Huntingdon Area SDhuntsd.org/wp-content/uploads/2014/11/Comprehensive-Plan-2018-2021.pdfSusan Wentzel Ann Millar Margie Kemp 7 Michele Weyandt Kristin Buonaccorsi Jason Montoro Dawn

HuntingdonAreaSD

DistrictLevelPlan

07/01/2018‐06/30/2021

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DistrictProfile

Demographics

2400 Cassady Ave Suite 2 Huntingdon, PA 16652‐2618 814‐643‐4140 Superintendent: Fred Foster Director of Special Education: Robin Whitsel

PlanningProcessTheHuntingdonAreaSchoolDistrictviewscomprehensiveplanningasacontinuum.Duringthe2013review,withnewleadershipatthedistrictlevelwefocusedwiththecommunityandstakeholdersonourmission,visionandvalues.Wehaveidentifiedthisashistoricaldatainthissection.Theprocessforthe2016comprehensiveplanwasfocusedonschoolleveldataandconnectingthedatatoourexistingmission,visionandvaluesaswellasfutureplanningwithinnovativethoughtprocesses.

OurDistrictLevelplanningprocessensuresthatappropriatesystemicchangewillnotonlybeidentified,butalsoimplemented.Keystaffmembersandrepresentativesfromthefollowingstakeholdergroupsparticipatedtoensurethatmultipleperspectivesareconsideredandthatstaffandstakeholderssupporttheplan.

·DistrictandSchoolLevelAdministrators

·ProgramandSupportPersonnel(e.g.,Curriculum,SpecialEducation,StudentServices,InstructionalTechnology)

·CoachesandMentors

·Elementary,MiddleandHighSchoolTeachers

Wewilladdressourprocessforthe2016comprehensiveplanthatwillbeimplementedfrom2018‐2021.

AdministratorsattendedtrainingatTIU11onJuly1,2015foranoverviewofthecomprehensiveplanningprocess.Discussionpursuedrelatedtodistrictandschoollevelplanning,establishmentofteamsandtheabilitytoconnecttoourannualtrainingplanforstaffdevelopmentbasedondatareviewed.Eventhoughthedistrictwasnotidentifiedasafocusorpriorityschool,theleadershipteamfeltitwouldbestsuitthedistrictbestiftheschoollevelplanswereaccomplishedtoprovidegroundleveldatafordistrictconsideration.Reflectingonthisapproach,theleadershipteamfeels

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certainthiswasagoodoptionthatwasimplemented.Wewereabletoestablishourgoalsthatwillhelpuswiththeinnovativefuturewewillbeexploringthenextfewyears,eventhoughthedatawalkthroughtoolsfocusonthePSSA/Keystoneassessment,wefeeltheconversationsthataretakingplacewillbeadvantageoustoourstudents.Thisapproachdidlimitourstakeholderinvolvement.Parentsandbusinesspartnerswerenotinvolvedinthecomprehensiveplanduringthedistrictphaseunlessastaffmemberhappenedtoalsobeaparent;thentheymayhavebeeninvolvedduringschoollevelplanning.Theplanninglistwillindicateassuch.Wewillrecognizeparentsandbusinesscommunitymembersthatwereinvolvedduringthehistoricaldataforreference,theywereinvolvedinthereviewandrevisionofthedistrictmission,visionandvalueswhichisthebasisfordistrictandschoollevelplanning.

Duringthe2015‐2106schoolyear,thefollowingistheprocessthateachschoollevelteamaccomplished:

HighSchoolComprehensivePlanning:

OnOctober18,2015,thedistrictdedicatedastaffdevelopmentdayforallhighschoolteachers,workingthroughtheirProfessionalLearningCommunities,providedfeedbackontheguidingquestions.AComprehensiveTeamcomprisedoflearningsupportteachers,coreteachers,andelectiveteachersworkedtogethertoreviewthedata,identifystrengthsandconcerns,anddevelopanactionplantoimprovethetargetareas.TheComprehensiveTeammetonFebruary3,February23,andMay4th.TheTeampresentedtheplantofellowstaffmembersonJune2,2016.

MiddleSchoolPlanning:

OnOctober18,2015,thedistrictdedicatedastaffdevelopmentdayforallmiddleschoolteachers,workingthroughtheirProfessionalLearningCommunities,providedfeedbackontheguidingquestions.AComprehensiveTeamcomprisedoflearningsupportteachers,coreteachers,andelectiveteachersworkedtogethertoreviewthedata,identifystrengthsandconcerns,anddevelopanactionplantoimprovethetargetareas.TheComprehensiveTeammetonFebruary9,February22,andMay4th.TheTeampresentedtheplantofellowstaffmembersonJune1,2016.

ElementaryPlanning:

Throughoutthe2015‐2016schoolyearprimary(gradesk‐2)andintermediate(grades3‐5)groupsoffacultymet6timestoreviewcomprehensiveplandata.Thesegroupsincludedallteachers,readingspecialists,generaleducationteachers,specialareateachers,specialeducationteachersandadministration.Facultyrevieweddata,answeredquestionsandprovidedinputthroughthecomprehensiveplanprocess.Actionstepswerealsodevelopedthroughthisprocess.

DistrictPlanning:

ThroughoutSeptember,thedistrictleadershipteamreviewedtheschoolleveldata,utilizedtheschoolaccomplishments,concernsandsystemicchallengestoresearchtrendsthroughoutthe

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districttoestablishthesystemicchallengesinordertoprioritizethechallenges,leadingtoactionplansanddistrictstrategiesforimplementation.

Inaccordancewith22PACodeChapter49,werecognizewedidnotmeettherequirementfortheProfessionalEducationsubcommitteebyincludingtherequirementsforparents,localbusinessorcommunityrepresentatives.However,wedididentifythefollowinggoal:

Establishadistrictsystemthatfullyensuresprofessionaldevelopmentisfocused,comprehensiveandimplementedwithfidelity.

Wehaveanactiveprofessionaldevelopmentcommittee.Involvingstakeholderstomeetthisrequirementwillbediscussedwiththeprofessionaldevelopmentcommitteeandstepswillbeaccomplishedtoimprovestakeholderinput.

TheboardreviewedtheplanduringtheOctober2016boardmeeting.TheplanwasputonpublicdisplayatthedistrictofficeandpubliclibraryavailableforpublicreviewandinputpriortofinalboardapprovalduringtheNovemberboardmeeting.

Historicalcomprehensiveplanning(2013)

Weestablishedourdistrictplanningcommitteethroughinvitationstoparents,localbusinessandcommunitymembers,teachersandadministrators.Oncewehadourlistofinterestedmembersweestablishedatimelineandusedthecomprehensiveplanningdocumentasourguide.OurfirstmeetingasagroupwasonFebruary20,2013andourfirsttaskfocusedonmission/vision/values.

Ourdistrictgroupfocusedonmission/vision/valuesandtheyalsowerevitalinourreviewprocess.Buildingleveladministratorsworkedwiththeirstafftogatherinputrelatedtothecorefoundations,needsassessmentandactionplanning.

Duringtheneedsassessment,weusedthedatatoolsprovidedbythecomprehensiveplanningguide(emetric,paayp,pvaas,MILEguide,technologyinfrastructureandspecialeducationdata).Thisprovidedusthedatausedduringthesystemanalysisandactionplanningprocess.

Summaryofourlocalprocess:

Weestablisheddatestomeetanddevelopourplanningteams.

Districtplanningcommittee‐meetingdates

Feb.20,2013mission/vision/values

March20,2013FinalizeMission/vision/values

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March20,2013SchoollevelandAdministrationfinalizeCorefoundations,needsassessment,datareviewupdate

April24,2013Actionplanreviewandrecommendations

May8,2013Finalizeplanandprepareforsubmission

COREFOUNDATIONS

Teamsmeetweeklyforsixweeksandaddresseachareaofthecorefoundations(3/19,3/26,4/2,4/10.4/17,4/22)

BasedoffoftheSASmodel,sixareasandtwosubcommittees(professionaldevelopmentandspecialeducation)

Eachschoollevelwillneedtocompletethesurveysundereachcorefoundationheading:

Examples:

Standards:

o Eachschoolwillneedtogothroughthesurveyandassesshowtheyarecurrentlywithcurriculummappingandalignment.

Curriculum:

Eachschoolwillneedtogothroughthesurveyandassesshowtheyaredoingwithplanninginstruction,modificationsandassessments.

A=AccomplishedD=DevelopingNI=NeedsImprovementNE=NonExistent

Completetheneedsassessment:

Listaccomplishmentsandchallenges.

DATA&SYSTEMS

Districtdatateams(8)wereestablishedtorevieweachcategoryandreportbacktothegroup.

1. District/schoolReportCard‐Districtlevelleadershiprevieweddataandcontributedtotheteams.

2. Emetric‐Buildinglevelteamsreviewedemetricdataandcontributeddatatotheteams.

3. PVAAS‐Buildinglevelteamsrevieweddataandcontributeddatatotheteams.

4. MILEGuide‐Buildinglevelteamsrevieweddataandcontributeddatatotheteams.

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5. SpecialEducation‐Buildinglevelteamsrevieweddataandcontributeddatatotheteams.

6. TechnologyInfrastructure‐Buildinglevelteamsrevieweddataandcontributeddatatotheteams.

7. AdvancedAnalysis‐Districtlevelleadershiprevieweddataandcontributedtotheteams.

Oncethedatawascollectedwefollowedtheguidelinesandanalyzeddata.Weusedthe13GuidedquestionsfortheDistrictandidentifiedoursystemicchallenges;fromthereweestablishedouractionplan.

Thefollowingisthelistofparentsthatwereinvolvedwiththeestablishmentofthedistrictmission,visionandvaluesduringthe2013review:

PeterRothstein

AdaHawbaker‐Claar

JulieGarman

ErinMcCool

ThaddeusHaffey

MariaPayne

StaceyPhillips

PatMarker

PamProsser

NicoleMcClure

KathyKurtz

JulieSliver

SteveSliver

StaceyReed

AdamClampet

SusanWentzel

AnnMillar

MargieKemp

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MicheleWeyandt

KristinBuonaccorsi

JasonMontoro

DawnLynn

KimRoth

AmyMathur

JoieEscuadro

EllenSloan

Thefollowingisthelistofcommunityrepresentativesthatwereinvolvedwiththeestablishmentofthedistrictmission,visionandvaluesduringthe2013review:

SandyCarowick

RobYelnosky

MarissaGracey

Thefollowingisthelistofbusinessrepresentativesthatwereinvolvedwiththeestablishmentofthedistrictmission,visionandvaluesduringthe2013review:

KathyJones

CatherineBriggs

KathrynWestcott

ShannaLeonard

MissionStatementOurcommunityengagesallstudentstomaximizetheirlearningandleadershippotentialasglobalcontributors.

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VisionStatementOurstudentsachievetheirfullpotentialandexperiencesuccess,leavingschoolinspiredtocontinuelearningeveryday.

SharedValuesSafety

Excellence

Respect

Integrity

LifelongLearning

EducationalCommunityTheHuntingdonAreaSchoolDistrictencompassesanactivecommunityof20,000residentslivinginCentralPennsylvania.Ourdistrictcovers275squaremiles.Thestudentpopulationconsistsofapproximately840elementarystudents(K‐5),422MiddleSchoolStudents(6‐8),and645HighSchoolStudents(9‐12).Ourstudentpopulationiscomprisedof3.32%gifted,18%specialeducationand47%economicallydisadvantaged.Witheducationalprogramstomeettheneedsandgoalsofallstudents,theschoolsofferarangeofservicesfromremedialeducationthroughgiftedsupportprograms.Theschoolsalsoofferanextensiveselectionofelectivesincludingcomputerliteracy,businesseducation,agriculturalandadvancedscienceclasses.ParticipationwiththeHuntingdonCountyCareerandTechnologyCenterchallengesinterestedstudentstoadvancetohigh‐techandcareereducationprograms.HASDhasacollaborativepartnershipwithJuniataCollegeandPennsylvaniaHighlandsCommunityCollegethatprovidesqualifiedstudentswithawiderangeofexceptionaldualenrollmenteducationalopportunities.Extracurricularactivities,interscholasticsports,excellentcooperationandsupportfromthecommunity,PTOs,boosterclubs,andvolunteersenhancetheeffortsofthedistrictstaff.

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PlanningCommitteeName Role

Fred Foster Administrator : Professional Education

Margaret McNitt Administrator

Nicholas Payne Administrator : Professional Education

Sean Powers Administrator : Professional Education

Kim Rieffannacht Administrator : Professional Education

Cynthia Ritchey Administrator : Special Education

Andrew Socie Administrator

Patricia Wargo Administrator : Professional Education

Lucinda Dell Board Member

Apryl Hawn Board Member

Janice Metzgar Board Member : Professional Education

Carolyn Payne Board Member

Richard Scialabba Board Member

Danyle Shea Board Member : Professional Education

Not Applicable Business Representative : Professional Education

Not Applicable Business Representative : Professional Education

Not Applicable Community Representative : Professional

Education

Not Applicable Community Representative : Professional

Education

Staci Young Ed Specialist ‐ Other : Professional Education

Linda Miller Ed Specialist ‐ School Counselor : Professional

Education

Melanie Snare Ed Specialist ‐ School Counselor : Professional

Education

Heather Border Elementary School Teacher ‐ Regular Education :

Special Education

Elana Clapper Elementary School Teacher ‐ Regular Education :

Professional Education

Flo Corbin Elementary School Teacher ‐ Regular Education :


Jennifer Cunningham Elementary School Teacher ‐ Regular Education

Lisa Estep Elementary School Teacher ‐ Regular Education :

Special Education

Robert Palguta Elementary School Teacher ‐ Regular Education

Jodie Shoemaker Elementary School Teacher ‐ Regular Education

Neil Simpson Elementary School Teacher ‐ Regular Education

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Kari Tiejens Elementary School Teacher ‐ Regular Education :


Gaie Wilt Elementary School Teacher ‐ Regular Education

Heather Hand Elementary School Teacher ‐ Special Education

Cindy Younker Elementary School Teacher ‐ Special Education :

Special Education

Lorrie Bolton High School Teacher ‐ Regular Education : Special

Education

Paul Elder High School Teacher ‐ Regular Education :


Stacey McMath High School Teacher ‐ Regular Education :


Karolee Coffman High School Teacher ‐ Special Education : Special

Education

David Myers Instructional Technology Director/Specialist :


Daniel Berger Intermediate Unit Staff Member : Professional

Education

Sandi Dinardi Intermediate Unit Staff Member : Special Education

Not Applicable Middle School Teacher ‐ Regular Education :


Vickie Schneider Middle School Teacher ‐ Regular Education : Special

Education

Wendy Gibbs Middle School Teacher ‐ Special Education : Special

Education

Tim Snare Middle School Teacher ‐ Special Education :


Not Applicable Parent : Professional Education

Not Applicable Parent : Professional Education

Christy Clark Parent : Special Education

Robin Whitsel Student Services Director/Specialist : Special

Education

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CoreFoundations

Standards

MappingandAlignment

ElementaryEducation‐PrimaryLevel

Standards Mapping Alignment

ArtsandHumanities Developing DevelopingCareerEducationandWork Accomplished Accomplished

CivicsandGovernment NeedsImprovement

NeedsImprovement

PACoreStandards:EnglishLanguageArts Accomplished AccomplishedPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Developing Developing

PACoreStandards:Mathematics Accomplished Accomplished

Economics NeedsImprovement

NeedsImprovement

EnvironmentandEcology Developing DevelopingFamilyandConsumerSciences NonExistent NonExistent

Geography NeedsImprovement

NeedsImprovement

Health,SafetyandPhysicalEducation Developing DevelopingHistory Developing DevelopingScienceandTechnologyandEngineeringEducation Developing Developing

AlternateAcademicContentStandardsforMath NeedsImprovement

NeedsImprovement

AlternateAcademicContentStandardsforReading NeedsImprovement

NeedsImprovement

AmericanSchoolCounselorAssociationforStudents Developing DevelopingEarlyChildhoodEducation:Infant‐Toddler⟶SecondGrade Accomplished Accomplished

EnglishLanguageProficiency Developing DevelopingInterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingExplanationforstandardareaschecked"NeedsImprovement"or"NonExistent":

OurEnglishLanguageArtsCurriculumhasbeenmappedanddevelopedaswellasourMathematicstoalignwithPACoreStandards.Scienceiscurrentlyparticipatinginthealignmentandmappingourcurriculum.WehaveimplementedanewcurriculumframeworkacrosstheDistrictthatincludesbigideas,essentialquestions,standards/eligiblecontent,essentialvocabulary,instructionalstrategiesandlearningactivities,assessments,andresources.

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HuntingdonAreaSchoolDistrictjustcompletedaK‐12SchoolCounselingPlanaspartofChapter339.Economicsisanareathathasbeenidentifiedinourcareerandworkreadinessstandardsasaneed.Thecounselingdepartmenthasbeenworkingtoalignourcareerreadinessstandards.Civics,GovernmentandGeographystandardshavenotyetundergonereview.Theseareaswillfollowthedevelopingareasasournextgoal.FamilyandConsumerScienceskillsarenotaddressattheelementarylevel.EnglishLearners(ELs)areprovidedEnglishLanguageDevelopment(ELD)throughouttheirdaybybothanESLteacherandcertifiedregulareducationcontentteachers.DependingontheEL'sEnglishproficiencylevel,ELDinstructionistaughteitherasastand‐alonecourse/classorembeddedwithinothercourseswiththedirectsupportofanESLteacher.ELsalsoreceiveELDinstructionthroughoutthedayfromcontentareateachersinthecoursesinwhichtheyareenrolled.TheinstructionincludesmodificationsandaccommodationstoenableELstoaccessthePACoreStandardstowhichthecurriculumisaligned.TheelementaryESLteachercollaborateswithcontentteacherstoensurethattheircontentisaccessibletotheELsintheircourse.TheESLteacheralsomonitorstheprogressofELsintheircontentareaclasses.TheESLteacherwillaligntheEnglishLanguageProficiencyStandardsintheEnglishLanguageArtscurriculumandMathematiccurriculumwhereapplicabletothePACoreStandards.AlternateAcademicContentStandardsforMathandReadingwereintroducedduringthe2015‐2016schoolyear.Duringthe2016‐2017schoolyear,theteachersofthosewithseverecognitivedisabilitieswillaligntheAlternateAcademicContentStandardsforMathandReadingwhereapplicabletothespecificareasofinstruction,accordingtoeachstudent'sIndividualizedEducationPlan.

ElementaryEducation‐IntermediateLevel


ArtsandHumanities Developing DevelopingCareerEducationandWork Accomplished Accomplished

CivicsandGovernment NeedsImprovement

NeedsImprovement

PACoreStandards:EnglishLanguageArts Accomplished AccomplishedPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Developing Developing

PACoreStandards:Mathematics Accomplished Accomplished

Economics NeedsImprovement

NeedsImprovement

EnvironmentandEcology Developing DevelopingFamilyandConsumerSciences NonExistent NonExistent

Geography NeedsImprovement

NeedsImprovement

Health,SafetyandPhysicalEducation Developing DevelopingHistory Developing DevelopingScienceandTechnologyandEngineeringEducation Developing Developing


NeedsImprovement

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NeedsImprovement

AmericanSchoolCounselorAssociationforStudents Developing DevelopingEnglishLanguageProficiency Developing DevelopingInterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingExplanationforstandardareaschecked"NeedsImprovement"or"NonExistent":

OurEnglishLanguageArtsCurriculumhasbeenmappedanddevelopedaswellasourMathematicstoalignwithPACoreStandards.Scienceiscurrentlyparticipatinginalignmentandmappingourcurriculum.WehaveimplementedanewcurriculumframeworkacrosstheDistrictthatincludesbigideas,essentialquestions,standards/eligiblecontent,essentialvocabulary,instructionalstrategiesandlearningactivities,assessments,andresources.HuntingdonAreaSchoolDistrictjustcompletedaK‐12SchoolCounselingPlanaspartofChapter339.Economicsisanareathathasbeenidentifiedinthecareerandreadinessstandardsasaneed.Thecounselingdepartmenthasbeenworkingtoalignourcareerreadinessstandards.Civics,Government,andGeographyarethenextareasofstandardsandcurriculumthatwillbeaddressedforreview.Familyconsumerscienceisnotofferedattheelementarylevel.EnglishLearners(ELs)areprovidedEnglishLanguageDevelopment(ELD)throughouttheirdaybybothanESLteacherandcertifiedregulareducationcontentteachers.DependingontheEL'sEnglishproficiencylevel,ELDinstructionistaughteitherasastand‐alonecourse/classorembeddedwithinothercourseswiththedirectsupportofanESLteacher.ELsalsoreceiveELDinstructionthroughoutthedayfromcontentareateachersinthecoursesinwhichtheyareenrolled.TheinstructionincludesmodificationsandaccommodationstoenableELstoaccessthePACoreStandardstowhichthecurriculumisaligned.TheelementaryESLteachercollaborateswithcontentteacherstoensurethattheircontentisaccessibletotheELsintheircourse.TheESLteacheralsomonitorstheprogressofELsintheircontentareaclasses.TheESLteacherwillaligntheEnglishLanguageProficiencyStandardsintheEnglishLanguageArtscurriculumandMathematiccurriculumwhereapplicabletothePACoreStandards.AlternateAcademicContentStandardsforMathandReadingwereintroducedduringthe2015‐2016schoolyear.Duringthe2016‐2017schoolyear,theteachersofthosewithseverecognitivedisabilitieswillaligntheAlternateAcademicContentStandardsforMathandReadingwhereapplicabletothespecificareasofinstruction,accordingtoeachstudent'sIndividualizedEducationPlan.

MiddleLevel


ArtsandHumanities Developing DevelopingCareerEducationandWork Accomplished AccomplishedCivicsandGovernment Developing Developing

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

PACoreStandards:Mathematics Developing DevelopingEconomics Developing DevelopingEnvironmentandEcology Developing DevelopingFamilyandConsumerSciences Developing DevelopingGeography Developing DevelopingHealth,SafetyandPhysicalEducation Developing DevelopingHistory Developing DevelopingScienceandTechnologyandEngineeringEducation Developing Developing


NeedsImprovement


NeedsImprovement

AmericanSchoolCounselorAssociationforStudents Developing DevelopingEnglishLanguageProficiency Developing DevelopingInterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingWorldLanguage NonExistent NonExistentExplanationforstandardareaschecked"NeedsImprovement"or"NonExistent":

HuntingdonAreaMiddleSchooliscurrentlyparticipatinginadistrict‐wideefforttoalignandmapourcurriculum.TheprocessbeganwithreviewinggapswiththePACommonCoreStandardsandaligningthecoursecontent.Wehavebeguntowritecurriculumacrossallthecontentareas.Wehaveimplementedanewcurriculumframeworkthatincludesbigideas,essentialquestions,standards/eligiblecontent,essentialvocabulary,instructionalstrategiesandlearningactivities,assessments,andresources.HuntingdonAreaSchoolDistrictjustcompletedaK‐12SchoolCounselingPlanaspartofChapter339.WecurrentlydonotofferFamilyConsumerScienceorWorldLanguagestoour6th‐8thgradestudents.Wedoofferelectivesinthefollowingareas:libraryscience,art,music,physicaleducation,andSTEM.EnglishLearners(ELs)areprovidedEnglishLanguageDevelopment(ELD)throughouttheirdaybybothanESLteacherandcertifiedregulareducationcontentteachers.DependingontheEL'sEnglishproficiencylevel,ELDinstructionistaughteitherasastand‐alonecourse/classorembeddedwithinothercourseswiththedirectsupportofanESLteacher.ELsalsoreceiveELDinstructionthroughoutthedayfromcontentareateachersinthecoursesinwhichtheyareenrolled.TheinstructionincludesmodificationsandaccommodationstoenableELstoaccessthePACoreStandardstowhichthecurriculumisaligned.Themiddleschool/highschoolESLteachercollaborateswithcontentteacherstoensurethattheircontentisaccessibletotheELsintheircourse.TheESLteacheralsomonitorstheprogressofELsintheircontentareaclasses.TheESLteacherwillaligntheEnglishLanguageProficiencyStandards,includingstandardsanddescriptors,intheEnglishLanguageArtscurriculumwhereapplicabletothePACoreStandards.AlternateAcademicContentStandardsforMathandReadingwereintroducedduringthe2015‐2016schoolyear.Duringthe2016‐2017schoolyear,theteachersofthosewith

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severecognitivedisabilitieswillaligntheAlternateAcademicContentStandardsforMathandReadingwhereapplicabletothespecificareasofinstruction,accordingtoeachstudent'sIndividualizedEducationPlan.

