Tredyffrin/Easttown School District BOARD EDUCATION ......Tredyffrin/Easttown School District BOARD...
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Tredyffrin/Easttown School District BOARD EDUCATION COMMITTEE April 3, 2017 1:00 PM TEAO, Meeting Room 200 Agenda I. Approval of March 8, 2017 Minutes II. Public Comment III. Multi-Tiered Intervention (MI) IV. College and Career Transition Course V. 2016-2017 Testing Results – ERB/PSAT/Keystone VI. Other Next Meeting Date: May 10, 2017 Board Education Committee Goals 1. Review the recommended administrative changes to the academic program that have impact on curriculum or budget and communicate recommendations to the full Board. 2. Review all enrollment and staffing numbers and projections for the year to determine the extent to which educational needs are addressed. 3. Review student assessment results. 4. Recommend informational education presentations to include in the monthly Board meetings as priority discussions. 5. Receive administrative recommendation for school calendar and make recommendation to the full Board. 6. Review current programming to determine alignment with federal and state mandates including Keystone Exams content and implementation. 7. Make recommendations to Board committees to communicate appropriate educational positions to legislators. 8. Review current programming at the middle school level.
Transcript of Tredyffrin/Easttown School District BOARD EDUCATION ......Tredyffrin/Easttown School District BOARD...
Tredyffrin/Easttown School District BOARD EDUCATION COMMITTEE
April 3, 2017 1:00 PM
TEAO, Meeting Room 200
Agenda
I. Approval of March 8, 2017 Minutes
II. Public Comment
III. Multi-Tiered Intervention (MI)
IV. College and Career Transition Course
V. 2016-2017 Testing Results – ERB/PSAT/Keystone
VI. Other
Next Meeting Date: May 10, 2017
Board Education Committee Goals 1. Review the recommended administrative changes to the academic program that have impact on curriculum or
budget and communicate recommendations to the full Board. 2. Review all enrollment and staffing numbers and projections for the year to determine the extent to which
educational needs are addressed. 3. Review student assessment results. 4. Recommend informational education presentations to include in the monthly Board meetings as priority
discussions. 5. Receive administrative recommendation for school calendar and make recommendation to the full Board. 6. Review current programming to determine alignment with federal and state mandates including Keystone
Exams content and implementation. 7. Make recommendations to Board committees to communicate appropriate educational positions to legislators. 8. Review current programming at the middle school level.
DRAFT PENDING COMMITTEE APPROVAL BOARD EDUCATION COMMITTEE MEETING MINUTES
March 8, 2017
Tredyffrin/Easttown Administrative Offices 1:00 p.m.
Attending all or part of the meeting:
Board Committee Members: Katharine Murphy (Chair), Scott Dorsey, Roberta Hotinski, Virginia Lastner
Other Board Members: Doug Carlson
TE School District Representatives: Wendy Towle (Administrative Liaison), Nancy Adams, Mark Cataldi, Patrick Gately, Richard Gusick, Oscar Torres, Andrea Chipego, Chris Groppe, Mike Szymendera
Community Members: Amy Alvarez (TEEA Representative), Doug Anestad, Xavier Arnault, Maria Buhl, Ray Clarke, Sarah Culbert, Karen Huang, Cheryl Lowery, Jamie Lynch, Patrick McHugh, Elizabeth Mercogliano, Suzanne Neubig, Natalie Sudall, Heather Ward, Yuanqing Yu
The meeting was called to order at 1:00 p.m.
Public Comment:
Xavier Arnault commented on student enrollment, teaching memory techniques, high school start times, and PSSAs.
Xavier Arnault commented on the Special Education Report. Doug Anestad commented on the Special Education Report. Ray Clarke commented on the Special Education Report. Elizabeth Mercogliano commented on the Special Education Report. Maria Buhl commented on the Special Education Report.
Doug Anestad commented on the World Languages Update. Karen Huang commented on the World Languages Update. Patrick McHugh commented on the World Languages Update. Xavier Arnault commented on the World Languages Update. Natalie Sudall commented on the World Languages Update. Jamie Lynch commented on the World Languages Update. Heather Ward commented on the World Languages Update.
Doug Anestad commented on the Technology Instruction Update. Xavier Arnault commented on the Technology Instruction Update. Natalie Sudall commented on the Technology Instruction Update.
