Avon Grove SD Avon Grove School District is a K-12 public school system that serves approximately 5,100 students in four schools: Penn London Elementary School (K-2)

Avon Grove SD

District Level Plan

07/01/2015 - 06/30/2018

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District Profile

Demographics

375 S Jennersville Road West Grove, PA 19390 (610)869-2441 Superintendent: Michael Marchese Director of Special Education: Louis Chance

Planning Process The Avon Grove School District utilized a dynamic new strategic planning process designed to set a

new standard for the district in seeking input from all stakeholders through surveys, interviews, and

public meetings. Known as "Creating Our Future Together," Avon Grove's strategic planning process

involved three broad phases.

1. Phase I: Designing Avon Grove's Future Together

2. Phase II: Planning Avon Grove's Future Together

3. Phase III: Achieving Avon Grove's Future Together

A Core Strategic Planning Team was established in June of 2013 and charged with the development

of the strategic planning process and all related activities. The core team was comprised of various

administrators in the district.

Phase I, Designing Avon Grove's Future Together, occurred in January 2014 through April of 2014.

This phase included a number of activities including analyzing existing student achievement data,

gathering information from a broad group of stakeholders including a limited number of one-on-one

interviews, surveying parents, teachers and staff, and students in grades six through 12, and holding

community forums. The work completed during phase one was summarized in a White Paper titled,

"Avon Grove School District Performance & Perceptions".

Phase II, Planning Avon Grove's Future Together, occurred in August 2014 through September

2014. This phase utilized a Co-lab structure and the use of the Structured Democratic Dialogue

(SDD) process. A Co-lab is a unique and powerful type of facilitated gathering of stakeholders who

share, learn, and create a deep understanding of a complex problem. The SDD process used in the

Co-lab was researched and developed over 40 years and provides today's best chance to make

progress on wicked problems organizations face. The six principles upon which the Co-lab was built

include:

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1. Dialogue must be structured so participants can think clearly by ensuring they are not

overloaded with too much information.

2. Each idea must be protected so that its independence and genuineness remain.

3. The whole group learns and evolves as each participant sees how their ideas influence

those of others.

4. A diversity of viewpoints is essential when engaging stakeholders in a dialogue for defining

and resolving a complex issue.

5. Participants will understand the relative importance of their ideas only when their ideas

are compared with others.

6. Through understanding how different people's ideas relate, participants become wiser

about the meaning of their own ideas. (Flanagan, T.R. & Christakis, A.N., 2009)

Three Co-labs occurred over a four-day period in August and September of 2014.

The Visioning Co-lab occurred on August 15 and 16 and focused on the following Triggering

Question:

What are descriptors of an ideal Avon Grove School District that ensures all students who reside

within its boundaries are exceptionally well-prepared to succeed and lead full and meaningful

lives?

The Barriers Co-lab occurred on September 5 and focused on the following Triggering Question:

What are the barriers to achieving the ideal Avon Grove School District (as described in Co-lab

1) within the next five years?

The Action Planning Co-lab occurred on September 6 and focused on the following Triggering

Question:

What actions, if adopted and implemented, will overcome the barriers and lead to the ideal

Avon Grove School District in the next years?

The work of each Co-lab was captured including every idea generated along with a clarification of

the idea, clusters where the ideas were grouped to show the dimensions of the problem, and an

Influence Map detailing the patterns of influence between a subset of the ideas generated during

each respective session. The Influence Map and ideas themselves served as primary information

sources for the development of the District Strategic Plan.

Participants for the Co-labs were solicited from the entire school community. Over 35 individuals

participated in the Co-labs representing over 50 stakeholder groups including parents, community

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members, teachers, support staff, administrators, board members, business partners and various

other groups.

Following the Action Planning Co-lab, the Core Planning Team participated in a Consensus Action

Scenario Session that served as a transition between Co-labs and Project Planning. The Core

Planning Team reviewed all artifacts from all Co-labs and, through consensus, identified 38 of the 98

Actions identified in the Action Co-lab to incorporate into the Comprehensive Plan. The Core

Planning Team reclustered the 38 Actions into three goal areas:

Systems

Communication & Community Outreach

Increased Learning Opportunities

The Core Planning Team then developed goals and implementation steps to begin in July of 2015

thus launching Phase III, Achieving Avon Grove's Future Together.

Mission Statement The purpose of the Avon Grove School District is to foster a learning environment for all students to

be exceptionally well-prepared to succeed and lead full and meaningful lives.

Vision Statement All Avon Grove students are well prepared to create their own futures.

Shared Values The Avon Grove School Community believes that...

all students are unique, have personalized goals, and understand what is necessary to

achieve them,

all students are taught by the highest-quality educators who make learning customized and

purposeful,

all students are life-long learners who will be emotionally prepared for their success and

failure,

all students and parents are partners in the Avon Grove School District Mission and critical

to its future,

all students are supported with the technology and infrastructure to pursue their goals,

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all stakeholders are aware of the priorities, decisions, and actions of the Avon Grove School

District through a comprehensive and inclusive communication system, and

all financial decisions are prioritized and aligned with the Avon Grove School District

Mission.

Educational Community The Avon Grove School District is a K-12 public school system that serves approximately 5,100

students in four schools:

Penn London Elementary School (K-2)

Avon Grove Intermediate School (3-6)

Fred S. Engle Middle School (7-8)

Avon Grove High School (9-12)

These students fall into the following ethnicities:

Caucasian - 75%

Hispanic - 19.5%

African American - 2.5%

American Indian/Alaskan Native - 1%

Multi-Racial - <1%

The District is located in a rural-suburban setting in Chester County 34 miles southwest of

Philadelphia, Pennsylvania, and 18 miles northwest of Wilmington, Delaware. Avon Grove covers

67 square miles and consists of five townships, namely New London, London Grove, London Britain,

Penn, and Franklin. Avondale and West Grove are the two boroughs within London Grove

Township, and they are the largest population centers in the Avon Grove School District.

The Avon Grove School District currently employs over 350 certificated and highly-qualified

teachers. Over 85 percent of our teachers hold a Masters Degree or a Masters Equivalency

Certificate. The average age of our teachers is 41. Many of our teachers reside in the community and

have children who are currently attending (or who have attended) our schools. In addition to our

teaching staff, Avon Grove employees a workforce of over 150 support staff employees including

instructional aides, administrative assistants, cafeteria workers, and maintenance workers. We also

employ our own substitute teachers and a number of sports coaches and club sponsors.

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Avon Grove School District operates within an annual budget of approximately $82M in

expenditures.

Planning Committee Name Role

Michael Berardi Administrator : Professional Education

Nikki Borradaile Administrator : Special Education

Louis Chance Administrator : Professional Education Special

Education

Jeff Detweiler Administrator : Professional Education

Patrick Hogan Administrator : Special Education

Cynthia Holland Administrator : Special Education

Cynthia Holland Administrator

Angela Houghton Administrator : Professional Education Special

Education

Angela Houghton Administrator

Wendi Lee Kraft Administrator

Loree Lonsinger Administrator

Suzanne Magee Administrator : Professional Education

M. Christopher Marchese Administrator

Kalia Reynolds Administrator : Professional Education

Margaret Sharp Administrator : Professional Education

Michael Snopkowski Administrator : Professional Education

Herman Engle Board Member : Professional Education

Herman Engle Board Member : Professional Education

Brian Gaerity Board Member

Brian Gaerity Board Member

William Sites Board Member : Special Education

William Sites Board Member

Cheryl Kuhn Business Representative : Professional Education

Rebecca MacLean Business Representative : Professional Education

Father Frank Depman Community Representative

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Victor Mantegna Community Representative

Lisa McVey Community Representative : Professional

Education

Robert Weidenmuller Community Representative : Professional

Education

Karen Norris Ed Specialist - Instructional Technology :

Professional Education

Ginnie Goldovich Ed Specialist - Other

Nancy Rowan Ed Specialist - Other : Professional Education

Margaret Bodine Ed Specialist - School Counselor

Colleen Basilio Elementary IEP/EI/ESY Coordinator : Special

Education

Kristin Bulgarelli Elementary School Teacher - Regular Education :


Kelly Cooper Elementary School Teacher - Regular Education :

Special Education

Tracey Litchfield Elementary School Teacher - Regular Education

Marji Small Elementary School Teacher - Regular Education :


Michael Harrison Elementary School Teacher - Special Education :

Special Education

Marsha Creamer High School Teacher - Regular Education

Clint Jones High School Teacher - Regular Education :


John Jones High School Teacher - Regular Education :


Patricia Schmaltz High School Teacher - Regular Education :


Megan Ahern High School Teacher - Special Education : Special

Education

Kate Boyle Instructional Coach/Mentor Librarian : Professional

Education

Janet Donegan Instructional Coach/Mentor Librarian : Professional

Education

Janet Donegan Instructional Coach/Mentor Librarian : Professional

Education

Gary Mattei Instructional Technology Director/Specialist :


Abby Linderman Middle School Teacher - Regular Education :


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Kyle Osborne Middle School Teacher - Regular Education :


