day thus there is no need for a SRO. Financial resources prohibit the ability to hire an SRO. At this time, the District does not plan to add a Safety and Violence Curriculum in the District.

Screening, Evaluating and Programming for Gifted Students

25

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 Pen Argyl Area School District has developed a process to screen and evaluate students for mentally gifted that involves multiple criteria. Mentally gifted students demonstrate outstanding intellectual and creative ability which requires specially designed program or support services that are not part of regular education. The district seeks to identify students who are mentally gifted through a process that involves teacher and parent input, a screening using multiple criteria, cognitive and academic assessments. The steps in process are:

1. Teacher, parent, or counselor of a students recommends a student for screening of mentally gifted. The parent is notified and gives permission for the screening.

2. The screening process collects the following information: K-BIT -2, teacher and parent input, PSSA scores

3. If the student scores 10 out 12 points on the screening, the parent is notified of the recommendation to pursue a formal evaluation for mentally gifted.

4. The district issues a Permission To Evaluate and parent input form.

5. The school psychologist completes the gifted multidisciplinary evaluation through reviewing the screening data, administering cognitive and academic assessments, and observing the student in class.

6. The Gifted Multidisciplinary Team prepares a written report that brings together all the information and findings from the evaluation concerning the student’s educational needs and strengths. The Gifted Written Report (GWR)provides a recommendation as to whether the student is gifted and in need of specially designed instruction, recommendations for programming and the names of the team members. The GWR is provided to the parents within 60 calendar days from the parent signing the written consent.

7. Within 30 calendar days of the GWR, the GIEP team meets and develops an initial GIEP for the students that includes student’s educational performance, annual goals and short-term learning outcomes, recommends specially designed instruction and educational placement.

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

The district's screening process for gifted includes the collection and review of various data sources. The K-BIT is administered to the student and scores are then reviewed along with teacher and parent input and PSSA scores.

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

26

A multidisciplinary evaluation is completed by our school psychologist which includes input from staff and parents. Formal intelligence testing is completed with the student. The results of the IQ testing are only one factor for determining eligibility for gifted services. If a student has an IQ of 130 or higher, they are determined to meet eligibility for gifted services. However, multiple criteria factors are utlized while evaluating students and even students who do not score a 130 or higher IQ may meet eligibility for gifted services. The multidisciplinary team gathers info and considers the following multiple criteria factors:

if the student has a year or more above grade level achievement for the normal age group in one of more subjects as measured by nationally normed and validated achievement tests able to accurately reflect gifted performance,

an observed and measured rate of acquisistion/retention of new academic content or skills that reflect gifted ability,

demonstrated achievement, performance or expertise in one or more academic areas as evidenced by excellence of products, portfolio or research, as well as criterion-referenced team judgement,

early and measured use of high level thinking skills, academic creativity, leadership skills, intense academic interest areas, communication skills, foreign language aptitude or technology expertise,

documented, observed, and validated or assessed evidence that intervening factors such as English as a second language, disabilities, gender, or race bias, or socio/cultural deprivation area masking gifted abilities.

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.

The district provides a continuum of gifted services for students that provides opportunities for acceleration, enrichment or both as determined by the student's GIEP team. Acceleration, enrichment or delivery of both options for students in determined by individual student need.

Developmental Services

Developmental Services EEP EEI ML HS

Academic Counseling X X X XAttendance Monitoring X X X XBehavior Management Programs X X X XBullying Prevention X X XCareer Awareness X X XCareer Development/Planning X XCoaching/Mentoring X X X XCompliance with Health Requirements –i.e., X X X X

27

ImmunizationEmergency and Disaster Preparedness X X X XGuidance Curriculum X X X XHealth and Wellness Curriculum X X X XHealth Screenings X X X XIndividual Student Planning X X X XNutrition X X X XOrientation/Transition X X X XRTII/MTSS X X XWellness/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 XAdministration of Medication X X X XAssessment of Academic Skills/Aptitude for Learning X X X X

Assessment/Progress Monitoring X X X XCaseworkCrisis Response/Management/Intervention X X X XIndividual Counseling X X X XIntervention for Actual or Potential Health Problems X X X XPlacement into Appropriate Programs X X X XSmall Group Counseling-Coping with life situations X X X XSmall Group Counseling-Educational planning X XSmall Group Counseling-Personal and Social Development X X X X

Special Education Evaluation X X X XStudent Assistance Program X X X

Explanation of diagnostic, intervention and referral services:

To identify students with specific learning disabilities, The Pen Argyl Area School District uses a Predicted-Achievement Method to calculate the discrepancy between a student's intellectual ability and academic achievement. Prior to the referral for special education eligibility determination at Plainfield Elementary School, an RTII model is used to provide students with scientifically research-based tiered interventions. Universal screening measures are administered to all students three times a year. Based on student data (e.g., DIBELS, 4 Sight, EasyCBM, and district math and reading assessments), grade level teams identify students at academic risk and determine the appropriate Tier 2 or 3 interventions to address their skill deficits. Teachers monitor the progress of students receiving strategic (Tier 2) interventions on a biweekly basis and students receiving intensive (Tier 3)

28

interventions on a weekly basis. Grade level data teams meet on a monthly basis to make data-based decisions regarding students’ instruction and intervention. Students’ Rates of Improvement are calculated to compare their progress on the targeted reading skills that have been monitored. If a student does not demonstrate sufficient progress after multiple changes in intensive interventions, a multi-disciplinary evaluation is conducted to determine if the student meets the criteria for a specific learning disability.Prior to the referral for special education eligibility determination at Wind Gap Middle School and Pen Argyl Area High School, an IST Model is implemented to identify students in need of a multi-disciplinary evaluation. Elements of RTII are also starting to be implemented at the middle school level, with universal screening of all students in fourth through eighth grade three times a year. As part of the IST process, team meetings are held with teachers and guidance counselors. For students at academic risk, the team develops and implements academic interventions. If the student continues to be at risk academically, a meeting is scheduled with the team, administration, school psychologist to discuss student needs and interventions. If necessary, the district initiates a permission to evaluate for Special Education Services to the parents. The evaluation process proceeds with the school psychologist completed the identified assessments and providing recommendations for special education eligibility

Consultation and Coordination Services

Consultation and Coordination Services EEP EEI ML HS

Alternative Education X X X XCase and Care Management X X X XCommunity Liaison X X X XCommunity Services Coordination (Internal or External) X X X X

Coordinate PlansCoordination with Families (Learning or Behavioral) X X X XHome/Family Communication X X X XManaging Chronic Health Problems X X X XManaging IEP and 504 Plans X X X XReferral to Community Agencies X X X XStaff Development X X X XStrengthening Relationships Between School Personnel, Parents and Communities X X X X

System Support X X X XTruancy Coordination X X X X

Explanation of consultation and coordination services:

The school district coordinates a full range of services with outside agencies within the county and with the school district's family resource center called Families First. The district also participates with the Slate Belt Regional Community Service Organization and we have an I.U. truancy officer to assist with attendance issues. The Intermediate Unit and PaTTAN offices assist with providing professional devleopment.

29

Communication of Educational Opportunities

Communication of Educational Opportunities EEP EEI ML HS

Course Planning Guides XDirecting Public to the PDE & Test-related Websites X X X XIndividual Meetings X X X XLetters to Parents/Guardians X X X XLocal Media Reports X X X XWebsite X X X XMeetings with Community, Families and Board of Directors X X X X

Mass Phone Calls/Emails/Letters X X X XNewsletters X X X XPress Releases X X X XSchool Calendar X X X XStudent Handbook X X X X

Communication of Student Health Needs

Communication of Student Health Needs EEP EEI ML HS

Individual Meetings X X X XIndividual Screening Results X X X XLetters to Parents/Guardians X X X XWebsite X X X XMeetings with Community, Families and Board of Directors X X X X

Newsletters X X X XSchool Calendar X X X XStudent Handbook X X X X

Frequency of CommunicationElementary Education - Primary Level

Yearly

Elementary Education - Intermediate Level

Yearly

Middle Level

Yearly

High School Level

Yearly

30

Collaboration for Interventions

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

At the elementary level, monthly data meetings are conducted with all classroom and intervention specialists by grade level to collaborate about the progress of students and to make instructionl changes related to student needs. Special education students' case managers collaborate and consult with the regular ed. teachers on a regular basis.

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 care2. After school programs3. Youth workforce development programs4. Tutoring

A calendar of school related activities and early dismissal or days off is sent to all community operated day care and after-school programs where district students attend. The district provides bus transportation for before school and after school care programs located within the school district limits so that students have transportation to and from school. Elementary administrators and teachers met with community pre-schools to develop and update PA Standards for 3 and 4 year olds. The district all call system, Alert Now, includes all agencies within the district or schools that students attend in notification of early dismissal, late start or school closings. Area businesses assist the district by allowing juniors to participate in a job shadowing expereience.

