southern columbia area sd columbia... · priority goals. the district intends to review and update...

Southern Columbia Area SD

District Level Plan

07/01/2019 - 06/30/2022

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District Profile

Demographics

800 Southern Drive Catawissa, PA 17820 (570)356-2331 Superintendent: Paul Caputo Director of Special Education: Jennifer Snyder

Planning Process The comprehensive planning process began with the education of our stakeholders. Meetings were

held with various groups of stakeholders to explain the roles of each contributor, as well as the

process to populate the required and optional information for the district’s comprehensive plan.

Potential stakeholders were identified to work in both physical and virtual committees where

contributions were developed for each phase of the plan.

The District Level Comprehensive Planning Committee, with representation from students, parents,

community members, school board members, teachers, staff, and administrators was formed to

develop the District Level Comprehensive Plan. The first process that the district level planning

committee performed was to review the District's mission statement, vision statement, shared

values and description of our educational community.

Multiple subcommittees were also established to identify concerns and challenges, district trends,

curricular needs, instructional needs, professional development needs, areas in need of

improvement, needs for specialized services, technology implementation needs, as well as fiscal

implications.

This information was shared with the district level planning committee where goals and action plans

were developed. The district level planning committee met on a consistent basis and will continue to

meet during the implementation of the Comprehensive Plan. Building principals and district level

administrators led building and grade level data teams during PLCs, common planning and other

professional development opportunities time to analyze school and assessment data.

Gathering assessment data for the purpose of the Comprehensive Plan process did not involve any

additional work on the part of the administration or our committee members. Data, and data-based

decisions has been established as a significant part of our District’s academic culture. A variety of

measures, including state, nationally-normed, and local assessments are used to establish

instructional priorities and goals for each building, grade and content area, primarily in core content

areas and are reviewed and updated continually throughout the school year.

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Also, a variety of timely needs assessments are used to address professional development needs and

instructional resources. Student and parent/guardian surveys were used to collect data on technical

skills and each student’s accessibility and use of technology both at school and at home. These data

sources were used to prioritize content, school or grade level goals, and in turn, used to establish the

foundation to identify District goals to support increased overall student achievement in all areas

and at all grade levels.

District administrators provided leadership for the development of the District Level

Comprehensive Plan and will be accountable to provide oversight for the implementation of the

Comprehensive Plan in the coming years. Specifically, the Director of Special Education will be

responsible for the implementation of the Special Education Plan, the Director of Curriculum,

Instruction & Assessment will be responsible for the implementation of the Professional

Development Plan, the Induction Plan, and the Director of Technology will be responsible for the

implementation of the technology portions of the plan.

The District Level Comprehensive Plan will provide direction for the development and improvement

of priority goals for the life of the Comprehensive Plan and will assure focus on the completion of the

priority Goals. The District intends to review and update the Comprehensive Plan regularly, as future

data findings, purposeful survey data, state mandates or best practices may dictate changes to

district goals and priorities.

Mission Statement The Southern Columbia Area School District will provide a safe, dynamic, rigorous and relevant

learning environment that meets the needs of today's learner. We embrace innovation as a means to

develop the critical thinking, problem solving and creativity skills needed to compete and thrive in

the 21st century. Every student will reach their individual potential for academic excellence and

every student will demonstrate the character traits of a productive and honorable citizen in a global

community.

Vision Statement The Southern Columbia Area School District will be an exemplary 21st Century learning community

where students reach their individual potential and graduate prepared to excel in a complex,

interconnected, changing world.

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Shared Values The Southern Columbia Area School District believes:

• Students are our purpose.

• All students are entitled to a rigorous and relevant education.

• Each student has the ability to learn and be successful.

• Teaching methods must be responsive to individual students' needs.

• Innovation in our schools must be embraced and encouraged to ensure we are providing a

learning environment that meets the needs of today’s learner.

• An effective education is enriched by the arts, service, work-based learning, hybrid and other

flexible learning opportunities, athletics and extra-curricular activities.

• Student achievement is positively impacted by the active involvement of caring adults in a

supportive environment.

• Every person has intrinsic value and unique gifts and talents.

• Students and staff must adhere to high ethical standards and practice effective citizenship.

• Students and staff are entitled to a healthy, safe, clean and well-maintained, learning

environment.

• Employees must be provided encouragement, time, resources and professional development

in best practices, to meet high expectations for continuous improvement.

Educational Community

The Southern Columbia Area School District encompasses 108 square miles of rolling hills and

valleys located in the scenic Susquehanna Valley of Pennsylvania. A rural community, Southern

Columbia Area is comprised of Catawissa Borough, and Catawissa Township, Cleveland

Township, Franklin Township, Roaring Creek Township, and Locust Township in Columbia County,

and Ralpho Township in Northumberland County. The area affords District residents the

opportunity for ample outdoor enjoyment such as hunting, fishing, ice skating, swimming, camping,

and boating, as well as a multitude of cultural, educational, and community-based, pursuits.The

School District is easily accessible to major highways: 25 minutes to Interstate 80; 45 minutes to

Interstate 81; and a short distance to PA routes 54, 61, and 487, and US routes 11 and 15, all of

which either cross through the District or are located nearby. The District is approximately 75 miles

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

http://en.wikipedia.org/wiki/Catawissa,_Pennsylvania

http://en.wikipedia.org/wiki/Catawissa_Township,_Columbia_County,_Pennsylvania

http://en.wikipedia.org/wiki/Cleveland_Township,_Columbia_County,_Pennsylvania

http://en.wikipedia.org/wiki/Cleveland_Township,_Columbia_County,_Pennsylvania

http://en.wikipedia.org/wiki/Franklin_Township,_Columbia_County,_Pennsylvania

http://en.wikipedia.org/wiki/Roaring_Creek_Township,_Columbia_County,_Pennsylvania

http://en.wikipedia.org/wiki/Locust_Township,_Columbia_County,_Pennsylvania

http://en.wikipedia.org/wiki/Ralpho_Township,_Northumberland_County,_Pennsylvania

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northeast of Harrisburg, 50 miles southeast of Williamsport, and 53 miles southwest of Wilkes-

Barre.

The School District is governed by a nine member Board of School Directors, elected for four-year

terms. The Superintendent is the chief administrative officer of the School District, with overall

responsibility for all aspects of operations, including education and finance. The Business Manager is

responsible for budget and financial operations. Both of these officials are selected by the Board of

School Directors. The School District operates an elementary school (K-4), a middle school (5-8), and

a high school (9-12). All schools and offices are located on a 119 acre campus along Southern Drive

(Route 487) in the southern section of Columbia County. The District's total enrollment is

approximately 1430 students.

Southern Columbia Area schools and students are often recognized for their outstanding academic

achievement consistently scoring above federal and state thresholds for proficiency. In 2016,

Southern Columbia Area High School earned lifetime status as a National Blue Ribbon High School

for Exemplary High Performance. G.C. Harman Elementary School was recognized by the

Pennsylvania Department of Education as a Title I Distinguished School for High Achievement in

2017. Southern's students excel, with many receiving individual and/or shared awards in the fields

of music, technology, and athletics. Students are provided a challenging and diverse curriculum, with

differentiated lessons offered to meet the interest and needs of all learners. Students have the

opportunity to enroll in full-time career and technical education studies at the Columbia-Montour

AVTS. Many students also enroll in college-level courses taught at Southern Columbia Area High

School, as well as on the campuses of nearby colleges including Bloomsburg University and Luzerne

County Community College. Southern Columbia has maintained a graduation rate of 95% with over

80% of our graduates matriculating into higher education.

Planning Committee Name Role

James Becker Administrator : Professional Education Special

Education

William Callahan Administrator : Professional Education

Paul Caputo Administrator : Professional Education

John Fetterman Administrator : Professional Education

Denise Kreisher Administrator : Professional Education

Stephanie Ziegmont Administrator : Professional Education

Rich Roberts Business Representative : Professional Education

Brian Scandle Business Representative : Professional Education

Al Breach Community Representative : Professional

Education

Debra Taylor Community Representative : Professional

Education

http://nces.ed.gov/ccd/districtsearch/district_detail.asp?Search=2&details=1&ID2=4222260&DistrictID=4222260

http://nces.ed.gov/ccd/schoolsearch/school_detail.asp?Search=1&State=42&Zip=17820&SchoolType=1&SchoolType=2&SchoolType=3&SchoolType=4&SpecificSchlTypes=all&IncGrade=-1&LoGrade=-1&HiGrade=-1&ID=422226006900



http://www.scasd.us/blue-ribbon-distinction



http://www.scasd.us/%5Bfield_event_date-yy%5D/%5Bfield_event_date-mm%5D/%5Bfield_event_date-dd%5D/gc-hartman-earns-title-i-distingui



http://www.cmvt.tec.pa.us/

http://www.cmvt.tec.pa.us/

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Paula Gardner Ed Specialist - School Psychologist : Special

Education

Fawn Madden Elementary School Teacher - Regular Education :

Professional Education Special Education

Maria Callahan Elementary School Teacher - Special Education :


Leanne Roughton High School Teacher - Regular Education :


Jennifer Stine High School Teacher - Regular Education :


Dani Schwalm High School Teacher - Special Education :


Brian Davis Instructional Technology Director/Specialist :

Professional Education

John Roberts Instructional Technology Director/Specialist :


Connie Lupold Middle School Teacher - Regular Education :


Cathy Scicchitano Middle School Teacher - Special Education :


Tresa Britch Parent : Professional Education Special Education

Kaye Keller Parent : Professional Education

Jennifer Snyder Special Education Director/Specialist : Professional

Education Special Education

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Core Foundations

Standards

Mapping and Alignment

Elementary Education-Primary Level

Standards Mapping Alignment

Arts and Humanities Accomplished Accomplished

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 Accomplished Accomplished

Economics Non Existent Non Existent

Environment and Ecology Accomplished Accomplished

Family and Consumer Sciences Non Existent Non Existent

Geography Accomplished Accomplished

Health, Safety and Physical Education Accomplished Accomplished

History Accomplished Accomplished

Science and Technology and Engineering Education Accomplished Accomplished

Alternate Academic Content Standards for Math Non Existent Non Existent

Alternate Academic Content Standards for Reading Non Existent Non Existent

American School Counselor Association for Students Developing Developing

Early Childhood Education: Infant-Toddler⟶Second Grade

Non Existent Non Existent

English Language Proficiency Accomplished Accomplished

Interpersonal Skills Accomplished Accomplished

School Climate Developing Developing

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

At the elementary level the district has completed the course mapping and alignment

process with the primary focus on the areas of Math and Language Arts which include the

required PA Academic Core Literacy and Math standards. The district is currently working

on individual instructional maps for each unit of the course maps. Following this same

process, the district is revisiting the alignment and mapping of standards specific to the

content in Science and Social Studies to infuse literacy and math standards where

applicable. Many of the standards deemed to be nonexistent is because they are not taught

at the elementary level. Currently, all the non-core standards are under review to insure

close alignment with the state academic standards in each content area. Although this level

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currently does not have an English Language Learner population, the district plans to address ELL

proficiencies to align them to PA ELL Listening & Reading, Speaking and Writing Standards.

Elementary Education-Intermediate Level



Career Education and Work Accomplished Accomplished


PA Core Standards: English Language Arts Accomplished Accomplished




Economics Non Existent Non Existent


Family and Consumer Sciences Accomplished Accomplished

Geography Developing Developing


History Developing Developing

Science and Technology and Engineering Education Developing Developing



American School Counselor Association for Students Accomplished Accomplished

English Language Proficiency Developing Developing


School Climate Accomplished Accomplished


At the intermediate level the district has completed the course mapping and alignment process with the primary focus on the areas of Math and Language Arts which include the required PA Academic Core Literacy and Math standards. The district is currently working on individual instructional maps for each unit of the course maps. In addition, the district is developing the mapping and alignment process for standards specific to the content of Science, Social Studies, and Technology to infuse the required PA Core Literacy Standards. All non-core standards will be undergoing revisions to insure close alignment with the state academic standards in each content area. The Economic standards, as well as Alternate Academic Content standards for Math or Reading are not taught at this level. Although this level currently does not have an English Language Learner population, the district plans to address ELL proficiencies to align them to PA ELL Listening & Reading, Speaking and Writing Standards.

Middle Level





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Economics Accomplished Accomplished

Environment and Ecology Developing Developing


Geography Developing Developing


History Developing Developing




American School Counselor Association for Students Accomplished Accomplished




World Language Accomplished Accomplished


At the Middle Level the district completed the mapping and alignment process with the primary focus on the areas of Math and Language Arts to include the required PA Academic Core Literacy and Math

standards. The district is currently working on individual instructional maps for each unit of the course maps. In addition, the district is developing the mapping and alignment process for standards specific to the content of Science, Technology, and Engineering, as well as Social Studies and History, to infuse the required PA Core Literacy Standards. Non-core standards are and will be undergoing revisions to insure close alignment with the state academic standards in each content area. The Alternate Academic Content standards for Math or Reading are not taught at this level. Although this level currently does not have an English Language Learner population, the district plans to address ELL proficiencies to align them to PA ELL Listening & Reading, Speaking and Writing Standards.

High School Level









Economics Accomplished Accomplished



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Geography Accomplished Accomplished


History Accomplished Accomplished




American School Counselor Association for Students Developing Developing




World Language Accomplished Accomplished


At the High School Level the district completed the mapping and alignment process with the primary focus on the areas of Math and Language Arts to include the required PA Academic Core Literacy and Math standards, as well as those that address the Keystone Exam content in Algebra I, Literature and Biology.

The district is currently working on individual instructional maps for each unit of the course maps. In addition, the district is continuing the alignment process for standards specific to the content of Science, Technology, and Engineering, as well as Social Studies and History, in effort to infuse the required PA Core Literacy Standards. Currently, all non-core standards are undergoing revisions to insure close alignment with the state academic standards in each content area. The Alternate Academic Content standards for Math or Reading are not taught at this level. Although this level currently does not have an English Language Learner population, the district plans to address ELL proficiencies to align them to PA ELL Listening & Reading, Speaking and Writing Standards.

Adaptations


Checked answers

• Career Education and Work • PA Core Standards: English Language Arts

• PA Core Standards: Mathematics

• Science and Technology and Engineering Education

Unchecked answers

None.


Checked answers

• Career Education and Work

• PA Core Standards: English Language Arts


• Environment and Ecology

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Unchecked answers

None.

Middle Level

Checked answers

• Career Education and Work • Civics and Government


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



• Family and Consumer Sciences

• Health, Safety and Physical Education


Unchecked answers

None.

High School Level

Checked answers

• Career Education and Work

• Civics and Government


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

• PA Core Standards: Mathematics • Economics


• Family and Consumer Sciences

• Health, Safety and Physical Education


Unchecked answers

None.

Explanation for any standards checked:

The entire district has aligned the K-12 ELA and Math standards to that of the newly adopted PA Academic Core Standards, ensuring alignment with the revised PSSA and Keystone eligible content. The elementary and middle schools are additionally working to better align the Science curriculum to the 4th & 8th Grade Science Standards and PSSA Science eligible content. The High School is working on a closer alignment with the state's Biology Keystone standards and eligible content. Also, curriculum content areas in Sciences, Social Studies/History, Technology and Engineering are incorporating more of the PA core Literacy standards into their curriculum. The district has increased awareness and implementation of the College and Career Standards into all levels of the academic ladder.

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The Family and Consumer Sciences department has increased opportunities through course selections to enable students to have a wider variety of options. The Physical Education department has increased the alternative physical education courses to better meet the needs of those students with complex needs.

Curriculum

Planned Instruction


Curriculum Characteristics Status

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

Accomplished

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

Developing

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:

Over the past few years the district has provided extensive professional development and conducted regular PLCs for staff to identify subject area objectives or standards, mostly using the "Standards" or "Curriculum Framework" and other resources provided through the Standards Aligned System (SAS). Currently, the primary level teachers have thoroughly reviewed PA Academic Core Standards in the areas of Language Arts and Mathematics. In addition, the teachers used the SAS PCS ELA Modules as guides to map instructional activities and the materials and resources to align to the standards addressed in each module. Although the ELA modules provide

a timeline estimation, teachers revised the timelines based on implementation during the school year. During or following this process, the district anticipates further development of interdisciplinary studies to incorporate literacy standards into their science and social studies and other content. Our diagnostic screeners give valuable diagnostic assessment data to inform instructional practices and address the need for reteaching, differentiation or MTSS groupings. Teachers are creating unit maps that ensure all standards are being taught to mastery. In Math, the primary level is implementing the program EveryDay Math (EDM3), which has been updated to align with PA Academic Core Math Standards. Its predecessor, EDM2 was used for the first time in the primary grades during the 2013-14 school year. They will continue to implement the many text-based resources, hands-on activities, on-line practice tools, and assessments from the EDM3 collection at each level. This program provides formative assessments and critical feedback for teachers to measure mastery of the standards. The use of EasyCBM (Curriculum-Based Measurement solution) is used three times throughout each school year in grades K to benchmark students on both ELA and Math standards. This data is one of several measures used to determine the need for MTSS placement or more intense interventions supported by our special education or Title I programs.