Karen Sandri Middle School Teacher - Regular Education : Special

Education

Uwe Beuscher Parent

Cindy Bhan Parent

Cheryl Boehmler Parent : Professional Education

Brian Brady Parent

Susanne Forst Parent

Eduardo Garcia Parent

Yaneth Garcia Parent

Melissa Jarratt Parent

Lisa Lightner Parent

Lisa McVey Parent

Jacqueline Mercier Parent

Jeanie Mudgett-McGeoch Parent : Special Education

Maria Wolpert Parent : Professional Education

Burk Trautman Secondary IEP/Transition Coordinator : Special

Education

Jazmin Cordova Student

Pierce English Student

Damian Kuthoore Student

Kim Tena Student

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Core Foundations

Standards

Mapping and Alignment

Elementary Education-Primary Level

Standards Mapping Alignment

Arts and Humanities Developing Developing

Career Education and Work Accomplished Accomplished

Civics and Government Accomplished Accomplished

PA Core Standards: English Language Arts Accomplished Accomplished

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

Non Existent Non Existent

PA Core Standards: Mathematics Accomplished Accomplished

Economics Accomplished Accomplished

Environment and Ecology Needs

Improvement Needs

Improvement

Family and Consumer Sciences Non Existent Non Existent

Geography Accomplished Accomplished

Health, Safety and Physical Education Accomplished Accomplished

History Accomplished Accomplished

Science and Technology and Engineering Education Needs

Improvement Needs

Improvement

Alternate Academic Content Standards for Math Accomplished Accomplished

Alternate Academic Content Standards for Reading Accomplished Accomplished

American School Counselor Association for Students Accomplished Accomplished

Early Childhood Education: Infant-Toddler→Second Grade

Developing Developing

English Language Proficiency Developing Developing

Interpersonal Skills Developing Developing

School Climate Developing Developing

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

The mapping and alignment of the following curricular areas are currently nonexistent at the elementary level: Family & Consumer Science and Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects. Family & Consumer Science is not taught at the elementary level in Avon Grove School District. The Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects is focused on grades 6-12. Two areas that need improvement are Environment and Ecology and Science and Technology and Engineering Education standard which are connected to the science curriculum at the

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elementary level. The science curriculum is scheduled for review beginning in the 2015-2016 school year, year 1 of the formal curriculum review cycle.

Elementary Education-Intermediate Level







Accomplished Accomplished




Improvement Needs

Improvement

Family and Consumer Sciences Needs

Improvement Needs

Improvement





Improvement Needs

Improvement





Interpersonal Skills Accomplished Accomplished



The mapping and alignment of the following curricular areas are currently nonexistent at the intermediate level: Family & Consumer Science and Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects. Family & Consumer Science is not taught at the elementary level in Avon Grove School District. The Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects is focused on grades 6-12. Two areas that need improvement are Environment and Ecology and Science and Technology and Engineering Education standard which are connected to the science curriculum at the elementary level. The science curriculum is scheduled for review beginning in the 2015-2016 school year, year 1 of the formal curriculum review cycle.

Middle Level





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Improvement Needs

Improvement

Family and Consumer Sciences Non Existent Non Existent





Improvement Needs

Improvement







World Language Developing Developing


The Environment and Ecology and Science and Technology and Engineering Education standards are loosely contained in the science curriculum in grade 8. This curriculum, however, has not been fully audited or reviewed in several years and is slated for such beginning in the 2015-2016 school year, year 1 of the formal curriculum review cycle. The Family and Consumer Sciences curriculum has not been audited or reviewed. In addition to the course structure at Fred S. Engle Middle School, there needs to be an alignment study with the Avon Grove High School curriculum, considering the full scope of learning opportunities and their alignment to the standards.

High School Level











Improvement Needs

Improvement

Family and Consumer Sciences Needs

Improvement Needs

Improvement

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Improvement Needs

Improvement







World Language Developing Developing


The Environment and Ecology standards are loosely contained in the course "Earth and Space", currently an option for students in grades 11 or 12. This curriculum, however, has not been fully audited or reviewed in several years and is slated for such beginning in the 2015-2016 school year, year 1 of the formal curriculum review cycle. At present, the "Earth and Space" curriculum is the only curriculum addressing these standards and is not taught to all students at Avon Grove High School. The Science and Technology and Engineering Education standards are loosely embedded in several science courses at Avon Grove High School. The connectedness and explicit connections for students are not clear, however, and need to become more formalized. This work is slated to begin with the formal curriculum review during the 2014-2015 school year. The Family and Consumer Sciences curriculum has been adapted and adjusted over several years to align with the interests of the students and the time constraints of the Avon Grove High School schedule. This work, however, has been done in isolation and is in need of a full mapping and alignment audit to determine where the standards are being met within the department sequencing, as well as within each individual course.

Adaptations


Career Education and Work Civics and Government

PA Core Standards: English Language Arts

PA Core Standards: Mathematics

Economics

Environment and Ecology

Geography

Health, Safety and Physical Education

History


Career Education and Work

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Civics and Government



Economics Environment and Ecology

Geography


History

Middle Level




PA Core Standards: Mathematics Economics


Geography


History

High School Level





Economics


Geography


History

Explanation for any standards checked:

The Avon Grove School District has a five year curriculum review cycle to ensure the continuous development and alignment of the district curriculum to the Pennsylvania academic standards. The areas not checked above on the cycle for revision in the next 3 years.

Curriculum

Planned Instruction


Curriculum Characteristics Status

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

Accomplished

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

Accomplished

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

Accomplished

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

Accomplished

Processes used to ensure Accomplishment:

The Avon Grove School District’s curriculum is developed by classroom teachers of the specific content area of grades K-12 and administrators. A Planned Course Outline serves as the overview of the District curriculum and is based upon the Pennsylvania Standards for the specific content area. The Understanding by Design (UbD) process is utilized to develop curriculum and includes the following components:

Standards -

Pennsylvania standards for the discipline

Big Ideas

- Core concepts, principles, theories

Enduring Understandings

- Lasting understandings that involve the big ideas and give meaning to important facts

Essential Questions -

Key questions linked to enduring understandings and assessment

Knowledge & Skills -

Concepts and skills students need to know and be able to do

Assessments -

Tools to measure student understanding and achievement of concepts and skills

Specific grade-level modules are developed that outline an overview of the instructional

units and curriculum maps provide specific instructional practices and activities designed

to promote student attainment of the knowledge and skills for the content area.

Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How

the LEA plans to address their incorporation:

This narrative is empty.


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Accomplished


Accomplished


Accomplished


Accomplished



Standards -


Big Ideas








Assessments -








Middle Level

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Accomplished


Accomplished


Accomplished


Accomplished



Standards -


Big Ideas








Assessments -








High School Level

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Accomplished


Accomplished


Accomplished


Accomplished


The Avon Grove School District’s curriculum is developed by classroom teachers of the specific content area of grades K-12 and administrators. A Planned Course Outline serves as the overview of the District curriculum and is based up

Standards -


Big Ideas








Assessments -


on the Pennsylvania Standards for the specific content area. The Understanding by Design

(UbD) process is utilized to develop curriculum and includes the following components:







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 Avon Grove School District embraces the philosophy that "all children are more alike

than different" and designs its programs and curriculum according to this approach. All

students begin their day in the regular education homeroom and continue their educational

program in the regular education classroom to the maximum extent appropriate. 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 at

the appropriate grade level. Based on the individual student's needs, the IEP team

considers the extent to which modifications, accommodations, supplementary aides, and

services can be provided in the regular education classroom to allow the student derive the

meaningful benefit from the regular education curriculum. The team considers a wide

variety of aides and services to implement in the regular education classroom. These may

include testing accommodations such as extended time or modified tests, organization and

student tools such as guided notes and unit outlines, and assistive technology devices such

as books on audio or speech-to-text software. Students performing below grade level may

require curriculum modifications in order to eventually meet grade level expectations. The

curriculum modifications may include instruction on concepts and skills from a previous

grade level that the student has yet to master previously yet is critical for the student to be

successful on the grade level curriculum. In addition, the District has adopted a co-teaching

model across grade levels and content areas. Utilizing this approach, teachers with

expertise in the development and implementation of appropriate accommodations and

modifications are involved in lesson planning, preparation, and delivery.

Instruction

Instructional Strategies

Formal classroom observations focused on instruction

Walkthroughs targeted on instruction

Annual Instructional evaluations

Peer evaluation/coaching

Instructional Coaching

Regular Lesson Plan Review

Administrators

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

The Avon Grove School District Supervision Model aligns with the requirements of Act 82: Educator Effectiveness and includes both a Formal Observation Model and a Differentiated Supervision Model. The Differentiated Supervision Model includes three options: Peer Coaching, Portfolio and Action Research. The District Supervision Model uses a three-year cycle so that teachers annually participate in either the Formal Observation Model or the

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Differentiated Supervision Model. Both options ensure that teachers select professional and instructional goals to improve student performance. Classroom walkthroughs are included in both the Formal Observation Model and the Differentiated Supervision Model. Annual evaluations are conducted as part of the District Supervision Model. The District Supervision Model is a collaborative, reflective process for teachers and administrators. Instructional coaching is focused on a district-wide service delivery model. At the elementary level, there are two instructional coaches; one for mathematics and one for language arts. There are also two instructional coaches at the secondary level - math and reading. One instructional technology specialist/coach supports the entire district. All instructional coaches provide a combination of individual and team coaching through observations, planning, and modeling. Additionally, the instructional coaches support the work of the Professional Learning Community (PLC) in each school and shape the professional development plans at both the school and district levels.

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


Responsiveness to Student Needs


Instructional Practices Status

Structured grouping practices are used to meet student needs.

Implemented in 50% or more of

district classrooms

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


district classrooms

Differentiated instruction is used to meet student needs.


district classrooms

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


district classrooms

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




Structured grouping practices are used to meet student needs. Implemented in

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50% or more of district

classrooms



district classrooms



district classrooms



district classrooms



Middle Level




district classrooms



district classrooms



district classrooms



district classrooms



High School Level




district classrooms

Flexible instructional time or other schedule-related practices are used Implemented in

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to meet student needs. 50% or more of district

classrooms



district classrooms



district classrooms



Recruitment

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

The District is currently implementing the following strategies 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 at risk of not graduating:

1. Posting all openings internally to determine which (if any) current employees are highly

qualified for and interested in transferring to open positions.

