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HuntingdonAreaSD
DistrictLevelPlan
07/01/2018‐06/30/2021
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DistrictProfile
Demographics
2400 Cassady Ave Suite 2 Huntingdon, PA 16652‐2618 814‐643‐4140 Superintendent: Fred Foster Director of Special Education: Robin Whitsel
PlanningProcessTheHuntingdonAreaSchoolDistrictviewscomprehensiveplanningasacontinuum.Duringthe2013review,withnewleadershipatthedistrictlevelwefocusedwiththecommunityandstakeholdersonourmission,visionandvalues.Wehaveidentifiedthisashistoricaldatainthissection.Theprocessforthe2016comprehensiveplanwasfocusedonschoolleveldataandconnectingthedatatoourexistingmission,visionandvaluesaswellasfutureplanningwithinnovativethoughtprocesses.
OurDistrictLevelplanningprocessensuresthatappropriatesystemicchangewillnotonlybeidentified,butalsoimplemented.Keystaffmembersandrepresentativesfromthefollowingstakeholdergroupsparticipatedtoensurethatmultipleperspectivesareconsideredandthatstaffandstakeholderssupporttheplan.
·DistrictandSchoolLevelAdministrators
·ProgramandSupportPersonnel(e.g.,Curriculum,SpecialEducation,StudentServices,InstructionalTechnology)
·CoachesandMentors
·Elementary,MiddleandHighSchoolTeachers
Wewilladdressourprocessforthe2016comprehensiveplanthatwillbeimplementedfrom2018‐2021.
AdministratorsattendedtrainingatTIU11onJuly1,2015foranoverviewofthecomprehensiveplanningprocess.Discussionpursuedrelatedtodistrictandschoollevelplanning,establishmentofteamsandtheabilitytoconnecttoourannualtrainingplanforstaffdevelopmentbasedondatareviewed.Eventhoughthedistrictwasnotidentifiedasafocusorpriorityschool,theleadershipteamfeltitwouldbestsuitthedistrictbestiftheschoollevelplanswereaccomplishedtoprovidegroundleveldatafordistrictconsideration.Reflectingonthisapproach,theleadershipteamfeels
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certainthiswasagoodoptionthatwasimplemented.Wewereabletoestablishourgoalsthatwillhelpuswiththeinnovativefuturewewillbeexploringthenextfewyears,eventhoughthedatawalkthroughtoolsfocusonthePSSA/Keystoneassessment,wefeeltheconversationsthataretakingplacewillbeadvantageoustoourstudents.Thisapproachdidlimitourstakeholderinvolvement.Parentsandbusinesspartnerswerenotinvolvedinthecomprehensiveplanduringthedistrictphaseunlessastaffmemberhappenedtoalsobeaparent;thentheymayhavebeeninvolvedduringschoollevelplanning.Theplanninglistwillindicateassuch.Wewillrecognizeparentsandbusinesscommunitymembersthatwereinvolvedduringthehistoricaldataforreference,theywereinvolvedinthereviewandrevisionofthedistrictmission,visionandvalueswhichisthebasisfordistrictandschoollevelplanning.
Duringthe2015‐2106schoolyear,thefollowingistheprocessthateachschoollevelteamaccomplished:
HighSchoolComprehensivePlanning:
OnOctober18,2015,thedistrictdedicatedastaffdevelopmentdayforallhighschoolteachers,workingthroughtheirProfessionalLearningCommunities,providedfeedbackontheguidingquestions.AComprehensiveTeamcomprisedoflearningsupportteachers,coreteachers,andelectiveteachersworkedtogethertoreviewthedata,identifystrengthsandconcerns,anddevelopanactionplantoimprovethetargetareas.TheComprehensiveTeammetonFebruary3,February23,andMay4th.TheTeampresentedtheplantofellowstaffmembersonJune2,2016.
MiddleSchoolPlanning:
OnOctober18,2015,thedistrictdedicatedastaffdevelopmentdayforallmiddleschoolteachers,workingthroughtheirProfessionalLearningCommunities,providedfeedbackontheguidingquestions.AComprehensiveTeamcomprisedoflearningsupportteachers,coreteachers,andelectiveteachersworkedtogethertoreviewthedata,identifystrengthsandconcerns,anddevelopanactionplantoimprovethetargetareas.TheComprehensiveTeammetonFebruary9,February22,andMay4th.TheTeampresentedtheplantofellowstaffmembersonJune1,2016.
ElementaryPlanning:
Throughoutthe2015‐2016schoolyearprimary(gradesk‐2)andintermediate(grades3‐5)groupsoffacultymet6timestoreviewcomprehensiveplandata.Thesegroupsincludedallteachers,readingspecialists,generaleducationteachers,specialareateachers,specialeducationteachersandadministration.Facultyrevieweddata,answeredquestionsandprovidedinputthroughthecomprehensiveplanprocess.Actionstepswerealsodevelopedthroughthisprocess.
DistrictPlanning:
ThroughoutSeptember,thedistrictleadershipteamreviewedtheschoolleveldata,utilizedtheschoolaccomplishments,concernsandsystemicchallengestoresearchtrendsthroughoutthe
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districttoestablishthesystemicchallengesinordertoprioritizethechallenges,leadingtoactionplansanddistrictstrategiesforimplementation.
Inaccordancewith22PACodeChapter49,werecognizewedidnotmeettherequirementfortheProfessionalEducationsubcommitteebyincludingtherequirementsforparents,localbusinessorcommunityrepresentatives.However,wedididentifythefollowinggoal:
Establishadistrictsystemthatfullyensuresprofessionaldevelopmentisfocused,comprehensiveandimplementedwithfidelity.
Wehaveanactiveprofessionaldevelopmentcommittee.Involvingstakeholderstomeetthisrequirementwillbediscussedwiththeprofessionaldevelopmentcommitteeandstepswillbeaccomplishedtoimprovestakeholderinput.
TheboardreviewedtheplanduringtheOctober2016boardmeeting.TheplanwasputonpublicdisplayatthedistrictofficeandpubliclibraryavailableforpublicreviewandinputpriortofinalboardapprovalduringtheNovemberboardmeeting.
Historicalcomprehensiveplanning(2013)
Weestablishedourdistrictplanningcommitteethroughinvitationstoparents,localbusinessandcommunitymembers,teachersandadministrators.Oncewehadourlistofinterestedmembersweestablishedatimelineandusedthecomprehensiveplanningdocumentasourguide.OurfirstmeetingasagroupwasonFebruary20,2013andourfirsttaskfocusedonmission/vision/values.
Ourdistrictgroupfocusedonmission/vision/valuesandtheyalsowerevitalinourreviewprocess.Buildingleveladministratorsworkedwiththeirstafftogatherinputrelatedtothecorefoundations,needsassessmentandactionplanning.
Duringtheneedsassessment,weusedthedatatoolsprovidedbythecomprehensiveplanningguide(emetric,paayp,pvaas,MILEguide,technologyinfrastructureandspecialeducationdata).Thisprovidedusthedatausedduringthesystemanalysisandactionplanningprocess.
Summaryofourlocalprocess:
Weestablisheddatestomeetanddevelopourplanningteams.
Districtplanningcommittee‐meetingdates
Feb.20,2013mission/vision/values
March20,2013FinalizeMission/vision/values
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March20,2013SchoollevelandAdministrationfinalizeCorefoundations,needsassessment,datareviewupdate
April24,2013Actionplanreviewandrecommendations
May8,2013Finalizeplanandprepareforsubmission
COREFOUNDATIONS
Teamsmeetweeklyforsixweeksandaddresseachareaofthecorefoundations(3/19,3/26,4/2,4/10.4/17,4/22)
BasedoffoftheSASmodel,sixareasandtwosubcommittees(professionaldevelopmentandspecialeducation)
Eachschoollevelwillneedtocompletethesurveysundereachcorefoundationheading:
Examples:
Standards:
o Eachschoolwillneedtogothroughthesurveyandassesshowtheyarecurrentlywithcurriculummappingandalignment.
Curriculum:
Eachschoolwillneedtogothroughthesurveyandassesshowtheyaredoingwithplanninginstruction,modificationsandassessments.
A=AccomplishedD=DevelopingNI=NeedsImprovementNE=NonExistent
Completetheneedsassessment:
Listaccomplishmentsandchallenges.
DATA&SYSTEMS
Districtdatateams(8)wereestablishedtorevieweachcategoryandreportbacktothegroup.
1. District/schoolReportCard‐Districtlevelleadershiprevieweddataandcontributedtotheteams.
2. Emetric‐Buildinglevelteamsreviewedemetricdataandcontributeddatatotheteams.
3. PVAAS‐Buildinglevelteamsrevieweddataandcontributeddatatotheteams.
4. MILEGuide‐Buildinglevelteamsrevieweddataandcontributeddatatotheteams.
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5. SpecialEducation‐Buildinglevelteamsrevieweddataandcontributeddatatotheteams.
6. TechnologyInfrastructure‐Buildinglevelteamsrevieweddataandcontributeddatatotheteams.
7. AdvancedAnalysis‐Districtlevelleadershiprevieweddataandcontributedtotheteams.
Oncethedatawascollectedwefollowedtheguidelinesandanalyzeddata.Weusedthe13GuidedquestionsfortheDistrictandidentifiedoursystemicchallenges;fromthereweestablishedouractionplan.
Thefollowingisthelistofparentsthatwereinvolvedwiththeestablishmentofthedistrictmission,visionandvaluesduringthe2013review:
PeterRothstein
AdaHawbaker‐Claar
JulieGarman
ErinMcCool
ThaddeusHaffey
MariaPayne
StaceyPhillips
PatMarker
PamProsser
NicoleMcClure
KathyKurtz
JulieSliver
SteveSliver
StaceyReed
AdamClampet
SusanWentzel
AnnMillar
MargieKemp
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MicheleWeyandt
KristinBuonaccorsi
JasonMontoro
DawnLynn
KimRoth
AmyMathur
JoieEscuadro
EllenSloan
Thefollowingisthelistofcommunityrepresentativesthatwereinvolvedwiththeestablishmentofthedistrictmission,visionandvaluesduringthe2013review:
SandyCarowick
RobYelnosky
MarissaGracey
Thefollowingisthelistofbusinessrepresentativesthatwereinvolvedwiththeestablishmentofthedistrictmission,visionandvaluesduringthe2013review:
KathyJones
CatherineBriggs
KathrynWestcott
ShannaLeonard
MissionStatementOurcommunityengagesallstudentstomaximizetheirlearningandleadershippotentialasglobalcontributors.
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VisionStatementOurstudentsachievetheirfullpotentialandexperiencesuccess,leavingschoolinspiredtocontinuelearningeveryday.
SharedValuesSafety
Excellence
Respect
Integrity
LifelongLearning
EducationalCommunityTheHuntingdonAreaSchoolDistrictencompassesanactivecommunityof20,000residentslivinginCentralPennsylvania.Ourdistrictcovers275squaremiles.Thestudentpopulationconsistsofapproximately840elementarystudents(K‐5),422MiddleSchoolStudents(6‐8),and645HighSchoolStudents(9‐12).Ourstudentpopulationiscomprisedof3.32%gifted,18%specialeducationand47%economicallydisadvantaged.Witheducationalprogramstomeettheneedsandgoalsofallstudents,theschoolsofferarangeofservicesfromremedialeducationthroughgiftedsupportprograms.Theschoolsalsoofferanextensiveselectionofelectivesincludingcomputerliteracy,businesseducation,agriculturalandadvancedscienceclasses.ParticipationwiththeHuntingdonCountyCareerandTechnologyCenterchallengesinterestedstudentstoadvancetohigh‐techandcareereducationprograms.HASDhasacollaborativepartnershipwithJuniataCollegeandPennsylvaniaHighlandsCommunityCollegethatprovidesqualifiedstudentswithawiderangeofexceptionaldualenrollmenteducationalopportunities.Extracurricularactivities,interscholasticsports,excellentcooperationandsupportfromthecommunity,PTOs,boosterclubs,andvolunteersenhancetheeffortsofthedistrictstaff.
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PlanningCommitteeName Role
Fred Foster Administrator : Professional Education
Margaret McNitt Administrator
Nicholas Payne Administrator : Professional Education
Sean Powers Administrator : Professional Education
Kim Rieffannacht Administrator : Professional Education
Cynthia Ritchey Administrator : Special Education
Andrew Socie Administrator
Patricia Wargo Administrator : Professional Education
Lucinda Dell Board Member
Apryl Hawn Board Member
Janice Metzgar Board Member : Professional Education
Carolyn Payne Board Member
Richard Scialabba Board Member
Danyle Shea Board Member : Professional Education
Not Applicable Business Representative : Professional Education
Not Applicable Business Representative : Professional Education
Not Applicable Community Representative : Professional
Education
Not Applicable Community Representative : Professional
Education
Staci Young Ed Specialist ‐ Other : Professional Education
Linda Miller Ed Specialist ‐ School Counselor : Professional
Education
Melanie Snare Ed Specialist ‐ School Counselor : Professional
Education
Heather Border Elementary School Teacher ‐ Regular Education :
Special Education
Elana Clapper Elementary School Teacher ‐ Regular Education :
Professional Education
Flo Corbin Elementary School Teacher ‐ Regular Education :
Professional Education
Jennifer Cunningham Elementary School Teacher ‐ Regular Education
Lisa Estep Elementary School Teacher ‐ Regular Education :
Special Education
Robert Palguta Elementary School Teacher ‐ Regular Education
Jodie Shoemaker Elementary School Teacher ‐ Regular Education
Neil Simpson Elementary School Teacher ‐ Regular Education
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Kari Tiejens Elementary School Teacher ‐ Regular Education :
Professional Education
Gaie Wilt Elementary School Teacher ‐ Regular Education
Heather Hand Elementary School Teacher ‐ Special Education
Cindy Younker Elementary School Teacher ‐ Special Education :
Special Education
Lorrie Bolton High School Teacher ‐ Regular Education : Special
Education
Paul Elder High School Teacher ‐ Regular Education :
Professional Education
Stacey McMath High School Teacher ‐ Regular Education :
Professional Education
Karolee Coffman High School Teacher ‐ Special Education : Special
Education
David Myers Instructional Technology Director/Specialist :
Professional Education
Daniel Berger Intermediate Unit Staff Member : Professional
Education
Sandi Dinardi Intermediate Unit Staff Member : Special Education
Not Applicable Middle School Teacher ‐ Regular Education :
Professional Education
Vickie Schneider Middle School Teacher ‐ Regular Education : Special
Education
Wendy Gibbs Middle School Teacher ‐ Special Education : Special
Education
Tim Snare Middle School Teacher ‐ Special Education :
Professional Education
Not Applicable Parent : Professional Education
Not Applicable Parent : Professional Education
Christy Clark Parent : Special Education
Robin Whitsel Student Services Director/Specialist : Special
Education
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CoreFoundations
Standards
MappingandAlignment
ElementaryEducation‐PrimaryLevel
Standards Mapping Alignment
ArtsandHumanities Developing DevelopingCareerEducationandWork Accomplished Accomplished
CivicsandGovernment NeedsImprovement
NeedsImprovement
PACoreStandards:EnglishLanguageArts Accomplished AccomplishedPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Developing Developing
PACoreStandards:Mathematics Accomplished Accomplished
Economics NeedsImprovement
NeedsImprovement
EnvironmentandEcology Developing DevelopingFamilyandConsumerSciences NonExistent NonExistent
Geography NeedsImprovement
NeedsImprovement
Health,SafetyandPhysicalEducation Developing DevelopingHistory Developing DevelopingScienceandTechnologyandEngineeringEducation Developing Developing
AlternateAcademicContentStandardsforMath NeedsImprovement
NeedsImprovement
AlternateAcademicContentStandardsforReading NeedsImprovement
NeedsImprovement
AmericanSchoolCounselorAssociationforStudents Developing DevelopingEarlyChildhoodEducation:Infant‐Toddler⟶SecondGrade Accomplished Accomplished
EnglishLanguageProficiency Developing DevelopingInterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingExplanationforstandardareaschecked"NeedsImprovement"or"NonExistent":
OurEnglishLanguageArtsCurriculumhasbeenmappedanddevelopedaswellasourMathematicstoalignwithPACoreStandards.Scienceiscurrentlyparticipatinginthealignmentandmappingourcurriculum.WehaveimplementedanewcurriculumframeworkacrosstheDistrictthatincludesbigideas,essentialquestions,standards/eligiblecontent,essentialvocabulary,instructionalstrategiesandlearningactivities,assessments,andresources.
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HuntingdonAreaSchoolDistrictjustcompletedaK‐12SchoolCounselingPlanaspartofChapter339.Economicsisanareathathasbeenidentifiedinourcareerandworkreadinessstandardsasaneed.Thecounselingdepartmenthasbeenworkingtoalignourcareerreadinessstandards.Civics,GovernmentandGeographystandardshavenotyetundergonereview.Theseareaswillfollowthedevelopingareasasournextgoal.FamilyandConsumerScienceskillsarenotaddressattheelementarylevel.EnglishLearners(ELs)areprovidedEnglishLanguageDevelopment(ELD)throughouttheirdaybybothanESLteacherandcertifiedregulareducationcontentteachers.DependingontheEL'sEnglishproficiencylevel,ELDinstructionistaughteitherasastand‐alonecourse/classorembeddedwithinothercourseswiththedirectsupportofanESLteacher.ELsalsoreceiveELDinstructionthroughoutthedayfromcontentareateachersinthecoursesinwhichtheyareenrolled.TheinstructionincludesmodificationsandaccommodationstoenableELstoaccessthePACoreStandardstowhichthecurriculumisaligned.TheelementaryESLteachercollaborateswithcontentteacherstoensurethattheircontentisaccessibletotheELsintheircourse.TheESLteacheralsomonitorstheprogressofELsintheircontentareaclasses.TheESLteacherwillaligntheEnglishLanguageProficiencyStandardsintheEnglishLanguageArtscurriculumandMathematiccurriculumwhereapplicabletothePACoreStandards.AlternateAcademicContentStandardsforMathandReadingwereintroducedduringthe2015‐2016schoolyear.Duringthe2016‐2017schoolyear,theteachersofthosewithseverecognitivedisabilitieswillaligntheAlternateAcademicContentStandardsforMathandReadingwhereapplicabletothespecificareasofinstruction,accordingtoeachstudent'sIndividualizedEducationPlan.
ElementaryEducation‐IntermediateLevel
Standards Mapping Alignment
ArtsandHumanities Developing DevelopingCareerEducationandWork Accomplished Accomplished
CivicsandGovernment NeedsImprovement
NeedsImprovement
PACoreStandards:EnglishLanguageArts Accomplished AccomplishedPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Developing Developing
PACoreStandards:Mathematics Accomplished Accomplished
Economics NeedsImprovement
NeedsImprovement
EnvironmentandEcology Developing DevelopingFamilyandConsumerSciences NonExistent NonExistent
Geography NeedsImprovement
NeedsImprovement
Health,SafetyandPhysicalEducation Developing DevelopingHistory Developing DevelopingScienceandTechnologyandEngineeringEducation Developing Developing
AlternateAcademicContentStandardsforMath NeedsImprovement
NeedsImprovement
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AlternateAcademicContentStandardsforReading NeedsImprovement
NeedsImprovement
AmericanSchoolCounselorAssociationforStudents Developing DevelopingEnglishLanguageProficiency Developing DevelopingInterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingExplanationforstandardareaschecked"NeedsImprovement"or"NonExistent":
OurEnglishLanguageArtsCurriculumhasbeenmappedanddevelopedaswellasourMathematicstoalignwithPACoreStandards.Scienceiscurrentlyparticipatinginalignmentandmappingourcurriculum.WehaveimplementedanewcurriculumframeworkacrosstheDistrictthatincludesbigideas,essentialquestions,standards/eligiblecontent,essentialvocabulary,instructionalstrategiesandlearningactivities,assessments,andresources.HuntingdonAreaSchoolDistrictjustcompletedaK‐12SchoolCounselingPlanaspartofChapter339.Economicsisanareathathasbeenidentifiedinthecareerandreadinessstandardsasaneed.Thecounselingdepartmenthasbeenworkingtoalignourcareerreadinessstandards.Civics,Government,andGeographyarethenextareasofstandardsandcurriculumthatwillbeaddressedforreview.Familyconsumerscienceisnotofferedattheelementarylevel.EnglishLearners(ELs)areprovidedEnglishLanguageDevelopment(ELD)throughouttheirdaybybothanESLteacherandcertifiedregulareducationcontentteachers.DependingontheEL'sEnglishproficiencylevel,ELDinstructionistaughteitherasastand‐alonecourse/classorembeddedwithinothercourseswiththedirectsupportofanESLteacher.ELsalsoreceiveELDinstructionthroughoutthedayfromcontentareateachersinthecoursesinwhichtheyareenrolled.TheinstructionincludesmodificationsandaccommodationstoenableELstoaccessthePACoreStandardstowhichthecurriculumisaligned.TheelementaryESLteachercollaborateswithcontentteacherstoensurethattheircontentisaccessibletotheELsintheircourse.TheESLteacheralsomonitorstheprogressofELsintheircontentareaclasses.TheESLteacherwillaligntheEnglishLanguageProficiencyStandardsintheEnglishLanguageArtscurriculumandMathematiccurriculumwhereapplicabletothePACoreStandards.AlternateAcademicContentStandardsforMathandReadingwereintroducedduringthe2015‐2016schoolyear.Duringthe2016‐2017schoolyear,theteachersofthosewithseverecognitivedisabilitieswillaligntheAlternateAcademicContentStandardsforMathandReadingwhereapplicabletothespecificareasofinstruction,accordingtoeachstudent'sIndividualizedEducationPlan.
MiddleLevel
Standards Mapping Alignment
ArtsandHumanities Developing DevelopingCareerEducationandWork Accomplished AccomplishedCivicsandGovernment Developing Developing
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PACoreStandards:EnglishLanguageArts Developing DevelopingPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Developing Developing
PACoreStandards:Mathematics Developing DevelopingEconomics Developing DevelopingEnvironmentandEcology Developing DevelopingFamilyandConsumerSciences Developing DevelopingGeography Developing DevelopingHealth,SafetyandPhysicalEducation Developing DevelopingHistory Developing DevelopingScienceandTechnologyandEngineeringEducation Developing Developing
AlternateAcademicContentStandardsforMath NeedsImprovement
NeedsImprovement
AlternateAcademicContentStandardsforReading NeedsImprovement
NeedsImprovement
AmericanSchoolCounselorAssociationforStudents Developing DevelopingEnglishLanguageProficiency Developing DevelopingInterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingWorldLanguage NonExistent NonExistentExplanationforstandardareaschecked"NeedsImprovement"or"NonExistent":
HuntingdonAreaMiddleSchooliscurrentlyparticipatinginadistrict‐wideefforttoalignandmapourcurriculum.TheprocessbeganwithreviewinggapswiththePACommonCoreStandardsandaligningthecoursecontent.Wehavebeguntowritecurriculumacrossallthecontentareas.Wehaveimplementedanewcurriculumframeworkthatincludesbigideas,essentialquestions,standards/eligiblecontent,essentialvocabulary,instructionalstrategiesandlearningactivities,assessments,andresources.HuntingdonAreaSchoolDistrictjustcompletedaK‐12SchoolCounselingPlanaspartofChapter339.WecurrentlydonotofferFamilyConsumerScienceorWorldLanguagestoour6th‐8thgradestudents.Wedoofferelectivesinthefollowingareas:libraryscience,art,music,physicaleducation,andSTEM.EnglishLearners(ELs)areprovidedEnglishLanguageDevelopment(ELD)throughouttheirdaybybothanESLteacherandcertifiedregulareducationcontentteachers.DependingontheEL'sEnglishproficiencylevel,ELDinstructionistaughteitherasastand‐alonecourse/classorembeddedwithinothercourseswiththedirectsupportofanESLteacher.ELsalsoreceiveELDinstructionthroughoutthedayfromcontentareateachersinthecoursesinwhichtheyareenrolled.TheinstructionincludesmodificationsandaccommodationstoenableELstoaccessthePACoreStandardstowhichthecurriculumisaligned.Themiddleschool/highschoolESLteachercollaborateswithcontentteacherstoensurethattheircontentisaccessibletotheELsintheircourse.TheESLteacheralsomonitorstheprogressofELsintheircontentareaclasses.TheESLteacherwillaligntheEnglishLanguageProficiencyStandards,includingstandardsanddescriptors,intheEnglishLanguageArtscurriculumwhereapplicabletothePACoreStandards.AlternateAcademicContentStandardsforMathandReadingwereintroducedduringthe2015‐2016schoolyear.Duringthe2016‐2017schoolyear,theteachersofthosewith
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severecognitivedisabilitieswillaligntheAlternateAcademicContentStandardsforMathandReadingwhereapplicabletothespecificareasofinstruction,accordingtoeachstudent'sIndividualizedEducationPlan.
HighSchoolLevel
Standards Mapping Alignment
ArtsandHumanities Developing DevelopingCareerEducationandWork 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 Developing DevelopingHistory Developing Developing
ScienceandTechnologyandEngineeringEducation NeedsImprovement
NeedsImprovement
AlternateAcademicContentStandardsforMath NeedsImprovement
NeedsImprovement
AlternateAcademicContentStandardsforReading NeedsImprovement
NeedsImprovement
AmericanSchoolCounselorAssociationforStudents Developing DevelopingEnglishLanguageProficiency Developing DevelopingInterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingWorldLanguage Developing DevelopingExplanationforstandardareaschecked"NeedsImprovement"or"NonExistent":
HuntingdonAreaHighSchooliscurrentlyparticipatinginadistrict‐wideefforttoalignandmapourcurriculum.TheprocessbeganwithreviewinggapswiththePACoreStandardsandaligningthecoursecontent.Wehavebeguntowritecurriculumacrossallthecontentareas.Wehaveimplementedanewcurriculumframeworkthatincludesbigideas,essentialquestions,standards/eligiblecontent,essentialvocabulary,instructionalstrategiesandlearningactivities,assessments,andresources.EnglishLearners(ELs)areprovidedEnglishLanguageDevelopment(ELD)throughouttheirdaybybothanESLteacherandcertifiedregulareducationcontentteachers.DependingontheEL'sEnglishproficiencylevel,ELDinstructionistaughteitherasastand‐alonecourse/classorembeddedwithinothercourseswiththedirectsupportofanESLteacher.ELsalsoreceiveELDinstructionthroughoutthedayfromcontentareateachersinthecoursesinwhichtheyareenrolled.Theinstructionincludesmodificationsand
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accommodationstoenableELstoaccessthePACoreStandardstowhichthecurriculumisaligned.Themiddleschool/highschoolESLteachercollaborateswithcontentteacherstoensurethattheircontentisaccessibletotheELsintheircourse.TheESLteacheralsomonitorstheprogressofELsintheircontentareaclasses.TheESLteacherwillaligntheEnglishLanguageProficiencyStandards,includingstandardsanddescriptors,intheEnglishLanguageArtscurriculumwhereapplicabletothePACoreStandards.HuntingdonAreaSchoolDistrictjustcompletedanK‐12SchoolCounselingPlanaspartofChapter339.WearereviewingtheSTEMelectiveandcourseofferingstoourstudentsatHAHS.WiththeSTEMprogramatthemiddleschool,weneedtoreviewwhattheSTEMcontinuumwilllooklikeatthehighschoollevel.Therelatedartcourses/electiveclassesareworkingontheircurriculumtoembracetheliteracyinitiatives,alongwiththePACorestandardsfortechnicalsubjects.WeareexpandingthecourseofferingsinthePhysicalEducationDepartmentandreviewingcreativeoptionsforadditionalWorldLanguageofferings.AlternateAcademicContentStandardsforMathandReadingwereintroducedduringthe2015‐2016schoolyear.Duringthe2016‐2017schoolyear,theteachersofthosewithseverecognitivedisabilitieswillaligntheAlternateAcademicContentStandardsforMathandReadingwhereapplicabletothespecificareasofinstruction,accordingtoeachstudent'sIndividualizedEducationPlan.
Adaptations
ElementaryEducation‐PrimaryLevel
Checkedanswers
PA Core Standards: English Language Arts
Uncheckedanswers
None.
ElementaryEducation‐IntermediateLevel
Checkedanswers
PA Core Standards: English Language Arts
Uncheckedanswers
None.
MiddleLevel
Checkedanswers
Career Education and Work Environment and Ecology
Science and Technology and Engineering Education
Uncheckedanswers
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None.
HighSchoolLevel
Checkedanswers
Career Education and Work Civics and Government
PA Core Standards: Mathematics
Geography
History
Uncheckedanswers
None.
Explanationforanystandardschecked:
Atthemiddleschoollevelwehaveworkeddiligentlytoincreaseourstudents'awarenessoftheirtalents,interests,andskillsthatwillbetransferabletotheirfuturecareers.WeusetoolssuchasourCareerandTechnologyCenter,aCareerCruisingsurveyandourguidancecurriculumtoallowstudentstheopportunitytorealizetheirfullpotential.OurschoolcurrentlyhasapartnershipwithJuniataCollege,whichaffordsustheopportunitytohaveScienceinMotionpresentinourbuilding.Thisbringsaplethoraofresources,technologyandactivitiestoourscienceclassroomsandallowsourstudentstoactivelyengagethecontent.Inadditionweencourageourteacherstopursuescienceandtechnologygrants,suchasTroutintheClassroom.Attheelementarylevel,wehaveimplementedabalancedliteracyprogramthatisresponsivetotheneedsofindividualstudents.ThisprogramissupportedbyanactiveResponsetoInstructionandInterventionprogram.AtthehighschoolourguidancedepartmenthasutilizedtheGapTooltodeterminethedeficienciesintheCareerEducation&Workprogram.OurSocialStudiesdepartmentiscurrentlyrewritingcurriculumtoalignwithPACore.OurmathdepartmentisalsorewritingcurriculumtoalignwithPACore.
Curriculum
PlannedInstruction
ElementaryEducation‐PrimaryLevel
CurriculumCharacteristics Status
Objectivesofplannedcourses,instructionalunitsorinterdisciplinarystudiestobeachievedbyallstudentsareidentifiedforeachsubjectarea. Developing
Content,includingmaterialsandactivitiesandestimatedinstructionaltimetobedevotedtoachievingtheacademicstandardsareidentified. Developing
Therelationshipbetweentheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesandacademicstandardsareidentified.
Developing
Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesareidentified. Developing
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ProcessesusedtoensureAccomplishment:
TheelementaryteachershavecompletedtheprocessofaligningandcreatingcurriculuminalltheELAandmathcontentareas.Thesciencecurriculumwillbeaddressedandalignedinthe2016‐2017schoolyear.Wehaveimplementedanewcurriculumframeworkthatincludesbigideas,essentialquestions,standards/eligiblecontent,essentialvocabulary,instructionalstrategiesandlearningactivities,assessments,andresources.SocialStudieswillfollowthissameframework.
Explanationforanystandardsareaschecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:
Thisnarrativeisempty.
ElementaryEducation‐IntermediateLevel
CurriculumCharacteristics Status
Objectivesofplannedcourses,instructionalunitsorinterdisciplinarystudiestobeachievedbyallstudentsareidentifiedforeachsubjectarea. Developing
Content,includingmaterialsandactivitiesandestimatedinstructionaltimetobedevotedtoachievingtheacademicstandardsareidentified. Developing
Therelationshipbetweentheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesandacademicstandardsareidentified.
Developing
Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesareidentified. Developing
ProcessesusedtoensureAccomplishment:
TheelementaryteachershavecompletedtheprocessofaligningandcreatingcurriculuminELAandMathcontentareas.Thesciencecurriculumwillbeaddressedandalignedinthe2016‐2017schoolyear.Wehaveimplementedanewcurriculumframeworkthatincludesbigideas,essentialquestions,standards/eligiblecontent,essentialvocabulary,instructionalstrategiesandlearningactivities,assessments,andresources.SocialStudieswillfollowthissameframework.
Explanationforanystandardsareaschecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:
Thisnarrativeisempty.
MiddleLevel
CurriculumCharacteristics Status
Objectivesofplannedcourses,instructionalunitsorinterdisciplinarystudiestobeachievedbyallstudentsareidentifiedforeachsubjectarea. Developing
Content,includingmaterialsandactivitiesandestimatedinstructionaltimetobedevotedtoachievingtheacademicstandardsareidentified. Developing
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Therelationshipbetweentheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesandacademicstandardsareidentified.
