Western Wayne SDww3.westernwayne.org/wp-content/uploads/2016/06/...Oct 06, 2014 · 07/01/2015 - 06/30/2018 . 2 District Profile Demographics 1970C Easton Turnpike Lake Ariel, PA

Western Wayne SD

District Level Plan

07/01/2015 - 06/30/2018

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District Profile

Demographics

1970C Easton Turnpike Lake Ariel, PA 18436 (800)321-9973 Superintendent: Clayton LaCoe Director of Special Education: Tanya Carrelle

Planning Process The Comprehensive Planning process for the Western Wayne School District represents a

continuous and collaborative approach that strives for the best practices in teaching and learning.

The Western Wayne School District is dedicated to data quality and analysis and continually utilizing

data to improve practices. All stakeholders in the Western Wayne School District take part in the

planning and continuous improvement efforts.

The Comprehensive Planning process for the Western Wayne School District was completed by a

diverse group of district and community members in an effort to assure that all areas of our

educational program had representation. These members include teachers, administrators, parents,

students, community representatives and members of the board of education. The members of the

Comprehensive Planning Committee were consulted on a regular basis from May of 2014 through

September of 2014 both formally and informally.

Mission Statement The mission of the Western Wayne School District is to educate and prepare each student in alliance

with family and community, to be a confident, life-long learner, to strive for personal excellence, and

to be a responsible citizen of a global society.

Vision Statement The Western Wayne School District will work for excellence...for everyone...in all things...always.

Shared Values We believe that...

1. All students have potential and can learn.

2. The family is the child’s primary and most influential teacher.

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3. District staff must be committed to life-long learning, professional excellence, and serving as role-

models for their students.

4. The community, through its participation, influences the educational process.

5. All students need to be knowledgeable of multi-cultural beliefs and customs.

6. All students should learn from the past, listen to the present, and lead into the future.

7. All students should be responsible and respectful.

8. All students are entitled to equity in access to educational opportunities.

9. Learning is a life-long activity.

Educational Community Western Wayne, a primarily rural district, was formed in 1969 and is composed of the Townships of

Canaan, Clinton (portion), Lake, Salem, South Canaan, and Sterling. The Borough of Waymart is also

part of the Western Wayne School District. Encompassing approximately 174 square miles in

western Wayne County, the school district is 25 miles north and east of the City of Scranton in

northeastern Pennsylvania.

As a school district, Western Wayne consists of two elementary school buildings (pre-K through

grade 5); one middle school (grades 6 through 8); and one high school (grades 9 through 12). The

total student enrollment is approximately 2,100.

The elementary configuration includes Robert D. Wilson Elementary School and EverGreen

Elementary School. In addition to a complete standards-based core academic program, special

subjects are provided including Libary, Physical Education, Music, Art, English as a Second Language,

Instructional Support, Speech Therapy, Reading Specialists, Gifted Education, Adapted Physical

Education, and Guidance Counselors.

The Western Wayne Middle School also administers a complete standards-based core academic

program. The middle school provides special subjects including Library, Physical Education, Music,

Art, English as a Second Language, Speech Therapy, Reading and Mathematics Specialists, Computer

Education, Technology Education, World Language, and Family and Consumer Science. Two

Guidance Counselors serve the Middle School.

The Western Wayne high School, in addition to core academic and special programming, offers

additional courses in computer science, business and engineering.

A budget of approximately 40 million dollars supports our endeavors and approximately 88% of

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Western Wayne graduates continue their education beyond graduation, enter the workforce or join

the armed forces.

Planning Committee Name Role

Matt Barrett Administrator

Tanya Carrelle Special Education Director/Specialist

Renee Chernin High School Guidance Counselor

Anna Culkin Ed Specialist - School Counselor

Jennifer David Ed Specialist - School Psychologist

Samantha David Middle School Teacher - Special Education

Kristen Donahue Middle School Principal

Tara Donleavy Secondary School Teacher - Special Education

Bernice Fiorella Board Member

Marnell Fortuner Elementary School Teacher - Special Education

Kristin Johnson Ed Specialist - School Psychologist

Clayton LaCoe Administrator

Cynthia LaRosa Assistant Director of Special Education

Maria Neri Middle School Teacher - Regular Education

Patrick Sheehan Assistant Superintendent

Rebecca Swingle Secondary School Teacher - Regular Education

Susan Thivierge Community Representative

Michelle Tickner Elementary School Teacher - Regular Education

Joann Tomassoni Elementary School Teacher - Regular Education

Leann Wash Parent

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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

Common Core Standards: English Language Arts Accomplished Developing

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

Accomplished Developing

Common Core Standards: Mathematics Accomplished 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

Developing Developing

English Language Proficiency Developing Developing

Interpersonal Skills Developing Developing

School Climate Developing Developing

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

This narrative is empty.

Elementary Education-Intermediate Level


Arts and Humanities Developing Developing

Career Education and Work Developing Developing

Civics and Government Developing Developing


Common Core Standards: Literacy in History/Social Accomplished Developing

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Studies, Science and Technical Subjects


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

English Language Proficiency Developing Developing

Interpersonal Skills Developing Developing

School Climate Developing Developing



Middle Level


Arts and Humanities Accomplished Developing

Career Education and Work Accomplished Developing

Civics and Government Accomplished Developing





Economics Accomplished Developing

Environment and Ecology Accomplished Developing

Family and Consumer Sciences Accomplished Developing

Geography Accomplished Developing

Health, Safety and Physical Education Accomplished Developing

History Accomplished Developing

Science and Technology and Engineering Education Accomplished Developing

Alternate Academic Content Standards for Math Accomplished Developing

Alternate Academic Content Standards for Reading Accomplished Developing

American School Counselor Association for Students Accomplished Developing

English Language Proficiency Accomplished Developing

Interpersonal Skills Accomplished Developing

School Climate Accomplished Developing

World Language Accomplished Developing

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High School Level


Arts and Humanities Accomplished Developing

Career Education and Work Accomplished Developing

Civics and Government Accomplished Developing





Economics Accomplished Developing

Environment and Ecology Accomplished Developing

Family and Consumer Sciences Accomplished Developing

Geography Accomplished Developing

Health, Safety and Physical Education Accomplished Developing

History Accomplished Developing

Science and Technology and Engineering Education Accomplished Developing

Alternate Academic Content Standards for Math Accomplished Developing

Alternate Academic Content Standards for Reading Accomplished Developing

American School Counselor Association for Students Accomplished Developing

English Language Proficiency Accomplished Developing

Interpersonal Skills Accomplished Developing

School Climate Accomplished Developing

World Language Accomplished Developing



Adaptations


Arts and Humanities

Career Education and Work

Civics and Government Common Core Standards: English Language Arts


Common Core Standards: Mathematics

Economics

Environment and Ecology

Family and Consumer Sciences

8

Geography

Health, Safety and Physical Education

History

Science and Technology and Engineering Education


Arts and Humanities Career Education and Work

Civics and Government

Common Core Standards: English Language Arts



Economics Environment and Ecology


Geography


History


Middle Level

Arts and Humanities

Career Education and Work Civics and Government




Economics


Family and Consumer Sciences Geography


History


High School Level

Arts and Humanities



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

Subjects


Economics

9



Geography

Health, Safety and Physical Education History


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:

Professional development time is arranged or built into existing schedules to allow teachers and administrators the opportunity to continually assess curriculum implementation and any revisions that may be necessary. The district is currently focusing on various assessment strategies and techniques that align with new standards and goals.