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.

31

Students who were placed in Early Intervention pre-school programs are evaluated by the Pen Argyl School District psychologist in the spring prior to their kindergarten year to coordinate services and help transition to the elementary school. Parents and the child also meet with the building principal, special education director, and the kindergarten teacher of the identified student. In August, all students are invited to a parent/child orientation. Both the kindergarten student and the parent ride a school bus to school and then the child meets his/her teacher and has a building and classroom orientation. Parents have a separate meeting with the principal, guidance counselor, and student support services to discuss programs and services and what to expect in kindergarten. During the 2012-2013 school year, pre-schools within the Pen Argyl Area School District were invited to join kindergarten teachers and district personnel to develop pre-school standards for 3 and 4 year olds. Having a consistent pre-school curriculum among all district pre-schools will help ensure that all participating students are exposed to the same pre-requisite skills. It was also an opportunity for the pre-school directors and teachers to exchange information, update documents shared between the pre-schools and elementary school, and provide some basic training to pre-school staff. A permission form for parents to allow the pre-school to provide information about the pre-school child's progress and a brief pre-school progress report were developed. During the 2013-2014 school year, the elementary school developed a parent/child program for 4 year olds to provide parent training in the basic pre-requisite skills needed for reading. The IGDE Test is administered to students who participate in the program and then parents and their child attend 5 evening sessions related to phonological awareness and phonics skills they can use at home prior to beginning school in September. This program has identified students in need of extra parental support prior to entering kindergarten and parents are given the background and tools needed to work at home with their child. After 2 years of providing this program data indicates that more than 80% of participating students demonstrate improvement when screened for kindergarten which is supporting the district's plan to continue with these efforts.

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

32

Provide explanation for processes used to ensure Accomplishment.

As we move to PA Common Core Standards, instructional resources and materials are being implemented to align to these new standards. All regular and special education teachers have enough materials to meet the individual needs of students both in the core academic subjects and in all reading and math intervention classes. Differentiated resources are available for regular and special education students, as well as ELL students. Technology resources are also used to differentiate instruction.

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





Accomplished







Middle Level



Accomplished


33






High School Level



Accomplished







SAS Incorporation


34

Standards Status

Arts and Humanities Not ApplicableCareer Education and Work Not ApplicableCivics and Government Not Applicable

PA Core Standards: English Language Arts



PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Not Applicable

PA Core Standards: Mathematics



Economics Not ApplicableEnvironment and Ecology Not ApplicableFamily and Consumer Sciences Not ApplicableGeography Not ApplicableHealth, Safety and Physical Education Not ApplicableHistory Not ApplicableScience and Technology and Engineering Education Not ApplicableAlternate Academic Content Standards for Math Not answeredAlternate Academic Content Standards for Reading Not answeredAmerican School Counselor Association for Students Not answeredEarly Childhood Education: Infant-Toddler→Second Grade Not answeredEnglish Language Proficiency Not answeredInterpersonal Skills Not answeredSchool Climate Not answered

Further explanation for columns selected "

While the teachers use the materials related to Common core standards for curriculum alignment and instructional priorities, we do not use nor do we plan to use the lessons and resources because we have found that many are not relevant or address resources the district does not have.


Standards Status





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

35

Technical Subjectsless than 50%


PA Core Standards: Mathematics



Economics Not Applicable

Environment and Ecology



Family and Consumer Sciences Not ApplicableGeography Not ApplicableHealth, Safety and Physical Education Not ApplicableHistory Not Applicable

Science and Technology and Engineering Education



Alternate Academic Content Standards for Math Not answeredAlternate Academic Content Standards for Reading Not answeredAmerican School Counselor Association for Students Not answeredEnglish Language Proficiency Not answeredInterpersonal Skills Not answeredSchool Climate Not answered



Middle Level

Standards Status








PA Core Standards: Mathematics Implemented in

36

less than 50% of district

classroomsEconomics Not Applicable




Family and Consumer Sciences Not ApplicableGeography Not ApplicableHealth, Safety and Physical Education Not ApplicableHistory Not Applicable




Alternate Academic Content Standards for Math Not answeredAlternate Academic Content Standards for Reading Not answeredAmerican School Counselor Association for Students Not answeredEnglish Language Proficiency Not answeredInterpersonal Skills Not answeredSchool Climate Not answeredWorld Language Not answered



High School Level

Standards Status

Arts and Humanities Not ApplicableCareer Education and Work Not Applicable

Civics and Government









PA Core Standards: Mathematics Implemented in

37

less than 50% of district

classrooms

Economics






Family and Consumer Sciences Not Applicable

Geography



Health, Safety and Physical Education



History






Alternate Academic Content Standards for Math Not answeredAlternate Academic Content Standards for Reading Not answeredAmerican School Counselor Association for Students Not answeredEnglish Language Proficiency Not answeredInterpersonal Skills Not answeredSchool Climate Not answeredWorld Language Not answered



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

38

who may be on a path to dropping out of school. Please indicate your selection of the following options.

Not answered

Professional Education

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

X X X X

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.

39

Each summer, the district administration provides 2 days of professional development for administrators focused on analyzing an interpreting data, using data to make instructional decisions and to allocate resources efficiently, and best practices in classroom instruction. All training is aligned to district goals and expectations and the District Professional Development Plan.


The district does not plan to implement any other strategies at this time.

Educator Discipline Act 126, 71Provides educators with mandated reporter training, totaling 3 hours, every 5 years as outlined in Act 126.

QuestionsThe LEA has conducted the required training on:9/21/2015 Mandated Reporter trainer

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.

QuestionsThe LEA has conducted the training on:10/19/2015 QPR TrainingThe LEA plans to conduct the training on approximately:10/21/2016 Stand for the Silent9/7/2016 Mykee Fowlin Bullying/Suicide Training

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.

QuestionsThe LEA plans to conduct the training on approximately:9/16/2019 Child Exploitation Awareness Program

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.

40

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. 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. 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

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.

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


All professional development activities are planned using the results of a district wide survey given to all teachers and administrators. Administrators also identify needs based on data accumulated in the walk through observation process. In addition. training results from data analysis at the school, grade level, and department and subgroup data is disaggregated to identify specific needs. Teachers at the elementary school and middle school have been (elementary) or are in the process of being trained (middle) in the RTII process. All training needs are identified in the Act 48 plan using the data identified above. All administrators are active participants in staff training to assist in the walk through and formal observation process so meaningful feedback relevant to instruction and student achievement can be identified.


All training provided includes coaching and follow-up feedback either by the administration or the coach/trainer so that implementation occurs; however, a formal implementation evaluation does not exist. Each year administration provides a summary report of walk through data related to district training priorities.

Induction Program

Checked answers

Inductees will know, understand and implement instructional practices validated by the LEA as known to improve student achievement.

41

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 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.

Inductees will become familiar with district summative, diagnostic, formative, and benchmark assessments

Unchecked answers

Inductees will assign challenging work to diverse student populations. Inductees will effectively navigate the Standards Aligned System website.


An experienced mentor teacher will be assigned to each inductee for their first year of teaching. The inductee and mentor teacher will attend one full day of orientation to the school district before the school year begins and 3 building level meetings during the school year. They will also attend after school meetings that address the district SAP program and parent/teacher conferences. Each inductee addends an addition day of district orientation prior to the start of the school year to address: orientation to the district, special education, legal issues, classroom management, technology, and the professional contract and health care benefits. An online new teacher induction module is completed by each inductee to address additional district policies, procedures, and priorities. During the school year, each new teacher also attends 3 days of training in differentiated instruction. Peer observation is required a minimum of two times. Mentors are required to meet regularly (a minimum of 6 hours each quarter to support the inductee. Building principals are responsible for ensuring that mentors and inductees are provided with he time needed to meet on a regular basis.


While the district does use the SAS site for some information, it is not a part of the new teacher induction process.

42

Needs of Inductees

Checked answers

Frequent observations of inductee instructional practice by supervisor to identify needs.

Regular meetings with mentors or coaches to reflect upon instructional practice to identify needs.

Classroom assessment data (Formative & Summative).

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

Review of inductee lesson plans.

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.

Student PSSA data. Standardized student assessment data other than the PSSA. Review of written reports summarizing instructional activity. Submission of inductee portfolio.


At the conclusion of each school year, both the mentor and the inductee complete an evaluation of the program. The evaluation results are reviewed by the administration and used to improve the program to more effectively meet the needs of inductees and mentors.

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

Inductees do not complete a portfolio; however, with the new teacher evaluation system, this will become a part of district practice. In addition, as the district conducts more regular data analysis meetings, PSSA, formative assessment, and other information will be analyzed to identify the areas of strength and weakness of teachers.

Mentor Characteristics

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.

43

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).

