south allegheny sd€¦ · 07/01/2016 - 06/30/2019 . 2 district profile demographics 2743...

South Allegheny SD

District Level Plan

07/01/2016 - 06/30/2019

2

District Profile

Demographics

2743 Washington Blvd McKeesport, PA 15133 (412)675-3070 Superintendent: Wayne Gdovic Director of Special Education: Christy Chicklo

Planning Process South Allegheny School District used a comprehensive planning process. Individuals representing

each stakeholder of the community and school district were part of the planning process. Sub

committees met individually to complete their portions of the plan. The completed sections were

then presented to the District planning committee for approval or editing. The completed plan will

be presented to the South Allegheny School Board for final approval then posted on the South

Allegheny District Website.

Mission Statement The mission of the SASD is to provide a safe, quality education that fosters individual students

with the necessary tools to successfully transition into a competitive society.

Vision Statement An engaging learning environment that promotes creativity and individual student strengths

that lead students to find success in his or her future.

Shared Values Shared Values

1. Education is a shared responsibility of the home, school, and community which is

achieved through collective decision making.

2. Learning is a life-long process.

3. Motivation and responsibility are keys to achievement.

4. Communities and youth prosper when they invest in each other.

5. Learning extends beyond the classroom when parents and community are involved.

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6. All children can learn when their individual abilities and talents are recognized,

nurtured, and challenged.

7. Respect of self and others promotes a sense of community and creates a safe

environment conducive to learning.

8. Each student has the opportunity to develop their own personal identity.

Educational Community The South Allegheny School District is a suburban, public school district located in Allegheny County,

Pennsylvania. The organization consists of three physical facilities. The Early Childhood Center

houses a full day Pre-Kindergarten through first grade program. South Allegheny Elementary

houses students in grades two through six. The combined Middle/High School is comprised of

grades seven through twelve. Each building is equipped with current technology resources. The

district administrative offices are housed at the Middle/High School.

The district serves the boroughs of Port Vue, Liberty, Glassport, and Lincoln. The South Allegheny

School District encompasses approximately nine square miles and serves a residential population of

approximately 12,000. The district’s median personal income is approximately 33,500 dollars. The

South Allegheny School District provides educational services to 1,572 students through the

employment of 123 teachers, 30 full-time and part-time support personnel, and 13 administrators.

South Allegheny’s total operating budget is 23,850,276 dollars with 67% being subsidized with state

revenue, 3% federal, and 30% local subsidy. The district is predominately a residential community

with small service oriented businesses.

South Allegheny has a variety of community resources such as food banks, a mobile library service,

and outdoor recreation areas which are located in each of the four boroughs. South Allegheny also

has a variety of organizational resources which include a fire department, police department, and

emergency medical services individual to each borough.

The South Allegheny School District offers opportunities that allow the community and youth to

prosper when they invest in each other.

Planning Committee Name Role

Jason Beisler Middle School Teacher - Regular Education :

Professional Education

Carrie Betters Elementary School Teacher - Regular Education

Glenn Bonczak Community Representative : Professional

Education

Lou Borrelli Board Member

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Julie Callahan-Doughty Elementary School Teacher - Regular Education :


Christy Chicklo Administrator : Special Education

Mike Crown High School Teacher - Regular Education :


Shannon Demarco Middle School Teacher - Regular Education

Ellen Eyth Ed Specialist - Other

Richard Fine Administrator : Professional Education

Jennifer Gault Elementary School Teacher - Special Education :

Special Education

Wayne Gdovic Administrator

Chris Gretz High School Teacher - Regular Education : Special

Education

Amber Haftmann Elementary School Teacher - Special Education

Ashleigh Hays Middle School Teacher - Regular Education :


David Hoffman Building Principal

Aimee Jackson Parent : Professional Education

Lavina Kerklo Community Representative : Professional

Education

Alisa King Student Curriculum Director/Specialist :


Lori Kline Ed Specialist - Other : Professional Education

Nicole Latini High School Teacher - Special Education : Special

Education

Bob Lee Business Representative : Professional Education

Janet Loy Ed Specialist - Other

Jesse Macpherson High School Teacher - Regular Education

Marc Mayer Administrator : Professional Education

Hal Minford Administrator : Professional Education

Pat Monroe Administrator : Special Education

Jackie Moranelli Elementary School Teacher - Regular Education :


Erin Morgan Parent : Professional Education

Peter Osterhus High School Teacher - Regular Education :


Bethanie Patrick Elementary School Teacher - Regular Education

Kim Piekut High School Teacher - Regular Education

Jen Rea Elementary School Teacher - Regular Education :


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Jason Ruzich Middle School Teacher - Special Education : Special

Education

Scott Schork Ed Specialist - Other : Professional Education

Noel Skorvan Elementary School Teacher - Special Education

Chad Smith Ed Specialist - School Counselor : Professional

Education

Jeff Solomon Building Principal

Debbie Swank Parent : Professional Education Special Education

Laura Thomson Administrator

Mark Vargo High School Teacher - Regular Education

Jennifer Watkins Community Representative : Professional

Education

Jack Yarborough Business Representative : Professional Education

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Core Foundations

Standards

Mapping and Alignment

Elementary Education-Primary Level

Standards Mapping Alignment

Arts and Humanities Developing Developing

Career Education and Work Developing Developing

Civics and Government Developing Developing

PA Core Standards: English Language Arts Developing Developing

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

Developing Developing

PA Core Standards: Mathematics Developing Accomplished

Economics Developing Developing

Environment and Ecology Developing Accomplished

Family and Consumer Sciences Needs

Improvement Developing

Geography Developing Developing

Health, Safety and Physical Education Developing Accomplished

History Non Existent Needs

Improvement

Science and Technology and Engineering Education Developing Accomplished

Alternate Academic Content Standards for Math Needs

Improvement Accomplished

Alternate Academic Content Standards for Reading Needs


American School Counselor Association for Students Non Existent Non Existent

Early Childhood Education: Infant-Toddler→Second Grade

Non Existent Developing

English Language Proficiency Developing Developing

Interpersonal Skills Non Existent Developing

School Climate Non Existent Accomplished

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

some of the areas are not appropriate to grade level

Some areas are embedded in other content curriculum but are taught in isolation

Programs have been eliminated due to funding

some areas are not applicable

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Our Early childhood Curriculum only reflects grades K-1, not the areas of infant and

toddler

Programs for interpersonal skills are being utilized at this level; however no one

specific program has been implemented.

Elementary Education-Intermediate Level


Arts and Humanities Developing Developing

Career Education and Work Developing Developing

Civics and Government Developing Developing

PA Core Standards: English Language Arts Developing Developing


Developing Developing


Economics Developing Developing

Environment and Ecology Developing Developing

Family and Consumer Sciences Developing Developing

Geography Developing Developing


History Developing Developing



Improvement Accomplished




English Language Proficiency Developing Developing

Interpersonal Skills Developing Developing

School Climate Non Existent Developing


some of the areas are not appropriate to grade level

Some areas are embedded in other content curriculum but are taught in isolation

Programs have been eliminated due to funding

some areas are not applicable

Middle Level

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Arts and Humanities Developing Accomplished

Career Education and Work Developing Accomplished

Civics and Government Developing Accomplished

PA Core Standards: English Language Arts Accomplished Accomplished


Developing Accomplished


Economics Developing Accomplished


Family and Consumer Sciences Developing Accomplished

Geography Developing Accomplished


History Developing Accomplished


Alternate Academic Content Standards for Math Developing Accomplished

Alternate Academic Content Standards for Reading Developing Accomplished


English Language Proficiency Non Existent Non Existent

Interpersonal Skills Accomplished Accomplished

School Climate Accomplished Accomplished

World Language Developing Accomplished


South Allegheny Middle School does not have English Language Proficiency students. South Allegheny Middle School does not participate with the American School Counselor Association for Students.

High School Level


Arts and Humanities Developing Accomplished

Career Education and Work Developing Accomplished

Civics and Government Developing Accomplished

PA Core Standards: English Language Arts Developing Accomplished


Developing Accomplished


Economics Developing Accomplished


Family and Consumer Sciences Developing Accomplished

Geography Developing Accomplished

Health, Safety and Physical Education Accomplished Accomplished

History Developing Accomplished

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Improvement Needs

Improvement


Improvement Needs

Improvement

American School Counselor Association for Students Accomplished Accomplished

English Language Proficiency Needs

Improvement Needs

Improvement

Interpersonal Skills Accomplished Accomplished

School Climate Developing Developing

World Language Developing Accomplished


Alternative Standards for Math and Reading will be implemented January 1, 2013. The English Language curriculum needs improvement; however, there are no students labeled English Language Proficiency.

Adaptations


No standards have been identified for this content area.



Middle Level


High School Level


Explanation for any standards checked:

NA

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.

Developing

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

Developing

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

Developing

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

Developing

Processes used to ensure Accomplishment:

A curriculum coordinator was hired to ensure fidelity in the curriculum process and

analyzing data for instructional decisions.

Teachers are working among grade levels to refine current documents.

Staff is incorporating best practices and new materials recently released from the

SAS portal.

Bi-monthly mtgs. have been established for the purpose of specific grade level

adjustments to curriculum documents, pacing guides and assessment binders.

Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How

the LEA plans to address their incorporation:

This narrative is empty.




Developing


Developing


Developing


Developing




Content area teaching has been put in place for all staff in grades 4-6.

Teachers are refining curriculum documents as the district is adopting new

templates.

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Throughout this adjustment staff will be incorporating newly released curricular

suggestion from the SAS portal.




Middle Level



Developing


Accomplished


Developing


Developing




Language Arts Curriculum is continually being reviewed and revised to meet

changing state educational demands.

Use of grade level team planning time ensures individual student gains and mastery

as well as interdisciplinary lesson planning.

District is developing new district-wide curriculum templates, which correlate to

the resources available through the SAS website.




High School Level

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Developing


Accomplished


Accomplished


Developing


Department and staff meetings are used by teachers to create the course curriculum. Courses and content areas have documented curriculum in the form of instructional units, including lists of materials and instructional timelines, aligned to Pennsylvania Common Core. A curriculum coordinator was hired to ensure fidelity in the curriculum process and analyzing data for instructional decisions.

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


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.

Students are educated in the least restrictive environment and planned instruction is

differentiated based on student abilities at every level to ensure student success. Special

education teachers co-teach to assist regular education teachers with meeting each child's

needs. Supplemental assistance is available for students who need additional help.

Instruction

Instructional Strategies

Formal classroom observations focused on instruction

Walkthroughs targeted on instruction

Annual Instructional evaluations Instructional Coaching

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Regular Lesson Plan Review

Administrators

Instructional Coaches

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

The teacher evaluation process requires administrators and/or supervisors to look for required pedagogical practices during instruction. Review of curricular outcomes happen on a regular basis and include three levels of input: teaching staff, building level administration and district level administration. Instructional coaches assist teachers with spiraling curriculum between grades and subjects. Building level administrators complete annual staff observations and evaluations, which are then reviewed by District level administration, with final approval from the Superintendent.

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

All strategies were selected.

Responsiveness to Student Needs


Instructional Practices Status

Structured grouping practices are used to meet student needs. Full

Implementation

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

Full Implementation

Differentiated instruction is used to meet student needs. Full

Implementation

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

Full Implementation

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





Implementation


Full Implementation


Implementation


Full Implementation

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Middle Level



Implementation


Full Implementation


Implementation


Full Implementation



High School Level



Implementation


Full Implementation


Implementation


Full Implementation



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.

In the Elementary, demographic and academic data is used to evenly distribute students between grade level teachers. At the secondary level, professional discussions are held among the district level administration, building level principals and department chair to determine most qualified candidate for the content areas. All appropriate district level administrators make suggested recommendations to The

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Board of Education, for hiring based upon student data analysis and appropriate state certifications.

Assessments

Local Graduation Requirements

Course Completion SY 16/17 SY 17/18 SY 18/19

Total Courses

English 4.00 4.00 4.00

Mathematics 3.00 3.00 3.00

Social Studies 3.00 3.00 3.00

Science 4.00 4.00 4.00

Physical Education 4.00 4.00 4.00

Health 1.00 1.00 1.00

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

Electives 6.00 6.00 6.00

Minimum % Grade Required for Credit (Numerical Answer)

60.00 60.00 60.00

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:

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.