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





Developing


Developing

The relationship between the objectives of a planned course, Developing

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instructional unit or interdisciplinary studies and academic standards are identified.


Developing


Professional development time is arranged or built into existing schedules to allow teachers and administrators the opportunity to continually assess curriculum implementation and any revisions that may be necessary. The district is currently focusing on various assessment strategies and techniques that align with new standards and goals.



Middle Level



Accomplished


Accomplished


Accomplished


Developing


Prior curriculum mapping activities have attributed to the accomplished sections. Professional development time is arranged or built into existing schedules to allow teachers and administrators the opportunity to continually assess curriculum implementation and any revisions that may be necessary. The district is currently focusing on various assessment strategies and techniques that align with new standards and goals.



High School Level



Accomplished

Content, including materials and activities and estimated instructional Accomplished

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


Accomplished


Developing


Prior curriculum mapping activities have attributed to the accomplished sections. Professional development time is arranged or built into existing schedules to allow teachers and administrators the opportunity to continually assess curriculum implementation and any revisions that may be necessary. The district is currently focusing on various assessment strategies and techniques that align with new standards and goals.



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.

Special education teachers work closely with regular education teachers to modify and

adapt the curriculum in order for all students to be successful. Regular and Special

Education teachers co-teach in most core academics throughout grades 3 - 12. These

teachers work collaboratively to develop differentiated lesson plans and assessments that

ensure all students are able to master the rigorous standards aligned curriculum. Special

education teachers are also involved in the mapping process and the alignment of

assessments to the standards.

Instruction

Instructional Strategies

Formal classroom observations focused on instruction

Walkthroughs targeted on instruction

Annual Instructional evaluations

Peer evaluation/coaching

Instructional Coaching

Regular Lesson Plan Review

Administrators

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Not Reviewed

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

All formal classroom observations are conducted utilizing the Danielson Framework for Teaching. Each teacher is evaluated formally at least once per academic year utilizing the pre-conference, observation, and post-conference framework. Teachers and administrators collect evidence of teaching and learning throughout the course of the observation in all four of Danielson's Domains. Opportunities for follow-up and walkthroughs add to the evidence collected and assist in maintaining the professional conversations between teacher and administrator. All walkthroughs are conducted utilizing the Danielson Framework for teaching with identified, targeted components. They may be conducted both prior to and after formal observations. Feedback is immediately provided. The annual evaluations are completed using the PDE 82-1 Educator Evaluation Tool. All observational data, as well as, student, teacher and building specific data is utilized. Administrators conference with each educator to review the final evaluation. Peer/instructional coaching was piloted in 2013-2014 as part of the development of the district's differentiated supervision plan. Peer coaching procedures and process are still in development.

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


Responsiveness to Student Needs


Instructional Practices Status

Structured grouping practices are used to meet student needs.

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.


district classrooms

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

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Co-teach is also provided in reading for 3rd - 5th grade and math for 5th grade. Special education teachers and special education teachers work collaboratively to support special and regular education students in the least restrictive environment.





district classrooms



district classrooms



district classrooms



district classrooms


Co-teach is also provided in reading for 3rd - 5th grade and math for 5th grade. Special education teachers and special education teachers work collaboratively to support special and regular education students in the least restrictive environment.

Middle Level




district classrooms



district classrooms



district classrooms



district classrooms


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Co-teach is also provided in reading and math for 6th - 8th grade. Special education teachers and special education teachers work collaboratively to support special and regular education students in the least restrictive environment.

High School Level




district classrooms



district classrooms



district classrooms



district classrooms


Co-teach is also provided in the following courses Algebra, General Science, Biology, and most English courses in the high school. Special education teachers and special education teachers work collaboratively to support special and regular education students in the least restrictive environment.

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.

Due to severe budget constraints, the Western Wayne School District has not been able to recruit staff in recent years. When staffing needs arise, the district implements a screening and interview process with available candidates. Additionally, current staff certifications are reviewed to determine the most effective use.

Assessments

Local Graduation Requirements

Course Completion SY 13-

14 SY 14-

15 SY 15-

16 SY 16-

17 SY 17-

18 SY 18-

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Total Courses 23.00 23.00 23.00 23.00 23.00 23.00

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English 4.00 4.00 4.00 4.00 4.00 4.00

Mathematics 3.00 3.00 3.00 3.00 3.00 3.00

Social Studies 4.00 4.00 4.00 4.00 4.00 4.00

Science 3.00 3.00 3.00 3.00 3.00 3.00

Physical Education 4.00 4.00 4.00 4.00 4.00 4.00

Health 1.00 1.00 1.00 1.00 1.00 1.00

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

1.00 1.00 1.00 1.00 1.00 1.00

Electives 3.00 3.00 3.00 3.00 3.00 3.00

Minimum % Grade Required for Credit (Numerical Answer)

70.00 70.00 70.00 70.00 70.00 70.00

2014 Graduation Specifics

Identify the method(s) used for determining graduation proficiency for the following sets of standards. (Check all that apply)

Reading

Local Assessments aligned with State Standards

Writing


Mathematics


Local Assessments

Standards WA TD NAT DA PSW Other

Arts and Humanities X X X

Career Education and Work X X

Civics and Government X X


X X


X X


X X

Economics X X

Environment and Ecology X X

Family and Consumer Sciences X X

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Geography X X


X X

History X X


X X

World Language X X

2015 and beyond Graduation Requirement Specifics


English Language and Composition

Completion of Course Work in which a student demonstrates proficiency on the associated Keystone Exam

Completion of Course Work with Keystone Exam as final exam Scoring Proficiency (Stand alone option)

English Literature



Mathematics



Science & Technology



Environment & Ecology



2017 and beyond Graduation Requirement Specifics

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Biology or Chemistry



American History, Civics/Government, or World History



Methods and Measures

Summative Assessments

Summative Assessments EEP EEI ML HS

Teacher created X X X X

Benchmark Assessments

Benchmark Assessments EEP EEI ML HS

4sight, DIBELS X X X

Study Island Keystone Exam Benchmark X

Formative Assessments

Formative Assessments EEP EEI ML HS

Chalkboard Splash, Hold-ups, Think-Pair-Share, Three 3's in a row, multiple choice hold-ups, quick writes, etc.

X X X X

Diagnostic Assessments

Diagnostic Assessments EEP EEI ML HS

CDT X X X

Validation of Implemented Assessments

Validation Methods EEP EEI ML HS

External Review

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Intermediate Unit Review

LEA Administration Review X X X X

Building Supervisor Review X X X X

Department Supervisor Review

Professional Learning Community Review X X X X

Instructional Coach Review

Teacher Peer Review X X X X

Provide brief explanation of your process for reviewing assessments.

Assessments are regularly reviewed by administrators and teachers both independently and collaboratively. Student performance data is consistently reviewed when evaluating the effectiveness of assessments.

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.