Developing
Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesareidentified. Developing
ProcessesusedtoensureAccomplishment:
HuntingdonAreaMiddleSchooliscurrentlyparticipatinginadistrict‐wideefforttoalignandmapourcurriculum.TheprocessbeganwithreviewinggapswiththePACoreStandardsandaligningthecoursecontent.Wehavebeguntowritecurriculumacrossallthecontentareas.Wehaveimplementedanewcurriculumframeworkthatincludesbigideas,essentialquestions,standards/eligiblecontent,essentialvocabulary,instructionalstrategiesandlearningactivities,assessments,andresources.
Explanationforanystandardsareaschecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:
Thisnarrativeisempty.
HighSchoolLevel
CurriculumCharacteristics Status
Objectivesofplannedcourses,instructionalunitsorinterdisciplinarystudiestobeachievedbyallstudentsareidentifiedforeachsubjectarea. Developing
Content,includingmaterialsandactivitiesandestimatedinstructionaltimetobedevotedtoachievingtheacademicstandardsareidentified. Developing
Therelationshipbetweentheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesandacademicstandardsareidentified.
Developing
Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesareidentified. Developing
ProcessesusedtoensureAccomplishment:
HuntingdonAreaHighSchooliscurrentlyparticipatinginadistrict‐wideefforttoalignandmapourcurriculum.TheprocessbeganwithreviewinggapswiththePACoreStandardsandaligningthecoursecontent.Wehavebeguntowritecurriculumacrossallthecontentareas.Wehaveimplementedanewcurriculumframeworkthatincludesbigideas,essentialquestions,standards/eligiblecontent,essentialvocabulary,instructionalstrategiesandlearningactivities,assessments,andresources.WearecurrentlydevelopingonlineeducationcoursesthatarealignedtoPACoreStandardsandareengaging.
Explanationforanystandardsareaschecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:
Thisnarrativeisempty.
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ModificationandAccommodations
Explainhowplannedinstructioncontainsmodificationsandaccommodationsthatallowallstudentsatallmentalandphysicalabilitylevelstoaccessandmasterarigorousstandardsalignedcurriculum.
Attheelementarylevel,theLanguageArtscurriculumisimplementedinaprogramofbalancedliteracythatisresponsivetotheneedsofindividuallearners.ForstudentswithneedsthatgobeyondthosethatcanbemetthroughtheResponsetoInstructionandInterventionprogram,studentsareevaluated,accordingtotheChapter14guidelines,todetermineeligibilityforspecialeducationservices.Studentsthataredeterminedeligibleforspecialeducationservices,receivesupportthroughanIndividualizedEducationProgram(IEP).Atthemiddleleveltherearevariousco‐taughtclassesthatprovidebothregulareducationstudentsandspecialeducationstudentswiththesupporttheyneedtobesuccessfulwithintheregulareducationcurriculumthatisalignedtothestandards.StudentsthataredeterminedeligibleforspecialeducationservicesreceivesupportthroughanIndividualizedEducationProgram(IEP).Thetypeofsupportastudentreceivesisbasedonthestudent'sneedsandisindividualizedtoensurethestudentreceivesanappropriateeducation.Modificationsandaccommodationscouldinclude,butarenotlimitedto:Co‐taughtclasses,resourcetimewithasupportteacher,researchbaseddirectinstruction,modifiedassessments,modifiedassignments,verbalcues,adaptedinstructions,extendedtimelines,andotheradaptationsandaccommodationsasdeemednecessarybytheIEPteam.Atthehighschoollevel,variousmath,English,andsciencecoursesareco‐taughtwithbothspecialeducationteachersandregulareducationteachersprovidinginstructionintheregularclassroomsinordertofacilitatelearningandaddresstheneedsofallstudentsinthoseclasses.Inadditiontoco‐taughtclasses,studentsdeterminedeligibleforspecialeducationservicesmayreceiveothermodificationsandaccommodationsaccordingtotheirIndividualizedEducationPrograms(IEPs).Thedistricthasagiftedprogramthatenablesgiftedstudentstobeaccelerated,enriched,and/orbothasdeemedappropriateaccordingtotheirGiftedIndividualizedEducationPrograms(GIEPs).
Instruction
InstructionalStrategies
CheckedAnswers Formal classroom observations focused on instruction Walkthroughs targeted on instruction
Annual Instructional evaluations
Instructional Coaching
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Unchecked Answers
Peer evaluation/coaching
Regular Lesson Plan Review
Checked Answers
Administrators
Instructional Coaches
Unchecked Answers
Building Supervisors
Department Supervisors
Not Reviewed
ProvidebriefexplanationofLEA'sprocessforincorporatingselectedstrategies.
Principalsformallyandinformallyobserveandprovidefeedbacktoteachersoninstructionalpractices.Weparticipateintheteachereffectivenessprogramtofocusonmoresupervisionandestablishinggrowthandrapportbetweenprincipalsandteachers.UtilizingtheDanielsonmodel,pre‐conference,observation,post‐conferenceandreflectionareembeddedintheprocesstohelpteachersandprincipalsgrowprofessionally.Teacherswhohaveahistoryofsatisfactoryclinicalevaluationsandaretenuredhavetheopportunitytochoosedifferentiatedsupervisionmodelsfortheirannualevaluation.
ProvidebriefexplanationforstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation.
Weareresearchingandreviewingdifferentiatedsupervisionmodelstoincludepeerevaluation/coachingstrategies.Throughparticipationinthenewteachereffectivenessprogram,thereismoreface‐to‐facetime,individualteacherselfreflectionandindividualprofessionaldevelopment.Thismodelallowsformoreinstructionalcoachingbetweenadministratorsandteachers.Wefeelthiswillenhanceourinstructionalcoachingprocesswhereadministratorsandeventuallypeerscanworkassupervisorsandnotbeassociatedwiththeevaluationprocess.Wecurrentlyhaveaninstructionaltechnologycoachaswellasaliteracycoach,whichisallowingforprogressinthisdirection.
ResponsivenesstoStudentNeeds
ElementaryEducation‐PrimaryLevel
InstructionalPractices Status
Structuredgroupingpracticesareusedtomeetstudentneeds.
Implementedin50%ormoreof
districtclassrooms
Flexibleinstructionaltimeorotherschedule‐relatedpracticesareusedtomeetstudentneeds.
Implementedin50%ormoreof
districtclassrooms
Differentiatedinstructionisusedtomeetstudentneeds. Implementedin
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50%ormoreofdistrict
classrooms
Avarietyofpracticesthatmayincludestructuredgrouping,flexibleschedulinganddifferentiatedinstructionareusedtomeettheneedsofgiftedstudents.
Implementedin50%ormoreof
districtclassrooms
Ifnecessary,providefurtherexplanation.(Requiredexplanationifcolumnselectedwas
Thisnarrativeisempty.
ElementaryEducation‐IntermediateLevel
InstructionalPractices Status
Structuredgroupingpracticesareusedtomeetstudentneeds.
Implementedin50%ormoreof
districtclassrooms
Flexibleinstructionaltimeorotherschedule‐relatedpracticesareusedtomeetstudentneeds.
Implementedin50%ormoreof
districtclassrooms
Differentiatedinstructionisusedtomeetstudentneeds.
Implementedin50%ormoreof
districtclassrooms
Avarietyofpracticesthatmayincludestructuredgrouping,flexibleschedulinganddifferentiatedinstructionareusedtomeettheneedsofgiftedstudents.
Implementedin50%ormoreof
districtclassrooms
Ifnecessary,providefurtherexplanation.(Requiredexplanationifcolumnselectedwas
Thisnarrativeisempty.
MiddleLevel
InstructionalPractices Status
Structuredgroupingpracticesareusedtomeetstudentneeds.
Implementedinlessthan50%of
districtclassrooms
Flexibleinstructionaltimeorotherschedule‐relatedpracticesareusedtomeetstudentneeds.
Implementedinlessthan50%of
districtclassrooms
Differentiatedinstructionisusedtomeetstudentneeds.
Implementedinlessthan50%of
districtclassrooms
Avarietyofpracticesthatmayincludestructuredgrouping,flexible Implementedin
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schedulinganddifferentiatedinstructionareusedtomeettheneedsofgiftedstudents.
lessthan50%ofdistrict
classroomsIfnecessary,providefurtherexplanation.(Requiredexplanationifcolumnselectedwas
Thisisaknownareaofweaknessforourmiddlelevelprogram.Theneedforprofessionaldevelopment,resources,andaccountabilityintheseareasisbeingdeveloped.Duringthebuildinglevelplanprocess,instructionalpracticeswasanareaofconcernidentified.TheComprehensiveTeamrecommendeddifferentiationasaneedforprofessionaldevelopment.Duringthe2016‐2107schoolyear,teachersreceivedprofessionaldevelopmentondifferentiation.Teachershavebeenrequiredtoturnindailylessonplansthatincludeidentifyinginstructionalstrategiesbeingimplementedduringclasstomeettheneedsofstudents.Theadministrationiscompletingwalkthroughstogatherdataonthefrequencyofteachersusingpurposefulgroupingduringinstruction,leveloftaskstudentsareassignedtocomplete,andinstructionalstrategybeingutilized.Differentiationwillcontinuetobeanareatofocusonastheteachersusemultipleresources,bothonlineandinprint,toincreasetheirknowledgeandabilitytodifferentiatedinclass.
HighSchoolLevel
InstructionalPractices Status
Structuredgroupingpracticesareusedtomeetstudentneeds.
Implementedinlessthan50%of
districtclassrooms
Flexibleinstructionaltimeorotherschedule‐relatedpracticesareusedtomeetstudentneeds.
Implementedinlessthan50%of
districtclassrooms
Differentiatedinstructionisusedtomeetstudentneeds.
Implementedinlessthan50%of
districtclassrooms
Avarietyofpracticesthatmayincludestructuredgrouping,flexibleschedulinganddifferentiatedinstructionareusedtomeettheneedsofgiftedstudents.
Implementedinlessthan50%of
districtclassrooms
Ifnecessary,providefurtherexplanation.(Requiredexplanationifcolumnselectedwas
Duringthebuildinglevelplanprocess,theareaofinstructionalpracticeswasidentifiedasaconcern.Thecomprehensiveteamrecommendeddifferentiationasaneedforprofessionaldevelopment.Duringthe2016‐2107schoolyear,teachersreceivedprofessionaldevelopmentondifferentiation.Teachershavebeenrequiredtoturnindailylessonplansthatincludeidentifyinginstructionalstrategiesbeingimplementedduringclasstomeettheneedsofstudents.Theadministrationiscompletingwalkthroughstogatherdataonthefrequencyofteachersusingpurposefulgroupingduringinstruction,leveloftaskstudentsareassignedtocomplete,andinstructionalstrategybeingutilized.Differentiationwill
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continuetobeanareatofocusonastheteachersusemultipleresources,bothonlineandinprint,toincreasetheirknowledgeandabilitytodifferentiatedinclass.
Recruitment
Describetheprocessyouimplementtorecruitandassignthemosteffectiveandhighlyqualifiedteachersinordertomeetthelearningneedsofstudentswhoarebelowproficiencyorareatriskofnotgraduating.
Wehavenotformallyestablishedarecruitmentprocess.Whenvacanciesoccurwereviewthevacatedpositionanddeterminewhetherthatpositionshouldbereplacedatall,replacedstatusquoorreplacedwithamoreflexibleandefficientpositiontoincludeavarietyofhighneedcertifications.Administrativelywereviewstaffcertificationsandconsiderplacementofstaffbasedontheneedsofthestudentandapartnershipwithstaff.Staffplacementisbasedontheneedofthestudentsandtheresourcesavailabletoensurethemosteffectiveinstructionalenvironmentpossible.Wereviewtheequityplanperfederalguidelinestoensurewehaveabalancedstaffinallschools,notonlythosethatreceivedfederalmonies.Studentswhoareatriskofnotgraduatinghavesupportmeasuresinplacefromteachers,counselors,administratorsandparents.Weidentifytherootcausethatthestudentisdealingwithintheeventitisnotduetoscoringbelowproficiency,sincethatisnottheonlychallengestudentsfacetodeterminewhethertheywillstayinschoolornot.Toeliminateproficiencyasareason,additionalsupportduringtheschoolday,tutoringafterschoolandextendedtimearemethodsweutilizetohelpthestudentgrowattheirindividualrate.Differentiatedinstructionalmodelsarealsoavailabletostudents.Wehaveonlinecoursesaswellasthetraditionalclassroommodeltotrytoreachtheindividualneedsofallstudents.
Assessments
LocalGraduationRequirements
CourseCompletion SY18/19 SY19/20 SY20/21
TotalCourses 32.00 32.00 32.00English 4.00 4.00 4.00Mathematics 3.00 3.00 3.00SocialStudies 3.00 3.00 3.00Science 3.00 3.00 3.00PhysicalEducation 4.00 4.00 4.00Health 4.00 4.00 4.00Music,Art,Family&ConsumerSciences,CareerandTechnicalEducation
4.00 4.00 4.00
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Electives 7.00 7.00 7.00Minimum%GradeRequiredforCredit(NumericalAnswer)
60.00 60.00 60.00
GraduationRequirementSpecifics
WeaffirmthatourentityrequiresdemonstrationofproficiencyoraboveineachofthefollowingStateacademicstandards:EnglishLanguageArtsandMathematics,ScienceandTechnologyandEnvironmentandEcology,asdeterminedthroughanyoneoracombinationofthefollowing:Checkedanswers
CompletionofsecondarylevelcourseworkinEnglishLanguageArts(Literature),AlgebraIandBiologyinwhichastudentdemonstratesproficiencyontheassociatedKeystoneExamorrelatedproject‐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,local
26
assessmentssubmittedforvalidationshallbedeemedvaliduntilanewvalidationisduetotheDepartment.
V. TheDepartmentwillestablishalistofentitiesapprovedtoperformindependentvalidationsoflocalassessmentsinconsultationwiththeLocalAssessmentValidationAdvisoryCommitteeasprovidedin?4.52(f).
VI. Schoolboardsshallonlyapproveassessmentsthathavebeendeterminedtomeettherequirementsofthissubsectionbyanapprovedentityperformingtheindependentvalidation.Ifaschooldistrict,AVTSorcharterschool,includingacyber‐charterschool,usesalocalassessmentthathasnotbeenindependentlyvalidated,theSecretarywilldirecttheschoolentitytodiscontinueitsuseuntilthelocalassessmentisapprovedthroughindependentvalidationbyanapprovedentity.
CompletionofanAdvancedPlacementexamorInternationalBaccalaureateexamthatincludesacademiccontentcomparabletotheappropriateKeystoneExamatascoreestablishedbytheSecretarytobecomparabletotheproficientlevelontheappropriateKeystoneExam.
NotApplicable.OurLEAdoesnotofferHighSchoolcourses.
LocalAssessments
Standards WA TD NAT DA PSW Other
ArtsandHumanities X XCareerEducationandWork X XCivicsandGovernment X XPACoreStandards:EnglishLanguageArts X X X
PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects
X X
PACoreStandards:Mathematics X X XEconomics X XEnvironmentandEcology X XFamilyandConsumerSciences X XGeography X XHealth,SafetyandPhysicalEducation X X
History X XScienceandTechnologyandEngineeringEducation X X X
WorldLanguage X X
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MethodsandMeasures
SummativeAssessments
SummativeAssessments EEP EEI ML HS
UnitTests X X X XPennsylvaniaSystemofSchoolAssessment X X KeystoneExams X X
BenchmarkAssessments
BenchmarkAssessments EEP EEI ML HS
ClassroomDiagnosticTest X X XDIBELS X
FormativeAssessments
FormativeAssessments EEP EEI ML HS
CommonAssessments X X XClassroomBasedAssessments X X X X
DiagnosticAssessments
DiagnosticAssessments EEP EEI ML HS
ClassroomDiagnosticTest X X XSTARReadingAssessment RunningRecordsinReading X X X
ValidationofImplementedAssessments
ValidationMethods EEP EEI ML HS
ExternalReview IntermediateUnitReview LEAAdministrationReview X X X XBuildingSupervisorReview X X X XDepartmentSupervisorReview ProfessionalLearningCommunityReview X X X XInstructionalCoachReview X X TeacherPeerReview X X X XProvidebriefexplanationofyourprocessforreviewingassessments.
Atthistimeourassessmentreviewprocessisminimal;however,werecognizethisasaweaknessandarecommittedtoworkingonthis.Wehavebegunthisprocessbyanalyzing
28
dataandlookingatcreatingSMARTGoalstoaideinassessmentproceduresattheelementarylevel.TheHAHSteachershavecreatedmidtermexamsandfinalexamsthatarereviewedamongthePLCmembersandadministrationforqualityofassessmentwithtypeofquestions,levelofDOKusedinthequestions,andanalysisofthestudents'results.Theteachersareworkingwithintheirlearningcommunitiestocreatemorecommonassessmentstomeasurestudentlearning.TheHAMSteachersaremeetingdailywithintheirprofessionallearningcommunities(content‐based)toworkoncommoninstructionalpracticesandbegintolookatformativeandsummativeassessments.
DevelopmentandValidationofLocalAssessments
Ifapplicable,explainyourproceduresfordevelopinglocallyadministeredassessmentsandhowtheyareindependentlyandobjectivelyvalidatedeverysixyears.
Thissectionisnotapplicable.
CollectionandDissemination
Describeyoursystemtocollect,analyzeanddisseminateassessmentdataefficientlyandeffectivelyforusebyLEAleadersandinstructionalteams.
Attheelementarylevel,weusedatafromavarietyofsources,includingDIBELS,PSSA,PVAAS,CDTWedisseminatethenecessaryinformationthroughourfacultymeetings,ResponsetoInterventionandInstructionmeetings,professionallearningcommunitiesandprofessionaldevelopmentopportunities.Atthemiddlelevelweusedatafromavarietyofsources,suchasPVAAS,emetric,localassessmentsanddiagnostictools.TheteachershavebeguntocompletetheCDTcyclebyconferencingwiththestudentsabouttheirresultsandtosetgoalsforthestudents.Teachersreviewthedatawithintheirstudent‐teammeetingsandtheirPLCmeetings.Theteachercollaborationfocusesonthetypeofquestion,levelofquestion,andtherubricsthatareusedforopen‐endedresponses.TheentirebuildingisinformedofthebuildingdataatfacultymeetingsandPCmeetings.Teachershavebeenencouragedtocompletelessonstudiestofurtherexpanduponthecommonalitiesamongcommonassessments.Thehighschoolstaffusesdatafromavarietyofsources,suchasPVAAS,emetric,localassessmentsanddiagnostictools.TheteachershavebeguntocompletetheCDTcyclebyconferencingwiththestudentsabouttheirresultsandtosetgoalsforthestudents.TeachersreviewthedatawithintheirPLCmeetings.Theteachercollaborationfocusesonthetypeofquestion,levelofquestion,andtherubricsthatareusedforopen‐endedresponses.TheentirebuildingisinformedofthebuildingdataatfacultymeetingsandPLCmeetings.Teachershavebeenencouragedtocompletelessonstudiestofurtherexpanduponthecommonalitiesamongcommonassessments.EnglishasaSecondLangugage(ESL)/EnglishLanguageDevelopmentInstruction(ELD):
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Screening,identification,andplacement:Uponenrollmentintothedistrict,theHuntingdonAreaSchoolDistricthastheHomeLanguageSurveycompletedforeachlearnerthatisbeingenrolled.ThesurveyisreviewedtodetermineapotentialEnglishLanguageDevelopment(ELD)need.IfalanguageotherthanEnglishislistedonthesurveythefollowingwillbeutilizedtodetermineaneedtoidentifyaleanerasanEL:familyinterview,reviewofrecords,andanadministrationofscreener.Thedistrictwillalsodetermineiftheleanerhaslimitedorinterruptedformaleducation(LIFE).IfthelearnerqualifiesasanEL,anappropriatelanguageinstructioneducationprogram(LIEP)willbedevelopedandtheparentwillbeprovidedwithadetailedprogramdescriptionandanexplanationofidentificationandplacementdecision.Screening,identification,andplacementwillbeconductedwithintherequiredtimelines.ELshavetherighttoreceivedualservicesiftheymeettheeligibilitycriteriaforspecialeducationand/orgifted.LackofEnglishproficiencycannotbethedeterminantfactorforachildbeingidentifiedasachildwithadisability.Parentshavearighttorefusespecializedprogramming.Reclassification:ReclassificationofcurrentELstoformerELstakesplaceannuallybetweenJuneandSeptember.ThedistrictwillnolongerutilizemeasuresofacademicachievementforELreclassificationdecisions.ThedistrictwillutilizethenewreclassificationcriteriathatwillbepublishedbyPDEduringthe2017‐2018schoolyear.FormerELswillbeactivelymonitoredforaperiodof2yearstoensureappropriateeducationalprogress.Thesestudentswillbereportedtothestateinamonitorstatusforanadditionaltwoyears.FormerELswillbere‐designatedasactiveELsifitisdeterminedthattheirdifficultyislanguage‐basedandnotacademicbased.Thedistrict’sK‐12ELsareassessedannuallywiththeACCESSforELLs2.0tomeasurestheELs'Englishlanguageproficiencyandprogressinthedomainsofreading,writing,speaking,andlistening.Parentsarenotpermittedtoopttheirchildrenoutofthisassessment.Thedistrict’sK‐12ELsparticipateinallotherstate‐requiredassessments,suchasPSSAsandKeystone.Appropriateaccommodationsfortheassessmentsmaybeprovidedonanindividualizedbasisandaccordingtotheassessmentguidelines.TheELs'EnglishProficiencyLevelsaresharewiththeteachersthathavethemintheircourses/classrooms.ThisinformationisdisseminatedbytheESLteachersalongwithwaystosupporttheELsintheirclassrooms.
DataInformedInstruction
Describehowinformationfromtheassessmentsisusedtoassiststudentswhohavenotdemonstratedachievementoftheacademicstandardsataproficientlevelorhigher.
TeachersattheelementaryschoolusedatafromDIBELS,runningrecords,CDTsandclassroomassessmentstodevelopinstruction,groupforinterventionsandprovide
30
feedbacktostudentsandfamilies.TeacherscollaborateregardingthedataduringResponsetoInterventionandInstructionMeetings,ProfessionalLearningCommunities,ChildStudyTeamMeetingandGradeLevelTeamMeetings.TeachersatthemiddleschoolusethedatafromPSSAsandCDTstoplanfortheirstudentgroupingsandforinstructionalpracticestoensurethestudents'needsarebeingmet.Inaddition,teachersaremeetingwithstudentsfortheirCDTconferencetoexplaintheimportanceofthedata,whatareasareastrengthforthestudent,andwhatareasthestudentneedstofocusonintheupcomingunit.TeachersatthehighschoolusethedatafromKeystonesandCDTstoplanfortheirstudentgroupingsandforinstructionalpracticestoensurethestudents'needsarebeingmet.Inaddition,teachersaremeetingwithstudentsfortheirCDTconferencetoexplaintheimportanceofthedata,whatareasareastrengthforthestudent,andwhatareasthestudentneedstofocusonintheupcomingunit.Inaddition,theteachersassignedtoprovidesupplementalinstructionwillreviewtheassessmentdatatobesurethelessonsarepurposefulintheareasthestudentisunderperforming.
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
Providebriefexplanationoftheprocessforincorporatingselectedstrategies.
Attheelementarylevel,wehaveestablishedregularmeetingsundertheResponsetoInstructionandInterventionmodelduringwhichinstructionalstrategiesforindividualsandgroupsarediscussedandplanned.Atthemiddleleveltheneedforincreasedprofessionaldevelopmentregardingdataisevident.Thefacultyneedstohaveabetterunderstandingofhowdiagnosticdatacanbeusedtoguideandmodifyinstructiontomeettheneedsofallstudents.Again,lookingattheresultsfromassessmentstoidentifybestinstructionalpracticestoenhancestudentlearningalongwithworkingcollaborativelytoadaptinstructionalpracticestoworktowardsstudentmastery.Thehighschoolstaffwouldbenefitfromadditionalprofessionaldevelopmentonhowtouse
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assessmentstodriveinstructionandtheabilitytoreflectonwhatinstructionalstrategiesarethebesttoimprovestudentresultsandstudentcomprehension.Teachersneedtoidentifybestinstructionalpracticesthatledtopositivestudentresults.SpecialeducationteachersusePSSA/KeystoneorPASAdatatosetgoalsforstudentsandtoidentifyareasofdeficiencythatneedtoberemediated.
Providebriefexplanationforstrategiesnotselectedandhowyouplantoaddresstheirincorporation.
Thisnarrativeisempty.
DistributionofSummativeAssessmentResults
DistributionMethods EEP EEI ML HS
CoursePlanningGuides X XDirectingPublictothePDE&otherTest‐relatedWebsites X X X X
IndividualMeetings X X X XLetterstoParents/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 XSchoolCalendar X X X XStudentHandbook Providebriefexplanationoftheprocessforincorporatingselectedstrategies.
Attheelementarylevel,abundantinformationismadeavailabletoparentsandcommunitymembers.PSSAresultsforindividualstudentsaremailedtofamilies.Aggregateresults,byschool,aresharedwiththeschoolcommunityintheannualTitleIparentmeeting(eitheratOpenHouseorBingoforBooksevents).Thisispartoftheannualgoal‐settingprocessunderTitleI.Thisinformationisalsosharedwiththeboardannuallybothasachievementandgrowthdata,alongwiththeoverallSchoolPerformanceProfileScore.Wealsodistributecurriculum‐basedsummativedatathatisprimarilysharedthroughquarterlyreportcardswithfamilies.Inaddition,specialeducationteachersprovideregularprogressmonitoringtoparentsbasedonindividualstudentneeds.Themiddleschoolteachingteamsandadministrationhaveusedtechnologytoshareinformationwithparentsaboutthestandardizedassessmentsandtheimportanceoftheresults.Theadministrationhasheldparentnightswherestudentinformationonpastassessments(CDT,Keystones,PSSAs)aremadeavailabletotheparenttoseeandunderstandthedatatheirchildprovidesthroughthedifferentassessments.Therearemoreeveningprogramsscheduledforthisyeartoprovideadditionalinformationaboutthedifferentassessmentsandtheireducationalvalueintheclassroomandtoparents.Thehighschoolteachersandadministrationhaveusedtechnologytoshareinformation
32
withparentsaboutthestandardizedassessmentsandtheimportanceoftheresults.Theadministrationhasheldparentnightswherestudentinformationonpastassessments(CDT,Keystones,PSSAs)ismadeavailabletotheparenttoseeandunderstandthedatatheirchildprovidesthroughthedifferentassessments.Therearemoreeveningprogramsscheduledforthisyeartoprovideadditionalinformationaboutthedifferentassessmentsandtheireducationalvalueintheclassroomandtoparents.AnnualthedistrictnotifiesparentsofcurrentlyenrolledELsoftheirparticipationinthelanguageinstructioneducationalprogram(LIEP)anddescriptionoftheprogram,thenotificationoftherighttooptoutofservices,andtheresultsoftheACCESSforELLs2.0assessment.TheparentsofELsreceiveallperiodicnotificationthatalldistrictleanersreceivesothattheycanbeinvolvedintheirchildren’seducation.Translatedformsand/ortranslatorsareutilizedbythedistrictasdeemednecessarytoensureunderstandingofinformation.
ProvidebriefexplanationforstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation.
Inregardstotheareaswearenotcurrentlyutilizing,werealizetheneedtoincreaseourmediaexposuretoourparentsandcommunity.Currentlywedonotuseourstudenthandbookinthiscapacity,butthatiscertainlyanavenuewecaninvestigate.
SafeandSupportiveSchools
AssistingStrugglingSchools
Describeyourentity’sprocessforassistingschoolsthateitherdonotmeettheannualstudentachievementtargetsorexperienceotherchallenges,whichdeterstudentattainmentofacademicstandardsataproficientlevelorhigher.
Ifyourentityhasnostrugglingschools,explainhowyouwilldemonstratecontinuedgrowthinstudentachievement.
WecurrentlytakeadvantageofschoolwideTitleIfundsandprogrammingtobridgetheachievementgapattheelementarylevel.Ourfocushasbeenonreadinginstruction.Additionallyattheelementary,werealignedourmathcurriculumandarecurrentlyworkingonSTEMandsciencealignmentofcurriculum.WehaveaCAREteamthatusesallavailableresourcestomeettheneedsofstudentswhoarestrugglingduetobarrierstheyfaceoutsideoftheschoolenvironment.Allofourbuildings,elementary,middle,andhighschool,currentlyutilizeaSchoolWidePositiveBehaviorSupportPlan.
Programs,StrategiesandActions
Programs,StrategiesandActions EEP EEI ML HS
BienniallyUpdatedandExecutedMemorandumof X X X X
33
UnderstandingwithLocalLawEnforcementSchool‐widePositiveBehavioralPrograms X X X XConflictResolutionorDisputeManagement X XPeerHelperPrograms X X SafetyandViolencePreventionCurricula X X X XStudentCodesofConduct X X X XComprehensiveSchoolSafetyandViolencePreventionPlans X X X X
PurchaseofSecurity‐relatedTechnology X X X XStudent,StaffandVisitorIdentificationSystems X X X XPlacementofSchoolResourceOfficers X X X XStudentAssistanceProgramTeamsandTraining X X X XCounselingServicesAvailableforallStudents X X X XInternetWeb‐basedSystemfortheManagementofStudentDiscipline X X X X
ExplanationofstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation:
Attheelementarylevel,peertutoringprogramsareinplaceforstudentsneedingacademicsupportincorecontentareas.PeerHelperprogramshavebeeninplaceatthemiddlelevelinpreviousyears,butduetotheincreasedinstructionalcommitmentithasnotbeenimplementedaseffectivelyaspossible.Thisiscertainlyanareathatcanbeinvestigatedandpossiblyimplementedagain.TheDistricthasimplementedandhasplansinplaceforSchoolWidePositiveBehavior.Wehaveadistrictschoolresourceofficerthatishousedatthehighschool.Themiddleschoolcounselordoessignificantin‐classtrainingwithstudentsonanti‐bullying.Camerasareinstalledatourschoolsforsafetyreasons.
Screening,EvaluatingandProgrammingforGiftedStudents
Describeyourentity’sawarenessactivitiesconductedannuallytoinformthepublicofthegiftededucationservicesandprogramsoffered(newspaper,studenthandbooks,schoolwebsite,etc.)
TheupdatedAnnualPublicNoticeofSpecialEducationServicesandPrograms,ServicesforGiftedStudents,andServicesforProtectedHandicappedStudentsispublishedinthelocalnewspaper,printedinthestudenthandbook,anddisplayedontheschoolwebsite.Asummarizationofgiftedservicesisalsoprintedintheschoolhandbooks.TheHASDGiftedSupportProgramsarealsodisplayedontheschoolwebsite.
Describeyourentity’sprocessforlocatingstudentswhoarethoughttobegiftedandmaybeinneedofspeciallydesignedinstruction(screening).
TheUniversalscreener(CoGAT)isadministeredtoallsecondgradestudentsatthestartoftheschoolyearandisusedasthepreliminaryscreeningassessmentforgiftedreferrals.Studentswhoperformatthe92ndpercentileorabovewillbescheduledforaChildStudyTeam(CST)meetingtodiscusstheresultswithparents,reviewcurrentstudentdata,and
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determinetheneedtoreferthestudentforafullevaluation.AdescriptionoftheChildStudyTeamisprovidedbelow.Atallgradelevels,beginningwithkindergarten,variousstudentdata(benchmarkscores,standardizedassessmentscores(PSSAs,Keystones,CDTs),PSAT/SATscores,andCBA)isreviewedbyclassroomteacherstohelpthemscreenstudentsforpotentialgiftedness.Teachersshouldcontactbuildingadministrationforstudentswhoperformabovegradelevel/advancedand/or90thpercentileoraboveinmathorlanguagearts.Oncethestudentshavebeenidentifiedthroughdatareview,avalidstandardizedindividualscreenertestofgeneralintelligencewouldbeadministeredandscored,ifnotpreviouslyadministeredthroughsecondgradescreeningandonlyafterparentalconsentisobtained.AChildStudyTeam(CST)meetingwouldbescheduledtodiscusstheresultswithparentsanddeterminetheneedtoreferthestudentforafullevaluation.Parentsmayrequestanevaluationatanytimewithalimitofonerequestperschoolterm.Ourdistrictensuresthatthescreeningprocessdoesnotserveasabartotherightoftheparenttorequestanevaluation.
Describeyourentity’sproceduresfordeterminingeligibility(throughmultiplecriteria)andneed(basedonacademicstrength)forpotentiallymentallygiftedstudents(evaluation).
