Tyrone Area SD

District Level Plan

07/01/2015 - 06/30/2018

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District Profile

Demographics

701 Clay Avenue Tyrone, PA 16686 (814)684-0710 Superintendent: Cathy Harlow Director of Special Education: Cathy Harlow

Planning Process The Tyrone Area School District involved many school and community individuals in developing the

2015 – 2018 Comprehensive Plan. Several focus groups comprised of stakeholders at all levels

provided input, feedback, and review of the various components of the plan. Groups included

district and school administration and school board, school level teams of teachers and school level

parent advisory groups, and other community members in the form of the Superintendent Advisory

Council. Additional district representatives also contributed to pieces of the plan that had a direct

impact on their positions (school counselors, school nurses, etc.).

As recipients of the Keystones to Opportunity Grant, a federal literacy grant facilitated by the state,

groups began reviewing and analyzing district and school data and performing Needs Assessments

in the fall of 2012. The work of this Local Comprehensive Literacy Planning Committee helped to lay

the foundation for much of the district needs, not only in literacy, but in other aspects of the district

as well. It was also from the work of this committee that the district mission and vision was refined.

Also, in the spring of 2013, a Community Stakeholders survey was conducted for both parents with

children enrolled and residents without children enrolled in the district to gather community

perception information regarding various aspects of district operations.

During the 2013-14 school year, as work on the Comprehensive Plan was moving along at the

district level, teams were formed at each school as an exercise in data analysis and goal setting based

on their own data and the identification of their strengths, needs, and opportunities. School level

teams utilized state and district assessment data and the Guiding Questions embedded within the

Comprehensive Planning tool as the basis of their work and shared their work with their Parent

Advisory Committees.

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In the spring and summer of 2014, district and school administration comprised of the

Superintendent, Director of Curriculum and Instruction, School Psychologist, Building Principals,

Business Administrator, Technology Administrator, and Director of the Physical Plant met with

various staff members to complete the Safe and Supportive Schools, Professional Education, and

Early Childhood parts of the plan, which also helped to provide information for completing the

district Guiding Questions embedded in the CP tool. From these activities, district concerns were

identified, prioritized, and aligned with systemic challenges and existing district goals. Then, actions

plans were developed with strategies and implementation steps included.

In September 2014, the district concerns and goals were shared with the Superintendent Advisory

Council, which is comprised of various parents and community representatives, for feedback and

review. School leaders also reviewed this work with the planning committees at each level.

In October 2014, the Comprehensive Plan was made available for public inspection and full school

board review. During the review period, changes were made based on the feedback and in

November 2014, the plan was officially submitted to the TASD School Board for its approval.

The plan was approved by the TASD School Board in November 2014 and submitted to the

Pennsylvania Department of Education.

Mission Statement We establish high standards of learning and expect all students to achieve. Our goal is to

facilitate collaboration among staff, parents, and community to create an environment that

supports, engages, and challenges students to achieve high levels of success.

Vision Statement LEADERSHIP

District leaders promote a culture of learning, support and monitor use of best practices, and

provide opportunities for professional growth.

District leaders facilitate collaboration among all members of the school and community.

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CLIMATE

Students are engaged. Teachers are motivating. Administrators are supportive. Parents and

community members are involved.

All members of the learning community feel safe, both physically and emotionally.

Efforts and successes of students and staff are recognized and celebrated.

CURRICULUM & INSTRUCTION

High expectations are met by providing research-based, data-driven instruction that is

aligned to the state standards.

Curriculum and Instruction integrates technology to enhance teaching and learning.

Curriculum and Instruction prepares and inspires students for future endeavors.

STUDENTS

Students take ownership of their learning through active participation.

Students believe in themselves, put forth their best effort, and take pride in their abilities and

achievements.

COMMUNITY PARTNERSHIPS

Parents, as the first and most influential teachers, are committed to their children’s

education.

The District collaborates with local businesses and outside agencies to provide support and

opportunities for students.

All members of the school and community share the responsibility for student success

through continued involvement and commitment to the educational process.

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PERSONNEL

Staff recognizes a shared responsibility for enforcing and modeling school rules and

increasing student achievement.

Professional Learning Communities collaborate to make data-based decisions and

implement best practices to enhance student success.

Staff effectively communicates with parents and community to support student success.

Staff takes ownership for their professional growth.

Shared Values The Tyrone Area School District is committed to the following shared values that we believe are

intrinsically valued within our school community:

A safe and secure environment is paramount to the educational process.

Excellence in our schools requires a shared commitment from home, school, and the

community.

Recognition and respect of individual student strengths and needs are essential when

making educational decisions.

Responsible student behavior can be encouraged through character education.

Professional growth is essential to promote excellence in educational programs.

Quality educational programs and services can be provided while maintaining fiscal

responsibility.

Educational Community Tyrone Area School District is located in central Pennsylvania along Interstate 99/US Route 220.

The district encompasses 167 square miles and includes the Borough of Tyrone and townships in

the northern tip of Blair County (Tyrone and Snyder), crossing into Centre County (Taylor

Township) and Huntingdon County (Warriors Mark and Franklin Townships). Approximately

12,620 people reside within the district’s boundaries, with approximately 17% of the population 65

years of age or older. Service industries (TASD, Tyrone Regional Health Network) and agriculture

are the primary employers within the district, while a few manufacturing plants also remain (ex.

American Eagle Paper Mill; Albemarle; Chicago Rivet; Kunzler). With its close proximity to both the

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University Park and Altoona Campuses of the Pennsylvania State University, many TASD residents

are employed by PSU as well. The TASD enrolls approximately 1870 students. While currently holding steady, the K-12

enrollment has experienced a steady decline of approximately 16% since the 1999-2000 school

year. The district has a free and reduced lunch rate of 48% and a graduation rate of 85%. The TASD

offers a continuum of services for Special Education students, with approximately 13.7% of the total

student population receiving these services, as well as services for gifted students. TASD currently enrolls a small population of English Language Learners, approximately 12 students

in various levels of ESL instruction and/or monitoring. Two teachers provide services to these

students, however several other staff members hold, or are working toward, a PA ESL Program

Specialist certificate. The TASD provides quality educational programs for its students at a cost well below the state

average. Annual budgets reflect program continuity and expansion while maintaining taxes at a

reasonable level. About 31 percent of the revenues are derived from taxes and other local resources.

The state provides subsidies equivalent to about 64 percent of overall revenues with the remaining

5 percent coming from federal sources. The district spends the bulk of it funds on providing quality

instruction and programs to improve student achievement. The TASD is comprised of one elementary school (PreK3 – grade 4), one middle school (grades 5-8)

and one high school (grades 9-12). The District operates a Day Care program for children ages 6

weeks to 6th grade and serves as a MAWA to the Appalachia Intermediate Unit 08 to manage its own

Early Intervention Program for pre-kindergarten students who show physical, cognitive, and/or

other developmental delays. In addition, while a member of the Greater Altoona Career and Technology Center, the Tyrone Area

High School operates six of its own Career and Technical Education programs that are aligned to

Chapter 339 and the PA academic standards. Through the Career and Technical programs, its Cyber

Academy, and other academic courses, Tyrone Area High School offers dual enrollment courses and

articulation agreements for its students that allow them to earn college credit in high school. As part of this Comprehensive Planning process, Tyrone Area School District highlights many of the

programs that are referenced in this section throughout various other components of the plan.

TASD highly values its partnerships with parents and the community in developing and fostering

literacy, technology use, and critical thinking skills among its students.

