Schuylkill Valley SD - Schoolwires...Schuylkill Valley SD District Level Plan 07/01/2019 -...

Schuylkill Valley SD

District Level Plan

07/01/2019 - 06/30/2022

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District Profile

Demographics

929 Lakeshore Drive Leesport, PA 19533 (610)916-0957 Superintendent: Cynthia Mierzejewski Director of Special Education: Dawn Harris

Planning Process The Comprehensive Planning process for the Schuylkill Valley School District started in October

2017 and was completed in November 2018. The committee started with a review of the core

foundations:

Standards

Curriculum

Assessments

Safe and Supportive Schools

Materials and resources

Professional Education

Special Education

The superintendent extended an invitation to community business representatives, parents, faculty

and the Board of School Directors to participate on the comprehensive planning committee. The

small committee met to organize and to begin the process leading to the review and adoption of a

shared set of proposed values, a mission statement, and a vision statement.

In addition to their own perspectives, the committee used data from a survey that was distributed to

staff/community/students to assist in providing stakeholders’ perceptions of district needs and to

assist in prioritizing them. From this and using the Systems Guiding Questions, the committee

identified three goals on which to focus.

The instructional leadership team met during a summer retreat in June 2018 to identify strategies

and framework for action steps. Members of the team met throughout the summer 2018 to refine

the action plans. In October 2018, the whole Comprehensive Planning Committee met again to

review the strategies and action plans and to provide final input and feedback for public review.

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The plan was made available for public review on the district’s website on October 19, 2018. The

final, proposed comprehensive plan will be submitted to the Board of School Directors at the

November 2018 Board meeting.

(Note: The Board accepted the special education plan as proposed at a special meeting of the Board

in April 2018.)

Mission Statement It is the mission of the Schuylkill Valley School District to provide a safe, nurturing environment in

which each student is challenged to think, question, and create. With the cooperation of parents and

the community, we will prepare our students to be responsible and contributing members of society.

Vision Statement Our vision is to empower students to reach their fullest potential. We expect for them to be

responsible, respectful, and caring citizens and lifelong learners.

Shared Values We believe

· in promoting a learning environment that develops responsible and productive citizens

· in a partnership of the community, home and school which enhances learning

· in promoting a healthy, safe, and nurturing environment

· in developing lifelong learning skills to prepare students for a dynamic, global society

· individuals are responsible for their learning, choices, and actions

· in challenging each student to reach his or her full potential.

Educational Community The Schuylkill Valley School District is located in northern Berks County, six miles north of Reading, in

southeastern Pennsylvania. The district encompasses approximately 53 square miles of rural and suburban

communities, including Bern, Centre, and Ontelaunee townships and the boroughs of Leesport and

Centerport.

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Three buildings serve the district's 2,057 students: Schuylkill Valley Elementary Center (grades K-4),

Schuylkill Valley Middle School (grades 5-8), and Schuylkill Valley High School (grades 9-12).

Enrollment: 2,057 students

Staff: 16 administrative staff, 153 full-time professional staff, 61 full-time and 50 part-time support

staff

Planning Committee Name Role

Maggie Drake Administrator : Professional Education

Melissa Kelchner Administrator : Professional Education

Cynthia Mierzejewski Administrator : Professional Education Special

Education

Linda Lash Board Member : Professional Education

Joshua Kuehner Building Principal : Professional Education

Michael Mitchell Building Principal : Professional Education

Crystal Cammauf Business Representative : Professional Education

Special Education

Dean Heffner Business Representative : Professional Education

Special Education

Cathy Bermingham Community Representative : Professional

Education

Dane Miller Community Representative : Professional

Education

Tod Witman Ed Specialist - Instructional Technology :


Gary Auker Ed Specialist - Other : Professional Education

Kathy Gwiazdowski Elementary School Teacher - Regular Education :


Mary Ellen Kummerer Elementary School Teacher - Regular Education :


Jill Wisniewski Elementary School Teacher - Regular Education :


Mark Horrell High School Teacher - Regular Education :


Traci Pawling High School Teacher - Regular Education :

Professional Education Special Education

Michael Billman Instructional Technology Director/Specialist :


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Dana Heins Middle School Teacher - Regular Education :


Christine Wysocki Middle School Teacher - Regular Education :


Kathy Gwadowski Parent : Professional Education

Stacie Henry Parent

Rachel Mountz Parent : Professional Education

Richard Sensenig Parent

Dawn Harris Special Education Director/Specialist : Professional

Education 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 Accomplished Accomplished

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

Developing Developing

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 Accomplished Accomplished

Early Childhood Education: Infant-Toddler⟶Second Grade


English Language Proficiency Accomplished Accomplished

Interpersonal Skills Developing Developing

School Climate Developing Developing

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, Developing Developing

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Science and Technical Subjects








Science and Technology and Engineering Education Developing Developing









Middle Level






















World Language Accomplished Accomplished

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High School Level


















American School Counselor Association for Students Accomplished Developing


Interpersonal Skills Accomplished Accomplished

School Climate Accomplished Accomplished

World Language Accomplished Accomplished



Adaptations


Checked answers

PA Core Standards: English Language Arts

PA Core Standards: Mathematics

Unchecked answers

None.


Checked answers

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Unchecked answers

None.

Middle Level

Checked answers

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


Science and Technology and Engineering Education

Unchecked answers

None.

High School Level

Checked answers





Unchecked answers

None.

Explanation for any standards checked:

The district is committed to a continuous renewal process for our primary content areas...Language Arts, Math and Science/Technology/Engineering. Through this planning process we are revising the curriculum review porcess and are implementing a four year cycle. The standards and adapted standards in these content areas will be included.

Curriculum

Planned Instruction


Curriculum Characteristics Status

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

Developing

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

Developing

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

Developing

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are identified.

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:

During the last comprehensive planning cycle, the district has undertaken a comprehensive review of the current curriculum at the primary levelutilizing educational consultants in the areas of Math and ELA. Guided by the ELA consultant the district's teachers and administration reviewed and selected a comprehensive reading program that supports the framework for effective unit, lessons, and objectives based around common core and best practices in education and engagement. The math framework has been reviewed and the district is currently exploring the current curricular framework and potential curricular opportunities to meet the needs of our learners and deliver engaging instruction based around the big ideas associated with common core. Professional development in the math area was emphasized during the 2017-18 school year. With this comprehensive planning cycle, the curriculum review cycle will be reestablished and review of content areas are then considered developing.

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





Developing


Developing

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

Developing


Developing


During the last comprehensive planning cycle, the district has undertaken a comprehensive review of the current curriculum at the primary levelutilizing educational consultants in the areas of Math and ELA. Guided by the ELA consultant the district's teachers and administration reviewed and selected a comprehensive reading program that supports the framework for effective unit, lessons, and objectives based around common core and best practices in education and engagement. The math framework has been reviewed and the district is currently exploring the current curricular framework and potential curricular opportunities to meet the needs of our learners and deliver engaging instruction based around the big ideas associated with common core. Professional development in the math area was emphasized during the 2017-18 school year. With this comprehensive planning

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cycle, the curriculum review cycle will be reestablished and review of content areas are then considered developing.



Middle Level



Developing


Developing

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

Developing


Developing


During the last comprehensive planning cycle, the district has undertaken a comprehensive review of the current curriculum at the primary levelutilizing educational consultants in the areas of Math and ELA. Guided by the ELA consultant the district's teachers and administration reviewed and selected a comprehensive reading program that supports the framework for effective unit, lessons, and objectives based around common core and best practices in education and engagement. The math framework has been reviewed and the district is currently exploring the current curricular framework and potential curricular opportunities to meet the needs of our learners and deliver engaging instruction based around the big ideas associated with common core. Professional development in the math area was emphasized during the 2017-18 school year. With this comprehensive planning cycle, the curriculum review cycle will be reestablished and review of content areas are then considered developing.



High School Level



Developing


Developing

The relationship between the objectives of a planned course, Developing

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instructional unit or interdisciplinary studies and academic standards are identified.


Developing


The High school is currently partnered with outside consultants in the area of technology integration to aide in exploring and developing additional opportunities to expand the areas of STEM. We have partnered with the Association of Scientific Materials, and Lehigh University to ensure development and the accomplishment of Standards aligned curriculum and best practices in the area of Science, Technology, Mathematics and engineering. With this comprehensive planning cycle, the curriculum review cycle will be reestablished and review of content areas are then considered 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.

The district uses a series of supplemetnary aides and services to allow our students with

disabilities to access the general education curriculum. We use a series of adaptations to

instruction and assessment to allow for students to master the general edcuation

coursework and topics. In addition we will modify as needed course expectations for each

specific student. We ensure through each childs IEP that they are instructed to the

maximum extent approriate for the child in the general edcuation currioculum inside and

outside of the general education setting depending upon the ned of the child.

Instruction

Instructional Strategies

Checked Answers Formal classroom observations focused on instruction

Walkthroughs targeted on instruction

Annual Instructional evaluations

Peer evaluation/coaching Instructional Coaching

Regular Lesson Plan Review

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Checked Answers Administrators

Building Supervisors

Unchecked Answers

Department Supervisors

Instructional Coaches

Not Reviewed

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

A Schuylkill Valley School District Manual for the Implementation for the PDE Teacher Evaluation System guides administrators in following strategies to ensure standards aligned instruction and consistency between and among buildings and grade levels. Building administrators establish a schedule for observing teachers utilizing a formal or goal directed evaluation /observation process in their buildings. The observations include both formal observations and walk-through observations utilizing the Danielson Framework. Schuylkill Valley School District has determined specific areas of classroom observation focus, based on the framework. Those areas include:

Designing coherent instruction

Establishing a culture for learning

Engaging students in learning

Using assessment in instruction

Strategies employed at each building include peer walk-through and instructional coaching

in areas of identified need.

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

incorporation.


