West Greene SD - core-docs.s3.amazonaws.com · West Greene SD District Level Plan 07/01/2016 - 06/30/2019 . 2 District Profile Demographics 1367 Hargus Creek Road Waynesburg, PA 15370

West Greene SD

District Level Plan

07/01/2016 - 06/30/2019

2

District Profile

Demographics

1367 Hargus Creek Road Waynesburg, PA 15370 (724)499-5183 Superintendent: Thelma Szarell Director of Special Education: Thelma Szarell

Planning Process The Chapter 4 strategic plan was prepared with input and review by

[1] a technical planning committee of administrators;

[2] comprehensive review by the entire professional staff;

[3] review and endorsement by the Steering Committee; and

[4] review and approval by the School Board.

Process Used to Prepare Plans

Chapter 4 Plan: Completed as described above.

Professional Education Plan: Completed by the Professional Development Committee and

reviewed for approval by the School Board. The entire professional staff also reviewed the plan

before it was presented to the School Board.

New Teacher Induction: West Greene School District participates in the plan developed by

Intermediate Unit I, as well as a district plan.

Special Education Plan: the Special Education Coordinator developed The Special Education Plan.

Technology Plan: The Technology Plan was prepared by the Technology Coordinator.

Action Plan to Improve Student Achievement: The Action Plan to Improve Student Achievement

was prepared by the administrative team.

Mission Statement The mission of the West Greene School District is to provide educational opportunities to maximize

individual potential.

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Vision Statement The vision of the West Greene School District is to provide opportunities to promote student

learning to the maximum potential. The expectations for the students will be raised to a level that

will promote life long learning.

The West Greene School District will support the implementation of the Greene County Master Plan

and the provision to promote more commonality in graduation requirements, professional

education programs and student grading scales among all Greene County school districts.

Shared Values The West Greene schools function as the center of the community. The values of the community and

the school district are intertwined through open communication and community involvement.

The school district is responsible for professional development activities to enhance the teacher's

qualifications and experiences.

We are dedicated to expanding the use of technology within each school district building.

We are committed to building changes on effective existing practices in a meaningful way, as well as

making modifications when necessary.

Our goal is to improve student achievement from kindergarten to 12th grade through high

expectations and a more rigorous curriculum.

Educational Community The West Greene School District is a small, rural district in Greene County. The tax base of the school

district is largely based on coal reserves. Experts in economic development in Greene County

estimate that these reserves can be mined for the next 40 or 50 years. Even so, the school district

does not presently have a tax base that can financially support the expanding educational

expectations initiated by the State and Federal government through the provisions of No Child Left

Behind.

Most of the professional and support staff in West Greene are loyal to the school district. Yet, the

educational leadership in the district has changed frequently over the past 15 years. This condition

has made it difficult to implement and sustain educational programs to address student achievement

issues that are all too common in communities with limited resources like West Greene. However,

the high level of collaboration among teachers and with parents is instrumental in supporting these

important changes now being mandated from outside the school community. The present

leadership team has been determined to change these trends since the implementation of the 2005-

2011 strategic plan.

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The strategic plan of 1999-2005 was prepared late during the 2004-2005 school year. As a

result, many of the components of the new strategic plan were addressed in the 1999-2005 plan and

was emphasized in the 2005-2011 plan. It is also important to recognize that the school district is

also a part of the Greene County Education Consortium. The five school districts in the county and

the Career and Technology Center participated in the development of The Countywide Educational

Master Plan that focuses on the need to link educational reform and improvement with economic

development in the region. This initiative is in its third year and the school districts and the Career

and Technology Center are working together on the improvement of educational systems in the

region.

It is important to recognize that the schools in West Greene are the centers of the community

since there are very few areas in the school district where the population is centralized.

Consequently, the community looks to the schools to provide a variety of non-educational services.

By so doing, the schools and the community have formed a strong partnership that enhances the

growth of children.

As the details of this plan became clear to all, it became evident to the planners that the school

district was destined to face significant obstacles to achieving the expectations of the State and

Federal mandates for change. As noted herein, the school district does not have access to the

financial resources needed for some of the proposed initiatives. Consequently, the district finds it

must seek funds from grants and other projects. However, the resources to sustain these projects

are often discontinued and the initiatives are abandoned. It is also evident to the school leaders that

the present provisions of the Pennsylvania Accountability System will make it more and more

evident that the scope of the educational program will be narrowed to emphasize performance of

the PSSA as set forth in the accountability system.

Planning Committee Name Role

Barbara Barnart Elementary School Teacher - Regular Education :

Professional Education

Eric Bedilion High School Teacher - Regular Education :


Melissa Berry Ed Specialist - School Counselor : Professional

Education Special Education

Kimberly Cowden Ed Specialist - School Counselor : Professional

Education Special Education

Lisa Durbin Parent : Professional Education

Jed Hamberger Building Principal : Professional Education Special

Education

Chelsey Holloway Administrator : Professional Education Special

Education

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Kelly Loughman Board Member : Professional Education

Don Painter Building Principal : Professional Education Special

Education

Scott Sakai Building Principal : Professional Education Special

Education

Chad Scott Board Member : Professional Education

Jackie Slogan High School Teacher - Special Education :

Professional Education Special Education

Louise Sweeney Elementary School Teacher - Regular Education :


Thelma Szarell Administrator : Professional Education

Melissa Ullom High School Teacher - Regular Education :


Laura Walters High School Teacher - Special Education : Special

Education

Bob Ward Administrator : Professional Education

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Core Foundations

Standards

Mapping and Alignment

Elementary Education-Primary Level

Standards Mapping Alignment

Arts and Humanities Developing Developing

Career Education and Work Developing Developing

Civics and Government Developing Developing

PA Core Standards: English Language Arts Developing Developing

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

Developing Developing

PA Core Standards: Mathematics Developing Developing

Economics Developing Developing

Environment and Ecology Developing Developing

Family and Consumer Sciences Developing Developing

Geography Developing Developing

Health, Safety and Physical Education Developing Developing

History Developing Developing

Science and Technology and Engineering Education Developing Developing

Alternate Academic Content Standards for Math Developing Developing

Alternate Academic Content Standards for Reading Developing Developing

American School Counselor Association for Students Developing Developing

Early Childhood Education: Infant-Toddler→Second Grade


English Language Proficiency Developing Developing

Interpersonal Skills Developing Developing

School Climate Developing Developing

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

Not Applicable

Elementary Education-Intermediate Level






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

7

Science and Technical Subjects
















Not Applicable

Middle Level






















World Language Developing Developing

8


Not Applicable

High School Level






















World Language Developing Developing


Not Applicable

Adaptations


No standards have been identified for this content area.



Middle Level


High School Level


9

Explanation for any standards checked:

.

Curriculum

Planned Instruction


Curriculum Characteristics Status

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

Developing

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

Developing

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

Developing

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

Developing

Processes used to ensure Accomplishment:

This narrative is empty.

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





Developing


Developing


Developing


Developing



10



Middle Level



Developing


Developing


Developing


Developing





High School Level



Developing


Developing


Developing


Developing





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Modification and Accommodations

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

West Greene School District ensures that all students, regardless of physical or mental

abilities, have every opportunity to access and master a rigorous standards aligned

curriculum through a number of vehicles. These vehicles include but are not limited to the

special education process, 504 agreements, and gifted educational plans. In each of these

assessments and the development of the associated plans, a multi-disciplinary team

approach ensures that all of an individual student’s needs and strengths are discussed and if

agreed upon are included in their educational plan. On a frequent basis, this multi-

disciplinary team include: educators, school administrators, psychologists, social workers,

medical personnel (school nurse, physical/occupational therapists, hearing/vision

specialist), community providers (mental health, drug & alcohol therapists, children and

youth, juvenile probation officers) and most importantly both the student and

parents/guardians. West Greene School District also encourages every students success

and access through school staff training and planned parent/guardian contact time periods

in the daily school schedule.

Instruction

Instructional Strategies

Formal classroom observations focused on instruction

Walkthroughs targeted on instruction

Regular Lesson Plan Review

Building Supervisors

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

Formal classroom observations focused on instruction take place a minimum of one time a year for Instructional II Professional Employees and a minimum of two times a year for Instructional II Temporary Professional Employees.

Walkthroughs targeted on instruction are completed regularly throughout the school year

in an attempt to focus instruction and improve student achievement.

The data collected from Formal Observations and Walkthrough observations is the basis for

the District Annual Instructional Evaluation.

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Regular Lesson Plan review is completed by Building Supervisors in the form of Building

Principals and Assistant Principals on a scheduled basis to insure that all grade levels and

subject areas are reviewed regularly throughout the school year.

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

incorporation.

Peer evaluation/coaching and Instructional Coaching are not strategies that are

incorporated for the following reasons. First, contractual restriction limit the evaluations

process to building administration only. There is also no guidelines for Instructional

Coaching established due to the size of the Administrative staff.

In regards to regular lesson plan review the district does not recognized department

supervisors or instructional coaches therefore does not incorporate their review of lesson

plans.

As the incorporation of the above strategies are all based on provisions within the collective

bargaining agreement the district does not have a set plan for addressing their

incorporation until the re-negotiation process takes place at the end of the current

agreement.

Responsiveness to Student Needs


Instructional Practices Status

Structured grouping practices are used to meet student needs.

Implemented in 50% or more of

district classrooms

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


district classrooms

Differentiated instruction is used to meet student needs. Full

Implementation

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


district classrooms

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


13





district classrooms



district classrooms

Differentiated instruction is used to meet student needs. Full

Implementation



district classrooms



Middle Level




district classrooms



district classrooms

Differentiated instruction is used to meet student needs.


district classrooms



district classrooms



High School Level


Structured grouping practices are used to meet student needs. Implemented in 50% or more of

district

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classrooms



district classrooms

Differentiated instruction is used to meet student needs.


district classrooms



district classrooms



Recruitment

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

The District advertises for available teaching positions based on teaching vacancies. The

interview process then determines potential candidates to be recommended for school

board interview. The school board then hires candidates based on certification and highly

qualified status.

Contractually the administration does not possess the ability to assign teachers to position

in order to meet the learning needs of the students. Teachers have the ability to bid on

vacant positions based on certification. Vacant positions are posted and filed through a

bidding process from within the bargaining unit.

Data collected by assessments is reviewed by building principals and the guidance

counselors.