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Planning Committee Name Role

Brenda Cowger Ed Specialist - School Nurse

James Crawford Board Member

Leah Deskevich Secondary School Teacher - Regular Education

Glen Drager Instructional Technology Director/Specialist

Kim Eaken Ed Specialist - School Counselor

Leslie Estep Administrator

Gayle Fratangeli Special Education Director/Specialist

Bethany Genchur Special Education Director/Specialist

Carol Gill Parent

Anita Goodman Parent

Beth Guillaume Middle School Teacher - Regular Education

Cathy Harlow Administrator

Erin Hettinger Middle School Teacher - Regular Education

Tiffany Johnannides Ed Specialist - School Counselor

Matthew Kimberlin Ed Specialist - School Counselor

Kourtney Klock Ed Specialist - School Psychologist

Kaylee Koller Middle School Teacher - Regular Education

Amanda Kurtz Administrator

Jeff Long Business Representative

Anne Maddox Middle School Teacher - Regular Education

Marie Makdad Parent

Michael McKee Elementary School Teacher - Special Education

Cheryl McMillan Elementary School Teacher - Regular Education

Olivia Passanita Elementary School Teacher - Special Education

Alanna Patterson Community Representative

Julie Patton Ed Specialist - School Nurse

Kristen Pinter Administrator

Lucas Rhoades Secondary School Teacher - Regular Education

Julie Rice Middle School Teacher - Regular Education

Melissa Russell Administrator

Robert Smith Community Representative

Molly Stroup Ed Specialist - Home and School Visitor

Kelsie Walter Middle School Teacher - Regular Education

Chrystie Williams Secondary School Teacher - Special Education

G. Ronald Wilson Secondary School Teacher - Regular Education

Thomas Yoder Administrator

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Core Foundations

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.

While the Tyrone Area School District does not currently have any struggling schools,

administration and staff plan to demonstrate continued growth in student achievement by:

· Continually monitoring student achievement data, including formative and summative

classroom assessments and state level assessments in building level Professional Learning

Communities, as well as grade level data teams

· Working collaboratively with all educational professionals involved with our students

(both inside and outside of the district) to identify and address student needs

· Utilizing the newly purchased Assessment Tracker portion of the Student Information

System, Sapphire, to serve as a data warehouse for assessment data

· Maintaining the Response to Instruction and Intervention (RtII) framework at the

elementary and middle schools, while continuing to develop the framework at the

secondary level

· Seeking assistance in curriculum alignment, differentiated instruction, and various

instructional best practices from available resources such as Appalachia IU 08, PaTTAN, and

professional consultants

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

Student Codes of Conduct X X X X

Comprehensive School Safety and Violence Prevention Plans

X X X X

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Purchase of Security-related Technology X X X X

Student, Staff and Visitor Identification Systems X X X X

Placement of School Resource Officers X X X X

Student Assistance Program Teams and Training X X X X

Counseling Services Available for all Students X X X X

Internet Web-based System for the Management of Student Discipline

X X X X

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

The Tyrone Area Elementary School maintains a fully implemented system of Positive Behavior Support (PBS) that continues to be monitored, evaluated, and adjusted for effectiveness. The Tyrone Area Middle School is in the early stages of implementation of a PBS system and will continue to train staff and students toward full implementation. At the high school level, there is no offical PBS system in place, however, students are recognized at various points in the year for having no disciplinary referrals, perfect attendance, etc.. This has had a positive effect on the climate of the school buildings for both staff and students. In addition, while safety plans and procedures are in place across the district, there is a concerted effort to continue to refine the Comprehensive Safety Plan, assess vulnerable areas, rehearse fire, lockdown, and evacuation drills, and establish consistent communication protocols to further prepare staff, students, and parents for emergency situations.

Identifying and Programming for Gifted Students

1. Describe your entity's process for identifying gifted children. 2. Describe your gifted special education programs offered.

The Tyrone Area School District follows board policy in the screening and identification of

gifted students. Annually, grade level teams meet every six weeks to review the

performance of all students and refer any student they may feel is eligible for services based

on data. Grade level data for each student, including reading, math, and writing assessment

scores, as well as results of a cognitive screening tool are reviewed. Students performing in

the upper 5% of their class in regard to the curriculum based assessments and with

composite scores of 130 or greater on the cognitive screener are considered for further

evaluation. The School Psychologist will issue the Permission to Evaluate to the student's

parent or guardian. Upon receipt of the signed Permission to Evaluate, the Gifted

Multidisciplinary Evaluation Team will complete an evaluation within 45 days. The

Psychologist will then have an additional ten days to compile the Gifted Written Report and

issue it to the parents. If the student is determined to be mentally gifted and in need of

specially designed instruction, the team will develop a Gifted Individualized Education Plan

(GIEP) for the student.

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The GIEP is a written plan that details the education to be provided to the gifted student.

The team meets annually to review the GIEP and make any necessary changes. The GIEP

reflects the needs of the student and contains goals and objectives for the student to meet

during the duration of the GIEP. The goals and objectives reflect a student's present level of

educational performance and are not only child specific, but measurable. The GIEP also

contains a section relating to specially designed instruction, which consists of any

adaptations or modifications to the general curriculum that are needed for gifted students.

Gifted programming in the district encompasses the following components:

1. To integrate gifted education into the total school program through service options

that are flexible, dynamic, and inclusive

2. To create a learning environment that values and nurtures intellectual ability,

creativity, and decision making by providing an array of service options which support

individual growth at varying levels of abilities, needs, and interests

3. To develop an identification procedure using multiple criteria to appraise student

need for differentiated services and the type of services needed

4. To provide a comprehensive staff development program to enable teachers to more

appropriately serve the needs of advanced learners

5. To involve parents and other community members in the effort to enrich and extend

the learning opportunities for advanced learners inside and outside of the school

6. To differentiate and enrich the core curriculum to challenge the advanced learner.

We endorse the following working definition of differentiation (Carol Ann Tomlinson,

1995): "...consistently using a variety of instructional approaches to modify content,

process, and/or products in response to learning readiness and interest of academcially

diverse students."

7. To provide opportunities for acceleration in order to allow high ability students to

move through material at the pace appropriate for their abilities

8. To use flexible grouping options to give advanced learners peer support and

chances to work together without separating them from the rest of their classmates

9. To progress monitor student growth as a means of both student and district

accountability

10. To encourage collaboration among teachers in the same and different schools

through flexible schedules, staff development, and administrative support

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Developmental Services

Developmental Services EEP EEI ML HS

Academic Counseling X X X X

Attendance Monitoring X X X X

Behavior Management Programs X X X X

Bullying Prevention X X X X

Career Awareness X X X X

Career Development/Planning X X X X

Coaching/Mentoring X X X X

Compliance with Health Requirements –i.e., Immunization

X X X X

Emergency and Disaster Preparedness X X X X

Guidance Curriculum X X X X

Health and Wellness Curriculum X X X X

Health Screenings X X X X

Individual Student Planning X X X X

Nutrition X X X X

Orientation/Transition X X X X

RtII X X X

Wellness/Health Appraisal X X X X

Explanation of developmental services:

During the 2013-14 school year, the TASD Counseling Department developed a Comprehensive School Counseling Plan, based on the American School Counselors Association (ASCA) model and guidance from the Pennsylvania Department of Education. The development of this plan has brought to light various items on which the counseling department will work, as well as areas in which the district excels. A current goal of the TASD Counseling department is to more clearly refine the integration of career awareness and development services into the entire system. While these services exist, the district is aware that there are missing pieces and areas in which staff, students, and parents have identified that gaps exist in program delivery.

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

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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

Consultation and Coordination Services

Consultation and Coordination Services EEP EEI ML HS

Alternative Education X X X X

Case and Care Management X X X X

Community Liaison X X X X

Community Services Coordination (Internal or External)

X X X X

Coordinate Plans X X X X

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

Home/Family Communication X X X X

Managing Chronic Health Problems X X X X

Managing IEP and 504 Plans X X X X

Referral to Community Agencies X X X X

Staff Development X X X X

Strengthening Relationships Between School Personnel, Parents and Communities

X X X X

System Support X X X X

Truancy Coordination X X X X

Communication of Educational Opportunities

Communication of Educational Opportunities EEP EEI ML HS

Course Planning Guides X X X X

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

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 Board of Directors

X X X X

Mass Phone Calls/Emails/Letters X X X X

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Newsletters X X X

Press Releases

School Calendar X X X X

Student Handbook X X X X

Communication of Student Health Needs

Communication of Student Health Needs EEP EEI ML HS

Individual Meetings X X X X

Individual Screening Results X X X X

Letters to Parents/Guardians X X X X

Website X X X X

Meetings with Community, Families and Board of Directors

X X X X

Newsletters X X

School Calendar X X

Student Handbook X X X X

School Messenger System X X

Frequency of Communication

Elementary Education - Primary Level

Monthly

Elementary Education - Intermediate Level

Monthly

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.