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

N/A




Accomplished


Developing


Developing


Developing


Over the past few years the district has provided extensive professional development and conducted regular PLCs for staff to identify subject area objectives or standards, mostly using the "Standards" or "Curriculum Framework" and other resources provided through the Standards Aligned System (SAS). Currently, our intermediate level teachers have thoroughly reviewed PA Academic Core Standards in areas of Language Arts and Mathematics. In addition, they used the SAS PCS ELA Modules as guides to map instructional activities and the materials and resources to align to the standards addressed in each module. Although the ELA modules provide a timeline

estimation, teachers revised timelines based on implementation during the school year. During or following this process, we anticipate further development of interdisciplinary studies to incorporate literacy

standards into their science and social studies and other content. Our diagnostic screeners give valuable diagnostic assessment data to inform instructional practices and address the need for reteaching, differentiation or MTSS groupings. Teachers are creating unit maps that ensure all standards are being taught to mastery. In Math, the intermediate level is currently implementing the EveryDay Math program (EDM2), which has an updated version for grades 3-5 to align more closely to the PA Academic Core Standards. EDM2 was used for the first time in most intermediate grades during the 2012-13 school year. They will continue to implement the many text-based resources, hands-on activities, on-line practice tools, and assessments from the EDM2 and later, the EDM3 collection at each level. The EDM program provides formative assessments and critical feedback for teachers to measure mastery of the standards. The use of EasyCBM (Curriculum-Based Measurement solution) is used three times throughout each school year to benchmark students in grade 1 on both ELA and Math standards. The iReady Diagnostic Screener will be used for students in grades 2-4 as one data piece for students. This data is one of several measure used to determine the need for MTSS placement or more intense interventions supported by our special education or Title I programs.

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N/A

Middle Level



Accomplished


Developing


Developing


Developing


Over the past few years the district has provided extensive professional development and conducted regular PLCs for staff to identify subject area objectives or standards, mostly using the "Standards" or "Curriculum Framework" and other resources provided through the Standards Aligned System (SAS). Currently, our middle level teachers have thoroughly reviewed PA Academic Core Standards in areas of Language Arts and Mathematics. In addition, they used the SAS PCS ELA Modules as guides to map instructional activities and the materials and resources to align to the standards addressed in each module. Although the ELA modules provide a timeline

estimation, teachers revised timelines based on implementation during the school year. During or following this process, we anticipate further development of interdisciplinary studies to incorporate literacy

standards into their science and social studies and other content. Our diagnostic screeners give valuable diagnostic assessment data to inform instructional practices and address the need for reteaching, differentiation or MTSS groupings. Teachers are creating unit maps that ensure all standards are being taught to mastery. In Math, the intermediate level is currently implementing the program EveryDay Math (EDM2) in grade 5, which will be released an updated version in January 2015 to align more closely to the PA Academic Core Standards. They will continue to implement the many text-based resources, hands-on activities, on-line practice tools, and assessments from the EDM2 and later, the EDM3 collection at each level. In grades 6-8 we use CMP4, the Connected Math Program which has recently been updated to align to PA Academic Core Math Standards. The use of Study Island Benchmark exams is used three times throughout each school year to benchmark students on both ELA, Math, and Science standards. This data is one of several measure used to determine the need for MTSS placement or more intense interventions supported by our special education or Title I programs.


N/A

High School Level

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Accomplished


Developing


Accomplished


Developing


Over the past few years the district has provided extensive professional development and conducted regular PLCs for staff to identify subject area objectives or standards, mostly using the "Standards", "Curriculum Framework", and "Keystone Exam Resources provided through the Standards Aligned System (SAS). Currently, our high school teachers have thoroughly reviewed PA Academic Core Standards in areas of Language Arts (Literacy) Algebra I, and Biology. Other course standards are also used from SAS to align our high school courses, and teachers also utilize supplemental instructional materials & resources. In addition, our HS English teachers used the SAS PCS ELA Modules as guides to map instructional activities and the materials/resources to align to the standards addressed in each module. Although the ELA modules provide

a timeline estimation, teachers revised the timelines based on implementation during the school year. During or following this process, we anticipate further development of interdisciplinary studies to incorporate literacy standards into their science and social studies and other content. In the Keystone tested subjects of Algebra I, Biology and Literature, teachers have mapped their content to

the standards provided through the tested standards and Eligible Content for each subject. Teachers use the Keystone Exam resources located in SAS for supplemental instruction, and interventions. Primarily, mastery of Keystone-tested courses is measured with regular compilation and review of data from the Keystone Exams, which are administered 4 times a year. The HS teachers in tested areas also administer the Study Island Benchmark Exams, throughout the year to inform classroom and special education instruction, and also use the data to determine critical content areas which need to be addressed through the Keystone intervention sessions. In support for interventions or supplemental instruction at the high school level, the teachers are also using Study Island, which is updated to include Common Core Standards and Keystone-aligned content and assessments. Teachers implement a hybrid learning approach to help individualize instruction, provide homework, or engage students in their learning. Study Island also provides valuable formative and summative assessment feedback to inform instructional practices and address the need for remediation, differentiation or MTSS. We are also developing aligned assessments to measure mastery of the objectives in the ELA courses. Teachers are working throughout the school year in teams to accomplish this critical curriculum work. Our district has invested in many supplemental courses to meet the needs of other high school courses such as 4 levels of English, Algebra I, Algebra II, Geometry, Trigonometry, Biology, Chemistry, Physics, Geography, History, Civics, Personal Finance, and others. Other high school courses that do not include Keystone tested content utilize SAS to access PA Academic Standards through the "Standards" or "Curriculum Framework" resources. Teachers also use the aligned, vetted materials/resources, and the assessment tools when applicable or needed.

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N/A

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.

Southern Columbia School District strives to keep all students in the least restrictive

environment through the use of supplementary aides and services. Teachers

collaboratively develop appropriate adaptations or modifications related to the needs of

individual students. This includes, but is not limited to differentiated instruction, the use of

assistive technology, use of behavior plans, staff support and changing the content, process

or required product for individual student tasks.

Our staff members strive daily to plan and implement the viable curriculum, as the

classroom teachers work with educational specialists, special education and gifted

education staff, ESL program specialists, and all other staff members to design appropriate

modifications and accommodations necessary to customize our program of instruction for

each student in their respective classes.

The district utilizes the Learning Focused School (LFS) Framework to develop planned

courses and create lesson plans. The LFS framework and resources have provided our

teachers with research-based instructional and assessment strategies. Differentiated

instruction and aligned assessments focus on the mastery of the PA Core and PA Academic

standards for each lesson. Lesson plans development requires teachers to create modified

teaching strategies and assessments so that all students will have access to the same

rigorous standards-aligned curriculum.

The district has a common planning time for all K-12 teachers which allows special and

regular education teachers the opportunity to work together to collaborate and develop

learning activities to meet the multiple cognitive levels and learning styles of students in the

district. Our staff and students collaborate to write individual academic plans for all special

education students, and our grade level and subject area teams work together to support

each student's best efforts to learn and maintain growth. Our staff members maintain open

and effective communication with parents to gain and maintain additional insights in

meeting individual student needs.

Instruction

Instructional Strategies

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Checked Answers • Formal classroom observations focused on instruction

• Walkthroughs targeted on instruction

• Annual Instructional evaluations

• Peer evaluation/coaching

• Instructional Coaching

Regular Lesson Plan Review

Checked Answers

• Administrators

Unchecked Answers • Building Supervisors

• Department Supervisors

• Instructional Coaches

• Not Reviewed

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

Our district subscribes to using the PA-ETEP (PA Electronic Teacher Evaluation Portal) tool to organize and communicate the various phases involved in the formal observation process of our professional teaching staff. This tool incorporates all the necessary steps to manage a formal evaluation with the focus on the Teacher Effectiveness (Danielson) Domains & Components. It is used to communicate between teachers and their direct supervisor or other district administrators with regard to pre-conference, the observation, supervisor and teacher self-assessments, the post-observation conference, official sign-off, and the formal PDE 82-1 rating form. PA-ETEP also records observation notes from informal walkthroughs used to gather evidence of instructional practices and provides immediate feedback to the teachers. The district also began instituting the use of PA-ETEP to manage the various supervision options in our Differentiated Supervision plan, as well as managing the required "SLO- Student Learning Objectives" designed by each teacher. All supervision evidence and communication is archived in PA- ETEP for a comprehensive compilation of each teachers' performance throughout each year, and is archived from year-to-year. The evidence gathered is then used for supervisors to conduct annual evaluations prior to submitting the required 82-1 ratings. Our district has invested in training several teachers, currently at the middle level to serve as instructional coaches through the PIIC program. The PIIC coaches are provided time during their regular day to assist other teachers, and as instructional coaches they prepare meaningful instructional resources and activities and model best practices to support the building's MTSS programs. We intend to support a few more teachers through the PIIC program throughout this school year, as well as have another teacher trained through the IU. Our district's SIS, Sapphire, (Student Information System) incorporated an electronic Lesson Planner Tool. The district instituted training for all teachers to learn how to use the on line lesson planner. All teachers who provide any instruction to students are required to use the Lesson Planner Tool. We customized the tool to include essential components as well as requiring them to align all lessons to the appropriate State Academic or PA Core Standards. The digital lesson planner tool allows both building and district level administrators to view the lesson plans regularly. Direct supervisors can perform weekly or

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random "reviews" of teacher lesson plans, or they can also provide feedback to staff about the planning process.

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

Our district would like to provide more opportunities for teachers to invest in meaningful peer evaluation or coaching within the district, or between other local districts. We have always, upon request or recommendation, provided classroom visitation opportunities to our staff, especially new teachers, in the past. However, peer evaluation or coaching is a role usually assigned to address a specific area of concern, particularly for a new teacher in the district or a department. The peer evaluation process is extremely valuable for authentic feedback and coaching from the side, instead of from the top (administrator). Our district would like to look at viable options to incorporate peer coaching into our Differentiated Supervision Plan in the future. In a small school district, we would need an implementation plan, as well as professional development to support teachers in this important role. At this time, we have not considered having lesson plans reviewed by our team leaders (K-8) or high school department chairs. But as teachers become more familiar with the online Lesson Planner Tool and the process, this may provide valuable feedback to teachers in a less "threatening" manner. It could also serve as a meaningful collaborative practice for grade levels or departments to share their lessons with each other, which can easily be done through the Sapphire portal. The same visibility could be granted to instructional coaches in the future.

Responsiveness to Student Needs


Instructional Practices Status

Structured grouping practices are used to meet student needs.

Implemented in 50% or more of

district classrooms

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


district classrooms

Differentiated instruction is used to meet student needs.


district classrooms

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


district classrooms

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

Structured time is carved out each day for MTSS (Multi-tiered Systems of Support) for reading in all primary grade levels.

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district classrooms



district classrooms



district classrooms



district classrooms


Structured time is carved out each day for MTSS (Multi-tiered Systems of Support) for reading &/or math in all intermediate grade levels. Students who qualify, also participate in supplemental Title I Reading instruction, as well as those who receive Special Education services regularly to support their learning needs.

Middle Level




district classrooms



district classrooms



district classrooms



district classrooms


Structured time is carved out each day for MTSS (Multi-tiered Systems of Support) for reading &/or math in all intermediate grade levels. Students who qualify, also receive Special Education services regularly to support their learning needs.

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High School Level




district classrooms



district classrooms



district classrooms



district classrooms


In most cases, structured time is included in each high school student's daily or weekly schedules to address necessary interventions to meet their instructional needs for remediation for the required Keystone exams. Students who qualify, receive Special Education services regularly to support their learning needs.

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.

Our District hires professional staff that meet highly qualified criteria without exception, and we maintain a 100% highly qualified status for staff throughout the District at all times. In our hiring process we require full credentials, clearances, and certification, complete a thorough review of references, and utilize a multi-step interview process to select the best teaching candidates. To acquire the best teachers for any vacant position, the district places advertisements in local newspapers as well as posting them to our District's web site. Our initial screening and interviewing process begins with the first round of interviews which is comprised of building professional staff and administrators who alternate asking questions in a panel forum. A second round interview for finalists is held with the same committee members, but candidates are required to prepare and demonstrate their teaching craft and pedagogical knowledge through a model lesson. The interview panel will score the lesson based on pedagogy, teaching activities, resources, and delivery, and will consider each candidates observation along with previous interview responses in order to select at least two final candidates for school board approval. When it comes to addressing the learning needs of students who are below proficiency, our students' success is everyone's responsibility! The District has implemented MTSS model at the primary, intermediate and middle level, where all core teachers are all assigned to assist

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during an MTSS period each day. The Primary and Elementary levels are also supported by Title I staff (K-4 students only), and the Special Education teachers who regularly assist students who are reading well below grade level. In some grade, there are modifications made to include math instruction on alternate days during MTSS for students who are below proficiency on PSSAs or benchmark assessments in Math. In the Middle School, all 5th-8th grade core teachers provide literacy instruction for their level during a structured, but fluid MTSS period each day. Reading teachers and literacy coaches provide the non-reading teachers with meaningful resources and activities to address students' literacy deficits. The more intense interventions for struggling learners are usually delegated to our reading certified teachers or those who serve in a Special Education role. These groups remain small and are usually supplemented with online diagnostic and learning tools to assist with filling specific learning gaps. In the High School, as a smaller district, we are challenged in providing "certified" and highly qualified teachers to meet the learning needs through interventions for the students who do not score proficient on the state Keystone Exams. Currently, we have all math certified teachers providing all the interventions needed for the students who need remediation in Algebra I. Most 9th-12th Math teachers are assigned a period of "Interventions" to assist students with Algebra I instruction, and to help prepare students for upcoming Keystone Exams. Some of these teacher will also serve as tutors to guide and provide support for students who will be enrolled in PDE's PBA, Project Based Assessments as well. The HS Special Education staff also assist with more intense interventions for the lowest level students and provides addresses particular learning styles and content deficits. The same process for Algebra interventions is implemented to address the needs of the students in the area of Literacy. However, the English department only consists of 3 teachers with full HS schedules, which does not allow enough time for Keystone Literature interventions. Other highly qualified teachers certified in other subjects, who regularly incorporate literacy standards into their courses (Social Studies) have been included in providing interventions for Literature. The Biology interventions proposes the most challenges because our district only has one Biology certified teacher. However, we include other highly qualified teachers who are certified in environmental or other sciences to assists with interventions, as well as utilizing special education staff who provide an array of interventions in multiple subjects for students at risk. All high school who are in need of intervention also have the advantage of utilizing entire course content for the tested areas through Compass Odyssey. These virtual classes, which are aligned to the PA Keystone content are available 24/7 for students to access during class time, study halls, or from home.

Assessments

Local Graduation Requirements

Course Completion SY 22/23 SY 23/24 SY 24/25

Total Courses 29.00 29.00 29.00

English 4.00 4.00 4.00

Mathematics 4.00 4.00 4.00

Social Studies 4.00 4.00 4.00

Science 4.00 4.00 4.00

Physical Education 4.00 4.00 4.00

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Health 1.00 1.00 1.00

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

2.00 2.00 2.00

Electives 6.00 6.00 6.00

Minimum % Grade Required for Credit (Numerical Answer)

70.00 70.00 70.00

Graduation Requirement Specifics

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

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

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

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

general policies) applies.

Unchecked answers

• Locally approved and administered assessments, which shall be independently and

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

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

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

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

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

standards:

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

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

Environment and Ecology (Biology).

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

performance required to achieve proficiency comparable to that used for the

Keystone Exams.

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

graduation, except for those exempted by their individualized education

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

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

GIEP).

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

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

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

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

assessments submitted for validation shall be deemed valid until a new

validation is due to the Department.

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

independent validations of local assessments in consultation with the Local

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

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

meet the requirements of this subsection by an approved entity performing

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

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

independently validated, the Secretary will direct the school entity to

discontinue its use until the local assessment is approved through

independent validation by an approved entity.

• Completion of an Advanced Placement exam or International Baccalaureate exam

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

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

appropriate Keystone Exam.

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

Local Assessments

Standards WA TD NAT DA PSW Other

Arts and Humanities X X X X

Career Education and Work X X

Civics and Government X X

PA Core Standards: English Language Arts

X X X


X X X

PA Core Standards: Mathematics X X X

Economics X X

Environment and Ecology X X

Family and Consumer Sciences X X

Geography X X

Health, Safety and Physical Education

X X

History X X

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Science and Technology and Engineering Education

X X X

World Language X X

Methods and Measures

Summative Assessments

Summative Assessments EEP EEI ML HS

PSSA X X X

PASA X X X

Keystone Exams X X X

Portfolio Assessments X X X X

Textbook Chapter/Unit Assessments X X X X

Scientific Experiments X X X

Culminating Group Projects X X X

Student (Group) Presentations X X X

Student Written Work X X X X

Student Works of Displayed Art or Performed Music X X X X

Fitness/ Performance Challenges X X X X

Teacher-Made End of Unit Tests X X X X

Skills Checklists X X X X

Benchmark Assessments

Benchmark Assessments EEP EEI ML HS

Easy CBM For Math & Reading K-8 X X X

Grade Level Quarterly Benchmarks (or ELA Modules) X X X X

Textbook Benchmark Chapter Tests (Math) X X X X

Compass Odyssey -PCS, Keystone Aligned Tests X X X X

Formative Assessments

Formative Assessments EEP EEI ML HS

Compass Odyssey -PCS, Keystone Aligned Tests X X X

Textbook Assessments X X X X

Student Homework X X X X

Scientific Experiments X X X

Student Written Work X X X X

Student Demonstrations X X X

Student Presentations X X X

Student or Group Projects or Products X X X X

Student Work of Art/Music X X X X

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Progress Monitoring X X X X

Theatrical Performances X X

Informal "Ticket Out the Door" X X X X

Diagnostic Assessments

Diagnostic Assessments EEP EEI ML HS

CDT- PA Classroom Diagnostic Tools X X X

Running Records X X X

Anecdotal Student Records X X X X

Validation of Implemented Assessments

Validation Methods EEP EEI ML HS

External Review

Intermediate Unit Review

LEA Administration Review X X X X

Building Supervisor Review X X X X

Department Supervisor Review

Professional Learning Community Review X X X X

Instructional Coach Review X

Teacher Peer Review X X X X

Provide brief explanation of your process for reviewing assessments.

