Jeannette City School District Comprehensive Plan

Transcription

Jeannette City SD
District Level Plan
07/01/2015 - 06/30/2018
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District Profile
Demographics
198 Park St Central Admin Bldg
Jeannette, PA 15644
(724)523-5497
Superintendent: Matthew Hutcheson
Director of Special Education: Stuart Albaugh
Planning Process
In July of 2013, Mr. Stuart Albaugh, Director of Federal Programs, attended a Comprehensive
Planning Process Meeting at IU 28 to begin the process. Upon the conclusion of this meeting, Mr.
Albaugh developed a district self-assessment and invited 50 of the 89 teachers in the Jeannette City
SD to participate. This survey was submitted by October 15, 2013. A parent/stakeholder survey
was also developed on "Survey Monkey." Instructions for this were disseminated via the District
website and letters home to parents. The due date for the survey was November 30, 2013. Albaugh
also attended a Special Education Plan meeting November 15, 2013 at Pittsburgh PaTTAN with Mrs.
Colleen Suchko, WIU 7 Supervisor. Upon completion of these trainings, Mr. Albaugh met with Dr.
Matthew Hutcheson, Superintendent of the Jeannette City SD, to discuss the planning process and
discuss administrative assignments. It was decided that Mr. Matthew Jones, Middle School Principal,
and Ms. Patricia Rozycki, High School Principal, would co-chair the Education Committee. Mr.
William Bell, Technology Director, and Ms. Shelley Muto, Elementary School Principal, would cochair the Technology Committee. Albaugh was designated to chair the Special Education Plan
Committee. Principals and Mr. Albaugh met and invited parents from all grade levels to participate
in the planning process. Each building principal identified three teachers to serve on the planning
committee. Albaugh and Mrs. Suchko identified special education teachers from all three buildings
to serve on the Special Education Committee. Dr. Hutcheson addressed the Board of School
Directors and requested participation on the planning committee. Board Members Mark Gogolsky,
Patty Caralli, and Anita Mash volunteered to participate in the planning process. Parent volunteers
submitted interest to Albaugh via email or phone contact; all responders were asked to serve in the
planning process. It was decided that the Planning Committee would meet December 9, 2013 for an
overview and open discussion of Mission Statement, Vision Statements and Shared Values. A
schedule of January 16, February 24, and March 27 was established for Planning Team meetings.
The Special Education Planning Committee met on February 6 and again on February 27. At the
March 27 meeting, Education Committee members and Technology Committee members decided to
meet in April and May on their own, with the entire team reconvening in June 2014. The plan was
finalized in August 2014 and presented to the Board of School Directors at their Sept. 15, 2014
meeting for approval.
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Mission Statement
The Jeannette City School District will provide each student an effective, rigorous, quality education
in order to become an independent, productive citizen and life-long learner in a global community.
Vision Statement
The vision of the Jeannette City School District is to continue its committment to educational
excellence. To promote student achievement, the district will:
1. Work collaboratively with home and community
2. Encourage each student by providing the support for all learners to exceed their potential
3. Develop social and ethical characteristics that foster student accountability
4. Provide an academic foundation for life-long learning skills that meet the demands of a global
society.
Shared Values
1. All students can learn
2. High quality education is the shared responsibility between students, parents, staff and
community
3. Students will value education if they are provided motivation, guidance, and relevance.
4. A safe and nurturing environment will enhance student achievement
5. Curriculum must evolve to meet the needs of students and the demands of society
6. A focus on academic rigor develops higher level, critical thinking skills
Educational Community
Jeannette City School District serves Jeannette, PA, a 3rd Class city, in Westmoreland County.
Approximately 33% of the city population is at the poverty level according to the latest census data.
This has resulted in 68% of the K-12 student body qualifying for the Free/Reduced Lunch program.
The district is a Schoolwide Title I district, with all three buildings receiving federal funding for
various student programs and initiatives. The major industry in Jeannette is the Elliot Company, an
International Corporation with diverse industries. There is also the Jeannette Glass Factory and
multiple small businesses in the city. The community organizations include the Kiwanis Club, Rotary
Club, Jeannette Business Umbrella Group, Westmoreland/Fayette Private Industry Council, and the
JAYS program. JCSD is involved with multiple initiatives with the Westmoreland Intermediate Unit
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and PATTAN, focusing on curriculum development, RTII restructuring, and special education
programs. The district has also been actively involved in the Math/Science Partnership through
Allegheny Intermediate Unit 3 in the development of a collaborative practices model in all three
buildings. The Jeannette City SD serves 1079 students grades K-12; 582 K-5, 226 6-8 and 271 912. Based on PA Census 2012, 224 students aged 5-17 are receiving educational services through
outside placements, private, parochial or cyber schools. The student population consists of 75%
White (non-hispanic), 13% Black, 11% Multi-racial and 1% Hispanic. With 204 students identified
as in need of special education assistance, Jeannette City SD is currently at 18% of the student
population receiving educational services through an Individualized Education Plan. There are
approximately 29 students with IEP's receiving educational services at placements outside of the
JCSD. 21% of the high school students are involved in vocational, technology education thru Central
Westmoreland Career Technology Center (CWCTC). The high school has also developed a program
to address attendance issues for students failing classes due to unexcused absences. At the
elementary school level, approximately 80 students receive after school tutoring services through
the PIC program. This program serves students on Free/Reduced Lunch demonstrating academic
regression in class. There are 39 teachers at the elementary level, 22 teachers at the middle school
and 27 at the high school. Each building has one principal (3 total) and there are two guidance
counselors; one counselor services 807 students grades K-8 and the other counselor is at the high
school, serving 271 students grades 9-12. In a survey offered to all parents and community
members via the district website, a majority of stakeholders expressed concern over the financial
stability of the JCSD and the possibility of a merger with a neighboring district. There is also an
expressed concern over the curriculum and comparing JCSD curricula to those offered by
neighboring districts. In the survey/needs assessment given to teachers and staff, similar concerns
were expressed about curriculum and financial stability. Community and organizational members
also believe that an emphasis needs to be placed on collaboration between home and school, as well
as an increase in parental involvement in the school. There is a strong sense of school spirit/school
pride and support for the athletic program, performing arts, and academic achievement in the
schools and community.
Planning Committee
Name
Stuart Albaugh
Valerie Barber
Gina Beckwith
William Bell
Brandi Binakonsky
Sheri Binda
Ryan Cameron
Patricia Carelli
Mark Gogolsky
Robert Gregory
Role
Administrator
Middle School Teacher - Regular Education
Elementary School Teacher - Special Education
Instructional Technology Director/Specialist
Community Representative
Secondary School Teacher - Regular Education
Secondary School Teacher - Regular Education
Board Member
Board Member
Business Representative
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Jason Huether
Matthew Hutcheson
Matthew Jones
Richard Klimchock
Juan Macias
Anita Mash
Shelley Muto
Ronald Onderick
Cary Pelzer
William Petko
Albert Rivardo
Instructional Coach/Mentor Librarian
Administrator
Administrator
Ed Specialist - School Counselor
Parent
Board Member
Administrator
Secondary School Teacher - Special Education
Elementary School Teacher - Regular Education
Middle School Teacher - Special Education
Community Representative
Dawn Rivardo
Patricia Rozycki
Sandy Shaw
Christina St. Onge
Colleen Suchko
Stephanie Sunder
Karen Welshons
Parent
Administrator
Elementary School Teacher - Regular Education
Ed Specialist - School Psychologist
Special Education Director/Specialist
Parent
Business Representative
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Core Foundations
Standards
Mapping and Alignment
Elementary Education-Primary Level
Standards
Arts and Humanities
Career Education and Work
Civics and Government
Common Core Standards: English Language Arts
Common Core Standards: Literacy in
History/Social Studies, Science and Technical
Subjects
Common Core Standards: Mathematics
Economics
Environment and Ecology
Family and Consumer Sciences
Geography
Health, Safety and Physical Education
History
Science and Technology and Engineering
Education
Alternate Academic Content Standards for Math
Alternate Academic Content Standards for
Reading
American School Counselor Association for
Students
Early Childhood Education: InfantToddler→Second Grade
English Language Proficiency
Interpersonal Skills
School Climate
Mapping
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Explanation for standard areas checked "Needs Improvement" or "Non Existent":
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Elementary Education-Intermediate Level
Standards
Arts and Humanities
Mapping
Alignment
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Subjects
Economics
Geography
History
Education
Reading
Students
School Climate
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Middle Level
Standards
Arts and Humanities
Subjects
Economics
Geography
History
Mapping
Alignment
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Education
Reading
Students
School Climate
World Language
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High School Level
Standards
Arts and Humanities
Subjects
Economics
Geography
History
Education
Reading
Students
School Climate
World Language
Mapping
Alignment
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Adaptations
No standards have been identified for this content area.
Middle Level
High School Level
Explanation for any standards checked:
Curriculum
Planned Instruction
Curriculum Characteristics
Objectives of planned courses, instructional units or
interdisciplinary studies to be achieved by all students are
identified for each subject area.
Content, including materials and activities and estimated
instructional time to be devoted to achieving the academic
standards are identified.
The relationship between the objectives of a planned course,
instructional unit or interdisciplinary studies and academic
Procedures for measurement of mastery of the objectives of a
planned course, instructional unit or interdisciplinary studies are
identified.
Status
Developing
Developing
Developing
Needs
Improvement
Processes used to ensure Accomplishment:
Course objectives are established based on existing grade level standards. Materials and
resources that include activities have estalished time lines established for presentation and
completion. Emphasis is places on cross-curricular objectives and the marrying of course
contents during grade level meetings.
Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How
the LEA plans to address their incorporation:
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The District is targeting assessment results through portfolios at the District level and team
meeting to ensure that all students are reaching the level of mastery. Through meetings as
content level specialist and with additional training the focus is to implement a data driven
educational system.
identified.
Status
Developing
Developing
Developing
Needs
Improvement
Course objectives are established based on existing grade level standards. Materials and
resources that include activities have estalished time lines established for presentation and
completion. Emphasis is places on cross-curricular objectives and the marrying of course
contents during grade level meetings.
Through grade level meetings the focus of the elementary is to provide an emphasis on
instructional strategies and student performance through the RTI process.
Middle Level
identified.
Status
Developing
Developing
Developing
Developing
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Course objectives are established based on existing grade level standards. Content specific
material objectives are aligned to the course description and instructional objectives.
Materials and resources that include activities have estalished time lines established for
presentation and completion. Emphasis is places on cross-curricular objectives and the
marrying of course contents during grade level meetings. Teachers are required to meet in
content and grade level meeting to ensure consistency and application of instructional
practices.
High School Level
identified.
Status
Developing
Developing
Developing
Needs
Improvement
The development and implementation of Professional Learning Communities consisting of
curriculum and cross-curriculum teachers has been established with specific meeting times
and objectives. Teachers are required to investigate and explore methods of meeting
student needs in mastering objectives and standards
Through grade level meetings the focus of the high school is to provide an emphasis on
instructional strategies and student performance through the RTI process. The
development and implementation of Professional Learning Communities consisting of
curriculum and cross-curriculum teachers has been established with specific meeting times
and objectives. Teachers are required to investigate and explore methods of meeting
student needs in mastering objectives and standards.
Modification and Accommodations
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Explain how planned instruction contains modifications and accommodations that allow all
students at all mental and physical ability levels to access and master a rigorous standards
aligned curriculum.
The District uses an inclusion model for special education students. Decisions for individual
students modifications and accommodations are provided under the direction of the
students IEP with consideration to their ability and performance levels.
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
 Building Supervisors
Provide brief explanation of LEA's process for incorporating selected strategies.
The District provides opportunities for the teachers to meet together as content specialist
or as grade level teachers to address grade level concern, instructional strategies and
student performance issues. The administrators support the content of this meeting