2. Advertising all Job Vacancies (national, local, web site).

3. Attending job fairs.

4. Providing professional development to assist teachers in obtaining certification in hard-to-

fill areas and offering training and workshops to strengthen content knowledge and

instructional strategies.

5. Working with local colleges and universities to have opportunities to visit student teachers

and discuss the benefits of working in the Avon Grove School District.

6. Maintaining an ongoing database of prospective teachers and educational specialists.

7. Initiating the hiring process as soon as we are aware of a vacancy or opening.

Assessments

Local Graduation Requirements

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Course Completion SY 18/19 SY 19/20 SY 20/21

Total Courses

English

Mathematics

Social Studies

Science

Physical Education

Health

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

Electives

Minimum % Grade Required for Credit (Numerical Answer)

Graduation Requirement Specifics

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

Local Assessments

Standards WA TD NAT DA PSW Other

Arts and Humanities X X X X X

Career Education and Work X X X

Civics and Government X X


X X X X


X X X

PA Core Standards: Mathematics X X X X

Economics X X X

Environment and Ecology X X X

Family and Consumer Sciences X X X

Geography X X X


X X X

History X X X

Science and Technology and Engineering Education

X X X

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World Language X X X

Methods and Measures

Summative Assessments

Summative Assessments EEP EEI ML HS

PSSA: Reading, Mathematics, Science X X

Keystone Exams X X

Curriculum-based End-of-Unit/Module Assessments X X X X

Curriculum-based Common Quarterly Assessments X

Benchmark Assessments

Benchmark Assessments EEP EEI ML HS

Primary Measures of Academic Progress (MAP) X

Measures of Academic Progress (MAP) X X X

Fountas & Pinnell Benchmark Reading Assessment X X X

Formative Assessments

Formative Assessments EEP EEI ML HS

Curriculum-based Learning Module/Unit Formative Assessments

X X X X

Diagnostic Assessments

Diagnostic Assessments EEP EEI ML HS

Classroom Diagnostic Test for Mathematics and Reading

X X X

Developmental Spelling Assessment X X X X

Validation of Implemented Assessments

Validation Methods EEP EEI ML HS

External Review

Intermediate Unit Review

LEA Administration Review X X X X

Building Supervisor Review X X X X

Department Supervisor Review

Professional Learning Community Review X X X X

Instructional Coach Review X X X X

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Teacher Peer Review X X X X

Provide brief explanation of your process for reviewing assessments.

The development of both summative and formative assessments occurs as a part of the curriculum development process. Teachers engaged in writing the curriculum work in teams to develop the assessments using the Understanding by Design (UbD) process. Curriculum writing and assessment development is lead and managed by district administrators and instructional coaches. The District Curriculum Advisory Council (CAC) reviews the curriculum including assessments, prior to moving the curriculum forward for approval by the School Board of Directors. Once the curriculum is approved by the School Board, the building administrators are responsible for the ongoing review and validation of the assessments. Building administrators and instructional coaches work collaboratively with teachers using a PLC format to discuss assessments and assessment results and use the date to design instruction moving forward.

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.

The Avon Grove School District utilizes PowerSchool as its student management system.

The following summative assessment data is maintained in the system: PSSA, Keystone,

MAP, ACCESS, PSAT, ACT, SAT. Other summative and formative data is maintained by

teachers in gradebooks and shared spreadsheets. Data teams are in place across all schools

and are charged with examining assessment results and determining instructional needs

based upon student performance. Grade level/content area teachers meet in PLCs to

review the student achievement data ongoing throughout the year to inform instructional

practices.

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.

The Avon Grove School District has a Response to Instruction and Intervention (RtII) Model

in place. The RtII Model delineates a process for assessing students to determine if they are

in need of additional assistance in order to meet the grade level/content standards.

Students are placed in interventions based upon their needs and are provided remediation.

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Cycles of instruction are mapped out throughout the year that culminate with assessment to

determine how the student is responding to instruction and to determine instructional

needs moving forward. Data teams are in place across the schools that are responsible for

reviewing the data and determining the tier of intervention for students.

Assessment Data Uses

Assessment Data Uses EEP EEI ML HS

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

X X X X

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

X X X X

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

X X X X

Instructional practices modified or adapted to increase student mastery.

X X X X

Provide brief explanation of the process for incorporating selected strategies.

The Avon Grove School District has a standards-based curriculum developed using a backward-design process. The written curriculum maps out the standards - what we want students to know and be able to do. The assessed curriculum links to the written curriculum and provides a method for determining what students have learned. The taught curriculum focuses on the daily instruction that promotes learning of the written curriculum. Assessment data is used to determine student learning and inform instructional decision-making.

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


Distribution of Summative Assessment Results

Distribution Methods EEP EEI ML HS

Course Planning Guides X

Directing Public to the PDE & other Test-related Websites

X X X

Individual Meetings X X X X

Letters to Parents/Guardians X X X X

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Local Media Reports X X X

Website X X X X

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

Mass Phone Calls/Emails/Letters X X X X

Newsletters X X X X

Press Releases X X X X

School Calendar

Student Handbook

Provide brief explanation of the process for incorporating selected strategies.

Assessment results are communicated to students, parents and the community in a variety of methods depending upon the assessment itself. For example, state assessment data (PSSA, Keystone Exams) is disseminated to individual students and parents via a parent letter, summative state assessment results are communicated in district achievement reports which are featured at School Board Meetings and posted on the district Website. Press releases are utilized when a broader communication mechanism is warranted such as the College Board AP District Honor Roll Recognition.

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


Safe and Supportive Schools

Assisting Struggling Schools

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

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

The Avon Grove School District's administrative team includes Directors responsible for

Teaching and Learning assigned to the following areas: Pupil Services, Elementary

Education, Secondary Education and Technology. The focus of this administrative team, in

conjunction with the Assistant Superintendent of Curriculum and Instruction, is to support

the implementation and fidelity of curriculum for the K-12 Avon Grove School District.

Aligned with this focus is the continued growth and development of the admininstrative and

professional teaching areas. Areas of focus for the Directors are based on the data analysis

of the individual building data for each Avon Grove School, as well as the overall district. In

addition to the data-driven instructional decisions, the Avon Grove School District continues

to implement and monitor the progress of the instructional practices in each classroom,

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consistent with the Gradual Release of Responsiblity Framework. These structures support

the growth of the students using a variety of measures such as a variety of formative

assessments and benchmark assessments including CDT and MAP as well as progress

toward individualized educational plans.

Programs, Strategies and Actions

Programs, Strategies and Actions EEP EEI ML HS

Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement

X X X X

School-wide Positive Behavioral Programs

Conflict Resolution or Dispute Management X X

Peer Helper Programs X

Safety and Violence Prevention Curricula X X X X

Student Codes of Conduct X X X X

Comprehensive School Safety and Violence Prevention Plans

Purchase of Security-related Technology X X X X

Student, Staff and Visitor Identification Systems X X X X

Placement of School Resource Officers

Student Assistance Program Teams and Training X X X X

Counseling Services Available for all Students X X X X

Internet Web-based System for the Management of Student Discipline

X X X X

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

The Avon Grove School District began implementation of the Olweus Bully Prevention Program at the elementary level in the 2014-2015 school year. A School-wide Positive Behavioral Program is in the research stage with consideration for possible implementation in the 2016-2017 school year. The District does have a Safety Plan and progress towards the development of a Comprehensive School Safety and Violence Prevention Plan is underway. Research on the placement of School Resource Officers was conducted in the 2013-2014 school yet funding limitations impacted the ability to secure SROs to date.

Screening, Evaluating and Programming for Gifted Students

Describe your entity’s awareness activities conducted annually to inform the public of the gifted education services and programs offered (newspaper, student handbooks, school website, etc.)

Students may be referred for Gifted Education by parents, classroom teachers, or other school personnel through the guidance office. Guidance counselors screen referred students using a standardized assessment that correlates with intelligence quotients. Parents of students scoring a qualifying score are given Permission to Evaluate and parent input forms. Upon receiving a signed Permission to Evaluate, a school psychologist administers an individual IQ test and achievement tests, and the classroom teacher(s) completes an

28

observational checklist. A multidisciplinary team to determine giftedness reviews the total results along with the parent input form. If the criteria for giftedness are met, parents are invited to a Gifted Individualized Education Program meeting and programming to meet that student’s individual needs is established. Students who have been identified as gifted by another school district in Pennsylvania qualify for the program in the Avon Grove School District. Children moving into the Avon Grove School District from outside the state are evaluated according to the district’s criteria.The Gifted Education Program is a state-mandated program for academically talented students. Modifications as needed are made within the regular classrooms to challenge students in the areas of their academic strengths. In addition, enrichment activities are offered outside the regular classroom that encourage critical and creative thinking, and provide opportunities to expanded skills of research and analysis. At the middle and high schools, enriched levels of subjects and accelerated courses are also offered. At the elementary schools, both enrichment and acceleration opportunities are available for students depending on their individual strengths. All enrichment opportunities are designed as extensions of the genral education curriculum and the gifted support teacher provides an extensive amount of service in the student's general education classroom.

Describe your entity’s process for locating students who are thought to be gifted and may be in need of specially designed instruction (screening).


Describe your entity’s procedures for determining eligibility (through multiple criteria) and need (based on academic strength) for potentially mentally gifted students (evaluation).