Southern Columbia Area School District creates and maintains a district assessment calendar of all benchmark, diagnostic and summative assessments that are implemented throughout the school year. The purpose of this calendar is to review assessments on a yearly basis to determine the alignment of high-stakes assessment to the district's curriculum. Grade level or department chairs are responsible to work with their departments to review relevant calendar items, and make recommendations to building principals should the district's assessment calendar require updating. Teachers are currently working to update common and benchmark assessments for Math and/or ELA at each level to better align them to the PA Core Standards. This work is being done during common planning, grade level team meetings, in-service days, or through PLCs, (Professional Learning Committees). Data sources used for reviewing assessment data is EasyCBM, iReady, PVAAS, PSSA, and eMetric data at any time throughout the year. The administration, departments and grade level teams regularly review student assessment data during team meetings, PLCs, Act 80 Days, In-service Days and during "2-Hour Data Delay Days". We also use an instructional coach and CST Coordinator who assist in the data analysis process as well as preparing or making recommendations for interventions for MTSS in grades K-8.

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.

N/A

Collection and Dissemination

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

High-stakes assessment data for PSSAs and Keystone Exams through eDirect, eMetric and

PVAAS is shared with all stakeholders throughout the District. The Director of Curriculum

accesses and produces summary reports, graphs and presentations to share student

assessment data as soon as the raw data files are released on the eDirect portal. This

information is shared with the District's administrative team, teachers, and also presented

to the school board to provide an updated summary of each buildings' proficiency levels in

tested subjects, as well as historical growth data.

All regular and special educators serving in tested subjects for PSSAs or Keystone Exams

have been trained in using digital data tools such as eMetric, PVAAS, EasyCBM, iReady, as

well as other graded or subject-specific data. All administrators and teachers have logins

and access to necessary data, and consider various data sources when making informed

decisions regarding student grouping or instructional activities. Information, usually in a

working digital spreadsheet format is either provided to these teachers by the Director of

Curriculum, or they access the data and produce selected views and reports as needed for

data team meetings and discussions.

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.

An assortment of student assessment data is used to help target the individual instructional

needs of students who have not demonstrated proficiency on the academic standards. The

data is used to inform instruction for differentiation, as well as interventions from K-12. K-

12 teacher data teams review a wide variety of data sources during team meetings, PLCs,

Act 80 Days, In-service Days and during "2-Hour Data Delay Days". Collaborative

assessment data reviews result in instructional goal setting for students and staff to inform

and drive whole and small group instruction.

The Elementary and Middle School buildings are in their second full year of incorporating a

structured MTSS schedule to meet the needs of all students (including advanced students).

Under the guidance of building principals, data is used to drive decisions for MTSS student

groups as well as tailor instructional activities to provide students with instruction that

targets their areas of need for all PSSA or Keystone tested content. MTSS is part of each

day's schedule, and student data is reviewed regularly throughout the year to generate

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flexible grouping to better meet the needs of individual students in Reading and Math.

The High School data teams, through subject-area department meetings, also review

assessment data to delineating areas of concerns for students who were not proficient on

any of the three Keystone exams, and who will require interventions. All teachers in the

Math, English and Science departments are responsible for providing interventions specific

to each student's areas of need in an effort to prepare them to meet success on the next

Keystone Exam administration.

Assessment Data Uses

Assessment Data Uses EEP EEI ML HS

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

X X X X

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

X X X X

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

The district uses many assessment data tools to disaggregate down to each tested PA Assessment Anchors or learning objectives. This process may reveal the need for further item analysis to determine content where students have additional learning needs. Deeper analysis of PSSA results, Keystone Exams, EasyCBM, iReady, and other common assessments allows trained data teams to identify specific objectives/standards not being met by specific groups or individual students. This information is used to modify student groups for interventions, identify the need for differentiated instructional strategies, as well as address weaknesses in the taught curriculum.

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

N/A

Distribution of Summative Assessment Results

Distribution Methods EEP EEI ML HS

Course Planning Guides X X X X

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Directing Public to the PDE & other Test-related Websites

X X X

Individual Meetings X X X X

Letters to Parents/Guardians X X X X

Local Media Reports X X X X

Website X X X X

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

Mass Phone Calls/Emails/Letters X X X X

Newsletters X X X X

Press Releases X X X X

School Calendar X X X X

Student Handbook X X X X

Email to Parents X X X X

Parent-Teacher Conferences X X X

Provide brief explanation of the process for incorporating selected strategies.

The Southern Columbia School District uses many methods to distribute information about summative assessments to the public. The District's website contains information regarding specific assessments for parents, dates of assessments, and the District Report Card with the latest test results for PSSAs and Keystone Exams. Most annual and past year's historical assessment data is then archived on our District's website. Other related links to PDE's assessment releases like state comparison data, PVAAS Public Data site, or informational assessment websites are linked from our District's PSSA or Keystone web pages in an effort to keep all constituents well informed. Current district and school calendars, which are accessible also from our District's website, contain dates for upcoming assessments. The district's automated "SchoolReach" phone system is often used to disseminate testing information to the community. Also, each building principal takes responsibility for sharing summative assessment information with all teachers, students, parents and their school community. Each building's student handbooks have all of the necessary information regarding pertinent assessments for parents. The principal usually circulates data summaries in school newsletters, which include annual PSSA or Keystone proficiency letters each Spring. The Director of Curriculum, Instruction & Assessment makes an annual presentation of the District's state testing data results to all the District's teaching staff, as well as during a public school board meeting in effort to keep all board members and the community informed. Teachers also share summative assessment data during individual parent-teacher meetings.

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

The district will continue to provide assessment information and results using every method of communication possible to keep all constituents informed. In the future, we will consider the use of incorporating current social media tools (i.e. texting, Twitter, FaceBook, etc.) to further increase dissemination of student assessment information.

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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.

Our district will demonstrate continued growth in student achievement through a continual

increase in the use of all assessment data at all levels to inform the many decisions about

programs that support student learning to meet and exceed annual student achievement

targets. The district is committed to the overall process by improving and developing

standards-aligned assessments, considering implementing more "user-friendly" data tools,

increase more focused professional development for staff to learn how to decipher and use

the data, more time and opportunities for data team meetings, as well as modify building

schedules to incorporate additional time for meaningful interventions in order to meet the

needs of all learners.

Programs, Strategies and Actions

Programs, Strategies and Actions EEP EEI ML HS

Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement

X X X X

School-wide Positive Behavioral Programs X X X

Conflict Resolution or Dispute Management X X X X

Peer Helper Programs X X X

Safety and Violence Prevention Curricula X X X X

Student Codes of Conduct X X X X

Comprehensive School Safety and Violence Prevention Plans

X X X X

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

Student Assistance Program Teams and Training 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:

The District uses Guidance Lessons, Guidance referrals, MTSS, and weekly Grade Level Team meetings to offer supportive services to elementary students (K-4) experiencing

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academic, behavioral, attendance and/or emotional difficulties that may pose to be a barrier to optimal school success.

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.)

District Policy 114 (Gifted Education, revised September 12, 2016) mandates that the District conduct annual public awareness activities to inform parents/guardians of school-aged children residing within the district of its gifted education services and programs, and how to request these services and programs. These activities include include providing written notice of the District's gifted education program through postings on the District website, publication in student building newsletters and presentations/discussions at parent-teacher conferences and open house events.

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

1. The process for locating students who are thought to be gifted begins with a review of the following data by the Coordinator of Gifted Services and the School psychologist at least once per academic year: DIBELS, Easy CBM, and Reading Benchmarks for Kindergarten through Eighth Grades CDT Data for Sixth through Eleventh Grades PSSA Testing Results for Fourth through Ninth Grades Keystone Exams for Eighth through Eleventh Grades Students who perform in the 93 percentile rank and/or advanced on these assessments will be considered for gifted screening. A matrix is in place to screen for these students. Teacher input will be included in this consideration. Students will be given a standardized test at least one grade level above their current grade level. Students who perform at an 88 percentile rank or above will be considered for the administration of a standardized gifted screening assessment. Students who perform at IQ scores of 125 or above on this assessment will be referred to for multidisciplinary evaluation. 2. Parents and teachers may request a gifted screening once a year by completing a Gifted Screening Request Form. 3. Parents may request in writing a multidisciplinary evaluation to determine if a student is eligible and in need of gifted services no more than once a year. Parent are asked to complete input forms documenting why they believe their child may need gifted programming, which includes input on student’s strengths, educational needs, academic creativity, leadership, higher level thinking skills, communication skills, foreign language skills, and technology skills. Once the written request for a gifted evaluation is received by the district, a Permission to Evaluate form is prepared and mailed to the parent along with a copy of the Procedural Safeguard Notice. The Permission to Evaluate will contain the reason for the referral, assessments that will be administered, and the time frame for the completion of the evaluation. Once the signed Permission to Evaluate form is returned to the district stating approval for the evaluation, the psychoeducational evaluation will be conducted by a certified School Psychologist. The parents will receive a copy of the Gifted Written Report

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with the results of the evaluation within 60 calendars of receipt of the Permission to Evaluate form. 4. A teacher referral for a gifted multidisciplinary evaluation shall be made when the student, regardless of any disability, is suspected by teachers of being gifted due to the student demonstrating characteristics of mental giftedness consistent with the definition of mentally gifted or a performance level which exceeds that of other students in the regular education classroom. Teachers are asked to complete rating scales and input forms documenting the student’s high level of performance, which includes student strengths, rates of acquisition and retention, higher level thinking skills, expertise in a specific area, academic creativity, leadership skills, communication skills, foreign language skills, and technology expertise. Students will be given a standardized test at least one grade level above their current grade level. Students who perform at an 88 percentile rank or above will be considered for the administration of a standardized gifted screening assessment. Students who perform at IQ scores of 125 or above on this assessment will be referred to for multidisciplinary evaluation. A Permission to Evaluate form is prepared and mailed to the parent along with a copy of the Procedural Safeguard Notice. The Permission to Evaluate will contain the reason for the referral, assessments that will be administered, and the time frame for the completion of the evaluation. Once the signed Permission to Evaluate form is returned to the district stating approval for the evaluation, the psychoeducational evaluation will be conducted by a certified School Psychologist. The parents will receive a copy of the Gifted Written Report with the results of the evaluation within 60 calendars of receipt of the Permission to Evaluate form.

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

1. The District's procedures for determining eligibility begins with the issuance of a Procedural Safeguards Notices with all Permissions to Evaluate. 2. The District obtains informed parental consent through the issuance of a Permission to Evaluate Form, which shall state reason for referral, assessments to be used, and timeline for the evaluation. 3. The District’s gifted multidisciplinary team (GMDT) is minimally comprised of the student’s parent, the student’s teachers, a certified school psychologist, the student, and the Director of Special Education. 4. The GMDT conducts a comprehensive evaluation that is sufficient in scope to investigate information relevant to the student’s suspected giftedness, including academic functioning, learning strengths, rates of acquisition and retention, intervening factors that may mask giftedness, and educational needs. The GMDT will review all the information gathered during the screening process, information given to the GMDT by the parents, and information given to the GMDT by the teachers or others who interact with the student on a regular basis. 5. The GMDT will also review the results of the psychoeducational evaluation. The psychoeducational evaluation will adhere to all the protection-in-evaluation measures outlined in Chapter 16. Psychoeducational evaluations will minimally include scores from individual nationally-normed intelligence tests and individual nationally-normed achievement tests. 6. The GMDT prepares a Gifted Written Report that summarizes information and findings from the evaluation concerning the student’s strengths and educational needs. The reports

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will make recommendations as to whether the student meets the multiple criteria for mental giftedness and is need of specially designed instruction. The report will also indicate the basis for those recommendations, and include recommendations for the student’s educational programming, and list the names and positions of the members of the GMDT. The GMDT evaluation will be completed and a copy of the Gifted Written Report presented to the parents no later than 60 calendar days after the district receives the signed Permission to Evaluate form indicating consent of this evaluation.

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

Gifted Program being offered included: 1. The pull-out program is individualized or small group instruction and activities with a gifted education teacher and other identified gifted student when available. 2. Acceleration in depth included application, extension, and enrichment activities that replace and/or supplement work in grade-level courses. 3. Acceleration in pacing is defined as instruction at an advanced level. A student must demonstrate the skills necessary for placement at an advanced level in reading, math, English, and/or science.

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

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

Individual Student Planning X X X X

Nutrition X X X X

Orientation/Transition X X X X

RTII/MTSS X X X

Wellness/Health Appraisal X X X X

SWPBS- School Wide Positive Behavior Support X X X

Explanation of developmental services:

N/A

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Diagnostic, Intervention and Referral Services

Diagnostic, Intervention and Referral Services EEP EEI ML HS

Accommodations and Modifications X X X X

Administration of Medication X X X X

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

Assessment/Progress Monitoring X X X X

Casework X X X X

Crisis Response/Management/Intervention X X X X

Individual Counseling X X X X

Intervention for Actual or Potential Health Problems X X X X

Placement into Appropriate Programs X X X X

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

Small Group Counseling-Educational planning X X X X

Small Group Counseling-Personal and Social Development

X X X X

Special Education Evaluation X X X X

Student Assistance Program X X X X

Child Study Team X X

RtII- Response To Instruction & Intervention (Daily) X X X

Explanation of diagnostic, intervention and referral services:

N/A

Consultation and Coordination Services

Consultation and Coordination Services EEP EEI ML HS

Alternative Education 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

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

CSIU-Central Susquehanna Intermediate Unit X X X X

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Columbia-Sullivan County Head Start X

Bloomsburg University-Speech Clinician Services X X X X

Columbia-Montour Chamber of Commerce X X X X

Children's Services, Inc. X X X X

Explanation of consultation and coordination services:

N/A

Communication of Educational Opportunities

Communication of Educational Opportunities EEP EEI ML HS

Course Planning Guides

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

Press Releases 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 X X

Newsletters X X X X



District SIS- Student Information System - Community Web Portal

X X X X

Frequency of Communication

Elementary Education - Primary Level

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• Quarterly

Elementary Education - Intermediate Level

• Quarterly

Middle Level

• Quarterly

High School Level

• Yearly

Collaboration for Interventions

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

Collaborative opportunities for classroom teachers to discuss student needs and academic

progress with other teachers, Special Education teachers or paraprofessionals are

conducted during a daily common planning period, the K-4 Child Study Team process, grade

level data team meetings, IEP team meetings, MTSS team meetings, or Keystone

Intervention meeting at the high school level.

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

Our small rural district does not currently offer any in-house child care, formal tutoring, or

after school programs. It is not economically feasible for the district to offer after-school

programs, due to the added expenses for staffing and bussing.

Information regarding community child care programs is shared through the efforts of the

elementary principal and several local child care facilities with pre-school programs, as well

as coordinating efforts with the county (Columbia-Sullivan Counties) Head Start Program.

Preschool Agency Coordination

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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.

The district does not currently operate any pre-kindergarten services or programs within

the community. They coordinate services with the county Head Start or the county Family

Center which serves students in the district prior to kindergarten. The district provides a

preschool screening, to help identify children with disabilities, and may request a referral to

an outside agency.

Through the kindergarten registration process each spring, the district identifies incoming

students who have not been involved in preschool services, and plans immediate

interventions and family support. The district also provides a 5-week "Ready-Set-Grow!"

summer program for any incoming kindergarten students identified with academic

concerns. This program acclimates the young students to the school setting, bussing,

opportunities for socialization, and regular classroom routines and resources.

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

Developing

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.