Assessments

Local Graduation Requirements

Course Completion SY 16/17 SY 17/18 SY 18/19

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Total Courses 24.00 24.00 24.00

English 4.00 4.00 4.00

Mathematics 4.00 4.00 4.00

Social Studies 3.00 4.00 4.00

Science 4.00 4.00 4.00

Physical Education 1.00 1.00 1.00

Health 0.50 0.50 0.50

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

Electives 5.00 5.00 5.00

Minimum % Grade Required for Credit (Numerical Answer)

60.00 60.00 60.00

Graduation Requirement Specifics

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

Local Assessments

Standards WA TD NAT DA PSW Other

Arts and Humanities X X X

Career Education and Work X

Civics and Government X X

PA Core Standards: English Language Arts

X X


X X

PA Core Standards: Mathematics X X

Economics X X

Environment and Ecology X X

Family and Consumer Sciences X X

Geography X X

Health, Safety and Physical Education

X X

History X X

Science and Technology and Engineering Education

X X

World Language X X

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Methods and Measures

Summative Assessments

Summative Assessments EEP EEI ML HS

Keystones (Algebra, Biology, English Literature) X

Keystone Exams (Algebra) X

PSSA X X

PASA X X

Benchmark Assessments

Benchmark Assessments EEP EEI ML HS

Study Island Benchmark X X X X

Dibels X

Guided Reading (Running Records) X

Formative Assessments

Formative Assessments EEP EEI ML HS

Informal Assessments X

Formal - Chapter and Unit Tests X X X

Progress Monitoring X X X X

Textbook Assessments X X X X

Study Island Assessments X X X

Diagnostic Assessments

Diagnostic Assessments EEP EEI ML HS

Classroom Diagnostic Tools X X

Validation of Implemented Assessments

Validation Methods EEP EEI ML HS

External Review X X X X

Intermediate Unit Review

LEA Administration Review X X X X

Building Supervisor Review X X X X

Department Supervisor Review

Professional Learning Community Review

Instructional Coach Review

Teacher Peer Review

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Provide brief explanation of your process for reviewing assessments.

The West Greene School District Local Assessment Plan includes provisions for student assessment in each of the Planned Instruction documents. These documents include a variety of assessment procedures including teacher made tests, benchmark assessments, standardized achievement tests, Keystone, the PSSA and course specific evaluation procedures. The chart below includes specific references to the methods and measures used at this time. Information from these assessments is used to (a) identify student strengths and weaknesses, (b) make decisions to address curriculum expectations including enhancements for students who are progressing successfully, and (c) program evaluation decisions. The West Greene School District is implementing a framework to create a High-Performance System. The four elements of a standards-based educational program include: (a) a seamless curriculum, (b) periodic benchmark assessments, (c) K-12 instructional expectations and (d) Action Planning to Improve Student Achievement. In West Greene, the process is used on a nine-week schedule such as in September, January, March and at the end of the school year. A group of Administrators and Professional Staff will continually meet throughout the school year to assess the data and develop strategies. This process was developed specifically for use with data obtained from the OnHands and Study Island Benchmark Assessments. However, the process can be used with any student achievement data a school may have available. It is assumed that raw data from sources other than OnHands and Study Island assessments will be available in a report format for use by school personnel. Data sources may include any of the following: PSSA results, standardized test results, local academic asssessments, report card grades, student work samples, benchmark assessments, criterion referenced results, DIBELS Next. The data from selected sources should be reviewed and analyzed by school personel. These small groups may consist of teachers and administrators. The school principals will have primary responsibility for overseeing and coordinating the activities of the school personel.

Development and Validation of Local Assessments

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

Not Applicable

Collection and Dissemination

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

The district utilizes eMetric, PVAAS and PA Data Recognition Corporation and other sources

based on programs to collect and analyze assessment data efficiently. Data is then

disseminated to teachers at various times during Act 80 days, monthly faculty meeting,

Educational Development periods and Principal Meetings.

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Data Informed Instruction

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

Throughout the district assessment data is used to drive instruction and assist students

who have not demonstrated proficient level or higher.

At the Middle-Senior High School assessment data is used additionally to place students in

Response to Instruction and Intervention classes that occur at both the High School and

Middle School. Data is used to determine academic standards students needed assistance

with in order to achieve proficiency.

Assessment Data Uses

Assessment Data Uses EEP EEI ML HS

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

X X X X

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

X X X X

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

X X X X

Instructional practices modified or adapted to increase student mastery.

X X X X

Provide brief explanation of the process for incorporating selected strategies.

Assessment results are reported out by assessment anchors and standards-aligned learning

objectives based on the specific types of assessment i.e. PSSA, Dibels, Study Island,

Classroom Diagnostic Tools and others.

Specific assessment anchors, eligible content and standards-aligned learning objectives are

identified through eMetric, PVAAS and other data sources. Study Island also identifies

learning objectives for students who did not demonstrate sufficient mastery so that

teachers can create and identify instructional strategies to increase mastery.

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

incorporation.

The district plans to incorporate instructional practices to be identified and linked to

student success in mastering specific assessment anchors, eligible content and standards-

aligned learning objectives through the use of the Classroom Diagnostic Tools assessment to

be utilized for grades 3 through 12 as well as Study Island Assessments.

Distribution of Summative Assessment Results

Distribution Methods EEP EEI ML HS

Course Planning Guides

Directing Public to the PDE & other Test-related Websites

X X X X

Individual Meetings

Letters to Parents/Guardians X X X X

Local Media Reports X X X X

Website X X X X

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

Mass Phone Calls/Emails/Letters X X X X

Newsletters X X X X

Press Releases X X X X

School Calendar

Student Handbook

Provide brief explanation of the process for incorporating selected strategies.

The District uses the following methods to distribute information about summative

assessments to the public. The district directs the public to the PDE and AYP Websites. The

PSSA results report is sent home to all parents of the assessed students. Links to the PDE

and AYP Website are posted to the District Website. Summative assessment results are also

presented to the public through regular school board meetings,, District Newsletters and

press releases.

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

incorporation.

The District plans on incorporating summative assessment results through Course Planning

Guides that will be posted to the school website. The links to the PDE and AYP websites are

also going to be included in the school calendar and student handbook in the future.

Safe and Supportive Schools

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Assisting Struggling Schools

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

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

The West Greene School District employs a number of processes for assisting schools that

do not meet the annual student achievement targets or schools experiencing other

challenges that deter student attainment of academic standards at a proficient level or

higher. These processes include but are not limited to the Olweus Bullying program, full-

time district psychologist and social worker, CHILL counseling services and Gateway Vision

counseling services.

Programs, Strategies and Actions

Programs, Strategies and Actions EEP EEI ML HS

Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement

X X X X

School-wide Positive Behavioral Programs X X X X

Conflict Resolution or Dispute Management X X X X

Peer Helper Programs X X X X

Safety and Violence Prevention Curricula X X X X

Student Codes of Conduct X X X X

Comprehensive School Safety and Violence Prevention Plans

X X X X

Purchase of Security-related Technology X X X X

Student, Staff and Visitor Identification Systems X X X X

Placement of School Resource Officers X X X X

Student Assistance Program Teams and Training X X X X

Counseling Services Available for all Students X X X X

Internet Web-based System for the Management of Student Discipline

X X X X

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

Not Applicable

Identifying and Programming for Gifted Students

1. Describe your entity's process for identifying gifted children. 2. Describe your gifted special education programs offered.

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When a student is suspected of being intellectually gifted, the education professional or

parents will contact the Lead Support Teacher. At that time the screening process is

completed to see if the student in question meets the criteria that is often associated with

above average intelligence. The student's records are reviewed. This includes grades,

standardized testing, and local and state assessments. In addition, teacher and parent input

are also obtained to better understand the child's behavior in both environments. Moreover,

the student's teacher(s) is given a gifted rating scale to pinpoint the specific areas the

student demonstrates giftedness. If the information gathered is reviewed and calculated to

determine if further screening is needed. If further screening is needed, the student is

administered the KBIT-2 (Kaufman Brief Intelligence Test, Second Edition). If the student

performance, in combination with the previous screening information, meets a

predetermined score, formal written permission is obtained from the parent and formal

testing for the gifted program is completed within 60 calendar days from the time written

permission is received. The screening process usually takes approximately 2 - 3 weeks to

complete, depending on how much screening is deemed necessary.

The district offers the following gifted special education programs:

Enrichment activities – 2014/2015 school year Academic League (quiz bowl-large

group) 5th – 12th grade, Stock Market Game (as a large group) 4th – 12th grade, Phipps

Conservatory Challenges 6th – 12th grade, Western Pa. History Contest 6th – 12th grade,

Greene County Reading Competition 3rd – 12th grade, Mock Trial 9th – 12th grade,

Architect Competition 6th – 12th grade, Khan Academy Math 3rd – 12th grade, Scrabble

Tournament 3rd – 12th grade, Calcu Solve 5th-8th grade

Developmental Services

Developmental Services EEP EEI ML HS

Academic Counseling X X X X

Attendance Monitoring X X X X

Behavior Management Programs X X X X

Bullying Prevention X X X X

Career Awareness X X X X

Career Development/Planning X X X X

Coaching/Mentoring X X

Compliance with Health Requirements –i.e., Immunization

X X X X

Emergency and Disaster Preparedness X X X X

Guidance Curriculum X X X X

Health and Wellness Curriculum X X X X

Health Screenings X X X X

Individual Student Planning

Nutrition X X X X

Orientation/Transition X X X X

RTII/MTSS X X

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Wellness/Health Appraisal

Explanation of developmental services:

The District mental health service for all students. On site CHILL participation provides services for students that have been identified as at-risk, IEP, and those that have not been identified but have been experiencing issues within their lives. As a district it is our goal to reach every child. Our plan is to do just that type of servicing. The program will assist in small groups, individual, counseling, etc. There is a wide range of opportunity with the onset of the system in place. We will have a district-wide psychologist in the schools as well. There will be no charge for the services to the District. Insurances will provide the funding for students to take advantage of the services offered. The Mental Health provider has been chosen as well as the Drugs and Alcohol provider. These two agencies will work simultaneously in providing “what is best” for our students.

