wilson--sd comprehensive-plan 3-8-2018...2018/03/08 · 2 district profile demographics 2601...

WilsonSD

DistrictLevelPlan

07/01/2018‐06/30/2021

2

DistrictProfile

Demographics

2601 Grandview Blvd West Lawn, PA 19609‐1324 610‐670‐0180 Superintendent: Richard Faidley Director of Special Education: Kate Long

PlanningProcessBeginninginSeptember2015,acommitteeofvariousdistrictcommunitystakeholdersmettostartourdeliberationsforthepurposeofcreatingthedistrictsnewcomprehensiveplan.Thecommitteewasrepresentedbyadministration,faculty,educationspecialists,schoolboardmembers,students,communitymembers,andparents.

ThecommitteemetseveraltimesfromSeptember2015throughSeptember2016.Thefirstfewmeetingswerewholecommitteeinordertoidentifyprocess;reviewdata;identifydistrictaccomplishmentsandconcerns;determinegoals;andsettimelineforactionplanwork.Thesecondhalfofourworkinvolveddividingthegoalsfordevelopment/refinementofthestrategiesandactionplans.Smallergroupsmettoreviewthecurrentinformationrelevanttoaspecificgoal,andtoestablishactionstepstobringbacktothelargercommitteeforapprovaltobeincludedonthecomprehensiveplan.

Inadditiontothewholecommitteeandsmaller,additionalworkwasdonewithteachers,departmentleaders,andadministratorstoestablishneedsassessmentdataandgetfeedbacktoguidethecommittee'sdirection.

ThewholecommitteelastmetinSeptember2016toreviewthefinalrecommendationsofthesubcommitteeworkandtoprovidefeedbackandinputonthefinalstrategiesandactionplans.

MissionStatementThe Wilson School District in Partnership with Families and Community is committed to:

Empowering our students to create their own future.

VisionStatementAs partners in the education of our students, the Wilson School District strives to encourage student success with the goal of assisting in the development of graduates that have the ability to demonstrate

3

resilience, perserverance, and thoughtfulness when facing challenges; own their learning as they work toward their goals; and communicate with clarity and act with integrity.

We do this by striving to create a fiscally attentive, collaborative, enriching, and safe learning environment where students are challenged and engaged in a rigorous curriculum utilizing innovative technology and data-driven instruction.

- Professional Collaboration in order to share expertise and improve upon our educational portfolio.

- Data-driven in order to understand our strengths and adjust our weaknesses.

- Standards-based in order to guarantee that our curriculum is aligned to national, state and local standards of achievement.

- Rigorous in our approach to teaching and learning in order to ensure success for all learners.

- Safe learning environment in order to ensure our students are learning to their potential.

Wilson'sadministrationandstafftakethevisionstatementanddistillitfurtherintosix"planks".Wealldevelopprofessionalgoalstoreachinaschoolyearthatarelinkeddirectlyoneofthesesixplanks.

Theseplankshelpusgaugethewaysthatweasaprofessionalstaffaccomplishourdistrict'smissionandattainourdistrict'svision.

1. Improve upon and expand Wilson’s portfolio to advance student success.

2.Increaseorganizationalagilityandcapacityforallstudentsandemployees.

3.GrowWilsonregionallyandnationallyasaresultofstaffandstudentsuccess.

4.Artfullydevelopanduseinfrastructureforallstakeholders.

5.Createaflatterorganizationalstructureforstakeholdercollaborationandrelationshipbuilding.

6.ControlforfiscalaccountabilitythroughouttheDistrict.

SharedValuesCoreValues

Webelievethateverychildcanlearn.

4

Webelievethatastandards‐basedcurriculumisessentialtothedevelopmentofauniformknowledgebase.

Webelieveinaphilosophyofcontinuousimprovement.

Webelieveinastronghomeandschoolpartnership.

Oureducationalactivitiesandeverydayinteractionsareenrichedbyouracceptanceofoneanother,and,asmembersoftheWilsoncommunity,webelievewelearnfromeachotherinanatmosphereofpositiveengagementandmutualrespect.

WebelievetheroleoftheBoardofEducationistosupporttheDistrict’sstrategicplanwhilebeingfiscallyresponsivetothecommunity.

Webelieveinadecision‐makingprocessthatisstudent‐centered,collaborative,datadrivenandresearchbased.

Webelievethatstakeholdersmusthaveaccesstoasafeenvironment.

Webelieveinaphilosophyofdisciplinethatisdevelopmentallyappropriate,reflectiveandrestorative.

Webelievetechnologyenhancestheeducationalprogram,facilitatesacademicachievement,andsupportsthemanagementofthedistrict.

Webelievethatextracurricularactivitiesareaprivilegethatenhancestheeducationalprogramandfosterscharacterdevelopment.

We believe that communication is important within the organization and outside to our community.

We believe that all members of the Wilson community are stakeholders of the District’s mission and vision.

We believe in assisting in the character development of our students and faculty with the intention of producing citizens of character.

EducationalCommunityTheWilsonSchoolDistrictislocatedinWestLawn,PennsylvaniaadjacenttothecityofReading.Thedistricthasover6,031studentsand452facultymembers.Ourschooldistrictservesstudentsinfiveelementaryschools,twomiddleschools,andonehighschool.ThedistrictservicesallofSpringTownship,sectionsofLowerHeidelbergTownshipaswellastheboroughofSinkingSpring.

5

1.School,Education,andCommunityDescription

a.CurrentSystem:WilsonSchoolDistrict,inWestLawn,PA,encompassesover35,000residentsamongfourmunicipalities.Thedistrictprovidesthehighest‐qualityeducationtoover6,031studentsingradesK‐12.Ofthosestudents,7.4%percentareAfrican‐Americanandafurther15.53%areHispanicand5.42%areofAsiandescent.TheWilsonSchoolDistrictcoversapproximately38squaremilesinsuburbanReading,PA,andoperatesfiveelementaryschools(K‐5),twomiddleschools(6‐8),andonedistricthighschool(9‐12).

WilsonHighSchoolhasproduced86graduatingclassessinceitwasformedin1929.Thedistrictitselfwasestablished25yearslater,in1954,whenWilsonHighSchooljoinedwithSinkingSpringHighSchool.Wilson’sreputationisbuiltupontheacademicsuccessthatitsstudentsachieveyearafteryear,consistentlyscoringatorabovenationalaveragesonSATsandPSSAs.Thedistrictalsooffers23AdvancedPlacementcoursesinArtHistory,Biology,CalculusAB,CalculusBC,Chemistry,Chinese&Culture,ComputerScience,EnglishLanguage&Composition,EnglishLiterature&Composition,EnvironmentalScience,EuropeanHistory,Government&Politics,Microeconomics,MusicTheory,PhysicsE&MandMechanics,Psychology,Research,Seminar,Statistics,StudioArt,U.S.HistoryandWorldHistory.

ThefacultyatWilsonisaseasonedandexperiencedgroup.Alltotaled,thedistrict’s452teachershave4,936collectiveyearsofeducationalexperience.Theaverageeducatorhas11.00yearsofexperienceandeitherpossessesorisactivelypursuingaMaster’sdegree.

b.Philosophy:TheimportancethatthedistrictplacesoncooperationwithourfamiliesandcommunityisstressedinitsdeceptivelysimpleWilsonSchoolDistrictMissionStatement.TheWilsonSchoolDistrictbelievesinempoweringourstudentstocreatetheirownfuture.

TheWilsonHighSchoolstudentshaveamissionstatementoftheirown,reflectingthequalitiesthattheyvalue:We,thestudentsofWilsonHighSchool,recognizethateachofusisauniqueindividual,and,assuch,wewilltreatoneanotherwithrespectanddignity.Weinviteeachteachertorecognizeouruniquegiftsandabilities,treatinguswithrespectsothatwemaygrowinasuccessfullearningenvironment.Weinviteourparentstoguideusandhelpusgrowtobediligent,capableyoungadults.

c.Community:WilsonSchoolDistrictiscomprisedoffourmunicipalitiesnamelyLowerHeidelbergTownship,SpringTownship,WestLawnBorough,andSinkingSpringBorough.Thesemunicipalitiesarelargelysuburban,whileLowerHeidelbergTownshipdoescontainsomeruralareas.Thegrowthofourcommunityinthepast20yearshasbeentremendousandWilsonhassucceededinmaintainingahighlevelofeducationforeachofitsstudents.

TheWilsonSchoolDistrictiscomprisedoffivekindergartenthroughfifthgradeschools:CornwallTerrace,GreenValley,ShilohHills,SpringRidge,andWhitfield;twosixththrougheighthgrademiddleschools:SouthernMiddleSchoolandWestMiddleSchool;andoneninththroughtwelfth

6

seniorhighschool(Wilson).Inadditionthedistricthasacentraladministrationdepartment,foodservicesdepartment,andtechnologydepartmentwhicharelocatedattheeastwingofthehighschoolbuilding.Alongwiththemaincampusthedistricthasseparateoperationsandtransportationcenters.Administration:

Thecentraladministrativeteamofficesarelocatedintheeastwingofthehighschoolbuildingwhichislocatedat2601GrandviewBoulevardinWestLawn.TheBoardofDirectormeetingsareheldinthestaffdevelopmentroomonthefirstandthirdMondaysofeachmonthat7:00PMunlessotherwisenoted.

TheWilsonSchoolDistrictAdministrativeTeamconsistsofthefollowingpersonnel:

SuperintendentofSchools:Mr.CurtisBaker

AssistantSuperintendentofSchools:Dr.CynthiaMierzejewski

DirectorofCurriculum,Instruction,andStaffDevelopment:Dr.AmyFlannery

DirectorofPublicInformation:Ms.KristinKramer

DirectorofHumanResources:Mrs.LoriLillis

DirectorofExtra‐CurricularActivities:Mr.DrewKauffman

DirectorofFinanceandSupportServices:Mrs.ChristineSchlosman

DirectorofPlantManagement:Mr.KyleZeiber

DirectorofPupilServices:Dr.KateLong

DirectorofChildCare:Mr.StevenGood

SupervisorofFoodServices:Mrs.PeggyUmbenhauer

TransportationDirector:Ms.AllineSmith

LanguageArtsSupervisor:Mrs.VeronicaAndes

ScienceSupervisor:Mr.MichaelDillon

Elementary/MSSupervisorofSpecialEducation:Mrs.DawnHarris

7

HighSchool/MSSupervisorofSpecialEducation:Mrs.HollyLorchak

WilsonVirtualAcademyCoordinator:Mrs.DeborahChestnut

InstructionalTechnologyIntegrationCoachK‐12:Mr.ChrisMcCaffrey

HighSchoolPrincipal:Mr.ChrisTrickett

HighSchoolAssistantPrincipal&SocialStudiesSupervisor:Mr.MatthewBender

HighSchoolAssistantPrincipal:Mr.JeffreyEbert

HighSchoolAssistantPrincipal:Mr.DeanDamiani

HighSchoolAssistantPrincipal:Ms.KelleyRomyn

SouthernMiddleSchoolPrincipal:Dr.StephenBurnham

SouthernMiddleSchoolAssistantPrincipal:Mrs.KellyShewmake

WestMiddleSchoolPrincipal:Mr.KyleWetherhold

WestMiddleSchoolAssistantPrincipal:Mr.JonStengar

CornwallTerraceElementaryPrincipal:Mrs.BethYeiser

GreenValleyElementaryPrincipal:Mrs.LauraMorgan

ShilohHillsElementaryPrincipal:Dr.MatthewFlannery

SpringRidgeElementaryPrincipal:Mrs.DawnHart

WhitfieldElementaryPrincipal:Dr.KristaAntonis

FacultyandStaffTheWilsonSchoolDistrictemploys452professionalstaff,43administrativestaffand580part‐timeandfull‐timesupportstaff.

PlanningCommitteeName Role

Veronica Andes Administrator : Professional Education

Jeffrey Ebert Administrator : Professional Education

8

Amy Flannery Administrator : Professional Education

Matthew Flannery Administrator : Professional Education

Dawn Harris Administrator : Special Education

Holly Lorchak Administrator : Special Education

Cynthia Mierzejewski Administrator : Professional Education Special

Education

Thomas (Rudy) Ruth Administrator : Professional Education Special

Education

Carol Reid Board Member : Professional Education

Stephen Burnham Building Principal : Professional Education

Kyle Wetherhold Building Principal : Professional Education

Guy Templin Business Representative : Professional Education

Matthew Wolf Business Representative : Professional Education

Steven Chmielewski Community Representative : Professional

Education

George Fiore Community Representative : Professional

Education

Ann Tamaccio Ed Specialist ‐ School Nurse : Professional

Education

Brandie Arnold Ed Specialist ‐ School Psychologist : Professional

Education

Matthew Derr Elementary School Teacher ‐ Regular Education :

Professional Education

Lori Kline Elementary School Teacher ‐ Regular Education :


Michael Votodian Elementary School Teacher ‐ Regular Education :


Dean Damiani High School Teacher ‐ Regular Education :


Deanna Schmidt High School Teacher ‐ Regular Education :


Tammy Hahn Middle School Teacher ‐ Regular Education :


Rick Lapi Middle School Teacher ‐ Regular Education :


Dawn Hart Parent : Special Education

Sherry Kutz Parent : Professional Education

Lori Mahon Parent : Professional Education

Susan Wojciechowski Parent : Professional Education

Skylar Burnham Student

9

Cameron Cavanaugh Student

Lindsay Chai Student

Colin Lynch Student

Chris Russo Student

Dana Schultz Student

Sashank Sridhar Student

Amanda Tony Student

Kate Long Student Services Director/Specialist : Professional

Education Special Education

10

CoreFoundations

Standards

MappingandAlignment

ElementaryEducation‐PrimaryLevel

Standards Mapping Alignment

ArtsandHumanities Developing DevelopingCareerEducationandWork NonExistent Notanswered

CivicsandGovernment NeedsImprovement

NeedsImprovement

PACoreStandards:EnglishLanguageArts NeedsImprovement

NeedsImprovement

PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects

NeedsImprovement

NeedsImprovement

PACoreStandards:Mathematics Developing DevelopingEconomics NonExistent NonExistent

EnvironmentandEcology NeedsImprovement

NeedsImprovement

FamilyandConsumerSciences NonExistent NonExistent

Geography NeedsImprovement

NeedsImprovement

Health,SafetyandPhysicalEducation Developing Developing

History NeedsImprovement

NeedsImprovement

ScienceandTechnologyandEngineeringEducation NonExistent NonExistentAlternateAcademicContentStandardsforMath NonExistent NonExistentAlternateAcademicContentStandardsforReading NonExistent NonExistentAmericanSchoolCounselorAssociationforStudents NonExistent NonExistentEarlyChildhoodEducation:Infant‐Toddler⟶SecondGrade NonExistent NonExistent

EnglishLanguageProficiency NeedsImprovement

NeedsImprovement

InterpersonalSkills NonExistent NonExistent

SchoolClimate NeedsImprovement

NeedsImprovement

Explanationforstandardareaschecked"NeedsImprovement"or"NonExistent":

Eachoftheareasidentifiedas"NeedsImprovement"or"Non‐existent"respresentareasthatwilldriveourgoalsandactionstepsinthiscomprehensiveplan.

ElementaryEducation‐IntermediateLevel

11


ArtsandHumanities Accomplished AccomplishedCareerEducationandWork NonExistent NonExistent

CivicsandGovernment NeedsImprovement

NeedsImprovement

PACoreStandards:EnglishLanguageArts NeedsImprovement

NeedsImprovement


NeedsImprovement

NeedsImprovement

PACoreStandards:Mathematics Developing Developing

Economics NeedsImprovement

NeedsImprovement

EnvironmentandEcology NeedsImprovement

NeedsImprovement

FamilyandConsumerSciences NeedsImprovement

NeedsImprovement

Geography NeedsImprovement

NeedsImprovement

Health,SafetyandPhysicalEducation Accomplished Accomplished

History NeedsImprovement

NeedsImprovement

ScienceandTechnologyandEngineeringEducation NeedsImprovement

NeedsImprovement

AlternateAcademicContentStandardsforMath NeedsImprovement

NeedsImprovement

AlternateAcademicContentStandardsforReading NeedsImprovement

NeedsImprovement

AmericanSchoolCounselorAssociationforStudents NeedsImprovement

NeedsImprovement

EnglishLanguageProficiency NeedsImprovement

NeedsImprovement

InterpersonalSkills NeedsImprovement

NeedsImprovement

SchoolClimate NeedsImprovement

NeedsImprovement

Explanationforstandardareaschecked"NeedsImprovement"or"NonExistent":

Eachoftheareasidentifiedas"NeedsImprovement"or"Non‐existent"respresentareasthatwilldriveourgoalsandactionstepsinthiscomprehensiveplan.

MiddleLevel


ArtsandHumanities Accomplished AccomplishedCareerEducationandWork Accomplished AccomplishedCivicsandGovernment Developing DevelopingPACoreStandards:EnglishLanguageArts Developing Developing

12

PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Developing Developing

PACoreStandards:Mathematics Developing DevelopingEconomics Developing DevelopingEnvironmentandEcology Developing DevelopingFamilyandConsumerSciences Developing DevelopingGeography Developing DevelopingHealth,SafetyandPhysicalEducation Accomplished AccomplishedHistory Developing DevelopingScienceandTechnologyandEngineeringEducation Developing DevelopingAlternateAcademicContentStandardsforMath Developing DevelopingAlternateAcademicContentStandardsforReading Developing DevelopingAmericanSchoolCounselorAssociationforStudents Notanswered NotansweredEnglishLanguageProficiency Developing DevelopingInterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingWorldLanguage Developing DevelopingExplanationforstandardareaschecked"NeedsImprovement"or"NonExistent":

Thisnarrativeisempty.