In the areas of Math and Reading for the primary level, we are currently engaged in realigning our materials and resources to the PA Academic Core Standards. This process will be accomplished when our curriculum unit mapping process for each subject is completed, which will include identifying all instructional activities, developing or purchasing materials and resources, and developing or purchasing the varied assessment tools needed to align to the standards for each course and level. These necessary

37

components will be used in the completion of a digital, adaptable curriculum product archived in our SIS, student information system (Sapphire) later this year. This curricular repository will be available to teachers, students and parents through our SIS portal. Other curricular areas such as Science, Social Studies and the Arts for the primary level will also be updated and documented using the Curriculum Mapping Tools in Sapphire. Our District's primary level professional staff are always researching and implementing the use of new and engaging instructional materials and resources. All primary classrooms are well equipped with digital tools such as interactive white boards, sound systems, and in some, digital cameras, which are used to enhance instruction and provide engaging, interactive learning activities. We have deploying 12 digital tablets (iPads) for each Kindergarten and First Grade classroom, and teachers will continue to identify high quality, aligned applications (apps) for students to facilitate hybrid/blended individualized or paired learning opportunities. Our second grade classrooms are equipped with 6 desktop computers to facilitate a hybrid/blended learning to personalize learning for all students throughout the school day. We also added a new "primary" computer lab by refurbishing older laptops to accommodate the needs for whole-class online assessments and access to many of our digital tools. This lab will provide more opportunities for K-2 students to engage in high-quality digital instruction to succeed at their own level in math and reading using several programs to which we subscribe, including EDM (EveryDay Math), Discovery Learning, BrainPop Jr., Tumblebooks, WorldBook, and others, as well as many web-based resources, such as those recommended through the SAS (Standards Aligned System) portal. The elementary building received a network infrastructure upgrade which replaced 8 year old non-manageable switch configurations to gigabyte, manageable switches. There is fiber connectivity between all switch closets, as well as back to the head-end switch which is across the street in our secondary building. The district currently utilizes a 50 Mbs connection to the internet, which was just upgraded from 30 Mbs this school year. The network traffic is monitored regularly to determine whether the district's users are maximizing or exceeding its bandwidth capacity. The K-4 building also has a layer of wireless connected to the upgraded backbone, however, it uses older wireless standards, from 7-8 years ago, and may be in need of upgrading as we continue to expand the use of mobile devices throughout all elementary grade levels. Currently, our District's technology infrastructure and resources are supported by a technology department consisting of two technology specialists, and a technology assistant, along with the support of a outsourced technology support provider named Prismworks, who work under an annual agreement to provide high-end server and network support, upgrades and monitoring.

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

N/A




Developing


Accomplished

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Accomplished


In the areas of Math and Reading for the intermediate level, we are currently engaged in realigning our materials and resources to the PA Core Standards. This process will be accomplished when our curriculum unit mapping process for each subject is completed, which will include identifying all instructional activities, developing or purchasing materials and resources, and developing or purchasing the varied assessment tools needed to align to the standards for each course and level. These necessary components will be used in the completion of a digital, adaptable curriculum product archived in our SIS, student information system (Sapphire) later this year. This curricular repository will be available to teachers, students and parents through our SIS portal. Other curricular areas, such as Science, Social Studies and the Arts for the intermediate level will also be updated and documented using the Curriculum Mapping Tools in Sapphire. Our District's intermediate level professional staff are always researching and implementing the use of new and engaging instructional materials and resources. All intermediate classrooms are well equipped with digital tools such as interactive white boards, sound systems, and in some, digital cameras, which are used to enhance instruction and provide engaging, interactive learning activities. Each third and fourth grade classroom is equipped with 7 desktop computers to facilitate a hybrid/blended learning approach to personalize instruction for all students throughout the day. Grades 3 & 4 utilize a current computer lab to accommodate the needs for whole-class online assessments and to access many other applications. This lab provides at minimum, bi-weekly opportunities for students to be engaged in high-quality digital instruction to succeed at their own level in math and reading using several programs to which we subscribe, including EDM (EveryDay Math) Discovery Learning, BrainPop, Tumblebooks, WorldBook, and others, as well as many well-vetted, web-based resources such as those recommended through SAS (Standards Aligned System). The elementary building received a network infrastructure upgrade which replaced 8 year old non-manageable switch configurations to gigabyte, manageable switches. There is fiber connectivity between all switch closets, as well as back to the head-end switch which is across the street in our secondary building. The district currently a utilizes a 50 Mbs connection to the internet, which was just upgraded from 30 Mbs this school year. The network traffic is monitored regularly to determine whether the district's users are maximizing or exceeding its bandwidth capacity. The K-4 building also has a layer of wireless connected to the upgraded backbone, however, it uses older wireless standards, from 7-8 years ago, and may be in need of upgrading as we continue to expand the use of mobile devices throughout all elementary grade levels. Currently, our district's technology infrastructure and resources are supported by a technology department consisting of two technology specialists, and a technology assistant, along with the support of a outsourced technology support provider named Prismworks, who work under an annual agreement to provide high-end server and network support, upgrades and monitoring.


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N/A

Middle Level



Developing


Accomplished



Accomplished


In the areas of Math and Reading for the middle level, we are currently engaged in realigning materials and resources to the PA Core Standards. This process will be accomplished when our curriculum unit mapping process for each subject is completed, which will include identifying all instructional activities, developing/purchasing materials and resources, and developing/purchasing the varied assessment tools needed to align to the standards for each course and level. These necessary components will be used in the completion of a digital, adaptable curriculum product archived in our SIS, student information system (Sapphire) later this year. This curricular repository will be available to teachers, students and parents through our SIS portal 24/7. Other curricular areas such as Science, Social Studies and the Arts for the middle level will also be updated and documented using the Curriculum Mapping Tools in Sapphire. Our District's middle level professional staff are always researching and implementing new and engaging instructional materials and resources. All middle school classrooms are well equipped with digital tools such as interactive white boards, sound systems, and in many, digital cameras, which are used to enhance instruction and provide engaging, interactive learning activities. In 5th grade, mobile laptop computer carts are shared among teachers at each level to accommodate the need for whole-class online assessments and access to a prescribed applications. These labs are used daily by the math teachers as they rely on the digital tools from EDM (EveryDay Math) or CMP3 (Connected Math Project) to engaged students in high-quality digital instruction to support learning and practicing new math skills. All other teachers use the mobile labs to incorporate project-based and inquiry-based learning opportunities, as well prescribing digital interventions which are used by all students for MTSS. The middle level students use a wide variety of programs to which we subscribe, including EDM (EveryDay Math), CMP3 (Connected Math Project), Discovery Learning, BrainPop, Tumblebooks, IXL, WorldBook, and others, as well as many well-vetted, web-based resources, such as those recommended through the SAS (Standards Aligned System) portal. In 6th-8th grade, each student has been issued a Samsung Chromebook to be used in all their classes and to promote good digital citizenship and responsibility. The teachers have updated their instructional activities to include high-quality digital content, some using exclusively online textbooks, assessments, engaging supplemental resources to individualize instruction. (many of the same listed above). Almost all our students take advantage of the option to take their laptops home each day to use for homework or access other related resources from outside the district. The digital conversion was also

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implemented to meet the growing need to accommodate on-line assessments, especially those provided or mandated from the state. The middle school building underwent a complete network infrastructure overhaul in 2012-13, which was done as part of a building expansion and renovation project, as a new wing was added to accommodate 12 more classrooms and office suite. There is Gb fiber connectivity between all switch closets, as well as back to the head-end switch which is across in the adjoining high school building. The district currently a utilizes a 50 Mbs connection to the internet, which was just upgraded from 30 Mbs this school year. The network traffic is monitored regularly to determine whether the district's users are maximizing or exceeding its bandwidth capacity. The Middle School building also has a fairly current layer of wireless network coverage (Rukus managed access points) which covers 100% of the building, but may require expansion in the future to provide for the increased volume of mobile devices used throughout all grade levels. Currently, our District's technology infrastructure and resources are supported by a technology department consisting of two technology specialists, and a technology assistant, along with the support of a outsourced technology support provider named Prismworks, who work under an annual agreement to provide high-end server and network support, upgrades and monitoring.


N/A

High School Level



Developing


Accomplished



Accomplished


At the high school level, we are researching and identifying materials & resources to enhance or provide differentiation for the three Keystone courses of Algebra I, Biology and Literature. We will be documenting both required and optional instructional materials during our curriculum unit mapping process for each subject. Additionally, other Math, English, and Science courses will undergo the same process to align each courses' content in order to ensure necessary spiraling throughout the high school courses. These necessary components will be used in the completion of a digital, adaptable curriculum product archived in our SIS, student information system (Sapphire) later this year. This curricular repository will be available to teachers, students and parents through our SIS portal. Other curricular areas in Science, Social Studies, Business, and the Arts for the high school level will also be updated and documented using the Curriculum Mapping Tools in Sapphire. Our District's high school professional staff are always researching and implementing new

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and engaging instructional materials and resources. All high school classrooms are well equipped with digital tools such as interactive white boards, sound systems, and in many, digital cameras, which are used to enhance instruction and provide engaging, interactive learning activities. Our high school implemented a "Digital Conversion" initiative which provides every student in the building with an individual mini-laptop. Each student has been issued a new Acer Aspire laptop which is to be used in all their classes and to promote good digital citizenship and responsibility. The high school teachers in all courses are in the process of researching, previewing, and developing instructional content and activities to include high-quality digital content from many different sources. Many have already implemented the use of online textbooks, assessments, ILS (Individual Learning System) or engaging supplemental resources to individualize instruction through a hybrid or blended learning approach. Almost all our students take advantage of the option to take their laptops home each day to use for homework or access other related resources from outside the district. The high school digital conversion was also implemented to meet the growing need to accommodate on-line assessments, especially those provided or mandated from the state. Our high school teachers are constantly implementing newer high-quality digital tools to enhance their instruction, engaged students, and support individual learning needs. The teachers will continue planning and realigning resources to meet state standards to incorporate more project-based and inquiry-based learning opportunities, as well prescribing interventions to be used by all students who are need of remediation for Keystone Exams. The high school level students also use a wide variety of programs to which the district subscribes, including Discovery Learning, IXL Math, WorldBook, CK12.org, GooRu, as well as many other well-vetted, digital resources, such as those recommended through the SAS (Standards Aligned System) portal. Students also utilize 4 full computer labs located in the library, technology, and business departments. These workstations serve as options for whole- class research projects, project-based learning, or to meet the needs of small group or individualized instruction. Most are used to facilitate high-end applications in the area of Technology or Business Education and provide learning for digital graphics, movie/audio production, web page development, a variety of programming languages, hardware forensics, CAD simulations, robotics, and other more current STEM initiatives. The High School building underwent a complete network infrastructure overhaul in 2012-13, which was done as part of a building expansion and renovation project. There is Gb fiber connectivity between all switch closets, as well as back to the head-end switch which is housed in the high school building. The district currently a utilizes a 50 Mbs connection to the internet, which was just upgraded from 30 Mbs this school year. The network traffic is monitored regularly to determine whether the district's users are maximizing or exceeding its bandwidth capacity. The High School building also has a fairly current layer of wireless network coverage (Rukus managed access points) which covers 100% of the building, but may require expansion in the future to provide for the increased volume of mobile devices used throughout all grade levels. Currently, our District's technology infrastructure and resources are supported by a technology department consisting of two technology specialists, and a technology assistant, along with the support of a outsourced technology support provider named Prismworks, who work under an annual agreement to provide high-end server and network support, upgrades and monitoring.

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N/A

SAS Incorporation


Standards Status

Arts and Humanities

Implemented in less than 50% of

district classrooms

Career Education and Work


district classrooms

Civics and Government Not Applicable



district classrooms



district classrooms

PA Core Standards: Mathematics


district classrooms

Economics Not Applicable

Environment and Ecology Not Applicable

Family and Consumer Sciences Not Applicable

Geography Not Applicable



district classrooms

History Not Applicable



district classrooms

Alternate Academic Content Standards for Math Not Applicable

Alternate Academic Content Standards for Reading Not Applicable

American School Counselor Association for Students Not Applicable

Early Childhood Education: Infant-Toddler→Second Grade Implemented in less than 50% of

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district classrooms

English Language Proficiency


district classrooms

Interpersonal Skills


district classrooms

School Climate


district classrooms

Further explanation for columns selected "

Although all primary teaching staff have been acclimated and trained in the use of SAS as a reference for standards, curriculum framework, assessments and materials & resources, some none-core content is identified as using SAS <50% because many other alternate, high-quality resources are incorporated into planned instruction to ensure student achievement in each content area. Most of the content standards identified as N/A with regard to the use of SAS are not taught at the primary Level. Or in some cases, the content is included in some of the core areas that address basic readiness and developmental skills in Reading and Math. The district also does not teach the "Alternate Academic Content Standards for Math or Reading".


Standards Status

Arts and Humanities


district classrooms

Career Education and Work Not Applicable

Civics and Government


district classrooms



district classrooms


Not Applicable



district classrooms

Economics Not Applicable

Environment and Ecology Not Applicable

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Family and Consumer Sciences Not Applicable

Geography Not Applicable



district classrooms

History


district classrooms



district classrooms






district classrooms



district classrooms

School Climate


district classrooms


Although all intermediate teaching staff have been acclimated and trained in the use of SAS as a reference for standards, curriculum framework, assessments and materials & resources, some none-core content is identified as using SAS <50% because many other alternate, high-quality resources are incorporated into planned instruction to ensure student achievement in each content area. Most of the content standards identified as N/A with regard to the use of SAS are not taught at the this level. The district also does not teach the "Alternate Academic Content Standards for Math or Reading".

Middle Level

Standards Status

Arts and Humanities


district classrooms

Career Education and Work Implemented in less than 50% of

district

45

classrooms



district classrooms



district classrooms



district classrooms



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




English Language Proficiency Implemented in less than 50% of

46

district classrooms



district classrooms

School Climate


district classrooms

World Language


district classrooms


Although all our middle school teaching staff have been acclimated and trained in the use of SAS as a reference for standards, curriculum framework, assessments and materials & resources, some none-core content is identified as using SAS <50% because many other alternate, high-quality resources are incorporated into planned instruction to ensure student achievement in each content area. The district also does not teach the "Alternate Academic Content Standards for Math or Reading".

High School Level

Standards Status

Arts and Humanities


district classrooms

Career Education and Work


district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

47

Economics


district classrooms

Environment and Ecology


district classrooms

Family and Consumer Sciences


district classrooms

Geography


district classrooms



district classrooms

History


district classrooms



district classrooms






district classrooms



district classrooms

School Climate


district classrooms

World Language


district classrooms


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Although all our high school teaching staff have been acclimated and trained in the use of SAS as a reference for standards, curriculum framework, assessments and materials & resources, some non-core content is identified as using SAS <50% high-quality resources are incorporated into planned instruction to ensure student achievement in each content area. The district also does not teach the "Alternate Academic Content Standards for Math or Reading".

Early Warning System

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

Not answered


Characteristics

District’s Professional Education Characteristics EEP EEI ML HS

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

X X X X

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

X X X X

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

X X X X

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

X X X X

Empowers educators to work effectively with parents and community partners.

X X X X

District’s Professional Education Characteristics EEP EEI ML HS

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

X X X X

Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching

X X X X

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materials and interventions for gifted 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.

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.

All teaching staff, school counselors and educational specialists have been and will continue to be required or involved in the Professional Development that regularly address the individual learning needs of all students. There are many opportunities for the professional staff to learn about, and improve their knowledge and skills of how to incorporate engaging, research-based teaching competencies and improve student learning to meet the needs of groups and individual students. Most professional development (PD) offered to staff are established to meet the needs of our district or building goals determined by the administrative team each summer. Professional staff also respond to several online surveys annually that assist in determining each teacher's individual PD goals, depending on their class assignments or to meet specific needs for training. Online needs assessments (surveys) make it much easier to ascertain and share the district's staff PD needs with the administrative team, K-12 team leaders and the district's TLTs, Technology Team Leaders. Teacher's prioritized PD needs are met through scheduled training sessions throughout the school year, or through online training portals. Some PD is provided through training by our local IU or PATTAN, and also take place during the summer months as needed. Our district incorporates Professional Development training opportunities through the use of approximately 8 full days a year through Teacher In-service and Act 80 Days. K-12 teaching staff who teach in key assessed content areas such as Reading, Math, Writing, Science, or the HS Keystone Content also spend additional days each school year to work on aligning content to PA Core Standards, learning research-based effective practices, analyzing student assessment data, developing aligned assessments, inclusion and differentiation strategies, or learning and developing new engaging materials and resources to supplement their instructional activities. All teachers K-12 also utilize a common planning period at the beginning of each day from 7:30-8:00 am to meet collaboratively to discuss student data and individual learning needs, or to participate in "workshops" to learn or customize digital tools, whether it be for our SIS grading and classroom management/communication, data tools, or ILS (Individualized Learning System). Individual buildings often use morning sessions to address building initiatives for SWPBS (School Wide Positive Behavior Support), student grouping for MTSS, or curriculum resources specific to their programs. The district also incorporated 2 additional "2-Hour Data Delay" days to provide opportunities for teachers and administrators to conduct meaningful discussions regarding student assessment data, MTSS grouping, and resources needed for grades K-8, as well as required interventions for high school students who are not proficient on any of the Keystone Exams. Teachers and administrators are provided opportunities for additional professional development through our intermediate unit, local or state conferences, or outside agencies which specifically address the needs of all or subgroups of our student population. Many

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teachers have participated in college graduate level courses on topics to improve student learning and achievement. Our district's professional staff continues to increase their level of technology knowledge and use to improve instruction in every classroom. Much professional development is provided to support a wide variety of K-12 technology implementations. Our district or building technology initiatives is usually facilitated through the use of our TLTs, or Technology Lead Teachers. Our 10 TLTs, who are selected by administration, participate in additional technology training over the summer and monthly to provide them with added skills to guide and be accountable to their teams of 6-8 other teachers. We have found that this train-the trainer model is incredibly effective, and teachers' technology training and support needs are addressed in a more timely manner. Teachers are also encouraged and provided time to participate in many different online learning opportunities through simulations or webinars which address content-specific tools, our Student Information portal tools, assessment portals (PVAAS, eMetric, eDirect, EasyCBM, etc.). Information has also been shared to motivate educators to register for the SAS "Framework for Teachers" and other courses through SAS's Professional Development portal. Through these opportunities the district's professional staff are provided with an abundance of possibilities to earn Act 48 hours.