Describe the gifted programs* being offered that provide opportunities for acceleration, enrichment or both. *The word "programs" refers to the continuum of services, not one particular option.


Developmental Services

Developmental Services EEP EEI ML HS

Academic Counseling X X X X

Attendance Monitoring X X X X

Behavior Management Programs X X X X

Bullying Prevention X X X X

Career Awareness X X X X

Career Development/Planning X X X X

Coaching/Mentoring X X X X

Compliance with Health Requirements –i.e., Immunization

X X X X

Emergency and Disaster Preparedness X X X X

Guidance Curriculum X X X X

Health and Wellness Curriculum X X X X

Health Screenings X X X X

29

Individual Student Planning X X X X

Nutrition X X X X

Orientation/Transition X

RTII/MTSS X X X X

Wellness/Health Appraisal

Explanation of developmental services:


Diagnostic, Intervention and Referral Services

Diagnostic, Intervention and Referral Services EEP EEI ML HS

Accommodations and Modifications X X X X

Administration of Medication X X X X

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

Assessment/Progress Monitoring X X X X

Casework X X X X

Crisis Response/Management/Intervention X X X X

Individual Counseling X X X X

Intervention for Actual or Potential Health Problems X X X X

Placement into Appropriate Programs X X X X

Small Group Counseling-Coping with life situations X X

Small Group Counseling-Educational planning X

Small Group Counseling-Personal and Social Development

X X

Special Education Evaluation X X X X

Student Assistance Program X X X X

Explanation of diagnostic, intervention and referral services:


Consultation and Coordination Services

Consultation and Coordination Services EEP EEI ML HS

Alternative Education

Case and Care Management X X X X

Community Liaison

Community Services Coordination (Internal or External)

Coordinate Plans

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

Home/Family Communication X X X X

Managing Chronic Health Problems X X X X

30

Managing IEP and 504 Plans X X X X

Referral to Community Agencies X X X X

Staff Development X X X X

Strengthening Relationships Between School Personnel, Parents and Communities

System Support

Truancy Coordination X X X X

Explanation of consultation and coordination services:


Communication of Educational Opportunities

Communication of Educational Opportunities EEP EEI ML HS

Course Planning Guides X

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



Local Media Reports X X X X

Website X X X X

Meetings with Community, Families and Board of Directors

X X X X

Mass Phone Calls/Emails/Letters X X X X

Newsletters X X X X

Press Releases X X X X

School Calendar X X X X

Student Handbook X X X X

Communication of Student Health Needs

Communication of Student Health Needs EEP EEI ML HS


Individual Screening Results X X X X


Website X X X X

Meetings with Community, Families and Board of Directors

X X X X

Newsletters X X X X

School Calendar X X X X

Student Handbook X X X X

Frequency of Communication

31

Elementary Education - Primary Level

More than once a month

Elementary Education - Intermediate Level


Middle Level


High School Level


Collaboration for Interventions

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

The Avon Grove School District Response to Instruction and Intervention (RtII) Model

includes school-based data teams as an integral part of the program. The data teams are

lead by the RtII Specialist who are responsible for the organizing assessment data,

conducting the data team meetings and managing the scheduling of interventions for

students in need of additional support. The data teams include all individuals responsible

for instruction related to the student including the classroom teacher, the interventionist

and any related services professionals. The team utilizes current assessment data to

discuss individual students in a classroom and determine appropriate instructional

programming for the students based upon the data. The data team examines trends and

patterns across a particular classroom, grade level and/or school. The data is utilized to

inform instructional practices and to determine professional development needs.

Community Coordination

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

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

Penn London Elementary School conducts a Pre-School Dialogue in early Spring each year

to provide an opportunity for PLES Kindergarten staff and RTII Specialists to collaborate

with the Pre-School Directors and teachers.

32

Discussions include but are not limited to: PA Core Standards, Instructional Delivery,

Kindergarten Readiness Skills, School Wide Behavior Plans, Special Needs

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 Chester County Intermediate Unit (CCIU) provides evaluation and special education

services for students of pre-school age who reside within the District boundaries. Referrals

for evaluation are made by parents directly to the CCIU and students who are determined to

be eligible for special education may receive classroom based, itinerant and/or related

services in the environment that is determined by the IEP team to be most appropriate.

Preschool special education classrooms are located at the Technical College High School

campus which resides in our District and itinerant services are provided in the child's home

or private preschool setting. Each year, the CCIU provides the District with the numbers of

students who are eligible to transition to schoolage kindergarten programs as well as the

names and student records for those students whose parents who have provided consent.

In order to ensure that students transition seamlessly from preschool services into all

students' needs are met as they transition to school age, the District conducts several

coordination activities with CCIU staff and district families. In November of each school

year, school district special education administrators advertise and facilitate a preschool

special education transition night for families of students who are eligible to transition to

kindergarten in the following school year. At this meeting, the transition process is

described in detail and parents are provided with the opportunity to ask questions as well

as register for transition meetings that take place in January and February. At these

transition meetings, district and CCIU staff meet with families to discuss their child and

parents are provided with the Intent to Register form indicating that they plan to enroll

their child in the school district.. If the parents agree to sign the Intent to Register, the team

will then discuss the need for further evaluation and the next steps related to transition

depending on the student's diagnosis. By April 15th, the team will decide whether to

implement the preschool IEP with or without revisions or conduct a reevaluation to garner

additional information about the student. If the decision is made to conduct a reevaluation,

the IEP team will meet within 30 days of the completion of the reevaluation.

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Materials and Resources

Description of Materials and Resources


Material and Resources Characteristics Status

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

Accomplished

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

Developing

Accessibility for students and teachers is effective and efficient Developing

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

Developing

Provide explanation for processes used to ensure Accomplishment.

The Avon Grove School District utilizes a Curriculum Advisory Council, comprised of educators, administration, community members and school board directors to evaluate and approve the curricula and associated resources for the Avon Grove School District. This council meets on a regular basis and is tasked with ensuring that adaptations and adjustments to the curricula of the Avon Grove School District are accompanied by the necessary support through materials, resources and infrastructure to support these changes. In addition to the work completed at the district level described above, each building principal is responsible to align his/her budget to the educational goals and needs of the students in his/her building. In aligning the budgetary requirements and requests to the specific needs of the students and courses, those areas that are not currently meeting all of the educational needs of the students are identified and prioritized. It is also through this process that special populations of students who may be underserved are identified and receive the administrative support necessary to be successful.

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





Accomplished


Developing



Developing

34





Middle Level



Accomplished


Developing



Developing



35



High School Level



Accomplished


Developing



Developing





SAS Incorporation


Standards Status

Arts and Humanities


district classrooms

Career Education and Work Implemented in

36


classrooms



district classrooms



district classrooms



district classrooms



district classrooms

Economics


district classrooms



district classrooms

Family and Consumer Sciences

Implemented in less than 50% of

district classrooms

Geography


district classrooms



district classrooms

History


district classrooms



district classrooms

Alternate Academic Content Standards for Math


district classrooms

37

Alternate Academic Content Standards for Reading


district classrooms

American School Counselor Association for Students


district classrooms

Early Childhood Education: Infant-Toddler→Second Grade


district classrooms

English Language Proficiency


district classrooms

Interpersonal Skills


district classrooms

School Climate


district classrooms

Further explanation for columns selected "



Standards Status

Arts and Humanities


district classrooms



district classrooms



district classrooms



district classrooms



district

38

classrooms



district classrooms

Economics


district classrooms



district classrooms

Family and Consumer Sciences Not Applicable

Geography


district classrooms



district classrooms

History


district classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

School Climate Implemented in

39


classrooms



Middle Level

Standards Status

Arts and Humanities


district classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

Economics


district classrooms



district classrooms



district classrooms

Geography


district classrooms

40



district classrooms

History


district classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

School Climate


district classrooms

World Language


district classrooms



High School Level

Standards Status

Arts and Humanities Implemented in 50% or more of

district

41

classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

Economics


district classrooms



district classrooms



district classrooms

Geography


district classrooms



district classrooms

History


district classrooms



district classrooms

Alternate Academic Content Standards for Math Implemented in 50% or more of

42

district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

School Climate


district classrooms

World Language


district classrooms




Characteristics

District’s Professional Education Characteristics EEP EEI ML HS

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

X X X X

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

X X X X

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

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

X X X X

Empowers educators to work effectively with parents and community partners.

X X X

43

District’s Professional Education Characteristics EEP EEI ML HS

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

X X X X

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

X X X X

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

X X X X

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

X X X

Instructs the leader in managing resources for effective results.

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

Based on the needs assessment conducted through the School Improvement Process and templates, each Avon Grove School aligns the priorities for student learning and teacher growth to the data available for that school. The alignment of this data to the professional development planning process ensures that each teacher receives the support necessary to grow as an individual, as well as to address the systemic needs unique to each building and student population within the district.


The emphasis for student intervention has historically focused on those students who were not meeting grade-level proficiency targets. After an analysis of PVAAS and growth data, there has been a recognition that the growth rates of students in the Avon Grove School District are not reaching the targets that are expected or predicted by the data. This accounts for some of the lack of progress for gifted students within the Avon Grove schools. To address this shortfall, additional emphasis has been placed on the use of data to measure growth for all students, as well as additional professional development through the SLO process that focuses on Data-Driven Instruction for all students and the use of Webb's Depth of Knowledge (DoK) to assess the construction of assessments as well as the corresponding instruction at the classroom level. The Avon Grove School District Administration has recognized the lack of a systems approach throughout the administrative structure and will be implementing training with all administrators to embed this in all decision-making. An aspect of this approach will be the analysis of resources, needs, and the effective and efficient meeting of student and educator needs by administrators in all financial decisions.