Local Assessments

Standards WA TD NAT DA PSW Other

Arts and Humanities X

Career Education and Work X

Civics and Government X X

PA Core Standards: English Language Arts

X X

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X

PA Core Standards: Mathematics X X

Economics X

Environment and Ecology X X

Family and Consumer Sciences X

Geography X X

Health, Safety and Physical Education

X X

History X X

Science and Technology and Engineering Education

X X

World Language X

Methods and Measures

Summative Assessments

Summative Assessments EEP EEI ML HS

PSSA/PASA/PSSA-m X X X X

Scientific Experiments X X X X

Teacher developed curriculum based assessments X X X X

Textbook Assessments X X X X

Works of Art (music theatre and dance) X X X X

Works written by student X X X X

Terra Nova

Keystone Exams X X

Assessment Reflections X X X X

Benchmark Assessments

Benchmark Assessments EEP EEI ML HS

4-Sight

DIBELS X

Study Island

Textbook Assessment X X X X

Accelerated Reader X

Teacher created CBE X X X X

STAR Assessments X X

Internal Benchmark Assessments for ELA and Math X X

Formative Assessments

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Formative Assessments EEP EEI ML HS

Demonstrations, performances, projects X X X X

Portfolio of student work X X

Exit tickets X X X X

Fitness assessments X X X X

Progress monitoring, report cards X X X X

Scientific experiments X X X X

Teacher developed curriculum based assessments X X X X


Response cards X X X

Written work by students X X X X

Language Literacy Intervention (LLI) X X

Diagnostic Assessments

Diagnostic Assessments EEP EEI ML HS

Adapted P.E. assessments X X X X


Running Records X X X X

Validation of Implemented Assessments

Validation Methods EEP EEI ML HS

External Review

Intermediate Unit Review X X X X

LEA Administration Review X X X X

Building Supervisor Review X X X X

Department Supervisor Review X X

Professional Learning Community Review X X

Instructional Coach Review X X

Teacher Peer Review

Provide brief explanation of your process for reviewing assessments.

South Allegheny School District requires all teachers to maintain an assessment binder. This binder includes every form of assessment used by the teacher during the course of the school year. Team meetings, department meetings, and professional development time is used to review assessment binders. The instructional coaches and Curriculum Coordinator assist teachers as needed.

Development and Validation of Local Assessments

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

1. Utilize instructional coaches in the development of local assessments. The assessments

are utilized as formative pieces of data for developing academic groupings of

students/flexible student groups.

2. District staff collaborates and create local assessments that all students at the elementary

grade levels participate in. The assessments are validated and compared to state and core

standards. This process will ensure assessments are aligned to the instructional

expectations of Pennsylvania.

Collection and Dissemination

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

The South Allegheny School District utilizes all state released data sources and systems to keep staff and parents

informed of local student academics. Staff meets within grade levels, departments or District clusters to review student

performance and address academic deficiencies, which are then addressed through the RTII process. Staff completes

progress monitoring (bi-monthly) and Universal Screening Evaluations (minimum of 3 times annually). Several different

district level teams make recommendations for remediation. Additionally, student data from the Keystone exams is used

for placement of secondary students into remedial services for Algebra I, Literature and Biology. District administrators

attend all County-Wide professional development offerings relevant to analysis of State released student data

performance. District administrators and coaches also attend State professional development offerings regarding the

same topics. Building administrators use said data results to determine schedules, student groupings, and teacher

placements.

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.

These assessments assist with determining:

Intervention groups

RtII referrals

Flexible grouping

Differentiated instruction

Change of instructional strategies

Title I supports

Teacher placement

Keystone Remediation

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Assists with the determination of meeting specific pre-requisite course

requirements

Special education services

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 X

Instructional practices modified or adapted to increase student mastery.

X X X X

Provide brief explanation of the process for incorporating selected strategies.

Student assessment scores for each student are maintained via our local student information management system and through the State AYP, emetric and PVAAS systems.. These systems provide teachers with access to their student's assessments scores. Teachers can then use this information to adjust instruction to meet the individual needs of students.

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

Local assessments are better aligned to the State Standards and eligible content. Correlation is being addressed through the evaluation of assessment binders.

Distribution of Summative Assessment Results

Distribution Methods EEP EEI ML HS

Course Planning Guides

Directing Public to the PDE & other Test-related Websites

X X X X

Individual Meetings X X X X

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Letters to Parents/Guardians X X X X

Local Media Reports X X X X

Website X X

Meetings with Community, Families and School Board X X

Mass Phone Calls/Emails/Letters X X X

Newsletters

Press Releases X X X X

School Calendar X X X X

Student Handbook

Provide brief explanation of the process for incorporating selected strategies.

Multiple strategies are utilized to distribute standardized test scores. Electronic methods are being utilized as more families are gaining access to the internet. More traditional methods, such as parent letters and parent conferences, continue to be utilized to ensure families without electronic access continue to be informed.

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

Course planning guides are currently being developed and can be posted on the South Allegheny School District's website. In order to be more cost effective/"green", the District chooses to disseminate information electronically to outside venues thus eliminating paper newsletters. Information is shared out using the district web page. Descriptions for assessment types are available via the student handbook.

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.

An identified correlation between low-socio economic students and low academic

performance was established. Henceforth; a curriculum coordinator was hired to assist

with the facilitation of curriculum alignment and instructional practices. Training of both

teaching and administrative staff on the utilization of student data assisted with new

instructional practices for the classroom, better alignment of instructional practices to

instructional delivery and development of course syllabi and scheduling. A strong emphasis

has been placed on identifying student deficiencies and programs which could elevate the

gaps in academic progress. Teachers are an integral part of identifying students with

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academic needs, referring them to the RTii team for review and providing the essential

supports, including remediation and advancements for academic growth. The District has

also made a commitment to train staff across all curricular areas to ensure best practices for

instruction and learning, as well as, administrative staff has been trained on the Danielson

model of evaluation to maximize teacher effectiveness. The district's current student

population indicated a need for an increased focus on comprehensive services for the

"whole" child. This includes adding services that would address mental, social and

behavioral health needs. (i.e. SAP, Mon Yough Services, Wesley Services, etc...)

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

Conflict Resolution or Dispute Management X X X X

Peer Helper Programs X X X X

Safety and Violence Prevention Curricula X X X X

Student Codes of Conduct X X X

Comprehensive School Safety and Violence Prevention Plans

X X X X

Purchase of Security-related Technology X X X X

Student, Staff and Visitor Identification Systems X X X X

Placement of School Resource Officers X X X X

Student Assistance Program Teams and Training X X X X

Counseling Services Available for all Students X X X X

Internet Web-based System for the Management of Student Discipline

X X X X

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


Screening, Evaluating and Programming for Gifted Students

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

Annually a district calendar is distributed to all residents providing gifted awareness

information. Additionally, information we disseminated through student handbooks,

District website and guidance or special departments.

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

Gifted Multidisciplinary Evaluation (GMDE) Pursuant to (22 Pa. Code §16.2(b), a referral for the GMDE should be made when:

1. Teacher or parent believes the student to be gifted;

1. Student is not receiving appropriate education under Chapter 4 (relating to

academic standards and assessment); and

1. One of the following apply:

The student’s parents request an evaluation.

"The school district’s screening of the student indicates high potential consistent

with the definition of mentally gifted or a performance level which exceeds that of other

students in the regular classroom."

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A hearing officer or judicial decision orders an evaluation.

For students who are thought to be gifted, the district should perform the following steps:

1. Provide Permission to Evaluate to the student’s parents and have the parent sign the

form.

1. The Gifted Multidisciplinary Team (GMDT) conducts the Gifted Multidisciplinary

Evaluation;

1. The GMDT compiles a written report based on the outcome of the Gifted

Multidisciplinary Evaluation, using the form entitled Gifted Written Report (GWR); and

1. If the GMDT identifies the student as a gifted student, the Gifted Individualized

Education Plan (GIEP) Team uses the GWR to develop a GIEP.

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

Definition of Mentally Gifted

- Mentally gifted is defined as outstanding intellectual and creative ability the

development of which requires specially designed programs or support services, or both,

not ordinarily provided in the regular education program. (22 Pa. Code §16.1)

Intellectual ability is not equated with an IQ score alone. Intellectual ability is and should

be a reflection of a range of assessments including a student’s performance and potential.

IQ 130 or more

The term “mentally gifted” includes a person who has an IQ of 130 or higher, or when

multiple criteria as set forth in 22 Pa Code Chapter 16 and in Department Guidelines

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indicate gifted ability. Determination of gifted ability will not be based on IQ score alone.

The determination shall include an assessment by a certified school psychologist. (22 Pa.

Code §16.21(d))

No one test or measure is sufficient to determine giftedness, and the evaluation and

testing literature recognizes that there is a margin for error in any standardized testing.

The standard error of measurement also applies when reporting IQ.

IQ Lower than 130

Each school district shall establish procedures to determine whether a student is

mentally gifted. This term includes a person who has an IQ of less than 130 or when

multiple criteria as set forth in 22 Pa Code § Chapter 16 and in Department Guidelines

indicate gifted ability. Determination of gifted ability will not be based on IQ score alone.

Deficits in memory or processing speed, as indicated by testing, cannot be the sole basis

upon which a student is determined to be ineligible for gifted special education. A person

with an IQ score lower than 130 may be admitted to gifted programs when other

educational criteria in the profile of the person strongly indicate gifted ability.

Determination of mentally gifted must include an assessment by a certified school

psychologist. (22 Pa. Code §16.21(d))

If a student’s IQ is less than 130, other factors, such as academic performance,

demonstrated achievement or other observed skills must strongly indicate gifted ability

in order for that student to be identified as gifted and admitted to a gifted program.

Because disabilities and bias factors may mask gifted abilities, districts are required to

examine discrepancies between ability assessment results and academic achievement or

demonstrated skills, and discrepancies among ability subtests.

Multiple Criteria

Criteria, other than IQ score, which indicate gifted ability include but are not limited to:

Achievement, Rate of Acquisition/Retention, Demonstrated Achievement, Early Skill

Development and Intervening Factors Masking Giftedness. (22 Pa. Code §16.21(e)) 8

Achievement

A year or more above grade achievement level for the normal age group in one or more

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subjects as measured by nationally nor med and validated achievement tests able to

accurately reflect gifted performance. Subject results shall yield academic instruction

levels in all academic subject areas. (22 Pa. Code §16.21(e)(1))

The assessment instruments should have high enough ceilings to reflect accurately

academic performance in the gifted range. Assessment should yield performance and

achievement data beyond basic skills and should be used for appropriate instructional

placement. The assessments should show not only what the student knows, but also

where there is a need for instruction. These data form the basis for decisions as to where,

in specific content areas, specific courses or curriculum, a student should begin the

learning experiences for the year. The results of the testing must provide instructional

levels in all academic subject areas for use in determining educational placement.

Rate of Acquisition, Rate of Retention

An observed or measured rate of acquisition/retention of new academic content or skills

that reflect gifted ability. (22 Pa. Code§16.21(e)(2))

Rate of acquisition is the rapidity or speed at which the student is able to acquire,

understand and demonstrate competency or mastery of new learning. Rate of acquisition

and rate of retention of new materials/skills can be defined as how many repetitions the

student needs before the student masters new information/skills and can use the

information/skills appropriately any time thereafter. This data can be obtained by simple

procedures such as Curriculum Based Assessment (CBA), direct observation and

reporting from parents, teachers or supervisors. An example of acquisition/retention: the

gifted student with approximately one to three repetitions of new knowledge/skills is

able to achieve mastery at a faster rate than a student who requires four to eight

repetitions. Rate of acquisition/retention is used to adjust the pace of learning for the

gifted student. See Chuska Acquisition/Retention Rating Scales. (Included in the

Additional Resources section)

Demonstrated Achievement

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 judgment. (22 Pa. Code §16.21(e)(3))

Another criterion is the student’s demonstrated achievement, performance-based skills

or expertise that shows a high-level of accomplishment, and indicates exceptional

interest and motivation in specific areas. These may be documented in permanent

products, portfolios, demonstration of skills, awards, community involvements or others.

Example: a student is a member of the high school debate team and has qualified for the

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state finals in grades 9, 10 and 11; a student loves to write poetry and has a folder of

many unpublished works.