HighSchoolLevel


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

PACoreStandards:Mathematics Developing DevelopingEconomics Developing DevelopingEnvironmentandEcology Developing DevelopingFamilyandConsumerSciences Developing DevelopingGeography Developing DevelopingHealth,SafetyandPhysicalEducation Developing DevelopingHistory Developing Developing

ScienceandTechnologyandEngineeringEducation NeedsImprovement

NeedsImprovement


NeedsImprovement


NeedsImprovement

AmericanSchoolCounselorAssociationforStudents Developing DevelopingEnglishLanguageProficiency Developing DevelopingInterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingWorldLanguage Developing DevelopingExplanationforstandardareaschecked"NeedsImprovement"or"NonExistent":

HuntingdonAreaHighSchooliscurrentlyparticipatinginadistrict‐wideefforttoalignandmapourcurriculum.TheprocessbeganwithreviewinggapswiththePACoreStandardsandaligningthecoursecontent.Wehavebeguntowritecurriculumacrossallthecontentareas.Wehaveimplementedanewcurriculumframeworkthatincludesbigideas,essentialquestions,standards/eligiblecontent,essentialvocabulary,instructionalstrategiesandlearningactivities,assessments,andresources.EnglishLearners(ELs)areprovidedEnglishLanguageDevelopment(ELD)throughouttheirdaybybothanESLteacherandcertifiedregulareducationcontentteachers.DependingontheEL'sEnglishproficiencylevel,ELDinstructionistaughteitherasastand‐alonecourse/classorembeddedwithinothercourseswiththedirectsupportofanESLteacher.ELsalsoreceiveELDinstructionthroughoutthedayfromcontentareateachersinthecoursesinwhichtheyareenrolled.Theinstructionincludesmodificationsand

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accommodationstoenableELstoaccessthePACoreStandardstowhichthecurriculumisaligned.Themiddleschool/highschoolESLteachercollaborateswithcontentteacherstoensurethattheircontentisaccessibletotheELsintheircourse.TheESLteacheralsomonitorstheprogressofELsintheircontentareaclasses.TheESLteacherwillaligntheEnglishLanguageProficiencyStandards,includingstandardsanddescriptors,intheEnglishLanguageArtscurriculumwhereapplicabletothePACoreStandards.HuntingdonAreaSchoolDistrictjustcompletedanK‐12SchoolCounselingPlanaspartofChapter339.WearereviewingtheSTEMelectiveandcourseofferingstoourstudentsatHAHS.WiththeSTEMprogramatthemiddleschool,weneedtoreviewwhattheSTEMcontinuumwilllooklikeatthehighschoollevel.Therelatedartcourses/electiveclassesareworkingontheircurriculumtoembracetheliteracyinitiatives,alongwiththePACorestandardsfortechnicalsubjects.WeareexpandingthecourseofferingsinthePhysicalEducationDepartmentandreviewingcreativeoptionsforadditionalWorldLanguageofferings.AlternateAcademicContentStandardsforMathandReadingwereintroducedduringthe2015‐2016schoolyear.Duringthe2016‐2017schoolyear,theteachersofthosewithseverecognitivedisabilitieswillaligntheAlternateAcademicContentStandardsforMathandReadingwhereapplicabletothespecificareasofinstruction,accordingtoeachstudent'sIndividualizedEducationPlan.

Adaptations


Checkedanswers

PA Core Standards: English Language Arts

Uncheckedanswers

None.


Checkedanswers

PA Core Standards: English Language Arts

Uncheckedanswers

None.

MiddleLevel

Checkedanswers

Career Education and Work Environment and Ecology

Science and Technology and Engineering Education

Uncheckedanswers

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None.

HighSchoolLevel

Checkedanswers

Career Education and Work Civics and Government

PA Core Standards: Mathematics

Geography

History

Uncheckedanswers

None.

Explanationforanystandardschecked:

Atthemiddleschoollevelwehaveworkeddiligentlytoincreaseourstudents'awarenessoftheirtalents,interests,andskillsthatwillbetransferabletotheirfuturecareers.WeusetoolssuchasourCareerandTechnologyCenter,aCareerCruisingsurveyandourguidancecurriculumtoallowstudentstheopportunitytorealizetheirfullpotential.OurschoolcurrentlyhasapartnershipwithJuniataCollege,whichaffordsustheopportunitytohaveScienceinMotionpresentinourbuilding.Thisbringsaplethoraofresources,technologyandactivitiestoourscienceclassroomsandallowsourstudentstoactivelyengagethecontent.Inadditionweencourageourteacherstopursuescienceandtechnologygrants,suchasTroutintheClassroom.Attheelementarylevel,wehaveimplementedabalancedliteracyprogramthatisresponsivetotheneedsofindividualstudents.ThisprogramissupportedbyanactiveResponsetoInstructionandInterventionprogram.AtthehighschoolourguidancedepartmenthasutilizedtheGapTooltodeterminethedeficienciesintheCareerEducation&Workprogram.OurSocialStudiesdepartmentiscurrentlyrewritingcurriculumtoalignwithPACore.OurmathdepartmentisalsorewritingcurriculumtoalignwithPACore.

Curriculum

PlannedInstruction


CurriculumCharacteristics Status

Objectivesofplannedcourses,instructionalunitsorinterdisciplinarystudiestobeachievedbyallstudentsareidentifiedforeachsubjectarea. Developing

Content,includingmaterialsandactivitiesandestimatedinstructionaltimetobedevotedtoachievingtheacademicstandardsareidentified. Developing

Therelationshipbetweentheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesandacademicstandardsareidentified.

Developing

Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesareidentified. Developing

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ProcessesusedtoensureAccomplishment:

TheelementaryteachershavecompletedtheprocessofaligningandcreatingcurriculuminalltheELAandmathcontentareas.Thesciencecurriculumwillbeaddressedandalignedinthe2016‐2017schoolyear.Wehaveimplementedanewcurriculumframeworkthatincludesbigideas,essentialquestions,standards/eligiblecontent,essentialvocabulary,instructionalstrategiesandlearningactivities,assessments,andresources.SocialStudieswillfollowthissameframework.

Explanationforanystandardsareaschecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:

Thisnarrativeisempty.






Developing



TheelementaryteachershavecompletedtheprocessofaligningandcreatingcurriculuminELAandMathcontentareas.Thesciencecurriculumwillbeaddressedandalignedinthe2016‐2017schoolyear.Wehaveimplementedanewcurriculumframeworkthatincludesbigideas,essentialquestions,standards/eligiblecontent,essentialvocabulary,instructionalstrategiesandlearningactivities,assessments,andresources.SocialStudieswillfollowthissameframework.



MiddleLevel




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Developing



HuntingdonAreaMiddleSchooliscurrentlyparticipatinginadistrict‐wideefforttoalignandmapourcurriculum.TheprocessbeganwithreviewinggapswiththePACoreStandardsandaligningthecoursecontent.Wehavebeguntowritecurriculumacrossallthecontentareas.Wehaveimplementedanewcurriculumframeworkthatincludesbigideas,essentialquestions,standards/eligiblecontent,essentialvocabulary,instructionalstrategiesandlearningactivities,assessments,andresources.



HighSchoolLevel





Developing



HuntingdonAreaHighSchooliscurrentlyparticipatinginadistrict‐wideefforttoalignandmapourcurriculum.TheprocessbeganwithreviewinggapswiththePACoreStandardsandaligningthecoursecontent.Wehavebeguntowritecurriculumacrossallthecontentareas.Wehaveimplementedanewcurriculumframeworkthatincludesbigideas,essentialquestions,standards/eligiblecontent,essentialvocabulary,instructionalstrategiesandlearningactivities,assessments,andresources.WearecurrentlydevelopingonlineeducationcoursesthatarealignedtoPACoreStandardsandareengaging.



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ModificationandAccommodations

Explainhowplannedinstructioncontainsmodificationsandaccommodationsthatallowallstudentsatallmentalandphysicalabilitylevelstoaccessandmasterarigorousstandardsalignedcurriculum.

Attheelementarylevel,theLanguageArtscurriculumisimplementedinaprogramofbalancedliteracythatisresponsivetotheneedsofindividuallearners.ForstudentswithneedsthatgobeyondthosethatcanbemetthroughtheResponsetoInstructionandInterventionprogram,studentsareevaluated,accordingtotheChapter14guidelines,todetermineeligibilityforspecialeducationservices.Studentsthataredeterminedeligibleforspecialeducationservices,receivesupportthroughanIndividualizedEducationProgram(IEP).Atthemiddleleveltherearevariousco‐taughtclassesthatprovidebothregulareducationstudentsandspecialeducationstudentswiththesupporttheyneedtobesuccessfulwithintheregulareducationcurriculumthatisalignedtothestandards.StudentsthataredeterminedeligibleforspecialeducationservicesreceivesupportthroughanIndividualizedEducationProgram(IEP).Thetypeofsupportastudentreceivesisbasedonthestudent'sneedsandisindividualizedtoensurethestudentreceivesanappropriateeducation.Modificationsandaccommodationscouldinclude,butarenotlimitedto:Co‐taughtclasses,resourcetimewithasupportteacher,researchbaseddirectinstruction,modifiedassessments,modifiedassignments,verbalcues,adaptedinstructions,extendedtimelines,andotheradaptationsandaccommodationsasdeemednecessarybytheIEPteam.Atthehighschoollevel,variousmath,English,andsciencecoursesareco‐taughtwithbothspecialeducationteachersandregulareducationteachersprovidinginstructionintheregularclassroomsinordertofacilitatelearningandaddresstheneedsofallstudentsinthoseclasses.Inadditiontoco‐taughtclasses,studentsdeterminedeligibleforspecialeducationservicesmayreceiveothermodificationsandaccommodationsaccordingtotheirIndividualizedEducationPrograms(IEPs).Thedistricthasagiftedprogramthatenablesgiftedstudentstobeaccelerated,enriched,and/orbothasdeemedappropriateaccordingtotheirGiftedIndividualizedEducationPrograms(GIEPs).

Instruction

InstructionalStrategies

CheckedAnswers Formal classroom observations focused on instruction Walkthroughs targeted on instruction

Annual Instructional evaluations

Instructional Coaching

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Unchecked Answers

Peer evaluation/coaching

Regular Lesson Plan Review

Checked Answers

Administrators

Instructional Coaches

Unchecked Answers

Building Supervisors

Department Supervisors

Not Reviewed

ProvidebriefexplanationofLEA'sprocessforincorporatingselectedstrategies.

Principalsformallyandinformallyobserveandprovidefeedbacktoteachersoninstructionalpractices.Weparticipateintheteachereffectivenessprogramtofocusonmoresupervisionandestablishinggrowthandrapportbetweenprincipalsandteachers.UtilizingtheDanielsonmodel,pre‐conference,observation,post‐conferenceandreflectionareembeddedintheprocesstohelpteachersandprincipalsgrowprofessionally.Teacherswhohaveahistoryofsatisfactoryclinicalevaluationsandaretenuredhavetheopportunitytochoosedifferentiatedsupervisionmodelsfortheirannualevaluation.

ProvidebriefexplanationforstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation.

Weareresearchingandreviewingdifferentiatedsupervisionmodelstoincludepeerevaluation/coachingstrategies.Throughparticipationinthenewteachereffectivenessprogram,thereismoreface‐to‐facetime,individualteacherselfreflectionandindividualprofessionaldevelopment.Thismodelallowsformoreinstructionalcoachingbetweenadministratorsandteachers.Wefeelthiswillenhanceourinstructionalcoachingprocesswhereadministratorsandeventuallypeerscanworkassupervisorsandnotbeassociatedwiththeevaluationprocess.Wecurrentlyhaveaninstructionaltechnologycoachaswellasaliteracycoach,whichisallowingforprogressinthisdirection.

ResponsivenesstoStudentNeeds


InstructionalPractices Status

Structuredgroupingpracticesareusedtomeetstudentneeds.

Implementedin50%ormoreof

districtclassrooms

Flexibleinstructionaltimeorotherschedule‐relatedpracticesareusedtomeetstudentneeds.


districtclassrooms

Differentiatedinstructionisusedtomeetstudentneeds. Implementedin

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50%ormoreofdistrict

classrooms

Avarietyofpracticesthatmayincludestructuredgrouping,flexibleschedulinganddifferentiatedinstructionareusedtomeettheneedsofgiftedstudents.


districtclassrooms

Ifnecessary,providefurtherexplanation.(Requiredexplanationifcolumnselectedwas






districtclassrooms



districtclassrooms

Differentiatedinstructionisusedtomeetstudentneeds.


districtclassrooms



districtclassrooms



MiddleLevel



Implementedinlessthan50%of

districtclassrooms



districtclassrooms



districtclassrooms

Avarietyofpracticesthatmayincludestructuredgrouping,flexible Implementedin

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schedulinganddifferentiatedinstructionareusedtomeettheneedsofgiftedstudents.

lessthan50%ofdistrict

classroomsIfnecessary,providefurtherexplanation.(Requiredexplanationifcolumnselectedwas

Thisisaknownareaofweaknessforourmiddlelevelprogram.Theneedforprofessionaldevelopment,resources,andaccountabilityintheseareasisbeingdeveloped.Duringthebuildinglevelplanprocess,instructionalpracticeswasanareaofconcernidentified.TheComprehensiveTeamrecommendeddifferentiationasaneedforprofessionaldevelopment.Duringthe2016‐2107schoolyear,teachersreceivedprofessionaldevelopmentondifferentiation.Teachershavebeenrequiredtoturnindailylessonplansthatincludeidentifyinginstructionalstrategiesbeingimplementedduringclasstomeettheneedsofstudents.Theadministrationiscompletingwalkthroughstogatherdataonthefrequencyofteachersusingpurposefulgroupingduringinstruction,leveloftaskstudentsareassignedtocomplete,andinstructionalstrategybeingutilized.Differentiationwillcontinuetobeanareatofocusonastheteachersusemultipleresources,bothonlineandinprint,toincreasetheirknowledgeandabilitytodifferentiatedinclass.

HighSchoolLevel




districtclassrooms



districtclassrooms



districtclassrooms



districtclassrooms


Duringthebuildinglevelplanprocess,theareaofinstructionalpracticeswasidentifiedasaconcern.Thecomprehensiveteamrecommendeddifferentiationasaneedforprofessionaldevelopment.Duringthe2016‐2107schoolyear,teachersreceivedprofessionaldevelopmentondifferentiation.Teachershavebeenrequiredtoturnindailylessonplansthatincludeidentifyinginstructionalstrategiesbeingimplementedduringclasstomeettheneedsofstudents.Theadministrationiscompletingwalkthroughstogatherdataonthefrequencyofteachersusingpurposefulgroupingduringinstruction,leveloftaskstudentsareassignedtocomplete,andinstructionalstrategybeingutilized.Differentiationwill

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continuetobeanareatofocusonastheteachersusemultipleresources,bothonlineandinprint,toincreasetheirknowledgeandabilitytodifferentiatedinclass.

Recruitment

Describetheprocessyouimplementtorecruitandassignthemosteffectiveandhighlyqualifiedteachersinordertomeetthelearningneedsofstudentswhoarebelowproficiencyorareatriskofnotgraduating.

Wehavenotformallyestablishedarecruitmentprocess.Whenvacanciesoccurwereviewthevacatedpositionanddeterminewhetherthatpositionshouldbereplacedatall,replacedstatusquoorreplacedwithamoreflexibleandefficientpositiontoincludeavarietyofhighneedcertifications.Administrativelywereviewstaffcertificationsandconsiderplacementofstaffbasedontheneedsofthestudentandapartnershipwithstaff.Staffplacementisbasedontheneedofthestudentsandtheresourcesavailabletoensurethemosteffectiveinstructionalenvironmentpossible.Wereviewtheequityplanperfederalguidelinestoensurewehaveabalancedstaffinallschools,notonlythosethatreceivedfederalmonies.Studentswhoareatriskofnotgraduatinghavesupportmeasuresinplacefromteachers,counselors,administratorsandparents.Weidentifytherootcausethatthestudentisdealingwithintheeventitisnotduetoscoringbelowproficiency,sincethatisnottheonlychallengestudentsfacetodeterminewhethertheywillstayinschoolornot.Toeliminateproficiencyasareason,additionalsupportduringtheschoolday,tutoringafterschoolandextendedtimearemethodsweutilizetohelpthestudentgrowattheirindividualrate.Differentiatedinstructionalmodelsarealsoavailabletostudents.Wehaveonlinecoursesaswellasthetraditionalclassroommodeltotrytoreachtheindividualneedsofallstudents.

Assessments

LocalGraduationRequirements

CourseCompletion SY18/19 SY19/20 SY20/21

TotalCourses 32.00 32.00 32.00English 4.00 4.00 4.00Mathematics 3.00 3.00 3.00SocialStudies 3.00 3.00 3.00Science 3.00 3.00 3.00PhysicalEducation 4.00 4.00 4.00Health 4.00 4.00 4.00Music,Art,Family&ConsumerSciences,CareerandTechnicalEducation

4.00 4.00 4.00

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Electives 7.00 7.00 7.00Minimum%GradeRequiredforCredit(NumericalAnswer)

60.00 60.00 60.00

GraduationRequirementSpecifics

WeaffirmthatourentityrequiresdemonstrationofproficiencyoraboveineachofthefollowingStateacademicstandards:EnglishLanguageArtsandMathematics,ScienceandTechnologyandEnvironmentandEcology,asdeterminedthroughanyoneoracombinationofthefollowing:Checkedanswers

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

Uncheckedanswers

Locallyapprovedandadministeredassessments,whichshallbeindependentlyandobjectivelyvalidatedonceevery6years.Localassessmentsmaybedesignedtoincludeavarietyofassessmentstrategieslistedin?4.52(c)andmayincludetheuseofoneormoreKeystoneExams.Exceptforreplacementofindividualtestitemsthathaveasimilarlevelofdifficulty,anewvalidationisrequiredforanymaterialchangestotheassessment.Validatedlocalassessmentsmustmeetthefollowingstandards:

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

II. PerformancelevelexpectationsanddescriptorsthatdescribethelevelofperformancerequiredtoachieveproficiencycomparabletothatusedfortheKeystoneExams.

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

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

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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 XCareerEducationandWork X XCivicsandGovernment X XPACoreStandards:EnglishLanguageArts X X X

PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects

X X

PACoreStandards:Mathematics X X XEconomics X XEnvironmentandEcology X XFamilyandConsumerSciences X XGeography X XHealth,SafetyandPhysicalEducation X X

History X XScienceandTechnologyandEngineeringEducation X X X

WorldLanguage X X

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MethodsandMeasures

SummativeAssessments

SummativeAssessments EEP EEI ML HS

UnitTests X X X XPennsylvaniaSystemofSchoolAssessment X X KeystoneExams X X

BenchmarkAssessments

BenchmarkAssessments EEP EEI ML HS

ClassroomDiagnosticTest X X XDIBELS X

FormativeAssessments

FormativeAssessments EEP EEI ML HS

CommonAssessments X X XClassroomBasedAssessments X X X X

DiagnosticAssessments

DiagnosticAssessments EEP EEI ML HS

ClassroomDiagnosticTest X X XSTARReadingAssessment RunningRecordsinReading X X X

ValidationofImplementedAssessments

ValidationMethods EEP EEI ML HS

ExternalReview IntermediateUnitReview LEAAdministrationReview X X X XBuildingSupervisorReview X X X XDepartmentSupervisorReview ProfessionalLearningCommunityReview X X X XInstructionalCoachReview X X TeacherPeerReview X X X XProvidebriefexplanationofyourprocessforreviewingassessments.

Atthistimeourassessmentreviewprocessisminimal;however,werecognizethisasaweaknessandarecommittedtoworkingonthis.Wehavebegunthisprocessbyanalyzing

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dataandlookingatcreatingSMARTGoalstoaideinassessmentproceduresattheelementarylevel.TheHAHSteachershavecreatedmidtermexamsandfinalexamsthatarereviewedamongthePLCmembersandadministrationforqualityofassessmentwithtypeofquestions,levelofDOKusedinthequestions,andanalysisofthestudents'results.Theteachersareworkingwithintheirlearningcommunitiestocreatemorecommonassessmentstomeasurestudentlearning.TheHAMSteachersaremeetingdailywithintheirprofessionallearningcommunities(content‐based)toworkoncommoninstructionalpracticesandbegintolookatformativeandsummativeassessments.

DevelopmentandValidationofLocalAssessments

Ifapplicable,explainyourproceduresfordevelopinglocallyadministeredassessmentsandhowtheyareindependentlyandobjectivelyvalidatedeverysixyears.

Thissectionisnotapplicable.

CollectionandDissemination

Describeyoursystemtocollect,analyzeanddisseminateassessmentdataefficientlyandeffectivelyforusebyLEAleadersandinstructionalteams.

Attheelementarylevel,weusedatafromavarietyofsources,includingDIBELS,PSSA,PVAAS,CDTWedisseminatethenecessaryinformationthroughourfacultymeetings,ResponsetoInterventionandInstructionmeetings,professionallearningcommunitiesandprofessionaldevelopmentopportunities.Atthemiddlelevelweusedatafromavarietyofsources,suchasPVAAS,emetric,localassessmentsanddiagnostictools.TheteachershavebeguntocompletetheCDTcyclebyconferencingwiththestudentsabouttheirresultsandtosetgoalsforthestudents.Teachersreviewthedatawithintheirstudent‐teammeetingsandtheirPLCmeetings.Theteachercollaborationfocusesonthetypeofquestion,levelofquestion,andtherubricsthatareusedforopen‐endedresponses.TheentirebuildingisinformedofthebuildingdataatfacultymeetingsandPCmeetings.Teachershavebeenencouragedtocompletelessonstudiestofurtherexpanduponthecommonalitiesamongcommonassessments.Thehighschoolstaffusesdatafromavarietyofsources,suchasPVAAS,emetric,localassessmentsanddiagnostictools.TheteachershavebeguntocompletetheCDTcyclebyconferencingwiththestudentsabouttheirresultsandtosetgoalsforthestudents.TeachersreviewthedatawithintheirPLCmeetings.Theteachercollaborationfocusesonthetypeofquestion,levelofquestion,andtherubricsthatareusedforopen‐endedresponses.TheentirebuildingisinformedofthebuildingdataatfacultymeetingsandPLCmeetings.Teachershavebeenencouragedtocompletelessonstudiestofurtherexpanduponthecommonalitiesamongcommonassessments.EnglishasaSecondLangugage(ESL)/EnglishLanguageDevelopmentInstruction(ELD):

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Screening,identification,andplacement:Uponenrollmentintothedistrict,theHuntingdonAreaSchoolDistricthastheHomeLanguageSurveycompletedforeachlearnerthatisbeingenrolled.ThesurveyisreviewedtodetermineapotentialEnglishLanguageDevelopment(ELD)need.IfalanguageotherthanEnglishislistedonthesurveythefollowingwillbeutilizedtodetermineaneedtoidentifyaleanerasanEL:familyinterview,reviewofrecords,andanadministrationofscreener.Thedistrictwillalsodetermineiftheleanerhaslimitedorinterruptedformaleducation(LIFE).IfthelearnerqualifiesasanEL,anappropriatelanguageinstructioneducationprogram(LIEP)willbedevelopedandtheparentwillbeprovidedwithadetailedprogramdescriptionandanexplanationofidentificationandplacementdecision.Screening,identification,andplacementwillbeconductedwithintherequiredtimelines.ELshavetherighttoreceivedualservicesiftheymeettheeligibilitycriteriaforspecialeducationand/orgifted.LackofEnglishproficiencycannotbethedeterminantfactorforachildbeingidentifiedasachildwithadisability.Parentshavearighttorefusespecializedprogramming.Reclassification:ReclassificationofcurrentELstoformerELstakesplaceannuallybetweenJuneandSeptember.ThedistrictwillnolongerutilizemeasuresofacademicachievementforELreclassificationdecisions.ThedistrictwillutilizethenewreclassificationcriteriathatwillbepublishedbyPDEduringthe2017‐2018schoolyear.FormerELswillbeactivelymonitoredforaperiodof2yearstoensureappropriateeducationalprogress.Thesestudentswillbereportedtothestateinamonitorstatusforanadditionaltwoyears.FormerELswillbere‐designatedasactiveELsifitisdeterminedthattheirdifficultyislanguage‐basedandnotacademicbased.Thedistrict’sK‐12ELsareassessedannuallywiththeACCESSforELLs2.0tomeasurestheELs'Englishlanguageproficiencyandprogressinthedomainsofreading,writing,speaking,andlistening.Parentsarenotpermittedtoopttheirchildrenoutofthisassessment.Thedistrict’sK‐12ELsparticipateinallotherstate‐requiredassessments,suchasPSSAsandKeystone.Appropriateaccommodationsfortheassessmentsmaybeprovidedonanindividualizedbasisandaccordingtotheassessmentguidelines.TheELs'EnglishProficiencyLevelsaresharewiththeteachersthathavethemintheircourses/classrooms.ThisinformationisdisseminatedbytheESLteachersalongwithwaystosupporttheELsintheirclassrooms.