Unchecked answers

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


Mentors are selected according to the following criteria:

A minimum of 5 years successful teaching experience in the district

A teacher at the same level, content area, and building as the inductee (when possible)

One mentor to each inductee

Mentor training and list of responsibilites provided

Enthusiastic and positive attitude toward teaching

Organized, uses effective teaching techniques, and works well with adult learners

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

Due to the small size of the school district, common planning time cannot always be accommodated but an attempt is made to meet that goal.

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

Assessments XBest Instructional Practices X X X X X XSafe and Supportive Schools X X X X X XStandards X X X X X X

44

Curriculum X X X X X XInstruction X X X X X XAccommodations and Adaptations for diverse learners X X X X X X

Data informed decision making X X X X X XMaterials and Resources for Instruction X

If necessary, provide further explanation.

The identified topics are ongoing topics of discussion either through direct instruction in training or through meetings with administrators and mentors.

Monitoring and Evaluating the Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

At the conclusion of each school year, the mentor and inductee complete an evaluation form indicating the strengths and weaknesses of the program and are afforded the opportunity to make recommendations for improvement.

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 StudentsTotal students identified: 308

45

Identification Method

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

Referrals for student evaluations result from prescreening procedures or through parent or staff requests. Staff routinely review data related to student attendance, academic performance and behavior to help determine any needs for evaluation referrals. The District is currently utilizing a discrepancy model of identification. While currently utilizing this model, a multidisciplinary team including a school psychologist is formed to begin an evaluation. Teams vary in composition based on each student's performance and needs. Numerous assessment tools and strategies are used to gather information about the child. The team discusses needs and plans accordingly based on student concerns. Information gathered includes relevant functional and developmental information. It includes information provided by staff members and the parent. Information related to enabling the child to be involved in and progress in the general education curriculum along with current classroom-based assessments and observations by teachers and service providers is gathered. Evaluations and information provided by the parents are reviewed. Various tests are selected and administered to assess specific areas of educational need. The school psychologist conducts the individual diagnostic examinations while also collaborating with applicable related service providers. The team reviews the results of the tests along with all obtained information. The team determines if the child has a specific learning disability if the child does not achieve commensurate with his/her age and ability and the team finds that a child has a severe discrepancy between achievement and intellectual ability in one or more of the following areas: Oral Expression, Listening 'Comprehension, Written Expression, Basic Reading Skills, Reading Fluency Skills, Reading Comprehension, Mathematics Calculation, Mathematics Reasoning. If it is determined that the child has a specific learning disability, the team identifies if the child requires specially designed instruction. Parents are a member of the team and their input is critical while making this determination. Thereafter, an IEP is developed and an appropriate educational program is recommended to meet the needs of the child with a disability who requires specially designed instruction.

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

Pen Argyl Area School District is not significantly disproportionate with its enrollment.

46

Non-Resident Students Oversight

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?

Pen Argyl Area School District is not currently the host district for any facility providing educational services to students under Section 1306 of the Public School Code. However, Pen Argyl Area School district has developed the following procedures to address needs regarding Section 1306 should they arise:

1. The agency placing the student within the district registers the student within the age appropriate school.

2. If special education records are provided upon registration, they are immediately forwarded to the Supervisor of Special Education for review. Otherwise, the previous school district is immediately contacted to request records to be reviewed.

3. An IEP review meeting is scheduled to complete an IEP Revision and NOREP to begin providing special education services. If comparable special education services are available within the District, the services are provided within the home district. However, if outlined services are not available by District staff, the IU is contacted to make arrangements for helping provide needed services to the student.

To ensure that all students are receiving FAPE in the least restrictive environment, the district considers the guiding questions for the IEP team to decide the program placement of students with disabilities, including those in public or private institutions or other care facilities are educated to the maximum extent possible with students who are not disabled. The district reviews the student’s evaluation reports and IEP to determine the supplementary aids and services the student requires to make progress on the goals and objectives in the IEP. The district reviews the potential benefits and/or harmful effects might be expected on the student with disabilities and the nondisabled peers. Finally, the district examines the extent the student with disabilities will participate with non-disabled peers in extracurricular activities or nonacademic activities. Based upon the response and needs of the student with disability, the IEP team recommends the educational placement of the student. The district always considers implementing a foster student's IEP in their neighborhood school with supplementary aids and services. If this is determined to be harmful or to interfere with the student’s education, the district will make every effort to continue the student with the same amount and type of support identified on the current IEP. At this time, the district has experienced no barriers or limits to fulfilling its obligation under 1306. We have established relationships with Colonial Intermediate Unit 20 and

47

other local facilities to maintain a seamless transition for 1306 students. The district makes arrangements to continue the student in their current type of program with related services, including ESY.

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).

Pen Argyl Area School District is currently not the host district for any correctional facilities, however the District has a system in place for ensuring that incarcerated students who may qualify for special education are located, identified, evaluated and when deemed eligible, are offered a free appropriate public education (FAPE) as described below. The District works with Colonial Intermediate Unit 20 to employ staff members within correctional facilities in order to ensure FAPE is provided to students. We work closely with our Intermediate Unit to ensure that teaching staff are available for students as well as related service providers and evaluators. When students are placed at the correctional facility, a registration process begins in accordance with the host district's process. A registration form is completed which includes a Release of Records form which is sent to the District to obtain student records. The records are requested and the transcript is reviewed. If a student has been receiving services as a non-disabled student, regular education services are provided. If a student placed at the correctional facility is a student with an IEP, an IEP meeting is held upon placement to the Facility. The IEP is reviewed while any appropriate changes are made to it. Thereafter, it is implemented by appropriate staff members who consist of regular education teacher, special education teacher, related service provider, psychologist and psychiatrist. Should it be determined at anytime that a student who is already receiving special education services be in need of updated or new assessments to determine academic or behavioral needs, they are completed and thereafter any needed revision is made to the IEP. If a student is thought to be a child with a disability, our child find process is followed. The child find process begins by issuing a Permission to Evaluate form to the parents/guardians of a child who is thought to be a child with a disability. Thereafter, when parental consent is provided to begin the requested evaluation, if a child is determined to be a child with a disability, the IEP process is utilized. The IEP process consists of developing an individualized education program to address the needs of the child.

Least Restrictive Environment

48

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.

Through the process of an evaluation, a student who is identified as having a disability is provided with the opportunity to be educated to the maximum extent appropriate in the least restrictive environment with non-disabled peers. The IEP team reviews the data gathered during the evaluation process and recommendations stemming from the conclusion of the evaluation. This information is utilized to develop an appropriate educational program, due to the identified disability, and to consider provided instruction with non-disabled peers in the general education curriculum. Through the IEP team and process, supplementary aids and services are considered based on student needs. The goals in the student's IEP, along with supplementary aids and services are developed to enable the student to make progress towards the general education curriculum and standards. While considering the supplementary aids and services for a student, the team determines the likely benefits and/or harmful effects that may be expected on the student with disabilities or any other students in the class. IEP teams always discuss and consider the following questions prior to recommending the educational placement for a student:

What supplementary aids and services were considered?

What supplementary aids and services were rejected?

Explain why the supplementary aids and services will or will not enable the student to make progress on the goals and objectives in the IEP in the general education class.

What benefits are provided in the regular education class with supplementary aids and services versus the benefits provided in the special education class?

What potentially beneficial effects and/or harmful effects might be expected on the student with disabilities or the other students in the class, even with supplementary aids and services?

49

To what extent, if any, will the student participate with non-disabled peers in extra curricular activities or nonacademic activities?

While IEP discuss and consider the previous questions while helping to identify needed and appropriate supplementary aids and services, teams consider four categories of supplementary aids and services: collaborative, instructional, physical and social-behavioral. The list of aids of services is constantly growing and changing based on student needs but examples of some utilized supplementary aids and services are:

Collaborative -- coteaching arrangements, paraprofessional support, modeling of use of assistive technology, coplanning and team meetings

Instructional -- changing method of presentation, preteaching skills, test modifications

Physical -- seating arrangements, adaptive equipment, adjustments to sensory input with lighting or sounds

Social-Behavioral -- counseling supports, pbsp's, social skills instruction

The School District's procedures for ensuring that children with disabilities in private institutions or other programs outside of the District are educated with non-disabled children to the maximum extent appropriate is the same as described above for other students. Supplementary aids and services are always considered and discussed by the IEP team. Students are encouraged to participate in extra curricular activities with appropriate supports provided to them. The School District is replicating successful programs, evidence-based models, and 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 to access the general education curriculum in the LRE based on student needs. These are all introduced and supported through various professional development opportunities. The District has been focusing recent training efforts on co-teaching, differentiated instruction, positive behavioral supports, UDL, math instruction and reading instruction linked to our involvement with the Dyslexia Pilot Project. While reviewing the SPP targets and the district's percentages in the Indicator 5 section for educational environments, the district had not been meeting the suggested targets through the 2013-14 school year. However, the district has been reviewing data and making changes that have been showing results with the district meeting the targets. The district has focused on co-teaching training, UDL training, differentiated instruction training, reduced supplemental and full time emotional support placements within all buildings while utilizing supplementary aids and services to meet student needs, and are improving math instruction through team involvement with three year math training series (Maximize ALL Students' Mathematical Learning in Inclusive Classrooms Through the Use of Powerful Instructional Strategies and Techniques) and improving reading instruction through involvement with the Dylslexia Pilot Project. Decisions to provide any special

50

education services outside of the district are always made by the IEP team while considering LRE and supplementary aids and services.