Early Skill Development

Early and measured use of high level thinking skills, academic creativity, leadership

skills, intense academic interest areas, communications skills, foreign language aptitude

or technology expertise. (22 Pa. Code §16.21(e)(4))

Assessment of early and measured use of high level thinking skills could include

checklists or inventories such as Guilford’s or Bloom's Taxonomy. It could also include

anecdotal notes that document developmental milestones that are reached earlier than

average students reach the milestone, or that a student has mastered skills beyond that

child's age level. Skills charts often accompany grade level texts.

Examples of a skills list:

The average kindergarten student uses symbols and letters to represent words.

The average third grade student uses a variety of sentence structures.

The average sixth grade student writes effectively using standard grammar,

punctuation, capitalization and spelling in a final draft.

Using the above skills chart a kindergarten student who spells common words correctly,

makes appropriate and varied word choices and/or understands common capitalization

and end punctuation would demonstrate achievements that are a result of early and

measured use of high level thinking skills.

Intervening Factors Masking Giftedness

Documented, observed, validated or assessed evidence that intervening factors such as

English as a second language, disabilities defined in 34 CFR 300.8 (relating to child with a

disability), gender or race bias, or socio/cultural deprivation are masking gifted abilities.

(22 Pa. Code §16.21(e)(5))

Some students may have their gifted abilities masked by such factors as ethnicity, socio-

economic status or disability. Data specifically tied to the student’s learning environment

is used to make decisions on remedial/coping strategies and specially designed

instruction. For example: An economically disadvantaged household where educational

resources and opportunities are lacking, a household in which English is not the first

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language or a household including parental problems such as alcoholism, divorce,

spouse/child abuse or incarceration may have a masking effect on the student’s

identification as gifted.

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 South Allegheny School District offers a gifted program beyond the classroom setting that enriches student learning, experiences and academic achievement throughout their educational careers. The program provides educational enrichment and acceleration as an extension of student classroom learning. Our program provides opportunities for students to interact and work with students of the same ability level to solve real life problems and create scenarios for real world learning. Our students have the ability to reach these same resources not only among their district level peers but provide opportunities to go beyond our District. Students are given opportunities to compete on a collegial level.

Developmental Services

Developmental Services EEP EEI ML HS

Academic Counseling X X X X

Attendance Monitoring X X X X

Behavior Management Programs X X X X

Bullying Prevention X X X X

Career Awareness X X X X

Career Development/Planning X X X X

Coaching/Mentoring X X X X

Compliance with Health Requirements –i.e., Immunization

X X X X

Emergency and Disaster Preparedness X X X X

Guidance Curriculum X X X X

Health and Wellness Curriculum X X X X

Health Screenings X X X X

Individual Student Planning X X

Nutrition X X X X

Orientation/Transition X X X X

RTII/MTSS X X X

Wellness/Health Appraisal X X X X

Explanation of developmental services:


Diagnostic, Intervention and Referral Services

Diagnostic, Intervention and Referral Services EEP EEI ML HS

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Accommodations and Modifications X X X X

Administration of Medication X X X X

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

Assessment/Progress Monitoring X X X X

Casework

Crisis Response/Management/Intervention X X X X

Individual Counseling X X X X

Intervention for Actual or Potential Health Problems X X X X

Placement into Appropriate Programs X X X X

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

Small Group Counseling-Educational planning X X

Small Group Counseling-Personal and Social Development

X X X X

Special Education Evaluation X X X X

Student Assistance Program X X X X

Explanation of diagnostic, intervention and referral services:

The District has established several interagency partnerships that provide mental, social and behavioral health services, which include individual case workers.

Consultation and Coordination Services

Consultation and Coordination Services EEP EEI ML HS

Alternative Education X X X X

Case and Care Management X X X X

Community Liaison X X X X

Community Services Coordination (Internal or External)

X X X X

Coordinate Plans X X X X

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

Home/Family Communication X X X X

Managing Chronic Health Problems X X X X

Managing IEP and 504 Plans X X X X

Referral to Community Agencies X X X X

Staff Development X X X X

Strengthening Relationships Between School Personnel, Parents and Communities

X X X X

System Support X X X X

Truancy Coordination X X X X

Explanation of consultation and coordination services:


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Communication of Educational Opportunities

Communication of Educational Opportunities EEP EEI ML HS

Course Planning Guides X X

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



Local Media Reports X X X X

Website X X X X

Meetings with Community, Families and Board of Directors

X X X X

Mass Phone Calls/Emails/Letters X X X X

Newsletters X X X X

Press Releases X X X X


Student Handbook X X X X

Communication of Student Health Needs

Communication of Student Health Needs EEP EEI ML HS


Individual Screening Results X X X X


Website X X X X

Meetings with Community, Families and Board of Directors

X X

Newsletters X X


Student Handbook X X X X

Frequency of Communication

Elementary Education - Primary Level

More than once a month

Elementary Education - Intermediate Level


Middle Level


High School Level


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Collaboration for Interventions

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

The following is a list of ways collaboration occurs between classroom teachers and

individuals providing interventions:

face to face

progress monitoring

RtII

email

behavior charts

counselors

team meetings

co-teacher planning time

professional development

demographic profile

Community Coordination

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

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

The South Allegheny School District and The Allegheny Intermediate Unit have an

established partnership to offer Pre-K services in both of our elementary complexes. Both

programs offer Pre-K services for children ages 3 and 4 within our community. Our district

is one of just a few in the county that has a "wait list" for enrollment.

Additionally, the district offers and operates their own Kindergarten Transition Program for

entering kindergarten students and parents. This is a well established program within our

District and community. Approximately 66% of incoming students participate in at least 1

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of 5 available evening sessions.

The YMCA of Greater Pittsburgh operates an after school program housed in the elementary

building for grades K-6. The program provides tutorial services for math and ELA services,

as well as physical recreation, computer and social services.

The elementary building offers a before school program entitled Healthy Start. The

program is open to students in grades 2-6. Students arrive 45 minutes prior to the start of

their school day and participate in physical wellness activities. The program is completely

voluntary, runs 5 days a week and holds a waiting list of participants.

The High School level offers a tutoring program, called SA Busters. This program utilizes

peer tutoring and happens before, during and after the school day. A teacher coordinates

and supervises the program.

In addition to SA Busters, the high school offers a second program for student supports,

utilizing student services, called Peer Helpers. The group has two primary foci: assisting

"new" students with transitioning into the high school and assisting any student who could

benefit from peer partnerships.

Additionally, PE Partners is a program designed specifically for the integration of students

into the mainstream.

The District has a staff member solely designated to providing workforce development

opportunities/internships at the secondary level. The Transition Coordinator assists with

college visits, career fairs and career awareness.

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.

1. The District works in cooperation with the DART program, affiliated with the Allegheny

Intermediate Unit, to provide all essential early intervention programs and resources for

incoming children identified with disabilities. In addition to these services, the District

offers its own Kindergarten Transition Program that assists with the identification of early

intervention services.

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2. The South Allegheny School District does not operate its own pre-kindergarten programs.

Currently there is an agreement between the South Allegheny School District and The

Allegheny Intermediate Unit for utilization of District facilities to operate and provide pre-K

services to our community.

3. The school district offers all incoming Kindergarten students and parents an opportunity

to participate in our Kindergarten Transition Program. This program is designed to

acclimate students to both the instructional staff and physical composition of their learning

environment, with a strong emphasis on readiness skills. The program has one evening

designated specifically for parents of incoming students. The evening addresses

registration criterion, resources available for the child's academic success, links to outside

agencies, an introduction/exposure to the Pennsylvania Common Core Standards. Four

remaining sessions are specifically designed for the students and their parents to rotate, on

average, through four additional mini-sessions each designed to address specific state

standards and competencies for learning. Families are provided raw materials for

practicing the skills, in preparation for kindergarten readiness. In addition to these

services, all students participate in a county-wide pre-screener, to assist with academia

readiness.

Materials and Resources

Description of Materials and Resources


Material and Resources Characteristics Status

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

Accomplished

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

Accomplished

Accessibility for students and teachers is effective and efficient Accomplished

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

Accomplished

Provide explanation for processes used to ensure Accomplishment.

Tangible evidence, in the form of lessons and assessments, are used to ensure accomplishments. The results are shared during professional development days.

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

N/A

33




Accomplished


Accomplished



Accomplished


Tangible evidence, in the form of lessons and assessments, is used to ensure accomplishments. The results are shared during professional development day’s. .

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

N/A

Middle Level



Accomplished


Developing



Accomplished


The following demonstrate tangible evidence of Accomplishment:

Teacher websites

Textbook and internet materials

Procurement of new texts

Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA

plans to address their incorporation:

34

N/A

High School Level



Accomplished


Developing



Accomplished


The following demonstrate tangible evidence of accomplishment:

Procurement of new materials.

Teacher websites

Textbook and internet materials

Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA

plans to address their incorporation:

N/A

SAS Incorporation


Standards Status

Arts and Humanities

Implemented in less than 50% of

district classrooms

Career Education and Work

Implemented in 50% or more of

district classrooms

Civics and Government


district classrooms

PA Core Standards: English Language Arts Implemented in

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50% or more of district

classrooms



district classrooms

PA Core Standards: Mathematics


district classrooms

Economics


district classrooms

Environment and Ecology


district classrooms

Family and Consumer Sciences


district classrooms

Geography


district classrooms



district classrooms

History


district classrooms



district classrooms

Alternate Academic Content Standards for Math


district classrooms

Alternate Academic Content Standards for Reading


district classrooms

American School Counselor Association for Students


district classrooms

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Early Childhood Education: Infant-Toddler→Second Grade


district classrooms

English Language Proficiency


district classrooms

Interpersonal Skills


district classrooms

School Climate


district classrooms

Further explanation for columns selected "

Professional development will continue focusing on most recent changes to the SAS portal. District staff will receive future training specific to how the SAS portal can be utilized as a viable tool for completing new curriculum templates.


Standards Status

Arts and Humanities


district classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

Economics Implemented in

37

50% or more of district

classrooms



district classrooms



district classrooms

Geography


district classrooms



district classrooms

History


district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

English Language Proficiency Not Applicable



district classrooms

School Climate


district classrooms


38

Professional development will continue focusing on most recent changes to the SAS portal. District staff will receive future training specific to how the SAS portal can be utilized as a viable tool for completing new curriculum templates.

Middle Level

Standards Status

Arts and Humanities


district classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

Economics


district classrooms



district classrooms



district classrooms

Geography


district classrooms



district classrooms

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History


district classrooms



district classrooms



district classrooms



district classrooms



district classrooms




district classrooms

School Climate


district classrooms

World Language


district classrooms


Professional development will continue focusing on most recent changes to the SAS portal. District staff will receive future training specific to how the SAS portal can be utilized as a viable tool for completing new curriculum templates. There are no ELL students at this level.

High School Level

Standards Status

Arts and Humanities


district classrooms

Career Education and Work Implemented in 50% or more of

district

40

classrooms



district classrooms



district classrooms



district classrooms



district classrooms

Economics


district classrooms



district classrooms



district classrooms

Geography


district classrooms



district classrooms

History


district classrooms



district classrooms



district classrooms

Alternate Academic Content Standards for Reading Implemented in less than 50% of

41

district classrooms



district classrooms




district classrooms

School Climate


district classrooms

World Language


district classrooms


Professional development will continue focusing on most recent changes to the SAS portal. District staff will receive future training specific to how the SAS portal can be utilized as a viable tool for completing new curriculum templates. No ELL students are currently enrolled at this level.


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 X X X X

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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 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.

The following is a list of how the District ensures the selected characteristics:

Teacher evaluations

Building walk-throughs

Lesson Plans

I.E.P.'s and G.I.E.P.'s

Chapter 15 agreements

Data analysis

Grade Level and Department Meetings

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

incorporation.


Educator Discipline Act 126, 71

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

Questions

43

The LEA has conducted the required training on:

11/27/2013 Training was provided to the entire staff and New staff is provided training during a new teacher orientation day at the beginning of each school year.

The LEA plans to conduct the required training on approximately:

8/29/2018 Training will be provided to all staff at an in-service training.