Diagnostic, Intervention and Referral Services

Diagnostic, Intervention and Referral Services EEP EEI ML HS

Accommodations and Modifications X X X X

Administration of Medication X X X X

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

Assessment/Progress Monitoring X X X X

Casework X X X X

Crisis Response/Management/Intervention X X X X

Individual Counseling X X X X

Intervention for Actual or Potential Health Problems X X X X

Placement into Appropriate Programs X X X X

Small Group Counseling-Coping with life situations X X

Small Group Counseling-Educational planning X X

Small Group Counseling-Personal and Social Development

X X

Special Education Evaluation X X X X

Student Assistance Program X X X X

Explanation of diagnostic, intervention and referral services:


Consultation and Coordination Services

Consultation and Coordination Services EEP EEI ML HS

Alternative Education X X X X

Case and Care Management X X X X

Community Liaison

Community Services Coordination (Internal or External)

Coordinate Plans

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

Home/Family Communication X X X X

Managing Chronic Health Problems

Managing IEP and 504 Plans X X X X

Referral to Community Agencies X X X X

Staff Development X X X X

Strengthening Relationships Between School Personnel, Parents and Communities

X X X X

System Support

Truancy Coordination X X X X

Explanation of consultation and coordination services:


Communication of Educational Opportunities

Communication of Educational Opportunities EEP EEI ML HS

Course Planning Guides

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

Individual Meetings X X X X


Local Media Reports X X X X

Website X X X X

Meetings with Community, Families and Board of Directors

X X X X

Mass Phone Calls/Emails/Letters X X X X

Newsletters X X X X

Press Releases X X X X

School Calendar X X X X

Student Handbook X X X X

Communication of Student Health Needs

Communication of Student Health Needs EEP EEI ML HS

Individual Meetings X X X X

Individual Screening Results X X X X


Website X X X X

Meetings with Community, Families and Board of Directors

X X X X

Newsletters X X X X

School Calendar X X X X

Student Handbook X X X X

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Frequency of Communication

Elementary Education - Primary Level

Monthly

Elementary Education - Intermediate Level

Monthly

Middle Level

Monthly

High School Level

Monthly

Collaboration for Interventions

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

Classroom teachers/individuals providing interventions i.e. student needs & academic

projects:

West Greene School District learning environment provides a comprehensive intervention

system that includes students, parents, educational staff at all levels, and community

providers to meet the physical, emotional, and academic needs of the students. This is

evident in several program and staff resources such as:

The CHILL program is a mental health outpatient service that West Greene School District

contracts with Centerville Clinics. This contract provides a full time mental health therapist

that provides therapy to students in grades kindergarten through twelfth. The therapist is

fully integrated into West Greene School District. Collaborative contacts occur on a frequent

basis with educational staff (administration, teachers, social workers, and psychologists),

families, and other community providers.

In addition to these contracted services, West Greene School District contracts with the

Intermediate Unit 1 for social work, psychological, and physical therapy services. These

professional are an integral part of the comprehensive intervention system that strives to

increase students’ success.

Within the community there are number of service providers that are also a part of West

Greene’s comprehensive intervention system. These include local providers of blended case

management services (Centerville Clinics and SWPHS), behavioral health related services

(Stern Center, Cornerstone Care, Centerville Clinics), child abuse/neglect reporting and

students who have been adjudicated dependent or are truant or in danger of becoming

truant (Greene County Children and Youth Services), and Greene County Juvenile Probation

for students who have been adjudicated delinquent.

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As to drug and alcohol services, SWPHS provides a drug/alcohol therapist that provides

counseling at West Greene Middle/High School. In addition to these services, West Greene

School District in collaboration with a community based group is currently providing “drug

tests” to parents/families who request them at no cost.

West Greene School District also has a viable and active Student Assistant Team (SHARP).

This team is currently providing services at the middle/high school level with plans to re-

implement the elementary in the near future. Also serving on this team is a representative

from Greene County Human Services, the Student Assistant Program representative. This

representative meets with the team on a weekly basis to discuss student needs, identify

resources, and address gaps in service areas for students and families. This team has also

coordinated a number of educational opportunities for West Greene students including

drug/alcohol/tobacco use prevention programs for all grade levels and teen dating violence

for the middle/high school levels.

West Greene School District also participates in Greene County Human Services CASSP

team. This team meets on an as needed basis to address individual student needs as part of

a comprehensive and integrated intervention team.

The physical health and well being of students at West Greene is also addressed through a

Health and Wellness Team that began meeting in the spring of 2012. This team with

Cornerstone Care was able to coordinate mobile dental services to our elementary services.

These physical needs concerns also included student hunger. Through a collaborative effort

with West Greene School District Staff and Greene County Hunger Task Force, identified

students at West Greene’s two elementary schools were able to receive “food backpacks” to

take home for the weekend or during long holiday breaks during the 2011/2012 school

year.

Finally for pregnant students, student fathers, support is provided through Washington

Hospital’s Teen Outreach Program.

The administration of West Greene School District has encouraged supported active

communication between West Greene School District staff and providers, families, and

students through the use of West Greene School District resources such as providing

meeting places, availability of staff, and training opportunities.

Community Coordination

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

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

26

Within the West Greene School community there is a very limited number of infant/toddler

centers. At the present time, there is just one center. This provider and West Greene School

District do maintain a very positive relationship. It is also significant to note that within the

greater Greene County community Greene County Human Services does operate a Child

Care Program. West Greene School District does maintain regular contact with this entity.

PRESCHOOL EARLY INTERVENTION PROGRAMS: Through Greene County Human Services

Early Intervention Program, West Greene School District participates fully in F(3) meetings

and the Local Task Force. The F(3) meetings have been especially beneficial due to the

integrated approach that addresses the needs of the entire family.

COMMUNITY COORDINATION (before/after school programs for all grade levels (pre K –

grade 12): (1) child care – As noted earlier, West Greene School District Staff participates in

a collaborative and comprehensive relationship with both local and county wide child care

providers. (2) Afterschool – West Greene School District maintains an informal data base

that contains information concerning afterschool activities for our students and families.

This data base includes information on both afterschool activities throughout the school

year and information concerning summer camp experiences available for the Greene

County community at large. (3) Youth workforce – SWPA and West Greene School District

collaboratively provide employment opportunities for summer work experiences for high

school students. In addition to these experiences, West Greene School District’s Transition

Coordinator also maintains contact with Greene County Vocational Technical School to

encourage educational opportunities that will lead to increase employment opportunities

for West Greene students. (4) Tutoring - After school tutoring, in Greene County, is

provided through the local library system. Information about these services is once again

maintained in an informal data base that is provided to West Greene School District staff,

families, and students on an as needed basis.

Preschool Agency Coordination

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

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

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

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

Coordination Activities – identify services including supports/accommodations to insure

physical & program access:

West Greene School Districts Lead Support Teacher in collaboration with Intermediate Unit

1 Child Alert Program and Intermediate Unit 1 district assigned staff meet throughout the

school year to identify individual student needs and goals. In addition to these meetings, a

27

yearly transition meeting occurs with West Greene School District staff and the Child Alert

Program to identify students transitioning into the public school setting. West Greene

School District staff, through a collaborative effort with providers of physical, occupational,

behavioral health resources provides a comprehensive system of services to meet the needs

of students entering the public school system at West Greene.

Pre K programs operated by district & those operated by the community under contract

with district:

West Greene School District operates a Pre-K program for four year olds in the West Greene

School District area. This program is located in the middle/high school and is a part of the

integrated West Greene school system. In addition to this program, West Greene School

District contracts with the Head Start Program to provide in home educational

opportunities for West Greene School District families.

District provides smooth transition from home/early childhood/educational to the school

setting:

As noted earlier, West Greene School District Lead Support Teacher attends yearly meetings

with Intermediate Unit 1 Child Alert staff to ensure that the transition from preschool to

public school meets the needs of the student without delaying or interrupting services to

the student and his/her family. In addition to these yearly meetings, individualized student

meetings occur throughout the school year through a number of service providers including

but not limited to: Greene County Human Services

Early Intervention Program (Local Task Force and F(3), Greene County Human Services

CASSP, and Value Behavioral Health ISPT meetings.

Materials and Resources

Description of Materials and Resources


Material and Resources Characteristics Status

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

Developing

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

Developing

Accessibility for students and teachers is effective and efficient Developing

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

Developing

Provide explanation for processes used to ensure Accomplishment.


28

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





Developing


Developing



Developing





Middle Level



Developing


Developing



Developing





High School Level


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

29

and demonstrates relationships among fundamental concepts and skills


Developing



Developing





SAS Incorporation


Standards Status

Arts and Humanities

Implemented in less than 50% of

district classrooms

Career Education and Work


district classrooms

Civics and Government


district classrooms



district classrooms



district classrooms

PA Core Standards: Mathematics


district classrooms

Economics


district classrooms

30

Environment and Ecology


district classrooms

Family and Consumer Sciences


district classrooms

Geography


district classrooms



district classrooms

History


district classrooms



district classrooms

Alternate Academic Content Standards for Math


district classrooms

Alternate Academic Content Standards for Reading


district classrooms

American School Counselor Association for Students


district classrooms

Early Childhood Education: Infant-Toddler→Second Grade


district classrooms

English Language Proficiency


district classrooms

Interpersonal Skills


district classrooms

School Climate Implemented in less than 50% of

district

31

classrooms

Further explanation for columns selected "

We are presently in the developmental stages of SAS implimentation. We have provided staff with training on multiple levels to assist their transition with this tool, however, we are not currently using it as a main resource.


Standards Status

Arts and Humanities


district classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

Economics


district classrooms



district classrooms



district classrooms

Geography


district classrooms

32



district classrooms

History


district classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

School Climate


district classrooms



Middle Level

Standards Status

Arts and Humanities


district classrooms

Career Education and Work Implemented in

33

less than 50% of district

classrooms



district classrooms



district classrooms



district classrooms



district classrooms

Economics


district classrooms



district classrooms



district classrooms

Geography


district classrooms



district classrooms

History


district classrooms



district classrooms



district classrooms

34



district classrooms



district classrooms



district classrooms



district classrooms

School Climate


district classrooms

World Language


district classrooms



High School Level

Standards Status

Arts and Humanities


district classrooms



district classrooms



district classrooms



district classrooms

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

35

Technical Subjects less than 50% of district

classrooms



district classrooms

Economics


district classrooms



district classrooms



district classrooms

Geography


district classrooms



district classrooms

History


district classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

36



district classrooms

School Climate


district classrooms

World Language


district classrooms




Characteristics

District’s Professional Education Characteristics EEP EEI ML HS

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

X X X X

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

X X X X

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

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

X X X X

Empowers educators to work effectively with parents and community partners.

X X X X

District’s Professional Education Characteristics EEP EEI ML HS

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

X X X X

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

37

materials and interventions for gifted students are aligned to each other, as well as to Pennsylvania's academic standards.