Responsiveness to Student Needs


Instructional Practices Status

Structured grouping practices are used to meet student needs. Full

Implementation

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

Full Implementation

Differentiated instruction is used to meet student needs. Full

Implementation

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

Full Implementation

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gifted students.

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





Implementation


Full Implementation


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



Middle Level



Implementation


Full Implementation


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



High School Level



Implementation


Full Implementation


Implementation

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

Full Implementation

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gifted students.



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.

All Schuylkill Valley School District teachers are highly qualified. Teachers work together by grade level or content area to ensure consistency of instruction. Interventions are provided to support the needs of students who are below proficiency or at risk of not graduating by all teachers. A Schuylkill Valley School District Equity Plan provides guidance for ensuring equitable instruction for all students.

Assessments

Local Graduation Requirements

Course Completion SY 19/20 SY 20/21 SY 21/22

Total Courses

English

Mathematics

Social Studies

Science

Physical Education

Health

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

Electives

Minimum % Grade Required for Credit (Numerical Answer)

Graduation Requirement Specifics

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

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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.

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.

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).

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).

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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.

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

Career Education and Work X X

Civics and Government X X


X X X X X


X X X X

PA Core Standards: Mathematics X X X

Economics X X

Environment and Ecology X X

Family and Consumer Sciences X X X X

Geography X X

Health, Safety and Physical Education

X X X

History X X X


X X X X

World Language X X X X

Methods and Measures

Summative Assessments

Summative Assessments EEP EEI ML HS

End of Unit Tests. Projects, Presentations X X X X

Benchmark Assessments

Benchmark Assessments EEP EEI ML HS

Common Assessments, PSSAs, Keystone Exams X X X X

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Formative Assessments

Formative Assessments EEP EEI ML HS

DIBELS Next, Fountas and Pinnell, Running Records, Rubrics, Graphic Organizers

X X X X

Diagnostic Assessments

Diagnostic Assessments EEP EEI ML HS

Classroom Diagnostic tools, 4-Sight, Pretests X X X X

Validation of Implemented Assessments

Validation Methods EEP EEI ML HS

External Review X X X X

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 X X

Teacher Peer Review X X X X

Provide brief explanation of your process for reviewing assessments.

Common standard aligned benchmark assessments are created for Schuylkill Valley School District Courses. Working in grade level or content area teams, teachers create the assessments with support from building administrators and outside consultants. Specific feedback is provided to students after the assessments are completed. Teachers monitor and adjust their instruction, based on the results of the assessments. Working in grade level or content area groups, teachers review benchmark data to ensure that appropriate challenges are provided to all students at their instructional levels.

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.

Work with locally administered assessments is ongoing. As students complete assessments,

results are analyzed. The analysis provides teachers with information to support the

individual learning needs of students in their classes. The results analysis also provides

information in regard to what is being taught across grade levels and content areas. If there

are areas of weakness test items are analyzed to ensure that they are accurately measuring

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progress toward standards. Sometimes the curriculum is adjusted to meet the standards.

Other times the assessment is refined to better reflect assessment of student progress

toward the standards. Objective validation of locally administered assessments is ongoing.

Collection and Dissemination

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

Data review is ongoing. Data is gathered from a variety of sources and includes state

assessment data and PVAAS information, standardized test data (PSAT, SAT, AP),

benchmark data (DIBELS, DRA, STAR, Study Island, CDT), and classroom assessment

information. Performance tracker is used to collate benchmark and classroom assessment

data. All teachers have access to performance tracker data and state assessment data for

their students. Data meetings are held quarterly in each building by grade level and

content area. Assessment data is reviewed and discussed at the meetings. Areas of strength

and weakness are determined and adjustments made to instruction, based on the data.

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.

At each level strategies are employed to support the needs of students who are not reaching

proficiency. Within the classroom, teachers provide individual support for those students

to support their learning needs. Tiered systems of individually tailored specific

interventions are provided to students not meeting with proficiency. Formative

assessment is ongoing. Additional and support are provided to those students who need

them. For some students, individual education plans are implemented to further support

their needs.

Assessment Data Uses

Assessment Data Uses EEP EEI ML HS

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

X X X X

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

X X 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

X X X X

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and/or identify instructional strategies likely to 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.

Data review meetings at each level incorporate a discussion of instructional strategies that are linked to student success. District professional development including in-service days and faculty meetings is focused on instructional practices. Selected staff attend trainings outside of the District to become trainers for their grade level or content area in instructional practices that support the needs of students. District administrators participate annually in an IU sponsored leadership series of workshops focused on best practice instruction. Support for individual teachers in applying instructional strategies is provided through classroom observations by peers and administrators and through content area specialists.

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


Distribution of Summative Assessment Results

Distribution Methods EEP EEI ML HS

Course Planning Guides

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 X X X X

Website X X X X

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

Mass Phone Calls/Emails/Letters

Newsletters X X X X

Press Releases

School Calendar

Student Handbook

Provide brief explanation of the process for incorporating selected strategies.

Summative assessment information is shared via the Schuylkill Valley School District website, reviewed in depth each October at a public school board meeting, reviewed with staff at the start of the school year. Individual student reports are mailed to parents. The District newsletter provides another forum for sharing assessement data. Local media report school data publicly.

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

Schuylkill Valley School District summative assessment data is readily available to the public. As the need arises new means of reporting data including mass phone calls or press releases would be explored.

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.

Schuylkill Valley School District does not have struggling schools. Student achievement

goals are established annually. Growth toward goals are monitored over the course of the

school year through benchmark testing. Students not meeting proficiency are assigned to

remediation intervention groups based on need. Interventions to match determined areas

of need are provided to develop the skills of individual students so that they will achieve

proficiency. Students in need of more intensive instruction are provided with that

instruction. Student achievement data is reviewed at the end of the year, along with PSSA

and Keystone data. The annual review of data provides the basis for establishing academic

growth goals for the next school year and for planning for remediation for individual

students not meeting proficiency.

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

Student Assistance Program Teams and Training X X X X

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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:

Schuylkill Valley School District employs preventative programming to discourage unacceptable behavior in each building. The district is small. Building administrators know the students in their buildings and they maintain high visibility throughout the school day and at extra curricular events. Schuylkill Valley School District enjoys a close working relationship with the Northern Berks County Police Department. The police station is located next to the school district. Police presence/intervention is available within 5-10 minutes of a concern arising. Northern Berks Police attend regularly scheduled school safety meetings within the District. Norther Berks Police also provide support at highly attended extra curricular events such as football games and graduation. At this time, student discipline data does not support the need for resource officers within our buildings.

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.)

Multiple criteria are used to identify students for gifted programming. The criteria include: achievement information, aptitude information, teacher and parent information. A team approach is utilized to ensure input into the decision-making process from a variety of sources. The team includes parents, classroom teachers, the school counselor, the school psychologist, and an administrator. In accordance with Chapter 16 guidelines, determination of gifted ability includes mulitiple criteria along with intelligence testing information. Other criteria include:

grade level achievement

acquisition/retention of new academic content reflecting gifted ability

demonstrated achievement, performance or expertise in one or more academic

areas

early and measured use of high level thinking skills, creativity, leadership skills,

intense academic interest, communication skills, foreign language aptitude and or

technology aptitude

documented evidence of intervening factors such as English as a Second Language,

disabilities or socio/cultural deprivation

Gifted Support at Schuylkill Valley School District is strengths and interests-based.

Currently, at the elementary school housing grades K-4, gifted students whose GIEPs

designate pullout services meet with the gifted support teacher for a one-hour period, twice

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a six-day cycle. Currently, at the middle school housing grades 5-8, gifted students whose

GIEPs designate pullout services meet with the gifted support teacher for classes ranging

from 140 to 160 minutes per six-day cycle. Also, due to the 24 X 7 nature of student

giftedness, depending on their strengths, most of the gifted students have individual

objectives in regular education classes. In addition, some of the gifted students are

accelerated in placement for one or more course subjects, through enrollment in district

classes above their enrolled grade level.

At the high school housing grades 9-12, the Academic Enrichment Program provides

individualized planning to meet the needs and interests of students. Three course choices

are Area of Concentration, Honors Option, and Independent Study. In addition, students

may elect to participate in a Shadowing Program, Individual and Group College Exploration

and Career Awareness Activities, Local and State Competitions, Special Interest Programs

and Field Trips, Classroom conducted similar to college classroom, and classroom

atmosphere which promotes self-initiative and independent learning.

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

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

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

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

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.

Schuylkill Valley School District meets the needs of our gifted learners through a variety of programs and services. The programs and services are administered by teachers of the gifted as well as regular education teachers and special area certifications. These include, but are not limited to: 1. Compacted Curriculum 2.Grade Level Acceleration 3. Subject Level Acceleration 4. Gifted Seminars

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5. In-Class Enrichment 6. Parellal Curriculum that includes enrichment 7. Online course options 8. Honors Internship Opportunities 9. Gifted Learners Groups

Developmental Services

Developmental Services EEP EEI ML HS

Academic Counseling X X X X

Attendance Monitoring X X X X

Behavior Management Programs X X X X

Bullying Prevention X X X X

Career Awareness X X X X

Career Development/Planning X X X X

Coaching/Mentoring X X X X

Compliance with Health Requirements –i.e., Immunization

X X X X

Emergency and Disaster Preparedness X X X X

Guidance Curriculum X X X X

Health and Wellness Curriculum X X X X

Health Screenings X X X X

Individual Student Planning X X X X

Nutrition X X X X

Orientation/Transition X X X X

RTII/MTSS X X X X

Wellness/Health Appraisal X X X X

Parent Training Programs X X X X

Explanation of developmental services:


Diagnostic, Intervention and Referral Services

Diagnostic, Intervention and Referral Services EEP EEI ML HS

Accommodations and Modifications X X X 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

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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

Coordination of Early Intervention Services X

Staff Training X X X X

Explanation of diagnostic, intervention and referral services:


Consultation and Coordination Services

Consultation and Coordination Services EEP EEI ML HS

Alternative Education X X X X

Case and Care Management X X X X

Community Liaison X X X X

Community Services Coordination (Internal or External)

X X X X

Coordinate Plans X X X X

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

Home/Family Communication X X X X

Managing Chronic Health Problems X X X X

Managing IEP and 504 Plans X X X X

Referral to Community Agencies X X X X

Staff Development X X X X

Strengthening Relationships Between School Personnel, Parents and Communities

X X X X

System Support X X X X

Truancy Coordination X X X X

Intermediate Unit Training and Consultative Services X X X X

Explanation of consultation and coordination services:


Communication of Educational Opportunities

Communication of Educational Opportunities EEP EEI ML HS

Course Planning Guides X X X X

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



Local Media Reports X X X X

26

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

School Calendar X X X X

Student Handbook X X X X

College Fairs X

Transition Planning Workshops X X

Community Career Initiative X X X X

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

School Calendar X X X X

Student Handbook X X X X

Individual Student Health Plans X X X X

Frequency of Communication

Elementary Education - Primary Level

Quarterly

Elementary Education - Intermediate Level

Quarterly

Middle Level

Quarterly

High School Level

Quarterly

Collaboration for Interventions

27

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

Classroom teachers and specialists meet daily to plan for instruction. Barriers to learning

for individual students are identified and addressed. School teams (child study team, SAP

teams) set up interventions and support for students. School counselors and psychologists

monitor the progress of individual students, provide ongoing support, and serve as liaisons

to community services. Periodic team meetings ensure that all student needs are identified

and discussed on a regular basis.

