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Octorara Area SD

District Level Plan

07/01/2014 - 06/30/2017

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District Profile

Demographics

228 Highland Rd Suite 1Atglen, PA 19310(610)593-8238Superintendent: Thomas NewcomeDirector of Special Education: Kathryn Michalowski

Planning ProcessThe planning process begins with the assignment of District Level Facilitators appointed by the Superintendent. A secondary administrator and an elementary administrator were assigned as co-facilitators. Initial planning meetings were set with a facilitator from the Chester County Intermediate Unit (CCIU). During these planning meetings a schedule with target dates and meeting dates was set by the Superintendent and the District Level Co-Facilitators with the assistance of the CCIU facilitator to assure timeliness and logistical feasibility.

The schedule for the District Level Planning Committee was set with dates in October, December, February, April and July. Building principals were given logistical information for setting Building Level Committee meetings appropriately in conjunction with the timing of the District Level Committee meetings. The District-School Process Work-Flow Chart from the Off line Guidance Tool was utilized as a guide.

The facilitators determined that the District Level Committee would be comprised of the required members as outlined in the planning off-line guidance tool under the heading District Level Planning Team. The facilitators mirrored this composition with very few exceptions. Exceptions included several additional members as an outcome of the selection process. The selection process included soliciting staff to submit their names if they were interested in serving on the District Level Committee. The plan included a vote on the representatives the appropriate groups would want. However, the numbers of volunteers were limited enough that all volunteers were able to serve. The Superintendent solicited community members, business members and parents by phone contact from a list of involved and interested members of each of these groups. Upon an affirmative response the Board of Directors received the Superintendent's recommendation to appoint these individuals to the committee.

The District Level Committee will use the District Work-Flow Chart to assess momentum and to keep on target with completing the work in a timely fashion.

The District Level faciltators are responsible for the planning process with the elementary facilitator being responsible to assure elementary sections are completed and the secondary facilitator is primarily responsible to assure the secondary sections are complete. The Superintendent has the

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responsibility to assure the process is on-going. The CCIU facilitator is an objective source to assure that the process is making progress and the work is being done in a timely and effective manner.

We will communicate with the Board of Directors throughout the process to assure that they are aware of the process and the progress of the planning. This begins with the Annual Report in November, including the Board approval of the District Level Committee.

Mission StatementThe mission of the Octorara Area School District, through a partnership among school, community and family, is to promote educational excellence in a safe, secure environment, empowering our students with the skills necessary to be successful, responsible members of society.

Vision StatementOctorara Area School District is a community of learners which nurtures in each person the skills necessary to shape the future with respect and integrity.

Shared ValuesWe believe:

Everyone is capable of learning.

A safe, secure environment is essential o a positive school experience.

Everyone has value, has something to contribute and should be treated respectfully.

Every student has the right to an education, and the school district has the responsibility to provide every student with the opportunity to obtain a high quality education.

Individuals are responsible and accountable for their actions.

The responsibility for learning is shared by students, home, school and community.

All students should be challenged to reach their full potential.

Freedom of discussion is critical to a quality education.

Educational CommunityThe Octorara Area School District is a rural farming community, with two towns, Atglen and Parkesburg Boroughs located in western Chester County and one town, Christiana located in eastern Lancaster County in southeastern Pennsylvania.The region also includes several town centers.

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Although the region is primarily rural and agricultural, as evidenced by the existing land use inventory, it is nonetheless influenced by its proximity to Philadelphia, Wilmington, Delaware, and Baltimore, Maryland. These major urban areas have the ability to affect the Octorara Area School District's growth in employment and residential development. In addition to the major urban areas, other urban and developed areas such as Lancaster, Coatesville, Exton, West Chester, Downingtown, Great Valley, King of Prussia, and Kennett Square serve the region as employment centers as well as recreational and educational centers. (Octorara Region Comprehensive Plan, December 2004)

The Octorara Area School District has a high level of poverty as outlined in the West Chester University Study on Poverty, Making Poverty History in Chester County, PA, The Challenging Road to Self-Sufficiency (2006).

The Octorara Area School District has a Standard and Poors' rating of A Positive, Long Term. The concerns over the funding of the Pension Fund may influence this rating in the future but otherwise the District has taken the appropriate steps to assure financial stability. The pension fund financing could impact this stability in the future.

The community has a limited industrial or business base. Our major resource is centered in the agriculture industry.We have several main highways that cut through the District and we have easy access to major regional highways. Public transportation is not easily accessible.

Our District has ten administrative personnel that supervise two hundred and one teachers in grades Kindergarten through Grade 12. We have ninety-six instructional assistants, twelve lunchroom and playground aides, and twenty-three clerical/secretary staff. We maintain eight custodial staff members and five maintenance staff members while contracting with an outside provider to serve our evening custodial needs. We have support services provided by the Chester County Intermediate Unit in a variety of areas, predominantly in special education services. We have access to excellent career and technical schools for our students as well as alternative educational placements as necessary to serve student needs. What limited business and industry we have is very open to providing work sites for our students to get experiences related to various career opportunities. We have easy access and positive relationships with many of the regions outstanding institutions of higher learning.

We serve approximately 2550 students. 82% of the students are white, non-Hispanic, 6.7% are black, 10.1% are Hispanic and less than 2% comprise other ethnicities. Approximately 16% of our students are identified with special needs while approximately 6% are identified as Gifted. Approximately 2% of the student population is Limited English Proficiency and approximately 25% are classified as Low Income based on Free and Reduced Lunch services. Our students come from predominantly blue collar households and will be first generation college students in their families if they so chose to enter a four year college upon graduation.

We offer our students a full compliment of honors and Advanced Placement Courses as well as an extensive program in Career and Technical Education. We support local civic and community

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organizations in numerous ways by maintaining close and open relationships with such organizations. The predominant support for our students from the community come from civic organizations. The major support within our community comes from faith-based organizations and serviced oriented organizations.

The community at-large has mixed opinions of our entity. Largely, those with children connected to the District are positive about the District. This is not absolute - but generally true. Those that have chosen to take their children to other educational institutions obviously do not see the District as able to satisfy the needs of their children. We have approximately 120 students in home-school programs, 200 students in public charter schools, and some more in private school placements. A vocal core of residents complain that their taxes are too high and that the District under performs based on the amount they pay in property taxes compared to other area districts. Mostly, members of our organization believe we provide great service and opportunities for our students. Given our size and resources I believe most objective observations confirm this belief.

Planning CommitteeName Role

Dawn Baldt Ed Specialist - School CounselorNikki Bonaduce-Davis High School Teacher - Regular EducationLisa Bowman Board MemberAshley Brennan Elementary School Teacher - Special EducationJeff Butch High School Teacher - Regular EducationDeb Canby Middle School Teacher - Regular EducationLarry Constable Business RepresentativeCarol Dittoe Middle School Teacher - Regular EducationSherri Findley Community RepresentativeShelly Hurley ParentRyan Kieffer Ed Specialist - School PsychologistDara Kline Intermediate Unit Staff MemberLisa McNamara AdministratorKathryn Michalowski Special Education Director/SpecialistTim Morris Business RepresentativeMegan Munn Elementary School Teacher - Regular EducationThomas Newcome AdministratorJon Propper AdministratorLisa Rohrer ParentDwayne Walton Community RepresentativeJen Watson High School Teacher - Regular Education

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Lisa Welsh Elementary School Teacher - Special EducationElena Wilson Administrator

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Core Foundations

Standards

Mapping and Alignment

Elementary Education-Primary Level

Standards Mapping Alignment

Arts and Humanities Accomplished AccomplishedCareer Education and Work Developing DevelopingCivics and Government Accomplished AccomplishedPA Core Standards: English Language Arts Developing DevelopingPA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Developing Developing

PA Core Standards: Mathematics Developing DevelopingEconomics Developing DevelopingEnvironment and Ecology Accomplished AccomplishedFamily and Consumer Sciences Non Existent Non ExistentGeography Accomplished AccomplishedHealth, Safety and Physical Education Accomplished AccomplishedHistory Accomplished AccomplishedScience and Technology and Engineering Education Accomplished AccomplishedAlternate Academic Content Standards for Math Non Existent Non ExistentAlternate Academic Content Standards for Reading Non Existent Non ExistentAmerican School Counselor Association for Students Developing DevelopingEarly Childhood Education: Infant-Toddler→Second Grade

Needs Improvement

Needs Improvement

English Language Proficiency Developing DevelopingInterpersonal Skills Accomplished AccomplishedSchool Climate Developing Developing

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

Our level of instruction does not have a "Family and Consumer Science" course or American School Counselor Association for Students. Due to budget cuts the Early Childhood connections piece has been limited. Community Child Care Facilities have access to all district curriculum via the web site.

Elementary Education-Intermediate Level


Arts and Humanities Accomplished AccomplishedCareer Education and Work Non Existent Non Existent

Civics and Government Needs Improvement

Needs Improvement

PA Core Standards: English Language Arts Developing Developing

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

PA Core Standards: Mathematics Developing DevelopingEconomics Non Existent Non Existent

Environment and Ecology Needs Improvement

Needs Improvement

Family and Consumer Sciences Non Existent Non ExistentGeography Developing DevelopingHealth, Safety and Physical Education Accomplished AccomplishedHistory Developing DevelopingScience and Technology and Engineering Education Developing DevelopingAlternate Academic Content Standards for Math Non Existent Non ExistentAlternate Academic Content Standards for Reading Non Existent Non ExistentAmerican School Counselor Association for Students Developing DevelopingEnglish Language Proficiency Developing DevelopingInterpersonal Skills Developing DevelopingSchool Climate Developing Developing


1. Career Education and Work: This is "spotty" at best with no current curricular plan in grades 4 - 6.

2. Civics and Government: This exists in the 4th grade social studies curriculum but needs improve 4 - 6.

3. Literacy on History/Social Studies, Science and Technical Subjects: This exists but no current curricular plan and is not consistent or intentional 4 - 6.