Student academic and social needs are met based on a range of instructional and supportive

intervention services. The initiation of these services is a collaborative effort based on data,

such as academic, behavior/discipline, attendance, etc.. Utilizing the Response to

Instruction and Intervention (RtII) model, the goal of meeting the needs of students who are

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experiencing academic and/or behavioral difficulties is to intervene as early as possible,

assess the effectiveness of the initial intervention, and make adjustments or increase the

intensity and duration of the intervention if necessary.

At the Tyrone Area Elementary and Middle Schools, classroom teachers, along with special

education, ELL, and reading teachers, participate in regularly scheduled (approximately

every 5-6 weeks) Data Team meetings. The purpose of these Data Team meetings is to

analyze universal screening, benchmark, diagnostic, and progress monitoring data and

facilitate conversations to plan for interventions and set goals for students. Informal

communication between the classroom teachers and the intervention specialists also occurs

outside of these Data Team meetings on a daily/weekly basis as needed. At the Tyrone Area

High School, Data Team meetings occur as well, although not as frequently, and teams of

teachers discuss how to best schedule students for the interventions that they need amid

other course requirements. Additionally, teams meet in Professional Learning Communities

(PLCs) comprised of grade levels, as well as content-area departments, across the district to

discuss student progress with staff members who support interventions. Instructional

coaches work with teachers to support growth in instructional practices to strengthen Tier I

instruction, and also assist teachers to facilitate appropriate and effective interventions for

both individuals and groups of students.

The continued recognition that student progress and achievement is often hindered for

students who exhibit behavioral and social emotional issues also remains at the forefront of

the collaboration between classroom teachers and those providing support. At each

building level, a Student Assistance Program (SAP) Team meets weekly to discuss student

needs that potentially could impact student academic achievement and supports for these

students are planned accordingly. Each SAP team is comprised of the building

administration, school counselors, School Psychologist, teachers, and other support

personnel (ex. nurse) to ensure that students who are not responding to behavioral and

social emotional interventions receive the appropriate follow up, such as referral to the

School Psychologist, an outside agency for counseling, or an alternative placement within or

outside of the school setting.

Additional supports for these types of issues lie within the Positive Behavior Support

systems that are present in the TAES and TAMS and the High School’s Project Safeguard

team. Special education takes a more active role with students who have been identified

with Emotional Disturbance and provides a full continuum of emotional support services in

each of the district’s buildings. The 2014-15 school year has also ushered in a partnership

with Blair Family Solutions and the Community Care organization in Blair County to offer

the Clinical Homes model in the TASD. This model provides a team of mental health

professionals to be housed within the school district to manage a caseload of students and

their families in a 24/7 wrap around service model and allows the team to step into

classrooms and homes where the students most need assistance and intervention. The

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team is also available for individual and group consultation with the classroom teachers to

support behavior plans and strategies.

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

Child Care

The Tyrone Area School District Children’s Center is a comprehensive Birth to Age 5 center

that includes daycare for children birth through 6th grade, half day and full day Preschool

Programming through KTO, PreK Counts, and Title I funding, Early Intervention for

Preschool aged children, and the STEP program for teen parents currently enrolled in high

school.

Having daycare located within the district is advantageous because parents of district

preschool and elementary aged students are able to utilize childcare services right on

campus. In the last two years, additional daycare centers have opened in our community. A

goal of TASD is to begin open collaboration with these early childhood partners by offering

professional development to ensure alignment of curriculum and assessments Birth

through Kindergarten. A transition plan has been developed for Birth to Kindergarten that

includes the needs of students that are served in the district preschool, those who are

coming from other early childhood programs, and those who have had no preschool

experiences.

Youth Workforce Development

Although the TASD does not have a formal youth workforce development program,

partnerships have been formed over the years with Career Link of Blair County and the

Office of Vocational Rehabilitation (OVR) to provide career and transition to work services

to students. The district Transition Coordinator collaborates with these agencies to provide

programs and opportunities for students to obtain employment in various settings,

including the Tyrone Area School District. TASD also supports a Cooperative Education

program in which students couple their Career and Technical programs with employment

opportunities in those fields. Long-standing relationships with employers willing to

participate in this program have been enormously beneficial to all involved.

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Tutoring and After School Programs

After school tutoring opportunities are limited to district staff in the form of after school

academic support for middle and high school students and one-to-one tutoring by teachers,

if arranged with the student’s parents. However, various high school students are involved

in community service tasks, which can sometimes involve peer tutoring. High School

students can participate in a Community Outreach and/or Peer Tutoring course for credit

and other students volunteer to perform these tasks as part of their community service

requirements for the National Honor Society. Although the school district does not

participate formally, it also allows informational fliers for a Homework Club at The Joshua

House (a local faith-based youth center) to be distributed to students and their families.

Preschool Agency Coordination

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

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

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

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

Since 2011, the Tyrone Area School District has been a MAWA to the Appalachia

Intermediate Unit 08 and responsible for the Early Intervention Services of children ages 3

to 5 that reside in the school district.

At preschool registration all parents are required to complete the Ages and Stages

questionnaire to determine if parents have developmental concerns. Screenings for speech

and language are completed on all children in the district and Head Start preschool

classrooms. Watch Me Grow flyers are given to local pediatricians, WIC, and community

offices as resources for parents. A walk in screening is coordinated once a year. Our goal is

to continue to seek new ways of identifying children who qualify for Early Intervention

Services.

In the district Birth-Kindergarten transition plan, there are a variety of activities and

procedures to ensure a smooth transition from the home setting to preschool. This begins

in March with a preschool registration. Throughout the summer, parents receive

information about district programs and a letter welcoming them to school from their

classroom teacher. Prior to the start of the school year, families are invited to an

orientation night. Throughout the school year, parents attend a variety of parent

involvement activities including Marvelous Mondays, Family Fun Nights, and Parent

Conferences. The focus of these events is to give parents information about their child’s

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progress and educate parents about the curriculum and ways to support their child’s

progress at home.

Professional Education

Characteristics

District’s Professional Education Characteristics EEP EEI ML HS

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

X X X X

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

X X X X

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

X X X X

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

X X X X

Empowers educators to work effectively with parents and community partners.

X X X X

District’s Professional Education Characteristics EEP EEI ML HS

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

X X X X

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

X X X X

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

X X X X

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

X X X X

Instructs the leader in managing resources for effective results.

X X X X

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

Classroom Teachers, School Counselors, and Education Specialists - TASD provides professional education opportunities that are driven by both the instructional needs of the students as well as the identified needs of the staff. District priorities are established through discussions and data analysis from multiple sources and of various types. Priorities

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are revised as additional information is gleaned throughout the school year from student assessments and classroom observations, both formal and informal. Administrators - All instructional administrators have participated or are currently participating in the Pennsylvania Inspired Leadership Program, which utilizes the National Institute for School Leaders (NISL) curriculum. At the present time, the Superintendent, Director of Curriculum and Instruction, High School Principal, and Elementary Principal have completed the four core courses in the program. In addition, the Middle School Principal and School Psychologist are completing courses as well. TASD also chose to participate in PDE's Principal Effectiveness pilot, as well as the pilot for Education Specialists (School Psychologist), prior to their official implementation. In doing such, administrators gained valuable knowledge about how the new rubrics will be utilized and translated into practice.

