new kensington-arnold sd - nkasd.com mission of the new kensington-arnold school district ... •...

NewKensington-ArnoldSD

DistrictLevelPlan

07/01/2018-06/30/2021

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DistrictProfile

Demographics

707StevensonBlvdNewKensington,PA15068(724)335-4401Superintendent:JohnPalloneDirectorofSpecialEducation:PamelaZackel

PlanningProcessTheNKASDiscommittingtothecomprehensiveplanasafluiddocumentintendedtoserveasaroadmapthatnotonlyprovideslong-termdirection,butcreatesastructurethatencouragesthesettingoffocused,short-termgoalsderivedfromandsupportedbythecollectionoflocalandstatedatasources.

Utilizingasystemthatestablishesregular,monthlycheckpointsthatallowsstakeholderstoprioritizeandaddressneedsthatbuildtowardsthegoalsofhighlevelsofstudentengagementandachievementaswellasassuringthatgraduatesarebestpreparedtocontinuelearninginthemostappropriatesettingsandentertheworkforce.TheDistrictwillutilizetechnologicalresourcestoefficientlyengageabroadgroupofstakeholdersinthoughtfuldiscussionthatencouragesinvestmentinchangeinitiativesthataredevelopedalongthespectrumfromtheBoardandadministrationtoclassroomteachers,parents,andstudents.

Theassistantsuperintendentwillberesponsibleformanagingandsupervisinggroupsandsub-committeesthatwillregularlycommunitcatethestatusofsmallerscaleinitiativesdesignedtofunctionasbuildingblockstowardsgreatergoals.TheComprehensivePlanningteamwillserveasanadvisoryboardthatperiodicallymeetstoreviewandassessprojects,recommenddirection,andcommunicateprogress.Thelastofwhichwillbedonethroughavarietyofmodesthatincludedigitalandprintcommunicationsaswellasatpublicmeetingssuchasparentnights,schoolboardmeetings,andwithcommunityorganizationsasappropriate.

MissionStatementThemissionoftheNewKensington-ArnoldSchoolDistrict,avibrantandinvitingcenterpieceofthecommunity,istoensurethateachstudentisprepared,inspired,andmotivatedtobeasuccessful

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contributingcitizenofanever-evolvingglobalsocietybyengagingandchallengingstudentswithpersonalizedinstruction,teachingexcellence,innovativetechnology,andhighexpectationsforsuperioracademicachievementwhileembracingouruniquetraditions,heritage,anddiversityinasafe,nurturing,student-centeredenvironment.

VisionStatementOurvisionistoprovideahappy,caringandstimulatingenvironmentwherechildrenwillrecognizeandachievetheirfullestpotential,sothattheycanmaketheirbestcontributiontosociety.Eachstudentwillleaveschoolwithasetofvalues,includinghonesty,integrityandgoodjudgment.

NewKensingtonArnoldSchoolDistrictisaplacewhere:everybodyiswelcomedandyouarenotalone.Wewillwork,learn,andachievetogether.Wevaluethepartnershipwhichexistsbetweenschool,parentsandcommunityandthepartitplaysinrealizingthisvision.Ahighlymotivatedprofessionalstaff,inpartnershipwithparentsandstudents,willencourageeachstudenttoachievehis/herfullpotential.Eachstudentwillacquireacomplementofbasicskills:linguistic,mathematical,scientific,artistic,physicalandsocial.Werespectandcareforeveryoneandeverythingaroundus.

Inadisciplinedandcaringenvironment,basedonmutualrespect,theNKASDwillchallengethestudentsofallabilitiestoachieveexcellenceinawiderangeofacademic,culturalandsportingactivities.Itwillequipourstudentsforthedemandsandopportunitiesofthefuture.

NKASDsetshighstandardsoflearningandcelebratestheachievementsofeachstudent.NKASDisaplacewhereeveryoneisdifferentandhasimportance

NKASDwillstrivetodevelopinitsstudentsanenquiringanddiscriminatingmindandadesireforknowledge,strongself-esteemandhighpersonalexpectations,andtoleranceandrespectforothers.

SharedValues

• Hopeandoptimisminspireunlimitedpossibilities.

• Allindividualscanlearnandachieve.

• Learningisalife-longexperience.

• Everypersonisuniqueandhasinnateworth.

• Acceptingresponsibilityfostersindividualinvestmentinsuccess.

• Positiveself-esteemandself-worthpromotesuccess.

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• Risk-takingdevelopsself-confidenceinasupportiveenvironment.

• HighExpectationsresultinhigherachievement.

• Positivefamilyinvolvementenhancesindividcualachievement.

• Individualsareentitledtoasafe,clean,healthy,andstableenvironment.

• Educationbuildsavitalandproductivesociety.

• Strongleadership,creativethinkingandsustainabilityareessentialforsuccess.

• Buildingonstrengthsandaddressingweaknessesfacilitatepositivechange.

• Awillingnesstochangeisnecessarytocompeteinaglobalenvironment.

• Technologyisvitaltocompeteinaglobaleconomy.

• Chjangerequirescommitment.

• Accountabilityenhancesperformance.

• Celebratingtraditions,heritage,anddiversitystrengthensindividualcharacterandthecommunity.

EducationalCommunityTheNewKensington-ArnoldSchoolDistrictisclassifiedbythePennsylvaniaDepartmentofEducationasanurbanfringecommunityofalargecity.Wearefurtherclassifiedasasuburbanlargeterritoryoutsideofaprincipalcity.Weserveapproximately2300studentsfromtwocities,NewKensingtonandArnold.ThecommunitiesofArnoldandNewKensingtoncompriseanareaofapproximately5(4.2NewKensingtonand.8Arnold)squaremiles.Bothcommunitieshaveexperiencedadeclineineconomicstabilityandanincreaseinthenumberoffamiliesinpovertyascalculatedbyanincreaseofmorethan55inourtotalandreducedlunchpopulationoverthepast3years.The“downtown’areasofbothcitieshavemanyemptystorefronts,eventhelocalhospitalrecentlyclosedafterservingtheareaforwellover75years.TheValleyNewsDispatch,asubsidiaryoftheTribuneReview,rananarticleonApril3,2011regardinglocalAlle-KiskiValleyvacancyrates.Thisarticleusesthe2010CensusdatatorateArnoldasthemunicipalitywiththehighestvacancyrate(18.5%)andNewKensingtonalsoamongthetop10worstwitha13.5%vacancyrate.Thearticlewentontosaythatduringthepast10years,vacancyratesincreasedinbothplacesasthepopulationdecreased.Accordingtothe2010Census,Arnold’sdemographicpopulationconsistsof5,157people,whichisadeclineof9%fromthe2010Census.Arnoldhas2,323households,whichinclude30.5%ofthepopulationageBirthto18.Theracialmake-upofthecityis74%White,20%AfricanAmerican,and.2%other(includingLatino,NativeAmericanandAsianAmerica).Thepercapitaincomeis$16,322andthemedianhouseholdincomeis$25,557.Thepercentofpeopleliving

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belowthepovertylineis26%(2010census).NewKensington’sdemographicpopulationconsistsof13,116people,whichisdeclineof10.8%fromthe2000Census.NewKensingtonhas6,900households,whichinclude26.4%populationbetweentheagesBirthand18.Theracialmake–upofthecityis84.1%White,10.6%AfricanAmerican,and.2%other(includingLatino,NativeAmericanandAsianAmerica).Thepercapitaincomeis$22,895themedianhouseholdincomeis$37,402.ThepercentofpeopleinNewKensingtonthatarelivingbelowthepovertylineis14.5%(2010census).88.7%ofpeoplethatliveinNewKensingtonareHighSchoolgraduatesattheageof25.InbothArnoldandNewKensington,themedianhouseholdincomeissignificantlylowerthantheWestmorelandCountymedianof$37,106andNationalmedianand$41,994(2010Census).TherearefourseparateFederallow-incomehousingplansandthreeseniorcitizenhigh-risebuildingswithinthelimitsofthetwocities.Bothcommunitieshaveanagingpopulationandhaveexperiencedanincreaseinthenumberofrentalproperties.Ashomesaresold,manyareconvertedtorentals.Thishasledtoaverytransientpopulation.InDecemberof2008,Alcoathesecondlargestemployerinourextendedarea,announcedthelayoffof13,500employees.ThelargestemployerintheareawasAlleghenyLudlum.AlleghenyLudlumhassteadilydecreaseditsworkforcesince2000.Thecombinationoftheabovestatedissueshascausednoticeablelocalrevenuedecreased.TheNewKensington-ArnoldSchooldistrictiscurrentlythelargestemployerinthearea.OurpopulationisverydiverseanduniquetoWesternPennsylvania.Ourfreeandreducedlunchrate(56%)ismuchhigherthanthestateandcountyaverages;thestateaverageis26%.OurSpecialEducationpercentiscomparablyhighat21.9%;thestateaverageis14.5%

PlanningCommitteeName Role

Jon Banko Administrator:ProfessionalEducation

John Pallone Administrator:ProfessionalEducation

Shaun Sperl Administrator:SpecialEducation

Kathy Clark BoardMember:ProfessionalEducation

Robert Pallone BoardMember:ProfessionalEducation

Patrick Petit BoardMember:ProfessionalEducation

Ellyse Williams BoardMember:ProfessionalEducation

Todd Kutchak BuildingPrincipal

Patrick Nee BuildingPrincipal:ProfessionalEducation

Thomas Rocchi BuildingPrincipal:ProfessionalEducation

Jeff Thimons BuildingPrincipal:SpecialEducation

Ronald Madison BusinessRepresentative:ProfessionalEducation

Vinson Pelisari BusinessRepresentative:ProfessionalEducation

Rick Nealer CommunityRepresentative:ProfessionalEducation

Janna Schreckengost CommunityRepresentative:ProfessionalEducation

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Michelle Smith EdSpecialist-SchoolCounselor:ProfessionalEducation

Tierra Weaver EdSpecialist-SchoolCounselor:ProfessionalEducation

Michelle Altieri EdSpecialist-SchoolNurse:ProfessionalEducation

Bobbie Jo Perroz EdSpecialist-SchoolNurse:ProfessionalEducation

Brenda Coyle ElementarySchoolTeacher-RegularEducation:ProfessionalEducation

Brad Malaspina ElementarySchoolTeacher-RegularEducation:ProfessionalEducation

Angela Manchini ElementarySchoolTeacher-RegularEducation:ProfessionalEducation

Amy Mintz ElementarySchoolTeacher-SpecialEducation:SpecialEducation

Jen Pallone ElementarySchoolTeacher-SpecialEducation:SpecialEducation

Greg Linde HighSchoolTeacher-RegularEducation:ProfessionalEducation

Katie LaCava HighSchoolTeacher-SpecialEducation:ProfessionalEducation

Andrew DeAntonio MiddleSchoolTeacher-RegularEducation:ProfessionalEducation

Erika Felack MiddleSchoolTeacher-RegularEducation:ProfessionalEducation

Tracy Smith Parent:ProfessionalEducation

Nicole Vigilante Parent:ProfessionalEducation

Sarah Yurga Parent:SpecialEducation

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CoreFoundations

Standards

MappingandAlignment

ElementaryEducation-PrimaryLevel

Standards Mapping Alignment

ArtsandHumanities Developing DevelopingCareerEducationandWork Developing DevelopingCivicsandGovernment Developing DevelopingPACoreStandards:EnglishLanguageArts Accomplished AccomplishedPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Developing Developing

PACoreStandards:Mathematics Accomplished AccomplishedEconomics Developing DevelopingEnvironmentandEcology Developing Developing

FamilyandConsumerSciences NeedsImprovement

NeedsImprovement

Geography Developing DevelopingHealth,SafetyandPhysicalEducation Developing DevelopingHistory Developing DevelopingScienceandTechnologyandEngineeringEducation Developing DevelopingAlternateAcademicContentStandardsforMath Developing DevelopingAlternateAcademicContentStandardsforReading Developing Developing

AmericanSchoolCounselorAssociationforStudents NeedsImprovement

NeedsImprovement

EarlyChildhoodEducation:Infant-Toddler�SecondGrade Developing Developing

EnglishLanguageProficiency NeedsImprovement

NeedsImprovement

InterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingExplanationforstandardareaschecked"NeedsImprovement"or"NonExistent":

Thedistrict'steachershavemadeanefforttoincludeinstructioninareasnottypicallyassociatedwiththeprimarycurriculumsuchasFCSandCareerEducationandWork.WehaveveryfewELstudentsandcontractoutforEnglishLanguageProficiency.BeginningstepshavebeentakentodevelopaK-12CounselingPlan.Theretirementofonecounselorandtheextendedleaveofanotherhasresultedinapauseineffortsduetothesharingofresponsibilities.

ElementaryEducation-IntermediateLevel

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ArtsandHumanities Developing Developing

CareerEducationandWork NeedsImprovement

NeedsImprovement

CivicsandGovernment Developing DevelopingPACoreStandards:EnglishLanguageArts Accomplished AccomplishedPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects

NeedsImprovement

NeedsImprovement

PACoreStandards:Mathematics Accomplished AccomplishedEconomics Developing DevelopingEnvironmentandEcology Developing Developing

FamilyandConsumerSciences NeedsImprovement

NeedsImprovement

Geography Developing DevelopingHealth,SafetyandPhysicalEducation Developing DevelopingHistory Developing DevelopingScienceandTechnologyandEngineeringEducation Developing DevelopingAlternateAcademicContentStandardsforMath Developing DevelopingAlternateAcademicContentStandardsforReading Developing Developing


NeedsImprovement


NeedsImprovement

InterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingExplanationforstandardareaschecked"NeedsImprovement"or"NonExistent":

Thedistrict'steachershavemadeanefforttoincludeinstructioninareasnottypicallyassociatedwiththeintermediateelementarycurriculumsuchasFCSandCareerEducationandWork.WehaveveryfewELstudentsandcontractoutforEnglishLanguageProficiency.BeginningstepshavebeentakentodevelopaK-12CounselingPlan.Theretirementofonecounselorandtheextendedleaveofanotherhasresultedinapauseineffortsduetothesharingofresponsibilities.

MiddleLevel


ArtsandHumanities Accomplished Accomplished

CareerEducationandWork NeedsImprovement

NeedsImprovement

CivicsandGovernment Developing DevelopingPACoreStandards:EnglishLanguageArts Developing DevelopingPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Developing Developing

PACoreStandards:Mathematics Accomplished Accomplished

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Economics Developing DevelopingEnvironmentandEcology Developing DevelopingFamilyandConsumerSciences Developing DevelopingGeography Developing DevelopingHealth,SafetyandPhysicalEducation Developing DevelopingHistory Developing DevelopingScienceandTechnologyandEngineeringEducation Developing DevelopingAlternateAcademicContentStandardsforMath Developing DevelopingAlternateAcademicContentStandardsforReading Developing Developing


NeedsImprovement


NeedsImprovement

InterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingWorldLanguage Developing DevelopingExplanationforstandardareaschecked"NeedsImprovement"or"NonExistent":

ThroughthecounselorsandtheimplementationofexploratorycorusesinthemiddlelevelclassesthedistrictcontinueseffortstoreachthislevelstudentintheareasofCareerEducationandWork.WehaveveryfewELstudentsandcontractoutforEnglishLanguageProficiency.BeginningstepshavebeentakentodevelopaK-12CounselingPlan.Theretirementofonecounselorandtheextendedleaveofanotherhasresultedinapauseineffortsduetothesharingofresponsibilities.