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

Questions

The LEA has conducted the training on:

10/9/2015 2 hours of training received

The LEA plans to conduct the training on approximately:

8/23/2017 2 hours of training will be provided

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

Questions

The LEA has conducted the training on:

7/9/2015 held at Jefferson Hospital

Strategies Ensuring Fidelity

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

Using disaggregated student data to determine educators’ learning priorities.

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

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

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

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

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

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

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

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

44

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


Staff members evaluate all professional development opportunities in which they participate. Student data and teacher input is used to assess professional development needs. Providers are selected by need, background, knowledge, and expertise.

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


Induction Program

Inductees will know, understand and implement instructional practices validated by

the LEA as known to improve student achievement.

Inductees will assign challenging work to diverse student populations.

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

initiatives, practices, policies and procedures.

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

practices and procedures.

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

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

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

Inductees will effectively navigate the Standards Aligned System website.

Inductees will know and apply LEA endorsed classroom management strategies.

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

students in crisis.

Inductees will take advantage of opportunities to engage personally with other

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

Add Act 126 and Act 71 Training to all new employees.


Induction workshops, mentoring teachers, portfolios are tangible evidence. Working with

mentor teachers is critical for implementation components.

45

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

incorporation.

N/A

Needs of Inductees

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

identify needs.

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.

Student PSSA data.

Standardized student assessment data other than the PSSA.

Classroom assessment data (Formative & Summative).

Review of inductee lesson plans.

Review of written reports summarizing instructional activity.

Submission of inductee portfolio.

Knowledge of successful research-based instructional models.

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

and second-year teacher interviews).


New teachers receive periodic observations and meet regularly with mentor teachers.

Lesson plans are reviewed weekly. Portfolios are turned in and kept on file when the

teacher applies for their Instructional II.

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

incorporation.

Induction survey must be explored.

Mentor Characteristics

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

46

Potential mentors have similar certifications and assignments.

Potential mentors must model continuous learning and reflection.

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

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

Potential mentors must be willing to accept additional responsibility.

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


Mentors are selected by trying to match as many commonalities as possible. Examples of these commonalities are: certifications, grade levels, departments, building level, planning compatibility.

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

Compatible schedules are used when possible; however, due to limited staffing, this is not always possible. South Allegheny will explore a mentor training program which includes reflection and continuous learning.

Induction Program Timeline

Topics

Aug-Sep

Oct-Nov

Dec-Jan

Feb-Mar

Apr-May

Jun-Jul

Code of Professional Practice and Conduct for Educators

X X X X X X

Assessments X X X X X X

Best Instructional Practices X X X X X X

Safe and Supportive Schools X X X X X X

Standards X X X X X X

Curriculum X X X X X X

Instruction X X X X X X

Accommodations and Adaptations for diverse learners X X X X X X

Data informed decision making X X X X X X

Materials and Resources for Instruction X X X X X X

If necessary, provide further explanation.

Allegheny Intermediate Unit Teacher Induction Program Online Course

47

Module 1 – Induction Program Requirements This section contains important information about the requirements for the Teacher Induction Program. Brief biographical sketches of the various course instructors are also posted. Module 2 – Organizational Tips and Parent Correspondence Organization is one of the most important qualities of professional educator. You need to keep accurate, up-to-date records for all of your students and classes. Too often, such organization simply gets away from teachers even those with the best intentions, causing aggravation for both administrators and parents. Once parents lose faith in you as a quality professional, that respect is difficult to restore. Part of the organization needed is your ability to communicate with parents. Keeping them informed of their child's progress--including aspects that are positive and those that need improvement. The first part of this section will focus on basic organization, providing ideas and tips to help you be the best, most professional educator you can be. The second part focuses on parent communication, which will be based on the organized, accurate records you must keep. Module 3 - Common Core State Standards & PA Core Standards (PaCS): Literacy in K-5, ELA, and content areas In this module there will be a variety of readings with accompanying assignments. There will be two writing assignments. It is expected that:

Responses will be written using accurate grammar and mechanics.

Responses will be thoughtful, containing complete and specific information.

Responses will identify evidence from readings and videos.

Module 4 – Effective Behavioral Practices

Effective Behavioral Practices in Your Classroom has been divided into two parts. You should

complete Part A first, followed by Part B. Each part is designed to allow you to explore a

variety of resources, and identify new (or tweak) classroom practices that may help create a

positive and proactive environment where learning is the focus. You will be required to view a

variety of taped sessions and video-clips on classroom management, view PowerPoints, read

short articles, respond to a small number of forum questions, and submit two completed

activities to the instructor.

48

Module 5 – Assessments

In this module, you will be leaning about collecting and using data for instructional decision-

making.

Module 6 – It Takes Network to Support a Teacher: The Connected Educator

This module deals with the topic of developing a personal learning network to both support

and increase a teacher's professional development and continuous learning.

Module 7 – Educator Effectiveness in Pennsylvania

This module will explore the changes that have been made to the educator effectiveness system

in Pennsylvania. The changes affect teachers, educational specialists (e.g. school nurses,

elementary guidance counselors, secondary guidance counselors, school psychologists, Home &

School Visitors, instructional technology specialists, and dental hygienists), and principals.

Module 8 – Important Information Related to PDE

This module directs you to important information that is available through the Pennsylvania

Department of Education that you, as an educator in the Commonwealth, need to know. The

information is more related to you and your professional responsibilities than to your work

with students.

Module 9 – Action Research Project

This is the culminating activity for the Teacher Induction Program. You will select a

component or element contained in Domains 2 or 3 of the Framework for Teaching in which

you would like to improve your practice; do some research on the topic; design and implement

a small intervention with your students; and report out your results.

Monitoring Evaluating and Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

South Allegheny uses evaluation and monitoring that is on-going and culmininates by the completion of the teacher application for the Instructional II Certification. Administrators evaluate the teacher portfolio which is maintained in the District's central office. If necessary, adjustments and revisions are made to the teacher induction plan. All of the following records relating to the teacher induction plan will be maintained in the Superintendent's Office:

Inductee needs assessment

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Evaluation - inductee assessment of program

Evaluation - support teacher/principal assessment of program

Teacher induction plan log (inductee and support teacher)

Verification of participation in teacher induction plan

AIU certification of completion

Recording Process

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

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 provides 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.

Special Education

Special Education Students

Total students identified: 312

Identification Method

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

The South Allegheny School District utilizes the Pennsylvania Guidelines for Identifying Students

with Specific Learning Disabilities. The district will continue to utilize the discrepancy model as the

means to diagnose specific learning disabilities. The discrepancy model is a process that

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

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

relative to age or grade level standards.

50

Enrollment

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

The data is publicly available via the PennData website. You can view your most recent report. The link is: http://penndata.hbg.psu.edu/BSEReports

At this time, the District's Specific Learning Disability enrollment is approximately 10.3%

less than the state's percentage. In regard to Emotional Disturbance, our enrollment

is approximately 7.6% higher than the state's average. During the past three school years,

many students enrolled within our school district with existing Evaluation Reports

indicating Emotional Disturbance. As a result of our increasing Emotional Disturbance

enrollment, the South Allegheny School District will review our existing school-

based behavioral health supports. At the Secondary Level, the South Allegheny School

District created a Supplemental/Full A Time Emotional Support Classroom. During the

2015-2016 School Year, a Supplemental/Full-Time Emotional Support Classroom will be

created at the South Allegheny Elementary School.

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?

At this time, the South Allegheny School District does not have a Section 1306 program. The

District does not host any non-resident students.

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).

At this time, there are no prison facilities within the South Allegheny School District. The

South Allegheny School District complies with the requirements of IDEA and Chapter 14

regarding the identification, evaluation, placement and provision of special education

services to all eligible school age individuals who have been incarcerated. Once the South

Allegheny School District is informed of students in an incarceration facility, the district

forwards the educational records including the most recent evaluation/reevaluation report,

as well as the IEP to the facility. Eligible students receive special education services when

http://penndata.hbg.psu.edu/BSEReports

51

they are charged with a criminal offense, are awaiting trial, and after they are convicted of a

criminal offense. The District will monitor students who have been placed in other settings

through the Juvenile Services and Children and Youth Services. The District administration

is notified by the aforementioned agencies in regard to student placement. The

District administration will notify the District Special Education Director of such

placements. The District Special Education Director will contact the receiving school to

ensure the implementation of the IEP and delivery of FAPE.

Least Restrictive Environment

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

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

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

South Allegheny School District (SASD) offers a continuum of special education services.

Special education services available within the District include Learning Support, Emotional

Support, Speech and Language Support, Hearing and/or Vision Support, and Life Skills

Support. Services available based upon contracted services with neighboring districts

include Life Skills Support, Physical Support, Autistic Support, and Multiple Handicapped

Support. Emotional Support, Deaf and/or Blindness Support, TBI Support, and Orthopedic

Impairment Support are available through Approved Private Schools. School records of

special education students support the placement of students in the general education class

with supplementary aids and services. The student's IEP indicates the student's present

level of academic and functional performance and identifies the student's needs,

involvement, and progress in the general education curriculum. Special education students

in the SASD participate in the PSSA/PASA/Keystone exams and local assessments with

appropriate accommodations necessary to measure their academic achievement and

functional performance. Student standard-based goals and objectives are continuously

monitored for progress. Supplementary aids and services are provided to help students be

successful in the regular education class, including; modifications and specially designed

instruction within the general education class and special education class: related services

including speech and language, occupational therapy, physical therapy, psychological

52

counseling, health services, social work, etc: and supports for school personnel including

consultation and collaboration between general education and special education teachers.

In addition, SASD staff continuously receives professional development activities that

support education of students in the general education classroom. The IEP Team reviews

individual student profiles which include strengths, needs, and learning characteristics

based on the Supplementary Aids and Services (SAS) Consideration Toolkit. This data is

then utilized to assist in the decision making in regard to the most appropriate educational

placement. This process is completed for all students.

In the areas of math and ELA, SASD offers Response to Instruction and Intervention

(RtII); co-teaching classrooms at the secondary level, inclusive practices though

differentiated instruction, and resource level supports. Reading interventions

include Leveled Literacy Intervention System (LLI), Sonday System, Read Naturally,

Language!, USA Test Prep, and Destinations. Math interventions include First in Math,

ALEKS, Destinations, USA Test Prep, and VMath. Universal Screenings take

place three times per school year and screening assessments include STAR

Assessments, Read Naturally, and other diagnostic assessments. Data also includes

PSSA/PASA/Keystone exams, current grades, and curriculum based measurements.

Behavior Support Services

Provide a summary of the District policy on behavioral support services including, but not limited to, the school wide positive behavior supports (PBS). Describe training provided to staff in the use of positive behavior supports, de-escalation techniques and responses to behavior that may require immediate intervention. If the district also has School-Based Behavioral Health Services, please discuss it.

The Behavior Support Policy includes all of the required components as listed in Pa. Code

14.133. The policy was adopted on September 20, 2001 and revised on June 17, 2010.

According to South Allegheny’s Policy, student with disabilities shall be educated in the

least restrictive environment and shall only be placed in settings other than the regular

education class when the nature or severity of the student's disability is such that education

in the regular education class with the use of appropriate supplementary aids and services

cannot be achieved satisfactorily. The IEP team for a student with disabilities shall develop

a positive behavior support plan if the student requires specific interventions to address

behavior that interferes with learning. The identification, evaluation, and plan or program

shall be conducted and implemented in accordance with state and federal law and

regulations.

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

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

demeaning treatment and unreasonable use of restraints or other aversive techniques. The

use of restraints shall be considered a measure of last resort and shall only be used after

other less restrictive measures, including de-escalation techniques. Behavior support

53

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 Behavior Support Policy 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 seclusion. South Allegheny School District staff

members receive training in Crisis Prevention Incorporation: The Nonviolent Crisis

Intervention Program on a continual basis. Staff members utilize supportive, directive, and

therapeutic rapport interventions to help alleviate student anxiety.