HighSchoolLevel


ArtsandHumanities Accomplished AccomplishedCareerEducationandWork Accomplished AccomplishedCivicsandGovernment Developing DevelopingPACoreStandards:EnglishLanguageArts Developing DevelopingPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Developing Developing

PACoreStandards:Mathematics Developing DevelopingEconomics Developing DevelopingEnvironmentandEcology Developing DevelopingFamilyandConsumerSciences Developing DevelopingGeography Developing DevelopingHealth,SafetyandPhysicalEducation Accomplished AccomplishedHistory Developing DevelopingScienceandTechnologyandEngineeringEducation Developing DevelopingAlternateAcademicContentStandardsforMath Developing DevelopingAlternateAcademicContentStandardsforReading Developing DevelopingAmericanSchoolCounselorAssociationforStudents Notanswered NotansweredEnglishLanguageProficiency Developing DevelopingInterpersonalSkills Notanswered NotansweredSchoolClimate Developing Developing

13

WorldLanguage Developing DevelopingExplanationforstandardareaschecked"NeedsImprovement"or"NonExistent":


Adaptations


Checkedanswers

None.

Uncheckedanswers

None.


Checkedanswers

None.

Uncheckedanswers

None.

MiddleLevel

Checkedanswers

None.

Uncheckedanswers

None.

HighSchoolLevel

Checkedanswers

None.

Uncheckedanswers

None.

Explanationforanystandardschecked:


Curriculum

PlannedInstruction


14

CurriculumCharacteristics Status

Objectivesofplannedcourses,instructionalunitsorinterdisciplinarystudiestobeachievedbyallstudentsareidentifiedforeachsubjectarea. Developing

Content,includingmaterialsandactivitiesandestimatedinstructionaltimetobedevotedtoachievingtheacademicstandardsareidentified. Developing

Therelationshipbetweentheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesandacademicstandardsareidentified.

Developing

Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesareidentified. Developing

ProcessesusedtoensureAccomplishment:


Explanationforanystandardsareaschecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:







Developing






MiddleLevel



Content,includingmaterialsandactivitiesandestimatedinstructional Developing

15

timetobedevotedtoachievingtheacademicstandardsareidentified.Therelationshipbetweentheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesandacademicstandardsareidentified.

Developing






HighSchoolLevel





Developing






ModificationandAccommodations

Explainhowplannedinstructioncontainsmodificationsandaccommodationsthatallowallstudentsatallmentalandphysicalabilitylevelstoaccessandmasterarigorousstandardsalignedcurriculum.


Instruction

16

InstructionalStrategies

CheckedAnswers Formal classroom observations focused on instruction Walkthroughs targeted on instruction

Peer evaluation/coaching

Unchecked Answers

Annual Instructional evaluations

Instructional Coaching

Regular Lesson Plan Review

Checked Answers

Administrators

Department Supervisors

Unchecked Answers

Building Supervisors

Instructional Coaches

Not Reviewed

ProvidebriefexplanationofLEA'sprocessforincorporatingselectedstrategies.

Thedistrictincorporatesavariedapproachinstrategiesusedtoensurestandardsaliignedinstructionandconsistency.Fromamonitoringperspectiveourdifferentiatedsupervisionmodelprovidesforpeercollaborationandreviewaswellasaprocessofbothformalandinformalobservationscompletedbydepartmentsupervisors,buildingprincipals,anddistrictadministration.Additionally,theuseofcommonassessmentsprovidesforconsistencyacrossourclassroomsatthesceondarylevel.

ProvidebriefexplanationforstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation.


ResponsivenesstoStudentNeeds


InstructionalPractices Status

Structuredgroupingpracticesareusedtomeetstudentneeds. NotansweredFlexibleinstructionaltimeorotherschedule‐relatedpracticesareusedtomeetstudentneeds. Notanswered

Differentiatedinstructionisusedtomeetstudentneeds. NotansweredAvarietyofpracticesthatmayincludestructuredgrouping,flexibleschedulinganddifferentiatedinstructionareusedtomeettheneedsofgiftedstudents.

Notanswered

17

Ifnecessary,providefurtherexplanation.(Requiredexplanationifcolumnselectedwas






Notanswered



MiddleLevel




Notanswered



HighSchoolLevel




Notanswered



Recruitment

18

Describetheprocessyouimplementtorecruitandassignthemosteffectiveandhighlyqualifiedteachersinordertomeetthelearningneedsofstudentswhoarebelowproficiencyorareatriskofnotgraduating.

RecruitmentofteachersinFebruary/Marchwithattendanceatcollege‐sponsoredandcommunityjobfairsintheeasternpartofthestate.WilsonSDalsooperateditsownjobfairinthespringof2016thathadhighparticipationandthedistrictplansonholdingajobfaironanongoingbasis.ThedistrictalsoadvertisesinthestatewidePAREAPsystemtobeabletoaddressapplicantsbothinandoutofstate.Forareaswheretherearenotmanyeligiblecandidates,administratorscontactcollegesanduniversitiesforrecommendationsontopcandidates.WilsonSDimplementsamulti‐levelinterviewprocessthatincludesinterviewresponses,writtenresponses,andlessonreflectioninordertoidentifythemosteffectiveandhighlyqualifiedteachers.Inidentifyingthesuccessfulcandidates,theinterviewteamfocusesonthequalitiesoftheteachersthatenablethemtodifferentiatetheinstructionandcontentofthosestudentswhohavethegreatestneeds.

Assessments

LocalGraduationRequirements

CourseCompletion SY18/19 SY19/20 SY20/21

TotalCourses English Mathematics SocialStudies Science PhysicalEducation Health Music,Art,Family&ConsumerSciences,CareerandTechnicalEducation

Electives Minimum%GradeRequiredforCredit(NumericalAnswer)

GraduationRequirementSpecifics

WeaffirmthatourentityrequiresdemonstrationofproficiencyoraboveineachofthefollowingStateacademicstandards:EnglishLanguageArtsandMathematics,ScienceandTechnologyandEnvironmentandEcology,asdeterminedthroughanyoneoracombinationofthefollowing:Checkedanswers

CompletionofsecondarylevelcourseworkinEnglishLanguageArts(Literature),AlgebraIandBiologyinwhichastudentdemonstratesproficiencyontheassociated

19

KeystoneExamorrelatedproject‐basedassessmentif§4.4(d)(4)(relatingtogeneralpolicies)applies.

Uncheckedanswers

Locallyapprovedandadministeredassessments,whichshallbeindependentlyandobjectivelyvalidatedonceevery6years.Localassessmentsmaybedesignedtoincludeavarietyofassessmentstrategieslistedin?4.52(c)andmayincludetheuseofoneormoreKeystoneExams.Exceptforreplacementofindividualtestitemsthathaveasimilarlevelofdifficulty,anewvalidationisrequiredforanymaterialchangestotheassessment.Validatedlocalassessmentsmustmeetthefollowingstandards:

I. AlignmentwiththefollowingStateacademicstandards:EnglishLanguageArts(LiteratureandComposition);Mathematics(AlgebraI)andEnvironmentandEcology(Biology).

II. PerformancelevelexpectationsanddescriptorsthatdescribethelevelofperformancerequiredtoachieveproficiencycomparabletothatusedfortheKeystoneExams.

III. Administrationofthelocalassessmenttoallstudents,asarequirementforgraduation,exceptforthoseexemptedbytheirindividualizededucationprogramundersubsection(g),regardingspecialeducationstudents,orgiftedindividualizededucationplanasprovidedin?16.32(relatingtoGIEP).

IV. Subjecttoappropriationsprovidedbylaw,thecosttovalidatelocalassessmentsshallbeevenlydividedbetweentheschooldistrict,AVTSorcharterschool,includingacyber‐charterschool,andtheDepartment.IftheDepartmentdoesnotprovidesufficientfundingtomeetitsshare,localassessmentssubmittedforvalidationshallbedeemedvaliduntilanewvalidationisduetotheDepartment.

V. TheDepartmentwillestablishalistofentitiesapprovedtoperformindependentvalidationsoflocalassessmentsinconsultationwiththeLocalAssessmentValidationAdvisoryCommitteeasprovidedin?4.52(f).

VI. Schoolboardsshallonlyapproveassessmentsthathavebeendeterminedtomeettherequirementsofthissubsectionbyanapprovedentityperformingtheindependentvalidation.Ifaschooldistrict,AVTSorcharterschool,includingacyber‐charterschool,usesalocalassessmentthathasnotbeenindependentlyvalidated,theSecretarywilldirecttheschoolentitytodiscontinueitsuseuntilthelocalassessmentisapprovedthroughindependentvalidationbyanapprovedentity.

20

CompletionofanAdvancedPlacementexamorInternationalBaccalaureateexamthatincludesacademiccontentcomparabletotheappropriateKeystoneExamatascoreestablishedbytheSecretarytobecomparabletotheproficientlevelontheappropriateKeystoneExam.

NotApplicable.OurLEAdoesnotofferHighSchoolcourses.

LocalAssessments

Standards WA TD NAT DA PSW Other

ArtsandHumanities X X X X CareerEducationandWork X X X X XCivicsandGovernment X PACoreStandards:EnglishLanguageArts X X X X


X

PACoreStandards:Mathematics X Economics X EnvironmentandEcology X FamilyandConsumerSciences X X Geography X Health,SafetyandPhysicalEducation X X X

History X ScienceandTechnologyandEngineeringEducation X X

WorldLanguage X

MethodsandMeasures

SummativeAssessments

SummativeAssessments EEP EEI ML HS

CurriculumUnitAssessments X X X XKeystoneExams X XAdvancedPlacementExams X

BenchmarkAssessments

BenchmarkAssessments EEP EEI ML HS

4‐sight X X X QuarterlyCommonAssessments X X

21

ClassroomDiagnosticTests X XStudyIsland X X XAIMSWEB X

FormativeAssessments

FormativeAssessments EEP EEI ML HS

Demonstrations,projects,presentations X X X XTeacherdevelopedassessments X X X XQuizzesandclassassignments X X X XProgressmonitoring X X X XExperiments X X X XWorksofArt X X X XWrittenwork X X X X

DiagnosticAssessments

DiagnosticAssessments EEP EEI ML HS

ClassroomDiagnosticTests X X

ValidationofImplementedAssessments

ValidationMethods EEP EEI ML HS

ExternalReview IntermediateUnitReview LEAAdministrationReview X X X XBuildingSupervisorReview X X X XDepartmentSupervisorReview X X X XProfessionalLearningCommunityReview X X X XInstructionalCoachReview TeacherPeerReview Providebriefexplanationofyourprocessforreviewingassessments.

Assessmentsarereviewedinanumberofdifferentforumswhichmayincludegradelevel,specificcurriculumcontentcommittees,oradministratorandsupervisorledreview.

DevelopmentandValidationofLocalAssessments

Ifapplicable,explainyourproceduresfordevelopinglocallyadministeredassessmentsandhowtheyareindependentlyandobjectivelyvalidatedeverysixyears.


22

CollectionandDissemination

Describeyoursystemtocollect,analyzeanddisseminateassessmentdataefficientlyandeffectivelyforusebyLEAleadersandinstructionalteams.

Districtandbuildingstudentdatasystemsareavailablefordistrictandbuildingadministratorsaswellasprofessionalstaff.BothinternaldatasystemssuchasSkywardorPerformanceTrackerprovideusabilitytoprogressmonitorstudentsthroughtheyearandovertime.ExternaldatasystemssuchasthosefoundoneMetricandPVAASprovideadditionaldataonourstudentsthatcanbeusedinourassessmentandplanning.

DataInformedInstruction

Describehowinformationfromtheassessmentsisusedtoassiststudentswhohavenotdemonstratedachievementoftheacademicstandardsataproficientlevelorhigher.

Theinformationfromthevariousassessmentsplayaroleinhowweassignschedules,teachers,andclassesforstudents.Throughouttheyear,thedataprovidesusinformationonhowtoadjustourinstructionandhowtoprovideinterventionorenrichmentifnecessary.

AssessmentDataUses

AssessmentDataUses EEP EEI ML HS

AssessmentresultsarereportedoutbyPAassessmentanchororstandards‐alignedlearningobjective.

X X X X

InstructionalpracticesareidentifiedthatarelinkedtostudentsuccessinmasteringspecificPAassessmentanchors,eligiblecontentorstandards‐alignedlearningobjectives.

X X X X

SpecificPAassessmentanchors,eligiblecontentorstandards‐alignedlearningobjectivesareidentifiedforthosestudentswhodidnotdemonstratesufficientmasterysothatteacherscancollaborativelycreateand/oridentifyinstructionalstrategieslikelytoincreasemastery.

X X X X

Instructionalpracticesmodifiedoradaptedtoincreasestudentmastery. X X X X

Providebriefexplanationoftheprocessforincorporatingselectedstrategies.


Providebriefexplanationforstrategiesnotselectedandhowyouplantoaddresstheirincorporation.

23


DistributionofSummativeAssessmentResults

DistributionMethods EEP EEI ML HS

CoursePlanningGuides X X X XDirectingPublictothePDE&otherTest‐relatedWebsites X X X X

IndividualMeetings LetterstoParents/Guardians X X X XLocalMediaReports Website X X X XMeetingswithCommunity,FamiliesandSchoolBoard X X X XMassPhoneCalls/Emails/Letters X X X XNewsletters X X X XPressReleases SchoolCalendar X X X XStudentHandbook X X X XProvidebriefexplanationoftheprocessforincorporatingselectedstrategies.


ProvidebriefexplanationforstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation.


SafeandSupportiveSchools

AssistingStrugglingSchools

Describeyourentity’sprocessforassistingschoolsthateitherdonotmeettheannualstudentachievementtargetsorexperienceotherchallenges,whichdeterstudentattainmentofacademicstandardsataproficientlevelorhigher.

Ifyourentityhasnostrugglingschools,explainhowyouwilldemonstratecontinuedgrowthinstudentachievement.

Wecontinuetodoweasadistrictandinourschoolbaseduponthecommittmentourdistricthastoourcommunityandthestudentsforexcellenceineducation.Thisdrivesourworktoensurethatourschoolsarealwaysperformingtotheirbestdespiteanydemographicorexternalchallengesmayexist.

24

Programs,StrategiesandActions

Programs,StrategiesandActions EEP EEI ML HS

BienniallyUpdatedandExecutedMemorandumofUnderstandingwithLocalLawEnforcement X X X X

School‐widePositiveBehavioralPrograms X X X XConflictResolutionorDisputeManagement X X X XPeerHelperPrograms X X X XSafetyandViolencePreventionCurricula X X X XStudentCodesofConduct X X X XComprehensiveSchoolSafetyandViolencePreventionPlans X X X X

PurchaseofSecurity‐relatedTechnology X X X XStudent,StaffandVisitorIdentificationSystems X X X XPlacementofSchoolResourceOfficers XStudentAssistanceProgramTeamsandTraining X X X XCounselingServicesAvailableforallStudents X X X XInternetWeb‐basedSystemfortheManagementofStudentDiscipline X X X X

ExplanationofstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation:

EventhoughourSchoolResourceOfficerishousedintheHighSchool,hedoesserveallofourdistrict'sschools.

Screening,EvaluatingandProgrammingforGiftedStudents

Describeyourentity’sawarenessactivitiesconductedannuallytoinformthepublicofthegiftededucationservicesandprogramsoffered(newspaper,studenthandbooks,schoolwebsite,etc.)

1.The school district follows the child find procedures described by the State for the identification of gifted children. Public notice of the District's responsibility to locate and assessment potential gifted students is described on the District's web site on the Special Education web page. Teachers and parents can recommend that a child be assessed for giftedness. Data teams may also use various measures to screen students for giftedness. These measures may include Foresight data, grades, cumulative reading, math and writing assessments, and teacher and parent observational data.

Should there be an indication of potential giftedness; the parents will be asked for permission to complete a multidisciplinary evaluation for giftedness. The school psychologist completes a full scale standardized intelligence test and achievement test. Checklists are given to parents and teachers to document a student's rate of acquisition and retention. Teachers and parents are also asked about a child's specialized interests and skills, and any intervening factors are documented as part of the process. The school psychologist uses these multiple factors to determine if the child should be identified as gifted. At the conclusion of the evaluation the school psychologists will

25

consider multiple criteria to classify a child as in need of gifted support services.2. A team of six teachers working in concert with regular education teachers support the needs of our gifted learners. We use of combination of differentiation in regular education classes and within the curriculum, the use of flexible grouping, dedicated time in specific blocks or in a gifted support room with like identified peers, and opportunities for acceleration to program for students. Individual student goals are developed within the Gifted Individualized Education Plan (GIEP). The GIEP is reviewed annually with a team consisting of teachers, parents, and the student if age appropriate.

Describeyourentity’sprocessforlocatingstudentswhoarethoughttobegiftedandmaybeinneedofspeciallydesignedinstruction(screening).Teachers work in data teams to discuss the progress of each child. When a child may be in need of specially designed instruction or is thought to be gifted, teachers or other staff members can generate a referral. The referral is processed through the special education department. The parent will receive a permission to evaluate. Once signed, a school psychologist completes an evaluation within 60 days. A parent may also request a referral to start the evaluation process.

Describeyourentity’sproceduresfordeterminingeligibility(throughmultiplecriteria)andneed(basedonacademicstrength)forpotentiallymentallygiftedstudents(evaluation).

School Psychologist perform a multidisciplinary evaluation to examine a child's needs and abilities. Based on this evaluation which includes, parent input as well as input from the child’s teachers, the school psychologist will determine if a child is in need of gifted services. While IQ score is examined, the Wilson School District uses multiple criteria, other than IQ score, these other factors may include but are not limited to: Achievement, Rate of Acquisition/Retention, Demonstrated Achievement, Early Skill Development and Intervening Factors Masking Giftedness.