Collection and Dissemination

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

State assessment data is reviewd and transferred to a data warehouse system called

"Performance Tracker." Each teacher and administrator has access to the appropriate

assessment data and the ability to view data, create reports, and make comparisions. Data

packets are created by administrators and provided to teacher teams. These data packets

become the basis for professional development exercises throughout the school year.

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.

Assessment data is used to assist teaches and administrators in identifying those students

in need of additional instruction, remediation and/or identification. Students are placed

into courses at the beginning of the school year based on their assessment history.

Throughout the school year, students may be placed into remedial or tutorial programs

during or after school, based on assessment data.

Assessment Data Uses

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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.

It has been the practice of the Western Wayne School District to regularly review student achievement data from the very broad to the very specific. Collaboration and professional development has centered on instructional practices and how they relate to and can impact the assessment performance of individual students and student groups.

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


Distribution of Summative Assessment Results

Distribution Methods EEP EEI ML HS

Course Planning Guides X X

Directing Public to the PDE & other Test-related Websites

X X X X

Individual Meetings X X X X

Letters to Parents/Guardians X X X X

Local Media Reports X X X X

Website X X X X

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

Mass Phone Calls/Emails/Letters 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

District Guidance Department X X X X

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Provide brief explanation of the process for incorporating selected strategies.

When assessment data is released, the district administration plans the means and methods of dissemination indicated above. Media reports are initiated by the media outlets, communications with community, school board and parents are done through formal presentations, individualized letters and newsletters. Assesment information and goals are included in all student and staff handbooks. The school calendar indicates testing dates and wondows.

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


Safe and Supportive Schools

Assisting Struggling Schools

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

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

The Western Wayne School District continually evaluates its educational program to assure

the most appropriate resources, practices and procedures are in place to assist the district's

schools in improving student achievement. The district administrators seek out and

participate actively in their own professional development to stay abreast of mandates,

changes, best practices etc. Administrators then plan appropriate professional

development for their staff to ensure academic progress.

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

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

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Student, Staff and Visitor Identification Systems X X X X

Placement of School Resource Officers 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:

School Police Officers are not stationed in elementary buildings, however, they are available for any assistance needed and occasionally do patrols.

Identifying and Programming for Gifted Students

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

In compliance with state law, the Western Wayne School District conducts ongoing

identification activities as part of its school program for the purpose of identifying students

who are thought to be gifted and in need of specially designed instruction. When a child is

identified by the District as possibly in need of gifted services, parents and/or guardians are

notified of applicable procedures. The District offers screening and evaluation to assess the

needs of all school-age children who are thought to be in need of gifted services. The

assessment is offered at no cost to parents and/or guardians. District parents and/or

guardians may request screening and evaluation at any time. Requests for evaluation and

screening should be made in writing to the child’s Western Wayne School District principal

or the Director of Special Education.

In compliance with state law, the Western Wayne School District provides gifted education

for each student, based on the unique needs of the students and not solely on the student’s

classification. All information gathered about the child is subject to the confidentiality

provisions contained in federal and state law. The District has policies and procedures in

effect governing the collection, maintenance, destruction and disclosure to third parties of

all student information.

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

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Coaching/Mentoring X X X X

Compliance with Health Requirements –i.e., Immunization

X X X X

Emergency and Disaster Preparedness X X X X

Guidance Curriculum X X X X

Health and Wellness Curriculum X X X X

Health Screenings X X X X

Individual Student Planning X X X X

Nutrition X X X X

Orientation/Transition X X X X

RtII X X X

Wellness/Health Appraisal X X X X

Explanation of developmental services:


Diagnostic, Intervention and Referral Services

Diagnostic, Intervention and Referral Services EEP EEI ML HS

Accommodations and Modifications X X X X

Administration of Medication X X X X

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

Assessment/Progress Monitoring X X X X

Casework X X X X

Crisis Response/Management/Intervention X X X X

Individual Counseling X X X X

Intervention for Actual or Potential Health Problems X X X X

Placement into Appropriate Programs X X X X

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

Small Group Counseling-Educational planning X X X X

Small Group Counseling-Personal and Social Development

X X X X

Special Education Evaluation X X X X

Student Assistance Program X X X X

Explanation of diagnostic, intervention and referral services:


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

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Community Liaison X X X X

Community Services Coordination (Internal or External)

X X X X

Coordinate Plans X X X X

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

Home/Family Communication X X X X

Managing Chronic Health Problems X X X X

Managing IEP and 504 Plans X X X X

Referral to Community Agencies X X X X

Staff Development X X X X

Strengthening Relationships Between School Personnel, Parents and Communities

X X X X

System Support X X X X

Truancy Coordination X X X X

Explanation of consultation and coordination services:


Communication of Educational Opportunities

Communication of Educational Opportunities EEP EEI ML HS

Course Planning Guides X X

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



Local Media Reports X X X X

Website X X X X

Meetings with Community, Families and Board of Directors

X X X X

Mass Phone Calls/Emails/Letters X X X X

Newsletters X X X X

Press Releases



Communication of Student Health Needs

Communication of Student Health Needs EEP EEI ML HS


Individual Screening Results X X X X


Website X X X X

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

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Directors

Newsletters X X X X



Frequency of Communication

Elementary Education - Primary Level

Quarterly

Elementary Education - Intermediate Level

Quarterly

Middle Level

Quarterly

High School Level

Quarterly

Collaboration for Interventions

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

Collaboration is ongoing between classroom teachers, nurses, guidance counselors, special

education staff and many community agencies. At least monthly, interagency meetings as

well as student concerns, SAP, and child study meetings are held.

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

The Western Wayne School District holds the contract to provide early intervention

services throughout Western Wayne, Wallenpaupack, and Wayne Highlands School

Districts. The Wayne County Consortium (WCC) serves early intervention children

throughout the 3 districts in child care programs, head start classrooms, and preschool

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programs. The WCC has developed partnership with these community programs and is

therefore able to maintain an inclusion rate which is above the state average. The WCC also

is PQAS certified and provides numerous professional development opportunities for early

childhood educators. Because transition is an integral part of the early intervention

program, WCC has established a strong relationship with the Birth to 3 providers located

within our consortium. Our programs conduct professional development and child find

activities jointly.

The Western Wayne School District partners closely with two early childhood programs in

the district. The two providers maintain programs for school-age children within the

elementary school buildings. Children are able to receive after care without leaving the

building. Western Wayne also transport to all child care providers located within the

district.

The Western Wayne School DIstrict works closely with agencies in the community to help

students obtain employment. We maintain relationships with OVR and Work Force Wayne.

Students are able to obtain working papers in the high school. The guidance office posts

vacancies for jobs in the community.

The Middle and High Schools offer after school tutoring to students at no cost. Tutoring is

offered 4 days a week and is supervised by a certified teacher. Students are able to use the

late bus for transportation.

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.

The Western Wayne School District (WWSD) holds the contract to provide early

intervention services throughout Western Wayne, Wallenpaupack, and Wayne Highlands

School Districts. The Wayne County Consortium (WCC) serves early intervention children

through the 3 districts in child care programs, head start classrooms, and preschool

programs. The relationship between WCC and WWSD is seamless as the Director of Special

Education oversees both programs. Therapists are shared between the district and early

intervention program. The district also provides transportation for all early intervention

children as needed.