The District already provides, and will continue to provide, a plethora of valuable professional development opportunities. All of the Professional Education Characteristics listed are already included regularly during a wide variety of Professional Development opportunities (described above) for educators throughout the District.

Educator Discipline Act 126, 71

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

Questions

The LEA has conducted the required training on:

8/20/2018

8/21/2018

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:

1/11/2016 Teachers of grade 6-12 completed the training

The LEA plans to conduct the training on approximately:

1/14/2019 Teachers of grades K-5 will complete the training

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

Questions

Not Applicable for our school entity

Strategies Ensuring Fidelity

Checked answers

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

• Using disaggregated student data to determine educators’ learning priorities.

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

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

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

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

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

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

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

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

Unchecked answers

• 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.


A great deal of professional development throughout the school year centers around the analysis of student assessment data using several data sources, and having teams of teachers collaborate regularly about ways to better meet all students' learning needs. Regular, timely views of historical data is used to determine the successes and weaknesses of our curriculum, schedules, intervention programs, educational resources, and past instructional practices. The results of these collaborative processes are then used to improve instruction for current and future students. Data sources used are benchmark reports from EasyCBM and iReady for Math and Reading, eMetric, PVAAS, and others such as IXL (Math), which addresses the needs of our struggling readers. Most teachers are well-trained in accessing and disaggregating assessment data to contribute to meaningful discussions and to the decision making process.

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Professional staff are regularly surveyed, mostly through the use of online, automated survey tools to determine and provide follow-up support to annual training needs. These surveys are administered each year, to meet a variety of purposes. Surveys are given to assess professional development needs that address essential curriculum requirements, technology resources, data assessment, professional responsibilities and accountability for Act 82 and the "Framework for Teachers", SAS (Standards Aligned System) resources, inclusionary and differentiation practices, and many others that are specific to other departments or curricular areas. The data results from multiple surveys is accumulated (spreadsheets) and formatted into purposeful reports and shared out with other administrators. The data is then used to plan upcoming professional development, and to disaggregate the training needs of individual teachers, buildings or for the entire districts' professional staff. Since much of what teachers need to be highly-effective instructors revolves around students' assessment data, which relies heavily on the use of digital tools, we provide ongoing professional development opportunities which are usually supported by eleven district TLTs, or Technology Lead Teachers. These 10 teachers from varied grade levels and teaching assignments are all exemplary technology integrators and receive a negligible annual stipend to assist all other teachers and provide training as needed or requested. These teachers have been trained by the Director of Technology, other administrators, or outside sources in the use of a wide variety of assessment data tools. Each TLT is responsible for training a small group of 6-8 teachers' and supports their varied needs for a successful implementation. As technology innovators, they enthusiastically learn new skills and tools, and provide the training and support needed to eventually move all teachers to successfully use tools and implement technology in meaningful ways to support student learning. In addition to our TLT support, the district's technology department subscribes and uses an online helpdesk system which supports district users with hardware, software and training needs. The online system is used by all teachers (and all district staff) to request all levels of technical support for data tools or other digital applications used throughout the district. Teachers' "helpdesk" requests are received via an email into the he helpdesk and are delegated to the various technology staff members, administrators, or TLT staff to make sure teachers' request are expedited and their tech-support needs are met. Simple requests to obtain login credentials, dispensing potential learning solutions, establishing classes and assignments in learning portals, to more complicated requests involving detailed data analysis are supported through our help desk system. Although some technology or data requests still come through traditional lines of communication, most of it is managed and recorded through the helpdesk system. This system also allows the technology department to archive solutions to technology issues in a Knowledge Base for future reference, as well as manage our hardware inventory and reports. The district has developed an online professional development verification process which is also used to validate the completion of specific training sessions and record Act 48 hours in house. It also serves as the means to report each teacher's professional training acquired to date, as well as determine future needs and concerns following professional development sessions. These digital surveys, usually linked to websites with resources, instructions, or references are often used to provide information to administrators, technology staff, and team leaders, to help identify further training needs. Our intent is to use this process and tool for all future professional development to provide a comprehensive training archive to help establish follow-up training needs, and to inform our budgetary process for to meet the districts' professional development needs. Building and district administrators regularly meet with content teams or team leaders to

53

discuss student assessment data, and guide the decision regarding student grouping in order to meet students' needs through MTSS or interventions. Teachers use daily common planning time, as well as 2-hour "Data Delay Days" twice a school year to plan interventions and differentiation. Principals serve as part of the data teams and provide support for resources and scheduling as needed to implement MTSS or interventions to all students in need. Our building administrators are required to attend all professional development activities that involve on student assessment data, MTSS or student, interventions, teacher effectiveness, or new processes and tools that assist teachers in assessing students' needs or enhance instructional practices. Administrators also meet as a team to collaborate on using student assessment data in efforts to develop beneficial schedules and programs to meet the learning needs of all students. The district subscribes to an online tool called PA-ETEP, or the Pennsylvania Electronic Teacher Evaluation Portal. This tool has been hugely instrumental in assisting the administrative team in the process of teacher observations and evaluations. PA-ETEP organizes and archives all the necessary components needed to meet the state requirements for Act 82, the Teacher Effectiveness System. The tool serves administrators involved in the any aspect of the teacher observation process with a one-stop portal for all communication between themselves and all teachers. It takes both parties from the pre-conference, observation, component performance rubrics, reflection, post-conference, and right through to the scoring rubric for the Act 82 form. It provides a time-stamped tool to document all aspects of the formal observations in real-time, providing an opportunity to edit the content later. The tool also provides opportunities for teacher reflection and feedback, and finalizes the entire observation process with a digital signature from both parties. Accountability using PA-ETEP to document each teachers' classroom practices does not only include a formal observation process. PA-ETEP has responded to current state requirements by imbedding necessary tools to support documentation and feedback for walk-through observations, differentiated supervision, and most recently the SLO process, or Student Learning Objectives. PA-ETEP will archive each year's data which is always visible by the teacher, administrator and central office staff. This is incredibly useful to get a perspective on all data collected throughout the district, a building, grade level or individual teacher to determine and support the need for further professional development or any plans of corrective action in the form of a Professional Improvement Plan (PIP). Since implementing PA-ETEP, our district has employed two new principals, who find it easy to come into the system and begin the formal observation process. This year, we will be implementing the modules for the SLO process, as well as the differentiated supervision model.


The district devised a professional development evaluation which was used in the past, but not consistently. To truly address the individual needs of each teacher, we will implement the use of an evaluative tool more regularly in the future to provide timely feedback from staff and measure the success as well as the need for additional training of our K-12 staff. The district does not have a formal systematic process in place to validate professional development trainers or providers. Due to budget constraints, and the immediacy of some mandated staff training initiatives, most of our training is done using the "train-the-trainer" model, or on occasion an IU representative will provide training in our district directly to

54

teachers. Most professional development in the district is facilitated by district administrators, coaches, designated staff, or our TLT (tech-lead teachers). Most of our trainers have been trained by our own administrative team, our local intermediate unit staff, PDE curriculum, Act 82, or assessment specialists, PATTAN, or via online through collaborative sessions or webinars. Should we secure future training through outside vendors, they will be validated through an administrative review of credentials in the specified area of training.

Induction Program

Checked answers

• Inductees will know, understand and implement instructional practices validated by

the LEA as known to improve student achievement.

• Inductees will assign challenging work to diverse student populations.

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

initiatives, practices, policies and procedures.

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

practices and procedures.

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

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

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

• Inductees will effectively navigate the Standards Aligned System website.

• Inductees will know and apply LEA endorsed classroom management strategies.

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

students in crisis.

• Inductees will take advantage of opportunities to engage personally with other

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

• Inductees will know and implement effective communication strategies with

parents and other community members.

• Inductees will learn and apply effective strategies to access and disaggregate

student assessment data from a variety of sources to positively affect classroom

instructional practices to meet the needs of all learners..

• Inductees will successfully integrate instructional technology tools and effective

digital content to enhance instruction and provide engaging learning opportunities

for students.

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• Inductees will learn and apply inclusion and differentiation strategies to

instructional practices as required to meet students' individual learning needs.

Unchecked answers

None.


Teacher inductees are provided an induction guide or "District Induction Manual" which outlines our 3-Year Induction Program goals, evaluation process, support teacher selection process, building and district staffing, job descriptions, and the necessary induction topics to acclimate each new inductee, as well as providing support throughout the 3-year induction program. All new teacher inductees are assigned a mentor teacher who is responsible for many of the induction topics and tasks involved with covering basic information and expectations related to building or LEA-wide initiatives, practices, policies and procedures. The mentor is responsible for introducing each inductee to building office staff, custodial and maintenance staff, building team leaders and technology lead teachers (TLT), as well as all support staff from the Special Education department and pupil support services. The mentors also provides review of inductee duties & responsibilities, lesson planning, digital tools training, student motivation, differentiation, grading process and any other tasks needed for success in the classroom. The information to be covered by each mentor teacher is explicitly outlined in the district's induction booklet. Each mentor is provided a monetary stipend to serve in this important capacity. The building principal also serves in the induction process by reviewing the processes and resources that are needed to address student safety, communication with parents or guardians, professional responsibilities, Code of Professional Practice, confidentiality, as well as review some of the curriculum and assessment resources and guidelines. Principals also take responsibility to provide an overview of the Teacher Effectiveness System, PVAAS (teacher-specific data) and the use of the digital tools, namely PA-ETEP (PA Electronic Teacher's Evaluation Portal) to manage the teacher evaluation process. The most critical role of the building principal is to conduct at least 2 formal observations with pre & post conferencing, in addition to walk-through observations using the PA-ETEP tool to manage all aspects to meet the Chapter 4 Requirements to support the PA Teacher Effectiveness System. The Director of Curriculum, or designee, serves in the role as district trainer through the use of PLCs to review many processes that involve the use of instructional, assessment, data, or other digital tools that are critical to the success of planning engaging instruction as well as using student assessment data to inform their instruction. Some time during a series of PLCs, mostly throughout the first year is spent previewing or reviewing the components of SAS, (Standards Aligned System) and the various assessment instruments used for each level and subject matter. (Benchmarks, Diagnostic and Formative tools). The Director of Curriculum ensures that each inductee has completed each essential step in the Induction Program over the 3-year period and communicates any further needs with each mentor teacher or building principal. Time is dedicated to learning about the specific high-yield (achievement) instructional activities. The Director of Curriculum also provides training opportunities for inductees to learn more about the components of the Danielson's Framework for Teacher. They also assist in the teacher evaluation process for each inductee by using the PA-ETEP tool to conduct formal and walk-through observations. Building Team Leaders (K-8) and Department Chairpersons (HS) also take a lead in

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acclimating new teacher inductees to their respective departments. These department or grade level leaders take responsibility to share important instructional resources, department schedules/changes, assessment tools or student data and processes with inductees in their departments. They are required to relay any concerns or needs of each inductee to their mentors or building principals. Each district teacher inductee is also a member of a Technology Team, which is led by a TLT, or Technology-Lead Teacher. TLTs are required to assist all new teachers in the use of the many digital curricular, classroom management, lesson planning, communication, or assessment tools, for which many are required by the district. The TLTs also provide the inductee with minor technical assistance and hardware or software trouble-shooting if needed. Lastly, the district's Technology Department provides inductees with the means of direct communication and technology support through an electronic "helpdesk", which is used to post technology problems, concerns or questions via an email. The helpdesk is used to streamline and delegate technology issues to qualified technology support staff. It also relays feedback or solutions to each teacher in efforts to resolve technology problems in a most effective and timely manner.


All strategies, in addition to those added are addressed and incorporated into the District's 3-Year Induction Plan.

Needs of Inductees

Checked answers

• Frequent observations of inductee instructional practice by supervisor to identify

needs.

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

identify needs.

• Student PSSA data.

• Standardized student assessment data other than the PSSA.

• Classroom assessment data (Formative & Summative).

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

• Review of inductee lesson plans.

• Review of written reports summarizing instructional activity.

• Submission of inductee portfolio.

• Knowledge of successful research-based instructional models.

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

and second-year teacher interviews).

• Through walk-through observations, specifically assess knowledge and use of

engaging, high-quality digital tools to enhance instruction.

• Effective communication procedures and tools with students and parents (i.e. web-

based, Community Web Portal, Course Management System, email, or others.)

• Informal conversations and team intervention planning with regard to the access,

use, and decisions based on a variety of student assessment data.

Unchecked answers

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


The district's 3-Year Induction Plan requires inductees to meet with mentors to discuss "monthly talking points" which address timely topics such as beginning and end of year expectations, assessments, maintaining accurate records, reflections on teaching and learning, communication and others. These specific "talking points" are provided for the entire first year of service. Through regular formal, informal, and walk-through teacher observations, the building Principal, Director of Curriculum or the Superintendent will evaluate each inductee's knowledge and use of research-based instructional strategies, use of effective classroom management techniques, use of engaging, and high-quality digital tools to enhance instruction. Documentation from all observations will provide digitally stored artifacts in the PA-ETEP (PA Electronic Teacher Evaluation Tool) portal to encourage valuable discussions with each inductee to satisfy requirements for the state Teacher's Effectiveness System, Act 82 Teacher Evaluation process. Inductees serving in a tested (state) content area are responsible for regular review of all assessment data, which would include assessments such as the PSSA, Keystones, iReady, EasyCBM, local tests, or others. Regular review of all or specific assessment data is done through scheduled, collaborative grade-level or team data meetings. Through these meetings, inductees are held accountable to use and act on students' assessment data by promoting effective decision-making with regard to student grouping, MTSS, interventions, differentiation, acceleration, as well as selecting or preparing engaging instructional activities and resources. The building principal is required to review and evaluate each inductee's daily lesson plans which are digitally created and can easily be viewed in the districts' SIS, Sapphire portal. The principal can also review inductee digital tools used to communicate essential information or resources to students and/or parents, such as web pages, SIS-Community Web Portal, Course Management System, email, or others. At the culmination of the District's 3-Year Induction Plan, inductees and mentor teachers are required to complete a survey to provide feedback in support of or as recommendations to improve the District's Induction Plan. Below are the reflection questions ask of each inductee and mentor teacher: INDUCTEE REFLECTIONS: 1. Did the agenda of the Teacher Induction program meet your individual needs? Explain.

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2. Were your individual concerns, as identified in the Needs Assessment Questionnaire and through personal contact with your Support Teacher, adequately addressed through this Teacher Induction Program? Explain. 3. What would you suggest be added to the program to aid the incoming teacher? 4. What items in the program should be excluded because they are of little value to the program? MENTOR REFLECTIONS: 1. Did this program help provide adequate support to the Inductee? 2. What would you suggest be added to the program to aid an Inductee? 3. What items in the program should be excluded because they are of little value to the program? 4. How can the district enhance the role of the Support Teacher in this program?

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

We presently do not require inductees to respond to surveys conducted by the CSIU (#16) or other non-district entities. Our district has not had the need to collect induction information from previous programs for any inductees to date, since all inductees have begun their 3-Year Induction process in our district.

Mentor Characteristics

Checked answers

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

• Potential mentors have similar certifications and assignments.

• Potential mentors must model continuous learning and reflection.

• 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.

• Potential mentors must demonstrate the effective use of digital tools to disaggregate student assessment data.

• Potential mentors must demonstrate the use of a variety of engaging digital tools to enhance classroom instruction.

• Potential mentors must demonstrate the effective use of the many curricular and assessment tools found in SAS (Standards Aligned System).

Unchecked answers

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


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The District's 3-Year Induction Plan contains a detailed job description for a teacher serving

in the role of a mentor teacher. Below are the specific criteria used to select a mentor for a

beginning teacher:

• A minimum of three years of successful teaching experience in the district

• An Instructional II Certificate.

• Demonstrated competence in instruction, planning, and classroom management as

evidenced by classroom observation reports.

• A positive attitude toward the teaching profession.

• Evidence of working well with children and adults.

• Teaching of subject area and/or grade level appropriate to the inductee.

• Must complete a support teacher application and submit it to the building principal

Mentor teachers are selected through a collaborative process involving building or district

administrators, depending on the grade and content teaching assignment for each inductee.

Other considerations used to select the best mentors for inductees include:

• Willingness to serve and accept the added responsibilities

• Solid knowledge of the district's approved curriculum in the content area to be

taught by the inductee

• Knowledge and use of various data sources such as eDirect, eMetric, PVAAS,

EasyCBM, iReady, or others

• Effective demonstration in the process of disaggregating assessment data to assist in

data-based decision making for continuous improvements

• Enhance instructional practices with a variety of engaging digital tools to meet the

needs of individual learners

• Effective use of SAS (Standards Aligned System) resources as well of applicable PA

Core Standards

Mentor teachers must also possess a positive outlook toward the teaching profession in

general, and also demonstrate knowledge and the successful implementation of required

district and building initiatives. These may include applicable assessment procedures,

regulations, schedules, and responsibility for eligible content for local or state tests. Other

initiatives may include behavior or class management programs, district or building grading

processes and tools, MTSS for grades K-8, High School Keystone interventions.

Time is designated for mentor and inductee to meet prior to the beginning of the school

year, during common planning time before school daily, or during PLCs established to

address the needs of each inductee. Also, if inductee and mentors are on the same team,

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they can use common planning time, or elect to stay after school. They may also elect to use

other digital methods of communication to plan, reflect, or address the inductee's needs or

concerns.

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

incorporation.