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

N/A

Strategies Ensuring Fidelity

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

Using disaggregated student data to determine educators’ learning priorities.

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

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

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

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

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

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

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

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

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

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

Through staff surveys as well as analysis of district academic and observation data, professional development target areas are identified and used in the planning process for upcoming and ongoing professional development sessions. Each year, and at varying points throughout the year, the district administration develops a plan for each building with

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revisions as necessary based on this data. Principals and instructional coaches develop fidelity checklists to help ensure that professional development is being implemented effectively in the classrooms and can support teachers who are struggling with the content. Review of this data demonstrates that implemented strategies are resulting in positive growth in students.

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

Although each of the strategies listed above are utilized, consistency in implementation is a typical problem. Implementation practices and expectations vary across buildings and is not uniform. The District hopes that continued use of instructional coaches will help to address this concern.

Induction Program

Inductees will know, understand and implement instructional practices validated by

the LEA as known to improve student achievement.

Inductees will assign challenging work to diverse student populations.

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

initiatives, practices, policies and procedures.

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

practices and procedures.

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

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

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

Inductees will effectively navigate the Standards Aligned System website.

Inductees will know and apply LEA endorsed classroom management strategies.

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

students in crisis.

Inductees will take advantage of opportunities to engage personally with other

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

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

The TASD Teacher Induction Program is a three-year program designed to assist new

teachers in improving their instructional practices and ensure that ALL students meet high

standards and expectations. TASD partners with the Appalachia Intermediate Unit 08 to

provide the state required portions of the program. Each new professional staff member is

assigned a mentor for the first year of the Induction Program, with whom they will meet

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regularly throughout the course of the school year to discuss successes, needs, and

challenges. Inductees complete a portfolio as part of this process that contains journal

entries, artifacts and reflections based on the Educator Effectiveness system and the work

of Charlotte Danielson, parent and student surveys, observations by the principal, and

parent contact logs.

Topics for the Induction Program include information on various district programs (School

Counseling, Special Education, Student Assistance Program, Library Services, etc.), district

procedural expectations, and individual information based on the Inductees’ assignments.

The individual nature of some of this information allows staff to best utilize their time and

resources to most effectively drive their professional growth.

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

incorporation.

Although all strategies are selected, an emphasis will be placed on several of the strategies

that need to be more closely reviewed, such as use of the Standards Aligned System website

and working with students from diverse populations.

Needs of Inductees

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

identify needs.

Frequent observations of inductee instructional practice by supervisor to identify

needs.

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

identify needs.

Student PSSA data.

Standardized student assessment data other than the PSSA.

Classroom assessment data (Formative & Summative).

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).

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

All inductees and mentors are required to complete a survey assessing the program. This

assessment or evaluation of the program is conducted at the beginning of the year and at

the end of the school year. Building principals and the Director of Curriculum and

Instruction monitor, review, and verify compliance of the Needs Assessment and all other

aspects of the program. Survey data and questionnaires are collected and reviewed. Data

from these documents are compiled and analyzed. This information is used to make

adjustments to the New Teacher Induction Program and subsequent training sessions that

are scheduled during the school year.

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

incorporation.

The TASD is exploring the possibility of seeking approval from PDE to develop its own New

Teacher Induction Program. Traditionally, the district as partnered with the Appalachia

Intermediate Unit 08 to provide the state-required induction topics. Much of the feedback

from new teachers and mentors has indicated that some of the topics delivered at the IU

level are not completely relevant to the work in the district. The district administration will

continue to explore this option during the 2014-15 school year and if deemed to be

educationally and fiscally sound, will form a teacher committee to develop a plan to submit

to PDE that includes all of the required topic elements and a plan for monitoring and

evaluation for effectiveness and compliance.

Mentor Characteristics

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

Potential mentors have similar certifications and assignments.

Potential mentors must model continuous learning and reflection.

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

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

Potential mentors must be willing to accept additional responsibility.

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

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

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

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Mentor teachers are selected based on their effective classroom management skills, use of best instructional practices, personality matching to the inductee, and communication skills.

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

The Director of Curriculum and Instruction and the Principals attempt to ensure that mentors and inductees have compatible schedules, however, this is not always possible at the secondary level.

Induction Program Timeline

Topics Aug-Sep

Oct-Nov

Dec-Jan

Feb-Mar

Apr-May

Jun-Jul

Code of Professional Practice and Conduct for Educators

X

Assessments X X X X

Best Instructional Practices X X X X X

Safe and Supportive Schools X X X

Standards X X X

Curriculum X X X

Instruction X X X X X

Accommodations and Adaptations for diverse learners

X X X X X

Data informed decision making X X X X

Materials and Resources for Instruction X X X X X

If necessary, provide further explanation.

N/A

Monitoring Evaluating and Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

Mentors meet on a regular basis with their inductees during the first year of the Induction Program to discuss relevant issues and concerns, as well as provide support for instructional matters. They keep meeting logs to record the topics discussed and submit these log at the completion of the school year. In addition, inductees meet with their peers and their building principals on a monthly basis during years one, two, and three of the program. Participants in the Induction Program evaluate the effectiveness of each official induction session based on the extent to which the intended objectives where achieved. District administrators review these evaluations annually in order to make recommendations for program improvement. Revisions of goals and activities are reviewed

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and revised as necessary to support the needs of the inductees. Mid - and end of the year portfolio reviews are conducted by the building principals and inductees are given the opportunity to discuss their participation in the Induction Program. Additionally, an end of the year survey/needs assessment and evaluation form are administered to both the mentor and inductee in order to provide feedback for further revisions and enhancements to the program.

Recording Process

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

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

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

School/LEA maintains accurate records of program completion and 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 Administrator on the Application for Level 2

Certification.

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Assurances

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

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

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

Free Education and Attendance (in compliance with § 12.1)

School Rules (in compliance with § 12.3)

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

§ 12.32)

Discrimination (in compliance with § 12.4)

Corporal Punishment (in compliance with § 12.5)

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

Freedom of Expression (in compliance with § 12.9)

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

Hair and Dress (in compliance with § 12.11)

Confidential Communications (in compliance with § 12.12)

Searches (in compliance with § 12.14)

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

P.S. § 780-101—780-144)

Parents or guardians are informed regarding individual survey student assessments and

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

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

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

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

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

Law 108-265, Section 204)

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

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

school system

Acceptable Use Policy for Technology Resources

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

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

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Needs Assessment

District Accomplishments

Accomplishment #1:

Tyrone Area School District historically exceeds state proficiency levels on the PSSA and Keystone

Exams and has consistently met AYP. 8th graders continue to show the highest growth and

achievement in the Tyrone Area Middle School on all PSSA assessments. The Tyrone Area High

School has recorded the highest PVAAS rankings in the state for growth in Writing and has shown an

increase in both achievement and growth in Algebra and Biology. In addition, TAHS has achieved a

2014 Bronze Award for Achievement as designated by US News and World Report.

Accomplishment #2:

Tyrone Area School District boasts an Early Childhood Center that consists of a daycare, Early

Intervention Program, and PreK program. In total, there are approximately 247 children, birth – age

5 being serviced through these Early Childhood programs. The TASD Early Childhood programs

have been recognized by Shippensburg University and the University of Pittsburgh as exemplary

early childhood programs. During the summer of 2014, the TASD Early Childhood Center was

recognized as a KtO Innovation Award winner.

Accomplishment #3:

The community is supportive of education, and parents are generally involved in the education of

their children. The Parent-Teacher Organizations (PTO) at the elementary school and the Tyrone

Renaissance Education Foundation (TREF) at the middle & high school offer opportunities for

parents to become involved and for students and teachers to benefit from the educational and

financial support given by these organizations.

Accomplishment #4:

Technology is strong with smart boards and a solid infrastructure. The district initiated 1:1

computing at the high school during the 2013 school year with the 9th grade class and extended that

opportunity to both 9th and 10th graders in the 2014-15 school year. Students at the high school may

also bring their own technology to school. Most elementary and middle school classrooms are

provided with smart boards and projectors and various web-based learning opportunities.