The WCC begins planning for transition at least one year before the child will enter

kindergarten. We coordinate transition to kindergarten meetings with parents for all early

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intervention children. Meetings are held for every child in early intervention with

representative from WWSD and WCC. All children from WCC are re-evaluated to determine

eligibility for school-age special education services. All children who are found to be eligible

receive an IEP before they begin kindergarten.

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

Accomplished

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

Accomplished

Accessibility for students and teachers is effective and efficient Accomplished

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

Accomplished

Provide explanation for processes used to ensure Accomplishment.

Teachers and administrators continually review the effectiveness and appropriateness of instructional materials and resources. The district Technology department also plays an integral role in researching, training and providing instructional materials and resources. Fiscal restraints have caused a much more critical review of these materials for effectiveness and appropriateness.

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





Accomplished


Accomplished



Accomplished

27





Middle Level



Accomplished


Accomplished



Accomplished





High School Level



Accomplished


Accomplished



Accomplished

28





SAS Incorporation


Standards Status

Arts and Humanities


district classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

Economics


district classrooms



district classrooms

29



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


district classrooms

Further explanation for columns selected "

30

SAS materials and resources, where available and applicable, are used on a regular basis with all classes and content. Some SAS materials and resources are incomplete, therefore not useful.


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



district classrooms

31

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



district classrooms

Civics and Government Implemented in

32

50% or more of 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



district classrooms

33



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



district classrooms

34



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

Interpersonal Skills Implemented in 50% or more of

district

35

classrooms

School Climate


district classrooms

World Language


district classrooms



Professional Education

Characteristics

District’s Professional Education Characteristics EEP EEI ML HS

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

X X X X

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

X X X X

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

X X X X

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

X X X X

Empowers educators to work effectively with parents and community partners.

X X X X

District’s Professional Education Characteristics EEP EEI ML HS

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

X X X X

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

X X X X

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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 Professional Education program for the Western Wayne School District is grounded in data-driven decision making at the district, building and classroom level. Research-based best practices are the foundation of all development within the district and are provided to educators and leaders through a variety of experiences including IU-based training, PDE-based training, professional literature, PIL, and other local development opportunities.



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.

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).


Ensuring the selected characteristics is accomplished through regular meeting and collaboration time among professionals, regular classroom visitations and observations, discussion of the effectiveness and value of development activities.


37

The district is in the process of creating a tool to evaluate the implementation and related expectations of teacher practice. The district will also be utilizing its Continuing Education Plan Committee as a means to evaluate development programming.

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.


The Western Wayne School District's Induction program provides each inductee with an

initial, as well as, ongoing support of the selected characteristics. Inductees are paired with

a staff mentor for their first year. A mentor and inductee report and evaluation is required

of each inductee and mentor at the end of the year with checkpoints for progress

throughout the school year conducted with building leaders. Inductees also take part in the

local IU induction program throughout their first year.

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

incorporation.


Needs of Inductees

38

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.


The selected characteristics are part of the district's already existing program and will

continue to be implemented to any and all new inductees.

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

incorporation.

The district plans to incorporate more formal follow-up exercises with inductees in their

second and third years.

Mentor Characteristics

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

Potential mentors have similar certifications and assignments.

Potential mentors must model continuous learning and reflection.

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

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

Potential mentors must be willing to accept additional responsibility.

Mentors must complete mentor training or have previous related experience (e.g., purpose of induction program and role of mentor, communication and listening skills,

39

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.


These characteristics have been accomplished with current inductee plan and will continue.

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


Induction Program Timeline

Topics Aug-Sep

Oct-Nov

Dec-Jan

Feb-Mar

Apr-May

Jun-Jul

Code of Professional Practice and Conduct for Educators

X X

Assessments X X X

Best Instructional Practices X X X X X X

Safe and Supportive Schools X X X

Standards X X X X X X

Curriculum X X X X X X

Instruction X X X X X X

Accommodations and Adaptations for diverse learners

X X X

Data informed decision making X X X X

Materials and Resources for Instruction X X X

If necessary, provide further explanation.


Monitoring Evaluating and Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

The induction program is monitored by the building principal and assistant superintendent. Mentors complete checklists, reports, observations and collect data about the inductee's instructional practices. At the conclusion of the year, the mentor and inductee meet with the building principal to present a final report on the activities conducted. Inductees and mentors report accomplishments, areas in need of additional support, and challenges.

Recording Process

40

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

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

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

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

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

program.

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

Completion is verified by the LEA Chief Administrator on the Application for Level 2

Certification.

Special Education

Special Education Students

Total students identified: 316

Identification Method

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

All students within the Western Wayne School District will be provided with a Free

Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE). Prior to

referral for a Multidisciplinary Evaluation (MDE), students are screened by the Student

Concern Teams and Child Study Teams. In both instances, parents are involved throughout

the process. Parent involvement is of the utmost importance to the staff within the district.

Only when regular education options have been exhausted, including contact with outside

agencies, instructional accommodations, curricular modifications, use for supplementary

aids and services, is a student referred for an MDE. However, Student Concern Teams and

Child Study Teams do not negate the right of a parent to request an evaluation at any time,

including prior to or during Student Concern and Child Study activities, an MDE of a child.

Although the district utilizes a best practices model of RTII with a three tiered model of

interventions prior to referral for an MDE, we continue to utilize a discrepancy model for

identification of learning disabilities. If a student exhibits a sever discrepancy between

cognitive capacity and achievement on applicable assessments then an identification of a

specific learning disability may be warranted in the areas of oral expression, listening

comprehension, written expression, basic reading skills, reading fluency skills, reading

comprehension, mathematics calculation, or mathematics problem-solving.

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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

According to the most recent Special Education Data Report (2012-2013), the Enrollment

Difference Status in the Western Wayne School District is not significantly disproportionate.

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?

The Child First Services group home is located in the Western Wayne School District. This

facility houses students whose parents are not residents of the Western Wayne School

District. As the host district, we are responsible for the education of these students.

Students who are residents of the home are enrolled in the district in the same fashion

as residents of the district.

Students who are identified as special education students are referred to the Office of

Instructional Services. The current ER/RR and IEP are reviewed by the Director of Special

Education and appropriate placement is determined at an intake meeting. If appropriate,

every attempt is made for the parents of the student to be contacted for participation in the

meeting. Determination for placement is based of the record review and team input. The

regular education environment is always considered as the first placement option.

By history, the district has had difficulty receiving all records on the students who are

placed with us. Most of the students are from the Philadelphia School District and records

are not immediately transferred to the Western Wayne district. The district will often

discover that a student who was previously not identified, will in fact be a special education

student. Our guidance and special education department continue to attempt to work with

Philadelphia School District to resolve this issue.

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).

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

42

Currently, a county correctional facility is not located within the Western Wayne School

District. Individuals from our district would be placed either in Wayne or Pike County

Correctional Facility.

When a young adult is placed in the Wayne County or Pike County Correctional Facility, a

prison official meets with the inmate to determine completion of graduation requirements,

past eligibility for special education services, and the inmate's desire to continue with

education services. This information is forwarded to Western Wayne's Director of Special

Education.