HighSchoolLevel


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

PACoreStandards:Mathematics Accomplished AccomplishedEconomics Developing DevelopingEnvironmentandEcology Developing DevelopingFamilyandConsumerSciences Developing DevelopingGeography Developing DevelopingHealth,SafetyandPhysicalEducation Developing DevelopingHistory Developing DevelopingScienceandTechnologyandEngineeringEducation Developing DevelopingAlternateAcademicContentStandardsforMath Developing DevelopingAlternateAcademicContentStandardsforReading Developing Developing

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NeedsImprovement


NeedsImprovement

InterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingWorldLanguage Developing DevelopingExplanationforstandardareaschecked"NeedsImprovement"or"NonExistent":

WehaveveryfewELstudentsandcontractoutforEnglishLanguageProficiency.BeginningstepshavebeentakentodevelopaK-12CounselingPlan.Theretirementofonecounselorandtheextendedleaveofanotherhasresultedinapauseineffortsduetothesharingofresponsibilities.

Adaptations


Checkedanswers None.

Uncheckedanswers

None.



Uncheckedanswers

None.

MiddleLevel


Uncheckedanswers

None.

HighSchoolLevel


Uncheckedanswers

None.

Explanationforanystandardschecked:

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TheDistrict'sprofessionalstaffcontinuestoreviewandrevisecurriculumincoreareastomeetPACoreStandardsandinnon-coreareastoaccomodatethePACoreStandards.

Curriculum

PlannedInstruction


CurriculumCharacteristics Status

Objectivesofplannedcourses,instructionalunitsorinterdisciplinarystudiestobeachievedbyallstudentsareidentifiedforeachsubjectarea. Developing

Content,includingmaterialsandactivitiesandestimatedinstructionaltimetobedevotedtoachievingtheacademicstandardsareidentified. Developing

Therelationshipbetweentheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesandacademicstandardsareidentified.

Developing

Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesareidentified. Developing

ProcessesusedtoensureAccomplishment:

Developingrevisablepacingguidespercourse;meetingsofCurriculumCounciltoevaluatescopeandsequence;developingcommonassessmentspercourse.Teachersregularlyupdateandsubmitlessonplandocumentsthatincludeand/ordescribeassessmentmaterials.Additionally,academicstandards,whereapplicable,areidentifiedwiththeplans.

Explanationforanystandardsareaschecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:

Thisnarrativeisempty.






Developing



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MiddleLevel





Developing






HighSchoolLevel





Developing


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ModificationandAccommodations

Explainhowplannedinstructioncontainsmodificationsandaccommodationsthatallowallstudentsatallmentalandphysicalabilitylevelstoaccessandmasterarigorousstandardsalignedcurriculum.

Whenplanningforinstructionofallstudents,teachersuseIndividualizedEducationPlan(IEP)shapshotsprovidedbytheSpecialEducatorasaguideforimplementingmodificationsandaccommodationsforstudnetswithvaryingmentalandphysicalabilities.In-classassignments,homework,andassessmentsareadaptedinaccordancewithstudents'IEP'sandwiththeassistanceofSepecialEducatorsduringplanning.Studentsrequiringaccommodatedand/ormodifiedcourseworkareincludedinthestandardsalignedcurriculumasdictatedbytheirIEP.SpecialEducatorsandGeneralEducatorsworkcollaborativelytoplaninstructionthatcontainsmodificationandaccommodationstomeettheneedsofallstudents.ThisisnotlimitedtostudentswithIEPsorGiftIEPs.

Instruction

InstructionalStrategies

CheckedAnswers• Formalclassroomobservationsfocusedoninstruction• Walkthroughstargetedoninstruction• AnnualInstructionalevaluations• InstructionalCoaching

UncheckedAnswers• Peerevaluation/coaching

RegularLessonPlanReview

CheckedAnswers

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• Administrators• BuildingSupervisors• InstructionalCoaches

UncheckedAnswers• DepartmentSupervisors• NotReviewed

ProvidebriefexplanationofLEA'sprocessforincorporatingselectedstrategies.

Formalandinformal,walk-throughobservationsareconductedbytheAcademicAdmiistrativeteam;annualinstructionalevaluationsareconductedbybuildingadministration,Instructionalcoachesmeetwithclassroomteachersinone-on-one,smallgroup,andlargegroupsettingstoprovideguidanceandsupportbestpractices.

ProvidebriefexplanationforstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation.

Whereschedulingpermits(primarygrades)gradelevelteamsmeetonaregularscheduletodiscussandplaninstruction,assessment,andbehavioralobjectives.Aplaniscurrentlybeingputinplacetoprovidemonthycollaborativeopportunitesforalldistrictfacultyandstafftobeguidedbyteacherleadersandsupervisedbybuildingadministrators.Thistimewillbeutilizedtodiscussinstruction,assessment,andbehavioralobjectivesaswellastoreviewstandardizedtestdata.

ResponsivenesstoStudentNeeds


InstructionalPractices Status

Structuredgroupingpracticesareusedtomeetstudentneeds.

Implementedin50%ormoreof

districtclassrooms

Flexibleinstructionaltimeorotherschedule-relatedpracticesareusedtomeetstudentneeds.


districtclassrooms

Differentiatedinstructionisusedtomeetstudentneeds.


districtclassrooms

Avarietyofpracticesthatmayincludestructuredgrouping,flexibleschedulinganddifferentiatedinstructionareusedtomeettheneedsofgiftedstudents.


districtclassrooms

Ifnecessary,providefurtherexplanation.(Requiredexplanationifcolumnselectedwas


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districtclassrooms


FullImplementation



districtclassrooms



districtclassrooms



MiddleLevel




districtclassrooms



districtclassrooms



districtclassrooms



districtclassrooms



HighSchoolLevel


Structuredgroupingpracticesareusedtomeetstudentneeds.Implementedin50%ormoreof

district

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classrooms



districtclassrooms



districtclassrooms



districtclassrooms



Recruitment

Describetheprocessyouimplementtorecruitandassignthemosteffectiveandhighlyqualifiedteachersinordertomeetthelearningneedsofstudentswhoarebelowproficiencyorareatriskofnotgraduating.

Flexiblegroupingisutilizedattheelementarylevelstoprovideallstudentsaccesstothebest,mosteffectiveteachersineachgradelevel.Additionally,theRtIIframework,inplaceingrades1and2isbeingexpandedintothe3rdgradewithplanstoexpandfurtherintotheelementaryoverupcomingyears.Inthesecondary,teachers,particularlythosefoundtobemosteffective,areassignedtoteachcousesatdifferentendsofthespectrum-AP/Honorshighlevelcoursesaswellaslowerlevelcourses.

Assessments

LocalGraduationRequirements

CourseCompletion SY18/19 SY19/20 SY20/21

TotalCourses English 4.00 4.00 4.00Mathematics 3.00 3.00 3.00SocialStudies 4.00 4.00 4.00Science 3.00 3.00 3.00PhysicalEducation 4.00 4.00 4.00Health 1.00 1.00 1.00Music,Art,Family&ConsumerSciences,CareerandTechnical

7.00 7.00 7.00

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EducationElectives Minimum%GradeRequiredforCredit(NumericalAnswer)

60.00 60.00 60.00

GraduationRequirementSpecifics

WeaffirmthatourentityrequiresdemonstrationofproficiencyoraboveineachofthefollowingStateacademicstandards:EnglishLanguageArtsandMathematics,ScienceandTechnologyandEnvironmentandEcology,asdeterminedthroughanyoneoracombinationofthefollowing:Checkedanswers

• CompletionofsecondarylevelcourseworkinEnglishLanguageArts(Literature),AlgebraIandBiologyinwhichastudentdemonstratesproficiencyontheassociatedKeystoneExamorrelatedproject-basedassessmentif§4.4(d)(4)(relatingtogeneralpolicies)applies.

Uncheckedanswers• Locallyapprovedandadministeredassessments,whichshallbeindependentlyand

objectivelyvalidatedonceevery6years.Localassessmentsmaybedesignedtoincludeavarietyofassessmentstrategieslistedin?4.52(c)andmayincludetheuseofoneormoreKeystoneExams.Exceptforreplacementofindividualtestitemsthathaveasimilarlevelofdifficulty,anewvalidationisrequiredforanymaterialchangestotheassessment.Validatedlocalassessmentsmustmeetthefollowingstandards:

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

II. PerformancelevelexpectationsanddescriptorsthatdescribethelevelofperformancerequiredtoachieveproficiencycomparabletothatusedfortheKeystoneExams.

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

IV. Subjecttoappropriationsprovidedbylaw,thecosttovalidatelocalassessmentsshallbeevenlydividedbetweentheschooldistrict,AVTSorcharterschool,includingacyber-charterschool,andtheDepartment.IftheDepartmentdoesnotprovidesufficientfundingtomeetitsshare,local

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assessmentssubmittedforvalidationshallbedeemedvaliduntilanewvalidationisduetotheDepartment.

V. TheDepartmentwillestablishalistofentitiesapprovedtoperformindependentvalidationsoflocalassessmentsinconsultationwiththeLocalAssessmentValidationAdvisoryCommitteeasprovidedin?4.52(f).

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

• CompletionofanAdvancedPlacementexamorInternationalBaccalaureateexamthatincludesacademiccontentcomparabletotheappropriateKeystoneExamatascoreestablishedbytheSecretarytobecomparabletotheproficientlevelontheappropriateKeystoneExam.

• NotApplicable.OurLEAdoesnotofferHighSchoolcourses.

LocalAssessments

Standards WA TD NAT DA PSW Other

ArtsandHumanities X CareerEducationandWork X CivicsandGovernment X PACoreStandards:EnglishLanguageArts X X

PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects

X

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

History X ScienceandTechnologyandEngineeringEducation X

WorldLanguage X

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MethodsandMeasures

SummativeAssessments

SummativeAssessments EEP EEI ML HS

PSSA X X X ChapterTests X X X XContentAreaUnitTests X X X XType3Writings X X X XMidTermandFinalExams X XAPExams XKeystoneExams X X

BenchmarkAssessments

BenchmarkAssessments EEP EEI ML HS

DibelsNext X X DibelsNextDaze X X BOY-EOYPAStandardsTest X X MONSTERDevelopmentalSpellingTest X GRADE X QRI-IV X TOWRE X UnitandChapterTests X X X X

FormativeAssessments

FormativeAssessments EEP EEI ML HS

Type2Writings X X X XObservations X X X XRunningRecords X X Think-Pair-Share X X XExitSlips X XWhiteboards X X XQuestioningStrategies X XProgressMonitoringofIEPGoals X X X

DiagnosticAssessments

DiagnosticAssessments EEP EEI ML HS

DibelsNEXT X X QRI-IV X X CompasReadingQuarterlyAssessments X X TOWRE X

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ClassroomDiagnosticTools X X

ValidationofImplementedAssessments

ValidationMethods EEP EEI ML HS

ExternalReview IntermediateUnitReview LEAAdministrationReview BuildingSupervisorReview DepartmentSupervisorReview X X X XProfessionalLearningCommunityReview InstructionalCoachReview X X X TeacherPeerReview X X Providebriefexplanationofyourprocessforreviewingassessments.

Assessmentsthatareusedareoftenthosewhichaccompanythecontentareasseriesandareusedasbenchmarksfordiagnosticpurposes.ReadingassessmentsarereviewedbytheDistrict'scertifiedreadingspecialiststoascertaintheirvaliditybasedonstudentneedsandDistrictCurriculum.Duetograntrequirements,theDistrictisrequiredtousecertainassessmentssuchasGRADEandDibelsandthereforearenotgiventheoptionofnotusingtheseassessments.

DevelopmentandValidationofLocalAssessments

Ifapplicable,explainyourproceduresfordevelopinglocallyadministeredassessmentsandhowtheyareindependentlyandobjectivelyvalidatedeverysixyears.

Teachersdeveloplocalassessmentsutilizingavarietyofresourcesthatincludecommerciallyproducedassessmentsthatarepurchasedinconjunctionwithtextbookseries.Manyassessmentsaresharedamongstaffintheefforttostandardizetheassessmentofstudentsandtheimplementationofcurriculum.Atthehighschoollevel,manyteachersmaintain"assessmentbinders"thatincludelessonplans,andcopiesofallassessmentsadministeredwithintheirclassroom.Thesebindersareaccessibleandsharedwithotherteachersandadministratorsonrequest.

CollectionandDissemination

Describeyoursystemtocollect,analyzeanddisseminateassessmentdataefficientlyandeffectivelyforusebyLEAleadersandinstructionalteams.

Intheelementarylevels,assessmentdataisusedtodetermineplacementingroupsforlevelbasedinstructionaswellashowtoplacestudentsforflexiblegroupingtimes.ThedataiskpetontheontheOnHandSchoolswebsiteaswellasontheDibelsOregonwebsite.

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ReadingspecialistscompileanddisseminatetheDibels,MonsterTowre,andQRI-IVdatatoteachers.TheinstructionalcoachescompileanddisseminatethePSSAdataandusethisdatatodetermineadjustmentsinpacingguidesandinstructionaltechniques.Atthesecondarylevel,teachersalsoreceiveaccesstostudenttestdatainthefomofrawtestdataaswellasdetailedinformationasprovidedthroughtheOnHandSchoolsdatabase.Theinformationisusedtoguidethedevelopment/adjustmentofcurriculumandpacingguides.

DataInformedInstruction

Describehowinformationfromtheassessmentsisusedtoassiststudentswhohavenotdemonstratedachievementoftheacademicstandardsataproficientlevelorhigher.

Attheelementarylevels,datafromreadingassessmentsareusedtodevelopstuentrostersfortheTitleIReadingSpecialists.ThereadingSpecialistswillthenprescribeinterventionsandforminterventiongroupsinordertosupplementthegeneraleducationcurriculumandaddressareasofneed.PSSAscoresarealsousedtoprovideguidanceforflexiblegrouping.

AssessmentDataUses

AssessmentDataUses EEP EEI ML HS

AssessmentresultsarereportedoutbyPAassessmentanchororstandards-alignedlearningobjective.

InstructionalpracticesareidentifiedthatarelinkedtostudentsuccessinmasteringspecificPAassessmentanchors,eligiblecontentorstandards-alignedlearningobjectives.

SpecificPAassessmentanchors,eligiblecontentorstandards-alignedlearningobjectivesareidentifiedforthosestudentswhodidnotdemonstratesufficientmasterysothatteacherscancollaborativelycreateand/oridentifyinstructionalstrategieslikelytoincreasemastery.

Instructionalpracticesmodifiedoradaptedtoincreasestudentmastery. X X X X

Providebriefexplanationoftheprocessforincorporatingselectedstrategies.

Basedonstudentassessmentresults,teachersmodifyinstructionorreteachcontenttoimprovecontentmastery.

Providebriefexplanationforstrategiesnotselectedandhowyouplantoaddresstheirincorporation.

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GradeorsubectlevelteamsorthosethatoperateattheDistrictlevel(CurriculumCouncil)willbreakdownassessmentanchorstobegenerallyappliedtocontentareasoutsideofthosetestedofwhichdatareferences.

DistributionofSummativeAssessmentResults

DistributionMethods EEP EEI ML HS

CoursePlanningGuides X XDirectingPublictothePDE&otherTest-relatedWebsites X X X

IndividualMeetings X X LetterstoParents/Guardians X X X XLocalMediaReports X X X XWebsite X X X XMeetingswithCommunity,FamiliesandSchoolBoard X X MassPhoneCalls/Emails/Letters X X X XNewsletters X X PressReleases X X SchoolCalendar X X StudentHandbook X X X XProvidinglinksthroughsocialmedia X X X XProvidebriefexplanationoftheprocessforincorporatingselectedstrategies.