44

Educator Discipline Act 126, 71

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

This section was not answered.

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


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


Strategies Ensuring Fidelity

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

Using disaggregated student data to determine educators’ learning priorities.

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

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

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

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

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

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

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

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

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


The Avon Grove School District utilizes a variety of strategies to ensure that professional development is focused and wide-ranging and implemented with fidelity. Professional development needs are determined based upon needs assessments, program surveys, student achievement data trends and patterns, and data compiled from classroom walkthroughs and teacher observation. Based upon the data collected, the Professional Development Committee analyzes the information and determines professional

45

development needs both at a district and a school level. The District Instructional Leadership Team along with the School Level Instructional Teams then develop professional development events designed to improve teaching and learning. Professional development activities are designed just as instructional lessons are designed for the classroom. Each event features a clear purpose with specific learning targets. Participants engage in reflection to determine their learning progress. Professional development activities include some type of exit ticket or survey to gather data regarding the event and to assist with planning future professional learning opportunities. Professional learning opportunities allow for choice and promote collaboration among the learners.



Induction Program

Inductees will know, understand and implement instructional practices validated by

the LEA as known to improve student achievement.

Inductees will assign challenging work to diverse student populations.

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

initiatives, practices, policies and procedures.

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

practices and procedures.

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

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

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

Inductees will effectively navigate the Standards Aligned System website.

Inductees will know and apply LEA endorsed classroom management strategies.

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

students in crisis.

Inductees will take advantage of opportunities to engage personally with other

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


Inductees participate in a series of professional development meetings and practice

throughout their first year in the Avon Grove School District. These meetings occur in

addition to the other scheduled meetings for other professionals in the Avon Grove School

46

District. Throughout the first induction year, inductees receive support from building

administrators, instructional coaches, central office administrators and mentors, all of

whom reiterate the expectations and instructional practices of the Avon Grove School

District.

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

incorporation.


Needs of Inductees

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

identify needs.

Frequent observations of inductee instructional practice by supervisor to identify

needs.

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

identify needs.

Student PSSA data.

Standardized student assessment data other than the PSSA.

Classroom assessment data (Formative & Summative).

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

Review of inductee lesson plans.

Knowledge of successful research-based instructional models.

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

and second-year teacher interviews).


The Avon Grove School District Teacher Induction Program provides opportunities for new

teachers to meet regularly as a cohort to engage in professional learning. The Program is

lead by District Administrators and Instructional Coaches responsible for supporting the

new teachers. Several full day workshops occur both before the school year begins and

throughout the school year. Sessions focus on professional learning, reflection, consultancy,

observation of master teachers, review of achievement data, etc. Mentors participate in

various trainings with the new teacher in the beginning of the school year. They are

required to meet with the novice teacher they are responsible for mentoring on a weekly

47

basis to provide support and resources. Surveys are conducted annually to gather feedback

on the program to inform the program for the subsequent school year.

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

incorporation.

The Avon Grove School District is exploring the implementation of a portfolio system that

would allow for documentation of their learning and work, goal setting and reflection.

Currently these activities are handled during the professional learning sessions held

throughout the year without the requirement of the inductee compiling a portfolio.

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.


The Avon Grove School District recruits mentors for new teachers based upon a review of their qualifications. Qualifications include:

Teaching Experience

Leadership Service in the District

Mentor Experience in the District

Certification Area & Teaching Assignment

Professional Learning Involvement

Principals are responsible for the identification of the mentors for new teachers in their

building based upon these qualifications. Attention to alignment of mentors with new

teachers that have the same teaching assignment (grade/content) and their schedules allow

for opportunities to collaborate.

48

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

incorporation.


Induction Program Timeline

Topics Aug-Sep

Oct-Nov

Dec-Jan

Feb-Mar

Apr-May

Jun-Jul

Code of Professional Practice and Conduct for Educators

X

Assessments X X X

Best Instructional Practices X X X

Safe and Supportive Schools X

Standards X X X

Curriculum X X X

Instruction X X X

Accommodations and Adaptations for diverse learners

X

Data informed decision making X X

Materials and Resources for Instruction X X

If necessary, provide further explanation.


Monitoring and Evaluating the Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

The Avon Grove School District

New Teacher Induction Program

is evaluated annually and

revised as needed.

The evaluation includes input from all participants related to the achievement

of the program goals, objectives,

and competencies.

Monitoring and evaluation tools include:

Individual workshop feedback and evaluation

Mentor Logs

49

Year Two and Three On

-

line Discussions

End of Year Program Evaluation SurveyThe Avon Grove School District Teacher Induction

Program is evaluated annually and revised as needed. The evaluation includes input from

all participants related the achievement of program goals, objectives, and competencies.

Monitoring and evaluation tools include individual workshop feedback/evaluation and end-

of-year program evaluation surveys of both new teachers and mentors. The survey data is

reviewed by the Professional Development Committee annually and recommended

revisions to the program for the subsequent year determined.

Verification of program completion occurs each year of the program. The verification

summary document is maintained by the Office of Curriculum & Instruction. Each

participant is awarded a certificate of completion at the end of the year.

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.

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

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

program.

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

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

Level 2 Certification.

Special Education

Special Education Students

Total students identified: 685

Identification Method

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

50

The Avon Grove School District identifies students with specific learning disabilities using

the discrepancy model. A multi-disciplinary evaluation team examines the extent to which

the student is failing to achieve grade level standards or benchmarks and whether the

student exhibits a pattern of strengths and weaknesses relative to intellectual ability as

defined by a severe discrepancy between intellectual ability and achievement. With regards

to the first criterion, the team documents all data collected on the student’s level of

academic achievement, including the PSSA, local assessments, results of universal

screenings, and norm-referenced tests of academic achievement. For the second criterion,

the team documents whether there is a pattern of strengths and weaknesses relative to

intellectual ability. This is defined by a severe discrepancy between intellectual ability and

achievement relative to age or grade. The Avon Grove School District defines a severe

discrepancy using the predicted achievement model with a 10% frequency or less. In

addition, the student must also demonstrate significantly below grade level performance in

the classroom. In order to determine if a student has a severe discrepancy between

intellectual ability and achievement, the team gathers information on classroom

performance to assess their patterns of strengths and weaknesses in addition to the

possible use of standardized tests of academic achievement. Classroom observations are

conducted using formal behavioral observation procedures including event recording, time

sampling, and/or interval recordings. Observations are typically conducted across

instructional settings.

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

The District has met State Performance Plan targets for the most recent public reporting

(2011-2012) in the areas of disproportionate representation by race/ethnicity and

disability categories.

Non-Resident Students Oversight

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

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

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

There are currently no residential facilities within the school District's boundaries that

would require the assumption of LEA responsibility under section 1306. If a 1306 facility

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

51

did exist within our District boundaries, the Avon Grove School District would undertake

the role of LEA for students in those placements as required.

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 Avon Grove School District does not currently serve as "host" school District for any

institutions or facilities for incarcerated students. In the event that a resident student of the

District with a disability becomes incarcerated, educational documents are provided to the

host District to ensure the continued provision of FAPE.

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.

1. The Avon Grove School District embraces the philosophy that "all children are more alike

than different," and designs its programs according to this approach. All students begin

their day in a regular education homeroom and continue their educational program in the

regular education classroom to the maximum extent appropriate The District has not

identified any self-contained classrooms for any disability category. Full-time programming

options for students in need are provided as part of the educational programming

continuum through the Chester County Intermediate Unit, Approved Private Schools, and

other providers as necessary. For all students, the IEP team first considers the regular

education classroom in the child's home school as the primary placement location. Based on

the student's needs, the IEP team considers the extent to which accommodations,

supplementary aids, and services can be provided in the regular education classroom to

allow the student to derive meaningful benefit from the regular education curriculum. The

52

team considers a wide variety of aids and services to implement in the regular education

classroom. These may include testing accommodations such as extended time or modified

tests, organization and study tools such as guided notes and unit outlines, assistive

technology devices such as books on audio or speech-to-text software, human resources

such as an instructional aide or Personal Care Assistant, related services such as

occupational therapy consultation or mental health support or behavior support in the form

of a Positive Behavior Support Plan and associated interventions. If the IEP team feels that it

is appropriate for a given student, a referral will be made to the Chester County

Intermediate Unit to assist the team in completing a Supplementary Aids and Services

toolkit to explore options for implementation in the general education classroom. Students

are removed from the regular education environment only if the IEP team has determined

that the intensity and quality of instruction required in the child's area of disability cannot

be delivered in the general education classroom. In addition, in many cases the level and

rate at which the student is able to acquire new skills necessitates the pre-teaching and re-

teaching of skills. Providing this type of instruction in the general education classroom

would result in the student missing core instruction and falling further behind.

2. The Avon Grove School District provides a continuum of programming and service

options to students based on their individual need. Currently, the District operates

supplemental and itinerant levels of support in the following programming areas:

Learning Support The majority of students who are enrolled in special education programs

access Learning Support Programs to address specific learning disabilities which may

interfere with the acquisition of reading, writing, and mathematical skills. In addition to

direct instruction in their area of need, students are provided access to the general

curriculum to the maximum extent appropriate through the use of supplementary aides and

services and individualized accommodations. Itinerant and supplemental levels of learning

support are provided for students at the elementary and secondary level. The District

utilizes a co-teaching model to maximize students' access to the regular education

curriculum while still providing specially designed instruction according to individual

needs.