DataInformedInstruction

Describehowinformationfromtheassessmentsisusedtoassiststudentswhohavenotdemonstratedachievementoftheacademicstandardsataproficientlevelorhigher.

TeachersattheelementaryschoolusedatafromDIBELS,runningrecords,CDTsandclassroomassessmentstodevelopinstruction,groupforinterventionsandprovide

30

feedbacktostudentsandfamilies.TeacherscollaborateregardingthedataduringResponsetoInterventionandInstructionMeetings,ProfessionalLearningCommunities,ChildStudyTeamMeetingandGradeLevelTeamMeetings.TeachersatthemiddleschoolusethedatafromPSSAsandCDTstoplanfortheirstudentgroupingsandforinstructionalpracticestoensurethestudents'needsarebeingmet.Inaddition,teachersaremeetingwithstudentsfortheirCDTconferencetoexplaintheimportanceofthedata,whatareasareastrengthforthestudent,andwhatareasthestudentneedstofocusonintheupcomingunit.TeachersatthehighschoolusethedatafromKeystonesandCDTstoplanfortheirstudentgroupingsandforinstructionalpracticestoensurethestudents'needsarebeingmet.Inaddition,teachersaremeetingwithstudentsfortheirCDTconferencetoexplaintheimportanceofthedata,whatareasareastrengthforthestudent,andwhatareasthestudentneedstofocusonintheupcomingunit.Inaddition,theteachersassignedtoprovidesupplementalinstructionwillreviewtheassessmentdatatobesurethelessonsarepurposefulintheareasthestudentisunderperforming.

AssessmentDataUses

AssessmentDataUses EEP EEI ML HS

AssessmentresultsarereportedoutbyPAassessmentanchororstandards‐alignedlearningobjective.

X X X X

InstructionalpracticesareidentifiedthatarelinkedtostudentsuccessinmasteringspecificPAassessmentanchors,eligiblecontentorstandards‐alignedlearningobjectives.

X X X X

SpecificPAassessmentanchors,eligiblecontentorstandards‐alignedlearningobjectivesareidentifiedforthosestudentswhodidnotdemonstratesufficientmasterysothatteacherscancollaborativelycreateand/oridentifyinstructionalstrategieslikelytoincreasemastery.

X X X X

Instructionalpracticesmodifiedoradaptedtoincreasestudentmastery. X X

Providebriefexplanationoftheprocessforincorporatingselectedstrategies.

Attheelementarylevel,wehaveestablishedregularmeetingsundertheResponsetoInstructionandInterventionmodelduringwhichinstructionalstrategiesforindividualsandgroupsarediscussedandplanned.Atthemiddleleveltheneedforincreasedprofessionaldevelopmentregardingdataisevident.Thefacultyneedstohaveabetterunderstandingofhowdiagnosticdatacanbeusedtoguideandmodifyinstructiontomeettheneedsofallstudents.Again,lookingattheresultsfromassessmentstoidentifybestinstructionalpracticestoenhancestudentlearningalongwithworkingcollaborativelytoadaptinstructionalpracticestoworktowardsstudentmastery.Thehighschoolstaffwouldbenefitfromadditionalprofessionaldevelopmentonhowtouse

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assessmentstodriveinstructionandtheabilitytoreflectonwhatinstructionalstrategiesarethebesttoimprovestudentresultsandstudentcomprehension.Teachersneedtoidentifybestinstructionalpracticesthatledtopositivestudentresults.SpecialeducationteachersusePSSA/KeystoneorPASAdatatosetgoalsforstudentsandtoidentifyareasofdeficiencythatneedtoberemediated.

Providebriefexplanationforstrategiesnotselectedandhowyouplantoaddresstheirincorporation.


DistributionofSummativeAssessmentResults

DistributionMethods EEP EEI ML HS

CoursePlanningGuides X XDirectingPublictothePDE&otherTest‐relatedWebsites X X X X

IndividualMeetings X X X XLetterstoParents/Guardians X X X XLocalMediaReports Website X X X XMeetingswithCommunity,FamiliesandSchoolBoard X X X XMassPhoneCalls/Emails/Letters X X X XNewsletters X X X XPressReleases XSchoolCalendar X X X XStudentHandbook Providebriefexplanationoftheprocessforincorporatingselectedstrategies.

Attheelementarylevel,abundantinformationismadeavailabletoparentsandcommunitymembers.PSSAresultsforindividualstudentsaremailedtofamilies.Aggregateresults,byschool,aresharedwiththeschoolcommunityintheannualTitleIparentmeeting(eitheratOpenHouseorBingoforBooksevents).Thisispartoftheannualgoal‐settingprocessunderTitleI.Thisinformationisalsosharedwiththeboardannuallybothasachievementandgrowthdata,alongwiththeoverallSchoolPerformanceProfileScore.Wealsodistributecurriculum‐basedsummativedatathatisprimarilysharedthroughquarterlyreportcardswithfamilies.Inaddition,specialeducationteachersprovideregularprogressmonitoringtoparentsbasedonindividualstudentneeds.Themiddleschoolteachingteamsandadministrationhaveusedtechnologytoshareinformationwithparentsaboutthestandardizedassessmentsandtheimportanceoftheresults.Theadministrationhasheldparentnightswherestudentinformationonpastassessments(CDT,Keystones,PSSAs)aremadeavailabletotheparenttoseeandunderstandthedatatheirchildprovidesthroughthedifferentassessments.Therearemoreeveningprogramsscheduledforthisyeartoprovideadditionalinformationaboutthedifferentassessmentsandtheireducationalvalueintheclassroomandtoparents.Thehighschoolteachersandadministrationhaveusedtechnologytoshareinformation

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withparentsaboutthestandardizedassessmentsandtheimportanceoftheresults.Theadministrationhasheldparentnightswherestudentinformationonpastassessments(CDT,Keystones,PSSAs)ismadeavailabletotheparenttoseeandunderstandthedatatheirchildprovidesthroughthedifferentassessments.Therearemoreeveningprogramsscheduledforthisyeartoprovideadditionalinformationaboutthedifferentassessmentsandtheireducationalvalueintheclassroomandtoparents.AnnualthedistrictnotifiesparentsofcurrentlyenrolledELsoftheirparticipationinthelanguageinstructioneducationalprogram(LIEP)anddescriptionoftheprogram,thenotificationoftherighttooptoutofservices,andtheresultsoftheACCESSforELLs2.0assessment.TheparentsofELsreceiveallperiodicnotificationthatalldistrictleanersreceivesothattheycanbeinvolvedintheirchildren’seducation.Translatedformsand/ortranslatorsareutilizedbythedistrictasdeemednecessarytoensureunderstandingofinformation.

ProvidebriefexplanationforstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation.

Inregardstotheareaswearenotcurrentlyutilizing,werealizetheneedtoincreaseourmediaexposuretoourparentsandcommunity.Currentlywedonotuseourstudenthandbookinthiscapacity,butthatiscertainlyanavenuewecaninvestigate.

SafeandSupportiveSchools

AssistingStrugglingSchools

Describeyourentity’sprocessforassistingschoolsthateitherdonotmeettheannualstudentachievementtargetsorexperienceotherchallenges,whichdeterstudentattainmentofacademicstandardsataproficientlevelorhigher.

Ifyourentityhasnostrugglingschools,explainhowyouwilldemonstratecontinuedgrowthinstudentachievement.

WecurrentlytakeadvantageofschoolwideTitleIfundsandprogrammingtobridgetheachievementgapattheelementarylevel.Ourfocushasbeenonreadinginstruction.Additionallyattheelementary,werealignedourmathcurriculumandarecurrentlyworkingonSTEMandsciencealignmentofcurriculum.WehaveaCAREteamthatusesallavailableresourcestomeettheneedsofstudentswhoarestrugglingduetobarrierstheyfaceoutsideoftheschoolenvironment.Allofourbuildings,elementary,middle,andhighschool,currentlyutilizeaSchoolWidePositiveBehaviorSupportPlan.

Programs,StrategiesandActions

Programs,StrategiesandActions EEP EEI ML HS

BienniallyUpdatedandExecutedMemorandumof X X X X

33

UnderstandingwithLocalLawEnforcementSchool‐widePositiveBehavioralPrograms X X X XConflictResolutionorDisputeManagement X XPeerHelperPrograms X X SafetyandViolencePreventionCurricula X X X XStudentCodesofConduct X X X XComprehensiveSchoolSafetyandViolencePreventionPlans X X X X

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

ExplanationofstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation:

Attheelementarylevel,peertutoringprogramsareinplaceforstudentsneedingacademicsupportincorecontentareas.PeerHelperprogramshavebeeninplaceatthemiddlelevelinpreviousyears,butduetotheincreasedinstructionalcommitmentithasnotbeenimplementedaseffectivelyaspossible.Thisiscertainlyanareathatcanbeinvestigatedandpossiblyimplementedagain.TheDistricthasimplementedandhasplansinplaceforSchoolWidePositiveBehavior.Wehaveadistrictschoolresourceofficerthatishousedatthehighschool.Themiddleschoolcounselordoessignificantin‐classtrainingwithstudentsonanti‐bullying.Camerasareinstalledatourschoolsforsafetyreasons.

Screening,EvaluatingandProgrammingforGiftedStudents

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

TheupdatedAnnualPublicNoticeofSpecialEducationServicesandPrograms,ServicesforGiftedStudents,andServicesforProtectedHandicappedStudentsispublishedinthelocalnewspaper,printedinthestudenthandbook,anddisplayedontheschoolwebsite.Asummarizationofgiftedservicesisalsoprintedintheschoolhandbooks.TheHASDGiftedSupportProgramsarealsodisplayedontheschoolwebsite.

Describeyourentity’sprocessforlocatingstudentswhoarethoughttobegiftedandmaybeinneedofspeciallydesignedinstruction(screening).

TheUniversalscreener(CoGAT)isadministeredtoallsecondgradestudentsatthestartoftheschoolyearandisusedasthepreliminaryscreeningassessmentforgiftedreferrals.Studentswhoperformatthe92ndpercentileorabovewillbescheduledforaChildStudyTeam(CST)meetingtodiscusstheresultswithparents,reviewcurrentstudentdata,and

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determinetheneedtoreferthestudentforafullevaluation.AdescriptionoftheChildStudyTeamisprovidedbelow.Atallgradelevels,beginningwithkindergarten,variousstudentdata(benchmarkscores,standardizedassessmentscores(PSSAs,Keystones,CDTs),PSAT/SATscores,andCBA)isreviewedbyclassroomteacherstohelpthemscreenstudentsforpotentialgiftedness.Teachersshouldcontactbuildingadministrationforstudentswhoperformabovegradelevel/advancedand/or90thpercentileoraboveinmathorlanguagearts.Oncethestudentshavebeenidentifiedthroughdatareview,avalidstandardizedindividualscreenertestofgeneralintelligencewouldbeadministeredandscored,ifnotpreviouslyadministeredthroughsecondgradescreeningandonlyafterparentalconsentisobtained.AChildStudyTeam(CST)meetingwouldbescheduledtodiscusstheresultswithparentsanddeterminetheneedtoreferthestudentforafullevaluation.Parentsmayrequestanevaluationatanytimewithalimitofonerequestperschoolterm.Ourdistrictensuresthatthescreeningprocessdoesnotserveasabartotherightoftheparenttorequestanevaluation.

Describeyourentity’sproceduresfordeterminingeligibility(throughmultiplecriteria)andneed(basedonacademicstrength)forpotentiallymentallygiftedstudents(evaluation).

ThetermmentallygiftedincludesapersonwhohasanIQof130orhigherorotherfactorsthatindicategiftedability.GiftedabilitycannotbebasedonanIQscorealone.IftheIQscoreislowerthan130,achildmaybeidentifiedasgiftedthroughmultiplecriteriaand/orotherconditionsthatstronglyindicategiftedability.Theotherfactorstobeconsideredmayinclude:Achievementtestscoresthatareayearormoreabovelevel;observedormeasureacquisition/retentionratesthatreflectgiftedability;achievement,performance,orexpertiseinoneormoreacademicareasthatdemonstratesahighlevelofaccomplishment;higherlevelthinkingskills;anddocumentedevidencethatinterveningfactorsaremaskinggiftedability.PriortoconductinganinitialGiftedMultidisciplinaryevaluation,theHuntingdonAreaSchoolDistrictcomplieswiththenoticeandconsentrequirements.Theproceduralrightswillbemadeavailabletoprotectthestudentandparent,inlanguage,whichisclearandfullyexplainsallrights.AGiftedMultidisciplinaryEvaluation(GMDE)isaprocesstogathertheinformationthatwillbeusedtodetermineifachildqualifiesforgiftededucation.Partoftheprocessincludesanevaluationbyacertifiedschoolpsychologist.Thedistrictutilizesarubric.Ifthestudentreceivesascoreof20pointsorhigher,he/shemeetsthedistrict’seligibilitycriteria.Therubricisthedistrict’sguidelineforpotentialeligibilityasgifted;however,thefinaldeterminationforgiftedservicesismadebythegiftedmultidisciplinaryteam.TheGiftedMulti‐DisciplinaryTeam(GMDT)includesacertifiedschoolpsychologist,administrationrepresentation,theclassroomteacher(s),theparent(s)orguardian(s),personsfamiliarwiththestudent’seducationalexperience,performance,andculturalbackground,andschoolcounselor.AsinglememberoftheGMDTmaymeettwoormoreofthequalificationsspecified.TheGMDTwillconductanevaluationthatissufficientinscopetoinvestigateinformationrelevanttothestudent’ssuspectedgiftedness,includingacademicfunctioning,learningstrengths,ratesofacquisitionandretention,andinterveningfactorsthatmaymaskthestudent’sgiftednessandeducationalneeds.Atanypoint,theparent(s)orguardian(s)canrescindthepermissiontoevaluateandthismustbedoneinwritingbytheparent(s)orguardian(s).Parentswhosuspectthattheirchildisgiftedmayrequestagiftedmultidisciplinaryevaluationoftheirchildatanytime,withalimitofonerequestperschoolterm.Written

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requestsshouldbeforwardedtothebuildingprincipalortotheDirectorofPupilServices.ContactwillbemadewiththeparentandaPermissiontoEvaluateformwillbeprovided.Ifarequestismadeorallytoanyprofessionalemployeeoradministratoroftheschooldistrict,(thatindividualshallprovide)acopyofthePermissiontoEvaluateformwithin10calendardaysoftheoralrequest.Allmultidisciplinaryevaluationsarecompletedwithinregulatorytimelines.Timelinesinclude:60calendardaysafterthedistrictreceiveswrittenparentalconsentforevaluationorreceivesanorderofacourtorhearingofficertoconductamultidisciplinaryevaluation,exceptthatthecalendardaysfromthedayafterthelastdayofthespringschooltermuptoandincludingthedaybeforethesubsequentfallschooltermmaynotbecounted.Awrittenreport,basedontheoutcomeoftheGiftedMultidisciplinaryEvaluation,isthencompiled.TheGMDTwrittenreportstatesinformationandfindingsfromtheevaluationorreevaluationconcerningthestudent’seducationalneedsandstrengths.Thereportmustmakerecommendationsastowhetherthestudentisgiftedandinneedofspeciallydesignedinstruction,indicatethebasisforthoserecommendations,includerecommendationsforthestudent’sprogrammingandindicatethenamesandpositionsofthemembersoftheGMDT.Ifthestudentisidentifiedasagiftedstudent,theGiftedWrittenReportisusedbytheteamtodevelopaGiftedIndividualizedEducationPlan(GIEP).TheGIEPwillcontainthefollowinginformation:Astatementofthestudent’spresentlevelsofeducationalperformance,astatementofannualgoalsandshort‐termlearningoutcomeswhichareresponsivetothelearningneedsidentifiedintheevaluationreport,astatementofthespeciallydesignedinstructionandsupportservicestobeprovidedtothestudent,projectiondatesforinitiation,anticipatedfrequency,locationandanticipateddurationofgiftededucation,appropriateobjectivecriteria,assessmentproceduresandtimelinesfordeterminingonatleastanannualbasis,whetherthegoalsandlearningoutcomesarebeingachieved,andthenamesandpositionsofGIEPteamparticipantsandthedateofthemeeting.ImplementationoftheGIEPisasharedresponsibilitybetweenthegiftededucationteacher,regulareducationteachers,andadministration.Thegiftedstudent’sprogressismonitoredtoensurethattheneedsofthegiftedstudentarebeingmet.StudentsthatareidentifiedasduallyeligibleforservicesunderChapters14and16haveasingleindividualizededucationalprogram(IEP)withessentialelementsoftheGIEPincludedwithinthatplan.TheGIEPmustbecompletedwithin30calendardaysaftertheGMDTissuesitswrittenreport(GWR).UponcompletionoftheGIEP,theparent/guardianwillreceiveaNoticeofRecommendedAssignment(NORA).TheNORAwillindicatetheeducationalplacementforthestudentandrequirestheparent/guardianapprovalbeforeourdistrictwillbeginimplementationoftheGIEP.TheGIEPmustbeputintoactionnomorethan10schooldaysafteritiscompleted.

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

Thegiftedprogramofferedtoastudentidentifiedasgiftedisindividualizedwiththeinstructionmatchedspecificallytothestudent’sachievement,abilities,andinterests.TheHuntingdonAreaSchoolDistrictprovidesopportunitiesforstudentstoparticipateinenrichment,acceleration,orboth,asdeemedappropriatebytheGIEPTeam.The

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curriculummaybecompactedwithflexiblepacingand/oranindependentstudymaybedesignedbasedonthegiftedstudent’slong‐terminterestsandexpertiseinagivenarea.Giftedstudentsmaybeenriched,withcurriculabeingdifferentiated,bythegiftedteachereitherintheregularclassroomorinthegiftedclassroom.Giftedstudentsmaybeprovidedopportunitiestoworkwiththeirgiftedpeersinthegiftedresourceroomtobroadenanddeepentheirknowledge.Accelerationmayoccureitherwithsameagepeersorolderpeers,dependingontheachievement,ability,andneedsofthegiftedstudent.Otheroptionsthatmaybeprovidedandarebasedonthestudent’sindividualizedachievement,abilities,andinterestcouldinclude:distancelearning,onlinecourses,advancedplacementandhonorscourseswithearlier‐than‐normalaccess,andindependentlearningcontracts.ELEMENTARYPROGRAM:Ateachbuilding,onegiftedsupportteacherworkswithadministration,andclassroomteacherstoprovidegiftedprogrammingforstudentsasdeemedappropriatebytheGIEPTeam.Thegiftedsupportteacheractsasacatalysttohelpfacilitatedifferentiatededucationinavarietyofdifferentgradelevelsubjects.Additionally,thegiftedsupportteacherprovidesclassroomteacherswithresourcematerialsandideasforclassenrichmentandacceleration.Theelementarygiftedprogramservicesstudentsbothinsideandoutsideoftheclassroomasdeemedappropriateaccordingtothestudent’sGIEP.Giftedstudentsareprovidedwithaflexibleschedulethatallowsthemtomoveinandoutoftheclassroom/gradelevels/buildingstoensurethatstudiesareacademicallyappropriateandmeetingthestudent’sneeds.Placementisdeterminedbyreviewingleveledmath,reading,andwritingassessmentsadministeredthroughouttheschoolyear.Studentsintheelementarygiftedsupportprogramengageincomplexreading,writing,vocabulary,science,technology,andcurrenteventsexploration.Additionally,thecurriculumallowsstudentstodelveintoreal‐worldandfuturisticproblem‐solving,addressglobalconcerns,developstatisticandaccountingskills,investigatecareeroptions,discoverthearts,andhonecriticalthinkingandreasoningskills.Studentsreceivinggiftedsupportservicescompleteenrichmentactivitiesandprojectsbaseonindividualstrengthsandinterests.Personalinterestprojectsareacollaborativeeffortbetweenstudentandteacherandarescoredaccordingtoguidelinesandrubricsestablishedandagreeduponbybothparties.Projectsvarydependingonstudentinterestsandmayinclude,butarenotlimitedtothefollowing:Writingorproducingaplay,implementingacommunityproject,developinganinvention,creatingamodel,designingaboardgame,teachingaskilltootherstudents,presentingapersonalhobbyorinterest,sharingatalent,filmingadocumentary,ordeliveringapresentationthataddressesworldorpersonalconcerns.Theseprojectsaretypicallysharedwithpeers,parents,and/orthecommunity.Someextra‐curricularactivitiescouldinclude:K‐NexCompetitionwithIU#11,STEMlearningprojects,andOdysseyoftheMindcompetitions.MIDDLESCHOOLPROGRAM:Atthemiddleschoollevel,studentsidentifiedasgiftedanddemonstrateaneed,receivecomprehensiveliteracyinstructionatanacceleratedrate.Thisallowstimeforahigherlevelofdevelopmentthantheregularcurriculum.Inadditionthisaccelerationprovidestimeforenrichmentopportunitiesbothatthegroupandindividuallevels.Afocusisplacedupontakingtheinformationacquiredthroughlanguageanalysisandutilizingittocreatemoreeffectiveandrefinedmeansofcommunicatingthatareuniquetoeachstudent’sstyle.