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

X X X X

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

X X X X

Instructs the leader in managing resources for effective results.

X X X X

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

The West Greene School District provide professional education that meets the education

needs of the schools and professional employees. 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 practices, with attention given to

interventions for struggling students. Provide educators with a variety of classroom-based

assessment skills and the skills needed to analyze and use data in instructional decision-

making.


incorporation.

Not Applicable

Educator Discipline Act 126, 71

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

Questions

The LEA has conducted the required training on:

8/21/2014

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

Questions

The LEA plans to conduct the training on approximately:

5/31/2016

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

Questions

38

The LEA plans to conduct the training on approximately:

5/31/2016

Strategies Ensuring Fidelity

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

Using disaggregated student data to determine educators’ learning priorities.

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

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

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

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

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

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

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

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

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


The West Greene School District understands the role of professional development as it related to student achievement. Professional development is critical to student learning and the delivery of instruction, and through the use of the strategies above, the district implements and evaluates professional development. Professional development partnerships have been created with Waynesburg University, Intermediate Unit 1, PA Association of Federal Programs Coordinators, PA Elementary and Secondary School Principals, ASCD, and others. The Professional development provided in the West Greene School District is research-based and supports are provided at all levels. In addition, providing professional development for Central Office Administrators and Building Administrators is vital, as they are the instructional leaders of the district and must have a vision for teachers’ needs and student achievement. Much of the professional development provided in the district is through grant funding (ex: Enhancing Education Through Technology, CFF and others). Professional development is ongoing and is supported. Professional development is not only provided by outside agencies, but by WGSD Administration and Teachers. Some of the best professional development is provided in house through teacher to teacher trainings. The school board, administration and staff all recognize professional development being vital to the school district's success.

39

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

Not Applicable

Induction Program

Inductees will know, understand and implement instructional practices validated by

the LEA as known to improve student achievement.

Inductees will assign challenging work to diverse student populations.

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

initiatives, practices, policies and procedures.

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

practices and procedures.

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

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

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

Inductees will effectively navigate the Standards Aligned System website.

Inductees will know and apply LEA endorsed classroom management strategies.

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

students in crisis.

Inductees will take advantage of opportunities to engage personally with other

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


District Level Activities:

Orientation:

Develop an awareness of district demography and visit the various communities

that comprise the West Greene School District .

Become oriented to building assignment as well as an understanding of procedures,

expectations, facilities, and personnel.

40

Meet with the business manager to compete various withholding, medical, and

insurance forms.

The role and responsibilities of the principal is as follows:

Oversee and coordinate the Induction Program.

Provide information regarding building and district policies and procedures for the

inductee.

Provide professional development that address the goals of the Strategic Plan: AYP,

Increase the use of Technology, Increase Parent and Community Involvement.

The role and responsibilities of the mentor teacher are:

Informally meet with the new teacher on a monthly basis and on a needs basis.

Informally observe the new teacher in November and March.

To help identify most immediate and pressing needs of the novice teacher.

Suggest ways to organize and manage the classroom.

Serve as a sounds board to the new teacher.

Participate in mentor teacher training and other in-service programs related to the

induction program.

Help with ways to communicate with parents.

Suggest group procedures for instruction.

To share techniques of motivation that are successful.

To provide assistance in all areas of the educational process.

To help obtain available resources.

To work with one inductee only.

To act as a support and resource person for the inductee.

To serve as a positive link among the new teachers, other staff and students.

To meet and interact with the inductee on a regular basis.

To serve as a role model in teacher activities.

To be an aid to the inductee in problem solving.

41

To be a friend, guide, and good listener to the inductee.

Reassignment of the mentor teacher may occur at any time during the year due to illness or

unexpected leave or by mutual request.

If there are personality problems or conflicts with the relationship between the mentor and

inductee, the Superintendent or designee shall have the authority to make the final decision for

purposes of reassignment.

The role and responsibilities of the inductee are to:

Meet and interact with Induction Team members on a regular basis.

Communicate needs to respective team members.

Attend teacher induction workshop, seminars, and activities.

Maintain a checklist of completed induction activities.

Observes three experienced teachers throughout the year.

Attends joint meetings with mentor teacher and building principal if necessary.

Complete the final program evaluation.

Will participate in IU#1 Consortium Induction activities

.

Timeline of District Activities and Topics:

MIDDLE/SENIOR HIGH SCHOOL AGENDA

AUGUST AGENDA

____Day 1 Orientation for New Teacher, In-Service Day and Act 80 Day

____Procedures for beginning the school year, including a check list.

____Developing your homeroom code of conduct.

____Lesson plan books.

____Developing student guidelines/expectations.

____Completing grade books and report cards.

____Grading system.

____Homework assignments.

____Diagnostic Tests.

____Maintaining classroom control -student discipline.

42

____School nurse and student illness.

____Behavior Management.

____Student Discipline Procedures.

____Planning periods.

____School Assemblies.

____Requisition of supplies.

____Dealing with children in crisis.

____Emergency procedures.

____Employee absence — sick, personal, and bereavement days.

____Professional association membership.

____Keys.

____Phone chain.

____Open items.

SEPTEMBER AGENDA

____Open House procedures.

____Conducting parent conferences.

____Dismissal procedures for students.

____Using AV equipment and computer labs.

____Special instructions for substitute teachers — provide lessons and activities to be

completed.

____Role of school librarian.

____Child abuse.

____Club sponsorship.

____Activities accounts and procedures.

____PSSA and other testing.

____Attending professional conferences.

____In-service Day and Act 80 Day responsibilities.

____Open items.

OCTOBER/NOVEMBER AGENDA

____Mentor informally observes at least one (1) class period.

____Inductee informally observes at least one (1) other teacher for at least one (1) class

period.

____Meet at the end of the day for a conference.

____Home contacts.

____Using the computer as an instructional tool.

____Developing good custodial/clerical relations.

____Role of special teachers.

43

____Open items.

DECEMBER/JANUARY AGENDA


period.

____Development of mid-term exams.

____Researching materials needed for the classroom.

____Selecting field trips.

____Completing referrals for psychological evaluation.

____Teaching methodology.

____Requisition forms for new materials.

____Open items.

FEBRUARY/MARCH AGENDA

____Mentor informally observes at least one (1) class period.


period.

____Open items.

APRIL/MAY

____Requisition forms for new materials.

____Development of final exams.

____Completion of permanent record cards.

____Promotion-retention procedures.

____Tips on closing the school year in the classroom.

____End of the year procedures.

____Act 80/Inservice Day

____Open items.

As shown in this section, the content of the induction plan was developed on two

levels, the district level and the consortium level. The Induction may differ slightly in

the Elementary and Secondary levels.

Activities at each level are based upon assessed needs founded upon research and

acclimation activities. Additional support for beginning teachers occurs through the district

professional development program.

The consortium level activities are consistent with needs of the beginning teacher who faces

environmental difficulties such as difficult work assignments, unclear expectations,

44

inadequate resources, isolation, role conflict, and reality shock as well the specific needs

mentioned earlier.


incorporation.

Not Applicable

Needs of Inductees

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

identify needs.

Frequent observations of inductee instructional practice by supervisor to identify

needs.

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

identify needs.

Student PSSA data.

Standardized student assessment data other than the PSSA.

Classroom assessment data (Formative & Summative).

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

Review of inductee lesson plans.

Review of written reports summarizing instructional activity.

Submission of inductee portfolio.

Knowledge of successful research-based instructional models.

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

and second-year teacher interviews).


The major goals of the New Teacher Induction Plan in the West Greene School District are to

ensure an orderly passage of the new teacher through the initial teaching period and to

provide consistent opportunities to orient beginning teachers and/or teachers new to the

West Greene School District to become efficient and effective educators through the

collegial support of the mentor teacher and administration. Providing such support will

reduce problems known to be common to beginning teachers.

45

The objectives of the New Teacher Induction Plan in West Greene School District are:

Introduce new teachers to the West Greene School District

Provide each new teacher with a mentor to act as a resource person during the first

year of teaching.

Allow teachers to function competently in the school systems.

Allow teachers to understand and adjust to the organizational structure and

procedures and policies of the school district.

Help new teachers implement appropriate instructional techniques, plans, and

methods.

Help new teachers learn classroom management and organizational skills.

Allow new teachers to grow professionally within the confines of a non-evaluative

program.

Allow new teachers to understand the nurturing process as it relates to students.

Allow new teachers to develop collegial relationships with fellow teachers.

Allow new teachers to become acquainted with the special services of the district

and the intermediate unit.

Aid the new teachers in meeting the goals of the Strategic Plan: Meeting AYP,

Increasing the Use of technology, Increasing Parent and Community Involvement.

The objectives of the New Teacher Induction Plan at the Intermediate Unit Level are:

To design and implement a plan to address the common and emerging needs of new

teachers at the district level as needed.

To provide a program to assist learning for the district support team members as

needed.

To participate in a consortium program to pool resources and to address those

concerns and needs shared in common.

To plan and implement an orientation program to meet the professional and

personal needs of the new teacher.

The inductee will be involved in formal and informal activities based upon assessed needs.

Prior to the opening of the school year the inductee will participate in a one day

orientation. The Building Induction Team will be participants in this orientation with the

inductee. During the school year the inductee will participate in pertinent scheduled staff

46

development programs at the Intermediate Unit pertaining to but not limited to:

Professionalism/Code of Ethics

Behavioral Management

Effective and Essential Elements of Instruction

Socio-Economic Realities

Culture of District

Classroom Discipline

Motivating Students

Dealing with Individual Differences

Assessing Students' Work

Relationships with Parents

Organization of Class Work

Modeling

Parent Involvement

Individual-needed workshops

The inductees will participate in IU#1 Induction Consortium Activities. Professional

activities planned on district staff development days will provide additional avenues of

growth. The district utilizes Act 80 Days and contracted In-Services Days. Individual needs

of the inductee are considered on these days also.

The inductees will be required to follow the Code of Professional Practice and Conduct for

Educators.

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

incorporation.

Not Applicable

Mentor Characteristics

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

Potential mentors have similar certifications and assignments.

47

Potential mentors must model continuous learning and reflection.