Emotional Support

Supplemental and itinerant emotional support is provided in grades 3-12. Some students

may require support to assist them in coping with and overcoming emotional difficulties,

which interfere with their general ability to participate in school. Our Emotional Support

Program emphasizes critical pro-social skills such as conflict resolution, anger management,

and the development of positive decision-making strategies within an emotionally

supportive environment. With the support of our Mental Health Specialist, students are

provided intervention in the context of groups or 1:1 sessions dependent on their specific

needs. These services are also available if needed for students in grades K-2, although

students with higher levels of emotional need who can not be serviced in a Learning

Support environment are serviced through programming provided by the CCIU.

Life Skills Support Life Skills Support programming in grades 3-12 provides students with

opportunities to learn important skills they will need to live and work as independently as

possible. Students learn these skills in an inclusive environment, solidifying each student’s

53

connection to the community. At the secondary level, an emphasis is placed on the

development of work skills through pre-vocational activities, job exploration, and

supervised work experience. In 2013-2014, the District opened a Life Skills program at the

elementary level in grades 3-6. The program focuses on functional academics and self-help

skills for students with significant needs and allows students to access elements of the

regular education curriculum in their home school. Students with significant Life Skills

needs who can not be supported in a Learning Suppoort environment in grades K-2 are

serviced in cross-district programs provided by the CCIU.

Autistic Support Itinerant and supplemental Autistic Support is available to students K-12.

The program provides intense instruction in the areas of academics, communication, social

skills, and behavior support. The IEP team works to prioritize skill deficit areas with a focus

on quality assessment and making individualized decisions based on available data.

Students are provided instructional opportunities in the natural environment to the extent

appropriate as well as opportunities to interact socially with peers across settings.

Secondary autistic support programming targets the transition needs of students

considering the individualized prospects for postsecondary education, employment, and

independent living.

Multiple Disabilities Support: A cross-district Secondary Multiple Disabilities Support

Classroom is operated by the Chester County Intermediate Unit at Avon Grove High School.

Programming is available for students who are diagnosed with concomitant impairments

which impacts their academic or functional school performance. Students serviced in this

classroom, regardless of district affiliation are integrated into building activities as able.

Students in grades K-8 with multiple disabilities who cannot be serviced through one of our

other programming options are provided supports in other settings such as cross-distirct

classrooms provided by the CCIU or the Child and Career Development Center.

Occupational and Physical Therapy: The Avon Grove School District contracts with Austill’s

Rehabilitation Services, Inc. to provide Occupational Therapy and Physical Therapy

evaluation, treatment and consultation services. Austill’s Rehabilitation Services has been

providing school-based therapy services to southeastern Pennsylvania since 1984. School-

based Occupational Therapy and Physical Therapy can include evaluation, treatment and

consultation with members of the student’s educational team if issues are affecting the

performance of a student in the educational setting. Occupational therapy areas of

involvement can include fine motor skills, hand performance, visual motor and visual

perceptual skills, sensory processing skills, functional daily living activities, attention and

organizational skills as they relate to a student’s school performance. Physical therapy

involvement areas can include mobility skills, ambulation, balance, coordination, gross

motor skills and neuromotor status including joint flexibility, muscle tone, strength and

endurance that impact a student’s performance in the school environment. Both

occupational therapists and physical therapists consult with the educational team,

facilitating integrated service delivery systems.

Speech and Language Support: The District employs four speech and language pathologists

and contracts one speech and language pathologist from the Chester County Intermediate

Unit. Speech and language support within the Avon Grove School District provides specially

54

designed instruction, through remediation, for those students who exhibit specific speech

or language disorders. Such disorders may include articulation errors, receptive/expressive

language difficulties, fluency or voice issues. The frequency and instructional delivery of

services are provided based on individual student need including integrated, group, and 1:1

therapy sessions.

Vision and Hearing Support: Students with needs related to a vision or hearing impairment

are provided with direct or consultative services based on their individual need through a

district partnership with the CCIU. CCIU staff provide both integrated and 1:1 therapy as

well as facilitate services in the area of assistive technology, orientation and mobility, and

maintenance of devices.

Co-Teaching: The District employs a co-teaching model at the secondary level and provides

co-teaching opportunities on a limited basis in the Intermediate School. Co-teaching

provides students with disabilities the opportunity to access the general curriculum and

receive instruction with the regular education peers while still receiving specially designed

instruction relative to their area of disability.

During the life of this special education plan, the District intends to consider expanding the

continuum of available services within the District to include Life Skills programming at

Penn London Elementary as well as increased co-teaching in both Penn London Elementary

and Avon Grove Intermediate. Staffing patterns and allocations will be examined at the

District level to ensure that special education teacher caseloads and instructional groupings

are designed to meet the needs of all students. It is believed that each of these initiatives

combined with this year's implementation of Response to Instruction and Intervention in

Literacy throughout the District will result in increased opportunities for our students to be

educated in the Least Restrictive Environment.

3. The most recent data relative to the State Performance Plan Targets indicates the

following:

The District total of 46.2% of students inside the regular class 80% or more is below the

SPP target of 65.0%.

The District total of 3.0% of students inside the regular class less than 40% met the SPP

target of 8.0%.

The District total of 7.0% of students in other settings does not meet the SPP target of 3.3%.

As a result of this data, following PDE's most recent cyclical monitoring the District was

required to develop an improvement plan relative to Least Restrictive Environment. In

response, the District has begun taking steps to increase the number of students who are

serviced in the regular education environment for more than 80% of their school day.

Elements of the improvement plan include the provision of an RTII program for literacy K-

12, the development and training of procedures for calculating LRE as part of student IEP

development, the restructuring of building schedules and student placement, and increased

co-teaching opportunities in the intermediate grades. Also as part of the improvement plan,

a training plan was developed to ensure that regular and special education teachers are

afforded professional development concerning inclusive practices.

55

Over the past three years, the District has taken steps to reduce the number of students

educated in and referred to alternative placements. The total number of students placed out

of district over the past 4 years is as follows:

11-12: 80

12-13: 65

13-14: 57

Referrals to outside placements prior to or during the school year have been reduced as

well. The number of referrals during each school year for the past four years are as follows:

10-11: 40

11-12: 23

12-13: 7

13-14 to date: 4

The need for outside placements is determined by each student's IEP team after considering

all other less restrictive options. For all students, the IEP team first considers the regular

education classroom in the child's home school as the primary placement location. Based on

the student's needs as determined by the multidisciplinary team evaluation, the IEP team

considers the extent to which accommodations, supplementary aids, and services can be

provided in the regular education classroom to allow the student to derive meaningful

benefit from the regular education curriculum. These may include testing accommodations

such as extended time or modified tests, organization and study tools such as guided notes

and unit outlines, assistive technology devices such as books on audio or speech-to-text

software, human resources such as an instructional aide or Personal Care Assistant, related

services such as occupational therapy consultation or mental health support or behavior

support in the form of a Positive Behavior Support Plan and associated interventions. If the

IEP team feels that it is appropriate for a given student, a referral will be made to the

Chester County Intermediate Unit to assist the team in completing a Supplementary Aids

and Services toolkit to explore options for implementation in the general education

classroom. The IEP team also considers the need for replacement instruction in more

restrictive settings inside the school building. In the event that a student requires a

frequency or intensity of instruction and specialized intervention in an alternative location,

the team will make such a recommendation.

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.

56

The District's Behavior Support Policy is consistent with Chapter 14 regulations and was

designed with intervention levels that are applicable to both regular and special education

students. The policy is based on the use of Functional Behavior Assessment and Positive

Behavior Support plan development, each of which are empirically validated methods for

addressing problem behavior. The use of FBAs and PBSPs is the primary method of

intervention for addressing problem behaviors.

Special education teachers, guidance counselors, and Instructional Support Teachers are

provided regular training concerning the FBA and behavior plan process as well as positive

behavior support intervention techniques. Staff are also provided with regular training in

de-escalation techniques. All special education paraprofessionals and teams of special

education teachers in each building are trained annually in Nonviolent Crisis Intervention,

an evidence-based program of de-escalation.

The District utilizes a variety of supports to address the needs of students who demonstrate

problem behavior. The District contracts School-Based Behavioral Health services through

the Chester County Intermediate Unit (CCIU) and Criticare Home Health. Through these

agencies, Personal Care Assistance and Behavior Support Consultation are provided to

students based on their individual needs. In addition, the District contracts with Devereux

CARES consultants, who provide consultation to students who demonstrate significant

behavior needs in school.

Lastly, the District also utilizes the services of the CCIU Training and Consultation (TaC)

teams for teacher and individual student consultation as well as training in the areas of

FBAs, behavior plans, crisis management, and classroom wide behavior management. Staff

are also afforded the opportunity to attend trainings related to behavior that are sponsored

by the Bureau of Special 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 District has established relationships with the Chester County Intermediate Unit (CCIU)

as well as an array of Private and Approved Private Schools which has resulted in the

successful provision of FAPE for all students. In addition, the District utilizes an intensive

interagency approach on a frequent basis to support students and families in ensuring that

all needed services are available and provided to students. In the event that the District

57

were to encounter a student or disability category for whom there were difficulty in

ensuring FAPE, the District would initiate the interagency process with the support of the

Chester County Intermediate Unit to analyze, identify, and provide the appropriate

educational setting and services.

The District currently provides a continuum of programming and service options K-12.

Autistic Support, Life Skills Support, Learning Support, and Emotional Support programs

are operated throughout grades 3-12. At the K-2 level, the District operates Autistic Support

and Learning Support Programs. The District's Emotional Support Program includes the

services of a mental health specialist. The District also employs the services of the (CCIU)

who operates a Multiple Disabilities Support classroom at Avon Grove High School and

provides contracted services for students with orthopedic, visual, and hearing impairments.

