Chartiers-Houston SDcurriculum, instruction, assessment, safe and supportive schools, materials and...

Chartiers-Houston SD

District Level Plan

07/01/2018 - 06/30/2021

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District Profile

Demographics

2020 W Pike St Houston, PA 15342 (724)746-1400 Superintendent: John George Director of Special Education: John George

Planning Process

The administrative team and the Instructional Team Leaders meet twice a year to review student

data, identify resources and set academic goals based on the data for each building. Finally,

department and grade levels meet monthly to review and revise curriculum, share effective

instructional strategies and to review student progress.The Chartiers-Houston School District

followed a comprehensive planning process involving the following steps:

the building teachers and administrators completed a District and Building needs

assessment and review of data.

a core committee of teachers in each building completed a building review of systems as they

analyzed curriculum, instruction, assessment, professional development, student focus

systems, and administrative management systems.

all district administrators reviewed the core foundations which included standards,

curriculum, instruction, assessment, safe and supportive schools, materials and resources,

professional development, and special education. The Special Education Plan was submitted

and approved by PDE

the entire administrative team continued to collaborate as they analyzed district guiding

questions also related to standards, curriculum, instruction, assessment, safe and supportive

schools, materials and resources, professional development, and special education.

finally, reviewing the data to determine appropriate action plans for the needs of the District.

Data analysis plays a key role in the development of this plan. After each Professional Development

Day, the participants complete a survey reviewing the concepts of the day and suggesting future

ideas for development. Each spring, the administrative team reviews surveys and identifies learning

needs that can be accomplished the following year. Along with the results of the surveys, the district

incorporates any mandated programs established by PDE.

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Mission Statement

We will strive to achieve excellence in every aspect of our school district with an emphasis on

proficiency in reading, writing and mathematics to become the regional leader in K-12 public

education.

Vision Statement

It is our vision that the Chartiers-Houston School District will evolve as the nucleus of the

community to benefit and serve all citizens while developing individuals who are positively aware

of self, become productive citizens, and are lifelong learners.

Shared Values

Students will be afforded the opportunity to enhance their self worth by valuing their

individuality and that of others.

A dedicated professional staff will provide basic skills and critical thinking across all

disciplines.

Ongoing appropriate staff development opportunities in instructional techniques are

essential to meet the needs of learners.

We as a district will reach out to the community and draw on the experiences of family and

members of the community who have a positive influence on our students.

We will provide a safe, comfortable, and friendly environment for our students and staff.

Every child will be given the opportunity to learn through effective instructional strategies.

Educational Community Chartiers-Houston School District is composed of Chartiers Township and Houston Borough and is

located just north of Washington, PA.

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The residents enjoy the luxury of direct access to the interstate system via 1-79 along the eastern

boundary of the district with the 1-79/I-70 interchange three miles to the south.

The district is 20 miles South of Pittsburgh and encompasses approximately 25 square miles.

Numerous opportunities are available for students both during the school day and after school

hours. Our school district meets the needs of many students through the arts, gifted education, extra-

curricular activities and special education programs. We also provide an entertainment venue for

residents. Large numbers of residents attend school events such as athletic competitions, music

concerts, and theatrical presentations. A new state of the art fitness facility is available to all district

residents in the evening during the week. We have a Use of Facilities policy that enables district

residents to enjoy the use of buildings and ground throughout the year.

Community and organizational groups characterize Chartiers-Houston School district as a terrific

educational organization with great teachers and administrators, strong communication between

parents and teachers, and a high level of parent involvement.

Our school district is one of 25 public school districts that comprise Intermediate Unit #1 in

Washington, Greene, and Fayette Counties. There is a cohesive working relationship among member

districts with Superintendents, Curriculum Coordinators, Special Education Directors, and Principals

from various districts meeting on a monthly basis with counterparts to collaborate, share best

practices, and problem solve.

The community includes seven churches, two volunteer fire companies, a museum, two post offices,

a county fairground complex, a community library, a county health facility with an adult day care

center, numerous farms, various residential housing developments, various industrial and

business/commercial areas, two police departments, a vocational career and technology center that

offers an adult education program which includes an accredited Practical Nursing program.

Enrollment and Facilities

Our school system includes Allison Park Elementary School housing our K-6 student population and

Chartiers-Houston Junior-Senior High School for our students in grades 7-12. Approximately 50% of

our students qualify for free and reduced meals.

Current enrollment for the 2017-2018 school year is 1086 students..

Planning Committee Name Role

Don Bennett Administrator : Professional Education

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Annette Caruso Administrator : Professional Education Special

Education

Kurt Kesneck Administrator : Professional Education Special

Education

Joe Lemley Administrator : Professional Education Special

Education

Phil Mary Administrator : Professional Education Special

Education

Rich Caumo Board Member : Professional Education

Rich Hall Board Member : Professional Education

Jimmy Johnston Business Representative : Professional Education

Charles Stewart Business Representative : Professional Education

Dave Davis Community Representative : Professional

Education

Steve Horvath Community Representative : Professional

Education

Debra Bergstedt Ed Specialist - Nutrition Service Specialist :

Professional Education

Sean McNally Ed Specialist - School Counselor : Professional

Education

Lindsay Myers Ed Specialist - School Psychologist : Professional

Education Special Education

Halsey Taylor Elementary School Teacher - Regular Education :


Callie Mezyk Elementary School Teacher - Special Education :

Professional Education Special Education

Mackenzie Sewchok Elementary School Teacher - Special Education :


Erin Gasper High School Teacher - Regular Education :


Tara Finfrock High School Teacher - Special Education :


Sara Taylor Instructional Coach/Mentor Librarian : Professional

Education

Tim Georgalas Instructional Technology Director/Specialist :


Justin Gavazzi Middle School Teacher - Regular Education :


Jennifer Panak Middle School Teacher - Special Education :


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Tanya Amon Parent : Professional Education Special Education

Marcia Bock Parent : Professional Education

Joy Greely Parent : Professional Education

Lori King Parent : Professional Education

Jaclyn Mitrik Parent : Professional Education

Anna Beck Social Worker : Special Education

Karol Snead Social Worker : Special Education

Linda Hildebrand Special Education Administrative Assistant : Special

Education

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Core Foundations

Standards

Mapping and Alignment

Elementary Education-Primary Level

Standards Mapping Alignment

Arts and Humanities Accomplished Accomplished

Career Education and Work Developing Developing

Civics and Government Accomplished Accomplished

PA Core Standards: English Language Arts Accomplished Accomplished

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

Accomplished Accomplished

PA Core Standards: Mathematics Accomplished Accomplished

Economics Accomplished Accomplished

Environment and Ecology Accomplished Accomplished

Family and Consumer Sciences Accomplished Accomplished

Geography Accomplished Accomplished

Health, Safety and Physical Education Accomplished Accomplished

History Accomplished Accomplished

Science and Technology and Engineering Education Accomplished Accomplished

Alternate Academic Content Standards for Math Developing Developing

Alternate Academic Content Standards for Reading Developing Developing

American School Counselor Association for Students Developing Developing

Early Childhood Education: Infant-Toddler⟶Second Grade

Developing Developing

English Language Proficiency Developing Developing

Interpersonal Skills Developing Developing

School Climate Accomplished Accomplished

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

This narrative is empty.

Elementary Education-Intermediate Level






PA Core Standards: Literacy in History/Social Studies, Accomplished Accomplished

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Science and Technical Subjects














School Climate Accomplished Accomplished



Middle Level





















School Climate Developing Developing

World Language Accomplished Accomplished

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High School Level





















School Climate Developing Developing

World Language Accomplished Accomplished



Adaptations


Checked answers

Arts and Humanities

PA Core Standards: English Language Arts

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

Health, Safety and Physical Education

Unchecked answers

None.

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Checked answers

Arts and Humanities

Career Education and Work Civics and Government


PA Core Standards: Mathematics


History

Science and Technology and Engineering Education

Unchecked answers

None.

Middle Level

Checked answers

Arts and Humanities Career Education and Work

Civics and Government




Economics

Geography


History


Unchecked answers

None.

High School Level

Checked answers

Arts and Humanities

Career Education and Work

Civics and Government




Economics

Environment and Ecology

Family and Consumer Sciences Geography


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History


Unchecked answers

None.

Explanation for any standards checked:


Curriculum

Planned Instruction


Curriculum Characteristics Status

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

Accomplished

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

Accomplished

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:

Chartiers-Houston School District implements a professional development plan that is an ongoing process.. A curriculum mapping initiative has been implemented to use common terminology and an curriculum management program to ensure access for educators and administrators. Additionally, assessment information was used to help guide conversations regarding curriculum adjustments, professional development and instructional strategies to improve student achievement. This focus on curriculum development, instructional strategies and student achievement will be incorporated in the monthly team meetings.