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Studentswhorequireadvancedcourseworkinotherareaswillbeacceleratedand/orreceiveenrichmentaccordingtotheirindividualizedneedsinthosearea(s).Theneedforaccelerationinmathisaccommodatedbyassigningstudentstohigherlevelmathclasses,coordinatingthiswiththehighschoolmathprogramwhennecessaryandappropriate.Studentsalsoareencouragedtoparticipateinvariouscompetitionsandtoseekpublicationoftheirwriting.Othermiddleschoolextra‐curricularactivitiesthatprovideoutletsforstudentswithspecialinterestsandtalentsincludemiddleschoolband,highschoolmarchingban,jazzband,andstudentcouncil.HIGHSCHOOLPROGRAM:Themaingoalofthehighschoolgiftedprogramistoensurethatstudentsarelearningmaterialatalevelthatcoincideswiththeiracademicneeds.Someoftheoptionsatthehighschoolinclude:studentsregisterforadvancedlevelclassesorselectcollegeclassesthroughdualenrollmentofferings,coursescanbecompletedthroughaccelerationorcompaction,creditbyexamination,courseexemption,individualizedin‐classorout‐of‐classassignmentsanddifferentiatedinstructionintheregularclassroom.Studentsidentifiedasgiftedmayhaveresourceroomsupportwiththegiftedteachertodiscussandcompletetheirindividualizedgoals.Theymayalsoengageinanindependentstudy,research,orprojectonatopicthatisnotintroducedinregulareducation.Inothercases,somescholarsbecomeinterestedinatopicthatwasincludedinascheduledclassandwanttoexploremorein‐depth.Theseoptionsaswellasmoreindividualizedplansmaybeconsidered,withthespecificsdeterminedattheGIEPmeeting.Theenrichmentoptionsincludeopportunitiesforstudentstoengageinactivitiesthatwilladddimensiontotheiracademicneedsanddesires.Studentsselectfromawiderangeofshort‐termandlong‐termactivitiesthatarenotofferedintheregularcurricula.Enrichmentcanprovideextrachallengesandstimulateinterestinnewareas.Thechoiceusuallyrequiressometimeoutofthestudent’sregulareducationcoursesinordertocompletetheactivities.Timeoutofclassisalternatedsothatstudentsarenotconsistentlymissingthesameclass.Activitiesfallintoseveralcategories.Manyareprestigiousnationallyrecognizedcompetitions,therebyenhancingthestudent’shighschoolrecord.Someenrichmentoptionsinclude:ASMA,AMC,GreatWritersSeries,creativewritingcompetitions,essaywritingcompetitions,VoiceofDemocracy,ShakespeareCompetition,RosettaStonelanguages,FutureProblemSolving,HistoryDay,ModelUnitedNationsandguestspeakers.Thedistrictutilizessoftware(Skyward,IEPWriter,andProsoft)tomanagegiftedstudents’data,personnel,andthefinancialrecordkeepingofthedistrict’sgiftedprogram.Thedistrict’sPIMScoordinatorworkswithbuildinglevelPIMSrepresentativesandtheDirectorofPupilServicesandAssistantPupilServicestoensureaccuratereportingtothestateandcompliance.HuntingdonAreaSchoolDistrictChildStudyTeamTheChildStudyTeamiscomprisedofaregulareducation,specialeducation,and/orgiftedteacher,aschoolpsychologist,guidancecounselor,buildingprincipalorassistantprincipal,DirectorofPupilServicesand/orAssistantDirectorofPupilServices.Theseindividualsprovideavarietyofservicestothestaff,parents,andstudents.Servicesmayincludeintervention,monitoring,consultation,identification,assessment,programplanningeducationalplacement,enrichmentplans,individualbuildingplans,andagencyreferrals.InadditiontothebasicCSTmembers,licensedpsychiatrists,physicians,neurologists,speech

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languagespecialists,occupationaltherapists,andotheradministrationareconsultedwhennecessary.ThemissionoftheChildStudyTeamistomaximizeindividualstudentsuccessintheregulareducationclassroomandtoalsoserveasascreeningmechanismforstudentswhomaybeinneedofspecializedservices.Theteamworksincollaborationwithstudents,teachers,andparentstomakeschoolanacademicallysuccessfulandpleasantexperienceforallchildren.Theteamhasaspecialconcernforthewholechild(socially,emotionally,andacademically).Theprimarygoalistoprovideappropriateservicesandspeciallydesignedprograms,orboth,tobettermeeteachindividualsneeds.Ifparentsareconcernedabouttheirchild’sprogressorschoolprogram,theyshouldfeelfreetodiscusssuchissueswiththeirchild’steacher,guidancecounselor,and/orprincipal.InadditionparentshavetheoptionofmakingareferraltotheChildStudyTeamtodiscussplansand/orinterventionstoassisttheirchildreninschool.AreferraltotheChildStudyTeammaybemadebyaparentorateacher.IfyouwouldliketomakeanappointmentforaCSTmeeting,youmaycontacteitheryourbuildingprincipalortheOfficeofPupilServicesat814‐641‐2104.

DevelopmentalServices

DevelopmentalServices EEP EEI ML HS

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

EmergencyandDisasterPreparedness X X X XGuidanceCurriculum X X X XHealthandWellnessCurriculum X X X XHealthScreenings X X X XIndividualStudentPlanning X X X XNutrition X X X XOrientation/Transition X X X XRTII/MTSS X X Wellness/HealthAppraisal X X X XExplanationofdevelopmentalservices:

ThedistrictrecognizesthesuccesstheelementarylevelhashadwithRtIIprogramsanditsimplementationandisconsideringaK‐12program.Regardingbehaviormanagement,theDistricthasinplaceak‐12SchoolWidePositiveBehaviorSupportprogram.Duringthe2015‐2016schoolyear,counselorsstartedidentifyinggapsinourcurriculum

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relatedtotheCareertoWorkstandardsincollaborationwithourcareerandtechnicalschool.Thiswillhelpensurethatstudentsupongraduationwillbecollegeorcareerready.Weareimplementingapositiveschoolwideprogramatthehighschooltoensureallstudentsunderstandtheexpectationsforactingresponsibly,caringabouteachother,andbeingrespectfultowardoneanother.Thiscompletesthek‐12positiveschoolwideprogram.

Diagnostic,InterventionandReferralServices

Diagnostic,InterventionandReferralServices EEP EEI ML HS

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

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


ConsultationandCoordinationServices

ConsultationandCoordinationServices EEP EEI ML HS

AlternativeEducation X XCaseandCareManagement X CommunityLiaison X XCommunityServicesCoordination(InternalorExternal) X X

CoordinatePlans CoordinationwithFamilies(LearningorBehavioral) X X X XHome/FamilyCommunication X X X XManagingChronicHealthProblems X X X XManagingIEPand504Plans X X X XReferraltoCommunityAgencies X X X XStaffDevelopment X X X X

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StrengtheningRelationshipsBetweenSchoolPersonnel,ParentsandCommunities X X X X

SystemSupport X X X XTruancyCoordination X X X XExplanationofconsultationandcoordinationservices:

AttheElementaryLevelwehaveseveraleventsthroughouttheyearthatinvolveparents:KindergartenOrientation,KindergartenReadinessEvenings(Pre‐Kstudentsandfamilies),OpenHouse,Parent/TeacherConferenceEvenings,WinterandSpringMusicalConcerts,Veteran'sDayProgram,BearcatDays(Parentvolunteerswelcome),Writer'sCelebrationsthroughouttheyear,TurkeyLuncheon,ParentTeacherGroupMeetings(PTG),BingoForBooks,BookFairFamilynights,SpringFling,FundraiserEventsandFifthGradeGraduation.Weincludeparentsindividualprocessesrelatedtotheirchild'sneedsthroughouttheyearwiththedistributionofreportcards,attendancelettersandprogressreports.Othercommunicationsincludeclassroomlevelnewsletters,buildinglevelhealthnewslettersandinformationrelatedtobuildingactivities.WeshareinformationregardingourSchoolWidePositiveBehaviorSupportProgramandTitleIgoalsatourparentevents.ThePTGworkshardtosupportfieldtrips,eventsandstaffateachelementaryschoolbuilding.Inaddition,eachyearwediscussparentinvolvementwithstaffaspartofourTitleIfundingresponsibilities.TheSecondaryDivisionhasworkedtoimprovetheopportunitiestoincludeparentsinoureducationalsetting,alongwithstrengtheningtherelationshipsamongparents,staff,andadministration.ForboththehighschoolandmiddleschoolwehaveOpenHouses,aneventwhereparentsheartheclassexpectationsfortheirsonordaughter.Wealsoofferparentsmonthlynightstogathermoreinformationaboutdifferenttopicsrelevanttothemiddleandhighschoolstudents.Topicsthisyearinclude,butarenotlimitedtothefollowing:FinancialAidNight‐WhatdoesitallMean?,FinancialAidNightII‐Whendoyoubeginplanningforcollegeandbeyond?,StandardizedAssessments‐Keystone,PSSAs,andCDTs‐Howcanparentshelpwiththestandardizedtesting?,Chapter339PresentationwithPositiveSchoolWideInformation,TeenageSuicide‐doyouknowthesigns?andCyberbullingandInternetSafety‐Areyouawareofeverythingyourkidcansee?andothertopics.Inaddition,wehaveParentandStudentOrientationsforstudenttransitioningtothehighschoolandmiddleschool.Thehighschoolandmiddleschooladministrationisalsoofferingtwobookstudiesthisyeartoincreasethecommunicationandbuildtherelationshipbetweenstaff,parents,andadministration.Thebookstudiesinclude:Inevitable:MassCustomizedLearningandSparksWearelookingforwardtoincreasingtheopportunitieswehaveforparentstovisittheschool,understandoursystem,offersuggestionsforimprovements.TheDistrictofferstrainingstoparentsofstudentsidentifiedinneedofspecialeducationasoutlinedinthespecialeducationcomprehensiveplan.Thedistrictalsoprovidestrainingstoparentsofgiftedstudentsannually,whichincludesanoverviewoftheChapter16Regulations.ThedistrictadministrationparticipatesinChildandAdolescentServiceSystemProgram(CASSP)meetingsforourstudentstoensurestudentsarereceivingservicesthatenablethemtobenefiteducationally.CASSPpromotesapartnershipamongfamilies,humanserviceagencies,andcommunitymemberssothatchildrenandadolescentswithemotionalandbehavioraldisordersarebetterserved.

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CommunicationofEducationalOpportunities

CommunicationofEducationalOpportunities EEP EEI ML HS

CoursePlanningGuides XDirectingPublictothePDE&Test‐relatedWebsites X X X XIndividualMeetings X X X XLetterstoParents/Guardians X X X XLocalMediaReports X X X XWebsite X X X XMeetingswithCommunity,FamiliesandBoardofDirectors X X X X

MassPhoneCalls/Emails/Letters X X X XNewsletters X X X XPressReleases X X X XSchoolCalendar X X X XStudentHandbook X X X X

CommunicationofStudentHealthNeeds

CommunicationofStudentHealthNeeds EEP EEI ML HS

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

Newsletters X X X XSchoolCalendar X X X XStudentHandbook X X X X

FrequencyofCommunication Elementary Education ‐ Primary Level

Monthly

Elementary Education ‐ Intermediate Level

Monthly

Middle Level

Monthly

High School Level

Monthly

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CollaborationforInterventions

Describethecollaborationbetweenclassroomteachersandindividualsprovidinginterventionsregardingdifferingstudentneedsandacademicprogress.

HighSchool/MiddleSchool:ClassroomteacherscurrentlyutilizeourStudentAssistanceProgram(SAP)toidentifystudentsinneedofinterventionsandassistancewithpersonalandacademicneeds.Theelementaryschoolshavearesponsetointerventionsysteminplace.Teachers,therapists,interventionspecialistsmeetonceamonthtodiscuss,updatedata,andreviseinterventionplansforindividualstudents.Eachgradelevelteacherisgivenatimeslottodiscusstheneedsofstudentswithintheirclassroomswithallteammemberspresent.TheelementarylevelalsohasStudentAssistanceProgram(SAP)whichfocuseslargelyonemotionalneeds.ThedistrictarrangesChildStudyTeammeetingsforstudentswhoarenotrespondingtointerventionsforeitheracademicsand/orbehaviors.TheChildStudyTeamiscomprisedofaregulareducation,specialeducation,and/orgiftedteacher,aschoolpsychologist,guidancecounselor,buildingprincipalorassistantprincipal,DirectorofPupilServicesand/orAssistantDirectorofPupilServices.DuringthesemeetingsitisdeterminediffurtherinterventionsshouldbeimplementedorifthestudentshouldbereferredforanevaluationaccordingtotheChapter14andChapter15regulations.

CommunityCoordination

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

1. Childcare2. Afterschoolprograms3. Youthworkforcedevelopmentprograms4. Tutoring

Atthistimewehaveaco‐oprelationshipwithHuntingdonCountyChildandAdultdevelopmentthatallowsthemtohouseaPre‐Kprograminourdistrict.AtthemiddlelevelweworkcloselywithareaagenciesandBigBrothersBigSisterstomeettheneedsofourstudents.Atthehighschoollevelwehavecommunitycounselorthatcomesintoworkwithteenparentstopreventdropoutsandmeettheirneeds.

PreschoolAgencyCoordination

ExplainhowtheLEAcoordinateswithagenciesthatservepreschoolagechildrenwithdisabilities.

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1. Addresscoordinationactivitiesdesignedtoidentifyandservechildrenwithdisabilitiesandthesupportsandaccommodationsavailabletoensurebothphysicalandprogrammaticaccess.

2. Addresspre‐kindergartenprogramsoperateddirectlybytheLEAandthoseoperatedbycommunityagenciesundercontractfromtheLEA.

3. DescribehowtheLEAprovidesforasmoothtransitionfromthehomesettingandanyearlychildhoodcareoreducationalsettingthestudentsattend,totheschoolsetting.

ElementaryAdministrationandKindergartenteachersworkcooperativelywithareapre‐schoolproviderstoidentifychildrenforKindergarten.Partofthetransitionprocessincludesparentworkshopsandorientationprograms.Annually,studentsinearlyinterventionprogramsareprovidedwithanopportunitytohaveatransitionmeetingwhichincludestheparents,thedistrictstudentservicesadministration,districtbuildingleveladministration,andearlyinterventionstaffinordertocommunicatethestudent'sneedsandtoenabletheparentsanddistricttoprepareforaseamlesstransitionfromearlyinterventionservicestoschool‐ageservices.InadditionweprovidetwoKickOfftoKindergarteneveningswhereincomingstudentsaregiventheopportunitytoacquireknowledgeaboutschoolandskillsneededforsuccess.

MaterialsandResources

DescriptionofMaterialsandResources


MaterialandResourcesCharacteristics Status

Alignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills Developing

Arobustsupplyofhighqualityalignedinstructionalmaterialsandresourcesavailable Developing

Accessibilityforstudentsandteachersiseffectiveandefficient DevelopingDifferentiatedandequitablyallocatedtoaccommodatediverselevelsofstudentmotivation,performanceandeducationalneeds Developing

ProvideexplanationforprocessesusedtoensureAccomplishment.

WearecurrentlyintheprocessofreviewingourcurriculumandresourcesinordertobeinalignmentwitharigorousapplicationofPACoreStandards.

Explanationforanyrowchecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:



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WearecurrentlyintheprocessofreviewingourcurriculumandresourcesinordertobeinalignmentwitharigorousapplicationofPACoreStandards.



MiddleLevel






AtHuntingdonAreamiddleschoolmaterialsandresourcesareconsistentlyinastateofdevelopmentandre‐evaluation.Somecontentareasbelievethattheyhavearobustsupplythatiseasilyaccessibleandalignedtotheneedsofthestudentsthroughthecurriculum.Technologymaterialisanareawearecurrentlyworkingonexpanding.Withre‐vampingthecurriculum,allcontentareasaretobelookingattheirresourcesandmaterials.


Currentlyweareworkingonaddressingthisthroughourcurriculumprocess.AswealigntothePACoreStandards,wewillassessthematerialsandresourceneedsandbegintoaddressthem.

HighSchoolLevel


45





AtHuntingdonAreahighschool,weareassessingourcurriculumandwhatmaterialsandresourcesareneededtomovefromDevelopingtoAccomplished,withthegoalbeingacurriculumthatistotallyalignedtoPACoreStandards.



SASIncorporation


Standards Status

ArtsandHumanities


districtclassrooms

CareerEducationandWork


districtclassrooms

CivicsandGovernment


districtclassrooms

PACoreStandards:EnglishLanguageArts


districtclassrooms



districtclassrooms

PACoreStandards:Mathematics


districtclassrooms

Economics Implementedin

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lessthan50%ofdistrict

classrooms

EnvironmentandEcology


districtclassrooms

FamilyandConsumerSciences NotApplicable

Geography


districtclassrooms

Health,SafetyandPhysicalEducation


districtclassrooms

History


districtclassrooms

ScienceandTechnologyandEngineeringEducation


districtclassrooms

AlternateAcademicContentStandardsforMath


districtclassrooms

AlternateAcademicContentStandardsforReading


districtclassrooms

AmericanSchoolCounselorAssociationforStudents


districtclassrooms

EarlyChildhoodEducation:Infant‐Toddler→SecondGrade


districtclassrooms

EnglishLanguageProficiency


districtclassrooms

InterpersonalSkills


districtclassrooms

SchoolClimateImplementedinlessthan50%of

district

47

classroomsFurtherexplanationforcolumnsselected"

AttheelementarylevelwecurrentlyusetheSASportaltoaccessstandards(PAAcademic,PACommonCoreandrelatedeligiblecontent);however,initialwewerefindingotherresourceslimitinginthecategorieslisted<50%.Duringthepastsixmonths,wehaverecognizedmoreresourceswereavailable.Additionally,ourfocusduringourreviewhasbeenELAandMath.Thearea'sidentified<50%willbeourfocusareasasweplanourreviewallofourcurriculum.Elementaryteacherswillcontinuewithacurriculumplanningsessiononacoreareaperyear.


Standards Status

ArtsandHumanities


districtclassrooms



districtclassrooms

CivicsandGovernment


districtclassrooms



districtclassrooms



districtclassrooms



districtclassrooms

Economics


districtclassrooms



districtclassrooms

FamilyandConsumerSciences NotApplicable

GeographyImplementedinlessthan50%of

district

48

classrooms



districtclassrooms

History


districtclassrooms



districtclassrooms

AlternateAcademicContentStandardsforMath


districtclassrooms

AlternateAcademicContentStandardsforReading


districtclassrooms



districtclassrooms



districtclassrooms

InterpersonalSkills


districtclassrooms

SchoolClimate


districtclassrooms

Furtherexplanationforcolumnsselected"

AttheelementarylevelwecurrentlyusetheSASportaltoaccessstandards(PAAcademic,PACommonCoreandrelatedeligiblecontent);however,initialwewerefindingotherresourceslimitinginthecategorieslisted<50%.Duringthepastsixmonths,wehaverecognizedmoreresourceswereavailable.Additionally,ourfocusduringourreviewhasbeenELAandMath.Thearea'sidentified<50%willbeourfocusareasasweplanourreviewallofourcurriculum.Elementaryteacherswillcontinuewithacurriculumplanningsessiononacoreareaperyear.

MiddleLevel

Standards Status

49

ArtsandHumanities


districtclassrooms



districtclassrooms

CivicsandGovernment


districtclassrooms



districtclassrooms



districtclassrooms



districtclassrooms

Economics


districtclassrooms



districtclassrooms

FamilyandConsumerSciencesLevelof

ImplementationisUnknown

Geography


districtclassrooms



districtclassrooms

History


districtclassrooms



districtclassrooms

50

AlternateAcademicContentStandardsforMathLevelof


AlternateAcademicContentStandardsforReadingLevelof




districtclassrooms



districtclassrooms

InterpersonalSkillsLevelof


SchoolClimate


districtclassrooms

WorldLanguage


districtclassrooms


AtthemiddlelevelwecurrentlyusetheSASportaltoaccessstandards(PAAcademic,PACommonCoreandrelatedeligiblecontent);however,initiallywewerefindingotherresourceslimitinginthecategorieslisted<50%.Duringthepastsixmonths,wehaverecognizedmoreresourceswereavailable.Additionally,ourfocusduringourreviewhasbeenELA,Math,ScienceandSocialStudies.Thearea'sidentified<50%willbeourfocusareasasweplanthecurriculumreviewprocess.

HighSchoolLevel

Standards Status

ArtsandHumanities


districtclassrooms



districtclassrooms

CivicsandGovernment


districtclassrooms

PACoreStandards:EnglishLanguageArts Implementedin

51

50%ormoreofdistrict

classrooms



districtclassrooms



districtclassrooms

Economics


districtclassrooms



districtclassrooms

FamilyandConsumerSciences


districtclassrooms

Geography


districtclassrooms



districtclassrooms

History


districtclassrooms



districtclassrooms

AlternateAcademicContentStandardsforMathLevelof


AlternateAcademicContentStandardsforReadingLevelof


AmericanSchoolCounselorAssociationforStudentsLevelof


EnglishLanguageProficiencyImplementedinlessthan50%of

district

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classrooms

InterpersonalSkills


districtclassrooms

SchoolClimate


districtclassrooms

WorldLanguage


districtclassrooms


AtthehighschoollevelwecurrentlyusetheSASportaltoaccessstandards(PAAcademic,PACommonCoreandrelatedeligiblecontent);however,initiallywewerefindingotherresourceslimitinginthecategorieslisted<50%.Duringthepastsixmonths,wehaverecognizedmoreresourceswereavailable.Additionally,ourfocusduringourreviewhasbeenELA,Math,ScienceandSocialStudies.Thearea'sidentified<50%willbeourfocusareasasweplanthecurriculumreviewprocess.

EarlyWarningSystem

ThefreePAEducatorDashboardEarlyWarningSystemandInterventionCatalog(PAEWS/IC)utilizesthemetricsofAttendance,BehaviorandCoursegradestoidentifystudentswhomaybeonapathtodroppingoutofschool.Pleaseindicateyourselectionofthefollowingoptions.

Notanswered

ProfessionalEducation

Characteristics

District’sProfessionalEducationCharacteristics EEP EEI ML HS

Enhancestheeducator’scontentknowledgeintheareaoftheeducator’scertificationorassignment. X X X X

Increasestheeducator’steachingskillsbasedoneffectivepracticeresearch,withattentiongiventointerventionsforstrugglingstudents.

X X X X

Increasestheeducator'steachingskillsbasedoneffectivepracticeresearch,withattentiongiventointerventionsforgiftedstudents.

X X X X

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Provideseducatorswithavarietyofclassroom‐basedassessmentskillsandtheskillsneededtoanalyzeandusedataininstructionaldecisionmaking.

X X X X

Empowerseducatorstoworkeffectivelywithparentsandcommunitypartners. X X X X

District’sProfessionalEducationCharacteristics EEP EEI ML HS

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

X X X X

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

X X X X

Providesleaderswiththeabilitytoaccessanduseappropriatedatatoinformdecisionmaking. X X X X

Empowersleaderstocreateacultureofteachingandlearning,withanemphasisonlearning. X X X X

Instructstheleaderinmanagingresourcesforeffectiveresults. X X X X

Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.

Teachers,counselorsandspecialistsareprovidedprofessionaldevelopmentthroughouttheschoolyear,thatisembeddedandfocusedaroundfederalandstatemandates,districtgoals,andresultsfromourprofessionaldevelopmentcommittee'sneedsassessment.Graduateleveltuitionreimbursementisalsoavailableforourstaffupto12creditsperyearforthoseinterestedinfurtheringtheireducation.WearereviewingoptionsonhowtomovetowardPersonalizedProfessionalDevelopment.WehavereviewedEduplanetandwillcreateaplanonhowtopersonalizeprofessionaldevelopmentforindividualteacherneedsalongwiththeiradministrators.ThedistrictprovidesannualtrainingonEnglishLanguageDevelopment(ELD),giftedinstruction,andspecialeducationatin‐service,facultymeeting(s),and/orduringprofessionaldevelopment.



EducatorDisciplineAct126,71Provideseducatorswithmandatedreportertraining,totaling3hours,every5yearsasoutlinedinAct126.

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QuestionsTheLEAhasconductedtherequiredtrainingon:1/20/2014ThetrainingwasprovidedbyTIU#11TheLEAplanstoconducttherequiredtrainingonapproximately:8/16/2017PartofourPDoptions10/20/2017StaffDevelopmentday3/21/2018Act80trainingoptionProvideseducatorswithfour(4)hoursofprofessionaldevelopmentinyouthsuicideawarenessandpreventioneveryfive(5)yearsforprofessionaleducatorsingradessixthroughtwelveasoutlinedinAct71.

QuestionsTheLEAhasconductedthetrainingon:6/1/2016K‐12completedtheAct71trainingthroughhttp://www.payspi.orgTheLEAplanstoconductthetrainingonapproximately:8/15/2019PartofourPDoptions10/25/2019StaffDevelopmentday3/18/2020Act80day Provideseducatorswithfour(4)hoursofprofessionaldevelopmenteveryfive(5)yearsforprofessionaleducatorsthatareteachingthecurriculuminwhichtheChildExploitationAwarenessEducationprogramisincorporatedasoutlinedinAct71.

QuestionsTheLEAhasconductedthetrainingon:6/1/2016Thistrainingwascompletedonline.WeuseanoutsideresourcetoteachourcurriculumTheLEAplanstoconductthetrainingonapproximately:3/18/2020Act80day

StrategiesEnsuringFidelity

Checkedanswers

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

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

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

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

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

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

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

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

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

Uncheckedanswers

Using disaggregated student data to determine educators’ learning priorities. Professional Education is evaluated to show its impact on teaching practices and

student learning.