4. Economics: Broad topic - no specific curricula exist 4 - 6.

5. Environment and Ecology: Broad topic - no specific curricula exist 4 - 6.

6. Family and Consumer Sciences: Broad topic - no specific curricula exist 4 - 6.

Middle Level


Arts and Humanities Accomplished AccomplishedCareer Education and Work Developing DevelopingCivics and Government Developing DevelopingPA Core Standards: English Language Arts Developing DevelopingPA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects

Needs Improvement

Needs Improvement

PA Core Standards: Mathematics Developing DevelopingEconomics Non Existent Non ExistentEnvironment and Ecology Developing DevelopingFamily and Consumer Sciences Non Existent Non Existent

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Geography Developing DevelopingHealth, Safety and Physical Education Developing DevelopingHistory Developing DevelopingScience and Technology and Engineering Education Developing DevelopingAlternate Academic Content Standards for Math Non Existent Non ExistentAlternate Academic Content Standards for Reading Non Existent Non ExistentAmerican School Counselor Association for Students Developing DevelopingEnglish Language Proficiency Developing DevelopingInterpersonal Skills Developing DevelopingSchool Climate Developing DevelopingWorld Language Developing Developing


More professional development is needed in the area of Literacy in History/Social Studies, Science, and Technical Subjects.

High School Level


Arts and Humanities Accomplished AccomplishedCareer Education and Work Accomplished AccomplishedCivics and Government Developing DevelopingPA Core Standards: English Language Arts Developing DevelopingPA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects

Needs Improvement

Needs Improvement

PA Core Standards: Mathematics Developing DevelopingEconomics Developing DevelopingEnvironment and Ecology Developing DevelopingFamily and Consumer Sciences Developing DevelopingGeography Developing DevelopingHealth, Safety and Physical Education Developing DevelopingHistory Developing DevelopingScience and Technology and Engineering Education Developing DevelopingAlternate Academic Content Standards for Math Non Existent Non ExistentAlternate Academic Content Standards for Reading Non Existent Non ExistentAmerican School Counselor Association for Students Non Existent Non ExistentEnglish Language Proficiency Developing DevelopingInterpersonal Skills Developing DevelopingSchool Climate Developing DevelopingWorld Language Developing Developing


More professional development is needed in the area of Literacy in History/Social Studies, Science and Technical Subjects

Adaptations

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No standards have been identified for this content area.



Middle Level


High School Level


Explanation for any standards checked:

This narrative is empty.

Curriculum

Planned Instruction


Curriculum Characteristics Status

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

Developing

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

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

Developing

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

Processes used to ensure Accomplishment:


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





Developing

Content, including materials and activities and estimated instructional Developing

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

Developing






Middle Level



Developing



Developing






High School Level



Developing



Developing


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Modification and Accommodations

Explain how planned instruction contains modifications and accommodations that allow all students at all mental and physical ability levels to access and master a rigorous standards aligned curriculum.

Students with special needs are included in all regular educational programs.Individualized modifications and accommodations are based on student IEP goals.

Instruction

Instructional Strategies Formal classroom observations focused on instruction Walkthroughs targeted on instruction Peer evaluation/coaching

Regular Lesson Plan Review Not Reviewed

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

Via our Differentiated Supervision Plan.

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

Instructional Coaching is not a consistent means of professional development in our district currently. On occasion, consultants will provide coaching, but this needs to be implemented on an ongoing, job embedded basis. Possibilities at Octorara Elementary and Octorara Intermediate schools exist for this, but require additional staffing.

Responsiveness to Student Needs


Instructional Practices Status

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Structured grouping practices are used to meet student needs. Full Implementation

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

Full Implementation

Differentiated instruction is used to meet student needs. Full Implementation

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

Implemented in 50% or more of

district classrooms

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




Structured grouping practices are used to meet student needs.

Implemented in less than 50% of

district classrooms



district classrooms

Differentiated instruction is used to meet student needs.


district classrooms



district classrooms



Middle Level


Structured grouping practices are used to meet student needs.


district classrooms



district classrooms



district classrooms

A variety of practices that may include structured grouping, flexible Implemented in

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scheduling and differentiated instruction are used to meet the needs of gifted students.

50% or more of district

classrooms



High School Level


Structured grouping practices are used to meet student needs. Full Implementation



district classrooms



district classrooms



district classrooms



Recruitment

Describe the process you implement to recruit and assign the most effective and highly qualified teachers in order to meet the learning needs of students who are below proficiency or are at risk of not graduating.

There is no formal process for assigning the most effective and highly qualified teachers in order to meet the learning needs of students who are below proficiency or are at risk.

Assessments

Local Graduation Requirements

Course Completion SY 14/15 SY 15/16 SY 16/17

Total CoursesEnglishMathematicsSocial StudiesSciencePhysical Education

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HealthMusic, Art, Family & Consumer Sciences, Career and Technical EducationElectivesMinimum % Grade Required for Credit (Numerical Answer)

Graduation Requirement Specifics We affirm that our entity requires demonstration of proficiency or above in each of the following State academic standards: English Language Arts and Mathematics, Science and Technology and Environment and Ecology, as determined through any one or a combination of the following:No graduation requirement specifics have been identified.

Local Assessments

Standards WA TD NAT DA PSW Other

Arts and Humanities X X X XCareer Education and Work X X X XCivics and Government X XPA Core Standards: English Language Arts X X X X

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

X X

PA Core Standards: Mathematics X X X XEconomics X XEnvironment and Ecology X XFamily and Consumer Sciences X XGeography X XHealth, Safety and Physical Education X X

History X XScience and Technology and Engineering Education X X X X

World Language X X

Methods and Measures

Summative Assessments

Summative Assessments EEP EEI ML HS

Phonetic Survey (OPLC School-wide) XMath Common Assessments X XTerraNova: Math, Reading, Science, Social Studies X

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(2nd grade Fall)PSSA: Math, Reading, Science, Writing (3, 4, 5, 6, 7, 8) X XWIDA (English as a Second Language) District Wide X X X XKeystone Assessments (11th grade, Algebra I, Literature, Biology) X

Final Exams (9th through 12th) X

Benchmark Assessments

Benchmark Assessments EEP EEI ML HS

DIBELS Next Reading (Dynamic Indicators of Basic Early Literacy Skills) X X

DIBELS Next Math (School-wide 3x a yr.) XDRA (Directed Reading Assessment) (School-wide 3/4x a year) X

4-Sight (School-wide 3x a yr. for reading and math) X XEnglish Language Arts Scott-Foresman Benchmark Assessments (5/6x a year) X

Project Read Unit Assessments (After each unit) XMath Common Assessments (After each unit) X X X X

Formative Assessments

Formative Assessments EEP EEI ML HS

Progress Monitoring X X X XTeacher Observation X X X XThink-Pair-Share X X X XPeer Partners (Turn and Talk) X X X XCheck Lists (Kindergarten) XExit Tickets X X X XMath Fact Timed Tests X X XQuestioning Strategies X X X XAIMSweb (Administered to student with IEPs) X X X XTeacher Developed CBA's X X X X

Diagnostic Assessments

Diagnostic Assessments EEP EEI ML HS

DIBELS Next Reading: Phoneme Segmentation Fluency, Oral Reading Fluency, Nonsense Word Fluency

X

IRI (Informal Reading Inventory) X X X XTesting for specific Learning Disability X X X XTesting for Giftedness X X X XTAAS (Test of Auditory Analysis Skills) X XRunning Records X X X XKindergarten Screening ( X

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Written Student Work X X X XDRA (Directed Reading Assessment) XCDT (Classroom Diagnostic Tools for Biology, Algrbra I and English) X X

Validation of Implemented Assessments

Validation Methods EEP EEI ML HS

External ReviewIntermediate Unit ReviewLEA Administration ReviewBuilding Supervisor Review XDepartment Supervisor ReviewProfessional Learning Community Review XInstructional Coach Review X X X XTeacher Peer Review X X X X

Provide brief explanation of your process for reviewing assessments.

There is no formal District process for reviewing assessments.

Development and Validation of Local Assessments

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

Kindergarten through 6th grade is currently revising all common math assessments to align with revised curriculum based on common core standards.

Collection and Dissemination

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

No formal District system is in place to collect, analyze and disseminate assessment data efficiently and effectively for use by District leaders and instructional teams.

Data Informed Instruction

Describe how information from the assessments is used to assist students who have not demonstrated achievement of the academic standards at a proficient level or higher.

Assessment information supports to determine student instructional intervention and/or Multidisciplinary Referral.

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Assessment Data Uses

Assessment Data Uses EEP EEI ML HS

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

X X X X

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

X X

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

X

Instructional practices modified or adapted to increase student mastery. X X

Provide brief explanation of the process for incorporating selected strategies.

EEP Level: Grade level data meetings are held monthly to determine student growth and/or needs based on core curriculum and interventions.

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


Distribution of Summative Assessment Results

Distribution Methods EEP EEI ML HS

Course Planning Guides X X X XDirecting Public to the PDE & other Test-related Websites X X X X

Individual Meetings X X X XLetters to Parents/Guardians X X X XLocal Media Reports X X X XWebsite X X X XMeetings with Community, Families and School Board X X X XMass Phone Calls/Emails/Letters X XNewsletters XPress ReleasesSchool Calendar X X X XStudent Handbook X X X X

Provide brief explanation of the process for incorporating selected strategies.


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


Safe and Supportive Schools

Assisting Struggling Schools

Describe your entity’s process for assisting schools that either do not meet the annual student achievement targets or experience other challenges, which deter student attainment of academic standards at a proficient level or higher.

If your entity has no struggling schools, explain how you will demonstrate continued growth in student achievement.

NEED TO CHANGE ANSWER

Programs, Strategies and Actions

Programs, Strategies and Actions EEP EEI ML HS

Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement X X X X

School-wide Positive Behavioral Programs X X X XConflict Resolution or Dispute Management X X X XPeer Helper Programs X XSafety and Violence Prevention Curricula X X XStudent Codes of Conduct X X X XComprehensive School Safety and Violence Prevention Plans X X X X

Purchase of Security-related Technology X X XStudent, Staff and Visitor Identification Systems X X X XPlacement of School Resource OfficersStudent Assistance Program Teams and Training X XCounseling Services Available for all Students X XInternet Web-based System for the Management of Student Discipline X X X X

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

The school district does not have a Resource Officer.

Identifying and Programming for Gifted Students

1. Describe your entity's process for identifying gifted children.

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2. Describe your gifted special education programs offered.

Based on grade level students are screened to determine need for further testing. If screening shows need, students are referred for Multidisciplinary Testing.