Community Coordination

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

1. Child care 2. After school programs 3. Youth workforce development programs 4. Tutoring

A system for coordinating early intervention services is in place. Each February, meetings

are held at Berks County Intermediate Unit to discuss the needs of incoming students.

School staff then review the needs and they set up programming to meet the needs of the EI

students. Close relationships with local preschools also ensure coordination of

information. Berks County Intermediate Unit operates a preschool in Schuylkill Valley

Elementary School, providing a means of coordinating services in-house. Before and after

school care is also provided on-site by Berks County Intermediate Unit. Communication

about student needs is ongoing between the before and after school care workers and

school staff. After school tutoring is provided formally twice at week at Schuylkill Valley

Middle School. Individual tutoring for elementary, middle and high school students is

provided before and after school by individual teachers on an as-needed basis. Remediation

programs are in place at each level during the school day. Coordination of services

provided through outside agencies takes place through our school counselors and school

psychologists. Transition programming, including workforce development programming, is

provided through the Berks IU sponsored PAL Program and Project /Search, BERCO

Industries and the Berks Intermediate Unit Technical and Career Centers.

Preschool Agency Coordination

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

28

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.

The annual Schuylkill Valley School District Child Find public notice includes all the

required components of IDEA and Chapter 14. The notice appears in the local newspaper in

Spanish and English, on the District website, in the Schuylkill Valley School District parent

handbook and is distributed to all private schools. Schuylkill Valley School District works

with Berks County Intermediate Unit to provide EI activities. Monthly meetings allow for

coordination of services. Programming for specific student transitioning from EI to the

District is discussed at an annual meeting with the IU in February. The timing of this

meeting allows for coordination of services including additional evaluations, parent

meetings, meetings with teachers, and coordination of services to ensure that when a

student begins Kindergarten all needed services will be in place. One IU prekindergarten

program is housed in Schuylkill Valley Elementary School. Continuity of services for

students who attend that preschool is ensured through frequent communication. Annual

meetings with local preschools allow for communication of information. prekindergarten

activities including screening of incoming students and orientation sessions allows the

opportunity for District staff to identify students who may be eligible for additional services

to support their needs.

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

Accomplished

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

Accomplished

Provide explanation for processes used to ensure Accomplishment.

Curriculum and resources for all content areas and grade levels are formally reviewed according to a five year curriculum review process to ensure alignment and quality materials. During the 2013-2014 and 2014-2015 school years formal curriculum work is in

29

the process of being completed to align ELA and math curricula to the PA Core Curricula. Along with that, materials and resources have been reviewed and new resources aligned with core curricula have been purchased. Curriculum documents include learning goals aligned to standards, learning progressions, resources and activities to provide for differentiation of instruction to meet the needs of all learners, and common assessments.

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

N/A




Developing


Accomplished



Accomplished


Curriculum and resources for all content areas and grade levels are formally reviewed according to a five year curriculum review process to ensure alignment and quality materials. During the 2013-2014 and 2014-2015 school years formal curriculum work is in the process of being completed to align ELA and math curricula to the PA Core Curricula. Along with that, materials and resources have been reviewed and new resources aligned with core curricula have been purchased. Curriculum documents include learning goals aligned to standards, learning progressions, resources and activities to provide for differentiation of instruction to meet the needs of all learners, and common assessments.


N/A

Middle Level



Developing


Accomplished



Accomplished

30


Curriculum and resources for all content areas and grade levels are formally reviewed according to a five year curriculum review process to ensure alignment and quality materials. During the 2013-2014 and 2014-2015 school years formal curriculum work is in the process of being completed to align ELA and math curricula to the PA Core Curricula. Along with that, materials and resources have been reviewed and new resources aligned with core curricula have been purchased. Curriculum documents include learning goals aligned to standards, learning progressions, resources and activities to provide for differentiation of instruction to meet the needs of all learners, and common assessments.


N/A

High School Level



Developing


Accomplished



Accomplished


Curriculum and resources for all content areas and grade levels are formally reviewed according to a five year curriculum review process to ensure alignment and quality materials. During the 2013-2014 and 2014-2015 school years formal curriculum work is in the process of being implemented to align World Language, and STEM with PA standards. Along with that, materials and resources have been reviewed and new resources aligned with core curricula have been purchased or in the process of being purchased. Curriculum documents include learning goals aligned to standards, learning progressions, resources and activities to provide for differentiation of instruction to meet the needs of all learners, and common assessments.


N/A

SAS Incorporation


31

Standards Status

Arts and Humanities

Implemented in 50% or more of

district classrooms

Career Education and Work


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


district classrooms

Family and Consumer Sciences Not Applicable

Geography


district classrooms



district classrooms

History


district classrooms



district classrooms

Alternate Academic Content Standards for Math


district classrooms

Alternate Academic Content Standards for Reading


district classrooms

32

American School Counselor Association for Students


district classrooms

Early Childhood Education: Infant-Toddler→Second Grade


district classrooms

English Language Proficiency Full

Implementation

Interpersonal Skills Full

Implementation

School Climate Full

Implementation

Further explanation for columns selected "

Family and consumer science is not formally taught at the primary level.


Standards Status

Arts and Humanities


district classrooms

Career Education and Work


district classrooms

Civics and Government


district classrooms


Implementation


Full Implementation


Implementation

Economics


district classrooms

Environment and Ecology


district classrooms

Family and Consumer Sciences Implemented in less than 50% of

district

33

classrooms

Geography


district classrooms



district classrooms

History


district classrooms



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


Implementation


Implementation

School Climate Full

Implementation


Family and consumer science is taught formally at the intermediate level in fifth grade.

Middle Level

Standards Status

Arts and Humanities Full

Implementation

Career Education and Work Full

Implementation


Implementation


Implementation

34


Full Implementation


Implementation

Economics Full

Implementation

Environment and Ecology Full

Implementation

Family and Consumer Sciences Full

Implementation

Geography Full

Implementation

Health, Safety and Physical Education Full

Implementation

History Full

Implementation

Science and Technology and Engineering Education Full

Implementation

Alternate Academic Content Standards for Math Full

Implementation

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



High School Level

Standards Status

Arts and Humanities Full

Implementation

Career Education and Work Full

Implementation


Implementation


Implementation

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

35

Technical Subjects Implementation


Implementation

Economics Full

Implementation

Environment and Ecology Full

Implementation

Family and Consumer Sciences Full

Implementation

Geography Full

Implementation

Health, Safety and Physical Education Full

Implementation

History Full

Implementation

Science and Technology and Engineering Education Full

Implementation

Alternate Academic Content Standards for Math Full

Implementation

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

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.

Not answered

36


Characteristics

District’s Professional Education Characteristics EEP EEI ML HS

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

X X X X

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

X X X X

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

X X X X

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

X X X X

Empowers educators to work effectively with parents and community partners.

X X X X

District’s Professional Education Characteristics EEP EEI ML HS

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

X X X X

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

X X X X

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

X X X X

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

X X X X

Instructs the leader in managing resources for effective results.

X X X X

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

Needs assessment data, along with District assessment data provide information for professional development for staff. In addition, District, PDE, and Federal initiatives are considered as part of the professional development process. Efforts are made to differentiate professional development based on the needs of the teachers according to content area, grade level and area of certification. Annual training includes the areas of effective teaching practices, data driven instruction, and interventions to meet the needs of diverse learners with the goal of promoting maximum achievement for all students.

37


N/A

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:

7/1/2019 Ongoing

The LEA plans to conduct the required training on approximately:

7/1/2019 Ongoing

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 has conducted the training on:

7/1/2018 ongoing

The LEA plans to conduct the training on approximately:

7/1/2019 ongoing

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:

7/1/2018 ongoing

The LEA plans to conduct the training on approximately:

7/1/2019 ongoing

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.

38

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.


A Schuylkill Valley School District professional education committee carefully reviews disaggregated data to plan for District professional development activities. In-service programming is based on long range goals based on the data. Every effort is made to provide professional development that is sustainable over time. Administrators plan for follow up to District professional development to provide additional support for teachers. Walk-through observations help to ensure fidelity of implementation of professional development learning. Data is used to determine the effect of professional development on student achievement. Future professional development plans are adjusted and monitored based on the data. High quality professional development is provided through Berks County Intermediate Unit or by certified consultants with training experience. Feedback from training sessions is gathered and used to determine the quality of professional development in relation to the needs of the teachers.


N/A

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.

39

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.

Inductees will develop skills to use technology effectively in the classroom.

Unchecked answers

None.