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





Accomplished

Content, including materials and activities and estimated instructional Accomplished

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time to be devoted to achieving the academic standards are identified.


Developing


Developing





Middle Level



Accomplished


Accomplished


Developing


Developing





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High School Level



Accomplished


Accomplished


Developing


Developing





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.

All students are exposed to state standards regardless of time spent within their regular

classroom or time spent in a special education classroom. A co-teaching model is employed

in the Chartiers-Houston School District to ensure high instructional expectations are

delivered and maintained. The individualized education plan identifies modifications and

accomodations for students on an as needed basis. Learning goals are identified prior to

each lesson based on the common core.

Instruction

Instructional Strategies

Checked Answers

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Formal classroom observations focused on instruction

Walkthroughs targeted on instruction

Annual Instructional evaluations

Instructional Coaching

Unchecked Answers

Peer evaluation/coaching

Regular Lesson Plan Review

Checked Answers

Administrators

Building Supervisors

Unchecked Answers

Department Supervisors

Instructional Coaches

Not Reviewed

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

Consistency for each course/grade level is important. Our district utilizes an electronic curriculum mapping tool (On Hands Schools) which has curriculum units developed. These units serve as a guide for all teachers, and more importantly, ensure that all students are receiving similar content by course/grade level. lesson plans are also reviewed by building principals on a weekly basis. Observations and evaluations are conducted per Act 82 of 2012 on every staff member. Instructional walkthroughs occur on a regular basis and Instructional Team Leaders meet with their departments/grade level on a consistent basis to evaluate student growth and share best practices.

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

Peer coaching occurs during team meetings, however, it is not part of the formal observation process. Chartiers-Houston School District administrators recognize the importance of visibility in classrooms to emphasize instructional expertise. Principals conduct formal and walkthrough observations consistently throughout the school year. The administrators have identified an effective walk through observation form. This form is based upon Charlotte Danielson's four domains of effective teaching. In the past year, our administrators have participated in training at Intermediate Unit 1 to learn the Teacher Effectiveness Model and Teacher Observation form.

Responsiveness to Student Needs


Instructional Practices Status

Structured grouping practices are used to meet student needs. Full

Implementation

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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.

Full Implementation

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

Differentiated instruction is being condusted throughout the elementary building. Students are instructed through a combination of whole group instruction and small group instruction based on individual level of need. additionally, push in and pull out programs are utilized in copperation with the Title I Reading Specialists and Special education teachers. The school district also promotes a technology infused curriculum and strives to bring opportunities to students in real world settings. To that end, classrooms are equipped with technology as funding opportunities becom available.




Implementation


Full Implementation


Implementation


Full Implementation


Differentiated instruction is being condusted throughout the elementary building. Students are instructed through a combination of whole group instruction and small group instruction based on individual level of need. additionally, push in and pull out programs are utilized in copperation with the Title I Reading Specialists and Special education teachers. The school district also promotes a technology infused curriculum and strives to bring opportunities to students in real world settings. To that end, classrooms are equipped with technology as funding opportunities becom available.

Middle Level



Implementation


Full Implementation


Implementation

A variety of practices that may include structured grouping, flexible Full

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

Implementation


Differentiated instruction is being condusted throughout the Jr. High School building. Students are instructed through a combination of whole group instruction and small group instruction based on individual level of need. additionally, push in and pull out programs are utilized in copperation with the Title I Reading Specialists and Special education teachers. The school district also promotes a technology infused curriculum and strives to bring opportunities to students in real world settings. To that end, classrooms are equipped with technology as funding opportunities becom available.

High School Level



Implementation


Full Implementation


Implementation


Full Implementation


Differentiated instruction is being condusted throughout the Sr. High School building. Students in the high school are instructed through a combination of whole group instruction and small group instruction based on individual level of need. additionally, push in and pull out programs are utilized in copperation with the Title I Reading Specialists and Special education teachers. The school district also promotes a technology infused curriculum and strives to bring opportunities to students in real world settings. To that end, classrooms are equipped with technology as funding opportunities becom available. Additionally, the school has a unique life skills support program to meet student's needs.

Recruitment

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

Our district only hires teachers who are certified in the area in which they are assigned. If necessary, reassignments within certification areas but accross grade levels and buildings may be done to ensure appropriate placement of effective teachers with students who are struggling to succeed.

Assessments

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Local Graduation Requirements

Course Completion SY 21/22 SY 22/23 SY 23/24

Total Courses 25.00 25.00 25.00

English 4.00 4.00 4.00

Mathematics 4.00 4.00 4.00

Social Studies 4.00 4.00 4.00

Science 3.00 3.00 3.00

Physical Education 2.00 2.00 2.00

Health 1.00 1.00 1.00

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

1.00 1.00 1.00

Electives 6.00 6.00 6.00

Minimum % Grade Required for Credit (Numerical Answer)

60.00 60.00 60.00

Graduation Requirement Specifics

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

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

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

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

general policies) applies.

Unchecked answers

Locally approved and administered assessments, which shall be independently and

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

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

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

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

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

standards:

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

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

Environment and Ecology (Biology).

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

performance required to achieve proficiency comparable to that used for the

Keystone Exams.

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

graduation, except for those exempted by their individualized education

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

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

GIEP).

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

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

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

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

assessments submitted for validation shall be deemed valid until a new

validation is due to the Department.

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

independent validations of local assessments in consultation with the Local

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

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

meet the requirements of this subsection by an approved entity performing

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

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

independently validated, the Secretary will direct the school entity to

discontinue its use until the local assessment is approved through

independent validation by an approved entity.

Completion of an Advanced Placement exam or International Baccalaureate exam

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

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

appropriate Keystone Exam.

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

Local Assessments

Standards WA TD NAT DA PSW Other

Arts and Humanities X X X X

Career Education and Work X X X

Civics and Government X X


X X X

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

X X

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Technical Subjects

PA Core Standards: Mathematics X X X

Economics X X

Environment and Ecology X X

Family and Consumer Sciences X X X

Geography X X


X X

History X X


X X X

World Language X X

Methods and Measures

Summative Assessments

Summative Assessments EEP EEI ML HS

PSSA X X X

Keystones X X

Advanced Placement X

Works of Art, Music, or Theatre X X X X

End of chapter tests, Mid terms, and final exams X X X X

NOCTI X

ACCESS for ELL X X X X

SAT X

ACT X

PSAT X

Benchmark Assessments

Benchmark Assessments EEP EEI ML HS

Study Island X X X X

Star Reader X X

Star Math X X

DIEBELS X

UNIT Tests X X X X

Formative Assessments

Formative Assessments EEP EEI ML HS

Demonstrations, performances, products, and projects

X X X X

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Evaluations of students work in portfolios X X X X

Progress monitoring X X X X

Locally developed curriculum based assessments X X X X

Diagnostic Assessments

Diagnostic Assessments EEP EEI ML HS

Running Records for Title 1 X X

Classroom Diagnostic tools X X X

In-View X

GRADE X

GMADE X

Validation of Implemented Assessments

Validation Methods EEP EEI ML HS

External Review

Intermediate Unit Review

LEA Administration Review X X X X

Building Supervisor Review X X X X

Department Supervisor Review X X X X

Professional Learning Community Review X X X X

Instructional Coach Review

Teacher Peer Review

Provide brief explanation of your process for reviewing assessments.

Assessments are curriculum based and developed by classroom instructors. They are reviewed and collaboratively designed by course and grade level but may not be an exact duplication depending on the material and curriculum covered. The building administrators, as the instructional leaders, are responsible for reviewing materials, curriculum, and assessments utilized in the classrooms. Teachers use the data from the assessments to differentiate instruction and determine curriculum strengths and areas of need. Monthly team meetings review multiple assessments to monitor student growth and successful instructional strategies.

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.

This is not applicable

Collection and Dissemination

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

The school district has purchased an online system for collection and reporting of data and

has implemented the product to create a systematic and cyclic process of curriculum, data

analysis and assessment creation. At the District and building levels, administrators

analyze PSSA results using the raw data and PVAAS at the District and building levels. They

then disseminate results to multiple groups (teams of teachers or department heads) for

use at the monthly classroom level meetings. to make decisions on instructional and

intervention needs. Other assessment data is kept on a District-wide via On Hands Schools

and can be accessed by any teacher.

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.

Data-Informed Decisions is designed to facilitate an understanding of available data tools

and to use data to inform building-level decisions regarding action planning, professional

development, curriculum needs, instructional strategies (teachers), and learning needs

(students). Administrators will analyze various sources of data in order to lead the

development of a building action plan: PSSA; PVAAS; CDT; DIBELS; Study Island;

curriculum-based, common assessments; attendance data, discipline data, and additional

sources of data that the building level teams choose to analyze. As part of this process,

administrators will access various data reports, compare and contrast the benefits of some

data sources over others, develop data packets, answer data analysis and inquiry questions

about other sources of data, develop a drafted building action plan that may be used during

discussions with instructional team leaders, create initial meeting agendas with various

groups, and develop evaluation forms for these multiple groups.