Describethegiftedprograms*beingofferedthatprovideopportunitiesforacceleration,enrichmentorboth.*Theword"programs"referstothecontinuumofservices,notoneparticularoption.

Wilson School District meets the needs of our gifted learners through a variety of programs and services. The programs and services are administered by teachers of the gifted as well as regular education teachers and special area certifications. These include, but are not limited to:

1. Compacted Curriculum

2.Grade Level Acceleration

3. Subject Level Acceleration

4. Gifted Seminars

5. In-Class Enrichment

26

6. Parellal Curriculum that includes enrichment

7. Online course options

8. Honors Internship Opportunities

9. Gifted Learners Groups

DevelopmentalServices

DevelopmentalServices EEP EEI ML HS

AcademicCounseling X X X XAttendanceMonitoring X X X XBehaviorManagementPrograms X X X XBullyingPrevention X X X XCareerAwareness X X X XCareerDevelopment/Planning X XCoaching/Mentoring X XCompliancewithHealthRequirements–i.e.,Immunization X X X X

EmergencyandDisasterPreparedness X X X XGuidanceCurriculum X X X XHealthandWellnessCurriculum X X X XHealthScreenings X X X XIndividualStudentPlanning X X X XNutrition X X X XOrientation/Transition X X X XRTII/MTSS X X X XWellness/HealthAppraisal X X X XSocialSkillsGroups X X X XExplanationofdevelopmentalservices:


Diagnostic,InterventionandReferralServices

Diagnostic,InterventionandReferralServices EEP EEI ML HS

AccommodationsandModifications X X X XAdministrationofMedication X X X XAssessmentofAcademicSkills/AptitudeforLearning X X X XAssessment/ProgressMonitoring X X X XCasework CrisisResponse/Management/Intervention X X X X

27

IndividualCounseling X X X XInterventionforActualorPotentialHealthProblems X X X XPlacementintoAppropriatePrograms X X X XSmallGroupCounseling‐Copingwithlifesituations X X X XSmallGroupCounseling‐Educationalplanning X X X XSmallGroupCounseling‐PersonalandSocialDevelopment X X X X

SpecialEducationEvaluation X X X XStudentAssistanceProgram X X X XExplanationofdiagnostic,interventionandreferralservices:


ConsultationandCoordinationServices

ConsultationandCoordinationServices EEP EEI ML HS

AlternativeEducation X XCaseandCareManagement X X X XCommunityLiaison X X X XCommunityServicesCoordination(InternalorExternal) X X X X

CoordinatePlans X X X XCoordinationwithFamilies(LearningorBehavioral) X X X XHome/FamilyCommunication X X X XManagingChronicHealthProblems X X X XManagingIEPand504Plans X X X XReferraltoCommunityAgencies X X X XStaffDevelopment X X X XStrengtheningRelationshipsBetweenSchoolPersonnel,ParentsandCommunities X X X X

SystemSupport X X X XTruancyCoordination X X X XDrugandAlcoholAssessmentbyCaronFoundation X XHealthTreatmentAssistance X X X XExplanationofconsultationandcoordinationservices:


CommunicationofEducationalOpportunities

CommunicationofEducationalOpportunities EEP EEI ML HS

CoursePlanningGuides X XDirectingPublictothePDE&Test‐relatedWebsites X X X XIndividualMeetings X X X X

28

LetterstoParents/Guardians X X X XLocalMediaReports X X X XWebsite X X X XMeetingswithCommunity,FamiliesandBoardofDirectors X X X X

MassPhoneCalls/Emails/Letters X X X XNewsletters X X X XPressReleases X X X XSchoolCalendar X X X XStudentHandbook X X X X

CommunicationofStudentHealthNeeds

CommunicationofStudentHealthNeeds EEP EEI ML HS

IndividualMeetings X X X XIndividualScreeningResults X X X XLetterstoParents/Guardians X X X XWebsite X X X XMeetingswithCommunity,FamiliesandBoardofDirectors X X X X

Newsletters X X X XSchoolCalendar X X X XStudentHandbook X X X X

FrequencyofCommunication Elementary Education ‐ Primary Level

More than once a month

Elementary Education ‐ Intermediate Level


Middle Level


High School Level


CollaborationforInterventions

Describethecollaborationbetweenclassroomteachersandindividualsprovidinginterventionsregardingdifferingstudentneedsandacademicprogress.

29

Interventionspecialistscanbepartofdatateammeetingswheretheresultsofinterventionsarebroughtbacktotheteamandcommunicatedtoteachers.Additionally,schoolcounselorsplayapivotalroleinservingasacommunicatoramongthevariouseducatorsandspecialistsworkingininterventionwithachild.

CommunityCoordination

Describehowyouaccomplishcoordinationwithcommunityoperatedinfantandtoddlercenters,aswellaspreschoolearlyinterventionprograms.Inaddition,describethecommunitycoordinationwiththefollowingbeforeorafterschoolprogramsandservicesforallgradelevels,includingpre‐kindergarten,ifoffered,throughgrade12.

1. Childcare2. Afterschoolprograms3. Youthworkforcedevelopmentprograms4. Tutoring

Weprovideabeforeandafterschoolchildcareprogrammineachofourelementaryschools.Foroursecondarystudents,after‐schooltutoringopportunitiesexistwithourstaffforstudentstogetadditionalassistance.Anareaforimprovementwouldbehowwecouldengageourothercommunitygroupstoprovidesupportprograms.

PreschoolAgencyCoordination

ExplainhowtheLEAcoordinateswithagenciesthatservepreschoolagechildrenwithdisabilities.

1. Addresscoordinationactivitiesdesignedtoidentifyandservechildrenwithdisabilitiesandthesupportsandaccommodationsavailabletoensurebothphysicalandprogrammaticaccess.

2. Addresspre‐kindergartenprogramsoperateddirectlybytheLEAandthoseoperatedbycommunityagenciesundercontractfromtheLEA.

3. DescribehowtheLEAprovidesforasmoothtransitionfromthehomesettingandanyearlychildhoodcareoreducationalsettingthestudentsattend,totheschoolsetting.

OurdistrictworkswiththeIntermediateUnitthatprovidesearlyinterventiontoourpre‐Kstudentswithdisabilities.PriortothestudententeringourKindergartenprogram,ourdistrictinconjunctionwiththeIUandfamiliesbegintransitionprocessesintheWinterseasonpriortothestartofthechild'sfirstschoolyear.Ourdistrictrunsitsownpreschoolprogramandheretothereiscoordinationbetweenthedistrictandthepreschoolprogrammtoensurethattheappropriatepre‐Kprogramisoccuring.

MaterialsandResources

30

DescriptionofMaterialsandResources


MaterialandResourcesCharacteristics Status

Alignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills Developing

Arobustsupplyofhighqualityalignedinstructionalmaterialsandresourcesavailable Developing

Accessibilityforstudentsandteachersiseffectiveandefficient DevelopingDifferentiatedandequitablyallocatedtoaccommodatediverselevelsofstudentmotivation,performanceandeducationalneeds Developing

ProvideexplanationforprocessesusedtoensureAccomplishment.

Thealignmentandaccessibilityisaddressedduringeachcurriculumreviewcycle.Asthecontentareaateachlevelisaddressedthethecurriculumwritingprocess,thesefactorswillbeincludedandensured.

Explanationforanyrowchecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:











MiddleLevel


31








HighSchoolLevel









SASIncorporation


Standards Status

ArtsandHumanities Implementedin50%ormoreof

32

districtclassrooms

CareerEducationandWork

Implementedin50%ormoreof

districtclassrooms

CivicsandGovernment


districtclassrooms

PACoreStandards:EnglishLanguageArts


districtclassrooms



districtclassrooms

PACoreStandards:Mathematics


districtclassrooms

Economics


districtclassrooms

EnvironmentandEcology


districtclassrooms

FamilyandConsumerSciences


districtclassrooms

Geography


districtclassrooms

Health,SafetyandPhysicalEducation


districtclassrooms

History


districtclassrooms

ScienceandTechnologyandEngineeringEducation


districtclassrooms

AlternateAcademicContentStandardsforMath Implementedin

33

50%ormoreofdistrict

classrooms

AlternateAcademicContentStandardsforReading


districtclassrooms

AmericanSchoolCounselorAssociationforStudents


districtclassrooms

EarlyChildhoodEducation:Infant‐Toddler→SecondGrade


districtclassrooms

EnglishLanguageProficiency


districtclassrooms

InterpersonalSkills


districtclassrooms

SchoolClimate


districtclassrooms

Furtherexplanationforcolumnsselected"



Standards Status

ArtsandHumanities


districtclassrooms



districtclassrooms

CivicsandGovernment


districtclassrooms



districtclassrooms

34



districtclassrooms



districtclassrooms

Economics


districtclassrooms



districtclassrooms



districtclassrooms

Geography


districtclassrooms



districtclassrooms

History


districtclassrooms



districtclassrooms

AlternateAcademicContentStandardsforMath


districtclassrooms



districtclassrooms



districtclassrooms

EnglishLanguageProficiencyImplementedin50%ormoreof

district

35

classrooms

InterpersonalSkills


districtclassrooms

SchoolClimate


districtclassrooms



MiddleLevel

Standards Status

ArtsandHumanities


districtclassrooms



districtclassrooms

CivicsandGovernment


districtclassrooms



districtclassrooms



districtclassrooms



districtclassrooms

Economics


districtclassrooms



districtclassrooms

FamilyandConsumerSciences Implementedin50%ormoreof

36

districtclassrooms

Geography


districtclassrooms



districtclassrooms

History


districtclassrooms



districtclassrooms



districtclassrooms



districtclassrooms



districtclassrooms



districtclassrooms

InterpersonalSkills


districtclassrooms

SchoolClimate


districtclassrooms

WorldLanguage


districtclassrooms



37

HighSchoolLevel

Standards Status

ArtsandHumanities


districtclassrooms



districtclassrooms

CivicsandGovernment


districtclassrooms



districtclassrooms



districtclassrooms



districtclassrooms

Economics


districtclassrooms



districtclassrooms



districtclassrooms

Geography


districtclassrooms



districtclassrooms

History


districtclassrooms

38



districtclassrooms



districtclassrooms



districtclassrooms



districtclassrooms



districtclassrooms

InterpersonalSkills


districtclassrooms

SchoolClimate


districtclassrooms

WorldLanguage


districtclassrooms



EarlyWarningSystem

ThefreePAEducatorDashboardEarlyWarningSystemandInterventionCatalog(PAEWS/IC)utilizesthemetricsofAttendance,BehaviorandCoursegradestoidentifystudentswhomaybeonapathtodroppingoutofschool.Pleaseindicateyourselectionofthefollowingoptions.

Notanswered

ProfessionalEducation

39

Characteristics

District’sProfessionalEducationCharacteristics EEP EEI ML HS

Enhancestheeducator’scontentknowledgeintheareaoftheeducator’scertificationorassignment. X X X X

Increasestheeducator’steachingskillsbasedoneffectivepracticeresearch,withattentiongiventointerventionsforstrugglingstudents.

X X X X

Increasestheeducator'steachingskillsbasedoneffectivepracticeresearch,withattentiongiventointerventionsforgiftedstudents.

X X X X

Provideseducatorswithavarietyofclassroom‐basedassessmentskillsandtheskillsneededtoanalyzeandusedataininstructionaldecisionmaking.

X X X X

Empowerseducatorstoworkeffectivelywithparentsandcommunitypartners. X X X X

District’sProfessionalEducationCharacteristics EEP EEI ML HS

Providestheknowledgeandskillstothinkandplanstrategically,ensuringthatassessments,curriculum,instruction,staffprofessionaleducation,teachingmaterialsandinterventionsforstrugglingstudentsarealignedtoeachother,aswellastoPennsylvania’sacademicstandards.

X X X X

Providestheknowledgeandskillstothinkandplanstrategically,ensuringthatassessments,curriculum,instruction,staffprofessionaleducation,teachingmaterialsandinterventionsforgiftedstudentsarealignedtoeachother,aswellastoPennsylvania'sacademicstandards.

X X X X

Providesleaderswiththeabilitytoaccessanduseappropriatedatatoinformdecisionmaking. X X X X

Empowersleaderstocreateacultureofteachingandlearning,withanemphasisonlearning. X X X X

Instructstheleaderinmanagingresourcesforeffectiveresults. X X X X

Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.

Ourdistrictandbuildingleveladministratorsworkwithteacherleaderstoprovideanumberofprofessionaldevelopmentofferingstoensuretheabovecharacteristicsaremet.Thisisdonethroughfullandhalfdayin‐serviceprograms,teamandfacultymeetings,andourdifferentiatedsupervisionmodel.



40

EducatorDisciplineAct126,71Provideseducatorswithmandatedreportertraining,totaling3hours,every5yearsasoutlinedinAct126.

QuestionsTheLEAhasconductedtherequiredtrainingon:7/27/2015trainingisdonebyindividualsusingtheonlinetrainingthrough"KnowledgeforSolutions"8/29/2016trainingisdonebyindividualsusingtheonlinetrainingthrough"KnowledgeforSolutions"TheLEAplanstoconducttherequiredtrainingonapproximately:8/28/2017trainingisdonebyindividualsusingtheonlinetrainingthrough"KnowledgeforSolutions"8/27/2018trainingisdonebyindividualsusingtheonlinetrainingthrough"KnowledgeforSolutions"8/28/2019trainingisdonebyindividualsusingtheonlinetrainingthrough"KnowledgeforSolutions"Provideseducatorswithfour(4)hoursofprofessionaldevelopmentinyouthsuicideawarenessandpreventioneveryfive(5)yearsforprofessionaleducatorsingradessixthroughtwelveasoutlinedinAct71.

QuestionsTheLEAplanstoconductthetrainingonapproximately:8/23/2017Variousopportunitiesthroughouttheyear5/30/2018Variousopportunitiesthroughouttheyear Provideseducatorswithfour(4)hoursofprofessionaldevelopmenteveryfive(5)yearsforprofessionaleducatorsthatareteachingthecurriculuminwhichtheChildExploitationAwarenessEducationprogramisincorporatedasoutlinedinAct71.

QuestionsTheLEAplanstoconductthetrainingonapproximately:8/23/2017Variousopportunitiesthroughouttheyear5/30/2018Variousopportunitiesthroughouttheyear

StrategiesEnsuringFidelity

Checkedanswers

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.

41

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.

Uncheckedanswers

None.


Thevariousmembersofthedistrictinstructionalleadershipteamensurethattheabovecharacteristicsaremetinplanning,delivering,andmonitoringeffectiveprofessionaldevelopment.Theprofessionaldevelopmentprogramsprovidedaddressindividualteacherneeds,schoolwideneeds,anddistrictwideneedsbaseduponanannualassessmentofourstudentachievementdataportfolio.Thisworkisdoneinthebeginningofeachschoolyearandisadaptedastheyearprogressesbasedonameasuredneedtoprovideprofessionaldevelopmentatagiventime.



InductionProgram

Checkedanswers

Inducteeswillknow,understandandimplementinstructionalpracticesvalidatedbytheLEAasknowntoimprovestudentachievement.

Inducteeswillassignchallengingworktodiversestudentpopulations.

InducteeswillknowthebasicdetailsandexpectationsrelatedtoLEA‐wideinitiatives,practices,policiesandprocedures.

Inducteeswillknowthebasicdetailsandexpectationsrelatedtoschoolinitiatives,practicesandprocedures.

42

Inducteeswillbeabletoaccessstatecurriculumframeworksandfocuslessondesignonleadingstudentstomasteryofallstateacademicstandards,assessmentanchorsandeligiblecontent(whereappropriate)identifiedintheLEA'scurricula.

InducteeswilleffectivelynavigatetheStandardsAlignedSystemwebsite.

InducteeswillknowandapplyLEAendorsedclassroommanagementstrategies.

Inducteeswillknowandutilizeschool/LEAresourcesthatareavailabletoassiststudentsincrisis.

Inducteeswilltakeadvantageofopportunitiestoengagepersonallywithothermembersofthefacultyinordertodevelopasenseofcollegialityandcamaraderie.

Uncheckedanswers

None.


Ourdistrictemploysacomprehensivethreeyearinductionprogramcompletewithdistrictandbuildingleveleffortsaswellasamentoringprogram.



NeedsofInductees

Checkedanswers

Frequentobservationsofinducteeinstructionalpracticebyacoachormentortoidentifyneeds.

Frequentobservationsofinducteeinstructionalpracticebysupervisortoidentifyneeds.

Regularmeetingswithmentorsorcoachestoreflectuponinstructionalpracticetoidentifyneeds.

StudentPSSAdata.

StandardizedstudentassessmentdataotherthanthePSSA.

Classroomassessmentdata(Formative&Summative).

Inducteesurvey(local,intermediateunitsandnationallevel).

Reviewofinducteelessonplans.

43

Reviewofwrittenreportssummarizinginstructionalactivity.

Submissionofinducteeportfolio.

Knowledgeofsuccessfulresearch‐basedinstructionalmodels.

Informationcollectedfrompreviousinductionprograms(e.g.,programevaluationsandsecond‐yearteacherinterviews).

Uncheckedanswers

None.


Thesetoolsareallpartofourthreeyearinductionprogram.

Provideabriefexplanationforstrategiesnotselectedandyourplantoaddresstheirincorporation.


MentorCharacteristics

Checkedanswers

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.

Uncheckedanswers

None.


Wehaveselectedapoolofmentorsthatserveintheroleformorethanoneyearandreceivedistrictleveltraining.

44

Providebriefexplanationforcharacteristicsnotselectedandhowyouplantoaddresstheirincorporation.