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.

Pen Argyl Area School District's board policy for behavior support states that a positive behavior support plan must be developed for a student with a disability if he/she requires specific intervention to address behavior that interferes with learning. Behavior support plans must be based on positive techniques that are free from demeaning treatment, unreasonable use of restraints or other aversive techniques. Types of restraints and the description of those allowed and forbidden are outlined in the policy. The behavior support policy further states that 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 have been implemented unsuccessfully. Also, 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' opportunity for learning and self-fulfillment. The policy also states that 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 district utilizes positive behavior support across all grades in order to effectively meet student needs. Restraints are minimally used and reserved as a last resort in order to ensure the safety of all students as evidenced by number of restraints per school year. Data reports relative to the district's reporting of restraints are available via the Department of Education. Positive techniques are used for the development, change and maintenance of behaviors prior to the use of more intrusive or restraining methods. Restraints may only be used when the student is acting in a manner as to be a clear and present danger to himself/herself, to other students or to staff, and when less restrictive measures and techniques have proven to be less effective. The use of restraints shall cause a meeting of the IEP team to review the current IEP for appropriateness and effectiveness. The use of restraints may not be included in the IEP for the convenience of staff, be employed as punishment, or as a substitute for an educational program. The following aversive techniques of handling behavior are considered inappropriate and may not be used:

Corporal punishment

51

Locked rooms, locked boxes, other locked structures from which the student cannot readily exit

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

Treatment of a demeaning nature

Punishment for a manifestation of student's disability

Noxious substance

Suspensions constituting a pattern

Electric shock

Methods implemented by untrained personnel

Various staff members are responsible for the following actions:

Dealing with and documenting minor and major infractions of school behavior

Initiating referrals for service

Making parent contact when necessary

Making agency contacts when necessary

Monitoring the interagency meetings process

Setting up formal staffing on a child when circumstances indicate

Assisting in development of MDT and IEP recommendations

Assisting teachers, parents and administrators in the implementation of individual behavior management plans

Staff training in the area of behavior support focuses on utilizing de-escalation techniques and positive interventions to the greatest degree possible while also providing staff with safe techniques for responding to behavior that may require immediate intervention beyond de-escalation techniques.

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.

52

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

The Pen Argyl School District is ensuring FAPE for individuals. Currently, there are no difficulties ensuring FAPE for an individual student or a particular disability category. However, should the District encounter difficultly providing FAPE for an individual or a particular disability category, we would utilize the local Interagency process. We would contact our local coordinator to assist our team(s) with providing FAPE. We continue to work collaboratively with our local Intermediate Unit to successfully meet behavioral and mental health needs of students along with assistance for providing services for low incident populations in the ares of vision, hearing, autistic, physical, multi-disability and life skills support. We have continued to expand options available to meet behavioral and mental heath needs by working with our IU to tap into resources and expertise in these areas. We will continue to provide the programs, services and placements, as needed to meet student needs while expanding services to other areas should needs arise in the future. Co teaching and differentiated instruction training have been on-going within the district while helping to support the District's ability to provide FAPE to many students within the LRE amongst non-disabled peers. We will continue to focus on these two areas while overlapping with UDL strategies to help students succeed.

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.

Pen Argyl School District's special education services and programs are comprised of numerous strengths and highlights as described below. Beginning with the District's Central Administration team, the support of our Superintendent and Assistant Superintendent along with the support of our school board is on-going while continually leading to a positive movement in programming for our students with disabilities. The district's special education programs for students in kindergarten through twelfth grade are supported by a Supervisor of Special Education. Our Supervisor of Special Education works very closely with the building administrators for meeting student needs. Our Principals and Assistant Principals are natural extensions of our Supervisor of Special Education and take an active role as IEP members and focus on providing FAPE in the LRE to our students. Another strength within our special education services is that our special education teachers attend special education department meetings monthly. The meetings provide opportunities for working together to monitor student progress and individualize programs for students. However, our special education teachers also join our regular education teachers on a regular basis for various curriculum and department meetings which allow for on-going collaboration and consultation between staff members. Coteaching and

53

differentiated instruction are strengths within the district as training within these areas continues to occur on a yearly basis. The district has coteaching teams within all schools. The district moved to a new student information system within the past two years which includes the Special Education web-based component. This provides staff the flexibility of accessing special education documents from any internet ready device. Our regular education teachers and building administrators have easy and instant access to IEP's which assist with more efficiently meeting student needs. In addition, tracking data electronically assists with ensuring compliance of special education services. We collaborate with our local Intermediate Unit (IU) and other agencies to provide direct and related services, along with evaluations to students with disabilities. District and IU staff work collaboratively to provide trainings to staff and parents. Trainings are provided during the school year through various means. Professional development days are used to train faculty and staff through assistance of district personnel, IU trainers and outside trainers. Some monthly department meetings are also utilized for training opportunities. Webinars are also utilized throughout the school year as a training mode. The district collaborates with the IU, neighboring districts and community agencies to provide training opportunities for parents. Ongoing child find activities occur through publication notices, networking with medical, agency, and educational facilities and through direct referral processes. The district completes evaluations to determine eligibility for special education services of students who are currently receiving their education within the school district as well as for students residing within the district but being educated outside of the district. The school district has a highly capable and dedicated professional staff of special education teachers who provide, not only direct intervention to our students with disabilities, but who also collaborate with their colleagues in regular education. The professional staff includes not only special education teachers, but also speech therapists and school psychologist. We have a team of paraprofessionals who provide support to students with disabilities, within the regular and special education classrooms. The group of paraprofessionals consists of one-to-one aides and classroom aides. The district continues to focus on improving math and reading instruction for students. Beginning with the current school year and continuing for three years, the district has four teams of regular education teachers, special education teachers and administrators representing all school buildings and levels participating in a team based training series, Maximize ALL Students' Mathematical Learning in Inclusive Classrooms Through the Use of Powerful Instructional Strategies and Techniques, which is coordinated through our local IU and led by Dr. Paul J. Riccomini. This is providing opportunities to improve math instruction through research-based instructional practices while enhancing student engagement in the mathematics classroom. Data will be used to make informed decisions to help build capacity within the district to support struggling learners with mathematics. In addition to the involvement with the math training teams, the district is involved with PDE's Dyslexia Screening and Early Literacy Intervention Pilot Program. This opportunity is providing opportunities for our regular and special education staff to learn about multisensory structured language teaching approach for reading instruction. Staff will

54

continue to be involved with the Pilot Program for three years while growing capacity for improved reading instruction for our elementary students. The district welcomes this opportunity to address student needs so early to assist with improved student learning as students progress to higher grade levels.

55

Assurances

Safe and Supportive Schools AssurancesThe 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)

56

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 AssurancesThe 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 FacilitiesThere are no facilities.

57

Least Restrictive Environment FacilitiesFacility Name Type of Facility Type of Service Number of

Students PlacedColonial Academy Other Emotional Support 4Wilson Senior High School Neighboring School

DistrictsLife Skills Support 4

Washington Elementary School

Neighboring School Districts

Autisitic Support 1

Five Points Elementary School


Autistic Support 1

Centennial School Approved Private Schools

Emotional Support 1

Colonial Academy Other Autistic Support 1Colonial Academy Other Learning Support 2Lehigh Learning Academy Other Emotional Support 1Pleasant Valley High School Neighboring School

DistrictsEmotional Support 4

Bangor Middle School Neighboring School Districts

Autistic Support 2

Pleasant Valley Intermediate School


Multidisabilities Support

1

Moore Elementary Neighboring School Districts

Emotional Support 2

Northampton Middle School


Emotional Support 1

Nazareth Middle School Neighboring School Districts

Emotional Support 2

Asa Packer Elementary Neighboring School Districts

Emotional Support 1

East Stroudsburg High School - South



1

Broughal Middle Neighboring School Districts

Emotional Support 1

Williams Township Elementary



1

George Wolfe Elementary Neighboring School Districts

Life Skills Support 2

Bangor Middle School Neighboring School Districts

Emotional Support 1

Thomas Jefferson Elementary


Hearing Support 1

East Hills Middle School Neighboring School Districts

Hearing Support 1

Nazareth Middle School Neighboring School Districts

Life Skills Support 1

58

Pleasant Valley Middle Neighboring School Districts

Emotional Support 1

Seigfried Elementary School


Autistic Support 1

Special Education Program ProfileProgram Position #1 - Proposed Program

Operator: School DistrictPROPOSED PROGRAM INFORMATION

Type: ClassandPositionImplementation Date: August 29, 2016Average square feet in regular classrooms: sq. ft.Square footage of this classroom: sq. ft. ( feet long x feet wide)Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTSLocation/Building Grade Building