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

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

X X X

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

X X X

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increase mastery.

Instructional practices modified or adapted to increase student mastery.

X X X X

Provide brief explanation of the process for incorporating selected strategies.

Assessment data is used at all levels to positively impact teaching and learning. Using multiple data sources, teachers identifies areas of needs and strengths and plan according to fill the gaps in student learning and achievement. Data sources include teacher created benchmarks, gifted screening, formative assessments, PSSA tests, Keystone assessments, DIBELS, and In-View assessments. The data helps our staff make informed decisions so that they can target specific skill deficits. Instructional strategies are strategically employed to facilitate student learning.

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

N/A

Distribution of Summative Assessment Results

Distribution Methods EEP EEI ML HS

Course Planning Guides

Directing Public to the PDE & other Test-related Websites

X X X X

Individual Meetings X X X X

Letters to Parents/Guardians X X X X

Local Media Reports

Website X X X X

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

Mass Phone Calls/Emails/Letters X X X X

Newsletters X X X X

Press Releases

School Calendar X X X X

Student Handbook X X X X

Provide brief explanation of the process for incorporating selected strategies.

We strive to disseminate information in a way that strategically reaches all of our stakeholders in the community. At the district level, newsletters, district webpage, and the Alert Now instant phone messaging system are utilized as a communication tool. At the district building levels, parent meetings, letters , school reports, etc. are employed to reach our stakeholders.

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

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We believe we are successful at targeting multiple modes of communication as we successfully reach all members of our community. A summary of PSSA and Keystone results will be printed out in our district newsletter and a link to our public district website is available for all stakeholders to review.

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.

Chartiers-Houston works to maintain and enhance student achievement by providing Title

1 Programs, MTSS groups, tutoring, peer tutoring, co-teaching classes, and student

assistance programs.

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 X

Conflict Resolution or Dispute Management X X X X

Peer Helper Programs X X X X

Safety and Violence Prevention Curricula X X X X

Student Codes of Conduct X X X X

Comprehensive School Safety and Violence Prevention Plans

X X X X

Purchase of Security-related Technology X X X X

Student, Staff and Visitor Identification Systems X X X X

Placement of School Resource Officers X X X X

Student Assistance Program Teams and Training X X X X

Counseling Services Available for all Students X X X X

Internet Web-based System for the Management of Student Discipline

X X X X

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


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Screening, Evaluating and Programming for Gifted Students

Describe your entity’s awareness activities conducted annually to inform the public of the gifted education services and programs offered (newspaper, student handbooks, school website, etc.)

The Chartiers-Houston School District provides residences with information regarding the

procedures for identifying and evaluating specific needs of school-aged students requiring

special programs or services. This information is provided in the local newspaper, district

newsletter ,student handbook that is issued to every student in the district and the district

webpage. Regulations of the Pennsylvania State Board of Education requirements are

provided to district personnel through the publication of these procedures and through in-

service training for all administrators, special education teachers and counselors.

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

All District recommendations regarding eligibility under Chapter 16 Regulations of the Pennsylvania State Board of Education are made to the building principal. When the District or a parent initiates a request for evaluation, the following screening procedures begin: The gifted teacher will respond by explaining the gifted screening procedures to the parent. A Screening Profile will be completed by the gifted teacher. The Screening Profile will include Ability Measure listing date of testing, type of testing and IQ Score (Full Scale); achievement testing in the areas of Total Language, Total Reading, Total Math and the National Percentile and Performance Level achieved in each area. PSSA test results in Math and Reading along with the National Percentile and Performance Level will be included in the Screening Profile. Scholastic Achievement listing grades in the most recent semester or final year average in the following subjects: Math, Reading, Language Arts, English and Science will be reviewed The gifted teacher will distribute and collect the Teacher Rating Scale from all teachers in contact with the student. The gifted teacher, guidance counselor and building principal will meet to discuss the results of the screening process with the parent. At that meeting, a determination will be made to refer the student for a formal psychological evaluation. If the student does not meet the screening requirements to refer for a psychological evaluation, adaptations should be made in the regular education program to enrich the curriculum for the student. After the formal evaluation is completed, the gifted multi-disciplinary team (GMDT) will meet to determine the student’s eligibility for gifted support and the need of specially designed instruction. Due process will continue with the referral to the GIEP team. The parent has the right to refuse the recommendation described above and to request that the district proceed immediately to a formal evaluation to determine the student’s possible eligibility for special education services. When the parent makes such a request, the District will proceed with a multidisciplinary evaluation. In instances where the District believes that there is no evidence to justify the student’s need for an evaluation, the District may refuse to conduct the evaluation, informing the parents of their right to a due process hearing to contest the District’s decision. In such instances the District will issue a Notice of Recommended Assignment (NORA).

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The multidisciplinary evaluation team will make recommendations to the Gifted Individualized Education Plan (GIEP) team regarding the student’s eligibility for special education services under Chapter 16 of the Regulations of the Pennsylvania State Board of Education. The Gifted Individualized Education Plan (GIEP) team will make the final decision regarding the student’s eligibility and need for services. When a student is identified as having a superior ability, it is appropriate for the classroom teacher(s), parents and other school personnel to determine the type of curriculum adjustments that are necessary to enrich the curriculum for the student. If, following a multidisciplinary evaluation, a Gifted Individualized Education Plan (GIEP) team determines that a student is eligible for and in need of specially designed instruction, the team will develop a Gifted Individualized Education Plan (GIEP) that reflects the special education, related services and adaptations to regular education that are appropriate for the student.

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

Chapter 16 of the Regulations of the Pennsylvania State Board of Education, a student must show the following: Outstanding intellectual and creative ability, the development of which requires special services and programs not ordinarily provided in the regular education program. This term includes a person who has an IQ of 130 or higher and when multiple criteria as set forth in Department Guidelines indicate gifted ability. Determination of gifted ability will not be based on IQ alone. A person with an IQ score lower than 130 may be admitted to gifted programs when other educational criteria in the profile of the person strongly indicate gifted ability. Determination of mentally gifted shall include a full assessment and comprehensive report by a public school psychologist specifying the nature and degree of the ability.

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

When a student is identified as having a superior ability, it is appropriate for the classroom

teacher(s), parents and other school personnel to determine the type of curriculum

adjustments that are necessary to enrich the curriculum for the student. The activities in

which students in the gifted program can participate may vary from year to year and the

individual student needs. Some of the activities that have been used are: Enrichment

Activities, Community Service, Competitions, Supplemental Instruction and Educational

Trips.

Developmental Services

Developmental Services EEP EEI ML HS

Academic Counseling X X X X

Attendance Monitoring X X X X

Behavior Management Programs X X X X

Bullying Prevention X X X X

Career Awareness X X X X

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Career Development/Planning X X X

Coaching/Mentoring X X X X

Compliance with Health Requirements –i.e., Immunization

X X X X

Emergency and Disaster Preparedness X X X X

Guidance Curriculum X X X X

Health and Wellness Curriculum X X X X

Health Screenings X X X

Individual Student Planning X X X X

Nutrition X X X X

Orientation/Transition X X X X

RTII/MTSS X X X X

Wellness/Health Appraisal X X X X

Explanation of developmental services:

Positive behavior systems are established at each level. At the elementary level, there is a strong emphasis on school climate with a positive behavior system in place. Character education is a focus at the Jr. High School. A teen outreach coordinator provides support for students in the high school.

Diagnostic, Intervention and Referral Services

Diagnostic, Intervention and Referral Services EEP EEI ML HS

Accommodations and Modifications X X X X

Administration of Medication X X X X

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

Assessment/Progress Monitoring X X X X

Casework X X X X

Crisis Response/Management/Intervention X X X X

Individual Counseling X X X X

Intervention for Actual or Potential Health Problems X X X X

Placement into Appropriate Programs X X X X

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

Small Group Counseling-Educational planning X X X X

Small Group Counseling-Personal and Social Development

X X X X

Special Education Evaluation X X X X

Student Assistance Program X X X X

Explanation of diagnostic, intervention and referral services:

The Chartiers-Houston School District has many resources equipped for diagnostic, intervention and referral services. The district has a full time school psychologist,, 2 full time social workers, 2 full time guidance counselors and an outside contracted Outreach

27

teen and family counselor. The social and health factors of our students play an important role in the development of this plan.