InductionProgramTimeline

Topics Aug‐Sep

Oct‐Nov

Dec‐Jan

Feb‐Mar

Apr‐May

Jun‐Jul

CodeofProfessionalPracticeandConductforEducators X X X X X X

Assessments X X X X X XBestInstructionalPractices X X X X X XSafeandSupportiveSchools X X X X X XStandards X X X X X XCurriculum X X X X X XInstruction X X X X X XAccommodationsandAdaptationsfordiverselearners X X X X X X

Datainformeddecisionmaking X X X X X XMaterialsandResourcesforInstruction X X X X X XIfnecessary,providefurtherexplanation.


MonitoringandEvaluatingtheInductionProgram

IdentifytheproceduresformonitoringandevaluatingtheInductionprogram.

Weannuallycollectobservationdatafromourprincipals,perceptionsurveydatafromournewteachers,andreviewandupdateourprogramthroughouttheyear.

RecordingProcess

Identifytherecordingprocessforinducteeparticipationandprogramcompletion.(Checkallthatapply)Checkedanswers

Mentordocumentshis/herinductee'sinvolvementintheprogram.

Adesignatedadministratorreceives,evaluatesandarchivesallmentorrecords.

School/LEAmaintainsaccuraterecordsofprogramcompletionandprovideacertificateorstatementofcompletiontoeachinducteewhohascompletedtheprogram.

LEAadministratorreceives,tallies,andarchivesallLEAmentorrecords.

45

CompletionisverifiedbytheLEAChiefExecutiveOfficerontheApplicationforLevel2Certification.

Uncheckedanswers

None.

SpecialEducation

SpecialEducationStudentsTotal students identified: 975

IdentificationMethod

IdentifytheDistrict'smethodforidentifyingstudentswithspecificlearningdisabilities.

TheDistrictusestheIQachievementdiscrepancymodelforidentifyingstudentswithlearningdisabilities.TheDiscepancymodelisaprocessthatexamineswhetherachildexhibitsapatternofstrengthsandweaknesses,relativetointellectualabilityasdefinedbyPAGuidelinesasaseverediscrepancybetweenintellectualabilityandachievement,orrelativetoageorgrade.Attheelementarylevel,theDistrictutilizesanRTIIModeltosupportallstudents,andtoprovideeducationalscaffoldingpriortoSpecialEducationidentification.TheRTIITeammayrecommendthatastudentbereferredforpsychoeducationaltestinginordertodetermineifalearningdisabilityexistsandifthestudent'sneedswouldbestbemetthroughanIEP.Additionally,studentsmaybetestedforSpecialEducationservicesattherequestofaparent,teacher,orstaffmember.WeemployprocessesthatensurefacultyandstaffmemberscanreferanystudentforscreeningandtestingthroughdialogueandformstobeutilizedbetweentheSpecialEducationDepartmentandthroughgradelevelteammeetings.

Enrollment

ReviewtheEnrollmentDifferenceStatus.Ifnecessary,describehowyourdistrictplanstoaddressanysignificantdisproportionalities.

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

Currentlyourautisticpopulationisapproximately16.6%whichisabovethestateaverageof9.9%.Thisdiscrepencycanbeassociatedwithourstrongautisticsupportprogramswithintheschooldistrict.OneofthespecificprogramsutilizedistheVerbalBehaviorMethodologywhichisresearchbasedandsupportedthroughtheAutismInitiative.Duetoourstrongprogramsithasbeenfoundthatfamiliesarespecificallymovingwithinthe

46

districtinordertoreceivethesespecializedservices.CurrentlyourOtherHealthImpairmentpopulationisapproximately18.9%,whichisabovethestateaverageof13.2%.Thisdiscrepancycanbeassociatedwithanincreaseinthenumberofstudentswhoreceivedmedicaldiagnosesfromhealthpractiionersinthecommunity.Whenwereceiveamedicaldiagnosisfromapractitioner,ittriggersourteamstoconsiderevaluationorreevaluationforastudent.OurDistrictworkstoservestudentswithvariedneedsthroughdifferentiatedinstruction,leveledsupports,Chapter15ServiceAgreementsandIEP's.

Non‐ResidentStudentsOversight

1. HowdoestheDistrictmeetitsobligationunderSection1306ofthePublicSchoolCodeasthehostDistrictateachlocation?

2. HowdoestheDistrictensurethatstudentsarereceivingafreeappropriatepubliceducation(FAPE)intheleastrestrictiveenvironment(LRE)?

3. WhatproblemsorbarriersexistwhichlimittheDistrict'sabilitytomeetitsobligationsunderSection1306ofthePublicSchoolCode?

1.StudentsthatareplacedinagrouphomeorfosterhomewithinthedistrictandhaveanIEParemonitoredbycasemanagersandsupervisorsofspecialeducation.ParentsorguardianwitheducationalrightsareupdatedonprogressandpartofIEPmeetings.Studentswithoutaparentaregivensurrogates.2.TheschooldistrictutilizethethesameprocessesapplicationofFAPEfor1306studentsthatituseswithresidentstudents.StudentsthatmaybecomeincarceratedaremonitoredbytheOutofDistrictPlacementCoordinator.3.Itisdifficulttocommunicateandsecuretheproperfundingfromotherschooldistrictsduetoothertheschooldistrictofresidenceenrollmentprocedures.Itcanbetimeconsumingandchallengingtolocatetheappropriateindividualthatholdtheeducationalrightsforachild.

IncarceratedStudentsOversight

DescribethesystemofoversighttheDistrictwouldimplementtoensurethatallincarceratedstudentswhomaybeeligibleforspecialeducationarelocated,identified,evaluatedandwhendeemedeligible,areofferedafreeappropriatepubliceducation(FAPE).

ThedistrictworkswiththeotherLEAsinissuesofbilling,supplyingappropriatedocumentation,andcoordinatingtransitionsthroughtheOutofDistrictCoordinator.TheOutofDistrictCoordinatorensuresthatstudentswhoareincarceratedandmaybeeligibleareidentified,evaluated,andofferedFAPE.Thesamedistrictprocessesandapplicationsareusedwiththesestudentsaswithotherstudents.

LeastRestrictiveEnvironment

47

1. DescribetheDistrictprocedures,whichensurethat,tothemaximumextentappropriate,childrenwithdisabilities,includingthoseinprivateinstitutions,areeducatedwithnon‐disabledchildren,andthatremovalfromtheregulareducationenvironmentonlyoccurswheneducationinthatsettingwithsupplementaryaidsandservices,cannotbeachievedsatisfactorily.

2. DescribehowtheDistrictisreplicatingsuccessfulprograms,evidence‐basedmodels,andotherPDEsponsoredinitiativestoenhanceorexpandthecontinuumofsupports/servicesandeducationplacementoptionsavailablewithintheDistricttosupportstudentswithdisabilitiesaccessthegeneraleducationcurriculumintheleastrestrictiveenvironment(LRE).(ProvideinformationdescribingthemannerinwhichtheDistrictutilizessite‐basedtraining,consultationandtechnicalassistanceopportunitiesavailablethroughPDE/PaTTAN,orotherpublicorprivateagencies.)

3. RefertoanddiscusstheSPPtargetsandthedistrict'spercentagesintheIndicator5section‐EducationalEnvironments.AlsodiscussthenumberofstudentsplacedoutofthedistrictandhowthoseplacementsweredeterminedtoassurethatLRErequirementsaremet.

1.TheDistricthasestablishedprocedures,whichensurethat,tothemaximumextentappropriate,childrenwithdisabilities,includingthoseinprivateinstitutions,areeducatedwithnon‐disabledchildren,andthatremovalfromtheregulareducationenvironmentwheneducationinthatsettingwithsupplementaryaidsandservices,cannotbeachievedsatisfactorilythroughamulti‐levelsupportplan.TheIEPprocessdrivesdecision‐makingregardingtheseplans.Studentsareplacedinclasseswiththeirpeers,utilizingsupplementaryaidesandservicesastheprimarylevelofsupportwhenappropriate.Studentswhoexhibitneedsgreaterthanwhatcanbereasonablyaddressedinageneraleducationclassroommayreceiveinstructioninaco‐taughtclassroom,inwhichthegeneraleducationcontentteacherandthespecialeducationteacherprovidedifferentiatedinstructiontomeetthestudentsneeds.Finally,studentsrequiringagreaterlevelofsupportmaybeinstructedinaspecialeducationenvironmentforanyareasinwhichtheyhaveasignificantneed.2.TheDistricthassuccessfullyimplementedevidence‐basedmodelsandotherPDEsponsoredinitiativesinanefforttoenhanceandexpandthecontinuationofsupports/servicesandeducationplacementoptionsavailablewithintheDistrict.TheDistricthasexpandedourAutisticSupportprogrammingtoincludetheVerbalBehaviorMethodologywhichisresearchbasedandsupportedthroughtheAutismInitiative.Additionally,theDistrictstaffareencouragedtoattendtrainingsessionsthroughPaTTANandthelocalIU.TheInstructionalAssistantswhoworkwiththestudentpopulationalsocomplete20hoursofadditionaltrainingperyearinordertosuccessfullyassiststudentsinmeetingtheirlearninggoals.Site‐basedtrainingsarescheduledregularlysothatcurriculumtrainingandmonitoringoccursandthatteachersfeelcomfortableusingevidenced‐basedmodelsinpresentingcurriculum.ThelocalIUconsultswithteachersforevaluationsandsupportinvolvingassistivetechnology,audiolocigalservices,visualservices,andbehavioralsupport.SeveralteachersintheDistricthavebeentrainedineithertheOrton‐GillinghammethodorWilsonReadingSystemsinordertobettersupportourstudentswithspecificreadingdisabilities.3.USDEandPDEhaveissuedawaiverwhich allows for a one-year pause in the use of

48

the state’s School Performance Profile (SPP). TheDistrictcurrentlyhas32studentsplacedoutofdistrict.ThenumberofstudentsplacedoutofdistrictandhowthoseplacementsaredeterminedinordertoassurethatLRErequirementsaremetisbasedupontherecommendationsofthestudent'sgeneraleducationteachers,theIEPTeam,andtheDistrictAdministration.AlleffortsaremadetoprovideappropriateeducationalopportunitiesforstudentswithintheDistrictandstudentsarenotplacedoutofdistrictuntilallreasonableoptionshavebeenattemptedwithintheDistricttoprovideforthespecificneedsofthestudent.Ifastudentisplacedoutofdistrict,theOutofDistrictCoordinatorworkscloselywiththeschoolinwhichthestudenthasbeenplacedtoassurethatLRErequirementsaremetandthattheIEPisaddressingthestudent'sneeds.Additionally,theOutofDistrictCoordinatormeetswiththeplacementschoolseveraltimesthroughouttheyearinordertodetermineiftheplacementisstillappropriate.

BehaviorSupportServices

1. ProvideasummaryoftheDistrictpolicyonbehavioralsupportservicesincluding,butnotlimitedto,theschoolwidepositivebehaviorsupports(PBS).

2. Describetrainingprovidedtostaffintheuseofpositivebehaviorsupports,de‐escalationtechniquesandresponsestobehaviorthatmayrequireimmediateintervention.

3. IfthedistrictalsohasSchool‐BasedBehavioralHealthServices,pleasediscussit.

TheDistrictemploysitsownBoardCertifiedBehaviorAnalystasaK‐12BehaviorSpecialist.TheDistrictalsoemploysitsownBoardCertifiedBehaviorAnalystasaVerbalBehaviorCoach.Thestaffisprovidedwithavarietyoftrainingsthatemphasizede‐escalationtechniques.ThetrainingisforpersonnelthatinteractswithstudentswithIEPsandcanincludeadministrators,teachers,andinstructionalassistants.Inadditiontothetrainings,thedistrictemployshome‐schoolvisitorsandbehaviorspecialists.TheDistricthashadseveralstaffmemberstrainedasSafetyCaretrainerssothatwecanfacilitateourowntrainingandrecertificationsessionsoncampus.Schoolsemploysystemsofpositivesupportsrangingfromthe"Bulldogsdon'tBully"intheelementaryandmiddleschoolstorestorativepracticesatthehighschoollevel.Additionally,theDistrictutilizesasocialworker,aSAPcoordinator,andamentalhealthcounselingagencytoprovidesupportsforstudentsregardingbehavioralandmentalhealthconcerns.

IntensiveInteragency/EnsuringFAPE/HardtoPlaceStudents

1. IftheLEAishavingdifficultyensuringFAPEforanindividualstudentoraparticulardisabilitycategory,describetheproceduresandanalysismethodsusedtodeterminegapsinthecontinuumofspecialeducationsupports,servicesandeducationplacementoptionsavailableforstudentswithdisabilities.

2. Includeinformationdetailingsuccessfulprograms,services,educationplacementsaswellasidentifiedgapsincurrentprograms,services,andeducationplacementsnotavailablewithintheLEA.IncludeanoverviewofservicesprovidedthroughinteragencycollaborationwithintheLEA.

49

3. Discussanyexpansionofthecontinuumofservicesplannedduringthelifeofthisplan.

1.TheLEAutilizesvariouseducationalplacementstoensureFAPE.InordertoensureFAPE,theIEPteamsandcasemanagersprogressmonitor,meetwiththeIEPteam,andperformevaluationsasnecessary.Thedistrictalsoemploysanoutofdistrictcoordinatorthatwasaspecialeducationteacher.ThiscoordinatorisresponsibletocommunicatewiththeIEPteamaboutplacementsthatwillbestmeetachild'sneeds.Asnewresourcescomeavailable,thecoordinatorinvestigateseachprogram.ServicessuchasPhysicalTherapy,OccupationalTherapy,andSpeechTherapyareofferedbybothdistrictemployeesandcontractedservices.2.WehaveavarietyofspecializedprogramsincludingAutisticSupport,EmotionalSupport,MultipleDisabilitiesSupport,andLifeSkillsSupport.WeareparticipantsintheAutismprojectthroughPaTTAN.ThedistrictpaysfortransportationandtuitionofstudentswhotheIEPteamhasdeterminedtobebestservedinanoutofdistrictplacement.Thecoordinatorforoutofdistrictplacementsmonitorsthesestudentsregularlythroughonsitevisitations.3.TheAutisticSupportprogramisgrowingandwillincludeadditionalteachersattheelementary,middle,andhighschool.WehaveaddedourownTeacheroftheVisuallyImpaired.WehaveaddedadditionalSpeech/LanguagetherapistsandadditionalOccupationaltherapists.TheDistrictconductsyearlyreviewsofitsstudents'needsandmakesdeterminationsregardingwhatservicesareneededforFAPE.

StrengthsandHighlights

Describethestrengthsandhighlightsofyourcurrentspecialeducationservicesandprograms.Includeinthissectiondirectionsonhowthedistrictprovidestrainingsforstaff,facultyandparents.

TheDistrictispleasedtohavethecommunityandparentalsupportnecessarytocontinuallystriveforexcellencewithinourSpecialEducationprogramminginanefforttomeetthediversestudentneedsofourpopulation.TheDistrictprovidessupportK‐12forstudentsneedingAutisticSupport,MultipleDisabilitiesSupport,LifeSkillsSupport,EmotionalSupport,Speech/LanguageSupport,BlindandVisuallyImpairedSupport,DeafandHearingSupport,andLearningSupport.Becauseweofferafullcontinuumofservicesoncampus,weareabletoprovidefortheneedsofthemajorityofthestudents,withinourdistrict,intheneighborhoodschool.Atalllevels,weencourageinclusivenessandinstructionaldeliverywithintheLeastRestrictiveEnvironmenttothemaximumextentpossible,whileadditionallyofferingafullarrayofsupplementalandreplacementinstructionasneededforstudentsinthespecialeducationclassrooms.Becauseoftheexpansivearrayofservicesoffered,theDistrictacceptstuitionstudentsfromotherschooldistrictsinBerksCountyinordertoservethegreaterneedsinthearea.Additionally,theDistrictprovidesRelatedServicessupport,suchasSocialSkillsInstruction,Speech&LanguageInstruction,OccupationalTherapy,PhysicalTherapy,counseling