through walkthroughs with a focus on the implementation of instructional strategies.
Through the math science partnership staff members are afforded opportunities to apply
instructional strategies which are reviewed by practicing professionals to improve
instructional delivery practices.
Provide brief explanation for strategies not selected and how the LEA plans to address their
incorporation.
Lesson plans are not monitored by other administrators. The teachers are working to tie
their lesson plans to the common core through their Moodle.
Responsiveness to Student Needs
Instructional Practices
Structured grouping practices are used to meet student needs.
Flexible instructional time or other schedule-related practices are
used to meet student needs.
Status
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
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Differentiated instruction is used to meet student needs.
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
Full
Implementation
Full
Implementation
If necessary, provide further explanation. (Required explanation if column selected was
Status
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Full
Implementation
Full
Implementation
Middle Level
Status
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Full
Implementation
Full
Implementation
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High School Level
Status
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Full
Implementation
Full
Implementation
Recruitment
Describe the process you implement to recruit and assign the most effective and highly
qualified teachers in order to meet the learning needs of students who are below
proficiency or are at risk of not graduating.
The process by which effective and highly qualified teachers are recruited to meet the needs
of at risk students starts with a yearly review of teacher certification. Administrative
personnel ensure all teachers are highly qualified according to their assigned schedule and
class load. The teacher effectiveness model is incorporated to ensure those teachers who
demonstrate effective instructional practices and differentiated instruction and assessment
are assigned to at risk student who are in danger of not graduating. Administrative review
of instructional practices and student performance while enrolled help drive decision
making regarding student/faculty assignments.
Assessments
Local Graduation Requirements
Course Completion
Total Courses
English
Mathematics
Social Studies
SY 1314
SY 1415
SY 1516
SY 1617
SY 1718
SY 1819
23.25
4.00
3.00
3.50
23.25
4.00
4.00
3.00
24.50
4.00
4.00
3.00
25.50
4.00
4.00
3.00
25.50
4.00
4.00
3.00
25.50
4.00
4.00
3.00
15
Science
Physical Education
Health
Music, Art, Family &
Consumer Sciences,
Career and Technical
Education
Electives
Minimum % Grade
Required for Credit
(Numerical Answer)
3.00
1.00
0.50
3.00
1.00
0.50
4.00
1.00
0.50
4.00
1.00
0.50
4.00
1.00
0.50
4.00
1.00
0.50
2.00
2.00
2.00
2.00
2.00
2.00
6.25
6.25
6.00
7.00
7.00
7.00
65.00
65.00
65.00
65.00
65.00
65.00
2014 Graduation Specifics
Identify the method(s) used for determining graduation proficiency for the following sets of
standards. (Check all that apply)
Reading
 Proficiency on State Assessments
 Local Assessments aligned with State Standards
Writing
Mathematics
Local Assessments
Standards
Arts and Humanities
Common Core Standards:
English Language Arts
Literacy in History/Social
Studies, Science and Technical
Subjects
Mathematics
Economics
WA
TD
NAT
DA
PSW
Other
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
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Geography
Health, Safety and Physical
Education
History
Science and Technology and
Engineering Education
World Language
X
X
X
X
X
X
X
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
 Independently validated local assessments.
English Literature
Mathematics
Science & Technology
Environment & Ecology
2017 and beyond Graduation Requirement Specifics
Biology or Chemistry
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American History, Civics/Government, or World History
Methods and Measures
Summative Assessments
Summative Assessments
EEP
EEI
ML
Midterms, Finals, chapter tests,etc
HS
X
Benchmark Assessments
Benchmark Assessments
EEP
EEI
ML
Study Island
HS
X
Formative Assessments
Formative Assessments
EEP
EEI
ML
Exit slips, thumbs, etc.
HS
X
Diagnostic Assessments
Diagnostic Assessments
EEP
EEI
ML
Classroom Diagnostic Tests
HS
X
Validation of Implemented Assessments
Validation Methods
EEP
EEI
External Review
Intermediate Unit Review
LEA Administration Review
Building Supervisor Review
Department Supervisor Review
Professional Learning Community Review
Instructional Coach Review
Teacher Peer Review
Provide brief explanation of your process for reviewing assessments.
ML
HS
X
X
X
X
X
X
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Each week faculty meet by department with their tests to look at Depth of Knowledge
questions on their tests. Faculty is also required to submit lesson plans with standards
attached.
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.
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 Uses
Assessment Data Uses
EEP
EEI
Assessment results are reported out by PA
assessment anchor or standards-aligned learning
objective.
Instructional practices are identified that are
linked to student success in mastering specific PA
assessment anchors, eligible content or
standards-aligned learning objectives.
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.
Instructional practices modified or adapted to
increase student mastery.
ML
HS
X
X
X
X
Provide brief explanation of the process for incorporating selected strategies.
Each nine weeks all teachers in the high school are required to submit a Keystone Action
Plan that outlines how they will "attack" the deficiencies our students exhibit on tests. They
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meet in PLC groups about those plans weekly and set goals to incorporate them into their
lessons.
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
Course Planning Guides
Directing Public to the PDE & other Test-related
Websites
Individual Meetings
Letters to Parents/Guardians
Local Media Reports
Website
Meetings with Community, Families and School
Board
Mass Phone Calls/Emails/Letters
Newsletters
Press Releases
School Calendar
Student Handbook
HS
X
X
X
X
X
X
X
Provide brief explanation of the process for incorporating selected strategies.
We send home course description books, we send individual emails, letters and only have
meetings with individual parents when requested because of extreme circumstances.
Provide brief explanation for strategies not selected and how the LEA plans to address their
incorporation.
We feel that we hit all parents with individual letters and emails.
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.
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If your entity has no struggling schools, explain how you will demonstrate continued
growth in student achievement.
The District is currently working with the elementary and the high school to address their
student performance areas. The targeted focus is centered around the RTII process with an
emphasis on student assessment portfolios to monitor student performance.
Programs, Strategies and Actions
Programs, Strategies and Actions
Biennially Updated and Executed Memorandum of
Understanding with Local Law Enforcement
School-wide Positive Behavioral Programs
Conflict Resolution or Dispute Management
Peer Helper Programs
Safety and Violence Prevention Curricula
Student Codes of Conduct
Comprehensive School Safety and Violence
Prevention Plans
Purchase of Security-related Technology
Student, Staff and Visitor Identification Systems
Placement of School Resource Officers
Student Assistance Program Teams and Training
Counseling Services Available for all Students
Internet Web-based System for the Management
of Student Discipline
EEP
EEI
ML
HS
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Explanation of strategies not selected and how the LEA plans to address their
incorporation:
The District does not have the resources available to implement a school resource officer
program. The District is seeking opportunities to purchase monitoring equipment to ensure
visual surveillance and review of all areas located within and around the campus.
Identifying and Programming for Gifted Students
1. Describe your entity's process for identifying gifted children.
2. Describe your gifted special education programs offered.
The District offers a gifted program for qualifying students who have been identified by staff
or upon a request for testing to qualify for the program by the parents. Upon notifying the
LEA Designee for the district that they want their child tested, parents receive a permission
to evaluate. Once the signed permission is returned, the student is tested by the school
psychologist to determine if he/she qualifies for the gifted program. The testing consists of
an assessment of intelligence, visual/motor development, adaptive and behavioral
checklists, teacher/parent observations, and a review of student records. There are two
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teachers employed by the district to teach the gifted program. One teacher covers the K-6
students and the other handles 7-12 grade students. The current gifted program is under
review and is being revised. JCSD has become actively involved in the Westmoreland
Intermediate Unit gifted teacher initiative, providing the teachers an opportunity to
collaborate with colleagues from other districts. The structure and offerings of the gifted
program is another focus of the revision of the program. Currently, gifted students are
pulled from classes to participate in the program, activities and offerings. JCSD is looking at
revising this and developing a program that is more individually focused. By consulting
surrounding districts and involving WIU 7 personnel, the district hopes to provide a
rigorous, challenging gifted program that will meet student needs.
Developmental Services
Developmental Services
Academic Counseling
Attendance Monitoring
Behavior Management Programs
Bullying Prevention
Career Awareness
Career Development/Planning
Coaching/Mentoring
Compliance with Health Requirements –i.e.,
Immunization
Emergency and Disaster Preparedness
Guidance Curriculum
Health and Wellness Curriculum
Health Screenings
Individual Student Planning
Nutrition
Orientation/Transition
RtII
Wellness/Health Appraisal
EEP
X
X
X
EEI
X
X
X
ML
X
X
X
HS
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Explanation of developmental services:
The Jeannette City School District provides multiple programs and services to assist
students in developmental needs. There is a Guidance Counselor in each building, as well as
School-Based Mental Health services offered by Family Behavioral Services. Student
Assistance Programs and teams exist in all schools, and provide students opportunities to
discuss issues with trained personnel through the St. Vincent Prevention program. The
Oleweus Bullying Prevention Program in the ES and MS has been implemented and is used.
The HS has addressed bullying through counseling and the Community in Schools program.
Monthly fire drills and annual emergency drill are conducted in all schools. Safe school
programs are reviewed with students and staff.
Response to Instruction and Interventions programs and elements exist in all JCSD schools.
Nursing services are provided in all schools. The school nurses conduct vision and hearing
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screenings as well as daily medical needs that arise. The nurses also address nutrition on
an individual basis. Nutrition remains part of the health curriculum and family and
consumer science programs. All three schools conduct new student orientations and open
house programs. There is a transition program being developed from school to school to
ease student and parent anxiety. The high school has a post-secondary transition program
addressing needs of all students. The students with special education needs have a PAES
Lab program to develop employment skills and focus on career exploration.
Diagnostic, Intervention and Referral Services
Diagnostic, Intervention and Referral Services
Accommodations and Modifications
Administration of Medication
Assessment of Academic Skills/Aptitude for
Learning
Assessment/Progress Monitoring
Casework
Crisis Response/Management/Intervention
Individual Counseling
Intervention for Actual or Potential Health
Problems
Placement into Appropriate Programs
Small Group Counseling-Coping with life
situations
Small Group Counseling-Educational planning
Small Group Counseling-Personal and Social
Development
Special Education Evaluation
Student Assistance Program
EEP
EEI
ML
HS
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Explanation of diagnostic, intervention and referral services:
The Jeannette City School District provides multiple programs and services to assist
students in developmental needs. There is a Guidance Counselor in each building, as well as
School-Based Mental Health services offered by Family Behavioral Services. Student
Assistance Programs and teams exist in all schools, and provide students opportunities to
discuss issues with trained personnel through the St. Vincent Prevention program. The
Oleweus Bullying Prevention Program in the ES and MS has been implemented and is used.
The HS has addressed bullying through counseling and the Community in Schools program.
Monthly fire drills and annual emergency drill are conducted in all schools. Safe school
programs are reviewed with students and staff.
Response to Instruction and Interventions programs and elements exist in all JCSD schools.
Nursing services are provided in all schools. The school nurses conduct vision and hearing
screenings as well as daily medical needs that arise. The nurses also address nutrition on
an individual basis. Nutrition remains part of the health curriculum and family and
consumer science programs. All three schools conduct new student orientations and open
house programs. There is a transition program being developed from school to school to
ease student and parent anxiety. The high school has a post-secondary transition program
23
addressing needs of all students. The students with special education needs have a PAES
Lab program to develop employment skills and focus on career exploration.
Consultation and Coordination Services
Consultation and Coordination Services
Alternative Education
Case and Care Management
Community Liaison
Community Services Coordination (Internal or
External)
Coordinate Plans
Coordination with Families (Learning or
Behavioral)
Home/Family Communication
Managing Chronic Health Problems
Managing IEP and 504 Plans
Referral to Community Agencies
Staff Development
Strengthening Relationships Between School
Personnel, Parents and Communities
System Support
Truancy Coordination
EEP
EEI
ML
HS
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Explanation of consultation and coordination services:
The Jeannette City SD does provide alternative education at the MS and HS level for those
students who interventions and strategies have not been successful. There are
circumstances for students with special needs at all building levels that an IEP Team may