ThelocalnewspaperpublishesseveralarticlesstatingthelocalschoolDistricts'finalPSSAandKeystoneexamscores.Parentsarenotifiedofindividualstudnetscoresthroughlettersthataregiveninearlyfall.BuildinglevelandgradelevelscoresarepresentedtotheSchoolBoardinapublicmeeting.ThedevelopmentofaquarterlydistrictnewsletterisintheplanningstagestobeprimarilydistributedelectronicallythroughtheSkywardsystem,postedontheDistrictwebsite,andthroughlinksprovidedtoparentsviasocialmedia.Printcopieswillbeprovided

ProvidebriefexplanationforstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation.

DevelopmentofaPlanofStudiesprogramforelementaryschools.Amoreconcertedeffortcanbemadetoprovidetestresultinformationtothecommunityandparentsinparticularatthesecondarylevel.

SafeandSupportiveSchools

AssistingStrugglingSchools

23

Describeyourentity’sprocessforassistingschoolsthateitherdonotmeettheannualstudentachievementtargetsorexperienceotherchallenges,whichdeterstudentattainmentofacademicstandardsataproficientlevelorhigher.

Ifyourentityhasnostrugglingschools,explainhowyouwilldemonstratecontinuedgrowthinstudentachievement.

Duetoanumberofcommunityrelatedfactors,anumberofstudentsarrivetoschoolunpreparedtolearn.AsaDistrictandwithinindividualschoolstheprofessionalsarewellawareofthelimitingfactorsourstudentsface.Everyeffortismadetocollaboratetoidentifystudentswhomaybeinan"at-risk"situation,eithertemporaryorlongterm,andprovidethemattentionandservicesthatbestaddressthierindividualneedsandsupportthemwhilewithintheschoolenvironment.

Programs,StrategiesandActions

Programs,StrategiesandActions EEP EEI ML HS

BienniallyUpdatedandExecutedMemorandumofUnderstandingwithLocalLawEnforcement X X X X

School-widePositiveBehavioralPrograms X X X XConflictResolutionorDisputeManagement X X PeerHelperPrograms SafetyandViolencePreventionCurricula X X X StudentCodesofConduct X X X XComprehensiveSchoolSafetyandViolencePreventionPlans X X X X

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

ExplanationofstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation:

Aschoolresourceofficeriscurrentlyinplaceatthesecondarylevel-aneedhasnotbeendeterminedattheelementarylevel.

Screening,EvaluatingandProgrammingforGiftedStudents

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

24

Annually,inlocalareanewspapers,theNewKensington-ArnoldSchoolDistrict,alongwithotherdistrictsinWestmorelandIntermediateUnit,publishestheANNUALPUBLICNOTICEOFSPECIALEDUCATIONSERVICESANDPROGRAMS,SERVICESFORGIFTEDSTUDENTS,ANDSERVICESFORPROTECTEDHANDICAPPEDSTUDENTS.Additionally,informationregardinggiftededucationispublishedonthedistrict'swebsite.

Describeyourentity’sprocessforlocatingstudentswhoarethoughttobegiftedandmaybeinneedofspeciallydesignedinstruction(screening).StudentsarereferredbyteachersorbyparentrequesttotheMDEteam.TheMDEteammeetstodiscussstudentachievementandwhatproceduresarebeingfollowedtoenhanceandenrichtheeducationofthestudnetandtoprovideaccommodations.TheMDEteamthendetermineswhetherthestudnetshouldbetested.Oncetested,theteammeetstodiscusstheresultsanddeterminewhetherthestudnetwillreceiveGiftedservicesandifaGIEPwillbewrittenandimplemented.

Describeyourentity’sproceduresfordeterminingeligibility(throughmultiplecriteria)andneed(basedonacademicstrength)forpotentiallymentallygiftedstudents(evaluation).Foreachchildsuspectedofbeinggiftedandinneedofspeciallydesignedinstruction,thedistrictcreatesagiftedmultidisciplinaryteamandconductsanevaluation.Eachgiftedmultidisciplanaryteamconsistsofteachersfamiliarwiththestudent’sstrengthsandneeds,acertifiedschoolpsychologist,parents/guardiansofthegiftedchild,schoolnurse,andanyotherpersonsfamiliarwiththestudent.GiftedevaluationsareconductedinaccordancewithtermsestablishedinChapter16andasufficientscopeanddepthrequiredtoacertainthestudent’sabilityandneedforgiftedservices.Theevaluationprocessincludestheuseofspecificquestionnairesprovidedtoparents,teachers,medicalpersonnel,andothersfamiliarwiththestudentinordertocollectrelevantinformationsuchasdevelopmentalhistory,ratesofacquisitionandretention,specifictalentsorhobbies,medicalhistory/condition(toidentifyfactorsthatmaymaskgiftedness),andidentifyspecificstrengths/needsofthestudent.Eachstudentparticipatesinasemi-structuredinterview,conductedbytheschoolpsychologist.Informationgleanedfromtheinterviewisutilizedtofurtheridentifythestudent’sstrengthsandparticularareasofinterestand/ormastery.AssessmentsutilizedbyschoolpsychologistsoftheNewKensington-ArnoldSchoolDistricthavebeenspecificallyselectedtoyieldnotonlyanIQscore,butalsovariousareasofintelligence(verbal,non-verbal,workingmemory,etc.),andalsolevelsofstudentachievement(mathematics,reading,andwriting).Thegiftedmultidisciplinaryteamutilizesmultiplefactorsforthepurposeofidentification,allofwhichhavebeenoutlinedbyChapter16.

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

• Enrichandaccelerateinthefollowingsubjectareas:

• ØReading,English,Math,Science,SocialStudiesandFineArts

o Giftteacherandsubjectareateacherwillcollaboratetodevelopdifferentiatedinstructionforstudentwhenneeded

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o Mayconsistof:

üInclassenrichmentprojectsbasedoncoursematerialüPull-outtogiftroomforenrichment,acceleration,curriculummodificationanddifferentiatedinstruction(GIEPADDENDUMrequired)üMonthlyUnits-Eachaunitofstudyonadifferenttopicisavailableforthestudentsusingaflippedclassroomapproach.Thestudentscompleteanonlineactivity(TedTalks,KhanAcademy,etc.).Thencompleteanactivityorprojectbasedonwhatwaslearnedonline.üQuarterlySeminars-Consistofanall-dayorhalf-dayexperience.Thestudentsspendthistimelearningaboutaspecifictopicthroughlectures,workshops,guestspeakers,etc.Theseoccuronceduringanineweeksperiod.

• Presentstudentswithopportunitiestoshowmasteryofcontentthroughindependentandgroupprojects(longandshortterm)

• Independentstudies(finalapprovalmustbeobtainedbyprincipal)

• ØALLindependentstudiesrequireproperpaperwork,logofhours,approvalandassessment–seegiftteacherforspecificdetails

• Testingoutofcertainsubjectsforaccelerationoradvancement

• Dualenrollmentprogram(PennStateNewKen/WCCC)

• Strengthencriticalreasoning/thinkingskills

• Developstrongpresentationskills

• Developstrongpublicspeakingskills

• Preparestudentsforacceptanceandsuccessatthemostselectivecollegesanduniversitiesbyofferingcounselingservicesandgiftteachersupportforcollegeandscholarshipsearches

• Provideopportunitiestoresearchandparticipateonjobshadowexploration

• PartnershipwithPennStateTalentSearchProgram.

PROGRAMDESIGNStudents’interestsandfuturegoalsguidethemajorityofthehighschoolprogram.Thegoalistocreateanacademicallyrigorousindividualizedprogramforeachstudent,(asidefromFreshmenSeminarwhichisrequiredforallstudents),includingrealworkintherealworldontopics/careersthatinterestthem,aswellasspecificgiftevents/competitionsthatareofinteresttostudent.EDUCATIONALSERVICES

26

• Honorscourses

• ØDesignedspecificallytochallengestudentsandpreparethemforAdvancedPlacementcourses

• ØCollegelevelcoursestaughtinhighschool

• ØStudentsparticipateinaclassatanotherlocationviavideoconferencing

• ØBasedontheAcademicStandardsforacourse,astudentcaneithertakethecourseindependentlyorreplaceassignmentsandassessmentswithmorechallengingwork

• ØStudentscanplaceoutofarequiredcoursebyshowingmasteryofAcademicStandardsasdemonstratedthroughexhibitionsandportfolios,judgedbyapanelcomprisedoftheGIFT/Advancedstudiesteacher,thedepartmentchairofthecourse,theprincipalandtheAssistantSuperintendent

• ØStudentswillhavetheflexibilitytomeetgraduationrequirements(orothercoursesnotrequiredforgraduation)bycompletingindependentstudiesinthecourse

o §OnlypermittedwhenstudentisnotabletofitintoscheduleduetoanotheracademiccourseinitsplaceORacoursethatspecificallyadvancestheinterestofthestudentbywayofpreparationforcareer(i.e.studentwantstotakea2ndlanguageb/ctheyarepursuinginternationalstudiesorwantstotakeadvancedartb/ctheyarepursuingartschool)

o ØALLindependentstudiesrequireproperpaperwork,logofhours,approvalbyprincipal,mentorandassessment–seegiftteacherorguidanceforspecificdetails

o ØProgramofferedincollaborationwithPennStateNewKen–grantmoniesprovideforpartialtuitionassistanceforstudenttoenrollincollegelevelcoursesforcollegecredit–ifstudentdecidestogotoPennStateNewKen,studentisofferedfuturediscountsontuition

o ØProgramalsoofferedincollaborationwithWCCC.

• AdvancedPlacementcourses

• DistanceLearning

• Parallelcurriculum/enrichment

• Courseexemptions

• IndependentStudies(finalandsoleapprovalmustbeobtainedbyprincipal)

• DualEnrollment

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• Jobshadowingprojects(specificallyinjunior/senioryear)

• ØTheamountoftimespentwilldependonstudents’schedulebutcanbecompletedforcredit(ifenoughhoursareloggedandproperindependentstudyrequirementsaremet)

• ØStudentwillspendtimewithcareerprofessionalstogaininsightintospecificcareerstheymayhaveinterestexploring

• ØMaybeaccomplishedbyshadowingastudentinaspecificfieldofstudy

• ØMaybeaccomplishedbyaguidedvisittocampus

• ØMaybeaccomplishedbyshadowing/interviewingaprofessorinfieldofstudy

• Provideopportunitiesforstudentstoexplorecolleges

• PartnershipwithPennStateTalentSearchProgram

• ØCareersurvey

• ØTranscriptreview

• ØAP&HonorClassdiscussion

• ØCredit/Creditrecovery

• ØCollegetoursandfairs

• ØCareerexploration

GIFTEVENTS(AlignedwithPADept.ofEd.AcademicStandards)GifteventsareanimportantcomponentoftheGifteducationservicesandshouldcontinuetobeanintegralpartoftheenrichmentopportunitiesforGiftstudents.Giftcompetitions,seminarsandconferences,whetheracademicorcreativeinnature,areintegralformaximumstudentgrowth.Theseeventsnotonlyallowforstudentstoachievesuccessinareasnotcurrentlyofferedintheirregularcurriculum,buttheyalsostimulatecriticalthinkingaswellascreativeproblemsolvingskills.Thecreativeevents,particularlythosethatfocusonperformancebasedprojects,arecrucialindevelopingbetterpublicspeakingskillsaswellasself-confidenceforstudents.ManyGiftstudentsareextremelyintelligent,operatingataveryhighlevel,butfailtomeetbasicpublicspeakingAcademicStandards.Itiscrucialthatourstudentslearnpublicspeakingskills,astheyareinstrumentalinachievingsuccessinalmostanyfieldtheychoosetopursue.

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Thefollowinggiftevents/seminarsandconferenceswillbescheduledaccordingto:

• Øtheamountoftimeneededforthepreparationofcompetition,finishedproductorpresentation

• Ømasteryofsubjectinquestion

• Øfulfillmentofstudent’scuriosity

• Øtheproximityofthefinalpresentationorcompetitiondate

• Øthecompatibilityoftheschedulesoftheinterestedstudents

• Øthenumberofstudentsrequiredforevent

DevelopmentalServices

DevelopmentalServices EEP EEI ML HS

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

EmergencyandDisasterPreparedness X X X XGuidanceCurriculum HealthandWellnessCurriculum X X X XHealthScreenings X X X XIndividualStudentPlanning X X X XNutrition X X X XOrientation/Transition X X X XRTII/MTSS Wellness/HealthAppraisal Explanationofdevelopmentalservices:


Diagnostic,InterventionandReferralServices

Diagnostic,InterventionandReferralServices EEP EEI ML HS

29

AccommodationsandModifications X X X XAdministrationofMedication X X X XAssessmentofAcademicSkills/AptitudeforLearning X X X XAssessment/ProgressMonitoring X X X XCasework X X X XCrisisResponse/Management/Intervention X X X XIndividualCounseling X X X XInterventionforActualorPotentialHealthProblems X X X XPlacementintoAppropriatePrograms X X X XSmallGroupCounseling-Copingwithlifesituations X X X XSmallGroupCounseling-Educationalplanning X XSmallGroupCounseling-PersonalandSocialDevelopment X X X X

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

Understandingoftheportionofourstudentpopulationwhosefamiliesfunctionindifficult/poorcircumstanceskeepsallemployeesattentivetothestudentsandthepotentialforprofessionalintervention.Thesmall-townnatureofourDistrictenablespersonal/neighborlyconnectionsamongourstudentsandstaff.

ConsultationandCoordinationServices

ConsultationandCoordinationServices EEP EEI ML HS

AlternativeEducation X XCaseandCareManagement X X X XCommunityLiaison X CommunityServicesCoordination(InternalorExternal) X X X X

CoordinatePlans CoordinationwithFamilies(LearningorBehavioral) X X X XHome/FamilyCommunication X X X XManagingChronicHealthProblems ManagingIEPand504Plans X X X XReferraltoCommunityAgencies X X X XStaffDevelopment X X X XStrengtheningRelationshipsBetweenSchoolPersonnel,ParentsandCommunities X X

SystemSupport TruancyCoordination X X X XExplanationofconsultationandcoordinationservices:


30

CommunicationofEducationalOpportunities

CommunicationofEducationalOpportunities EEP EEI ML HS

CoursePlanningGuides X XDirectingPublictothePDE&Test-relatedWebsites IndividualMeetings X X X XLetterstoParents/Guardians X X X XLocalMediaReports X X X XWebsite X X X XMeetingswithCommunity,FamiliesandBoardofDirectors X X X X

MassPhoneCalls/Emails/Letters X X X XNewsletters X X PressReleases X X SchoolCalendar X X X XStudentHandbook X X X X

CommunicationofStudentHealthNeeds

CommunicationofStudentHealthNeeds EEP EEI ML HS

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

Newsletters SchoolCalendar StudentHandbook X X X XConnect-Edphonecallsincriticalsituations X X X XKindergartenregistrationparentmeetings X Athleticandmandatedphysicals X X X XDentalScreenings X X X

FrequencyofCommunicationElementaryEducation-PrimaryLevel

• Quarterly


• Quarterly

MiddleLevel

31

• Quarterly

HighSchoolLevel

• Quarterly

CollaborationforInterventions

Describethecollaborationbetweenclassroomteachersandindividualsprovidinginterventionsregardingdifferingstudentneedsandacademicprogress.

ClassroomteachersreferstudentstotheMDEteamtocreatealantoaddressstudentneeds.Theteamreviewsexistingdataaboutthestudentandcurrentacademicperformanceinordertoaddressareasofconcernthroughanintervention.TheMDEteamiscomposedothetheschoolpsychologist,principal,guidancecounselor,2learningsupportteachers,and3generaleducationteachers.Academicprogressisreviewedevery4weeksintheelementaryandevery15schooldaysinthesecondary.Duringthistime,classroomteachesimplementinterventionsincollaborationwithsupportstaffandtrackacademicprogressduringthistime.TheMDEteammeetsafter4weekstodetermintheoutcomeoftheinterventionsthusfaranddeterminehowthestudenneedswillcontinuetobemet.Teachersarenotifiedofanyspecialhealthconcernsandinterventionsviaemail,phonecalls,Skywardmessages,andIndividualHealthPlans.