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

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

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

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

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


Mentor teachers are selected from experienced, certified teachers who are identified as successful, effective classroom teachers and who exhibit the following characteristics:

project a professional image

are generally positive in their approach to fulfilling the responsibilities of teaching

are willing to serve, share and lend support

are in the same building and have a similar assignment as the new teacher they are

to support, if possible

have demonstrated competence in instruction, organization, planning, curriculum,

and interpersonal skills.

are good listeners

Function of Mentors:

Act as a support and resource person for the new teacher.

Participate in mentor training and other in-service programs related to the

induction process as appropriate.

Help new teachers to identify most immediate and pressing needs

Serve as a sounding board for the new teacher.

Meet and interact with the new teacher on a regular basis.

Act as a peer coach as appropriate.

Mentor Teachers are selected as follows:

48

The building principal will meet with the District Coordinator to identify a mentor teacher

appropriate for the Inductee/Assignment.

Mentor Teams:

Mentor Teams may be comprised of core group including the building administrator,

mentor, and inductees. Additional members may be added as resource member according

to emerging needs of the inductee.

The function of mentor teams is to provide a supportive and professional growth

environment for the inductee(s) in which individual members of the team can fulfill their

described functions and can act in concert as appropriate to the needs of the district and

inductee(s).

Glickman (1990) recommends that mentor teachers use three interpersonal approaches

with beginning teachers: nondirective, collaborative and directive informational. In a

nondirective approach, the mentor relies primarily on listening, clarifying, and reflecting

behaviors. In a collaborative approach, the mentor does more presenting, problem solving,

and negotiating. The mentor using the directive informational approach provides the

teacher with considerable information and restricted choice.

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

incorporation.

Not Applicable

Induction Program Timeline

Topics Aug-Sep

Oct-Nov

Dec-Jan

Feb-Mar

Apr-May

Jun-Jul

Code of Professional Practice and Conduct for Educators

X X X X X

Assessments X X X X X

Best Instructional Practices X X X X X

Safe and Supportive Schools X X X X X

Standards X X X X X

Curriculum X X X X X

Instruction X X X X X

Accommodations and Adaptations for diverse learners

X X X X X

Data informed decision making X X X X X

Materials and Resources for Instruction X X X X X

If necessary, provide further explanation.


49

Monitoring Evaluating and Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

The District Superintendent will assign an administrator to monitor and evaluate the induction program. The following goals will be assessed:

Functioning competently in the school systems.

Understanding and adjusting to the organizational structure and procedures of the

school district.

Learning classroom management and organizational skills.

Teaching competence.

Understanding the nurturing process as it relates to students.

Becoming acquainted with the special services of the district and the intermediate

unit.

Meet the goals of the Strategic Plan: Meeting AYP, Increasing the Use of technology,

Increase Parent and Community Involvement

The Intermediate Unit

will evaluate and monitor as follows:

Both formal and informal assessment procedures are used to provide feedback to

and from inductees regarding the experiences provided via the Induction Program.

Informal procedures include providing opportunities at the beginning or end of each

induction day to raise issues that they would like to see addressed. The inductees are

further encouraged to submit comments in writing. Additionally, the district coordinator

gives and receives informal and formal feedback from the inductees and induction team

and/or council.

Act 48/Induction evaluation and performance assessments are utilized at the

conclusion of each session. These provide opportunities for feedback on the session and

identification of additional needs/concerns of inductees in an on-going manner.

Evaluation and refinement of the New Teacher Induction Program will be on-going. A final

evaluation by the Induction Council occurs. Evaluation activities include the completion of a

program evaluation completed by each member of the Induction Council, Principal, Mentor

Teacher, and Inductee.

The district will maintain a record of teacher participation in induction activities.

50

Attendance records are kept by Intermediate Unit 1 staff. During April, of each year, the

Consortium school districts will be sent a spreadsheet indicating the names of district

participants and the IU1 induction sessions that they attended.

The district will certify that the inductee has fulfilled their district’s induction requirements

after they receive

the Intermediate Unit 1 consortium attendance information.

Recording Process

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

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

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

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

program.

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

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

Level 2 Certification.

Special Education

Special Education Students

Total students identified: 133

Identification Method

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

The West Greene School District elects to use the Discrepancy Model to determine eligibility

for identifying students with specific learning disabilities.

Prior to formalized testing, (at the elementary) unless requested by a parent, the child

participates in the IST (Instructional Support Team) program. This process allows for both

teacher and parent to look at the academic problem in more depth. Research-based

strategies are utilized for approximately 6 weeks. Following the end of the six weeks, if the

child is not demonstrating academic growth, a formal psycho-educational evaluation is

completed. A child that is demonstrating progress continues with the IST process. As per

51

federal law, the child must first be provided modifications and interventions within the

least restrictive environment.

The psycho-educational evaluation is composed of aptitude and achievement testing,

teacher input, parent input, classroom observation, curriculum based assessment, review of

school records, and any behavior or adaptive rating scales and/or social histories deemed

necessary by the Multidisciplinary Team. The team must review all data before making a

decision about educational placement. However, a 15-point discrepancy must be present to

consider the special education category of Specific Learning Disability.

It is significant to note that West Greene invites and encourages full parent/guardian

participation in both the IST and psycho-educational evaluation. This support and

encouragement begins before the any evaluation process and continues throughout the

student’s academic career at West Greene.

Enrollment

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

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

Information from the 2013/2014 Special Education Data Report indicates that the level of

special education students, as compared to general education students for West Greene, is

18.3% compared to Pennsylvania's 15.4%. Some of this discrepancy (2.9%) can be

attributed to elevations in the subcategories of emotional disturbance, intellectual

disability, and speech/language impairment. Respectively, these discrepancies are .8%

(emotional support), 10.9% (Intellectual Disability), and 4.6% (Speech and Language). It is

important to note that this discrepancy is decreasing and West Greene School District is

coming closer to state expectations.

To address these discrepancies, West Greene School District has implemented a Response

to Intervention program at the Middle/High School level, and continues to utilize

instructional support at the elementary level. In addition to these interventions, due to

special education services several West Greene students were re-evaluated and it was

determined by the MDT teams that these students were no longer eligible for specially

designed instruction. More specifically, there were quite a few students who were initially

identified as IDD. However, re-evaluation information found that these students no longer

qualified for this exceptionality. In at least two cases, the students were found to be not

exceptional according to state guidelines (Chapter 14).

West Greene provides students with a comprehensive program that includes prevention

and intervention for those students who are at risk for emotional disturbance. This

program includes both community resources, parental involvement, and school based

mental health services to reduce the number of students who would qualify for emotional

support services.

http://penndata.hbg.psu.edu/BSEReports

52

As to students who qualify for speech and language services only, there are twenty-two

students who qualify district wide out of a total school population of 707 students (3%), as

of November 20, 2014. We continue to implement a rigorous screening process at the

elementary level, to identify students who are at risk of speech impairments. Speech and

language therapists, at the elementary level, emphasize classroom based interventions such

as appropriate speech, sound production, articulation, and role modeling to develop speech

and language skills prior to identifying students for these services.

Non-Resident Students Oversight

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

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

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

At this time there are no foster students enrolled in the West Greene School District;

however, if during an enrollment it is discovered that a student does receive foster care

services, it is first determined whether or not they have been identified as an exceptional

student. These records are immediately requested from the previous school district;

collaborative contacts with the sending school via telephone contacts to determine the

student’s needs and what specially designed instruction had been most recently

implemented. An individual education plan meeting is convened at the earliest time

possible. This meeting is with a multidisciplinary team that includes the foster parent, the

foster care agency, and any other community services are providing services to the student.

If a student with foster care services enrolls in the West Greene School District and has not

been determined to be an exceptional student in need of specially designed instruction, the

procedure is dictated by school district policy and administration guidance. At West Greene

there are several resources for students who may have difficulty adjusting to their foster

care placement. These same resources are available to all students who have either

academic, behavioral, or social needs. They include but are not limited to student assistance

programs, guidance counseling, tutoring, and school based outpatient mental health

services, psychological/social work services.

Incarcerated Students Oversight

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

53

Although there are no incarceration facilities for juveniles in Greene County, when the need

arises the Greene County Juvenile Justice system in coordination with other agencies makes

the determination as to the appropriate placement. The educational provider that services

the selected facilities, in conjunction with West Greene, determines the method and location

of academic instruction.

Least Restrictive Environment

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

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

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

The West Greene School District educates "students with disabilities" with non-

disabled students to the maximum extent appropriate. Supplementary aids and services are

provided to students through the IEP process. The West Greene School District only seeks

outside sources when they have exhausted all in-district avenues. Students that are placed

outside of the district are monitored via telephone contacts, attendance at IEP meetings,

maintaining a database, bi-monthly visits to programs, and monthly meetings with

the center based supervisor. During, the 2014/2015 school year, there are thirteen

students who are receiving services through two center based programs. These students, in

kindergarten through twelfth, present with a wide variety of diagnoses (autism, IDD,

Williams Syndrome, OHI, and emotional disturbance).

At West Greene, the decision to place a student in a center based program is made only after

considerable deliberation through a multidisciplinary team approach.

In the middle/high school, West Greene School District maintains a self-contained

emotional support classroom for students in grades six through twelve. This classroom is

provided with a dedicated classroom aid and an educator with a strong professional

background in students with behavioral disorders. In addition to these services, there are

also school based mental health services provided through community agencies including

the Intermediate Unit 1 (Social Work/Psychology/Psychiatric/Behavioral Support),

Centerville Clinics (CHILL/tele-psychiatry), and multi-disciplinary teams from Greene

County Human Services. West Greene also has two "student assistance programs" that are

54

district wide. These teams meet on a weekly basis and are composed of administrators,

counselors, social worker, school psychologist, and educators - special/regular.

At the beginning of the 2011/2012 school year, the WG school district developed a school

improvement plan to address drop-out rates. The collaborative effort, which has included

the LEA, guidance counselor, social worker, transition coordinator and administration, has

proven to be a proactive and positive intervention to address this concern.

Behavior Support Services

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

The West Greene School District has adopted Policy #113.2 (PBSP) Positive Behavior

Support Policy; this policy has been written to satisfy all the requirements as outlined in

Chapter 14.

The LEA's PBS Policy includes all the required regulatory components. West Greene School

District provides yearly training to all special education staff, paraprofessionals, as well as

regular education staff on Non-Violent Crisis Intervention (NCI) techniques from a staff

member who is a qualified Trainer of NCI.

The LEA's PBS Policy/procedure includes research-based practices and ensures that

restraints are used only as a last resort. West Greene School District has not had any need

to report any incidences of restraint.