determine alternative or outside placement that would best meet the needs of the student.
Referrals to community agencies occur through the SAP process, as well as when families
contact the Office of Student Services for assistance. This office also manages IEP’s and
504’s for identified students.
The LEA provides multiple staff development opportunities for teachers and
paraprofessionals. Focus of these programs are on building initiatives, but also district
focuses on parent engagement and dealing with students from poverty and those exhibiting
behavioral issues.
Communication of Educational Opportunities
Communication of Educational Opportunities
Course Planning Guides
Directing Public to the PDE & Test-related
Websites
Individual Meetings
EEP
EEI
ML
HS
X
X
X
X
X
X
X
X
X
X
X
X
24
Local Media Reports
Website
Meetings with Community, Families and Board of
Directors
Mass Phone Calls/Emails/Letters
Newsletters
Press Releases
School Calendar
Student Handbook
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
EEP
EEI
ML
HS
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Communication of Student Health Needs
Communication of Student Health Needs
Individual Meetings
Individual Screening Results
Website
Meetings with Community, Families and Board of
Directors
Newsletters
School Calendar
Student Handbook
Frequency of Communication
Elementary Education - Primary Level
 Yearly
Elementary Education - Intermediate Level
 Yearly
Middle Level
 Yearly
High School Level
 Yearly
Collaboration for Interventions
Describe the collaboration between classroom teachers and individuals providing
interventions regarding differing student needs and academic progress.
25
The teachers are provided time in which they can have RTII communication to address
individual student needs and planning concerns. the elementary teachers have one period
weekly to conduct these meetings at their individual grade levels. The middles school
teachers meet periodicly and the high school teachers meet weekly to conduct these
meetings at their individual grade levels.
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.
2.
3.
4.
Child care
After school programs
Youth workforce development programs
Tutoring
Through a kindergarten transition program the District meets annually with providers and
conducts multiple preregistration activities to encourage home/school outreach.
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 District works with EI to coordinate activities.
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
Developing
26
and skills
A robust supply of high quality aligned instructional materials and
resources available
Accessibility for students and teachers is effective and efficient
Differentiated and equitably allocated to accommodate diverse
levels of student motivation, performance and educational needs
Developing
Developing
Developing
Provide explanation for processes used to ensure Accomplishment.
Alignment to standards has been established though a series of standards that have been
established for purchasing and application of materials. Instructional material that is
purchased must meet criteria that ensure it is aligned and accessible to all students in the
school. These materials include the Study Island Reading/Math/Science programs,
including benchmark testing program; ReThink student progress and behavior monitoring
program; and the iReady math and reading online student tutorial program. Yearly
curriculum posting and reviews by staff and curriculum leaders have been established to
ensure alignments with the standards as established by the state. All materials and
resources are made available to all students throughout the district.
Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA
plans to address their incorporation:
and skills
resources available
Status
Developing
Developing
Developing
Developing
27
Middle Level
and skills
resources available
Status
Developing
Developing
Developing
Developing
High School Level
and skills
resources available
Status
Developing
Developing
Developing
Developing
28
SAS Incorporation
Standards
Arts and Humanities
Common Core Standards: Literacy in History/Social Studies, Science
and Technical Subjects
Economics
Geography
Status
Implemented in
50% or more of
district
classrooms
Full
Implementation
Implemented in
50% or more of
district
classrooms
Full
Implementation
Full
Implementation
Full
Implementation
Full
Implementation
Implemented in
50% or more of
district
classrooms
Not Applicable
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
29
History
Science and Technology and Engineering Education
Alternate Academic Content Standards for Reading
American School Counselor Association for Students
Early Childhood Education: Infant-Toddler→Second Grade
School Climate
Full
Implementation
Full
Implementation
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Not Applicable
Not Applicable
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Further explanation for columns selected "
Adminstrative emphasis has been placed on SAS materials and resources during in-service
training events. Ongoing and updated training and professional devleopment have
presented all staff members access to the resources available. District adminstration has
indicated to staff that SAS materials and resources should be used in planning and delivery
of material. During both formal and informal observations district adminstration notes and
records teacher applications of such resources. Utilizing the Teacher Effectiveness
Evaluation model, district administration encourages and has placed expectations on
teaching staff to develop and implement SAS materials and resources into lessons. The
administration monitors these expectations during informal walk-through evaluations and
formal observations, as well as the ongoing discussion of instructional programs and
practices.
Standards
Arts and Humanities
Status
Implemented in
50% or more of
district
classrooms
Full
Implementation
30
Economics
Geography
History
School Climate
Implemented in
50% or more of
district
classrooms
Full
Implementation
Full
Implementation
Full
Implementation
Full
Implementation
Implemented in
50% or more of
district
classrooms
Not Applicable
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Full
Implementation
Full
Implementation
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Not Applicable
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
31
Adminstrative emphasis has been placed on SAS materials and resouces during in-service
practices.
Middle Level
Standards
Arts and Humanities
Economics
Geography
History
Status
Implemented in
50% or more of
district
classrooms
Full
Implementation
Implemented in
50% or more of
district
classrooms
Full
Implementation
Full
Implementation
Full
Implementation
Full
Implementation
Full
Implementation
Implemented in
less than 50% of
district
classrooms
Full
Implementation
Implemented in
50% or more of
district
classrooms
Full
Implementation
32
School Climate
World Language
Full
Implementation
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Not Applicable
Not Applicable
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
practices.
High School Level
Standards
Arts and Humanities
Status
Full
Implementation
Full
Implementation
Full
Implementation
Full
Implementation
33
Economics
Geography
History
School Climate
World Language
Full
Implementation
Full
Implementation
Implemented in
less than 50% of
district
classrooms
Full
Implementation
Full
Implementation
Implemented in
less than 50% of
district
classrooms
Full
Implementation
Full
Implementation
Full
Implementation
Full
Implementation
Full
Implementation
Full
Implementation
Not Applicable
Full
Implementation
Full
Implementation
Full
Implementation
practices. We have incorporated a STEAM lab year round, cycle classes that deal with
34
lifeskills, technology, finance and a project based portfolio defined by community service as
a graduation project. We have a zero percent ESL population. Georgraphy is taught in
grade seven, and we teach economics to all students in the cycle classes.
Professional Education
Characteristics
District’s Professional Education Characteristics
Enhances the educator’s content knowledge in the
area of the educator’s certification or assignment.
Increases the educator’s teaching skills based on
effective practice research, with attention given to
interventions for struggling students.
Increases the educator's teaching skills based on
effective practice research, with attention given to
interventions for gifted students.
Provides educators with a variety of classroombased assessment skills and the skills needed to
analyze and use data in instructional decision
making.
Empowers educators to work effectively with
parents and community partners.
District’s Professional Education Characteristics
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 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.
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.
EEP
EEI
ML
HS
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
EEP
EEI
ML
HS
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Provide brief explanation of your process for ensuring these selected characteristics.
The LEA has promoted professional education/staff development at both the district and
building levels. District initiatives include Special Education training, collaborative teaching
35
strategies, working with students in poverty, and parent engagement. Building level
activities include development of Professional Learning Communities, standards-based
reports cards, use of PVAAS data in developing differentiated instructional plans, School
Performance and the Teacher Effectiveness model.
incorporation.
Strategies Ensuring Fidelity
 Professional Development activities are based upon detailed needs assessments that
utilize student assessment results to target instructional areas that need strengthening.
 Using disaggregated student data to determine educators’ learning priorities.
 Professional Development activities are based upon detailed needs assessments that
utilize student assessment results to target curricular areas that need further
alignment.
 Professional Development activities are developed that support implementation of
strategies identified in your action plan.
 Clear expectations in terms of teacher practice are identified for staff implementation.
 An implementation evaluation is created, based upon specific expectations related to
changes in teacher practice, which is used to validate the overall effectiveness of the
professional development initiative.
 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).
District administration participates in professional development activities. Throughout the
process district administration not only will provide teacher expectations for
implementation but will also evaluate the effectiveness of the training throughout the
school year. This will be done in two ways; the teacher effective model which has been
implemented with 100% participation and comprehensive evaluation of student data as it
relates to teacher instruction.
incorporation.
The EA will apply the teacher effectiveness model specifically focusing on the student
results that directly correlate to the professional development. In planning future
professional development, the EA will stay current educational trends as they relate to
student performance and direct professional development as necessary.
36
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 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.
All new faculty will participate in a teacher induction program. The program will be begin
with a new teacher orientation prior to the school year beginning. This orientation includes
an introduction to school district policies and procedures including student and faculty
handbooks. New faculty will be presented with the school emergency action plan including
evacuation and lock-down procedures specific to their building. In addition all new faculty
will be given their professional log-in information for district emails, and other web based
programs needed by the staff. This also includes log-in procedures for students in
preparation for the beginning of the school year. Lastly, teachers are taken on a tour of the
school district facilities in order to become familiar with the various buildings and facilities
in the district. Following the tour the new faculty meet up with their assigned mentor
teacher at a luncheon in preparation for the upcoming year. At the luncheon both mentor
and inductee are presented with the "Teacher Induction Program" paperwork to be
completed during the balance of the school year.
The Teacher Induction Program is to be completed by all new staff during their first year in
the school district. The Teacher Induction Program shares the (A) Purpose (B) Needs
Assessment (C) Mentor Teacher (D) Implementation and (E) Roles and Responsibilities of
Team Members. The Domain Rubric by which all faculty are evaluated is included for
review. The Mentor and inductee are to meet and discuss 4 pre-determined topics during
the year that have been established as significant points of discussion by district
adminstration. Those 4 points of discussions include 13 sub-points that include
37
standards, questioning strategies, data driven instruction, technology, classroom
management, discipline, student problems, assessment, learning styles, special needs,
parent conferences, lesson plans, and report cards/progress reports. Inductee are to
record the dates and summarize the discussions with their mentors. In addition to the
guided meetings both teachers are to have monthly meetings to discuss any
issues/problems or points of discussion that must be addressed.
Additionally, as a part of the teacher induction program new faulty must observe 4 different
classroom teachers during the school year. They must record the date and reflect on each is
a summarized written report. New faculty must also record all staff-development or inservice events they attend during the year. The date, topic, and a summary that includes
application to their classroom or content area must be included. Lastly, those mentor
and inductee must complete a series of questions in regards to the year and the induction
process.
The last and final step in the process is the presentation of the teacher induction program to
the building adminstration. As a part of the semi-annual evaluation process the new faculty
member will meet with their building principal to review the updated evaluation. The
Induction Program presentation will be included in the end of the year evaluation meeting.
During that time a comprehensive meeting will be held and the entire program reviewed. If
deemed satisfactory by the building principal both parties will sign and copies made for
both the new teacher and for the personnel file.
incorporation.
The LEA will provide an outline to staff of endorsed professional development initiatives.
These initiatives shall be researched based and applicable to the educational needs of the
students and instructional goals of the district. The initiatives shall align with
building/district level data and include both state standardized tests and established local
assessments designed for data collection and analysis.
Needs of Inductees