CommunityCoordination

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

1. Childcare2. Afterschoolprograms3. Youthworkforcedevelopmentprograms4. Tutoring

TheTransitionTeam,whichincludesliaison,EarlyChildhoodEucationproviders,localpreschoolsandafterschoolprograms,DistrictPre-schoolandDistrictKindergarten,isinplace.Teammeetstoplantransitionactivities,coordinateresources,discussstudentassessments,connectDistrictwiththecommunity.HighschoolspecialeducationstudentscanparticipateintheWorkDiscoveryProgram.Withregardtostudenthealthinitiatives,thereisnoroutinecoordinationfortheseprograms;however,whennecessary,cooridinationisprovidedbetweentheschoolandappropriateagenciesonanindividualbasis.

PreschoolAgencyCoordination

32

ExplainhowtheLEAcoordinateswithagenciesthatservepreschoolagechildrenwithdisabilities.

1. Addresscoordinationactivitiesdesignedtoidentifyandservechildrenwithdisabilitiesandthesupportsandaccommodationsavailabletoensurebothphysicalandprogrammaticaccess.

2. Addresspre-kindergartenprogramsoperateddirectlybytheLEAandthoseoperatedbycommunityagenciesundercontractfromtheLEA.

3. DescribehowtheLEAprovidesforasmoothtransitionfromthehomesettingandanyearlychildhoodcareoreducationalsettingthestudentsattend,totheschoolsetting.

1. TheDistrictworkswiththeIUtoprovideEarlyInterventionservicestoidentifiedstudents.

2. TheDistricthasaDistrict-runpreschooloffereingthreesessionsperday.TheDistrictcontinuesworkingwithoutsideearlychildhoodeducationagenciestocoordinatecurriculumandinstructionalstrategiesthatalignwithnotonlythestatestandards,buttheDistrict'sexpectationsforsuccessfulintegrationintokindergarten..

3. TheDistrictiscurrentlyworkingtocreateacohesivetransitionplanforstudnetsenteringkindergarten.Atransitionteammeetsthroughouttheschoolyeartoplanstransitioneventsanddiscussissuespertainingtothemovetokindergarten

4. TheHealthOfficecoordinatesbymeetingwithfmailyandstaffpriortothestartoftheprogram.Districthealthstaffmeetsallscreeningandhealthcareneedsforstudents.

MaterialsandResources

DescriptionofMaterialsandResources


MaterialandResourcesCharacteristics Status

Alignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills Developing

Arobustsupplyofhighqualityalignedinstructionalmaterialsandresourcesavailable Developing

Accessibilityforstudentsandteachersiseffectiveandefficient DevelopingDifferentiatedandequitablyallocatedtoaccommodatediverselevelsofstudentmotivation,performanceandeducationalneeds Developing

ProvideexplanationforprocessesusedtoensureAccomplishment.

Regularreviewofclassroominstructionalneedsthroughsurveys,andmeetingswithgroupsandindividualteachers.Havingallstudentsofthesamegradelevelinthesame

33

buildingassuresallmaterialsrelativetothatgradeareinacentrallocationprovidingeasieropportunityfortrackinginventory,sharingresourceswherenecessary,andidenitiyingneed.Collaborationwithregionalschoolsupportprogramsthatassistlowincomestudentshelpstofillgaps.

Explanationforanyrowchecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:








Regularreviewofclassroominstructionalneedsthroughsurveys,andmeetingswithgroupsandindividualteachers.Havingallstudentsofthesamegradelevelinthesamebuildingassuresallmaterialsrelativetothatgradeareinacentrallocationprovidingeasieropportunityfortrackinginventory,sharingresourceswherenecessary,andidenitiyingneed.Collaborationwithregionalschoolsupportprogramsthatassistlowincomestudentshelpstofillgaps.



MiddleLevel






34

Regularreviewofclassroominstructionalneedsthroughsurveys,andmeetingswithgroupsandindividualteachers.Havingallstudentsofthesamegradelevelinthesamebuildingassuresallmaterialsrelativetothatgradeareinacentrallocationprovidingeasieropportunityfortrackinginventory,sharingresourceswherenecessary,andidenitiyingneed.Collaborationwithregionalschoolsupportprogramsthatassistlowincomestudentshelpstofillgaps.



HighSchoolLevel






Regularreviewofclassroominstructionlneedsthroughsurveys,andmeetingswithgroupsandindividualteachers.



SASIncorporation


Standards Status

ArtsandHumanities

Implementedinlessthan50%of

districtclassrooms

CareerEducationandWorkLevelof

ImplementationisUnknown

CivicsandGovernmentImplementedinlessthan50%of

district

35

classrooms

PACoreStandards:EnglishLanguageArts


districtclassrooms



districtclassrooms

PACoreStandards:Mathematics


districtclassrooms

Economics


districtclassrooms

EnvironmentandEcology


districtclassrooms

FamilyandConsumerSciences


districtclassrooms

Geography


districtclassrooms

Health,SafetyandPhysicalEducation


districtclassrooms

History


districtclassrooms

ScienceandTechnologyandEngineeringEducation


districtclassrooms

AlternateAcademicContentStandardsforMath


districtclassrooms

AlternateAcademicContentStandardsforReading


districtclassrooms

AmericanSchoolCounselorAssociationforStudents LevelofImplementation

36

isUnknown

EarlyChildhoodEducation:Infant-Toddler→SecondGrade


districtclassrooms

EnglishLanguageProficiency


districtclassrooms

InterpersonalSkillsLevelof


SchoolClimateLevelof


Furtherexplanationforcolumnsselected"

RecentchangestotheSASportalhavemadenavigationmucheasierandadditionalcontentcontinuesioimprove.CurriculareffortsareplannedtodirectteacherfocusawayfromtextbooksasprimarysoucresandutilizingtheincludingmoreSASresourcestoproviderelevantcontentanddirectionandgenerallyimproveclassroominstruction.Areasidentifiedas"<50%"arethosethattakemoreofasecondaryroleinthecurriculumandfundamentalfocusintheprimaryelementarygradeswhereimprovementinreadingandmathareofcriticalconcern.Guidanceservicesandthoseattributesaffiliatedtoaguidancedepartment,particularlythose"softskills"oftendelegatedforcoordinationbyaguidancecounselorarenotcurrentlyaddressed.


Standards Status

ArtsandHumanities


districtclassrooms

CareerEducationandWorkLevelof


CivicsandGovernment


districtclassrooms



districtclassrooms



districtclassrooms

37



districtclassrooms

Economics


districtclassrooms



districtclassrooms



districtclassrooms

Geography


districtclassrooms



districtclassrooms

History


districtclassrooms



districtclassrooms



districtclassrooms



districtclassrooms

AmericanSchoolCounselorAssociationforStudents


districtclassrooms

EnglishLanguageProficiencyLevelof


InterpersonalSkills


districtclassrooms

38

SchoolClimate


districtclassrooms


RecentchangestotheSASportalhavemadenavigationmucheasierandadditionalcontentcontinuesioimprove.CurriculareffortsareplannedtodirectteacherfocusawayfromtextbooksasprimarysoucresandutilizingtheincludingmoreSASresourcestoproviderelevantcontentanddirectionandgenerallyimproveclassroominstruction.Areasidentifiedas"<50%"arethosethattakemoreofasecondaryroleinthecurriculumandfundamentalfocusintheupperelementarygradeswhereimprovementinreadingandmathareofcriticalconcern.Guidanceservicesandthoseattributesaffiliatedtoaguidancedepartment,particularlythose"softskills"oftendelegatedforcoordinationbyaguidancecounselorarenotcurrentlyaddressed.

MiddleLevel

Standards Status

ArtsandHumanities


districtclassrooms

CareerEducationandWork


districtclassrooms

CivicsandGovernment


districtclassrooms



districtclassrooms



districtclassrooms



districtclassrooms

Economics


districtclassrooms

EnvironmentandEcology Implementedin50%ormoreof

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districtclassrooms



districtclassrooms

Geography


districtclassrooms



districtclassrooms

History


districtclassrooms



districtclassrooms



districtclassrooms



districtclassrooms

AmericanSchoolCounselorAssociationforStudentsLevelof


EnglishLanguageProficiencyLevelof


InterpersonalSkillsLevelof


SchoolClimateLevelof


WorldLanguage


districtclassrooms


40

SecondaryteachersarebecomingadeptatutilizingtheinformationthatisaccesssibleontheSASsite.Ourfocusonfindingresourcesforacademicimprovementlimitsthetimeprofessionalsfocusonnon-academicfunctions.

HighSchoolLevel

Standards Status

ArtsandHumanities


districtclassrooms

CareerEducationandWork


districtclassrooms

CivicsandGovernment


districtclassrooms



districtclassrooms



districtclassrooms



districtclassrooms

Economics


districtclassrooms



districtclassrooms



districtclassrooms

Geography


districtclassrooms



districtclassrooms

41

History


districtclassrooms



districtclassrooms



districtclassrooms



districtclassrooms

AmericanSchoolCounselorAssociationforStudents


districtclassrooms

EnglishLanguageProficiency


districtclassrooms

InterpersonalSkills


districtclassrooms

SchoolClimate


districtclassrooms

WorldLanguage


districtclassrooms


SecondaryteachersarebecomingadeptatutilizingtheinformationthatisaccesssibleontheSASsite.Ourfocusonfindingresourcesforacademicimprovementlimitsthetimeprofessionalsfocusonnon-academicfunctions.

EarlyWarningSystem

ThefreePAEducatorDashboardEarlyWarningSystemandInterventionCatalog(PAEWS/IC)utilizesthemetricsofAttendance,BehaviorandCoursegradestoidentifystudents

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whomaybeonapathtodroppingoutofschool.Pleaseindicateyourselectionofthefollowingoptions.

Notanswered

ProfessionalEducation

Characteristics

District’sProfessionalEducationCharacteristics EEP EEI ML HS

Enhancestheeducator’scontentknowledgeintheareaoftheeducator’scertificationorassignment.

Increasestheeducator’steachingskillsbasedoneffectivepracticeresearch,withattentiongiventointerventionsforstrugglingstudents.

X X X X

Increasestheeducator'steachingskillsbasedoneffectivepracticeresearch,withattentiongiventointerventionsforgiftedstudents.

X X X X

Provideseducatorswithavarietyofclassroom-basedassessmentskillsandtheskillsneededtoanalyzeandusedataininstructionaldecisionmaking.

X X

Empowerseducatorstoworkeffectivelywithparentsandcommunitypartners.

District’sProfessionalEducationCharacteristics EEP EEI ML HS

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

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

Providesleaderswiththeabilitytoaccessanduseappropriatedatatoinformdecisionmaking. X X X X

Empowersleaderstocreateacultureofteachingandlearning,withanemphasisonlearning.

Instructstheleaderinmanagingresourcesforeffectiveresults. X X X X

Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.

Inresponsetothegeneralconsensusoftheprofessionalstaff,professionaldevelopmenthasbeenfocusedintheareasofdataanalysisandinstructionalstrategies.

43


Thedevelopmentofalong-rangeprofessionaldevelopmentplanisnecessaryandinthebeginningstages.TheoverarchingobjectiveswillbetoprovidePDinareasofinterestasdeterminedfromtheannualneedsassessment,aswellasareascriticaltosystem-widesuccssssuchasparentengagementandschoolculture,andfinally,includingmandatedPDrequirments.

EducatorDisciplineAct126,71Provideseducatorswithmandatedreportertraining,totaling3hours,every5yearsasoutlinedinAct126.

Questions

TheLEAhasconductedtherequiredtrainingon:8/25/20148/26/2014Provideseducatorswithfour(4)hoursofprofessionaldevelopmentinyouthsuicideawarenessandpreventioneveryfive(5)yearsforprofessionaleducatorsingradessixthroughtwelveasoutlinedinAct71.

Questions

TheLEAhasconductedthetrainingon:8/22/20172hourscreditedtofacultyandstaffcompletingcertificateprogramProvideseducatorswithfour(4)hoursofprofessionaldevelopmenteveryfive(5)yearsforprofessionaleducatorsthatareteachingthecurriculuminwhichtheChildExploitationAwarenessEducationprogramisincorporatedasoutlinedinAct71.

Questions

NotApplicableforourschoolentity

StrategiesEnsuringFidelity

Checkedanswers

• ProfessionalDevelopmentactivitiesarebasedupondetailedneedsassessmentsthatutilizestudentassessmentresultstotargetinstructionalareasthatneedstrengthening.

• ProfessionalDevelopmentactivitiesaredevelopedthatsupportimplementationofstrategiesidentifiedinyouractionplan.

• Clearexpectationsintermsofteacherpracticeareidentifiedforstaffimplementation.• Administratorsparticipatefullyinallprofessionaldevelopmentsessionstargetedfor

theirfaculties.• TheLEAhasanongoingmonitoringsysteminplace(i.e.walkthroughs,classroom

observations).

44

Uncheckedanswers

• Usingdisaggregatedstudentdatatodetermineeducators’learningpriorities.• ProfessionalDevelopmentactivitiesarebasedupondetailedneedsassessmentsthat

utilizestudentassessmentresultstotargetcurricularareasthatneedfurtheralignment.

• Animplementationevaluationiscreated,baseduponspecificexpectationsrelatedtochangesinteacherpractice,whichisusedtovalidatetheoveralleffectivenessoftheprofessionaldevelopmentinitiative.

• TheLEAhasasystemicprocessthatisusedtovalidatewhetherornotprovidershavethecapacitytopresentqualityprofessionaldevelopment.

• EveryProfessionaldevelopmentinitiativeincludescomponentsthatprovideongoingsupporttoteachersregardingimplementation.

• ProfessionalEducationisevaluatedtoshowitsimpactonteachingpracticesandstudentlearning.


Followingreassignmentoftheacademic,administrativeteamandtheadditionoftwonewadministratorsthereisasignificantshiftunderwaytodiversifytheleadershipteamtoincludeteacherlearderswhoserveasliasontotheprincipals.ThedistrictismovingawayfromutiliizingthedifferentiatedmodelandwillbeobservingandevaluatingteachersbyrelyingprimarilyontheclinicalmodelestablishedbyPDE.Principalswillutilizepreandpostconferencingtoassessindividualandbuilding-widestrengthsaswellasneedstobeaddressed.


Thedevelopmentofastructuredprofessionaldevelopmentplanthatprovideson-goingsupportforutilizingallavailabledataiscriticalandaProfessionalDevelopmentCommitteehasbeenformedtoaddressthisissue.Teachershave(rightfully)expresseddissatisfactionwithPDthatfocusesoncurriculum.Futureactivitieswillbegearedtowardstheintegrationofassessment,datacollection,andtheirimplicationoncurriculumadjustment,revision,and/orimplementation.

InductionProgram

Checkedanswers

• Inducteeswillknow,understandandimplementinstructionalpracticesvalidatedbytheLEAasknowntoimprovestudentachievement.

• InducteeswillknowthebasicdetailsandexpectationsrelatedtoLEA-wideinitiatives,practices,policiesandprocedures.

• Inducteeswillknowthebasicdetailsandexpectationsrelatedtoschoolinitiatives,practicesandprocedures.

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• Inducteeswillbeabletoaccessstatecurriculumframeworksandfocuslessondesignonleadingstudentstomasteryofallstateacademicstandards,assessmentanchorsandeligiblecontent(whereappropriate)identifiedintheLEA'scurricula.

• InducteeswilleffectivelynavigatetheStandardsAlignedSystemwebsite.