The West Greene School District policy outlines the district's responsibility regarding

positive behavior support plans, de-escalation techniques and emergency response. These

are all major components of the NCI model used in trainings. The LEA's PBS Policy includes

a description of personnel training on use of PBS, de-escalation techniques, and emergency

responses.

The West Greene School District staff and the LEA utilize positive behavior support methods

as the primary method of addressing problem behaviors.

Restraints are reported to the Lead Support Teacher who will report in a timely manner to

the RISC. The LEA maintains and reports data on restraints as required by the Secretary.

As per policy 113.2, the West Greene School District will notify the parent of the use of

restraint and shall hold a meeting of the IEP team within 10 school days of the

inappropriate behavior causing the use of restraint, unless the parent, after written notice,

agrees to waive the meeting. At this meeting, the team shall consider whether a Functional

Behavior Assessment, Re-evaluation, new/revised PBS plan, or a change in placement is

needed to address the inappropriate behavior(s). Parents are given notice when a restraint

is used and, unless waived in writing; a meeting takes place within 10 school days.

All students that have behaviors that interfere with his/ her learning or that of others have

a positive behavior support plan. If a student has a need for restraints the procedures are

clearly outlined within the IEP.

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Intensive Interagency/Ensuring FAPE/Hard to Place Students

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

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

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

At this time, the LEA has been able to provide FAPE for all students with disabilities.

However, if this situation were to arise the district would involve the intensive interagency

process. If this were to occur, the district would enlist the services of the IU 1 Interagency

Coordinator and the county's Child and Adolescent Services System Program (CASSP) for

assistance in designing and providing a program which meets the child's educational

service needs. The CASSP Coordinator schedules timely meetings with representatives from

essential community service providers, the school, the parent, and the student. The parent

is contacted and information is gathered and reviewed to determine necessary service

providers. The school district works collaboratively with other team members to find

programs which can address the student's needs or to develop new programs which will

accomplish this same goal.

The district has utilized the services of the IU 1 Interagency Coordinator, Greene County

CASSP coordinator and the Interagency Coordinator from PaTTAN in the past to address

these student issues. The district would utilize the services of the IU1 Interagency

Coordinator, the county CASSP coordinator, and the Interagency Coordinator from PaTTAN

in the past to address these student issues.

The district Lead Support Teacher consults with the IU1 Interagency Coordinator on a

regular basis. The district has not had to engage in an intensive interagency approach to

appropriately educate students; the approach is not currently linked to program

improvement and/or capacity building.

Currently, all district students are being appropriately educated and FAPE is being

provided. During the past few school years, the district has encountered complex child and

family needs where interagency collaboration has opened up communication between

family, community, and school.

Strengths and Highlights

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

56

Lead Support Teacher

- This unique position is currently filled by a special educator of thirty years' experience in

the West Greene School District. She works in close cooperation with the district

superintendent who is the district LEA. Her employment responsibilities include but are

not limited to, the coordination of all special education services in the West Greene School

District. She also actively participates in all Student Assistance Teams, serves as the

district's ACCESS coordinator, serves as the district's designated LEA, encourages/enhances

parent/home/student/school communication, maintains district wide special education

files and all associate paperwork, works collaboratively with staff to complete the district

special education plan, prepares for all district wide monitoring, monitors/maintains

through a web based program all district special education paper work, and provides

training when required to staff at all levels including arranging appropriate trainers when

needed. In addition to these services, the lead support teacher also provides a hands on

approach in collaboration with administrators for any discipline issues concerns all special

education students. As part of her duties, she also maintains daily contact with all special

education subcontractors, educators, and outside providers - center based

programs/human service agencies. She is also responsible for collaborating with the

district transportation coordinator for all special education transportation concerns. This

includes initiating, monitoring, and providing training as needed to bus drivers.

Social Worker

- The West Greene School District has been fortunate for the past twelve years to have a full-

time social worker, assigned by Intermediate Unit I. The social worker attends numerous

Multidisciplinary Team Meetings (MDT), Individualized Educational Programs (IEP) and

Instructional Support Team (IST) meetings at all levels. The social worker meets with many

families and completes extensive social histories. The social worker conducts home visits,

is a member of the Student Help and Assistance Recommendation Program (SHARP Team-

middle/high school and elementary - ESAP), and participates in all interagency meetings.

The social worker guides the district through the psychiatric hospitalization of

students. She is available at all times to assist the district, as well as scheduling all

psychiatric testing. Another unique characteristic of the social worker is that she meets

with the district's emotional support, life skills, and learning support students on

a consultive basis to address concerns or issues that may arise. The social worker has

provided trainings to the West Greene School District's staff, including bus drivers, cafeteria

workers, educators, and other support staff. She has gained specialized certification

through NCI as a crises trainer and has provided this training to West Greene Staff.

There are also plans for the 2014/2015 school year to provide this individual to become a

trainer of First Aid/CPR/AED. The social worker is actively involved in the placements of

students in alternative programs. She has also served as a liaison between families, school

district, and community resources. The social worker is also the district’s coordinator of

Functional Behavior Assessments (FBA). She gathers all required components to complete

Positive Behavioral Support Plans. During the 2014/2015 school year, the social worker

has also become the 504 facilitator for West Greene. In addition to these services, the social

worker provides counseling through the IEP process, crises intervention - district wide, and

57

coordination of "weekend food backpack program" , Christmas give aways, and "My Bike"

program. She also assists in facilitating the providing of social services (MA program, etc.)

for West Greene families. The social worker has been one of the biggest assets to the West

Greene School District.

School Psychologist

- The school psychologist for the West Greene School District is also assigned by

Intermediate Unit I and is diverse in ability, as well as function. The school psychologist is

responsible for initial evaluation for aptitude and achievement testing, classroom

observations, and consultation with both parents and school staff. The school psychologist

also provides counseling to special education students, as well as students who are

demonstrating behavioral/emotional difficulty. In addition, the school psychologist is

responsible for the Instructional Support Team, which helps to develop and implement

research-based academic strategies to students demonstrating a need. The school

psychologist completes observations as part of an initial or re-evaluation and functional

behavioral assessment. Moreover, the school psychologist serves on the SHARP team,

which is a preventive program that helps identify students in need of either academic or

behavioral intervention. One of the most important roles of the school psychologist is to

serve as a resource for all parents and school staff. The school psychologist has provided

trainings to the West Greene School District's staff, including bus drivers, cafeteria workers,

educators, and other support staff. Consultation with parents and teachers is a large

percentage of the school psychologist’s daily activities. In conclusion, the school

psychologist is best utilized when serving the district as a cooperative and involved team

member. The school psychologist also coordinates the Health and Wellness committee that

provides school based dental services (sixty students were provided with dental

screenings/cleanings in the previous two years) and other physical health related

preventive and intervention services. The IU 1 psychologist has provided these services for

the previous nine years to West Greene School District.

Chill Program

- The Chill Program is provided through the Mental Health Agency (Centerville Clinics) in

the county. This program has been utilized in the district for approximately the

last ten years. A mental health counselor meets with identified students on a weekly basis

to provide counseling services. The counselor meets with students at the elementary,

middle, and high school levels. This program has also been a valuable resource to the

district. The tele-psychiatry program was implemented in the 2007-08 school year. This

resource provides medication checks with a psychiatrist through a live video feed from

Greene County Mental Health to Graysville Elementary.

Outside Agencies

— There are several outside agencies which provide all of our students with a range of

services. This range of services includes individual and family therapy, case management,

behavioral health resource services, family based, and multi-systems therapy. Our students

are also involved in Greene County Children & Youth Services and Greene County Juvenile

Probation. Transition aged students may be involved with the Office of Vocational

Rehabilitation, Southwest Training, Career Link, Greene County Human Services - IDD

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program, and other agencies as needed for transition activities. It is not uncommon that

representatives from each of these agencies attend ER/RR/IEP meetings with parent

permission.

Access Program

-The Access Program was initially implemented in 1997. This asset has proven to be a

positive resource for our district's special education population and staff. Through the funds

provided by this program, special education students are able to receive a variety of

services, including but not limited to: instructional materials, assistive technology devises,

field trips, and incentives. Additional staff may also be employed using this

resource. Conferences, workshops, and trainings are also provided for WGSD special

education staff to enhance professional development. ACCESS also enables WG to provide

the mandatory first-aid and CPR training for Personal Care Aides on a two year rotation.

Staff

- In addition to the day to day relationships with parents and students, our staff, from bus

drivers to cafeteria employees, aides and administrators, all receive training on a wide

variety of subjects, including behavioral support, mental health, autism, vocational and

confidentiality training.

IST

— Instructional Support Team. The IST is a vital part of the screening process for those

students who may be in need of special education services. It also uses specific assessment

and intervention techniques to help remove the stumbling blocks for the student in the

regular education setting. The Intermediate Unit 1 school psychologist facilitates this

program at the elementary level. She has provided the resources necessary to

develop various behavior plans and teaching strategies for regular educators to implement

in their classrooms.

Transition Services

— All students at West Greene have the opportunity to explore career and post-secondary

experiences through curriculum, interest inventories, community-based experiences,

leisure, and social activities. Activities may include job shadowing, attending career fairs,

and work release. Two eight passenger vans are available for community-based activities.

The transition coordinator works with local agencies and businesses to provide as many

opportunities as possible. Transition services are provided for all students age fourteen and

older. Meetings are scheduled between eligible students and outside agencies, such as

the Office of Vocational Rehabilitation, Southwest Training, and IDD - Greene County Human

Services - support coordinator. The transition coordinator prepares and distributes

surveys for graduated students which track vocation, education, and work experiences of

the students. Life Skill students and others that demonstrate a need participate in a

vocation training program with Greene ARC.

Trainings

— Numerous trainings are provided to assist the needs of the students and staff annually.

Trainings include, but are not limited to, the following: all employees of the West Greene

School District are trained in confidentiality and behavior support at the beginning of the

59

school year. Personal Care Aides, classroom aides, and related service personnel receive

training in CPR and First Aid every two years. Special educators are refreshed yearly in

regards to Non-violent Crisis Prevention Intervention training (NCI). Additional

conferences and workshops are provided throughout the school year when deemed

appropriate. Parents are also informed and encouraged to attend meetings/trainings

conducted at the Intermediate Unit One and/or school district. Trainings may be provided

and/or facilitated by the Intermediate Unit One, PaTTAN, and private entities.