50

services,Nursingservices,andBehavioralSupportthroughemployeesoftheDistrict.Duringthe2015‐2016schoolyear,theDistrictaddedtheirownTeacheroftheVisuallyImpairedasapositionmaintainedbytheDistrict.TheDistrictcurrentlyhasstudentswhoutilizeBrailleandislookingforwardtoextendingtheopportunityforBrailledinstructiontotuitionstudentsinthecounty.Atthesecondarylevel,wehavethebenefitofhavingaTransitionCoordinatoronourstaff,aswell.TheTransitionCoordinatorisabletoconsultwithteachersregardingtheimplementationofIndicator13requirements,aswellasprovidingdirectsupporttostudentsregardingtheplethoraofoptionsavailabletothemupongraduation.TheTransitionCoordinatorworkscloselywiththelocalCareerandTechnologyCenterinordertomonitorstudentprogressinachievingemploymenttransitiongoals;heworkswithstateandfederalagencies,suchasOVR,inordertoassiststudentswithapplicationsforworkco‐ops,onthejobtraining,andacceptanceintopost‐secondaryeducationprograms.Finally,heworkswithfamiliestoassistinthetransitionalskillsneededforsuccessfulindependentliving.TheDistrictalsoemploysaJobCoachwhoworkswithstudentsastheydevelopskillsnecessarytotransitiontotheworkforce.WearealsofortunateinhavinganOutofDistrictCoordinatoremployedbytheDistrict.TheOutofDistrictCoordinatorisabletodirectlysuperviseprogrammingforstudentswhohaveneedsgreaterthanwhattheDistrictcanprovideforwithintheneighborhoodschool.TheOutofDistrictCoordinatorattendsallmeetingsforstudentsplacedinalternativeeducationalsettingstoensurethatthebestprogrammingisalwaysdelivered.TheOutofDistrictCoordinatorhastheabilitytoaddressallfacetsofthestudent'sprogrammingfromtransportationtoprogressmonitoringandfacilitateresolutiontoanyareasofconcerninatimelymanner.Hemonitorsstudentprogress,anddevelopsaplantotransitionthestudentbacktothehomeschoolinamannerthatallowsforcontinuedstudentsuccess.TheDistrictisinitsthirdyearofhostingitsownWilsonGames,theWilsonSchoolDistrictequivalentoftheSpecialOlympics.Ourstudentsarementoredbystudentsfromthegeneraleducationpopulation,whichallowsforcommunitybondingaswellastheopportunityforsomeofourstudentstopracticetheirskillsinfriendshipdevelopment,expectedandunexpectedbehaviors,physicalfitness,andsocializing.TheDistrictencouragesbothSpecialEducationandGeneralEducationfacultytoserveascoaches.ThestudentswithintheDistrictgainanunderstandingofsportsmanship,collaboration,andthevalueofexperiencingpersonalachievement.Parentsareencouragedtoattendandhelpwithvolunteeractivities.Theeventcontinuestogroweachyear,muchtotheappreciationoffamiliesandtheWilsoncommunity.TheDistrictcontinuestoofferitsstudentpopulationtheopportunitytotakecoursesthroughanonlineVirtualAcademy.TheVirtualAcademyCoordinatorisabletomeetwithfamiliestodevelopacademicprogrammingtailoredtothespecificneedsofthestudent,whetheritbeanadditionalenrichmentclassorablendedenvironmentinwhichthestudentmayreceiveSpecialEducationinstructionthroughacertifiedSpecialEducationteacherintheneighborhoodschoolforpartoftheschooldayandvirtualcoursesduringtheremainingtime.TheVirtualAcademyCoordinatorisabletoattendIEPmeetingsandcontributeinformationregardingthisinnovativemodelforprovidinginstructionthroughtheuseof

51

schoolprovidedtechnology.TheDistricthasimplementedaK‐121:1GoogleInitiatvewhichhasgrantedeachstudenttheopportunitytohavehis/herownelectronicdeviceforinstruction,whetheritbeaGoogleChromebook,aNexustablet,oraniPad.Asaresult,manyaccommodationstraditionallyconsideredas"assistivetechnologyadaptations"arebeingutilizeduniversallybyallstudentsintheDistrict,notjustspecialeducationstudents.Dictation,appsthatsummarizewebarticles,toolsformagnification,texttospeechfunctions,andmanymoretechnology‐basedaidsarebecominguniversalinnatureandutilizedbyallstudentsinordertoincreaseachievement,access,efficiency,andcapacity.TheDistrictprovidesawell‐roundedESYprogram,sothatstudentsareabletomaintainthemomentumachievedduringtheschoolyear.Programmingistailoredtoindividualstudentneedsattheelementaryandsecondarylevelsandparentalinputisencouragedthroughon‐goingcommunicationregardingtheprogramthroughouttheschoolyear.ESYdeterminationsaremaderegardingindividualstudentIEPgoalsandrelatedserviceneedsandarebasedontheESYguidelinessetforthbyPDE.TheDistrict'sESYcontinuumincludeson‐campusandoff‐campusofferings,collaborationwithoutsideagencies,andfullarrayofservicestomeetallstudentneeds.TheDistricthasundertakenthetaskofcreatingitsveryownParaprofessionalAcademyinordertoadequatelytrainparaprofessionalsinthechallengingandcomplexjobdutiesexpectedofthem.TheDistricttakesgreatprideinitsofferingsthroughtheAcademy.Over250hoursofvariedtrainingsareofferedtoparaprofessionalsthroughouttheschoolyearandthesummer.DistrictadministratorsandteachingstaffserveasinstructorsfortheParaprofessionalAcademy.Finally,theDistrictprovideson‐goingtrainingsforstaff,facultyandparentsinavarietyofways.Recently,theDistricthastrainedseveralteachersintheWilsonReadingSystemandOrton‐Gillinghammethods.SeveralstaffmembersweresentforTraintheTrainertrainingforSafetyCareIntervention,andthestaffnowprovideson‐siteSafetyCaretrainingforteachers,administrativestaff,andparaprofessionals.TheDistrictcontinuestobeaparticipantinthePDEVerbalBehaviorInitiativeasitlookstoopenitsthirteenthABA‐basedclassroomnextyear.FurtherexpansionofprogrammingisbeingconsideredintheareaofdevelopingourownAssistiveTechnologyCoach.Supervisorsattendadministrativetrainings,anddepartmentaltrainingsareprovidedfortopicswhichapplytoallfaculty,suchasinstructionalmethodology,de‐escalationtechniquetrainings,orinthewritingoflegallydefensibleIEPs.TrainingsareconductedbyemployeesoftheIUutilizingwholegroupandtrainthetrainermodels,bytheadministrativeteam,andbycounselonretainerwiththeDistrict.

52

Assurances

SafeandSupportiveSchoolsAssurancesThe LEA has verified the following Assurances:

ImplementationofacomprehensiveandintegratedK‐12programofstudentservicesbasedontheneedsofitsstudents.(incompliancewith§12.41(a))

FreeEducationandAttendance(incompliancewith§12.1)

SchoolRules(incompliancewith§12.3)

Collection,maintenanceanddisseminationofstudentrecords(incompliance§12.31(a)and§12.32)

Discrimination(incompliancewith§12.4)

CorporalPunishment(incompliancewith§12.5)

ExclusionfromSchool,Classes,Hearings(incompliancewith§12.6,§12.7,§12.8)

FreedomofExpression(incompliancewith§12.9)

FlagSaluteandPledgeofAllegiance(incompliancewith§12.10)

HairandDress(incompliancewith§12.11)

ConfidentialCommunications(incompliancewith§12.12)

Searches(incompliancewith§12.14)

EmergencyCareandAdministrationofMedicationandTreatment(incompliancewith35P.S.§780‐101—780‐144)

Parentsorguardiansareinformedregardingindividualsurveystudentassessmentsandprovidedaprocessforrefusaltoparticipate(consistentwith§445oftheGeneralEducationProvisionsAct(20U.S.C.A.§1232h)andincompliancewith§12.41(d))

Personsdeliveringstudentservicesshallbespecificallylicensedorcertifiedasrequiredbystatuteorregulation(incompliancewith§12.41(e))

DevelopmentandImplementationofLocalWellnessProgram(incompliancewithPublicLaw108‐265,Section204)

EarlyInterventionServicesSystemAct(ifapplicable)(11P.S.§875‐101—875‐503)

53

EstablishmentandImplementationofStudentAssistanceProgramsatalloflevelsoftheschoolsystem(incompliancewith24PS§15‐1547)

AcceptableUsePolicyforTechnologyResources

Providingcareerinformationandassessmentssothatstudentsandparentsorguardiansmightbecomeawareoftheworldofworkandcareeroptionsavailable.

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

Implementationofafullrangeofservices,programsandalternativeplacementsavailabletotheschooldistrictforplacementandimplementationofthespecialeducationprogramsintheschooldistrict.

Implementationofachildfindsystemtolocate,identifyandevaluateyoungchildrenandchildrenwhoarethoughttobeachildwithadisabilityeligibleforspecialeducationresidingwithintheschooldistrict'sjurisdiction.Childfinddataiscollected,maintainedandusedindecision‐making.Childfindprocessandproceduresareevaluatedforitseffectiveness.TheDistrictimplementsmechanismstodisseminatechildfindinformationtothepublic,organizations,agenciesandindividualsonatleastanannualbasis.

Assurancesofstudentswithdisabilitiesareincludedingeneraleducationprogramsandextracurricularandnon‐academicprogramsandactivitiestothemaximumextentappropriateinaccordancewithanIndividualizedEducationProgram.

CompliancewiththePADepartmentofEducation,BureauofSpecialEducation'sreportrevisionnoticeprocess.

Followingthestateandfederalguidelinesforparticipationofstudentswithdisabilitiesinstateanddistrict‐wideassessmentsincludingthedeterminationofparticipation,theneedforaccommodations,andthemethodsofassessingstudentsforwhomregularassessmentisnotappropriate.

Assuranceoffundsreceivedthroughparticipationinthemedicalassistancereimbursementprogram,ACCESS,willbeusedtoenhanceorexpandthecurrentlevelofservicesandprogramsprovidedtostudentswithdisabilitiesinthislocaleducationagency.

54

24P.S.§1306and§1306.2FacilitiesFacilityName FacilityType ServicesProvidedBy StudentCount

RiverRockAcademy Nonresident RiverRockAcademy 35

LeastRestrictiveEnvironmentFacilitiesFacilityName TypeofFacility TypeofService NumberofStudents

PlacedNewStory Other SpecialEducationSupport 12RiverRockAcademy

Other BehaviorSupport 11

KidsPeace Other MentalHealthandBehavioralSupport

2

TheHoganSchool

Other AutisticSupport 8

NHS Other AutisticSupport 1TheElwynSchool

ApprovedPrivateSchools

AutisticSupport 1

SpecialEducationProgramProfileProgram Position #1 ‐ Proposed Program

Operator: School District

PROPOSED PROGRAM INFORMATION

Type: Class

Implementation Date: February 24, 2016

Justification: Compliance for proximity to home, classroom design (for instruction),

classroom external noise, classroom accessibility, classroom location, classroom size

was marked as inappropriate.

PROGRAM SEGMENTS

TypeofSupport LevelofSupport AgeRange Caseload FTE

Itinerant EmotionalSupport 11to14 12 0.24Locations: SouthernMiddleSchool

AMiddleSchoolBuilding

AbuildinginwhichGeneralEducationprogramsareoperated


Supplemental(LessThan80%butMoreThan20%)

EmotionalSupport

11to14 10 0.5

Locations: SouthernMiddleSchool AMiddleSchool AbuildinginwhichGeneral

55

Building Educationprogramsareoperated


Full‐TimeSpecialEducationClass

EmotionalSupport 11to14 3 0.25

Locations: SouthernMiddleSchool AMiddleSchool

BuildingAbuildinginwhichGeneralEducationprogramsareoperated

Program Position #2 ‐ Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Class Implementation Date: February 26, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS


Itinerant LearningSupport 11to14 1 0.02Locations: SouthernMiddleSchool



TypeofSupport LevelofSupport

AgeRange Caseload FTE


LearningSupport

11to14 18 0.9





LearningSupport 11to14 1 0.08






PROGRAM SEGMENTS


56







LearningSupport

11to14 18 0.9










Type: Class Implementation Date: March 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

TypeofSupport

LevelofSupport AgeRange Caseload FTE

Itinerant SpeechandLanguageSupport

5to11 63 1

Justification:StudentswithagevariancearenottaughtatthesametimeinthesameclassroomLocations: SpringRidge AnElementarySchool





PROGRAM SEGMENTS



Supplemental(LessThan80% LifeSkills 11to14 10 0.5

57

butMoreThan20%) SupportLocations: SouthernMiddleSchool AMiddleSchool




LifeSkillsSupport 11to14 6 0.5






PROGRAM SEGMENTS


Itinerant AutisticSupport 11to14 3 0.25Justification:IncreaseinstaffcaseloadLocations: SouthernMiddleSchool






AutisticSupport 11to14 6 0.75

Justification:IncreaseinstaffcaseloadLocations: SouthernMiddleSchool AMiddleSchool




Type: Position Implementation Date: March 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

TypeofSupport



5to11 60 1

58

Justification:Studentswithagevariancearenotinstructedinthesameclassroomatthesametime.Locations: ShilohHills AnElementarySchool





PROGRAM SEGMENTS








LearningSupport

11to14 11 0.55






PROGRAM SEGMENTS


Itinerant LearningSupport 11to14 5 0.1Locations: WestMiddleSchool






LearningSupport

11to14 18 0.9

Locations: WestMiddleSchool AMiddleSchool AbuildinginwhichGeneral

59

Building Educationprogramsareoperated




PROGRAM SEGMENTS


Itinerant LearningSupport 11to14 25 0.5Justification:itinerantcaseloadteachermayhave50studentsLocations: WestMiddleSchool






LearningSupport

11to14 10 0.5

Locations: WestMiddleSchool AMiddleSchool





PROGRAM SEGMENTS




LifeSkillsSupport

11to14 10 0.5








60




PROGRAM SEGMENTS



MultipleDisabilitiesSupport

11to14 8 1






PROGRAM SEGMENTS


Itinerant EmotionalSupport 11to14 12 0.24Locations: WestMiddleSchool





EmotionalSupport

11to14 10 0.5










Type: Class

61

Implementation Date: February 26, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS


Itinerant AutisticSupport 11to14 7 0.58Justification:IncreaseinstaffcaseloadLocations: WestMiddleSchool











Type: Class Implementation Date: February 29, 2016

PROGRAM SEGMENTS








LearningSupport

11to14 19 0.95






PROGRAM SEGMENTS

62








LearningSupport

11to14 4 0.2






PROGRAM SEGMENTS















PROGRAM SEGMENTS




14to21 8 1

Justification:Studentsarepermittedtostayuntil21asperIDEAandtheIEPindicatesagerangeforstudentsoutsidethePAguidelines.Locations:

63

WilsonHighSchool ASeniorHighSchoolBuilding





PROGRAM SEGMENTS


Itinerant LearningSupport 14to21 25 0.5Justification:Thestudentsonthiscaseloadarenotinstructedinthesameclasseswithanagerangegreaterthan2years.Locations: WilsonHighSchoool

ASeniorHighSchoolBuilding





Justification:Thestudentsonthiscaseloadarenotinstructedinthesameclasseswithanagerangegreaterthan2years.Locations: WilsonHighSchool ASeniorHigh

SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated




PROGRAM SEGMENTS

TypeofSupport


Itinerant LearningSupport 14to21 20 0.4Justification:Thestudentsonthiscaseloadarenotinstructedinthesameclasseswithanagerangegreaterthan2years.Locations: WilsonHighSchool






64

Justification:Thestudentsonthiscaseloadarenotinstructedin thesameclasseswithanagerangegreaterthan2years.Locations: WilsonHighSchool ASeniorHigh





Justification:Thestudentsonthiscaseloadarenotinstructedinthesameclasseswithanagerangegreaterthan2years.Locations: WilsonHighSchool ASeniorHighSchool





PROGRAM SEGMENTS

TypeofSupport



5to11 60 1

Justification:Thestudentsonthiscaseloadarenotinstructedinthesameclasseswithanagerangegreaterthan2years.Locations: CornwallTerrace

AnElementarySchoolBuilding





PROGRAM SEGMENTS






65









PROGRAM SEGMENTS



5to11 63 1

Justification:Thestudentsonthiscaseloadarenotinstructedinthesameclasseswithanagerangegreaterthan2years.Locations: WhitfieldElementary






PROGRAM SEGMENTS

TypeofSupport




AbuildinginwhichGeneral Educationprogramsareoperated




Justification:Thestudentsonthiscaseloadarenotinstructedinthesameclasseswithanagerangegreater

66

than2years.Locations: WilsonHighSchool ASeniorHigh










PROGRAM SEGMENTS






TypeofSupport











67



PROGRAM SEGMENTS






TypeofSupport


Itinerant AutisticSupport 14to21 6 0.5Justification:Thestudentsonthiscaseloadarenotinstructedinthesameclasseswithanagerangegreaterthan2years.Locations: WilsonHighSchool






PROGRAM SEGMENTS









Justification:Thestudentsonthiscaseloadarenotinstructedinthesameclasseswithanagerangegreaterthan2years.Locations:

68

WilsonHighSchool ASeniorHighSchoolBuilding





PROGRAM SEGMENTS

TypeofSupport













PROGRAM SEGMENTS







Full‐TimeSpecial LearningSupport 14to21 2 0.17

69

EducationClassJustification:Thestudentsonthiscaseloadarenotinstructedinthesameclasseswithanagerangegreaterthan2years.Locations: WilsonHighSchool ASeniorHighSchool





PROGRAM SEGMENTS

TypeofSupport


















70

PROGRAM SEGMENTS






TypeofSupport








PROGRAM SEGMENTS



BlindorVisuallyImpairedSupport

5to11 10 0.5

Justification:Thestudentsonthiscaseloadarenotinstructedinthesameclasseswithanagerangegreaterthan2years.Locations: WilsonSchoolDistrict AnElementarySchool



Itinerant BlindorVisuallyImpairedSupport

11to14 25 0.5

Locations: WilsonSchoolDistrict

AJuniorHighSchoolBuilding





71

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

PROGRAM SEGMENTS

TypeofSupport













PROGRAM SEGMENTS

TypeofSupport


Itinerant LearningSupport 14to21 20 0.4Justification:Thestudentsonthiscaseloadarenot instructedinthesameclasseswithanagerangegreaterthan2years.Locations: WilsonHighSchool









72



PROGRAM SEGMENTS






TypeofSupport













PROGRAM SEGMENTS

TypeofSupport


Itinerant EmotionalSupport 14to21 25 0.5Justification:Thestudentsonthiscaseloadarenotinstructedinthesameclasseswithanagerangegreaterthan2years.Locations:

73

WilsonHighSchool











PROGRAM SEGMENTS






TypeofSupport


Itinerant EmotionalSupport 14to21 8 0.16Justification:Thestudentsonthiscaseloadarenotinstructedinthesameclasseswithanagerangegreaterthan2years.Locations: WilsonHighSchool






PROGRAM SEGMENTS


Supplemental(LessThan80% LearningSupport 11to14 10 0.5

74

butMoreThan20%)Justification:Thestudentsonthiscaseloadarenotinstructedinthesameclasseswithanagerangegreaterthan2years.Locations: GreenValley AnElementary