ThetermmentallygiftedincludesapersonwhohasanIQof130orhigherorotherfactorsthatindicategiftedability.GiftedabilitycannotbebasedonanIQscorealone.IftheIQscoreislowerthan130,achildmaybeidentifiedasgiftedthroughmultiplecriteriaand/orotherconditionsthatstronglyindicategiftedability.Theotherfactorstobeconsideredmayinclude:Achievementtestscoresthatareayearormoreabovelevel;observedormeasureacquisition/retentionratesthatreflectgiftedability;achievement,performance,orexpertiseinoneormoreacademicareasthatdemonstratesahighlevelofaccomplishment;higherlevelthinkingskills;anddocumentedevidencethatinterveningfactorsaremaskinggiftedability.PriortoconductinganinitialGiftedMultidisciplinaryevaluation,theHuntingdonAreaSchoolDistrictcomplieswiththenoticeandconsentrequirements.Theproceduralrightswillbemadeavailabletoprotectthestudentandparent,inlanguage,whichisclearandfullyexplainsallrights.AGiftedMultidisciplinaryEvaluation(GMDE)isaprocesstogathertheinformationthatwillbeusedtodetermineifachildqualifiesforgiftededucation.Partoftheprocessincludesanevaluationbyacertifiedschoolpsychologist.Thedistrictutilizesarubric.Ifthestudentreceivesascoreof20pointsorhigher,he/shemeetsthedistrict’seligibilitycriteria.Therubricisthedistrict’sguidelineforpotentialeligibilityasgifted;however,thefinaldeterminationforgiftedservicesismadebythegiftedmultidisciplinaryteam.TheGiftedMulti‐DisciplinaryTeam(GMDT)includesacertifiedschoolpsychologist,administrationrepresentation,theclassroomteacher(s),theparent(s)orguardian(s),personsfamiliarwiththestudent’seducationalexperience,performance,andculturalbackground,andschoolcounselor.AsinglememberoftheGMDTmaymeettwoormoreofthequalificationsspecified.TheGMDTwillconductanevaluationthatissufficientinscopetoinvestigateinformationrelevanttothestudent’ssuspectedgiftedness,includingacademicfunctioning,learningstrengths,ratesofacquisitionandretention,andinterveningfactorsthatmaymaskthestudent’sgiftednessandeducationalneeds.Atanypoint,theparent(s)orguardian(s)canrescindthepermissiontoevaluateandthismustbedoneinwritingbytheparent(s)orguardian(s).Parentswhosuspectthattheirchildisgiftedmayrequestagiftedmultidisciplinaryevaluationoftheirchildatanytime,withalimitofonerequestperschoolterm.Written
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requestsshouldbeforwardedtothebuildingprincipalortotheDirectorofPupilServices.ContactwillbemadewiththeparentandaPermissiontoEvaluateformwillbeprovided.Ifarequestismadeorallytoanyprofessionalemployeeoradministratoroftheschooldistrict,(thatindividualshallprovide)acopyofthePermissiontoEvaluateformwithin10calendardaysoftheoralrequest.Allmultidisciplinaryevaluationsarecompletedwithinregulatorytimelines.Timelinesinclude:60calendardaysafterthedistrictreceiveswrittenparentalconsentforevaluationorreceivesanorderofacourtorhearingofficertoconductamultidisciplinaryevaluation,exceptthatthecalendardaysfromthedayafterthelastdayofthespringschooltermuptoandincludingthedaybeforethesubsequentfallschooltermmaynotbecounted.Awrittenreport,basedontheoutcomeoftheGiftedMultidisciplinaryEvaluation,isthencompiled.TheGMDTwrittenreportstatesinformationandfindingsfromtheevaluationorreevaluationconcerningthestudent’seducationalneedsandstrengths.Thereportmustmakerecommendationsastowhetherthestudentisgiftedandinneedofspeciallydesignedinstruction,indicatethebasisforthoserecommendations,includerecommendationsforthestudent’sprogrammingandindicatethenamesandpositionsofthemembersoftheGMDT.Ifthestudentisidentifiedasagiftedstudent,theGiftedWrittenReportisusedbytheteamtodevelopaGiftedIndividualizedEducationPlan(GIEP).TheGIEPwillcontainthefollowinginformation:Astatementofthestudent’spresentlevelsofeducationalperformance,astatementofannualgoalsandshort‐termlearningoutcomeswhichareresponsivetothelearningneedsidentifiedintheevaluationreport,astatementofthespeciallydesignedinstructionandsupportservicestobeprovidedtothestudent,projectiondatesforinitiation,anticipatedfrequency,locationandanticipateddurationofgiftededucation,appropriateobjectivecriteria,assessmentproceduresandtimelinesfordeterminingonatleastanannualbasis,whetherthegoalsandlearningoutcomesarebeingachieved,andthenamesandpositionsofGIEPteamparticipantsandthedateofthemeeting.ImplementationoftheGIEPisasharedresponsibilitybetweenthegiftededucationteacher,regulareducationteachers,andadministration.Thegiftedstudent’sprogressismonitoredtoensurethattheneedsofthegiftedstudentarebeingmet.StudentsthatareidentifiedasduallyeligibleforservicesunderChapters14and16haveasingleindividualizededucationalprogram(IEP)withessentialelementsoftheGIEPincludedwithinthatplan.TheGIEPmustbecompletedwithin30calendardaysaftertheGMDTissuesitswrittenreport(GWR).UponcompletionoftheGIEP,theparent/guardianwillreceiveaNoticeofRecommendedAssignment(NORA).TheNORAwillindicatetheeducationalplacementforthestudentandrequirestheparent/guardianapprovalbeforeourdistrictwillbeginimplementationoftheGIEP.TheGIEPmustbeputintoactionnomorethan10schooldaysafteritiscompleted.
Describethegiftedprograms*beingofferedthatprovideopportunitiesforacceleration,enrichmentorboth.*Theword"programs"referstothecontinuumofservices,notoneparticularoption.
Thegiftedprogramofferedtoastudentidentifiedasgiftedisindividualizedwiththeinstructionmatchedspecificallytothestudent’sachievement,abilities,andinterests.TheHuntingdonAreaSchoolDistrictprovidesopportunitiesforstudentstoparticipateinenrichment,acceleration,orboth,asdeemedappropriatebytheGIEPTeam.The
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curriculummaybecompactedwithflexiblepacingand/oranindependentstudymaybedesignedbasedonthegiftedstudent’slong‐terminterestsandexpertiseinagivenarea.Giftedstudentsmaybeenriched,withcurriculabeingdifferentiated,bythegiftedteachereitherintheregularclassroomorinthegiftedclassroom.Giftedstudentsmaybeprovidedopportunitiestoworkwiththeirgiftedpeersinthegiftedresourceroomtobroadenanddeepentheirknowledge.Accelerationmayoccureitherwithsameagepeersorolderpeers,dependingontheachievement,ability,andneedsofthegiftedstudent.Otheroptionsthatmaybeprovidedandarebasedonthestudent’sindividualizedachievement,abilities,andinterestcouldinclude:distancelearning,onlinecourses,advancedplacementandhonorscourseswithearlier‐than‐normalaccess,andindependentlearningcontracts.ELEMENTARYPROGRAM:Ateachbuilding,onegiftedsupportteacherworkswithadministration,andclassroomteacherstoprovidegiftedprogrammingforstudentsasdeemedappropriatebytheGIEPTeam.Thegiftedsupportteacheractsasacatalysttohelpfacilitatedifferentiatededucationinavarietyofdifferentgradelevelsubjects.Additionally,thegiftedsupportteacherprovidesclassroomteacherswithresourcematerialsandideasforclassenrichmentandacceleration.Theelementarygiftedprogramservicesstudentsbothinsideandoutsideoftheclassroomasdeemedappropriateaccordingtothestudent’sGIEP.Giftedstudentsareprovidedwithaflexibleschedulethatallowsthemtomoveinandoutoftheclassroom/gradelevels/buildingstoensurethatstudiesareacademicallyappropriateandmeetingthestudent’sneeds.Placementisdeterminedbyreviewingleveledmath,reading,andwritingassessmentsadministeredthroughouttheschoolyear.Studentsintheelementarygiftedsupportprogramengageincomplexreading,writing,vocabulary,science,technology,andcurrenteventsexploration.Additionally,thecurriculumallowsstudentstodelveintoreal‐worldandfuturisticproblem‐solving,addressglobalconcerns,developstatisticandaccountingskills,investigatecareeroptions,discoverthearts,andhonecriticalthinkingandreasoningskills.Studentsreceivinggiftedsupportservicescompleteenrichmentactivitiesandprojectsbaseonindividualstrengthsandinterests.Personalinterestprojectsareacollaborativeeffortbetweenstudentandteacherandarescoredaccordingtoguidelinesandrubricsestablishedandagreeduponbybothparties.Projectsvarydependingonstudentinterestsandmayinclude,butarenotlimitedtothefollowing:Writingorproducingaplay,implementingacommunityproject,developinganinvention,creatingamodel,designingaboardgame,teachingaskilltootherstudents,presentingapersonalhobbyorinterest,sharingatalent,filmingadocumentary,ordeliveringapresentationthataddressesworldorpersonalconcerns.Theseprojectsaretypicallysharedwithpeers,parents,and/orthecommunity.Someextra‐curricularactivitiescouldinclude:K‐NexCompetitionwithIU#11,STEMlearningprojects,andOdysseyoftheMindcompetitions.MIDDLESCHOOLPROGRAM:Atthemiddleschoollevel,studentsidentifiedasgiftedanddemonstrateaneed,receivecomprehensiveliteracyinstructionatanacceleratedrate.Thisallowstimeforahigherlevelofdevelopmentthantheregularcurriculum.Inadditionthisaccelerationprovidestimeforenrichmentopportunitiesbothatthegroupandindividuallevels.Afocusisplacedupontakingtheinformationacquiredthroughlanguageanalysisandutilizingittocreatemoreeffectiveandrefinedmeansofcommunicatingthatareuniquetoeachstudent’sstyle.
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Studentswhorequireadvancedcourseworkinotherareaswillbeacceleratedand/orreceiveenrichmentaccordingtotheirindividualizedneedsinthosearea(s).Theneedforaccelerationinmathisaccommodatedbyassigningstudentstohigherlevelmathclasses,coordinatingthiswiththehighschoolmathprogramwhennecessaryandappropriate.Studentsalsoareencouragedtoparticipateinvariouscompetitionsandtoseekpublicationoftheirwriting.Othermiddleschoolextra‐curricularactivitiesthatprovideoutletsforstudentswithspecialinterestsandtalentsincludemiddleschoolband,highschoolmarchingban,jazzband,andstudentcouncil.HIGHSCHOOLPROGRAM:Themaingoalofthehighschoolgiftedprogramistoensurethatstudentsarelearningmaterialatalevelthatcoincideswiththeiracademicneeds.Someoftheoptionsatthehighschoolinclude:studentsregisterforadvancedlevelclassesorselectcollegeclassesthroughdualenrollmentofferings,coursescanbecompletedthroughaccelerationorcompaction,creditbyexamination,courseexemption,individualizedin‐classorout‐of‐classassignmentsanddifferentiatedinstructionintheregularclassroom.Studentsidentifiedasgiftedmayhaveresourceroomsupportwiththegiftedteachertodiscussandcompletetheirindividualizedgoals.Theymayalsoengageinanindependentstudy,research,orprojectonatopicthatisnotintroducedinregulareducation.Inothercases,somescholarsbecomeinterestedinatopicthatwasincludedinascheduledclassandwanttoexploremorein‐depth.Theseoptionsaswellasmoreindividualizedplansmaybeconsidered,withthespecificsdeterminedattheGIEPmeeting.Theenrichmentoptionsincludeopportunitiesforstudentstoengageinactivitiesthatwilladddimensiontotheiracademicneedsanddesires.Studentsselectfromawiderangeofshort‐termandlong‐termactivitiesthatarenotofferedintheregularcurricula.Enrichmentcanprovideextrachallengesandstimulateinterestinnewareas.Thechoiceusuallyrequiressometimeoutofthestudent’sregulareducationcoursesinordertocompletetheactivities.Timeoutofclassisalternatedsothatstudentsarenotconsistentlymissingthesameclass.Activitiesfallintoseveralcategories.Manyareprestigiousnationallyrecognizedcompetitions,therebyenhancingthestudent’shighschoolrecord.Someenrichmentoptionsinclude:ASMA,AMC,GreatWritersSeries,creativewritingcompetitions,essaywritingcompetitions,VoiceofDemocracy,ShakespeareCompetition,RosettaStonelanguages,FutureProblemSolving,HistoryDay,ModelUnitedNationsandguestspeakers.Thedistrictutilizessoftware(Skyward,IEPWriter,andProsoft)tomanagegiftedstudents’data,personnel,andthefinancialrecordkeepingofthedistrict’sgiftedprogram.Thedistrict’sPIMScoordinatorworkswithbuildinglevelPIMSrepresentativesandtheDirectorofPupilServicesandAssistantPupilServicestoensureaccuratereportingtothestateandcompliance.HuntingdonAreaSchoolDistrictChildStudyTeamTheChildStudyTeamiscomprisedofaregulareducation,specialeducation,and/orgiftedteacher,aschoolpsychologist,guidancecounselor,buildingprincipalorassistantprincipal,DirectorofPupilServicesand/orAssistantDirectorofPupilServices.Theseindividualsprovideavarietyofservicestothestaff,parents,andstudents.Servicesmayincludeintervention,monitoring,consultation,identification,assessment,programplanningeducationalplacement,enrichmentplans,individualbuildingplans,andagencyreferrals.InadditiontothebasicCSTmembers,licensedpsychiatrists,physicians,neurologists,speech
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languagespecialists,occupationaltherapists,andotheradministrationareconsultedwhennecessary.ThemissionoftheChildStudyTeamistomaximizeindividualstudentsuccessintheregulareducationclassroomandtoalsoserveasascreeningmechanismforstudentswhomaybeinneedofspecializedservices.Theteamworksincollaborationwithstudents,teachers,andparentstomakeschoolanacademicallysuccessfulandpleasantexperienceforallchildren.Theteamhasaspecialconcernforthewholechild(socially,emotionally,andacademically).Theprimarygoalistoprovideappropriateservicesandspeciallydesignedprograms,orboth,tobettermeeteachindividualsneeds.Ifparentsareconcernedabouttheirchild’sprogressorschoolprogram,theyshouldfeelfreetodiscusssuchissueswiththeirchild’steacher,guidancecounselor,and/orprincipal.InadditionparentshavetheoptionofmakingareferraltotheChildStudyTeamtodiscussplansand/orinterventionstoassisttheirchildreninschool.AreferraltotheChildStudyTeammaybemadebyaparentorateacher.IfyouwouldliketomakeanappointmentforaCSTmeeting,youmaycontacteitheryourbuildingprincipalortheOfficeofPupilServicesat814‐641‐2104.
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 X X XCoaching/Mentoring X X 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 Wellness/HealthAppraisal X X X XExplanationofdevelopmentalservices:
ThedistrictrecognizesthesuccesstheelementarylevelhashadwithRtIIprogramsanditsimplementationandisconsideringaK‐12program.Regardingbehaviormanagement,theDistricthasinplaceak‐12SchoolWidePositiveBehaviorSupportprogram.Duringthe2015‐2016schoolyear,counselorsstartedidentifyinggapsinourcurriculum
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relatedtotheCareertoWorkstandardsincollaborationwithourcareerandtechnicalschool.Thiswillhelpensurethatstudentsupongraduationwillbecollegeorcareerready.Weareimplementingapositiveschoolwideprogramatthehighschooltoensureallstudentsunderstandtheexpectationsforactingresponsibly,caringabouteachother,andbeingrespectfultowardoneanother.Thiscompletesthek‐12positiveschoolwideprogram.
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 XIndividualCounseling X X X XInterventionforActualorPotentialHealthProblems X X XPlacementintoAppropriatePrograms X X X XSmallGroupCounseling‐Copingwithlifesituations X X X XSmallGroupCounseling‐Educationalplanning X X XSmallGroupCounseling‐PersonalandSocialDevelopment X X X X
SpecialEducationEvaluation X X X XStudentAssistanceProgram X X X XExplanationofdiagnostic,interventionandreferralservices:
Thisnarrativeisempty.
ConsultationandCoordinationServices
ConsultationandCoordinationServices EEP EEI ML HS
AlternativeEducation X XCaseandCareManagement X CommunityLiaison X XCommunityServicesCoordination(InternalorExternal) X X
CoordinatePlans CoordinationwithFamilies(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 X
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StrengtheningRelationshipsBetweenSchoolPersonnel,ParentsandCommunities X X X X
SystemSupport X X X XTruancyCoordination X X X XExplanationofconsultationandcoordinationservices:
AttheElementaryLevelwehaveseveraleventsthroughouttheyearthatinvolveparents:KindergartenOrientation,KindergartenReadinessEvenings(Pre‐Kstudentsandfamilies),OpenHouse,Parent/TeacherConferenceEvenings,WinterandSpringMusicalConcerts,Veteran'sDayProgram,BearcatDays(Parentvolunteerswelcome),Writer'sCelebrationsthroughouttheyear,TurkeyLuncheon,ParentTeacherGroupMeetings(PTG),BingoForBooks,BookFairFamilynights,SpringFling,FundraiserEventsandFifthGradeGraduation.Weincludeparentsindividualprocessesrelatedtotheirchild'sneedsthroughouttheyearwiththedistributionofreportcards,attendancelettersandprogressreports.Othercommunicationsincludeclassroomlevelnewsletters,buildinglevelhealthnewslettersandinformationrelatedtobuildingactivities.WeshareinformationregardingourSchoolWidePositiveBehaviorSupportProgramandTitleIgoalsatourparentevents.ThePTGworkshardtosupportfieldtrips,eventsandstaffateachelementaryschoolbuilding.Inaddition,eachyearwediscussparentinvolvementwithstaffaspartofourTitleIfundingresponsibilities.TheSecondaryDivisionhasworkedtoimprovetheopportunitiestoincludeparentsinoureducationalsetting,alongwithstrengtheningtherelationshipsamongparents,staff,andadministration.ForboththehighschoolandmiddleschoolwehaveOpenHouses,aneventwhereparentsheartheclassexpectationsfortheirsonordaughter.Wealsoofferparentsmonthlynightstogathermoreinformationaboutdifferenttopicsrelevanttothemiddleandhighschoolstudents.Topicsthisyearinclude,butarenotlimitedtothefollowing:FinancialAidNight‐WhatdoesitallMean?,FinancialAidNightII‐Whendoyoubeginplanningforcollegeandbeyond?,StandardizedAssessments‐Keystone,PSSAs,andCDTs‐Howcanparentshelpwiththestandardizedtesting?,Chapter339PresentationwithPositiveSchoolWideInformation,TeenageSuicide‐doyouknowthesigns?andCyberbullingandInternetSafety‐Areyouawareofeverythingyourkidcansee?andothertopics.Inaddition,wehaveParentandStudentOrientationsforstudenttransitioningtothehighschoolandmiddleschool.Thehighschoolandmiddleschooladministrationisalsoofferingtwobookstudiesthisyeartoincreasethecommunicationandbuildtherelationshipbetweenstaff,parents,andadministration.Thebookstudiesinclude:Inevitable:MassCustomizedLearningandSparksWearelookingforwardtoincreasingtheopportunitieswehaveforparentstovisittheschool,understandoursystem,offersuggestionsforimprovements.TheDistrictofferstrainingstoparentsofstudentsidentifiedinneedofspecialeducationasoutlinedinthespecialeducationcomprehensiveplan.Thedistrictalsoprovidestrainingstoparentsofgiftedstudentsannually,whichincludesanoverviewoftheChapter16Regulations.ThedistrictadministrationparticipatesinChildandAdolescentServiceSystemProgram(CASSP)meetingsforourstudentstoensurestudentsarereceivingservicesthatenablethemtobenefiteducationally.CASSPpromotesapartnershipamongfamilies,humanserviceagencies,andcommunitymemberssothatchildrenandadolescentswithemotionalandbehavioraldisordersarebetterserved.
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CommunicationofEducationalOpportunities
CommunicationofEducationalOpportunities EEP EEI ML HS
CoursePlanningGuides XDirectingPublictothePDE&Test‐relatedWebsites X X X XIndividualMeetings X X X XLetterstoParents/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 MeetingswithCommunity,FamiliesandBoardofDirectors X X X X
Newsletters X X X XSchoolCalendar X X X XStudentHandbook X X X X
FrequencyofCommunication Elementary Education ‐ Primary Level
Monthly
Elementary Education ‐ Intermediate Level
Monthly
Middle Level
Monthly
High School Level
Monthly
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CollaborationforInterventions
Describethecollaborationbetweenclassroomteachersandindividualsprovidinginterventionsregardingdifferingstudentneedsandacademicprogress.
HighSchool/MiddleSchool:ClassroomteacherscurrentlyutilizeourStudentAssistanceProgram(SAP)toidentifystudentsinneedofinterventionsandassistancewithpersonalandacademicneeds.Theelementaryschoolshavearesponsetointerventionsysteminplace.Teachers,therapists,interventionspecialistsmeetonceamonthtodiscuss,updatedata,andreviseinterventionplansforindividualstudents.Eachgradelevelteacherisgivenatimeslottodiscusstheneedsofstudentswithintheirclassroomswithallteammemberspresent.TheelementarylevelalsohasStudentAssistanceProgram(SAP)whichfocuseslargelyonemotionalneeds.ThedistrictarrangesChildStudyTeammeetingsforstudentswhoarenotrespondingtointerventionsforeitheracademicsand/orbehaviors.TheChildStudyTeamiscomprisedofaregulareducation,specialeducation,and/orgiftedteacher,aschoolpsychologist,guidancecounselor,buildingprincipalorassistantprincipal,DirectorofPupilServicesand/orAssistantDirectorofPupilServices.DuringthesemeetingsitisdeterminediffurtherinterventionsshouldbeimplementedorifthestudentshouldbereferredforanevaluationaccordingtotheChapter14andChapter15regulations.
CommunityCoordination
Describehowyouaccomplishcoordinationwithcommunityoperatedinfantandtoddlercenters,aswellaspreschoolearlyinterventionprograms.Inaddition,describethecommunitycoordinationwiththefollowingbeforeorafterschoolprogramsandservicesforallgradelevels,includingpre‐kindergarten,ifoffered,throughgrade12.
1. Childcare2. Afterschoolprograms3. Youthworkforcedevelopmentprograms4. Tutoring
Atthistimewehaveaco‐oprelationshipwithHuntingdonCountyChildandAdultdevelopmentthatallowsthemtohouseaPre‐Kprograminourdistrict.AtthemiddlelevelweworkcloselywithareaagenciesandBigBrothersBigSisterstomeettheneedsofourstudents.Atthehighschoollevelwehavecommunitycounselorthatcomesintoworkwithteenparentstopreventdropoutsandmeettheirneeds.
PreschoolAgencyCoordination
ExplainhowtheLEAcoordinateswithagenciesthatservepreschoolagechildrenwithdisabilities.
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1. Addresscoordinationactivitiesdesignedtoidentifyandservechildrenwithdisabilitiesandthesupportsandaccommodationsavailabletoensurebothphysicalandprogrammaticaccess.
2. Addresspre‐kindergartenprogramsoperateddirectlybytheLEAandthoseoperatedbycommunityagenciesundercontractfromtheLEA.
3. DescribehowtheLEAprovidesforasmoothtransitionfromthehomesettingandanyearlychildhoodcareoreducationalsettingthestudentsattend,totheschoolsetting.
ElementaryAdministrationandKindergartenteachersworkcooperativelywithareapre‐schoolproviderstoidentifychildrenforKindergarten.Partofthetransitionprocessincludesparentworkshopsandorientationprograms.Annually,studentsinearlyinterventionprogramsareprovidedwithanopportunitytohaveatransitionmeetingwhichincludestheparents,thedistrictstudentservicesadministration,districtbuildingleveladministration,andearlyinterventionstaffinordertocommunicatethestudent'sneedsandtoenabletheparentsanddistricttoprepareforaseamlesstransitionfromearlyinterventionservicestoschool‐ageservices.InadditionweprovidetwoKickOfftoKindergarteneveningswhereincomingstudentsaregiventheopportunitytoacquireknowledgeaboutschoolandskillsneededforsuccess.
MaterialsandResources
DescriptionofMaterialsandResources
ElementaryEducation‐PrimaryLevel
MaterialandResourcesCharacteristics Status
Alignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills Developing
Arobustsupplyofhighqualityalignedinstructionalmaterialsandresourcesavailable Developing
Accessibilityforstudentsandteachersiseffectiveandefficient DevelopingDifferentiatedandequitablyallocatedtoaccommodatediverselevelsofstudentmotivation,performanceandeducationalneeds Developing
ProvideexplanationforprocessesusedtoensureAccomplishment.
WearecurrentlyintheprocessofreviewingourcurriculumandresourcesinordertobeinalignmentwitharigorousapplicationofPACoreStandards.
Explanationforanyrowchecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:
Thisnarrativeisempty.
ElementaryEducation‐IntermediateLevel
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MaterialandResourcesCharacteristics Status
Alignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills Developing
Arobustsupplyofhighqualityalignedinstructionalmaterialsandresourcesavailable Developing
Accessibilityforstudentsandteachersiseffectiveandefficient DevelopingDifferentiatedandequitablyallocatedtoaccommodatediverselevelsofstudentmotivation,performanceandeducationalneeds Developing
ProvideexplanationforprocessesusedtoensureAccomplishment.
WearecurrentlyintheprocessofreviewingourcurriculumandresourcesinordertobeinalignmentwitharigorousapplicationofPACoreStandards.
Explanationforanyrowchecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:
Thisnarrativeisempty.
MiddleLevel
MaterialandResourcesCharacteristics Status
Alignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills Developing
Arobustsupplyofhighqualityalignedinstructionalmaterialsandresourcesavailable Developing
Accessibilityforstudentsandteachersiseffectiveandefficient DevelopingDifferentiatedandequitablyallocatedtoaccommodatediverselevelsofstudentmotivation,performanceandeducationalneeds Developing
ProvideexplanationforprocessesusedtoensureAccomplishment.
AtHuntingdonAreamiddleschoolmaterialsandresourcesareconsistentlyinastateofdevelopmentandre‐evaluation.Somecontentareasbelievethattheyhavearobustsupplythatiseasilyaccessibleandalignedtotheneedsofthestudentsthroughthecurriculum.Technologymaterialisanareawearecurrentlyworkingonexpanding.Withre‐vampingthecurriculum,allcontentareasaretobelookingattheirresourcesandmaterials.
Explanationforanyrowchecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:
Currentlyweareworkingonaddressingthisthroughourcurriculumprocess.AswealigntothePACoreStandards,wewillassessthematerialsandresourceneedsandbegintoaddressthem.
HighSchoolLevel
MaterialandResourcesCharacteristics Status
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Alignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills Developing
Arobustsupplyofhighqualityalignedinstructionalmaterialsandresourcesavailable Developing
Accessibilityforstudentsandteachersiseffectiveandefficient DevelopingDifferentiatedandequitablyallocatedtoaccommodatediverselevelsofstudentmotivation,performanceandeducationalneeds Developing
ProvideexplanationforprocessesusedtoensureAccomplishment.
AtHuntingdonAreahighschool,weareassessingourcurriculumandwhatmaterialsandresourcesareneededtomovefromDevelopingtoAccomplished,withthegoalbeingacurriculumthatistotallyalignedtoPACoreStandards.
Explanationforanyrowchecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:
Thisnarrativeisempty.
SASIncorporation
ElementaryEducation‐PrimaryLevel
Standards Status
ArtsandHumanities
Implementedinlessthan50%of
districtclassrooms
CareerEducationandWork
Implementedinlessthan50%of
districtclassrooms
CivicsandGovernment
Implementedinlessthan50%of
districtclassrooms
PACoreStandards:EnglishLanguageArts
Implementedin50%ormoreof
districtclassrooms
PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects
Implementedinlessthan50%of
districtclassrooms
PACoreStandards:Mathematics
Implementedin50%ormoreof
districtclassrooms
Economics Implementedin
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lessthan50%ofdistrict
classrooms
EnvironmentandEcology
Implementedinlessthan50%of
districtclassrooms
FamilyandConsumerSciences NotApplicable
Geography
Implementedinlessthan50%of
districtclassrooms
Health,SafetyandPhysicalEducation
Implementedinlessthan50%of
districtclassrooms
History
Implementedinlessthan50%of
districtclassrooms
ScienceandTechnologyandEngineeringEducation
Implementedinlessthan50%of
districtclassrooms
AlternateAcademicContentStandardsforMath
Implementedinlessthan50%of
districtclassrooms
AlternateAcademicContentStandardsforReading
Implementedinlessthan50%of
districtclassrooms
AmericanSchoolCounselorAssociationforStudents
Implementedinlessthan50%of
districtclassrooms
EarlyChildhoodEducation:Infant‐Toddler→SecondGrade
Implementedinlessthan50%of
districtclassrooms
EnglishLanguageProficiency
Implementedinlessthan50%of
districtclassrooms
InterpersonalSkills
Implementedinlessthan50%of
districtclassrooms
SchoolClimateImplementedinlessthan50%of
district
47
classroomsFurtherexplanationforcolumnsselected"
AttheelementarylevelwecurrentlyusetheSASportaltoaccessstandards(PAAcademic,PACommonCoreandrelatedeligiblecontent);however,initialwewerefindingotherresourceslimitinginthecategorieslisted<50%.Duringthepastsixmonths,wehaverecognizedmoreresourceswereavailable.Additionally,ourfocusduringourreviewhasbeenELAandMath.Thearea'sidentified<50%willbeourfocusareasasweplanourreviewallofourcurriculum.Elementaryteacherswillcontinuewithacurriculumplanningsessiononacoreareaperyear.
ElementaryEducation‐IntermediateLevel
Standards Status
ArtsandHumanities
Implementedinlessthan50%of
districtclassrooms
CareerEducationandWork
Implementedinlessthan50%of
districtclassrooms
CivicsandGovernment
Implementedinlessthan50%of
districtclassrooms
PACoreStandards:EnglishLanguageArts
Implementedin50%ormoreof
districtclassrooms
PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects
Implementedinlessthan50%of
districtclassrooms
PACoreStandards:Mathematics
Implementedin50%ormoreof
districtclassrooms
Economics
Implementedinlessthan50%of
districtclassrooms
EnvironmentandEcology
Implementedinlessthan50%of
districtclassrooms
FamilyandConsumerSciences NotApplicable
GeographyImplementedinlessthan50%of
district
48
classrooms
Health,SafetyandPhysicalEducation
Implementedinlessthan50%of
districtclassrooms
History
Implementedinlessthan50%of
districtclassrooms
ScienceandTechnologyandEngineeringEducation
Implementedinlessthan50%of
districtclassrooms
AlternateAcademicContentStandardsforMath
Implementedinlessthan50%of
districtclassrooms
AlternateAcademicContentStandardsforReading
Implementedinlessthan50%of
districtclassrooms
AmericanSchoolCounselorAssociationforStudents
Implementedinlessthan50%of
districtclassrooms
EnglishLanguageProficiency
Implementedinlessthan50%of
districtclassrooms
InterpersonalSkills
Implementedinlessthan50%of
districtclassrooms
SchoolClimate
Implementedinlessthan50%of
districtclassrooms
Furtherexplanationforcolumnsselected"
AttheelementarylevelwecurrentlyusetheSASportaltoaccessstandards(PAAcademic,PACommonCoreandrelatedeligiblecontent);however,initialwewerefindingotherresourceslimitinginthecategorieslisted<50%.Duringthepastsixmonths,wehaverecognizedmoreresourceswereavailable.Additionally,ourfocusduringourreviewhasbeenELAandMath.Thearea'sidentified<50%willbeourfocusareasasweplanourreviewallofourcurriculum.Elementaryteacherswillcontinuewithacurriculumplanningsessiononacoreareaperyear.