Consultation and Coordination Services

Consultation and Coordination Services EEP EEI ML HS

Alternative Education X X X X

Case and Care Management X X X X

Community Liaison X X X X

Community Services Coordination (Internal or External)

X X X X

Coordinate Plans X X X X

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

Home/Family Communication X X X X

Managing Chronic Health Problems X X X X

Managing IEP and 504 Plans X X X X

Referral to Community Agencies X X X X

Staff Development X X X X

Strengthening Relationships Between School Personnel, Parents and Communities

X X X X

System Support X X X X

Truancy Coordination X X X

Explanation of consultation and coordination services:

As stated in the previous section, the Chartiers-Houston School District has many resources equipped to

meet the needs of our students.. The district has a full time school psychologist,, 2 full time social workers, 2 full time guidance counselors and an outside contracted Outreach teen and family counselor.

Communication of Educational Opportunities

Communication of Educational Opportunities EEP EEI ML HS

Course Planning Guides X X

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



Local Media Reports X X X X

Website X X X X

Meetings with Community, Families and Board of Directors

X X X X

Mass Phone Calls/Emails/Letters X X X X

Newsletters X X X X

Press Releases X X X X



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Communication of Student Health Needs

Communication of Student Health Needs EEP EEI ML HS


Individual Screening Results X X X X


Website X X X X

Meetings with Community, Families and Board of Directors

X X X X

Newsletters X X X X



Frequency of Communication

Elementary Education - Primary Level

More than once a month

Elementary Education - Intermediate Level


Middle Level


High School Level


Collaboration for Interventions

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

Communication is a top priority in our school district. IEP, Student Assistance,

and Outreach teams function collaboratively in an effort to remove as many barriers as

possible in the effort to achieve student success.

Community Coordination

Describe how you accomplish coordination with community operated infant and toddler centers, as well as preschool early intervention programs. In addition, describe the community coordination with the following before or after school programs and services for all grade levels, including pre-kindergarten, if offered, through grade 12.

1. Child care

29

2. After school programs 3. Youth workforce development programs 4. Tutoring

The District shares child find information with the community in the District newsletter

each year and with local preschool programs. The district houses a Pre K Counts program

associated with Washington County. The District distributes information to local

preschools about readiness for kindergarten. The District participates in transition

meetings with Intermediate Unit #1. During this process additional information is shared

about readiness skills, kindergarten skills and school activities and programs. The District

is very involved in transition of early intervention students to District programs. The

District meets individually with families to discuss each child, explain the transition process,

and present the permission to reevaluate to the student for school age programs when

necessary. District staff complete the evaluation, including observations whenever possible

in the child's classroom or preschool setting, along with parent and teacher input to

determine appropriate educational placement. It is the goal of the District to have all

reevaluations for early intervention students transitioning to school age programs, along

with the IEP meeting before the new school year begins in order to address each student's

individual needs in the most appropriate way.

Early intervention students are also invited to kindergarten registration which allows the

general education teachers to meet the new students. IEPs are shared with all teachers who

will be working with the students identified with special needs.

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.

We understand the importance of transitions, especially the preschool to kindergarten

transition. Our school district collaborates with local preschool directors, teachers at head

start, and local private preschool providers.

Kindergarten registration and a screening is held in the early spring to gather student data

necessary for the child to be successful. Kindergarten teachers and district specialists

screen students for kindergarten readiness. Parents and teachers work together to ensure

that there is a smooth transition into the school district for both the student and their

30

families.

Family welcome back activities are held prior to the beginning of the school year to ensure

that there is a positive start to the school year.

Our school district also collaborates with Community Action Southwest (CAS) for a Pre-K

programming to families and children within our district. This collaboration includes

providing space in our elementary school building. The Pre-K program assists eligible

families and children by providing free, high-quality pre-kindergarten programming to help

prepare for a smooth and successful transition into kindergarten.

The district also collaborates with IU#1 to identify and serve students who are preschool

age with disabilities.

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

Developing

Accessibility for students and teachers is effective and efficient Accomplished

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

Developing

Provide explanation for processes used to ensure Accomplishment.

Chartiers-Houston uses various funding sources to purchase necessary books and resources for teachers and students. A significant leveled library is available to meet instructional reading levels. textbook decisions are coordinated to provide a seamless transition between reading levels. Building principals prepare building level budgets so that sufficient instructional materials are available. The title I budget supplements local and state funding sources to provide additional materials and resources which otherwise would be unattainable.

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





Developing

31


Developing

Accessibility for students and teachers is effective and efficient Accomplished


Developing


Chartiers-Houston uses various funding sources to purchase necessary books and resources for teachers and students. A significant leveled library is available to meet instructional reading levels. textbook decisions are coordinated to provide a seamless transition between reading levels. Building principals prepare building level budgets so that sufficient instructional materials are available. The title I budget supplements local and state funding sources to provide additional materials and resources which otherwise would be unattainable.



Middle Level



Developing


Developing

Accessibility for students and teachers is effective and efficient Developing


Developing





High School Level



Developing


Developing

Accessibility for students and teachers is effective and efficient Developing

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Developing





SAS Incorporation


Standards Status

Arts and Humanities Full

Implementation


Implemented in 50% or more of

district classrooms

Civics and Government Full

Implementation

PA Core Standards: English Language Arts Full

Implementation


Full Implementation

PA Core Standards: Mathematics Full

Implementation

Economics


district classrooms

Environment and Ecology Full

Implementation

Family and Consumer Sciences


district classrooms

Geography Full

Implementation

Health, Safety and Physical Education Full

Implementation

History Full

Implementation

Science and Technology and Engineering Education Implemented in 50% or more of

33

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 Full

Implementation

English Language Proficiency Full

Implementation

Interpersonal Skills Full

Implementation

School Climate Full

Implementation

Further explanation for columns selected "



Standards Status


Implementation



district classrooms


Implementation


Implementation


Full Implementation


Implementation

Economics


district classrooms


Implementation

34

Family and Consumer Sciences


district classrooms

Geography Full

Implementation


Implementation

History Full

Implementation

Science and Technology and Engineering Education Full

Implementation



district classrooms



district classrooms



district classrooms


Implementation


Implementation

School Climate Full

Implementation



Middle Level

Standards Status


Implementation



district classrooms


Implementation


Implementation


Full Implementation

35


Implementation

Economics Full

Implementation


Implementation

Family and Consumer Sciences Full

Implementation

Geography Full

Implementation


Implementation

History Full

Implementation

Science and Technology and Engineering Education Full

Implementation



district classrooms



district classrooms



district classrooms


Implementation


Implementation

School Climate Full

Implementation

World Language Full

Implementation



High School Level

Standards Status


Implementation

Career Education and Work Full

Implementation


Implementation

36


Implementation



district classrooms


Implementation

Economics Full

Implementation


Implementation

Family and Consumer Sciences Full

Implementation

Geography Full

Implementation


Implementation

History Full

Implementation



district classrooms



district classrooms

Alternate Academic Content Standards for Reading Full

Implementation

American School Counselor Association for Students Full

Implementation


Implementation


Implementation

School Climate Full

Implementation

World Language Full

Implementation



Early Warning System

37

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

Other

Comments:

Our EdInsight Program provides this information to staff using the various criteria for

studnet achievement and behaviors.


Characteristics

District’s Professional Education Characteristics EEP EEI ML HS

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

X X X X

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

X X X X

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

X X X X

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

X X X X

Empowers educators to work effectively with parents and community partners.

X X X X

District’s Professional Education Characteristics EEP EEI ML HS

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

X X X X

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

X X X X

Provides leaders with the ability to access and use X X X X

38

appropriate data to inform decision making.

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.

Professional development is based on an needs assessment survey that is distributed to the staff via SurveyMonkey. Results are analyzed and training are planned according to the staff's needs. Six Professional development days are built into the school calendar yearly in order new implement new initiatives and promote continuous professional growth. After each professional development day, teachers assess the effectiveness of the training via a digitalized survey. the professional development time is is also set aside to provide on-going evaluation procedures to assess the effectiveness and provide support for educators, counselors, specialists, and administrators. Instructional team leaders meet with their grade levels or departments on a consistent basis to share best practices in education. Data meeting are also held on a quarterly basis throughout the school year.



Educator Discipline Act 126, 71

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

Questions

The LEA has conducted the required training on:

8/24/2015 District Staff

8/25/2015 District Staff

10/9/2015 Coaches

The LEA plans to conduct the required training on approximately:

8/25/2017 Annually when needed for new staff

Provides educators with four (4) hours of professional development in youth suicide awareness and prevention every five (5) years for professional educators in grades six through twelve as outlined in Act 71.

Questions

The LEA plans to conduct the training on approximately:

10/13/2017 In-Service

39

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

Questions

The LEA has conducted the training on:

10/7/2015 Teachers to IU#1

Strategies Ensuring Fidelity

Checked answers

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

Using disaggregated student data to determine educators’ learning priorities.

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

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

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

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

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

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

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

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

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

Unchecked answers

None.