Developmental Services

Developmental Services EEP EEI ML HS

Academic Counseling X X X XAttendance Monitoring X X X XBehavior Management Programs X X X XBullying Prevention X X X XCareer Awareness X X XCareer Development/Planning X XCoaching/Mentoring X X XCompliance with Health Requirements –i.e., Immunization X X X X

Emergency and Disaster Preparedness X X X XGuidance Curriculum X X X XHealth and Wellness Curriculum X X X XHealth Screenings X X X XIndividual Student Planning X X X XNutrition X X X XOrientation/Transition X X X XRTII/MTSS XWellness/Health Appraisal X X X X

Explanation of developmental services:


Diagnostic, Intervention and Referral Services

Diagnostic, Intervention and Referral Services EEP EEI ML HS

Accommodations and Modifications X X X XAdministration of Medication X X X XAssessment of Academic Skills/Aptitude for Learning X X X XAssessment/Progress Monitoring X X X XCasework X X X XCrisis Response/Management/Intervention X X X XIndividual Counseling X X X XIntervention for Actual or Potential Health Problems X X X XPlacement into Appropriate Programs X X X XSmall Group Counseling-Coping with life situations X X X XSmall Group Counseling-Educational planning X XSmall Group Counseling-Personal and Social Development X X X X

Special Education Evaluation X X X X

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Student Assistance Program X X

Explanation of diagnostic, intervention and referral services:


Consultation and Coordination Services

Consultation and Coordination Services EEP EEI ML HS

Alternative Education X X X XCase and Care Management X X X XCommunity Liaison X X X XCommunity Services Coordination (Internal or External) X X X X

Coordinate Plans X X X XCoordination with Families (Learning or Behavioral) X X X XHome/Family Communication X X X XManaging Chronic Health Problems X X X XManaging IEP and 504 Plans X X X XReferral to Community Agencies X X X XStaff Development X X X XStrengthening Relationships Between School Personnel, Parents and Communities X X X X

System Support Truancy Coordination X X X XK-6 Math Consultant X X

Explanation of consultation and coordination services:

The district does not have a specific position designated as a Community Liaison.

Communication of Educational Opportunities

Communication of Educational Opportunities EEP EEI ML HS

Course Planning Guides X XDirecting Public to the PDE & Test-related Websites X X X XIndividual Meetings X X X XLetters to Parents/Guardians X X X XLocal Media Reports X X X XWebsite X X X XMeetings with Community, Families and Board of Directors X X X X

Mass Phone Calls/Emails/Letters X X X XNewsletters X X X XPress Releases X X X XSchool Calendar X X X XStudent Handbook X X X X

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Communication of Student Health Needs

Communication of Student Health Needs EEP EEI ML HS

Individual Meetings X X X XIndividual Screening Results X X X XLetters to Parents/Guardians X X X XWebsite X X X XMeetings with Community, Families and Board of DirectorsNewslettersSchool CalendarStudent Handbook X X X X

Frequency of CommunicationElementary Education - Primary Level

Yearly

Elementary Education - Intermediate Level

Yearly

Middle Level

Yearly

High School Level

Yearly

Collaboration for Interventions

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

Data Meetings

Child Study Meetings

IEP Meetings

Individual contact by teachers with district resource staff

Community Coordination

Describe how you accomplish coordination with community operated infant and toddler centers, as well as preschool early intervention programs. In addition, describe the

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community coordination with the following before or after school programs and services for all grade levels, including pre-kindergarten, if offered, through grade 12.

1. Child care2. After school programs3. Youth workforce development programs4. Tutoring

Budget cuts have limited the amount of resources.

Preschool Agency Coordination

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

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

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

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

Our district houses Early Intervention, Life Skills and Autistic programs run by our CCIU. Each year Early Intervention Transition Meetings are held with district staff, parents and a CCIU faculty member to coordinate transitional needs of students entering into the district's kindergarten program. Kindergarten Screening is designed to help us develop the best possible program for our students. It is also useful in evaluating skills children do well and areas that children may need additional instruction or practice. A child’s screening that indicates he/she would benefit from the exposure and instruction provided in the Outreach program. Kindergarten Outreach is not the Summer Literacy Camp and is offered in addition to the Summer Literacy Camp. However, the Kindergarten Outreach addresses children’s individual needs and helps prepare them for the BIG STEP to the OPLC in August.

· Summer enrichment program offered to children whose kindergarten screening indicated a need.

· Strengthen academic readiness skills

o Weak language skills including:

§ Verbal processing

§ Perceptual processing

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§ Auditory processing

o Basic concepts: Colors, Shapes, Position Words, Body Parts etc…

o Phonemic Awareness

o Rhyming

o Letter Recognition

o Sound Symbol Relationship

o One to One Correspondence: Matching objects to counting

o Fine Motor Skills

§ Pencil grasp

o Knowing, recognizing and writing their names

o Separation Issues

Materials and Resources

Description of Materials and Resources


Material and Resources Characteristics Status

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

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

Needs Improvement

Accessibility for students and teachers is effective and efficient DevelopingDifferentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs Developing

Provide explanation for processes used to ensure Accomplishment.

We are currently revising much of our curriculum to align with the core standards. Through this process materials and resources are identified.

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




Aligned and supportive of academic standards, progresses level to level Developing

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and demonstrates relationships among fundamental concepts and skillsA robust supply of high quality aligned instructional materials and resources available

Needs Improvement

Accessibility for students and teachers is effective and efficient Needs Improvement

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


Material and Resource selections and identification are included as part of the curriculum mapping/design process. Currently, we are building materials and resources for English Language Arts 4 - 6; however we are in dire need of quality resources for math.



Middle Level




Needs Improvement






High School Level




Needs Improvement


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SAS Incorporation


Standards Status

Arts and Humanities Full Implementation

Career Education and Work Not Applicable

Civics and Government


district classrooms

PA Core Standards: English Language Arts


district classrooms



district classrooms

PA Core Standards: Mathematics


district classrooms

Economics


district classrooms

Environment and Ecology


district classrooms

Family and Consumer Sciences Not Applicable

Geography


district classrooms

Health, Safety and Physical Education Full Implementation

History Implemented in 50% or more of

district

27

classrooms

Science and Technology and Engineering Education


district classrooms

Alternate Academic Content Standards for Math


district classrooms

Alternate Academic Content Standards for Reading


district classrooms

American School Counselor Association for Students


district classrooms

Early Childhood Education: Infant-Toddler→Second Grade


district classrooms

English Language Proficiency


district classrooms

Interpersonal Skills


district classrooms

School Climate


district classrooms

Further explanation for columns selected "

1. Career Education and Work as well as Family and Consumer Science: Not applicable on SAS.

2. Early Childhood Education: Due to budget cuts. OutReach Program begins support for ages 4/5. Must be 5 by September 1st.


Standards Status


Career Education and Work


district classrooms

Civics and Government Implemented in less than 50% of

28

district classrooms



district classrooms



district classrooms



district classrooms

Economics


district classrooms



district classrooms


Geography


district classrooms


History


district classrooms



district classrooms

Alternate Academic Content Standards for Math Not ApplicableAlternate Academic Content Standards for Reading Not ApplicableAmerican School Counselor Association for Students Not Applicable

English Language Proficiency


district classrooms



district classrooms

School Climate


district classrooms


29


Middle Level

Standards Status




district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

Economics


district classrooms



district classrooms


Geography


district classrooms


History


district classrooms



district classrooms

Alternate Academic Content Standards for Math Not ApplicableAlternate Academic Content Standards for Reading Not ApplicableAmerican School Counselor Association for Students Not ApplicableEnglish Language Proficiency Implemented in

50% or more of

30

district classrooms



district classrooms

School Climate


district classrooms

World Language


district classrooms



High School Level

Standards Status




district classrooms



district classrooms



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Economics


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Family and Consumer Sciences


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Geography


district classrooms

Health, Safety and Physical Education


district classrooms

History


district classrooms



district classrooms

Alternate Academic Content Standards for Math Not ApplicableAlternate Academic Content Standards for Reading Not ApplicableAmerican School Counselor Association for Students Not Applicable

English Language ProficiencyLevel of

Implementation is Unknown



district classrooms

School Climate


district classrooms

World Language


district classrooms



Professional Education

Characteristics

District’s Professional Education Characteristics EEP EEI ML HS

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

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

X X X X

Increases the educator's teaching skills based on effective practice research, with attention given to interventions for gifted students.Provides educators with a variety of classroom-based X X X X

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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. X X X X

District’s Professional Education Characteristics EEP EEI ML HS

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

X X X X

Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for gifted students are aligned to each other, as well as to Pennsylvania's academic standards.Provides leaders with the ability to access and use appropriate data to inform decision making. X X X X

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

Instructs the leader in managing resources for effective results. X X X X

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

1. Beginning May of 2012, the district rolled out to the teaching staff the implementation of the Learning Focus Schools Framework. Learning-Focused provides the most comprehensive model for reaching Balanced Achievement using a research-based framework and support solutions focused on learning and student achievement.

2. PA Common Core

3. Professional development with CCIU and Math Consultant


Beginning May of 2012, the district rolled out to the teaching staff the implementation of the Learning Focus Schools Framework. Learning-Focused provides the most comprehensive model for reaching Balanced Achievement using a research-based framework and support solutions focused on learning and student achievement.

Strategies Ensuring Fidelity

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

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

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


During the 2011-2012 school year the administrative team piloted a walkthrough system called TeachScape.


1. Implementation of the Learning Focus Schools Framework.

Induction Program Inductees will know the basic details and expectations related to LEA-wide initiatives,

practices, policies and procedures. Inductees will know the basic details and expectations related to school initiatives,

practices and procedures. Inductees will know and apply LEA endorsed classroom management strategies. Inductees will know and utilize school/LEA resources that are available to assist students

in crisis. Inductees will take advantage of opportunities to engage personally with other

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


District follows Induction Program.


District is in process of the implementation of the Learning-Focused Framework.

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

identify needs. Frequent observations of inductee instructional practice by supervisor to identify needs. Regular meetings with mentors or coaches to reflect upon instructional practice to

identify needs. Review of inductee lesson plans. Knowledge of successful research-based instructional models.

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Follows district Induction Program.

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

We have not, historically, used standardized test data for any type of teacher evaluation, whether formative or summative. Obviously, that is changing with the new teacher evaluation tool and the switch to School Performance Profile Data and Teacher Specific Reporting Data. This will be incorporated as we transition.