MiddleLevel
Standards Status
49
ArtsandHumanities
Implementedinlessthan50%of
districtclassrooms
CareerEducationandWork
Implementedinlessthan50%of
districtclassrooms
CivicsandGovernment
Implementedin50%ormoreof
districtclassrooms
PACoreStandards:EnglishLanguageArts
Implementedin50%ormoreof
districtclassrooms
PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects
Implementedin50%ormoreof
districtclassrooms
PACoreStandards:Mathematics
Implementedin50%ormoreof
districtclassrooms
Economics
Implementedinlessthan50%of
districtclassrooms
EnvironmentandEcology
Implementedin50%ormoreof
districtclassrooms
FamilyandConsumerSciencesLevelof
ImplementationisUnknown
Geography
Implementedin50%ormoreof
districtclassrooms
Health,SafetyandPhysicalEducation
Implementedin50%ormoreof
districtclassrooms
History
Implementedin50%ormoreof
districtclassrooms
ScienceandTechnologyandEngineeringEducation
Implementedin50%ormoreof
districtclassrooms
50
AlternateAcademicContentStandardsforMathLevelof
ImplementationisUnknown
AlternateAcademicContentStandardsforReadingLevelof
ImplementationisUnknown
AmericanSchoolCounselorAssociationforStudents
Implementedinlessthan50%of
districtclassrooms
EnglishLanguageProficiency
Implementedinlessthan50%of
districtclassrooms
InterpersonalSkillsLevelof
ImplementationisUnknown
SchoolClimate
Implementedinlessthan50%of
districtclassrooms
WorldLanguage
Implementedin50%ormoreof
districtclassrooms
Furtherexplanationforcolumnsselected"
AtthemiddlelevelwecurrentlyusetheSASportaltoaccessstandards(PAAcademic,PACommonCoreandrelatedeligiblecontent);however,initiallywewerefindingotherresourceslimitinginthecategorieslisted<50%.Duringthepastsixmonths,wehaverecognizedmoreresourceswereavailable.Additionally,ourfocusduringourreviewhasbeenELA,Math,ScienceandSocialStudies.Thearea'sidentified<50%willbeourfocusareasasweplanthecurriculumreviewprocess.
HighSchoolLevel
Standards Status
ArtsandHumanities
Implementedinlessthan50%of
districtclassrooms
CareerEducationandWork
Implementedinlessthan50%of
districtclassrooms
CivicsandGovernment
Implementedin50%ormoreof
districtclassrooms
PACoreStandards:EnglishLanguageArts Implementedin
51
50%ormoreofdistrict
classrooms
PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects
Implementedin50%ormoreof
districtclassrooms
PACoreStandards:Mathematics
Implementedin50%ormoreof
districtclassrooms
Economics
Implementedin50%ormoreof
districtclassrooms
EnvironmentandEcology
Implementedin50%ormoreof
districtclassrooms
FamilyandConsumerSciences
Implementedin50%ormoreof
districtclassrooms
Geography
Implementedinlessthan50%of
districtclassrooms
Health,SafetyandPhysicalEducation
Implementedin50%ormoreof
districtclassrooms
History
Implementedin50%ormoreof
districtclassrooms
ScienceandTechnologyandEngineeringEducation
Implementedin50%ormoreof
districtclassrooms
AlternateAcademicContentStandardsforMathLevelof
ImplementationisUnknown
AlternateAcademicContentStandardsforReadingLevelof
ImplementationisUnknown
AmericanSchoolCounselorAssociationforStudentsLevelof
ImplementationisUnknown
EnglishLanguageProficiencyImplementedinlessthan50%of
district
52
classrooms
InterpersonalSkills
Implementedinlessthan50%of
districtclassrooms
SchoolClimate
Implementedinlessthan50%of
districtclassrooms
WorldLanguage
Implementedin50%ormoreof
districtclassrooms
Furtherexplanationforcolumnsselected"
AtthehighschoollevelwecurrentlyusetheSASportaltoaccessstandards(PAAcademic,PACommonCoreandrelatedeligiblecontent);however,initiallywewerefindingotherresourceslimitinginthecategorieslisted<50%.Duringthepastsixmonths,wehaverecognizedmoreresourceswereavailable.Additionally,ourfocusduringourreviewhasbeenELA,Math,ScienceandSocialStudies.Thearea'sidentified<50%willbeourfocusareasasweplanthecurriculumreviewprocess.
EarlyWarningSystem
ThefreePAEducatorDashboardEarlyWarningSystemandInterventionCatalog(PAEWS/IC)utilizesthemetricsofAttendance,BehaviorandCoursegradestoidentifystudentswhomaybeonapathtodroppingoutofschool.Pleaseindicateyourselectionofthefollowingoptions.
Notanswered
ProfessionalEducation
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
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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.
Teachers,counselorsandspecialistsareprovidedprofessionaldevelopmentthroughouttheschoolyear,thatisembeddedandfocusedaroundfederalandstatemandates,districtgoals,andresultsfromourprofessionaldevelopmentcommittee'sneedsassessment.Graduateleveltuitionreimbursementisalsoavailableforourstaffupto12creditsperyearforthoseinterestedinfurtheringtheireducation.WearereviewingoptionsonhowtomovetowardPersonalizedProfessionalDevelopment.WehavereviewedEduplanetandwillcreateaplanonhowtopersonalizeprofessionaldevelopmentforindividualteacherneedsalongwiththeiradministrators.ThedistrictprovidesannualtrainingonEnglishLanguageDevelopment(ELD),giftedinstruction,andspecialeducationatin‐service,facultymeeting(s),and/orduringprofessionaldevelopment.
Providebriefexplanationforstrategiesnotselectedandhowyouplantoaddresstheirincorporation.
Thisnarrativeisempty.
EducatorDisciplineAct126,71Provideseducatorswithmandatedreportertraining,totaling3hours,every5yearsasoutlinedinAct126.
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QuestionsTheLEAhasconductedtherequiredtrainingon:1/20/2014ThetrainingwasprovidedbyTIU#11TheLEAplanstoconducttherequiredtrainingonapproximately:8/16/2017PartofourPDoptions10/20/2017StaffDevelopmentday3/21/2018Act80trainingoptionProvideseducatorswithfour(4)hoursofprofessionaldevelopmentinyouthsuicideawarenessandpreventioneveryfive(5)yearsforprofessionaleducatorsingradessixthroughtwelveasoutlinedinAct71.
QuestionsTheLEAhasconductedthetrainingon:6/1/2016K‐12completedtheAct71trainingthroughhttp://www.payspi.orgTheLEAplanstoconductthetrainingonapproximately:8/15/2019PartofourPDoptions10/25/2019StaffDevelopmentday3/18/2020Act80day Provideseducatorswithfour(4)hoursofprofessionaldevelopmenteveryfive(5)yearsforprofessionaleducatorsthatareteachingthecurriculuminwhichtheChildExploitationAwarenessEducationprogramisincorporatedasoutlinedinAct71.
QuestionsTheLEAhasconductedthetrainingon:6/1/2016Thistrainingwascompletedonline.WeuseanoutsideresourcetoteachourcurriculumTheLEAplanstoconductthetrainingonapproximately:3/18/2020Act80day
StrategiesEnsuringFidelity
Checkedanswers
Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target instructional areas that need strengthening.
Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target curricular areas that need further alignment.
Professional Development activities are developed that support implementation of strategies identified in your action plan.
Clear expectations in terms of teacher practice are identified for staff implementation.
An implementation evaluation is created, based upon specific expectations related to changes in teacher practice, which is used to validate the overall effectiveness of the professional development initiative.
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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).
Uncheckedanswers
Using disaggregated student data to determine educators’ learning priorities. Professional Education is evaluated to show its impact on teaching practices and
student learning.
Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.
Weutilizedatafromallavailableresources,PSSA/PVAAS/EMETRIC/KEYSTONESandwebreakthisdownintosubgroupsandindividualstudentlearning.Weprogressmonitorattheelementary,middle,andhighschoollevel.Oncewehaveestablishedourareasoffocus,wetrytobreakdowntherootcausesandagainutilizedataforimprovement.Thisdataconnectedwiththegoalsandobjectivesproducedfromourdistrictneedsassessmentguidesourfocusonprofessionaldevelopment.Wehavetheabilitythroughourlocalact48systemtomonitoreachteacher'sparticipationinprofessionaldevelopmentandwillutilizethistohelpassistthemastheycontinuetogrowprofessionally.Wealsobelievethatwiththenewteachereffectivenessmodel,professionaldevelopmentwillbeindividualizedforeachteachertoensuretheyarereflectingandparticipatingintheirownprofessionaldevelopmentplan.Wealsohaveimplemented2InstructionalCoachesK‐12.
Providebriefexplanationforstrategiesnotselectedandhowyouplantoaddresstheirincorporation.
Witheachinitiative,weneedtobettertrackwhereteachersareintheirgrowthandwhatadditionalsupporttheyneedregardingimplementation.Wedobelievethattheteachereffectivenessmodelwillcontinuetohelpuswiththisstrategy.Thiswillalsoconnectwithbeingabletoevaluateprofessionaleducationanditsdirectimpactonstudentlearningaswellasdatatodeterminetheeducator'slearningpriority.
InductionProgram
Checkedanswers
Inducteeswillknow,understandandimplementinstructionalpracticesvalidatedbytheLEAasknowntoimprovestudentachievement.
Inducteeswillassignchallengingworktodiversestudentpopulations.
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InducteeswillknowthebasicdetailsandexpectationsrelatedtoLEA‐wideinitiatives,practices,policiesandprocedures.
Inducteeswillknowthebasicdetailsandexpectationsrelatedtoschoolinitiatives,practicesandprocedures.
Inducteeswillbeabletoaccessstatecurriculumframeworksandfocuslessondesignonleadingstudentstomasteryofallstateacademicstandards,assessmentanchorsandeligiblecontent(whereappropriate)identifiedintheLEA'scurricula.
InducteeswilleffectivelynavigatetheStandardsAlignedSystemwebsite.
InducteeswillknowandapplyLEAendorsedclassroommanagementstrategies.
Inducteeswillknowandutilizeschool/LEAresourcesthatareavailabletoassiststudentsincrisis.
Inducteeswilltakeadvantageofopportunitiestoengagepersonallywithothermembersofthefacultyinordertodevelopasenseofcollegialityandcamaraderie.
Uncheckedanswers
None.
Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.
Ourinductionplanisadetailedplanthatincludesthefollowing:philosophyofinduction,districtandschoollevelteaminformation,goalsandqualifications,suggestedactivities,amonthbymonthchecklistprovidedforguidance,amidyearandfinalyearsurveyandaselfassessment.Inadditiontomeetingswiththeirmentors,monthlymeetingsareheldthroughouttheyeareitherdistrictwideoratthebuildingleveltohelpassistandprovideprofessionaldevelopment.
Providebriefexplanationforstrategiesnotselectedandhowyouplantoaddresstheirincorporation.
Thisnarrativeisempty.
NeedsofInductees
Checkedanswers
Frequentobservationsofinducteeinstructionalpracticebysupervisortoidentifyneeds.
Regularmeetingswithmentorsorcoachestoreflectuponinstructionalpracticetoidentifyneeds.
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Classroomassessmentdata(Formative&Summative).
Inducteesurvey(local,intermediateunitsandnationallevel).
Reviewofinducteelessonplans.
Uncheckedanswers
Frequent observations of inductee instructional practice by a coach or mentor to identify needs.
Student PSSA data.
Standardized student assessment data other than the PSSA.
Review of written reports summarizing instructional activity.
Submission of inductee portfolio.
Knowledge of successful research‐based instructional models.
Information collected from previous induction programs (e.g., program evaluations and second‐year teacher interviews).
Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.
Ourinductionplanisadetailedplanthatincludesthephilosophyofinduction,districtandschoollevelteams,eachmemberandtheirrespectivepurpose,goalsandqualifications.Suggestedactivitiesareavailablefortheinducteeandmentortochoosefromandamonthbymonthchecklistisprovidedforguidance.Participatingmemberscompleteamidyearandfinalyearsurveytohelpourabilitytoassessourcontinualimprovementprocess.Inadditiontomeetingswiththeirmentors,districtwidemeetingsareheldthroughouttheyearandbuildinglevelleadersplanmonthlymeetingtohelpassistandprovideprofessionaldevelopment.
Provideabriefexplanationforstrategiesnotselectedandyourplantoaddresstheirincorporation.
Throughadifferentiatedsupervisionmodelobservationsbyamentororpeerwouldassistinaddressingthisareaofneed.Withtheteachereffectivenessmodel,thisisarecommendedpractice.Toaddresstheinstructionalandstudentassessmentdata,ourplanistohaveabalancedapproachfromtheadministrationandpeersintheareaofcurriculum,instructionandassessment.UtilizingtheSASmodelasaguidingtool,oursixareastofocusonwillbemoldedaroundasixyearplan.Allareasareimportanttoensurestudentachievement.
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.
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Potential mentors must have demonstrated ability to work effectively with students and other adults.
Potential mentors must be willing to accept additional responsibility.
Mentors and inductees must have compatible schedules so that they can meet regularly.
Uncheckedanswers
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).
Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.
Aspartoftheinductionplan,qualificationsarelistedtobeconsideredasamentorteacher.Candidatesareencouragedtoapplyandfinalrecommendationsaremadefromthesuperintendenttotheschoolboard.
Providebriefexplanationforcharacteristicsnotselectedandhowyouplantoaddresstheirincorporation.
Ithasbeenrecognizedthatweneedtoprovideadditionaltrainingandguidancetoourmentorstoensurethesuccessoftheinductee.Adayoftrainingwillberecommendedanddiscussedbetweenbuildinglevelprincipalsandmembersfromtheinductioncommitteewillreview,reviseandmakerecommendationstothesuperintendenttoestablishamoreformalizedtrainingplanformentors.
InductionProgramTimeline
Topics Aug‐Sep
Oct‐Nov
Dec‐Jan
Feb‐Mar
Apr‐May
Jun‐Jul
CodeofProfessionalPracticeandConductforEducators X X
Assessments X X BestInstructionalPractices X X SafeandSupportiveSchools X X Standards X X Curriculum X X Instruction X X AccommodationsandAdaptationsfordiverselearners X X
Datainformeddecisionmaking X XMaterialsandResourcesforInstruction X XIfnecessary,providefurtherexplanation.
Thefinalquarteroftheyearfocusesonschoolmanagementprocessesandprocedures(chaperonduties,textbookinventory,promotion/retention).Inducteescurrentlyfinalize
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theiryearwithevaluationoftheprogram,endoftheyearproceduresandsummerpreparationofclassroom.
MonitoringandEvaluatingtheInductionProgram
IdentifytheproceduresformonitoringandevaluatingtheInductionprogram.
Wereceivefeedbackfromthementorandinducteeatthemidyearandfinalyearreviews.Boththementorandinducteereflectandcompletethetopicsaslistedbymonthinthecurrentplan.Administratorsmeetquarterlyandwhenpossiblemonthlytoassesstheyearforallmembers.Thecurrentplanhasbeeninplacesince2006andwasupdatedin2013and2014.Itstillhasproventobeaneffectivemodelwithminimalrevisions.
RecordingProcess
Identifytherecordingprocessforinducteeparticipationandprogramcompletion.(Checkallthatapply)Checkedanswers
Mentordocumentshis/herinductee'sinvolvementintheprogram.
Adesignatedadministratorreceives,evaluatesandarchivesallmentorrecords.
School/LEAmaintainsaccuraterecordsofprogramcompletionandprovideacertificateorstatementofcompletiontoeachinducteewhohascompletedtheprogram.
LEAadministratorreceives,tallies,andarchivesallLEAmentorrecords.
CompletionisverifiedbytheLEAChiefExecutiveOfficerontheApplicationforLevel2Certification.
Uncheckedanswers
None.
SpecialEducation
SpecialEducationStudentsTotal students identified: 378
IdentificationMethod
IdentifytheDistrict'smethodforidentifyingstudentswithspecificlearningdisabilities.
TheHuntingdonAreaSchoolDistrictcurrentlyusesthediscrepancymodelforidentifyingstudentswithspecificlearningdisabilities.Ourdistrictensuresthatweaddresswhether
60
thechilddoesnotachieveadequatelyforthechild'sageormeetstateapprovedgradelevelstandardsinoneormoreofthefollowingareas:Oralexpression,listeningcomprehension,writtenexpression,basicreadingskills,readingfluencyskills,readingcomprehension,mathematicscalculations,and/ormathematicsproblemsolving.Ourprocessexamineswhetherachildexhibitsapatternofstrengthsandweaknesses,relativetointellectualabilityasdefinedbyaseverediscrepancybetweenintellectualabilityandachievement,orrelativetoageorgrade,determinednotprimarilyastheresultofotherfactors(visual,hearing,orthopedicdisability,intellectualdisability,emotionaldisturbance,environmentaloreconomicdisadvantage,orlimitedEnglishproficiency).TheHuntingdonAreaSchoolDistrictensuresthatunderachievementinachildsuspectedofhavingaspecificlearningdisabilityisnotduetolackofappropriateinstructioninreadingormathematicsbyconsideringdocumentationthatpriorto,oraspartof,thereferralprocess,thechildwasprovidedscientifically‐basedinstructioninregulareducationsettings,deliveredbyqualifiedpersonnel,asindicatedbyobservationsofroutineclassroominstruction.Repeatedassessmentsofachievementwerealsoconductedatreasonableintervals,reflectingformalassessmentofstudentprogressduringinstruction,whichwasprovidedtothechild'sparents.Ourdistrictensuresthatscreeningorearlyinterveningactivitiesdonotserveasabartotherightofparentstorequestanevaluation,atanytime,includingpriortoorduringtheconductofearlyinterveningactivities.
Enrollment
ReviewtheEnrollmentDifferenceStatus.Ifnecessary,describehowyourdistrictplanstoaddressanysignificantdisproportionalities.
ThedataispubliclyavailableviathePennDatawebsite.Youcanviewyourmostrecentreport.Thelinkis:https://penndata.hbg.psu.edu/PublicReporting/DataataGlance/tabid/2523/Default.aspx
Accordingtothe2013‐2014SpecialEducationDataReport,thepercentofLEAstudentswithEmotionalDisturbance(ED)hasdecreasedsincethelastspecialeducationplanwaswritten.TheLEAcurrentlyexceedsthestatepercentby7.1%andpreviouslyexceededthestatepercentby10.2%.Thereasoning,perourchildstudyteaminterpretation,maybethatourdistrictservicesahighernumberofeconomicallydisadvantagedstudents,withfamilieswithahighunemploymentrate,whichmayresultineconomicstressors,andfamilyinstability.Alsoparentsareoftenreluctanttoobtainprofessionalservicesfortheirchildoutsideoftheschool.Manyofourstudentshaveissuesthataremoreofamentalhealthnatureratherthanemotionaldisturbance,butallfitthecriteriaasfactorsofbehavior,whichaffectastudent'sprogressinschool.ManyofourstudentsthatareidentifiedasEDarealsostudentsthatarepartoftherapeuticfostercareprogramswithinourcountyand/orarealreadyinvolvedinsomesortofoutsidecounselingandintensivetherapyinadditiontotheemotionalsupportservicesthattheschoolprovides.
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ThePupilServicesDepartmentcontinuestoworkwiththeChildandAdolescentSystemServicesPrograms(CASSP)teamandregularlyattendsCASSPmeetingstoalsoencourageparentstoaccessandbewillingtoacceptoutsidecounselingandintensivetherapyinadditiontotheemotionalsupportservicesthattheschoolprovides.WeconsistentlyreviewthedatainthePupilServicesDepartmenttopreventsignificantdisproportionalities.
Non‐ResidentStudentsOversight
1. HowdoestheDistrictmeetitsobligationunderSection1306ofthePublicSchoolCodeasthehostDistrictateachlocation?
2. HowdoestheDistrictensurethatstudentsarereceivingafreeappropriatepubliceducation(FAPE)intheleastrestrictiveenvironment(LRE)?
3. WhatproblemsorbarriersexistwhichlimittheDistrict'sabilitytomeetitsobligationsunderSection1306ofthePublicSchoolCode?
TheHuntingdonAreaSchoolDistrictcurrentlydoesnothaveanyfacilitiesthatoperateunderSection1306guidelines.Intheeventthatafacilitywouldlocatewithinthedistrict,ourdistrictwouldfullycomplywiththerequirementsofIDEA2004andPAChapter14tomeetitsobligationsunderSection1306ofthePublicSchoolCodeasoutlineintheBEC:EducationalProgramsforStudentsinNon‐EducationalPlacements22Pa.CodeSection14.102.Anybarrierswouldbeaddressedthroughcontinuedcollaborativeeffortsbetweenourdistrictand1306facilitiestoensurechildfindandprovisionofFreeAppropriatePublicEducation(FAPE)forstudentswithdisabilities.OurdistrictremainsinvolvedwiththeFAPEforourdistrict'sstudentsthatareplacedinalternatefacilitiesandservicedasaSection1306student.Wecontinuetosupportthehostdistrictwithplanninganddecisionmaking.Ifevaluationsarenecessary,theHuntingdonAreaSchoolDistrictwouldsupportthehostdistrictincompletingtheevaluationanddeterminingifspecialeducationservicesarenecessary.Whenbiologicalfamiliesholdeducationalrights,contactismadewiththefamilytoensurethattheirrightsaresecured.TheHuntingdonAreaSchoolDistrictworkscloselywithoutsideagenciesandfamilies,includingfosterfamilies,tomeettheneedsidentifiedforeachstudent.ThedistrictparticipatesinChildandAdolescentSystemServicesPrograms(CASSP)meetingstoensurethatalltheindividualneedsofthestudentarebeingaddressedandappropriateagencyservicesareutilized.
IncarceratedStudentsOversight
DescribethesystemofoversighttheDistrictwouldimplementtoensurethatallincarceratedstudentswhomaybeeligibleforspecialeducationarelocated,identified,evaluatedandwhendeemedeligible,areofferedafreeappropriatepubliceducation(FAPE).
TheHuntingdonAreaSchoolDistricttakesresponsibilitytoensurethatFAPEisofferedtoeachstudentwhoiseligibleforspecialeducationwithintheHuntingdonCountyJail.
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Specifically,ourdistrictcomplieswithChildFindobligationsofIDEA;utilizesappropriateevaluationproceduresanddiagnostic/screeninginstrumentstodeterminetheeligibilityandeducationalneedsofinmates;implement,timelyreviewand/ordevelopIndividualizedEducationPrograms(IEPs)foreligiblestudentinaccordancewithstateandfederallawsandregulations,includingcompliancewithproceduralsafeguards;andprovideFAPEinconformitywiththeIEP.PresentlytheHuntingdonAreaSchoolDistrictprovidesChildFindservicesbycollaboratingwiththewarden.ThroughscheduledclassesandcommunicationwithpersonnelattheHuntingdonCountyJail,wecontinuetolocate,identify,andevaluatestudentsinneedofaneducation.Thewardenprovidesthedistrictwithaweeklylistofnewstudentslessthan22yearsofage.Weinterviewthestudentanddoaninformalassessmentuponthestudent'sfirstweekofincarcerationandthenfromthatscreeninganevaluationmaybedeemedappropriate.
LeastRestrictiveEnvironment
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.
Asevidencedbythe2013‐2014SpecialEducationDataReport,theHuntingdonAreaSchoolDistrictutilizesspecialeducationclassroomslessthantheSPP/APRTargets.TheIEPteam,withconsiderationofappropriatesupplementaryaidesandservices,remainsthevehiclethatguidesourteammembersindevelopingleastrestrictiveeducationalplacementsforallchildrenwithdisabilities.Theremovalofastudentwithadisabilityfromtheregulareducationenvironmentonlyoccurswheneducationinthatsettingcannotbeachievedsatisfactorilywiththefullrangeofsupplementaryaidesandservices(includingcollaborative,instructional,physical,andsocial‐behavioral);orifthestudentisunabletomakemeaningfulprogressonthegoalsincludedinhis/herIEP.Astudentwithadisabilityisnotremovedfromeducationinageappropriateregularclassroomssolelybecauseof
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neededmodificationsinthegeneraleducationcurriculumorbecauseofthenatureorseverityofthestudent'sdisability.Anappropriateplacementisdeterminedonlyafterconsideringthefullcontinuumofspecialeducationprogramsandservices,alongwithdocumentationandprogressmonitoringdata,thatamorerestrictiveeducationalplacementisdeterminedappropriatebytheIEPteam(i.e.specialclasses,specialschools,homeinstruction,orinstructioninhospitalsandinstitutions).Wehaveimplementedtrainingofinclusivepracticesandspeciallydesignedinstructionforallteachersandparaeducatorsatalllevelsinordertoprovideknowledgeandskillsneededtoteachstudentswithdisabilitiesintheregulareducationenvironment.Co‐teachingisutilizedthroughoutthedistricttomaketheregularcurriculumavailabletoallstudentsandenablethemtoachievetotheirfullacademicpotential.Ongoingtraining/supportforco‐teachingisavailablethroughdistrictadministration,aswellas,theTuscaroraIntermediateUnit11(TIU11).ThedistrictadministrationisalsocurrentlyparticipatingintheCo‐TeachingPLCgrantthroughPaTTANinordertoimprovethedistrict'sco‐teachingmodel.Regularandspecialeducationteacherscollaborateatalllevels,creatingadaptationsforspecialeducationstudentswithintheregularclassroom.Thedistrict'scommitmentisfurtherdemonstratedinourdescriptionofservicesspanningthefullcontinuumofspecialeducationservices.Wehavestudentsreceivingitinerantthroughfull‐timeservices.Ourdistrictalsoprovidesprograms/servicesfortheeducationtostudentsforwhichthereisalowincidencedisability(complexhealthissues,andseverecognitiveimpairments,andautism).Ourservicesprovidestudentswithevidence‐basedinstructionandinterventionswithinappropriateeducationalsettingswithpeers.Placementdecisionsaremadebyagroupofpersons,includingtheparents,andotherpersonsknowledgeableaboutthechild,themeaningoftheevaluationdata,andtheplacementoptions;andaremadeinconformitywiththeLREprovisions.OurdistrictworkscollaborativelywithTIU11stafftoensurethatstudentsutilizeappropriateassistivetechnologydevicessothattheycanmakeadequateprogressintheirleastrestrictiveenvironments.TheHuntingdonSchoolDistrictcurrentlycontractswithapart‐timeBehavioralAnalysttoassistwithVerbalBehavior(VB)curriculumandinstruction,providesupporttothedistrict'sspecialeducationstaffregardingstudents'behaviors,includingassistingstaffwithFunctionalBehavioralAssessments(FBAs)andthedevelopmentofPositiveBehavioralSupportPlans(PBSPs).Duringthe2016‐2017schoolyear,thedistrictisplanningtohireafull‐timepsychologist/behavioralcoach,insteadofcontractingoutsidethedistrict,withtheobjectivetoprovidesupportonamoreconsistentbasis.Asanoutcomeofcompliancemonitoringduringthe2014‐2015schoolyear,thedistrictisonanimprovementplanforstudentseducatedinothersettings.Withthisinmind,ourdistrictmettheSPP/APRTargetsinallareasaccordingtothe2013‐2014SpecialEducationDataReportandwillcontinuetomonitordatatoensurecontinuedcompliance.
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BehaviorSupportServices
1. ProvideasummaryoftheDistrictpolicyonbehavioralsupportservicesincluding,butnotlimitedto,theschoolwidepositivebehaviorsupports(PBS).
2. Describetrainingprovidedtostaffintheuseofpositivebehaviorsupports,de‐escalationtechniquesandresponsestobehaviorthatmayrequireimmediateintervention.
3. IfthedistrictalsohasSchool‐BasedBehavioralHealthServices,pleasediscussit.
OurdistrictisalignedwithallprovisionsofIDEA2004andPa22SchoolCode§14.133inwhichpositive,ratherthannegative,measuresmustformthebasisofbehaviorsupportprogramstoensurethatallstudentsshallbefreefromdemeaningtreatment,theuseofaversivetechniques,andtheunreasonableuseofrestraint.Theuseofrestraintsisconsideredameasureoflastresort,onlytobeusedafterotherlessrestrictivemeasures,includingde‐escalationtechniques.OurdistrictprovidestraininginbothCPINonviolentCrisisInterventionandSafetyCare.IfAlternativeEducationforDisruptiveYouth(AEDY)placementsarediscussed,thedistrictutilizescriteriaforreferralthatisnotjustduetobehavioralordisciplinaryproblems,asAEDYprogramsaredesignedforseriouslyandpersistentlydisruptivestudents.Bylaw,ourdistrictmayreferstudentstoAEDYprogramsonlyiftheydemonstrate,toamarkeddegree,anyofthe7conditions.Theprogramsconsideredenableallstudentstomakenormalacademicprogressandmeettherequirementforgraduationinourdistrict.PlacementinanAEDYprogramisonlyconsideredafterallotheroptionsforimprovingbehaviorhavebeenexhausted.Thisincludestheuseofourschool'sStudentAssistanceProgram(SAP).Schoolwidepositivebehaviorsupports(SWPBS)arecurrentlyimplementedatSouthsideElementarySchool,StandingStoneElementarySchool,andtheHuntingdonAreaMiddleSchoolandwillbeimplementedattheHuntingdonAreaHighSchoolduringthe2016‐2017schoolyear.
IntensiveInteragency/EnsuringFAPE/HardtoPlaceStudents
1. IftheLEAishavingdifficultyensuringFAPEforanindividualstudentoraparticulardisabilitycategory,describetheproceduresandanalysismethodsusedtodeterminegapsinthecontinuumofspecialeducationsupports,servicesandeducationplacementoptionsavailableforstudentswithdisabilities.
2. Includeinformationdetailingsuccessfulprograms,services,educationplacementsaswellasidentifiedgapsincurrentprograms,services,andeducationplacementsnotavailablewithintheLEA.IncludeanoverviewofservicesprovidedthroughinteragencycollaborationwithintheLEA.
3. Discussanyexpansionofthecontinuumofservicesplannedduringthelifeofthisplan.
TheHuntingdonAreaSchoolDistrictensuresthattothemaximumextentappropriate,childrenwithdisabilitiesinpublicorprivateinstitutionsorothercarefacilitiesareeducatedwithnondisabledpeers,andremovalfromtheregulareducationenvironment
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occursonlyifthenatureorseverityofthedisabilityissuchthateducationinregularclasseswithsupplementaryaids/servicescannotbeachievedsatisfactorily.Currently,ourdistrictisnotexperiencingdifficultyensuringFAPEtoanyspecificdisabilitycategory.Programsthroughoutthesurroundingschooldistrictshavebeenidentifiedtohelpsupportstudentswithsevereemotional/behavioralneeds,highlyaggressivestudents,andstudentswhohavemultipledisabilities,whicharenotabletobeappropriatelyaddressedwithintheregularschoolsetting.Placementsarebaseduponthedistrict'scontinuumofspecialeducationservicesthatsupportstheaccesstoafullcontinuumtomeettheneedsofchildrenwithdisabilities.Specialclasses,separateschooling,orotherremovalsfromtheregulareducationalenvironmentoccuronlyifthenatureandseverityofthedisabilityissuchthateducationinregularclasseswiththeuseofsupplementaryaidsandservicescannotbeachievedsatisfactorily;orisunabletomakemeaningfulprogressonthegoalsincludedinthestudent'sIEP.Wedohaveaprocessinplacethataddresseshardtoplacestudents.First,theIEPteammeetstoidentifytheneedsofthestudentanddeterminethatalldistrict'sprogramoptionshavebeenconsidered.ThenthedistrictwillrequestaChildandAdolescentStudentServiceProgram(CASSP)meeting.Atthismeeting,manyagenciescometogethertohelpfacilitateanappropriateplacementandensurethattheneedsofthestudentarebeingaddressed.Onceaplacementisfound,thedistrictschedulesatouroftheplacement,asdesiredbytheparent,andthenholdsanIEPteammeetingtofinalizetheplansandsecurestheplacement.TheCASSPprocesshasbeensuccessfulinlocatingfacilitiesandprogramsforstudentsforwhomithasbeendifficulttoprovideFAPE.OngoingCASSPmeetingsareheldonaregularbasistodiscusstransitionalservicesinhopesthateachstudentplacedwillbeabletoreturntothehomeschool.Currentlythedistrictcontractsapart‐timebehavioralanalysttoensurestudents'socialandemotionalneedsarebeingaddressedandtoassistwithincreasingstudents'appropriatebehaviors.Duringthe2016‐2017schoolyear,thedistrictisplanningtoexpandthepart‐timepsychologistpositiontoafull‐timepositionofpsychologist/behavioralcoachratherthancontractingforabehavioralanalyst.Thegoalistobetteraddressstudents'behavioralneedsbyhavingastaffmemberwithinthedistrictconsistently,tobetterensurestudents'socialandemotionalneedsarebeingaddressedandtoassistwithincreasingstudents'appropriatebehaviors.
StrengthsandHighlights
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Describethestrengthsandhighlightsofyourcurrentspecialeducationservicesandprograms.Includeinthissectiondirectionsonhowthedistrictprovidestrainingsforstaff,facultyandparents.