• Inducteeswillknowandutilizeschool/LEAresourcesthatareavailabletoassiststudentsincrisis.

• Inducteeswilltakeadvantageofopportunitiestoengagepersonallywithothermembersofthefacultyinordertodevelopasenseofcollegialityandcamaraderie.

Uncheckedanswers• Inducteeswillassignchallengingworktodiversestudentpopulations.• InducteeswillknowandapplyLEAendorsedclassroommanagementstrategies.


Periodicmeetingsandcoorespondencewithbuildingprincipalsandcollaboratingmentorstoreviewgoalsanddiscussapproach.Whileasignificantreviewandchangestothedistrict'sinductionprocessisdecidedlyaneed,thecombinationofeconomicfactorsandadeclineinenrollmenthasresultedinthehiringofveryfewnewproessionalsinrecentyears.Assuch,theinductionprocesshasbecomeveryindividualizedandwhilesufficientlymeetingneeds,itdoesextendnewteachersbeyondtheirsmoothtransitionintothedistrictandtheprofession.


District-wideprofessionaldevelopmentactivieshavebeeninitiatedorareplannedtoaddresstheincoproationofthoseobjectivesnotselected.

NeedsofInductees

Checkedanswers

• Frequentobservationsofinducteeinstructionalpracticebysupervisortoidentifyneeds.• Regularmeetingswithmentorsorcoachestoreflectuponinstructionalpracticeto

identifyneeds.• StudentPSSAdata.• Inducteesurvey(local,intermediateunitsandnationallevel).• Reviewofinducteelessonplans.• Submissionofinducteeportfolio.

Uncheckedanswers

• Frequentobservationsofinducteeinstructionalpracticebyacoachormentortoidentifyneeds.

• StandardizedstudentassessmentdataotherthanthePSSA.

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• Classroomassessmentdata(Formative&Summative).

• Reviewofwrittenreportssummarizinginstructionalactivity.

• Knowledgeofsuccessfulresearch-basedinstructionalmodels.

• Informationcollectedfrompreviousinductionprograms(e.g.,programevaluationsandsecond-yearteacherinterviews).


Regularmeetingsandachecklistofgoalsthataresignedoffonbyadministratorsand/ormentorsthroughtouttheinductionprocess.

Provideabriefexplanationforstrategiesnotselectedandyourplantoaddresstheirincorporation.

Additional,moreinducteefocusedcontentthatcanbecollectedthatispersonalizedfortheprofessionalneedsoftheneweducator.

MentorCharacteristics

Checkedanswers

• Poolofpossiblementorsiscomprisedofteacherswithoutstandingworkperformance.• Potentialmentorshavesimilarcertificationsandassignments.• Potentialmentorsmustmodelcontinuouslearningandreflection.• PotentialmentorsmusthaveknowledgeofLEApolicies,proceduresandresources.• Potentialmentorsmusthavedemonstratedabilitytoworkeffectivelywithstudentsand

otheradults.• Potentialmentorsmustbewillingtoacceptadditionalresponsibility.• Mentorsmustcompletementortrainingorhavepreviousrelatedexperience(e.g.,

purposeofinductionprogramandroleofmentor,communicationandlisteningskills,coachingandconferencingskills,problem-solvingskillsandknowledgeofadultlearninganddevelopment).

• Mentorsandinducteesmusthavecompatibleschedulessothattheycanmeetregularly.

Uncheckedanswers

None.


Intheselectionofmentors,agreementmustbereachedbytherecommendedmentor,thebuildingprincipal,thesuperintendent,andarepresentativeoftheteachers'Association.

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Providebriefexplanationforcharacteristicsnotselectedandhowyouplantoaddresstheirincorporation.


InductionProgramTimeline

TopicsAug-Sep

Oct-Nov

Dec-Jan

Feb-Mar

Apr-May

Jun-Jul

CodeofProfessionalPracticeandConductforEducators X

Assessments X X X BestInstructionalPractices X X X X X SafeandSupportiveSchools X Standards X Curriculum X X Instruction X X AccommodationsandAdaptationsfordiverselearners X

Datainformeddecisionmaking X X X MaterialsandResourcesforInstruction X X X Ifnecessary,providefurtherexplanation.


MonitoringandEvaluatingtheInductionProgram

IdentifytheproceduresformonitoringandevaluatingtheInductionprogram.

Surveyscompletedbynewteachersandthementors.Opportunitiesforongoingfeedbackbetweenadministratorsandthoseprofessionalsinvolvedinthementoringprogram.AcommitteehasbeenformedtoreviewtheInductionProgram.Thegoalofthiscommitteeistodevelopaprogramthatincludesmorepracticalapplicationsandamorefunctionalprocessfornewteachers.

RecordingProcess

Identifytherecordingprocessforinducteeparticipationandprogramcompletion.(Checkallthatapply)Checkedanswers

• Mentordocumentshis/herinductee'sinvolvementintheprogram.

• Adesignatedadministratorreceives,evaluatesandarchivesallmentorrecords.

• School/LEAmaintainsaccuraterecordsofprogramcompletionandprovideacertificateorstatementofcompletiontoeachinducteewhohascompletedtheprogram.

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• LEAadministratorreceives,tallies,andarchivesallLEAmentorrecords.

• CompletionisverifiedbytheLEAChiefExecutiveOfficerontheApplicationforLevel2Certification.

UncheckedanswersNone.

SpecialEducation

SpecialEducationStudentsTotalstudentsidentified:505

IdentificationMethod

IdentifytheDistrict'smethodforidentifyingstudentswithspecificlearningdisabilities.

ThePennsylvaniaDepartmentofEducationRegulationsoutlinesthecriteriaforthedeterminationofSpecificLearningDisabilities.SuchcriteriaarederivedfromthefederalIDEAregulationsforspecialeducationundertherubricofaSpecificLearningDisability.Anassessmentofeachofthesecomponentsisrequiredtoassurethatanevaluationiscomprehensiveinscopeasrequiredbybothfederalandstatestatutes.ThemultidisciplinaryevaluationteamdeterminesastowhetherastudentmeetstheinclusionaryandexclusionarycriterialistedundertheSpecificLearningdisabilitydefinition.Inclusionaryfactorsincludeastowhetherastudentachievesadequatelyfortheirstatedageandstate-approvedgrade-levelstandardswhenprovidedwithlearningexperiencesandscientificallybasedinstructionappropriatefortheirageorstate-approvedgradelevelstandardsandlevelofEnglishlanguageproficiency.AnadditionalinclusionaryfactoriswhetherthedistrictchoosestheoptionofidentificationofchildrenwithspecificlearningdisabilitiesaccordingtoeitheraResponseToInterventionmodelorthemoretraditionalability-achievementdiscrepancycriteria.NewKensington-Arnoldcurrentlyutilizesthediscrepancymodelfordeterminingeligibilityunderthecategoryofspecificlearningdisability.Exclusionaryfactorsincludetheknowledgethatastudent’sdifficultiesarenottheproductofalackofappropriateinstructioninbothreadingandmathematicsorduetolimitedEnglishproficiency.Further,eligibilitydeterminationwillbebasedupontheexclusionofthefollowingfactorsascontributingtoachild’sacademicdifficulties:vision,hearing,ormotordisabilities,mentalretardation,emotionaldisturbance,cultural,environmental,oreconomicissues.NewKensington-ArnoldSchoolDistrictwillconductamultidisciplinaryevaluationthatdetermineswhetherachildexhibitsapatternofrelativestrengthsandweaknessesasdefinedbythetraditionaldiscrepancyanalysiscriteriabetweenintellectualabilityandstandardizedacademicachievementmeasures.Theprocesswilldetermineastowhethera

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studentachievesadequatelyfortheirstatedageandstate-approvedgrade-levelstandardswhenprovidedwithlearningexperiencesandscientificallybasedinstructionappropriatefortheirageorstate-approvedgradelevelstandardsandlevelofEnglishlanguageproficiencyinoneormoreofthefollowingareas:

• OralExpression

• ListeningComprehension

• WrittenExpression

• BasicReadingSkills

• ReadingFluency

• Readingcomprehension

• MathematicsCalculation

• MathematicsProblemSolving

Acorrespondingneedforspeciallydesignedinstructionwillbedeterminedthroughareviewofongoingbenchmarkandprogressmonitoringassessments,alongwithareviewofperformanceondistrictandstatewideassessments.Areviewofinstructionalstrategiesutilizedbyeducationalpersonnelwillbereviewed,anyeducationallyrelevantmedicalfindingsconsidered,andanobservationofstudentperformanceinthenaturalisticclassroomsettingwillbeconducted.AformalreevaluationofstudentswithSpecificLearningDisabilitieswillbeconductedaccordingtobothstateandfederalguidelines.Suchguidelinesadvocateareevaluationifthedistrictdeterminesareevaluationiswarranted,attheformalrequestofaparentorteacher,notmorethanyearlyunlessthemultidisciplinaryteamagreesotherwise,atleastonceeverythreeyearsunlesstheevaluationisformallywaivedbyteammembers,andinconjunctionwithavarietyoftechnicallysoundassessmentmeasures.Suchareevaluationprocesstypicallydeterminesastowhetherthestudenthasacontinuedneedforspeciallydesignedinstruction,theoverallneedsofthechild,theappropriatespecialeducationandrelatedservices,andastowhetheranyadditionsormodificationstothespecialeducationandrelatedservicesarenecessary.Currently,thedistrictisintheapplicationprocessseekingapprovaltoutilizetheResponsetoInterventionmodelatH.D.BerkeyElementarySchool,afirstandsecondgradeelementaryschool,toidentifychildrenwithspecificlearningdisabilitiesintheareasofreading.Ifapproved,thespecialeducationplanwillberevisedforapprovalaccordingly.

Enrollment

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ReviewtheEnrollmentDifferenceStatus.Ifnecessary,describehowyourdistrictplanstoaddressanysignificantdisproportionalities.

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

Enrollmentdifferencesarenotsignificantlydisproportionate.

Non-ResidentStudentsOversight

1. HowdoestheDistrictmeetitsobligationunderSection1306ofthePublicSchoolCodeasthehostDistrictateachlocation?

2. HowdoestheDistrictensurethatstudentsarereceivingafreeappropriatepubliceducation(FAPE)intheleastrestrictiveenvironment(LRE)?

3. WhatproblemsorbarriersexistwhichlimittheDistrict'sabilitytomeetitsobligationsunderSection1306ofthePublicSchoolCode?

TheNewKensington-ArnoldSchoolDistrictprovidestheeducationalservicesthatarenecessaryforthestudentsthatresidewithValleyCommunityServices,whichistheonlynon-educationalplacmentlocatedwithintheschooldistrict.Thereiscurrentlyoneschool-agestudentresidingatValleyCommunityServices.ThedirectorofValleyCommunityServicescompletestheNotificationofAdmissiontoFacilityorInstitutionandSchoolEnrollmentformandprovidesittotheenrollmentsecretaryintheschooldistrictassoonasa1306studentisadmittedtotheirfacility,andinnocaseisthislongerthanonebusinessdayafterthestudentisadmitted.Thedistrictstaffworkcloselywiththestaffatthefacilitytomakesureweareprovidingprogrammingtomeetthestudentsneeds,ensuringthatFAPEisprovided,assoonaspossiblebutnolongerthanfiveschooldays.Theteamlooksatprovidingtheprogrammingforaparticularstudentwithinthepublicschoolprogramwiththesupportandservicesfirst,ensuringconsiderationoftheleastrestrictiveenvironment.Thestudentslocatedinthisfacilityareawardedthesamerightsandservicesthatthestudentswouldreceiveiftheywereresidents.Thatfamiliesandthedistrictsarealsoincludedintheplanningforthestudent.Wecurrentlyhavenothadanybarriersthathavelimitedourabilitytoprovidethemostappropriateprogramforthesestudents.

IncarceratedStudentsOversight

DescribethesystemofoversighttheDistrictwouldimplementtoensurethatallincarceratedstudentswhomaybeeligibleforspecialeducationarelocated,identified,evaluatedandwhendeemedeligible,areofferedafreeappropriatepubliceducation(FAPE).

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Thelocalschooldistrict,whencontactedbyacountydetentioncenter,providestheappropriateeducationalpersonnelwithinthedetentionfacilitiesalleligiblestudent'sEvaluationReports(ER),IndividualizedEducationPrograms(IEP),andNoticeofRecommendedEducationalPlacements(NOREP).Thedistrict'sLEAand/orherdesigneeattendsallIEPmeetingsforthosestudentswhoaredeemedeligiblewithinthedetentionfacilitiesinordertoadheretotheprocedureforsuchplacementsasidentifiedbythecurrentStandardsandRegulations.TheinitiationandtrackingoftheseservicesareprovidedbytheWestmorelandIntermediateUniteducationalandspecialeducationstaff.Outofcountyplacements,whilerare,dooccur.Whenthissituationarises,thesameproceduresarefollowedasinWestmorelandCounty.TheLEAmaintainstheresponsibilityfortheeducationalanddueprocesssafeguardsofthesestudentsduringtheirperiodsofincarcerationortemporaryplacementoutsideofthedistrict.

LeastRestrictiveEnvironment

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

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

3. RefertoanddiscusstheSPPtargetsandthedistrict'spercentagesintheIndicator5section-EducationalEnvironments.AlsodiscussthenumberofstudentsplacedoutofthedistrictandhowthoseplacementsweredeterminedtoassurethatLRErequirementsaremet.

IntheNewKensington-ArnoldSchoolDistrict,thefirstoptionfortheinstructionofeverystudentisfulltimeregulareducation.Whenastudentisidentifiedaseligibleforspeciallydesignedinstruction,theIEPteamworksfromthatstartingpoint.TheIEPteamdetermineseducationalplacementanddegreeofrestrictivenessbasedontheinformationassummarizedintheEvaluationReport,includingteacher,parentandstudentinput,andifstudentisoftransitionageorparentdecidesneedforstudentinput.TheIEPteamalwaysconsiderstheleastrestrictiveenvironmentwhenmakingdecisionsregardingeducationalplacement.Removalfromtheregulareducationenvironmentonlyoccurs,wheneducationinthatsetting,withadaptations,modifications,andaconsiderationofthefullrangeofsupplementaryaidsandservices,cannotbeachievedsuccessfully.Theteamthenmovesthroughthecontinuumofservicesuntilthemostappropriateandleastrestrictivesetting,program,placement,andamountandkindofintervention,isagreeduponbyalltheteam

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members.Theneedsofthestudentarethedeterminingfactorwhendecidingappropriateeducationalintegration.Thedistricthasimplementedandiseffectivelyconductinginclusionopportunities,teamteachingandleastrestrictivemodelsofinstruction,acrossalllevels.TheextentofinclusionforthecorecontentareasoflanguageartsandmathematicsisguidedbytheIEPteam.Utilizationofmorerestrictivelanguageartsandmathematicsupportsisdeterminedaccordingtothecorrespondingcategoryofeligibilityandcorrespondinglevelofneed.Collaboration:Adultsworkingwithsupportstudents

• ConsultationwithPCA'sandparaprofessionals

• ParenttrainingseriesincollaborationwithBurrellandKiskiAreaSchoolDistricts

• Progressreporting/Skywardgrading

• Professionaldevelopmentandtraining(LegallyDefensibleIEP's,Co-Teaching,transitiontraining,etc.)

• Scheduledopportunitiesforparentalcommunication(IEP/MTSS)

• Teachercommittees(studentrecognition,safety,etc.)