Mentor Characteristics Pool of possible mentors is comprised of teachers with outstanding work performance. Potential mentors have similar certifications and assignments. Potential mentors must model continuous learning and reflection. Potential mentors must have knowledge of LEA policies, procedures and resources. Potential mentors must have demonstrated ability to work effectively with students and

other adults. Potential mentors must be willing to accept additional responsibility. Mentors must complete mentor training or have previous related experience (e.g.,

purpose of induction program and role of mentor, communication and listening skills, coaching and conferencing skills, problem-solving skills and knowledge of adult learning and development).

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


District Induction Program requires all the characteristics.

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


Induction Program Timeline

Topics Aug-Sep

Oct-Nov

Dec-Jan

Feb-Mar

Apr-May

Jun-Jul

Code of Professional Practice and Conduct for Educators X

Assessments X X XBest Instructional Practices X XSafe and Supportive Schools XStandards X XCurriculum X XInstruction X X X X X X

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Accommodations and Adaptations for diverse learners X

Data informed decision making X X XMaterials and Resources for Instruction X

If necessary, provide further explanation.


Monitoring Evaluating and Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

Mentor observation and follow through discussion with Inductee.

District's Differentiated Supervision Plan

Recording Process

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

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

Completion is verified by the LEA Chief Executive Officer on the Application for Level 2 Certification.

Special Education

Special Education StudentsTotal students identified: 399

Identification Method

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

Students can be recommended for a Multidisciplinary Evaluation (MDE) by the District and/or parents at any time. The District utilizes a Response to Instruction Intervention (RtII) model to identify struggling students; this process, which includes the District’s Instructional Support Team (IST) process, provides individual supports and accommodations to bolster a student’s performance. If the student’s response to interventions is minimal or stagnant, an MDE may be recommended by the District and/or

36

parents. As the student enters the MDE process, the following will be considered for ruling out a specific learning disability.The District may use: Norm-referenced test of cognitive processing and ability; norm-or criteria-referenced assessments of academic achievement; curriculum-based assessments; norm-referenced assessment of visual-motor integration; norm-referenced behavior rating scales and/or teacher and parent reports; observations in current educational settings; and a review of records.Despite implementing elements of an RTII model, the District ultimately utilizes the Discrepancy Model when identifying students with a specific learning disability.

Enrollment

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

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

The Enrollment Status data from the December 2011 Child Count shows a minimal discrepancy in the Emotional Disturbance category. The LEA shows an 11% overall enrollment, while the State shows an 8.6% enrollment. This is, however, a 1% drop from 12% in the previous year. ED numbers have generally remained constant in the district since 2005, with 2006 (8.5%) and 2007 (13.2%) being exceptions. Through a goal which will be developed in this comprehensive plan, the District will begin to address the aforementioned discrepancy by developing and expanding in a deliberate manner the RtII process for pro-social skills and behavior as part of the regular education curriculum.

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Through this curriculum development and tiered intervention implementation, the District hopes to identify and support students more intensely before emotional needs and poor behaviors become so discrepant (our current method of identification) that they qualify for special education services. Additionally, the Race/Ethnicity (School Age) data from the December 2011 Data Report shows a 3% discrepancy in the Black (Non-Hispanic) category. The LEA shows an 11.8% special education population, while the LEA shows a 6.8% enrollment. However, this has traditionally been the case: Dec. 2005: 11.9% / 5.0%Dec. 2006: 13.3% / 6.3%Dec. 2007: 13.4% / 5.7%Dec. 2008: 12.5% / 6.6%Dec. 2009: 11.3% / 6.7%Dec. 2010: 12.8% / 6.7% Therefore, there has been a slight drop in the trend line for Dec. 2011. As the district moves forward with an RtII-similar model, the District will follow this data closely to see if there is a reduction in this discrepancy.

Non-Resident Students Oversight

1. How does the District meet its obligation under Section 1306 of the Public School Code as the host District at each location?

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2. How does the District ensure that students are receiving a free appropriate public education (FAPE) in the least restrictive environment (LRE)?

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

1. The District does not have any children's institutions within the District. 2. N/A 3. N/A

Incarcerated Students Oversight

Describe the system of oversight the District would implement to ensure that all incarcerated students who may be eligible for special education are located, identified, evaluated and when deemed eligible, are offered a free appropriate public education (FAPE).

The District would meet all federal and state obligations and responsibilities to ensure FAPE. The District would make all efforts to locate, identify, evaluate, and offer FAPE when students are deemed possibly eligible by working with Host Districts and all collaborating agencies, including law enforcement.

Least Restrictive Environment

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

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

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

1. The District uses all possible avenues to ensure that students remain in the LRE when appropriate. At each IEP meeting, the IEP team discusses the appropriateness of the regular education classroom, the benefits and the drawbacks.

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With the increasing rigor of the curriculum found in the PA Common Core State Standards, students will now be receiving a double-dose in their areas of weakness: they receive grade-level curriculum, modified if necessary, and they also receive direct instruction and remediation on concepts and skills that they have not yet mastered (current instructional level). The first is in the regular education environment, the second is in the special education environment. Each building K-12 has the availability of small-group pull-out, replacement academic instruction; however, it is used quite infrequently as a stand-alone method of instruction, and only when a severe discrepancy between the student’s current instructional level and the grade-level curriculum would exist, such that the student would not profit whatsoever from the regular education setting with the general education curriculum.If necessary, supplementary aids and services are provided before students are considered for replacement instruction: accommodations, adaptations, and modifications are made; support staff provide additional support; and co-teaching and push-in learning support teachers are only some of the implemented supports.Emotional support occurs in small group or individual instruction, depending on the need of the student. Both are outside of the regular education classroom. 2. The District has begun to utilize Response to Instruction and Intervention (RtII) at the K-2 level; it will be expanded to grades 3-12 during the course of this comprehensive plan. Part of the RtII alignment will include curriculum and pro-social behaviors (Positive Behavior Support Systems).Instructionally, the District has begun to utilize Learning Focused, a template which focuses all teacher efforts on student learning and not on the curriculum/instruction. One of the main focal points is differentiation in the classroom; this can only benefit students in the LRE. The Chester County Intermediate Unit’s (CCIU) Teaching and Consulting Team/Autism Support consults on a weekly basis with the District’s Autism Support teacher and provides training and assistance. The CCIU’s Technical Assistance Department is supportive with students who have advanced technological needs and the faculty who support them; additionally, they provide support to teachers regarding their students’ ever-changing technology and resource needs.Additionally, the Director of Special Education utilizes the services of the Special Education Adviser assigned to the LEA; the special education adviser is a valuable resource to the District.3a. The data for Educational Environments is as follows:2011 61.7, target 65%2010 65.1, target 65%2009 71.3, target 61%2008 83.5, target 57%As we see the above numbers reflecting a reduction of students in the LRE, it actually denotes additional support for more challenging courses. The change of daily schedule, first at the high school in 2010, then at the junior high school in 2011, was increased from 44 minute periods to 57 minute periods. In order for students to be more successful in

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increasingly rigorous courses, they need additional support, which occurs in the special education environment. As additional support is offered, time in the special education classroom increases. 3b. The data reflecting the number of students placed outside of the district is as follows:2011 9.3, target 3.3%2010 6.1, target 3.32009 4.7, target 3.5%2008 3.7, target 3.7%The out-of-district placements reflect student need, not District need. All placements are fully discussed at IEP meetings with parents. In order to be able to provide needed services such as full-time emotional support, multiple disabilities support, partial hospitalization with therapies/counseling, drug/alcohol partial hospitalization, etc., we primarily utilize the intermediate unit to provide such services.

Behavior Support Services

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

Each building utilizes a positive behavior support program for all students. Each building also inservices its faculty and staff about the PBS program being used and its intended outcomes and consequences. Targeted staff members in each building receive de-escalation techniques non-violent crisis intervention training (see below). School counselors and psychologists are available for crises or immediate intervention if necessary. More formalized emotional support is available for students with disabilities.All buildings identify students who currently may require de-escalation techniques and possible non-violent crisis intervention. Behavior and crisis plans are added to IEPs as warranted. Identified staff members (e.g., classroom teachers, educational specialists, paraeducators, counselors, and administrators) will be trained on a yearly basis (to be identified on a yearly basis, depending on building assignment of each student) in de-escalation techniques and also non-violent crisis intervention as outlined in IEPs. The OPLC utilizes:

“The Braves” character education curriculum, with characteristics of successful students taught monthly. “BRAVES” is an acronym for bold-responsible-ambitious-virtuous-energetic-selfless.

The Gyro school-wide behavior program and curriculum that defines, teaches, and supports appropriate student behavior, leading to a positive school environment.

Olweus Bully Prevention strategies.

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Pro-social curriculum (taught by the school counselor). Small counseling groups target specific needs, such as friendship, anger management, etc.

Diversity training (taught by the Autism Support teacher).

The OES utilizes:

The Gyro school-wide behavior program and curriculum that defines, teaches, and supports appropriate student behavior, leading to a positive school environment.

Olweus Bully Prevention strategies.

Pro-social curriculum (taught by the school counselor). Small counseling groups target specific needs, such as friendship, anger management, etc.


The OIS utilizes:

4Behavior School Wide Behavior Plan (positive school-wide behavior support).

Small counseling groups targeting specific needs, such as friendship, anger management, etc.

The “Braves” character traits, bold-responsible-ambitious-virtuous-energetic-selfless, embedded into the curriculum to meet Student Interpersonal Skills standards.


The OJHS/OSHS utilizes:

The “Braves” character traits, bold-responsible-ambitious-virtuous-energetic-selfless, embedded into the general education curriculum to meet Student Interpersonal Skills standards.

“Wellness Works”, a specific program used for targeted students who benefit from “Habits of Mind” metacognition.

Small counseling groups, which target specific needs such as anger management, grief, etc.

Students who meet disciplinary criteria are able to participate in extra-curricular activities.

The District does not have School-Based Behavioral Health Services; however, the District works supportively with outside agencies who provide behavioral health services to students.The District will continue to employ the services of the CCIU on a yearly basis to train staff in de-escalation techniques and non-violent crisis intervention techniques for immediate intervention. The training may take the form of 1:1, small group, large group, or train-the-trainer groupings.