Ourdistricttakesprideinmakingallstudentsandtheirfamiliesfeelwelcomebyrespectingalllearningabilities.Weprovideindividualizededucationprogramswithappropriatesupplementalaidesandserviceswhichenablestudentstobeeducatedintheleastrestrictiveenvironmentwiththeirnon‐disabledpeersintheregulareducationclassroomstothemaximumextentappropriate.Ourspecialeducationdepartmenthasastrongco‐teachingpartnershipthroughoutourdistrictateachleveltoensurethatourstudentsareeducatedintheleastrestrictiveenvironment.AccordingtotheSpecialEducationDataReport,approximately69.1%ofourstudentsreceivetheireducationfullyincludedwithintheregularclassroomenvironment.Thisiscomparedtothestateaverageof61%andtheStatePerformancePlanTargetof65%.Ongoingtraining/supportforco‐teachingisavailablethroughthedistrictadministrationandtheTuscaroraIntermediateUnit11(TIU11)staff.ThedistrictadministrationiscurrentlyparticipatingintheCo‐teachingPLCgrantthroughPaTTANinordertoimproveourco‐teachingdeliveryandinstruction.OurdistrictreviewsourresearchbaseddirectinstructionprogramstomakesurethatallarealignedtothePACoreStandardsandmeetingtheneedsofourstudentswithdisabilities.Ourdistrictencouragesprofessionaldevelopmentforourspecialeducationstaffthroughmonthlyspecialeducationfacultymeetings,Act80Daytrainings,ProfessionalDevelopmentdays,viewingofwebinars,attendanceatnetworkingmeetings,attendanceatconferences,andenrollmentincollegecourses.Ourdistrictutilizesadistrictwideprogressmonitoringprogramthatenablesthespecialeducationstafftoeffectivelymonitorstudents'progressontheirgoalsinatimeefficientmanner.Thedistrictprovidesservicestostudentswithlowincidencedisabilitiesthroughoutthedistrict,ages5‐21.TheHuntingdonSchoolDistrictcurrentlycontractsapart‐timebehavioralanalysttobeaVBcurriculumcoach,providesupporttothedistrict'sspecialeducationstaffregardingstudentbehaviors,includingassistingstaffwithFunctionalBehavioralAssessments(FBAs)andthedevelopmentofPositiveBehavioralSupportPlans(PBSPs).Duringthe2016‐2017schoolyear,thedistrictisplanningtoexpandthedistrict'spart‐timepsychologistpositiontoafull‐timepsychologist/behavioralcoachpositioninordertoprovidebehavioralservicesmoreconsistently.ThedistrictannuallyprovidesthestafftraininginNonviolentCrisisIntervention(CPI)trainingandSafetyCare.Itshouldbenotedthatstaffaregiventheopportunitytoselectwhichtrainingtheyattend,eitherCPIorSafetyCare.TheuseoftheChildStudyTeamhasproventobeeffectiveinmeetingtheFederalRegulationinregardstoChapter14,aswellas,acomponentofResponsetoIntervention.TheCSTisgroupofprofessionalswhoprovidesconsultative,evaluative,andprescriptiveservicestoparentsandstudents.TheCSTencompassesparent(s),aregulareducation
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teacher,specialeducationteacher,schoolpsychologist,buildingadministrator,guidancecounselor,theDirectorofPupilServicesand/orAssistantDirectorofPupilServices.Thedistrict'stherapist(s):occupational,speech/language,and/orphysicaltherapist,aswellas,consultantsmayalsoparticipateasdeemednecessary.AnyagencyrepresentativesthatareinvolvedwiththechildarealsoinvitedtobeamemberoftheCSTprocess.Theseindividualsprovideavarietyofservicestothestaff,parents,andstudents.Servicesincludechildfind(Chapter14.121),intervention,consultation,identification,assessment(Chapter14.123),programplanning(Chapter14.131),educationalplacement(Chapter14.155),programdevelopmentandin‐serviceeducation.Oneofourgreateststrengthsisinthepositiverelationshipsthatweexperiencewithourcommunityagenciesandmentalhealthserviceproviders.Ourcollaborationisessentialinensuringafreeappropriatepubliceducationformanyofourstudentswithdisabilities.Weareknowledgeableabouttheofferingsofallofourlocalagenciesandworkhardtofostertheserelationships,sothattogetherasacommunitywecanofferadditionalservicesandsupportsforourstudents.Thedistricthasanexcellentworkingrelationshipwiththelocalpre‐Kprogramsinthecommunitytoensurethatthetransitiontokindergartenisaneasyone.Eachyear(January/February),thedistrictrepresentativesmeetwithearlyinterventionstaffandparentstoplanforthetransitionofeachchildcomingtokindergartenthefollowingyear.Afterthestudentisregisteredforkindergarten,theIEPteammeetstodevelopanappropriateschool‐agedIEPforthestudenttoensureaseamlesstransitionintokindergarten.Thedistrictalsoarrangestransitionmeetingswithinthedistrictforeachgradeleveltransitioningtoanewbuilding.Studentsareabletovisittheirnewbuildings,takeatour,andaskquestionsabouttheirupcomingschoolyear.Thestudentsaregiventheopportunitytovisitthebuildingmultipletimesifnecessaryinordertorelieveanxietyaboutthetransition.Whenfeasible,specialeducationcasemanagersmeetwithnextyear'scasemanagerstoexchangeinformationregardingeachindividualstudent.Ourdistrictalsoincludesafullcontinuumofsupportoptionsforstudentsincluding:learningsupport,autisticsupport,emotionalsupport,lifeskillssupport,blindandvisuallyimpairedsupport,deaforhearingimpairedsupport,multipledisabilitiessupport,physicalsupport,and/orspeechandlanguagesupport.Ourdistrictalsohasworkedtoestablishastrongcommunity‐basededucationandworkexperience(ex:JuniataCollege,WestminsterWoods,MealsonWheels,andtheSpecialNeedsAthleticAssociationofHuntingdonCounty).Studentsregularlyvolunteeratcommunitybusinesses.Othercommunity‐basedinstructionoccursinstores,restaurants,andduringparticipationinleisureactivitieswhichareprovidedbythedistrict.Transitionagedstudentswithdisabilitiesthat,upongraduation,arepreparingtobeemployedthroughagencies,suchasSKILLSofCentralPennsylvania,maybegrantedaperiodoftimeduringtheirsenioryeartoworkatthefacilitysothataseamlesstransitioncanbemade.OurdistrictalsoworkswiththeOfficeofVocationalRehabilitation(OVR)andServiceAccessManagement(SAM)toschedulemeetingswithparentsandstudentssothattheyareabletoobtainagencysupportandfundingupongraduation.Eachstudentagefourteenandoverhasanindividualtransitionfolderthatfollowshim/her
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fromgradetogradeprovidinghim/herwithaframeworkforclassscheduling,careerexploration,andplanningforpostsecondaryoptions.Thestudentandthecasemanagerupdatethistransitionportfolioatleastannually.Theschooldistrict'sAssistantDirectorofPupilServicesattendsTransitionCoordinatingCouncil(TCC)meetingstoreceiveupdatedinformation/resourcesrelatedtotransitionservicesanddisseminatesittospecialeducationfaculty.ThedistrictalsohasanAmeri‐Corpsworkerwhoworksdirectlywiththestudentscompletingtransitionactivities,services,surveys,assessments,post‐secondaryeducationresearch,graduationrequirements,and/orpreparingstudentstobemoremarketable(e.g.,improvingtheirinterviewingskills,teachingthemhowtocompletejobapplications,assistingthemwiththepreparationofaresume,andalsohelpingthemtoincreasetheirself‐determinationskillsandself‐advocacyskills).TheAmeri‐Corpsmemberiskeyincommunicatingwithparents,students,andagenciesintransitionactivities.Ourstaffconsistsoftwenty‐fivecertifiedandhighlyqualifiedspecialeducationteachers,twofull‐timespeechtherapists,onefull‐timeoccupationaltherapist,andonepart‐timephysicaltherapist.OurdistrictalsoutilizesTuscaroraIntermediateUnitservicesforapart‐timespeechtherapist,part‐timeteacherofvisuallyimpaired,andapart‐timeteacherofdeaf/hearingimpaired.InadditiontotheDirectorandAssistantDirector,thedistricthasonefull‐timeadministrativeassistanttoassistindatamanagement,compliancereporting,andAccesscoordination.Ourdistrictalsohas36highlyqualifiedparaeducators.Ourdistrictoffers,freeofcosttoallparaeducators,theopportunitytoearntherequiredtwentyhoursofprofessionaldevelopmentasperChapter14.Ourdistrictplanstocontinuetoofferparenttrainingseachyearbasedonparentneedasdeterminedthroughtheparentsurveypostedonthewebsite.Trainingtopicscouldincludetransition,behaviorsupport,postsecondaryoptionsforstudentswithlearningdisabilities,autism,reading,mathematics,howtoaccesscommunitysupportservices,andChapter14includingtheIEPprocess.
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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)
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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.
24P.S.§1306and§1306.2FacilitiesTherearenofacilities.
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LeastRestrictiveEnvironmentFacilitiesFacilityName TypeofFacility TypeofService Numberof
StudentsPlacedWesternPASchoolfortheBlindChildren
ApprovedPrivateSchools
EducationforBlindChildren
*
NHSSchool Other AutisticSupport/EmotionalSupport
*
SoaringHeightsSchool Other AutisticSupport *PathwaysAdolescentCenter Other ResidentialTreatment
Facility*
BradleyCenter Other ResidentialTreatmentFacility
*
SilverSpringsMartinLutherSchool
Other ResidentialTreatmentFacility
*
AdelphoiKettererCharterSchool Other ResidentialTreatmentFacility
*
DiversifiedTreatmentAlternativesEducationalProgram(DTA)
Other ResidentialTreatmentFacility
*
HuntingdonCountyCareerandTechnologyCenter
Other CareerandTechnicalEducation
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*There are less than 11 students in the group/subgroup; therefore, data is not publicly displayed to protect student confidentiality.
SpecialEducationProgramProfileProgram Position #1 ‐ Proposed Program
Operator: School District
PROPOSED PROGRAM INFORMATION
Type: Position
Implementation Date: July 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 LearningSupport 6to9 12 0.35Locations: Southside AnElementarySchool AbuildinginwhichGeneralEducation
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Building programsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 5to9 5 0.65
Justification:Groupingofstudentscomplieswithagerangerequirements.Locations: Southside AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #2 ‐ Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 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 LearningSupport 9to12 14 0.4Locations: Southside AnElementarySchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 9to12 3 0.6
Locations: Southside AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #3 ‐ Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 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 EmotionalSupport 5to11 8 0.5Justification:GroupingofstudentscomplieswithagerangerequirementsLocations: Southside AnElementarySchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
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TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 6to11 4 0.5
Justification:GroupingofstudentscomplieswithagerangerequirementsLocations: Southside AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #4 ‐ Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 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
5to12 43 0.75
Justification:GroupingofstudentscomplieswithagerangerequirementsLocations: Southside AnElementarySchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport
LevelofSupport AgeRange Caseload FTE
Itinerant SpeechandLanguageSupport
5to12 8 0.25
Justification:GroupingofstudentscomplieswithagerangerequirementsLocations: StandingStone AnElementarySchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #5 ‐ Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 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 LearningSupport 6to9 10 0.35Locations: StandingStone AnElementarySchool AbuildinginwhichGeneralEducation
74
Building programsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 6to9 5 0.65
Locations: StandingStone AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #6 ‐ Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 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 LearningSupport 9to12 11 0.35Locations: StandingStone AnElementarySchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 9to12 4 0.65
Locations: StandingStone AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #7 ‐ Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 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
Supplemental(LessThan80%butMoreThan20%)
LifeSkillsSupport 5to9 5 1
Justification:AgerangeexceptiondeterminedappropriatebytheIEPteamandjustifiedintheIEP.Locations: StandingStone AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
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Program Position #8 ‐ Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 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
Supplemental(LessThan80%butMoreThan20%)
LifeSkillsSupport 7to10 5 1
Locations: StandingStone AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #9 ‐ Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 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 AutisticSupport 5to11 6 0.75Justification:GroupingofstudentscomplieswithagerangerequirementsLocations: StandingStone AnElementarySchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport
LevelofSupport AgeRange Caseload FTE
Itinerant EmotionalSupport 6to11 5 0.25Justification:GroupingofstudentscomplieswithagerangerequirementsLocations: StandingStone AnElementarySchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #10 ‐ Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 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.
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PROGRAM SEGMENTS
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 6to11 6 0.5Justification:GroupingofstudentscomplieswithagerangerequirementsLocations: SouthsideElementary
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 6to11 6 0.5Justification:GroupingofstudentscomplieswithagerangerequirementsLocations: StandingStoneElementary
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #11 ‐ Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 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 56 1
Justification:GroupingofstudentscomplieswithagerangerequirementsLocations: StandingStone AnElementarySchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #12 ‐ Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 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
Supplemental(LessThan80%butMoreThan20%)
LifeSkillsSupport
10to14 8 1
Locations: HuntingdonAreaMiddleSchool AMiddleSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
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Program Position #13 ‐ Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 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 LearningSupport 10to13 9 0.3Locations: HuntingdonAreaMiddleSchool
AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport
AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport
10to10 1 0.7
Locations: HuntingdonAreaMiddleSchool AMiddleSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #14 ‐ Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 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 LearningSupport 11to14 15 0.5Locations: HuntingdonAreaMiddleSchool
AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport
AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport
12to13 2 0.5
Locations: HuntingdonAreaMiddleSchool AMiddleSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #15 ‐ Proposed Program
Operator: School District
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PROPOSED PROGRAM INFORMATION Type: Position Implementation Date: July 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 LearningSupport 12to15 12 0.5Locations: HuntingdonAreaMiddleSchool
AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport
AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport
12to13 3 0.5
Locations: HuntingdonAreaMiddleSchool AMiddleSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #16 ‐ Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 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 EmotionalSupport 11to15 19 1Locations: HuntingdonAreaMiddleSchool
AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #17 ‐ Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 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
Supplemental(LessThan80%butMoreThan20%)
LifeSkillsSupport 14to18 10 1
Locations:
79
HuntingdonAreaHighSchool ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #18 ‐ Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 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 EmotionalSupport 14to18 18 0.5Locations: HuntingdonAreaHighSchool
ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 15to17 3 0.5
Locations: HuntingdonAreaHighSchool ASeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #19 ‐ Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 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 LearningSupport 13to15 15 0.5Locations: HuntingdonAreaHighSchool
ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 13to14 2 0.5
Locations: HuntingdonAreaHighSchool ASeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #20 ‐ Proposed Program
Operator: School District
80
PROPOSED PROGRAM INFORMATION Type: Position Implementation Date: July 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 LearningSupport 14to16 2 0.5Locations: HuntingdonAreaHighSchool
ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 14to18 5 0.5
Locations: HuntingdonAreaHighSchool ASeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #21 ‐ Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 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 LearningSupport 15to18 14 0.5Locations: HuntingdonAreaHighSchool
ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 16to16 1 0.5
Locations: HuntingdonAreaHighSchool ASeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #22 ‐ Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016
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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 LearningSupport 15to16 2 0.5Locations: HuntingdonAreaHighSchool
ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 13to17 8 0.5
Locations: HuntingdonAreaHighSchool ASeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #23 ‐ Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 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 LearningSupport 17to19 18 1Locations: HuntingdonAreaHighSchool
ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #24 ‐ Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 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 LearningSupport 15to17 9 0.5Locations: HuntingdonAreaHighSchool
ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
82
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 15to16 3 0.5
Locations: HuntingdonAreaHighSchool ASeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #25 ‐ Proposed Program
Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 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 BlindorVisuallyImpairedSupport
8to8 1 0.02
Locations: Southside AnElementarySchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant BlindorVisuallyImpairedSupport
12to13 3 0.06
Locations: HuntingdonAreaMiddleSchool
AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #26 ‐ Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016
PROGRAM SEGMENTS
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
EmotionalSupport 7to12 4 0.5
Justification:Groupingofstudentscomplieswithagerangerequirements.Locations: StandingStone AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 6to11 5 0.5
Justification:GroupingofstudentscomplieswithagerangerequirementsLocations: StandingStone AnElementary AbuildinginwhichGeneral
83
SchoolBuilding Educationprogramsareoperated
Program Position #27 ‐ Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 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 LearningSupport 12to13 2 0.25Locations: HuntingdonAreaMiddleSchool
AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport
AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport
10to14 11 0.75
Locations: HuntingdonAreaMiddleSchool AMiddleSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #28 ‐ Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 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 LearningSupport 10to12 10 1Locations: HuntingdonAreaMiddleSchool
AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #29 ‐ Proposed Program
Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 21, 2016
PROGRAM SEGMENTS
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant SpeechandLanguageSupport
10to14 29 0.45
84
Justification:GroupingofstudentscomplieswithagerangerequirementsLocations: HuntingdonAreaMiddleSchool
AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant SpeechandLanguageSupport
15to18 4 0.07
Locations: HuntingdonAreaHighSchool
ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #30 ‐ Proposed Program
Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016
PROGRAM SEGMENTS
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant DeafandHearingImpairedSupport
14to14 1 0.02
Locations: HuntingdonAreaHighSchool
ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
SpecialEducationSupportServicesSupportService Location Teacher
FTEDirectorofPupilServices DistrictWide 1Psychologist DistrictWide 1OccupationalTherapist Districtwidesupport 1Paraeducator SouthsideElementary 2LPN/Paraeducator SouthsideElementary 0.71Paraeducator StandingStoneElementary 17LPN/Paraeducator StandingStoneElementary 1Paraeducator HuntingdonAreaHighSchool 6Paraeducator HuntingdonAreaMiddle
School7
LPN/Paraeducator HuntingdonAreaMiddleSchool
1
PhysicalTherapy DistrictWideSupport 0.2Paraeducator NHSStateCollege 1AssistantDirectorofPupilServices DistrictWide 1Psychologist/BehavioralCoach DistrictWide 1
85
AdministrativeAssistantforPupilServicesDepartment
DistrictWide 1
SpecialEducationContractedServicesSpecialEducationContractedServices Operator AmtofTimeperWeek
BehavioralAnalyst OutsideContractor 2DaysHearingTherapy IntermediateUnit 5MinutesVisionSupportServices IntermediateUnit 1.5HoursSpeechandLanguageTherapist IntermediateUnit 2DaysOrientationandMobility IntermediateUnit 25MinutesPCAatoutofdistrictLRE OutsideContractor 5Days
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NeedsAssessment
RecordSchoolPatterns
Question:Afterreviewingschoollevelaccomplishmentsandsystemicchallenges,whatpatternscanyouidentifyamongyourschools?
Whatotherinformationdoyoustillneedtoassess?
Answer:Themainfocusoftheschooldistrictwillbebasedonthesystemicchallengesthatwereidentifiedduringourcomprehensiveplanningreview.Ofthe7areasidentified,thefocuswillbeonastandardsalignedcurriculumforallschoolsandallstudents,aconsistentimplementationofeffectiveresearchbasedinstructionalpractices,professionaldevelopmentthatfocused,comprehensiveandmeetstheneedsofeveryindividualintheschoolsystem(teachers,paraeducators,custodians,maintenance,cafeteria,secretaries,technicians,substitutes),communitypromotionandenhancementofasharedvision,positiveschoolclimateandstudentparticipation,andfinallyensuresstaffmembersineveryschoolusestandardsalignedassessmentstomonitorstudentachievementandadjustinstructionalpractices.
DistrictAccomplishments
Accomplishment#1:
Technology‐
Verystrongandreliablewiredandwirelessnetwork,recentlyupgradedtosupportadditionalstudentdevices
RecentadditionoftheIPAD/Chromebookcartshasincreasedtechnologyavailability
Highuseofavailabletechnologies.
Programsandsystemsinplacetohouseandanalyzedataandinformation(i.e.RTIIform&IEPWriter)
87
Accomplishment#2:EmetricDatareflectsfromthe2015Assessment:
Grades3
exceededthestateaverage:
ontheELA&MathematicsPSSA.
inVocabulary&LiteratureTextontheELAPSSA.
inNumbersandOperationsinBaseTenandMeasurementandDataontheMathematicsPSSA.
Grade5exceeded:
thedistrictaverageontheELAPSSA.
thestateaverageinVocabulary,TypesofWriting,&LanguageontheELAPSSA.
thestateaverageinGeometryontheMathematicsPSSA.
SouthsideElementary
Scienceperformanceexceededthestateaveragebymorethan11%.Thisreflectsa6%increaseover2014.
ELAperformancewaswithin1%ofthestateaverage.
Mathperformancewaswithin1/2%ofthestateaverageinMathematics.
StudentsperformedhigherontheKeystoneExamswhencurrentlyenrolledinthecourse.
HighSchoolSpecificData:
Spring2015‐
9thgraders‐100%proficientoradvanced(Studentsenrolled)
10thgraders‐58.5%proficientoradvanced(Studentsenrolled)
11thgraders‐10%proficientoradvanced(Studentsnotenrolledinthecourse)
Accomplishment#3:PVAASbasedonthe2015Data:
88
Grade4inReading/ELAillustratedthat3/5ofthegroupshowedevidencewhattheschoolmetthestandardforPAAcademicGrowth.
Grade5showedevidencethattheentiregroupmetthestandardforPAAcademicGrowth.
TheGrade5three‐yearrollingaverageforgrowthinMathematicsandReadingELAshowedsignificantevidencethattheschoolexceededthestandardforPAAcademicGrowth.
MiddleSchool
AccordingtothePVAASdatafor2015,allperformancelevels(belowbasic,basic,proficient,andadvanced)showedgrowthontheSCIENCEandReadingPSSAs.
Accomplishment#4:PAAYP/NCLBreportcardindicates:
Subgroupsimprovements:
Economicallydisadvantagedstudentsingrade4reading(79%),grade7math(78%),grade8math(80%)8reading(71%)improvedfrom2010‐11to2011‐12.
IEPstudentsingrade8math(63%)
Sciencegrade4(85%)hadthehighestsciencescore
Accomplishment#5:AccordingtotheSpecialDataReport
ourstudentswithIEPachievea94%graduationratecomparedtothestategraduationrateof93%.
MiddleSchool:
TheLEAhasahigherpercentageforthenumberofstudentswhospend80%ormoreoftheirtimeinsidearegularclassthanthestateaverage.
Accomplishment#6:AccordingtotheSPPReport:
HuntingdonAreaHighSchoolhasahigherSPP,71.6,thananyotherHuntingdonCountySchools(Mt.Union,JuniataValley,andSouthernHuntingdon).
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DistrictConcerns
Concern#1:Technologyreport:
LackoftechnologicaldevicesandaccessibilitytostudentsandstaffislowattheHighSchool.
InstructionforbothteachersandstudentsindigitalcitizenshipislowatSouthsideElementary.
StandingStoneElementaryreport:
HandlingBYODdevicesinasecuremanner
Teacher/studenttrainingonnewersoftware
LackoftechnologybasedcurriculumfocusingonPABusiness,Computer,&InformationTechnologyStandards.
Concern#2:2015PVAASdata:
2015KeystonesExamsreflectedAlgebraandLiteraturescoreshavenegativegrowthandnegativeachievement.
Literature‐ModerateevidencethatthedistrictdidnotmeetthestandardforPAAcademicGrowth‐3.3
Algebra‐ModerateevidencethattheschooldidnotmeetthestandardforPAAcademicGrowth‐3.3
MiddleSchoolData:
MathPSSAscoresdidshownotgrowthorachievement.
SouthsideElementary
WhileFourthGradestudentsoverallperformedatorabovethestandardforgrowth,thelowesttwoquintiledidnotmeetthisstandardinScience.
WhileallFifthGradequintilemetorexceededgrowthstandardsinELA,moststudentsdidnotmeetthisstandardinMath.Overall,thereissignificantevidencethatthisgroupdidnotmeetthestandardforgrowth.
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StandingStoneElementary
Grade4three‐yearaverageofgrowthinallareas,Mathematics,ELAandScience,showssignificantevidencethattheschooldidnotmeetthestandardforPAAcademicGrowth.
Grade42015growthdataindicatedsignificantevidencethattheschooldidnotmeetthestandardforPAAcademicGrowthinareasofScienceandMathematics,withmoderateevidenceinReadingthattheschooldidnotmeetthestandardforPAAcademicGrowth.
Grade5growthdataindicatesthatthelowestachievementgroupinmathematicsshowssignificantevidencethattheschooldidnotmeetthestandardforPAAcademicGrowth.
Concern#3:2015EmetricDataReview:
MiddleSchool
EconomicallyDisadvantageandIEPstudentshavealargepopulationofbelowbasicandasmalltononepopulationofadvanced.
SouthsideElementary:
Thirdgrade(56.1)didnotmeetorexceedthestateaverage(62.0)inELA.
Fifthgrade(58.0)didnotmeetorexceedthestateaverage(61.8)inELA.
Thirdgrade(31.6)didnotmeetorexceedthestateaverage(48.5)inMath.
Fifthgrade(28.0)didnotmeetorexceedthestateaverage(42.8)inMath.
HistoricallyunderperformingstudentsperformedbelowbothschoolandstateaveragesinMath,ELAandScience.
InELAandMath,theonlysubgroupthatwasnotbelowthestateaveragewasfemales.
StandingStoneElementary
Thirdgrade:
ELAresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:Craft&Structure/IntegrationofKnowledgeandIdeas,TypesofWriting,LanguageandInformationalText.
91
Mathematicsresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:Operations&AlgebraicThinking&Geometry.
Fourthgrade:
ELA,Mathematics&Scienceresultsdidnotmeetthedistrictorstateaverages.
ELAresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:KeyIdeas&Details,Craft&Structure/IntegrationofKnowledgeandIdeas,VocabularyAcquisitionandUse,TypesofWriting,Language,Text‐DependentAnalysis,LiteratureText,andInformationalText.
Mathematicsresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:Numbers&OperationsinBaseTen,Numbers&Operations‐Fractions,Operations&AlgebraicThinking,Geometry,andMeasurement&Data.
Scienceresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:TheNatureofScience,BiologicalSciences,PhysicalSciences,andEarth&SpaceSciences.
Fifthgrade:
ELA&Mathematicsresultsdidnotmeetthestateaverage.
ELAresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:KeyIdeas&Details,Craft&Structure/IntegrationofKnowledgeandIdeas,Text‐DependentAnalysis,LiteratureText,andInformationalText.
Mathematicsresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:Numbers&OperationsinBaseTen,Numbers&Operations‐Fractions,Operations&AlgebraicThinking,andMeasurement&Data.
Disparityfromsubjectsandgroupstherewereconcernsinthefollowingareas:
ThefollowingsubgroupsperformedlowerthantheschoolaverageontheELAPSSA:HistoricallyUnderperforming,IEP,ELL,EconomicallyDisadvantaged,maleandmultiracialstudents.
ThefollowingsubgroupsperformedlowerthantheschoolaverageontheMathematicsPSSA:HistoricallyUnderperforming,IEP,ELL,EconomicallyDisadvantaged,female,Hispanic,andmultiracialstudents.
Thefollowingsubgroupsperformedlowerthantheschoolaverageonthe4thGradeSciencePSSA:HistoricallyUnderperforming,IEP,ELL,EconomicallyDisadvantagedandmale.
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Concern#4:
Attendanceatschool‐sponsoredacademictrainingsoreventsbyparentsislow.
PrioritizedSystemicChallenges
SystemicChallenge#1(GuidingQuestion#1)Establishadistrictsystemthatfullyensuresconsistentimplementationofstandardsalignedcurriculaacrossallschoolsforallstudents.
AlignedConcerns:
2015PVAASdata:
2015KeystonesExamsreflectedAlgebraandLiteraturescoreshavenegativegrowthandnegativeachievement.
Literature‐ModerateevidencethatthedistrictdidnotmeetthestandardforPAAcademicGrowth‐3.3
Algebra‐ModerateevidencethattheschooldidnotmeetthestandardforPAAcademicGrowth‐3.3
MiddleSchoolData:
MathPSSAscoresdidshownotgrowthorachievement.
SouthsideElementary
WhileFourthGradestudentsoverallperformedatorabovethestandardforgrowth,thelowesttwoquintiledidnotmeetthisstandardinScience.
WhileallFifthGradequintilemetorexceededgrowthstandardsinELA,moststudentsdidnotmeetthisstandardinMath.Overall,thereissignificantevidencethatthisgroupdidnotmeetthestandardforgrowth.
StandingStoneElementary
Grade4three‐yearaverageofgrowthinallareas,Mathematics,ELAandScience,showssignificantevidencethattheschooldidnotmeetthestandardforPAAcademicGrowth.
Grade42015growthdataindicatedsignificantevidencethattheschooldidnotmeetthestandardforPAAcademicGrowthinareasofScienceandMathematics,withmoderateevidenceinReadingthattheschooldidnotmeetthestandardforPAAcademicGrowth.
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Grade5growthdataindicatesthatthelowestachievementgroupinmathematicsshowssignificantevidencethattheschooldidnotmeetthestandardforPAAcademicGrowth.
2015EmetricDataReview:
MiddleSchool
EconomicallyDisadvantageandIEPstudentshavealargepopulationofbelowbasicandasmalltononepopulationofadvanced.
SouthsideElementary:
Thirdgrade(56.1)didnotmeetorexceedthestateaverage(62.0)inELA.
Fifthgrade(58.0)didnotmeetorexceedthestateaverage(61.8)inELA.
Thirdgrade(31.6)didnotmeetorexceedthestateaverage(48.5)inMath.
Fifthgrade(28.0)didnotmeetorexceedthestateaverage(42.8)inMath.
HistoricallyunderperformingstudentsperformedbelowbothschoolandstateaveragesinMath,ELAandScience.
InELAandMath,theonlysubgroupthatwasnotbelowthestateaveragewasfemales.
StandingStoneElementary
Thirdgrade:
ELAresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:Craft&Structure/IntegrationofKnowledgeandIdeas,TypesofWriting,LanguageandInformationalText.
Mathematicsresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:Operations&AlgebraicThinking&Geometry.
Fourthgrade:
ELA,Mathematics&Scienceresultsdidnotmeetthedistrictorstateaverages.
ELAresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:KeyIdeas&Details,Craft&Structure/IntegrationofKnowledgeandIdeas,VocabularyAcquisitionandUse,TypesofWriting,Language,Text‐DependentAnalysis,LiteratureText,andInformationalText.
Mathematicsresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:Numbers&OperationsinBaseTen,Numbers&Operations‐Fractions,Operations&AlgebraicThinking,Geometry,andMeasurement&Data.
94
Scienceresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:TheNatureofScience,BiologicalSciences,PhysicalSciences,andEarth&SpaceSciences.
Fifthgrade:
ELA&Mathematicsresultsdidnotmeetthestateaverage.
ELAresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:KeyIdeas&Details,Craft&Structure/IntegrationofKnowledgeandIdeas,Text‐DependentAnalysis,LiteratureText,andInformationalText.
Mathematicsresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:Numbers&OperationsinBaseTen,Numbers&Operations‐Fractions,Operations&AlgebraicThinking,andMeasurement&Data.
Disparityfromsubjectsandgroupstherewereconcernsinthefollowingareas:
ThefollowingsubgroupsperformedlowerthantheschoolaverageontheELAPSSA:HistoricallyUnderperforming,IEP,ELL,EconomicallyDisadvantaged,maleandmultiracialstudents.
ThefollowingsubgroupsperformedlowerthantheschoolaverageontheMathematicsPSSA:HistoricallyUnderperforming,IEP,ELL,EconomicallyDisadvantaged,female,Hispanic,andmultiracialstudents.
Thefollowingsubgroupsperformedlowerthantheschoolaverageonthe4thGradeSciencePSSA:HistoricallyUnderperforming,IEP,ELL,EconomicallyDisadvantagedandmale.
SystemicChallenge#2(GuidingQuestion#2)Establishadistrictsystemthatfullyensurestheconsistentimplementationofeffectiveinstructionalpracticesacrossallclassroomsineachschool.
AlignedConcerns:
2015PVAASdata:
2015KeystonesExamsreflectedAlgebraandLiteraturescoreshavenegativegrowthandnegativeachievement.
Literature‐ModerateevidencethatthedistrictdidnotmeetthestandardforPAAcademicGrowth‐3.3
Algebra‐ModerateevidencethattheschooldidnotmeetthestandardforPAAcademicGrowth‐3.3
MiddleSchoolData:
95
MathPSSAscoresdidshownotgrowthorachievement.
SouthsideElementary
WhileFourthGradestudentsoverallperformedatorabovethestandardforgrowth,thelowesttwoquintiledidnotmeetthisstandardinScience.
WhileallFifthGradequintilemetorexceededgrowthstandardsinELA,moststudentsdidnotmeetthisstandardinMath.Overall,thereissignificantevidencethatthisgroupdidnotmeetthestandardforgrowth.