The following are used to ensure a successful professional development plan for our district Follow up surveys from our professional development days Administrators leading Data meetings to develop instructional strategies to ensure student success Walkthroughs used to assess instructional practices PVAAS utilized to further align curricular areas such as math and reading. Writing workshops, faculty meetings, in service days, and curricular discussions always follow up in service days.

40

Alignment to the PA Common Core standards and keystones requiring professional development in Understanding By Design curriculum writing.



Induction Program

Checked answers

Inductees will know, understand and implement instructional practices validated by

the LEA as known to improve student achievement.

Inductees will assign challenging work to diverse student populations.

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

initiatives, practices, policies and procedures.

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

practices and procedures.

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

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

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

Inductees will effectively navigate the Standards Aligned System website.

Inductees will know and apply LEA endorsed classroom management strategies.

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

students in crisis.

Inductees will take advantage of opportunities to engage personally with other

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

Unchecked answers

None.


There are scheduled bi-weekly grade level/department/faculty meetings to assist new inductees. Building level principals and mentors observe the mentee periodically throughout the year. Teachers keep a portfolio of teir experiences gained throughout the school year. New inductees receive two years of training through Intermediate Unit #1. There are approximately 3 to 6 meetings per year to assist the new teachers during their transition into their new career.

41



Needs of Inductees

Checked answers

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

identify needs.

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

identify needs.

Student PSSA data.

Standardized student assessment data other than the PSSA.

Classroom assessment data (Formative & Summative).

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

Review of inductee lesson plans.

Review of written reports summarizing instructional activity.

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

and second-year teacher interviews).

Unchecked answers

Frequent observations of inductee instructional practice by supervisor to identify needs.

Submission of inductee portfolio.

Knowledge of successful research-based instructional models.


Mentors, administrators and inductees meet monthly to discuss to review scheduling procedures, teaching strategies, and to answer inductee's questions. A District wide initial meeting at the beginning of the year is facilitated by the central office. At this meeting we provide guidelines for the induction process which are in line with the PA State requirements for new teacher induction. New inductees are required to take induction classes at Intermediate Unit 1.

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

42

Provide coverage so mentors can observe inductees regulary. Portfolio needs to be a part of the teacher effectiveness system. Inductees could observe exemplary lessons taught by their peers.

Mentor Characteristics

Checked answers

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

Potential mentors have similar certifications and assignments.

Potential mentors must model continuous learning and reflection.

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

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

Potential mentors must be willing to accept additional responsibility.

Mentors 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.

Unchecked answers

None.


Mentors are selected on a pre-selected criteria. Administrators make the final determination regarding the assignment of mentor responsibilities.

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 X X X

Best Instructional Practices X X X X X

Safe and Supportive Schools X X X X X

Standards X X X X X

Curriculum X X X X X

Instruction X X X X X

Accommodations and Adaptations for diverse X X X X X

43

learners

Data informed decision making X X X X X

Materials and Resources for Instruction X X X X X

If necessary, provide further explanation.

Topics are introduced by the administrators at the beginning of induction program. Mentor teachers continue the discussion throughout the school year. Discussion points are associated with the Intermediate Unit #1 Induction Program that is mandated for all new employees.

Monitoring and Evaluating the Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

The Intermediate Unit #1 Induction Program is designed to address the training and educational needs of teachers who are new to the profession or returning to education full-time and meets the state regulations for teacher induction as part of the Instructional II requirement. Intermediate Unit 1 coordinates an induction program for a consortium of its districts and area vocational technical schools and provides a two-year program for inductees. Inductees attend six days of workshop or course sessions over the two year period. At the district level, the building principals are important in monitoring the progress of the inductees. The needs of individual new teachers are monitored and adjusted accordingly buy quarterly observations.

Recording Process

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

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

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

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

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

program.

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

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

Level 2 Certification.

Unchecked answers

None.

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Special Education

Special Education Students

Total students identified: 202

Identification Method

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

The Chartiers Houston School District utilizes the Discrepancy Model, or a process that

examines whether a child exhibits a pattern of strengths and weaknesses relative to

intellectual ability as defined by a severe discrepancy between ability and achievement, or

relative to age or grade. A linear regression approach, examining the standard error of

estimates, is utilized to determine if a statistically significant difference exists between

measured cognitive ability and performance on norm-referenced assessments of academic

achievement. Additionally, the inclusionary and exclusionary criteria set forth by the

Department of Education are examined in the determination of the existence of a specific

learning disability. Although the Discrepancy Model is currently utilized in the

determination of a specific learning disability, the district has embraced the RTI / MTSS

model for grades K-6 as a means of supporting struggling learners in a three-tiered model.

In addition to a research-based standard aligned curriculum, benchmark assessments are

administered in both reading and mathematics three times yearly. These data, along with

the local and state assessments are utilized to make decisions about tiered interventions at

the strategic level (two/three times weekly) or intensive level (three/four times weekly)

outside of the core curriculum in targeted schools with risk identified populations. Primary

level emphasis has been with early literacy skills using DIBELS information to guide specific

instructional interventions. Focus in the intermediate levels utilizes Personal Learning

Plans developed through the assessment/performance information gained through PSSA

,GRADE and DMADE measures. Student progress is monitored regularly as prescribed by

their level of support.

Additionally, the elementary school holds grade level data meetings on a periodic basis with

the core team (instructional support, academic teachers and administrator) to review data

as well as student progress. The district is committed to refining the RTI / MTSS process

both as a method of enhancing quality of instruction as well as a means to support

determination of special needs. Ongoing use of professional development to support

instructional rigor for all students as well as implementing interventions with fidelity will

be a continued focus.

Enrollment

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

45

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

According to the 2013-2014 Penn Data Information, there are no significant

disproportionalities in the areas of : Total Population , Emotional Disorders , Intellectual

Disability and Specific Learning Disabilities. However, there is a difference in the

percentage of students that are identified in the area of Speech and Language Impairment

and Other Health Impairment. There is a 10% increase above the state average in Speech

and Language Impairment and a 6% decrease in the area of Other Health Impairment. Due

to the % differences in these areas, the district will meet with the Speech Language

Pathologists and School Psychologist to review SPP Targets along with procedures

in evaluating, identifying and exiting students in the disproportionate areas.

Non-Resident Students Oversight

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

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

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. There are no 1306 facilities located in the district.

2. A Free Approprioate Education is provided to all students who are identified as special

education. Student registration procedures are started at the central office and then sent to

appropriate building. Records are requested from previous district. The special education

staff ensures that all records are received and distributed to district buildings. All IEP

decisions are made through the team process. IEP's are adopted and new NOREPS are

issued.

3. There are no problems or barriers for service delivery. The district is able to successfully

meet the obligations under Section 1306.

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 school district does not have any facilities to serve incarcerated youth, however, the

following procedures will occur:

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

46

The District's annual Notice is published in local newspaper making community

members aware of the screenings process and services provided by the district.

When the district is notified that there is a student incarcerated, the district will

contact the host school where the facility is located to meet and discuss the program and

procedures to implement the student’s IEP.

We then will continue to monitor the student’s progress to ensure the best

education.

The district will maintain an ongoing relationship with the facility and host district

to determine what is needed to assist the student and the facility.

Form 4605 is used to verify residency. This form is the beginning contact with the

institution for communicating student's educational needs.

Least Restrictive Environment

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

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

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

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

and in extracurricular and non-academic settings in order to maximize the extent students

with disabilities participate with non disabled peers. Removal from the regular education

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

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

satisfactorily. When considering the appropriate educational program for a student the

teachers consult with each other, related service providers and parents. Teachers develop

modified curricular goals, modify tests in the way of word banks, limited multiple choices,

short answer and provide essays ahead of time. Instructional adaptations include pre

teaching, re-teaching, repeating directions and extra examples. At the elementary level, the

47

RTI / MTSS Process, Title I reading, and resource math programs are utilized to provide

modifications/adaptations and skill remediation. Each of these programs utilized progress

monitoring to determine the effectiveness of the interventions and the need for further

evaluation.

Social behavioral supports are provided through positive behavior support plans and the

guidance office in the way of social skills training and study skills groups. The teachers

determine if any physical adaptations are necessary in the way of class set up, adaptive

equipment and adjustment to sensory input. All students are provided adaptations and

modifications within the general education setting prior to referral for MDE to ensure that

they are provided every opportunity to participate in the general education environment.

Prior to placement in special education, the IEP team reviews the evaluation report and

determines the strengths and needs of the student and the most appropriate way in which

to provide education in the least restrictive environment. The placement decision is based

only on the needs of that individual student and is made only at the IEP meeting which

always includes the parent. All Chartiers-Houston students are integrated as appropriate

with non-disabled peers for content area and fine and applied arts classes as well as elective

courses at the middle and high school level. Students with more significant disabilities are

provided adapted fine and applied arts classes and also may participate with non-disabled

peers if appropriate.