• Sharedservices

• MTSS-multitieredsystemsofsupport(pre-referralprocess)

• WorkDiscoverywithWIU

Instructional:Developmentanddeliveryofinstructionthataddressesdiverselearningneeds

• Flexiblegrouping(grades3-6)

• RtII-responsetoinstructionandinterventionprogram(grades1-2)

• Vo-Tech(grades9-12)

• SRADirectInstructionReadingSeries

• Useofbuildingaides

• Mathandreadingcoaches(gradesK-12)

• Assistivetechnology/alternativematerial(largeprintbooks,useofcomputers,scribes,etc.)

• Tiereddeliverysystem(co-teaching,pullout,lifeskills,etc.)

• Adaptativematerials

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• Jobshadowing(grades11-12)

• Modifiedoradaptedcurriculargoals

• Modifiedoradaptedassignments

• OVRearlyinterveningstudentmeetings(grades8-10)

Physical:Adaptationandmodificationstothephysicalenvironment

• Seatingpreferences

• Adaptiveequipmentforseating(exerciseball,seatcushions,etc.)

• IndividualFMsystems

• Specializedtransportation

• Furniturearrangement

• Individualdesk,chair,etc.

• Wheelchairaccessibility

SocialBehavioral:Supportsandservicestoincreaseappropriatebehaviorandreducedisruptiveorinterferingbehavior

• SAP-Studentassistanceprogram

• SWPBS-schoolwidepositivebehaviorsystem(grades3-6)

• MTSS-multitieredstudentsupport

• Familybehavioralservices

• St.VincentCollegepreventionprojects

• Socialskillsinstruction(ESandLSS)

• Lunchbunch

• Cooperativelearning

• JusticeWorkssponsoredprogramfortruancy("WhyTry")

• ArttherapyinternfromSetonHillUniversity

WhenanalyzingtheDistrict'sLeastRestrictiveEnvironmentpercentagesonDecember1,2014SpecialEducationDataReportforIndicator5,EducationalEnvironmentstheDistrictwasat67.8%comparedtothestateaverage62%forstudentseducatedinthe"RegularClass80%orMore".Thisisbetterthanthestateaverage.Thedistrictpercentageof6.9%comparedtothestateaverageof9.5%forstudentseducatedinthe"RegularClasslessthan

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40%"Thisagainisbetterthanthestateaverage.Thedistrictpercentageof7.3%comparedtostateaverage4.8%forstudentseducatedin"othersettings"whichisabovethestateaverage.

BehaviorSupportServices

1. ProvideasummaryoftheDistrictpolicyonbehavioralsupportservicesincluding,butnotlimitedto,theschoolwidepositivebehaviorsupports(PBS).

2. Describetrainingprovidedtostaffintheuseofpositivebehaviorsupports,de-escalationtechniquesandresponsestobehaviorthatmayrequireimmediateintervention.

3. IfthedistrictalsohasSchool-BasedBehavioralHealthServices,pleasediscussit.

Theschooldistrictprovidesthefollowingmajorcomponentstostudentswhosebehaviormaydisrupttheirownlearningorthatofothers:utilizationofaconsistentindividualbehavioralmanagementsystem(TALIDsystem)forallstudentswhoreceiveemotionalsupportservicesingradesK-12andstudentswhoreceivelearningsupportserviceswhendeterminedappropriatebytheIEPteam,completionofFunctionalBehavioralAssessments,developmentandimplementationofPositiveBehaviorSupportPlans,personalcareassistantswhendeterminedappropriatebyIEPteam,ongoingconsultationswithWestmorelandIUschoolpsychologistandbehavioralconsultant,groupcounselingcontractedwithoutsidementalhealthproviders,studentconsultationwithschoolguidancecounselors,individualpsychologicalservices(i.e.individualcounseling)asrelatedservicewhendeterminednecessarybyIEPteam.

Additionally,thefollowingspecificsupportsandservicesareutilizedtoincreaseappropriatebehaviorandreducedisruptiveorinterferingbehavior:

•SocialSkillsInstruction

•Counselingsupports

•Peersupports(e.g.,facilitatingfriendships)

•Individualizedbehaviorsupportplans

•Modificationofrulesandexpectations

•Cooperativelearningstrategies

Take-tencardsforstudentbreaks

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SelectemployeesattendedtheFunctionalBehavioralAssessment:AddressingtheBehavioralNeedsofIndividualStudentsatPATTAN,PghonMarch22andApril4,2017.SelectemployeeshavebeenregisteredtobecomeCPIcertifiedbyattendingatrainingheldbytheWestmorelandCountyIntermediateUnitonAugust21-22,2017

School-WidePositiveBehaviorSupports:

TheNewKensingtonArnoldSchooldistrictwillbeginimplementingaSchool-WidePositiveBehaviorSupportprogramK-2atthebeginningofthe2017-2018schoolyear.

School-BasedBehavioralHealthServices:

SAP(StudentAssistanceProgram)

SPHS:DrugandAlcoholCounseling

SocialWorkerthroughtheIU

PartnershipwithFamilyServices

ArtTherapyInternfromSetonHillUniversity

IntensiveInteragency/EnsuringFAPE/HardtoPlaceStudents

1. IftheLEAishavingdifficultyensuringFAPEforanindividualstudentoraparticulardisabilitycategory,describetheproceduresandanalysismethodsusedtodeterminegapsinthecontinuumofspecialeducationsupports,servicesandeducationplacementoptionsavailableforstudentswithdisabilities.

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

3. Discussanyexpansionofthecontinuumofservicesplannedduringthelifeofthisplan.

Whenthedistrictsuspectsastudentmaybeatriskofnothavinghis/herIEPimplementedinthepublicschoolsetting,thedistrictwillcontacttheWestmorelandIntermediateUnit7InteragencycoordinatorwhowillassistthedistrictinarranginganinteragencymeetingthroughthelocalCASSPofficetoincludeallagenciesthatprovidesupporttothestudent.TheIEPteammemberswillmeettoreviewtheIEPtodetermineifthestudent'sneedsarebeingmetandtomakenecessarychangesand/orrecommendations.Iftheteamdeterminesthatthestudentcannolongerbeservedinthepubliceducationalsetting,placementoptionswillthenbeconsideredandthedistrictwillfollowupwithmakingtheappropriatecontacts.Intheeventthataplacementcannotbesecuredandthestudenthas

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beenorwillbeatriskofwaiting30daysormoreforanappropriateeducationalplacement,thedistrictwillreporttherequiredinformationutilizingtherequiredformtothePennsylvaniaDepartmentofEducation,updatingtheinformationmonthlyasneededuntilanappropriateplacementhasbeensecured.Additionally,thedistrictwillreporttotheDepartmentofEducationallstudentswhoareonHomeboundInstructionorInstructionConductedintheHomeontheappropriateform.ThedistrictwillmaintaincontactswithotherchildservicingagenciesbyparticipatinginCASSP/Interagencymeetingsasnecessary.Thedistrictwillparticipateinothermeetingsasneedediftheserviceprovider(hospitals,APS,RTF,etc.)hasorwillhaveadirectrelationshipwiththestudent’ssuccessinschool.TheCoordinatorofPupilServices/LEAordesigneewillmaintaincontactwiththeIntermediateUnit7InteragencyCoordinatortoactasliaisonwhennecessarybetweenthedistrictandthechildservicingagencies.TheCoordinatorofPupilServices/LEAordesigneewillmaintainanongoingrelationshipwiththeIntermediateUnit7InteragencyCoordinatorandrequesttrainingsasneeded.Additionally,thedistrictwillberepresentedatseminars,workshopsandothersuchtrainingstargetedtoimprovethedistrict'sprogramcapacity.ThedistrictwillutilizetheInteragencymeetingprocesstodeterminewhatresourcesthestudentmaybeeligibleforwhileresearchingappropriateplacements.Thedistrictwillworkwiththeparentstocompletethenecessaryapplicationsifthestudenthasneverbeenfoundeligibleformedicalassistance.ThedistrictwillmakeavailablethenecessarydocumentstosupporteligibilityusingtheappropriateproceduresundertheHIPAAAct.

StrengthsandHighlights

Describethestrengthsandhighlightsofyourcurrentspecialeducationservicesandprograms.Includeinthissectiondirectionsonhowthedistrictprovidestrainingsforstaff,facultyandparents.

TheSpecialEducationProgramintheNewKensington-ArnoldSchoolDistrictaddressesthechallengesofmeetingtheeducational,social,andemotionalneedsofstudentswithdisabilities.Thisencompassesaninstructionalprogramthatisincompliancewiththestate’smandatedcurriculum,whilemaintaininghighlevelsofsuccessforallstudents.TheNewKensington-ArnoldSchoolDistrictiscommittedtoensuringtheachievementofallstudentsthroughacontinuumofSpecialEducationservices.TheNewKensington-ArnoldSchoolDistrictfollowsspecificscreeningprocedurestoidentifyacademic,behavior,socialand/oremotionalneedsofstudents.Whenclassroomchallengesexist,studentsarereferredtotheappropriateteamtodetermineareasofneedaswellasappropriatestrategiesandinterventionstoimplement.Thisteamconsistsof,butisnotlimitedto,thegeneraleducationteacher,thespecialeducationteacher,principal,schoolpsychologist,Title1teachers,andguidancecounselor.Classroominterventionsareimplemented,andappropriatedataiscollectedtodetermineeffectivenessofinterventions.

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Studentswhocontinuetodemonstratedifficultydespitetheseinterventionsarereferredforpsychoeducationaltestingwithparent/guardianpermission.Ifthestudentmeetseligibilitycriteria,anIndividualizedEducationProgramisdevelopedandimplementedtomeettheindividualneedsofthestudent.Duringthecurrent2014-2015schoolyearthedistrictbeganimplementinganRtIImodelattheelementarylevel,ingrades1and2.WithinthisRTIImodeltheteamisnowusingacontinuumofstudentperformancedata(DIBELSscores,curriculum-basedassessments,etc.)tocontinuouslyinform,monitorandimprovestudentaccessandresponsetohigh-qualitycoreandsupplementalinstruction/intervention.TheRtIImodelhascontinuedwithimprovementsinschedulingandprogramingrades1and2.Inalignmentwithourscreeningprocedures,grades3-6implementedaMulti-TieredSystemofSupports(MTSS)duringthe2014-2015schoolyearandexpandeduponduringthe2015-2016schoolyear.ThisisareferralteamthatcombinesSAPandMDEprocedurestomaximizeserviceforstudents.ThedistrictcontinuestoimplementtheReadyFreddyprogramthroughtheUniversityorPittsburghforstudentstransitioningintokindergarten.Inaddition,transitionactivitiesareconductedthroughouttheschoolyearwithlocalpre-schoolprogramsandUnitedWaytoaligncurriculumforKindergartenreadiness.Thepre-schoolprogramscollaboratewiththeschooldistricttoensureasmoothprocessoccursandincludesprogramssuchasparenttrainingclasses,visitationtoKindergartenclassrooms,andprovidingparentswithstrategiestoworkwiththechildren.ThedistrictalsohousesitsownPre-KprograminMartinElementarySchool.WithinthePre-K-K,1-2,and3-6buildings,LearningSupport,LifeSkillsSupport,andEmotionalSupportservicesareprovided.TheLearningSupportteacherinstructsthefollowingcontentareas,dependentuponitinerantorsupplementallearningsupport:Reading,Language,Spelling,andMathematics.TheLearningSupportteacheralsoco-teacheswithregulareducationteachersintheareasofELAandMath,dependinguponstudentneedandlevelofservice.AllstudentswithdisabilitiesparticipateinScience,SocialStudies,Handwriting,specialtyclasses,breakfast,lunch,andrecessinthegeneraleducationsetting.EmotionalSupportissetupasanitinerantprogramandstudentsareincludedinallacademicandelectivesubjectareasandsupportedasnecessaryintheregulareducationorlearningsupportclassroombytheemotionalsupportteacher,andinadditioninstructedinsocial/emotional/behaviorskillsintheemotionalsupportclassroom.LifeSkillsSupportstudentsarecurrentlyincludedforArt,PhysicalEducation,Musicassemblies,programs,breakfast,andlunch,andinotherareasasdeterminedappropriatebytheIEPteamtoprovideservicesintheleastrestrictiveenvironment.Ingrades7and8attheJr.-Sr.HighSchool,eachstudentidentified,whetherlearningand/oremotionalsupport,receivesasignificantamountofserviceswithinthegeneraleducationclassroom.Allstudentsthatreceiveemotionalsupportarefullyincludedinallacademiccoursesaswellasspecialtyclasses.Theemotionalsupportteachermonitorsthesestudentswithintheclassrooms.LearningSupportservicesareprovidedtostudentsforthesubjectareasofMathematics,EnglishandReadinginstructionthroughaninclusive,co-taughtmodelofinstructionorapull-outmodelwhichisdictatedbystudentneedandamountofsupportrequired.Allstudentshavetheopportunityforfullinclusion,dependingonthe

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student’sstrengthsandneeds.Ingrades9-12attheJr.-Sr.HighSchool,theinclusive,co-teachingmodelisusedwithco-teachinginthecontentareasofMathematics,English,andScience.AdailyIEPPlanperiodhasbeenimplementedfortheLearningSupportteacherstomeetone-on-onewiththeindividualstudentsontheircaseload.Duringthistime,teachersandstudentshavetheopportunitytodiscussanyacademicand/orbehavioralneeds,aswellastransitiongoals.Inadditiontoindividualconferencing,studentswithdisabilitiesaregiventheopportunitytoattendKeystonepreparationcourses.Also,learningsupportteachersareavailableeveryperiodoftheschooldayintheResourceRoomtoprovideindividualorsmallgroupinstructiontostudentsandtomakeanynecessaryassignmentortestaccommodations.Inpreparationfortransition,thedistrictoffersdifferentprogramsandassessmentsforstudents.TheNorthernWestmorelandCareerandTechnicalCenterusestheSAGEassessmenttodeterminestudentinterestsandabilities.Onceayear,arepresentativefromtheOfficeofVocationalRehabilitationaddressesthe11thand12thgradestudents.Thestudentsandtheparentsareprovidedinformationontheexistingservices.Inaddition,thedistricthaspartneredwiththeWorkDiscoveryprogramoperatedbyWestmorelandIntermediateUnit7.Thisprogramassistsstudentswhoare16to21yearsofageenrolledinspecialeducationclassestoexperiencetheworkenvironmentinacommunity-basedvocationaltrainingprogram.Theprogramteachesmarketableworkandsocialskillstoacquireandmaintainemploymentaftergraduation.Thisprocesseasesthetransitionfromschooltoworkthroughcoaching,behavioralsupportandmobilitytraining.TheNewKensington-ArnoldSchoolDistrictbelievesintheimportanceofdata-driveninstruction.Toimplementthisphilosophy,severalassessmenttoolsareutilized.Teachersusethecomputer-baseddata-drivenmodelofstudentrecords,EdInsight,todisaggregatedataanddrivetheirinstruction.AnadditionalassessmenttoolutilizedattheelementarylevelistheDynamicIndicatorsofBasicEarlyLiteracySkills(DIBELS).Thisassessmentpredictsstudentachievementintheareasofreadingfluencyandreadingcomprehension.Ingrades3-5,theTOWREassessmentisalsousedtodeterminegrade-levelequivalencyforsightwordfluencyandphonicsfluency.Thedistrictcontinuestoimplementtechnologyintheclassroom.Everystudentwithinthedistricthasaccesstolaptopcomputerstoassistwithacademicrequirements.MostclassroomsareequippedwithinteractivePolyvisionBoardsthatprovidevisualandauditoryenhancementofinstruction.TheelementarybuildingshaveIPodTouchesaswellasiPadcartsthatareprogrammedtoaugmentthecurriculum.Inaddition,allbuildingshaveaccesstoComputersOnWheelsforclassroominstruction.Teachersarerequiredtocommunicatestudentprogressthroughtheuseofanonlineprogram,Skyward,whichprovidesparentalaccesstogrades,assignments,andclassnews.Consistentcommunicationcanalsobemaintainedviathisprogram.ProfessionaldevelopmentopportunitieshaverecentlybeenmadeavailabletoSpecialEducationstaffonTransitionPlanningandLegallyDefensibleIEPs.Thesetrainingsareprovidedtoenhanceinstructionandeducationalplanningforallstudentswithdisabilities.SpecialEducatorsandParaprofessionalsareinvitedtoattendtheParentTrainingSeriesthattheNewKensington-ArnoldSchoolDistrictoffersinpartnershipwithBurrellandKiski

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AreaSchoolDistricts.Studentswithsignificantacademic,social,and/oremotionalneedsthatcannotbemetwithinthedistrictareenrolledinvariousprogramsoutsideofthedistricttomeettheirindividualneeds.Approvedprivateschools,theWestmorelandIntermediateUnit7,AlternativeEducationPrograms,andotherprivateschoolsprovidetheseprograms.Studentsplacedintheseprogramshaveneedsthatcannotbemetinthegeneraleducationenvironment,orrequireacurriculumthatdiffersconsiderablythanthedistrictsettingoffers.TheschooldistricthasbecomeACCESSbillableandhasdevelopedthenecessaryprocedurestofacilitatethatprocess.Arecentlyhiredsecretaryhasbecomehighlyproficientincompletingthenecessarydocumentation,whichhasresultedinasubstantialfinancialgaintoourdistrict.Wehave,inturn,usedthoseresourcestoprovideadditionalservicestoourspecialeducationstudents.InlateSpring,everyschoolyear,afileexchangedayisscheduledtoallowreceivingspecialeducationteacherstospendtimewiththesendingteachertorevieweachstudent.Topicsincludepresenteducationlevels,successfulstrategies,techniquesandeffectiveinstructionalmethodsforeachstudentandteacherrecommendations.Eachteacherhastheopportunitytoreceiveinformationontheirnewstudentsaswellasshareinformationonthestudentsmovingoutoftheirclassrooms.Thisprocesshasbeenavaluableexperienceforallinvolved.