Accomplishment #5:

For a small, rural school district, TASD has a strong tradition and reputation for excellence. Many

opportunities are provided for students in the arts, academics, and athletics. Students have

competed to the state levels in many of these activities. Students are engaged in community service

and a Cooperative Education and School-to-Work programs provide many students with

employment options. Dual enrollment and concurrent enrollment programs are available at the high

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school level through partnerships with Penn State University, Juniata College, Saint Francis

University, Mount Aloysius College, and Penn Highlands Community College.

Accomplishment #6:

All professional staff working for the Tyrone Area School District are highly qualified and are

committed to ensuring that learning and safety are the top priority for students.

Accomplishment #7:

The Tyrone Area School District is a recipient of the Keystones to Opportunity (KtO) Grant. This

highly competitive, 5 year grant focuses on literacy Birth through Grade 12 and has allowed the

district to advance its literacy efforts and create a Local Comprehensive Literacy Plan. A Teen Parent

program has been initiated as a result of this grant as well.

Accomplishment #8:

The sound fiscal responsibility of the Tyrone Area School District has afforded the opportunity to

become officially debt free as of September 2013. The physical plant is in excellent condition and a

long range, preventative maintenance plan exists.

Accomplishment #9:

Six Career and Technical programs exist in the TASD. All of these programs are in compliance with

PA Chapter 339 and are aligned to the Academic Standards as well as the competency tasks specific

to each program. TAHS students also attend the Greater Altoona Career and Technology Center for

CTE programs not offered in the school district.

Accomplishment #10:

As a School Wide program under Title I, the Tyrone Area Elementary School has leveraged funding

to develop a program that is able to meet the needs of many students. The Response to Instruction

and Intervention (RtII) framework has been in place at TAES for five year. In addition, TASD

provides many options and services for students who have been identified as having special needs.

District Concerns

Concern #1:

The transition to the PA Core Standards presents a concern for the Tyrone Area School District. To

fully ensure implementation of these standards will take time. Administration and staff are

concerned that a decline in state assessment results could occur on a temporary basis.

Concern #2:

Teachers need more support with differentiated instruction. While the theory has been conveyed,

the practice does not pervade the system as completely as the administration would like. Time must

be devoted to developing strategies that engage students.

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Concern #3:

Staff needs assessment literacy training to target specific learning outcomes and develop better

assessments (particularly benchmark and summative) to inform curricular content, alignment, and

instructional practices.

Concern #4:

The District needs to more comprehensively address the graduation rate and incorporate strategies

and interventions that promote student self-awareness and self-management, healthy interactions

with others, and responsible behavior and decision-making to engage in positive social behavior.

Concern #5:

The Response to Instruction and Intervention (RtII) framework needs further development at the

secondary level. While interventions are in place in varying degrees, a better system of diagnostic

assessment and ensuing intervention is needed.

Concern #6:

The District gathers data from stakeholders but does not share it adequately with all members of the

school and community.

Prioritized Systemic Challenges

Systemic Challenge #1 (System #1) Establish a district system that fully ensures consistent

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

Aligned Concerns:

The transition to the PA Core Standards presents a concern for the Tyrone Area School

District. To fully ensure implementation of these standards will take time.

Administration and staff are concerned that a decline in state assessment results

could occur on a temporary basis.

Systemic Challenge #2 (System #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:

The transition to the PA Core Standards presents a concern for the Tyrone Area School

District. To fully ensure implementation of these standards will take time.

Administration and staff are concerned that a decline in state assessment results

could occur on a temporary basis.

29

Staff needs assessment literacy training to target specific learning outcomes and develop

better assessments (particularly benchmark and summative) to inform curricular

content, alignment, and instructional practices.

Systemic Challenge #3 (System #2) Establish a district system that fully ensures the consistent

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

Aligned Concerns:

Teachers need more support with differentiated instruction. While the theory has been

conveyed, the practice does not pervade the system as completely as the administration

would like. Time must be devoted to developing strategies that engage students.

Systemic Challenge #4 (System #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:

The Response to Instruction and Intervention (RtII) framework needs further

development at the secondary level. While interventions are in place in varying degrees, a

better system of diagnostic assessment and ensuing intervention is needed.

Systemic Challenge #5 (System #5) Establish a district system that fully ensures barriers to student

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

Aligned Concerns:

The District needs to more comprehensively address the graduation rate and incorporate

strategies and interventions that promote student self-awareness and self-management,

healthy interactions with others, and responsible behavior and decision-making to engage

in positive social behavior.

Systemic Challenge #6 (System #9) Establish a district system that fully ensures each member of

the district community promotes, enhances and sustains a shared vision of positive school climate

and ensures family and community support of student participation in the learning process.

Aligned Concerns:

The District gathers data from stakeholders but does not share it adequately with all

members of the school and community.

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District Level Plan

Action Plans

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

standards aligned curricula across all schools for all students.

Indicators of Effectiveness:

Type: Interim

Data Source: Completed course curriculum guides and pacing

guides that are aligned to the PA Core Standards

Lesson plans

Observations (formal and walk-through)

Specific Targets: Student benchmark assessment data

Student summative assessment data

Staff Needs Assessment

Strategies:

Curriculum Mapping

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

SAS Alignment: Standards, Materials & Resources

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Curriculum Core Teams

Description:

TASD will utilize resources available, including SAS, to align the curriculum to the PA Core Standards. Teachers and administrators will work in teams (grade level and content area) to accomplish this task.

SAS Alignment: Standards, Curriculum Framework, Materials & Resources

Implementation Steps:

Curriculum Alignment

Description:

Teachers will continue to work individually and in teams to align curriculum to the PA Core Standards.

Start Date: 7/1/2015 End Date: 6/30/2016

Program Area(s): Professional Education

Supported Strategies:

Curriculum Mapping

Curriculum Core Teams

Analyze student performance data trends (based on state and local assessments) to evaluate curriculum alignment

Description:

Teachers and administrators continue to analyze data to evaluate the newly aligned curriculum. This data will include state assessments, local benchmark assessments, and formative assessments (common assessments and exit slips).

Start Date: 7/1/2014 End Date: 6/30/2018

Program Area(s): Professional Education

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Supported Strategies:

Curriculum Mapping

Curriculum Core Teams

Goal #2: Establish a district system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices.

Indicators of Effectiveness:

Type: Interim

Data Source: Student proficiency data

Specific Targets: Create benchmark assessments in the secondary content areas to monitor that students are achieving the instructional outcomes

Refine elementary benchmark assessments to reflect the instructional outcomes required by the PA Core Standards

Strategies:

Common Assessment within Grade/Subject

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

SAS Alignment: Assessment, Instruction

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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

Implementation Steps:

Data Warehousing System

Description:

The Assessment Tracker portion of the Sapphire Student Information System has been purchased and will be utilized to assist staff in in analyzing multiple sources of data to improve student achievement. This analysis can be done at both the classroom level and cohort grade level.

Start Date: 7/1/2015 End Date: 6/30/2018

Program Area(s): Professional Education, Educational Technology

Supported Strategies:

Common Assessment within Grade/Subject

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

Warehousing

Common Assessments

Description:

Teams of teachers will develop/adopt and implement common assessments in all areas of instruction based on standards aligned curriculum, cross curricular connections, and best practices.

Start Date: 7/1/2015 End Date: 6/30/2018

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

Supported Strategies:

Common Assessment within Grade/Subject

Goal #3: 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: Lesson plan formats that include essential elements of design for effective instruction

Professional Development agendas, logs, etc.