New teacher induction includes District professional development activities that focus on the development of skills related to District initiatives, practices, policies, and procedures. District training, along with Berks County Intermediate Unit training provides professional development activities that focus on the SAS system, including using the SAS curriculum frameworks. Follow-up meetings and activities provide professional development related to building initiatives, practices and procedures. Classroom management strategies are included as part of District level and building level professional development. Specific training procedures to be followed to assist students in crisis are included in building level trainings. Specific training in bully prevention is also covered at the building level. All new teachers complete on-line child abuse training. All new teachers are assigned a mentor teacher who supports their specific needs over the course of a school year. This provides the opportunity for new teachers to collaborate with an experienced teacher and helps the teacher to effectively assimilate into the building culture. District and building administrators observe new teachers informally through numerous walk-through observations and formally evaluate new teachers twice each year during the first two years of teaching in the District to provide support and feedback.


N/A

40

Needs of Inductees

Checked answers

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

identify needs.

Frequent observations of inductee instructional practice by supervisor to identify

needs.

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

identify needs.

Student PSSA data.

Standardized student assessment data other than the PSSA.

Classroom assessment data (Formative & Summative).

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

Review of inductee lesson plans.

Review of written reports summarizing instructional activity.

Submission of inductee portfolio.

Knowledge of successful research-based instructional models.

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

and second-year teacher interviews).

Inductee meeting/professional development feedback.

Unchecked answers

None.


A Schuylkill Valley New Teacher Induction Plan provides guidelines for administrators, mentor teachers and new teachers. The guidelines include the specific components of new teacher induction, including District professional development, building professional development, mentor teacher requirements, and the requirements necessary for new teachers to successfully complete new teacher induction. District new teacher induction training includes training provided by Berks County Intermediate Unit in the areas of data driven assessment, standards based instruction, and classroom management strategies.

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

41

N/A

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.

Mentor classrooms are close to new teacher classrooms.

Unchecked answers

None.


Mentors are assigned to new teachers based on the following criteria:

Desire to mentor a new teacher

Years of experience

Areas of demonstrated expertise

Ability to work collaboratively

Willingness/availability to participate in new teacher induction training

Availability to new teacher based on proximity of classroom and schedule

Schuylkill Valley School District pays mentors a stipend to complete the mentoring

requirements of the new teacher induction program.

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

incorporation.

N/A

Induction Program Timeline

42

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 X

Best Instructional Practices X

Safe and Supportive Schools X X X X X X

Standards X X X X X X

Curriculum X X X X X X

Instruction X X X X X X

Accommodations and Adaptations for diverse learners

X X X X X

Data informed decision making X X X X X X

Materials and Resources for Instruction X X X X X X

If necessary, provide further explanation.

New teachers participate in all teacher professional development, along with new teacher induction specific professional development. Professional development in the areas of curriculum, instruction, data driven decision making, best practice instruction, and monitoring and adjusting instruction to meet the needs of all learners is ongoing for all teachers.

Monitoring and Evaluating the Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

Feedback from new teachers, mentor teachers, and administrators provide information for monitoring and evaluating the effectiveness of the new teacher induction program. New teacher observation/evaluation information is reviewed to provide information in regard to the overall strengths and needs of new teachers. The Schuylkill Valley School District New Teacher Induction Plan is reviewed annually. The plan is adjusted to incorporate feedback and to include new District initiatives.

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.

43

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

Level 2 Certification.

Unchecked answers

None.

Special Education

Special Education Students

Total students identified: 286

Identification Method

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

Identifying Students with Learning Disabilities

The Schuylkill Valley School District utilizes the discrepancy model to identify students with the disability

category of Specific Learning Disability through a team review of significant academic skill

deficits as compared to age-level peers or grade-level benchmarks, and insufficient

progress in response to research/evidence-based interventions.. Prior to considering district

referral for eligibility determination for any disability category, the Schuylkill Valley School District reviews

screening data collected on all students in the district, as well as data collected through curriculum based

assessment and intervention by the Child Study Team, to assist in the determination as to whether the

student is achieving adequately for his or her age. Using the child study team model professionals

collaborate to determine the presence of “academic skill deficit(s)” from direct measures

of learning that inform research based instruction/intervention and multiple data points

collected over time.

Data collected prior to consideration of district referral for eligibility determination also assist in

determining whether other factors may be contributing to, or responsible for, inadequate achievement.

Factors include the possible presence of physical, mental health, behavioral, emotional, environmental, or

economic difficulties, as well as the consideration that deficits in achievement may be a result of inadequate

instructional practices.

For Specific Learning Disability, upon determining that the student is not achieving adequately for the

student’s age or to meet grade- level standards in one or more of the following areas:

oral expression, listening comprehension, written expression, basic reading skill, reading

fluency skills, reading comprehension, mathematical calculation, mathematics problem

solving. , and upon ruling out (at least preliminarily), other contributing factors, the Schuylkill Valley School

District secures consent to conduct a multidisciplinary team evaluation. The evaluation includes assessment

of intellectual and academic achievement, to assist in determining whether there exists a severe

discrepancy between ability and achievement, as well as between the student’s age or grade level

achievement. Additional assessments would also be included in order to rule out other factors that had not

been ruled out during the screening and Child Study Team process. Also, in addition to any standardized

44

assessments conducted, parent and staff input, as well as additional observation information, is collected as

part of the evaluation.

The multidisciplinary team, including the parent(s), a district administrator, input providers, and a certified

school psychologist, convenes a multidisciplinary team meeting following completion of the data collection

process. The evaluation results are reviewed and discussed, and a determination made as to the student’s

eligibility for special education. The results are incorporated into an Evaluation Report, which is then

disseminated to all team members. The entire process, from receipt of signed parental consent, to the

dissemination of the report to the parent and team members, is completed within 60 calendar days.

Enrollment

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

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

Autism 10.2 9.9 +/- .99 Not discrepant

Emotional

Disturbance 5.8 8.5 +/- .85 Discrepant Under

Intellectually

Disabled 4.8 8.5 +/- .85 Discrepant Under

Other Health

Impaired 15.3 13.2 +/- 1.32 Discrepant Over

Specific Learning

Disability 44.2 43.3 +/- 4.33 Not discrepant

Speech and

Language 17 15.4 +/- 1.54 Discrepant Over

Disproportionality Areas

Emotional Disturbance (discrepant under.85) The district has provided an MTSS-like system of

positive behavior support across the district. Building-wide reinforcements are provided for the

student body. Individualized Behavior Improvement Plans (BIP) are developed by the Child

Study Team's specific to the student based on research based behavioral strategies and best

practices. The supports from school counselors school psychologists, community agencies

through the Student Assistance Program (SAP), and Concern (outpatient counseling) have

broadened the school's ability to provide early intervention. The proactive approach to

reinforcing positive behaviors that focuses on building a positive culture/community and

addressing behaviors of concern early have reduced the number of referrals for identification

under IDEA for Emotional Disturbance.

Intellectually Disabled (discrepant under .85) The district embraces an inclusive philosophy by

providing differentiated instruction and supports in giving access to the regular education

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

45

classroom. When evaluating eligibility the LEA assesses all available data to determine the child

has significant reduced ability to understand new or complex information, learn new skills and

to cope independently including social functioning. The inclusive practice of differentiation and

accommodations in the regular classroom reduces the amount of students being identified as

intellectually disabled under IDEA.

Other Health Impaired (discrepant over 1.32) The EA identifies that the number of students

found eligible under Other Health Impaired (HI) is above the state average. The predominance

of students identified under the category of OHI come from referrals under child find or a parent

referral through a medial diagnosis of symptoms related to the "DSM V diagnosis of ADD or

ADHD. The LEA has seen an increase in 504 plans related to medical conditions that impact

attention, anxiety, and coping skills. The LEA has entered into an agreement with the

community agency Concern in the 2017-18 school year to provide outpatient counseling to

students during the school day to increase accessibility to services. The LEA is drafting a

professional development plan that addresses diagnosis characteristics and classroom based

strategies related to medical diagnoses that impact educationally related behavior or skills

under the Other Health Impaired category. The LEA has increased the amount of Student

Assistance Program time in the 2017-18 school year to evaluate and conduct specific focus

groups with students. The LEA is pursuing interagency agreements with community agencies

that follow the medial model to develop a collaborative approach to intervention strategies.

Speech and Language (discrepant over 1.54) The LEA identifies that we are above the state

average in identification of speech and language eligibility. Speech and Language is considered a

high incidence disability. Due to an increasing number of speech and language disability

eligibility and low numbers of exiting students the district has contracted with an outside agency

to review current evaluation practices, services for speech impairments (articulation disorders,

fluency disorders, and voice disorders) and language impairments (phonological disorders,

morphological disorders, semantic disorders, syntactical disorders, and pragmatic difficulties).

The findings of the program assessment that is pending will address data based eligibility

practices and exit criteria, co-treatment and goal sharing of student goals and extended school

year eligibility by making comprehensive recommendations.

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?

Currently there are no children’s institutions (state hospitals, state developmental

centers, private residential rehabilitative institutions, partial hospitalizations, and

residential treatment facilities for nonresident students located within Schuylkill Valley

School District.

46

The Special Education department works collaboratively with the district registrar and

district Child Accounting/PIMS staff to closely monitor these students. By attending ER/RR

and IEP meetings, and by maintaining ongoing communication with the family and the

facility, the district is able to uphold its obligations as the LEA, and ensure FAPE in the LRE.

No barriers currently exist but foreseen barriers could be students with severe mental

health needs; lack of parental involvement and transiency of parents; lack of appropriate

historical educational documentation.

If a 1306 facility did exist, the district would comply fully with the requirements of the

IDEA and Chapter 14 regarding the identification, evaluation, placement and provision of

special education services to all eligible school-age individuals housed therein. The

Schuylkill Valley School District is responsible for providing educational programs for

students, including students with disabilities who are placed in facilities, and for ensuring

the provisions of a "free appropriate public education" (FAPE) for eligible children with

Individualized Education Programs (IEP's) in accordance with the Individual with

Disabilities Act (IDEA). Our district follow the guidelines that have been developed to

ensure that all receive FAPE. For a child with a disability, the host district must consider the

educational placement options to educate the student in the host district's public schools.