Xavier Arnault commented on the Ad Hoc Committee for Elementary Enrollment Update. Ray Clarke commented on the Ad Hoc Committee for Elementary Enrollment Update. Doug Anestad commented on the Ad Hoc Committee for Elementary Enrollment Update. Ray Clarke commented on the Ad Hoc Committee for Elementary Enrollment Update.
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Approval of Minutes:
The February 8, 2017 minutes were approved.
Committee Discussion and Recommendations:
The Committee received the Special Education Report from Dr. Chipego, Director of Individualized Student Services. Dr. Chipego updated the Committee on the District’s continuum of student services, multi-tiered intervention, student health services, psychological services, mental health supports, numbers of special education students and caseload limits, staffing, budget impact items, and points of pride. Dr. Chipego answered several questions from community and Committee members.
The Committee received the World Languages Update from Dr. Torres, Supervisor of World Languages. Dr. Torres reviewed elearning opportunities for elementary World Language; extracurricular club-based options for delivery of elementary World Language; elementary World Language programs in surrounding school districts; the impact of a Foreign Language in the Elementary School (FLES) or Experience (FLEX) program in fourth grade; and the ongoing study of cultures and languages at the elementary schools. Dr. Torres also updated the Committee on the ongoing redesign of the District World Language Program as well as measures to promote enthusiasm for language learning for elementary students. Dr. Torres answered several questions from community and Committee members. The Committee unanimously recommended that the District continue to emphasize measures to promote understanding of cultures and enthusiasm for language learning in the elementary schools, with special priority given to grade 4, and review the current 5th grade FLEX World Language program in the fall of 2017.
The Committee reviewed the Technology Instruction Update. Dr. Adams, Supervisor of Business/Technical Education, updated the Committee on the grades 7 and 8 technology advisory initiatives and options for scheduling grades 5 and 6 technology education. Dr. Adams answered several questions from community and Committee members. The Committee recommended that the District move forward with the addition of two technology advisory modules in grades 7 and 8. The Committee also recommended that the District review the options for grades 5 and 6 technology education during the 2017-2018 school year.
The Committee received an Ad Hoc Committee for Elementary Enrollment Update from Mr. Doug Carlson, School Board President. Mr. Carlson addressed several questions from community and Committee members.
The meeting was adjourned at 4:11 p.m.
Next meeting: April 3, 2017 (Originally scheduled for April 5, 2017)
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The Pre‐Referral Intervention Process
Data Reviewed – Progress Determined
Minimal Some Adequate
Building Team Develops Plan
Implementation Monitoring
Referral to Building Team
Information Collected Information Reviewed
Refer for Evaluation Continue or Change Continue Intervention orIntervention Exit
Multi‐tiered Intervention (MI)Education Committee
April 3, 2017
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History• 2013‐2014 Recommendations for Improvement of Pre‐referral
Process Received from PDE; Initial Planning Phase
• 2014‐2015 Initial Implementation ‐ Secondary LevelStaffing – 2 MI Teachers at CHS; 1 MI Teacher at each Middle School
• 2015‐2016 Secondary Level Implementation
Elementary Level Planning
• 2016‐2017 Full Implementation and Review Secondary Initial Implementation Elementary
• 2017‐2018 Full Implementation and Review Elementary
• 2018‐2019 Conduct Full Review and Monitoring of MI Process District‐wide.