Through interagency collaboration, services such as behavior support are provided. The

District designates monthly interagency meeting times and coordinates with the CCIU

interagency representative to arrange for outside agencies to participate. District IEP

coordinators facilitate the interagency process locally, and the State Level Intensive

Interagency Coordinator would be contacted should the need arise.

Most recently, the District expanded the continuum of available services through the

opening of a Life Skills Support classroom at the Avon Grove Intermediate School at the

start of the 2013-2014 school year. The District is currently investigating the need to

further expand the continuum at the K-2 level, with the possibility of extending Life Skills

Support to Penn London Elementary School.

Strengths and Highlights

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

The Avon Grove School district is committed to educating students with disabilities in the

Least Restrictive Environment based on their individual needs. As such, the District offers a

continuum of services and programs within each building including learning support,

emotional support, autistic support, life skills and emotional support.

The District provides pre-referral intervention for students with academic and social needs

through RtII, IST and SAP services.

Special education students have access to laptops as needed and smartboards are available

and utilized in every classroom.

District-wide curriculum committees include special education staff representation to

ensure alignment between special and regular education curriculum. Examples include: The

58

Secondary Math Task Force, The District-Wide Literacy Panel, RTII, The Elementary Report

Card Committee, and The District Technology Committee

The District utilizes a co-teaching model in three of its four buildings to maximize the extent

to which students with disabilities are able to access the regular education curriculum.

At the secondary level, community -based instructional opportunities are provided to

students in our autistic support and life skills programs to provide skill instruction in the

natural environment to promote more fluent skill acquisition and generalization.

As part of our emotional support programming across the District, the services of a mental

health specialist are provided to students based on their individual needs.

Several extra-curricular activities at the secondary level are designed for students with

disabilities including the Recreation Experience Activity Club for Teens (REACT) which is

designed to provide recreational and social opportunities for students with high-

functioning autism and related social needs, and Club 401 which provides service learning

opportunities for our secondary emotional support students.

The District maintains a close partnership with the Chester County Intermediate Unit to

ensure the provision of a wide range of service options for students beyond that which is

offered as part of our own programming.

FM systems are available to be placed in regular and special education environments for

students with hearing impairments to ensure access to curriculum in the Least Restrictive

Environment.

The Avon Grove School District is committed to forming partnerships with parents in

developing educational programming for students with special needs and has established

the Avon Grove Special Education Parent Group in order to provide time devoted to

information-sharing and collaboration.

Special education teachers are provided with consistent and scheduled collaboration and

staff development opportunities with regular education teachers in order to maintain

consistent and effective program delivery across all environments.

The Avon Grove School District School Board of Directors and administration is committed

to and supportive of effective programming and planning throughout District-wide special

education services.

59

Assurances

Safe and Supportive Schools Assurances No policies or procedures have been identified.

Special Education Assurances No policies or procedures have been identified.

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

Least Restrictive Environment Facilities

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

The Timothy School Approved Private Schools

AS 1

Devereux CARES Approved Private Schools

AS 4

The Vanguard School Approved Private Schools

ES, AS, and LS 3

Child and Career Development Center

Special Education Centers

ES 1

CARE Special Education Centers

Supplemental Emotional Support/Partial Hospitalization

1

Instruction in the Home

Instruction in the Home

Full Time 2

Pathway School Approved Private Schools

Full Time Emotional Support 1

Transitional Living Program

Other Supplemental Life Skills- Community-Based Instruction

3

Unionville Elementary Neighboring School Districts

Supplemental MDS 2

Octorara Primary Learning Center

Neighboring School Districts

Supplemental Life Skills Support 1

STEPS Other Supplemental Learning Support and Emotional Support

7

REACH Other Supplemental Emotional Support

3



Full Time Learning Support 12

60



Full Time Life Skills Support 2



Full Time MDS Support 10

Gateway Program Other Supplemental Emotional Support

2

ASPIRE Other Autistic Support 1

TEACH Other Full Time Emotional Support/Partial Hospitalization

1

Special Education Program Profile Program Position #1

Operator: School District

PROGRAM SEGMENTS

Location/Building Grade Building Type

Support Service Type

Age Range

Caseload FTE

Penn London Elementary School

An Elementary School Building

A building in which General Education programs are operated

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

Learning Support

5 to 8 15 1

Program Position #2

Operator: Intermediate Unit PROGRAM SEGMENTS



Age Range

Caseload FTE

Avon Grove High School

A Senior High School Building



Multiple Disabilities Support

17 to 21

3 1

Program Position #3

Operator: School District PROGRAM SEGMENTS



Age Range

Caseload FTE





Learning Support

5 to 8 15 1

Program Position #4 - Proposed Program

61

Operator: School District PROPOSED PROGRAM INFORMATION

Type: ClassandPosition Implementation Date: August 25, 2014 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS



Age Range

Caseload FTE




Itinerant Autistic Support

5 to 8 4 0.5





Autistic Support

5 to 8 3 0.5

Program Position #5




Age Range

Caseload FTE

Avon Grove Intermediate School




Emotional Support

9 to 12

5 0.5





Learning Support

9 to 12

9 0.5

Program Position #6




Age Range

Caseload FTE



A building in which General Education programs are


Autistic Support

9 to 12 4 1

62

operated

Program Position #7




Age Range

Caseload FTE





Life Skills Support

9 to 12 6 1

Program Position #8




Age Range

Caseload FTE





Learning Support

8 to 11 16 1

Program Position #9




Age Range

Caseload FTE





Learning Support

10 to 12

15 1

Program Position #10




Age Range

Caseload FTE





Learning Support

11 to 12

16 1



63



Age Range

Caseload FTE





Learning Support

10 to 12

13 1





Age Range

Caseload FTE





Learning Support

9 to 12 16 1





Age Range

Caseload FTE





Learning Support

9 to 12 16 1





Age Range

Caseload FTE





Learning Support

10 to 12

14 1



Location/Building Grade Building Type Support Service Type

Age Range

Caseload FTE

Fred S. Engle Middle School

A Middle School Building


Itinerant Emotional Support

12 to 15

5 0.5

64

operated




Itinerant Learning Support

12 to 15

7 0.5




Age Range

Caseload FTE





12 to 15

17 1




Age Range

Caseload FTE





12 to 15

2 0.25




Itinerant Life Skills Support

12 to 15

7 0.75





Age Range

Caseload FTE





Learning Support

12 to 15

12 1





Age Range

Caseload FTE





Learning Support

12 to 15

14 1

65





Age Range

Caseload FTE





Learning Support

12 to 15

15 1





Age Range

Caseload FTE





Learning Support

12 to 15

15 1




Age Range

Caseload FTE





Autistic Support

14 to 18

7 1




Age Range

Caseload FTE





14 to 18

7 1





Age Range

Caseload FTE





Emotional Support

14 to 18

20 1

66

operated




Age Range

Caseload FTE





Life Skills Support

14 to 18

13 1




PROGRAM SEGMENTS



Age Range

Caseload FTE





Emotional Support

14 to 18

12 1




Age Range

Caseload FTE





14 to 18

16 1





Age Range

Caseload FTE





Learning Support

14 to 18

11 1

67

operated





Age Range

Caseload FTE





Learning Support

14 to 18

19 1





Age Range

Caseload FTE

Avon Grove High school




Learning Support

14 to 18

13 1




Age Range

Caseload FTE





14 to 18

18 1




PROGRAM SEGMENTS



Age Range

Caseload FTE





Learning Support

10 to 13

14 1

68

operated





Age Range

Caseload FTE





Learning Support

14 to 18

14 1





Age Range

Caseload FTE





Learning Support

14 to 18

19 1





Age Range

Caseload FTE





Learning Support

14 to 18

12 1




Age Range

Caseload FTE





14 to 18

18 1





Age Range

Caseload FTE


A Senior High

A building in which General

Supplemental (Less Than 80%

Learning Support

14 to 18

15 1

69

School Building

Education programs are operated

but More Than 20%)




Age Range

Caseload FTE




Itinerant Speech and Language Support

5 to 8 55 1




Age Range

Caseload FTE





8 to 11 55 1




Age Range

Caseload FTE





9 to 12 20 0.4

Fred S Engle Middle School




13 to 15

30 0.6




Age Range

Caseload FTE





15 to 18

25 0.5


An Elementary

A building in which General

Itinerant Speech and Language

9 to 12 25 0.5

70

School Building

Education programs are operated

Support




Age Range

Caseload FTE

Penn London Elementary




5 to 8 25 0.5





9 to 11 25 0.5




Age Range

Caseload FTE

Fred S Engle Middle School




13 to 15

25 0.5





15 to 18

25 0.5




Age Range

Caseload FTE

District A Junior/Senior High School Building


Itinerant Deaf and Hearing Impaired Support

8 to 16 4 0.22

Justification: 4 Students in the District are provided case management and direct services through an Itinerant Hearing Support Teacher provided by the CCIU




Age Range

Caseload FTE

71

Avon Grove School District



Itinerant Blind or Visually Impaired Support

10 to 18

8 0.41

Justification: 8 students across the District are provided direct or consultative services through an itinerant Vision Support teacher provided by the CCIU



Type: ClassandPosition Implementation Date: August 25, 2014 Average square feet in regular classrooms: 743 sq. ft. Square footage of this classroom: 806 sq. ft. (31 feet long x 26 feet wide)