If the inmate has indicated that he/she has not yet graduated but wishes to continue with

education services and has received special education services in the past, appropriately

certified teachers are assigned to educate him/her within the prison setting. An

appropriate curriculum is developed and educational services are provided in accordance

with the Individuals with Disabilities Education Act of 2004, 22 Pa. Code Chapter 14, and 34

CFR Part 300. As per our Consortium agreement with Wayne Highlands and

Wallenpaupack School Districts, the Western Wayne School District would seek their

assistance first for services given these correctional facilities are located within their

respective school districts. If they were unable to meet the students' needs, we would send

our own staff to the facility.

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 single most important factor in determining Least Restrictive Environment is the

individual needs of each student. In the majority of cases, prior to evaluation, the Child

Study Team or Student Concern Team has been active in providing and monitoring

interventions within the regular education setting. If the student is not able to meet with

success after multiple interventions have been provided, then the student is referred for a

Multi Disciplinary Evaluation. If the student is determined to be a student who qualifies for

special education services, then the IEP team utilizes the "decision flow chart" to assist in

43

the proper planning for the student. Educational services and placement are determined

through the IEP Team and consideration is always given first to the regular education

setting with supplementary aids and services. All of the "Questions for the IEP Team" are

considered along with a continuum of placements. The IEP team weighs the desirability of

integration along with the obligation to furnish an appropriate education by utilizing the

following sequence:

The IEP team defines and articulates what educational services the child needs, thus

answering the question of what constitutes appropriate education for the child.

The regular education setting is considered for the first placement option with the

use of supplementary aids and services in the regular classroom.

When necessary, each educational placement outside of the regular education

setting is examined one at a time in a particular sequence along the order of the continuum

from least restrictive to most restrictive.

After the primary placement is determined, additional opportunities for integration

are sought. Student placement is revisited at least annually to determine if change is

appropriate.

Through frequent team meetings, student placement is discussed and further

integration is considered on a regular basis.

The aim of the Western Wayne School District is to provide quality education to students

with special needs in the Least Restrictive Environment.

Throughout this process, regular education and special education teachers and service

providers utilize strategies and knowledge they have gained through training opportunities

which are continually offered. Professional Development opportunities are offered through

on-site and off-site training. This LEA takes advantage of many opportunities offered

through PaTTAN, PDE, and our NEIU 19. Each year, the Special Education Director

completes the NEIU Needs Assessment to indicate areas in which professional development

is needed. This is essential in planning training opportunities through the next year, during

which IU staff may come to WWSD or we may visit the NEIU. When necessary, area experts

are contacted at the IU to assist in the development of specific training or to work with a

team of professionals focusing on one particular student or topic. At times, IU staff has

observed students and offered input into behavior plans and IEP's.

Topics of professional development in which WWSD staff continue to be involved include

Supplementary Aids and Services in the Regular Education Setting, Teaching Students with

Asperger's Disorder and High Functioning Autism, School Wide Behavior Support Systems,

De-Escalation Techniques (certified professionals at each school building through the Crisis

Prevention Institute), Co-Teaching, Response to Intervention, IU Math Academies, Least

Restrictive Environment, Classroom Management, the Role of the Regular Education

Teacher in the IEP Process, Progress Monitoring, Functional Behavior Assessments and

Positive Behavior Support Plans, Chapter 14 Regulations, Standards-Aligned IEP Goals,

44

PSSA Data Analysis, PaTTAN Autism Initiative Consultation and Trainings, Competent

Learner Model, Transition to Adult Life, Assistive Technology, Research-Based Curriculum

implementation in Reading, Writing, and Math, Assessment accommodations and

modifications, among others.

Co-Teaching practices are now being implemented in each of our elementary schools, as

well as in our middle and high schools. Teams of regular and special education teachers

attend trainings provided by NEIU throughout their first year of co-teaching. At the

elementary level, Reading and Math interventions are designed and implemented by both

regular and special education teachers to heterogeneous groups of students with

disabilities and those who have not been identified as requiring special education services.

Through these models, our students with disabilities are able to more fully participate in the

general education curriculum with their non-disabled peers.

The WWSD is part of a consortium with the Wayne Highlands and Wallenpaupack School

Districts to provide classes and placements for students with lower incidence disabilities.

This consortium enables several students to continue participating in a school-based setting

with non-disabled peers and to have access to the general education curriculum, while still

providing the necessary specially designed instruction they require.

The WWSD has very strong, collaborative working relationships with various community

agencies including NHS, YAP, Family Enrichment, Wayne County Office of Behavioral and

Developmental Programs, and Wayne County Children and Youth Services which provides

us with additional supports to provide for our students in the regular education setting.

The WWSD works to effectively utilize the services of Instructional Paraprofessionals and

Personal Care Assistants (PCA's)to provide necessary support to students within the

regular education setting. Providing individual assistance within the regular education

setting is considered before deciding to remove a student from regular education. Our para-

educators and PCA's have participated in the PA Para-Educator Credentialing Process and

are all credentialed through this process. In addition to the credentialing program, support

personnel continue to receive training in several of the areas listed above including

Supplementary Aids and Services in the Regular Education Setting, Teaching Students with

Asperger's Disorder and High Functioning Autism, School Wide Behavior Support Systems,

De-Escalation Techniques, Least Restrictive Environment, Classroom Management, the Role

of the Paraprofessional in the Regular Education Setting, Progress Monitoring, Functional

Behavior Assessments and Positive Behavior Support Plans, Chapter 14 Regulations,

PaTTAN Autism Initiative Consultation and Trainings, Transition to Adult Life, Assistive

Technology, Assessment accommodations and modifications, among others.

In December 2012, the following Educational Environment were noted:

Inside Regular Class 80% or more: State Average: 62.1% LEA Average: 53%

Inside Regular Class < 40%: State Average: 8.9% LEA Average: 11.8%

Other settings: State Average: 5.0% LEA Average: 5.5%

As a part of our cyclical monitoring from the 2012/2013 school year, the WWSD has been

required to develop an improvement plan in order to increase the amount of students

served in the regular education classroom more than 80% of the day. We have added co-

teach options at the elementary level and have increased opportunities for co-teach

45

environments in the middle school. In February of 2013 the WWSD had achieved the

following percentages:

Inside Regular Class 80% or more: LEA Average: 59%

Inside Regular Class < 40%: LEA Average: 13.0%

Other settings: LEA Average: 5.0%

The WWSD continues to strive to meet the state target of 62.1%. More co-teach options will

continued to be added especially at the elementary level.

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 district has two board policies regarding behavioral support for students’ with

disabilities. These are Policy 113.1 Discipline of Students with Disabilities and Policy 113.2

Behavior Support. Students with disabilities shall be educated in the least restrictive

environment and shall only be placed in settings other than the regular education class

when the nature or severity of the student’s disability is such that education in the regular

education class with the use of appropriate supplementary aids and services cannot be

achieved satisfactorily. The IEP team for a student with disabilities shall develop a positive

behavior support plan if the student requires specific intervention to address behavior that

interferes with learning. The identification, evaluation, and plan or program shall be

conducted and implemented in accordance with state and federal law and regulations.