IEP
EvaluationInterventions
Continue through Evaluation Process
Tier 3Data indicate Tier 2 is not adequate
Increase InterventionsAdditional individual Intervention
Referral for EvaluationTier 2
Data indicate Tier 1 plan not adequateIncrease Interventions
Individual and Group RemediationTier 1
Referral to Building TeamStudent Assessment Indicates Support is Needed
Classroom-based interventionsRegular Education
CORE CURRICULUM INSTRUCTION and SCHEDULINGRegular Supports with Summative and Formative Assessment
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Multi‐tiered InterventionCHS 2016‐17
Students Referred
112
57 students in receipt of Tier 2
or 3 interventions
29 students exited
12 students qualified for
special education services
14 students monitored‐ Tier 1 Interventions
Data as of 2/14/17
Multi‐tiered InterventionMiddle School 2016‐17
107 Students Referred
43 students in receipt of Tier 2
or 3 interventions
20 students exited
18 students qualified for
special education services
26 students monitored‐ Tier 1 Interventions
Data as of 2/14/17
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Multi‐tiered InterventionElementary 2016‐17
Total number of Elementary Students
in receipt of Interventions
614
Students in receipt of Counseling Interventions
122
Students in receipt of Reading
Interventions
229
Students in receipt of Math
Interventions
119
Students in receipt of Interventions in
Multiple Disciplines
144
Data as of 2/14/17
Data represented is based on 2/14/17
Elementary School
Development of an electronic student referral form to be used at district elementary schools
District database to archive student interventions at the elementary level
Development of a Tier 1 Planning Support Sheet to be utilized at district elementary schools
Comprehensive document that includes Reading Interventions provided at the elementary level
School‐wide system of supports in place for all students
Universal Tier Model for District Elementary Schools
Middle School
School‐wide system of supports in place for all students
Comprehensive information gathered and documented on all students referred
Research based, individualized interventions and ongoing monitoring
Parent, teacher and student participation in the process
Systematic and individualized goals and progress monitoring for each student
All phases of the process documented and archived for future needs of student
Comprehensive data analysis to inform special education referral and eligibility
In class observations, collaboration with teachers, guidance and content specialists to develop a comprehensive support plan
High School
School‐wide system of supports in place for all students
Periodic screening of all students to allow early intervention for success
Comprehensive information gathered and documented on all students referred
Study Seminar schedules students across each period of the day to avoid interruption in scheduled classesIn class observations, collaboration with teachers and content specialists, work with the Achievement Center.
Eight periods of student support available each day at CHS
All phases of the process documented and archived for future needs of student
Comprehensive data analysis to inform special education referral and eligibility
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COLLEGE AND CAREER TRANSITION COURSE
Purpose and Need
This course would be designed to: provide all students with further preparation for post-
high school transition enhance college and career readiness skills increase students’ capacity to maintain healthy and
productive responses to challenges integrate cohesive learning opportunities on a variety of
essential topics
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District Strategic Plan
To empower students to overcome academic and personalchallenges; and develop the intellectual courage to grow,excel, and innovate.
To develop students’ capacity for resilience, grit, andflexibility that will serve as a foundation for success as life-long learners.
Ideas for Course Components
Brain Health
Social Health
Skills for Success
Post-Secondary Transition
Digital Portfolio
Brain Development, Healthy Coping Skills, Resiliency, Signs of SuicideAddiction/Substance Use,
Communication, Healthy Relationships, Digital Citizenship, Personal Safety, Conflict Resolution, Diversity Awareness, Empathy
Time Management, Testing Skills, Learning Profile/Styles, Decision Making, Self-Advocacy, Diversity Awareness, Self-awareness, Grit
College and Career Transition, Post-Secondary College/Career portfolio, Interview Skills, Financial Literacy
Individualized Student Portfolio, Blend with Developmental School Counseling Grade 11 Curriculum, SCOIR, Naviance
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T/E K-12 Developmental School Counseling ProgramArticulation of our delivery system Students awareness, skill development and application of skills
needed to achieve academically and be career and college ready by graduation
To help students understand themselves as learners andencourage them to develop skills that will enable them to reach their potential
To help students choose and advance in a program that willenable them to reach their goals
To assist students in developing positive interpersonalrelationship skills
Professional StandardsAmerican School Counselor Association (ASCA) K-12 College and Career Readiness Standards for Every Student
3 Domains
Academic Development
Social/Emotional Development
Career Development
National Association for College Admission Counseling (NACAC)Individual Learning for College and Career
Schools must provide students with the skills to navigate the complexrequirements of the 21st century workplace.
Individual Learning Plans are personalized plans developed collaboratively bystudents and school personnel to set goals that help students focus on theiracademic and career futures and keep them on track for their goals.
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Aligned with PDE Standards
Career and Work Standards Evaluate strategies for career retention and
advancement in response to the changing globalworkplace.
Evaluate the impact of lifelong learning on careerretention and advancement.