The IEP team convenes after a student is placed within a children's institute to determine

the appropriate educational program for the student. The host district is responsible for

providing the student with FAPE and any needed special education or services in the Least

Restrictive Environment (LRE).

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).

Berks County Intermediate # 14 operates the educational services for incarcerated students

at the Berks County Prison, Berks County Youth Detention Center, and Berks County Youth

Immigration Center. Comprehensive oversight of the Berks IU Services to the three

correctional facilities is provided by the Schuylkill Valley School District Director of Pupil

Services.

Through the contracted services with the Berks County Intermediate Unit, a systematic

approach for locating, identifying, and evaluating all children thought to be eligible for

special education is in place. A free and appropriate public education is offered to all

students eligible for special education services.

Eligible students are entitled to receive special education both when they are charged with

a criminal offense and are awaiting trial and after they have been convicted of a criminal

offense. The district would has a responsibility to adopt and use a system to locate and

identify all students within the district's jurisdiction who are thought to be eligible and to

47

determine those students' needs through a screening and evaluation process which meets

the requirements of Chapter 14. Part of this responsibility is to provide annual public

notices under Section 14.121. The annual notice is made available to the warden of the jail

or prison within the jurisdiction. The district uses ongoing communication and

collaboration with the Berks County Intermediate incarcerated program supervisor to

ensure that all incarcerated students who may be eligible for special education are located,

identified, evaluated, and, when deemed eligible, offered FAPE. The evaluation and

identification of students with special needs takes place by qualified IU staff at each facility.

IEP services are provided by qualified staff according to the individual student IEP goals.

Schuylkill Valley staff serve as the LEA representative at MDE and IEP meetings.In addition,

districts may obtain information from the Department's Penn Data database to determine

whether school-age inmates have been previously identified as eligible for special education

by contacting the Special Education Department at 610-916-5744.

Section 614 (d) (6) (B) provides that if a child with a disability is convicted as an adult

under state law and incarcerated in an adult prison, the child's IEP team may modify the

child's IEP or placement notwithstanding the requirements of section 612 (d) (5) (A) and

614 (d) (1) (A) (least restrictive environment) if a bona fide security or compelling

penological interest that cannot otherwise be accommodated is demonstrated. When the

continued delivery of services in a student's IEP is superseded by the duty of the local

correction institution to maintain and control security, the school district must conduct an

IEP meeting and revise the IEP accordingly, following the usual procedural safeguards

provided for under Chapter 14.

BCIU provides instructional services to youth who have been charged with, and/or

convicted of, an adult crime. They receive academic diagnostics and remedial education,

allowing them to work toward a high school diploma or general education diploma.

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.

48

Schuylkill Valley School District educates students with IEPs in the Least Restrictive

Environment to the maximum extent appropriate according to the individual needs of the student.

IEP teams begin placement discussions with a consideration of educating students with special

needs in the regular education classroom and the supplementary aids and services that are

required to support the needs of the student in the regular education setting. Each year staff

receives training through the Berks County Intermediate Unit on Least Restrictive Environment

and educational placement for students with IEPs. Regular education teachers and special education teachers work collaboratively to plan for the

individual needs of IEP students. The PDE Standards Aligned System is utilized to identify

Essential Learning for students. Individual student’s plans reflect the specific accommodations

and supplementary services a student will require to achieve their highest potential. Schuylkill

Valley works closely with the Berks County Intermediate Unit assistive technology trainer in order

to customize technology support for specific student needs. The Schuylkill Valley School District implemented a Verbal Behavior Program through

PaTTAN to meet the needs of autistic students within their home schools. The district utilizes a

BCBA to support behavior interventions who recieve autistic support services to access academic

instruction in the least restrictive setting. The students in the Verbal Behavior classrooms work

successfully within the special education setting and regular education setting to support their

needs. RTII provides tiered support for all students at Schuylkill Valley Elementary School. Students

are mixed in flexible groups during intervention time for specific skill development according to

their assessed needs. Behavioral supports supplied by the BCBA work primarily as consultants.

The role of the BCBA is to help IEP and Child Study Teams to manage behaviors that affect a

student's learning; they work with the team to provide a comprehensive approach to behavior

management that includes evaluation, data collection, interventions and regular monitoring. In

addition, a positive behavior support program provides support for all students. Each building

provides the opportunity for students who may have issues with mental health, drugs, and/or

alcohol avenues to access community agency supports through the Student Assistance Program

(SAP). The district has also partnered with Concern School-based Out;abient Services to offer

counseling services in the school setting by Master's level clinicians within the school, thereby

increasing access to services. Inclusion is a specific area of focus for Schuylkill Valley School District. Inclusion teams

through child study teams meet regularly in the elementary, middle school, and high school

levels to analyze data and plan for greater inclusion opportunities and practices for special

education students in regular education classrooms. Specific training in co-teaching strategies has been provided. Co-teaching opportunities have

been increased, expanding previously existing inclusion practices at the elementary and

secondary levels. Training consultants through the Berks County Intermediate Unit and PATTAN provide support

for teachers in the use of academic, behavior, and assistive technology strategies to further

support the needs of students in the least restrictive environment. Intermediate Unit classes and

training sessions provide additional support for teachers in the use of best practices. The Schuylkill Valley School District utilizes supplementary aides and services to facilitate

inclusion in the general education setting as much as appropriate for each individual student.

Theses supports include but are not limited to: ENVIRONMENTAL NEEDS: Preferential seating, Planned seating, Altered physical room arrangement, Reduced and/or

minimized distractions, Positive rules for use of space taught. LEVEL OF STAFF SUPPORT NEEDED:

49

Consultation, Stop-in support, Part-time daily support, Team teaching (parallel, supportive,

complimentary, or co-teaching), Daily in class staff support, Total staff support (staff are in close

proximity), One-on-one assistant. Specialized Personnel Support Needs : Health Care Assistant, Behavior Assistant, Signing Assistant, Nursing, Occupational Therapy,

Physical Therapy, Speech and Language Therapist, Augmentative Communication Specialist,

Transportation, Counseling, Adaptive Physical Education, Transition Planning,

Orientation/Mobility, Career Counseling. SPECIALIZED EQUIPMENT NEEDS: Wheelchair, Walker, Braces, Computer Software, Modified keyboard, Switches, Utensils, Plates,

Cups, Straws, Other mealtime equipment and/or material, Restroom equipment. PACING OF INSTRUCTION NEEDED: Vary activity often, Allow breaks, Omit assignments requiring copying in timed situations, Home

set of materials for preview and/or review. PRESENTATION OF SUBJECT MATTER NEEDED: Model and/or experiential learning, Utilize specialized curriculum, Use American Sign Language

and/or total communication, Provide prewritten notes, Present, demonstrate and/or model, Utilize

manipulative, Emphasize critical information, Pre-teach vocabulary, Reduce the language level of

the reading assignment, Use visual organizers and/or sequences, Use study carrels, Reduce seat

time in class, Use study guides, Provide vocabulary lists Provide main idea summaries, Provide

writing process aids, Use diaries, Highlight reading material, Reword, rephrase instructions and/or

questions. MATERIALS: Limit amount of material on a page, Tape texts and other class materials, Highlight texts and/or

study guides, Use supplementary materials, Provide note-taking assistance, Copy class notes,

Scan tests and class notes into a computer, Use large print, Braille material, Use communication

book or board Provide assistive technology and software (e.g., Intelli-Talk, Co-writer) ASSIGNMENT MODIFICATION: Give directions in small distinct steps (written, picture and/or verbal), Use written back up for oral

directions, Use pictures as supplement to oral directions, Lower difficulty level, Raise difficulty

level, Shorten assignments, Reduce paper and pencil tasks, Give extra cues or prompts, Allow

student to record or type assignment, Adapt worksheets and/or packets, Utilize compensatory

procedures by providing alternate assignment and/or strategy when demands of class conflict

with student capabilities, Ignore spelling errors and/or sloppy work, Ignore penmanship, Develop

alternative rubrics. SELF MANAGEMENT and/or FOLLOW-THROUGH: Provide pictorial and/or word daily schedule, Provide student calendars, Check often for

understanding and/or review, Request parent reinforcement, Have student repeat directions,

Teach study skills, Use study sheets to organize material, Design, write, or use long-term

assignments timelines, Review and practice in real situations, Plan for generalizations, Teach skill

in several settings and/or environments. TESTING ADAPTATIONS: Provide oral instructions and/or read test questions, Use pictorial instructions/questions, Read

test to student, Preview language of test questions, Ask questions that have applications in real

setting, Specialized staff administration of test, Use short answer, Use multiple choice, Modify

format Shorten length, Extend time frame, Use open note/open-book tests. SOCIAL INTERACTION SUPPORT NEEDED: Use peer advocacy, Provide Circle of Friends. Institute peer tutoring, Structure activities to create

opportunities for social interaction, Focus on social process rather than activity/end product,

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Structure shared experiences in school/ extracurricular, Use cooperative group learning, Use

multiple/rotating peers, Teach friendship skills/sharing/negotiation, Teach social communication

skills. The District's percentage of students participating in regular education classroom settings for greater

than 80% of the time is at 56.1%. This is slightly below the state average (62.4%). In order to

increase the percentage of special education students who are participating in regular education

settings for more than 80% of the time, the District will research and implement more research-

based interventions to be used for instruction in the special education settings so as to intensify rigor

and achievement and thus, movement into less restrictive environments for instruction at a quicker

pace. Additionally, the District will continue to refine its progress monitoring tools for the purpose of

collecting intensive data to guide decision-making about instructional practices and settings for

instruction. Differentiated instruction will continue to be promoted within the regular education

classroom. Co-Teaching practices will also continue to emphasized at all levels. Few students with special needs are placed outside our school settings. Three and six tenths

percent of students with special needs are educated in alternative placement settings (compared

to state average of 4.9%). This percentage is 1.3 percent below the state average. This is

because of a district initiative to promote inclusion and preventative supports to students

demonstrating needs. Students who enroll in the district that are currently placed in out of district

placements are maintained in their placement stay in place for a period of time to ensure

consistency for the student, often at the request of the case manager. Schuylkill Valley School

District continues to examine ways of meeting the needs of all learners in regular education

settings to the fullest extent possible. The Schuylkill Valley School District philosophy makes a

strong commitment to meeting the needs of all learners. Educating all students regardless of

need in their least restrictive environment continues to be a high priority.