We do not have a formal mentor training program in place, however, we would provide

specific training if there is a new building or district initiatives that must be incorporated

into the current induction program. We usually have very few inductees each year in the

district, due to very low teacher turn-over, and recent teacher furloughs. We will plan to

incorporate a training session prior to the beginning of the next school year for any district

mentors, using the District's 3-Year Induction Plan as a guide. We are also consider using a

newly developed online induction training resources which will be offered by our local IU to

provide districts with optional training modules which will help supplement or meet the

requirements of our comprehensive induction process.

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

Assessments X X X X

Best Instructional Practices X X

Safe and Supportive Schools X X

Standards X X X X

Curriculum X X X

Instruction X X

Accommodations and Adaptations for diverse learners

X X

Data informed decision making X X X X X X

Materials and Resources for Instruction X X X

If necessary, provide further explanation.

In addition to the important topics above, the District's 3-Year Plan contains quarterly checklists for the first year of the induction process. Some of the topics included in the mentor-inductee discussions include the following: First Quarter Checklist of Topics:

• Instructional Support Team Process (K-8)

• Student Assistance Team Process (9-12)

• Accompany new teachers to meetings and sit by them

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• Substitute teacher folders and advance preparation

• School cancelations, delays, and early dismissals

• Discuss specific holiday policies/procedures in the building

• Field trip procedures and Board Policy

• Review their grade book and record keeping system (Sapphire)

• Requisition procedures/Budgeting procedures

• Community Resources

• PSSA & Keystone Exam Preparation

• Discuss the two teacher observations completed

Second Quarter Checklist of Topics:

• Debrief the first semester

• Use of time, efficiency of classroom routines (goal-time task)

• Discuss final exams, exam schedules, reporting grades

• Discuss any classroom management issues that have developed

• Discuss the pacing of curriculum

• Discuss the classroom management

• Discuss assessments relevant to each position

• Discuss the teacher observation completed

Third Quarter Checklist of Topics:

• Discuss the self-reflection journal

• Discuss feedback from observations

• Review any visitations and the value of other programs

• Review remaining Board Policies not previously discussed

• Review end of the year procedures

• Discuss the teacher observation completed

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Fourth Quarter Checklist of Topics:

• Discuss the needs assessment questionnaire completed at the beginning of the

year and which areas still need to be addressed

• Discuss the future professional development

• Discuss career goals and where the mentor stands in regards to completing

credits toward permanent certification

• Discuss the overall process and what needs to be accomplished years two and

three

Monitoring and Evaluating the Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

The induction plan will be monitored through quarterly checklists, as well as during the mid-point program meeting agenda and inductee's summary logs. The end of the year evaluations will be submitted to the building principal. Induction checklists will include all of the topics to be discussed, as well as the trainings that were attended by each inductee throughout each quarter. The inductee and the support teacher will check-off that they have completed /discussed those tasks/topics. Additional monitoring will be done through collaborative PLCs with inductees, as well as through the observation process conducted by district administrators. Discussions will also be used, and contain structured prompts which will assist in providing a developmental view of each inductee's progress as they move through the school year. Support teachers will discuss the reflections with their inductee during the weekly common planning time as well as use them for discussions during PLCs or meetings with administrators. At the end of the three year Induction Program, new teachers will be required to submit their final paperwork to the building principal and Director of Curriculum. End of the year induction evaluations are administered for both the inductee and their support teacher to indicate their participation in the induction process, provide feedback to indicate where more individual support is needed, and allow for input from the building principal as well. At the end of each year, an Induction Committee, made up of teachers and administrators will meet to evaluate and review the induction plan and make recommendations for future improvements.

Recording Process

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

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

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

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

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

program.

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

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

Level 2 Certification.

Unchecked answers

None.

Special Education

Special Education Students

Total students identified: 215

Identification Method

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

Identification Method for Specific Learning Disability:

The Southern Columbia Area School District currently utilizes the achievement-ability

discrepancy method to determine whether or not a student has a specific learning disability.

All elementary students are screened for reading and math three times each year utilizing

universal benchmarks.

Once a student is referred for a psychoeducational evaluation, the school psychologist

administers individual cognitive and academic assessments to determine functioning levels.

This includes determining if a significant discrepancy, as defined as a minimum of 1.5

standard deviation between cognitive ability score and the achievement test standard score

in State-approved grade level standards in eight areas of functioning (oral expression,

listening comprehension, written expression, basic reading skill, reading fluency skill,

reading comprehension, mathematics calculation, mathematics problem solving).

Additional factors are also considered which include performance on state and local

assessments, curriculum based measures, performance on classroom assessments and

patterns of strengths and weaknesses.

The team also determines and rules out that the findings are not primarily related to a

visual, hearing or orthopedic disability, intellectual disability, emotional disturbance,

cultural factors, environmental or economic disadvantages or limited English proficiency.

The team also must determine if any discrepant findings are a result of a cumulative lack of

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instruction rather than SLD.

If the team determines that a child meets the criteria as a student with a disability, the team

then decides if the student requires specially designed instruction or replacement

instruction in specific areas of weakness.

Enrollment

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

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

In review of special education data report, the Southern Columbia Area School District is

comparable to the state average overall in the number of identified students with

disabilities. The Southern Columbia Area School District has 14.6% identified special

education students; the state average is 16.5%. In further review; however, there is a noted

area of over identification in the following disability area: Specific Learning Disability: The district has a larger percentage of students identified with

specific learning disability than the state data. The district is aware that this is an area of need

and is working towards implementing a research based intervention system to address academic

deficits in a Tier 1 or Tier 2 MTSS system.

The district is below the state average for students identified with a primary disability of

Autism or Other Health Impairments. The identification of a student with autism relies

heavily on information and reports from medical providers. The district works closely with

the Autism Developmental Medical Institute in Lewsiburg, PA in order to refer any student

that the district may believe would meet the criteria as a student with autism. Therefore,

this leads to a fluctuation from year to year in the number of students who meet the medical

and educational criteria as a student with the disability category of autism. The district has

noticed a decrease in the number of students with the disablity cateogry of Other Health

Impariment due to an increase in the implementation of school wide positive behavior

interventions and professional development related to the differentiated instruction.

Studen't may require accomodations in the regular education setting but not need specially

designed instruction to demonstrate progress.

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)?

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

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

1. The District does not currently have any 1306 facilities within our boundaries.The

District provides the required special education paperwork to the facility where the student

has been placed as soon as notification is made.

2. The Southern Columbia Area School District is committed to educating students in the

least restrictive setting to the maximum extent possible. The SCA District utilizes an IEP

team approach and considers the full continuum of services and supports available when

determining a student's educational placement. The student is not educated in regular

education environment only when progress is not satisfactorily achieved with the use of the

available supplementary aides and services. Students are not pulled out of regular classes

unless it has been demonstrated that the child requires a teaching approach in a small

group in a separate environment by a special education teacher. Supplementary Aides and

services include but are not limited to, behavior plans, personnel, assistive technology and

devices, modified and adapted curriculum, contracted related service providers. The

District also offers a continuum of services in conjunction with the Central Susquehanna

Intermediate Unit (CSIU-16) and programs in neighboring districts for those students who

need more intensive services than those offered at SCASD. If a student is placed in a

program outside of the district, the IEP team will advocate for the student's integration in

the general education setting in their prospective building if at all possible.

3. At this time, the district has not identified any significant barriers which has limited our

ability to meet the obligations as described under 1306 or PA state code. Although physical

distance and communication, has been identified as a barriers in the past, the use of

technology has assisted the district in meeting its obligations under Section 1306 of the

Public School Code. If a student is thought to be exceptional and requires a comprehensive

evaluation, this process may be completed by the district or the district may contract with

the IU to conduct the evaluations.

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).

The Southern Columbia Area School District does not have any facilities for incarcerated

students located within our district boundaries. Any SCA student placed in a correctional

facility would be educated by the institutional staff or through a contractual agreement with

the local school district or IU program. The Southern Columbia Area School District

maintains an official file on each identified student that contains special education records.

When a student of the Southern Columbia Area School District is placed in a facility, school

records are shared and the District participates to the extent possible in the development of

the Individual Education Plan so that the student continues to receive a free appropriate

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public education. The District communicates with the facility to ensure the needs of the

student area being met.

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.

The Individuals with Disabilities Education Act (IDEA) strongly supports the LRE concept of

educating students with disabilities in the general education setting with supplementary

aids and services. IDEA mandates that students with disabilities receive their education, to

the maximum extent appropriate, with non-disabled peers. The team must consider the

general education classroom as the starting place for any considerations about the

placement of any student receiving special education services. Any removal of a student

with a disability from the general educational environment occurs only when the nature or

severity of the student’s disability is such that progress in the general education setting

cannot be achieved satisfactorily even with the use of supplementary aids and services. It is

only after exhausting all the possible supports, services, and aides along with extensive

documentation and data collection that a team would begin to consider the possibility of the

need to look for an out of district placement.

The Southern Columbia Area School District upholds the LRE mandates of IDEA by

providing a continuum of service and support options for students with disabilities. Prior to

placement in special eduction, the IEP team reviews the evaluation report and determines

the strengths and needs of the student and the most appropriate way in which to provide

education in the least restrictive environment. The placement decision is based only on the

needs of the individual student and is made at the IEP team meeting which always includes

the parent. The IEP team discusses and considers the full continuum of services available to

ensure the student is educated to the greatest extent possible with a student without

disabilities. The District's common planning time allows the special education teachers the

ability to work closely and collaboratively with the regular education teachers to ensure the

maximum integration of students with disabilities in the general education setting.

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Adaptations and modifications to the general education curriculum and activities are

provided to ensure the student is receiving instruction appropriate to their

needs. Supplemental aides and services are provided according to the areas of needs

outlined in a student’s Individual Education Plan to support his/her participation in the

least restrictive environment.

During the 2017-2018 school year, the District partnered with The Include Me From the

Start program funded by ARC. This has allowed a consultant to work closely with five

identified students with complex needs and increasing their access to the general education

curriculum. The District plans on continuing this initiative in the following school year.

The District continues to demonstrate growth towards providing resources to maintain

students with disabilities in the least restrictive environment. This is evidenced by the

most recent data in the Special Education Data Report and Indicator 5 of the State

Performance Plan in which the SCASD met all three targeted areas - SE Inside Regular Class

80%- district 65.7.0%, (state 62.4%) SE Inside Regular Class less than 40% - district 5.8%

(state 9.0%). Currently, the District has a very small percentage of students that are

placed out of the district and therefore the District data is not available due to the small

group size (state 4.9%).

The District provides supplementary aids and services within the regular education setting

and in extracurricular and non academic settings in order to maximize the extent to which

students with disabilities participate with non-disabled peers. Removal from the regular

education environment occurs only if the nature and severity of the disabliity is such that

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

achieved satisfactorily. When considering the appropriate educational program for a

student, the IEP team considers input from all team members including parents, teachers,

counselors, psychologist and related service providers.

Other Information Related to District LRE Strategies:

• There are several initiatives over the past few years that have and are supporting a

high percentage of students with disabilities in the general education environment. The

district recognizes this as an ongoing endeavor and is committed to provide training and

resources to continue to increase the inclusion of students with disabilities in the general

education setting.

• The District supports participation of children with disabilities in academic and

extra curricular activities by providing paraprofessionals and personal care assistants to

events . Students with disabilities that prevent them from participating in athletics have

served as team managers or assistants. The District has utilized high school peers as

support systems for both regular and special education students with diverse needs.

• Assistive Technology Evaluations- The District contracts with the CSIU for assistive

technology evaluations using the SETT process. This allows the evaluator to gain

information from the student, teachers, parents and the learning environment to determine

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which high and low technology devices can be used to assist students in gaining access to

the general education setting.

• School Wide Positive Behavior Support- The SCA Elementary and Middle Schools

have implemented School Wide Positive Behavior Support teams. The teams consist of

both regular and special education teachers analyzing school wide behavioral referrals to

determine which areas need to be addressed and incentives for positive behaviors.

• Individual Behavioral Program Monitoring Checklists for students who are included

in general education setting with behavioral needs. The school utilizes the CSIU and school

staff to consult to assist in developing behavioral plans for students who need them.

• Safe Crisis Management Training/Safety Care- Twenty (20) staff members including

both teachers, paraprofessionals and administrators are trained on deescalating crisis

situations. Two staff members recently attended a training to be in house trainers on Safe

Crisis Management.

• Seizure Training- All special education and elementary staff were trained on

recognizing and responding to seizures.

• Para- training- All paras are able to attend two day training with five other districts

on a yearly basis.

• Technology Training- District staff have attended training on using iPads and

specific applications related to student needs.

• Indicator 13 Training and follow-up- All high school teachers were trained by the

CSIU on Indicator 13.

• Include Me From the Start Program for the current and upcoming school year.

Behavior Support Services

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

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

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

69

It is the policy of SCASD to adhere to the special education regulations outlined in 22 Pa.

Code Chapter 14 and encourage positive techniques for the development, change, and the

maintenance of appropriate behavior. The policy represents an array of models from which

to choose depending upon the type of behaviors the student is exhibiting. The use of

restraints is considered a last resort and is only used in emergency situations when a

student is acting in a manner as to be a clear and present danger to themselves, to other

students, or to an employee. Restraints can only be used after less restrictive measures and

techniques , as detailed in the student's positive behavior support plan have been

attempted, but were unsuccessful. Teams in each building are trained yearly on de-

escalation techniques. As per state law, any restraint is reported to the parent and the state

reporting system. An IEP is scheduled within 10 days and the IEP and behavior support

plan are reviewed for appropriateness and effectiveness.

On a district level, the elementary and middle school are both implementing School Wide

Positive Behavior Supports (SWPBS). The concept of SWPBS is to utilize evidence based

strategies and programs to decrease problem behaviors related to the specific

demographics of the school. This involves collecting and analyzing data based on student

referrals, identifying potential interventions and re-teaching strategies to decrease

problematic behaviors and implementing reinforcement based strategies to maintain and

increase desirable behaviors in the school setting. If a student is not responding to Tier 1

interventions, the CST or grade level teams will develop specific interventions and target

areas to progress monitor for a select period of time.

The next level of intervention, for both a regular education or special education student who

continues to display behaviors of concern, would be to issue a Prior Written Notice of Initial

Evaluation and Request for Consent Form (PWN) for non-identified students or a Prior

Written Notice for a Reevaluation and Request for Consent Form (PWN) for identified

students, to collect behavioral data and to potentially develop an FBA and PBSP. Positive

measures rather than punitive measures are the basis of behavior support plans. Faculty

and staff are trained in the use of positive supports, which include de-escalation techniques

and positive reinforcement.

The middle school and high school both have established Student Assistance Programs

(SAP) teams to assist students and families in removing any barriers to learning and

increase student achievement through prevention and intervention using a collaborative

method. The school district also employs a full-time school social worker who assists

families in accessing outside resources and provides therapeutic support to students in the

district.

Southern Columbia Area School District Policy : The link provides a copy of SCASD's policy

113.2 that was adopted on 3/11/2013 and outlines the policy on positive behavior

supports.

https://www.boarddocs.com/pa/scol/Board.nsf/Public?open&id=policies#

Intensive Interagency/Ensuring FAPE/Hard to Place Students

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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.

Currently, the district does not have any student or a particular disability category that

prevents the LEA from ensuring FAPE. The district offers a wide continuum of services and

supports for students with disabilities at SCASD and placements in outside settings are

considered only after all other options have been exhausted, and the IEP team determines it

is appropriate. If the team determines that a student's needs cannot be met within the

district programs, procedural safeguards are followed and the parent participates in the

determination of placement. The Director of Special Education accompanies parents to

observe potential placements so they are able to participate in their child's education and

have information to assist in their role as an IEP team member. The district will maintain

involvement with a student's out of district program through attendance and participation

at IEP meetings and assists in transitioning of the student back to a less restrictive setting.

If the district did encounter a student or particular disability category it had difficulty

ensuring FAPE to, it would utilize several resources including but limited to the following;

1. Contacting the Regional Interagency Coordinator (RIC) currently located at the PaTTAN

Office in Harrisburg to discuss any potential Cordero-type placements.

2. Contact the local county office to coordinate a CASSP meeting to determine which mental

health and community resources can be used to meet the needs of the identified individual.

3. Coordinate with PaTTAN, CSIU or private organizations to provide in-service training for

those teachers who have students with complex needs in their classroom.

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Assurances

Safe and Supportive Schools Assurances No policies or procedures have been identified.

Special Education Assurances No policies or procedures have been identified.

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

Least Restrictive Environment Facilities

Facility Name Type of Facility Type of Service Number of Students Placed

Columbia Montour Vocational School

Other Itinerant Learning and Emotional Support/Career Vocational Program

20

BSI in Danville Other Partial Hospitalization Program 1

5 Star Special Education Centers

Partial Hospitalization Program 1

Special Education Program Profile Program Position #1

Operator: School District

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

Itinerant Learning Support 5 to 9 6 0.8

Locations:

G.C. Hartman Elementary (M.P.)

An Elementary School Building

A building in which General Education programs are operated


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

Learning Support 9 to 9 1 0.2

Locations:

G.C. Hartman Elementary An Elementary A building in which General

72

(M.P.) School Building Education programs are operated

Program Position #2

Operator: School District PROGRAM SEGMENTS



Locations:

G.C. Hartman Elementary School (A.W.)