Frequent observations of inductee instructional practice by a coach or mentor to
identify needs.

Frequent observations of inductee instructional practice by supervisor to identify
needs.

Regular meetings with mentors or coaches to reflect upon instructional practice to
identify needs.

Student PSSA data.
38

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.

Information collected from previous induction programs (e.g., program evaluations
and second-year teacher interviews).
Inductees are required to complete a school district established Teacher Induction
Program. The induction program has pre-determined criteria that must be completed by
the inductee including but not limited to observations by both the mentor and the building
principal. These include both walk-through and formal period long observations. At a
minimum a mentor and inductee must meet monthly with an additional thirteen meetings
that must occur to discuss outlined criteria in the program.
Inductees are presented during initial in-service meeting with PSSA and building level
application of the data. During team and content area meetings that are scheduled by
administration inductees will review and present formative and summative assessment and
provide copies for building administration in assessment portfolios. Inductees will submit
their lesson plans weekly to their building administrator for review.
At the completion of the year the teacher induction program portfolio must be submitted to
the building administrator for review. This portfolio includes all meeting, trainings, and
observations. The inductee must provide a written report summarizing each of these
events that have occurred during the year. Lastly, the inductee and mentor must complete a
questionnaire that addresses the effectiveness and usage of the teacher induction program
provided by the school district. That information is used to evaluate the teacher induction
program on a yearly basis and make changes based on trending as noted in the
questionnaire.
Provide brief explanation for strategies not selected and you plan to address their
incorporation.
Inductees will be provided a list of district initiatives that are endorsed by the LEA as
approved instruction strategies and practices. These instructional strategies and practices
will be research based and applicable as it pertains to the available data.
39
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,
coaching and conferencing skills, problem-solving skills and knowledge of adult learning
and development).
 Mentors and inductees must have compatible schedules so that they can meet
regularly.
Mentor teachers are considered appropriate based on previous work performance and area
of certification. In order to be considered as a mentor a teacher must have either a
distinguished or proficient evaluation. Mentor teachers must exhibit a professional
responsibility to learn and expand their instructional strategies as indicated in their yearly
evaluation. Attempts are made to team a mentor with an inductee according to grade level
or content area to ensure matching schedules and compatibility of content and materials.
All effort is made during scheduling to ensure that both mentor and inductee share common
planning time.
Each mentor is requested by building adminstration and not assigned to ensure a
willingness to provide the services to the inductee. Each mentor reviews their job
description along with the teacher induction program with building administration prior to
accepting the assignment. Once the mentor has agree the building administrator provide
the mentor with a comprehensive job description and list of responsibilities that must be
completed by the mentor during the induction process.
Provide brief explanation for characteristics not selected and how you plan to address their
incorporation.
Induction Program Timeline
Topics
Code of Professional Practice and Conduct for
Educators
Assessments
Best Instructional Practices
Safe and Supportive Schools
Standards
Aug- Oct- Dec- Feb- Apr- JunSep Nov Jan Mar May Jul
X
X
X
X
X
X
X
X
X
X
X
40
Curriculum
Instruction
Accommodations and Adaptations for diverse
learners
Data informed decision making
Materials and Resources for Instruction
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
If necessary, provide further explanation.
The induction program time line goes on during the entire school year with all possible
categories introduces to teaches at the beginning of the year. Inductees will have ongoing
training through in-service, team/content area meetings, and mentor meetings in areas of
Best Instructional Practices, Accommodations, and Data Informed Decision Making. As
shifts occur and data is collected on students throughout the year using benchmark
assessment teachers will modify to best meet the needs of the students. Action plans are
required of all staff to address the new information that is collected quarterly on students.
This information has a significant impact Instructional Practices, Accommodations, and
Data Informed Decision Making.
Monitoring Evaluating and Induction Program
Identify the procedures for monitoring and evaluating the Induction program.
The Induction Program is monitored yearly and evaluated by all district level staff. Inductee
and mentor teacher questionnaire results are considered yearly as the the program is
completed and submitted. District administration also considers school district initiative
that must be contained in the sub-topics that must be discussed and summarized by all
inductees and their mentor. Shifting trends and state mandates such as Act 82 are
included. Lastly, a comparative assessment between the formal teacher evaluation and the
inductee presentation of the teacher induction program is completed by the building
administrator. A correlation between the teacher effectiveness model evaluation and the
inductees ability to complete the teacher induction program in a comprehensive manner.
Recording Process
Identify the recording process for inductee participation and program completion. (Check
all that apply)

Mentor documents his/her inductee's involvement in the program.

A designated administrator receives, evaluates and archives all mentor records.