The Board directs that the district’s behavior support programs shall be based on positive

rather than negative behavior techniques to ensure that students shall be free from

demeaning treatment and unreasonable use of restraints or other aversive techniques. The

use of restraints shall be considered a measure of last resort and shall only be used after

other less restrictive measures, including de-escalation techniques. Behavior support

programs and plans shall be based on a functional assessment of behavior and shall include

a variety of research-based techniques to develop and maintain skills that will enhance

students’ opportunity for learning and self-fulfillment. The Superintendent or designee shall

provide regular training, and retraining as needed, of staff in the use of specific procedures,

methods and techniques, including restraints and seclusions, that will be used to implement

positive behavior supports or interventions in accordance with students’ IEPs and Board

policy.

The Director of Student Services is certified as a Trainer by the Crisis Prevention Institute

(CPI). He provides ongoing CPI training, which includes recognizing the phases of escalation

and how to successfully intervene to de-escalate a student, as well as safe and legal restraint

training.

The district has four Board Certified Behavior Analysts (BCBA) who provide training on

Positive Behavior Interventions, Functional Behavior Assessments (FBA), and Positive

46

Behavior Support Plans (PBSP). They perform FBAs, write PBSPs and work with parents on

positive behavior interventions within the home.

Two social workers work with students in the district. They perform FBAs and develop

PBSPs for their students. In addition, they provide counseling and instruction in areas of

need exhibited by the students to help in their successful integration in the buildings, as

well as provide ongoing support and training to parents.

As a district, we participate in training offered by PaTTAN in the area of positive behavior

support, classroom management, and de-escalation. Each building has a crisis response

team who are trained to respond when needed. The district participates with various

service providers who provide Behavioral Health Services within the district. TSS, Behavior

Consultation, Mobile Therapy, Family Therapy, and Case Management all occur within our

schools. Drug and Alcohol and Probation utilize our buildings and have offices within the

high school. All of these individuals are represented on each buildings Student Assistance

Teams (SAP) as needed.

The district shall develop and implement positive Behavior Support Plans and programs for

students with disabilities who require specific interventions to address behaviors that

interfere with learning.

Students with disabilities who violate the Code of Student Conduct, or engage in

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

themselves or others, which would typically result in corrective action or discipline of

students without disabilities, shall be disciplined in accordance with state and federal laws

and regulations and Board policy and, if applicable, their Individualized Education Program

(IEP) and Behavior Support Plan.

The Board directs that the district shall comply with provisions and procedural safeguards

of the Individuals With Disabilities Education Act (IDEA) and federal and state regulations

when disciplining students with disabilities for violations of Board policy or district rules or

regulations. The requirements apply not only to students already determined to be eligible

under the IDEA but also for those whom, (1) the parent has expressed concern in writing to

the child’s teacher or to district administrative or supervisory personnel that their child

needs special education; (2) the parent has requested, and not yet received, an evaluation of

the child for special education; or (3) the child’s teacher or other district staff member has

expressed specific concern to the special education director or other district supervisor

about a pattern of behavior demonstrated by the child. No student with a disability shall be

subjected to a disciplinary change in placement if the student’s particular misconduct is a

manifestation of his/her disability. However, under certain circumstances a student may be

placed in an interim alternative educational setting by school personnel or the IEP team

could, if appropriate, change the student’s educational placement to one which is more

restrictive than the placement where the misconduct occurred.

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

47

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.

Currently, the district is providing FAPE to all of its resident students with disabilities. In

analyzing the requirement for this LEA to place students outside of the district, it is

apparent that the most gaps occur for the group of students with significant mental health

issues (who are placed in mental health placements through a doctor's recommendation)

and those with significant emotional, social, and behavioral difficulties. For this first group

of students, the district generally follows a doctor's recommendation for a "medically

necessary" placement and ensures that FAPE is delivered while the student is in this

placement. Each student's progress (academic and health) is closely monitored and

representatives from the district participate in inter-agency meetings planned for the

student, so that we may advocate for reintroduction into WWSD when appropriate.

District administration and staff also maintain open and frequent communication with

community agencies to identify areas of need in providing FAPE for our students. This

enables the LEA as well as the local agencies to design and implement programs that

directly meet our students' needs. The district also utilizes effective community agency

practices such as CASSP Meetings and Inter-Agency Meetings to communicate with agency

representatives providing services to its students. We have contracts with the Mental

Health, Behavior Health, and Developmental Disabilities providers, Drug and Alcohol

providers, and Probation to service students in our schools.

Our staff and administration work continuously to assess the provision of a full continuum

of supports and services for our students with disabilities. Within our consortium with our

two neighboring districts, we have both school-based and center-based partial

hospitalization programs. In the partial hospitalization programs Northwestern Human

Services (NHS) provides the psychiatrist, therapists, and partial directors and the districts

provide the teachers and paraeducators. MA pays for the treatment component and the

district pays for the educational component. In addition, our district works with Victims

Intervention Program (VIP) to meet the needs of students during the school day. We work

as an interagency team to develop plans for students to receive Therapeutic Staff Support

(TSS), Mobile Therapy (MT), and Behavior Specialist Consultants (BCS) support provided by

outside agencies and paid through Medical Assistance (Provider 50). The interagency team

may have occasion to recommend a residential treatment facility for a student, where MA

pays for the residential setting and treatment and the school district pays for the

educational costs. When a student is placed in a residential setting we continue to

participate in their program and follow their progress. Teachers and administrators work

closely with their counterparts in our neighboring school districts to identify gaps in that

continuum and plan to provide needed services between the three districts through the

48

Consortium. Special Education Directors and Superintendents meet annually to discuss

areas of need and plan for expansion of services as necessary. This collaboration enables

the majority of our students to attend school within regular school buildings in Wayne

County, if not in their neighborhood schools.

The district is successful in acquiring Medical Access Funds by billing for medically

necessary services for students with IEPs. These funds are utilized directly to support IEP

students and their programs are included in our budget each year. When the district cannot

meet the need of a student within the district or consortium, we utilize center-based

programs provided by the Intermediate Unit and/or private providers. In these instances

we work closely with the family to secure their input in the process. We visit programs with

them and ensure that they are comfortable with the program before the student is placed.

We participate in all IEP meetings and monitor progress. We insure that the students are

able to participate in extra-curricular and athletic activities and develop plans to transition

the students back to the district.

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.

Specific highlights that set our programs apart include the following:

An administration and school board that is supportive in their determination to

meet the needs of students requiring specially designed instruction in each student’s Least

Restrictive Environment.

Outstanding faculty and staff who have made a professional commitment to working

with students with special needs. This commitment has resulted in a solid department

where longevity contributes to higher levels of expertise and consistency.

The continued collaboration with the Consortium, which is an agreement between

the Wayne Highlands, Western Wayne, and Wallenpaupack School Districts, to work

collaboratively to provide quality programs to our low incidence populations. Through

collaboration and sharing of programs, quality education is provided in a responsible way

to all of our students.

A District wide philosophy that values the importance of every child and seeks to

provide an excellent education in the least restrictive environment.

Inclusive practices integrating services provided by Title 1 Teachers, Special

Education Teachers, Regular Education Teachers, paraprofessionals, and other service

providers.

49

Collaborative relationships with several community agencies that provide mental

health support services to our students and their families.

The adoption of research-based, direct instruction programs in our Learning

Support classrooms.

The continual commitment to aligning our educational programs to the

Pennsylvania State Standards.