StandingStoneElementary
Grade4three‐yearaverageofgrowthinallareas,Mathematics,ELAandScience,showssignificantevidencethattheschooldidnotmeetthestandardforPAAcademicGrowth.
Grade42015growthdataindicatedsignificantevidencethattheschooldidnotmeetthestandardforPAAcademicGrowthinareasofScienceandMathematics,withmoderateevidenceinReadingthattheschooldidnotmeetthestandardforPAAcademicGrowth.
Grade5growthdataindicatesthatthelowestachievementgroupinmathematicsshowssignificantevidencethattheschooldidnotmeetthestandardforPAAcademicGrowth.
2015EmetricDataReview:
MiddleSchool
EconomicallyDisadvantageandIEPstudentshavealargepopulationofbelowbasicandasmalltononepopulationofadvanced.
SouthsideElementary:
Thirdgrade(56.1)didnotmeetorexceedthestateaverage(62.0)inELA.
Fifthgrade(58.0)didnotmeetorexceedthestateaverage(61.8)inELA.
Thirdgrade(31.6)didnotmeetorexceedthestateaverage(48.5)inMath.
Fifthgrade(28.0)didnotmeetorexceedthestateaverage(42.8)inMath.
HistoricallyunderperformingstudentsperformedbelowbothschoolandstateaveragesinMath,ELAandScience.
InELAandMath,theonlysubgroupthatwasnotbelowthestateaveragewasfemales.
StandingStoneElementary
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Thirdgrade:
ELAresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:Craft&Structure/IntegrationofKnowledgeandIdeas,TypesofWriting,LanguageandInformationalText.
Mathematicsresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:Operations&AlgebraicThinking&Geometry.
Fourthgrade:
ELA,Mathematics&Scienceresultsdidnotmeetthedistrictorstateaverages.
ELAresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:KeyIdeas&Details,Craft&Structure/IntegrationofKnowledgeandIdeas,VocabularyAcquisitionandUse,TypesofWriting,Language,Text‐DependentAnalysis,LiteratureText,andInformationalText.
Mathematicsresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:Numbers&OperationsinBaseTen,Numbers&Operations‐Fractions,Operations&AlgebraicThinking,Geometry,andMeasurement&Data.
Scienceresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:TheNatureofScience,BiologicalSciences,PhysicalSciences,andEarth&SpaceSciences.
Fifthgrade:
ELA&Mathematicsresultsdidnotmeetthestateaverage.
ELAresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:KeyIdeas&Details,Craft&Structure/IntegrationofKnowledgeandIdeas,Text‐DependentAnalysis,LiteratureText,andInformationalText.
Mathematicsresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:Numbers&OperationsinBaseTen,Numbers&Operations‐Fractions,Operations&AlgebraicThinking,andMeasurement&Data.
Disparityfromsubjectsandgroupstherewereconcernsinthefollowingareas:
ThefollowingsubgroupsperformedlowerthantheschoolaverageontheELAPSSA:HistoricallyUnderperforming,IEP,ELL,EconomicallyDisadvantaged,maleandmultiracialstudents.
ThefollowingsubgroupsperformedlowerthantheschoolaverageontheMathematicsPSSA:HistoricallyUnderperforming,IEP,ELL,EconomicallyDisadvantaged,female,Hispanic,andmultiracialstudents.
Thefollowingsubgroupsperformedlowerthantheschoolaverageonthe4thGradeSciencePSSA:HistoricallyUnderperforming,IEP,ELL,EconomicallyDisadvantagedandmale.
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Technologyreport:
LackoftechnologicaldevicesandaccessibilitytostudentsandstaffislowattheHighSchool.
InstructionforbothteachersandstudentsindigitalcitizenshipislowatSouthsideElementary.
StandingStoneElementaryreport:
HandlingBYODdevicesinasecuremanner
Teacher/studenttrainingonnewersoftware
LackoftechnologybasedcurriculumfocusingonPABusiness,Computer,&InformationTechnologyStandards.
SystemicChallenge#3(GuidingQuestion#10)Establishadistrictsystemthatfullyensuresprofessionaldevelopmentisfocused,comprehensiveandimplementedwithfidelity.
AlignedConcerns:
2015PVAASdata:
2015KeystonesExamsreflectedAlgebraandLiteraturescoreshavenegativegrowthandnegativeachievement.
Literature‐ModerateevidencethatthedistrictdidnotmeetthestandardforPAAcademicGrowth‐3.3
Algebra‐ModerateevidencethattheschooldidnotmeetthestandardforPAAcademicGrowth‐3.3
MiddleSchoolData:
MathPSSAscoresdidshownotgrowthorachievement.
SouthsideElementary
WhileFourthGradestudentsoverallperformedatorabovethestandardforgrowth,thelowesttwoquintiledidnotmeetthisstandardinScience.
WhileallFifthGradequintilemetorexceededgrowthstandardsinELA,moststudentsdidnotmeetthisstandardinMath.Overall,thereissignificantevidencethatthisgroupdidnotmeetthestandardforgrowth.
StandingStoneElementary
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Grade4three‐yearaverageofgrowthinallareas,Mathematics,ELAandScience,showssignificantevidencethattheschooldidnotmeetthestandardforPAAcademicGrowth.
Grade42015growthdataindicatedsignificantevidencethattheschooldidnotmeetthestandardforPAAcademicGrowthinareasofScienceandMathematics,withmoderateevidenceinReadingthattheschooldidnotmeetthestandardforPAAcademicGrowth.
Grade5growthdataindicatesthatthelowestachievementgroupinmathematicsshowssignificantevidencethattheschooldidnotmeetthestandardforPAAcademicGrowth.
2015EmetricDataReview:
MiddleSchool
EconomicallyDisadvantageandIEPstudentshavealargepopulationofbelowbasicandasmalltononepopulationofadvanced.
SouthsideElementary:
Thirdgrade(56.1)didnotmeetorexceedthestateaverage(62.0)inELA.
Fifthgrade(58.0)didnotmeetorexceedthestateaverage(61.8)inELA.
Thirdgrade(31.6)didnotmeetorexceedthestateaverage(48.5)inMath.
Fifthgrade(28.0)didnotmeetorexceedthestateaverage(42.8)inMath.
HistoricallyunderperformingstudentsperformedbelowbothschoolandstateaveragesinMath,ELAandScience.
InELAandMath,theonlysubgroupthatwasnotbelowthestateaveragewasfemales.
StandingStoneElementary
Thirdgrade:
ELAresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:Craft&Structure/IntegrationofKnowledgeandIdeas,TypesofWriting,LanguageandInformationalText.
Mathematicsresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:Operations&AlgebraicThinking&Geometry.
Fourthgrade:
ELA,Mathematics&Scienceresultsdidnotmeetthedistrictorstateaverages.
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ELAresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:KeyIdeas&Details,Craft&Structure/IntegrationofKnowledgeandIdeas,VocabularyAcquisitionandUse,TypesofWriting,Language,Text‐DependentAnalysis,LiteratureText,andInformationalText.
Mathematicsresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:Numbers&OperationsinBaseTen,Numbers&Operations‐Fractions,Operations&AlgebraicThinking,Geometry,andMeasurement&Data.
Scienceresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:TheNatureofScience,BiologicalSciences,PhysicalSciences,andEarth&SpaceSciences.
Fifthgrade:
ELA&Mathematicsresultsdidnotmeetthestateaverage.
ELAresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:KeyIdeas&Details,Craft&Structure/IntegrationofKnowledgeandIdeas,Text‐DependentAnalysis,LiteratureText,andInformationalText.
Mathematicsresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:Numbers&OperationsinBaseTen,Numbers&Operations‐Fractions,Operations&AlgebraicThinking,andMeasurement&Data.
Disparityfromsubjectsandgroupstherewereconcernsinthefollowingareas:
ThefollowingsubgroupsperformedlowerthantheschoolaverageontheELAPSSA:HistoricallyUnderperforming,IEP,ELL,EconomicallyDisadvantaged,maleandmultiracialstudents.
ThefollowingsubgroupsperformedlowerthantheschoolaverageontheMathematicsPSSA:HistoricallyUnderperforming,IEP,ELL,EconomicallyDisadvantaged,female,Hispanic,andmultiracialstudents.
Thefollowingsubgroupsperformedlowerthantheschoolaverageonthe4thGradeSciencePSSA:HistoricallyUnderperforming,IEP,ELL,EconomicallyDisadvantagedandmale.
Technologyreport:
LackoftechnologicaldevicesandaccessibilitytostudentsandstaffislowattheHighSchool.
InstructionforbothteachersandstudentsindigitalcitizenshipislowatSouthsideElementary.
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StandingStoneElementaryreport:
HandlingBYODdevicesinasecuremanner
Teacher/studenttrainingonnewersoftware
LackoftechnologybasedcurriculumfocusingonPABusiness,Computer,&InformationTechnologyStandards.
SystemicChallenge#4(GuidingQuestion#4)Establishadistrictsystemthatfullyensureshighqualitycurricularassets(e.g.modelcurricula,learningprogressions,units,lessonplans,andcontentresources)alignedwithstatestandardsandfullyaccessibletoteachersandstudents.
AlignedConcerns:
2015PVAASdata:
2015KeystonesExamsreflectedAlgebraandLiteraturescoreshavenegativegrowthandnegativeachievement.
Literature‐ModerateevidencethatthedistrictdidnotmeetthestandardforPAAcademicGrowth‐3.3
Algebra‐ModerateevidencethattheschooldidnotmeetthestandardforPAAcademicGrowth‐3.3
MiddleSchoolData:
MathPSSAscoresdidshownotgrowthorachievement.
SouthsideElementary
WhileFourthGradestudentsoverallperformedatorabovethestandardforgrowth,thelowesttwoquintiledidnotmeetthisstandardinScience.
WhileallFifthGradequintilemetorexceededgrowthstandardsinELA,moststudentsdidnotmeetthisstandardinMath.Overall,thereissignificantevidencethatthisgroupdidnotmeetthestandardforgrowth.
StandingStoneElementary
Grade4three‐yearaverageofgrowthinallareas,Mathematics,ELAandScience,showssignificantevidencethattheschooldidnotmeetthestandardforPAAcademicGrowth.
Grade42015growthdataindicatedsignificantevidencethattheschooldidnotmeetthestandardforPAAcademicGrowthinareasofScienceandMathematics,withmoderateevidenceinReadingthattheschooldidnotmeetthestandardforPAAcademicGrowth.
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Grade5growthdataindicatesthatthelowestachievementgroupinmathematicsshowssignificantevidencethattheschooldidnotmeetthestandardforPAAcademicGrowth.
SystemicChallenge#5(GuidingQuestion#3)Establishadistrictsystemthatfullyensuresstaffmembersineveryschoolusestandardsalignedassessmentstomonitorstudentachievementandadjustinstructionalpractices.
AlignedConcerns:
2015PVAASdata:
2015KeystonesExamsreflectedAlgebraandLiteraturescoreshavenegativegrowthandnegativeachievement.
Literature‐ModerateevidencethatthedistrictdidnotmeetthestandardforPAAcademicGrowth‐3.3
Algebra‐ModerateevidencethattheschooldidnotmeetthestandardforPAAcademicGrowth‐3.3
MiddleSchoolData:
MathPSSAscoresdidshownotgrowthorachievement.
SouthsideElementary
WhileFourthGradestudentsoverallperformedatorabovethestandardforgrowth,thelowesttwoquintiledidnotmeetthisstandardinScience.
WhileallFifthGradequintilemetorexceededgrowthstandardsinELA,moststudentsdidnotmeetthisstandardinMath.Overall,thereissignificantevidencethatthisgroupdidnotmeetthestandardforgrowth.
StandingStoneElementary
Grade4three‐yearaverageofgrowthinallareas,Mathematics,ELAandScience,showssignificantevidencethattheschooldidnotmeetthestandardforPAAcademicGrowth.
Grade42015growthdataindicatedsignificantevidencethattheschooldidnotmeetthestandardforPAAcademicGrowthinareasofScienceandMathematics,withmoderateevidenceinReadingthattheschooldidnotmeetthestandardforPAAcademicGrowth.
Grade5growthdataindicatesthatthelowestachievementgroupinmathematicsshowssignificantevidencethattheschooldidnotmeetthestandardforPAAcademicGrowth.
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2015EmetricDataReview:
MiddleSchool
EconomicallyDisadvantageandIEPstudentshavealargepopulationofbelowbasicandasmalltononepopulationofadvanced.
SouthsideElementary:
Thirdgrade(56.1)didnotmeetorexceedthestateaverage(62.0)inELA.
Fifthgrade(58.0)didnotmeetorexceedthestateaverage(61.8)inELA.
Thirdgrade(31.6)didnotmeetorexceedthestateaverage(48.5)inMath.
Fifthgrade(28.0)didnotmeetorexceedthestateaverage(42.8)inMath.
HistoricallyunderperformingstudentsperformedbelowbothschoolandstateaveragesinMath,ELAandScience.
InELAandMath,theonlysubgroupthatwasnotbelowthestateaveragewasfemales.
StandingStoneElementary
Thirdgrade:
ELAresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:Craft&Structure/IntegrationofKnowledgeandIdeas,TypesofWriting,LanguageandInformationalText.
Mathematicsresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:Operations&AlgebraicThinking&Geometry.
Fourthgrade:
ELA,Mathematics&Scienceresultsdidnotmeetthedistrictorstateaverages.
ELAresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:KeyIdeas&Details,Craft&Structure/IntegrationofKnowledgeandIdeas,VocabularyAcquisitionandUse,TypesofWriting,Language,Text‐DependentAnalysis,LiteratureText,andInformationalText.
Mathematicsresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:Numbers&OperationsinBaseTen,Numbers&Operations‐Fractions,Operations&AlgebraicThinking,Geometry,andMeasurement&Data.
Scienceresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:TheNatureofScience,BiologicalSciences,PhysicalSciences,andEarth&SpaceSciences.
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Fifthgrade:
ELA&Mathematicsresultsdidnotmeetthestateaverage.
ELAresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:KeyIdeas&Details,Craft&Structure/IntegrationofKnowledgeandIdeas,Text‐DependentAnalysis,LiteratureText,andInformationalText.
Mathematicsresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:Numbers&OperationsinBaseTen,Numbers&Operations‐Fractions,Operations&AlgebraicThinking,andMeasurement&Data.
Disparityfromsubjectsandgroupstherewereconcernsinthefollowingareas:
ThefollowingsubgroupsperformedlowerthantheschoolaverageontheELAPSSA:HistoricallyUnderperforming,IEP,ELL,EconomicallyDisadvantaged,maleandmultiracialstudents.
ThefollowingsubgroupsperformedlowerthantheschoolaverageontheMathematicsPSSA:HistoricallyUnderperforming,IEP,ELL,EconomicallyDisadvantaged,female,Hispanic,andmultiracialstudents.
Thefollowingsubgroupsperformedlowerthantheschoolaverageonthe4thGradeSciencePSSA:HistoricallyUnderperforming,IEP,ELL,EconomicallyDisadvantagedandmale.
SystemicChallenge#6(GuidingQuestion#7)Establishadistrictsystemthatfullyensuresstudentswhoareacademicallyatriskareidentifiedearlyandaresupportedbyaprocessthatprovidesinterventionsbaseduponstudentneedsandincludesproceduresformonitoringeffectiveness.
AlignedConcerns:
2015PVAASdata:
2015KeystonesExamsreflectedAlgebraandLiteraturescoreshavenegativegrowthandnegativeachievement.
Literature‐ModerateevidencethatthedistrictdidnotmeetthestandardforPAAcademicGrowth‐3.3
Algebra‐ModerateevidencethattheschooldidnotmeetthestandardforPAAcademicGrowth‐3.3
MiddleSchoolData:
MathPSSAscoresdidshownotgrowthorachievement.
SouthsideElementary
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WhileFourthGradestudentsoverallperformedatorabovethestandardforgrowth,thelowesttwoquintiledidnotmeetthisstandardinScience.
WhileallFifthGradequintilemetorexceededgrowthstandardsinELA,moststudentsdidnotmeetthisstandardinMath.Overall,thereissignificantevidencethatthisgroupdidnotmeetthestandardforgrowth.
StandingStoneElementary
Grade4three‐yearaverageofgrowthinallareas,Mathematics,ELAandScience,showssignificantevidencethattheschooldidnotmeetthestandardforPAAcademicGrowth.
Grade42015growthdataindicatedsignificantevidencethattheschooldidnotmeetthestandardforPAAcademicGrowthinareasofScienceandMathematics,withmoderateevidenceinReadingthattheschooldidnotmeetthestandardforPAAcademicGrowth.
Grade5growthdataindicatesthatthelowestachievementgroupinmathematicsshowssignificantevidencethattheschooldidnotmeetthestandardforPAAcademicGrowth.
2015EmetricDataReview:
MiddleSchool
EconomicallyDisadvantageandIEPstudentshavealargepopulationofbelowbasicandasmalltononepopulationofadvanced.
SouthsideElementary:
Thirdgrade(56.1)didnotmeetorexceedthestateaverage(62.0)inELA.
Fifthgrade(58.0)didnotmeetorexceedthestateaverage(61.8)inELA.
Thirdgrade(31.6)didnotmeetorexceedthestateaverage(48.5)inMath.
Fifthgrade(28.0)didnotmeetorexceedthestateaverage(42.8)inMath.
HistoricallyunderperformingstudentsperformedbelowbothschoolandstateaveragesinMath,ELAandScience.
InELAandMath,theonlysubgroupthatwasnotbelowthestateaveragewasfemales.
StandingStoneElementary
Thirdgrade:
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ELAresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:Craft&Structure/IntegrationofKnowledgeandIdeas,TypesofWriting,LanguageandInformationalText.
Mathematicsresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:Operations&AlgebraicThinking&Geometry.
Fourthgrade:
ELA,Mathematics&Scienceresultsdidnotmeetthedistrictorstateaverages.
ELAresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:KeyIdeas&Details,Craft&Structure/IntegrationofKnowledgeandIdeas,VocabularyAcquisitionandUse,TypesofWriting,Language,Text‐DependentAnalysis,LiteratureText,andInformationalText.
Mathematicsresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:Numbers&OperationsinBaseTen,Numbers&Operations‐Fractions,Operations&AlgebraicThinking,Geometry,andMeasurement&Data.
Scienceresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:TheNatureofScience,BiologicalSciences,PhysicalSciences,andEarth&SpaceSciences.
Fifthgrade:
ELA&Mathematicsresultsdidnotmeetthestateaverage.
ELAresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:KeyIdeas&Details,Craft&Structure/IntegrationofKnowledgeandIdeas,Text‐DependentAnalysis,LiteratureText,andInformationalText.
Mathematicsresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:Numbers&OperationsinBaseTen,Numbers&Operations‐Fractions,Operations&AlgebraicThinking,andMeasurement&Data.
Disparityfromsubjectsandgroupstherewereconcernsinthefollowingareas:
ThefollowingsubgroupsperformedlowerthantheschoolaverageontheELAPSSA:HistoricallyUnderperforming,IEP,ELL,EconomicallyDisadvantaged,maleandmultiracialstudents.
ThefollowingsubgroupsperformedlowerthantheschoolaverageontheMathematicsPSSA:HistoricallyUnderperforming,IEP,ELL,EconomicallyDisadvantaged,female,Hispanic,andmultiracialstudents.
Thefollowingsubgroupsperformedlowerthantheschoolaverageonthe4thGradeSciencePSSA:HistoricallyUnderperforming,IEP,ELL,EconomicallyDisadvantagedandmale.
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SystemicChallenge#7(GuidingQuestion#9)Establishadistrictsystemthatfullyensureseachmemberofthedistrictcommunitypromotes,enhancesandsustainsasharedvisionofpositiveschoolclimateandensuresfamilyandcommunitysupportofstudentparticipationinthelearningprocess.
AlignedConcerns:
Attendanceatschool‐sponsoredacademictrainingsoreventsbyparentsislow.
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DistrictLevelPlan
ActionPlans
Goal#1:Establishadistrictsystemthatfullyensuresconsistentimplementationofstandardsalignedcurriculaacrossallschoolsforallstudents.
RelatedChallenges:
Establish a district system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices.
Establish a district system that fully ensures high quality curricular assets (e.g. model curricula, learning progressions, units, lesson plans, and content resources) aligned with state standards and fully accessible to teachers and students.
Indicators of Effectiveness:
Type: Interim
Data Source: Administration will lead the review, revision, and implementation of curriculum as it connects to Pa common core standards.
Specific Targets: A year by year plan will outline the curriculum cycle process.
Strategies:
Common Assessment within Grade/Subject
Description: WWCreportstheeffectiveuseofdatacanhaveapositiveimpactuponstudentachievement;usingcommonassessmentstoinformteacherpracticeisonesuchuseofdata.(Source:http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf?)TeacherModeration:CollaborativeAssessmentofStudentWorkandCommonAssessmentsprovidedetailedlooksatthedevelopmentanduseofcommonassessments.(Sources:http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teacher_Moderation.pdfandCommonAssessments:MikeSchmoker.(2006)ResultsNow:HowWeCanAchieveUnprecedentedImprovementsinTeachingandLearning.Alexandria,Va.:ASCD.)Resource:http://effectivestrategies.wiki.caiu.org/Assessment
SAS Alignment: Assessment, Instruction
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Data Analysis Procedures, Data‐Informed Instruction, Data Teams & Data Warehousing
Description: UsingStudentAchievementDatatoSupportInstructionalDecisionMakingprovidesaWWCreportingofvariousstrategiesrelatedtotheacquisition,analysis,andapplicationofstudentdata.(Source:http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf)
SAS Alignment: Assessment, Instruction
Substantial Professional Development
Description: TheSouthwestRegionalEducationalLaboratoryfoundthatsubstantialprofessionaldevelopmentshowedapositiveimpactuponstudentachievement(substantial=greaterthan14hoursoffocusedprofessionaldevelopmentdeliveredviaworkshopsorsummerinstitutes,supportedbyfollow‐upsessionsandalldeliveredbyprofessionaldevelopersratherthantrain‐the‐trainerapproaches).(Source:http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033.pdf)Resource:http://effectivestrategies.wiki.caiu.org/Professional+Development
SAS Alignment: Instruction
Curriculum Mapping
Description: Empiricalevidenceofapositivestatisticalcorrelationoftheuseofcurriculummappingwithstudentachievementisscarce.Therewasa2001studybytheIndianaCenterofEvaluationconductedfortheOhioDOEthatdeterminedcurriculumalignment(definedascurriculummappingwithsubsequentchangeininstructionalpractice)wasthe“singlegreatestfactorinachievingimprovedtestscores.”Thefollowinglinkprovidesalistofresourcessupportingthepositivecontributionsofcurriculummappingtoeducationalprocesses:http://www.curriculummapping101.com/materials/curriculum‐mapping‐research;thefollowinglinkprovidesanoverviewofcurriculummapping:http://webserver3.ascd.org/handbook/demo/mapping2.htmlResource:http://effectivestrategies.wiki.caiu.org/Curriculum+Framework
SAS Alignment: Standards, Materials & Resources
Implementation Steps:
Align Curriculum K ‐ 12 to PA Core Standards
Description:
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HuntingdonAreaElementarySchoolshavecompletedtheprocessofaligningandcreatingcurriculuminELA(Reading&Writing)andMathcontentareas.Thesciencecurriculumwillbeaddressedandalignedinthe2016‐2017schoolyear.Wehaveimplementedanewcurriculumframeworkthatincludesbigideas,essentialquestions,standards/eligiblecontent,essentialvocabulary,instructionalstrategiesandlearningactivities,assessments,andresources.SocialStudieswillfollowthissameframework.
HuntingdonAreaMiddleSchoolandHighSchoolarecurrentlyparticipatinginadistrict‐wideefforttoalignandmapourcurriculum.TheprocessbeganwithreviewinggapswiththePACoreStandardsandaligningthecoursecontent.Wehavebeguntowritecurriculumacrossallthecontentareas.Wehaveimplementedanewcurriculumframeworkthatincludesbigideas,essentialquestions,standards/eligiblecontent,essentialvocabulary,instructionalstrategiesandleaningactivities,assessments,andresources.
HuntingdonAreaMiddleSchoolcompletedaSTEMcurriculumplanthatwasBoardapprovedinSeptember,2016.
WecompletedtheK‐12SchoolCounselingPlanandcreatedanactionplanthroughCh.339whichwillbesubmittedforBoardapprovalinNovember,2016.
InstructionalpracticeisanareaofconcernforourMiddleandHighSchool.Theneedforprofessionaldevelopment,resourcesandaccountabilityintheseareasarebeingdeveloped.Differentiationwasrecommendedasaneedforprofessionaldevelopment.Forthe2016‐2017schoolyear,teachersreceivedprofessionaldevelopmentondifferentiation.Teachershavebeenrequiredtoturnindailylessonplansthatincludeidentifyinginstructionalstrategiesbeingimplementedduringclasstomeettheneedsofstudents.Theadministrationiscompletingwalkthroughstogatherdataonthefrequencyofteachersusingpurposefulgroupingduringinstruction,leveloftaskstudentsareassignedtocomplete,andinstructionalstrategybeginutilized.Differentiationwillcontinuetobeanareatofocusonastheteachersusemultipleresources,bothonlineandinprint,toincreasetheirknowledgeandabilitytodifferentiateinclass.
ReviewandalignourOnlineEducationProgramtoPACoreStandards.Afterreviewingprogramsandoptions,teacherwillaligntheirOnlineEducationcoursestothecurriculumwhichwillincludeengaginginstructionalstrategiesandassessments.
WearereviewingtheSTEMelectiveandcourseofferingstoourstudentsatHuntingdonAreaHighSchool.WeneedtoreviewwhattheSTEMcontinuumwilllooklikeatthehighschoollevel.
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Start Date: 8/29/2016 End Date: 7/1/2020
Program Area(s): Professional Education, Teacher Induction, Special
Education, Gifted Education, Educational Technology
Supported Strategies:
Curriculum Mapping
Goal#2:Establishadistrictsystemthatfullyensurestheconsistentimplementationofeffectiveinstructionalpracticesacrossallclassroomsineachschool.
Related Challenges:
Establish a district system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices.
Establish a district system that fully ensures professional development is focused, comprehensive and implemented with fidelity.
Establish a district system that fully ensures students who are academically at risk are identified early and are supported by a process that provides interventions based upon student needs and includes procedures for monitoring effectiveness.
Indicators of Effectiveness:
Type: Interim
Data Source: Class room observations
Specific Targets: Using the Danielson model of effective teaching, pre/post interviews and teacher reflection of lessons will provide feedback to the teacher to ensure effective instructional strategies are being utilized.
Strategies:
Common Assessment within Grade/Subject
Description: WWCreportstheeffectiveuseofdatacanhaveapositiveimpactuponstudentachievement;usingcommonassessmentstoinformteacherpracticeisonesuchuseofdata.(Source:
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http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf?)TeacherModeration:CollaborativeAssessmentofStudentWorkandCommonAssessmentsprovidedetailedlooksatthedevelopmentanduseofcommonassessments.(Sources:http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teacher_Moderation.pdfandCommonAssessments:MikeSchmoker.(2006)ResultsNow:HowWeCanAchieveUnprecedentedImprovementsinTeachingandLearning.Alexandria,Va.:ASCD.)Resource:http://effectivestrategies.wiki.caiu.org/Assessment
SAS Alignment: Assessment, Instruction
Substantial Professional Development
Description: TheSouthwestRegionalEducationalLaboratoryfoundthatsubstantialprofessionaldevelopmentshowedapositiveimpactuponstudentachievement(substantial=greaterthan14hoursoffocusedprofessionaldevelopmentdeliveredviaworkshopsorsummerinstitutes,supportedbyfollow‐upsessionsandalldeliveredbyprofessionaldevelopersratherthantrain‐the‐trainerapproaches).(Source:http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033.pdf)Resource:http://effectivestrategies.wiki.caiu.org/Professional+Development
SAS Alignment: Instruction
Technology Infrastructure Enhancement/Technology Access and Training Increase
Description: TheInternationalSocietyforTechnologyinEducationcitesresearchthatindicatesanincreaseinaccesstotechnologyhasapositiveeffectonstudentachievement.(Source:http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement.pdf)
SAS Alignment: Instruction, Materials & Resources
Differentiating Instruction
Description: Empiricalvalidationofdifferentiatedinstructionasapackagewasnotfound;however,alargenumberoftestimonialsandclassroomexamplesofpositiveeffectshavebeenreported.(Sources:LearningStyles:ConceptsandEvidence,http://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf;LearningStyles,http://en.wikipedia.org/wiki/Learning_styles#cite_note‐33;WWC:AssistingStudentsStrugglingwithReading:ResponsetoInterventionandMulti‐TierInterventioninthePrimaryGrades,http://ies.ed.gov/ncee/wwc/pdf/practice_guides/rti_reading_pg_021809.
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pdfDifferentiatedInstructionReexamined,http://www.hepg.org/hel/article/499;InvestigatingtheImpactofDifferentiatedInstructioninMixedAbilityClassrooms,http://www.icsei.net/icsei2011/Full%20Papers/0155.pdf)
SAS Alignment: Instruction
Increased Quality Instructional Time
Description: Changesininstructionaltimedonotgenerallyincreaseordecreasestudentachievement,unlesssuchchangesgobeyondunusuallylow,orhigh,amountsoftime.Curriculumandinstructionalqualityappeartohaveamuchgreatereffectonachievementthandototalhoursofinstructionaltime.Theadditionofhigh‐qualityteachingtimeisofparticularbenefittocertaingroupsofstudents,suchaslow‐incomestudentsandotherswhohavelittleopportunityforlearningoutsideofschool.(Sources:http://www.ascd.org/publications/researchbrief/v3n10/toc.aspx,andhttp://www.educationsector.org/publications/clock‐rethinking‐way‐schools‐use‐time)
SAS Alignment: Instruction, Safe and Supportive Schools
Provide embedded and focused training opportunities for teachers.
Description:
Professionaldevelopmentplanningforthenextthreeyears,trainingswillbeprovidedtoassistteachersinthemosteffective,researchbasedinstructionalstrategiestoincludeDOKandDanielson'steachereffectivenessmodel.Topicstosupplementimprovedstudentlearningwillinclude:ongoingcurriculumalignment,implementationoftechnologytoassistininstructioneffectiveness,projectbasedassessments,studentlearningobjectives,andadistrictcreateddifferentiatedsupervisionplan.
SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction,
Materials & Resources, Safe and Supportive Schools
Implementation Steps:
Highly effective instructional strategies
Description:
Trainingwillbeprovidedthroughoutthe2016‐2017schoolyearontopicstoincludeDifferentiatedInstructionstrategiesandtheDanielsonmodel
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forteachereffectivenessfornewteachers.ProfessionaldevelopmentisembeddedthroughourK‐12instructionalcoaches.
Start Date: 8/1/2016 End Date: 6/28/2019
Program Area(s): Professional Education, Teacher Induction, Special
Education, Gifted Education
Supported Strategies:
Provide embedded and focused training opportunities for teachers.
Implementation of 21st century skills into the classroom
Description:
Aswecontinuetoaddinstructionaltechnologies,weneedtotrainstaffonthemosteffectiveinstructionalstrategiestoengagestudentsandmaximizetheirindividuallevelofgrowthaswemovetowardpersonalizedlearningforstudents.WehaveimplementedanInstructionalCoachtosupportourteachersontheuseoftechnologyintheclassrooms.WearebeginningthestagesoflearningaboutMassCustomizedLearninginourDistrict.
Start Date: 10/3/2016 End Date: 6/1/2020
Program Area(s): Professional Education, Teacher Induction, Gifted Education,
Educational Technology
Supported Strategies:
Provide embedded and focused training opportunities for teachers.
Align Curriculum K ‐ 12 to PA Core Standards
Description:
HuntingdonAreaElementarySchoolshavecompletedtheprocessofaligningandcreatingcurriculuminELA(Reading&Writing)andMathcontentareas.Thesciencecurriculumwillbeaddressedandalignedinthe2016‐2017schoolyear.Wehaveimplementedanewcurriculumframeworkthatincludesbigideas,essentialquestions,standards/eligiblecontent,essentialvocabulary,instructionalstrategiesandlearning
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activities,assessments,andresources.SocialStudieswillfollowthissameframework.
HuntingdonAreaMiddleSchoolandHighSchoolarecurrentlyparticipatinginadistrict‐wideefforttoalignandmapourcurriculum.TheprocessbeganwithreviewinggapswiththePACoreStandardsandaligningthecoursecontent.Wehavebeguntowritecurriculumacrossallthecontentareas.Wehaveimplementedanewcurriculumframeworkthatincludesbigideas,essentialquestions,standards/eligiblecontent,essentialvocabulary,instructionalstrategiesandleaningactivities,assessments,andresources.