TypeType of Support

Level of Support

Age Range

Caseload

FTE

Plainfield Elementary School

An Elementary School Building

A building in which General Education programs are operated

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

Learning Support

5 to 8 10 0.5




Itinerant Learning Support

5 to 8 25 0.5

Program Position #2 - Proposed ProgramOperator: School DistrictPROPOSED PROGRAM INFORMATION



TypeType of Support

Level of Support

Age Range

Caseload

FTE

Plainfield An A building in Supplemental Learning 7 to 10 0.5

59

Elementary School Elementary School Building

which General Education programs are operated

(Less Than 80% but More Than 20%)

Support 10





7 to 10

25 0.5



PROGRAM SEGMENTSLocation/Building

Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE




Full-Time Special Education Class

Emotional Support

5 to 10

3 0.25

Justification: Age range within caseload is greater than 3 but students are not in classes or instructed with students who are more than 3 years in age span.Plainfield Elementary School



Itinerant Emotional Support

5 to 10

25 0.5

Justification: Age range within case load is greater than 3 year range but students are never within class setting or educated with others who are greater than 3 year age span.Plainfield Elementary School




Emotional Support

5 to 10

10 0.25

Justification: Caseload has students who are more than 3 year age span but students are not within class or instructional groups with those who are more than 3 years in age span.


60


PROGRAM SEGMENTSLocation/Building Grade Building Type Type of

SupportLevel of Support

Age Range

Caseload

FTE




Itinerant Speech and Language Support

5 to 10 65 1

Justification: Caseload includes students who are more than 3 years in age range but students are never grouped for instruction and services with those who are more than 3 years of age range.

Program Position #5Operator: Intermediate UnitPROGRAM SEGMENTS

Location/Building Grade Building Type Type of Support

Level of Support

Age Range

Caseload

FTE

Wind Gap Middle School

A Middle School Building



Life Skills Support

12 to 15

15 1




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE





Learning Support

9 to 13

10 0.5



A building in which General Education programs are


9 to 13

20 0.4

61

operatedWind Gap Middle School




9 to 13

5 0.1




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE





Learning Support

9 to 13

10 0.5





9 to 13

20 0.4





9 to 13

5 0.1




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE

62





Learning Support

9 to 13

10 0.5





9 to 13

20 0.4

Wind Gap Middle A Middle School Building



9 to 13

5 0.1




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE





Learning Support

9 to 13

10 0.5





9 to 13

20 0.4





9 to 13

5 0.1


Type: ClassandPositionImplementation Date: August 29, 2016

63

Average square feet in regular classrooms: sq. ft.Square footage of this classroom: sq. ft. ( feet long x feet wide)Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.


Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE

Wind Gap Midddle School




Learning Support

11 to 15

10 0.5




11 to 15

20 0.4




11 to 15

5 0.1




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE





Learning Support

11 to 15

10 0.5





11 to 15

20 0.4



A building in which General Education


11 to 15

5 0.1

64

programs are operated





Age Range

Caseload

FTE





9 to 15 33 0.5

Justification: The age range amongst students on the caseload are more than 3 years, however students are never grouped across more than a 3 year age span when being instructed and receiving speech services.




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE





Learning Support

11 to 15

10 0.5





11 to 15

5 0.1





11 to 15

20 0.4

65






Age Range

Caseload

FTE

Pen Argyl Area High School

A Senior High School Building



14 to 21

25 0.5

Justification: Students on caseload are more than 4 years in age span but they are never in classes or instructed with those who are more than 4 years in age span.Pen Argyl High School




14 to 21

25 0.5

Justification: Age of students on caseload is greater than 4 years but students are never in classes with or being instructed with students who are greater than a 4 year age span.




TypeType of Support

Level of Support

Age Range

Caseload

FTE

Pen Argyl Area School District




Learning Support

14 to 21

8 0.4

Justification: Caseload has students with age span greater than 4 years but students are never instructed within same class while grouped with students whose age span is greater than 4 years.Pen Argyl High A Senior A building in Itinerant Learning 14 to 30 0.6

66

School High School Building

which General Education programs are operated

Support 21

Justification: Students are never in classes with students whose age span is greater than 4 years even though the caseload may have students with an age span of greater than 4 years.




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE

Pen Argyl High School




Learning Support

14 to 21

8 0.4

Justification: Students listed on caseload may exceed age span by more than 4 years but the students are never instructed in same class with others who are more than a 4 year age span.Pen Argyl High School




14 to 21

30 0.6

Justification: Students on caseload may have ages that are greater than a 4 year span but the students are never instructed in same class with students who have an age span of greater than 4 years.




TypeType of Support

Level of Support

Age Range

Caseload

FTE

Pen Argyl Area High School




Learning Support

14 to 21

8 0.4

67


Justification: Students are on caseload with others who may exceed 4 year age range span but the students are never instructed in classes with others who are more than 4 years in age range.Pen Argyl High School




14 to 21

30 0.6

Justification: Students listed on caseload may exceed age range by more than 4 years but they are never instructed within the same class along with peers who are more than 4 years in age range.




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE





14 to 21

30 0.6

Justification: Students on caseload may exceed 4 year age span but are never instructed in classes with students exceeding the 4 year age span.Pen Argyl School District




Learning Support

14 to 21

8 0.4

Justification: Students on caseload may exceed 4 year age span but these students are never instructed within same class as those exceeding a 4 year age range.


Type: ClassImplementation Date: August 29, 2016Average square feet in regular classrooms: sq. ft.Square footage of this classroom: sq. ft. ( feet long x feet wide)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

68

Location/Building

Grade Building Type Type of Support

Level of Support

Age Range

Caseload

FTE





14 to 21

32 0.5

Justification: The high school speech and language position serves students ages 14 to 21. Students are provided services on an individual basis or small groups that do not exceed 4 years.

Program Position #20 - Proposed ProgramOperator: Intermediate UnitPROPOSED PROGRAM INFORMATION

Type: ClassImplementation Date: August 29, 2016Average square feet in regular classrooms: sq. ft.Square footage of this classroom: sq. ft. ( feet long x feet wide)Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.



Age Range

Caseload

FTE





Life Skills Support

15 to 21

11 1

Justification: Since some students continue receiving their education within the high school past the graduating age of some of their peers, they may be students whose age exceeds the 4 year age span, however this is documented within student IEP's.

Special Education Support ServicesSupport Service Location Teacher FTE

Director of Special Education District Wide 1Psychologist District wide 1Paraprofessionals District wide 18

Special Education Contracted ServicesSpecial Education Contracted Services Operator Amt of Time per Week

Psychologist Outside Contractor 2 DaysOccupational Therapist Outside Contractor 2 DaysItinerant Hearing Support Intermediate Unit 1 Hours

69

Itinerant Physical Therapy Intermediate Unit 2 HoursItinerant Vision Support Intermediate Unit 3 Hours

70

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:District AccomplishmentsIncreased use of technology among staff, including Google Classroom, with all students in grades 7 - 12 having a chromebook in 2016-2017.New student information management system has streamlined data for administrators, teachers, and parents.The change to a Title I Schoolwide Program at Plainfield has increased the number of parent workshops in reading and math for parents, increased parent attendance at workshops, and provided for a workshop for parents of incoming kindergarten students to prepare them for kindergarten.All District curricula are aligned to PA Core Standards.Districtwide professional development in math to incorporate research-based instructional practices proven to increase student achievement.The high school has seen an improvement in the following areas over the past 3 years: graduation rate, attendance rate, truancy reduction, fewer detentions, and fewer disruptions to instruction.Data shows that the change to an Environmental Science course in Grade 9 has increased the number of students who are proficient or advanced on the Biology Keystone Exam.Increased use of CDT tests in ELA, Math, and Science have helped to identify student and grade level strengths and weaknesses and allow for more individualized lessons and interventions.Schoolwide Positive Behavior Support programs at each level of the district has begun to change school climate. District ChallengesWith the change to PA Core Standards in ELA and Math, state assessments scores dropped significantly and students are not growing, especially in math.A more diverse student population has made it challenging for teachers to meet the varied needs of students including: making accommodations, behavioral supports, 504 plans, enrichment opportunities for above level and/or gifted students.An increase in the number of students with mental health issues and providing a range of resources to meet the many varied needs of District students. With the increased demands put on building administrators, it has become more difficult to monitor classroom instruction, ensure implementation of research-based practices provided by professional

71

development, and to ensure program fidelity.

District Accomplishments

Accomplishment #1:Increased use of technology among staff, including Google Classroom, with all students in grades 7 - 12 having a chromebook in 2016-2017

Accomplishment #2:A new student information management stytem has streamlined data for administrators, teachers, and parents.