Within all grade levels, School Wide Positive Behavior Support Systems have been

developed and implemented in various stages. For instance, at the South Allegheny Early

Childhood Center (kindergarten and first grade), a token economy system has been

implemented in which students earn cotton balls when they follow the school wide

expectations. Once a determined amount of cotton balls are collected, school-wide, the

students participate in a game day, in which District administration, school board members,

community members, and school staff facilitate games for all of the students in several

different stations throughout the school. The Early Childhood Center also implements a

bully prevention program, including school wide assemblies, students receiving "Be a Bully

Fighter" bulldog trophies, and certificates. Within the South Allegheny Elementary School

(second through sixth grade), the PRIDE Program: Positive, Respectful, Involved,

Dependable, and Extraordinary tasks are implemented school wide. The "Principal's 300

Club", which acknowledges individual students for representing PRIDE qualities in the

school setting is also utilized throughout the Elementary School. Similarly, the South

Allegheny Middle School (seventh through eighth grade) also implements the "Principal's

100 Club" to acknowledge students contributions throughout the building. During the

current school year, the South Allegheny High School (ninth though twelfth grade) begun

developing school wide expectations and a team of staff members are progressing towards

the next steps of implementation.

The Olweus Bullying Prevention Program was implemented at the South Allegheny

Elementary School during the 2009-2010 school year as a result of the PA Cares Grant. The

program incorporates classroom, school, community, parents, and individual components

which are designed for all students and focuses on changing norms and restructuring the

school setting. Twelve staff members which include teachers, guidance counselors, and

administrators represent the coordinating committee. The coordinating committee trained

all South Allegheny Elementary School staff members including cafeteria, transportation,

and maintenance personnel.

During the 2011-2012 school year, the Elementary Positive Behavior Support Team merged

into the Elementary Student Assistant Program (ESAP). In keeping with PDE guidelines, the

team demonstrates a primary service delivery approach that ensures interventions are

54

implemented consistently, with integrity and increasing independence. For example, as part

of the district’s enhanced strategic intervention services, the ESAP Team reviews student

referrals and documentation such as Functional Behavioral Assessment data, universal

screenings, classroom observations, and teacher input. The team then refers the student to

one or more intervention services as well as monitor and review student progress based on

discipline reports, grades, peer interactions, classroom and teacher observations and data,

and consultation with community behavioral health providers. If the student is not

demonstrating sufficient progress during the strategic intervention services level, the ESAP

Team will conduct and review updated Functional Behavioral Assessments and other data

to determine if intensive support, crisis management and/or wrap around services are

warranted. Once a plan of action is in place, student progress will be evaluated based on

multiple and varied sources, including academic and behavioral data as well as consultation

with community behavioral health providers. Separate Student Assistant Teams are also

implemented at the Middle School and High School.

Throughout the past six years, South Allegheny Elementary School has

maintained partnerships with a variety of behavioral health agencies such as Wesley

Spectrum Services, Allegheny Children's Initiative (ACI), and Mon Yough Community

Services. At this time, the South Allegheny Elementary School, Middle School and High

School are licensed out-patient facilities, in which Mon Yough Community Services provides

on-site out-patient mental health therapy to students during the school day. At the

secondary level, a certified drug and alcohol therapist is also on-site to assist students.

Throughout the past three years, South Allegheny Elementary School partnered with The

Watson Institute through a grant. The Watson Institute continues to provide consultation

to the ESAP/PBIS team regarding all tiers of the School Wide Positive Behavior Support

Program.

Intensive Interagency/Ensuring FAPE/Hard to Place Students

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

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

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

If at any time, the South Allegheny School District has students for whom the district has

difficulty locating a program to ensure the provision of FAPE, the District will utilize the

Intensive Interagency Process. At this time, the Special Education Department

55

administration has been able to successfully locate or design a special education program to

ensure the provision of FAPE for all identified students. If the Special Education Department

would have difficulty locating services for a difficult to place student, issues would be

resolved through collaboration with other school, community, and agency partners. The

Special Education Department utilizes Regional Interagency Coordinators such as the AIU,

PaTTAN of Pittsburgh, and Office of Behavioral Health. Relationships have also been

established with local agencies (i.e. Mercy Behavioral Health, Wesley, WPIC, Mon Yough,

etc.) to assist in resolution of any systemic issues related to educational placement. District

Special Education Coordinators attended interagency approach training at the AIU and met

with County Behavioral Health School Based Liaisons. The South Allegheny School District

has partnered with a variety of behavioral health agencies such as Wesley Spectrum

Services, Mon Yough Community Services, Allegheny Children's Initiative, and the County

Behavioral Health Department. The district employs four guidance counselors, two school

psychologists, and one school psychologist intern. These staff members assist in building

program capacity on a daily basis through ongoing communication with local community

agencies related to individual needs. The South Allegheny School District has engaged in

intensive interagency collaboration for students with complex needs. The district staff

works with a variety of agencies and has developed interagency collaboration for many

students both within the district and for district students receiving services and programs

in out-of-district placements.

The South Allegheny School District engaged various child serving systems including the

following: PA Departments of Health and Public Welfare and the Child and Adolescent

Services System Program (CASSP); Allegheny County Department of Human Services; Office

of Behavioral Health (MH/MR) and the Office of Children, Youth, and Family Services;

ChildLine, RESOLVE, WPIC, Mercy Behavioral Health, Mon Yough Community Services,

Wesley Spectrum Services, and Centers for Victims of Violent Crimes; and juvenile

probation and drug/alcohol treatment services organizations. At this time, there is no

particular disability category of students or types of educational placement needed that is

difficult to locate for the South Allegheny School District. The district will continue to utilize

all necessary regional and local interagency providers on an ongoing basis. The District's

revised, Homebound Instruction Policy (February 17, 2011) states the period of

homebound instruction for an individual must be renewed by the attending physician every

three months. The homebound instruction liaison, principal, homeroom teacher,

homebound teacher, and the student's parent(s) are in constant communication regarding

the child's needs and their academic progress. The District's revised, Homebound

Instruction policy (February 17, 2011) states the period of homebound instruction for an

individual must be renewed by the attending physician every three months. The

homebound instruction liaison, principal, homeroom teacher, homebound teacher, and the

student's parent(s) are in constant communication regarding the child's needs and their

academic progress.

Strengths and Highlights

56

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.

The South Allegheny School District (SASD) offers a variety of academic, vocational, and behavioral supports within the

classroom and school settings. Academically, co-teaching, Response to Instruction and Intervention (RtII), and differentiated

instruction are implemented District wide. Reading interventions include Sonday System, Read Naturally, Language!, Leveled

Literacy Intervention System, USA Test Prep, and Destinations. Math interventions include Destinations, USA Test Prep, First in

Math, ALEKS, and VMath. Universal Screenings take place three times per school year and screening assessments

include STAR Assessments, Read Naturally, and other diagnostic assessments. Data also includes PSSA/PASA/Keystone

Exam scores, current grades, and curriculum based measurements. The SASD also researched and implemented a variety of PA

Core Aligned curriculums throughout all grade levels. The District is working progressively to align courses and content to the PA

Common Core. Either through grade level meetings or departments, teachers worked cohesively with their building principals,

curriculum coordinator and special education coordinators to refine the level of rigor being offered. This includes the continuation

of flex groups for students, at the elementary level, and the development of career-based pathways for students at the secondary

level. Department chairs are evaluating educational deficits as well as student interests and are recommending new courses of

studies for the secondary level. A newly formed technology team is looking to develop a STEAM component for our K-3 students,

with the long term desires to open up more age appropriate offerings for secondary students, as well. During the 2014-2015

school year, the following programs were purchased to support teachers with meeting their instructional needs:

K-3, full implementation of the HMH, Journeys for ELA

6-9, full implementation of McGraw Hill Glencoe Math Series

6-9, full implementation of ALEKS, as a digital math resource

Grade 8, McGraw Hill Life Science Program (this course was designed as a pre-biology course)

K-6, Science pilot... McGraw Hill's "Science: A Closer Look"

Pre-Calculus program purchased

Purchased 5 mobile labs

Looking forward:

Grades 4-6 will be implementing the HMH Journey Series for ELA

Grade 11 will be utilizing a new text for US History

K-6 Science pilot will continue

7-8 ELA Program

District would like to initiate one to one Chrome books for grades 7-12

Geometry program being purchased

Physics program being purchased

Within 2 years, begin a new math series K-5

In an attempt to decrease out of district placements, the South Allegheny School District currently operates three life skills

classrooms (elementary and secondary levels), an emotional support classroom (secondary level), and Extended School Year

Programs (elementary and secondary levels). The District School Board recently approved the creation of an elementary level

emotional support classroom. Therefore, during the 2015-2016 school year, elementary level students will also have additional

supports within District programs.

57

Throughout the past seven school years, a Kindergarten Transition Program has been implemented. The program consists of

monthly parent and student workshops for incoming kindergarten students. Transition activities and educational materials are

provided to enhance academic skills. In an attempt to connect with our incoming families, the South Allegheny

School District offers two Pre-K classrooms within our elementary buildings. The Middle School also offers an incoming seventh

grade Transition Night for students and parents. The program provides an overall orientation for parents and students, as well as

information regarding attendance, grades, organizational skills, internet safety, hygiene, team building, and social relationships. Vocationally, the High School and Special Education Department redeveloped the transition program. Not only does the High

School offer a Career Lab equipped with an expansive variety of assessment tools, but students have the opportunity for

an increase of job shadowing experiences. The goal of the transition services is to develop on-going sequential benchmarks to

ensure all aspects of transition are addressed. The students consult with the Office of Vocational Rehabilitation (OVR) and other

outside agencies. Students are exposed to a variety of job shadowing experiences, college/vocational school tours, and guest

speakers. Tours include such places as Community College of Allegheny County, Art Institute of Pittsburgh, Douglas Education

Center; Job Corps, Goodwill Youth Services, and Steel Center Vo-tech. Individual resources include assistance completing

college applications, voter registration forms, financial aid, job applications, and SAT forms. In regard to continued vocational

programs for 18 -21 year old students, on-going partnerships have been established with Goodwill Industries and Redstone

Highlands. Students are offered the opportunity to enhance their skills while gaining on the job training. Within the high school

Life Skills Resource Program, a school cafe has been established. Ru's Crew is an in-house coffee shop, operated by high

school students in the Life Skills Resource Program. Not only do the students prepare the beverages and food, but they

also operate the cash register and interact with staff members.

The South Allegheny Middle School is re-designated as a PA Schools to Watch. The South Allegheny Middle School offers GOAL, Gladiator Occupational Awareness Links. GOAL is the beginning of career exploration for the seventh and eighth grade

students. GOAL Days is divided into two entities: college and trade school exploration and career exploration. Community

members from different professions and college/trade school representatives present information to students. Following the day

long presentations, students create individual portfolios incorporating career ideas, budgeting skills, and career options. They

present their portfolios to department chairs prior to scheduling. The South Allegheny High School offers STEPS curriculum.

Students engage in a 9-week career exploration program. This includes job shadowing and exploration of non-traditional

careers.

South Allegheny School District's administration and staff continue to stress the importance of attendance across all grade levels.