Weutilizedatafromallavailableresources,PSSA/PVAAS/EMETRIC/KEYSTONESandwebreakthisdownintosubgroupsandindividualstudentlearning.Weprogressmonitorattheelementary,middle,andhighschoollevel.Oncewehaveestablishedourareasoffocus,wetrytobreakdowntherootcausesandagainutilizedataforimprovement.Thisdataconnectedwiththegoalsandobjectivesproducedfromourdistrictneedsassessmentguidesourfocusonprofessionaldevelopment.Wehavetheabilitythroughourlocalact48systemtomonitoreachteacher'sparticipationinprofessionaldevelopmentandwillutilizethistohelpassistthemastheycontinuetogrowprofessionally.Wealsobelievethatwiththenewteachereffectivenessmodel,professionaldevelopmentwillbeindividualizedforeachteachertoensuretheyarereflectingandparticipatingintheirownprofessionaldevelopmentplan.Wealsohaveimplemented2InstructionalCoachesK‐12.


Witheachinitiative,weneedtobettertrackwhereteachersareintheirgrowthandwhatadditionalsupporttheyneedregardingimplementation.Wedobelievethattheteachereffectivenessmodelwillcontinuetohelpuswiththisstrategy.Thiswillalsoconnectwithbeingabletoevaluateprofessionaleducationanditsdirectimpactonstudentlearningaswellasdatatodeterminetheeducator'slearningpriority.

InductionProgram

Checkedanswers

Inducteeswillknow,understandandimplementinstructionalpracticesvalidatedbytheLEAasknowntoimprovestudentachievement.

Inducteeswillassignchallengingworktodiversestudentpopulations.

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InducteeswillknowthebasicdetailsandexpectationsrelatedtoLEA‐wideinitiatives,practices,policiesandprocedures.

Inducteeswillknowthebasicdetailsandexpectationsrelatedtoschoolinitiatives,practicesandprocedures.

Inducteeswillbeabletoaccessstatecurriculumframeworksandfocuslessondesignonleadingstudentstomasteryofallstateacademicstandards,assessmentanchorsandeligiblecontent(whereappropriate)identifiedintheLEA'scurricula.

InducteeswilleffectivelynavigatetheStandardsAlignedSystemwebsite.

InducteeswillknowandapplyLEAendorsedclassroommanagementstrategies.

Inducteeswillknowandutilizeschool/LEAresourcesthatareavailabletoassiststudentsincrisis.

Inducteeswilltakeadvantageofopportunitiestoengagepersonallywithothermembersofthefacultyinordertodevelopasenseofcollegialityandcamaraderie.

Uncheckedanswers

None.


Ourinductionplanisadetailedplanthatincludesthefollowing:philosophyofinduction,districtandschoollevelteaminformation,goalsandqualifications,suggestedactivities,amonthbymonthchecklistprovidedforguidance,amidyearandfinalyearsurveyandaselfassessment.Inadditiontomeetingswiththeirmentors,monthlymeetingsareheldthroughouttheyeareitherdistrictwideoratthebuildingleveltohelpassistandprovideprofessionaldevelopment.



NeedsofInductees

Checkedanswers

Frequentobservationsofinducteeinstructionalpracticebysupervisortoidentifyneeds.

Regularmeetingswithmentorsorcoachestoreflectuponinstructionalpracticetoidentifyneeds.

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Classroomassessmentdata(Formative&Summative).

Inducteesurvey(local,intermediateunitsandnationallevel).

Reviewofinducteelessonplans.

Uncheckedanswers

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

Student PSSA data.

Standardized student assessment data other than the PSSA.

Review of written reports summarizing instructional activity.

Submission of inductee portfolio.

Knowledge of successful research‐based instructional models.

Information collected from previous induction programs (e.g., program evaluations and second‐year teacher interviews).


Ourinductionplanisadetailedplanthatincludesthephilosophyofinduction,districtandschoollevelteams,eachmemberandtheirrespectivepurpose,goalsandqualifications.Suggestedactivitiesareavailablefortheinducteeandmentortochoosefromandamonthbymonthchecklistisprovidedforguidance.Participatingmemberscompleteamidyearandfinalyearsurveytohelpourabilitytoassessourcontinualimprovementprocess.Inadditiontomeetingswiththeirmentors,districtwidemeetingsareheldthroughouttheyearandbuildinglevelleadersplanmonthlymeetingtohelpassistandprovideprofessionaldevelopment.

Provideabriefexplanationforstrategiesnotselectedandyourplantoaddresstheirincorporation.

Throughadifferentiatedsupervisionmodelobservationsbyamentororpeerwouldassistinaddressingthisareaofneed.Withtheteachereffectivenessmodel,thisisarecommendedpractice.Toaddresstheinstructionalandstudentassessmentdata,ourplanistohaveabalancedapproachfromtheadministrationandpeersintheareaofcurriculum,instructionandassessment.UtilizingtheSASmodelasaguidingtool,oursixareastofocusonwillbemoldedaroundasixyearplan.Allareasareimportanttoensurestudentachievement.

MentorCharacteristics

Checkedanswers

Pool of possible mentors is comprised of teachers with outstanding work performance. Potential mentors have similar certifications and assignments.

Potential mentors must model continuous learning and reflection.

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

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

Potential mentors must be willing to accept additional responsibility.

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

Uncheckedanswers

Mentors must complete mentor training or have previous related experience (e.g., purpose of induction program and role of mentor, communication and listening skills, coaching and conferencing skills, problem‐solving skills and knowledge of adult learning and development).


Aspartoftheinductionplan,qualificationsarelistedtobeconsideredasamentorteacher.Candidatesareencouragedtoapplyandfinalrecommendationsaremadefromthesuperintendenttotheschoolboard.

Providebriefexplanationforcharacteristicsnotselectedandhowyouplantoaddresstheirincorporation.

Ithasbeenrecognizedthatweneedtoprovideadditionaltrainingandguidancetoourmentorstoensurethesuccessoftheinductee.Adayoftrainingwillberecommendedanddiscussedbetweenbuildinglevelprincipalsandmembersfromtheinductioncommitteewillreview,reviseandmakerecommendationstothesuperintendenttoestablishamoreformalizedtrainingplanformentors.

InductionProgramTimeline

Topics Aug‐Sep

Oct‐Nov

Dec‐Jan

Feb‐Mar

Apr‐May

Jun‐Jul

CodeofProfessionalPracticeandConductforEducators X X

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

Datainformeddecisionmaking X XMaterialsandResourcesforInstruction X XIfnecessary,providefurtherexplanation.

Thefinalquarteroftheyearfocusesonschoolmanagementprocessesandprocedures(chaperonduties,textbookinventory,promotion/retention).Inducteescurrentlyfinalize

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theiryearwithevaluationoftheprogram,endoftheyearproceduresandsummerpreparationofclassroom.

MonitoringandEvaluatingtheInductionProgram

IdentifytheproceduresformonitoringandevaluatingtheInductionprogram.

Wereceivefeedbackfromthementorandinducteeatthemidyearandfinalyearreviews.Boththementorandinducteereflectandcompletethetopicsaslistedbymonthinthecurrentplan.Administratorsmeetquarterlyandwhenpossiblemonthlytoassesstheyearforallmembers.Thecurrentplanhasbeeninplacesince2006andwasupdatedin2013and2014.Itstillhasproventobeaneffectivemodelwithminimalrevisions.

RecordingProcess

Identifytherecordingprocessforinducteeparticipationandprogramcompletion.(Checkallthatapply)Checkedanswers

Mentordocumentshis/herinductee'sinvolvementintheprogram.

Adesignatedadministratorreceives,evaluatesandarchivesallmentorrecords.

School/LEAmaintainsaccuraterecordsofprogramcompletionandprovideacertificateorstatementofcompletiontoeachinducteewhohascompletedtheprogram.

LEAadministratorreceives,tallies,andarchivesallLEAmentorrecords.

CompletionisverifiedbytheLEAChiefExecutiveOfficerontheApplicationforLevel2Certification.

Uncheckedanswers

None.

SpecialEducation

SpecialEducationStudentsTotal students identified: 378

IdentificationMethod

IdentifytheDistrict'smethodforidentifyingstudentswithspecificlearningdisabilities.

TheHuntingdonAreaSchoolDistrictcurrentlyusesthediscrepancymodelforidentifyingstudentswithspecificlearningdisabilities.Ourdistrictensuresthatweaddresswhether

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thechilddoesnotachieveadequatelyforthechild'sageormeetstateapprovedgradelevelstandardsinoneormoreofthefollowingareas:Oralexpression,listeningcomprehension,writtenexpression,basicreadingskills,readingfluencyskills,readingcomprehension,mathematicscalculations,and/ormathematicsproblemsolving.Ourprocessexamineswhetherachildexhibitsapatternofstrengthsandweaknesses,relativetointellectualabilityasdefinedbyaseverediscrepancybetweenintellectualabilityandachievement,orrelativetoageorgrade,determinednotprimarilyastheresultofotherfactors(visual,hearing,orthopedicdisability,intellectualdisability,emotionaldisturbance,environmentaloreconomicdisadvantage,orlimitedEnglishproficiency).TheHuntingdonAreaSchoolDistrictensuresthatunderachievementinachildsuspectedofhavingaspecificlearningdisabilityisnotduetolackofappropriateinstructioninreadingormathematicsbyconsideringdocumentationthatpriorto,oraspartof,thereferralprocess,thechildwasprovidedscientifically‐basedinstructioninregulareducationsettings,deliveredbyqualifiedpersonnel,asindicatedbyobservationsofroutineclassroominstruction.Repeatedassessmentsofachievementwerealsoconductedatreasonableintervals,reflectingformalassessmentofstudentprogressduringinstruction,whichwasprovidedtothechild'sparents.Ourdistrictensuresthatscreeningorearlyinterveningactivitiesdonotserveasabartotherightofparentstorequestanevaluation,atanytime,includingpriortoorduringtheconductofearlyinterveningactivities.

Enrollment

ReviewtheEnrollmentDifferenceStatus.Ifnecessary,describehowyourdistrictplanstoaddressanysignificantdisproportionalities.

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

Accordingtothe2013‐2014SpecialEducationDataReport,thepercentofLEAstudentswithEmotionalDisturbance(ED)hasdecreasedsincethelastspecialeducationplanwaswritten.TheLEAcurrentlyexceedsthestatepercentby7.1%andpreviouslyexceededthestatepercentby10.2%.Thereasoning,perourchildstudyteaminterpretation,maybethatourdistrictservicesahighernumberofeconomicallydisadvantagedstudents,withfamilieswithahighunemploymentrate,whichmayresultineconomicstressors,andfamilyinstability.Alsoparentsareoftenreluctanttoobtainprofessionalservicesfortheirchildoutsideoftheschool.Manyofourstudentshaveissuesthataremoreofamentalhealthnatureratherthanemotionaldisturbance,butallfitthecriteriaasfactorsofbehavior,whichaffectastudent'sprogressinschool.ManyofourstudentsthatareidentifiedasEDarealsostudentsthatarepartoftherapeuticfostercareprogramswithinourcountyand/orarealreadyinvolvedinsomesortofoutsidecounselingandintensivetherapyinadditiontotheemotionalsupportservicesthattheschoolprovides.

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ThePupilServicesDepartmentcontinuestoworkwiththeChildandAdolescentSystemServicesPrograms(CASSP)teamandregularlyattendsCASSPmeetingstoalsoencourageparentstoaccessandbewillingtoacceptoutsidecounselingandintensivetherapyinadditiontotheemotionalsupportservicesthattheschoolprovides.WeconsistentlyreviewthedatainthePupilServicesDepartmenttopreventsignificantdisproportionalities.

Non‐ResidentStudentsOversight

1. HowdoestheDistrictmeetitsobligationunderSection1306ofthePublicSchoolCodeasthehostDistrictateachlocation?

2. HowdoestheDistrictensurethatstudentsarereceivingafreeappropriatepubliceducation(FAPE)intheleastrestrictiveenvironment(LRE)?

3. WhatproblemsorbarriersexistwhichlimittheDistrict'sabilitytomeetitsobligationsunderSection1306ofthePublicSchoolCode?

TheHuntingdonAreaSchoolDistrictcurrentlydoesnothaveanyfacilitiesthatoperateunderSection1306guidelines.Intheeventthatafacilitywouldlocatewithinthedistrict,ourdistrictwouldfullycomplywiththerequirementsofIDEA2004andPAChapter14tomeetitsobligationsunderSection1306ofthePublicSchoolCodeasoutlineintheBEC:EducationalProgramsforStudentsinNon‐EducationalPlacements22Pa.CodeSection14.102.Anybarrierswouldbeaddressedthroughcontinuedcollaborativeeffortsbetweenourdistrictand1306facilitiestoensurechildfindandprovisionofFreeAppropriatePublicEducation(FAPE)forstudentswithdisabilities.OurdistrictremainsinvolvedwiththeFAPEforourdistrict'sstudentsthatareplacedinalternatefacilitiesandservicedasaSection1306student.Wecontinuetosupportthehostdistrictwithplanninganddecisionmaking.Ifevaluationsarenecessary,theHuntingdonAreaSchoolDistrictwouldsupportthehostdistrictincompletingtheevaluationanddeterminingifspecialeducationservicesarenecessary.Whenbiologicalfamiliesholdeducationalrights,contactismadewiththefamilytoensurethattheirrightsaresecured.TheHuntingdonAreaSchoolDistrictworkscloselywithoutsideagenciesandfamilies,includingfosterfamilies,tomeettheneedsidentifiedforeachstudent.ThedistrictparticipatesinChildandAdolescentSystemServicesPrograms(CASSP)meetingstoensurethatalltheindividualneedsofthestudentarebeingaddressedandappropriateagencyservicesareutilized.

IncarceratedStudentsOversight

DescribethesystemofoversighttheDistrictwouldimplementtoensurethatallincarceratedstudentswhomaybeeligibleforspecialeducationarelocated,identified,evaluatedandwhendeemedeligible,areofferedafreeappropriatepubliceducation(FAPE).

TheHuntingdonAreaSchoolDistricttakesresponsibilitytoensurethatFAPEisofferedtoeachstudentwhoiseligibleforspecialeducationwithintheHuntingdonCountyJail.

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Specifically,ourdistrictcomplieswithChildFindobligationsofIDEA;utilizesappropriateevaluationproceduresanddiagnostic/screeninginstrumentstodeterminetheeligibilityandeducationalneedsofinmates;implement,timelyreviewand/ordevelopIndividualizedEducationPrograms(IEPs)foreligiblestudentinaccordancewithstateandfederallawsandregulations,includingcompliancewithproceduralsafeguards;andprovideFAPEinconformitywiththeIEP.PresentlytheHuntingdonAreaSchoolDistrictprovidesChildFindservicesbycollaboratingwiththewarden.ThroughscheduledclassesandcommunicationwithpersonnelattheHuntingdonCountyJail,wecontinuetolocate,identify,andevaluatestudentsinneedofaneducation.Thewardenprovidesthedistrictwithaweeklylistofnewstudentslessthan22yearsofage.Weinterviewthestudentanddoaninformalassessmentuponthestudent'sfirstweekofincarcerationandthenfromthatscreeninganevaluationmaybedeemedappropriate.

LeastRestrictiveEnvironment

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

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

3. RefertoanddiscusstheSPPtargetsandthedistrict'spercentagesintheIndicator5section‐EducationalEnvironments.AlsodiscussthenumberofstudentsplacedoutofthedistrictandhowthoseplacementsweredeterminedtoassurethatLRErequirementsaremet.

Asevidencedbythe2013‐2014SpecialEducationDataReport,theHuntingdonAreaSchoolDistrictutilizesspecialeducationclassroomslessthantheSPP/APRTargets.TheIEPteam,withconsiderationofappropriatesupplementaryaidesandservices,remainsthevehiclethatguidesourteammembersindevelopingleastrestrictiveeducationalplacementsforallchildrenwithdisabilities.Theremovalofastudentwithadisabilityfromtheregulareducationenvironmentonlyoccurswheneducationinthatsettingcannotbeachievedsatisfactorilywiththefullrangeofsupplementaryaidesandservices(includingcollaborative,instructional,physical,andsocial‐behavioral);orifthestudentisunabletomakemeaningfulprogressonthegoalsincludedinhis/herIEP.Astudentwithadisabilityisnotremovedfromeducationinageappropriateregularclassroomssolelybecauseof

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neededmodificationsinthegeneraleducationcurriculumorbecauseofthenatureorseverityofthestudent'sdisability.Anappropriateplacementisdeterminedonlyafterconsideringthefullcontinuumofspecialeducationprogramsandservices,alongwithdocumentationandprogressmonitoringdata,thatamorerestrictiveeducationalplacementisdeterminedappropriatebytheIEPteam(i.e.specialclasses,specialschools,homeinstruction,orinstructioninhospitalsandinstitutions).Wehaveimplementedtrainingofinclusivepracticesandspeciallydesignedinstructionforallteachersandparaeducatorsatalllevelsinordertoprovideknowledgeandskillsneededtoteachstudentswithdisabilitiesintheregulareducationenvironment.Co‐teachingisutilizedthroughoutthedistricttomaketheregularcurriculumavailabletoallstudentsandenablethemtoachievetotheirfullacademicpotential.Ongoingtraining/supportforco‐teachingisavailablethroughdistrictadministration,aswellas,theTuscaroraIntermediateUnit11(TIU11).ThedistrictadministrationisalsocurrentlyparticipatingintheCo‐TeachingPLCgrantthroughPaTTANinordertoimprovethedistrict'sco‐teachingmodel.Regularandspecialeducationteacherscollaborateatalllevels,creatingadaptationsforspecialeducationstudentswithintheregularclassroom.Thedistrict'scommitmentisfurtherdemonstratedinourdescriptionofservicesspanningthefullcontinuumofspecialeducationservices.Wehavestudentsreceivingitinerantthroughfull‐timeservices.Ourdistrictalsoprovidesprograms/servicesfortheeducationtostudentsforwhichthereisalowincidencedisability(complexhealthissues,andseverecognitiveimpairments,andautism).Ourservicesprovidestudentswithevidence‐basedinstructionandinterventionswithinappropriateeducationalsettingswithpeers.Placementdecisionsaremadebyagroupofpersons,includingtheparents,andotherpersonsknowledgeableaboutthechild,themeaningoftheevaluationdata,andtheplacementoptions;andaremadeinconformitywiththeLREprovisions.OurdistrictworkscollaborativelywithTIU11stafftoensurethatstudentsutilizeappropriateassistivetechnologydevicessothattheycanmakeadequateprogressintheirleastrestrictiveenvironments.TheHuntingdonSchoolDistrictcurrentlycontractswithapart‐timeBehavioralAnalysttoassistwithVerbalBehavior(VB)curriculumandinstruction,providesupporttothedistrict'sspecialeducationstaffregardingstudents'behaviors,includingassistingstaffwithFunctionalBehavioralAssessments(FBAs)andthedevelopmentofPositiveBehavioralSupportPlans(PBSPs).Duringthe2016‐2017schoolyear,thedistrictisplanningtohireafull‐timepsychologist/behavioralcoach,insteadofcontractingoutsidethedistrict,withtheobjectivetoprovidesupportonamoreconsistentbasis.Asanoutcomeofcompliancemonitoringduringthe2014‐2015schoolyear,thedistrictisonanimprovementplanforstudentseducatedinothersettings.Withthisinmind,ourdistrictmettheSPP/APRTargetsinallareasaccordingtothe2013‐2014SpecialEducationDataReportandwillcontinuetomonitordatatoensurecontinuedcompliance.

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BehaviorSupportServices

1. ProvideasummaryoftheDistrictpolicyonbehavioralsupportservicesincluding,butnotlimitedto,theschoolwidepositivebehaviorsupports(PBS).

2. Describetrainingprovidedtostaffintheuseofpositivebehaviorsupports,de‐escalationtechniquesandresponsestobehaviorthatmayrequireimmediateintervention.

3. IfthedistrictalsohasSchool‐BasedBehavioralHealthServices,pleasediscussit.

OurdistrictisalignedwithallprovisionsofIDEA2004andPa22SchoolCode§14.133inwhichpositive,ratherthannegative,measuresmustformthebasisofbehaviorsupportprogramstoensurethatallstudentsshallbefreefromdemeaningtreatment,theuseofaversivetechniques,andtheunreasonableuseofrestraint.Theuseofrestraintsisconsideredameasureoflastresort,onlytobeusedafterotherlessrestrictivemeasures,includingde‐escalationtechniques.OurdistrictprovidestraininginbothCPINonviolentCrisisInterventionandSafetyCare.IfAlternativeEducationforDisruptiveYouth(AEDY)placementsarediscussed,thedistrictutilizescriteriaforreferralthatisnotjustduetobehavioralordisciplinaryproblems,asAEDYprogramsaredesignedforseriouslyandpersistentlydisruptivestudents.Bylaw,ourdistrictmayreferstudentstoAEDYprogramsonlyiftheydemonstrate,toamarkeddegree,anyofthe7conditions.Theprogramsconsideredenableallstudentstomakenormalacademicprogressandmeettherequirementforgraduationinourdistrict.PlacementinanAEDYprogramisonlyconsideredafterallotheroptionsforimprovingbehaviorhavebeenexhausted.Thisincludestheuseofourschool'sStudentAssistanceProgram(SAP).Schoolwidepositivebehaviorsupports(SWPBS)arecurrentlyimplementedatSouthsideElementarySchool,StandingStoneElementarySchool,andtheHuntingdonAreaMiddleSchoolandwillbeimplementedattheHuntingdonAreaHighSchoolduringthe2016‐2017schoolyear.

IntensiveInteragency/EnsuringFAPE/HardtoPlaceStudents

1. IftheLEAishavingdifficultyensuringFAPEforanindividualstudentoraparticulardisabilitycategory,describetheproceduresandanalysismethodsusedtodeterminegapsinthecontinuumofspecialeducationsupports,servicesandeducationplacementoptionsavailableforstudentswithdisabilities.

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

3. Discussanyexpansionofthecontinuumofservicesplannedduringthelifeofthisplan.

TheHuntingdonAreaSchoolDistrictensuresthattothemaximumextentappropriate,childrenwithdisabilitiesinpublicorprivateinstitutionsorothercarefacilitiesareeducatedwithnondisabledpeers,andremovalfromtheregulareducationenvironment

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occursonlyifthenatureorseverityofthedisabilityissuchthateducationinregularclasseswithsupplementaryaids/servicescannotbeachievedsatisfactorily.Currently,ourdistrictisnotexperiencingdifficultyensuringFAPEtoanyspecificdisabilitycategory.Programsthroughoutthesurroundingschooldistrictshavebeenidentifiedtohelpsupportstudentswithsevereemotional/behavioralneeds,highlyaggressivestudents,andstudentswhohavemultipledisabilities,whicharenotabletobeappropriatelyaddressedwithintheregularschoolsetting.Placementsarebaseduponthedistrict'scontinuumofspecialeducationservicesthatsupportstheaccesstoafullcontinuumtomeettheneedsofchildrenwithdisabilities.Specialclasses,separateschooling,orotherremovalsfromtheregulareducationalenvironmentoccuronlyifthenatureandseverityofthedisabilityissuchthateducationinregularclasseswiththeuseofsupplementaryaidsandservicescannotbeachievedsatisfactorily;orisunabletomakemeaningfulprogressonthegoalsincludedinthestudent'sIEP.Wedohaveaprocessinplacethataddresseshardtoplacestudents.First,theIEPteammeetstoidentifytheneedsofthestudentanddeterminethatalldistrict'sprogramoptionshavebeenconsidered.ThenthedistrictwillrequestaChildandAdolescentStudentServiceProgram(CASSP)meeting.Atthismeeting,manyagenciescometogethertohelpfacilitateanappropriateplacementandensurethattheneedsofthestudentarebeingaddressed.Onceaplacementisfound,thedistrictschedulesatouroftheplacement,asdesiredbytheparent,andthenholdsanIEPteammeetingtofinalizetheplansandsecurestheplacement.TheCASSPprocesshasbeensuccessfulinlocatingfacilitiesandprogramsforstudentsforwhomithasbeendifficulttoprovideFAPE.OngoingCASSPmeetingsareheldonaregularbasistodiscusstransitionalservicesinhopesthateachstudentplacedwillbeabletoreturntothehomeschool.Currentlythedistrictcontractsapart‐timebehavioralanalysttoensurestudents'socialandemotionalneedsarebeingaddressedandtoassistwithincreasingstudents'appropriatebehaviors.Duringthe2016‐2017schoolyear,thedistrictisplanningtoexpandthepart‐timepsychologistpositiontoafull‐timepositionofpsychologist/behavioralcoachratherthancontractingforabehavioralanalyst.Thegoalistobetteraddressstudents'behavioralneedsbyhavingastaffmemberwithinthedistrictconsistently,tobetterensurestudents'socialandemotionalneedsarebeingaddressedandtoassistwithincreasingstudents'appropriatebehaviors.