District wide Progress Monitoring in behavior, reading, math, and writing provides

definitive data to make informed educational decisions.

The use of the "Verbal Behavior" program which provides a structured approach to

teaching sequential, developmentally appropriate skills and clearly measuring the

progress of students who offer unique challenges. PaTTAN’s Autism Initiative provides

valuable consultation and training for our staff and parents.

The use of the "Competent Learning Model" at the elementary level. This model

stresses the important of willing participation. This program is supported by two certified

coaches.

The Special Education Department’s Transition Committee includes special

education teachers, related service providers, administrators, and parent representatives

who focus on researching and improving the assessments, activities, and supports we utilize

and provide for our students of transition age.

Two school psychologists who are Board Certified Behavior Analysts. They support

both regular and special education classrooms to help meet the needs of our students. They

also review all IEPs written within our district.

In addition to our school psychologists, the district has two other professionals who

are Board Certified Behavior Analysts (BCBA).

Strong relationship with the Early Intervention Program. Western Wayne holds the

MAWA to provide Early Intervention programming for the Wallenpaupack, Wayne

Highlands and Western Wayne school districts.

Voluntary implementation of 4 Sight assessments and Classroom Diagnostic Tools

(CDT) used to predict PSSA and Keystone performance and monitor progress.

Complete and appropriate Teacher Induction Plan and Act 48 Professional

Development opportunities provided in conjunction with NEIU 19, PaTTAN, BSE, and other

training providers.

Special Education Teachers in the district attend trainings and workshops along

with Regular Education Teachers focusing on district initiatives and the general education

curricula, so that they are better able to support their students in accessing the general

education curricula.

50

Commitment to Technology and Assistive Technology- added an Assistant Director

of Technology who attends IEP meetings and trains students, teachers, and families how to

use adaptive technology.

Parents and guardians receive training at IEP meetings (i.e, written information

about disabilities), through available resources (books and informational videos in the

guidance office), and during Parent Visitations, Parent/Teacher conferences, and Open

Houses.

Incredible flexibility among all of the teachers and administrators to support very

individualized programs developed to meet each student’s needs and include each student

in the regular education setting and general education curricula as much as possible.

51

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


52

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

school system

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.

53

Least Restrictive Environment Facilities

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

Jefferson Center Special Education Centers

Life Skills, Emotional Support, Autistic Support

3

New Story Special Education Centers

Autistic Support 3

Forest City School District

Neighboring School Districts

Partial Hospitalization - Emotional Support

1

Hoffman Homes Other Emotional Support - RTF 1

Home Instruction in the Home

Instruction in the home 1

Kids Peace Residential Other Emotional Support - RTF 1

Lakeside Elementary Neighboring School Districts

Life Skills 1

NEIU Achievement Academy

Special Education Centers

Emotional Support 4

Wallenpaupack High School


Emotional Support 1

Wallenpaupack High School



2

Wayne Highlands Middle School


Learning Support 2

Wayne Highlands Middle School



1

Exeter County School District


Autistic Support 1

Special Education Program Profile Program Position #1 - Proposed Program

Operator: School District

PROPOSED PROGRAM INFORMATION

Type: Position

Implementation Date: August 27, 2014

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

54

Location/Building Grade Building Type

Support Service Type

Age Range

Caseload FTE

EverGreen An Elementary School Building

A building in which General Education programs are operated

Itinerant Learning Support

9 to 11 9 0.82



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

Learning Support

11 to 11

2 0.18

Program Position #2 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: August 27, 2014 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

Location/Building Grade Building Type Support Service Type

Age Range

Caseload FTE




8 to 11 10 1




PROGRAM SEGMENTS



Age Range

Caseload FTE




7 to 8 5 0.56

55




Learning Support

7 to 8 2 0.22



Itinerant Emotional Support

7 to 8 2 0.22



Type: ClassandPosition Implementation Date: August 27, 2014 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




Learning Support

6 to 8 8 0.89




6 to 6 1 0.11




PROGRAM SEGMENTS



Age Range

Caseload FTE

RD Wilson An Elementary

A building in which

Supplemental (Less Than

Learning Support

7 to 8 5 0.6

56

School Building

General Education programs are operated

80% but More Than 20%)

RD Wilson An Elementary School Building



7 to 7 1 0.1




Emotional Support

7 to 7 2 0.2




5 to 5 1 0.1




PROGRAM SEGMENTS



Age Range

Caseload FTE




Learning Support

8 to 8 1 0.09




9 to 11 10 0.91



Type: Position Implementation Date: August 27, 2014 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide)

57

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




8 to 9 6 0.43




Learning Support

10 to 11

3 0.21




8 to 10

3 0.21




Emotional Support

9 to 10

2 0.14



Type: Class Implementation Date: August 27, 2014 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




Autistic Support

8 to 11 8 1



Type: Class

58

Implementation Date: August 27, 2014 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




Autistic Support

5 to 6 4 0.8

Robert D. Wilson An Elementary School Building


Full-Time Special Education Class

Autistic Support

6 to 6 1 0.2




PROGRAM SEGMENTS



Age Range

Caseload FTE

Western Wayne Middle School

A Middle School Building



Learning Support

11 to 14

7 0.58





Learning Support

12 to 15

5 0.42



Type: Position Implementation Date: August 27, 2014 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide)

59

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





Learning Support

11 to 13

7 0.41





11 to 13

9 0.53





Emotional Support

12 to 12

1 0.06




PROGRAM SEGMENTS


Age Range

Caseload FTE





10 to 13

18 1




60

PROGRAM SEGMENTS



Age Range

Caseload FTE





Emotional Support

12 to 14

7 0.5





11 to 12

4 0.29





Learning Support

11 to 14

3 0.21




PROGRAM SEGMENTS


Age Range

Caseload FTE





11 to 13

19 1




PROGRAM SEGMENTS



Age Range

Caseload FTE

61

Western Wayne High School

A Junior/Senior High School Building



17 to 17

1 0.06





Emotional Support

17 to 17

1 0.06





14 to 18

13 0.81





Learning Support

15 to 15

1 0.06




PROGRAM SEGMENTS



Age Range

Caseload FTE





15 to 18

5 0.33





Learning Support

16 to 16

1 0.06


A Junior/Senior

A building in which


15 to 16

3 0.2

62

High School Building

General Education programs are operated





Emotional Support

15 to 17

6 0.4




PROGRAM SEGMENTS



Age Range

Caseload FTE





Multiple Disabilities Support

12 to 20

5 1

Justification: There are limited options in the consortium for multi-handicapped support. Parents have signed waiver for support of this placement.




PROGRAM SEGMENTS



Age Range

Caseload FTE



A building in which General Education programs are


15 to 17

4 0.27

63

operated





Learning Support

15 to 18

11 0.73




PROGRAM SEGMENTS


Age Range

Caseload FTE





14 to 16

16 0.94





15 to 15

1 0.06




PROGRAM SEGMENTS



Age Range

Caseload FTE





Learning Support

14 to 14

1 0.05

64





14 to 18

16 0.89





17 to 17

1 0.06

Program Position #21

Operator: School District PROGRAM SEGMENTS



Age Range

Caseload FTE



Itinerant Speech and Language Support

5 to 11 9 0.15

Justification: Speech and Language Support students are seen in groups of only a three year age span.