Student Help Assistance and Recommendation Program (SHARP) -

The student assistance team (known as SHARP) functions as a team that addresses the

“whole” student. While complying with state and federal regulations that govern student

assistance teams, this program also considers the students’ academic, behavioral, physical,

environmental, and social needs. It consists of both traditional and special education

teachers, guidance counselors, psychologist, social worker, community agency

representatives, and administrators. This team serves as an intermediary vehicle that

provides referral, monitoring, and recommendations for all West Greene Students. In

addition to these services, the SHARP team also organizes and participates in both school

and community based trainings that include staff and families.

Safety and Health Committee -

The policy of WG is to protect the safety and health of all employees. The WGSD has

established a work place safety program that will help us to prevent injury and illness due

to hazards.

Health and Wellness Committee

- Through a collaborative effort spearheaded by our local medical clinic (Cornerstone Care),

an interdisciplinary committee has been created to discuss the medical, including dental

and mental health needs of our student body. This committee will also address the health

education, including nutritional, needs for our staff and students alike. It is the intent of this

committee to take the current uncoordinated school health program and create a

coordinated system that will address the needs of our student body and staff.

Administration -

The West Greene School District Administration from the Superintendent’s Office through

each of our principals’ offices has an attitude of collaboration and creativity to meet the

diverse needs of students and their families. There is an open door policy for everyone

(parents, community members, and staff) with each of these administrators.

Parent Organizations -

At the elementary level, both New Freeport and Graysville, the parent organizations provide

many resources for that student body. Through their fund raising efforts, students are

provided with speakers, incentives, school materials, speakers/presentations, field trips,

and opportunities to serve the community.

At the MS/HS level, the parent organization has a school wide effort to involve community

members, staff, and students with a monthly fund raising effort. This particular activity,

60

known as “Market Day”, provides funding for similar activities offered at the elementary

level for our MS/HS student body.

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Assurances

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

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

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

Free Education and Attendance (in compliance with § 12.1)

School Rules (in compliance with § 12.3)

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

§ 12.32)

Discrimination (in compliance with § 12.4)

Corporal Punishment (in compliance with § 12.5)

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

Freedom of Expression (in compliance with § 12.9)

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

Hair and Dress (in compliance with § 12.11)

Confidential Communications (in compliance with § 12.12)

Searches (in compliance with § 12.14)

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

P.S. § 780-101—780-144)

Parents or guardians are informed regarding individual survey student assessments and

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

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

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

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

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

Law 108-265, Section 204)

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

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















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


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

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



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

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


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

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

Acceptable Use Policy for Technology Resources

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

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

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

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

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

the school district.

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

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

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

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

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

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

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

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

appropriate in accordance with an Individualized Education Program.

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

revision notice process.

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

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

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

not appropriate.

Assurance of funds received through participation in the medical assistance reimbursement

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

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

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


63

Least Restrictive Environment Facilities

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

Transformation Learning

Other Emotional Support

5

East Franklin Special Education Centers Emotional Support

7

Trinty High School Neighboring School Districts

Autistic Support 1

Special Education Program Profile Program Position #1 - Proposed Program

Operator: School District

PROPOSED PROGRAM INFORMATION

Type: Class

Implementation Date: August 31, 2015

Average square feet in regular classrooms: 753 sq. ft.

Square footage of this classroom: 728 sq. ft. (28 feet long x 26 feet wide)

PROGRAM SEGMENTS

Location/Building Grade Building Type

Support Service Type

Age Range

Caseload FTE

Graysville Elementary

An Elementary School Building

A building in which General Education programs are operated

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

Learning Support

5 to 11 10 0.5

Justification: Due to the decrease of enrollment and small classes in the West Greene School District special education maybe out of compliance due to age range according to PDE. A student with a disability eligible to receive special education services may not be placed in a class in which the chronological age from the youngest to oldest student varies beyond three years in the grades K-6 and 4 years in grades 7-12 unless an exception is determined to be appropriate by the IEP team of the student whose age is outside the age range of the program where the student would be receiving special education services. (22Pa. School Code 14.42(f)) A statement will be written into student’s IEP’s indicating age differences. Parents will also sign a waiver informing them of the age range of their child’s special education program and their child’s IEP will not be adversely affected by this change. Their child’s need’s will be met through the students IEP.




Itinerant Learning Support

5 to 11 25 0.5

Justification: Due to the decrease of enrollment and small classes in the West Greene School District special education maybe out of compliance due to age range according to PDE. A student with a disability eligible to receive special education services may not be placed in a class in which the chronological age from the youngest to oldest student varies beyond three years in the grades K-6 and 4 years in grades 7-12 unless an

64

exception is determined to be appropriate by the IEP team of the student whose age is outside the age range of the program where the student would be receiving special education services. (22Pa. School Code 14.42(f)) A statement will be written into student’s IEP’s indicating age differences. Parents will also sign a waiver informing them of the age range of their child’s special education program and their child’s IEP will not be adversely affected by this change. Their child’s need’s will be met through the students IEP.

Program Position #2 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Class Implementation Date: August 31, 2015 Average square feet in regular classrooms: 600 sq. ft. Square footage of this classroom: 836 sq. ft. (22 feet long x 38 feet wide)

PROGRAM SEGMENTS



Age Range

Caseload FTE





Learning Support

6 to 7 10 0.5





8 to 11 25 0.5




PROGRAM SEGMENTS

Location/Building Grade Building Type Support Service Type

Age Range

Caseload FTE

Springhill Elementary




5 to 11 50 1



65


Type: Position Implementation Date: August 31, 2015 Average square feet in regular classrooms: 753 sq. ft. Square footage of this classroom: 836 sq. ft. (38 feet long x 22 feet wide)

PROGRAM SEGMENTS


Age Range

Caseload FTE

Middle School A Middle School Building



11 to 14

50 1



Type: Position Implementation Date: August 24, 2015 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) 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


Age Range

Caseload FTE




13 to 16

50 1




PROGRAM SEGMENTS


Age Range

Caseload FTE

Middle School/High School

A Junior/Senior High School Building



12 to 16

50 1

66




PROGRAM SEGMENTS


Age Range

Caseload FTE

High School A Senior High School Building



15 to 17

25 0.5




PROGRAM SEGMENTS


Age Range

Caseload FTE




14 to 18

50 1




PROGRAM SEGMENTS

Location/Building Grade Building Type Support Service Age Caseload FTE

67

Type Range




14 to 18

50 1




PROGRAM SEGMENTS



Age Range

Caseload FTE

Middle/Senior High School




Emotional Support

11 to 18

10 0.5



A Junior High School Building


Full-Time Special Education Class

Emotional Support

11 to 18

3 0.25



A Junior High School Building


Itinerant Emotional Support

11 to 18

12 0.25

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PROGRAM SEGMENTS



Age Range

Caseload FTE





Life Skills Support

11 to 18

15 0.75





Full-Time Special Education Class

Life Skills Support

11 to 18

4 0.25

Justification: education maybe out of compliance due to age range according to PDE. A student with a disability eligible to receive special education services may not be placed in a class in which the chronological age from the youngest to oldest student varies beyond three years in the grades K-6 and 4 years in grades 7-12 unless an exception is determined to be appropriate by the IEP team of the student whose age is outside the age range of the program where the student would be receiving special education services. (22Pa. School Code 14.42(f)) A statement will be written into student’s IEP’s indicating age differences. Parents will also sign a waiver informing them of the age range of their child’s special education program and their child’s IEP will not be adversely affected by this change. Their child’s need’s will be met through the students IEP.



Type: Class Implementation Date: August 31, 2015

69

Average square feet in regular classrooms: 650 sq. ft. Square footage of this classroom: 108 sq. ft. (9 feet long x 12 feet wide)

PROGRAM SEGMENTS


Age Range

Caseload FTE




Itinerant Speech and Language Support

5 to 11 39 0.6


Springhill Elementary




5 to 11 26 0.4


Program Position #13

Operator: School District PROGRAM SEGMENTS


Age Range

Caseload FTE





11 to 18

26 0.4

Justification: Student's receive individual therapy for Speech and language support services. .


Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION


70

PROGRAM SEGMENTS


Age Range

Caseload FTE



Itinerant Blind or Visually Impaired Support

14 to 15

1 0.03




PROGRAM SEGMENTS


Age Range

Caseload FTE

Career and Technology Center

A Senior High School Building


Itinerant Deaf and Hearing Impaired Support

17 to 18

1 0.02




PROGRAM SEGMENTS



Age Range

Caseload FTE





5 to 8 25 0.5





Learning Support

6 to 9 10 0.5


Operator: Intermediate Unit

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PROPOSED PROGRAM INFORMATION Type: ClassandPosition Implementation Date: August 24, 2015 Average square feet in regular classrooms: 753 sq. ft. Square footage of this classroom: 120 sq. ft. (10 feet long x 12 feet wide)

PROGRAM SEGMENTS


Age Range

Caseload FTE




Itinerant Deaf and Hearing Impaired Support

7 to 9 1 0.03



Type: Position Implementation Date: August 24, 2015 Average square feet in regular classrooms: 884 sq. ft. Square footage of this classroom: 884 sq. ft. (26 feet long x 34 feet wide)

PROGRAM SEGMENTS


Age Range

Caseload FTE

Intermediate Unit 1 Campus East Franklin


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


7 to 16 3 0.07

Justification: These students receive speech services individually. They will be not be in the same room at the same time, therefore no compliance issues.

Special Education Support Services

Support Service Location Teacher FTE

Lead Support Teacher School District 1

Nurse School District 1

Nurse School District 1

Personal Care Aide Elementary 1

Personal Care Aide High School 1

Classroom Aide Elementary 1


Classroom Aide Middle/High School 1

Personal Care Aide Elementary 1

Classroom Aide Middle/High School 1

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Special Education Contracted Services

Special Education Contracted Services Operator Amt of Time per Week

Social Worker Intermediate Unit 5 Days

School Psychologist Intermediate Unit 5 Days

Occupational Therapist Outside Contractor 2 Days

Occupational Therapist Outside Contractor 1 Days

Occupational Therapist Outside Contractor 1 Hours

Audiology Intermediate Unit 3 Minutes

Personal Care Aide Outside Contractor 5 Days

Assistive Technology Intermediate Unit 5 Minutes

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Needs Assessment

Record School Patterns

Question:

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

identify among your schools?

What other information do you still need to assess?

Answer:

Across the District, student performance in science has increased from (2012) 56.5 to (2014) 69.9.

Which exceeds the state average of 69.7.