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.

Behavior Support Services

Behavior support services are a function-based approach to eliminating challenging

behaviors and replacing them with pro-social skills. Proactive research-based strategies

leads to the decreased need for interventions and disciplinary measures such as detention

or suspension. Behavior support services are individualized and school based. School-

based strategies focus exclusively on the student body as a whole with generalized

reinforcers, by changing environmental variables such as physical setting, curriculum, and

individualized reinforcement. The goal is for successful implementation with a wide range

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of students, in a wide range of contexts, with a wide range of behaviors.

Behavior support services all-schools plan includes:

teaching school rules

reinforcing appropriate behaviors

using effective classroom management and positive behavior support strategies by

providing early intervention for misconduct and appropriate use of consequence

Positive behavior support services include, but are not limited to:

social skills groups & meetings

individualized student behavior plans

grade level community building, focusing on areas such as respect, responsibility,

dependability, and cooperation

guidance counselors for all grade levels

new student orientations for all grade levels

Student Assistant Program to address individual student needs, with training for

members to appropriately and effectively work with students.

Referral to School-Based Outpatient services through community based

Alternative education program and training for effective administration

Individualized Behavior Intervention plans start with a functional Behavior Assessment

(FBA) that identifies problem behaviors, the proposed function of that behavior so that

intervention steps can be developed to replace problem behaviors with more positive ones.

The school team reviews the data and designs a Behavior Intervention Plan (BIP) is

designed to teach and reward positive behaviors to prevent or stop problem behaviors in

school. The team must determine whether the problem behavior exists because of a lack of

skill needed to handle certain situations. The introduction of the behavior specialist

position with certification in Behavior Analysis (BCBA) has been an important addition to

school teams in identifying problem behaviors and developing effective behavioral

strategies based on positive behavioral support model.

Intensive Interagency/Ensuring FAPE/Hard to Place Students

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

52

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.

Schuylkill Valley School District offers a broad array of educational programming for

students identified with special needs in order to ensure FAPE. On campus programs

include itinerant, supplemental, and full time support in the areas of learning, emotional,

autistic, vision, speech and hearing. Every effort is made to educate students in the least

restrictive environment.

A district employs a speech therapist that serves elementary school students needing

speech and language support. Contracted services through EBS support speech and

language and occupational therapy services across the district. Contracted services through

the Berks County Intermediate Unit for itinerant vision, hearing, and orientation and

mobility therapy. Physical therapy services are provided by an outside contracted service

provider. Comprehensive support services are also provided to students with special needs

by two full-time psychologists and six school counselors. Additional contracted services are

provided as needed for specific students according to IEP goals. Personal care assistants

provide one-to-one support for students identified with the need for individual support at

school. Specialized transportation options allow all students identified with special needs

to have transportation to and from school. Career development programs are offered to

Schuylkill Valley students through the Berks County Intermediate Unit and the Berks

County Technology Center. The use of the Supplementary Aids and Services toolkit helps to

ensure FAPE as needed during IEP team discussions. All Schuylkill Valley Schools are

architecturally and programmatically accessible.

Students' needs provide the basis for educational programming. For example, as a trend

toward an increase in the number of autistic support students, led to a verbal behavior class

added to elementary and middle school and increased autistic support provided within each

school. Student programs vary according to need. Some students receive itinerant support

as indicated by their IEP goals while other students may receive supplemental or full-

time support.

Some Schuylkill Valley students are educated in an alternative placement to meet their

specific needs. One student with multiple disabilities is educated in a setting that provides

the academic, behavioral, and physical supports that she needs. A limited number

of students are educated in alternative placements, which meet their specific educational,

behavioral, and functional needs.

Programming for students with behavioral and emotional needs at the elementary level

continues to be an area of focus. Positive behavior support training and interventions

provided by PATTAN, Berks County Intermediate Unit, school psychologists, and school

counselors include: Olweus Bully Prevention Training, RTII, positive behavior support and

individual behavior plans to address the needs of students. Additional teacher training in

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positive behavior support will help to ensure FAPE for students with challenging behaviors

and emotional needs.

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Assurances

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

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

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

Free Education and Attendance (in compliance with § 12.1)

School Rules (in compliance with § 12.3)

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

§ 12.32)

Discrimination (in compliance with § 12.4)

Corporal Punishment (in compliance with § 12.5)

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

Freedom of Expression (in compliance with § 12.9)

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

Hair and Dress (in compliance with § 12.11)

Confidential Communications (in compliance with § 12.12)

Searches (in compliance with § 12.14)

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

P.S. § 780-101—780-144)

Parents or guardians are informed regarding individual survey student assessments and

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

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

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

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

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

Law 108-265, Section 204)

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

http://www.pacode.com/secure/data/022/chapter12/s12.41.html















http://government.westlaw.com/linkedslice/default.asp?SP=PAC-1000


http://www2.ed.gov/policy/elsec/leg/esea02/pg122.html

http://www2.ed.gov/policy/elsec/leg/esea02/pg122.html



http://www.fns.usda.gov/cnd/governance/legislation/historical/pl_108-265.pdf

http://www.fns.usda.gov/cnd/governance/legislation/historical/pl_108-265.pdf


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

school system (in compliance with 24 PS § 15-1547)

Acceptable Use Policy for Technology Resources

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

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

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

Implementation of a full range of services, programs and alternative placements available to

the school district for placement and implementation of the special education programs in

the school district.

Implementation of a child find system to locate, identify and evaluate young children and

children who are thought to be a child with a disability eligible for special education residing

within the school district's jurisdiction. Child find data is collected, maintained and used in

decision-making. Child find process and procedures are evaluated for its effectiveness. The

District implements mechanisms to disseminate child find information to the public,

organizations, agencies and individuals on at least an annual basis.

Assurances of students with disabilities are included in general education programs and

extracurricular and non-academic programs and activities to the maximum extent

appropriate in accordance with an Individualized Education Program.

Compliance with the PA Department of Education, Bureau of Special Education's report

revision notice process.

Following the state and federal guidelines for participation of students with disabilities in

state and district-wide assessments including the determination of participation, the need

for accommodations, and the methods of assessing students for whom regular assessment is

not appropriate.

Assurance of funds received through participation in the medical assistance reimbursement

program, ACCESS, will be used to enhance or expand the current level of services and

programs provided to students with disabilities in this local education agency.


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24 P.S. §1306 and §1306.2 Facilities

Facility Name Facility Type Services Provided By Student Count

Berks County Prison Incarcerated Berks County Intermediate Unit 18

Least Restrictive Environment Facilities

Facility Name Type of Facility Type of Service

Number of Students Placed

Carousel Connections Other AS 1

Devereux Brandywine Approved Private Schools ES 1

John Paul II School Special Education Centers LSS 3

New Story Special Education Centers AS 1

Hogan Academy Special Education Centers Autistic Support

3

Tuplehocken School District

Neighboring School Districts

AS 1

NHS Special Education Centers ES 1

Special Education Program Profile Program Position #1 - Proposed Program

Operator: Intermediate Unit

PROPOSED PROGRAM INFORMATION

Type: Class

Implementation Date: May 1, 2017

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

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

was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

Itinerant Speech and Language Support

11 to 12 6 0.12

Locations:

SchuylkillValley Middle School

A Middle School Building

A building in which General Education programs are operated



10 to 10 3 0.06

Locations:

57

Schuylkill Valley High School





8 to 10 10 0.2

Locations:

Schuylkill Valley Elementary School

An Elementary School Building


Program Position #2 - Proposed Program

Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION

Type: Class Implementation Date: May 1, 2017 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Blind or Visually Impaired Support

15 to 15 1 0.02

Locations:

Home School A Junior/Senior High School Building

A special education Center in which no general education programs are operated


Operator: School District PROPOSED PROGRAM INFORMATION


PROGRAM SEGMENTS


Itinerant Learning Support 6 to 7 2 0.04

Locations:






Locations:

Schuylkill Valley Elementary




58



PROGRAM SEGMENTS



6 to 8 37 0.74

Locations:







PROGRAM SEGMENTS



Locations:







PROGRAM SEGMENTS



Locations:





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

Physical Support 9 to 9 1 0.05

59

Locations:






9 to 9 1 0.02

Locations:







PROGRAM SEGMENTS



Locations:






Learning Support 8 to 10 11 0.6

Locations:







PROGRAM SEGMENTS



Autistic Support 6 to 10 7 0.87

Justification: Students at different grade levels grouped according to schedule and need for specialized program.