HuntingdonAreaMiddleSchoolcompletedaSTEMcurriculumplanthatwasBoardapprovedinSeptember,2016.
WecompletedtheK‐12SchoolCounselingPlanandcreatedanactionplanthroughCh.339whichwillbesubmittedforBoardapprovalinNovember,2016.
InstructionalpracticeisanareaofconcernforourMiddleandHighSchool.Theneedforprofessionaldevelopment,resourcesandaccountabilityintheseareasarebeingdeveloped.Differentiationwasrecommendedasaneedforprofessionaldevelopment.Forthe2016‐2017schoolyear,teachersreceivedprofessionaldevelopmentondifferentiation.Teachershavebeenrequiredtoturnindailylessonplansthatincludeidentifyinginstructionalstrategiesbeingimplementedduringclasstomeettheneedsofstudents.Theadministrationiscompletingwalkthroughstogatherdataonthefrequencyofteachersusingpurposefulgroupingduringinstruction,leveloftaskstudentsareassignedtocomplete,andinstructionalstrategybeginutilized.Differentiationwillcontinuetobeanareatofocusonastheteachersusemultipleresources,bothonlineandinprint,toincreasetheirknowledgeandabilitytodifferentiateinclass.
ReviewandalignourOnlineEducationProgramtoPACoreStandards.Afterreviewingprogramsandoptions,teacherwillaligntheirOnlineEducationcoursestothecurriculumwhichwillincludeengaginginstructionalstrategiesandassessments.
WearereviewingtheSTEMelectiveandcourseofferingstoourstudentsatHuntingdonAreaHighSchool.WeneedtoreviewwhattheSTEMcontinuumwilllooklikeatthehighschoollevel.
Start Date: 8/29/2016 End Date: 7/1/2020
Program Area(s): Professional Education, Teacher Induction, Special
Education, Gifted Education, Educational Technology
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Supported Strategies:
Common Assessment within Grade/Subject
Increased Quality Instructional Time
Reading NCLB #1
Description:
Reading‐usingscientificresearch‐basedinstructionalprogramssuchaReadingMastery,CorrectiveReading,WilsonReading,andFlexLiteracy.Allnewspecialeducationteacherswhoteachdirectinstructionreadingwillbetrainedtoimplementtheprogramseffectivelyandwithfidelityinordertoincreasestudentsdecoding,fluency,andcomprehensionskills.Refreshertrainingwillbeofferedannuallytospecialeducationteachersthathavebeenpreviouslytrainedindirectinstructionreading.
Start Date: 7/1/2016 End Date: 6/30/2019
Program Area(s): Professional Education, Special Education
Supported Strategies:
Increased Quality Instructional Time
Provide embedded and focused training opportunities for teachers.
Goal#3:Providearigorouscurriculumforallstudentstoreachtheirindividualpotentialandbereadyforcollegeorcareer.
Related Challenges:
Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students.
Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.
Establish a district system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices.
Establish a district system that fully ensures high quality curricular assets (e.g. model curricula, learning progressions, units, lesson plans, and content
116
resources) aligned with state standards and fully accessible to teachers and students.
Establish a district system that fully ensures professional development is focused, comprehensive and implemented with fidelity.
Establish a district system that fully ensures each member of the district community promotes, enhances and sustains a shared vision of positive school climate and ensures family and community support of student participation in the learning process.
Indicators of Effectiveness:
Type: Annual
Data Source: PSSA Data, Emetric, PVAAS, SAT/PSAT, AP/Dual enrollment courses
Specific Targets: We will track student scores and measure growth year to year.
Strategies:
Common Assessment within Grade/Subject
Description: WWCreportstheeffectiveuseofdatacanhaveapositiveimpactuponstudentachievement;usingcommonassessmentstoinformteacherpracticeisonesuchuseofdata.(Source:http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf?)TeacherModeration:CollaborativeAssessmentofStudentWorkandCommonAssessmentsprovidedetailedlooksatthedevelopmentanduseofcommonassessments.(Sources:http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teacher_Moderation.pdfandCommonAssessments:MikeSchmoker.(2006)ResultsNow:HowWeCanAchieveUnprecedentedImprovementsinTeachingandLearning.Alexandria,Va.:ASCD.)Resource:http://effectivestrategies.wiki.caiu.org/Assessment
SAS Alignment: Assessment, Instruction
Substantial Professional Development
Description: TheSouthwestRegionalEducationalLaboratoryfoundthatsubstantialprofessionaldevelopmentshowedapositiveimpactuponstudentachievement(substantial=greaterthan14hoursoffocusedprofessionaldevelopmentdeliveredviaworkshopsorsummerinstitutes,supportedbyfollow‐upsessionsandalldeliveredbyprofessionaldevelopersratherthantrain‐the‐trainerapproaches).(Source:
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http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033.pdf)Resource:http://effectivestrategies.wiki.caiu.org/Professional+Development
SAS Alignment: Instruction
Technology Infrastructure Enhancement/Technology Access and Training Increase
Description: TheInternationalSocietyforTechnologyinEducationcitesresearchthatindicatesanincreaseinaccesstotechnologyhasapositiveeffectonstudentachievement.(Source:http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement.pdf)
SAS Alignment: Instruction, Materials & Resources
Differentiating Instruction
Description: Empiricalvalidationofdifferentiatedinstructionasapackagewasnotfound;however,alargenumberoftestimonialsandclassroomexamplesofpositiveeffectshavebeenreported.(Sources:LearningStyles:ConceptsandEvidence,http://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf;LearningStyles,http://en.wikipedia.org/wiki/Learning_styles#cite_note‐33;WWC:AssistingStudentsStrugglingwithReading:ResponsetoInterventionandMulti‐TierInterventioninthePrimaryGrades,http://ies.ed.gov/ncee/wwc/pdf/practice_guides/rti_reading_pg_021809.pdfDifferentiatedInstructionReexamined,http://www.hepg.org/hel/article/499;InvestigatingtheImpactofDifferentiatedInstructioninMixedAbilityClassrooms,http://www.icsei.net/icsei2011/Full%20Papers/0155.pdf)
SAS Alignment: Instruction
Increased Quality Instructional Time
Description: Changesininstructionaltimedonotgenerallyincreaseordecreasestudentachievement,unlesssuchchangesgobeyondunusuallylow,orhigh,amountsoftime.Curriculumandinstructionalqualityappeartohaveamuchgreatereffectonachievementthandototalhoursofinstructionaltime.Theadditionofhigh‐qualityteachingtimeisofparticularbenefittocertaingroupsofstudents,suchaslow‐incomestudentsandotherswhohavelittleopportunityforlearningoutsideofschool.(Sources:http://www.ascd.org/publications/researchbrief/v3n10/toc.aspx,andhttp://www.educationsector.org/publications/clock‐rethinking‐way‐schools‐use‐time)
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SAS Alignment: Instruction, Safe and Supportive Schools
Dual Enrollment Opportunities
Description: PostsecondaryAchievementofParticipantsinDualEnrollment:AnanalysisofstudentoutcomesintwoStatesfromtheNationalResearchCenterforCTEattheUniversityofMinnesota,reportsthatdualenrollmentwaspositivelyrelatedtothelikelihoodofearningaHSdiploma,thelikelihoodofpersistingtoasecondsemesterofcollege,andastatisticallysignificanthigherGPAoneyearafterHSGraduation.
SAS Alignment: Safe and Supportive Schools
Implementation Steps:
Align Curriculum K ‐ 12 to PA Core Standards
Description:
HuntingdonAreaElementarySchoolshavecompletedtheprocessofaligningandcreatingcurriculuminELA(Reading&Writing)andMathcontentareas.Thesciencecurriculumwillbeaddressedandalignedinthe2016‐2017schoolyear.Wehaveimplementedanewcurriculumframeworkthatincludesbigideas,essentialquestions,standards/eligiblecontent,essentialvocabulary,instructionalstrategiesandlearningactivities,assessments,andresources.SocialStudieswillfollowthissameframework.
HuntingdonAreaMiddleSchoolandHighSchoolarecurrentlyparticipatinginadistrict‐wideefforttoalignandmapourcurriculum.TheprocessbeganwithreviewinggapswiththePACoreStandardsandaligningthecoursecontent.Wehavebeguntowritecurriculumacrossallthecontentareas.Wehaveimplementedanewcurriculumframeworkthatincludesbigideas,essentialquestions,standards/eligiblecontent,essentialvocabulary,instructionalstrategiesandleaningactivities,assessments,andresources.
HuntingdonAreaMiddleSchoolcompletedaSTEMcurriculumplanthatwasBoardapprovedinSeptember,2016.
WecompletedtheK‐12SchoolCounselingPlanandcreatedanactionplanthroughCh.339whichwillbesubmittedforBoardapprovalinNovember,2016.
InstructionalpracticeisanareaofconcernforourMiddleandHighSchool.Theneedforprofessionaldevelopment,resourcesandaccountabilityintheseareasarebeingdeveloped.Differentiationwasrecommendedasaneedforprofessionaldevelopment.Forthe2016‐2017schoolyear,
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teachersreceivedprofessionaldevelopmentondifferentiation.Teachershavebeenrequiredtoturnindailylessonplansthatincludeidentifyinginstructionalstrategiesbeingimplementedduringclasstomeettheneedsofstudents.Theadministrationiscompletingwalkthroughstogatherdataonthefrequencyofteachersusingpurposefulgroupingduringinstruction,leveloftaskstudentsareassignedtocomplete,andinstructionalstrategybeginutilized.Differentiationwillcontinuetobeanareatofocusonastheteachersusemultipleresources,bothonlineandinprint,toincreasetheirknowledgeandabilitytodifferentiateinclass.
ReviewandalignourOnlineEducationProgramtoPACoreStandards.Afterreviewingprogramsandoptions,teacherwillaligntheirOnlineEducationcoursestothecurriculumwhichwillincludeengaginginstructionalstrategiesandassessments.
WearereviewingtheSTEMelectiveandcourseofferingstoourstudentsatHuntingdonAreaHighSchool.WeneedtoreviewwhattheSTEMcontinuumwilllooklikeatthehighschoollevel.
Start Date: 8/29/2016 End Date: 7/1/2020
Program Area(s): Professional Education, Teacher Induction, Special
Education, Gifted Education, Educational Technology
Supported Strategies:
Common Assessment within Grade/Subject
Dual Enrollment Opportunities
Highly effective instructional strategies
Description:
Trainingwillbeprovidedthroughoutthe2016‐2017schoolyearontopicstoincludeDifferentiatedInstructionstrategiesandtheDanielsonmodelforteachereffectivenessfornewteachers.ProfessionaldevelopmentisembeddedthroughourK‐12instructionalcoaches.
Start Date: 8/1/2016 End Date: 6/28/2019
Program Area(s): Professional Education, Teacher Induction, Special
Education, Gifted Education
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Supported Strategies:
Dual Enrollment Opportunities
Differentiating Instruction
Implementation of 21st century skills into the classroom
Description:
Aswecontinuetoaddinstructionaltechnologies,weneedtotrainstaffonthemosteffectiveinstructionalstrategiestoengagestudentsandmaximizetheirindividuallevelofgrowthaswemovetowardpersonalizedlearningforstudents.WehaveimplementedanInstructionalCoachtosupportourteachersontheuseoftechnologyintheclassrooms.WearebeginningthestagesoflearningaboutMassCustomizedLearninginourDistrict.
Start Date: 10/3/2016 End Date: 6/1/2020
Program Area(s): Professional Education, Teacher Induction, Gifted Education,
Educational Technology
Supported Strategies:
Technology Infrastructure Enhancement/Technology Access and Training Increase
Differentiating Instruction
Goal#4:Establishadistrictsystemthatfullyensureseachmemberofthedistrictcommunitypromotes,enhancesandsustainsasharedvisionofpositiveschoolclimateandensuresfamilyandcommunitysupportofstudentparticipationinthelearningprocess.
Related Challenges:
Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.
Establish a district system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices.
Establish a district system that fully ensures high quality curricular assets (e.g. model curricula, learning progressions, units, lesson plans, and content
121
resources) aligned with state standards and fully accessible to teachers and students.
Establish a district system that fully ensures professional development is focused, comprehensive and implemented with fidelity.
Indicators of Effectiveness:
Type: Annual
Data Source: PSSA, Keystones, SAT, PSAT, ACT, Diebels, CDT, 4 Sight, Surveys (student, parent, community at large)
Specific Targets: School and district level climate surveys will provide data to review current practices related to school safety, climate and culture. Results on the various assessments will provide schools the data necessary to measure our annual growth and progress of students at the student level as well as grade and building level.
Strategies:
Data Analysis Procedures, Data‐Informed Instruction, Data Teams & Data Warehousing
Description: UsingStudentAchievementDatatoSupportInstructionalDecisionMakingprovidesaWWCreportingofvariousstrategiesrelatedtotheacquisition,analysis,andapplicationofstudentdata.(Source:http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf)
SAS Alignment: Assessment, Instruction
Positive Behavioral Interventions and Supports
Description: ?Positivebehaviorsupportstrivestouseasystemtounderstandwhatmaintainsanindividual'schallengingbehavior.Italsosummarizesandcreatesahypothesisaboutthebehavior,anddirectlyobservesthebehaviorandtakesdatatogetabaseline.Thepositivebehaviorsupportprocessinvolvesgoalidentification,informationgathering,hypothesisdevelopment,supportplandesign,implementationandmonitoring.Strategiesareneededthatteachersandparentsareableandwillingtouseandthathaveanimpactonthechild'sabilitytoparticipateincommunityandschoolactivities.?(Source:http://en.wikipedia.org/wiki/Positive_behavior_support)MeasuresoffidelityofPBSimplementationwereestablishedin2009,whichmeansthatthecorrelationbetweenfidelityofimplementationandmeasuresofstudentbehavior(e.g.numberofbehavioralreferrals)canandneedstobedeterminedbeforePBScanbeverifiedashavingastatisticallysignificant
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impactonstudentbehavior.Anumberoftoolsprovideindicatorsofimplementation,butindicatorsofeffectivenessremaintobeverified.ThefollowingsiteprovidestechnicalinformationrelatedtoPBS.(Source:http://www.pbis.org/default.aspx)WhileempiricalevidenceisbeingdevelopedregardingtheeffectivenessofSchoolWidePBSatthehighschoollevel,thereisinitialsupportforuseofPBSinhighschools.(Source:http://www.pbis.org/school/high_school_pbis.aspx)TheTechnicalAssistanceCenteronPositiveBehavioralInterventionsandSupportsisestablishedbytheU.S.DepartmentofEducation'sOfficeofSpecialEducationPrograms(OSEP)todefine,develop,implement,andevaluateamulti‐tieredapproachtoTechnicalAssistancethatimprovesthecapacityofstates,districtsandschoolstoestablish,scale‐upandsustainthePBISframework.EmphasisisgiventotheimpactofimplementingPBISonthesocial,emotionalandacademicoutcomesforstudentswithdisabilities.Resource:http://effectivestrategies.wiki.caiu.org/Safe+and+Supportive
SAS Alignment: Safe and Supportive Schools
Implementation Steps:
Behavior Support
Description:
De‐escalationtechniques(on‐goingCPIorSafetyCareTraining):ThedistrictannuallyprovidestraininginNonviolentCrisisIntervention(CPI)andSafetyCaretoteachersandparaprofessionalwhoworkwithstudentswithbehaviors,especiallythosestudentswhoroutinelyexhibitphysicallyaggressivebehaviors.Thetrainingprovidesstaffwithde‐escalationtechniquesandwaystosafelyrestrainstudentsifnecessary.Thetrainingrequiresrecertificationonanannualbasis.
ThedistrictalsohasSchoolWidePositiveBehaviorSupportsimplementedatSouthsideElementary,StandingStoneElementary,theHuntingdonAreaMiddleSchool,andwillbeimplementingitintheHuntingdonAreaHighSchoolduringthe2016‐2017schoolyear.TrainingandongoingsupportisprovidedannuallytothedistrictfacultyandstaffthroughtheHuntingdonAreaSchoolDistrict.
Thedistrictwillannuallyprovidebehaviorsupporttrainingtoparents.Thedistrictalsoworkswithcommunityagenciesandparentstoimprovestudents'behaviors.
Start Date: 7/1/2016 End Date: 6/30/2019
Program Area(s): Professional Education, Special Education, Student Services
Supported Strategies:
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Positive Behavioral Interventions and Supports
Align Curriculum K ‐ 12 to PA Core Standards
Description:
HuntingdonAreaElementarySchoolshavecompletedtheprocessofaligningandcreatingcurriculuminELA(Reading&Writing)andMathcontentareas.Thesciencecurriculumwillbeaddressedandalignedinthe2016‐2017schoolyear.Wehaveimplementedanewcurriculumframeworkthatincludesbigideas,essentialquestions,standards/eligiblecontent,essentialvocabulary,instructionalstrategiesandlearningactivities,assessments,andresources.SocialStudieswillfollowthissameframework.
HuntingdonAreaMiddleSchoolandHighSchoolarecurrentlyparticipatinginadistrict‐wideefforttoalignandmapourcurriculum.TheprocessbeganwithreviewinggapswiththePACoreStandardsandaligningthecoursecontent.Wehavebeguntowritecurriculumacrossallthecontentareas.Wehaveimplementedanewcurriculumframeworkthatincludesbigideas,essentialquestions,standards/eligiblecontent,essentialvocabulary,instructionalstrategiesandleaningactivities,assessments,andresources.
HuntingdonAreaMiddleSchoolcompletedaSTEMcurriculumplanthatwasBoardapprovedinSeptember,2016.
WecompletedtheK‐12SchoolCounselingPlanandcreatedanactionplanthroughCh.339whichwillbesubmittedforBoardapprovalinNovember,2016.
InstructionalpracticeisanareaofconcernforourMiddleandHighSchool.Theneedforprofessionaldevelopment,resourcesandaccountabilityintheseareasarebeingdeveloped.Differentiationwasrecommendedasaneedforprofessionaldevelopment.Forthe2016‐2017schoolyear,teachersreceivedprofessionaldevelopmentondifferentiation.Teachershavebeenrequiredtoturnindailylessonplansthatincludeidentifyinginstructionalstrategiesbeingimplementedduringclasstomeettheneedsofstudents.Theadministrationiscompletingwalkthroughstogatherdataonthefrequencyofteachersusingpurposefulgroupingduringinstruction,leveloftaskstudentsareassignedtocomplete,andinstructionalstrategybeginutilized.Differentiationwillcontinuetobeanareatofocusonastheteachersusemultipleresources,bothonlineandinprint,toincreasetheirknowledgeandabilitytodifferentiateinclass.
ReviewandalignourOnlineEducationProgramtoPACoreStandards.Afterreviewingprogramsandoptions,teacherwillaligntheirOnline
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Educationcoursestothecurriculumwhichwillincludeengaginginstructionalstrategiesandassessments.
WearereviewingtheSTEMelectiveandcourseofferingstoourstudentsatHuntingdonAreaHighSchool.WeneedtoreviewwhattheSTEMcontinuumwilllooklikeatthehighschoollevel.
Start Date: 8/29/2016 End Date: 7/1/2020
Program Area(s): Professional Education, Teacher Induction, Special
Education, Gifted Education, Educational Technology
Supported Strategies:
Positive Behavioral Interventions and Supports
Goal#5:Establishadistrictsystemthatfullyensuresprofessionaldevelopmentisfocused,comprehensiveandimplementedwithfidelity.
Related Challenges:
Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students.
Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.
Establish a district system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices.
Establish a district system that fully ensures high quality curricular assets (e.g. model curricula, learning progressions, units, lesson plans, and content resources) aligned with state standards and fully accessible to teachers and students.
Establish a district system that fully ensures each member of the district community promotes, enhances and sustains a shared vision of positive school climate and ensures family and community support of student participation in the learning process.
Establish a district system that fully ensures students who are academically at risk are identified early and are supported by a process that provides interventions based upon student needs and includes procedures for monitoring effectiveness.
Indicators of Effectiveness:
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Type: Interim
Data Source: Clinical observation phase of educator effectiveness/post conference dialogue, individual growth plan (differentiated supervision)
Specific Targets: Post conference dialogue with building level principals related to Domain 4, student growth (PVAAS), project based assessments
Type: Annual
Data Source: Surveys, input from teachers on their own professional growth as it relates to the goals of the district.
Specific Targets: student growth (PVAAS), project based assessments
Strategies:
Data Analysis Procedures, Data‐Informed Instruction, Data Teams & Data Warehousing
Description: UsingStudentAchievementDatatoSupportInstructionalDecisionMakingprovidesaWWCreportingofvariousstrategiesrelatedtotheacquisition,analysis,andapplicationofstudentdata.(Source:http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf)
SAS Alignment: Assessment, Instruction
Substantial Professional Development
Description: TheSouthwestRegionalEducationalLaboratoryfoundthatsubstantialprofessionaldevelopmentshowedapositiveimpactuponstudentachievement(substantial=greaterthan14hoursoffocusedprofessionaldevelopmentdeliveredviaworkshopsorsummerinstitutes,supportedbyfollow‐upsessionsandalldeliveredbyprofessionaldevelopersratherthantrain‐the‐trainerapproaches).(Source:http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033.pdf)Resource:http://effectivestrategies.wiki.caiu.org/Professional+Development
SAS Alignment: Instruction
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Technology Infrastructure Enhancement/Technology Access and Training Increase
Description: TheInternationalSocietyforTechnologyinEducationcitesresearchthatindicatesanincreaseinaccesstotechnologyhasapositiveeffectonstudentachievement.(Source:http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement.pdf)
SAS Alignment: Instruction, Materials & Resources
Provide embedded and focused training opportunities for teachers.
Description:
Professionaldevelopmentplanningforthenextthreeyears,trainingswillbeprovidedtoassistteachersinthemosteffective,researchbasedinstructionalstrategiestoincludeDOKandDanielson'steachereffectivenessmodel.Topicstosupplementimprovedstudentlearningwillinclude:ongoingcurriculumalignment,implementationoftechnologytoassistininstructioneffectiveness,projectbasedassessments,studentlearningobjectives,andadistrictcreateddifferentiatedsupervisionplan.
SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction,
Materials & Resources, Safe and Supportive Schools
Implementation Steps:
Highly effective instructional strategies
Description:
Trainingwillbeprovidedthroughoutthe2016‐2017schoolyearontopicstoincludeDifferentiatedInstructionstrategiesandtheDanielsonmodelforteachereffectivenessfornewteachers.ProfessionaldevelopmentisembeddedthroughourK‐12instructionalcoaches.
Start Date: 8/1/2016 End Date: 6/28/2019
Program Area(s): Professional Education, Teacher Induction, Special
Education, Gifted Education
Supported Strategies:
Substantial Professional Development
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Technology Infrastructure Enhancement/Technology Access and Training Increase
Implementation of 21st century skills into the classroom
Description:
Aswecontinuetoaddinstructionaltechnologies,weneedtotrainstaffonthemosteffectiveinstructionalstrategiestoengagestudentsandmaximizetheirindividuallevelofgrowthaswemovetowardpersonalizedlearningforstudents.WehaveimplementedanInstructionalCoachtosupportourteachersontheuseoftechnologyintheclassrooms.WearebeginningthestagesoflearningaboutMassCustomizedLearninginourDistrict.
Start Date: 10/3/2016 End Date: 6/1/2020
Program Area(s): Professional Education, Teacher Induction, Gifted Education,
Educational Technology
Supported Strategies:
Technology Infrastructure Enhancement/Technology Access and Training Increase
Align Curriculum K ‐ 12 to PA Core Standards
Description:
HuntingdonAreaElementarySchoolshavecompletedtheprocessofaligningandcreatingcurriculuminELA(Reading&Writing)andMathcontentareas.Thesciencecurriculumwillbeaddressedandalignedinthe2016‐2017schoolyear.Wehaveimplementedanewcurriculumframeworkthatincludesbigideas,essentialquestions,standards/eligiblecontent,essentialvocabulary,instructionalstrategiesandlearningactivities,assessments,andresources.SocialStudieswillfollowthissameframework.
HuntingdonAreaMiddleSchoolandHighSchoolarecurrentlyparticipatinginadistrict‐wideefforttoalignandmapourcurriculum.TheprocessbeganwithreviewinggapswiththePACoreStandardsandaligningthecoursecontent.Wehavebeguntowritecurriculumacrossallthecontentareas.Wehaveimplementedanewcurriculumframeworkthatincludesbigideas,essentialquestions,standards/eligiblecontent,
128
essentialvocabulary,instructionalstrategiesandleaningactivities,assessments,andresources.
HuntingdonAreaMiddleSchoolcompletedaSTEMcurriculumplanthatwasBoardapprovedinSeptember,2016.
WecompletedtheK‐12SchoolCounselingPlanandcreatedanactionplanthroughCh.339whichwillbesubmittedforBoardapprovalinNovember,2016.
InstructionalpracticeisanareaofconcernforourMiddleandHighSchool.Theneedforprofessionaldevelopment,resourcesandaccountabilityintheseareasarebeingdeveloped.Differentiationwasrecommendedasaneedforprofessionaldevelopment.Forthe2016‐2017schoolyear,teachersreceivedprofessionaldevelopmentondifferentiation.Teachershavebeenrequiredtoturnindailylessonplansthatincludeidentifyinginstructionalstrategiesbeingimplementedduringclasstomeettheneedsofstudents.Theadministrationiscompletingwalkthroughstogatherdataonthefrequencyofteachersusingpurposefulgroupingduringinstruction,leveloftaskstudentsareassignedtocomplete,andinstructionalstrategybeginutilized.Differentiationwillcontinuetobeanareatofocusonastheteachersusemultipleresources,bothonlineandinprint,toincreasetheirknowledgeandabilitytodifferentiateinclass.
ReviewandalignourOnlineEducationProgramtoPACoreStandards.Afterreviewingprogramsandoptions,teacherwillaligntheirOnlineEducationcoursestothecurriculumwhichwillincludeengaginginstructionalstrategiesandassessments.
WearereviewingtheSTEMelectiveandcourseofferingstoourstudentsatHuntingdonAreaHighSchool.WeneedtoreviewwhattheSTEMcontinuumwilllooklikeatthehighschoollevel.
Start Date: 8/29/2016 End Date: 7/1/2020
Program Area(s): Professional Education, Teacher Induction, Special
Education, Gifted Education, Educational Technology
Supported Strategies:
DataAnalysisProcedures,Data‐InformedInstruction,DataTeams&DataWarehousing
SubstantialProfessionalDevelopment
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Provide embedded and focused training opportunities for teachers.
Description:
Professionaldevelopmentplanningforthenextthreeyears,trainingswillbeprovidedtoassistteachersinthemosteffective,researchbasedinstructionalstrategiestoincludeDOK,CareerandCollegeReadyStandards,21stCenturySkills,TechnologyandDanielson'steachereffectivenessmodel.Topicstosupplementimprovedstudentlearningwillinclude:ongoingcurriculumalignment,implementationoftechnologytoassistininstructioneffectiveness,projectbasedassessments,studentlearningobjectives,andadistrictcreateddifferentiatedsupervisionplan.
Start Date: 8/30/2016 End Date: 6/1/2020
Program Area(s): Professional Education, Teacher Induction, Special
Education, Student Services, Gifted Education, Educational Technology
Supported Strategies:
DataAnalysisProcedures,Data‐InformedInstruction,DataTeams&DataWarehousing
SubstantialProfessionalDevelopment
TechnologyInfrastructureEnhancement/TechnologyAccessandTrainingIncrease
Provideembeddedandfocusedtrainingopportunitiesforteachers.
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Appendix:ProfessionalDevelopmentImplementationStepDetails
LEA Goals Addressed:
Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students. Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school. Provide a rigorous curriculum for all students to reach their individual potential and be ready for college or career. Establish a district system that fully ensures each member of the district community promotes, enhances and sustains a shared vision of positive school climate and ensures family and community support of student participation in the learning process. Establish a district system that fully ensures professional development is focused, comprehensive and implemented with fidelity.
Strategy #1: Curriculum Mapping
Start End Title Description
8/29/2016 7/1/2020 Align Curriculum K - 12 to PA
Core Standards
Huntingdon Area Elementary Schools have completed the process of aligning and
creating curriculum in ELA (Reading & Writing) and Math content areas. The science
curriculum will be addressed and aligned in the 2016‐2017 school year. We have
131
implemented a new curriculum framework that includes big ideas, essential
questions, standards/eligible content, essential vocabulary, instructional strategies
and learning activities, assessments, and resources. Social Studies will follow this
same framework.
Huntingdon Area Middle School and High School are currently participating in a
district‐wide effort to align and map our curriculum. The process began with
reviewing gaps with the PA Core Standards and aligning the course content. We
have begun to write curriculum across all the content areas. We have implemented
a new curriculum framework that includes big ideas, essential questions,
standards/eligible content, essential vocabulary, instructional strategies and leaning
activities, assessments, and resources.
Huntingdon Area Middle School completed a STEM curriculum plan that was Board
approved in September, 2016.
We completed the K‐12 School Counseling Plan and created an action plan through
Ch. 339 which will be submitted for Board approval in November, 2016.
Instructional practice is an area of concern for our Middle and High School. The
need for professional development, resources and accountability in these areas are
being developed. Differentiation was recommended as a need for professional
development. For the 2016‐2017 school year, teachers received professional
development on differentiation. Teachers have been required to turn in daily lesson
plans that include identifying instructional strategies being implemented during
class to meet the needs of students. The administration is completing walkthroughs
to gather data on the frequency of teachers using purposeful grouping during
instruction, level of task students are assigned to complete, and instructional
strategy begin utilized. Differentiation will continue to be an area to focus on as the
teachers use multiple resources, both online and in print, to increase their
132
knowledge and ability to differentiate in class.
Review and align our Online Education Program to PA Core Standards. After
reviewing programs and options, teacher will align their Online Education courses
to the curriculum which will include engaging instructional strategies and
assessments.
We are reviewing the STEM elective and course offerings to our students at
Huntingdon Area High School. We need to review what the STEM continuum will
look like at the high school level.
Person Responsible SH S EP Provider Type App. Patricia Wargo 7.0 4 25 IU and current employees of the district School
Entity No
Knowledge Our Director of Education will lead the curriculum review process with the support of administrative and
teacher leaders.
Supportive Research Pa Core standards alignment
Designed to Accomplish
For classroom teachers, school counselors and education specialists:
Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.
Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.
Provides educators with a variety of classroom‐based assessment skills and the skills needed to analyze and use data in instructional decision‐making.
Empowers educators to work effectively with parents and community partners.
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For school and district administrators, and other educators seeking leadership roles:
Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.
Provides leaders with the ability to access and use appropriate data to inform decision‐making.
Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
Instructs the leader in managing resources for effective results.
Training Format
LEA Whole Group Presentation Series of Workshops
School Whole Group Presentation
Department Focused Presentation
Professional Learning Communities
Participant Roles
Classroom teachers Principals / Asst. Principals
Supt / Ast Supts / CEO / Ex Dir
School counselors
New Staff
Other educational specialists
Grade Levels
Elementary ‐ Primary (preK ‐ grade 1) Elementary ‐ Intermediate (grades 2‐5)
Middle (grades 6‐8)
High (grades 9‐12)
Follow-up Activities 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
134
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
standards, classroom environment, instructional delivery and professionalism.
Student PSSA data
Standardized student assessment data other than the PSSA
Classroom student assessment data
Review of participant lesson plans
Portfolio
LEA Goals Addressed:
Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school. Provide a rigorous curriculum for all students to reach their individual potential and be ready for college or career. Establish a district system that fully ensures professional development is focused, comprehensive and implemented with fidelity.
Strategy #1: Provide embedded and focused training opportunities for teachers.
Start End Title Description
8/1/2016 6/28/2019 Highly effective instructional
strategies
Training will be provided throughout the 2016‐2017 school year on topics to include
Differentiated Instruction strategies and the Danielson model for teacher
effectiveness for new teachers. Professional development is embedded through
our K‐12 instructional coaches.
Person Responsible SH S EP Provider Type App. Patricia Wargo 3.0 6 25 Intermediate Unit School
Entity No
135
Knowledge The understanding and implementation of differentiated instruction to engage students at their individual
levels.
Supportive Research This training is based off of a best practices model.
Designed to Accomplish
For classroom teachers, school counselors and education specialists:
Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.
Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.
Provides educators with a variety of classroom‐based assessment skills and the skills needed to analyze and use data in instructional decision‐making.