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.
41
Special Education
Special Education Students
Total students identified: 204
Identification Method
Identify the District's method for identifying students with specific learning disabilities.
The JCSD utilizes the discrepancy model to identify students with specific learning
disabilities. JCSD currently abides by the Pennsylvania SLD (Specific Learning Disability)
Guidelines delineating the four aspects of the SLD definition which requires the following
inclusionary and exclusionary eligibility criteria for SLD determination:
Inclusionary:
1. Failure to achieve adequately for the child’s age or meet state-approved grade level
standards in one or more of the following eight areas:

Oral expression

Listening comprehension

Written expression

Basic reading skill

Reading fluency skill

Reading comprehension

Mathematics calculation

Mathematics problem solving
2. Discrepancy Model: “A process that examines whether a child exhibits a pattern of
strengths and weaknesses, relative to intellectual ability as defined by a severe discrepancy
between intellectual ability and achievement relative to age or grade”.
RtI: Lack of progress in response to scientifically based instruction.
Although the JCSD does not have a formal Response to Instruction and Intervention (RtII)
plan approved by the Department of Education at this time, the district has embraced an
RtII model for grades K-5 to support struggling learners through a three-tiered framework
of support. The district bekieves that with the foundation it has established in developing its
RtII Toolkit and continued professional development activities through WIU/PaTTAN, as
outlined in the Current Program Strengths and Highlights, that it will be able to submit a
plan in the future.
42
3. Rule out:

Vision, hearing, or motor problems

Intellectual Disability

Emotional Disturbance

Cultural and/or environmental issues

Limited English proficiency
4.Rule out lack of instruction by documenting:

Appropriate instruction by qualified personnel

Repeated assessments
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
JCSD has a population of students identified as in need of special education services at
18.2%, which is above the state 15.3% expectation rate. This includes data of specific
learning disability at 7.5% above the state level and speech or language impairment that is
7.0% above the state level. To address this concern, JCSD intends on implementing the
Response To Instruction and Interventions (RTII) model of providing students class
activities and techniques to address concerns. While JCSD does not have a RtII plan
approved by the Department of Education at this time, the district has embraced an RtII
model for grades K-5 to support struggling learners through a three-tiered framework of
support. The district believes the foundation it has established in developing its RtII Toolkit,
continued professional development activities through WIU/PaTTAN in addressing
differentiated instruction, teaching students from poverty, developing and implementing
modifications/accommodations will assist in dealing with the discrepancy between state
and LEA rates. The LEA plans on looking at current data collection process and procedures
and making revisions to assist teachers in utilizing data to design instructional practices
that meet individual needs.
Non-Resident Students Oversight
43
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?
JCSD has no 1306 institution within the district.
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).
The JCSD receives information from outside facilities when students are incarcerated. This
information is shared with building principals, building secretaries, Guidance Counselors,
and special education personnel if the student has an IEP. The LEA office is responsible to
continue tracking students and maintaining compliance for these students. The LEA office
is required to update Permissions, Evaluations, IEP’s and NOREP’s as provided by the
correctional institution. Communication between the LEA, the School Psychologist, IU
Special Education Supervisor and the correctional institution is coordinated by the LEA in
order to maintain compliance and transition plans for discharge.
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.
LRE Data Analysis shows that JCSD did not meet targets in the School Performance
Profile in the areas of special education students inside regular classes 80% or more
44
and in the number of special education students in other settings.
Additions and areas of emphasis that JCSD will be focusing on to address these concern
include: Dealing with students in Poverty, Literacy Awareness programs (Halloween Event,
PART program, Dinner with Santa, Spring Safari, Summer Reading Academy), County
Detective Drug Awareness Program, Disability Awareness/Roles of Personnel binders, TAC
Team through IU 7, Involvement in EI Meetings for transitioning students, the addition of
Intensive Learning Support classes, the addition of ReThink Progress Monitoring/Student
Intervention program. The LEA believes in utilizing a tiered approach in developing
instructional programs to meet individual needs. therefore, continued staff development in
differentiated instruction, classroom interventions, and the RTII model will continue to be
presented for staff enrichment and growth.
Other programs the LEA is involved in with other agencies include: Waypoint training,WIU
behavior specialists consultations for FBAs, positive behavior support plans, and classroom
management techniques,CPI training,CWCTC,Work Discovery opportunities,Psychiatric
evaluations available at WIU
JCSD, in developing the Intensive Instructional Support Classes, was able to keep 11
students in the neighborhood school that would have been placed into other outside
programs. During this cycle, JCSD intends to develop an additional classroom to address
students with these needs in collaboration with WIU. The program would allow K-2, 3-5,
and 6-8 classes to be established to meet the needs of students who may otherwise require
an outside placement. These classes are designed to address the 11.4% of our students in
Outside Placements (School Year 11-12 data). Long term goals would be that involvement
in the district program would decrease the 50.9% (School Year 11-12) of students in
regular education classes for more than 80% of the day.
LRE Facilities
Currently, JCSD has 26 students (as of February 1st 2014) in educational programs outside
of the district. The facilities have remained the same with the following exceptions:
Added: Western PA School of the Deaf, Easter Seals School, Greensburg Partial,
Crossroads/ITES.
Removed: Resolve West, McCullough Elementary School
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.
45
JCSD continues to employ the behavior strategies and supports presented by WIU in the
Behavioral Support Policy manual. The local school board approves this action annually as
required by the state. Currently, JCSD is in a state of transitioning from independently
providing special education teachers and classes to returning to WIU for these services.
These efforts will continue throughout the duration of this cycle, as openings due to
transfer, dismissal, retirement, or death occur. The JCSD continues to utilize WIU services
for supervisory services. Physical and Occupational Therapy servicesare now contracted
through ARS (Advantage Rehabillitation Services), since WIU no longer provides these
programs. The district now employes a School Psychologist, also due to the discontinuation
of these services by WIU. The district Functional Behavioral Assessments (FBA) and
subsequent Positive Behavior Support Plans (PBSP) are areas that staff development and
training will focus upon during the upcoming cycle. The LEA has also instituted Schoolbased Mental Health through the Family Behavioral Agency to provide students and families
services. The JCSD continues participation in the Student Assistance Program (SAP) offered
through the St. Vincent Prevention Projects at St. Vincent College in Latrobe, PA. Programs
in conjunction with SAP, the Olweus Bully-Prevention Program, participation in with the
Office of Vocational Rehabilitation program (OVR) and the Remembering Adam drug and
alcohol awareness/prevention program. During the 12-13 school year, special education
teachers, district Personal Care Assistants and school administration staff participated in
de-escalation training through the CPI Non-violent Crisis Intervention program offered at
Westmoreland Intermediate Unit. The LEA intends on providing this training not only to
administration and special education staff, but also to regular education teachers who have
students with disabilities in classes that are less traditional, such as art, family/consumer
science, and physical education.
Intensive Interagency/Ensuring FAPE/Hard to Place Students
1. If the LEA is having difficulty ensuring FAPE for an individual student or a particular
disability category, describe the procedures and analysis methods used to
determine gaps in the continuum of special education supports, services and
education placement options available for students with disabilities.
2. Include information detailing successful programs, services, education placements
as well as identified gaps in current programs, services, and education placements
not available within the LEA. Include an overview of services provided through
interagency collaboration within the LEA.
3. Discuss any expansion of the continuum of services planned during the life of this
plan.
The JCSD has been fortunate in the attempts to place all students requiring services not
readily available in the school district. The relationship with IU 7, neighboring school
districts, and other local providers has enabled JCSD to meet all placement demands. In the
event that placing a student becomes necessary, parents, teachers and administration meet
with the agency(ies) being considered to discuss the educational program and the student
needs and issues. Should an exceptionally difficult situation arise, the district convenes a
46
local interagency meeting (CASSP) in an effort to resolve the issue. If this is unsuccessful,
JCSD would approach PaTTAN and the Bureau of Special Education, if necessary, for
recommendations. Successful programs are those designed to meet the needs of students
that are above programs/services that can be provided in the district. On a case by case
basis, the first priority in looking at the proposed placement is if the students' needs will be
met, if a counseling component is part of the program, and how will the student transition
to the program and then (if appropriate) back to the district. In developing the Intensive
Instructional Support Classes, the JCSD was able to keep 11 students in the neighborhood
school who would have been placed into other outside programs. During this cycle, JCSD
intends to develop an additional classroom to address the students with these needs in
collaboration with WIU. The program would allow for K-2, 3-5, and 6-8 classes to be
established to meet the needs of students who may otherwise require an outside
placement. During the duration of this plan, JCSD intends to review and expand the
program to decrease outside placements.
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.
The integration of multi-faceted support programs for all students has historically been a
major strength of the Jeannette City School District (JCSD). Due to the size of the district
and the economic status of the community, federal regulations have allowed JCSD to
continually and consistently implement a School Wide (K-12) Title I plan. Because the plan
is all encompassing, it has particular importance for special education. The school wide
plan provides four areas of focus for all educators of the district:
1.
Early Intervening and Support Services
2.
Extended Learning Opportunities
3.
Curriculum Development
4.
Technological Intervention and Integration
As a Title I School Wide District, JCSD provides all students access to the programs and
supports. Through the on-going participation in the Student Assistance Program (SAP), the
district has increased its level of support for intervention strategies, identifying students atrisk for academic and behavioral difficulties, and continuing efforts for integration of
community support systems. The district has added a school-based mental health
component through Family Behavioral Resources (FBR) so that behavioral services can be
accessed more readily within the community. Additionally, district staff has been trained in
the techniques and strategies of the Olweus Bully-Prevention Program.
A foundation was laid during the 2007-2008 school year for the RtII (Response to
Instruction and Intervention) framework following a series of trainings through the
47
Westmoreland Intermediate Unit (WIU). The district’s commitment to early intervening for
all students was consistent with the principles of RtII: Standards aligned instruction,
universal screening, shared ownership, data-based decision making, tiered intervention and
service delivery system, professional development, and parent engagement. Although the
elementary school has been the primary focus of the model, the middle and high school
have been exposed to the principles of RtII which are consistent with those areas outlined
in the school wide plan. The development of a solid base at Tier I and increasing levels of
support at Tier 2 and Tier 3 involves continued sustainability activities for all staff to
remain current on best practice in meeting the academic and relational support needs of all
students. An elementary team is currently engaged in a yearlong Tier 3 Problem-Solving
Series through PaTTAN along with the WIU (Westmoreland Intermediate Unit) RtII
consultant. Elementary teachers are also receiving training via the LETRS (Language
Essentials for Teachers of Reading and Spelling) modules in order to remain up to date on
scientifically-based scope and sequence literacy instruction. The district has met with
PaTTAN consultants in order to gauge progress at the systems level toward endorsing the
RtII model for SLD determination.
Data-driven instruction and collaborative problem solving are at the educational forefront
of decisions to meet the needs of students. Data is collected through multiple assessments
instituted in the district to provide benchmark, diagnostic, formative, and summative
measures in order to inform instruction. Elementary teachers recently updated their
training on the DIBELS Next (Dynamic Indicators of Basic Early Literacy Skills) which is
used as a universal screening tool in grades Kindergarten through five. CDT (Classroom
Diagnostic Tool) in the middle and high school, Study Island, CORE (Assessing Reading
Multiple Measures), the Kaufman Test of Educational Achievement, and State Assessment
programs provide data for the grade level teams. Additional assessment programs also
utilized for students in Special Education include the Brigance, ReThink, and iReady which
provide direction for goals and interventions as well as progress monitoring. The district
utilizes a number of standard protocol interventions to assist students in need of an
increased level of academic support: Academy of Reading, Academy of Math, Phonics for
Reading, and Direct Instruction. With the implementation of the PAES (Practical
Assessment Exploration System), the district provides a connection between the world of
education and the world of work for those students having transition goals.
JCSD has been fortunate to be a member of the Math Science Partnership (MSP). The
district continues to develop and implement co-teaching opportunities and Professional
Learning Communities (PLC) that began with involvement with MSP. At each building,
variations of these initiatives have been instituted and continue to address student
academic concerns and needs. These opportunities promote inclusive practices as well as
expansion of teachers’ repertoire in providing support to all learners. By focusing on
student learning through collaborative practices, planning, developing understanding of
student abilities and interests, the differentiated instructional practices are intended to
translate to success for all students. The Enrichment Period at the High School, PLC
programs and the High School and Middle School, and the common grade level planning
program at the Elementary School are all examples of the efforts to prepare staff for
48
collaboration and inclusive instruction.
JCSD continues to address curriculum development and a revision of the existing
curriculum maps. With training and support from the WIU, district staff is utilizing the SAS
mapping tool in the continuing effort to realign an assessable curricula for all students,
including those students with special needs. The incorporation of technology into the
curriculum and into the classrooms remains a priority for the district in order to provide
students with resources and learning opportunities characteristic of a 21st Century
educational program. The purchase of iPad Carts for the Special Education classrooms and
professional development in using SmartBoards, Mimio, and ELMO technology are efforts
the district has put in place to enhance the instructional program and provide up to date
educational opportunities for all learners.
Full day Kindergarten was added to the Elementary School program during the 2013-2014
school year for 50 percent of incoming Kindergarten students. The LEA is hoping to provide
a full day program for the entire Kindergarten class during the 2014-2015 school year.
In addition to district special education classrooms, the WIU currently maintains 2.5
Learning Support classrooms in the district. The WIU also provides Psychological Services,
Occupational Therapy, Physical Therapy, Hearing Services, Vision Services, and the support
of a Special Education Supervisor.
JCSD continues to utilize the RTII model at all building levels, while revising the program
and reviewing the sustainability of the program with PaTTAN and WIU training. The
district continues to focus on differentiated instructional support and curriculum mapping
through the SAS portal and with the guidance/assistance of the IU 7 program. Lab setting
classrooms in Reading, Writing, and Math are being developed and implemented at all
levels. The New Math Program, implemented in 2013-14 school year, included an
alignment of Regular Education and Special Education supplemental resources. CoTeaching and Collaborative practices remain a focus of district professional development.
The Inclusionary Algebra Initiative (IAI) is being investigated at both Middle and High
School levels. During the cycle of this plan, the JCSD is investigating with the hope of
implementing an updated Literacy program. As part of the RTII Problem-Solving
component, Literacy programs and resources have been reviewed. District teachers
continue to explore technology enhanced Literacy programs that contain supplemental
special education components. PAES Lab is a program for Middle and High School students
to address career goals and transition to post-secondary programs. The development of an
Intensive Instructional Support program has been implemented from K-2 and 3-6 levels to
address LRE. Success of these initiatives will be mirrored in the goals/objectives of the
buildings, as well as the on-going data collected in the School Performance Profile (SPP) and
PVAAS.
49
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)
50