Locations:




60


Full-Time Special Education Class


Locations:







PROGRAM SEGMENTS



Locations:





Itinerant Emotional Support 9 to 9 1 0.02

Locations:







PROGRAM SEGMENTS

Type of Support Level of Support

Age Range Caseload FTE


Learning Support

11 to 14 10 0.5

Locations:

Schuylkill Valley Middle School A Middle School Building




61


PROGRAM SEGMENTS




Learning Support

11 to 13 16 0.8

Locations:





Locations:

Schuylkill Valley Middle School






PROGRAM SEGMENTS



Locations:







Learning Support

10 to 11 9 0.45

Locations:





Type: Class Implementation Date: May 1, 2017

62

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

PROGRAM SEGMENTS



Locations:







Learning Support

11 to 12 7 0.35

Locations:





Emotional Support

12 to 12 1 0.05

Locations:






PROGRAM SEGMENTS



Locations:







Learning Support

12 to 14 10 0.5

Locations:




63


Emotional Support

13 to 13 1 0.05

Locations:

Schuylkill Valley School District A Middle School Building




Locations:

Schuylkill Valley School District






PROGRAM SEGMENTS





Locations:






Learning Support

11 to 14 5 0.25

Locations:






PROGRAM SEGMENTS



Locations:

Schuylkill Valley High A Senior High School A building in which General Education

64

School Building programs are operated




Locations:

Schuylkill Valley High School A Senior High School Building





PROGRAM SEGMENTS



Locations:


A Senior High School Building




Locations:







PROGRAM SEGMENTS



Locations:







65

Locations:






PROGRAM SEGMENTS



Locations:







Locations:






PROGRAM SEGMENTS


Itinerant Life Skills Support 18 to 19 1 0.05

Locations:






Life Skills Support 17 to 17 3 0.15

Locations:




66



Locations:





Emotional Support 17 to 17 2 0.1

Locations:






PROGRAM SEGMENTS



Locations:







Locations:





Type: Class Implementation Date: June 19, 2017

PROGRAM SEGMENTS





Locations:

Schuylkill Valley School District A Middle School Building


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Special Education Support Services

Support Service Location Teacher FTE

Director of Special Education District 1

Special Education Department Chair SVHS 0.5

School Psychologist District 1

School Psychologist District 1

Para Professionals District 15.2

Personal Care Assistants District 18.6

Special Education Contracted Services

Special Education Contracted Services Operator Amt of Time per Week

Occupational Therapy Outside Contractor 5 Days

Physical Therapy Outside Contractor 5.5 Hours

Group/Individual Therapist Outside Contractor 20 Hours

Speech and Language Outside Contractor 5 Days

Speech and Language Outside Contractor 5 Days

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Needs Assessment

Record School Patterns

Question:

After reviewing school level accomplishments and systemic challenges, what patterns can you

identify among your schools?

What other information do you still need to assess?

Answer:

This question has not been answered.

District Accomplishments

Accomplishment #1:

For 2017 PVAAS scores, our 4-8 grade band ranked highest in the county for Math. Similarly this

grade band ranked 2nd in Reading in Berks County.

Accomplishment #2:

For 2017-2020 Schuylkill Valley Middle School has earned redesignation as being recognized as a

"School to Watch" School.

Accomplishment #3:

In 2018, Schuylkill Valley Elementary School was awarded the International Literacy Association's

Exemplary Reading Program Award for the state of Pennsylvania.

Accomplishment #4:

The Schuylkill Valley High School had two students from the class of 2018 that were finalists for the

National Merit Scholarship Award.

Accomplishment #5:

In 2018, a Schuylkill Valley student won 1st place in the state of Pennsylvania in the Skills USA

Competition and placed 9th in the Nation.

Accomplishment #6:

In 2018, the percentage of Schuylkill Valley High School students scoring a 3 or higher on the

Advanced Placements Exams was above the State average.

Accomplishment #7:

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In 2017, Schuylkill Valley Middle School ranked 1st in Berks County on the ELA PSSA.

District Concerns

Concern #1:

The District has identified the following areas as concerns:

K-4 Continue to monitor and increase the percentage of students reading at "Grade level" as

measured by DIBELS Next benchmarks.

Concern #2:

The achievement gaps in math in need of remedial resources to ensure the success of all our

students.

Concern #3:

Low percentage of students attaining proficiency on the first trial on the Keystone Exams at

the HS (Algebra I, Biology, and Literature).

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.

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:


K-4 Continue to monitor and increase the percentage of students reading at "Grade

level" as measured by DIBELS Next benchmarks.

Systemic Challenge #3 (Guiding Question #10) Establish a district system that fully ensures

professional development is focused, comprehensive and implemented with fidelity.

Systemic Challenge #4 (Guiding Question #4) Establish a district system that fully ensures high

quality curricular assets (e.g. model curricula, learning progressions, units, lesson plans, and content

resources) aligned with state standards and fully accessible to teachers and students.

70

Aligned Concerns:


K-4 Continue to monitor and increase the percentage of students reading at "Grade

level" as measured by DIBELS Next benchmarks.

Systemic Challenge #5 (Guiding Question #5) Establish a district system that fully ensures barriers

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

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District Level Plan

Action Plans

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

standards aligned curricula across all schools for all students.

Related Challenges:

Establish a district system that fully ensures high quality curricular assets (e.g. model curricula, learning progressions, units, lesson plans, and content resources) aligned with state standards and fully accessible to teachers and students.

Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates.

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

Establish a district system that fully ensures professional development is focused, comprehensive and implemented with fidelity.

Indicators of Effectiveness:

Type: Annual

Data Source: Lesson Plans

Specific Targets: Lesson plan reviews will indicate that 80% of instruction is standards aligned.

Type: Interim

Data Source: professional development attendance records

Specific Targets: 100% of curriculum team members will attend professional development regarding standards aligned curriculum.

Strategies:

Professional Development

Description:

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In many ways professional development is the link between the design and implementation of education reforms and the ultimate success of reform efforts in schools. "In education, the term professional development may be used in reference to a wide variety of specialized training, formal education, or advanced professional learning intended to help administrators, teachers, and other educators improve their professional knowledge, competence, skill, and effectiveness" ‐ The Glossary of Education Reform (Sources: High-Quality Professional Development for Teachers , Reviewing the evidence on how teacher professional development affects student achievement)

SAS Alignment: Standards, Curriculum Framework, Materials & Resources

SAS: Curriculum

Description:

The term curriculum refers to the lessons and academic content taught in a school or in a specific course or program ‐ The Glossary of Education Reform. SAS: Curriculum offers various resources for educators to use when building and mapping curriculum. (Sources: SAS: Curriculum)

SAS Alignment: Curriculum Framework

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. (Sources: Understanding by Design)

SAS Alignment: Curriculum Framework

Implementation Steps:

Design a Curriculum Review Schedule

Description:

Develop a five year schedule to review all areas of the curriculum to ensure k-12 alignment.

http://appservice.caiu.org/GetDocument?folderPath=CP%5CResouceBank%5C&filename=Professional%20Development%201.pdf




https://www.pdesas.org/Cmap

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

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

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Start Date: 8/1/2018 End Date: 8/1/2019

Program Area(s):

Supported Strategies:


Organize Curriculum Teams

Description:

Create teams of professionals to review and revise curriculum. These teams will consist of administrators and content specific teachers. The teams will be organized according to the five year curriculum reveiw schedule.


Program Area(s):



Provide Professional Development to Curriculum Teams About How To Align Curriculum

Description:

Provide PD for teams on the Understanding By Design Curriculum Framework to ensure a consistent, effective process that will produce a child centered standards aligned curriculum. The PD will be provided to identified teams and implemented in accordance with the five year curriculum schedule.


Program Area(s): Professional Education


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SAS: Curriculum


Create a Timeline for Curriculum Teams

Description:

A timeline will be developed for each of the curriculum teams as they begin their work in accordance with the five year curriculum review cycle. The timeline will clearly define steps in the process and specify completion dates for the each step. This will keep the process focused and deliberate.


Program Area(s):



SAS: Curriculum


Provide Team Time To Complete The Curriculum Work

Description:

Teams will need common time to work together on aligning the curriculum and it will be provided. Substitute teachers will be used when necessary. Additionally, time for this work may be found through Act 80 days, summer work or in-service days.





SAS: Curriculum Understanding by Design

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

Related Challenges:




Type: Interim

Data Source: Teacher lesson plans

Specific Targets: Teachers' daily lesson plans reflect that 90% of class time includes effective instructional strategies.

Type: Annual

Data Source: Teacher Evaluation System- PAETEP

Specific Targets: 90% of teachers will be proficient or distinguished in domain 3 using the Charlotte Danielson Framework.

Strategies:


Description:






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SAS Alignment: None selected

Charlotte Danielson Framework

Description:

The Framework for Teaching is a research-based set of components of instruction, aligned to the INTASC standards, and grounded in a constructivist view of learning and teaching. The complex activity of teaching is divided into 22 components (and 76 smaller elements) clustered into four domains of teaching responsibility (Sources: The Framework)

SAS Alignment: Instruction

Instructional Coaching

Description:

Kansas Coaching Project: Instructional coaches are on‐site professional developers who teach educators how to use proven instructional methods. To be successful in this role, coaches must be skilled in a variety of roles, including public relations guru, communicator extraordinaire, master organizer and, of course, expert educator. (Sources: Kansas Coaching Project (KCP) , Improving Student Engagement and Performance... , Instructional Coaching Group (Resources) , The Partnership Principles )

SAS Alignment: Instruction, Materials & Resources

Effective Teaching Principles

Description:

Effective instruction encompasses more than your lesson plans ‐ it defines the arrangement of your classroom, how you allocate instructional time, the supplemental resources you select, how you determine whether your students are learning, and the way you communicate with your students' families. (Sources: Getting Acquainted with the Essential Nine , Research-Based Effective Teaching Principles , Principles of Instruction , Instructional Practices for an Effective Classroom)

SAS Alignment: Instruction


http://www.danielsongroup.org/framework/

http://www.danielsongroup.org/framework/

https://kucrl.ku.edu/kansas-coaching-project-kcp


http://piic.pacoaching.org/

http://www.instructionalcoaching.com/resources/

http://appservice.caiu.org/GetDocument?folderPath=CP%5CResouceBank%5C&filename=Instructional%20Coaching%20-%20The%20Principles%20of%20Partnership.pdf

http://www.ascd.org/publications/curriculum-update/winter2002/Getting-Acquainted-with-the-Essential-Nine.aspx

http://appservice.caiu.org/GetDocument?folderPath=CP%5CResouceBank%5C&filename=Effective%20Teaching%20Principles%201.pdf




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Implementation/Continuation of Tech Coaches

Description:

SVSD currently has one LTS technology coach with an additional LTS technology coach for the 18-19 school year. Moving forward, we plan to make at least one of these positions a contracted position and expand the areas for coaching to broader instructional coaching. The coaches are full-time. They provide professional development sessions as they are able but spend most of their time working with individuals (some small groups). The coaches focus on areas of need for the staff they are working with.