For school and district administrators, and other educators seeking leadership roles:
Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.
Provides leaders with the ability to access and use appropriate data to inform decision‐making.
Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
Training Format
Series of Workshops Professional Learning Communities
Participant Roles Classroom teachers Principals / Asst. Principals
Grade Levels Elementary ‐ Primary (preK ‐ grade 1) Elementary ‐ Intermediate (grades 2‐5)
136
Supt / Ast Supts / CEO / Ex Dir
School counselors
Paraprofessional
New Staff
Other educational specialists
Related Service Personnel
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
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
Classroom student assessment data
Participant survey
Review of participant lesson plans
LEA Goals Addressed:
Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school. Provide a rigorous curriculum for all students to reach their individual potential and be ready for college or career.
Strategy #1: Provide embedded and focused training opportunities for teachers.
137
Establish a district system that fully ensures professional development is focused, comprehensive and implemented with fidelity.
Start End Title Description
10/3/2016 6/1/2020 Implementation of 21st century
skills into the classroom
As we continue to add instructional technologies, we need to train staff on the most
effective instructional strategies to engage students and maximize their individual
level of growth as we move toward personalized learning for students. We have
implemented an Instructional Coach to support our teachers on the use of
technology in the classrooms. We are beginning the stages of learning about Mass
Customized Learning in our District.
Person Responsible SH S EP Provider Type App. Patricia Wargo 3.0 8 25 IU and current employees of the district School
Entity No
Knowledge Teachers will be trained on effective strategies and utilization technology in their core content areas to allow
the maximum amount of student engagement.
Supportive Research Instructional experts that have used and modeled best practices will be selectively chosen to train peers.
Designed to Accomplish
For classroom teachers, school counselors and education specialists:
Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.
Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.
For school and district administrators, and other
Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and
138
educators seeking leadership roles:
interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.
Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
Training Format
LEA Whole Group Presentation Series of Workshops
School Whole Group Presentation
Professional Learning Communities
Participant Roles
Classroom teachers Principals / Asst. Principals
Supt / Ast Supts / CEO / Ex Dir
School counselors
Paraprofessional
New Staff
Other educational specialists
Related Service Personnel
Grade Levels
Elementary ‐ Primary (preK ‐ grade 1) Elementary ‐ Intermediate (grades 2‐5)
Middle (grades 6‐8)
High (grades 9‐12)
Follow-up Activities
Team development and sharing of content‐area lesson implementation outcomes, with involvement of administrator and/or peers
Analysis of student work, with administrator and/or peers
Lesson modeling with
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
Classroom student assessment data
Participant survey
139
mentoring
LEA Goals Addressed:
Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students. Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school. Provide a rigorous curriculum for all students to reach their individual potential and be ready for college or career. Establish a district system that fully ensures each member of the district community promotes, enhances and sustains a shared vision of positive school climate and ensures family and community support of student participation in the learning process. Establish a district system that fully ensures professional development is focused, comprehensive and implemented with fidelity.
Strategy #1: Common Assessment within Grade/Subject Strategy #2: Increased Quality Instructional Time
Start End Title Description
8/29/2016 7/1/2020 Align Curriculum K - 12 to PA
Core Standards
Huntingdon Area Elementary Schools have completed the process of aligning and
creating curriculum in ELA (Reading & Writing) and Math content areas. The science
curriculum will be addressed and aligned in the 2016‐2017 school year. We have
implemented a new curriculum framework that includes big ideas, essential
140
questions, standards/eligible content, essential vocabulary, instructional strategies
and learning activities, assessments, and resources. Social Studies will follow this
same framework.
Huntingdon Area Middle School and High School are currently participating in a
district‐wide effort to align and map our curriculum. The process began with
reviewing gaps with the PA Core Standards and aligning the course content. We
have begun to write curriculum across all the content areas. We have implemented
a new curriculum framework that includes big ideas, essential questions,
standards/eligible content, essential vocabulary, instructional strategies and leaning
activities, assessments, and resources.
Huntingdon Area Middle School completed a STEM curriculum plan that was Board
approved in September, 2016.
We completed the K‐12 School Counseling Plan and created an action plan through
Ch. 339 which will be submitted for Board approval in November, 2016.
Instructional practice is an area of concern for our Middle and High School. The
need for professional development, resources and accountability in these areas are
being developed. Differentiation was recommended as a need for professional
development. For the 2016‐2017 school year, teachers received professional
development on differentiation. Teachers have been required to turn in daily lesson
plans that include identifying instructional strategies being implemented during
class to meet the needs of students. The administration is completing walkthroughs
to gather data on the frequency of teachers using purposeful grouping during
instruction, level of task students are assigned to complete, and instructional
strategy begin utilized. Differentiation will continue to be an area to focus on as the
teachers use multiple resources, both online and in print, to increase their
knowledge and ability to differentiate in class.
141
Review and align our Online Education Program to PA Core Standards. After
reviewing programs and options, teacher will align their Online Education courses
to the curriculum which will include engaging instructional strategies and
assessments.
We are reviewing the STEM elective and course offerings to our students at
Huntingdon Area High School. We need to review what the STEM continuum will
look like at the high school level.
Person Responsible SH S EP Provider Type App. Patricia Wargo 7.0 4 25 IU and current employees of the district School
Entity No
Knowledge Our Director of Education will lead the curriculum review process with the support of administrative and
teacher leaders.
Supportive Research Pa Core standards alignment
Designed to Accomplish
For classroom teachers, school counselors and education specialists:
Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.
Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.
Provides educators with a variety of classroom‐based assessment skills and the skills needed to analyze and use data in instructional decision‐making.
Empowers educators to work effectively with parents and community partners.
For school and district Provides the knowledge and skills to think and plan strategically, ensuring that
142
administrators, and other educators seeking leadership roles:
assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.
Provides leaders with the ability to access and use appropriate data to inform decision‐making.
Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
Instructs the leader in managing resources for effective results.
Training Format
LEA Whole Group Presentation Series of Workshops
School Whole Group Presentation
Department Focused Presentation
Professional Learning Communities
Participant Roles
Classroom teachers Principals / Asst. Principals
Supt / Ast Supts / CEO / Ex Dir
School counselors
New Staff
Other educational specialists
Grade Levels
Elementary ‐ Primary (preK ‐ grade 1) Elementary ‐ Intermediate (grades 2‐5)
Middle (grades 6‐8)
High (grades 9‐12)
Follow-up Activities
Team development and sharing of content‐area lesson implementation outcomes, with involvement of administrator and/or peers
Evaluation Methods
Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.
143
Analysis of student work, with administrator and/or peers
Creating lessons to meet varied student learning styles
Peer‐to‐peer lesson discussion
Student PSSA data
Standardized student assessment data other than the PSSA
Classroom student assessment data
Review of participant lesson plans
Portfolio
LEA Goals Addressed: Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.
Strategy #1: Increased Quality Instructional Time Strategy #2: Provide embedded and focused training opportunities for teachers.
Start End Title Description
7/1/2016 6/30/2019 Reading NCLB #1
Reading‐using scientific research‐based instructional programs such a Reading
Mastery, Corrective Reading, Wilson Reading, and Flex Literacy. All new special
education teachers who teach direct instruction reading will be trained to
implement the programs effectively and with fidelity in order to increase students
decoding, fluency, and comprehension skills. Refresher training will be offered
annually to special education teachers that have been previously trained in direct
instruction reading.
Person Responsible SH S EP Provider Type App. Director of Pupil
Services and Assistant Director of Pupil Services
3.0 3 7 Tuscarora Intermediate Unit 11 and/or Huntingdon Area School District
IU No
Knowledge This is an optional narrative for Special Education.
Supportive Research This is an optional narrative for Special Education.
144
Designed to Accomplish
For classroom teachers, school counselors and education specialists:
Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.
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.
Training Format
Series of Workshops Department Focused Presentation
Participant Roles
Classroom teachers 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
Creating lessons to meet varied student learning styles
Lesson modeling with mentoring
Evaluation Methods
Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.
Student PSSA data
Classroom student assessment data
145
LEA Goals Addressed:
Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students. Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school. Provide a rigorous curriculum for all students to reach their individual potential and be ready for college or career. Establish a district system that fully ensures each member of the district community promotes, enhances and sustains a shared vision of positive school climate and ensures family and community support of student participation in the learning process. Establish a district system that fully ensures professional development is focused, comprehensive and implemented with fidelity.
Strategy #1: Common Assessment within Grade/Subject Strategy #2: Dual Enrollment Opportunities
Start End Title Description
8/29/2016 7/1/2020 Align Curriculum K - 12 to PA
Core Standards
Huntingdon Area Elementary Schools have completed the process of aligning and
creating curriculum in ELA (Reading & Writing) and Math content areas. The science
curriculum will be addressed and aligned in the 2016‐2017 school year. We have
implemented a new curriculum framework that includes big ideas, essential
questions, standards/eligible content, essential vocabulary, instructional strategies
and learning activities, assessments, and resources. Social Studies will follow this
146
same framework.
Huntingdon Area Middle School and High School are currently participating in a
district‐wide effort to align and map our curriculum. The process began with
reviewing gaps with the PA Core Standards and aligning the course content. We
have begun to write curriculum across all the content areas. We have implemented
a new curriculum framework that includes big ideas, essential questions,
standards/eligible content, essential vocabulary, instructional strategies and leaning
activities, assessments, and resources.
Huntingdon Area Middle School completed a STEM curriculum plan that was Board
approved in September, 2016.
We completed the K‐12 School Counseling Plan and created an action plan through
Ch. 339 which will be submitted for Board approval in November, 2016.
Instructional practice is an area of concern for our Middle and High School. The
need for professional development, resources and accountability in these areas are
being developed. Differentiation was recommended as a need for professional
development. For the 2016‐2017 school year, teachers received professional
development on differentiation. Teachers have been required to turn in daily lesson
plans that include identifying instructional strategies being implemented during
class to meet the needs of students. The administration is completing walkthroughs
to gather data on the frequency of teachers using purposeful grouping during
instruction, level of task students are assigned to complete, and instructional
strategy begin utilized. Differentiation will continue to be an area to focus on as the
teachers use multiple resources, both online and in print, to increase their
knowledge and ability to differentiate in class.
Review and align our Online Education Program to PA Core Standards. After
reviewing programs and options, teacher will align their Online Education courses
147
to the curriculum which will include engaging instructional strategies and
assessments.
We are reviewing the STEM elective and course offerings to our students at
Huntingdon Area High School. We need to review what the STEM continuum will
look like at the high school level.
Person Responsible SH S EP Provider Type App. Patricia Wargo 7.0 4 25 IU and current employees of the district School
Entity No
Knowledge Our Director of Education will lead the curriculum review process with the support of administrative and
teacher leaders.
Supportive Research Pa Core standards alignment
Designed to Accomplish
For classroom teachers, school counselors and education specialists:
Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.
Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.
Provides educators with a variety of classroom‐based assessment skills and the skills needed to analyze and use data in instructional decision‐making.
Empowers educators to work effectively with parents and community partners.
For school and district administrators, and other educators seeking leadership
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
148
roles: academic standards. Provides leaders with the ability to access and use appropriate data to inform
decision‐making.
Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
Instructs the leader in managing resources for effective results.
Training Format
LEA Whole Group Presentation Series of Workshops
School Whole Group Presentation
Department Focused Presentation
Professional Learning Communities
Participant Roles
Classroom teachers Principals / Asst. Principals
Supt / Ast Supts / CEO / Ex Dir
School counselors
New Staff
Other educational specialists
Grade Levels
Elementary ‐ Primary (preK ‐ grade 1) Elementary ‐ Intermediate (grades 2‐5)
Middle (grades 6‐8)
High (grades 9‐12)
Follow-up Activities
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
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
149
Creating lessons to meet varied student learning styles
Peer‐to‐peer lesson discussion
data other than the PSSA
Classroom student assessment data
Review of participant lesson plans
Portfolio
LEA Goals Addressed:
Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school. Provide a rigorous curriculum for all students to reach their individual potential and be ready for college or career. Establish a district system that fully ensures professional development is focused, comprehensive and implemented with fidelity.
Strategy #1: Dual Enrollment Opportunities Strategy #2: Differentiating Instruction
Start End Title Description
8/1/2016 6/28/2019 Highly effective instructional
strategies
Training will be provided throughout the 2016‐2017 school year on topics to include
Differentiated Instruction strategies and the Danielson model for teacher
effectiveness for new teachers. Professional development is embedded through
our K‐12 instructional coaches.
Person Responsible SH S EP Provider Type App. Patricia Wargo 3.0 6 25 Intermediate Unit School
Entity No
Knowledge The understanding and implementation of differentiated instruction to engage students at their individual
levels.
150
Supportive Research This training is based off of a best practices model.
Designed to Accomplish
For classroom teachers, school counselors and education specialists:
Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.
Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.
Provides educators with a variety of classroom‐based assessment skills and the skills needed to analyze and use data in instructional decision‐making.
For school and district administrators, and other educators seeking leadership roles:
Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.
Provides leaders with the ability to access and use appropriate data to inform decision‐making.
Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
Training Format
Series of Workshops Professional Learning Communities
Participant Roles
Classroom teachers Principals / Asst. Principals
Supt / Ast Supts / CEO / Ex Dir
School counselors
Paraprofessional
Grade Levels
Elementary ‐ Primary (preK ‐ grade 1) Elementary ‐ Intermediate (grades 2‐5)
Middle (grades 6‐8)
High (grades 9‐12)
151
New Staff
Other educational specialists
Related Service Personnel
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
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
Classroom student assessment data
Participant survey
Review of participant lesson plans
LEA Goals Addressed:
Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school. Provide a rigorous curriculum for all students to reach their individual potential and be ready for college or career. Establish a district system that fully ensures professional development is focused, comprehensive and implemented with fidelity.
Strategy #1: Technology Infrastructure Enhancement/Technology Access and Training Increase Strategy #2: Differentiating Instruction
152
Start End Title Description
10/3/2016 6/1/2020 Implementation of 21st century
skills into the classroom
As we continue to add instructional technologies, we need to train staff on the most
effective instructional strategies to engage students and maximize their individual
level of growth as we move toward personalized learning for students. We have
implemented an Instructional Coach to support our teachers on the use of
technology in the classrooms. We are beginning the stages of learning about Mass
Customized Learning in our District.
Person Responsible SH S EP Provider Type App. Patricia Wargo 3.0 8 25 IU and current employees of the district School
Entity No
Knowledge Teachers will be trained on effective strategies and utilization technology in their core content areas to allow
the maximum amount of student engagement.
Supportive Research Instructional experts that have used and modeled best practices will be selectively chosen to train peers.
Designed to Accomplish
For classroom teachers, school counselors and education specialists:
Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.
Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.
For school and district administrators, and other educators seeking leadership roles:
Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.
Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
153
Training Format
LEA Whole Group Presentation Series of Workshops
School Whole Group Presentation
Professional Learning Communities
Participant Roles
Classroom teachers Principals / Asst. Principals
Supt / Ast Supts / CEO / Ex Dir
School counselors
Paraprofessional
New Staff
Other educational specialists
Related Service Personnel
Grade Levels
Elementary ‐ Primary (preK ‐ grade 1) Elementary ‐ Intermediate (grades 2‐5)
Middle (grades 6‐8)
High (grades 9‐12)
Follow-up Activities
Team development and sharing of content‐area lesson implementation outcomes, with involvement of administrator and/or peers
Analysis of student work, with administrator and/or peers
Lesson modeling with mentoring
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
Classroom student assessment data
Participant survey
154
LEA Goals Addressed:
Establish a district system that fully ensures each member of the district community promotes, enhances and sustains a shared vision of positive school climate and ensures family and community support of student participation in the learning process.
Strategy #1: Positive Behavioral Interventions and Supports
Start End Title Description
7/1/2016 6/30/2019 Behavior Support
De‐escalation techniques (on‐going CPI or Safety Care Training): The district
annually provides training in Nonviolent Crisis Intervention (CPI) and Safety Care to
teachers and paraprofessional who work with students with behaviors, especially
those students who routinely exhibit physically aggressive behaviors. The training
provides staff with de‐escalation techniques and ways to safely restrain students if
necessary. The training requires recertification on an annual basis.
The district also has School Wide Positive Behavior Supports implemented at
Southside Elementary, Standing Stone Elementary, the Huntingdon Area Middle
School, and will be implementing it in the Huntingdon Area High School during the
2016‐2017 school year. Training and ongoing support is provided annually to the
district faculty and staff through the Huntingdon Area School District.
The district will annually provide behavior support training to parents. The district
also works with community agencies and parents to improve students' behaviors.
Person Responsible SH S EP Provider Type App. Director of Pupil
Services, PD committee, Administration
8.0 2 25 Tuscarora Intermediate Unit 11 Huntingdon Area School District
IU Yes
Knowledge This is an optional narrative for Special Education.
Supportive This is an optional narrative for Special Education.
155
Research 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.
For school and district administrators, and other educators seeking leadership roles:
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
Participant Roles
Classroom teachers Principals / Asst. Principals
Supt / Ast Supts / CEO / Ex Dir
Paraprofessional
New Staff
Parents
Grade Levels
Elementary ‐ Primary (preK ‐ grade 1) Elementary ‐ Intermediate (grades 2‐5)
Middle (grades 6‐8)
High (grades 9‐12)
Follow-up Activities
Mentoring/modeling of appropriate use of techniques
Evaluation Methods
review of special education data and review of behavior support plan components
156
LEA Goals Addressed:
Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students. Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school. Provide a rigorous curriculum for all students to reach their individual potential and be ready for college or career. Establish a district system that fully ensures each member of the district community promotes, enhances and sustains a shared vision of positive school climate and ensures family and community support of student participation in the learning process. Establish a district system that fully ensures professional development is focused, comprehensive and implemented with fidelity.
Strategy #1: Positive Behavioral Interventions and Supports
Start End Title Description
8/29/2016 7/1/2020 Align Curriculum K - 12 to PA
Core Standards
Huntingdon Area Elementary Schools have completed the process of aligning and
creating curriculum in ELA (Reading & Writing) and Math content areas. The science
curriculum will be addressed and aligned in the 2016‐2017 school year. We have
implemented a new curriculum framework that includes big ideas, essential
questions, standards/eligible content, essential vocabulary, instructional strategies
and learning activities, assessments, and resources. Social Studies will follow this
same framework.
Huntingdon Area Middle School and High School are currently participating in a
157
district‐wide effort to align and map our curriculum. The process began with
reviewing gaps with the PA Core Standards and aligning the course content. We
have begun to write curriculum across all the content areas. We have implemented
a new curriculum framework that includes big ideas, essential questions,
standards/eligible content, essential vocabulary, instructional strategies and leaning
activities, assessments, and resources.
Huntingdon Area Middle School completed a STEM curriculum plan that was Board
approved in September, 2016.
We completed the K‐12 School Counseling Plan and created an action plan through
Ch. 339 which will be submitted for Board approval in November, 2016.
Instructional practice is an area of concern for our Middle and High School. The
need for professional development, resources and accountability in these areas are
being developed. Differentiation was recommended as a need for professional
development. For the 2016‐2017 school year, teachers received professional
development on differentiation. Teachers have been required to turn in daily lesson
plans that include identifying instructional strategies being implemented during
class to meet the needs of students. The administration is completing walkthroughs
to gather data on the frequency of teachers using purposeful grouping during
instruction, level of task students are assigned to complete, and instructional
strategy begin utilized. Differentiation will continue to be an area to focus on as the
teachers use multiple resources, both online and in print, to increase their
knowledge and ability to differentiate in class.
Review and align our Online Education Program to PA Core Standards. After
reviewing programs and options, teacher will align their Online Education courses
to the curriculum which will include engaging instructional strategies and
assessments.
158
We are reviewing the STEM elective and course offerings to our students at
Huntingdon Area High School. We need to review what the STEM continuum will
look like at the high school level.
Person Responsible SH S EP Provider Type App. Patricia Wargo 7.0 4 25 IU and current employees of the district School
Entity No
Knowledge Our Director of Education will lead the curriculum review process with the support of administrative and
teacher leaders.
Supportive Research Pa Core standards alignment
Designed to Accomplish
For classroom teachers, school counselors and education specialists:
Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.
Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.
Provides educators with a variety of classroom‐based assessment skills and the skills needed to analyze and use data in instructional decision‐making.
Empowers educators to work effectively with parents and community partners.
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.
159
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
LEA Whole Group Presentation Series of Workshops
School Whole Group Presentation
Department Focused Presentation
Professional Learning Communities
Participant Roles
Classroom teachers Principals / Asst. Principals
Supt / Ast Supts / CEO / Ex Dir
School counselors
New Staff
Other educational specialists
Grade Levels
Elementary ‐ Primary (preK ‐ grade 1) Elementary ‐ Intermediate (grades 2‐5)
Middle (grades 6‐8)
High (grades 9‐12)
Follow-up Activities
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
Evaluation Methods
Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.
Student PSSA data
Standardized student assessment data other than the PSSA
Classroom student assessment data
Review of participant lesson plans
160
discussion
Portfolio
LEA Goals Addressed:
Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school. Provide a rigorous curriculum for all students to reach their individual potential and be ready for college or career. Establish a district system that fully ensures professional development is focused, comprehensive and implemented with fidelity.
Strategy #1: Substantial Professional Development Strategy #2: Technology Infrastructure Enhancement/Technology Access and Training Increase
Start End Title Description
8/1/2016 6/28/2019 Highly effective instructional
strategies
Training will be provided throughout the 2016‐2017 school year on topics to include
Differentiated Instruction strategies and the Danielson model for teacher
effectiveness for new teachers. Professional development is embedded through
our K‐12 instructional coaches.
Person Responsible SH S EP Provider Type App. Patricia Wargo 3.0 6 25 Intermediate Unit School
Entity No
Knowledge The understanding and implementation of differentiated instruction to engage students at their individual
levels.
Supportive Research This training is based off of a best practices model.
161
Designed to Accomplish
For classroom teachers, school counselors and education specialists:
Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.
Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.
Provides educators with a variety of classroom‐based assessment skills and the skills needed to analyze and use data in instructional decision‐making.
For school and district administrators, and other educators seeking leadership roles:
Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.
Provides leaders with the ability to access and use appropriate data to inform decision‐making.
Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
Training Format
Series of Workshops Professional Learning Communities
Participant Roles
Classroom teachers Principals / Asst. Principals
Supt / Ast Supts / CEO / Ex Dir
School counselors
Paraprofessional
New Staff
Other educational specialists
Grade Levels
Elementary ‐ Primary (preK ‐ grade 1) Elementary ‐ Intermediate (grades 2‐5)
Middle (grades 6‐8)
High (grades 9‐12)
162
Related Service Personnel
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
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
Classroom student assessment data
Participant survey
Review of participant lesson plans
LEA Goals Addressed:
Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school. Provide a rigorous curriculum for all students to reach their individual potential and be ready for college or career. Establish a district system that fully ensures professional development is focused, comprehensive and implemented with fidelity.
Strategy #1: Technology Infrastructure Enhancement/Technology Access and Training Increase
Start End Title Description
163
10/3/2016 6/1/2020 Implementation of 21st century
skills into the classroom
As we continue to add instructional technologies, we need to train staff on the most
effective instructional strategies to engage students and maximize their individual
level of growth as we move toward personalized learning for students. We have
implemented an Instructional Coach to support our teachers on the use of
technology in the classrooms. We are beginning the stages of learning about Mass
Customized Learning in our District.
Person Responsible SH S EP Provider Type App. Patricia Wargo 3.0 8 25 IU and current employees of the district School
Entity No
Knowledge Teachers will be trained on effective strategies and utilization technology in their core content areas to allow
the maximum amount of student engagement.
Supportive Research Instructional experts that have used and modeled best practices will be selectively chosen to train peers.
Designed to Accomplish
For classroom teachers, school counselors and education specialists:
Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.
Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.
For school and district administrators, and other educators seeking leadership roles:
Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.
Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
164
Training Format
LEA Whole Group Presentation Series of Workshops
School Whole Group Presentation
Professional Learning Communities
Participant Roles
Classroom teachers Principals / Asst. Principals
Supt / Ast Supts / CEO / Ex Dir
School counselors
Paraprofessional
New Staff
Other educational specialists
Related Service Personnel
Grade Levels
Elementary ‐ Primary (preK ‐ grade 1) Elementary ‐ Intermediate (grades 2‐5)
Middle (grades 6‐8)
High (grades 9‐12)
Follow-up Activities
Team development and sharing of content‐area lesson implementation outcomes, with involvement of administrator and/or peers
Analysis of student work, with administrator and/or peers
Lesson modeling with mentoring
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
Classroom student assessment data
Participant survey
LEA Goals Addressed: Establish a district system that fully ensures Strategy #1: Data Analysis Procedures,
165
consistent implementation of standards aligned curricula across all schools for all students. Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school. Provide a rigorous curriculum for all students to reach their individual potential and be ready for college or career. Establish a district system that fully ensures each member of the district community promotes, enhances and sustains a shared vision of positive school climate and ensures family and community support of student participation in the learning process. Establish a district system that fully ensures professional development is focused, comprehensive and implemented with fidelity.
Data-Informed Instruction, Data Teams & Data Warehousing Strategy #2: Substantial Professional Development
Start End Title Description
8/29/2016 7/1/2020 Align Curriculum K - 12 to PA
Core Standards
Huntingdon Area Elementary Schools have completed the process of aligning and
creating curriculum in ELA (Reading & Writing) and Math content areas. The science
curriculum will be addressed and aligned in the 2016‐2017 school year. We have
implemented a new curriculum framework that includes big ideas, essential
questions, standards/eligible content, essential vocabulary, instructional strategies
and learning activities, assessments, and resources. Social Studies will follow this
same framework.
Huntingdon Area Middle School and High School are currently participating in a
district‐wide effort to align and map our curriculum. The process began with
166
reviewing gaps with the PA Core Standards and aligning the course content. We
have begun to write curriculum across all the content areas. We have implemented
a new curriculum framework that includes big ideas, essential questions,
standards/eligible content, essential vocabulary, instructional strategies and leaning
activities, assessments, and resources.
Huntingdon Area Middle School completed a STEM curriculum plan that was Board
approved in September, 2016.
We completed the K‐12 School Counseling Plan and created an action plan through
Ch. 339 which will be submitted for Board approval in November, 2016.
Instructional practice is an area of concern for our Middle and High School. The
need for professional development, resources and accountability in these areas are
being developed. Differentiation was recommended as a need for professional
development. For the 2016‐2017 school year, teachers received professional
development on differentiation. Teachers have been required to turn in daily lesson
plans that include identifying instructional strategies being implemented during
class to meet the needs of students. The administration is completing walkthroughs
to gather data on the frequency of teachers using purposeful grouping during
instruction, level of task students are assigned to complete, and instructional
strategy begin utilized. Differentiation will continue to be an area to focus on as the
teachers use multiple resources, both online and in print, to increase their
knowledge and ability to differentiate in class.
Review and align our Online Education Program to PA Core Standards. After
reviewing programs and options, teacher will align their Online Education courses
to the curriculum which will include engaging instructional strategies and
assessments.
We are reviewing the STEM elective and course offerings to our students at
167
Huntingdon Area High School. We need to review what the STEM continuum will
look like at the high school level.
Person Responsible SH S EP Provider Type App. Patricia Wargo 7.0 4 25 IU and current employees of the district School
Entity No
Knowledge Our Director of Education will lead the curriculum review process with the support of administrative and
teacher leaders.
Supportive Research Pa Core standards alignment
Designed to Accomplish
For classroom teachers, school counselors and education specialists:
Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.
Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.
Provides educators with a variety of classroom‐based assessment skills and the skills needed to analyze and use data in instructional decision‐making.
Empowers educators to work effectively with parents and community partners.
For school and district administrators, and other educators seeking leadership roles:
Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.
Provides leaders with the ability to access and use appropriate data to inform decision‐making.
Empowers leaders to create a culture of teaching and learning, with an emphasis on
168
learning.
Instructs the leader in managing resources for effective results.
Training Format
LEA Whole Group Presentation Series of Workshops
School Whole Group Presentation
Department Focused Presentation
Professional Learning Communities
Participant Roles
Classroom teachers Principals / Asst. Principals
Supt / Ast Supts / CEO / Ex Dir
School counselors
New Staff
Other educational specialists
Grade Levels
Elementary ‐ Primary (preK ‐ grade 1) Elementary ‐ Intermediate (grades 2‐5)
Middle (grades 6‐8)
High (grades 9‐12)
Follow-up Activities
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
Evaluation Methods
Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.
Student PSSA data
Standardized student assessment data other than the PSSA
Classroom student assessment data
Review of participant lesson plans
Portfolio
169
LEA Goals Addressed: Establish a district system that fully ensures professional development is focused, comprehensive and implemented with fidelity.
Strategy #1: Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing Strategy #2: Substantial Professional Development Strategy #3: Technology Infrastructure Enhancement/Technology Access and Training Increase Strategy #4: Provide embedded and focused training opportunities for teachers.
Start End Title Description
8/30/2016 6/1/2020 Provide embedded and
focused training opportunities for teachers.
Professional development planning for the next three years, trainings will be
provided to assist teachers in the most effective, research based instructional
strategies to include DOK, Career and College Ready Standards, 21st Century Skills,
Technology and Danielson's teacher effectiveness model. Topics to supplement
improved student learning will include: ongoing curriculum alignment,
implementation of technology to assist in instruction effectiveness, project based
assessments, student learning objectives, and a district created differentiated
supervision plan.
Person Responsible SH S EP Provider Type App. Director of Education 7.0 4 160 IU and current employees of the district School
Entity No
Knowledge Professional staff development will be embedded and related to the goals established through the
comprehensive planning model and annual review of various data sources (School performance profile,
PSSA/Keystone, PVAAS, emetric, SPP, common assessments etc). The district will maximize all days available
170
(staff development, professional development, Act 80, PLC's and faculty meetings) to stay focused on our goals
and objectives, yet remain flexible to fully prepare staff in all aspects of the educational system(academics,
safety, social, environmental).
Supportive Research SAS portal, research based strategies
Designed to Accomplish
For classroom teachers, school counselors and education specialists:
Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.
Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.
Provides educators with a variety of classroom‐based assessment skills and the skills needed to analyze and use data in instructional decision‐making.
Empowers educators to work effectively with parents and community partners.
For school and district administrators, and other educators seeking leadership roles:
Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.
Provides leaders with the ability to access and use appropriate data to inform decision‐making.
Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
Instructs the leader in managing resources for effective results.
Training Format
LEA Whole Group Presentation Series of Workshops
School Whole Group Presentation
Department Focused Presentation
171
Professional Learning Communities
Offsite Conferences
Participant Roles
Classroom teachers Principals / Asst. Principals
Supt / Ast Supts / CEO / Ex Dir
School counselors
Paraprofessional
Classified Personnel
New Staff
Other educational specialists
Related Service Personnel
Parents
Grade Levels
Elementary ‐ Primary (preK ‐ grade 1) Elementary ‐ Intermediate (grades 2‐5)
Middle (grades 6‐8)
High (grades 9‐12)
Follow-up Activities
Team development and sharing of content‐area lesson implementation outcomes, with involvement of administrator and/or peers
Analysis of student work, with administrator and/or peers
Creating lessons to meet varied student learning styles
Peer‐to‐peer lesson discussion
Lesson modeling with mentoring
Joint planning period activities
Evaluation Methods
Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.
Student PSSA data
Standardized student assessment data other than the PSSA
Classroom student assessment data
Participant survey
Review of participant lesson plans
Review of written reports summarizing instructional activity
Portfolio
172
Journaling and reflecting
173
DistrictLevelAffirmations
WeaffirmthatthisDistrictLevelPlanwasdevelopedinaccordance,andwillcomplywiththeapplicableprovisionsof22Pa.Code,Chapters4,12,16,and49.Wealsoaffirmthatthecontentsaretrueandcorrectandthattheplanwasplacedforpublicinspectionintheschooldistrict/AVTSofficesandinthenearestpubliclibraryuntilthenextregularlyscheduledmeetingoftheboardorforaminimumor28dayswhichevercomesfirst.
WeaffirmthattheresponsesintheProfessionalEducationCoreFoundationsandtheProfessionalDevelopmentImplementationStepsfocusonthelearningneedsofeachstaffmembertoenableallstaffmembersmeetorexceedthePennsylvaniaacademicstandardsineachofthecoresubjectareas.
Nosignaturehasbeenprovided
BoardPresident
Nosignaturehasbeenprovided
Superintendent/ChiefExecutiveOfficer
174
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).
Nosignaturehasbeenprovided
175
BoardPresident
Nosignaturehasbeenprovided
Superintendent/ChiefExecutiveOfficer