PROGRAM SEGMENTS

TypeofSupport













PROGRAM SEGMENTS

TypeofSupport


Itinerant LearningSupport 5to11 25 0.5Justification:Thestudentsonthiscaseloadarenotinstructedinthesameclasseswithanagerangegreaterthan2years.Locations: CornwallTerrace



75




Justification:Studentswithagevariancearenotinstructedinthesameclassroomatthesametime.Locations: CornwallTerrace AnElementary





PROGRAM SEGMENTS

TypeofSupport



11to15 35 0.7

Justification:Thestudentsonthiscaseloadarenotinstructedinthesameclasseswithanagerangegreaterthan2years.Locations: WilsonHighSchool






PROGRAM SEGMENTS

TypeofSupport



14to21 30 0.6

Justification:Thestudentsonthiscaseloadarenotinstructedinthesameclasseswithanagerangegreaterthan2years.Locations: WilsonHighSchool





76


PROGRAM SEGMENTS




Locations: GreenValley AnElementary


TypeofSupport


Itinerant LearningSupport 8to11 20 0.4Locations: GreenValley AnElementarySchool





PROGRAM SEGMENTS

TypeofSupport


Itinerant LearningSupport 5to8 20 0.4Locations: GreenValley AnElementarySchool









Type: Class Implementation Date: March 1, 2016

77


PROGRAM SEGMENTS

TypeofSupport


Itinerant AutisticSupport 8to11 1 0.08Locations: GreenValley AnElementarySchool





Locations: GreenValley AnElementarySchool





Locations: GreenValleyElementary






PROGRAM SEGMENTS





SchoolBuildingAbuildingin whichGeneralEducationprogramsareoperated




Locations: GreenValley AnElementarySchool



78

Itinerant AutisticSupport 5to8 3 0.25Locations: GreenValleyElementary






PROGRAM SEGMENTS


Itinerant EmotionalSupport 5to8 25 0.5Locations: ShilohHillsElementary






Locations: ShilohHillsElementary AnElementary





PROGRAM SEGMENTS


Itinerant LearningSupport 5to8 25 0.5Locations: ShilohHillsElementary








79




PROGRAM SEGMENTS


Itinerant EmotionalSupport 8to11 25 0.5Locations: ShilohHillsElementary






Locations: ShilohHillElementary AnElementary





PROGRAM SEGMENTS


Itinerant LearningSupport 8to11 25 0.5Locations: ShilohHillsElementary











80


PROGRAM SEGMENTS


Itinerant LearningSupport 8to11 15 0.3Locations: CornwallTerraceElementary






Locations: CornwallTerraceElementary AnElementary



Itinerant LearningSupport 8to11 15 0.3Justification:Thestudentsonthiscaseloadarenotinstructedinthesameclasseswithanagerangegreaterthan3years.Locations: SpringRidgeElementary






Locations: SpringRidgeElementary AnElementary





PROGRAM SEGMENTS






Supplemental(LessThan80% LearningSupport 5to8 12 0.6

81

butMoreThan20%)Locations: CornwallTerraceElementary AnElementary





PROGRAM SEGMENTS








Locations: CornwallterraceElementary AnElementary





PROGRAM SEGMENTS


Itinerant AutisticSupport 5to8 5 0.42Locations: CornwallTerraceElementary






Locations: CornwallTerraceElementary



82




Locations: CornwallTerraceElementary AnElementary





PROGRAM SEGMENTS




Locations: WhitfieldElementary AnElementary





Locations: WhitfieldElementary AnElementarySchool





8to11 2 0.25






PROGRAM SEGMENTS


Itinerant AutisticSupport 5to8 3 0.25Locations:

83

WhitfieldElementary
















PROGRAM SEGMENTS


Itinerant LifeSkillsSupport 5to8 5 0.25Locations: WhitfieldElementary















Type: Class

84

Implementation Date: March 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS


Itinerant LearningSupport 5to11 25 0.5Justification:Thestudentsonthiscaseloadarenotinstructedinthesameclasseswithanagerangegreaterthan3years.Locations: WhitfieldElementary






Justification:Thestudentsonthiscaseloadarenotinstructedinthesameclasseswithanagerangegreaterthan3years.Locations: WhitfieldElementary AnElementary





PROGRAM SEGMENTS




5to8 2 0.25






5to8 6 0.75






85


PROGRAM SEGMENTS


Itinerant LearningSupport 5to11 28 0.56Justification:Thestudentsonthiscaseloadarenotinstructedinthesameclasseswithanagerangegreaterthan3years.Locations: SpringRidgeElementary






Justification:Thestudentsonthiscaseloadarenotinstructedinthesameclasseswithanagerangegreaterthan3years.Locations: SpringRidgeElementary AnElementary



Itinerant BlindorVisuallyImpairedSupport

5to11 2 0.04

Justification:Thestudentsonthiscaseloadarenotinstructedinthesameclasseswithanagerangegreaterthan3years.Locations: SpringRidgeElementary






PROGRAM SEGMENTS


Itinerant LearningSupport 8to11 25 0.5Locations: SpringRidgeElementary






Locations: SpringRidgeElementary AnElementary AbuildinginwhichGeneral

86

SchoolBuilding Educationprogramsareoperated




PROGRAM SEGMENTS

TypeofSupport


Itinerant LifeSkillsSupport 5to8 5 0.25Locations: SpringRidge AnElementarySchool

BuildingAbuilding inwhichGeneralEducationprogramsareoperated









Locations: SpringRidgeElementary






PROGRAM SEGMENTS


Itinerant AutisticSupport 5to8 3 0.25Locations: SpringRidgeElementary




Supplemental(LessThan80% AutisticSupport 5to8 2 0.25

87

butMoreThan20%)Locations: SpringRidgeElementary AnElementary





Locations: SpringRidgeElementary






PROGRAM SEGMENTS


Itinerant AutisticSupport 8to11 1 0.08Locations: SpringRidgeElementary











Justification:InordertostaywithincomplianceforcaseloadnumbersanewclassroomwasneededLocations: SpringRidge AnElementarySchool





88

PROGRAM SEGMENTS

TypeofSupport


Itinerant AutisticSupport 5to11 3 0.25Justification:Thestudentsonthiscaseloadarenotinstructedinthesameclasseswithanagerangegreaterthan3years.Locations: CornwallTerrace






Justification:Thestudentsonthiscaseloadarenotinstructedinthesameclasseswithanagerangegreaterthan3years.Locations: CornwallTerraceElementary AnElementary





Justification:Thestudentsonthiscaseloadarenotinstructedinthesameclasseswithanagerangegreaterthan3years.Locations: CornwallTerraceElementary






PROGRAM SEGMENTS


Itinerant AutisticSupport 5to11 7 0.58Justification:Thestudentsonthiscaseloadarenotinstructedinthesameclasseswithanagerangegreaterthan3years.Locations: WhitfieldElementary






Justification:Thestudentsonthiscaseloadarenotinstructedinthesameclasseswithanagerangegreaterthan3years.

89





AutisticSupport 5to 11 1 0.13

Justification:Thestudentsonthiscaseloadarenotinstructedinthesameclasseswithanagerangegreaterthan3years.Locations: WhitfieldElementary AnElementarySchool





PROGRAM SEGMENTS



5to11 6 0.09

Justification:Thestudentsonthiscaseloadarenotinstructedinthesameclasseswithanagerangegreaterthan3years.Locations: WhitfieldElementary




Itinerant LearningSupport 5to11 20 0.4Justification:Thestudentsonthiscaseloadarenotinstructedinthesameclasseswithanagerangegreaterthan3years.Locations: WhitfieldElementary






Justification:Thestudentsonthiscaseloadarenotinstructedinthesameclasseswithanagerangegreaterthan3years.Locations: WhitfieldElementary AnElementary




90


PROGRAM SEGMENTS




5to11 4 0.5

Justification:Thestudentsonthiscaseloadarenotinstructedinthesameclasseswithanagerangegreaterthan3years.Locations: SpringRidgeElementary AnElementary





5to11 4 0.5

Justification:Thestudentsonthiscaseloadarenotinstructedinthesameclasseswithanagerangegreaterthan3years.Locations: SpringRidgeElementary






PROGRAM SEGMENTS

TypeofSupport



5to11 50 1

Justification:Thestudentsonthiscaseloadarenotinstructedinthesameclasseswithanagerangegreaterthan3years.Locations: GreenValley AnElementarySchool

BuildingAbuildinginwhichGeneral Educationprogramsareoperated




91


PROGRAM SEGMENTS


Itinerant AutisticSupport 5to11 4 0.33Justification:Thestudentsonthiscaseloadarenotinstructedinthesameclasseswithanagerangegreaterthan3years.Locations: ShilohHillsElementary






Justification:Thestudentsonthiscaseloadarenotinstructedinthesameclasseswithanagerangegreaterthan3years.Locations: ShilohHillsElementary AnElementary





Justification:Thestudentsonthiscaseloadarenotinstructedinthesameclasseswithanagerangegreaterthan3years.Locations: ShilohHillsElementary AnElementarySchool



Itinerant LearningSupport 5to11 2 0.04Justification:Thestudentsonthiscaseloadarenotinstructedinthesameclasseswithanagerangegreaterthan3years.Locations: ShilohHillsElementary





Type: Position Implementation Date: March 1, 2016

PROGRAM SEGMENTS

TypeofSupport



14to21 35 0.6

Justification:Thestudentsonthiscaseloadarenotinstructedinthesameclassesatthesametime.Locations:

92

WilsonHighSchool






PROGRAM SEGMENTS



10to14 35 0.6

Locations: WilsonWestMiddleSchool/SouthernMiddleSchool






PROGRAM SEGMENTS



10to14 65 1

Locations: SouthernMiddleSchool/WilsonWestMiddleSchool

AJuniorHighSchoolBuilding


SpecialEducationSupportServicesSupportService Location Teacher

FTEMiddleSchoolSpecialEducationSupervisor

SouthernMiddleSchoolandWestMiddleSchool 1

InstructionalAssistant SouthernMiddleSchool 0.8InstructionalAssistant SouthernMiddleSchool 0.8InstructionalAssistant SouthernMiddleSchool 0.8InstructionalAssistant SouthernMiddleSchool 0.8InstructionalAssistant SouthernMiddleSchool 0.8InstructionalAssistant SouthernMiddleSchool 0.8InstructionalAssistant SouthernMiddleSchool 0.75InstructionalAssistant WestMiddleSchool 0.8InstructionalAssistant WestMiddleSchool 0.8InstructionalAssistant WestMiddleSchool 0.8

93

InstructionalAssistant WestMiddleSchool 0.8InstructionalAssistant WestMiddleSchool 0.8InstructionalAssistant WestMiddleSchool 0.8InstructionalAssistant SouthernMiddleSchool 0.68InstructionalAssistant SouthernMiddleSchool 0.68InstructionalAssistant WestMiddleSchool 0.68InstructionalAssistant WestMiddleSchool 0.68InstructionalAssistant WestMiddleSchool 0.73InstructionalAssistant WilsonHighSchool 0.8InstructionalAssistant WilsonHighSchool 0.8InstructionalAssistant WilsonHighSchool 0.8InstructionalAssistant WilsonHighSchool 0.8InstructionalAssistant WilsonHighSchool 0.8InstructionalAssistant WilsonHighSchool 0.8InstructionalAssistant WilsonHighSchool 0.8InstructionalAssistant WilsonHighSchool 0.8InstructionalAssistant WilsonHighSchool 0.73InstructionalAssistant WilsonHighSchool 0.8InstructionalAssistant WilsonHighSchool 0.8InstructionalAssistant WilsonHighSchool 0.8InstructionalAssistant WilsonHighSchool 0.8InstructionalAssistant WilsonHighSchool 0.8InstructionalAssistant WilsonHighSchool 0.8InstructionalAssistant WilsonHighSchool 0.73InstructionalAssistant WilsonHighSchool 0.8InstructionalAssistant WilsonHighSchool 0.8InstructionalAssistant WilsonHighSchool 0.8InstructionalAssistant WilsonHighSchool 0.8InstructionalAssistant WilsonHighSchool 0.8InstructionalAssistant WilsonHighSchool 0.8HighSchoolSpecialEducationSupervisor

WilsonHighSchool 1

InstructionalAssistant CornwallTerrace 0.8InstructionalAssistant CornwallTerrace 0.8InstructionalAssistant CornwallTerrace 0.8InstructionalAssistant CornwallTerrace 0.8InstructionalAssistant CornwallTerrace 0.8InstructionalAssistant CornwallTerrace 0.8InstructionalAssistant CornwallTerrace 0.8InstructionalAssistant CornwallTerrace 0.8InstructionalAssistant CornwallTerrace 0.8InstructionalAssistant CornwallTerrace 0.8InstructionalAssistant CornwallTerrace 0.8

94

InstructionalAssistant GreenValleyElementary 0.8InstructionalAssistant GreenValleyElementary 0.8InstructionalAssistant GreenValleyElementary 0.8InstructionalAssistant GreenValleyElementary 0.8InstructionalAssistant GreenValleyElementary 0.8InstructionalAssistant GreenValleyElementary 0.8InstructionalAssistant GreenValleyElementary 0.8InstructionalAssistant GreenValleyElementary 0.8InstructionalAssistant GreenValleyElementary 0.8InstructionalAssistant GreenValleyElementary 0.8InstructionalAssistant GreenValleyElementary 0.8InstructionalAssistant GreenValleyElementary 0.8InstructionalAssistant ShilohHillsElementary 0.8InstructionalAssistant ShilohHillsElementary 0.8InstructionalAssistant ShilohHillsElementary 0.8InstructionalAssistant ShilohHillsElementary 0.8InstructionalAssistant ShilohHillsElementary 0.8InstructionalAssistant ShilohHillsElementary 0.8InstructionalAssistant ShilohHillsElementary 0.8InstructionalAssistant ShilohHillsElementary 0.8InstructionalAssistant SpringRidgeElementary 0.8InstructionalAssistant SpringRidgeElementary 0.8InstructionalAssistant SpringRidgeElementary 0.8InstructionalAssistant SpringRidgeElementary 0.8InstructionalAssistant SpringRidgeElementary 0.8InstructionalAssistant SpringRidgeElementary 0.8InstructionalAssistant SpringRidgeElementary 0.8InstructionalAssistant SpringRidgeElementary 0.8InstructionalAssistant SpringRidgeElementary 0.8InstructionalAssistant SpringRidgeElementary 0.8InstructionalAssistant SpringRidgeElementary 0.8InstructionalAssistant ShilohHillsElementary 0.8InstructionalAssistant WhitfieldElementary 0.8InstructionalAssistant WhitfieldElementary 0.8InstructionalAssistant WhitfieldElementary 0.8InstructionalAssistant WhitfieldElementary 0.8InstructionalAssistant WhitfieldElementary 0.8InstructionalAssistant WhitfieldElementary 0.8InstructionalAssistant WhitfieldElementary 0.8InstructionalAssistant WhitfieldElementary 0.8InstructionalAssistant WhitfieldElementary 0.8InstructionalAssistant WhitfieldElementary 0.8InstructionalAssistant WhitfieldElementary 0.8

95

InstructionalAssistant WhitfieldElementary 0.8InstructionalAssistant WhitfieldElementary 0.8InstructionalAssistant WhitfieldElementary 0.8InstructionalAssistant WhitfieldElementary 0.8InstructionalAssistant WhitfieldElementary 0.8InstructionalAssistant WhitfieldElementary 0.8InstructionalAssistant WhitfieldElementary 0.8InstructionalAssistant WhitfieldElementary 0.8InstructionalAssistant WhitfieldElementary 0.8SchoolPsychologist WilsonHighSchool 1SchoolPsychologist WilsonHighSchool 1SocialWorker WestandSouthernMiddleSchoolandWilsonHigh

School1

InstructionalAssistant ShilohHillsElementary 0.8InstructionalAssistant ShilohHillsElementary 0.8InstructionalAssistant ShilohHillsElementary 0.68InstructionalAssistant SpringRidgeElementary 0.8InstructionalAssistant SpringRidgeElementary 0.8InstructionalAssistant SpringRidgeElementary 0.8InstructionalAssistant SpringRidgeElementary 0.8InstructionalAssistant SpringRidgeElementary 0.8InstructionalAssistant SpringRidgeElementary 0.8InstructionalAssistant SpringRidgeElementary 0.8InstructionalAssistant SpringRidgeElementary 0.8InstructionalAssistant SpringRidgeElementary 0.8InstructionalAssistant SpringRidgeElementary 0.8InstructionalAssistant SpringRidgeElementary 0.68InstructionalAssistant WhitfieldElementary 0.75InstructionalAssistant WhitfieldElementary 0.41InstructionalAssistant WhitfieldElementary 0.8InstructionalAssistant WhitfieldElementary 0.68InstructionalAssistant WestMiddleSchool 0.75InstructionalAssistant WilsonHighSchool 0.8InstructionalAssistant WilsonHighSchool 0.8InstructionalAssistant WilsonHighSchool 0.8InstructionalAssistant WilsonHighSchool 0.8InstructionalAssistant WilsonHighSchool 0.8InstructionalAssistant WilsonHighSchool 0.8ElementarySpecialEducationSupervisor

Elementary 1

AdministrationDirectorofPupilServices

Administration 1

ElementaryAdministrativeAssistant

Elementary 1

96

WestMiddleSchoolAdministrativeAssistant

WestMiddleSchool 0.74

SouthernMiddleSchoolAdministrativeAssistant

SouthernMiddleSchool 1

WilsonHighSchoolAdministrativeAssiistant

WilsonHighSchool 1

AdministrationAdministrativeAssistant

Administration 1

SchoolPsychologist SouthernandWestMiddleSchool 1SchoolPsychologist Elementary 1SchoolPsychologist Elementary 1SchoolPsychologist Elementary 1OutofDistrictCoordinator District 1TransitionCoordinator WilsonHighSchool 1BehaviorSpecialist District 1BehaviorSpecialist Elementary 1OccupationalTherapist WhitfieldElementaryCenter 1OccupationalTherapist GreenValleyandSpringRidgeElementaryCenters 1OccupationalTherapist ShilohHillsandCornwallTerraceElementary

Centers1

SocialSkillsInstructor ElementaryCenters(ShilohHills,Whitfield,CornwallTerrace,SpringRidge,GreenValley)

0.67

SchoolPsychologist ElementaryCenters(ShilohHills,Whitfield,CornwallTerrace,SpringRidge,GreenValley)

0.33

SocialWorker/SAPCoordinator WestandSouthernMiddleSchoolsandWilsonHighSchool

1

GuidanceCounselor ShilohHillsElementary 1GuidanceCounselor CornwallTerraceElementary 1GuidanceCounselor WhitfieldElementary 1GuidanceCounselor SpringRidgeElementary 1GuidanceCounselor GreenValleyElementary 1GuidanceCounselor‐A‐L WestMiddleSchool 1GuidanceCounselorM‐Z WestMiddleSchool 1GuidanceCounselor‐A‐L SouthernMiddleSchool 1GuidanceCounselorM‐Z SouthernMiddleSchool 1GuidanceCounselor9th WilsonHighSchool 1GuidanceCounselor10th WilsonHighSchool 1GuidanceCounselor‐A‐L11th WilsonHighSchool 1GuidanceCounselorM‐Z11th WilsonHighSchool 1GuidanceCounselor‐A‐L12th WilsonHighSchool 1GuidanceCounselorM‐Z12th WilsonHighSchool 1

97

SpecialEducationContractedServicesSpecialEducationContractedServices Operator AmtofTimeperWeek

CertifiedOccupationalTherapyAssistant OutsideContractor 5.75HoursPhysicalTherapist OutsideContractor 37.5HoursDeafandHearingImpairedSupport IntermediateUnit 3HoursMobilityTherapist IntermediateUnit 8.5HoursSpeech/LanguageTherapist OutsideContractor 29HoursCertifiedOccupationalTherapyAssistant OutsideContractor 7.75HoursSignLanguageInterpreter IntermediateUnit 32.5HoursOrtonGillinghamTeacher OutsideContractor 12.5HoursSpeechLanguageTherapist OutsideContractor 12Hours

98

NeedsAssessment

RecordSchoolPatterns

Question:Afterreviewingschoollevelaccomplishmentsandsystemicchallenges,whatpatternscanyouidentifyamongyourschools?