Locations:

G.C. Hartman Elementary An Elementary School Building


Program Position #3




Life Skills Support 5 to 11 7 0.5

Justification: Students are appropriately placed in this grouping for valid educational reasons by thier IEP teams

Locations:

G.C. Hartman Elementary (S.K) An Elementary School Building



Full-Time Special Education Class



Locations:

G.C. Hartman Elementary (S.K)



Program Position #4



Itinerant Emotional Support 5 to 10 2 0.4


Locations:

G.C. Hartman Elementary (K.D.)



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Emotional Support 5 to 10 2 0.2


Locations:

G.C. Hartman Elementary (K.D.) An Elementary School Building





Justification: Students are appropriately placed in this grouping for valid educational reasons by their IEP teams. This is documented in the IEP's of individual students in the classroom.

Locations:

G.C. Hartman Elementary (K.D.)



Program Position #5




Locations:

Southern Columbia Middle School (H.S.)

A Middle School Building


Type of Support Level of Support

Age Range Caseload FTE


Learning Support

10 to 12 4 0.4

Locations:

Southern Columbia Middle School



Program Position #6 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: August 26, 2014 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS



Locations:

Southern Columbia Middle School (J.O.)



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Learning Support

12 to 13 5 0.25

Locations:

Southern Columbia Middle School (J.O)





Autistic Support 9 to 21 8 0.25

Justification: Students will not be serviced together with more than a two year age difference.

Locations:

Southern Columbia Middle/High School

A Junior/Senior High School Building


Program Position #7




Locations:







Learning Support

12 to 15 6 0.5

Locations:

Southern Columbia Middle School (C.S.)



Program Position #8





Locations:

Southern Columbia Middle School (A.P.)






Learning Support

13 to 15 4 0.5


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Locations:

Southern Columbia Middle School (A.P.)



Program Position #9




Locations:






Locations:

Southern Columbia Area High School (L.D.)

A Senior High School Building


Program Position #10




Justification: Students are provided services individually or in small groups which are within the required age-ranges.

Locations:

Southern Columbia Area High School






Locations:

Southern Columbia Area High School (D.S.)





Type: Position Implementation Date: March 20, 2018 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS



Justification: Students are appropriately placed in this grouping for valid educational reasons by thier IEP

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teams

Locations:

Southern Columbia High School (K.K)






Locations:

Southern Columbia High School A Senior High School Building




Type: Class Implementation Date: August 26, 2014 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




Learning Support

17 to 20 7 0.5

Justification: This is the career development transition program for students in grades 9-12. Some of the students are remaining to the age of 21.

Locations:

Southern Columbia High School/Career Center in G.C. Hartman Elementary (S.J)






Justification: This is the only high school level life skills program available on the SCA campus. The IEP team will determine if a student is appropriate for this program and age waivers will be signed as needed.

Locations:

Southern Columbia H.S./G.C. Hartman Elementary School








Life Skills Support

11 to 13 4 0.3

Locations:

Southern Columbia Middle A Middle School A building in which General

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School (H.H.) Building Education programs are operated




Justification: Parent request to have a 10th grader remain a full-time student in middle school life skills class. Parents are all aware of age variance and signed waiver in agreement to allow the student remain in the class despite age difference.

Locations:







Itinerant Emotional Support 11 to 16 7 0.5

Justification: Students are appropriately placed in this grouping for valid educational reasons by their IEP teams. This is documented in the IEP's of individual students in the classroom.

Locations:

Southern Columbia M.S./H.S






Justification: Students are appropriately placed in this grouping for valid educational reasons by their IEP teams.

Locations:

Southern Columbia Area High School




Operator: Outside Contractor for the School District PROGRAM SEGMENTS


Itinerant Speech and Language Support

5 to 18 42 1


Locations:

District Wide- Bloomsburg University is the contracted provider




Operator: Intermediate Unit PROGRAM SEGMENTS

Type of Support

Level of Support Age Range Caseload FTE

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Itinerant Deaf and Hearing Impaired Support

9 to 18 2 1


Locations:

District Wide An Elementary School Building




Type of Support


Itinerant Autistic Support 10 to 18 9 1


Locations:

District Wide A Middle School Building




Type of Support


Itinerant Deaf and Hearing Impaired Support

8 to 10 2 1


Locations:





Type of Support


Itinerant Blind or Visually Impaired Support

8 to 18 3 1


Locations:





Type: Class Implementation Date: August 26, 2014

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PROGRAM SEGMENTS



Autistic Support 5 to 10 6 0.75

Justification: Students are appropriately placed in this program by the IEP team decision.

Locations:

G.C. Hartman Elementary




Itinerant Autistic Support 7 to 10 2 0.25

Justification: Students are placed in this program by the IEP team decision. This is the only autistic support program operated in the elementary school.

Locations:

G.C. Hartman Elementary



Special Education Support Services

Support Service Location Teacher FTE

Director of Special Education District-wide 1

School Psychologist District-wide 1

Special Education Administrative Assistant All buildings 1

Access Coordinator All buildings 0.5

School Social Worker District-wide 1

Full-Time Paraprofessionals District Wide 16

Part or Half- Time Paraprofessionals District Wide 14

Transition Coordinator Middle School/High School 0.4

Curriculum/Technology Coordinator District-Wide 1

Title 1/Reading Specialists Elementary School 2

Registered Nurse District-Wide 1

Special Education Contracted Services

Special Education Contracted Services Operator Amt of Time per Week

Occupational Therapy- Valley Rehabilitation Outside Contractor 3 Days

Physical Therapy-Valley Rehabilitation Outside Contractor 1.5 Days

Orientation and Mobility Intermediate Unit 1 Hours

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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:

This question has not been answered.

District Accomplishments

Accomplishment #1:

PVAAS data from 2017 shows most reporting groups (groups 1-5) in 5th grade ELA, 4th grade

Science, 6th and 7th grade Math, and Keystone Algebra are making or exceeding a year's worth of

growth from the previous year.

Accomplishment #2:

PVAAS data shows 5th grade ELA has consistently shows more than a year's worth of growth each

year from 2015 through 2017.

Accomplishment #3:

2017 eMetric data reveals Mathematics results in all grades 3-8 have exceeded the state averages for

PSSA Math Exams.

Accomplishment #4:

2017 eMetric data reveals English Language Arts results in grades 3-6 have exceeded the state

averages for PSSA ELA Exams.

Accomplishment #5:

2017 eMetric data reveals Science in both 4th and 8th grades have exceeded the state averages for

PSSA Science Exams.

Accomplishment #6:

2017 eMetric data reveals students in all Keystone Exams (Algebra I, Literature, and Biology) have

exceeded the sate averages for the Keystone Exams.

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Accomplishment #7:

eMetric data reveals through the comparision of percentage proficient and advanced in PSSA exams

from 2016-17 to 2017-18, that the students in 4th, 6th, 7th and 8th grade are gaining ground in ELA.

Accomplishment #8:

eMetric data reveals throught the comparision of percentage proficient and advanced in PSSA exams

from 2016-17 to 2017-18, that the students in 3rd, 6th and 7th grade are gaining ground in

Mathematics.

Accomplishment #9:

The School Performance Profile shows Hartman Elementary Center has been closing the

achievement gap of historically underperforming students for the past two years reported (2015-16

and 2016-17).

Accomplishment #10:

The School Performance Profile data from 2017 shows the Southern Columbia High School has the

highest graduation rate in the past 4 years.

Accomplishment #11:

The School Performance Profile shows the Southern Columbia Middle School while not showing a

complete year's worth of growth, has shown growth between the 2015-16 and 2016-17 school years

in mathematics for both all students, as well as, the historically underperforming students.

District Concerns

Concern #1:

PVAAS data from 2017 shows concern for students in 8th grade math, 4th, 7th, and 8th grade ELA,

8th grade science, and Keystone Biology are not making a year's worth of growth from one year to

the next.

Concern #2:

PVAAS data shows the 2017 year for most grades in English Language Arts, Math and Science have

been at their lowest in the past 3 years (2014-15 thought 2016-17).

Concern #3:

PVAAS data shows Biology students are at the lowest in three years (2014-15 through 2016-2017)

for academic growth.

Concern #4:

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2017 eMetric data reveals English Language Arts in both 7th and 8th grade have fallen below the

state averages for PSSA ELA Exams.

Concern #5:

eMetric data reveals through the comparision of percentage proficient and advanced in PSSA exams

from 2016-17 to 2017-18, that the students in 4th, 5th and 8th grade are losing ground in

Mathematics.

Concern #6:

eMetric data reveals that while many grade levels have show an increase in percentage of proficient

and advanced over the past two years (2016-17 and 2017-18), the student cohort groups have been

losing significant ground in both ELA and Math.

Concern #7:

The School Performance Profile shows the Southern Columbia High School has not been closing the

gap with the historically underperforming students in Math and ELA.

Concern #8:

The School Performance Profile shows the Southern Columbia Middle School has not been closing

the achievement gap for students in both the all student and historically underperforming groups in

any subject area.

Prioritized Systemic Challenges

Systemic Challenge #1 (Guiding Question #7) Establish a district system that fully ensures students

who are academically at risk are identified early and are supported by a process that provides

interventions based upon student needs and includes procedures for monitoring effectiveness.

Aligned Concerns:

PVAAS data from 2017 shows concern for students in 8th grade math, 4th, 7th, and 8th

grade ELA, 8th grade science, and Keystone Biology are not making a year's worth of

growth from one year to the next.

PVAAS data shows the 2017 year for most grades in English Language Arts, Math and

Science have been at their lowest in the past 3 years (2014-15 thought 2016-17).

PVAAS data shows Biology students are at the lowest in three years (2014-15 through

2016-2017) for academic growth.

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2017 eMetric data reveals English Language Arts in both 7th and 8th grade have fallen

below the state averages for PSSA ELA Exams.

eMetric data reveals through the comparision of percentage proficient and advanced in

PSSA exams from 2016-17 to 2017-18, that the students in 4th, 5th and 8th grade are

losing ground in Mathematics.

eMetric data reveals that while many grade levels have show an increase in percentage of

proficient and advanced over the past two years (2016-17 and 2017-18), the student

cohort groups have been losing significant ground in both ELA and Math.

The School Performance Profile shows the Southern Columbia High School has not been

closing the gap with the historically underperforming students in Math and ELA.

The School Performance Profile shows the Southern Columbia Middle School has not been

closing the achievement gap for students in both the all student and historically

underperforming groups in any subject area.

Systemic Challenge #2 (Guiding Question #1) Establish a district system that fully ensures

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

Aligned Concerns:








84









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

members in every school use standards aligned assessments to monitor student achievement and

adjust instructional practices.

Aligned Concerns:













85




Systemic Challenge #4 (Guiding Question #2) Establish a district system that fully ensures the

consistent implementation of effective instructional practices across all classrooms in each school.

Aligned Concerns:
















86

District Level Plan

Action Plans

Goal #1: Establish a district system that fully ensures staff members in every school use

standards aligned assessments to monitor student achievement and adjust instructional

practices.

Related Challenges:

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

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

Indicators of Effectiveness:

Type: Interim

Data Source: Formative Assessments (Local, Compass); EasyCBM Diagnostic Screener and Benchmark Exams; iReady Diagnostic Screener; Study Island Benchmark Exams

Specific Targets: Data will be reviewed at least quarterly by data teams; instructional decisions for interventions & MTSS will be made to meet the needs of each student

Type: Annual

Data Source: PVAAS growth data based upon 2018-19 PSSA Math and Reading results for grades 4-8

Specific Targets: 80% of all PVAAS reported grade levels will have met or exceeded the standard for PA Academic Growth in math and reading.

Type: Annual


87


Type: Annual



Strategies:

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 )

SAS Alignment: Assessment, Instruction

Refine/Improve MTSS Program for Elementary and Middle School

Description:

Further refinements to the established MTSS programs should be made to improve the use of assessment data to establish student groups, scheduling MTSS periods that are more conducive to meet the needs of the teams and resources, and explore and implement research-based, high-quality interventions and instructional resources that meet the needs of groups or individual students

SAS Alignment: Instruction

Refine High School Keystone Exam Interventions

Description:

Further refinements is needed to clearly define the intervention options for students to receive the required supplemental instruction as required

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

88

by Chapter 4 in order to prepare to retake a Keystone Exam. There should be established options for students who require varied levels of interventions depending on their overall proficiency on each exam. Intervention options should address staffing, scheduling, student grouping, use of assessment data to determine instructional needs, as well as implement research-based, high-quality interventions and instructional resources that meet the needs of groups or individual students.

SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction,

Materials & Resources, Safe and Supportive Schools

Align K-12 ELA and Math Benchmark Assessments to PA Core

Academic Standards

Description:

K-12 ELA and Math Unit assessments must be revised more closely to the PA Core Academic Standards and eligible content on PSSAs and Keystone Exams. After unit assessments are established, grade level teams must ensure alignment and spiraling between grade levels or courses.

SAS Alignment: Assessment, Curriculum Framework, Standards

Assessment Literacy Curriculum

Description:

All staff will continuously be trainied on the Assessment LIteracy Curriculum from PDE with trainers directly from PDE (Sally Flaherty). After the initial training, the staff will continue the assessment improvement process throughout the next few years using the online module in the SAS Portal.

SAS Alignment: Assessment

Implementation Steps:

High School Keystone Data Team

Description:

High school teachers, administrators, guidance counselors should serve annually on active team to review all Keystone data and other diagnostic

89

testing results monthly to determine the need and level of interventions for any student who did not score proficient on any Keystone Exam.

Start Date: 12/3/2018 End Date: 6/4/2021

Program Area(s): Professional Education

Supported Strategies:

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

Warehousing

• Refine High School Keystone Exam Interventions

District Assessment Calendar

Description:

All district and building assessments for summative (Keystones, PASA, PSSA), benchmarks (EasyCBM, iReady, Study Island) and other notable assessments need to be scheduled accordingly to eliminate conflicts and provide for timely data analysis to prepare for interventions and future assessments. This will be an annual update.


Program Area(s):


• Align K-12 ELA and Math Benchmark Assessments to PA Core Academic Standards

Create Individual Student MTSS Plans for Progress Monitoring

Description:

Within EasyCBM, iReady and Study Island, goal-setting and progress monitoring tools can be enabled for individuals or small groups of students. EasyCBM and iReady tools help document and visualize learning goals for students. Study Island is an independent goal setting system. By utilizing the benchmark assessment data, a plan for interventions and

90

timeline can be established to meet students' goals. Once goals are met, new goals can be set. This will be an annual occurance.


Program Area(s): Student Services



Warehousing

• Refine/Improve MTSS Program for Elementary and Middle School

Create Building MTSS Resource for Building & District Staff

Description:

Prepare a digital resource and MTSS website containing all information regarding the District's MTSS program for both the Elementary Center and Middle School. The MTSS Manual will include schedules, data teams/assignments, assessment data resources, building level processes, and instructional resources used at each level for interventions. This resource will be updated regularly as program information is refined, and new resources are identified.





Improve Teacher Knowledge of Assessment Data Sources and Analysis

Description:

Provide professional development to increase teacher's knowledge of the varied types and uses of assessments, and provide opportunities to

91

analyze relevant data from key assessment sources. Train staff in the Assessment Literacy Curriculum from PDE.


Program Area(s): Professional Education, Educational Technology



Warehousing


• Assessment Literacy Curriculum

Staff Training on Revisions to Develop More Effective Assessments

Description:

Increase teachers' knowledge and acquire training and practice to develop effective assessment items that align to PA Core and taught standards, as well as strategies used to compose thorough, useful testing instruments.





Warehousing




• Assessment Literacy Curriculum

92

Automate District-Wide Assessment Notices to all Stakeholders

Description:

Create/Edit online assessment calendar to automatically send email notices to inform teachers and administrators who will need to administrate or prepare students for testing.





Warehousing

Establish K-8 Curriculum Team Meetings

Description:

Representatives from each grade level will participate in curriculum review meetings to collaborate on alignment and resource issues.





Warehousing




93

Goal #2: Establish a district system that fully ensures students who are academically at risk

are identified early and are supported by a process that provides interventions based upon

student needs and includes procedures for monitoring effectiveness.

Related Challenges:




Type: Interim

Data Source: Testing Results from: PSSAs, EasyCBM, iReady, Study Island, Keystone Exams, Core-Aligned Benchmarks and other district-wide common assessments

Specific Targets: Continual and increased growth for each proficiency and quintile group, sub-groups, and for individual students as measured in PVAAS, compared to the PA Academic State Growth standards.

Strategies:




Refine/Improve MTSS Program for Elementary and Middle School

Description:

Further refinements to the established MTSS programs should be made to improve the use of assessment data to establish student groups, scheduling MTSS periods that are more conducive to meet the needs of the teams and resources, and explore and implement research-based, high-quality interventions and instructional resources that meet the needs of groups or individual students


94

SAS Alignment: Instruction

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.) Resource: http://effectivestrategies.wiki.caiu.org/Assessment



Quarterly State Exam Data Review

Description:

Building and District Administrators will meet quarterly to analyze state exam data, discuss schedules, and ensure that interventions are in place to meet the needs of all students not yet proficient on exams (Review Keystone, PSSA Data)


Program Area(s):



Warehousing

Create Individual Student MTSS Plans for Progress Monitoring

Description:


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


http://effectivestrategies.wiki.caiu.org/Assessment

95

Within EasyCBM, iReady and Study Island, goal-setting and progress monitoring tools can be enabled for individuals or small groups of students. EasyCBM and iReady tools help document and visualize learning goals for students. Study Island is an independent goal setting system. By utilizing the benchmark assessment data, a plan for interventions and timeline can be established to meet students' goals. Once goals are met, new goals can be set. This will be an annual occurance.