StrengthsandHighlights

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Describethestrengthsandhighlightsofyourcurrentspecialeducationservicesandprograms.Includeinthissectiondirectionsonhowthedistrictprovidestrainingsforstaff,facultyandparents.

Ourdistricttakesprideinmakingallstudentsandtheirfamiliesfeelwelcomebyrespectingalllearningabilities.Weprovideindividualizededucationprogramswithappropriatesupplementalaidesandserviceswhichenablestudentstobeeducatedintheleastrestrictiveenvironmentwiththeirnon‐disabledpeersintheregulareducationclassroomstothemaximumextentappropriate.Ourspecialeducationdepartmenthasastrongco‐teachingpartnershipthroughoutourdistrictateachleveltoensurethatourstudentsareeducatedintheleastrestrictiveenvironment.AccordingtotheSpecialEducationDataReport,approximately69.1%ofourstudentsreceivetheireducationfullyincludedwithintheregularclassroomenvironment.Thisiscomparedtothestateaverageof61%andtheStatePerformancePlanTargetof65%.Ongoingtraining/supportforco‐teachingisavailablethroughthedistrictadministrationandtheTuscaroraIntermediateUnit11(TIU11)staff.ThedistrictadministrationiscurrentlyparticipatingintheCo‐teachingPLCgrantthroughPaTTANinordertoimproveourco‐teachingdeliveryandinstruction.OurdistrictreviewsourresearchbaseddirectinstructionprogramstomakesurethatallarealignedtothePACoreStandardsandmeetingtheneedsofourstudentswithdisabilities.Ourdistrictencouragesprofessionaldevelopmentforourspecialeducationstaffthroughmonthlyspecialeducationfacultymeetings,Act80Daytrainings,ProfessionalDevelopmentdays,viewingofwebinars,attendanceatnetworkingmeetings,attendanceatconferences,andenrollmentincollegecourses.Ourdistrictutilizesadistrictwideprogressmonitoringprogramthatenablesthespecialeducationstafftoeffectivelymonitorstudents'progressontheirgoalsinatimeefficientmanner.Thedistrictprovidesservicestostudentswithlowincidencedisabilitiesthroughoutthedistrict,ages5‐21.TheHuntingdonSchoolDistrictcurrentlycontractsapart‐timebehavioralanalysttobeaVBcurriculumcoach,providesupporttothedistrict'sspecialeducationstaffregardingstudentbehaviors,includingassistingstaffwithFunctionalBehavioralAssessments(FBAs)andthedevelopmentofPositiveBehavioralSupportPlans(PBSPs).Duringthe2016‐2017schoolyear,thedistrictisplanningtoexpandthedistrict'spart‐timepsychologistpositiontoafull‐timepsychologist/behavioralcoachpositioninordertoprovidebehavioralservicesmoreconsistently.ThedistrictannuallyprovidesthestafftraininginNonviolentCrisisIntervention(CPI)trainingandSafetyCare.Itshouldbenotedthatstaffaregiventheopportunitytoselectwhichtrainingtheyattend,eitherCPIorSafetyCare.TheuseoftheChildStudyTeamhasproventobeeffectiveinmeetingtheFederalRegulationinregardstoChapter14,aswellas,acomponentofResponsetoIntervention.TheCSTisgroupofprofessionalswhoprovidesconsultative,evaluative,andprescriptiveservicestoparentsandstudents.TheCSTencompassesparent(s),aregulareducation

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teacher,specialeducationteacher,schoolpsychologist,buildingadministrator,guidancecounselor,theDirectorofPupilServicesand/orAssistantDirectorofPupilServices.Thedistrict'stherapist(s):occupational,speech/language,and/orphysicaltherapist,aswellas,consultantsmayalsoparticipateasdeemednecessary.AnyagencyrepresentativesthatareinvolvedwiththechildarealsoinvitedtobeamemberoftheCSTprocess.Theseindividualsprovideavarietyofservicestothestaff,parents,andstudents.Servicesincludechildfind(Chapter14.121),intervention,consultation,identification,assessment(Chapter14.123),programplanning(Chapter14.131),educationalplacement(Chapter14.155),programdevelopmentandin‐serviceeducation.Oneofourgreateststrengthsisinthepositiverelationshipsthatweexperiencewithourcommunityagenciesandmentalhealthserviceproviders.Ourcollaborationisessentialinensuringafreeappropriatepubliceducationformanyofourstudentswithdisabilities.Weareknowledgeableabouttheofferingsofallofourlocalagenciesandworkhardtofostertheserelationships,sothattogetherasacommunitywecanofferadditionalservicesandsupportsforourstudents.Thedistricthasanexcellentworkingrelationshipwiththelocalpre‐Kprogramsinthecommunitytoensurethatthetransitiontokindergartenisaneasyone.Eachyear(January/February),thedistrictrepresentativesmeetwithearlyinterventionstaffandparentstoplanforthetransitionofeachchildcomingtokindergartenthefollowingyear.Afterthestudentisregisteredforkindergarten,theIEPteammeetstodevelopanappropriateschool‐agedIEPforthestudenttoensureaseamlesstransitionintokindergarten.Thedistrictalsoarrangestransitionmeetingswithinthedistrictforeachgradeleveltransitioningtoanewbuilding.Studentsareabletovisittheirnewbuildings,takeatour,andaskquestionsabouttheirupcomingschoolyear.Thestudentsaregiventheopportunitytovisitthebuildingmultipletimesifnecessaryinordertorelieveanxietyaboutthetransition.Whenfeasible,specialeducationcasemanagersmeetwithnextyear'scasemanagerstoexchangeinformationregardingeachindividualstudent.Ourdistrictalsoincludesafullcontinuumofsupportoptionsforstudentsincluding:learningsupport,autisticsupport,emotionalsupport,lifeskillssupport,blindandvisuallyimpairedsupport,deaforhearingimpairedsupport,multipledisabilitiessupport,physicalsupport,and/orspeechandlanguagesupport.Ourdistrictalsohasworkedtoestablishastrongcommunity‐basededucationandworkexperience(ex:JuniataCollege,WestminsterWoods,MealsonWheels,andtheSpecialNeedsAthleticAssociationofHuntingdonCounty).Studentsregularlyvolunteeratcommunitybusinesses.Othercommunity‐basedinstructionoccursinstores,restaurants,andduringparticipationinleisureactivitieswhichareprovidedbythedistrict.Transitionagedstudentswithdisabilitiesthat,upongraduation,arepreparingtobeemployedthroughagencies,suchasSKILLSofCentralPennsylvania,maybegrantedaperiodoftimeduringtheirsenioryeartoworkatthefacilitysothataseamlesstransitioncanbemade.OurdistrictalsoworkswiththeOfficeofVocationalRehabilitation(OVR)andServiceAccessManagement(SAM)toschedulemeetingswithparentsandstudentssothattheyareabletoobtainagencysupportandfundingupongraduation.Eachstudentagefourteenandoverhasanindividualtransitionfolderthatfollowshim/her

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fromgradetogradeprovidinghim/herwithaframeworkforclassscheduling,careerexploration,andplanningforpostsecondaryoptions.Thestudentandthecasemanagerupdatethistransitionportfolioatleastannually.Theschooldistrict'sAssistantDirectorofPupilServicesattendsTransitionCoordinatingCouncil(TCC)meetingstoreceiveupdatedinformation/resourcesrelatedtotransitionservicesanddisseminatesittospecialeducationfaculty.ThedistrictalsohasanAmeri‐Corpsworkerwhoworksdirectlywiththestudentscompletingtransitionactivities,services,surveys,assessments,post‐secondaryeducationresearch,graduationrequirements,and/orpreparingstudentstobemoremarketable(e.g.,improvingtheirinterviewingskills,teachingthemhowtocompletejobapplications,assistingthemwiththepreparationofaresume,andalsohelpingthemtoincreasetheirself‐determinationskillsandself‐advocacyskills).TheAmeri‐Corpsmemberiskeyincommunicatingwithparents,students,andagenciesintransitionactivities.Ourstaffconsistsoftwenty‐fivecertifiedandhighlyqualifiedspecialeducationteachers,twofull‐timespeechtherapists,onefull‐timeoccupationaltherapist,andonepart‐timephysicaltherapist.OurdistrictalsoutilizesTuscaroraIntermediateUnitservicesforapart‐timespeechtherapist,part‐timeteacherofvisuallyimpaired,andapart‐timeteacherofdeaf/hearingimpaired.InadditiontotheDirectorandAssistantDirector,thedistricthasonefull‐timeadministrativeassistanttoassistindatamanagement,compliancereporting,andAccesscoordination.Ourdistrictalsohas36highlyqualifiedparaeducators.Ourdistrictoffers,freeofcosttoallparaeducators,theopportunitytoearntherequiredtwentyhoursofprofessionaldevelopmentasperChapter14.Ourdistrictplanstocontinuetoofferparenttrainingseachyearbasedonparentneedasdeterminedthroughtheparentsurveypostedonthewebsite.Trainingtopicscouldincludetransition,behaviorsupport,postsecondaryoptionsforstudentswithlearningdisabilities,autism,reading,mathematics,howtoaccesscommunitysupportservices,andChapter14includingtheIEPprocess.

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Assurances

SafeandSupportiveSchoolsAssurancesThe LEA has verified the following Assurances:

ImplementationofacomprehensiveandintegratedK‐12programofstudentservicesbasedontheneedsofitsstudents.(incompliancewith§12.41(a))

FreeEducationandAttendance(incompliancewith§12.1)

SchoolRules(incompliancewith§12.3)

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

Discrimination(incompliancewith§12.4)

CorporalPunishment(incompliancewith§12.5)

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

FreedomofExpression(incompliancewith§12.9)

FlagSaluteandPledgeofAllegiance(incompliancewith§12.10)

HairandDress(incompliancewith§12.11)

ConfidentialCommunications(incompliancewith§12.12)

Searches(incompliancewith§12.14)

EmergencyCareandAdministrationofMedicationandTreatment(incompliancewith35P.S.§780‐101—780‐144)

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

Personsdeliveringstudentservicesshallbespecificallylicensedorcertifiedasrequiredbystatuteorregulation(incompliancewith§12.41(e))

DevelopmentandImplementationofLocalWellnessProgram(incompliancewithPublicLaw108‐265,Section204)

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

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EstablishmentandImplementationofStudentAssistanceProgramsatalloflevelsoftheschoolsystem(incompliancewith24PS§15‐1547)

AcceptableUsePolicyforTechnologyResources

Providingcareerinformationandassessmentssothatstudentsandparentsorguardiansmightbecomeawareoftheworldofworkandcareeroptionsavailable.

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

Implementationofafullrangeofservices,programsandalternativeplacementsavailabletotheschooldistrictforplacementandimplementationofthespecialeducationprogramsintheschooldistrict.

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

Assurancesofstudentswithdisabilitiesareincludedingeneraleducationprogramsandextracurricularandnon‐academicprogramsandactivitiestothemaximumextentappropriateinaccordancewithanIndividualizedEducationProgram.

CompliancewiththePADepartmentofEducation,BureauofSpecialEducation'sreportrevisionnoticeprocess.

Followingthestateandfederalguidelinesforparticipationofstudentswithdisabilitiesinstateanddistrict‐wideassessmentsincludingthedeterminationofparticipation,theneedforaccommodations,andthemethodsofassessingstudentsforwhomregularassessmentisnotappropriate.

Assuranceoffundsreceivedthroughparticipationinthemedicalassistancereimbursementprogram,ACCESS,willbeusedtoenhanceorexpandthecurrentlevelofservicesandprogramsprovidedtostudentswithdisabilitiesinthislocaleducationagency.

24P.S.§1306and§1306.2FacilitiesTherearenofacilities.

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LeastRestrictiveEnvironmentFacilitiesFacilityName TypeofFacility TypeofService Numberof

StudentsPlacedWesternPASchoolfortheBlindChildren

ApprovedPrivateSchools

EducationforBlindChildren

*

NHSSchool Other AutisticSupport/EmotionalSupport

*

SoaringHeightsSchool Other AutisticSupport *PathwaysAdolescentCenter Other ResidentialTreatment

Facility*

BradleyCenter Other ResidentialTreatmentFacility

*

SilverSpringsMartinLutherSchool

Other ResidentialTreatmentFacility

*

AdelphoiKettererCharterSchool Other ResidentialTreatmentFacility

*

DiversifiedTreatmentAlternativesEducationalProgram(DTA)

Other ResidentialTreatmentFacility

*

HuntingdonCountyCareerandTechnologyCenter

Other CareerandTechnicalEducation

29

*There are less than 11 students in the group/subgroup; therefore, data is not publicly displayed to protect student confidentiality.

SpecialEducationProgramProfileProgram Position #1 ‐ Proposed Program

Operator: School District

PROPOSED PROGRAM INFORMATION

Type: Position

Implementation Date: July 1, 2016

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

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

was marked as inappropriate.

PROGRAM SEGMENTS

TypeofSupport

LevelofSupport AgeRange Caseload FTE

Itinerant LearningSupport 6to9 12 0.35Locations: Southside AnElementarySchool AbuildinginwhichGeneralEducation

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Building programsareoperated

TypeofSupport LevelofSupport AgeRange Caseload FTE

Supplemental(LessThan80%butMoreThan20%)

LearningSupport 5to9 5 0.65

Justification:Groupingofstudentscomplieswithagerangerequirements.Locations: Southside AnElementary

SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated

Program Position #2 ‐ Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

TypeofSupport


Itinerant LearningSupport 9to12 14 0.4Locations: Southside AnElementarySchool

BuildingAbuildinginwhichGeneralEducationprogramsareoperated




Locations: Southside AnElementary





PROGRAM SEGMENTS

TypeofSupport


Itinerant EmotionalSupport 5to11 8 0.5Justification:GroupingofstudentscomplieswithagerangerequirementsLocations: Southside AnElementarySchool


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Justification:GroupingofstudentscomplieswithagerangerequirementsLocations: Southside AnElementary





PROGRAM SEGMENTS

TypeofSupport


Itinerant SpeechandLanguageSupport

5to12 43 0.75

Justification:GroupingofstudentscomplieswithagerangerequirementsLocations: Southside AnElementarySchool


TypeofSupport



5to12 8 0.25

Justification:GroupingofstudentscomplieswithagerangerequirementsLocations: StandingStone AnElementarySchool





PROGRAM SEGMENTS

TypeofSupport


Itinerant LearningSupport 6to9 10 0.35Locations: StandingStone AnElementarySchool AbuildinginwhichGeneralEducation

74

Building programsareoperated




Locations: StandingStone AnElementary





PROGRAM SEGMENTS

TypeofSupport


Itinerant LearningSupport 9to12 11 0.35Locations: StandingStone AnElementarySchool










PROGRAM SEGMENTS



LifeSkillsSupport 5to9 5 1

Justification:AgerangeexceptiondeterminedappropriatebytheIEPteamandjustifiedintheIEP.Locations: StandingStone AnElementary


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PROGRAM SEGMENTS









PROGRAM SEGMENTS

TypeofSupport


Itinerant AutisticSupport 5to11 6 0.75Justification:GroupingofstudentscomplieswithagerangerequirementsLocations: StandingStone AnElementarySchool


TypeofSupport


Itinerant EmotionalSupport 6to11 5 0.25Justification:GroupingofstudentscomplieswithagerangerequirementsLocations: StandingStone AnElementarySchool





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PROGRAM SEGMENTS


Itinerant LearningSupport 6to11 6 0.5Justification:GroupingofstudentscomplieswithagerangerequirementsLocations: SouthsideElementary

AnElementarySchoolBuilding

AbuildinginwhichGeneralEducationprogramsareoperated


Itinerant LearningSupport 6to11 6 0.5Justification:GroupingofstudentscomplieswithagerangerequirementsLocations: StandingStoneElementary

AnElementarySchoolBuilding





PROGRAM SEGMENTS

TypeofSupport



5to11 56 1

Justification:GroupingofstudentscomplieswithagerangerequirementsLocations: StandingStone AnElementarySchool





PROGRAM SEGMENTS

TypeofSupport LevelofSupport

AgeRange Caseload FTE


LifeSkillsSupport

10to14 8 1

Locations: HuntingdonAreaMiddleSchool AMiddleSchool


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PROGRAM SEGMENTS


Itinerant LearningSupport 10to13 9 0.3Locations: HuntingdonAreaMiddleSchool

AMiddleSchoolBuilding





LearningSupport

10to10 1 0.7






PROGRAM SEGMENTS








LearningSupport

12to13 2 0.5





78

PROPOSED PROGRAM INFORMATION Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS








LearningSupport

12to13 3 0.5






PROGRAM SEGMENTS


Itinerant EmotionalSupport 11to15 19 1Locations: HuntingdonAreaMiddleSchool






PROGRAM SEGMENTS




Locations:

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HuntingdonAreaHighSchool ASeniorHighSchoolBuilding





PROGRAM SEGMENTS


Itinerant EmotionalSupport 14to18 18 0.5Locations: HuntingdonAreaHighSchool

ASeniorHighSchoolBuilding





Locations: HuntingdonAreaHighSchool ASeniorHigh





PROGRAM SEGMENTS


Itinerant LearningSupport 13to15 15 0.5Locations: HuntingdonAreaHighSchool










80

PROPOSED PROGRAM INFORMATION Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS













PROGRAM SEGMENTS












Type: Position Implementation Date: July 1, 2016

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

PROGRAM SEGMENTS













PROGRAM SEGMENTS


Itinerant LearningSupport 17to19 18 1Locations: HuntingdonAreaHighSchool






PROGRAM SEGMENTS






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Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION


PROGRAM SEGMENTS

TypeofSupport


Itinerant BlindorVisuallyImpairedSupport

8to8 1 0.02

Locations: Southside AnElementarySchool



Itinerant BlindorVisuallyImpairedSupport

12to13 3 0.06

Locations: HuntingdonAreaMiddleSchool






PROGRAM SEGMENTS



EmotionalSupport 7to12 4 0.5

Justification:Groupingofstudentscomplieswithagerangerequirements.Locations: StandingStone AnElementary





Justification:GroupingofstudentscomplieswithagerangerequirementsLocations: StandingStone AnElementary AbuildinginwhichGeneral

83

SchoolBuilding Educationprogramsareoperated




PROGRAM SEGMENTS








LearningSupport

10to14 11 0.75






PROGRAM SEGMENTS


Itinerant LearningSupport 10to12 10 1Locations: HuntingdonAreaMiddleSchool






PROGRAM SEGMENTS



10to14 29 0.45

84

Justification:GroupingofstudentscomplieswithagerangerequirementsLocations: HuntingdonAreaMiddleSchool





15to18 4 0.07

Locations: HuntingdonAreaHighSchool






PROGRAM SEGMENTS


Itinerant DeafandHearingImpairedSupport

14to14 1 0.02

Locations: HuntingdonAreaHighSchool



SpecialEducationSupportServicesSupportService Location Teacher

FTEDirectorofPupilServices DistrictWide 1Psychologist DistrictWide 1OccupationalTherapist Districtwidesupport 1Paraeducator SouthsideElementary 2LPN/Paraeducator SouthsideElementary 0.71Paraeducator StandingStoneElementary 17LPN/Paraeducator StandingStoneElementary 1Paraeducator HuntingdonAreaHighSchool 6Paraeducator HuntingdonAreaMiddle

School7

LPN/Paraeducator HuntingdonAreaMiddleSchool

1

PhysicalTherapy DistrictWideSupport 0.2Paraeducator NHSStateCollege 1AssistantDirectorofPupilServices DistrictWide 1Psychologist/BehavioralCoach DistrictWide 1

85

AdministrativeAssistantforPupilServicesDepartment

DistrictWide 1

SpecialEducationContractedServicesSpecialEducationContractedServices Operator AmtofTimeperWeek

BehavioralAnalyst OutsideContractor 2DaysHearingTherapy IntermediateUnit 5MinutesVisionSupportServices IntermediateUnit 1.5HoursSpeechandLanguageTherapist IntermediateUnit 2DaysOrientationandMobility IntermediateUnit 25MinutesPCAatoutofdistrictLRE OutsideContractor 5Days

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NeedsAssessment

RecordSchoolPatterns

Question:Afterreviewingschoollevelaccomplishmentsandsystemicchallenges,whatpatternscanyouidentifyamongyourschools?

Whatotherinformationdoyoustillneedtoassess?

Answer:Themainfocusoftheschooldistrictwillbebasedonthesystemicchallengesthatwereidentifiedduringourcomprehensiveplanningreview.Ofthe7areasidentified,thefocuswillbeonastandardsalignedcurriculumforallschoolsandallstudents,aconsistentimplementationofeffectiveresearchbasedinstructionalpractices,professionaldevelopmentthatfocused,comprehensiveandmeetstheneedsofeveryindividualintheschoolsystem(teachers,paraeducators,custodians,maintenance,cafeteria,secretaries,technicians,substitutes),communitypromotionandenhancementofasharedvision,positiveschoolclimateandstudentparticipation,andfinallyensuresstaffmembersineveryschoolusestandardsalignedassessmentstomonitorstudentachievementandadjustinstructionalpractices.

DistrictAccomplishments

Accomplishment#1:

Technology‐

Verystrongandreliablewiredandwirelessnetwork,recentlyupgradedtosupportadditionalstudentdevices

RecentadditionoftheIPAD/Chromebookcartshasincreasedtechnologyavailability

Highuseofavailabletechnologies.

Programsandsystemsinplacetohouseandanalyzedataandinformation(i.e.RTIIform&IEPWriter)

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Accomplishment#2:EmetricDatareflectsfromthe2015Assessment:

Grades3

exceededthestateaverage:

ontheELA&MathematicsPSSA.

inVocabulary&LiteratureTextontheELAPSSA.

inNumbersandOperationsinBaseTenandMeasurementandDataontheMathematicsPSSA.

Grade5exceeded:

thedistrictaverageontheELAPSSA.

thestateaverageinVocabulary,TypesofWriting,&LanguageontheELAPSSA.

thestateaverageinGeometryontheMathematicsPSSA.

SouthsideElementary

Scienceperformanceexceededthestateaveragebymorethan11%.Thisreflectsa6%increaseover2014.

ELAperformancewaswithin1%ofthestateaverage.

Mathperformancewaswithin1/2%ofthestateaverageinMathematics.

StudentsperformedhigherontheKeystoneExamswhencurrentlyenrolledinthecourse.

HighSchoolSpecificData:

Spring2015‐

9thgraders‐100%proficientoradvanced(Studentsenrolled)

10thgraders‐58.5%proficientoradvanced(Studentsenrolled)

11thgraders‐10%proficientoradvanced(Studentsnotenrolledinthecourse)

Accomplishment#3:PVAASbasedonthe2015Data:

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Grade4inReading/ELAillustratedthat3/5ofthegroupshowedevidencewhattheschoolmetthestandardforPAAcademicGrowth.

Grade5showedevidencethattheentiregroupmetthestandardforPAAcademicGrowth.

TheGrade5three‐yearrollingaverageforgrowthinMathematicsandReadingELAshowedsignificantevidencethattheschoolexceededthestandardforPAAcademicGrowth.

MiddleSchool

AccordingtothePVAASdatafor2015,allperformancelevels(belowbasic,basic,proficient,andadvanced)showedgrowthontheSCIENCEandReadingPSSAs.

Accomplishment#4:PAAYP/NCLBreportcardindicates:

Subgroupsimprovements:

Economicallydisadvantagedstudentsingrade4reading(79%),grade7math(78%),grade8math(80%)8reading(71%)improvedfrom2010‐11to2011‐12.

IEPstudentsingrade8math(63%)

Sciencegrade4(85%)hadthehighestsciencescore

Accomplishment#5:AccordingtotheSpecialDataReport

ourstudentswithIEPachievea94%graduationratecomparedtothestategraduationrateof93%.

MiddleSchool:

TheLEAhasahigherpercentageforthenumberofstudentswhospend80%ormoreoftheirtimeinsidearegularclassthanthestateaverage.