Across the District, student performance in mathematics has increased from (2012) 63.4 to (2014)

67.1. The state average is 73.3.

Across the District, student performance in reading has increased from (2012) 58.7 to (2014) 63.8.

The state average is 65.4.

Across the District, student performance in writing ans decreased from (2012) 61.1 to (2014) 41.1.

The state average is 67.6.

District Accomplishments

Accomplishment #1:

West Greene Elementary Center Accomplishments

2015 ELA

As a District students in 3rd grade scored 49.0 percent proficient or above. Students in 4th grade

scored 67.3 percent proficient or above. Students in 5th grade scored 67.4 percent proficient or

above. Students in 6th grade scored 32.7 percent proficient or above.

2015 Mathematics

As a District students in 3rd grade scored 33.3 percent proficient or above. Students in 4th grade

scored 49.0 percent proficient or above. Students in 5th grade scored 55.8 percent proficient or

above. Students in 6th grade scored 24.5 percent proficient or above.

2015 Science

As a District students in 4th grade scored 85.7 percent proficient or above.

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Accomplishment #2:

West Greene Middle School Accomplishments

2015 ELA

As a District students in 7th grade scored 45.7 percent proficient or above. Students in 8th grade

scored 42.4 percent proficient or above.

2015 Mathematics

As a District students in 7th grade scored 23.9 percent proficient or above. Students in 8th grade

scored 16.9 percent proficient or above.

2015 Science

As a District students in 8th grade scored 54.2 percent proficient or above.

Accomplishment #3:

West Greene High School Accomplishments

The most recent School Performance Profile for West Greene Middle-Senior High School reflects a

score of 59.7. The following areas were noted as strengths for our building:

Indicators of Closing the Achievement Gap - All Students

o Science/Biology

Indicators of Closing the Achievement Gap - Historically Underperforming Students

o Science/Biology

Indicators of Academic Growth/PVAAS

o Mathematics/Algebra I - Meeting Annual Academic Growth Expectations

o Science/Biology - Meeting Annual Academic Growth Expectations

Other Academic Indicators

o Cohort Graduation Rate

o Attendance Rate

o Advanced Placement, International Baccalaureate, College Credit

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District Concerns

Concern #1:

Consistent implementation of Differentiated Instruction for students at all levels.

Concern #2:

Consistent implementation of inclusion and co‐teaching strategies to raise student achivement

for all

students.

Concern #3:

Consistent implementation of core curriculum across the grade levels and departments, which

must be

aligned to the standards.

Concern #4:

Consistent implementation and identification of remediation and enrichment activities for all

students.

Concern #5:

Continue to implement and utilize data to make instructional decisions for all students.

Concern #6:

Transition of students from grade level to grade level, class to class, school to school and beyond

must be

more systematic and based on individual needs.

Concern #7:

Collaboration among adminstration, teachers, parents and staff must strengthen Pre‐K to post

graduate.

Concern #8:

Professional development in Literacy for all staff, parents and community is crucial. Creating a

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connection and understanding to speaking and writing is crucial.

Prioritized Systemic Challenges

Systemic Challenge #1 (Guiding Question #2) Establish a district system that fully ensures the

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

Aligned Concerns:

Consistent implementation and identification of remediation and enrichment activities for all students.

Transition of students from grade level to grade level, class to class, school to school and beyond must be

more systematic and based on individual needs.

Collaboration among adminstration, teachers, parents and staff must strengthen Pre‐K to post graduate.

Systemic Challenge #2 (Guiding Question #3) Establish a district system that fully ensures staff

members in every school use standards aligned assessments to monitor student achievement and

adjust instructional practices.

Aligned Concerns:

Consistent implementation of core curriculum across the grade levels and departments, which must be

aligned to the standards.

Systemic Challenge #3 (Guiding Question #1) Establish a district system that fully ensures

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

Aligned Concerns:

Consistent implementation of Differentiated Instruction for students at all levels.

Consistent implementation of inclusion and co‐teaching strategies to raise student achivement for all

77

students.

Professional development in Literacy for all staff, parents and community is crucial. Creating a

connection and understanding to speaking and writing is crucial.

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

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

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

Aligned Concerns:

Continue to implement and utilize data to make instructional decisions for all students.

Systemic Challenge #5 (Guiding Question #10) Establish a district system that fully ensures

professional development is focused, comprehensive and implemented with fidelity.

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District Level Plan

Action Plans

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

standards aligned curricula across all schools for all students.

Related Challenges:

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

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 professional development is focused, comprehensive and implemented with fidelity.

Indicators of Effectiveness:

Type: Annual

Data Source: EdInsight

Specific Targets: After entering daily lesson plans into EdInsight, teachers will

link daily lesson plans with curriculum units to ensure that materials, activities, and estimated

instructional time for achieving the PA Core Standards is

documented for all planned instruction.

Strategies:

Curriculum Mapping

Description: Empirical evidence of a positive statistical correlation of the use of curriculum mapping with student achievement is scarce. There was a 2001 study by the Indiana Center of Evaluation conducted for the Ohio DOE that determined curriculum alignment (defined as curriculum mapping with subsequent change in instructional practice) was the “single

79

greatest factor in achieving improved test scores.” The following link provides a list of resources supporting the positive contributions of curriculum mapping to educational processes: http://www.curriculummapping101.com/materials/curriculum-mapping-research ; the following link provides an overview of curriculum mapping: http://en.wikipedia.org/wiki/Curriculum_mapping

SAS Alignment: Standards, Materials & Resources

Align daily lesson plans with curriculum units

Description: Teachers will align daily lesson plans with curriculum unit plans.

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

Implementation Steps:

Complete daily lesson plans in Edinsight

Description: Teachers will create daily lesson plans in the district-developed template which is housed in EdInsight. Start Date: 7/1/2015 End Date: 6/30/2018

Program Area(s): Professional Education, Educational Technology

Supported Strategies:

Curriculum Mapping


Revise curricula to align with PA Core Standards and/or PA Academic Standards

Description:

Teachers will review curriculum to identify strengths and needs regarding curriculum alignment to the PA Core and/or PA Academic Standards.

Start Date: 7/1/2015 End Date: 6/30/2018

Program Area(s):

http://www.curriculummapping101.com/materials/curriculum-mapping-research


http://en.wikipedia.org/wiki/Curriculum_mapping

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Supported Strategies:

Curriculum Mapping


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

Related Challenges:

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.

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

Indicators of Effectiveness:

Type: Annual

Data Source: EdInsight

Specific Targets: Specific Targets: After entering daily lesson plans into EdInsight, teachers will

link daily lesson plans with curriculum units to ensure that materials, activities, and estimated

instructional time for achieving the PA Core Standards is

documented for all planned instruction.

Strategies:

Curriculum Mapping

81

Description: Empirical evidence of a positive statistical correlation of the use of curriculum mapping with student achievement is scarce. There was a 2001 study by the Indiana Center of Evaluation conducted for the Ohio DOE that determined curriculum alignment (defined as curriculum mapping with subsequent change in instructional practice) was the “single greatest factor in achieving improved test scores.” The following link provides a list of resources supporting the positive contributions of curriculum mapping to educational processes: http://www.curriculummapping101.com/materials/curriculum-mapping-research ; the following link provides an overview of curriculum mapping: http://en.wikipedia.org/wiki/Curriculum_mapping

SAS Alignment: Standards, Materials & Resources


Description: Teachers will align daily lesson plans with curriculum unit plans.

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

Implementation Steps:

Complete daily lesson plans in Edinsight

Description: Teachers will create daily lesson plans in the district-developed template which is housed in EdInsight. Start Date: 7/1/2015 End Date: 6/30/2018

Program Area(s): Professional Education, Educational Technology

Supported Strategies: None selected

Evaluate materials and resources needed to support student learning

Description: After curriculum revision teachers and administrators will locate materials and resources (i.e., books, articles, supplies, technology, web-based resources, etc.) to support student learning. As part of the selection process, educators will explain how the resources will transform student learning Start Date: 7/1/2015 End Date: 8/31/2018

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




http://en.wikipedia.org/wiki/Curriculum_mapping

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Revise curricula to align with PA Core Standards and/or PA Academic Standards

Description:

Teachers will review curriculum to identify strengths and needs regarding curriculum alignment to the PA Core and/or PA Academic Standards.

Start Date: 7/1/2015 End Date: 6/30/2018

Program Area(s):


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Appendix: Professional Development Implementation

Step Details

No Professional Development Implementation Steps have been identified for West Greene SD.

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District Level Affirmations

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

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

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

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

for a minimum or 28 days whichever comes first.

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

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

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

areas.

No signature has been provided

Board President

No signature has been provided

Superintendent/Chief Executive Officer

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Special Education Affirmations

We also affirm our understanding that any requests for any deviations from the Chapter 14

regulations, standards, policies, and procedures must be made in writing to the Pennsylvania

Department of Education. The school district understands that the Special Education Component of

the District Level Plan will be approved by PDE in accordance with the following criteria as set forth

in 22 Pa. School Code § 14.104 and as part of the District Level Plan:

1. There are a full range of services, programs and alternative placements available to the

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

school district.

2. The school district has adopted a child find system to locate, identify and evaluate young

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

education residing within the school district's jurisdiction. Child find data is collected,

maintained, and used in decision-making. Child find process and procedures are evaluated

for its effectiveness. The school district implements mechanisms to disseminate child find

information to the public, organizations, agencies, and individuals on at least an annual basis.

3. The school district has adopted policies and procedures that assure that students with

disabilities are included in general education programs and extracurricular and non-

academic programs and activities to the maximum extent appropriate in accordance with an

Individualized Education Program.

4. The school district will comply with the PA Department of Education, Bureau of Special

Education's revision notice process.

5. The school district follows the state and federal guidelines for participation of students with

disabilities in state and district-wide assessments including the determination of

participation, the need for accommodations, and the methods of assessing students for

whom regular assessment is not appropriate.

6. The school district affirms the Pennsylvania Department of Education that funds received

through participation in the medical assistance reimbursement program, ACCESS, will be

used to enhance or expand the current level of services and programs provided to students

with disabilities in this local education agency.

Affirmed by Regina MacDowell on 5/1/2015

Board President

Affirmed by Thelma Szarell on 4/29/2015

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Superintendent/Chief Executive Officer

Documents

West Greene SD - core-docs.s3.amazonaws.com · West Greene SD District Level Plan 07/01/2016 - 06/30/2019 . 2 District Profile Demographics 1367 Hargus Creek Road Waynesburg, PA 15370