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Intensive Interagency/Ensuring FAPE/Hard to Place Students

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

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

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

1. The LEA has not had difficulty ensuring FAPE for an individual student or particular disability category. If there is a need that the District have difficulty servicing, the CCIU assists the District in providing the necessary education on the OASD campus or provides a placement within the county.

2. Successful programs include itinerant and supplemental learning support, emotional support, autism support, speech/language support, and low incidence disabilities. The District utilizes the CCIU and its subcontractors for services that it does not provide: hearing, OT and PT. The District is challenged to service students who have full-time special education needs, especially full-time autism, intensive learning support and life skills; therefore, the District has successfully collaborated with the CCIU to have cross-district classrooms on the campus which permit the District to retain OASD students within the District and also service students of nearby districts.

The Student Assistance Program school-based teams work with the Council on Addictive Diseases to support students with drug and alcohol addiction and mental health concerns.

The District utilizes the Home, School and Community Council services of the CCIU to provide information and resources to parents (members include the District, CCIU, JPO, Human Resources/Behavioral Health, and CYF).

1. Student needs will drive any expansion of the continuum of services. Currently, the “Wellness Works” program, focusing on mental health and habits of mind/mindfulness, has very recently been implemented. The District identified a need to provide additional mental health services.

Stemming from student need, the District has also added individual and small group instruction for behavioral support through the Autism Support Team at the CCIU; therapeutic services have been added this year for one student.

The intention is to expand emotional/behavioral and autistic support over the next three years in an attempt to reduce the number of students in outside placements. While some

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students have needs too severe for the District to service on the campus, as the District transitions to the RtII model for academics and emotional well-being, a reduction in moderate inappropriate behaviors is anticipated.

Strengths and Highlights

Describe the strengths and highlights of your current special education services and programs. Include in this section directions on how the district provides trainings for staff, faculty and parents.

The strengths of the OASD special education services and programs stem from the basic premise that the student with a disability gets what the student needs in order to provide FAPE. In the past several years, the District has expanded the availability of curricula, support, remediation and replacement instruction so that students have access to the general education curriculum and also curriculum at their current performance level in various modes. The faculty and staff that the District employs are the backbone of the Special Education Department; they are professional in their responsibilities and caring about students. Highlights include:

co-teaching, small group instruction, and push-in to classrooms for student support when needed.

close interaction with and support from the CCIU to offer, expand and/or develop services.

close interaction with and support from Chester and Lancaster County agencies, including judicial and behavioral services.

content-area certified special educators at the secondary level.

superior school psychologists.

transition-rich curriculum (developing post-secondary outcomes) and opportunities.

autism-specific and emotional support-specific staff who can not only provide direct instruction to students, but also inservice parents and staff for the benefit of the child.

The District provides trainings in various ways.

Support staff are required to complete 20 hours of training as paraprofessionals; their training is tailored to their assignments.

Support staff are also welcome to attend any faculty trainings they wish to attend.

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Faculty members are currently participating in Learning Focused trainings (a four-year commitment). As faculty develop their teaching emphasis to focus on the learning that is occurring, strategies will be provided to improve instruction for all students, including differentiation and modification of curriculum for students with disabilities.

The District’s legal counsel provides small-group and large-group inservicing on requested topics.

The Director of Special Education devotes time to inservicing any staff member who has specific needs: regular educators, special educators, instructional assistants, building administrators. The Director will seek outside assistance (primarily from the CCIU) when additional assistance is needed.

All staff members may at any time request training, inservicing, etc. in areas of need.

Each IEP meeting functions as training and inservicing for teacher, parent, and student (if of age). Regular education teachers receive training in students’ IEPs and special needs directly from the student’s case manager.

Due to the small size of the District and poor attendance at previous district offerings, parents are directed to the CCIU and other local agencies who provide parent trainings for special needs children: group trainings, advocacy groups, legal recourse, disability issues, and resources for parents.

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Assurances

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

Implementation of a comprehensive and integrated K-12 program of student services based on the needs of its students. (in compliance with § 12.41(a))

Free Education and Attendance (in compliance with § 12.1)

School Rules (in compliance with § 12.3)

Collection, maintenance and dissemination of student records (in compliance § 12.31(a) and § 12.32)

Discrimination (in compliance with § 12.4)

Corporal Punishment (in compliance with § 12.5)

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

Freedom of Expression (in compliance with § 12.9)

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

Hair and Dress (in compliance with § 12.11)

Confidential Communications (in compliance with § 12.12)

Searches (in compliance with § 12.14)

Emergency Care and Administration of Medication and Treatment (in compliance with 35 P.S. § 780-101—780-144)

Parents or guardians are informed regarding individual survey student assessments and provided a process for refusal to participate (consistent with § 445 of the General Education Provisions Act (20 U.S.C.A. § 1232h) and in compliance with § 12.41(d))

Persons delivering student services shall be specifically licensed or certified as required by statute or regulation (in compliance with § 12.41(e))

Development and Implementation of Local Wellness Program (in compliance with Public Law 108-265, Section 204)

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

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

Acceptable Use Policy for Technology Resources

Providing career information and assessments so that students and parents or guardians might become aware of the world of work and career options available.

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

Implementation of a full range of services, programs and alternative placements available to the school district for placement and implementation of the special education programs in the school district.

Implementation of a child find system to locate, identify and evaluate young children and children who are thought to be a child with a disability eligible for special education residing within the school district's jurisdiction. Child find data is collected, maintained and used in decision-making. Child find process and procedures are evaluated for its effectiveness. The District implements mechanisms to disseminate child find information to the public, organizations, agencies and individuals on at least an annual basis.

Assurances of students with disabilities are included in general education programs and extracurricular and non-academic programs and activities to the maximum extent appropriate in accordance with an Individualized Education Program.

Compliance with the PA Department of Education, Bureau of Special Education's report revision notice process.

Following the state and federal guidelines for participation of students with disabilities in state and district-wide assessments including the determination of participation, the need for accommodations, and the methods of assessing students for whom regular assessment is not appropriate.

Assurance of funds received through participation in the medical assistance reimbursement program, ACCESS, will be used to enhance or expand the current level of services and programs provided to students with disabilities in this local education agency.

24 P.S. §1306 and §1306.2 FacilitiesThere are no facilities.

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Least Restrictive Environment FacilitiesFacility Name Type of

FacilityType of Service Number of

Students Placed

Abraxis Other Court Adjudicated Placement 1CCIU/Aspire Special

Education Centers

Autism Support Program 1

CCIU/School Refusal Program Special Education Centers

School Refusal: psychological and behavior therapist services to re-enter a student into school

1

CCIU/Child Career and Development Center

Special Education Centers

Autism Support Program 6



Emotional Support Program (TEACH, REACH); Partial Hospitalization

8



Multiple Disabilities Classroom 2



Intensive Learning Support Classroom

4



Life Skills classroom 5

CCIU/Changes Other Drug/Alcohol Rehabilitation Partial Hospitalization

1

Devereux Day School, Downingtown

Approved Private Schools

Emotional & Learning Support Classroom

1

CCIU/Gateway Special Education Centers

Emotional & Learning Support Classroom

4

Pequea Valley School District: Middle School

Neighboring School Districts

Life Skills Classroom 1

CCIU/Steps Other Behavioral Intervention Placement

6

Chester County Youth Detention Center//placement (ARC of York County)

Other Court Adjudicated Placement 1

Philhaven Special Education Centers

Emotional Support Program; Residential

1

Silver Springs--Martin Luther Approved Emotional Support Program; 1

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School Private Schools Residential

Special Education Program ProfileProgram Position #1

Operator: School DistrictPROGRAM SEGMENTS

Location/Building Grade Building Type Support

Service Type

Age Range

Caseload

FTE

Octorara Primary Learning Center

An Elementary School Building

A building in which General Education programs are operated

Itinerant

Learning Support

5 to 8 11 0.5

Octorara Intermediate School



Itinerant

Learning Support

9 to 12 1 0.5

Program Position #2Operator: School DistrictPROGRAM SEGMENTS


Service Type

Age Range

Caseload

FTE

Octorara Elementary School



Itinerant

Speech and Language Support

7 to 10 8 0.8




Itinerant


9 to 12 2 0.2


Location/Building Grade Building Type

Support Service Type

Age Range

Caseload

FTE




Itinerant Learning Support

7 to 10

5 0.8



A building in which General Education programs

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

Learning Support

7 to 10

1 0.2

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are operated




Age Range

Caseload

FTE





9 to 12

9 0.6





Learning Support

9 to 12

6 0.4




Age Rang

e

Caseload

FTE

Octorara Junior/Senior High School

A Junior/Senior High School Building



11 to 15

8 0.53





Learning Support

11 to 15

7 0.47



Support

Service Type

Age Range

Caseload

FTE




Itinerant

Deaf and Hearing Impaired Support

11 to 21

1 0.1

Justification: Students are assigned to instructional groups that do not exceed an age range of 4 years.

Program Position #7

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Operator: School DistrictPROGRAM SEGMENTS



Age Rang

e

Caseload

FTE





11 to 15

4 0.22





Learning Support

11 to 15

14 0.78




Age Rang

e

Caseload

FTE





11 to 15

7 0.47





Learning Support

11 to 15

8 0.53


Location/Building

Grade Building Type


Age Rang

e

Caseload

FTE





11 to 21

4 0.24

Justification: Although the building is a jr./sr. high school, grades 7 & 8 are kept separate from grades 9-12 for instruction. Students are assigned to instructional groups that do not exceed an age range of 4 years.Octorara A A building Itinerant Autistic 11 to 7 0.4

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Junior/Senior High School

Junior/Senior High School Building

in which General Education programs are operated

Support 21 1

Justification: Although the building is a jr./sr. high school, grades 7 & 8 are kept separate from grades 9-12 for instruction. Students are assigned to instructional groups that do not exceed an age range of 4 years.Octorara Junior/Senior High School




Learning Support

11 to 21

3 0.17





Autistic Support

11 to 21

2 0.12

Justification: Although the building is a jr./sr. high school, grades 7 & 8 are kept separate from grades 9-12 for instruction. Students are assigned to instructional groups that do not exceed an age range of 4 years.Octorara Senior High School




Emotional Support

11 to 21

1 0.06

Justification: Although the building is a jr./sr. high school, grades 7 & 8 are kept separate from grades 9-12 for instruction. Students are assigned to instructional groups that do not exceed an age range of 4 years.