Accomplishment #3:The change to a Title I Schoolwide Program at Plainfield has increased the number of parent workshops in reading and math, increased parent attendance at workshops, and provided for a workshop for parents of incoming kindergarten students to prepare them for kindergarten.

Accomplishment #4:All District curricula are aligned to PA Core Standards.

Accomplishment #5:Districtwide professional development in math will help incorporate research-based instructional practices proven to increase student achievement.

Accomplishment #6:The high school has seen an improvement in the following areas over the past 3 years: increase in the graduation rate and attendance rate, truancy reduction, fewer detentions, and fewer disruptions to instruction.

Accomplishment #7:Data shows that the change to an Environmental Science course in Grade 9 has increased the number of students who score proficient or advanced on the Biology Keystone Exam.

Accomplishment #8:The increased use of CDT tests at the middle school and high school for ELA, Math, and Science has helped to identify student and grade level strengths and weaknesses and allowed for more individualized lessons and interventions.

Accomplishment #9:

72

With the increased demand for technology to provide classroom instruction, online assessments (Benchmark, progress monitoring, diagnostic, standardized, and state), technology integration training, infrastructure needs, technology resources, there is concern that the district be able to sustain the increased demand on our resources.

Accomplishment #10:The addition of a Schoolwide Positive Support Program at each level of the district has begun to change school climate.

Accomplishment #11:After one year of participation in the PA Dyslexia Pilot program, the elementary school has seen growth in end of year Dibels scores for students who participated in O-G instructional program.

District Concerns

Concern #1:With the change to PA Core Standards in ELA and Math, state assessment scores dropped significantly, especially in math.

Concern #2: PVAAS data indicate that students at all levels in Reading, Math, and Science are not growing. This is true for regular education and special education students and students of all ability levels.

Concern #3:A more diverse student population has made it challenging for teachers to meet the varied needs of students including: making accommodations, behavior supports, 504 plans, enrichment opportunities for above level and/or gifted students.

Concern #4:An increase in the number of students with mental health issues has taxed district resources making it difficult to meet the many varied needs of district students.

Concern #5:With the increased demands put on building administrators, it has become more difficult to monitor classroom instruction, ensure implementation of research-based best practices provided through professional development, and to ensure program fidelity.

Concern #6:The following are not consistently implemented across all buildings in the district: research-based instructional practices, challenging activities for advanced students, scaffolding to enhance student learning, differentiated instruction.

73

Concern #7:Standards aligned assessment results are not disaggregated by learning targets and used to inform curriculum and instructional decisions and not all buildings use diagnostic assessment to identify student strengths, weaknesses, and skill levels.

Concern #8:The following are not available throughout the entire district: universal screening to identify at-risk students, diagnostic assessments to target appropriate interventions for students academically at-risk, the infrastructure for a 3-tier system (RTII) of supports.

Prioritized Systemic Challenges

Systemic Challenge #1 (Guiding Question #7) 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.

Aligned Concerns:

With the change to PA Core Standards in ELA and Math, state assessment scores dropped significantly, especially in math.

PVAAS data indicate that students at all levels in Reading, Math, and Science are not growing. This is true for regular education and special education students and students of all ability levels.

A more diverse student population has made it challenging for teachers to meet the varied needs of students including: making accommodations, behavior supports, 504 plans, enrichment opportunities for above level and/or gifted students.

An increase in the number of students with mental health issues has taxed district resources making it difficult to meet the many varied needs of district students.

The following are not available throughout the entire district: universal screening to identify at-risk students, diagnostic assessments to target appropriate interventions for students academically at-risk, the infrastructure for a 3-tier system (RTII) of supports.

74

Systemic Challenge #2 (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:




The following are not consistently implemented across all buildings in the district: research-based instructional practices, challenging activities for advanced students, scaffolding to enhance student learning, differentiated instruction.

The following are not available throughout the entire district: universal screening to identify at-risk students, diagnostic assessments to target appropriate interventions for students academically at-risk, the infrastructure for a 3-tier system (RTII) of supports.

Systemic Challenge #3 (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:



75

Standards aligned assessment results are not disaggregated by learning targets and used to inform curriculum and instructional decisions and not all buildings use diagnostic assessment to identify student strengths, weaknesses, and skill levels.

Systemic Challenge #4 (Guiding Question #1) Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students.

Aligned Concerns:



Systemic Challenge #5 (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.

Aligned Concerns:





76

The following are not consistently implemented across all buildings in the district: research-based instructional practices, challenging activities for advanced students, scaffolding to enhance student learning, differentiated instruction.

Systemic Challenge #6 (Guiding Question #11) Establish a district system that fully ensures teachers and administrators receive timely, effective support and intervention as needed.

Aligned Concerns:




With the increased demands put on building administrators, it has become more difficult to monitor classroom instruction, ensure implementation of research-based best practices provided through professional development, and to ensure program fidelity.

Systemic Challenge #7 (Guiding Question #10) Establish a district system that fully ensures professional development is focused, comprehensive and implemented with fidelity.

Aligned Concerns:



77

District Level Plan

Action Plans

Goal #1: 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.

Related Challenges:

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 teachers and administrators receive timely, effective support and intervention as needed.

Establish a district system that fully ensures professional development is focused, comprehensive and implemented with fidelity.

Indicators of Effectiveness:

Type: Interim

Data Source: Dibels Benchmark 3 times per year

Dibels monthly progress monitoring

CDT Benchmark 3 times per year

PVAAS annually

Specific Targets: Using Dibels reading and math beginning and end of year data, Students in grades K - 6 will improve an average of 25% at each grade level in each subject.

Using beginning and end of year CDT data for reading and math, students will improve an average of 15% in each grade level or subject area each year.

For grades 4 - 10 in reading and math, there will be an improvement from negative to positive growth over the next 3 years.

Strategies:

"Data Well"

78

Description:

In a common area In your school (like a teacher prep area), create a display to post progress on using data to inform instruction. Separate the common assessment data by grade level, then by teacher. Display monthly success rates by using different colored push pins. Green = on level or above, Yellow = moving in the right direction, but not quite yet on level, Red = below level (at risk). Resource: http://effectivestrategies.wiki.caiu.org/Using+Data. This strategy will occur in the middle school grades 4 - 8.

SAS Alignment: Assessment

Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing

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 ) Each building will conduct monthly data meetings.

SAS Alignment: Assessment, Instruction

Implementation Steps:

Data Well

Description:

The Wind Gap Middle School will create a data well for students in grades 4 - 8 to monitor progress of students in reading and math. At monthly data meetings, student progress will be reviewed, indicated on student color coded index cards, and aligned to CDT test results when administered.

Start Date: 9/19/2017 End Date: 6/8/2018

Program Area(s): Special Education, Gifted Education

Supported Strategies:

"Data Well"

79

Monthly Data meeting

Description:

Each building will conduct a monthly data meeting to review, analyze data for instrucional decision making. A data coach will be used to support and train teachers with this process so that they can become competent and capable of conducting and analyzing data independently.


Program Area(s): Professional Education, Special Education, Gifted Education, Educational Technology


"Data Well"


Diagnostic assessments for reading and math

Description:

District staff will research different diagnostic instruments available to use in reading and math at the middle school and high school and identify one that best fits the needs of our district. Once identified, this measure will be administered to students who are at-risk to identify the specific area of need so that the appropriate intervention can be provided.


Program Area(s): Special Education, Student Services, Gifted Education, Educational Technology



80

Goal #2: The District will provide training, support and coaching to ensure that research-based instructional practices are consistently implemented in ALL classrooms inclusive of all students.

Related Challenges:

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 barriers to student learning are addressed in order to increase student achievement and graduation rates.

Establish a district system that fully ensures teachers and administrators receive timely, effective support and intervention as needed.



Type: Annual

Data Source: Walk through

Technology integration survey

Formal observations

Coaching feedback

Specific Targets: At the end of the 2021 school year, 100% of the classroom teachers will be consistently implementing research-based instructional practices. At the end of each school year, administrators will analyze data to monitor the rate of improvement using the data sources indicated above.