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.
51
24 P.S. §1306 and §1306.2 Facilities
Facility Name
Summit Academy
Glade Run
Facility Type
Incarcerated
Incarcerated
Student Count
Services Provided By
Summit Academy
Seneca Valley SD
1
1
Least Restrictive Environment Facilities
Number of
Students
Placed
Facility Name
Type of Facility
Type of Service
Westmoreland Intermediate
Unit
WIU Clairview
Instruction in the
Home
Special Education
Centers
Other
Educational and Therapeutic
1
Educatinonal and
Therapeutic
5
Other
Autistic and Emotional
Support; Educational and
Therapeutic
Educational and Therapeutic;
Autistic Support
4
Educational and Therapeutic;
Emotional Support
Hearing Impaired;
4
2
Behavioral; Educational and
Therapeutic
Behavioral; Educational and
Therapeutic
Physical Therapy;
1
Friendship Academy Watson Institute
NHS Herminie
NHS - Whitney
Other
Western PA School of the
Deaf
Greensburg Partial Program
WIU Intensive Therapeutic
Emotional Support Program
Pressley Ridge
DePaul Institutue
Adelphoi - Norwin
Approved Private
Schools
Other
Special Education
Centers
Other
Approved Private
Schools
Approved Private
Schools
Other
Agape Day Treatment
Other
Wendover Middle School
Neighboring
School Districts
Easter Seals
Special Education Program Profile
Program Position #1 - Proposed Program
Operator: Intermediate Unit
2
1
1
2
1
2
1
1
52
PROPOSED PROGRAM INFORMATION
Type: Class
Implementation Date: August 25, 2014
Average square feet in regular classrooms: 414 sq. ft.
Square footage of this classroom: 414 sq. ft. (23 feet long x 18 feet wide)
PROGRAM SEGMENTS
Location/Building
Jeannette McKee
ES
Grade
An
Elementary
School
Building
Building Type
A building in
which General
Education
programs are
operated
Support
Service
Type
Age
Range
Caseload
FTE
Full-Time
Special
Education
Class
Learning
Support
8 to 11
11
1
Support
Service
Type
Age
Range
Caseload
FTE
Program Position #2
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Jeannette McKee
Elementary
An
Elementary
School
Building
Jeannette McKee
An
Elementary
School
Building
Jeannette McKee
An
Elementary
School
Building
A building in
which
General
Education
programs
are
operated
A building in
which
General
Education
programs
are
operated
A building in
which
General
Education
programs
are
operated
Supplemental
(Less Than
80% but More
Than 20%)
Autistic
Support
5 to 7
4
0.5
Supplemental
(Less Than
80% but More
Than 20%)
Emotional
Support
5 to 7
2
0.25
Supplemental
(Less Than
80% but More
Than 20%)
Learning
Support
5 to 7
3
0.25
Service
Type
Age
Range
Caseload
FTE
Program Position #3
Operator: School District
PROGRAM SEGMENTS
Location/Building
Grade
Support
A building in
Itinerant Speech and 5 to 17 62
which General
Language
Education
Support
programs are
operated
Justification: Therapist meets with age appropriate groups at all three buildings in the district
Jeannette City SD
Program Position #4
An
Elementary
School
Building
Building Type
1
53
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Jeannette McKee
An
Elementary
School
Building
Jeannette McKee
An
Elementary
School
Building
A building in
which
General
Education
programs are
operated
A building in
which
General
Education
programs are
operated
Support
Service
Type
Age
Range
Caseload
FTE
Itinerant
Learning
Support
10 to
10
1
0.4
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
9 to 11
9
0.6
Age
Range
Caseload
FTE
Program Position #5
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Support
Service
Type
Jeannette McKee
An
Elementary
School
Building
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
10 to
12
12
0.8
Jeannette McKee
An
Elementary
School
Building
A building in
which
General
Education
programs are
operated
A building in
which
General
Education
programs are
operated
Itinerant
Learning
Support
10 to
11
5
0.2
Grade
Building
Type
Support
Age
Range
Caseload
FTE
Jeannette McKee
An
Elementary
School
Building
Jeannette McKee
An
Elementary
School
Building
A building in
which
General
Education
programs are
operated
A building in
which
General
Education
programs are
operated
Program Position #6
PROGRAM SEGMENTS
Location/Building
Program Position #7
PROGRAM SEGMENTS
Service
Type
Itinerant
Learning
Support
12 to
14
5
0.5
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
13 to
14
6
0.5
54
Location/Building
Grade
Building
Type
Jeannette McKee
An
Elementary
School
Building
Jeannette McKee
An
Elementary
School
Building
Jeannette McKee
An
Elementary
School
Building
A building in
which
General
Education
programs
are operated
A building in
which
General
Education
programs
are operated
A building in
which
General
Education
programs
are operated
Support
Service
Type
Age
Range
Caseload
FTE
Supplemental
(Less Than
80% but More
Than 20%)
Autistic
Support
5 to 5
1
0.1
Supplemental
(Less Than
80% but More
Than 20%)
Emotional
Support
5 to 7
6
0.4
Itinerant
Learning
Support
5 to 8
7
0.5
Service
Type
Age
Range
Caseload
FTE
23
0.5
Age
Range
Caseload
FTE
Program Position #8
PROGRAM SEGMENTS
Location/Building
Grade
Building Type
Support
A building in
Itinerant Speech and 5 to 9
which General
Language
Education
Support
programs are
operated
Justification: The IU half-time speech/language teacher works with age appropriate groups.
Jeannette McKee
An
Elementary
School
Building
Program Position #9
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Jeannette McKee
An
Elementary
School
Building
Jeannette McKee
An
Elementary
School
Building
Jeannette McKee
An
Elementary
School
Building
A building in
which
General
Education
programs
are operated
A building in
which
General
Education
programs
are operated
A building in
which
General
Education
programs
are operated
Support
Service
Type
Supplemental
(Less Than
80% but More
Than 20%)
Autistic
Support
8 to
10
2
0.2
Supplemental
(Less Than
80% but More
Than 20%)
Emotional
Support
9 to 9
1
0.1
Itinerant
Learning
Support
8 to
11
6
0.7
55
Program Position #10
PROGRAM SEGMENTS
Location/Building
Grade
Building Type
Jeannette McKee
A Middle
School
Building
Jeannette McKee
A Middle
School
Building
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Support
Service
Type
Age
Range
Caseload
FTE
Itinerant
Learning
Support
13 to
15
7
0.5
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
12 to
15
3
0.5
Support
Service
Type
Age
Range
Caseload
FTE
PROGRAM SEGMENTS
Location/Building
Grade
Building Type
Jeannette McKee
A Middle
School
Building
Jeannette McKee
A Middle
School
Building
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Itinerant
Learning
Support
13 to
14
6
0.5
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
12 to
14
7
0.5
Age
Range
Caseload
FTE
10 to
13
7
1
Age
Range
Caseload
FTE
PROGRAM SEGMENTS
Location/Building
Jeannette McKee
Grade
Building Type
Support
Service
Type
A Middle
School
Building
A building in
which General
Education
programs are
operated
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
PROGRAM SEGMENTS
Location/Building
Grade
Building Type
Support
Service
Type
Jeannette McKee
A Middle
School
Building
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
11 to
13
3
0.3
Jeannette McKee
A Middle
School
A building in
which General
Education
programs are
operated
A building in
which General
Itinerant
Learning
11 to
7
0.7
56
Building
Education
programs are
operated
Support
14
Support
Service
Type
Age
Range
Caseload
FTE
Itinerant
Learning
Support
14 to
19
16
1
Age
Range
Caseload
FTE
PROGRAM SEGMENTS
Location/Building
Jeannette High
School
Grade
Building Type
A Senior
High School
Building
A building in which
General Education
programs are
operated
Justification: Teacher meets with age appropriate groups
PROGRAM SEGMENTS
Location/Building
Grade
Jeannette High
School
A Senior
High
School
Building
Jeannette High
School
A Senior
High
School
Building
Building
Type
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Support
Service
Type
Itinerant
Learning
Support
14 to
16
2
0.2
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
15 to
18
14
0.8
Support
Service
Type
Age
Range
Caseload
FTE
PROGRAM SEGMENTS
Location/Building
Grade
Jeannette High
School
A Senior
High
School
Building
Jeannette High
School
A Senior
High
School
Building
Building
Type
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Itinerant
Learning
Support
16 to
17
8
0.5
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
15 to
18
7
0.5
Support
Service
Type
Age
Range
Caseload
FTE
14 to
19
6
0.5
PROGRAM SEGMENTS
Location/Building
Jeannette High
School
Grade
A Senior
High
Building
Type
A building in
which General
Itinerant
Learning
Support
57
School
Building
Education
programs are
operated
Justification: Teacher meets with age appropriate groups
Jeannette High
A Senior
A building in
Supplemental
School
High
which General (Less Than 80%
School
Education
but More Than
Building
programs are
20%)
operated
Learning
Support
15 to
19
7
0.5
Special Education Support Services
Support Service
Location
Paraprofessionals - Classroom Assistants
Jeannette McKee Elementary
Teacher FTE
3
Special Education Contracted Services
Special Education Contracted
Services
Occupational Therapy
Physical Therapy
Psychological Services
Supervisory Services
Personal Care Assistants
Personal Care Assistant
Operator
Outside Contractor
Outside Contractor
Multiple LEA (School Districts or Charter
Schools)
Intermediate Unit
Intermediate Unit
Intermediate Unit
Intermediate Unit
Intermediate Unit
Intermediate Unit
Intermediate Unit
Intermediate Unit
Intermediate Unit
Amt of Time per
Week
6 Hours
4 Hours
4 Days
2 Days
5 Days
5 Days
5 Days
5 Days
5 Days
5 Days
5 Days
5 Days
58
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:
The LEA has identified a pattern in curriculum alignment to state core standards and grade level to
grade level transitions. There is also evidence that getting staff to analyze and utilze data in making
instructional decisions based on student needs and differentiating to address learning abilities is a
challenge.
District Accomplishments
Accomplishment #1:
JCSD has inconjunction with the Westmoreland Intermediate Unit developed and implemented
Instensive Learning Support classes k-2, 3-5 and 6-8 in order to address Least Restrictive
Environment and student needs. The administrative team for the district meets regualrly to discuss
building issues, professional development and student needs.
Accomplishment #2:
The JCSD has made a concentrated effort to provide students with current materials of instruction
by revising the math program K-12 and reading program K-12 and purchasing updated programs
and materials that are aligned with core standards.
District Concerns
Concern #1:
 The most significant concern is the Overall Student Group reading percentages.
According to preliminary data only 59% of students in grades 3-5 were proficient in
Reading, which dropped from 67% in 2010-2011.
59