Location/Building

Grade Building Type


Age Rang

e

Caseload

FTE





11 to 15

7 0.54




Itinerant Emotional Support

11 to 15

2 0.15



A building in which General Education


Learning Support

11 to 15

4 0.31

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programs are operated



Service Type

Age Range

Caseload

FTE




Itinerant


5 to 8 3 0.4




Age Rang

e

Caseload

FTE





11 to 21

4 0.29





Learning Support

11 to 21

10 0.71



Location/Building

Grade Building Type


Age Range

Caseload

FTE





9 to 12

4 0.26



A building in which General Education


9 to 12

1 0.07

53

programs are operated




Itinerant Autistic Support

9 to 12

1 0.07





Learning Support

9 to 12

8 0.53






9 to 12

1 0.07



Service Type

Age Range

Caseload

FTE




Itinerant

Learning Support

7 to 10

11 0.65




Itinerant

Deaf and Hearing Impaired Support

7 to 10

1 0.06




Itinerant


7 to 10

3 0.18




Itinerant

Emotional Support

7 to 10

1 0.06




Itinerant

Autistic Support

7 to 10

1 0.05


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Location/Building

Grade Building Type


Age Rang

e

Caseload

FTE





12 to 21

14 0.67




Itinerant Speech and Language Support

12 to 21

1 0.05





12 to 21

1 0.05





Learning Support

12 to 21

5 0.23





Age Range

Caseload

FTE





5 to 8 6 0.46





5 to 8 5 0.38

55





5 to 8 1 0.08






5 to 8 1 0.08



Support

Service Type

Age Range

Caseload

FTE




Itinerant

Learning Support

7 to 10

11 0.69




Itinerant


7 to 10

2 0.13




Itinerant

Emotional Support

7 to 10

1 0.06

Octorara Elementary School/Homebound



Itinerant

Learning Support

7 to 10

1 0.06


Location/Building

Grade Building Type


Age Range

Caseload

FTE





7 to 10

10 0.66



A building in which General Education programs are


7 to 10

3 0.2

56

operatedOctorara Elementary School




7 to 10

1 0.07





Learning Support

7 to 10

1 0.07



Support

Service Type

Age Range

Caseload

FTE




Itinerant


5 to 8 5 0.56




Itinerant


12 to 21

4 0.44



Location/Building

Grade Building Type


Age Rang

e

Caseload

FTE





12 to 21

8 0.47





Learning Support

12 to 21

8 0.47

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Justification: Although the building is a jr./sr. high school, grades 7 & 8 are kept separate from grades 9-12 for instruction. Students are assigned to instructional groups that do not exceed an age range of 4 years.Octorara Senior High School




Emotional Support

12 to 21

1 0.06





Age Rang

e

Caseload

FTE





12 to 21

1 0.5





Emotional Support

12 to 21

1 0.5



Location/Building

Grade Building Type


Age Rang

e

Caseload

FTE





12 to 21

7 0.46





Learning Support

12 to 21

6 0.4

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operatedJustification: Although the building is a jr./sr. high school, grades 7 & 8 are kept separate from grades 9-12 for instruction. Students are assigned to instructional groups that do not exceed an age range of 4 years.Octorara Senior High School




Emotional Support

12 to 21

1 0.07





12 to 21

1 0.07





Age Range

Caseload

FTE





5 to 8 13 0.87





Learning Support

5 to 8 2 0.13


Location/Building

Grade Building Type


Age Rang

e

Caseload

FTE





12 to 21

9 0.56


A Junior/Senior High School

A building in which General

Supplemental (Less Than 80% but More

Learning Support

12 to 21

6 0.38

59

Building Education programs are operated

Than 20%)





12 to 21

1 0.06



Location/Building

Grade Building Type


Age Rang

e

Caseload

FTE





Learning Support

12 to 21

2 0.12





Emotional Support

12 to 21

3 0.18





12 to 21

12 0.7



Location/Building

Grade Building Type


Age Rang

e

Caseload

FTE

Octorara Junior/Senior High

A Junior/Senior

A building in which


12 to 21

5 0.38

60

School High School Building

General Education programs are operated

Justification: Although the building is a jr./sr. high school, grades 7 & 8 are kept separate from grades 9-12 for instructionOctorara Junior/Senior High School




Learning Support

12 to 21

6 0.46





12 to 21

1 0.08





Emotional Support

12 to 21

1 0.08

Justification: Although the building is a jr./sr. high school, grades 7 & 8 are kept separate from grades 9-12 for instruction




Age Range

Caseload

FTE





9 to 12

7 0.5





Learning Support

9 to 12

6 0.43






9 to 12

1 0.07

61

operated




Age Rang

e

Caseload

FTE





12 to 21

3 0.3





Learning Support

12 to 21

5 0.5





12 to 21

2 0.2


Program Position #29Operator: Intermediate UnitPROGRAM SEGMENTS



Age Range

Caseload

FTE





Life Skills Support

4 to 8 3 1

Justification: The CCIU receives permission from each parent to permit a mixed age range classroom.


Location/Building Grade Building Type Support Service Type

Age Range

Caseload

FTE


An Elementary

A building in which General

Full-Time Special

Autistic Support

6 to 10

2 1

62

School Building

Education programs are operated

Education Class

Justification: The CCIU receives permission from each parent to permit a mixed age range classroom.




Age Range

Caseload

FTE




Full-Time Special Education Class

Learning Support

9 to 10

2 0.5





Learning Support

9 to 10

2 0.5



Age Range

Caseload

FTE





Autistic Support

10 to 12

4 1

Justification: As a Cross-District classroom, the IU receives permission of the parent via an IEP to have a greater age range.




Age Range

Caseload

FTE





Learning Support

11 to 13

4 1




Age Range

Caseload

FTE

Octorara Junior/Senior High

A Junior/Senior

A building in which

Full-Time Special

Life Skills

12 to 15

5 1

63

School High School Building

General Education programs are operated

Education Class

Support




Age Range

Caseload

FTE





Life Skills Support

14 to 21

15 1

Justification: Students are assigned to instructional groups that do not exceed an age range of 4 years. Individual exceptions are noted as appropriate in individual students' IEPs.



Age Range

Caseload FTE

K-6 An Elementary School Building



5 to 12 21 1

Justification: Three buildings (K-2, 3-4, 5-6). The K-2 building has ages ranging from 5-8; however, students are only serviced in grade-level groups, which means that the age range would never be greater than 3 years. The caseload is greater than 12 because all students receive itinerant autism support.


Location/Building

Grade Building Type Support Service Type

Age Range

Caseload

FTE

OPLC, OES, OIS (k-6)



Itinerant

Emotional Support

5 to 12 22 0.69

Justification: Three buildings are serviced by the emotional support teacher: k-2, 3-4, 5-6. Each student is seen individually or in small groups per grade level, so there would never be an age range greater than 3 years.OJHS A Junior High

School Building


Itinerant

Emotional Support

12 to 14

13 0.31

Program Position #38Operator: School District

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PROGRAM SEGMENTSLocation/Building

Grade Building Type Support

Service Type

Age Range

Caseload

FTE

OPLC An Elementary School Building


Itinerant


5 to 8 20 0.4


Location/Building

Grade Building Type Support

Service Type

Age Range

Caseload

FTE

OES, OIS An Elementary School Building


Itinerant


8 to 12 40 1

Justification: This caseload spans two elementary buildings, grades 3-6. All students are taught in small-group instruction per grade level; therefore, there will not be an age range greater than 3 years.


Location/Building

Grade Building Type

Support

Service Type

Age Range

Caseload

FTE

OPLC An Elementary School Building


Itinerant


5 to 8 15 0.54

OJHS A Junior/Senior High School Building


Itinerant


12 to 15

12 0.43

OSHS A Senior High School Building


Itinerant


14 to 21

1 0.03

Justification: High school range of age is 14-21; however, students assigned to instructional groups who do not receive 1:1 instruction do not exceed an age range of 4 years.

Special Education Support ServicesSupport Service Location Teacher FTE

Director of Special Education District Office 1School Psychologist K-12 (OPLC, OES, OIS, OJHS/OSHS) 2Paraprofessional K-12 (OPLC, OES, OIS, OJHS/OSHS) 11.8

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Special Education Contracted ServicesSpecial Education Contracted Services Operator Amt of Time per Week

Psychotherapy Outside Contractor 165 MinutesEmotional Health/Behavioral Health Services Outside Contractor 399.1 HoursOccupational Therapy Outside Contractor 4.3 HoursPhysical Therapy Outside Contractor 8.6 Hours

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Needs Assessment

Record School Patterns

Question:After reviewing school level accomplishments and systemic challenges, what patterns can you identify among your schools?

What other information do you still need to assess?

Answer:This question has not been answered.

District Accomplishments

Accomplishment #1:As a district, we are seeing postiive growth in our students who are scoring basic and below basic in reading and math.

District Concerns

Concern #1:We are concerned about the lack of growth demonstrated in those students who are consistently scoring advanced on PSSA.

Prioritized Systemic Challenges

Systemic Challenge #1 (Guiding Question #3) Establish a district system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices.

Systemic Challenge #2 (Guiding Question #4) 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.

Systemic Challenge #3 (Guiding Question #1) Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students.

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Systemic Challenge #4 (Guiding Question #2) Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.

Systemic Challenge #5 (Guiding Question #5) Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates.

Systemic Challenge #6 (Guiding Question #12) Establish a district system that fully ensures classrooms are staffed with highly qualified teachers.

Systemic Challenge #7 (Guiding Question #6) Establish a district system that fully ensures specially designed instruction is provided to meet the unique learning needs of children with disabilities at no cost to a parent.

Systemic Challenge #8 (Guiding Question #11) Establish a district system that fully ensures teachers and administrators receive timely, effective support and intervention as needed.

Systemic Challenge #9 (Guiding Question #7) Establish a district system that fully ensures students who are academically at risk are identified early and are supported by a process that provides interventions based upon student needs and includes procedures for monitoring effectiveness.

Systemic Challenge #10 (Guiding Question #8) Establish a district system that fully ensures the establishment of a policy that delineates expectations for student attendance, outlines consequences for students who do not comply with the policy and defines expectations for record keeping and monitoring of student attendance by professional staff members.

Systemic Challenge #11 (Guiding Question #9) Establish a district system that fully ensures each member of the district community promotes, enhances and sustains a shared vision of positive school climate and ensures family and community support of student participation in the learning process.