For instance, at the South Allegheny Early Childhood Center, the "Bee There" attendance program has been created and funded

through a United Way Grant. Kindergarten and first grade students are acknowledged on a monthly basis with certificates,

buttons, and stickers. On the first day of every month, a school staff member dresses like a bee, while greeting the students. At

the end of the school year, students that met the attendance expectations will participate in a party. Through the years, the

District and the local magistrate formed a united partnership to ensure the success of students and to increase overall

attendance. Truancy hearings are held at the District. The local magistrate and administration assist parents with a variety

of interventions to help students attend school on a consistent basis. Throughout the years, our communities significantly changed. It is our mission to continually assess our communities' needs and

offer relevant supports for our students and their families. For instance, many of our families do not have access to transportation;

therefore, the Elementary School. Middle School and High School are all licensed out-patient mental health facilities. Families no

longer rely on public transportation to have their children's mental and behavioral health needs addressed. Mon Yough

Community Services provides the District with two licensed therapists and one certified drug and alcohol counselor. As a result of

increased access to behavioral health needs, such as grief counseling, the Elementary School has begun a partnership with dog

therapy agencies. Twice a month, certified therapy dogs meet with small groups of students that recently experienced the death

of a parent, guardian, or sibling. The District houses four guidance counselors, two school psychologists, and one school

psychologist intern. The Student Assistance Program (SAP and ESAP) is implemented district wide. Within our communities, many of the children are being raised in single parent homes or by extended family members. Therefore,

our students are in need of additional adult guidance and supports. As a response to this need, the Elementary School has

developed a mentoring program for all identified students. Once a student has been referred to the ESAP team or they are

identified as a student displaying emotional/behavioral needs on the universal screening, an adult staff member mentor will be

assigned to the student. The students will be able to "check-in" with their mentor on a daily basis and the mentor will encourage

the students to exceed expectations and excel in academics. Another mentoring program within the District, consists of high

school gifted education students and elementary sixth grade students. The group meets twice a month for lunch. During the

"lunch bunches", the high school students offer guidance and support to the elementary students in regard to transitioning to the

middle school setting. PE Partners is another example of how South Allegheny School District continues to offer mentoring

58

program for our students. PE Partners is a high school mentoring program, in which regular education high school students are

partnered with middle school and high school special education students. Every day, PE Partners engage in physical activities

which promote social skills, leadership, empathy, encouragement, and friendship. The PE Partners often participate in community

activities such as baseball games, bowling, dances, and Special Olympic Events with neighboring school districts. Every year,

local school districts offer a special needs prom and the PE Partners attend the prom as a united group. In an effort to promote

positive changes within our students' lives, the High School has developed a student pride team, "SWAG". SWAG stands for

Students Who Acknowledge Greatness. The SWAG Team underwent leadership training. Their mission is to reduce school

apathy and encourage school pride. The SWAG Team decorated the building for Christmas. They acknowledge students'

achievements, by posting articles on a centrally located bulletin board. A monthly newsletter will soon be developed as the team

progresses towards their goals. In a continued effort to provide resources for our community and students, the South Allegheny

Elementary School hosted their 5th Annual Sensitive Santa Event this school year. Sensitive Santa is a sensory friendly

experience for students on the autism spectrum. The event is opened to all surrounding communities and counties. South Allegheny School District (SASD) offers a continuum of special education services. School records of special education

students support the placement of students in the general education class with supplemental aids and services. The student's IEP

indicates the student's present level of academic and functional performance and identifies the student's needs, involvement, and

progress in the general education curriculum. Special education students in the SASD participate in the PSSA/PASA/Keystone

Exams and local assessments with appropriate accommodations necessary to measure their academic achievement and

functional performance. Student goals and objectives are continuously monitored for progress and are aligned to the PA Common

Core. Supplementary aids and services are provided to help students be successful in the regular education class, including:

modifications and specially designed instruction within the general education class and special education class; related services

including speech and language, occupational therapy, physical therapy, psychological counseling, health services, social work,

etc; and supports for school personnel including consultation and collaboration between general education and special education

teachers. In addition, SASD staff continuously receives professional development activities that support education of students in

the general education classroom.

59

Assurances

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

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

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

Free Education and Attendance (in compliance with § 12.1)

School Rules (in compliance with § 12.3)

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

§ 12.32)

Discrimination (in compliance with § 12.4)

Corporal Punishment (in compliance with § 12.5)

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

Freedom of Expression (in compliance with § 12.9)

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

Hair and Dress (in compliance with § 12.11)

Confidential Communications (in compliance with § 12.12)

Searches (in compliance with § 12.14)

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

P.S. § 780-101—780-144)

Parents or guardians are informed regarding individual survey student assessments and

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

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

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

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

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

Law 108-265, Section 204)

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

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















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


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

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



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

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


60

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

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

Acceptable Use Policy for Technology Resources

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

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

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

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

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

the school district.

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

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

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

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

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

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

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

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

appropriate in accordance with an Individualized Education Program.

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

revision notice process.

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

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

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

not appropriate.

Assurance of funds received through participation in the medical assistance reimbursement

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

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

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


61

Least Restrictive Environment Facilities

Facility Name Type of Facility Type of Service Number of Students

Placed

Children's Institute Approved Private Schools

Full Time Autistic Support 1

Keystone Oaks School District

Neighboring School Districts

Supplemental Autistic Support 1

Wesley Spectrum High School

Other Full Time Emotional Support 3

Mon Valley School Special Education Centers

Full Time Life Skills Support; Full-Time Learning Support; Full Time Autistic Support

7

Elizabeth Forward School District


Supplemental Life Skills Support 1

Pace School Approved Private Schools

Full Time Emotional Support 5

Holy Family Institute


Wesley Spectrum High School

Approved Private Schools

Full-Time Emotional Support 9

Wesley Spectrum K-9 School


Phase Four School Other Full Time Emotional Support 3

Wesley Spectrum K-9 School



Sunrise School Special Education Centers

Full Time Life Skills Support 4

Goodwill-Redstone Highlands

Other Full Time Life Skills Support 6

AC/ACLD Tillitson School



Watson Friendship Academy



South Park School District


Full-Time Autistic Support 1

Regional Education Support Center


New Story School Special Education Centers

Full-Time Autistic Support 1

62

Special Education Program Profile Program Position #1 - Proposed Program

Operator: School District

PROPOSED PROGRAM INFORMATION

Type: Class

Implementation Date: May 1, 2015

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.

PROGRAM SEGMENTS

Location/Building Grade Building Type

Support Service Type

Age Range

Caseload FTE

South Allegheny Early Childhood Center (K)

An Elementary School Building

A building in which General Education programs are operated

Itinerant Learning Support

6 to 6 1 0.1




Itinerant Emotional Support

5 to 5 1 0.1




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

Learning Support

5 to 6 7 0.8

Program Position #2 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Class Implementation Date: May 1, 2015 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.

PROGRAM SEGMENTS



Age Range

Caseload FTE

South Allegheny Early Childhood

An Elementary

A building in which

Supplemental (Less Than

Learning Support

6 to 7 5 0.8

63

Center (1st) School Building

General Education programs are operated

80% but More Than 20%)

South Allegheny Early Childhood Center (1st)



Full-Time Special Education Class

Learning Support

6 to 6 1 0.2




PROGRAM SEGMENTS



Age Range

Caseload FTE

South Allegheny Elementary School (3rd)




8 to 8 2 0.1





Learning Support

8 to 9 6 0.6





Emotional Support

8 to 9 3 0.2





9 to 9 2 0.1



Type: Class

64

Implementation Date: May 1, 2015 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.

PROGRAM SEGMENTS



Age Range

Caseload FTE

South Allegheny Elementary School




Life Skills Support

7 to 12

11 0.7

Justification: The age differences are noted on the students' IEP and parents have been notified.





Learning Support

10 to 11

3 0.3




PROGRAM SEGMENTS



Age Range

Caseload FTE

South Allegheny Elementary School (4th)




9 to 10

4 0.2





9 to 9 1 0.1



A building in which General Education programs


Learning Support

9 to 11

10 0.6

65

are operated





Emotional Support

10 to 10

1 0.1




PROGRAM SEGMENTS



Age Range

Caseload FTE





11 to 11

5 0.4





Learning Support

10 to 11

5 0.4





Emotional Support

10 to 12

2 0.2




66

PROGRAM SEGMENTS



Age Range

Caseload FTE





11 to 11

2 0.2





Learning Support

11 to 13

7 0.6





11 to 11

2 0.2




PROGRAM SEGMENTS

Location/Building Grade Building Type Support Service Type

Age Range

Caseload FTE

South Allegheny Early Childhood Center



Itinerant Speech and Language Support

5 to 8 30 1

Justification: Speech services are offered to students in small group settings. Students that are greater than 3 years of age apart will not be grouped together.



Type: Class Implementation Date: May 1, 2015 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. (feet long x feet wide)

67

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

PROGRAM SEGMENTS


Age Range

Caseload FTE





8 to 12 65 1

Justification: Students out of the age range are not grouped together for speech services.


Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION


PROGRAM SEGMENTS



Age Range

Caseload FTE




Itinerant Deaf and Hearing Impaired Support

9 to 11 3 0.2

South Allegheny Middle/High School

A Junior/Senior High School Building


Itinerant Deaf and Hearing Impaired Support

14 to 15

3 0.2



Type: Class and Position Implementation Date: May 1, 2015 Average square feet in regular classrooms: 768 sq. ft. Square footage of this classroom: 480 sq. ft. (24 feet long x 20 feet wide)

PROGRAM SEGMENTS


Age Range

Caseload FTE





15 to 20

10 1

68

Justification: The age range is noted on the students' IEP and parents have been notified.




PROGRAM SEGMENTS



Age Range

Caseload FTE





12 to 14

4 0.5





Learning Support

13 to 14

4 0.5




PROGRAM SEGMENTS



Age Range

Caseload FTE





12 to 14

9 0.9





Learning Support

13 to 13

1 0.1


Operator: School District

69

PROPOSED PROGRAM INFORMATION Type: Class and Position Implementation Date: May 1, 2015 Average square feet in regular classrooms: 768 sq. ft. Square footage of this classroom: 624 sq. ft. (24 feet long x 26 feet wide)

PROGRAM SEGMENTS



Age Range

Caseload FTE





13 to 14

7 0.8





Learning Support

14 to 14

1 0.2




PROGRAM SEGMENTS



Age Range

Caseload FTE





Life Skills Support

13 to 15

10 1




PROGRAM SEGMENTS



Age Range

Caseload FTE


A Junior/Senior

A building in which


17 to 18

9 0.9

70

High School Building

General Education programs are operated





Learning Support

17 to 17

1 0.1




PROGRAM SEGMENTS



Age Range

Caseload FTE





14 to 19

13 0.8

Justification: The age differences are noted on the students' IEP and parents are notified





Learning Support

14 to 16

4 0.2




PROGRAM SEGMENTS


Age Range

Caseload FTE





17 to 19

12 1

71




PROGRAM SEGMENTS



Age Range

Caseload FTE





Life Skills Support

15 to 21

12 1

Justification: The age differences are noted on the students' IEP and parents have been notified.




PROGRAM SEGMENTS



Age Range

Caseload FTE





14 to 17

14 1




PROGRAM SEGMENTS



Age Range

Caseload FTE





12 to 20

27 1

Justification: Students out of the age range are not grouped for speech services.

72



Type: Class and Position Implementation Date: August 24, 2015 Average square feet in regular classrooms: 800 sq. ft. Square footage of this classroom: 812 sq. ft. (28 feet long x 29 feet wide)

PROGRAM SEGMENTS



Age Range

Caseload FTE





Emotional Support

9 to 12

15 1

Special Education Support Services

Support Service Location Teacher FTE

School Psychologist South Allegheny Elementary School 1

School Psychologist South Allegheny High School / Middle School 1

Para educator South Allegheny Early Childhood Center 3

Para educator South Allegheny Elementary School 7

Para educator South Allegheny High School / Middle School 6

Special Education Contracted Services

Special Education Contracted Services Operator Amt of Time per Week

Occupational Therapist Outside Contractor 4 Days

Physical Therapist Outside Contractor 1 Days

School Psychologist Outside Contractor 0.2 Days

73

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:

After reviewing the accomplishments and systemic challenges for recent years, the District takes

note that continued supports are needed for providing current material and resources for

instructional purposes. In addition a revised curriculum to meet the PA CORE standards is essential

to narrowing the students' achievement gap. Monetary resources are needed to address personnel

needs in order to provide smaller class sizes, supports for special education services and

remediation and enrichment services. RTII, remediation and acceleration, programs have been

added at all levels to address low academic performance and students who enroll below grade level

or have academic deficiencies. Distinct patterns of poor academic performance have evolved among

students who transfer from district to district and are identified in the socio- economic

disadvantaged population.

Academic implementations are on-going and will need assessed regularly to ensure fidelity of

services to yield improved academic performance.

A local decision was made to utilize a portion of the district fund balance to update current

curricular resources and academic materials. Current district level benchmark assessments and

student data have indicated academic growth.

District Accomplishments

Accomplishment #1:

49.1% of 3rd grade students in the State were proficient in ELA. The South Allegheny School

District had 55% of their 3rd graders scoring proficient or better for the Spring 2015 assessment

window.

Accomplishment #2:

28.5% of 3rd graders in the state were proficient in Math. The South Allegheny School District had

39% of their 3rd graders scoring proficient or better for the Spring 2015 assessment window.

Accomplishment #3:

74

According to the Spring 2015 PSSA released data, 37% of 4th graders in the state were proficient in

ELA. The South Allegheny School District had 42%.

Accomplishment #4:

According to the Spring 2015 PSSA data released for student performance, the State had 27.5% of

4th graders who were proficient in Math. The south Allegheny School District had 32%.

Accomplishment #5:

The state released PSSA data for 2015 indicated that 43.8% of the 8th graders in the State were

proficient in ELA. The South Allegheny School District had 48% of their 8th grade population score

proficient or better.