Strategies:

Charlotte Danielson Framework

Description:

81

The Framework for Teaching is a research-based set of components of instruction, aligned to the INTASC standards, and grounded in a constructivist view of learning and teaching. The complex activity of teaching is divided into 22 components (and 76 smaller elements) clustered into four domains of teaching responsibility. (Source: http://www.danielsongroup.org/framework/) Resource: http://effectivestrategies.wiki.caiu.org/Curriculum+Framework

SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction

Data Walkthroughs

Description:

Schedule weekly walkthroughs to classrooms and conduct a follow-up meeting to provide specific feedback and recommendations. Resource: http://effectivestrategies.wiki.caiu.org/Using+Data


Differentiated Instruction

Description:

"Learning Styles: Concepts and Evidencehttp://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdfLearning Styleshttp://en.wikipedia.org/wiki/Learning_styles#cite_note-33WWC: Assisting Students Struggling with Reading: Response to Intervention and Multi-Tier Intervention in the Primary Gradeshttp://ies.ed.gov/ncee/wwc/pdf/practice_guides/rti_reading_pg_021809.pdfDifferentiated Instruction Reexaminedhttp://www.hepg.org/hel/article/499Investigating the Impact of Differentiated Instruction in Mixed Ability Classroomshttp://www.icsei.net/icsei2011/Full%20Papers/0155.pdfResource: http://effectivestrategies.wiki.caiu.org/Instructional+Practices "


Technology and Student Achievement

Description:

82

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

SAS Alignment: Instruction, Materials & Resources

Teaching Literacy in the Content Areas

Description:

Literacy is the foundation of knowledge acquisition; therefore, all students must know how to read and write in the content areas to achieve. Effective content area teachers help students successfully and productively access, read, and understand text. Students need support with learning the skills that reinforce how to attack new text, solve problems, and learn new content. Texts are one of the tools of the trade for students. If students know how to read them and use them, there is a greater chance of transferring and retaining important and relevant content. When this happens, the success rate for students to know, understand, and be able to successfully perform in the content area will be greatly increased. Pennsylvania Department of Education, Bureau of Special Education, Pennsylvania Training and Technical Assistance Network. (Source: http://effectivestrategies.wiki.caiu.org/file/view/Rdg-Tch-Cont.pdf/528268030/Rdg-Tch-Cont.pdf) Resource: http://effectivestrategies.wiki.caiu.org/Instructional+Practices

SAS Alignment: Instruction

Monthly Data Team Meetings

Description:

Conduct monthly data team meetings that have a specific focus and product each month. Resource: http://effectivestrategies.wiki.caiu.org/Using+Data



Classroom Observations/Walkthroughs

Description:

83

Schedule weekly walk throughs and indicate the research-based practices being utilized in each classroom. In addition formal observations using the Danielson Framework will also provide data to support the use of research-based instructional practices.


Program Area(s): Professional Education, Teacher Induction, Special Education, Gifted Education, Educational Technology


Data Walkthroughs

Differentiated Instruction Training

Description:

All new teachers are provided with 3 years of training in differentiated instruction and are monitored and supported with its implementation into instruction by district and school administrators.





District Technology integration

Description:

1. Develop and implement learning opportunities that encompass information ethics and digital citizenship fostering student-to-student technology collaboration.

2. Enrich our school culture by promoting professional development opportunities where personalized, tailored education develops the educator, the classroom, and the greater teaching community.

84

3. Expand technology-based course offerings and educational opportunities to the district and community engaging students' interests, strengths, learning styles, and career objectives.




Technology and Student Achievement

Teaching diverse learners in an inclusive classroom

Description:

1. New district staff receive 3 years of training in differentiated instruction.

2. Staff training for addressing the needs of students with auditory processing disorders.

3. New staff training for inclusion/co-teaching.





Improving Language and literacy acquisition for all students

Description:

1. Over the next 3 years, elementary staff will be trained in classroom implementation of Orton Gillingham reading. Teachers will be coached by Orton-Gillingham trained staff.

2. Over the next year, middle school staff will be trained in close reading strategies for fiction and non-fiction using the Notice and Note Signposts.

85

3. Sometime in the next 2 - 3 years, high school staff will be trained in close reading strategies to utilize in English and all content area classrooms.




Differentiated Instruction Teaching Literacy in the Content Areas

Math instructional strategies

Description:

District staff will implement building level math goals and building administrators will monitor classroom implementation. The middle school and high school will partner with staff from Penn State to be trained on the implementation of research-based math instructional practices.




Charlotte Danielson Framework Data Walkthroughs

Goal #3: Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.

Related Challenges:

Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students.


86


Type: Annual

Data Source: Walk through forms, checklists

Specific Targets: Teacher walk throughs and evaluations will indicate use of strategies.

Strategies:

Teachers will implement differentiated instruction, Reading Apprenticeship, close reading for reading and CRA strategy for math

Description:

Each of the strategies identified will be incorporated into classroom instruction. All staff have been trained with each strategy described so district administrators will expect to see them being implemented when visiting classrooms during walk throughs or formal observations.

SAS Alignment: Standards, Instruction, Materials & Resources


Classroom Observations/Walkthroughs

Description:

Schedule weekly walk throughs and indicate the research-based practices being utilized in each classroom. In addition formal observations using the Danielson Framework will also provide data to support the use of research-based instructional practices.




87


Differentiated Instruction Training

Description:






Improving Language and literacy acquisition for all students

Description:







88


Math instructional strategies

Description:






Goal #4: Establish a district system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices.

Related Challenges:

Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students.




Type: Annual

Data Source: At the end of the 2017-2018 there will be standards aligned assessments at all grades and departments.

89

Specific Targets: Assessments created will reflect Core STandards and be used consistently across grades levels and departments.

Strategies:

Standards aligned assessments

Description:

Each grade level or department will develop and use standards aligned assessments to monitor students progress and attainment of standards.

SAS Alignment: Standards, Assessment


Assessment development

Description:

Assessments will be developed by teachers ;over the course of the school year that align with PA Core Standards.


Program Area(s):


Standards aligned assessments

Goal #5: Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students.

Related Challenges:



90

Type: Annual

Data Source: Walk through data

Specific Targets: Walk throughs will demonstrate consistent implementation of standards aligned curricula.

Strategies:

Research based practices in instruction

Description:

Teachers will implement the best practices that they have been trained in on a consistent basis in all classrooms.

SAS Alignment: Instruction


Research based instructional practices

Description:

Walk throughs will demonstrate the implementation of research based best practices into instruction.


Program Area(s): Teacher Induction


Research based practices in instruction

Goal #6: Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates.


91

Type: Annual

Data Source: Safe and Civil Schools data and discipline reports

Specific Targets: There will be a decrease in the number of discipline referrals at the high school and middle school.

Strategies:

Implementation of Safe and Civil Schools strategies at the middle and high school.

Description:

Staff were trained in Safe and Civil Schools strategies to improve student motivation and decrease the number of discipline referrals in the middle and high school. They will implement and expand the use of the program components.

SAS Alignment: Safe and Supportive Schools


Safe and Civil Schools

Description:

Program implementation and expansion.


Program Area(s): Student Services


Implementation of Safe and Civil Schools strategies at the middle and high school.

92

Appendix: Professional Development Implementation Step Details

LEA Goals Addressed:

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.

Strategy #1: "Data Well"Strategy #2: Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing

Start End Title Description

9/19/2017 6/8/2021 Monthly Data meeting

Each building will conduct a monthly data meeting to review, analyze data for instrucional decision making. A data coach will be used to support and train teachers with this process so that they can become competent and capable of conducting and analyzing data independently.

Person Responsible SH S EP Provider Type App.Building principal and Assistant Principal

1.5 10 50 I.U. 20 IU Yes

Knowledge Data analysis skills

Supportive Research Data analysis for instructional planning

Designed to AccomplishFor classroom teachers, school counselors and education specialists:

Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.

93

Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.

For school and district administrators, and other educators seeking leadership roles:

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.Provides leaders with the ability to access and use appropriate data to inform decision-making.Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.Instructs the leader in managing resources for effective results.

Training FormatSeries of Workshops

Participant Roles

Classroom teachersPrincipals / Asst. PrincipalsSupt / Ast Supts / CEO / Ex DirSchool counselorsNew StaffOther educational specialists

Grade Levels

Elementary - Primary (preK - grade 1)Elementary - Intermediate (grades 2-5)Middle (grades 6-8)High (grades 9-12)

Follow-up Activities Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peersAnalysis of student work, with administrator and/or peersCreating lessons to meet varied

Evaluation Methods Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.Student PSSA dataStandardized student assessment data

94

student learning stylesJoint planning period activities

other than the PSSAClassroom student assessment data


The District will provide training, support and coaching to ensure that research-based instructional practices are consistently implemented in ALL classrooms inclusive of all students.Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.

Strategy #1: Differentiated Instruction


9/21/2017 5/14/2021 Differentiated Instruction Training


Person Responsible SH S EP Provider Type App.District and school administrators

6.5 7 10 District Administration School Entity

No

KnowledgeTeachers will be provided with the skill, knowledtge, and application of differentiated instruction to meet the needs of all students in their classrooms. Teachers will learn to differentiate the product, process, and content and have the opportunity to demonstration application in the classroom.

Supportive Research

Differentiated instruction is a research-based instruction practice with many years of reseach to support its effectiveness.

Designed to Accomplish

95

For classroom teachers, school counselors and education specialists:

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


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.Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.Instructs the leader in managing resources for effective results.