Whatotherinformationdoyoustillneedtoassess?

Answer:Thisquestionhasnotbeenanswered.

DistrictAccomplishments

Accomplishment#1:OverallstudentachievementforPSSAinbothELAandMathiswellabovestateaverage.

Accomplishment#2:PSSAMath‐priorto2015,schoolsdemonstratedstudentachievementatcloseto90%proficiency(decreasesinscoresin2015withchangestoassessment)

Accomplishment#3:PSSAELA‐Consistentpatternsofhighachievementforoverallstudentgroupwithonlysmalldecreaseswithchangeinstandardizedassessment

Accomplishment#4:HighSchool‐strongPVAASgrowthindicatorsforKeystoneExamsinallcontentareas

Accomplishment#5:HighSchool‐increaseinthenumberofstudentparticipatinginAPcoursesandincreaseinnumberofstudentsscoring3orbetterontheAPExams

99

DistrictConcerns

Concern#1:Achievementgapsanddisproportionatedecreasesin2015and2016achievementforsubgroups,especiallyHispanicinESL;EDinMath;BlackinMath;andIEPstudentsinELAandMath

Concern#2:PSSAMath‐Substantialdecreasesinmanygradelevelswithchangesinassessment

Concern#3:PSSAMath‐Patternsofdecreasesfrom6thgradeto7thgradeto8thgrade

PrioritizedSystemicChallenges

SystemicChallenge#1(GuidingQuestion#1)Establishadistrictsystemthatfullyensuresconsistentimplementationofstandardsalignedcurriculaacrossallschoolsforallstudents.

AlignedConcerns:

Achievementgapsanddisproportionatedecreasesin2015and2016achievementforsubgroups,especiallyHispanicinESL;EDinMath;BlackinMath;andIEPstudentsinELAandMath

PSSAMath‐Substantialdecreasesinmanygradelevelswithchangesinassessment

PSSAMath‐Patternsofdecreasesfrom6thgradeto7thgradeto8thgrade

SystemicChallenge#2(GuidingQuestion#7)Establishadistrictsystemthatfullyensuresstudentswhoareacademicallyatriskareidentifiedearlyandaresupportedbyaprocessthatprovidesinterventionsbaseduponstudentneedsandincludesproceduresformonitoringeffectiveness.

AlignedConcerns:



100


SystemicChallenge#3(GuidingQuestion#10)Establishadistrictsystemthatfullyensuresprofessionaldevelopmentisfocused,comprehensiveandimplementedwithfidelity.

AlignedConcerns:




101

DistrictLevelPlan

ActionPlans

Goal#1:Establishadistrictsystemthatfullyensuresconsistentimplementationofstandardsalignedcurriculaacrossallschoolsforallstudents.

IndicatorsofEffectiveness:

Type:Annual

DataSource:Curriculumdocumentation.

SummativeAssessmentresults.

SpecificTargets:Annualtimelines.

PSSAandKeystonedata.

Strategies:

Createawrittencurriculum.

Description:

Createandcommunicateacomprehensivecurriculumaccordingtothefollowingprocess:

1.Developacurricularframeworkwithauniformdistrictdesign.

2.Createandimplementasystemforcontinuousrevisionofthecurriculumtoensuretotalinstructionalalignment(12‐K).

3.Communicatecurriculumwithtransparencytoallstakeholders.

SASAlignment:Standards,Assessment,CurriculumFramework,Instruction,Materials&Resources

CreateCommonSummativeAssessments.

Description:

102

Commonsummativeassessmentswillbecreatedaccordingtothefollowingconditions:

1.Developedandimplementedacrossallgradelevelsandsubjects.

2.LinkedtocompetenciesandPACoreStandards.

3.Reviewedregularlythroughadataanalysisprocess.

SASAlignment:Standards,Assessment

ImplementationSteps:

Developacurricularframeworkwithauniformdistrictdesign.

Description:

TheUnderstandingbyDesign(UbD)processwillbeourdesigntoolforcurriculumwork.Ourcurriculumwillbewritteninacyclewhereonemajordepartmentandafewsmallerdepartmentswillworkoncurriculuminthestagesdefinedbelow:

Stage1‐OurCurriculumDirectorwilltrainteacherleaderswithanunderstandingofthecurricularframeworkandwritingexpectations.OurteacherleaderswillalsobetrainedbestpracticesininstructionandassessmentwiththeUnderstandingbyDesignframework.

Stage2‐Teacherleaderswillturnaroundtrainingtoacore12‐Kteamofteacherswhowillbewritingthecurriculuumwithhorizontalandverticalalignment.

Stage3‐Thecoreteamwillimplementtheuseoftheframeworkwithintheirselecteddepartmentsbeforemakingrevisionstothedocument.

Stage4‐Finalrevisionsaremade,theworkispublished,andthecurriculumisimplementedbyallteachersinthedepartment.

Thestagesabovewillbecompletedbyalldepartmentswithaplanned4‐5yearcycleforfinalcompletion.Theindicatorofimplementationwillbethepublishedcurriculumonourcurriculumwebsite.

103

StartDate:7/1/2017EndDate:6/30/2021

ProgramArea(s):

SupportedStrategies:

Create a written curriculum.

Create and implement a system for continuous revision of the curriculum to ensure total instructional alignment (vertical –12‐K).

Description:

Whileadepartmentisimplementinganewcurriculum,revisionisnecessarytoensurevertical12‐KalignmenttoStateStandards.Thissystemofcontinuousrevisionincludestwoprocesses:

1.Instructionalprocess:Teachersthatservedonthecorecommitteewillserveasaconduittofacilitatedialogueamongstthegreaterteam.Allteacherswilltakeanecdotalnotes,analyzedatafromlocalandstateassessments,andrevisitstandardsalignmentduringteamandgradelevelmeetings.

2.Administrativeprocess:Departmentchairs,supervisorsand/oradministratorswillco‐observe,observe,analyzedataanddocumentresultsofthecurriuluminclassrooms.Theadministratorswillattendteamandgradelevelmeetingstoco‐facilitatediscussion.Additionallytheywillmeetasanadministrativeteamtoprovidefeedbackforcurricularrevisions.

Theindicatorofimplementationwillbeincreasedscoresinourassessments.TheteamwillcontinuallycomparethecurriculumtotheAnchorDataanalyzedfromCommonAssessments,StateAssessments,APtestsandorotherinsdustrystandardstests.

Start Date: 7/1/2017 End Date: 6/30/2021

Program Area(s):

Supported Strategies:


104

Develop and consistently implement summative assessments aligned to the PA Core Standards in every curricula and content area.

Description:

CommonSummativeAssessmentswillbedesignedacrossdeparments,subjectareas,andgradelevels,tobeimplementedconsistentlyinlikeclassrooms.Thiswillbeachievedthroughthefollowingprocess:

1.Anassessmentframeworkwillbeselectedforthecreationofcommonassessmentsinspecificdepartments,subjectsorgradelevels

2.Assessmentsdesignedbyteachermembersofthecorecurriculumwritingteamforthedepartment,subject,orgradelevelduringthecurriculumwritingcycle.

3.Administeredbyeachteacherinthedepartment,subjectarea,orgradelevel.

4.Analyzedbyalldepartment,subjectarea,orgradelevelteachersforpurposesofdata‐baseddecisionmaking,curricularalignment,and/orrecommmendedrevision

5.coreteammembersreviseassessmentsbasedondataandfeedback

PerformanceTaskswillbeincludedasformsofcommonsummativeassessment.Thesetaskswillconsistof:

1.CommonlearningoutcomesasalignedwiththePAstandards(addlanguagefornonstandardscourses‐ex.ACTFUL)

2.Commonprocessesdevelopedanddocumentedbycorecurriculumwritingteam

3.Studentstrategiesandproductswhichmayvaryasindicatedinthetask

Theprocessabovewillbecompletedbyalldepartmentswithaplanned4‐5yearcycleforfinalcompletion.Theindicatorofimplementationwillbetheadministrationofcommonassessmentsacrossalldepartments,subjects,andgradelevelsbytheendofthecurricularcycle.Revisionswillbeon‐goingbasedonanalysisofstudentdata,teacherfeedback,andalignmentwithPAstandards.

105


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



Create Common Summative Assessments.

Develop and Implement a PA Core aligned elementary ELA curriculum to improve student language and literacy acquisition.

Description:

WehaveidentifiedthatourcurrentELAcurriculumisonlypartiallyalignedwiththePACoreStandards.Ithasbeendeterminedthatarevampofourcurriculumisnecessarytoimproveourstudentsknowledgeandperformanceintestscores.

Stage1‐OurELAsupervisorandacoreteamofteacherswilldeterminethedistrictscorebeliefsinELAandassessourareasofneedinourcurrentcurriculum.

Stage2‐Basedonourneedsassessment,teacherswilleditthecurriculum,instructionandassessmentplanandselectresourcesbasedonthedesiredoutcomes.

Stage3‐ThetrainingplanforimplementationwillbedevelopedbyourSupervisor,ReadingSpecialists,departmentchairsandcurriculumliaisons.

Stage4‐TrainingisturnedaroundtoteachersforYear1implementationthroughastructuredprofessionallearningplan.

Stage5‐Programevaluationisbasedondistrictsummativeandformativeassessmentsinconjunctionwithstateassessmentdata.

ThestagesabovewillbecompletedaspartoftheELAcycleofcurriculumadaptaition.Theindicatorofimplementationwillbethereadingwalkthroughsupervisiondatainadditiontothestudentresultsondistrictsummativeandformativeassessmentsinconjunctionwithstateassessmentdata.


106

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



Goal#2:Establishadistrictsystemthatfullyensuresstudentswhoareacademicallyatriskareidentifiedearlyandaresupportedbyaprocessthatprovidesinterventionsbaseduponstudentneedsandincludesproceduresformonitoringeffectiveness.

Related Challenges:

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

Indicators of Effectiveness:

Type: Annual

Data Source: Comprehensive program reviews.

Summative Assessment data.

Internal data points in pupil services.

Specific Targets: Perception data will show an increase in staff awareness regarding education challenges by 80%

80% of students that are in the district since kindergarten will be reading at grade level by third grade.

Strategies:

Utilize screenings for academic, behavioral, and emotional barriers to learning.

Description:

Barriers to learning can significantly impact the success of a student. As a school community it is essential that we have processes by which

107

we can identify a child’s needs and allow students to gain access to specific services.

The district will utilize various processes by which students who are in need of services can be identified. This processes will utilize a team approach in which teachers, guidance counselors, nurses, and administrators will work in concert to identify, monitor, and refer students for various types of assessments.

SAS Alignment: Instruction, Materials & Resources, Safe and Supportive

Schools

Implementation of evidence‐based interventions that increase or

decrease as related to student need.

Description:

The district has utilized data teams throughout our school system. The data teams serve all students by analyzing data and looking for areas of need and areas of growth. When data shows that a student is lacking in a certain area, the team may suggest interventions to help the child. Using a best practice RTII model, these interventions include access to direct instruction, reading specialists, guidance counselors, social workers, and related service providers.

The district will utilize progress monitoring data, team meetings, and student progress data which includes summative assessments, formative assessments, content assessments, and skills assessments.

SAS Alignment: Assessment, Materials & Resources, Safe and Supportive

Schools, Instruction

Identify and address the needs of disenfranchised students.

Description:

The changing demographics of the Wilson School District have created the need to provide a greater access to services within the school and in the larger community. Students that are considered At-Risk, Transient, and Homeless may not have the same access to services compared to their more typical peers.

108

The development of systems to identify students can help ensure that the needs of students are being met through various resources. The school district will utilize staff meetings, email communications, and county wide meetings to ensure that our guidance counselors are aware of their role in the identification process, an awareness of the scope of services that the school district can provides, and an awareness of services that exist in the greater community.

SAS Alignment: Materials & Resources, Safe and Supportive Schools

Implementation Steps:

Find and secure the resources that help the personnel identify the

appropriate intervention.

Description:

Based on the data analysis, the intervention team will access research-based methods of intervention from the content area of behavioral category in which the student is exhibiting need. These resources may be accessed through district specialist in content areas or guidance counselors/school psychologists.


Program Area(s): Student Services


Implementation of evidence‐based interventions that increase or decrease as related to student need.

Use data teams to identify students need of interventions.

Description:

Schools will establish a team of educators who will analyze a collection of formative and summative data for each student to determine those students who are not reaching academic or behavioral expectations. The team will then recommend these students for intervention supports.

109

The supports accessed can be strategic or intensive dependent upon the level of need the student exhibits.





Ensure a system to evaluate the intervention's effectiveness.

Description:

Progress monitoring will take place either bi-weekly for students receiving strategic intervention, or weekly for those with more intensive intervention needs, by those providing the intervention. The data collected through progress monitoring will provide evidence of the effectiveness of the intervention based on student progress, or the need for a planned revision.





Identify students with specific risk factors and partner the student with a staff member.

Description:

Guidance Counselors will implement a system to meet with each new student. The guidance counselor will identify if there are any at-risk

110

factors. The counselor will work as a student advocate to ensure that the student is receiving the appropriate services.

Guidance Counselors will be recieve training to identify "At-Risks Factors."


Program Area(s): Professional Education, Student Services



Raise awareness of school personnel through professional development and allow for teachers to instruct diverse learners in an inclusive setting.

Description:

The School Social Workers will offer professional development sessions to teachers, nurses, and administrators about specific issues that our students may be facing. This may include topics about, truancy, mental health, poverty, and drug abuse. Overall, it will allow teachers to instruct diverse learners in an inclusive setting. These sessions will be offered on specific inservice days and at faculty meetings.


Program Area(s): Professional Education, Student Services



Identify community outreach programs to help meet our student's needs.

Description:

111

The School Social Worker and the Pupil Services Director will work with community partnerships to learn about new and existing programs through meetings, emails, and trainings. The School Social Worker and the Pupil Services Director will communicate services and opportunities to our students via, guidance counselors, teachers, administrators, support staff, and parents.





Coordinate and identify services within the school that can offer assistance to the student.

Description:

Guidance Services for our students will be a key part of the school community and stay informed of the services offered by the school district. Guidance counselors will receive updates on services available to our students via staff meetings, emails, and county meetings.





Identify specific teams to implement and monitor various screenings.

Description:

Each building has identified a student assistance team or data team that will monitor student progress or lack of progress. The teams are comprised of teachers, nurses, guidance counselors, and

112

administrators. Representatives on the teams will be made aware of screening that are available to our students. This can include behavioral assessments, psychological assessments, drug use assessments, and mental health assessments. The team will work with each student’s family to gain permission for each assessment.





Goal#3:Establishadistrictsystemthatfullyensuresprofessionaldevelopmentisfocused,comprehensiveandimplementedwithfidelity.

Indicators of Effectiveness:

Type: Interim

Data Source: Professional Development evaluation instruments. These evaluations are administered after each day of district wide PD throughout the year.

Specific Targets: For the Likert portion of the instrument (scale is 1‐5), we look to move all indicators to the 4 or 5 range. For the open‐ended items, the goal is to increase the positive comments related to teacher application in the classroom.