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District Level Plan

Action Plans

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

Indicators of Effectiveness:

Type: Annual

Data Source: PVAAS Data based upon 2016 Math & Reading Assessments.

Specific Targets: 85% of students will demonstrate t lease one year of growth.

Type: Annual

Data Source: Keystone Exam Data in Algebra, Biology and ELA for Spring 2016.

Specific Targets: 85% of students will demonstrate proficiency on the first administration of the exam.

Type: Annual

Data Source: 2016 Second Grade Terra Nova Data.

Specific Targets: 85% of students will demonstrate proficiency in reading and math.

Type: Annual

Data Source: 2016 Third Grade PSSA Data.


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Type: Interim

Data Source: Learning Focused Toolbox Data - July 1st 2014.

Specific Targets: 100% of all courses will have completed curriculum units (K-U-D) and student learning maps.

Type: Interim

Data Source: Teachscape Walk-Through Data 2014-2015.

Specific Targets: 95% of teachers whose curriculum is in Phase III of the curriculum review cycles will be implementing standards-aligned curriculum with fidenlity (needs to created in Teachscape template).

Strategies:

Standards Driven Curriculum

Description:

The Octorara Area School District will establish a standards driven curriculum with K-12 alignment. This curriculum will be driven by PA State Common Core standards. It will ensure teachers focus instruction on the right content and expectations. It will provide consistency across the grade levels for what and when students are taught and assessed.

SAS Alignment: Standards, Curriculum Framework, Instruction, Materials & Resources

Curriculum Review Team & Cycle

Description:

The Curriculum Review Team oversees a standards-aligned curricula audit to ensure standards aligned curriculum implementation.

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SAS Alignment: Standards, Curriculum Framework, Instruction, Materials & Resources

Implementation Steps:

Ensure an easily accessed curriculum via technology.

Description:

All district curriculum will be housed in a web-based tool which can be accessed via the internet for all stakeholders.

Start Date: 8/23/2013 End Date: 6/30/2017

Program Area(s): Professional Education, Teacher Induction, Special Education, Student Services, Gifted Education, Educational Technology

Supported Strategies:



Provide a timeline for initial curriculum development

Description:

The Octorara Area School District administrative team will develop a work schedule and timeline for all teachers to develop curriculum units and student learning maps for all courses/subjects. This work should be completed in the first two years of the Learning-Focused Schools model’s implementation.


Program Area(s): Professional Education, Teacher Induction, Special Education, Student Services, Gifted Education, Educational Technology




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Create a Curriculum Review Team

Description:

The OASD administrative team will contact and confirm the commitment of various professional staff members to form a Curriculum Review Team for each academic content area. The teams will be comprised of at least two administrators, at least five teachers (preferably representing each building) and any professional contracted by the district to assist with the review of curricula if applicable (i.e. Consultants or Intermediate Unit Staff).


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




Develop a process under which they are going to operate

Description:

The Curriculum Review Cycle is a repeating three phase plan for continuous quality improvement of our curriculum. In Phase I curriculum is evaluated for currency, relevancy and alignment with state and national standards. In Phase II, grade level curricula and courses are rewritten or revised based on Phase I evaluation. In Phase III, new or revised curriculum is implemented district- and/or school-wide.


Program Area(s): Professional Education



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Develop procedures in which to review curriculum

Description:

The Curriculum Review Team is a standing committee for the length of the review cycle. The team will meet monthly during the school day. In Phase I data (student work, surveys, test scores, observations and anecdotal research) and state and national standards will be used to determine if a course needs further revision or rewriting. In Phase II curriculum is revised by members of the Curriculum Review Team using information from Phase I. During this time necessary materials will also be identified, piloted, and acquired in preparation for Phase III. In Phase III teachers implement new curriculum and administrators will monitor by observation to ensure implementation. Curriculum will be implemented for two years before it re-enters Phase I.






Develop procedures in which to observe implementation

Description:

A Teachscape template will be created and used by administrators and/or members of the Cuyrriculum Review Team when informally observing teachers for curriculum implementation. Administrators/Members of the Curriculum Review Team will conduct informal observations of each teacher who is teaching a content area in Phase III of the curriculum review cycle over the course of the year. The template will also be distributed to the teachers so that it may serve as a guide for administrator expectation.

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Explore outside resources to guide/support Curriculum Team Subjects

Description:

The Octorara Area School district will employ the services of professional consultants and Intermediate Unit staff when necessary.






Goal #2: Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.


Type: Annual

Data Source: PVAAS Data based upon 2016 Math & Reading Assessments.

Specific Targets: 85% of students will demonstrate at least one year of growth.

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Type: Annual



Type: Annual

Data Source: 2016 Second Grade Terra Nova Data.


Type: Interim

Data Source: Teachscape Walk-through Data 2014-2015

Specific Targets: 95% of teachers whose curriculum is in Phase III of the curriculum review cycle will be implementing standards-aligned curriculum with fidelity.

Strategies:

Professional Development on the Learning Focused Schools Framework

Description:

The Octorara Area School District will utilize the Learning Focused Schools framework that integrates consistent and pervasive best practices K-12.

SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction, Materials & Resources

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On-going, job-embedded, professional learning on research and evidence-based instructional strategies.

Description:

The Octorara Area School District will establish and develop a system for providing on-going, job-embedded, professional learning to ensure consistent and pervasive use of research and evidence-based instructional strategies.

SAS Alignment: Standards, Assessment, Instruction, Materials & Resources


Action Step #1: Create a system that provides on-going professional development and support at the district level.

Description:

Small K-12 teacher cohorts will collaborate with district instructional leaders on a rotating basis. Cohorts will meet a minimum of 3-4 times per school year to reflect on implementation of instructional strategies within their classrooms. Administrators will share walk through data on the implementation of these strategies as well as assess additional professional development needs. Teachers may be required to bring evidence of successful instructional strategies that they have used along with data that supports their impact.




Professional Development on the Learning Focused Schools Framework On-going, job-embedded, professional learning on research and

evidence-based instructional strategies.

Action Step #2: Professional Development for Teachers and School Leaders: Connecting Extended Thinking

Description:

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District-wide training will be provided to all teachers in Module 3 of Learning Focused Schoools, Connecting Extending Thinking. The training will take place summer of 2014. Training will be provided for all teachers K-12, and differentiated for elementary and secondary teachers. The trainer to teacher ratio will be 1:75. Teachers and school leaders will learn how to build students' use of higher level thinking strategies and how to apply them strategically to grade level concepts




Professional Development on the Learning Focused Schools Framework

Action Step #3: Create a system that provides on-going professional development and support at the building level.

Description:

Teachers will collaborate by grade level or content area to reflect on implementation of instructional strategies within their classrooms. These meetings will occur during their regularly scheduled extended time (grade group, collaboration time, department meetings). Teachers will examine evidence of success by providing student work samples and assessment data.




Professional Development on the Learning Focused Schools Framework On-going, job-embedded, professional learning on research and

evidence-based instructional strategies.

Action Step #4: Establish Learning Focused Schools Coaches

Description:

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The administrative team will work with the Chester County Intermediate Unit to explore the possibility of the IU becoming an LFS training and support facility. We would then use IU resources to provide job-embedded professional development (coachin) in the consistent and pervasive LFS research and evidence-based intstructional strategies and practices. In the even that the IU is unable to provide coaching services for LFS, then district leaders will exploer the possibility of utilizing teachers as LFS coaches. This will entail training in LFS Modules 1-4 ahead of the district schedule, summer-train-the-trainer-professional development, and a minimum of 1 additional release period (to be defined by grade level) during the school day during which time the designated instructional coach would provide job-embedded professional development for any teacher needing additional support and feedback in the use of LFS instructional strategies and practices. The district Superintendent and School Board will work to negotiate agreeable terms with OAEA regarding the use of teachers as LFS coaches in a manner that is agreeable to all stakeholders.





Action Step #5: Revise OASD Differentiated Supervision Plan

Description:

District leaders will negotiate and approve a new Differentiated Supervision Plan aligned to PDE requirements for Educator Effectiveness. All forms of supervision will target instruction and the implementation of research-based strategies and evidence-based practices.





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Goal #3: Establish a district system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices.


Type: Annual

Data Source: PVAAS Data based upon 2016 Math and Reading Assessments.

Specific Targets: 85% of students will demonstrate at least one year of growth.

Type: Annual


Specific Targets: 85% of students will demonstrate proficiency on the first administration of exam.

Type: Annual

Data Source: 2016 Terra Nova Data.


Type: Annual

Data Source: 2016 Third Grade PSSA Data.


Type: Interim

Data Source: District developed common assessments for the 2015-2016 school term.

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Specific Targets: 85% of students will score "C" or better on common assessments.

Type: Interim

Data Source: Classroom Diagnostic Test Data 2015-2016.

Specific Targets: 100% of all teachers in tested subject areas will utilize CDT data to inform their instruction.

Type: Interim

Data Source: Teachscape Walk-Through Data 2015-2016.

Specific Targets: 100% of all teachers will utilize rubric based assessments in their instruction.

Strategies:

Creation and Implementation of Standards-Aligned Assessments

Description:

The district leadership team will oversee the development and implementation of common assessments, benchmark assessments, diagnostic assessments and rubric assessments. All assessments shall be aligned with state standards. These assessments will be utilized to monitor student achievement and adjust instructional practices.

SAS Alignment: Standards, Assessment

Data-Driven Instruction

Description:

The district leadership team will develop a system for analysis of standards-aligned assessment data at both the district and school levels. Administrators will use the data to assess educational programming and monitor teacher effectiveness. Teachers will use the data to monitor student achievement and adjust instructional practice.

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SAS Alignment: Standards, Assessment, Instruction

Data Warehouse

Description:

The school leadership team will oversee the development and implementation of a Data Warehouse. This will allow teachers and other professionals to collect and access standards-aligned, student assessment information. As a result, teachers will be able to monitor student achievement and inform instructional practice.

SAS Alignment: None selected


Create and Implement Common Assessments (K-12)

Description:

Building principals will oversee the development and implementation of common assessments in each content area. Although these assessments are largely summative, teachers will use this data to inform the need for curriculum revision. Teachers will be responsible for this work, but the district may also provide outside consultants to guide this process.