Training Format

Series of WorkshopsProfessional Learning Communities

Participant Roles

Classroom teachersNew Staff

Grade Levels


Follow-up Activities Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peersAnalysis of student work, with administrator and/or peers

Evaluation Methods Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.Participant survey

96

Creating lessons to meet varied student learning stylesPeer-to-peer lesson discussionLesson modeling with mentoringJournaling and reflecting

Review of written reports summarizing instructional activity


The District will provide training, support and coaching to ensure that research-based instructional practices are consistently implemented in ALL classrooms inclusive of all students.

Strategy #1: Technology and Student Achievement


9/11/2017 5/29/2021 District Technology integration

1. Develop and implement learning opportunities that encompass information ethics and digital citizenship fostering student-to-student technology collaboration.

2. Enrich our school culture by promoting professional development opportunities where personalized, tailored education develops the educator, the classroom, and the greater teaching community.

3. Expand technology-based course offerings and educational opportunities to the district and community engaging students' interests, strengths, learning styles, and career objectives.

Person Responsible SH S EP Provider Type App.Building Principals, Assistant Principals, District Administrators


No

Knowledge Teachers will increase the use of technology in the classroom, student collaboration, knowledge of digital

97

citizenship, and learning opportunities through the use of technology.

Supportive Research ISTE research supports the use of technology in the classroom.





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

Training Format

Series of WorkshopsSchool Whole Group PresentationLive WebinarDepartment Focused PresentationPodcastOnline-AsynchronousProfessional Learning CommunitiesOffsite Conferences

Participant Roles Classroom teachersPrincipals / Asst. PrincipalsSupt / Ast Supts / CEO / Ex DirSchool counselors

Grade Levels Elementary - Primary (preK - grade 1)Elementary - Intermediate (grades 2-5)Middle (grades 6-8)High (grades 9-12)

98

ParaprofessionalNew StaffOther educational specialistsParents

Follow-up Activities

Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peersCreating lessons to meet varied student learning stylesPeer-to-peer lesson discussionLesson modeling with mentoringJoint planning period activities

Evaluation Methods

Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.Participant survey


The District will provide training, support and coaching to ensure that research-based instructional practices are consistently implemented in ALL classrooms inclusive of all students.

Strategy #1: Differentiated Instruction


9/1/2017 5/1/2021 Teaching diverse learners in an inclusive classroom

1. New district staff receive 3 years of training in differentiated instruction.

2. Staff training for addressing the needs of students with auditory processing disorders.

3. New staff training for inclusion/co-teaching.

99


6.0 5 10 I.U. staff IU No

Knowledge Staff will learn to address the needs of students with disabilities in an inclusive classroom.

Supportive Research PDE mandates inclusive practices for all students.






Training Format

Series of WorkshopsSchool Whole Group PresentationDepartment Focused PresentationProfessional Learning Communities

Participant Roles Classroom teachersPrincipals / Asst. Principals

Grade Levels Elementary - Primary (preK - grade 1)Elementary - Intermediate (grades 2-5)

100

Supt / Ast Supts / CEO / Ex DirSchool counselorsParaprofessionalNew StaffOther educational specialists

Middle (grades 6-8)High (grades 9-12)


Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peersCreating lessons to meet varied student learning stylesPeer-to-peer lesson discussionLesson modeling with mentoringJoint planning period activities

Evaluation Methods

Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.Participant surveyReview of participant lesson plans



Strategy #1: Differentiated InstructionStrategy #2: Teaching Literacy in the Content Areas


8/21/2017 5/15/2021 Improving Language and literacy acquisition for all 1. Over the next 3 years, elementary staff will be trained in classroom

101

students

implementation of Orton Gillingham reading. Teachers will be coached by Orton-Gillingham trained staff.




3.0 12 132 I.U. staff, Masonic Learning Center IU No

Knowledge Teachers will learn to address the needs of students language and literacy acquisiton needs.

Supportive Research This is a state mandated topic.





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

102

Instructs the leader in managing resources for effective results.

Training Format

Series of WorkshopsSchool Whole Group PresentationProfessional Learning CommunitiesOffsite Conferences

Participant Roles

Classroom teachersPrincipals / Asst. PrincipalsSupt / Ast Supts / CEO / Ex DirSchool counselorsParaprofessionalNew StaffOther educational specialists

Grade Levels



Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peersCreating lessons to meet varied student learning stylesPeer-to-peer lesson discussionLesson modeling with mentoring

Evaluation Methods

Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.Standardized student assessment data other than the PSSAClassroom student assessment dataReview of written reports summarizing instructional activity

LEA Goals Addressed: The District will provide training, support and Strategy #1: Charlotte Danielson Framework

103

coaching to ensure that research-based instructional practices are consistently implemented in ALL classrooms inclusive of all students.Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.

Strategy #2: Data Walkthroughs


8/18/2017 5/1/2021 Math instructional strategies



3.0 12 50 I.U. staff, College or

University

No

Knowledge Math teachers will learn research-based instructional practices for classroom implementation.

Supportive Research

Dr. Paul Riccomini from Penn State University is partnering with the district to provide staff training and support in research-based practices for implementation in the classroom.

Designed to AccomplishFor classroom teachers, school counselors and education specialists:


104



Training Format

Series of WorkshopsSchool Whole Group PresentationDepartment Focused PresentationOffsite Conferences

Participant Roles

Classroom teachersPrincipals / Asst. PrincipalsSupt / Ast Supts / CEO / Ex DirNew Staff Grade Levels


Follow-up Activities Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peersAnalysis of student work, with administrator and/or peersCreating lessons to meet varied student learning stylesPeer-to-peer lesson discussion

Evaluation Methods Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.Student PSSA dataStandardized student assessment data other than the PSSAClassroom student assessment data

105

Lesson modeling with mentoringParticipant surveyReview of written reports summarizing instructional activity



Strategy #1: Teachers will implement differentiated instruction, Reading Apprenticeship, close reading for reading and CRA strategy for math


9/21/2017 5/14/2021 Differentiated Instruction Training




No

KnowledgeTeachers will be provided with the skill, knowledtge, and application of differentiated instruction to meet the needs of all students in their classrooms. Teachers will learn to differentiate the product, process, and content and have the opportunity to demonstration application in the classroom.

Supportive Research

Differentiated instruction is a research-based instruction practice with many years of reseach to support its effectiveness.

106






Training Format

Series of WorkshopsProfessional Learning Communities

Participant Roles

Classroom teachersNew Staff

Grade Levels


Follow-up Activities Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peersAnalysis of student work, with

Evaluation Methods Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.

107

administrator and/or peersCreating lessons to meet varied student learning stylesPeer-to-peer lesson discussionLesson modeling with mentoringJournaling and reflecting

Participant surveyReview of written reports summarizing instructional activity





8/21/2017 5/15/2021Improving Language and literacy acquisition for all

students




Person Responsible SH S EP Provider Type App.

108

District and school administrators

3.0 12 132 I.U. staff, Masonic Learning Center IU No

Knowledge Teachers will learn to address the needs of students language and literacy acquisiton needs.

Supportive Research This is a state mandated topic.






Training Format

Series of WorkshopsSchool Whole Group PresentationProfessional Learning CommunitiesOffsite Conferences

Participant Roles Classroom teachers Grade Levels Elementary - Primary (preK - grade 1)

109

Principals / Asst. PrincipalsSupt / Ast Supts / CEO / Ex DirSchool counselorsParaprofessionalNew StaffOther educational specialists

Elementary - Intermediate (grades 2-5)Middle (grades 6-8)High (grades 9-12)


Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peersCreating lessons to meet varied student learning stylesPeer-to-peer lesson discussionLesson modeling with mentoring

Evaluation Methods

Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.Standardized student assessment data other than the PSSAClassroom student assessment dataReview of written reports summarizing instructional activity





110

8/18/2017 5/1/2021 Math instructional strategies



3.0 12 50 I.U. staff, College or

University

No

Knowledge Math teachers will learn research-based instructional practices for classroom implementation.

Supportive Research

Dr. Paul Riccomini from Penn State University is partnering with the district to provide staff training and support in research-based practices for implementation in the classroom.






111

Training Format

Series of WorkshopsSchool Whole Group PresentationDepartment Focused PresentationOffsite Conferences

Participant Roles

Classroom teachersPrincipals / Asst. PrincipalsSupt / Ast Supts / CEO / Ex DirNew Staff Grade Levels



Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peersAnalysis of student work, with administrator and/or peersCreating lessons to meet varied student learning stylesPeer-to-peer lesson discussionLesson modeling with mentoring

Evaluation Methods

Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.Student PSSA dataStandardized student assessment data other than the PSSAClassroom student assessment dataParticipant surveyReview of written reports summarizing instructional activity

112

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

113

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).


114

Board President


Superintendent/Chief Executive Officer

Plan 2018... · Web viewThe Strategic Plan for the Pen Argyl Area School District includes all of...

Documents

Transcript of Plan 2018... · Web viewThe Strategic Plan for the Pen Argyl Area School District includes all of...