Interpersonal Skills Self-awareness and self management Establishing and Maintaining Relationships Decision Making and Responsible Behavior
Proposed Structure
Required Grade 11 course
One semester, 2 days per 6 day cycle
0.2 Credit for graduation
0.8 FTE position (not for 2017-2018)
Teaching Certification
Cap of 42 class periods per 6 day cycle
Year of implementation
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ERB Testing 2016
• Educational Records Bureau
OverviewStudents in grades 2, 3, 4, 6, and 8 participated in ERB testing in early October and individual results were mailed to parents in December
• Grade 2 & 3: Reading Comprehension, Word Analysis, Math• Grades 4, 6 & 8: Verbal Reasoning, Reading Comprehension,Quantitative Reasoning, Mathematics 1 & 2
Multiple choice format
Norm‐referenced measures
Teachers utilize the results as one piece of data to identify strengths, relative weaknesses and to assist in grouping
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Grade 2n=514
77 79 7675 7874
80 8276
0
20
40
60
80
100
Reading Comprehension Word Analysis Mathematics
Mean Percent Content Mastery
District Suburban Independent
Grade 3n=491
7483
7574
847577
85
75
0
20
40
60
80
100
Reading Comprehension Word Analysis Mathematics
Mean Percent Content Mastery
District Suburban Independent
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Grade 4n=540
67 7063 6666 68
62 646772
65 66
0
20
40
60
80
100
Verbal Reasoning Reading Comprehension Quantitative Reasoning Mathematics 1 & 2
Mean Percent Content Mastery
District Suburban Independent
Grade 6n=517
76 75
57
6774 72
54
65
75 75
56
66
0
20
40
60
80
100
Verbal Reasoning Reading Comprehension Quantitative Reasoning Mathematics 1 & 2
Mean Percent Content Mastery
District Suburban Independent
14
Grade 8n=511
69 71
61 6369
74
63 6371 73
62 60
0
20
40
60
80
100
Verbal Reasoning Reading Comprehension Quantitative Reasoning Mathematics 1 & 2
Mean Percent Content Mastery
District Suburban Independent
Sample Individual Narrative Report
National Norm
Suburban NormIndependent Norm
Stanines
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PSATs 2016PSAT 8/9
PSAT/NMSQT (NATIONAL MERIT SEMIFINALIST QUALIFYING TEST)
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Overview2nd year of PSAT 8/9 and redesigned PSAT/NMSQT
PSAT 8/9 was administered during the school day on October 13, 2016PSAT/NMSQT was offered on Saturday, October 15, 2016Scores for Evidence‐based Reading & Writing (ERW) and Math
Total score range◦ 240‐1440 PSAT 8/9◦ 320‐1520 PSAT/NMSQT
National Merit Semifinalists & National Hispanic Scholars TBD
Participation PSAT 8/9507 students in grade 9 4 opt outs20 opt ups
PSAT/NMSQT
675 students in grades 9, 10, 11No data was available for the 20 students in grade 9
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PSAT 8/9Grade 9 n = 507
521 524
410 408438 431
0
200
400
600
800
ERW Math
Mean Scores
CHS State National
PSAT/NMSQTGrade 10 n= 275
583 583
483 479472 466
0
200
400
600
800
ERW Math
Mean Scores
CHS State National
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PSAT/NMSQTGrade 11 n= 380
610 617
503 498513 505
0
200
400
600
800
ERW Math
Mean Scores
CHS State National
Keystone ExamsWINTER 2017 TEST WAVE
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Algebra IGrades 9, 10, 11, 12
Performance Level Number of students Percent
Advanced 21 33.3
Proficient 25 39.7
Basic 15 23.8
Below Basic 2 3.2
n = 63
Algebra ISecond‐time Testers
1
4
3
0
1
6
7
00
2
4
6
8
10
Advanced Proficient Basic Below Basic
n = 22
Grade 9 Grade 10
20
BiologyGrades 10, 11, 12
Performance Level Number of students Percent
Advanced 3 8.3
Proficient 13 36.1
Basic 16 44.4
Below Basic 4 11.1
n = 36
BiologySecond‐time Testers
0
7
10
3
0
2
4
6
8
10
Advanced Proficient Basic Below Basic
n = 20
Grade 10
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LiteratureGrades 11, 12
Performance Level Number of students Percent
Advanced 2 18.2
Proficient 4 36.3
Basic 3 27.2
Below Basic 2 18.2
n = 11
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