Students are encouraged to participate in extra-curricular activities such as chorus, band,

athletics, clubs, and other activities offered. The District supports participation of children

with disabilities in non-academic and extra-curricular activities by providing

paraprofessionals and transportation to events. Students with disabilities that prevent

them from participating in athletics have functioned as team managers or assistants.

Students with diverse disabilities attend the same school and participate in the same

activities as non-disabled peers to the maximum extent appropriate. The District has

trained and provided peer support groups in each building that houses programs with

students with cognitive impairments.

The District has common planning time at all levels so that teachers can co-plan, collaborate

and provide support to para educators. The District in service initiative includes improving

student achievement through formative assessment and numerous literacy strategies.

Substitute teachers are provided during the school day so that all teachers can participate in

IEP meetings and two times per year the District holds parent teacher conferences to

provide opportunities for parental collaboration.

Using the Penn Data information, the district has 5.9% of the students in outside placements

which is 1% higher than the state average. The district students are only considered for

educational placements outside the District when the student is not meeting success either

academically, behaviorally, or socially and the IEP has considered all options available for

the student. District Administration attends all IEP meetings for students placed outside the

District in order to ensure the student's level of need continues to require programming and

services that cannot be provided in a less restrictive environment within the school district.

At each IEP meeting, goals are established for transition back to the public school.

Transitions are individualized and often occur by transitioning students for partial days and

48

increasing time as they have success.

The District works closely with training partners such as Intermediate Unit #1, PACE,

Transformation Learning and the Western PA School for Blind Children, an approved

private school. Teachers have attended trainings at PATTAN and Intermediate Unit #1 for

programs such as progress monitoring, positive behavioral support and working with

students with Autism. The District has provided the para educators with a web based

program that can be individualized to the type of student they are working with and has

over 120 different training modules.

The District continuously refines and reviews practices to increase collaboration and

effectiveness between parents and teachers. This process meets the needs for diverse

learners and provides instructional strategies to meet the needs of students through

appropriate instructional programs.

Behavior Support Services

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

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

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

The district is committed to creating learning environments that prepare students to be

successful citizens. The educational community must provide a system that will support

students’ and eligible young children’s efforts to manage their own behavior and assure

academic achievement. The district believes that positive, rather than negative, measures

must form the basis of behavior support programs to ensure that all students and eligible

young children must be free from demeaning treatment, the use of aversive techniques and

the unreasonable use of restraints. Behavior support programs must include research

based practices and techniques to develop and maintain skills that will enhance an

individual student’s or eligible young child’s opportunity for learning and self-fulfillment.

Behavior support programs and plans must be based on a functional assessment of

behavior and utilize positive behavior techniques. When an intervention is needed to

address problem behavior, the types of intervention chosen for a particular student or

eligible young child must be the least intrusive necessary. The use of restraints is

considered a measure of last resort only to be used after other less restrictive measures,

including de-escalation techniques. Students with disabilities who engage in inappropriate

behavior, disruptive or prohibited activities and/or actions injurious to themselves or

others shall be disciplined in accordance with the Individualized Education Program (IEP),

Positive Behavior Plans. Disciplinary Exclusion

is when a student with a disability (except Intellectual Disabilty) may be suspended for ten

(10) consecutive and fifteen (15) cumulative days of school per school year, regardless of

whether the student’s behavior is a manifestation of his/her disability. Any removal from

49

school is a change of placement for a student identified with Intellectual Disability. Thus, a

manifestation determination review must be conducted prior to removing the student. If

the behavior is not a manifestation of the student’s disability, school personnel may apply

the relevant disciplinary procedures to children with disabilities in the same manner and

for the same duration as the procedures would be applied to children without disabilities,

except as provided in §300.530(d) School personnel may remove a student with a disability,

including Intellectual Disability, to an interim alternative educational setting for not more

than forty-five (45) school days without regard to whether the behavior is determined to be

a manifestation of the child’s disability, if the child –a) Carries a weapon to or possesses a

weapon at school, on school premises, or to or at school functions under the jurisdiction of

the school entity.b ) Knowingly possesses or uses illegal drugs, or sells or solicits the sale

of a controlled substance while at school, on school premises, or at a school function under

the jurisdiction of the school entity. c) Has inflicted serious bodily injury upon another

person while at school, on school premises, or at school functions under the jurisdiction of

the school entity Positive Behavior Support Plan

is a positive behavior support plan shall be developed by the IEP team, be based on a

behavior assessment, and become part of the individual eligible student’s IEP. A positive

behavior support plan should provide educators with a framework for building inclusive,

proactive classrooms where students are taught to make responsible choices. According to

IDEA and the Pa. Code Chapter 14, the plan must: a.) Focus on positive practices and

techniques that are research based b)Utilize positive reinforcement and other positive

techniques to shape a student’s or eligible young child’behavior c) Be based on a functional

assessment of behavior. d)Teach alternative skills to replace inappropriate behavior. e)Use

interventions that are the least intrusive. f) Avoid the use of aversive techniques, restraints

or punishment g) Specify techniques, procedures and methods for which the staff has been

adequately trained. h)Include a manifestation determination, as necessary i) Be developed

by the IEP Team. j) Be part of the individual eligible young child or student’s IEP. Finally,

positive techniques will be used when supporting behavior. Interventions should always

begin with the least intrusive techniques. School entities have the primary responsibility

for ensuring that positive behavior support programs are in accordance with Chapter 14

Regulations, including the training of personnel for the use of specific procedures, methods

and techniques, and for having a written policy and procedures on the use of positive

behavior support techniques and obtaining parental consent prior to the use of intrusive

procedures.

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

50

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.

When the district suspects a students who may be at risk not to have his/her IEP

implemented in the public school setting, the district will contact the Intermediate Unit One

Interagency coordinator who will assist the district in arranging an Interagency meeting

through the local CASSP office to include all agencies that provide support to the student.

The IEP team members will meet to review the IEP to determine if the students' needs are

being met and to make necessary changes and/or recommendations. If the team

determines that the student can no longer be served in the public educational setting,

placement options will then be considered and the district will follow up with making the

appropriate contacts. In the event that a placement cannot be secured and the student has

been or will be at risk of waiting 30 days or more for an appropriate educational placement,

the district will report the required information utilizing the required form to the

Pennsylvania Department of Education, updating the information monthly as needed until

an appropriate placement has been secured. Additionally, the district will report to the

Department of Education all students who are on Homebound Instruction or Instruction

Conducted in the Home on the appropriate form.

51

Assurances

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

Special Education Assurances No policies or procedures have been identified.

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

Least Restrictive Environment Facilities

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

Bentworth School District Neighboring School Districts

Autism / Emotional Support

1

Pace School Approved Private Schools

Emotional Support 1

Transformation Learning Center

Special Education Centers

Emotional Support 2

Wesley Spectrum Special Education Centers

Specific Learning Disability

1

Western PA School for the Blind

Approved Private Schools

Visual Impairment 1

IU 1 Educational Campus Clark School


Emotional Support 2

IU 1 Educational Campus Laboratory School


Multiple Disability 2

Washington School District Neighboring School Districts

Autism / ID 3

Special Education Program Profile Program Position #1

Operator: School District

PROGRAM SEGMENTS

52

Type of Support Level of Support Age Range Caseload FTE

Itinerant Speech and Language Support

5 to 12 65 1

Justification: The SLP serves the entire building and never works with students outside the 3 year age range

Locations:

Allison Park Elementary

An Elementary School Building

A building in which General Education programs are operated

Program Position #2

Operator: School District PROGRAM SEGMENTS


Itinerant Speech and Language Support

5 to 16 30 0.5

Justification: The SLP services the the entire buildingand never works with students outside the 3 year age range

Locations:




Program Position #4 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: May 6, 2019

PROGRAM SEGMENTS


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

Learning Support 9 to 12 10 0.5

Locations:

Allison Park Elementary An Elementary School Building



Itinerant Learning Support 9 to 12 10 0.5

Locations:







PROGRAM SEGMENTS




Locations:

53





Locations:

Allison Park Elementary School






PROGRAM SEGMENTS




Locations:





Locations:







PROGRAM SEGMENTS

Type of Support

Level of Support Age Range Caseload FTE


Locations:

CHSD J/S Hign School

A Junior/Senior High School Building





Locations:

Junior/Senior High School A Junior/Senior High School Building



54



PROGRAM SEGMENTS

Type of Support



Locations:

CHSD J/S High School






Locations:

Junior / Senior High School A Junior/Senior High School Building


Program Position #12


Type of Support


Itinerant Learning Support 12 to 14 20 1

Locations:

CHSD J/S High School






PROGRAM SEGMENTS




Locations:

CHSD J/S High School A Junior/Senior High School Building




Locations:

Junior / Senior High School



55




PROGRAM SEGMENTS




Locations:

CHSD J/S High School A Junior/Senior High School Building




Locations:

Junior /Senior High School






PROGRAM SEGMENTS




Locations:

Allison Park Elementary School An Elementary School Building




Locations:





Operator: Intermediate Unit PROGRAM SEGMENTS


Itinerant Deaf and Hearing Impaired Support

7 to 15 2 0.07

Justification: Services the entire building and never works with students that are outside the 3 year age range

Locations:




56




Full-Time Special Education Class

Life Skills Support 14 to 19 6 1

Justification: Services the entire building and never works with students that are outside the 4 year age range

Locations:

CHSD J/S high School A Junior/Senior High School Building




Type: Position Implementation Date: August 23, 2018 Explain any unchecked boxes for facilities questions: N/A

PROGRAM SEGMENTS



Learning Support 6 to 9 12 1

Locations:

Allison Park An Elementary School Building


Special Education Support Services

Support Service Location Teacher FTE

Para-professionals Allison Park Elementary 8.5

Para-professionals CHSD J/S High School 2.5

Special Education Contracted Services

Special Education Contracted Services Operator Amt of Time per Week

Outreach Teen and Family Counselor Outside Contractor 32 Hours

OT Intermediate Unit 6 Hours

PT Intermediate Unit 2 Hours

School Psychologist Intermediate Unit 5 Days

High School Social Worker Intermediate Unit 5 Days

Elementary Social Worker Intermediate Unit 5 Days

57

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:

Disparity in subgroups in math assessment scores

More professional development on the Standards Alignment System and related resources is

needed.

Consistent implementation of best practices in all classrooms must be monitored and

reinforced.

Did not meet or exceed the state percentage of student's proficient or above in Science

Interpreting fiction and non-fiction

Teachers need to refine their analysis of assessment data to guide instructional decisions.

District Accomplishments

Accomplishment #1:

According to 2016 testing information, the district exceeded state averages in the following areas:

Grade 3 ELA and Math

Grade 4 ELA



58


Grade 4 and 8 Science

Keystone Literature

Keystone Biology

Accomplishment #2:

According to PVAAS 2016 reporting, the 3 year average in Grade 5, 7, 8 Math and Keystone Algebra

showed significant evidence that they exceeded the standard for PA Academic Growth.

Accomplishment #3:

According to PVAAS 2016 reporting, the 3 year average in Grade 7 and Grade 8 Reading/ELA

showed ssignificant evidence that they exceeded the standard for PA Academic Growth.

Accomplishment #4:

The district showed a significant increase in closing the Achievement Gap for all students in Biology

and for Historically Underperforming Students in Algebra, ELA and Biology.

Accomplishment #5:

The school district maintains a high attendance and graduation rate:

94.39% attendance rate

92.21% graduation rate

Accomplishment #6:

"Bucks for Bucs" Education Foundation provides graduates of Chartiers Houston School District with

substantial money toward their post-secondary education and educational programs that are

incorporated into the district.

Accomplishment #7:

The District has maintained financial stability throughout the state budget issues.

Accomplishment #8:

Facilities have been upgraded to meet the growing challenges to provide a safe environment for

students and staff.

Accomplishment #9:

In the area of Least Restrictive Environment for special education students, the district is at 65% of

special education students being educated in a regular education classroom greater than 80%. This

is 5% higher than the state average.

59

Accomplishment #10:

The use of advanced technology in classrooms to enhance learning and provide engaging interactive

instruction has been an ongoing accomplishment for the school district. There are interactive

whiteboards in all core classrooms in the High School, Junior High School and Elementary School.

The elementary school is currently being equipped. Additionally, there has been an investment in

computer labs and laptop carts to help connect technology with instructional practice. The

investment in technology is ongoing and currently a systemic plan for implementation is being

developed with a new focus on tablet devices.

District Concerns

Concern #1:

According to 2016 testing information, the district did not meet state averages in the following

areas:

Grade 4 Math


Keystone Algebra ( However, according to PVAAS, the 3 year average has shown significant

evidence for growth.

Concern #2:

According to the 2015-2016 School Performance Profile, the district needs to close achievement

gaps for historically low performing students.

Concern #3:

The district did not meet the expectation for SAT/ ACT performance. This performance measure

represents the percent of 12th grade students scoring 1550 or higher on the SAT and/or 22 or

higher on the ACT taken at any time over the course of their educational experience.

Concern #4:

According to the 2016 PVAAS data for 3 year average, the district has concerns in the following

areas: Grade 4 Math,Grade 6 Math,Grade 5 Reading,Grade 6 Reading and Keystone Biology

Concern #5:

The District has been evaluating and will continue to evaluate ways to use resources more effectively

and efficiently in order to maximize all District resources.

Concern #6:

60

Consistent Implementation of the math core curriculum across grade levels and departments, which is aligned to PA

common Core.

Concern #7:

Under the direction of the administrative team, teachers need to refine their analysis of assessment

data to guide instructional decisions.

Concern #8:

Remediation classes in Keystone areas need to refine individual instruction focusing on the assessment data to have

students proficiency and mastery of course subjects and preparedness for Keystone Exams retakes.

Concern #9:

Better use of diagnostic tools for remediation and enrichment activities for all students.

Prioritized Systemic Challenges

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

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

Aligned Concerns:

According to 2016 testing information, the district did not meet state averages in the

following areas:

Grade 4 Math


Keystone Algebra ( However, according to PVAAS, the 3 year average has shown

significant evidence for growth.

According to the 2015-2016 School Performance Profile, the district needs to close

achievement gaps for historically low performing students.

The district did not meet the expectation for SAT/ ACT performance. This performance

measure represents the percent of 12th grade students scoring 1550 or higher on the SAT

61

and/or 22 or higher on the ACT taken at any time over the course of their educational

experience.

According to the 2016 PVAAS data for 3 year average, the district has concerns in the

following areas: Grade 4 Math,Grade 6 Math,Grade 5 Reading,Grade 6 Reading and

Keystone Biology

The District has been evaluating and will continue to evaluate ways to use resources more

effectively and efficiently in order to maximize all District resources.

Consistent Implementation of the math core curriculum across grade levels and departments, which is aligned

to PA common Core.

Under the direction of the administrative team, teachers need to refine their analysis of

assessment data to guide instructional decisions.

Remediation classes in Keystone areas need to refine individual instruction focusing on the assessment data to

have students proficiency and mastery of course subjects and preparedness for Keystone Exams retakes.


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

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

Aligned Concerns:

According to 2016 testing information, the district did not meet state averages in the

following areas:

Grade 4 Math


62

Keystone Algebra ( However, according to PVAAS, the 3 year average has shown

significant evidence for growth.

According to the 2015-2016 School Performance Profile, the district needs to close

achievement gaps for historically low performing students.

According to the 2016 PVAAS data for 3 year average, the district has concerns in the

following areas: Grade 4 Math,Grade 6 Math,Grade 5 Reading,Grade 6 Reading and

Keystone Biology

Consistent Implementation of the math core curriculum across grade levels and departments, which is aligned

to PA common Core.

Under the direction of the administrative team, teachers need to refine their analysis of

assessment data to guide instructional decisions.

Remediation classes in Keystone areas need to refine individual instruction focusing on the assessment data to

have students proficiency and mastery of course subjects and preparedness for Keystone Exams retakes.


63

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.

Related Challenges:

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

Indicators of Effectiveness:

Type: Annual

Data Source: PSSA and Keystone Exams Scores

Specific Targets: There will be a 2% increase in Closing the Achievement Gap for all students in the areas ELA/Literature as indicated by the School Performance Profile

Type: Annual

Data Source: Pennsylvania Value-Added Assessment System ( PVAAS )

Specific Targets: Both schools in the district will meet or exceed academic growth in the area of ELA/Literature, Math/Algebra and Science/Biology as indicated through PVAAS and the School Performance Profile

Type: Interim

Data Source: EdInsight / Edline

Specific Targets: The administrators and the Instructional Team Leaders will meet 2 days in the summer and monthly during the year to review various types of data and review lesson plans and curriculum to assure proper alignment to ensure consistent implementation of the curriculum

64

Strategies:

Differentiated Instruction

Description:

Differentiation constitutes an innovating, constant reflective procedure of effective teaching and learning that cannot be met by readymade lesson plans. The planning and the instructional choices of a lesson plan based on differentiation can only be used effectively when chosen by the teacher, according to students’ needs and other personal characteristics (Valiande & Koutselini, 2008, 2009; Valiande, 2010). Students’ learning style, their interests, their talents, their skills, their competences and their cultural background will guide the teachers through his final decision concerning the kind of differentiated teaching to be chosen (Hall, 2002). Teachers in the district use differentiating instruction practices to incorporate the differences and similarities among students and to use this information to plan instruction to meet the needs of diverse learners.