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Assurances

SafeandSupportiveSchoolsAssurancesTheLEAhasverifiedthefollowingAssurances:

• ImplementationofacomprehensiveandintegratedK-12programofstudentservicesbasedontheneedsofitsstudents.(incompliancewith§12.41(a))

• FreeEducationandAttendance(incompliancewith§12.1)

• SchoolRules(incompliancewith§12.3)

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

• Discrimination(incompliancewith§12.4)

• CorporalPunishment(incompliancewith§12.5)

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

• FreedomofExpression(incompliancewith§12.9)

• FlagSaluteandPledgeofAllegiance(incompliancewith§12.10)

• HairandDress(incompliancewith§12.11)

• ConfidentialCommunications(incompliancewith§12.12)

• Searches(incompliancewith§12.14)

• EmergencyCareandAdministrationofMedicationandTreatment(incompliancewith35P.S.§780-101—780-144)

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

• Personsdeliveringstudentservicesshallbespecificallylicensedorcertifiedasrequiredbystatuteorregulation(incompliancewith§12.41(e))

• DevelopmentandImplementationofLocalWellnessProgram(incompliancewithPublicLaw108-265,Section204)

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

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• EstablishmentandImplementationofStudentAssistanceProgramsatalloflevelsoftheschoolsystem(incompliancewith24PS§15-1547)

• AcceptableUsePolicyforTechnologyResources

• Providingcareerinformationandassessmentssothatstudentsandparentsorguardiansmightbecomeawareoftheworldofworkandcareeroptionsavailable.

SpecialEducationAssurancesTheLocalEducationAgency(District)hasverifiedthefollowingAssurances:

• Implementationofafullrangeofservices,programsandalternativeplacementsavailabletotheschooldistrictforplacementandimplementationofthespecialeducationprogramsintheschooldistrict.

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

• Assurancesofstudentswithdisabilitiesareincludedingeneraleducationprogramsandextracurricularandnon-academicprogramsandactivitiestothemaximumextentappropriateinaccordancewithanIndividualizedEducationProgram.

• CompliancewiththePADepartmentofEducation,BureauofSpecialEducation'sreportrevisionnoticeprocess.

• Followingthestateandfederalguidelinesforparticipationofstudentswithdisabilitiesinstateanddistrict-wideassessmentsincludingthedeterminationofparticipation,theneedforaccommodations,andthemethodsofassessingstudentsforwhomregularassessmentisnotappropriate.

• Assuranceoffundsreceivedthroughparticipationinthemedicalassistancereimbursementprogram,ACCESS,willbeusedtoenhanceorexpandthecurrentlevelofservicesandprogramsprovidedtostudentswithdisabilitiesinthislocaleducationagency.

24P.S.§1306and§1306.2FacilitiesFacilityName Facility ServicesProvidedBy Student

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Type Count

ValleyCommunityServices

Nonresident NewKensington-ArnoldSchoolDistrict

1

LeastRestrictiveEnvironmentFacilitiesFacilityName TypeofFacility Typeof

ServiceNumberof

StudentsPlaced

NorthernWestmorelandCareerandTechnicalCenter

Other LSS 4

ClairviewSchool SpecialEducationCenters

LSS,AS,MDS 5

Children'sInstitute ApprovedPrivateSchools

AS 2

PaceSchool ApprovedPrivateSchools

ES,AS 5

WesternPASchoolfortheDeaf ApprovedPrivateSchools

DHIS 1

WatsonInstituteFriendshipAcademy

ApprovedPrivateSchools

ES 4

SunriseSchool SpecialEducationCenters

LSS,AS,LS,MDS,SLS

6

NHSApollo Other ES,AS 12WatsonInstituteBehaviorSupportAcademy

Other AS 1

St.StephensAcademy Other ES 2CAPPartialHospital Other LS 5HighlandsPartialHospital Other LS 6EasterSeals ApprovedPrivate

SchoolsMDS 1

SpecialEducationProgramProfileProgramPosition#1-ProposedProgram

Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION

Type:ClassImplementationDate:August24,2017

PROGRAMSEGMENTS

TypeofSupport LevelofSupport AgeRange Caseload FTE

Itinerant LearningSupport 5to7 1 0.1

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Locations: MartinElementarySchool

AnElementarySchoolBuilding

AbuildinginwhichGeneralEducationprogramsareoperated


Supplemental(LessThan80%butMoreThan20%)

LearningSupport 5to7 5 0.7

Locations: MartinElementarySchool AnElementary

SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated

ProgramPosition#2-ProposedProgram



PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE

Itinerant LearningSupport 7to9 1 0.2Locations: H.D.BerkeyElementarySchool






Locations: H.D.BerkeyElementarySchool AnElementary






Itinerant LearningSupport 9to10 5 0.2Locations: RoyA.HuntElementarySchool






Locations: RoyA.HuntElementarySchool AnElementary


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ProgramPosition#4-ProposedProgramOperator:SchoolDistrictPROPOSEDPROGRAMINFORMATION






























65
































66















Itinerant LearningSupport 12to14 22 0.8Locations: ValleyJr.Sr.HighSchool

AJunior/SeniorHighSchoolBuilding





Locations: ValleyJr.Sr.HighSchool AJunior/SeniorHigh




Type:ClassandPositionImplementationDate:August27,2014



LifeSkillsSupport 11to13 5 1



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ProgramPosition#12-ProposedProgramOperator:SchoolDistrictPROPOSEDPROGRAMINFORMATION















Itinerant EmotionalSupport 9to10 8 0.5Locations: RoyA.HuntElementarySchool





EmotionalSupport 9to10 5 0.5







Itinerant LearningSupport 11to12 9 0.3Locations: RoyA.Hunt AnElementarySchool AbuildinginwhichGeneralEducation

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ElementarySchool Building programsareoperated































69




























Itinerant LearningSupport 17to19 12 0.7Locations: ValleyJr.Sr.High AJunior/SeniorHigh AbuildinginwhichGeneralEducation

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School SchoolBuilding programsareoperated































71





















LifeSkillsSupport 13to14 2 0.5




Full-TimeSpecialEducationClass


Locations: ValleyJr.Sr.HighSchool





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Type:ClassImplementationDate:August27,2014Justification:Complianceforproximitytohome,classroomdesign(forinstruction),classroomexternalnoise,classroomaccessibility,classroomlocation,classroomsizewasmarkedasinappropriate.







Full-TimeSpecialEducationClass


Locations: ValleyJr.Sr.HighSchool







Itinerant EmotionalSupport 6to8 1 0.5Locations: H.D.BerkeyElementarySchool












Itinerant EmotionalSupport 10to13 3 0.3Locations:

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RoyA.HuntElementarySchool












Itinerant EmotionalSupport 12to15 19 0.9Locations: ValleyJr.Sr.HighSchool












Itinerant EmotionalSupport 15to17 9 0.7Justification:AgewaiversareappropriatelyaddressedbyIEPteamdecision,andtheemotionalsupportteacheronlyteachesgradelevelcoursessostudentsinclassarewithinanagerangeof4years.Locations: ValleyJr.Sr.HighSchool




Supplemental(LessThan EmotionalSupport 15to17 1 0.3

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80%butMoreThan20%)Justification:AgewaiversareappropriatelyaddressedbyIEPteamdecision,andtheemotionalsupportteacheronlyteachesgradelevelcoursessostudentsinclassarewithinanagerangeof4years.Locations: ValleyJr.Sr.HighSchool AJunior/SeniorHigh



Operator:IntermediateUnitPROPOSEDPROGRAMINFORMATION



Itinerant SpeechandLanguageSupport

5to8 35 1

Justification:AgewaiversareappropriatelyaddressedbyIEPteamdecision,andthespeechandlanguagesupportteachergroupsstudentsbysimilargradelevelpeers.Locations: Martin,H.D.BerkeyandRoyA.HuntElementarySchools







Itinerant SpeechandLanguageSupport

9to14 13 1

Justification:AgewaiversareappropriatelyaddressedbyIEPteamdecision,andthespeechandlanguagesupportteachergroupsstudentsbysimilargradelevelpeers.Locations: RoyA.HuntandValleyJr.Sr.HighSchool






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Justification:Complianceforproximitytohome,classroomdesign(forinstruction),classroomexternalnoise,classroomaccessibility,classroomlocation,classroomsizewasmarkedasinappropriate.


Itinerant BlindorVisuallyImpairedSupport

8to8 2 0.1

Justification:AgewaiversareappropriatelyaddressedbyIEPteamdecision,andtheblindorvisuallyimpairedsupportteacherworkswiththesestudentsindividually.Locations: H.D.BerkeyElementary,RoyA.HuntElementaryandValleyJr.Sr.HighSchool







Itinerant DeafandHearingImpairedSupport

8to18 5 0.1

Justification:AgewaiversareappropriatelyaddressedbyIEPteamdecision,andthedeafandhearingimpairedsupportteacherworkswiththesestudentsindividually.Locations: RoyA.HuntElementaryandValleyJr.Sr.HighSchool



SpecialEducationSupportServicesSupportService Location TeacherFTE

CoordinatorofPupilServices ValleyJr.Sr.HighSchool 1PersonalCareAssistant ValleyJr.Sr.HighSchool 1LifeSkillsClassroomAide H.D.BerkeyElementarySchool 1PersonalCareAssistant H.D.BerkeyElementarySchool 1PersonalCareAssistant H.D.BerkeyElementarySchool 1PersonalCareAssistant ValleyJr.Sr.HighSchool 1PersonalCareAssistant RoyA.HuntElementarySchool 1PersonalCareAssistant ValleyJr.Sr.HighSchool 1PersonalCareAssistant H.D.BerkeyElementarySchool 1PersonalCareAssistant RoyA.HuntElementarySchool 1

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EmotionalSupportClassroomAide ValleyJr.Sr.HighSchool 1EmotionalSupportClassroomAide H.D.BerkeyElementarySchool 1PersonalCareAssistant H.D.BerkeyElementarySchool 1LifeSkillsClassroomAide RoyA.HuntElementarySchool 1PersonalCareAssistant RoyA.HuntElementarySchool 1LifeSkillsClassroomAide ValleyJr.Sr.HighSchool 1EmotionalSupportClassroomAide RoyA.HuntElementarySchool 1PersonalCareAssistant ValleyJr.Sr.HighSchool 1PersonalCareAssistant RoyA.HuntElementarySchool 1PersonalCareAssistant H.D.BerkeyElementarySchool 1PersonalCareAssistant RoyA.HuntElementarySchool 1

SpecialEducationContractedServicesSpecialEducationContractedServices Operator AmtofTimeperWeek

MentalHealthClinician IntermediateUnit 36DaysOccupationalTherapist OutsideContractor 100DaysPhysicalTherapist OutsideContractor 25DaysNursing OutsideContractor 180Days

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NeedsAssessment

RecordSchoolPatterns

Question:Afterreviewingschoollevelaccomplishmentsandsystemicchallenges,whatpatternscanyouidentifyamongyourschools?

Whatotherinformationdoyoustillneedtoassess?

Answer:ImmediatelyfollowingtheDistrict'sreconfiguration,anumberofbenefitsandchallengeswerequickyidentified.Thebenefitofhavingallelementary,gradelevelteachersinthesamebuildingwasextremelywellrecievedbyfacultyandadministrationforprovidingopportunitytocollaborate,unifyapproach,appropriatelydistributestudents,andmoreefficitnelyutilizeresources.Thiscontinuestobeofbenefitandthe2015-16achievementdata,whilestillwellbelowdesiredproficiencylevels,showsignificantgrowthinanumberofareas.Atthesecondarylevel,theeliminationofthe8thto9thgradetransitionisprovingtobebeneficialandisgivingfacultytheopportunitytogainday-to-dayinsightintotheacademicandbehavioralaccomplishmentsandneedsatpreviouslyunaccessiblegradelevels.Similartotheelementary,thesecondaryisgenerallyseeingbuilding-widegrowth,particularlyinclosingthegeneralachievementgapaswellasthegapwithhistoricallyunderachievingstudents.Incontrast,theDistrictcontinuestoexperiencelowacademicachievementfromallofit'sstudentswithregardtoStateAssessments.Specifically,thenumberofstudentstesting"Advanced"continuestodeclineandstudentsinallachievementcatagoriescontinuetostruggle.Inresponse,effortswillcontinuethroughtheuseofinstructionalspecialists,expansionoftheRtIIframework,andcontinuedreviewandalignmentofcurriculumtoalleligiblecontent.

DistrictAccomplishments

Accomplishment#1:TheDistricthassuccussfullytransitionedfromsix(6)buildings-three(3)primaryelementaryschoolsgradesK-3,One(1)intermediateelementarygrades4-5,one(1)middleschoolgrades6-8,andone(1)highschoolgrades9-12.Studentsarenowserviedinfour(4)buildingsseperatedbythefollowinggradelevels-Kindergarten,1-2,3-6,7-12.Whilethereisnoobjectivedatatosupportthisaccomplishment,theclosureoftwoschools,theshiftfromcommunityelementaryschools,andthecreationofajunior-seniorhighschoolwasasignificantchangeforstudents,teachers,andthecommunity.Thestructurehasbeenembracedandalleffortsarebeingmadetonowfocusmorecloselyonstudentachievement.

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Accomplishment#2:Thesuccessful3yearimplementationoftheResponsetoInstructionandInterventionframework(RtII)duringthe2014-15,2015-16,and2016-17schoolyearsinthefirst.second,andthirdgradeshaveshownpositiveresults.Continuingtheprogramduring2017-18intothe4thgradeandplannedimplementationinto5thand6thgradesinfollowingyearsdemonstratesacommittmenttoaresearchbasedprogramofsupportforallstudents.