Accomplishment #6:

13.3% of 3rd graders in the State were performing at a below basic competency level for ELA, The

South Allegheny School District had only 6% of their students performing below basic in 3rd grade.

27.9% of the same group of students was below basic in Math. South Allegheny only had 20% of

their students.

Accomplishment #7:

12.8% of 4th graders in the State were below basic in ELA. South Allegheny only had 8% of their

students performing at this level.

Accomplishment #8:

9.8% of 6th graders in the State were below basic in ELA on the 2015 PSSA exam. South Allegheny

only had 6% in this same quadrant.

Accomplishment #9:

The District was within 2% of the target for the 2015 PSSA exams in the following performance

areas: 3rd and 4th grade advanced for ELA, 4th grade basic in ELA, 7th and 8th grade basic in Math.

5th, 7th and 8th grade below basic in ELA,

Accomplishment #10:

According to the PSSA released data for student performance from the 2015 assessment window our

District sustained several areas of academic performance in relationship to state averages. They are:

4th and 5th grade below basic Math, 5th grade proficient ELA, 8th grade basic ELA

Accomplishment #11:

Met Keystone ELA annual academic growth expectations.

Exceeded the growth expectations for the Keystone Biology annual academic growth.

Met the expectations for closing the gap for historically underachieving students in

relationship to the Keystone Math and Biology exams.

75

Met the expectations for closing the achievement gap for all students in Biology.

Accomplishment #12:

South Allegheny maintains a cohort graduation rate of 96.24%, which exceeds the State minimum

requirement

Accomplishment #13:

South Allegheny School District maintains a PSSA participation rate the exceeds State minimum

requirements.

Accomplishment #14:

South Allegheny maintains a district attendance rate of 93.8%, that exceeds the State requirement of

90%.

Accomplishment #15:

South Allegheny has maintained elective opportunities for children despite budgetary cuts in state

funding.

Accomplishment #16:

The District wide School Safety and Violence Plan is updated yearly.

Accomplishment #17:

Transitional programs are utilized to assist students with adjustment during critical phases of

development.

Accomplishment #18:

The District demonstrated academic rigor as evidenced by student enrollment in AP course work in

the four core academic areas.

Accomplishment #19:

For the first time, the South Allegheny School District had 100% participation for the PSAT exam in

the 14-15 school year.

District Concerns

Concern #1:

50.4% of our students are not performing at the proficient or advanced level on the Algebra I

Keystone exam.

Concern #2:

76

53.98% of our students are not performing at the proficient or advanced level on the Biology

Keystone.

Concern #3:

We need to increase the number of students scoring 1550 or higher on the SAT exam.

Concern #4:

South Allegheny must continue to close the educational gap for all sub-groups in both math and

reading.

Concern #5:

A mentor training program for the induction program needs explored and implemented.

Concern #6:

The implementation of the new teacher effectiveness evaluation tool and the lack of substance to

initiate a dismissal.

Concern #7:

Quality professional development opportunities focusing on the common core standards and

alignment to District curriculum is progressing.

Concern #8:

Focus needs to be concentrated on closing the achievement gap of all students in the areas of

Math/Algebra I and ELA/Literature in regards to the State assessments.

Concern #9:

Budgetary constraints limit the purchasing of equipment for surveillance and monitoring which can

help facilitate school safety.

Concern #10:

District network wiring and equipment infrastructure are becoming increasingly outdated as the

district becomes increasingly dependent on wireless internet access for mobile devices and laptops.

Concern #11:

In relation to the academic achievement of students across the state, the District needs to focus on

decreasing the amount of students scoring basic or below basic on the PSSA exams in the areas of

ELA and Math in grades 4-8.

77

Prioritized Systemic Challenges

Systemic Challenge #1 (Guiding Question #10) Establish a district system that fully ensures

professional development is focused, comprehensive and implemented with fidelity.

Aligned Concerns:


South Allegheny must continue to close the educational gap for all sub-groups in both

math and reading.

A mentor training program for the induction program needs explored and implemented.

The implementation of the new teacher effectiveness evaluation tool and the lack of

substance to initiate a dismissal.

Quality professional development opportunities focusing on the common core standards

and alignment to District curriculum is progressing.

Focus needs to be concentrated on closing the achievement gap of all students in the areas

of Math/Algebra I and ELA/Literature in regards to the State assessments.

Systemic Challenge #2 (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:

50.4% of our students are not performing at the proficient or advanced level on the

Algebra I Keystone exam.


Biology Keystone.

78


In relation to the academic achievement of students across the state, the District needs to

focus on decreasing the amount of students scoring basic or below basic on the PSSA

exams in the areas of ELA and Math in grades 4-8.

Systemic Challenge #3 (Guiding Question #1) Establish a district system that fully ensures

consistent implementation of standards aligned curricula across all schools for all students.

Aligned Concerns:




Biology Keystone.



math and reading.







79




Systemic Challenge #4 (Guiding Question #5) Establish a district system that fully ensures barriers

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

Aligned Concerns:




Biology Keystone.



math and reading.







Budgetary constraints limit the purchasing of equipment for surveillance and monitoring

which can help facilitate school safety.

80

District network wiring and equipment infrastructure are becoming increasingly

outdated as the district becomes increasingly dependent on wireless internet access for

mobile devices and laptops.




81

District Level Plan

Action Plans

Goal #1: Establish a district system that fully ensures consistent implementation of

standards aligned curricula across all schools for all students.

Indicators of Effectiveness:

Type: Annual

Data Source: PSSA and Keystone exam results would indicate a higher rate

of student achievement.

Specific Targets: There will be a 5% increase in the overall proficiency

rate.

Type: Interim

Data Source: CBA's and Diagnostic benchmark assessments

Specific Targets: These tests will be utilized to determine academic

deficiencies of students and to drive curriculum and instruction.

Strategies:

Common Assessment within Grade/Subject

Description: WWC reports the effective use of data can have a positive impact upon student achievement; using common assessments to inform teacher practice is one such use of data. (Source: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf ) Teacher Moderation: Collaborative Assessment of Student Work and Common Assessments provide detailed looks at the development and use of common assessments. (Sources: http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teacher_Moderation.pdf and Common Assessments: Mike Schmoker. (2006) Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning. Alexandria, Va.: ASCD.)

http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teacher_Moderation.pdf




82

SAS Alignment: Assessment, Instruction

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 )


Substantial Professional Development

Description: The Southwest Regional Educational Laboratory found that substantial professional development showed a positive impact upon student achievement (substantial = greater than 14 hours of focused professional development delivered via workshops or summer institutes, supported by follow-up sessions and all delivered by professional developers rather than train-the-trainer approaches). (Source: http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033.pdf )

SAS Alignment: Instruction

Curriculum Mapping

Description: Empirical evidence of a positive statistical correlation of the use of curriculum mapping with student achievement is scarce. There was a 2001 study by the Indiana Center of Evaluation conducted for the Ohio DOE that determined curriculum alignment (defined as curriculum mapping with subsequent change in instructional practice) was the “single greatest factor in achieving improved test scores.” The following link provides a list of resources supporting the positive contributions of curriculum mapping to educational processes: http://www.curriculummapping101.com/materials/curriculum-mapping-research ; the following link provides an overview of curriculum mapping: http://en.wikipedia.org/wiki/Curriculum_mapping

SAS Alignment: Standards, Materials & Resources

Implementation Steps:

Teachers will be trained to utilize the Standards Aligned System for instruction and test administration.

Description:


http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033.pdf

http://www.curriculummapping101.com/materials/curriculum-mapping-research


http://en.wikipedia.org/wiki/Curriculum_mapping

83

Professional development will occur yearly focusing on how to effectively use the Standards Aligned System. This will include using the system to develop lessons that meet Common Core Standards as well as developing assessments utilizing the assessment generator.

Start Date: 8/2/2015 End Date: 8/2/2019

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

Technology

Supported Strategies:


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

Warehousing


Curriculum Mapping

Inform students and parents of upcoming testing dates,

importance, and predictors as they correspond to PSSA and

Keystone achievement.

Description:

Multiple venues will be utilized to accomplish this action step such as:

District Website

iParent Portal

Student Meetings/Assemblies

Parent Meetings

Testing Calendars


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


84



Warehousing

Data Mining

Description:

Teachers and administrators will utilize assessment data regarding student growth and deficiencies. The Standards Aligned System will be used to assist with creating instructional strategies and assessments to meet student needs.


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

Education, Student Services, Gifted Education, Educational Technology



Warehousing


Teacher Evaluation

Description:

The new Pennsylvania Teacher evaluation model is currently implemented and used to effectively evaluate teacher effectiveness.


Program Area(s): Professional Education, Educational Technology



Warehousing

85


Goal #2: Establish a district system that fully ensures professional development is focused,

comprehensive and implemented with fidelity.

Related Challenges:

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

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


Type: Annual

Data Source: Development of a District-Wide Professional Development Plan that correlates with the District Wide Curriculum

Specific Targets: Student achievement data

Strategies:




Curriculum Mapping

Description: Empirical evidence of a positive statistical correlation of the use of curriculum mapping with student achievement is scarce. There was a 2001 study by the Indiana Center of Evaluation conducted for the Ohio DOE that determined curriculum alignment (defined as curriculum


86

mapping with subsequent change in instructional practice) was the “single greatest factor in achieving improved test scores.” The following link provides a list of resources supporting the positive contributions of curriculum mapping to educational processes: http://www.curriculummapping101.com/materials/curriculum-mapping-research ; the following link provides an overview of curriculum mapping: http://en.wikipedia.org/wiki/Curriculum_mapping


Instructional Coaching

Description: The purpose of Instructional Coaching is to bring evidence-based practices into classrooms by working with teachers and other school leaders. The Pennsylvania Institute for Instructional Coaching focuses on evidence-based literacy strategies and claims instructional coaching has a positive impact upon student achievement. (Source: http://piic.pacoaching.org/index.php/piic-coaching/what-is-an-instructional-coach ) WWC has identified at least one instructional coaching model that has a positive impact on achievement at the secondary level. ) Source: http://ies.ed.gov/ncee/wwc/pdf/quick_reviews/myteachingpartner_022212.pdf )


Instructional (Distributed) Leadership Capacity Building

Description: Support of the relationship of distributive leadership with student achievement is anecdotal and inferential and substantially reported. (Sources: http://www.learningpt.org/pdfs/leadership_turnaround_schools.pdf , and http://www.pakeys.org/docs/SL%20PP%201.pdf )

SAS Alignment: Safe and Supportive Schools


District Wide Diagnostic Benchmark Assessment

Description:

The District is reviewing two comprehensive options for aligning a district-wide benchmark assessment tool for grades 1-12.





http://piic.pacoaching.org/index.php/piic-coaching/what-is-an-instructional-coach


http://ies.ed.gov/ncee/wwc/pdf/quick_reviews/myteachingpartner_022212.pdf


http://www.learningpt.org/pdfs/leadership_turnaround_schools.pdf

http://www.pakeys.org/docs/SL%20PP%201.pdf

87

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



Warehousing


Teachers will be trained to utilize the Standards Aligned System for

instruction and test administration.

Description:




Technology




Data Mining

Description:



88





Warehousing


Teacher Evaluation

Description:

The new Pennsylvania Teacher evaluation model is currently implemented and used to effectively evaluate teacher effectiveness.


Program Area(s): Professional Education, Educational Technology



Warehousing

Goal #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.

Related Challenges:



Type: Annual

89

Data Source: Curriculum Mapping....Implementation of District Wide Benchmark Assessments

Specific Targets: Student achievement results (State and local)

Strategies:


Description: WWC reports the effective use of data can have a positive impact upon student achievement; using common assessments to inform teacher practice is one such use of data. (Source: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf ) Teacher Moderation: Collaborative Assessment of Student Work and Common Assessments provide detailed looks at the development and use of common assessments. (Sources: http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teacher_Moderation.pdf and Common Assessments: Mike Schmoker. (2006) Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning. Alexandria, Va.: ASCD.)