SAS Alignment: Assessment, Instruction, Materials & Resources

Literacy Development

Description:

Research shows that when adults create rich language and literacy environments and respond to a child’s communication in specific ways, they can boost that child’s emergent language and literacy development and increase the likelihood of future academic success. And the adults with the greatest potential to help are the most important ones in that child’s life: his parents and caregivers, including child care providers and early childhood educators (ECEs).

SAS Alignment: Curriculum Framework, Instruction, Materials & Resources

Understanding by Design

Description:

The Understanding by Design® framework (UbD™ framework) offers a planning process and structure to guide curriculum, assessment, and instruction. Its two key ideas are contained in the title: 1) focus on teaching and assessing for understanding and learning transfer, and 2) design curriculum “backward” from those ends. (Source: http://jaymctighe.com/resources/downloads/) Resource: http://effectivestrategies.wiki.caiu.org/Curriculum+Framework

http://jaymctighe.com/resources/downloads/

http://effectivestrategies.wiki.caiu.org/Curriculum+Framework

65

SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction

Implementation Steps:

Complete daily lesson plans on ProStar

Description:

All teachers will complete daily lesson plans that will be posted on ProStar for review.

Implemeation Evidence: Weekly review by building administration.

Start Date: 7/1/2018 End Date: 6/30/2021

Program Area(s): Professional Education, Educational Technology

Supported Strategies:



Review daily lesson plans and align with curriculum

Description:

The building administrators and the Instructional Team Leaders will review daily lesson plans during their meetings to ensure alignment with the course curriculum.

Implementation Evidence: Monthly Instructional Team Meetings review sheets.






66

Teachers will utilize various assessments and evaluations to monitor student strengths and areas of need

Description:

Data is the key to developing educational decisions. The teachers will be provided opportunities to be trained on formative assessments and lesson design to guide instruction.

Implementation Evidence: Review data through OnHand data warehousing.






Utilize programs to generate benchmark assessments and evalautions

Description:

Assessments will be administered, scored and shared with content arera teachers through Instructional Team Meetings monthly.

Implementation Evidence: Review of OnHands data






67

Provide support for differentiating instruction based on student data.

Description:

The district will provide educational support in the development of differentiating instruction practices based on student data.

Implementation Evidence: Review of lesson plans


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

Education, Gifted Education, Educational Technology




Students will be educated in the least restricted environment through scheduling and inclusion practices.

Description:

Based on the student needs and abilities, they will be educated in the least restrictive environment through inclusion practices. Evidence of this implementation step will be monitored by annual Penn Data information.


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



Evaluate resources to meet the diverse needs of all students.

Description:

68

Evalauting multiple resources to meet the diverse needs of learners will provide a foundation for success. Research has demonstrated that engaging students in the learning process increases their attention and focus, motivates them to practice higher-level critical thinking skills and promotes meaningful learning experiences.

Implementation evidence: Annual review of data







Offer new courses to meet the needs of all students.

Description:

Course development will be a critical step in the process for providing opportunities to meet the growing needs of students.

Implementation Evidence: Annual review of student needs





Provide learning opportunities for parents in the area of literacy.

Description:

69

the district will provide after school programs like carnivals and trainings for parents and students to increase literacy development. These programs will benefit more students and there families throughout the school year. We provide these services to enhance the relationship between students and teachers, parents and teachers, and also the district with the community.

Implementation Evidence: Family Programs conducted in the buildings.


Program Area(s): Professional Education, Student Services



Data analysis for literacy development

Description:

Continue to train the teaching staff in the use of assessment materilas such as DIBELS and GRADE and analyze the results to develop effective instructional strategies

Implementation Evidence: OnHands data warehouse tool to help analyze data.





Literacy Development Understanding by Design

70

Appendix: Professional Development Implementation

Step Details

LEA Goals Addressed:

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

Strategy #1: Differentiated Instruction

Strategy #2: Understanding by Design

Start End Title Description

7/1/2017 6/30/2021

Teachers will utilize various assessments and evaluations to monitor student strengths

and areas of need

Data is the key to developing educational decisions. The teachers will be provided

opportunities to be trained on formative assessments and lesson design to guide

instruction.

Implementation Evidence: Review data through OnHand data warehousing.

Person Responsible SH S EP Provider Type App. District and Building

Administrators and Instructional Team Leaders

3.0 2 45 Administrators / Intermediate Unit School Entity

No

Knowledge Formative assessment techniques to help guide instruction

Supportive Research

Thomas R. Guskey suggests that for assessments to become an integral part of the instructional process,

teachers need to change their approach in three important ways. They must "1) use assessments as sources of

information for both students and teachers, 2) follow assessments with high-quality corrective instruction, and

3) give students second chances to demonstrate success" (2007).

Once you have assessed your learners, you must take action. You will be able to help your students achieve

success by differentiating your instruction based on the information you have gathered. Ask yourself, "Who

71

needs my attention now? Which students need a different approach? Which students are not learning anything

new, because I haven't challenged them?"

Designed to Accomplish

For classroom teachers, school counselors and education specialists:

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

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

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

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


Training Format

Professional Learning Communities

Participant Roles

Classroom teachers

New Staff

Grade Levels

Elementary - Primary (preK - grade 1)

Elementary - Intermediate (grades 2-5)

Middle (grades 6-8)

High (grades 9-12)

Follow-up Activities

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

Evaluation Methods

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

72

Review of participant lesson plans

LEA Goals Addressed:

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




7/1/2017 6/30/2021 Utilize programs to generate benchmark assessments and

evalautions

Assessments will be administered, scored and shared with content arera teachers

through Instructional Team Meetings monthly.

Implementation Evidence: Review of OnHands data

Person Responsible SH S EP Provider Type App. Building

Administrators 1.5 4 45 EdInsight For Profit

Company No

Knowledge Development of benchmark assessments

Supportive Research

Benchmark assessments can serve instructional planning purposes by providing educators information needed

to develop and adjust curriculum and instruction to meet students’ learning needs. To do so, benchmark

assessments must be aligned with content and provide feedback on students’ strengths and weaknesses

relative to specific curriculum goals.




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

73

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





Training Format

Live Webinar

Department Focused Presentation

Participant Roles

Classroom teachers

Principals / Asst. Principals

Other educational specialists

Grade Levels

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

Middle (grades 6-8)

High (grades 9-12)



Evaluation Methods

Classroom student assessment data

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



74

aligned curricula across all schools for all students.


7/1/2017 6/30/2021 Provide support for

differentiating instruction based on student data.

The district will provide educational support in the development of differentiating

instruction practices based on student data.

Implementation Evidence: Review of lesson plans

Person Responsible SH S EP Provider Type App. Administrative Team 1.5 6 10 IU IU No

Knowledge Train teachers on how to use differentiating instructional practices based on data to ensure academic success

for all students.

Supportive Research

Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction

to student differences. Rather than marching students through the curriculum in lockstep, teachers should

modify their instruction to meet students' varying readiness levels, learning preferences, and interests.




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

For school and district administrators, and other educators seeking leadership

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

75

roles: academic standards.



Training Format

LEA Whole Group Presentation

Live Webinar


Participant Roles

Classroom teachers


Supt / Ast Supts / CEO / Ex Dir

Related Service Personnel

Grade Levels



Middle (grades 6-8)

High (grades 9-12)



Peer-to-peer lesson discussion

Evaluation Methods



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


Strategy #2: Literacy Development

76

aligned curricula across all schools for all students.



7/1/2018 6/12/2021 Data analysis for literacy

development

Continue to train the teaching staff in the use of assessment materilas such as

DIBELS and GRADE and analyze the results to develop effective instructional

strategies

Implementation Evidence: OnHands data warehouse tool to help analyze data.

Person Responsible SH S EP Provider Type App. Building

Administrators 2.5 6 10 IU IU No

Knowledge

Establish a set of procedures and measures for assessing the acquisition of early literacy skills and monitoring

the development of early literacy skills the results can be used to evaluate individual student development as

well as provide grade-level feedback toward validated instructional objectives.

Supportive Research

Language is a complex, multidimensional system that supports decoding and comprehension as children learn

to read. The formal skills necessary to create mental models of text not only for reading but for following

instructions, interpreting stories and content and other higher order skills depend upon language abilities that

have been developing since birth.




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

77

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





Training Format


Participant Roles

Classroom teachers


Grade Levels




Peer-to-peer lesson discussion

Joint planning period activities

Evaluation Methods



78

District Level Affirmations

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

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

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

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

for a minimum or 28 days whichever comes first.

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

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

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

areas.

No signature has been provided

Board President


Superintendent/Chief Executive Officer

79

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.

We affirm that the school district has completed a 28 day public inspection and comment period as

required under 22 PA Code § 4.13 (d) prior to the school entity's governing board approval and

submission to the Department of Education (Bureau of Special Education).


80

Board President


Superintendent/Chief Executive Officer

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