Students in grades 3-5 had shown improvement in math over the past two years and
according the the 2011-2012 scores these dropped from 79% to 72% percent.
Concern #2:
 Develop standards aligned assessment system that will be used by all teachers and regulary
examined by the administrator to monitor student achievement and adjust individual
instructional strategies to meet the needs of students and meet the CCSS for student success.
Declining student performance in Reading and Math for two years on the PSSA has indicated
that we address this immediately. Tools used to address this issue will be Student Assistance
Program, RTII, and a new Truancy Attendance Policy.

Develop a curriculum that is infused with the Common Core State Standards promoting
collaboration across all discipilines and implementing standards in all subjects while
addressing student achievement and implementing literacy and math skills in all curricula to
address declining PSSA scores in both areas.
Develop a plan to mentor students who are at risk of dropping out of school
Concern #3:
The most significant concern is the Overall Student Group reading percentages. According to preliminary data
only 59% of students in grades 3-5 were proficient in Reading, which dropped from 67% in 2010-2011.
Concern #4:
Develop standards aligned assessment system that will be used by all teachers and regulary
examined by the administrator to monitor student achievement and adjust individual instructional
strategies to meet the needs of students and meet the CCSS for student success. Declining student
performance in Reading and Math for two years on the PSSA has indicated that we address this
immediately. Tools used to address this issue will be Student Assistance Program, RTII, and a new
Truancy Attendance Policy.
Prioritized Systemic Challenges
Systemic Challenge #1 (System #1) Establish a district system that fully ensures consistent
implementation of standards aligned curricula across all schools for all students.
Aligned Concerns:
60

The most significant concern is the Overall Student Group reading percentages.
According to preliminary data only 59% of students in grades 3-5 were
proficient in Reading, which dropped from 67% in 2010-2011.

Students in grades 3-5 had shown improvement in math over the past two years
and according the the 2011-2012 scores these dropped from 79% to 72%
percent.
The most significant concern is the Overall Student Group reading percentages. According to
preliminary data only 59% of students in grades 3-5 were proficient in Reading, which dropped from
67% in 2010-2011.
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:

Develop standards aligned assessment system that will be used by all teachers and
regulary examined by the administrator to monitor student achievement and adjust
individual instructional strategies to meet the needs of students and meet the CCSS
for student success. Declining student performance in Reading and Math for two
years on the PSSA has indicated that we address this immediately. Tools used to
address this issue will be Student Assistance Program, RTII, and a new Truancy
Attendance Policy.

Develop a curriculum that is infused with the Common Core State Standards
promoting collaboration across all discipilines and implementing standards in all
subjects while addressing student achievement and implementing literacy and
math skills in all curricula to address declining PSSA scores in both areas.
Develop a plan to mentor students who are at risk of dropping out of school
Develop standards aligned assessment system that will be used by all teachers and
individual instructional strategies to meet the needs of students and meet the CCSS for
student success. Declining student performance in Reading and Math for two years on the
PSSA has indicated that we address this immediately. Tools used to address this issue will
be Student Assistance Program, RTII, and a new Truancy Attendance Policy.
61
District Level Plan
Action Plans
Goal #1: Establish a district system that fully ensures consistent implementation of
standards aligned curricula across all schools for all students.
Related Challenges:

Establish a district system that fully ensures staff members in every school use
standards aligned assessments to monitor student achievement and adjust
Indicators of Effectiveness:
Type: Annual
Data Source: Student benchmark data
Specific Targets: Impact that new math and reading programs have on student
performance. On-going student progress monitoring
Strategies:
Differentiating Instruction
Description:
Using student progress monitoring data, as well as student interests,
teachers will develop programs and strategies to address student
performance in meeting state core standards and learning goals. The
implementation of the new reading and math programs, along with a
concentrated effort to individually design activities and instructional
practices will provide students increased opportunities to achieve.
SAS Alignment: Standards, Curriculum Framework, Instruction
Implementation Steps:
Reading NCLB #1
Description:
62
JCSD continues to provide staff training in student progress monitoring,
utilizing data in decision making, collaborative teaching practices,
differentiated instruction, curriculum alignment and development,
flexibility grouping, Standards Based Reports for parents, Teacher
Effectiveness, and School Performance Profile.
Start Date: 8/24/2015
End Date: 6/1/2018
Program Area(s): Professional Education, Teacher Induction, Special
Education, Student Services, Educational Technology
Supported Strategies:

Continued monitoring of Differentiated Instructional practices and
implementation of Mentoring periods
Description:
With the use of Administrative walk-throughs, teachers will be monitored
and advised in using Differentiated Instructional practices and strategies.
The walk-through form, developed by the administration, PLC trained staff
and instructional coaches, will indicate requirements and expectations that
support differentiated instructional practices.The creation of Mentoring
periods to assist those students with data evidence concerns and the
development Project 103 to assist students scoring Basic and Below Basic
on State, Classroom and Data Driven assessments will provide on-going
intervention strategies focused on student needs. Math Labs and Writing
Labs will also be open to help faculty monitor student mentoring.
End Date: 6/1/2018
Program Area(s): Professional Education, Teacher Induction, Special
Education, Student Services, Gifted Education

63
Goal #2: Develop standards aligned assessment system that will be used by all teachers and
individual instructional strategies to meet the needs of students and meet the CCSS for
student success. Declining student performance in Reading and Math for two years on the
PSSA has indicated that we address this immediately.
Related Challenges:

Establish a district system that fully ensures staff members in every school use
standards aligned assessments to monitor student achievement and adjust
Type: Annual
Data Source: Benchmark, progress monitoring, state assessment data, School
Performance Profile, Student Assistance Program, RTII, and Truancy
Attendance Policy.
Specific Targets: Student performance on state and local assessments,
graduation/drop-out rate, student attendance records
Strategies:
Common Assessment within Grade/Subject
Description: WWC reports the effective use of data can have a positive
impact upon student achievement; using common assessments to inform
teacher practice is one such use of data. (Source:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf )
Teacher Moderation: Collaborative Assessment of Student Work and
Common Assessments provide detailed looks at the development and use
of common assessments. (Sources:
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teac
her_Moderation.pdf and Common Assessments: Mike Schmoker. (2006)
Results Now: How We Can Achieve Unprecedented Improvements in
Teaching and Learning. Alexandria, Va.: ASCD.)
SAS Alignment: Assessment, Instruction
Professional Learning Communities
64
Description:
Faculty will take active roles in the high school learning community by
identifying student needs and implementing individualized instruction
based upon data collected for the purpose of meeing student learning
goals. On going collection of student data through CDT's, Study Island
Assessments, classroom objectives and requirements, will provide
teachers with instructional targets based on student needs and areas of
concern identified by these tools. The Instructional strategies and
interventions will be developed based on the sharing of best practices in
the PLC meetings, the data collected by the artifacts (i.e. CDT's, Study
Island reports/results) and common core standard achievement as
identified by teachers in classroom goals. The goal is to have student
achievement grow individually 10% throughout the year, impacting the
entire student body.
On going meetings will take place during the school year in the RTII
committeee, PLC planning committee, department meetings, Curriculum
frameworking committees, and Assessment portfolio reviews to dicuss
student progress, student concerns, strategies and interventions designed
to enhance student achievement and adress student needs.
With the implementation of Mentoring periods to address student needs
and the Project 103 program to provide assistance in meeting learning
goals, collaborative practices and communication will take place among
teachers, counselors and administrators to reach student achievemnent
expectations. Aligned assessment practices and CCSS implementation into
existing curricula will enhance student opportunities for growth and
success.
End Date: 6/1/2018
Program Area(s): Professional Education, Special Education, Student Services,
Educational Technology

Goal #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.
65
Type: Annual
Data Source: Teacher portfolios of assessments and activities demonstrate
student differentiation and meeting student needs.
Specific Targets: Student Benchmark, progress monitoring, state assessment,
attendance, and graduation/drop-out data
Strategies:
Description: WWC reports the effective use of data can have a positive
impact upon student achievement; using common assessments to inform
teacher practice is one such use of data. (Source:
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf )
Teacher Moderation: Collaborative Assessment of Student Work and
Common Assessments provide detailed looks at the development and use
of common assessments. (Sources:
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teac
her_Moderation.pdf and Common Assessments: Mike Schmoker. (2006)
Results Now: How We Can Achieve Unprecedented Improvements in
Teaching and Learning. Alexandria, Va.: ASCD.)
SAS Alignment: Assessment, Instruction
Description: Empirical validation of differentiated instruction as a package
was not found; however, a large number of testimonials and classroom
examples of positive effects have been reported. (Sources: Learning Styles:
Concepts and Evidence,
http://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf ;
Differentiated Instruction: Effective classroom practices report,
http://www.cast.org/system/galleries/download/ncac/DifInstruc.pdf ;
Learning Styles, http://en.wikipedia.org/wiki/Learning_styles#cite_note33 ; WWC: Assisting Students Struggling with Reading: Response to
Intervention and Multi-Tier Intervention in the Primary Grades,
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/rti_reading_pg_021809.
pdf Differentiated Instruction Reexamined,
http://www.hepg.org/hel/article/499; Investigating the Impact of
Differentiated Instruction in Mixed Ability Classrooms,
http://www.icsei.net/icsei2011/Full%20Papers/0155.pdf )
SAS Alignment: Instruction
66
Common Lesson Plan Implementation
Description:
Teachers will all receive professional development training during an inservice days on what the expectations are for completing and filling out the
lesson plan, as well adjusting instructional strategies as indicated by the
SAS portal.
Act 48 sign-in sheets will be made available for staff and will be monitored
by the administration for participation purposes. The expectation is that
all lesson plans will contain common assessments and Webb's depth of
knowledge levels will be analyzed to insure all levels of knowledge are
being assessed.
End Date: 6/1/2018
Program Area(s): Professional Education, Student Services


67
Appendix: Professional Development Implementation
Step Details
LEA Goals Addressed:
Start
8/24/2015
#1 Establish a district system that fully
ensures consistent implementation of
standards aligned curricula across all
schools for all students.
End
Title
6/1/2018
Reading NCLB #1
Person Responsible
District and School
Administration
Knowledge
SH
7.0
S
5
EP
90
Strategy #1: Differentiating Instruction
Description
JCSD continues to provide staff training in student progress monitoring, utilizing
data in decision making, collaborative teaching practices, differentiated instruction,
curriculum alignment and development, flexibility grouping, Standards Based
Reports for parents, Teacher Effectiveness, and School Performance Profile.
Provider
Type
App.
Jeannette City SD and WIU
A
Yes
combinati
on of
JCSD,
PaTTAN
and WIU
resource
s will be
used to
provide
professio
nal
developm
ent
This is an optional narrative for Special Education.
68
Supportive
Research
This is an optional narrative for Special Education.
Designed to Accomplish


For classroom teachers, school

counselors and education
specialists:


For school and district

administrators, and other
educators seeking leadership
roles:


Training Format






Participant Roles 

Enhances the educator’s content knowledge in the area of the educator’s certification or
assignment.
Increases the educator’s teaching skills based on research on effective practice, with
attention given to interventions for struggling students.
Provides educators with a variety of classroom-based assessment skills and the skills needed
to analyze and use data in instructional decision-making.
Empowers educators to work effectively with parents and community partners.
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 decisionmaking.
Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
Instructs the leader in managing resources for effective results.
LEA Whole Group Presentation
Series of Workshops
School Whole Group Presentation
Offsite Conferences
Classroom teachers
Principals / Asst. Principals
Supt / Ast Supts / CEO / Ex Dir

Grade Levels


Elementary - Primary (preK - grade 1)
Elementary - Intermediate (grades 2-5)
Middle (grades 6-8)
69



School counselors
Paraprofessional
Parents

Team development and sharing of
content-area lesson implementation
outcomes, with involvement of
administrator and/or peers
Analysis of student work, with
Creating lessons to meet varied
student learning styles
Peer-to-peer lesson discussion
Lesson modeling with mentoring
Joint planning period activities
Journaling and reflecting

High (grades 9-12)



Follow-up Activities






Evaluation Methods




Classroom observation focusing on factors
such as planning and preparation,
knowledge of content, pedagogy and
standards, classroom environment,
instructional delivery and professionalism.
Student PSSA data
Standardized student assessment data
other than the PSSA
Classroom student assessment data
Participant survey
Review of participant lesson plans
Review of written reports summarizing
instructional activity
Portfolio
#1 Develop standards aligned assessment
system that will be used by all teachers and
regulary examined by the administrator to
monitor student achievement and adjust
Strategy #1: Common Assessment within
individual instructional strategies to meet the Grade/Subject
needs of students and meet the CCSS for
student success. Declining student
performance in Reading and Math for two
years on the PSSA has indicated that we
70
address this immediately.
Start
8/24/2015
End
Title
6/1/2018
Professional Learning
Communities
Person Responsible
Building principal,
LEA, School
Improvement
SH
1.0
Description
Faculty will take active roles in the high school learning community by identifying
student needs and implementing individualized instruction based upon data
collected for the purpose of meeing student learning goals. On going collection of
student data through CDT's, Study Island Assessments, classroom objectives and
requirements, will provide teachers with instructional targets based on student
needs and areas of concern identified by these tools. The Instructional strategies
and interventions will be developed based on the sharing of best practices in the
PLC meetings, the data collected by the artifacts (i.e. CDT's, Study Island
reports/results) and common core standard achievement as identified by teachers
in classroom goals. The goal is to have student achievement grow individually 10%
throughout the year, impacting the entire student body.
S
4
EP
4
On going meetings will take place during the school year in the RTII committeee,
PLC planning committee, department meetings, Curriculum frameworking
committees, and Assessment portfolio reviews to dicuss student progress, student
concerns, strategies and interventions designed to enhance student achievement
and adress student needs.
With the implementation of Mentoring periods to address student needs and the
Project 103 program to provide assistance in meeting learning goals, collaborative
practices and communication will take place among teachers, counselors and
administrators to reach student achievemnent expectations. Aligned assessment
practices and CCSS implementation into existing curricula will enhance student
opportunities for growth and success.
Provider
Type
App.
School Administration
School
Yes
Entity
71
Committee
Knowledge
Collaborative teaching practices and strategies
Supportive
Research


For classroom teachers, school

specialists:



educators seeking leadership

roles:

Training Format


Enhances the educator’s content knowledge in the area of the educator’s certification or
assignment.
Empowers educators to work effectively with parents and community partners.
standards.
Provides leaders with the ability to access and use appropriate data to inform decisionmaking.
LEA Whole Group Presentation
Department Focused Presentation
72



Participant Roles



Follow-up Activities


Start
8/24/2015



Grade Levels

Classroom teachers
School counselors
Paraprofessional
Joint planning period activities


Evaluation Methods
#1 Establish a district system that fully
ensures staff members in every school use
standards aligned assessments to monitor
student achievement and adjust instructional
practices.
End
Title
6/1/2018
Common Lesson Plan
Implementation
Middle (grades 6-8)
High (grades 9-12)


Student PSSA data
Standardized student assessment data
other than the PSSA
Strategy #1: Common Assessment within
Grade/Subject
Strategy #2: Differentiating Instruction
Description
Teachers will all receive professional development training during an in-service days
on what the expectations are for completing and filling out the lesson plan, as well
adjusting instructional strategies as indicated by the SAS portal.
Act 48 sign-in sheets will be made available for staff and will be monitored by the
73
administration for participation purposes. The expectation is that all lesson
plans will contain common assessments and Webb's depth of knowledge levels will
be analyzed to insure all levels of knowledge are being assessed.
Person Responsible
Building Principals
Knowledge
SH
2.0
S
1
EP
45
Provider
Shelley Muto
Type
School
Entity
App.
No
Teachers were trained on what is to be expected to be included in their lesson plans and how they are to access
this from the SAS portal. The teachers were exposed to Webbs Depth of Knowledge and will be trained on how
to point out questions that relate to the levels of knowledge on assessments.
Webbs Depth of Knowledge Chart
Supportive
Research
Bloom's Taxonomy
SAS portal

For classroom teachers, school 
specialists:
74

educators seeking leadership 
roles:

Training Format





Participant Roles



Follow-up Activities


standards.
School Whole Group Presentation
Classroom teachers
School counselors
Paraprofessional
Peer-to-peer lesson discussion
Lesson modeling with mentoring


Grade Levels

Evaluation Methods


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 nonacademic 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 Mark Gogolsky on 4/29/2014
Board President
Affirmed by Matthew Hutcheson on 4/2/2014
77
Chief School Administrator

Jeannette City School District Comprehensive Plan

Transcription

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