Description: The Southwest Regional Educational Laboratory found that substantial professional development showed a positive impact upon student achievement (substantial = greater than 14 hours of focused professional development delivered via workshops or summer institutes, supported by follow-up sessions and all delivered by professional developers rather than train-the-trainer approaches). (Source: http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033.pdf )








http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033.pdf

90

Curriculum Mapping

Description: Empirical evidence of a positive statistical correlation of the use of curriculum mapping with student achievement is scarce. There was a 2001 study by the Indiana Center of Evaluation conducted for the Ohio DOE that determined curriculum alignment (defined as curriculum mapping with subsequent change in instructional practice) was the “single greatest factor in achieving improved test scores.” The following link provides a list of resources supporting the positive contributions of curriculum mapping to educational processes: http://www.curriculummapping101.com/materials/curriculum-mapping-research ; the following link provides an overview of curriculum mapping: http://en.wikipedia.org/wiki/Curriculum_mapping



Description: The purpose of Instructional Coaching is to bring evidence-based practices into classrooms by working with teachers and other school leaders. The Pennsylvania Institute for Instructional Coaching focuses on evidence-based literacy strategies and claims instructional coaching has a positive impact upon student achievement. (Source: http://piic.pacoaching.org/index.php/piic-coaching/what-is-an-instructional-coach ) WWC has identified at least one instructional coaching model that has a positive impact on achievement at the secondary level. )Source: http://ies.ed.gov/ncee/wwc/pdf/quick_reviews/myteachingpartner_022212.pdf )



District Wide Diagnostic Benchmark Assessment

Description:

The District is reviewing two comprehensive options for aligning a district-wide benchmark assessment tool for grades 1-12.


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









91



Warehousing

Teachers will be trained to utilize the Standards Aligned System for

instruction and test administration.

Description:




Technology




Inform students and parents of upcoming testing dates, importance, and predictors as they correspond to PSSA and Keystone achievement.

Description:


District Website

iParent Portal


Parent Meetings

92

Testing Calendars


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



Warehousing

Data Mining

Description:








Warehousing


Goal #4: Establish a district system that fully ensures barriers to student learning are

addressed in order to increase student achievement and graduation rates.


93

Type: Annual

Data Source: Graduation rate

Post graduate enrollment surveys

Exit interviews

Differentiated Curriculum and Instruction Opportunities

Specific Targets: School and District SPP score

Student achievement data (i.e. PVAAS)

Graduation Rate

Strategies:

Data Analysis Procedures, Data-Informed Instruction, Data Teams

& Data Warehousing




Data Mining

Description:




94





Warehousing

95

Appendix: Professional Development Implementation

Step Details

LEA Goals Addressed:

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

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


Strategy #1: Common Assessment within Grade/Subject

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

Strategy #3: Substantial Professional Development

Strategy #4: Curriculum Mapping

Start End Title Description

8/2/2015 8/2/2019

Teachers will be trained to utilize the Standards Aligned

System for instruction and test administration.

Professional development will occur yearly focusing on how to effectively use the

Standards Aligned System. This will include using the system to develop lessons

that meet Common Core Standards as well as developing assessments utilizing the

assessment generator.

Person Responsible SH S EP Provider Type App. Building Level

Principal 2.0 5 123 South Allegheny School District School

Entity Yes

Knowledge Teachers will be able to utilize the Standards Aligned system as an integral part of teaching and learning.

96

Supportive Research

The Standards Aligned System is an educational tool released by the State of Pennsylvania to assist teachers

and administrators with meeting the Common Core Standards.

Designed to Accomplish

For classroom teachers, school counselors and education specialists:


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

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.


Training Format

LEA Whole Group Presentation

School Whole Group Presentation Department Focused Presentation

Online-Asynchronous

Professional Learning Communities

Participant Roles

Classroom teachers

Principals / Asst. Principals

Supt / Ast Supts / CEO / Ex

Grade Levels

Elementary - Primary (preK - grade 1)

Elementary - Intermediate (grades 2-5)

Middle (grades 6-8)

97

Dir

School counselors

Paraprofessional

New Staff

Other educational specialists

High (grades 9-12)

Follow-up Activities

Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers

Analysis of student work, with administrator and/or peers

Creating lessons to meet varied student learning styles

Peer-to-peer lesson discussion

Joint 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.

Student PSSA data

Standardized student assessment data other than the PSSA

Classroom student assessment data

Participant survey Review of participant lesson plans



Establish a district system that fully ensures staff members in every school use standards aligned assessments to monitor student



98

achievement and adjust instructional practices.


1/1/2016 6/30/2021





District Website

iParent Portal


Parent Meetings

Testing Calendars


Principal 1.0 2 25 principal School

Entity Yes

Knowledge Individuals will me aware of specific testing dates and adjust instruction accordingly.

Supportive Research

Data has shown that students who are aware and take an active role in their learning are more successful.






99



Training Format


Participant Roles


School counselors


Grade Levels


Middle (grades 6-8)

High (grades 9-12)


Professionals will share testing dates with students and parents via multiple formats.

Evaluation Methods

Participant survey




Establish a district system that fully ensures staff members in every school use standards aligned assessments to monitor student



100

achievement and adjust instructional practices.



8/2/2015 8/1/2019 Data Mining

Teachers and administrators will utilize assessment data regarding student growth

and deficiencies. The Standards Aligned System will be used to assist with creating

instructional strategies and assessments to meet student needs.


Principal, Department Chairs, Grade Level Teams

2.0 5 123 South Allegheny School District School Entity

Yes

Knowledge Teachers will be able to effectively utilize data provided from standardized diagnostic assessments.

Supportive Research

Instructional strategies will be based on specific needs of students based on the information provided by local

and State assessments.







101






Training Format


Series of Workshops

School Whole Group Presentation

Live Webinar

Department Focused Presentation

Online-Asynchronous


Offsite Conferences

Participant Roles

Classroom teachers


Supt / Ast Supts / CEO / Ex Dir

School counselors


Related Service Personnel

Grade Levels



Middle (grades 6-8)

High (grades 9-12)

Follow-up Activities Team development and Evaluation Methods Classroom observation focusing on

102

sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers




factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.

Student PSSA data Standardized student assessment

data other than the PSSA


Review of participant lesson plans







8/15/2014 8/1/2019 Teacher Evaluation The new Pennsylvania Teacher evaluation model is currently implemented and used

to effectively evaluate teacher effectiveness.

Person Responsible SH S EP Provider Type App. Superintendent,

Assistant Superintendent, Building Level Administrators

2.0 2 50 SASD School Entity

Yes

103

Knowledge Administrators will be able to utilize an online version of the State teacher evaluation tool.

Supportive Research

South Allegheny will be using the Pennsylvania approved model.









Training Format



Online-Synchronous


Participant Roles

Classroom teachers Principals / Asst. Principals


School counselors

New Staff

Grade Levels


Elementary - Intermediate (grades 2-5) Middle (grades 6-8)

High (grades 9-12)

104



Administrators will meet throughout the implementation process to discuss successes and areas to improve.

Evaluation Methods

Participant survey





Strategy #2: Instructional Coaching


8/31/2016 8/31/2018 District Wide Diagnostic Benchmark Assessment

The District is reviewing two comprehensive options for aligning a district-wide

benchmark assessment tool for grades 1-12.


Principals and Central Office Administration

2.0 6 123 Curriculum Director School Entity

Yes

Knowledge Staff members will be trained to utilize the new benchmark assessment tool.

105

Supportive Research

The benchmark assessment tool will be utilized to drive instructional practice.









Training Format

Series of Workshops

Participant Roles

Classroom teachers



School counselors

Paraprofessional

Classified Personnel

Grade Levels


Elementary - Intermediate (grades 2-5) Middle (grades 6-8)

High (grades 9-12)

106




Evaluation Methods








Strategy #2: Instructional (Distributed) Leadership Capacity Building


8/2/2015 8/2/2019









Entity Yes

107


Supportive Research












Training Format




Online-Asynchronous Professional Learning Communities

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

108



School counselors

Paraprofessional

New Staff



Middle (grades 6-8)

High (grades 9-12)






Joint planning period activities

Evaluation Methods


Student PSSA data



Participant survey




Establish a district system that fully ensures


Strategy #2: Instructional (Distributed) Leadership Capacity Building

109

professional development is focused, comprehensive and implemented with fidelity.




8/2/2015 8/1/2019 Data Mining







Yes


Supportive Research







110








Training Format


Series of Workshops

School Whole Group Presentation Live Webinar


Online-Asynchronous


Offsite Conferences

Participant Roles

Classroom teachers



School counselors

Other educational

Grade Levels



Middle (grades 6-8)

High (grades 9-12)

111

specialists







Evaluation Methods


Student PSSA data









8/15/2014 8/1/2019 Teacher Evaluation The new Pennsylvania Teacher evaluation model is currently implemented and used

to effectively evaluate teacher effectiveness.

Person Responsible SH S EP Provider Type App.

112

Superintendent, Assistant Superintendent, Building Level Administrators

2.0 2 50 SASD School Entity

Yes

Knowledge Administrators will be able to utilize an online version of the State teacher evaluation tool.

Supportive Research

South Allegheny will be using the Pennsylvania approved model.









Training Format



Online-Synchronous


113

Participant Roles

Classroom teachers



School counselors

New Staff


Grade Levels



Middle (grades 6-8)

High (grades 9-12)


Administrators will meet throughout the implementation process to discuss successes and areas to improve.

Evaluation Methods

Participant survey







8/31/2016 8/31/2018 District Wide Diagnostic Benchmark Assessment

The District is reviewing two comprehensive options for aligning a district-wide

benchmark assessment tool for grades 1-12.

114


Principals and Central Office Administration

2.0 6 123 Curriculum Director School Entity

Yes

Knowledge Staff members will be trained to utilize the new benchmark assessment tool.

Supportive Research

The benchmark assessment tool will be utilized to drive instructional practice.









Training Format

Series of Workshops

Participant Roles Classroom teachers

Principals / Asst. Principals Grade Levels



115


School counselors

Paraprofessional

Classified Personnel

Middle (grades 6-8)

High (grades 9-12)




Evaluation Methods










116

8/2/2015 8/2/2019









Entity Yes


Supportive Research












117

Training Format




Online-Asynchronous


Participant Roles

Classroom teachers



School counselors

Paraprofessional

New Staff


Grade Levels



Middle (grades 6-8)

High (grades 9-12)






Joint planning period

Evaluation Methods


Student PSSA data



Participant survey


118

activities






1/1/2016 6/30/2021





District Website

iParent Portal


Parent Meetings

Testing Calendars


Principal 1.0 2 25 principal School

Entity Yes

119

Knowledge Individuals will me aware of specific testing dates and adjust instruction accordingly.

Supportive Research

Data has shown that students who are aware and take an active role in their learning are more successful.








Training Format


Participant Roles


School counselors


Grade Levels


Middle (grades 6-8)

High (grades 9-12)


Professionals will share testing dates with students and parents via multiple formats.

Evaluation Methods

Participant survey

120










8/2/2015 8/1/2019 Data Mining







Yes


Supportive Instructional strategies will be based on specific needs of students based on the information provided by local

121

Research and State assessments.












Training Format


Series of Workshops School Whole Group Presentation

Live Webinar


Online-Asynchronous


Offsite Conferences

122

Participant Roles

Classroom teachers



School counselors



Grade Levels



Middle (grades 6-8)

High (grades 9-12)






Evaluation Methods


Student PSSA data






Establish a district system that fully ensures professional development is focused,


123

comprehensive and implemented with fidelity.




8/2/2015 8/1/2019 Data Mining







Yes


Supportive Research







Provides educators with a variety of classroom-based assessment skills and the skills

124

needed to analyze and use data in instructional decision-making.







Training Format


Series of Workshops


Live Webinar Department Focused Presentation

Online-Asynchronous


Offsite Conferences

Participant Roles

Classroom teachers



School counselors


Grade Levels



Middle (grades 6-8)

High (grades 9-12)

125







Evaluation Methods


Student PSSA data




126

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.

Affirmed by Louis Borrelli on 1/25/2016

Board President

Affirmed by Wayne Gdovic on 1/25/2016

Superintendent/Chief Executive Officer

127

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).

Affirmed by Luke Riley on 3/9/2015

128

Board President

Affirmed by Wayne Gdovic on 3/9/2015

Superintendent/Chief Executive Officer

south allegheny sd€¦ · 07/01/2016 - 06/30/2019 . 2 district profile demographics 2743...

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