Program Area(s): Student Services



Create Building MTSS Resource for Building & District Staff

Description:

Prepare a digital resource and MTSS website containing all information regarding the District's MTSS program for both the Elementary Center and Middle School. The MTSS Manual will include schedules, data teams/assignments, assessment data resources, building level processes, and instructional resources used at each level for interventions. This resource will be updated regularly as program information is refined, and new resources are identified.





Research Scheduling Options to Better Support Assessment Administration and MTSS Program

Description:

Research Scheduling Options to Better Support Assessment Administration and MTSS Program in the Middle School

96


Program Area(s):



Warehousing


Monitor Diagnostic, Formative and Benchmark Data for Advanced

Learners

Description:

Establish a process to monitor and analyzing diagnostic, formative and benchmark data for advance learners, who performed in the top two quintiles on 2017-2018 PVVAS. Access student lists in all grades and subjects, and "track" and record, and share data of performance and growth throughout the school year.


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



Warehousing

Update/modify Kindergarten Screener for Student Placement

Description:

Using a team of administrators, school psychologist, and Kindergarten teachers, the district will update and modify the screener tool used to identify each student's reading and math readiness skills, as well as social and emotional development of incoming Kindergarten students.

97


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


• Common Assessment within Grade/Subject


Warehousing

MTSS Training for Staff

Description:

MTSS is an important aspect of identifing and improving our at risk population. Adminstrators will train staff on purposes, processes, and procedures necesasry to make MTSS a productive piece of a student's academic achievement.





Goal #3: Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students.

Related Challenges:



Type: Annual

98

Data Source: PVAAS Growth Measures

Specific Targets: Students, grade-level groups and subgroups (IEP/ED) will show an increase in their growth as compared to the State's recommended growth measures in each subject and grade level.

Type: Annual

Data Source: PSSA Reading, Math, and Science Data for grades 3-8

Specific Targets: Overall proficiencies scores for all Grades 3-8 for PSSA Reading, Math, & Science will increase by 5% each year, for 3 years.

Type: Annual

Data Source: PA Keystone Exams, administered three times each year

Specific Targets: Overall proficiencies scores for First-Time Keystone Exam testers (Spring) for Algebra I, Biology and (Winter) Literature will increase by 5% each year, for 3 years.

Strategies:




Align K-12 ELA and Math Benchmark Assessments to PA Core Academic Standards

Description:

K-12 ELA and Math Unit assessments must be revised more closely to the PA Core Academic Standards and eligible content on PSSAs and Keystone


99

Exams. After unit assessments are established, grade level teams must ensure alignment and spiraling between grade levels or courses.

SAS Alignment: Assessment, Curriculum Framework, Standards

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.) Resource: http://effectivestrategies.wiki.caiu.org/Assessment


Refinement of PA Core Alignment for ELA to SAS modules

Description:

Continue planning and developing core-aligned lessons, instructional activities and resources to map to the SAS ELA Curriculum Modules.

SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction,

Materials & Resources


Curriculum Unit Mapping PLCs for ELA PA Core Academic

Standards

Description:

Provide time for ELA Curriculum teams to refine ELA PA Core-Aligned maps and complete Unit Maps containing PA Academic/Core Academic Standards, identifying critical lessons, teaching strategies, assessments, and resources (process began 2017-2018)





http://effectivestrategies.wiki.caiu.org/Assessment

100

Program Area(s):




• Refinement of PA Core Alignment for ELA to SAS modules


Description:

Provide professional development to increase teacher's knowledge of the varied types and uses of assessments, and provide opportunities to analyze relevant data from key assessment sources. Train staff in the Assessment Literacy Curriculum from PDE.






Staff Training on Revisions to Develop More Effective Assessments

Description:

Increase teachers' knowledge and acquire training and practice to develop effective assessment items that align to PA Core and taught standards, as well as strategies used to compose thorough, useful testing instruments.



101




Warehousing


Building Data, Assessment & Curriculum Review Teams

Description:

Establish a representation from all levels in each building from one curricular area of Math, ELA, and Science to review building assessment data collections, assessment instruments and curriculum to ensure PA Academic or Core Standards alignment, as well as knowledge/skill progressions and spiraling.


Program Area(s):




Warehousing


• Refinement of PA Core Alignment for ELA to SAS modules

Goal #4: Establish a district system that fully ensures the consistent implementation of

effective instructional practices across all classrooms in each school.

Related Challenges:

102



Type: Interim

Data Source: Teacher Observations, Walk-Through Observation Data, PA-ETEP data collection tool

Specific Targets: Observable increased use of the following in all classrooms: differentiation in teaching strategies; digital tools for individualized learning; extended thinking strategies; summarization strategies

Type: Annual

Data Source: PVAAS Growth Data for all subjects, grades, proficiency levels, quintile levels & subgroups

Specific Targets: Will show increased growth in all areas that exceed or significantly exceed the PA Academic Standard for Growth

Strategies:




Monitoring System to Annually Review Teacher Effectiveness

Description:

The district administrators will use PA-ETEP "Teacher Effectiveness" data to monitor and track all district professional staff's trends in support of improving effective teaching strategies, and to identify group or individual professional development needs.


103

SAS Alignment: Curriculum Framework, Instruction

Common Assessments - Using Student Achievement Data to

Support Instructional Decision Making

Description:

Designing local common assessments typically require a lot of work; however, with the rigorous PA Core Academic standards, the district needs to ensure that students are mastering grade-level appropriate skills. According to the Center for Curriculum Renewal (www.curriculumrenewal.com) "the design of common assessments can be a powerful tool for aligning curriculum with standards, for reaching consensus on priorities for instruction and assessment, for pacing curriculum implementation, and for generating discussion and building common language among educators and students." This statement rings in our district. The district will create common assessments within departments and grade levels. As educators face increasing pressure from federal, state, and local accountability policies to improve student achievement, the use of data has become more central to how many educators evaluate their practices and monitor students' academic progress. (Sources: Using Student Achievement Data to Support Instructional Decision Making )


Instructional Coaching

Description:

Through the use of instructional coaching, teaches will develop a common understanding of student achievement data and recognize that benefit of using data to determine instructional practices. The National Staff Development (www.NSDC.org) shares research on instructional coaching. They reference Jenny Edwards book, Cognitive Coaching: A Synthesis of the Research (2001). The research shows that one of the most anticipated outcomes of instructional coaching is the increase in student test scores. The development association also discusses the guidelines for instructional coaches. The coaches focus needs to be: a professional practice, job-embedded learning and intensive and ongoing. Instructional coaching is a nonevaluative, learning relationship between a profession developer and a teacher, both of whom share the expressed goal of learning together, thereby improving instruction and student achievement Kansas Coaching Project: Instructional coaches are on‐site professional developers who teach educators how to use proven instructional methods.

http://appservice.caiu.org/GetDocument?folderPath=CP%5CResouceBank%5C&filename=Common%20Assessments%202.pdf

http://appservice.caiu.org/GetDocument?folderPath=CP%5CResouceBank%5C&filename=Common%20Assessments%202.pdf

http://www.nsdc.org/

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To be successful in this role, coaches must be skilled in a variety of roles, including public relations guru, communicator extraordinaire, master organizer and, of course, expert educator. (Sources: Kansas Coaching Project (KCP) , Improving Student Engagement and Performance... , Instructional Coaching Group (Resources) , The Partnership Principles )

SAS Alignment: Instruction, Materials & Resources


Assign Literacy Specialist as Instructional Coach for the Elementary

School

Description:

The administrative team will assign the position of instructional coach to the current literacy specialist in the elementary school. Teacher swill deepen their content knowledge, increase the use of best-practices, and develop instructional practices in order to assess student learning needs. The instructional coach will also help to facilitate curriculum alignment to meet the standards and endorse professional learning communities within the elementary school to foster conversation and shared use of best-practices.


Program Area(s):



Implementation of Instructional Coach Professional Development Sessions

Description:

The elementary school will schedule times during non-instructional days for the instructional coach to share information on best-practices,

https://kucrl.ku.edu/kansas-coaching-project-kcp

https://kucrl.ku.edu/kansas-coaching-project-kcp

http://piic.pacoaching.org/

http://www.instructionalcoaching.com/resources/

http://appservice.caiu.org/GetDocument?folderPath=CP%5CResouceBank%5C&filename=Instructional%20Coaching%20-%20The%20Principles%20of%20Partnership.pdf

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instructional strategies, assessments, and any other pertinent information gathered at the coaching trainings.






Description:

Provide professional development to increase teacher's knowledge of the varied types and uses of assessments, and provide opportunities to analyze relevant data from key assessment sources. Train staff in the Assessment Literacy Curriculum from PDE.





Warehousing



Create Common Assessments

Description:

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Faculty with the help of teacher leaders and the instructional coach will acquire and create common assessments to be used in all grade level classrooms. There are three types of common assessments: diagnostic, formative, and summative. The diagnostic tests used would consist of the current easyCBM, iReady, and any previous year’s benchmark exams can be used for diagnostic interpretation. Formative assessments will be discussed and shared to ensure immediate feedback for core instruction. The faculty would be working on producing the summative assessments for student and classroom use in each grade which would ensure a greater level of rigor. The Center for Curriculum Renewal has created a Design Overview which may be followed to be sure the summative assessments are properly created. Finally, the instructional coach can coordinate the use of common rubrics and assessments with teachers in the elementary school for standards-based assessments.




• Common Assessments - Using Student Achievement Data to Support Instructional Decision Making

Implementation of Common Assessments

Description:

The summative common assessments created by the team will be used throughout the school years. The results will be reviewed by the team in order to make the necessary changes. The team will also request input from all content area teachers using the assessments.




• Common Assessments - Using Student Achievement Data to Support Instructional Decision Making

107

Teacher Lesson Plan and Assessment Review

Description:

Building principals and Director of Curriculum will review all teachers' daily lesson plans within the Sapphire Lesson Planner portal monthly to verify that they are planning and developing lessons using required format. Prinicipals and Director of Curriculum will also review monthly assessments given by staff to students to verify they are measuring the standards taught in that chapter/unit.


Program Area(s):


• Monitoring System to Annually Review Teacher Effectiveness

Bi-Annual Administrative Review of Teacher Effectiveness

Description:

District administrators will meet to review data collected archived in the PA-ETEP Teacher Effectiveness Tool to determine positive trends or areas of concern that may require future changes to staff assignments, or indicate areas that require additional professional development.




• Monitoring System to Annually Review Teacher Effectiveness

108

Appendix: Professional Development Implementation

Step Details

LEA Goals Addressed:

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

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

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

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

Strategy #2: Align K-12 ELA and Math Benchmark Assessments to PA Core Academic Standards

Strategy #3: Assessment Literacy Curriculum

Start End Title Description

1/7/2019 6/7/2021 Improve Teacher Knowledge of Assessment Data Sources

and Analysis

Provide professional development to increase teacher's knowledge of the varied

types and uses of assessments, and provide opportunities to analyze relevant data

from key assessment sources. Train staff in the Assessment Literacy Curriculum

from PDE.

Person Responsible SH S EP Provider Type App. Director of

Curriculum, Instruction and Assessment and

3.0 3 90 Sally Flaherty PDE Department Chair

Yes

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other members of the Administrative Team

Knowledge

Teachers will learn about and the differences and uses of the various assessment types and how to use the data

to improve instruction and student achievement. They will be trained in the design, build, and score stages of

the curriculum and revise assessments based on this new knowledge.

Supportive Research

Using student assessment data to improve achievement.

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

Training Format

• LEA Whole Group Presentation

• Series of Workshops

• Professional Learning Communities

Participant Roles

• Classroom teachers

• Principals / Asst. Principals

• Other educational specialists

Grade Levels

• Elementary - Primary (preK - grade 1)

• Elementary - Intermediate (grades 2-5)

• Middle (grades 6-8)

• High (grades 9-12)

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Follow-up Activities

• Further evaluation of a variety of assessment data sets

Evaluation Methods

• Student PSSA data

• Standardized student assessment data other than the PSSA

• Classroom student assessment data





Strategy #2: Refine/Improve MTSS Program for Elementary and Middle School

Strategy #3: Refine High School Keystone Exam Interventions


Strategy #5: Assessment Literacy Curriculum


8/19/2019 6/7/2021 Staff Training on Revisions to

Develop More Effective Assessments

Increase teachers' knowledge and acquire training and practice to develop effective

assessment items that align to PA Core and taught standards, as well as strategies

used to compose thorough, useful testing instruments.


Curriculum, Instruction & Assessment

4.0 2 20 Stephanie Ziegmont School Entity

Yes

111

Knowledge Teachers will use knowledge to develop effective summative, formative, benchmark and diagnostic tests.

Supportive Research

Teachers will use knowledge of developing effective test items as well as how to compose useful assessment

tools to serve as summative, formative, benchmark and diagnostic tests to inform instruction and measure

student learning.






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

Training Format


• Department Focused Presentation

• Online-Asynchronous


Participant Roles




Grade Levels





112


• Creating useful assessments to effectively measure student learning.

Evaluation Methods


• Review of implemented standards-based assessments and their use in classrooms.


Establish a district system that fully ensures students who are academically at risk are identified early and are supported by a process that provides interventions based upon student needs and includes procedures for monitoring effectiveness.



8/20/2019 6/4/2020 MTSS Training for Staff

MTSS is an important aspect of identifing and improving our at risk population.

Adminstrators will train staff on purposes, processes, and procedures necesasry to

make MTSS a productive piece of a student's academic achievement.


Curriculum, Instruction, and Assessment

1 3 100 Director of Curriculum, Instructional & Assessment School Entity

No

Knowledge

Staff will be trained on purposes, processes, and procedures in choosing at risk students based on screener

data. Staff will also be made aware of possible interventions to be used with at risk students both during MTSS

periods as well as core instruction.

Supportive Research

MTSS is a research based tiered level model that comprises core instruction as well as intervention strategies.


113


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



• Instructs the leader in managing resources for effective results.

Training Format


Participant Roles


• Paraprofessional

• New Staff

Grade Levels






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

• Peer-to-peer lesson discussion

Evaluation Methods

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



LEA Goals Addressed: Establish a district system that fully ensures consistent implementation of standards

Strategy #1: Common Assessment within

114

aligned curricula across all schools for all students.

Grade/Subject


Strategy #3: Refinement of PA Core Alignment for ELA to SAS modules


8/28/2017 8/23/2019 Curriculum Unit Mapping PLCs

for ELA PA Core Academic Standards

Provide time for ELA Curriculum teams to refine ELA PA Core-Aligned maps and

complete Unit Maps containing PA Academic/Core Academic Standards, identifying

critical lessons, teaching strategies, assessments, and resources (process began

2017-2018)



5.0 6 90 Director of Curriculum, Instructional & Assessment School Entity

No

Knowledge Use knowledge of ELA SAS Modules, Curriculum Framework, and PA Core Aligned Curriculum Resources

Supportive Research

PA Core Standards; best practices for effective instructional strategies, core-aligned assessments, and high-

quality materials and resources



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



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


Training Format



Participant Roles


Grade Levels

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




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

• Team development and sharing of ELA Curricular Unit Maps, with involvement of administrator and/or peers

Evaluation Methods

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


• Participant survey

• Review of participant lesson plans

LEA Goals Addressed: Establish a district system that fully ensures Strategy #1: Common Assessment within

116

staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices.



Grade/Subject




and Analysis




from PDE.


Curriculum, Instruction and Assessment and other members of the Administrative Team


Yes

Knowledge




Supportive Using student assessment data to improve achievement.

117

Research







Training Format




Participant Roles




Grade Levels







Evaluation Methods




118




Strategy #1: Common Assessment within Grade/Subject




8/19/2019 6/7/2021 Staff Training on Revisions to

Develop More Effective Assessments

Increase teachers' knowledge and acquire training and practice to develop effective

assessment items that align to PA Core and taught standards, as well as strategies

used to compose thorough, useful testing instruments.



4.0 2 20 Stephanie Ziegmont School Entity

Yes

Knowledge Teachers will use knowledge to develop effective summative, formative, benchmark and diagnostic tests.

Supportive Research

Teachers will use knowledge of developing effective test items as well as how to compose useful assessment

tools to serve as summative, formative, benchmark and diagnostic tests to inform instruction and measure

student learning.





119



Training Format


• Department Focused Presentation

• Online-Asynchronous


Participant Roles

• Classroom teachers • Principals / Asst. Principals


Grade Levels






• Creating useful assessments to effectively measure student learning.

Evaluation Methods


• Review of implemented standards-based assessments and their use in classrooms.



Establish a district system that fully ensures consistent implementation of standards



Strategy #3: Refine High School Keystone

120

aligned curricula across all schools for all students.


Exam Interventions



and Analysis




from PDE.


Curriculum, Instruction and Assessment and other members of the Administrative Team


Yes

Knowledge




Supportive Research

Using student assessment data to improve achievement.




• Provides educators with a variety of classroom-based assessment skills and the skills

121

needed to analyze and use data in instructional decision-making.



Training Format




Participant Roles




Grade Levels

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





Evaluation Methods




southern columbia area sd columbia... · priority goals. the district intends to review and update...

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