Program Area(s): Professional Education, Educational Technology


Professional Development Instructional Coaching


Create a District Walk-through Observation Tool

Description:

Currently, the Schuylkill Valley School District uses a walk-through form that correlates to Charlotte Danielson's Framework. Moving forward we will add to the currenct practice and implement an additional step in the process. This tool will allow teachers to be reflective about their practice and will encourage dialogue about effective teaching practices between the teacher and administration. This walk-through observation tool will be used District-wide. The reflection part of the process will provide a consistent lens through which to view both strengths and areas to grow.







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Create a Specific Differentiated Supervision Model

Description:

When teachers are not in the formal observation phase of the supervision cycle, they are part of the differentiated supervision cohort. Currently, Schuylkill Valley is flexible aobut what is acceptible in this phase and those expectations may vary from building to building. District administration will work collaboratively with teachers to create a process that provides consistency and clarity about what is expected in this phase. The process will center around great teaching and individual growth through reflective practice. The process will be connected to the Danielson Framework to provide evidence of performance in the domains. The process will be implemented District-wide.







Provide Professional Development on Charlotte Danielson's Framework

Description:

Principals will provide ongoing professional development to thier staff about Charlotte Danielson's Framework to ensure an understanding of expectations. Examples of all levels of performance will be showcased so teachers clearly understand the target and can incorporate best practices into their teaching. Professional development will be planned collaboratively among administrators to ensure consistency across the District.




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Goal #3: Establish a district system that fully ensures professional development is focused, comprehensive and implemented with fidelity.

Related Challenges:



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


Type: Annual

Data Source: Professional Development Surveys

Specific Targets: 100% staff participation in completing the professional development survey.

Type: Interim

Data Source: Professional Development Evaluations

Specific Targets: 100% of staff that participate in professional development activities will provide feedback on the professional development surveys for ongoing improvement.

Strategies:


Description:

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SAS Alignment: None selected


Description:

Kansas Coaching Project: Instructional coaches are on‐site professional developers who teach educators how to use proven instructional methods. To be successful in this role, coaches must be skilled in a variety of roles, including public relations guru, communicator extraordinaire, master organizer and, of course, expert educator. (Sources: Kansas Coaching Project (KCP) , Improving Student Engagement and Performance... , Instructional Coaching Group (Resources) , The Partnership Principles )

SAS Alignment: Instruction, Materials & Resources


Implementation/Continuation of Tech Coaches

Description:

SVSD currently has one LTS technology coach with an additional LTS technology coach for the 18-19 school year. Moving forward, we plan to make at least one of these positions a contracted position and expand the areas for coaching to broader instructional coaching. The coaches are full-time. They provide professional development sessions as they are able but spend most of their time working with individuals (some small groups). The coaches focus on areas of need for the staff they are working with.


Program Area(s): Professional Education, Educational Technology








http://piic.pacoaching.org/

http://www.instructionalcoaching.com/resources/

http://appservice.caiu.org/GetDocument?folderPath=CP%5CResouceBank%5C&filename=Instructional%20Coaching%20-%20The%20Principles%20of%20Partnership.pdf

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Develop and Distribute a Need Assessment Survey

Description:

Create a professional development survey that will identify areas of need and interest. Distribute survey and analyze results.





Create a Professional Development Committee

Description:

Develop a committee to plan professional development. The committee may consist of administrators, teachers and other professional staff members. The committee will analyze the results of the needs survey and collaborate about ways to best meet those needs through meaningful professional development opportunities. The committee will meet in accordance with the professional development committee schedule, but additional meeting may be needed.






Design a Professional Development Calendar of Events for the School Year

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Description:

Indentify the professional development days in a school year as listed on the District Calendar. Schedule activities for each of the identified days and list them on a professional development calendar.





Provide meaningful Act 48 Professional Development

Description:

Offer professional development to staff that will enhance their teaching abilities. The PD provided will be based on an identified need, may be planned by the PD committee and may take place in accordance with the professional development calendar.






Develop and Distribute a Professional Development Evaluation Tool

Description:

Design an evaluation tool for PD participants to complete at the conclusion of an activity to check for course effectiveness. The evaluation tool will assess both content and implementation.



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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: Professional Development

Strategy #2: SAS: Curriculum

Strategy #3: Understanding by Design

Start End Title Description

8/27/2018 6/30/2022

Provide Professional Development to Curriculum Teams About How To Align

Curriculum

Provide PD for teams on the Understanding By Design Curriculum Framework to

ensure a consistent, effective process that will produce a child centered standards

aligned curriculum. The PD will be provided to identified teams and implemented in

accordance with the five year curriculum schedule.

Person Responsible SH S EP Provider Type App. Director of Teaching

and Learning 2.0 3 10 Director of Teaching and Learning School

Entity Yes

Knowledge Three stages of Understanding By Design

Supportive Research

Understanding By Design

Designed to Accomplish

For classroom teachers, school counselors and education specialists:

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

For school and district Empowers leaders to create a culture of teaching and learning, with an emphasis on

85

administrators, and other educators seeking leadership roles:

learning.


Training Format

Series of Workshops

School Whole Group Presentation

Participant Roles

Classroom teachers

Principals / Asst. Principals

Supt / Ast Supts / CEO / Ex Dir

School counselors

Grade Levels

Elementary - Primary (preK - grade 1)

Elementary - Intermediate (grades 2-5)

Middle (grades 6-8)

High (grades 9-12)

Follow-up Activities

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

Analysis of student work, with administrator and/or peers

Creating lessons to meet varied student learning styles

Peer-to-peer lesson discussion

Evaluation Methods

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

Student PSSA data

Standardized student assessment data other than the PSSA

Classroom student assessment data

Participant survey

Review of participant lesson plans

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


Strategy #2: Instructional Coaching

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instructional practices across all classrooms in each school.


Strategy #3: Effective Teaching Principles


7/1/2019 6/30/2022 Implementation/Continuation

of Tech Coaches

SVSD currently has one LTS technology coach with an additional LTS technology

coach for the 18-19 school year. Moving forward, we plan to make at least one of

these positions a contracted position and expand the areas for coaching to broader

instructional coaching. The coaches are full-time. They provide professional

development sessions as they are able but spend most of their time working with

individuals (some small groups). The coaches focus on areas of need for the staff

they are working with.


and Learning/Director of Instructional and Informational Technology

1.0 720 1 Instructional Technology Coach School Entity

No

Knowledge

Knowledge gained by the teachers will be dependent on each individual coaching session but will all be based

on the implementation of a best practice instructional strategy for increased student enagagement and

achievement

Supportive Research

Using peer coaching is a proven research-based best practice to adult professional development



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

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

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

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


Training Format

Series of Workshops

Participant Roles

Classroom teachers

Grade Levels



Middle (grades 6-8)

High (grades 9-12)




Lesson modeling with mentoring

Evaluation Methods


Classroom student assessment data Review of participant lesson plans

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LEA Goals Addressed:



Strategy #2: Charlotte Danielson Framework

Strategy #3: Effective Teaching Principles


8/27/2018 6/30/2022 Provide Professional

Development on Charlotte Danielson's Framework

Principals will provide ongoing professional development to thier staff about

Charlotte Danielson's Framework to ensure an understanding of expectations.

Examples of all levels of performance will be showcased so teachers clearly

understand the target and can incorporate best practices into their teaching.

Professional development will be planned collaboratively among administrators to

ensure consistency across the District.


and Learning/Principals

1.0 6 180 Principals School Entity

Yes

Knowledge Depth of knowledge about the four domains of the Danielson Framework and the performance levels within.

Supportive Research






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


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Training Format

LEA Whole Group Presentation

School Whole Group Presentation

Professional Learning Communities

Participant Roles

Classroom teachers

Principals / Asst. Principals

School counselors New Staff

Other educational specialists

Related Service Personnel

Grade Levels



Middle (grades 6-8)

High (grades 9-12)


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


Journaling and reflecting

Evaluation Methods


Participant survey

LEA Goals Addressed: Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms


Strategy #2: Instructional Coaching

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in each school.



7/1/2019 6/30/2022 Implementation/Continuation

of Tech Coaches

SVSD currently has one LTS technology coach with an additional LTS technology

coach for the 18-19 school year. Moving forward, we plan to make at least one of

these positions a contracted position and expand the areas for coaching to broader

instructional coaching. The coaches are full-time. They provide professional

development sessions as they are able but spend most of their time working with

individuals (some small groups). The coaches focus on areas of need for the staff

they are working with.


and Learning/Director of Instructional and Informational Technology

1.0 720 1 Instructional Technology Coach School Entity

No

Knowledge

Knowledge gained by the teachers will be dependent on each individual coaching session but will all be based

on the implementation of a best practice instructional strategy for increased student enagagement and

achievement

Supportive Research

Using peer coaching is a proven research-based best practice to adult professional development




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

91

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


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


Training Format

Series of Workshops

Participant Roles

Classroom teachers

Grade Levels



Middle (grades 6-8)

High (grades 9-12)




Lesson modeling with mentoring

Evaluation Methods


Classroom student assessment data Review of participant lesson plans

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District Level Affirmations

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

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

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

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

for a minimum or 28 days whichever comes first.

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

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

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

areas.

Affirmed by Kevin Raudenbush on 11/19/2018

Board President

Affirmed by Cindy Mierzejewski on 11/20/2018

Superintendent/Chief Executive Officer

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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).

Affirmed by Kevin Raudenbush on 4/27/2018

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Board President

Affirmed by Cindy Mierzejewski on 4/27/2018

Superintendent/Chief Executive Officer

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