Specific Targets: Fidelity monitoring of professional development

Increase in student achievement

Strategies:

Instructional Coaching

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

SAS Alignment: Instruction

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Substantial Professional Development

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

SAS Alignment: Instruction

Technology Infrastructure Enhancement/Technology Access and Training Increase

Description: The International Society for Technology in Education cites research that indicates an increase in access to technology has a positive effect on student achievement. (Source: http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement.pdf )

SAS Alignment: Instruction, Materials & Resources

Differentiating Instruction

Description: Empirical validation of differentiated instruction as a package was not found; however, a large number of testimonials and classroom examples of positive effects have been reported. (Sources: Learning Styles: Concepts and Evidence, http://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf ; Differentiated Instruction: Effective classroom practices report, http://www.cast.org/system/galleries/download/ncac/DifInstruc.pdf ; Learning Styles, http://en.wikipedia.org/wiki/Learning_styles#cite_note-33 ; WWC: Assisting Students Struggling with Reading: Response to Intervention and Multi-Tier Intervention in the Primary Grades, http://ies.ed.gov/ncee/wwc/pdf/practice_guides/rti_reading_pg_021809.pdf Differentiated Instruction Reexamined, http://www.hepg.org/hel/article/499; Investigating the Impact of Differentiated Instruction in Mixed Ability Classrooms, http://www.icsei.net/icsei2011/Full%20Papers/0155.pdf )

SAS Alignment: Instruction

Reading Across the Curriculum

Description: While there is a body of research that indicates employing the reading strategies of questioning, concept mapping, summarizing, and

36

monitoring comprehension have been shown to have positive effects on reading achievement, there are no empirical studies that indicate Reading Across the Curriculum as a whole has a positive effect on achievement. (Source: http://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/REL_2007003.pdf )

SAS Alignment: Instruction

Implementation Steps:

Differentiated Instruction

Description:

Provide continued professional development to all teaching staff on differentiated instruction with follow - up observations to ensure effective implementation of knowledge and skills that are gained.

Start Date: 7/1/2015 End Date: 6/30/2017

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

Educational Technology

Supported Strategies:

Instructional Coaching Differentiating Instruction

Professional Development for RtII

Description:

Students will receive timely intervention and targeted instruction. RtII will be applied to increase the effectiveness of instructional practices across the district. Effective implementation of RtII and differentiated instruction for all students at all levels will allow for challenging learning expectations and will increase PSSA achievement and growth as measured by PVAAS by at least one year of growth.

Start Date: 7/1/2015 End Date: 6/30/2018

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

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Supported Strategies:

Substantial Professional Development

Technology Infrastructure Enhancement/Technology Access and Training Increase

Differentiating Instruction

Reading Across the Curriculum

Enhanced Technology Access and Integration

Description:

TASD will continue to expand the integration of technology across the curriculum through professional development, modeling, and coaching.

Start Date: 7/1/2015 End Date: 6/30/2018

Program Area(s): Professional Education, Educational Technology

Supported Strategies:

Instructional Coaching

Substantial Professional Development

Technology Infrastructure Enhancement/Technology Access and Training Increase

Goal #4: 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.

Indicators of Effectiveness:

Type: Annual

Data Source: RtII checklist at each level (elementary, middle, and high)

Specific Targets: Data team meetings

Interventions training for appropriate staff

Progress monitoring schedules and data

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Strategies:

Common Assessment within Grade/Subject

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

SAS Alignment: Assessment, Instruction

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

Description: Using Student Achievement Data to Support Instructional Decision Making provides a WWC reporting of various strategies related to the acquisition, analysis, and application of student data. (Source: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf )

SAS Alignment: Assessment, Instruction

Substantial Professional Development

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

SAS Alignment: Instruction

Differentiating Instruction

Description: Empirical validation of differentiated instruction as a package was not found; however, a large number of testimonials and classroom examples of positive effects have been reported. (Sources: Learning Styles:

39

Concepts and Evidence, http://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf ; Differentiated Instruction: Effective classroom practices report, http://www.cast.org/system/galleries/download/ncac/DifInstruc.pdf ; Learning Styles, http://en.wikipedia.org/wiki/Learning_styles#cite_note-33 ; WWC: Assisting Students Struggling with Reading: Response to Intervention and Multi-Tier Intervention in the Primary Grades, http://ies.ed.gov/ncee/wwc/pdf/practice_guides/rti_reading_pg_021809.pdf Differentiated Instruction Reexamined, http://www.hepg.org/hel/article/499; Investigating the Impact of Differentiated Instruction in Mixed Ability Classrooms, http://www.icsei.net/icsei2011/Full%20Papers/0155.pdf )

SAS Alignment: Instruction

Positive Behavior Support

Description: “Positive behavior support strives to use a system to understand what maintains an individual's challenging behavior…It also summarizes and creates a hypothesis about the behavior, and directly observes the behavior and takes data to get a baseline. The positive behavior support process involves goal identification, information gathering, hypothesis development, support plan design, implementation and monitoring…Strategies are needed that teachers and parents are able and willing to use and that have an impact on the child's ability to participate in community and school activities.” (Source: http://en.wikipedia.org/wiki/Positive_behavior_support ) Measures of fidelity of PBS implementation were established in 2009, which means that the correlation between fidelity of implementation and measures of student behavior (e.g. number of behavioral referrals) can and needs to be determined before PBS can be verified as having a statistically significant impact on student behavior. A number of tools provide indicators of implementation, but indicators of effectiveness remain to be verified. The following site provides technical information related to PBS. (Source: http://www.pbis.org/default.aspx ) While empirical evidence is being developed regarding the effectiveness of School Wide PBS at the high school level, there is initial support for use of PBS in high schools. (Source: http://www.pbis.org/school/high_school_pbis.aspx )

SAS Alignment: Safe and Supportive Schools

Implementation Steps:

Professional Development for RtII

Description:

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Students will receive timely intervention and targeted instruction. RtII will be applied to increase the effectiveness of instructional practices across the district and, in particular, the secondary level.

Start Date: 7/1/2015 End Date: 6/30/2018

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

Supported Strategies:

Common Assessment within Grade/Subject

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

Warehousing

Substantial Professional Development

Differentiating Instruction

Positive Behavior Support

Goal #5: Establish a district system that fully ensures barriers to student learning are

addressed in order to increase student achievement and graduation rates.

Indicators of Effectiveness:

Type: Annual

Data Source: Graduation Rate

Specific Targets: Interventions "catalog" that includes all district

interventions for students at risk for dropping out of

school

Improve Career Services program

Review social skills curriculum for effectiveness

Parent Survey

STEP (Teen Parent) Program

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Strategies:

Character and Social Skill Building Programs

Description: WWC has identified programs for which there is evidence of the programs having a positive effect on character and social skill building. (Sources: http://www.positiveaction.net/content/PDFs/Character-education-topic-report.pdf and WWC/IES Practice Guide: Reducing Behavior Problems in the Elementary School Classroom: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/behavior_pg_092308.pdf )

SAS Alignment: Safe and Supportive Schools

Dropout Prevention Expansion

Description: WWC identifies 6 dropout prevention strategies for which empirical evidence exists that indicates the strategies reduce dropout rates. (Source: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dp_pg_090308.pdf ) The National Dropout Prevention Center/Network provides a list with resources for 15 strategies the organization claims to be “effective” and “have the most positive impact on the dropout rate.;” the Mid-Atlantic REL provides additional support for Dropout Prevention. (Sources: http://www.dropoutprevention.org/effective-strategies and http://ies.ed.gov/ncee/edlabs/regions/midatlantic/pdf/REL_2011103.pdf )

SAS Alignment: Safe and Supportive Schools

Credit Recovery Program

Description: Credit Recovery Programs provide a structured way for students to pass and receive credits for a course in which a student was previously unsuccessful in earning academic credit toward graduation, which is thought to increase the probability of school completion and graduation. While there is a large amount of inferential support for the institution of various approaches to credit recovery, insufficient empirical evidence is available to indicate that credit recovery has a positive effect on school completion. (Sources: http://www.blackboard.com/resources/k12/Bb_K12_WP_CreditRecovery.pdf ; http://www.centerii.org/handbook/Resources/4_C_h_Credit_recovery_programs_hs.pdf ; and

42

http://www.inacol.org/research/promisingpractices/NACOL_CreditRecovery_PromisingPractices.pdf )

SAS Alignment: Safe and Supportive Schools

Financial Incentives for Teen Parents

Description: WWC reports that financial incentives for teen parents had positive effects on teen parents staying in school but had no discernible effects on progressing in school or completing school. (Source: http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/WWC_Financial_Incentives_122106.pdf )

SAS Alignment: Safe and Supportive Schools

Problem Solving Skill Building Programs

Description: WWC has reviewed a number of commercial problem solving skill building programs that have a variety of effects on achievement and behavior. (Source: http://ies.ed.gov/ncee/wwc/sitesearch.aspx?Search=Problem+Solving+Programs&website=NCEE%2FWWC&x=6&y=9 )

SAS Alignment: Instruction, Materials & Resources

Alternative Education Program

Description:

TASD houses an Alternative Education Program for students who need an alternative to the regular classroom setting. Many students stepping into this program are at risk for dropping out of school and recieve counseling and individual goal setting to help them stay in school.