Type: Annual

Data Source: Clarity Bright Bytes teacher and student survey data

Specific Targets: Increase the frequency reported by teachers and students in the Classroom ‐ 4Cs category ‐ increase of frequency of collaboration, communication, critical thinking, and creativity

113

Strategies:

Use of data to inform decisions regarding planning of professional learning.

Description:

Implementadistrict‐wideneedsassessmentprotocolthatusesqualitativeandquantitativedatacollectedfrommultiplesourcesthatisusedtoinformandcreateprofessionaldevelopmentplans.Basedupontherecommendationsfrombestpracticeliterature,developandimplementanevaluationprotocolthatmeasurestheeffectivenessofprofessionaldevelopmentinregardstoitsdemonstrableimpactonteachingandlearningaswellasguidesfutureprofessionaldevelopment.

ResearchbaseincludesLearningForwardProfessionalLearningstandardsandNationalBoardCertificationpillarsoflearning.

SAS Alignment: Instruction

Develop a system of support to transfer professional learning into

transformational systematic change.

Description:

Researchinadultlearningtheoryshowsthatsinglesessionprofessionaldevelopmentdoesnotpermanantlytransferpractice.Creatingasystemtofollowprofessionallearningwithcoachingandimplementationfeedabckisakeytocreatingatransformationallearningenvironment.

SAS Alignment: Instruction

Implementation Steps:

Development of a Professional Learning Committee

Description:

Theprofessionallearningcommitteewillbechairedbythedirectorofcurriculumandwillconsistofasamplingofvolunteersfromouradministrativeteam.Thecommitteewilldevelopcorebeliefsbasedonourresearchofbestpracticesinprofessionallearning.Additionallythecommitteewillestablishpillars(targetedareas)whereprofessionallearningshouldbedeveloped.Thisworkwillbesharedwithourteacherleadergroupswhowillprovidefeed‐forwardinformationfornextsteps.

114

Theresultsofthiscommitteewillbeusedtodeveloptheshortandlongtermgoalsofprofessionallearning.Oncemissionandvisionareestablishedthecommitteewilldothefollowing:

1.Create,deliverandanalyzeteacherfeedbackfromeachsessionofprofessionallearning.

2.Datawillbeusedtohoneprofessionallearningcontentordeliveryforfuturesessions.

3.Communicatetheworksofthecommitteewithteachers,administrationandthepublic.

4.Postallworkfortransparencyonanewlydevelopedwebsiteforprofessionallearning.

Indicatorsofsuccesswillbebasedondatafromteachersurveys,targetedclassroomwalkthroughs,andthepublicationofthegoals,pillarsandfeedbackontheprofessionallearningwebsite.


Program Area(s): Professional Education



Develop a system of support to transfer professional learning into transformational systematic change.

Develop and implement an evaluation protocol that measures the effectiveness of professional learning

Description:

Basedupontherecommendationsfrombestpracticeliterature,developandimplementanevaluationprotocolthatmeasurestheeffectivenessofprofessionaldevelopmentinregardstoitsdemonstrableimpactonteachingandlearning.Thesurveywillincludethefollowingindicators:

1.Quantitativeratingsofeachsessionoffered.

2.Commentsonstrengthsandareasforimprovement.

3.Reccommenationsforifthesessionshouldbeofferedagaintoothers.

115

4.Openendedareasforgeneralsuggestions.

EvidenceofimplementationwillbethepublishedsurveydataontheProfessionalLearningwebsite.AllDatawillbesharedwithadministration,teacherleaders,andtheschoolboardforfurtherdevelopment.


Program Area(s): Professional Education



Implement a comprehensive coaching program

Description:

Thedistrictwillmaintainaninstructionalcoachingplatformtocontinuallysupporttheworkoftransferringprofessionallearningintotransformationalteachingpractice.

1.CoacheswillbetrainedbythedistrictinadditiontoworkwiththelocalIUandourin‐houseTechnologyIntegrationSpecialisttobuildcapacity.

2.Coacheswilldevelopascheduletomeetregularlywithallteachers.Additionallyasystemwillbedevelopedforteacherstorequestworktimewithcoaches.

3.Datawillbecollectedonvolume,topic,andtypeofcoachingthroughouttheyear.Datawillbeanalyzedtodeterminefuturecoachingneeds.

4.Coachingwillbeincentivisedforteachersaspartofalargersystemofrewardforself‐seekinglearners.

Indicatorsofsuccessforthisimplementationstepwillbethegrowthofvolumeanddepthofcoachingthroughoutthetimeofthecomprehensiveplan.Additionalindicatorsincludeobservationaldatafromtheformalandinformalobservationprocess.


Program Area(s): Professional Education, Educational Technology

116



Review/Revise Mentoring Program for Induction Program

Description:

Reviewcurrentmentoringprogramandrevisetoalignwithcurrentdistrictinitiatives.

NewTeacherInduction(NTI)programoutlinewithnewteacherrequirements,meetingdates,andagendasarepostedontheintradistrictportal.


Program Area(s): Professional Education, Teacher Induction



117

Appendix:ProfessionalDevelopmentImplementationStepDetails

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

Strategy #1: Create a written curriculum.

Start End Title Description

7/1/2017 6/30/2021 Develop a curricular

framework with a uniform district design.

The Understanding by Design (UbD) process will be our design tool for curriculum

work. Our curriculum will be written in a cycle where one major department and a

few smaller departments will work on curriculum in the stages defined below:

Stage 1‐ Our Curriculum Director will train teacher leaders with an understanding of

the curricular framework and writing expectations. Our teacher leaders will also be

trained best practices in instruction and assessment with the Understanding by

Design framework.

Stage 2‐ Teacher leaders will turn around training to a core 12‐K team of teachers

who will be writing the curriculuum with horizontal and vertical alignment.

Stage 3‐ The core team will implement the use of the framework within their

selected departments before making revisions to the document.

Stage 4‐ Final revisions are made, the work is published, and the curriculum is

implemented by all teachers in the department.

118

The stages above will be completed by all departments with a planned 4‐5 year

cycle for final completion. The indicator of implementation will be the published

curriculum on our curriculum website.

Person Responsible SH S EP Provider Type App. Amy Flannery 3.0 9 30 Wilson School District School

Entity Yes

Knowledge Teachers will have an understanding in the principals of UbD. We will also have clearly articulated Planning,

Instruction and Assessment practices through the Learning Target framework.

Supportive Research

Jay McTighe's work with Understanding by Design is the best practice used for this item. The work of Moss and

Brookhart will be the focus of our Learning Target framework for Planning, Instructing and Assessing a Feed‐

forward cycle of learning.

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.

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

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

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

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

119

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

Offsite Conferences

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

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

Analysis of student work, with administrator and/or peers

Creating lessons to meet varied student learning styles

Peer‐to‐peer lesson discussion

Joint planning period activities

Evaluation Methods

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

Student PSSA data

Standardized student assessment data other than the PSSA

Classroom student assessment data

120


Strategy #1: Create a written curriculum. Strategy #2: Create Common Summative Assessments.


7/1/2017 6/30/2021

Develop and consistently implement summative

assessments aligned to the PA Core Standards in every

curricula and content area.

Common Summative Assessments will be designed across deparments, subject

areas, and grade levels, to be implemented consistently in like classrooms. This will

be achieved through the following process:

1. An assessment framework will be selected for the creation of common

assessments in specific departments, subjects or grade levels

2. Assessments designed by teacher members of the core curriculum writing team

for the department, subject, or grade level during the curriculum writing cycle.

3. Administered by each teacher in the department, subject area, or grade level.

4. Analyzed by all department, subject area, or grade level teachers for purposes of

data‐based decision making, curricular alignment, and/or recommmended revision

5. core team members revise assessments based on data and feedback

Performance Tasks will be included as forms of common summative assessment.

These tasks will consist of:

1. Common learning outcomes as aligned with the PA standards (add language for

121

non standards courses‐ ex. ACTFUL)

2. Common processes developed and documented by core curriculum writing team

3. Student strategies and products which may vary as indicated in the task

The process above will be completed by all departments with a planned 4‐5 year

cycle for final completion. The indicator of implementation will be the

administration of common assessments across all departments, subjects, and grade

levels by the end of the curricular cycle. Revisions will be on‐going based on analysis

of student data, teacher feedback, and alignment with PA standards.

Person Responsible SH S EP Provider Type App. Stacey Stoudt and

Amy Flannery 3.0 30 30 In/Out of District Professional Learning IU

Training from Jay McTighe

with follow up

from District

PD

Yes

Knowledge Fundamental understanding of the purpose of Performance Tasks. Design elements centered on the

G.R.A.S.P.S format. Application of Performance Tasks to all curricular areas.

Supportive Research Jay McTighe's work surrounding Performance Task Development.


For classroom teachers, school counselors and education


122

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






Training Format



Offsite Conferences

Participant Roles


Other educational specialists

Grade Levels




Follow-up Activities Team development and

sharing of content‐area lesson implementation outcomes, with

Evaluation Methods Classroom observation focusing on

factors such as planning and preparation, knowledge of content, pedagogy and

123

involvement of administrator and/or peers

Analysis of student work, with administrator and/or peers




standards, classroom environment, instructional delivery and professionalism.

Student PSSA data

Standardized student assessment data other than the PSSA



Strategy #1: Create a written curriculum.


7/1/2017 6/30/2021

Develop and Implement a PA Core aligned elementary ELA curriculum to improve student

language and literacy acquisition.

We have identified that our current ELA curriculum is only partially aligned with the

PA Core Standards. It has been determined that a revamp of our curriculum is

necessary to improve our students knowledge and performance in test scores.

Stage 1‐ Our ELA supervisor and a core team of teachers will determine the districts

core beliefs in ELA and assess our areas of need in our current curriculum.

Stage 2‐ Based on our needs assessment, teachers will edit the curriculum,

instruction and assessment plan and select resources based on the desired

outcomes.

Stage 3‐ The training plan for implementation will be developed by our Supervisor,

124

Reading Specialists, department chairs and curriculum liaisons.

Stage 4‐ Training is turned around to teachers for Year 1 implementation through a

structured professional learning plan.

Stage 5‐ Program evaluation is based on district summative and formative

assessments in conjunction with state assessment data.

The stages above will be completed as part of the ELA cycle of curriculum

adaptaition. The indicator of implementation will be the reading walkthrough

supervision data in addition to the student results on district summative and

formative assessments in conjunction with state assessment data.

Person Responsible SH S EP Provider Type App. Amy Flannery 1.0 100 200 District School

Entity No

Knowledge Best practice in balanced literacy instruction. Aligned curriculum to PA Core. Increased

Supportive Research

Lucy Calkins units of study is based on the research of Teachers College, R.L. Allington, Lucy Calkins, Linda

Darling‐Hamond, Fountas & Pinnell, John Hattie, Grant Wiggins and Jay McTighe. It has been field tested in

schools in the state of New York and beyond and has been shown to improve literacy instruction and increase

student achievement.




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

125

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





Instructs the leader in managing resources for effective results.

Training Format



Participant Roles


Grade Levels





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

Analysis of student work,

Evaluation Methods


Student PSSA data

126

with administrator and/or peers


Lesson modeling with mentoring


Journaling and reflecting


LEA Goals Addressed:

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

Strategy #1: Utilize screenings for academic, behavioral, and emotional barriers to learning.


7/11/2017 6/10/2021

Raise awareness of school personnel through professional

development and allow for teachers to instruct diverse

learners in an inclusive setting.

The School Social Workers will offer professional development sessions to teachers, nurses, and administrators about specific issues that our students may be facing. This may include topics about, truancy, mental health, poverty, and drug abuse. Overall, it will allow teachers to instruct diverse learners in an inclusive setting. These sessions will be offered on specific inservice days and at faculty meetings.

Person Responsible SH S EP Provider Type App. Michelle Zawilla 1.0 10 30 Michelle Zawilla School

Entity No

Knowledge Participants will better understand factors that can impact a student's learning.

127

Supportive Research Students will perform better if they have supports and services for their specific needs.






Training Format

Series of Workshops School Whole Group Presentation

Participant Roles


School counselors

New Staff

Related Service Personnel

Grade Levels




Follow-up Activities Feedback Forms

Evaluation Methods

Participant survey

LEA Goals Addressed: Establish a district system that fully ensures professional development is focused, comprehensive and implemented with

Strategy #1: Develop a system of support to transfer professional learning into transformational systematic change.

128

fidelity.


7/1/2017 6/30/2021 Implement a comprehensive

coaching program

The district will maintain an instructional coaching platform to continually support

the work of transferring professional learning into transformational teaching

practice.

1. Coaches will be trained by the district in addition to work with the local IU and

our in‐house Technology Integration Specialist to build capacity.

2. Coaches will develop a schedule to meet regularly with all teachers. Additionally

a system will be developed for teachers to request worktime with coaches.

3. Data will be collected on volume, topic, and type of coaching throughout the

year. Data will be analyzed to determine future coaching needs.

4. Coaching will be incentivised for teachers as part of a larger system of reward for

self‐seeking learners.

Indicators of success for this implementation step will be the growth of volume and

depth of coaching throughout the time of the comprehensive plan. Additional

indicators include observational data from the formal and informal observation

process.

Person Responsible SH S EP Provider Type App. Director of

Curriculum and Instructional Technology Director

2.0 150 3 Instructional Technology Coaches Other Regional

and National Conferen

ces in Cocachin

g,

Yes

129

Technology or

Content

Knowledge

This is an embedded format where the coaches work with teachers, usually on an individual basis, to build their

knowledge and implementation of instructional practices in the classroom. There are multiple ongoing sessions

throughout the year. The coaches are in the classrooms at every level, working with the teachers to plan and

instruct. The teachers gain not only knowledge of the use of technology to support their lessons, but also gain a

deeper understanding of the pedagogy behind it.

Supportive Research Job‐embedded coaching is a research‐based best practice evidenced through Jim Knight.






Empowers educators to work effectively with parents and community partners.



Training Format

Series of Workshops Professional Learning Communities

130

Participant Roles Classroom teachers

Grade Levels






Lesson modeling with mentoring

Evaluation Methods



Participant survey

Review of written reports summarizing instructional activity

131

DistrictLevelAffirmations

WeaffirmthatthisDistrictLevelPlanwasdevelopedinaccordance,andwillcomplywiththeapplicableprovisionsof22Pa.Code,Chapters4,12,16,and49.Wealsoaffirmthatthecontentsaretrueandcorrectandthattheplanwasplacedforpublicinspectionintheschooldistrict/AVTSofficesandinthenearestpubliclibraryuntilthenextregularlyscheduledmeetingoftheboardorforaminimumor28dayswhichevercomesfirst.

WeaffirmthattheresponsesintheProfessionalEducationCoreFoundationsandtheProfessionalDevelopmentImplementationStepsfocusonthelearningneedsofeachstaffmembertoenableallstaffmembersmeetorexceedthePennsylvaniaacademicstandardsineachofthecoresubjectareas.

AffirmedbyStevenEhrlichon7/5/2017

BoardPresident

AffirmedbyStevenKeiferon7/6/2017

Superintendent/ChiefExecutiveOfficer

132

SpecialEducationAffirmations

WealsoaffirmourunderstandingthatanyrequestsforanydeviationsfromtheChapter14regulations,standards,policies,andproceduresmustbemadeinwritingtothePennsylvaniaDepartmentofEducation.TheschooldistrictunderstandsthattheSpecialEducationComponentoftheDistrictLevelPlanwillbeapprovedbyPDEinaccordancewiththefollowingcriteriaassetforthin22Pa.SchoolCode§14.104andaspartoftheDistrictLevelPlan:

1. Thereareafullrangeofservices,programsandalternativeplacementsavailabletotheschooldistrictforplacementandimplementationofthespecialeducationprogramsintheschooldistrict.

2. Theschooldistricthasadoptedachildfindsystemtolocate,identifyandevaluateyoungchildrenandchildrenwhoarethoughttobeachildwithadisabilityeligibleforspecialeducationresidingwithintheschooldistrict'sjurisdiction.Childfinddataiscollected,maintained,andusedindecision‐making.Childfindprocessandproceduresareevaluatedforitseffectiveness.Theschooldistrictimplementsmechanismstodisseminatechildfindinformationtothepublic,organizations,agencies,andindividualsonatleastanannualbasis.

3. Theschooldistricthasadoptedpoliciesandproceduresthatassurethatstudentswithdisabilitiesareincludedingeneraleducationprogramsandextracurricularandnon‐academicprogramsandactivitiestothemaximumextentappropriateinaccordancewithanIndividualizedEducationProgram.

4. TheschooldistrictwillcomplywiththePADepartmentofEducation,BureauofSpecialEducation'srevisionnoticeprocess.

5. Theschooldistrictfollowsthestateandfederalguidelinesforparticipationofstudentswithdisabilitiesinstateanddistrict‐wideassessmentsincludingthedeterminationofparticipation,theneedforaccommodations,andthemethodsofassessingstudentsforwhomregularassessmentisnotappropriate.

6. TheschooldistrictaffirmsthePennsylvaniaDepartmentofEducationthatfundsreceivedthroughparticipationinthemedicalassistancereimbursementprogram,ACCESS,willbeusedtoenhanceorexpandthecurrentlevelofservicesandprogramsprovidedtostudentswithdisabilitiesinthislocaleducationagency.

Weaffirmthattheschooldistricthascompleteda28daypublicinspectionandcommentperiodasrequiredunder22PACode§4.13(d)priortotheschoolentity'sgoverningboardapprovalandsubmissiontotheDepartmentofEducation(BureauofSpecialEducation).

AffirmedbyStevenEhrlichon7/6/2017

133

BoardPresident

AffirmedbyStevenKeiferon7/7/2017

Superintendent/ChiefExecutiveOfficer

wilson--sd comprehensive-plan 3-8-2018...2018/03/08 · 2 district profile demographics 2601...

Documents