Accomplishment#3:Thedistrict'stestedschoolsareseeingpositivegrowthmeasuresonStateassessmentsinscience.AdditionallybothschoolsaretrendingtowardclosingtheachievementgapsinbothReadingandMathwithintheschoolingeneralandwithhistoricallyunderperformingstudnetsaswell.

Accomplishment#4:Ourschoolshaveexceptionalstudentattendanceratesover92%inboththeRoyAHuntElementarySchoolandVJSHS.

DistrictConcerns

Concern#1:TheDistrictcontinuestostruggleintheareaofstudentproficiencyonStateAssessments(PSSA&KeystoneExams)andwhilemanygrowthmeasuresarepositive,andtherearehighpointsintherecentpast,persistentlylowscoresreflectonlyaminimalchangeamongthedata.

Concern#2:Followingtheconsolidationandreconfigurationofschools,criticalbuildingtransitionschangedaswell.Ofconcern,istheimpactofthreetransitionsintheelementaryyearsincludingtwointheprimarygrades.MoredataisnecessarytodetermineimpactwithintheDistrict;however,itremainsaconcernastransitionsarewelldocumentedascriticalpointsforstudentlearningandachievement.

PrioritizedSystemicChallenges

SystemicChallenge#1(GuidingQuestion#3)Establishadistrictsystemthatfullyensuresstaffmembersineveryschoolusestandardsalignedassessmentstomonitorstudentachievementandadjustinstructionalpractices.

AlignedConcerns:

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TheDistrictcontinuestostruggleintheareaofstudentproficiencyonStateAssessments(PSSA&KeystoneExams)andwhilemanygrowthmeasuresarepositive,andtherearehighpointsintherecentpast,persistentlylowscoresreflectonlyaminimalchangeamongthedata.

SystemicChallenge#2(GuidingQuestion#2)Establishadistrictsystemthatfullyensurestheconsistentimplementationofeffectiveinstructionalpracticesacrossallclassroomsineachschool.

AlignedConcerns:


SystemicChallenge#3(GuidingQuestion#5)Establishadistrictsystemthatfullyensuresbarrierstostudentlearningareaddressedinordertoincreasestudentachievementandgraduationrates.

AlignedConcerns:

Followingtheconsolidationandreconfigurationofschools,criticalbuildingtransitionschangedaswell.Ofconcern,istheimpactofthreetransitionsintheelementaryyearsincludingtwointheprimarygrades.MoredataisnecessarytodetermineimpactwithintheDistrict;however,itremainsaconcernastransitionsarewelldocumentedascriticalpointsforstudentlearningandachievement.


SystemicChallenge#4(GuidingQuestion#4)Establishadistrictsystemthatfullyensureshighqualitycurricularassets(e.g.modelcurricula,learningprogressions,units,lessonplans,andcontentresources)alignedwithstatestandardsandfullyaccessibletoteachersandstudents.

AlignedConcerns:


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SystemicChallenge#5(GuidingQuestion#1)Establishadistrictsystemthatfullyensuresconsistentimplementationofstandardsalignedcurriculaacrossallschoolsforallstudents.

AlignedConcerns:



SystemicChallenge#6(GuidingQuestion#9)Establishadistrictsystemthatfullyensureseachmemberofthedistrictcommunitypromotes,enhancesandsustainsasharedvisionofpositiveschoolclimateandensuresfamilyandcommunitysupportofstudentparticipationinthelearningprocess.

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DistrictLevelPlan

ActionPlans

Goal#1:Establishadistrictsystemthatfullyensurestheconsistentimplementationofeffectiveinstructionalpracticesacrossallclassroomsineachschool.

RelatedChallenges:

• Establishadistrictsystemthatfullyensuresconsistentimplementationofstandardsalignedcurriculaacrossallschoolsforallstudents.

• Establishadistrictsystemthatfullyensuresstaffmembersineveryschoolusestandardsalignedassessmentstomonitorstudentachievementandadjustinstructionalpractices.

• Establishadistrictsystemthatfullyensureshighqualitycurricularassets(e.g.modelcurricula,learningprogressions,units,lessonplans,andcontentresources)alignedwithstatestandardsandfullyaccessibletoteachersandstudents.

• Establishadistrictsystemthatfullyensuresbarrierstostudentlearningareaddressedinordertoincreasestudentachievementandgraduationrates.

• Establishadistrictsystemthatfullyensureseachmemberofthedistrictcommunitypromotes,enhancesandsustainsasharedvisionofpositiveschoolclimateandensuresfamilyandcommunitysupportofstudentparticipationinthelearningprocess.

IndicatorsofEffectiveness:

Type:Interim

DataSource:Testing,periodicreviewsbypeers&administrators,andprogressstudentperformancereview

SpecificTargets:Studentacademicperformancewillimprovenotonlyonstandardizedtestsbutintheregularclassroom.

Strategies:

SubstantialProfessionalDevelopment

Description:TheSouthwestRegionalEducationalLaboratoryfoundthatsubstantialprofessionaldevelopmentshowedapositiveimpactuponstudentachievement(substantial=greaterthan14hoursoffocusedprofessionaldevelopmentdeliveredviaworkshopsorsummerinstitutes,

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supportedbyfollow-upsessionsandalldeliveredbyprofessionaldevelopersratherthantrain-the-trainerapproaches).(Source:http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033.pdf)Resource:http://effectivestrategies.wiki.caiu.org/Professional+Development

SASAlignment:Instruction

Instruction-TeacherEffectiveness,PrincipalEffectivenessandStudentLearningObjectives(SLOs)

Description:

UtiizingacombinationoftheDanielsonFrameworkforteachingandawelldocumentedsystemofobservationandfeedback,professionalswillworktogethertosetandarticulategoals,identifystrengthsandweaknessesoftheteacherandthestudents,collectandanalyzedata,andformulateplansformaximumachievement.

CommonwealthofPennsylvania(Source:http://www.pdesas.org/Instruction/Index/)Resource:http://effectivestrategies.wiki.caiu.org/Instructional+Practices

SASAlignment:Assessment,Instruction,Materials&Resources

DataWalkthroughs

Description:

Scheduleweeklywalkthroughstoclassroomsandfocusoncollectingdataonspecificinstructionalpractices.Conductfollow-upmeetingstoprovidespecificfeedbackandrecommendations.Resource:http://effectivestrategies.wiki.caiu.org/Using+Data

SASAlignment:Assessment,Instruction

ImplementationSteps:

IdentifybestpracticescurrentlybeingutilizedinDistrictclassrooms

Description:

TeachersandadministratorswillutilizetheSASportaltoprovideresourcesandteacherswillself-evaluatetodeterminewhichbestpracticestheyareutilizingintheclassroomandtowhatextent.Datawillbecollectedandgoalssetforaddingstrategiesintotheirrepitoire.

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Regularcheck-inwiththebuildingprincipalandassistantsuperintendenttoensurecontinuedfocusandsupport.

StartDate:1/3/2017EndDate:6/1/2018

ProgramArea(s):ProfessionalEducation,TeacherInduction,SpecialEducation,StudentServices,EducationalTechnology

SupportedStrategies:

• SubstantialProfessionalDevelopment• Instruction-TeacherEffectiveness,PrincipalEffectivenessandStudent

LearningObjectives(SLOs)• DataWalkthroughs

Goal#2:Establishadistrictsystemthatfullyensureshighqualitycurricularassets(e.g.modelcurricula,learningprogressions,units,lessonplans,andcontentresources)alignedwithstatestandardsandfullyaccessibletoteachersandstudents.

RelatedChallenges:

• Establishadistrictsystemthatfullyensuresconsistentimplementationofstandardsalignedcurriculaacrossallschoolsforallstudents.

• Establishadistrictsystemthatfullyensuresstaffmembersineveryschoolusestandardsalignedassessmentstomonitorstudentachievementandadjustinstructionalpractices.



Type:Interim

DataSource:Datawillbecollectedviateacherteamandadministrativeobservation/reviewthroughtheuseofsurveysandfeedbackforms.

SpecificTargets:Whenteachersreportadjustingclassroompractices(instructionandassessment)basedonaclearerunderstandingofthescaffoldingofthestandardsaddressedinspecificcontentareas.

Type:Annual

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DataSource:NeedsassessmentsurveyswillbeutilizedtocollectdataonclassroomresourcestakenfromtheSAS.

SpecificTargets:TeachersandprincipalsreportandprovidesupportingdocumentationofincreaseduseoftheSASasaninstructionalandassessmentresource.

Type:Annual

DataSource:Stateandlocallyderived(DIBLES,GRADE,etc.)assessmentdata

SpecificTargets:Anannualincreaseof6%orgreateramongproficient/advancescorersonStateAssessments.Continued,positivegrowthindevelopmentalareasassessedintheelementarygrades.

Strategies:

CharlotteDanielsonFramework

Description:

TheFrameworkforTeachingisaresearch-basedsetofcomponentsofinstruction,alignedtotheINTASCstandards,andgroundedinaconstructivistviewoflearningandteaching.Thecomplexactivityofteachingisdividedinto22components(and76smallerelements)clusteredintofourdomainsofteachingresponsibility.(Source:http://www.danielsongroup.org/framework/)Resource:http://effectivestrategies.wiki.caiu.org/Curriculum+Framework

SASAlignment:Standards,Assessment,CurriculumFramework,Instruction

CurriculumMapping

Description:

Empiricalevidenceofapositivestatisticalcorrelationoftheuseofcurriculummappingwithstudentachievementisscarce.Therewasa2001studybytheIndianaCenterofEvaluationconductedfortheOhioDOEthatdeterminedcurriculumalignment(definedascurriculummappingwithsubsequentchangeininstructionalpractice)wasthe“singlegreatestfactorinachievingimprovedtestscores.”Thefollowinglinkprovidesalistofresourcessupportingthepositivecontributionsofcurriculummappingtoeducationalprocesses:

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http://www.curriculummapping101.com/materials/curriculum-mapping-research;thefollowinglinkprovidesanoverviewofcurriculummapping:http://webserver3.ascd.org/handbook/demo/mapping2.htmlResource:http://effectivestrategies.wiki.caiu.org/Curriculum+Framework

SASAlignment:Standards,Materials&Resources


Administrativewalk-throughs

Description:

Theacademicadministrativeteamwillconductwalk-throughobservationsthatfocusonprovidingfeedbackonspecificareasofdomains2and3oftheDanielsonFramework.Arecordwillbekeptofthedatacollectedandthefeedbackprovidedtoteahers.


ProgramArea(s):ProfessionalEducation


• CharlotteDanielsonFramework

District-wideProgramofStudies

Description:

AppropriateteamsofprofessionalswilldevelopbuildinglevelProgramsofStudiesthatclearlyandsuccinctlyarticulatethefollowing:

• Courseobjectivesandgoals.• Coursesequencing.• Availablelearningresources.• Schoolcontactinformation.


ProgramArea(s):StudentServices


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• CurriculumMapping

Goal#3:Teacherswillfocuspositiveattentiononstateandnationalexamsbypreparingstudentsforfacetsofthetestbeyondcontenttoincludetest-takingstrategies,practiceusingsampleitems,andcreatingapositivetestclimate.Thesetestsarestandardsbywhichourschoolsaremeasuredanditiscriticalthatwefosterapositiveapproachbyalltomaximizeeffortandachievement.

RelatedChallenges:




Type:Interim

DataSource:Posttestsurveysandinterviewswithstudentsthatassesssatisfactionofthedegreeofpreparationprovidedbytheschool.

SpecificTargets:Progresstowardthegoalwillbeindicatedbystudentsreportingthattheybelievetheschool/teacherspreparedthemtoperformonthetestandhelpedthemtoapproachthetestasanopportunitytoprovethemselvesasopposedtobeingataskthatmaybetoodifficultforthem.

Type:Annual

DataSource:StandardizedTestScores

SpecificTargets:Anincreaseinindividualandgrouptestscoresmayindicatethatafocusonchangingstudentperspectiveonthetests.Whilesubjectiveanddifficulttomeasure,effortisacriticalcomponentofsuccess.

Strategies:

WeeklyfocusonStateandNationalStandardizedAssessments

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Description:

Atleastonceperweek,classroomteacherswillincludeanactivitythatisdirectlyrelatedtoimprovedperformanceonState(PSSA/Keystone)onNational(PSAT,SAT,ACT,NOCTI)standardizedtests.Activitiesmightincludepracticethatiscontentspecifictothetestsorgenerallyimprovestest-takingskills.Studentswillbemadeawareofeveryone'sroleinimprovingstudentachievementasmeasuredbythetests.Theapproachshouldnotbepressuretoexcel,rathermakingabestefforttoimproveperceptions.

SASAlignment:Assessment,SafeandSupportiveSchools


Createandaccessabankoftesttakingstrategies.

Description:

Thedistrictwillcreateabankofstrategiesthatfocusonimprovingtest-takingskills.Teacherswillaccessthebank,utilizestrategiesavailable,andsuggesttheadditionofstrategieswhereappropriate.


ProgramArea(s):ProfessionalEducation,EducationalTechnology


• WeeklyfocusonStateandNationalStandardizedAssessments

ArticulateGoalsforStudentAchievement

Description:

Designatedteamswillreviewofthepreviousyear'sscoresonallavailablestandardizedtestsforeachgradelevelandcreateachievementgoalsforeachtest.Teamswillincludeteachers,counselors,administrators,parents,andstudents(whereappropriate).Previousscoresandgoalswillbepostedprominentlyinallschoolsandsharedwithstakeholders.


ProgramArea(s):

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• WeeklyfocusonStateandNationalStandardizedAssessments

Goal#4:Thedistrictwillengagecommunitystakeholdersinimprovementeffortsbyprovidingmeaningfulinformationthroughavarietyofmodes,invitingparticipationwithintheschools,andcreatingaclimatewhereappropriateinquiresareencouragedandaddressedamongstakeholdergroupsaswellaswithindividuals.

RelatedChallenges:




Type:Interim

DataSource:Documentationofparent/communityengagementefforts:newsletters,openmeetings,invitationstoeventsandmeetings,etc.

SpecificTargets:-5-10%increaseinparent/communityinvolvementinschoolevents.

-Increasedrequestsforappropriateaccesstostudentsbycommunitygroupslookingtoprovideservices/support.

-5-10%increaseinparent/guardianattendanceatandresponsetomeetingsandcorrespondenceinitiatedbyschoolpersonnel.

Strategies:

ParentCommunicationStrategies-Listserv,Blogs,Facebook,PrivateandSecureSocialMediaNetwork,OnlineGradebookand/orAttendanceTracker,Podcasts,TextMessaging,Tumblr,Twitter,Wikispaces,YouTube,Online/PaperSurveys

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Description:

(Source:http://www.readingrockets.org/article/building-parent-teacher-relationships)Resource:http://effectivestrategies.wiki.caiu.org/Parent+Involvement

SASAlignment:Materials&Resources


Parent/CommunityOutreach

Description:

TheDistrictandit'sschoolswilldocumentregularoutreachtoparentsregardingacademicinitiativesthroughavarietyofmodesincludingemail,automatedcalls,socialmedia,theuseofthedistrictwebsite,andflyers/newsletters.Therewillbeatleastthree(3)documentedcorrespondencesthatwillbemaintainedinbothdigitalandhardcopywiththeAssistantSuperintendent.


ProgramArea(s):StudentServices


• ParentCommunicationStrategies-Listserv,Blogs,Facebook,PrivateandSecureSocialMediaNetwork,OnlineGradebookand/orAttendanceTracker,Podcasts,TextMessaging,Tumblr,Twitter,Wikispaces,YouTube,Online/PaperSurveys

new kensington-arnold sd - nkasd.com mission of the new kensington-arnold school district ... •...

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