SAS Alignment: Safe and Supportive Schools

Implementation Steps:

Drop Out Prevention Efforts

Description:

43

The TASD has identified that a more systematic approach must be taken to target students at risk for dropping out as early as possible. As a result, an intervention catalog will be created that will address the varying reasons why students drop out of school. In addition, the social emotional curriculum and programming, as well as the career services, will be re-examined for effectiveness. It is expected that these efforts will increase the graduation rate in the district.

Start Date: 7/1/2015 End Date: 6/30/2018

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

Supported Strategies:

Character and Social Skill Building Programs

Dropout Prevention Expansion

Credit Recovery Program

Financial Incentives for Teen Parents

Problem Solving Skill Building Programs

Alternative Education Program

Goal #6: Establish a district system that fully ensures each member of the district community promotes, enhances and sustains a shared vision of positive school climate and ensures family and community support of student participation in the learning process.

Indicators of Effectiveness:

Type: Annual

Data Source: District and school level surveys

District publications and communication channels

Specific Targets: Analyze data from student, staff, and community perceptual surveys

Share data with school building, if applicable

Use district and school publications and the news media to share information gleaned from the surveys

Increased parent participation in school activities

Positive public perception of the district

44

Strategies:

Family Literacy Activities

Description: Family Literacy Activities include those activities where parent involvement in literacy acquisition is narrowly defined to include parent-child activities that focus on reading. A meta-analysis of 14 intervention studies indicates that family literacy activities have a high effect size on reading skill acquisition in grades K-3. (Source:http://lincs.ed.gov/publications/pdf/lit_interventions.pdf )

SAS Alignment: Instruction

Parent Surveys

Description:

TASD will initiate parent surveys to address areas of academics, communication, discipline and respect, homework, monitoring student progress, outreach and engagement, quality and satisfaction, responsiveness, school climate, and school pride.

SAS Alignment: Safe and Supportive Schools

Public Relations

Description:

TASD will explore opportunities to enhance the process of providing information to the public, as well as marketing the district within the community.

SAS Alignment: None selected

Community/Parent Advisory Committees

Description:

Effective schools research shows that parent and community involvement and support is a key to the success of the system. The TASD has formed a Parent Advisory Committee at each of its buildings and the Superintendent has formed an Advisory Council consisting of community and business leaders, as well as parents. These committees have proven to provide

45

valuable feedback and input into certain school district operations and programs.

SAS Alignment: None selected

Implementation Steps:

Family Engagment

Description:

TASD will provide training, strategies, and opportunities for families to encourage reading and math skill develpment.

Start Date: 7/1/2015 End Date: 6/30/2018

Program Area(s):

Supported Strategies:

Family Literacy Activities

Public Relations

Community/Parent Advisory Committees

Public Perception

Description:

TASD will provide meaningful communication to the community using a variety of methods (website, social media, TyNotes, local newspapers) to increase positive public perception.

Start Date: 7/1/2015 End Date: 6/30/2018

Program Area(s):

Supported Strategies:

Parent Surveys

Public Relations

Community/Parent Advisory Committees

46

Staff Use of District Website

Description:

Staff will receive training on the website platform in order to create and maintain their own web pages for parent and student information.

Start Date: 7/1/2015 End Date: 6/30/2016

Program Area(s): Educational Technology

Supported Strategies:

Public Relations

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Appendix: Professional Development Implementation

Step Details

LEA Goals Addressed:

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

Strategy #1: Curriculum Mapping

Strategy #2: Curriculum Core Teams

Start End Title Description

7/1/2015 6/30/2016 Curriculum Alignment Teachers will continue to work individually and in teams to align curriculum to the

PA Core Standards.

Person Responsible SH S EP Provider Type App. Director of

Curriculum and Instruction; Building Principals

3.0 7 100 Tyrone Area School District School Entity

Yes

Knowledge

Teachers will continue to become familiar with the PA Core Standards and the knowledge and skills that

students within a particular grade level should acquire. Teachers will also develop tasks that are standards

aligned and rigorous.

Supportive Research

Research shows that effective schools/districts that maintain a system that is standards-aligned experience

greater student achievement that schools/districts who systems are disjointed.

Designed to Accomplish

For classroom teachers, school counselors and education specialists:

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

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

48

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

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

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

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

Instructs the leader in managing resources for effective results.

Training Format Department Focused Presentation

Professional Learning Communities

Participant Roles

Classroom teachers

Principals / Asst. Principals

New Staff Grade Levels

Elementary - Primary (preK - grade 1)

Elementary - Intermediate (grades 2-5)

Middle (grades 6-8)

High (grades 9-12)

Follow-up Activities

Joint planning period activities

Evaluation Methods

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

Student PSSA data

Standardized student assessment data other than the PSSA

Classroom student assessment data

Participant survey

Review of participant lesson plans

49

LEA Goals Addressed:

#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.

Strategy #1: Common Assessment within Grade/Subject

Start End Title Description

7/1/2015 6/30/2018 Common Assessments

Teams of teachers will develop/adopt and implement common assessments in all

areas of instruction based on standards aligned curriculum, cross curricular

connections, and best practices.

Person Responsible SH S EP Provider Type App. Director of

Curriculum and Instruction; Building Principals

3.0 4 100 Appalachia IU 08 and Tyrone Area School District IU Yes

Knowledge Teachers will understand the importance of common assessments in determining and comparing student

knowledge and skills gained and how to adjust instruction as a result of the assessments.

Supportive Research

Reviews of accountability data from hundreds of schools reveal the schools with the greatest gains in

achievement consistently employ common assessments, nonfiction writing, and collaborative scoring by faculty

(Reeves, 2004).

Designed to Accomplish

For classroom teachers, school counselors and education specialists:

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

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

Provides educators with a variety of classroom-based assessment skills and the skills

50

needed to analyze and use data in instructional decision-making.

Empowers educators to work effectively with parents and community partners.

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

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

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

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

Instructs the leader in managing resources for effective results.

Training Format

Series of Workshops

School Whole Group Presentation

Department Focused Presentation

Professional Learning Communities

Participant Roles Classroom teachers

Principals / Asst. Principals Grade Levels

Elementary - Primary (preK - grade 1)

Elementary - Intermediate (grades 2-5)

Middle (grades 6-8)

High (grades 9-12)

Follow-up Activities

Analysis of student work, with administrator and/or peers

Creating lessons to meet varied student learning styles

Peer-to-peer lesson discussion

Joint planning period activities

Evaluation Methods

Classroom student assessment data

Review of participant lesson plans

51

LEA Goals Addressed:

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

Strategy #1: Instructional Coaching

Strategy #2: Differentiating Instruction

Start End Title Description

7/1/2015 6/30/2017 Differentiated Instruction

Provide continued professional development to all teaching staff on differentiated

instruction with follow - up observations to ensure effective implementation of

knowledge and skills that are gained.