Accomplishment#6:AccordingtotheSPPReport:

HuntingdonAreaHighSchoolhasahigherSPP,71.6,thananyotherHuntingdonCountySchools(Mt.Union,JuniataValley,andSouthernHuntingdon).

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DistrictConcerns

Concern#1:Technologyreport:

LackoftechnologicaldevicesandaccessibilitytostudentsandstaffislowattheHighSchool.

InstructionforbothteachersandstudentsindigitalcitizenshipislowatSouthsideElementary.

StandingStoneElementaryreport:

HandlingBYODdevicesinasecuremanner

Teacher/studenttrainingonnewersoftware

LackoftechnologybasedcurriculumfocusingonPABusiness,Computer,&InformationTechnologyStandards.

Concern#2:2015PVAASdata:

2015KeystonesExamsreflectedAlgebraandLiteraturescoreshavenegativegrowthandnegativeachievement.

Literature‐ModerateevidencethatthedistrictdidnotmeetthestandardforPAAcademicGrowth‐3.3

Algebra‐ModerateevidencethattheschooldidnotmeetthestandardforPAAcademicGrowth‐3.3

MiddleSchoolData:

MathPSSAscoresdidshownotgrowthorachievement.

SouthsideElementary

WhileFourthGradestudentsoverallperformedatorabovethestandardforgrowth,thelowesttwoquintiledidnotmeetthisstandardinScience.

WhileallFifthGradequintilemetorexceededgrowthstandardsinELA,moststudentsdidnotmeetthisstandardinMath.Overall,thereissignificantevidencethatthisgroupdidnotmeetthestandardforgrowth.

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StandingStoneElementary

Grade4three‐yearaverageofgrowthinallareas,Mathematics,ELAandScience,showssignificantevidencethattheschooldidnotmeetthestandardforPAAcademicGrowth.

Grade42015growthdataindicatedsignificantevidencethattheschooldidnotmeetthestandardforPAAcademicGrowthinareasofScienceandMathematics,withmoderateevidenceinReadingthattheschooldidnotmeetthestandardforPAAcademicGrowth.

Grade5growthdataindicatesthatthelowestachievementgroupinmathematicsshowssignificantevidencethattheschooldidnotmeetthestandardforPAAcademicGrowth.

Concern#3:2015EmetricDataReview:

MiddleSchool

EconomicallyDisadvantageandIEPstudentshavealargepopulationofbelowbasicandasmalltononepopulationofadvanced.

SouthsideElementary:

Thirdgrade(56.1)didnotmeetorexceedthestateaverage(62.0)inELA.

Fifthgrade(58.0)didnotmeetorexceedthestateaverage(61.8)inELA.

Thirdgrade(31.6)didnotmeetorexceedthestateaverage(48.5)inMath.

Fifthgrade(28.0)didnotmeetorexceedthestateaverage(42.8)inMath.

HistoricallyunderperformingstudentsperformedbelowbothschoolandstateaveragesinMath,ELAandScience.

InELAandMath,theonlysubgroupthatwasnotbelowthestateaveragewasfemales.


Thirdgrade:

ELAresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:Craft&Structure/IntegrationofKnowledgeandIdeas,TypesofWriting,LanguageandInformationalText.

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Mathematicsresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:Operations&AlgebraicThinking&Geometry.

Fourthgrade:

ELA,Mathematics&Scienceresultsdidnotmeetthedistrictorstateaverages.

ELAresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:KeyIdeas&Details,Craft&Structure/IntegrationofKnowledgeandIdeas,VocabularyAcquisitionandUse,TypesofWriting,Language,Text‐DependentAnalysis,LiteratureText,andInformationalText.

Mathematicsresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:Numbers&OperationsinBaseTen,Numbers&Operations‐Fractions,Operations&AlgebraicThinking,Geometry,andMeasurement&Data.

Scienceresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:TheNatureofScience,BiologicalSciences,PhysicalSciences,andEarth&SpaceSciences.

Fifthgrade:

ELA&Mathematicsresultsdidnotmeetthestateaverage.

ELAresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:KeyIdeas&Details,Craft&Structure/IntegrationofKnowledgeandIdeas,Text‐DependentAnalysis,LiteratureText,andInformationalText.

Mathematicsresultsinthefollowingreportingcategoriesdidnotmeetthestateaverage:Numbers&OperationsinBaseTen,Numbers&Operations‐Fractions,Operations&AlgebraicThinking,andMeasurement&Data.

Disparityfromsubjectsandgroupstherewereconcernsinthefollowingareas:

ThefollowingsubgroupsperformedlowerthantheschoolaverageontheELAPSSA:HistoricallyUnderperforming,IEP,ELL,EconomicallyDisadvantaged,maleandmultiracialstudents.

ThefollowingsubgroupsperformedlowerthantheschoolaverageontheMathematicsPSSA:HistoricallyUnderperforming,IEP,ELL,EconomicallyDisadvantaged,female,Hispanic,andmultiracialstudents.

Thefollowingsubgroupsperformedlowerthantheschoolaverageonthe4thGradeSciencePSSA:HistoricallyUnderperforming,IEP,ELL,EconomicallyDisadvantagedandmale.

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Concern#4:

Attendanceatschool‐sponsoredacademictrainingsoreventsbyparentsislow.

PrioritizedSystemicChallenges

SystemicChallenge#1(GuidingQuestion#1)Establishadistrictsystemthatfullyensuresconsistentimplementationofstandardsalignedcurriculaacrossallschoolsforallstudents.

AlignedConcerns:

2015PVAASdata:




MiddleSchoolData:


SouthsideElementary






93


2015EmetricDataReview:

MiddleSchool










Thirdgrade:



Fourthgrade:




94


Fifthgrade:








SystemicChallenge#2(GuidingQuestion#2)Establishadistrictsystemthatfullyensurestheconsistentimplementationofeffectiveinstructionalpracticesacrossallclassroomsineachschool.

AlignedConcerns:

2015PVAASdata:




MiddleSchoolData:

95


SouthsideElementary








MiddleSchool










96

Thirdgrade:



Fourthgrade:





Fifthgrade:








97

Technologyreport:







SystemicChallenge#3(GuidingQuestion#10)Establishadistrictsystemthatfullyensuresprofessionaldevelopmentisfocused,comprehensiveandimplementedwithfidelity.

AlignedConcerns:

2015PVAASdata:




MiddleSchoolData:


SouthsideElementary




98





MiddleSchool










Thirdgrade:



Fourthgrade:


99




Fifthgrade:








Technologyreport:



100





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

AlignedConcerns:

2015PVAASdata:




MiddleSchoolData:


SouthsideElementary






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SystemicChallenge#5(GuidingQuestion#3)Establishadistrictsystemthatfullyensuresstaffmembersineveryschoolusestandardsalignedassessmentstomonitorstudentachievementandadjustinstructionalpractices.

AlignedConcerns:

2015PVAASdata:




MiddleSchoolData:


SouthsideElementary







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MiddleSchool










Thirdgrade:



Fourthgrade:





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Fifthgrade:








SystemicChallenge#6(GuidingQuestion#7)Establishadistrictsystemthatfullyensuresstudentswhoareacademicallyatriskareidentifiedearlyandaresupportedbyaprocessthatprovidesinterventionsbaseduponstudentneedsandincludesproceduresformonitoringeffectiveness.

AlignedConcerns:

2015PVAASdata:




MiddleSchoolData:


SouthsideElementary

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MiddleSchool










Thirdgrade:

105



Fourthgrade:





Fifthgrade:








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SystemicChallenge#7(GuidingQuestion#9)Establishadistrictsystemthatfullyensureseachmemberofthedistrictcommunitypromotes,enhancesandsustainsasharedvisionofpositiveschoolclimateandensuresfamilyandcommunitysupportofstudentparticipationinthelearningprocess.

AlignedConcerns:

Attendanceatschool‐sponsoredacademictrainingsoreventsbyparentsislow.

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DistrictLevelPlan

ActionPlans

Goal#1:Establishadistrictsystemthatfullyensuresconsistentimplementationofstandardsalignedcurriculaacrossallschoolsforallstudents.

RelatedChallenges:

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

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

Indicators of Effectiveness:

Type: Interim

Data Source: Administration will lead the review, revision, and implementation of curriculum as it connects to Pa common core standards.

Specific Targets: A year by year plan will outline the curriculum cycle process.

Strategies:

Common Assessment within Grade/Subject

Description: WWCreportstheeffectiveuseofdatacanhaveapositiveimpactuponstudentachievement;usingcommonassessmentstoinformteacherpracticeisonesuchuseofdata.(Source:http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf?)TeacherModeration:CollaborativeAssessmentofStudentWorkandCommonAssessmentsprovidedetailedlooksatthedevelopmentanduseofcommonassessments.(Sources:http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teacher_Moderation.pdfandCommonAssessments:MikeSchmoker.(2006)ResultsNow:HowWeCanAchieveUnprecedentedImprovementsinTeachingandLearning.Alexandria,Va.:ASCD.)Resource:http://effectivestrategies.wiki.caiu.org/Assessment

SAS Alignment: Assessment, Instruction

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Data Analysis Procedures, Data‐Informed Instruction, Data Teams & Data Warehousing

Description: UsingStudentAchievementDatatoSupportInstructionalDecisionMakingprovidesaWWCreportingofvariousstrategiesrelatedtotheacquisition,analysis,andapplicationofstudentdata.(Source:http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf)


Substantial Professional Development

Description: TheSouthwestRegionalEducationalLaboratoryfoundthatsubstantialprofessionaldevelopmentshowedapositiveimpactuponstudentachievement(substantial=greaterthan14hoursoffocusedprofessionaldevelopmentdeliveredviaworkshopsorsummerinstitutes,supportedbyfollow‐upsessionsandalldeliveredbyprofessionaldevelopersratherthantrain‐the‐trainerapproaches).(Source:http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033.pdf)Resource:http://effectivestrategies.wiki.caiu.org/Professional+Development

SAS Alignment: Instruction

Curriculum Mapping

Description: Empiricalevidenceofapositivestatisticalcorrelationoftheuseofcurriculummappingwithstudentachievementisscarce.Therewasa2001studybytheIndianaCenterofEvaluationconductedfortheOhioDOEthatdeterminedcurriculumalignment(definedascurriculummappingwithsubsequentchangeininstructionalpractice)wasthe“singlegreatestfactorinachievingimprovedtestscores.”Thefollowinglinkprovidesalistofresourcessupportingthepositivecontributionsofcurriculummappingtoeducationalprocesses:http://www.curriculummapping101.com/materials/curriculum‐mapping‐research;thefollowinglinkprovidesanoverviewofcurriculummapping:http://webserver3.ascd.org/handbook/demo/mapping2.htmlResource:http://effectivestrategies.wiki.caiu.org/Curriculum+Framework

SAS Alignment: Standards, Materials & Resources

Implementation Steps:

Align Curriculum K ‐ 12 to PA Core Standards

Description:

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HuntingdonAreaElementarySchoolshavecompletedtheprocessofaligningandcreatingcurriculuminELA(Reading&Writing)andMathcontentareas.Thesciencecurriculumwillbeaddressedandalignedinthe2016‐2017schoolyear.Wehaveimplementedanewcurriculumframeworkthatincludesbigideas,essentialquestions,standards/eligiblecontent,essentialvocabulary,instructionalstrategiesandlearningactivities,assessments,andresources.SocialStudieswillfollowthissameframework.

HuntingdonAreaMiddleSchoolandHighSchoolarecurrentlyparticipatinginadistrict‐wideefforttoalignandmapourcurriculum.TheprocessbeganwithreviewinggapswiththePACoreStandardsandaligningthecoursecontent.Wehavebeguntowritecurriculumacrossallthecontentareas.Wehaveimplementedanewcurriculumframeworkthatincludesbigideas,essentialquestions,standards/eligiblecontent,essentialvocabulary,instructionalstrategiesandleaningactivities,assessments,andresources.

HuntingdonAreaMiddleSchoolcompletedaSTEMcurriculumplanthatwasBoardapprovedinSeptember,2016.

WecompletedtheK‐12SchoolCounselingPlanandcreatedanactionplanthroughCh.339whichwillbesubmittedforBoardapprovalinNovember,2016.

InstructionalpracticeisanareaofconcernforourMiddleandHighSchool.Theneedforprofessionaldevelopment,resourcesandaccountabilityintheseareasarebeingdeveloped.Differentiationwasrecommendedasaneedforprofessionaldevelopment.Forthe2016‐2017schoolyear,teachersreceivedprofessionaldevelopmentondifferentiation.Teachershavebeenrequiredtoturnindailylessonplansthatincludeidentifyinginstructionalstrategiesbeingimplementedduringclasstomeettheneedsofstudents.Theadministrationiscompletingwalkthroughstogatherdataonthefrequencyofteachersusingpurposefulgroupingduringinstruction,leveloftaskstudentsareassignedtocomplete,andinstructionalstrategybeginutilized.Differentiationwillcontinuetobeanareatofocusonastheteachersusemultipleresources,bothonlineandinprint,toincreasetheirknowledgeandabilitytodifferentiateinclass.

ReviewandalignourOnlineEducationProgramtoPACoreStandards.Afterreviewingprogramsandoptions,teacherwillaligntheirOnlineEducationcoursestothecurriculumwhichwillincludeengaginginstructionalstrategiesandassessments.

WearereviewingtheSTEMelectiveandcourseofferingstoourstudentsatHuntingdonAreaHighSchool.WeneedtoreviewwhattheSTEMcontinuumwilllooklikeatthehighschoollevel.

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Start Date: 8/29/2016 End Date: 7/1/2020

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

Education, Gifted Education, Educational Technology

Supported Strategies:

Curriculum Mapping

Goal#2:Establishadistrictsystemthatfullyensurestheconsistentimplementationofeffectiveinstructionalpracticesacrossallclassroomsineachschool.

Related Challenges:


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

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


Type: Interim

Data Source: Class room observations

Specific Targets: Using the Danielson model of effective teaching, pre/post interviews and teacher reflection of lessons will provide feedback to the teacher to ensure effective instructional strategies are being utilized.

Strategies:


Description: WWCreportstheeffectiveuseofdatacanhaveapositiveimpactuponstudentachievement;usingcommonassessmentstoinformteacherpracticeisonesuchuseofdata.(Source:

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http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf?)TeacherModeration:CollaborativeAssessmentofStudentWorkandCommonAssessmentsprovidedetailedlooksatthedevelopmentanduseofcommonassessments.(Sources:http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teacher_Moderation.pdfandCommonAssessments:MikeSchmoker.(2006)ResultsNow:HowWeCanAchieveUnprecedentedImprovementsinTeachingandLearning.Alexandria,Va.:ASCD.)Resource:http://effectivestrategies.wiki.caiu.org/Assessment





Technology Infrastructure Enhancement/Technology Access and Training Increase

Description: TheInternationalSocietyforTechnologyinEducationcitesresearchthatindicatesanincreaseinaccesstotechnologyhasapositiveeffectonstudentachievement.(Source:http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement.pdf)

SAS Alignment: Instruction, Materials & Resources

Differentiating Instruction

Description: Empiricalvalidationofdifferentiatedinstructionasapackagewasnotfound;however,alargenumberoftestimonialsandclassroomexamplesofpositiveeffectshavebeenreported.(Sources:LearningStyles:ConceptsandEvidence,http://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf;LearningStyles,http://en.wikipedia.org/wiki/Learning_styles#cite_note‐33;WWC:AssistingStudentsStrugglingwithReading:ResponsetoInterventionandMulti‐TierInterventioninthePrimaryGrades,http://ies.ed.gov/ncee/wwc/pdf/practice_guides/rti_reading_pg_021809.

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pdfDifferentiatedInstructionReexamined,http://www.hepg.org/hel/article/499;InvestigatingtheImpactofDifferentiatedInstructioninMixedAbilityClassrooms,http://www.icsei.net/icsei2011/Full%20Papers/0155.pdf)


Increased Quality Instructional Time

Description: Changesininstructionaltimedonotgenerallyincreaseordecreasestudentachievement,unlesssuchchangesgobeyondunusuallylow,orhigh,amountsoftime.Curriculumandinstructionalqualityappeartohaveamuchgreatereffectonachievementthandototalhoursofinstructionaltime.Theadditionofhigh‐qualityteachingtimeisofparticularbenefittocertaingroupsofstudents,suchaslow‐incomestudentsandotherswhohavelittleopportunityforlearningoutsideofschool.(Sources:http://www.ascd.org/publications/researchbrief/v3n10/toc.aspx,andhttp://www.educationsector.org/publications/clock‐rethinking‐way‐schools‐use‐time)

SAS Alignment: Instruction, Safe and Supportive Schools

Provide embedded and focused training opportunities for teachers.

Description:

Professionaldevelopmentplanningforthenextthreeyears,trainingswillbeprovidedtoassistteachersinthemosteffective,researchbasedinstructionalstrategiestoincludeDOKandDanielson'steachereffectivenessmodel.Topicstosupplementimprovedstudentlearningwillinclude:ongoingcurriculumalignment,implementationoftechnologytoassistininstructioneffectiveness,projectbasedassessments,studentlearningobjectives,andadistrictcreateddifferentiatedsupervisionplan.

SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction,

Materials & Resources, Safe and Supportive Schools


Highly effective instructional strategies

Description:

Trainingwillbeprovidedthroughoutthe2016‐2017schoolyearontopicstoincludeDifferentiatedInstructionstrategiesandtheDanielsonmodel

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forteachereffectivenessfornewteachers.ProfessionaldevelopmentisembeddedthroughourK‐12instructionalcoaches.



Education, Gifted Education



Implementation of 21st century skills into the classroom

Description:

Aswecontinuetoaddinstructionaltechnologies,weneedtotrainstaffonthemosteffectiveinstructionalstrategiestoengagestudentsandmaximizetheirindividuallevelofgrowthaswemovetowardpersonalizedlearningforstudents.WehaveimplementedanInstructionalCoachtosupportourteachersontheuseoftechnologyintheclassrooms.WearebeginningthestagesoflearningaboutMassCustomizedLearninginourDistrict.


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

Educational Technology




Description:

HuntingdonAreaElementarySchoolshavecompletedtheprocessofaligningandcreatingcurriculuminELA(Reading&Writing)andMathcontentareas.Thesciencecurriculumwillbeaddressedandalignedinthe2016‐2017schoolyear.Wehaveimplementedanewcurriculumframeworkthatincludesbigideas,essentialquestions,standards/eligiblecontent,essentialvocabulary,instructionalstrategiesandlearning

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activities,assessments,andresources.SocialStudieswillfollowthissameframework.










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Reading NCLB #1

Description:

Reading‐usingscientificresearch‐basedinstructionalprogramssuchaReadingMastery,CorrectiveReading,WilsonReading,andFlexLiteracy.Allnewspecialeducationteacherswhoteachdirectinstructionreadingwillbetrainedtoimplementtheprogramseffectivelyandwithfidelityinordertoincreasestudentsdecoding,fluency,andcomprehensionskills.Refreshertrainingwillbeofferedannuallytospecialeducationteachersthathavebeenpreviouslytrainedindirectinstructionreading.


Program Area(s): Professional Education, Special Education




Goal#3:Providearigorouscurriculumforallstudentstoreachtheirindividualpotentialandbereadyforcollegeorcareer.

Related Challenges:

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

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


Establish a district system that fully ensures high quality curricular assets (e.g. model curricula, learning progressions, units, lesson plans, and content

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


Establish a district system that fully ensures each member of the district community promotes, enhances and sustains a shared vision of positive school climate and ensures family and community support of student participation in the learning process.


Type: Annual

Data Source: PSSA Data, Emetric, PVAAS, SAT/PSAT, AP/Dual enrollment courses

Specific Targets: We will track student scores and measure growth year to year.

Strategies:


Description: WWCreportstheeffectiveuseofdatacanhaveapositiveimpactuponstudentachievement;usingcommonassessmentstoinformteacherpracticeisonesuchuseofdata.(Source:http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf?)TeacherModeration:CollaborativeAssessmentofStudentWorkandCommonAssessmentsprovidedetailedlooksatthedevelopmentanduseofcommonassessments.(Sources:http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teacher_Moderation.pdfandCommonAssessments:MikeSchmoker.(2006)ResultsNow:HowWeCanAchieveUnprecedentedImprovementsinTeachingandLearning.Alexandria,Va.:ASCD.)Resource:http://effectivestrategies.wiki.caiu.org/Assessment



Description: TheSouthwestRegionalEducationalLaboratoryfoundthatsubstantialprofessionaldevelopmentshowedapositiveimpactuponstudentachievement(substantial=greaterthan14hoursoffocusedprofessionaldevelopmentdeliveredviaworkshopsorsummerinstitutes,supportedbyfollow‐upsessionsandalldeliveredbyprofessionaldevelopersratherthantrain‐the‐trainerapproaches).(Source:

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http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033.pdf)Resource:http://effectivestrategies.wiki.caiu.org/Professional+Development






Description: Empiricalvalidationofdifferentiatedinstructionasapackagewasnotfound;however,alargenumberoftestimonialsandclassroomexamplesofpositiveeffectshavebeenreported.(Sources:LearningStyles:ConceptsandEvidence,http://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf;LearningStyles,http://en.wikipedia.org/wiki/Learning_styles#cite_note‐33;WWC:AssistingStudentsStrugglingwithReading:ResponsetoInterventionandMulti‐TierInterventioninthePrimaryGrades,http://ies.ed.gov/ncee/wwc/pdf/practice_guides/rti_reading_pg_021809.pdfDifferentiatedInstructionReexamined,http://www.hepg.org/hel/article/499;InvestigatingtheImpactofDifferentiatedInstructioninMixedAbilityClassrooms,http://www.icsei.net/icsei2011/Full%20Papers/0155.pdf)



Description: Changesininstructionaltimedonotgenerallyincreaseordecreasestudentachievement,unlesssuchchangesgobeyondunusuallylow,orhigh,amountsoftime.Curriculumandinstructionalqualityappeartohaveamuchgreatereffectonachievementthandototalhoursofinstructionaltime.Theadditionofhigh‐qualityteachingtimeisofparticularbenefittocertaingroupsofstudents,suchaslow‐incomestudentsandotherswhohavelittleopportunityforlearningoutsideofschool.(Sources:http://www.ascd.org/publications/researchbrief/v3n10/toc.aspx,andhttp://www.educationsector.org/publications/clock‐rethinking‐way‐schools‐use‐time)

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SAS Alignment: Instruction, Safe and Supportive Schools

Dual Enrollment Opportunities

Description: PostsecondaryAchievementofParticipantsinDualEnrollment:AnanalysisofstudentoutcomesintwoStatesfromtheNationalResearchCenterforCTEattheUniversityofMinnesota,reportsthatdualenrollmentwaspositivelyrelatedtothelikelihoodofearningaHSdiploma,thelikelihoodofpersistingtoasecondsemesterofcollege,andastatisticallysignificanthigherGPAoneyearafterHSGraduation.

SAS Alignment: Safe and Supportive Schools



Description:





InstructionalpracticeisanareaofconcernforourMiddleandHighSchool.Theneedforprofessionaldevelopment,resourcesandaccountabilityintheseareasarebeingdeveloped.Differentiationwasrecommendedasaneedforprofessionaldevelopment.Forthe2016‐2017schoolyear,

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teachersreceivedprofessionaldevelopmentondifferentiation.Teachershavebeenrequiredtoturnindailylessonplansthatincludeidentifyinginstructionalstrategiesbeingimplementedduringclasstomeettheneedsofstudents.Theadministrationiscompletingwalkthroughstogatherdataonthefrequencyofteachersusingpurposefulgroupingduringinstruction,leveloftaskstudentsareassignedtocomplete,andinstructionalstrategybeginutilized.Differentiationwillcontinuetobeanareatofocusonastheteachersusemultipleresources,bothonlineandinprint,toincreasetheirknowledgeandabilitytodifferentiateinclass.










Description:

Trainingwillbeprovidedthroughoutthe2016‐2017schoolyearontopicstoincludeDifferentiatedInstructionstrategiesandtheDanielsonmodelforteachereffectivenessfornewteachers.ProfessionaldevelopmentisembeddedthroughourK‐12instructionalcoaches.