Implement Benchmark and Diagnostic Assessments (K-12)

Description:

Formative, benchmark and diagnostic curriculum-based assessments will be used district-wide in all core content areas to monitor student learning and to assist teachers in planning instruction. They will be given at least quarterly, analyzed by teachers, and used to plan instruction for all students.

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Create and Implement Rubric Assessments (K-12)

Description:

All teachers will create and integrate rubric assessment into their daily instruction and project activiities.


Program Area(s): Professional Education, Teacher Induction



Establish Professional Development for Data-Driven Instruction

Description:

District-wide training will be provided to all teachers in standards-aligned assessment and data analysis. The training will be imbedded in the initial school level data meetings. Additional training will be provided as needed. Teachers and school leaders will learn how to use data to inform decisions regarding individual student progress, classroom instruction, curriculum and RtII.


Program Area(s): Professional Education, Student Services



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Create Data Meeting Protocol

Description:

The district administration will create a protocol for data meetings that will be consistent from building to building. Although assessments will vary from elementary to secondary levels, the protocol will be standardized with a template.





Hold District-Level Data Meetings

Description:

The district-level leadership team will hold quarterly meetings for the purpose of assessment data analysis. Assessment data that will be reviewed includes PSSA, Keystone, PVAAS, and Classroom Diagnostic Tests. Assessment data will be used to measure the effectiveness of educational programming at the district and building levels.





Hold School-Level Data Meetings

Description:

Each school building will hold (at minimum) quarterly meetings for the purpose of assessment data analysis. These meetings could be held by grade level, content area or whole school. Assessment data will be used to inform decisions regarding individual student progress, classroom

83

instruction, curriculum and RtII. Assessment data to be reviewed includes but may not be limited to: PSSA, PVASS, Keystone, CDT, Common Assessments, Rubric Assessments, Dibels, DRA, progress monitoring data.





Implement New State Teacher Evaluation Tool

Description:

School administrators will begin utilizing the new state teacher evaluation tool. This tool will inlcude observation/practice data, building level data, teacher specific data and elective data in accordance with the Teacher Effectiveness System in Act 82 of 2012.





Form Data Warehouse Team (DWT)

Description:

The Superintendent will be responsible to develop a representative group of teachers and administrators from each building to include at least one administrator, one instructional support teacher, one reading specialist, one special educator, one regular educator, and one school counselor. This group will be facilitated by an outside consultant.


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

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Data Warehouse

Complete Data Warehouse Investigation

Description:

The Data Warehouse Team will review potential data warehouse systems and make a recommendation for a system to use in the OASD. This will include meeting with representatives from other school districts that presently have a data warehouse in place.


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


Data Warehouse

Find Data Warehouse Funding

Description:

The Superintendent will work with the Board of Directors to develop funding strategies for the system as needed.


Program Area(s): Student Services


Data Warehouse

Implement Data Warehouse

Description:

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The district administrative team will appoint an employee to manage the data warehouse system and oversee the data entry.




Data Warehouse

Professional Development for Teachers and Administrators

Description:

Training will be provided to all teachers and administrators who need to access the data warehouse system.




Data Warehouse

Goal #4: Establish a district system that fully ensures students who are academically at risk are identified early and are supported by a process that provides interventions based upon student needs and includes procedures for monitoring effectiveness.


Type: Annual

Data Source: PVAAS Data based upon 2016 math and reading assessments.

Specific Targets: 85% of students involved in at least one intervention show at least one year of predicted growth.

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Type: Annual



Strategies:

Intervention Infrastructure (RtII Plan)

Description:

The Octorara Area School District will create and adopt a formalized Response to Instruction and Intervention Plan for all schools.

SAS Alignment: None selected


Action Step 1: Establish the role of the Intervention Specialist in each building.

Description:

The current roles and responsibilities of the Instructional Support Teacher will transition to the roles and responsibilities of an Intervention Specialist. Their main function will serve to assist in developing and implementing the school building's RtII plan.





Action Step 2: Establish RtII Team in each building

Description:

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Each school principal and intervention specialist will establish an RtII team, consisting minimally of a reading specialist, math specialist, learning support teacher and school counselor. Additional members could include an ESL teacher, regular education teacher, school psychologist, speech/language therapist. The team's main function will be to analyze student data in order to make decisions about how students will receive interventions.





Action Step #3: Perform audit of current interventions

Description:

The RtII teams will list/update all interventions currently in use at their building level in all subject areas. After each building completes their intervention list, the building interventionists will meet to determine building transition interventions. Then a formalized intervention menu will be created for the district by evaluating gaps and redundancies of interventions.





Action Step 4: Formalize tier movement for each building

Description:

The RtII team will develop a process that outlines movement for students in need of additional academic and/or behavioral supports beyond the grade level general edeucation curriculum (Tier I).

88





Action Step 5: Leadership team will develop a district-wide RtII manual.

Description:

The district administration along with Intervention Specialists will review school level RtII plans to create district-wide RtII procedures.





Action Step 6: Create a student portfolio

Description:

An "individualized student portfolio" document will be created when a student demonstrates the need for additional academic and/or behavioral supports beyond the grade-level general education curriculum (Tier I) that will follow the student through their school career.





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Appendix: Professional Development Implementation Step Details

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

Strategy #1: Professional Development on the Learning Focused Schools Framework Strategy #2: On-going, job-embedded, professional learning on research and evidence-based instructional strategies.

Start End Title Description

1/13/2014 7/31/2016

Action Step #1: Create a system that provides on-going professional development and

support at the district level.

Small K-12 teacher cohorts will collaborate with district instructional leaders on a rotating basis. Cohorts will meet a minimum of 3-4 times per school year to reflect on implementation of instructional strategies within their classrooms. Administrators will share walk through data on the implementation of these strategies as well as assess additional professional development needs. Teachers may be required to bring evidence of successful instructional strategies that they have used along with data that supports their impact.

Person Responsible SH S EP Provider Type App.Elena M. Wilson, Director of Curriculum and Instruction and Building Administrators

5.0 1 200 Learning Focused Schools For Profit Company

No

Knowledge Starting and Sustaining Exemplary Practices

Connecting Exemplary Practices in Acquisition Lessons

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Connecting Extending Thinking

Planning Units for Learning

Monitoring for Achievement

Catching Kis Up with Acceleration

Vocabulary Instruction

Scaffolding Grade Level Learning

Planning for Instruction

Connecting Strategies in Math Acquisition Lessons

Reading Assignments for All Content Area Teachers

Writing Assisgnments for All Content Area Teachers

Writing Benchmark Assessments

Reading Comprehension for ELA Teachers

Differentiated Assignments

Connecting Learning to Assessments

Deepening Understanding of 14 Exemplary Practices

Supportive Research Power Curriculum

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Strategies for Evaluating Improvement

Supervising for Learning

Comprehensive Math

Actualizing the Curriculum

Connections to Assessments

Comprehensive Literacy Model

Reading Comprehension for ELA Teachers

Learning to Read

Learning to Write

Vocabulary Development in Language Arts

Vocabulary in Content Areas

School-based Coaches

Differentiated Assignments

Scaffolding with Technology

Assessments for Learning

Designed to AccomplishFor 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

93

attention given to interventions for struggling students.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 PresentationSeries of WorkshopsSchool Whole Group PresentationLive WebinarProfessional Learning Communities

Participant Roles

Classroom teachersPrincipals / Asst. PrincipalsSupt / Ast Supts / CEO / Ex DirSchool counselorsParaprofessionalNew StaffOther 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

Evaluation Methods Classroom observation focusing on factors such as planning and preparation,

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outcomes, with involvement of administrator and/or peersCreating lessons to meet varied student learning stylesPeer-to-peer lesson discussionLesson modeling with mentoringLearning-Focused Strategies: Transforming Standards into Learning (Student Learning Maps), Training of Trainers, School-Based Coaches, Trainers of Trainers

knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.Student PSSA dataStandardized student assessment data other than the PSSAClassroom student assessment data

95

District Level Affirmations

We affirm that this District Level Plan was developed in accordance, and will comply with the applicable provisions of 22 Pa. Code, Chapters 4, 12, 16, and 49. We also affirm that the contents are true and correct and that the plan was placed for public inspection in the school district/AVTS offices and in the nearest public library until the next regularly scheduled meeting of the board or for a minimum or 28 days whichever comes first.

We affirm that the responses in the Professional Education Core Foundations and the Professional Development Implementation Steps focus on the learning needs of each staff member to enable all staff members meet or exceed the Pennsylvania academic standards in each of the core subject areas.

Affirmed by Lisa Bowman on 12/22/2013

Board President

Affirmed by Tom Newcome on 12/18/2013

Superintendent/Chief Executive Officer

96

Special Education Affirmations

We also affirm our understanding that any requests for any deviations from the Chapter 14 regulations, standards, policies, and procedures must be made in writing to the Pennsylvania Department of Education. The school district understands that the Special Education Component of the District Level Plan will be approved by PDE in accordance with the following criteria as set forth in 22 Pa. School Code § 14.104 and as part of the District Level Plan:

1. There are a full range of services, programs and alternative placements available to the school district for placement and implementation of the special education programs in the school district.

2. The school district has adopted a child find system to locate, identify and evaluate young children and children who are thought to be a child with a disability eligible for special education residing within the school district's jurisdiction. Child find data is collected, maintained, and used in decision-making. Child find process and procedures are evaluated for its effectiveness. The school district implements mechanisms to disseminate child find information to the public, organizations, agencies, and individuals on at least an annual basis.

3. The school district has adopted policies and procedures that assure that students with disabilities are included in general education programs and extracurricular and non-academic programs and activities to the maximum extent appropriate in accordance with an Individualized Education Program.

4. The school district will comply with the PA Department of Education, Bureau of Special Education's revision notice process.

5. The school district follows the state and federal guidelines for participation of students with disabilities in state and district-wide assessments including the determination of participation, the need for accommodations, and the methods of assessing students for whom regular assessment is not appropriate.

6. The school district affirms the Pennsylvania Department of Education that funds received through participation in the medical assistance reimbursement program, ACCESS, will be used to enhance or expand the current level of services and programs provided to students with disabilities in this local education agency.

Affirmed by Lisa Bowman on 6/20/2013

Board President

Affirmed by Tom Newcome on 6/17/2013

97

Superintendent/Chief Executive Officer

- octorara area school · web viewthe schedule for the district level planning committee was...

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