Person Responsible SH S EP Provider Type App. Director of

Curriculum and Instruction; Building Principals; Instructional Coaches

2.0 10 100 Tyrone Area School District and Appalachia Intermediate Unit 08

IU Yes

Knowledge Participants will gain the knowledge and skills to differentiate instruction at all levels of the curriculum in order

to create challenging expectations for all students.

Supportive Research

Effective Instructional Best Practices: Differentiation of Instruction

Designed to Accomplish

For classroom teachers, school counselors and education specialists:

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

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

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

Empowers educators to work effectively with parents and community partners.

52

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

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

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

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

Training Format

Series of Workshops

School Whole Group Presentation

Professional Learning Communities

Offsite Conferences

Participant Roles

Classroom teachers

Principals / Asst. Principals

Grade Levels

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

Middle (grades 6-8)

High (grades 9-12)

Follow-up Activities

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

Analysis of student work, with administrator and/or peers

Creating lessons to meet varied student learning styles

Peer-to-peer lesson discussion

Lesson modeling with mentoring

Evaluation Methods

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

Student PSSA data

Standardized student assessment data other than the PSSA

Classroom student assessment data

Review of participant lesson plans

53

LEA Goals Addressed:

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

Strategy #1: Substantial Professional Development

Strategy #2: Technology Infrastructure Enhancement/Technology Access and Training Increase

Strategy #3: Differentiating Instruction

Strategy #4: Reading Across the Curriculum

Start End Title Description

7/1/2015 6/30/2018 Professional Development for

RtII

Students will receive timely intervention and targeted instruction. RtII will be

applied to increase the effectiveness of instructional practices across the district.

Effective implementation of RtII and differentiated instruction for all students at all

levels will allow for challenging learning expectations and will increase PSSA

achievement and growth as measured by PVAAS by at least one year of growth.

Person Responsible SH S EP Provider Type App. Director of

Curriculum and Instruction; Building Principals

2.0 10 100 Tyrone Area School District School Entity

Yes

Knowledge Teachers will apply the RtiI framework to idenify students in need of intervention and enrichment.

Supportive Research

RtII is considered nationally as a research based, best practice framework.

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.

54

Empowers educators to work effectively with parents and community partners.

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

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

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

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

Instructs the leader in managing resources for effective results.

Training Format

Series of Workshops

School Whole Group Presentation Department Focused Presentation

Professional Learning Communities

Participant Roles

Classroom teachers

Principals / Asst. Principals

School counselors

Paraprofessional

Other ed specialists

Grade Levels

Elementary - Primary (preK - grade 1)

Elementary - Intermediate (grades 2-5)

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

Follow-up Activities

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

Analysis of student work, with administrator and/or peers

Creating lessons to meet varied student learning styles

Joint planning activities

Evaluation Methods

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

Student PSSA data

Standardized student assessment data other than the PSSA

Classroom student assessment data

55

LEA Goals Addressed:

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

Strategy #1: Instructional Coaching

Strategy #2: Substantial Professional Development

Strategy #3: Technology Infrastructure Enhancement/Technology Access and Training Increase

Start End Title Description

7/1/2015 6/30/2018 Enhanced Technology Access

and Integration

TASD will continue to expand the integration of technology across the curriculum

through professional development, modeling, and coaching.

Person Responsible SH S EP Provider Type App. Technology

Administrator; Director of Curriculum and Instruction; Building Principals

2.0 10 100 Tyrone Area School District School Entity

Yes

Knowledge Teachers will show evidence of the integration of technology for the enhancement of student achievement.

Supportive Research

21st Century Skills and Digital Age Best Practices

Designed to Accomplish

For classroom teachers, school counselors and education specialists:

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

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

Empowers educators to work effectively with parents and community partners.

56

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

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

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

Instructs the leader in managing resources for effective results.

Training Format

Series of Workshops

School Whole Group Presentation

Professional Learning Communities

Offsite Conferences

Participant Roles

Classroom teachers

Principals / Asst. Principals

School counselors

Other ed specialists

Grade Levels

Elementary - Primary (preK - grade 1)

Elementary - Intermediate (grades 2-5)

Middle (grades 6-8)

High (grades 9-12)

Follow-up Activities

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

Analysis of student work, with administrator and/or peers

Creating lessons to meet varied student learning styles

Peer-to-peer lesson discussion

Lesson modeling with mentoring

Evaluation Methods

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

Participant survey

Review of participant lesson plans

57

LEA Goals Addressed:

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

Strategy #1: Common Assessment within Grade/Subject

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

Strategy #3: Substantial Professional Development

Strategy #4: Differentiating Instruction

Strategy #5: Positive Behavior Support

Start End Title Description

7/1/2015 6/30/2018 Professional Development for

RtII

Students will receive timely intervention and targeted instruction. RtII will be

applied to increase the effectiveness of instructional practices across the district

and, in particular, the secondary level.

Person Responsible SH S EP Provider Type App. Director of

Curriculum and Instruction; Building Principals

2.0 10 100 Tyrone Area School District School Entity

Yes

Knowledge Teachers will understand and be able to deliver intervention protocols as applicable to their assignments.

Supportive Research

RtII is considered nationally as a reserach based, best practice framework.

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.

Empowers educators to work effectively with parents and community partners.

58

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

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

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

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

Instructs the leader in managing resources for effective results.

Training Format

Series of Workshops

Department Focused Presentation

Professional Learning Communities

Participant Roles

Classroom teachers

Principals / Asst. Principals

Paraprofessional Grade Levels

Elementary - Primary (preK - grade 1)

Elementary - Intermediate (grades 2-5)

Middle (grades 6-8)

High (grades 9-12)

Follow-up Activities

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

Analysis of student work, with administrator and/or peers

Lesson modeling with mentoring

Joint planning period activities

Evaluation Methods

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

Student PSSA data

Standardized student assessment data other than the PSSA

Classroom student assessment data

59

LEA Goals Addressed:

#1 Establish a district system that fully ensures each member of the district community promotes, enhances and sustains a shared vision of positive school climate and ensures family and community support of student participation in the learning process.

Strategy #1: Public Relations

Start End Title Description

7/1/2015 6/30/2016 Staff Use of District Website Staff will receive training on the website platform in order to create and maintain

their own web pages for parent and student information.

Person Responsible SH S EP Provider Type App. Technology

Administrator; Director of Curriculum and Instruction; Building Principals

3 5 100 Tyrone Area School District School Entity

Yes

Knowledge Staff will gain the knowledge to create and maintain a web page for their classrooms that contains pertinent

information for students and parents.

Supportive Research

When school staff reach out to parents as important stakeholders in the educational process, student

engagement and achievement increases.

Designed to Accomplish

For classroom teachers, school counselors and education specialists:

Empowers educators to work effectively with parents and community partners.

For school and district administrators, and other educators seeking leadership

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

60

roles:

Training Format

Series of Workshops

Department Focused Presentation

Professional Learning Communities

Participant Roles

Classroom teachers

Principals / Asst. Principals

School counselors

Other educational specialists

Grade Levels

Elementary - Primary (preK - grade 1)

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

High (grades 9-12)

Follow-up Activities

Lesson modeling with mentoring

Evaluation Methods

Participant survey

web page development

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District Level Affirmations

We affirm that this District Level Plan was developed in accordance, and will comply with the

applicable provisions of 22 Pa. Code, Chapters 4, 12, 16, and 49. We also affirm that the contents are

true and correct and that the plan was placed for public inspection in the school district/AVTS

offices and in the nearest public library until the next regularly scheduled meeting of the board or

for a minimum or 28 days whichever comes first.

We affirm that the responses in the Professional Education Core Foundations and the Professional

Development Implementation Steps focus on the learning needs of each staff member to enable all

staff members meet or exceed the Pennsylvania academic standards in each of the core subject

areas.

No signature has been provided

Board President

No signature has been provided

Chief School Administrator