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Description:








Goal#4:Establishadistrictsystemthatfullyensureseachmemberofthedistrictcommunitypromotes,enhancesandsustainsasharedvisionofpositiveschoolclimateandensuresfamilyandcommunitysupportofstudentparticipationinthelearningprocess.

Related Challenges:



Establish a district system that fully ensures high quality curricular assets (e.g. model curricula, learning progressions, units, lesson plans, and content

121

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



Type: Annual

Data Source: PSSA, Keystones, SAT, PSAT, ACT, Diebels, CDT, 4 Sight, Surveys (student, parent, community at large)

Specific Targets: School and district level climate surveys will provide data to review current practices related to school safety, climate and culture. Results on the various assessments will provide schools the data necessary to measure our annual growth and progress of students at the student level as well as grade and building level.

Strategies:




Positive Behavioral Interventions and Supports

Description: ?Positivebehaviorsupportstrivestouseasystemtounderstandwhatmaintainsanindividual'schallengingbehavior.Italsosummarizesandcreatesahypothesisaboutthebehavior,anddirectlyobservesthebehaviorandtakesdatatogetabaseline.Thepositivebehaviorsupportprocessinvolvesgoalidentification,informationgathering,hypothesisdevelopment,supportplandesign,implementationandmonitoring.Strategiesareneededthatteachersandparentsareableandwillingtouseandthathaveanimpactonthechild'sabilitytoparticipateincommunityandschoolactivities.?(Source:http://en.wikipedia.org/wiki/Positive_behavior_support)MeasuresoffidelityofPBSimplementationwereestablishedin2009,whichmeansthatthecorrelationbetweenfidelityofimplementationandmeasuresofstudentbehavior(e.g.numberofbehavioralreferrals)canandneedstobedeterminedbeforePBScanbeverifiedashavingastatisticallysignificant

122

impactonstudentbehavior.Anumberoftoolsprovideindicatorsofimplementation,butindicatorsofeffectivenessremaintobeverified.ThefollowingsiteprovidestechnicalinformationrelatedtoPBS.(Source:http://www.pbis.org/default.aspx)WhileempiricalevidenceisbeingdevelopedregardingtheeffectivenessofSchoolWidePBSatthehighschoollevel,thereisinitialsupportforuseofPBSinhighschools.(Source:http://www.pbis.org/school/high_school_pbis.aspx)TheTechnicalAssistanceCenteronPositiveBehavioralInterventionsandSupportsisestablishedbytheU.S.DepartmentofEducation'sOfficeofSpecialEducationPrograms(OSEP)todefine,develop,implement,andevaluateamulti‐tieredapproachtoTechnicalAssistancethatimprovesthecapacityofstates,districtsandschoolstoestablish,scale‐upandsustainthePBISframework.EmphasisisgiventotheimpactofimplementingPBISonthesocial,emotionalandacademicoutcomesforstudentswithdisabilities.Resource:http://effectivestrategies.wiki.caiu.org/Safe+and+Supportive

SAS Alignment: Safe and Supportive Schools


Behavior Support

Description:

De‐escalationtechniques(on‐goingCPIorSafetyCareTraining):ThedistrictannuallyprovidestraininginNonviolentCrisisIntervention(CPI)andSafetyCaretoteachersandparaprofessionalwhoworkwithstudentswithbehaviors,especiallythosestudentswhoroutinelyexhibitphysicallyaggressivebehaviors.Thetrainingprovidesstaffwithde‐escalationtechniquesandwaystosafelyrestrainstudentsifnecessary.Thetrainingrequiresrecertificationonanannualbasis.

ThedistrictalsohasSchoolWidePositiveBehaviorSupportsimplementedatSouthsideElementary,StandingStoneElementary,theHuntingdonAreaMiddleSchool,andwillbeimplementingitintheHuntingdonAreaHighSchoolduringthe2016‐2017schoolyear.TrainingandongoingsupportisprovidedannuallytothedistrictfacultyandstaffthroughtheHuntingdonAreaSchoolDistrict.

Thedistrictwillannuallyprovidebehaviorsupporttrainingtoparents.Thedistrictalsoworkswithcommunityagenciesandparentstoimprovestudents'behaviors.


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


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Description:






ReviewandalignourOnlineEducationProgramtoPACoreStandards.Afterreviewingprogramsandoptions,teacherwillaligntheirOnline

124

Educationcoursestothecurriculumwhichwillincludeengaginginstructionalstrategiesandassessments.







Goal#5:Establishadistrictsystemthatfullyensuresprofessionaldevelopmentisfocused,comprehensiveandimplementedwithfidelity.

Related Challenges:

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



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


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


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Type: Interim

Data Source: Clinical observation phase of educator effectiveness/post conference dialogue, individual growth plan (differentiated supervision)

Specific Targets: Post conference dialogue with building level principals related to Domain 4, student growth (PVAAS), project based assessments

Type: Annual

Data Source: Surveys, input from teachers on their own professional growth as it relates to the goals of the district.

Specific Targets: student growth (PVAAS), project based assessments

Strategies:







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Description:

Professionaldevelopmentplanningforthenextthreeyears,trainingswillbeprovidedtoassistteachersinthemosteffective,researchbasedinstructionalstrategiestoincludeDOKandDanielson'steachereffectivenessmodel.Topicstosupplementimprovedstudentlearningwillinclude:ongoingcurriculumalignment,implementationoftechnologytoassistininstructioneffectiveness,projectbasedassessments,studentlearningobjectives,andadistrictcreateddifferentiatedsupervisionplan.

SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction,

Materials & Resources, Safe and Supportive Schools



Description:

Trainingwillbeprovidedthroughoutthe2016‐2017schoolyearontopicstoincludeDifferentiatedInstructionstrategiesandtheDanielsonmodelforteachereffectivenessfornewteachers.ProfessionaldevelopmentisembeddedthroughourK‐12instructionalcoaches.






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Description:








Description:


HuntingdonAreaMiddleSchoolandHighSchoolarecurrentlyparticipatinginadistrict‐wideefforttoalignandmapourcurriculum.TheprocessbeganwithreviewinggapswiththePACoreStandardsandaligningthecoursecontent.Wehavebeguntowritecurriculumacrossallthecontentareas.Wehaveimplementedanewcurriculumframeworkthatincludesbigideas,essentialquestions,standards/eligiblecontent,

128

essentialvocabulary,instructionalstrategiesandleaningactivities,assessments,andresources.










DataAnalysisProcedures,Data‐InformedInstruction,DataTeams&DataWarehousing

SubstantialProfessionalDevelopment

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Description:

Professionaldevelopmentplanningforthenextthreeyears,trainingswillbeprovidedtoassistteachersinthemosteffective,researchbasedinstructionalstrategiestoincludeDOK,CareerandCollegeReadyStandards,21stCenturySkills,TechnologyandDanielson'steachereffectivenessmodel.Topicstosupplementimprovedstudentlearningwillinclude:ongoingcurriculumalignment,implementationoftechnologytoassistininstructioneffectiveness,projectbasedassessments,studentlearningobjectives,andadistrictcreateddifferentiatedsupervisionplan.



Education, Student Services, Gifted Education, Educational Technology


DataAnalysisProcedures,Data‐InformedInstruction,DataTeams&DataWarehousing

SubstantialProfessionalDevelopment

TechnologyInfrastructureEnhancement/TechnologyAccessandTrainingIncrease

Provideembeddedandfocusedtrainingopportunitiesforteachers.

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Appendix:ProfessionalDevelopmentImplementationStepDetails

LEA Goals Addressed:

Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students. Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school. Provide a rigorous curriculum for all students to reach their individual potential and be ready for college or career. Establish a district system that fully ensures each member of the district community promotes, enhances and sustains a shared vision of positive school climate and ensures family and community support of student participation in the learning process. Establish a district system that fully ensures professional development is focused, comprehensive and implemented with fidelity.

Strategy #1: Curriculum Mapping

Start End Title Description

8/29/2016 7/1/2020 Align Curriculum K - 12 to PA

Core Standards

Huntingdon Area Elementary Schools have completed the process of aligning and

creating curriculum in ELA (Reading & Writing) and Math content areas. The science

curriculum will be addressed and aligned in the 2016‐2017 school year. We have

131

implemented a new curriculum framework that includes big ideas, essential

questions, standards/eligible content, essential vocabulary, instructional strategies

and learning activities, assessments, and resources. Social Studies will follow this

same framework.

Huntingdon Area Middle School and High School are currently participating in a

district‐wide effort to align and map our curriculum. The process began with

reviewing gaps with the PA Core Standards and aligning the course content. We

have begun to write curriculum across all the content areas. We have implemented

a new curriculum framework that includes big ideas, essential questions,

standards/eligible content, essential vocabulary, instructional strategies and leaning

activities, assessments, and resources.

Huntingdon Area Middle School completed a STEM curriculum plan that was Board

approved in September, 2016.

We completed the K‐12 School Counseling Plan and created an action plan through

Ch. 339 which will be submitted for Board approval in November, 2016.

Instructional practice is an area of concern for our Middle and High School. The

need for professional development, resources and accountability in these areas are

being developed. Differentiation was recommended as a need for professional

development. For the 2016‐2017 school year, teachers received professional

development on differentiation. Teachers have been required to turn in daily lesson

plans that include identifying instructional strategies being implemented during

class to meet the needs of students. The administration is completing walkthroughs

to gather data on the frequency of teachers using purposeful grouping during

instruction, level of task students are assigned to complete, and instructional

strategy begin utilized. Differentiation will continue to be an area to focus on as the

teachers use multiple resources, both online and in print, to increase their

132

knowledge and ability to differentiate in class.

Review and align our Online Education Program to PA Core Standards. After

reviewing programs and options, teacher will align their Online Education courses

to the curriculum which will include engaging instructional strategies and

assessments.

We are reviewing the STEM elective and course offerings to our students at

Huntingdon Area High School. We need to review what the STEM continuum will

look like at the high school level.

Person Responsible SH S EP Provider Type App. Patricia Wargo 7.0 4 25 IU and current employees of the district School

Entity No

Knowledge Our Director of Education will lead the curriculum review process with the support of administrative and

teacher leaders.

Supportive Research Pa Core standards alignment

Designed to Accomplish

For classroom teachers, school counselors and education specialists:

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

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

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

Empowers educators to work effectively with parents and community partners.

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

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

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

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

Instructs the leader in managing resources for effective results.

Training Format

LEA Whole Group Presentation Series of Workshops

School Whole Group Presentation

Department Focused Presentation

Professional Learning Communities

Participant Roles

Classroom teachers Principals / Asst. Principals

Supt / Ast Supts / CEO / Ex Dir

School counselors

New Staff

Other educational specialists

Grade Levels

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

Middle (grades 6‐8)

High (grades 9‐12)

Follow-up Activities Team development and

sharing of content‐area lesson implementation outcomes, with

Evaluation Methods Classroom observation focusing on

factors such as planning and preparation, knowledge of content, pedagogy and

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involvement of administrator and/or peers

Analysis of student work, with administrator and/or peers

Creating lessons to meet varied student learning styles

Peer‐to‐peer lesson discussion

standards, classroom environment, instructional delivery and professionalism.

Student PSSA data

Standardized student assessment data other than the PSSA

Classroom student assessment data

Review of participant lesson plans

Portfolio


Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school. Provide a rigorous curriculum for all students to reach their individual potential and be ready for college or career. Establish a district system that fully ensures professional development is focused, comprehensive and implemented with fidelity.

Strategy #1: Provide embedded and focused training opportunities for teachers.


8/1/2016 6/28/2019 Highly effective instructional

strategies

Training will be provided throughout the 2016‐2017 school year on topics to include

Differentiated Instruction strategies and the Danielson model for teacher

effectiveness for new teachers. Professional development is embedded through

our K‐12 instructional coaches.

Person Responsible SH S EP Provider Type App. Patricia Wargo 3.0 6 25 Intermediate Unit School

Entity No

135

Knowledge The understanding and implementation of differentiated instruction to engage students at their individual

levels.

Supportive Research This training is based off of a best practices model.










Training Format

Series of Workshops Professional Learning Communities

Participant Roles Classroom teachers Principals / Asst. Principals

Grade Levels Elementary ‐ Primary (preK ‐ grade 1) Elementary ‐ Intermediate (grades 2‐5)

136


School counselors

Paraprofessional

New Staff


Related Service Personnel



Follow-up Activities

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




Evaluation Methods

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

Student PSSA data


Participant survey



Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school. Provide a rigorous curriculum for all students to reach their individual potential and be ready for college or career.

Strategy #1: Provide embedded and focused training opportunities for teachers.

137



10/3/2016 6/1/2020 Implementation of 21st century

skills into the classroom

As we continue to add instructional technologies, we need to train staff on the most

effective instructional strategies to engage students and maximize their individual

level of growth as we move toward personalized learning for students. We have

implemented an Instructional Coach to support our teachers on the use of

technology in the classrooms. We are beginning the stages of learning about Mass

Customized Learning in our District.


Entity No

Knowledge Teachers will be trained on effective strategies and utilization technology in their core content areas to allow

the maximum amount of student engagement.

Supportive Research Instructional experts that have used and modeled best practices will be selectively chosen to train peers.





For school and district administrators, and other

Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and

138

educators seeking leadership roles:

interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.


Training Format




Participant Roles



School counselors

Paraprofessional

New Staff



Grade Levels







Lesson modeling with

Evaluation Methods


Student PSSA data


Participant survey

139

mentoring



Strategy #1: Common Assessment within Grade/Subject Strategy #2: Increased Quality Instructional Time



Core Standards





140



same framework.
























141




assessments.





Entity No


teacher leaders.








For school and district Provides the knowledge and skills to think and plan strategically, ensuring that

142

administrators, and other educators seeking leadership roles:

assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.




Training Format





Participant Roles



School counselors

New Staff


Grade Levels






Evaluation Methods


143




Student PSSA data




Portfolio

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

Strategy #1: Increased Quality Instructional Time Strategy #2: Provide embedded and focused training opportunities for teachers.


7/1/2016 6/30/2019 Reading NCLB #1

Reading‐using scientific research‐based instructional programs such a Reading

Mastery, Corrective Reading, Wilson Reading, and Flex Literacy. All new special

education teachers who teach direct instruction reading will be trained to

implement the programs effectively and with fidelity in order to increase students

decoding, fluency, and comprehension skills. Refresher training will be offered

annually to special education teachers that have been previously trained in direct

instruction reading.

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

Services and Assistant Director of Pupil Services

3.0 3 7 Tuscarora Intermediate Unit 11 and/or Huntingdon Area School District

IU No

Knowledge This is an optional narrative for Special Education.

Supportive Research This is an optional narrative for Special Education.

144






Training Format

Series of Workshops Department Focused Presentation

Participant Roles

Classroom teachers New Staff

Grade Levels






Lesson modeling with mentoring

Evaluation Methods


Student PSSA data


145



Strategy #1: Common Assessment within Grade/Subject Strategy #2: Dual Enrollment Opportunities



Core Standards







146

same framework.


























147


assessments.





Entity No


teacher leaders.








For school and district administrators, and other educators seeking leadership

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

148

roles: academic standards. Provides leaders with the ability to access and use appropriate data to inform

decision‐making.



Training Format





Participant Roles



School counselors

New Staff


Grade Levels







Evaluation Methods


Student PSSA data

Standardized student assessment

149



data other than the PSSA



Portfolio



Strategy #1: Dual Enrollment Opportunities Strategy #2: Differentiating Instruction



strategies






Entity No


levels.

150











Training Format


Participant Roles



School counselors

Paraprofessional

Grade Levels




151

New Staff








Evaluation Methods


Student PSSA data


Participant survey




Strategy #1: Technology Infrastructure Enhancement/Technology Access and Training Increase Strategy #2: Differentiating Instruction

152











Entity No











153

Training Format




Participant Roles



School counselors

Paraprofessional

New Staff



Grade Levels








Evaluation Methods


Student PSSA data


Participant survey

154



Strategy #1: Positive Behavioral Interventions and Supports


7/1/2016 6/30/2019 Behavior Support

De‐escalation techniques (on‐going CPI or Safety Care Training): The district

annually provides training in Nonviolent Crisis Intervention (CPI) and Safety Care to

teachers and paraprofessional who work with students with behaviors, especially

those students who routinely exhibit physically aggressive behaviors. The training

provides staff with de‐escalation techniques and ways to safely restrain students if

necessary. The training requires recertification on an annual basis.

The district also has School Wide Positive Behavior Supports implemented at

Southside Elementary, Standing Stone Elementary, the Huntingdon Area Middle

School, and will be implementing it in the Huntingdon Area High School during the

2016‐2017 school year. Training and ongoing support is provided annually to the

district faculty and staff through the Huntingdon Area School District.

The district will annually provide behavior support training to parents. The district

also works with community agencies and parents to improve students' behaviors.

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

Services, PD committee, Administration

8.0 2 25 Tuscarora Intermediate Unit 11 Huntingdon Area School District

IU Yes

Knowledge This is an optional narrative for Special Education.

Supportive This is an optional narrative for Special Education.

155

Research Designed to Accomplish






Training Format Series of Workshops

Participant Roles



Paraprofessional

New Staff

Parents

Grade Levels





Mentoring/modeling of appropriate use of techniques

Evaluation Methods

review of special education data and review of behavior support plan components

156



Strategy #1: Positive Behavioral Interventions and Supports



Core Standards







same framework.


157


























assessments.

158





Entity No


teacher leaders.











159



Training Format





Participant Roles



School counselors

New Staff


Grade Levels








Peer‐to‐peer lesson

Evaluation Methods


Student PSSA data




160

discussion

Portfolio



Strategy #1: Substantial Professional Development Strategy #2: Technology Infrastructure Enhancement/Technology Access and Training Increase



strategies






Entity No


levels.


161










Training Format


Participant Roles



School counselors

Paraprofessional

New Staff


Grade Levels




162







Evaluation Methods


Student PSSA data


Participant survey




Strategy #1: Technology Infrastructure Enhancement/Technology Access and Training Increase


163










Entity No











164

Training Format




Participant Roles



School counselors

Paraprofessional

New Staff



Grade Levels








Evaluation Methods


Student PSSA data


Participant survey

LEA Goals Addressed: Establish a district system that fully ensures Strategy #1: Data Analysis Procedures,

165

consistent implementation of standards aligned curricula across all schools for all students. Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school. Provide a rigorous curriculum for all students to reach their individual potential and be ready for college or career. Establish a district system that fully ensures each member of the district community promotes, enhances and sustains a shared vision of positive school climate and ensures family and community support of student participation in the learning process. Establish a district system that fully ensures professional development is focused, comprehensive and implemented with fidelity.

Data-Informed Instruction, Data Teams & Data Warehousing Strategy #2: Substantial Professional Development



Core Standards







same framework.



166

























assessments.


167




Entity No


teacher leaders.











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

168

learning.


Training Format





Participant Roles



School counselors

New Staff


Grade Levels









Evaluation Methods


Student PSSA data




Portfolio

169

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

Strategy #1: Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing Strategy #2: Substantial Professional Development Strategy #3: Technology Infrastructure Enhancement/Technology Access and Training Increase Strategy #4: Provide embedded and focused training opportunities for teachers.


8/30/2016 6/1/2020 Provide embedded and

focused training opportunities for teachers.

Professional development planning for the next three years, trainings will be

provided to assist teachers in the most effective, research based instructional

strategies to include DOK, Career and College Ready Standards, 21st Century Skills,

Technology and Danielson's teacher effectiveness model. Topics to supplement

improved student learning will include: ongoing curriculum alignment,

implementation of technology to assist in instruction effectiveness, project based

assessments, student learning objectives, and a district created differentiated

supervision plan.

Person Responsible SH S EP Provider Type App. Director of Education 7.0 4 160 IU and current employees of the district School

Entity No

Knowledge Professional staff development will be embedded and related to the goals established through the

comprehensive planning model and annual review of various data sources (School performance profile,

PSSA/Keystone, PVAAS, emetric, SPP, common assessments etc). The district will maximize all days available

170

(staff development, professional development, Act 80, PLC's and faculty meetings) to stay focused on our goals

and objectives, yet remain flexible to fully prepare staff in all aspects of the educational system(academics,

safety, social, environmental).

Supportive Research SAS portal, research based strategies












Training Format




171


Offsite Conferences

Participant Roles



School counselors

Paraprofessional

Classified Personnel

New Staff



Parents

Grade Levels










Joint planning period activities

Evaluation Methods


Student PSSA data



Participant survey


Review of written reports summarizing instructional activity

Portfolio

172

Journaling and reflecting

173

DistrictLevelAffirmations

WeaffirmthatthisDistrictLevelPlanwasdevelopedinaccordance,andwillcomplywiththeapplicableprovisionsof22Pa.Code,Chapters4,12,16,and49.Wealsoaffirmthatthecontentsaretrueandcorrectandthattheplanwasplacedforpublicinspectionintheschooldistrict/AVTSofficesandinthenearestpubliclibraryuntilthenextregularlyscheduledmeetingoftheboardorforaminimumor28dayswhichevercomesfirst.

WeaffirmthattheresponsesintheProfessionalEducationCoreFoundationsandtheProfessionalDevelopmentImplementationStepsfocusonthelearningneedsofeachstaffmembertoenableallstaffmembersmeetorexceedthePennsylvaniaacademicstandardsineachofthecoresubjectareas.

Nosignaturehasbeenprovided

BoardPresident


Superintendent/ChiefExecutiveOfficer

174

SpecialEducationAffirmations

WealsoaffirmourunderstandingthatanyrequestsforanydeviationsfromtheChapter14regulations,standards,policies,andproceduresmustbemadeinwritingtothePennsylvaniaDepartmentofEducation.TheschooldistrictunderstandsthattheSpecialEducationComponentoftheDistrictLevelPlanwillbeapprovedbyPDEinaccordancewiththefollowingcriteriaassetforthin22Pa.SchoolCode§14.104andaspartoftheDistrictLevelPlan:

1. Thereareafullrangeofservices,programsandalternativeplacementsavailabletotheschooldistrictforplacementandimplementationofthespecialeducationprogramsintheschooldistrict.

2. Theschooldistricthasadoptedachildfindsystemtolocate,identifyandevaluateyoungchildrenandchildrenwhoarethoughttobeachildwithadisabilityeligibleforspecialeducationresidingwithintheschooldistrict'sjurisdiction.Childfinddataiscollected,maintained,andusedindecision‐making.Childfindprocessandproceduresareevaluatedforitseffectiveness.Theschooldistrictimplementsmechanismstodisseminatechildfindinformationtothepublic,organizations,agencies,andindividualsonatleastanannualbasis.

3. Theschooldistricthasadoptedpoliciesandproceduresthatassurethatstudentswithdisabilitiesareincludedingeneraleducationprogramsandextracurricularandnon‐academicprogramsandactivitiestothemaximumextentappropriateinaccordancewithanIndividualizedEducationProgram.

4. TheschooldistrictwillcomplywiththePADepartmentofEducation,BureauofSpecialEducation'srevisionnoticeprocess.

5. Theschooldistrictfollowsthestateandfederalguidelinesforparticipationofstudentswithdisabilitiesinstateanddistrict‐wideassessmentsincludingthedeterminationofparticipation,theneedforaccommodations,andthemethodsofassessingstudentsforwhomregularassessmentisnotappropriate.

6. TheschooldistrictaffirmsthePennsylvaniaDepartmentofEducationthatfundsreceivedthroughparticipationinthemedicalassistancereimbursementprogram,ACCESS,willbeusedtoenhanceorexpandthecurrentlevelofservicesandprogramsprovidedtostudentswithdisabilitiesinthislocaleducationagency.

Weaffirmthattheschooldistricthascompleteda28daypublicinspectionandcommentperiodasrequiredunder22PACode§4.13(d)priortotheschoolentity'sgoverningboardapprovalandsubmissiontotheDepartmentofEducation(BureauofSpecialEducation).


175

BoardPresident


Superintendent/ChiefExecutiveOfficer

Documents

Huntingdon Area SDhuntsd.org/wp-content/uploads/2014/11/Comprehensive-Plan-2018-2021.pdfSusan Wentzel Ann Millar Margie Kemp 7 Michele Weyandt Kristin Buonaccorsi Jason Montoro Dawn