11 to 15

34 0.55





14 to 20

19 0.3



Operator: School District PROGRAM SEGMENTS


Age Range

Caseload FTE




5 to 11 30 0.7





5 to 11 13 0.3



65

Operator: Multiple Districts PROGRAM SEGMENTS


Age Range

Caseload FTE




5 to 11 21 0.4






Age Range

Caseload FTE



Itinerant Deaf and Hearing Impaired Support

11 to 11

1 0.05




10 to 11

2 0.1





12 to 12

2 0.1





16 to 17

5 0.24




Age Range

Caseload FTE



Itinerant Blind or Visually Impaired Support

5 to 5 1 0.1




Itinerant Blind or Visually Impaired Support

12 to 12

3 0.3

66

Special Education Support Services

Support Service Location Teacher FTE

Director, Special Education Various Buildings 1

Assistant Director, Special Education Various Buildings 1

School Psychologist Various Buildings 2

Social Worker RD Wilson and EverGreen Elementary 1

Social Worker Middle School and High School 1

Occupational Therapist Various Buildings 1

Guidance Counselor, Special Education High School 1

Paraeducators Various Buildings 20

Personal Care Assistants Various Buildings 15

Special Education Contracted Services

Special Education Contracted Services Operator Amt of Time per Week

Orientation and Mobility Intermediate Unit 60 Minutes

67

Needs Assessment

Record School Patterns

Question:

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

identify among your schools?

What other information do you still need to assess?

Answer:

This question has not been answered.

District Accomplishments

Accomplishment #1:

More than 3/4 of students in grades 3, 4 and 5 are proficient or advanced in Reading, Math

and Science

Approximately 45% of students in grades 3, 4 and 5 are advanced in Math

Approximately 30% of students in grades 3, 4 and 5 are advanced in Reading

Approximately 50% of students in grades 3, 4 and 5 are advanced in Science

The proficiency rates in 4th grade increased from 77% in Math and 67% in Reading in 2013

to 85% in Math and 80% in Reading in 2014

The proficiency rate in 5th grade Writing in creased from 41% in 2013 to 66% in 2014

More than 2/3 of the students in grades 6, 7 and 8 are advanced or proficient in Math

More than 2/3 of the students in grades 6, 7 and 8 are advanced or proficient in Reading

Almost 2/3 of the students in grades 6,7 and 8 are advanced or proficient in Science

Almost 3/4 of the students in grades 6, 7 and 8 are advanced or proficient in Writing

Over 90% of students taking Algebra in 8th grade are proficient or advanced on the Algebra

Keystone Exam

Approximately 3/4 of students in high school are advanced or proficient on the Algebra

Keystone Exam by the end of their 11th grade year

68

Almost 80% of students in high school are advanced or proficient on the Literature Keystone

Exam by the end of their 11th grade year

More than 2/3 of student sin high school are advanced or proficient on the Biology Keystone

Exam by the end of their 11th grade year.

The proficiency rate on the Biology Keystone Exam increased from 55.70% in 2013 to

70.51% in 2014

The average SAT scores for seniors has increased steadily since 2008 when the average

verbal score was 454 and the average math score was 455 to an average verbal score of 501

for and an average math score of 513 in 2014

ACT scores have met state averages over the past 5 years

Advanced Placement scores of 3 or better have increase from 40% in 2012 to 51% in 2014

District Concerns

Concern #1:

Student growth, as measured by the PVAAS system, has been stagnant since the baseline

year of 2012-2013. While some increases in growth were made in some areas in 2013-2014,

district-wide growth data needs improvement.

District-wide math achievement has decreased.

Prioritized Systemic Challenges

Systemic Challenge #1 (System #2) Establish a district system that fully ensures the consistent

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

Aligned Concerns:

Student growth, as measured by the PVAAS system, has been stagnant since the

baseline year of 2012-2013. While some increases in growth were made in some

areas in 2013-2014, district-wide growth data needs improvement.


69

Systemic Challenge #2 (System #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:





Systemic Challenge #3 (System #9) Establish a district system that fully ensures each member of

the district community promotes, enhances and sustains a shared vision of positive school climate

and ensures family and community support of student participation in the learning process.

Aligned Concerns:





70

District Level Plan

Action Plans

Goal #1: 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.

Indicators of Effectiveness:

Type: Annual

Data Source: Classroom observations and examples of student work.

Specific Targets: Teacher anecdotal reports in team meetings, survey data of instructional practices, student achievement data.

Strategies:

Danielson Framework for Teaching

Description:

Classroom observational practices and teacher development based upon the work of Charlotte Danielson.

SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction

Implementation Steps:

Classroom Observations

Description:

Utilize a differentiated supervisory model with teachers to include clinical observations and portfolios.

71

Start Date: 8/27/2014 End Date: 5/29/2015

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

Education, Student Services, Gifted Education, Educational Technology

Supported Strategies: None selected

72

Appendix: Professional Development Implementation

Step Details

LEA Goals Addressed:

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

Start End Title Description

8/27/2014 5/29/2015 Classroom Observations Utilize a differentiated supervisory model with teachers to include clinical

observations and portfolios.

Person Responsible SH S EP Provider Type App. Supervisors 1.5 3 150 Western Wayne School District School

Entity No

Knowledge Teachers and administrators will gain a deeper knowledge of the teacher effectiveness system, Charlottoe

Danielson's framework, student formative assessment, Webb's Depth of Kowledge

Supportive Research

Pennsylvania Department of Education and SAS mandated programs as well as content provided to districts to

utilize as best practices.

Designed to Accomplish

For classroom teachers, school counselors and education specialists:

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

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

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

73

Empowers educators to work effectively with parents and community partners.

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

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

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

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

Instructs the leader in managing resources for effective results.

Training Format

LEA Whole Group Presentation

Professional Learning Communities

Participant Roles

Classroom teachers

Principals / Asst. Principals

Supt / Ast Supts / CEO / Ex Dir

School counselors

New Staff Other educational

specialists

Grade Levels

Elementary - Primary (preK - grade 1)

Elementary - Intermediate (grades 2-5)

Middle (grades 6-8)

High (grades 9-12)

Follow-up Activities

Team development and sharing of content-area lesson implementation outcomes, with

Evaluation Methods

Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and

74

involvement of administrator and/or peers

Analysis of student work, with administrator and/or peers

Peer-to-peer lesson discussion

Lesson modeling with mentoring

Joint planning period activities

Journaling and reflecting

standards, classroom environment, instructional delivery and professionalism.

Student PSSA data Standardized student assessment

data other than the PSSA

Classroom student assessment data

Participant survey

Review of participant lesson plans

Review of written reports summarizing instructional activity

Portfolio PVAAS, local benchmarking (4sight,

study island)

75

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

Chief School Administrator

76

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 Alvin Hollister on 4/21/2014

Board President

Affirmed by Clayton LaCoe on 4/22/2014

77

Chief School Administrator

Documents

Western Wayne SDww3.westernwayne.org/wp-content/uploads/2016/06/...Oct 06, 2014 · 07/01/2015 - 06/30/2018 . 2 District Profile Demographics 1970C Easton Turnpike Lake Ariel, PA