PROGRAM SEGMENTS



Age Range

Caseload FTE





Autistic Support

5 to 8 3 0.5





Life Skills Support

5 to 8 5 0.5

Special Education Support Services

Support Service Location Teacher FTE

Supervisor of Special Education District 1

Secondary IEP and Transition Coordinator Avon Grove High School 1

Elementary IEP Coordinator Avon Grove Intermediate School 1

School Psychologist District 0.6

School Psychologist District 4

Student Assistance Coordinator District 1

Special Education Paraprofessionals District 24

Instructional Support Teachers District 5

Reading Specialists District 6

72

Special Education Contracted Services

Special Education Contracted Services Operator Amt of Time per Week

Devereux CARES Consultants Outside Contractor

1 Days

Mental Health Specialist Intermediate Unit

5 Days

Austill's Rehabilitation Services- Occupational and Physical Therapy

Outside Contractor

5 Days

Chester County Intermediate Unit Home and Community Services-Personal Care Assistants and Behavior Support Consultants

Intermediate Unit

5 Days

Criticare- PCA and Nursing Services Outside Contractor

5 Days

Billings Bi-Lingual- Document Translation Outside Contractor

3 Hours

Bi-Lingual Psychological Services Outside Contractor

2 Days

Come Alive Communication Inc- Interpreters Outside Contractor

1 Days

Behavior Consultation Intermediate Unit

2 Hours

Autism Consultation Intermediate Unit

2 Hours

Assistive Technology Consultation Intermediate Unit

2 Hours

Psychiatric Services Intermediate Unit

2 Hours

Discover Transition Services Intermediate Unit

5 Days

73

Needs Assessment

Record School Patterns

Question:

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

identify among your schools?

What other information do you still need to assess?

Answer:

This question has not been answered.

District Accomplishments

Accomplishment #1:

The perception of AGSD is one of being a "good" district. 83% of parents were positive when asked

on a parent survey if they are satisfied with the education their children are getting in AGSD.

Accomplishment #2:

On the state of Pennsylvania School Performance Profile, the four AGSD schools are all rated near the

top fo the proficient band with scores between 82.1 and 85.5 (Distinguished is >90 and Needs

Improvement is <70).

Accomplishment #3:

Two thirds of AGSD students are performing above the national average based upon the MAP data

from spring 2012 to spring 2013

Accomplishment #4:

The number of students taking AP exams and the number of exams taken has increased every year

for the past 10 years with 339 students taking an AP exam in the 2012-2013 school year. While

there is increasing participatin, the passing rate is at 80% or more for the past eight years.

Accomplishment #5:

In 2012-2013, 84% of seniors took the SAT, up from an average of 77% from the 2007-08 through

2010-11 school years. Average scores in both reading and mathematics are above the state and

national averages.

Accomplishment #6:

74

In 2012-13, through a duall enrollment program, 31 students took 58 college classes whild enrolled

at AGHS.

District Concerns

Concern #1:

Evaluating data from MAP in the spring of 2012 and spring of 2013, the majority of AGSD students

are learning less than the national average in a year (students whose achievement level in the 50th

percentile and higher grow at the 46th percentile nationally).

Concern #2:

Data from MAP in the spring of 2012 and the spring of 2013 reveals that as the achievement level

increases, the amount students learn in a year decreases compared to similar achieving students in

the nation.

Concern #3:

The academic growth rate from spring 2012 to spring 2013 for students in the GIEP was at the 54th

percentile compared to a nationally typcical student who is in the same grade and starts at the same

achievement level indicating that the students in this program are not learning at rates

commensurate within their capabilities.

Concern #4:

The material conditions of the schools and the overcrowding in schools is of concern. The high

school has a capacity of 1,500 students that is expanded to 1,800 students with 12 modular

classrooms. With two modular classrooms, the middkels school has a capacity of 978 students.

Enrollmen for the 2014-2015 school year is 1,848 for the high school and 861 for the middle school.

If the approximately 550 AGSD students enrolled in the Avon Grove Charter School in the 2013-2014

school year returned to their AGSD feeder schools unexpectedly, there would be limited room for

them. If the economy continues to improve and housing starts and homebuying continue to

accelerate, enrollments will continue to increase and place more strain on existing facilities.

Concern #5:

All stakeholders expressed a desire for better communication at all levels and a more active

partnership. Communication wit the ELL parent population is a concern along with the availability

of resources to support the improved communication in Spanish.

Concern #6:

Performance in both reading and mathematics demonstrates significant achievement gaps among

the subgroups of Hispanic, IEP and ED.

75

Concern #7:

While reading performance improved in some grades at the elementary level based upon PSSA,

there is still a concern with low performance among all groups. The aggregate PSSA results from

2010 to 2014 demonstrate a net loss of the percent of students performing proficient/advance of 9

for grade 3, 16 for grade 4, 1 for grade 5 and 8 for grade 6.

Prioritized Systemic Challenges

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

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

Aligned Concerns:

Evaluating data from MAP in the spring of 2012 and spring of 2013, the majority of AGSD

students are learning less than the national average in a year (students whose

achievement level in the 50th percentile and higher grow at the 46th percentile

nationally).

Data from MAP in the spring of 2012 and the spring of 2013 reveals that as the

achievement level increases, the amount students learn in a year decreases compared to

similar achieving students in the nation.

The academic growth rate from spring 2012 to spring 2013 for students in the GIEP was

at the 54th percentile compared to a nationally typcical student who is in the same grade

and starts at the same achievement level indicating that the students in this program are

not learning at rates commensurate within their capabilities.

Performance in both reading and mathematics demonstrates significant achievement

gaps among the subgroups of Hispanic, IEP and ED.

While reading performance improved in some grades at the elementary level based upon

PSSA, there is still a concern with low performance among all groups. The aggregate PSSA

results from 2010 to 2014 demonstrate a net loss of the percent of students performing

proficient/advance of 9 for grade 3, 16 for grade 4, 1 for grade 5 and 8 for grade 6.

76

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

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

Aligned Concerns:




nationally).














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

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

adjust instructional practices.

Aligned Concerns:




nationally).

77














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

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

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

Aligned Concerns:




nationally).






78





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

to student learning are addressed in order to increase student achievement and graduation rates.

Aligned Concerns:




nationally).










Systemic Challenge #6 (Guiding Question #6) Establish a district system that fully ensures specially

designed instruction is provided to meet the unique learning needs of children with disabilities at no

cost to a parent.

Aligned Concerns:




nationally).

79







Systemic Challenge #7 (Guiding Question #10) Establish a district system that fully ensures

professional development is focused, comprehensive and implemented with fidelity.

Aligned Concerns:




nationally).














80

Systemic Challenge #8 (Guiding Question #13) Establish a system that fully ensures the district's

resources effectively address instructional priorities aligned with the district's vision and mission

and fully ensures that the expenditure and accounting of funds meets all legal and ethical

requirements within the parameters of generally accepted accounting practices.

Aligned Concerns:




nationally).




The material conditions of the schools and the overcrowding in schools is of concern. The

high school has a capacity of 1,500 students that is expanded to 1,800 students with 12

modular classrooms. With two modular classrooms, the middkels school has a capacity of

978 students. Enrollmen for the 2014-2015 school year is 1,848 for the high school and

861 for the middle school. If the approximately 550 AGSD students enrolled in the Avon

Grove Charter School in the 2013-2014 school year returned to their AGSD feeder schools

unexpectedly, there would be limited room for them. If the economy continues to improve

and housing starts and homebuying continue to accelerate, enrollments will continue to

increase and place more strain on existing facilities.

All stakeholders expressed a desire for better communication at all levels and a more

active partnership. Communication wit the ELL parent population is a concern along with

the availability of resources to support the improved communication in Spanish.





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Systemic Challenge #9 (Guiding Question #0) Develop and establish a comprehensive cohesive

communication plan

Aligned Concerns:

All stakeholders expressed a desire for better communication at all levels and a more

active partnership. Communication wit the ELL parent population is a concern along with

the availability of resources to support the improved communication in Spanish.

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District Level Plan

Action Plans

Goal #1: Develop and establish a comprehensive cohesive communication plan

Related Challenges:

Establish a system that fully ensures the district's resources effectively address

instructional priorities aligned with the district's vision and mission and fully

ensures that the expenditure and accounting of funds meets all legal and ethical


Indicators of Effectiveness:

Type: Annual

Data Source: School Climate Surveys

Specific Targets: Check Climate data details

Type: Annual

Data Source: Focus Groups

Specific Targets: Look at white paper

Type: Annual

Data Source: Communications Survey

Specific Targets: Look at white paper

Strategies:

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Comprehensive, Cohesive Communication & Community Outreach

Plan

Description:

Establish a comprehensive, cohesive communication plan that informs and engages all stakeholders (#1, #96)

SAS Alignment: None selected

Implementation Steps:

Marketing/Communications Department

Description:

Establish a Marketing/Communications Department that oversees all stakeholder communications (#17)

Start Date: 7/1/2015 End Date: 9/1/2015

Program Area(s): Teacher Induction

Supported Strategies:

Comprehensive, Cohesive Communication & Community Outreach Plan

Communications Audit Process

Description:

Develop a systematic communications audit process that includes way (i.e. focus groups, surveys, etc) to identify communication gaps, needs and wants among all stakeholder groups, and enables the school district to evaluate the effectiveness of communication tools. (#64, #97, #55)


Program Area(s):


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Communication Resources & Tools

Description:

Develop a process to evaluate new and emerging ways to inform and engage audiences (i.e. social media tools, video-on-demand, etc.) (#97, #58)


Program Area(s): Educational Technology



Community Outreach

Description:

Provide all communciation materials (digital, voice,, video-on-demand, print, etc.) in Spanish. (#23) Conduct school and district events that build and strengthen relationships with key stakeholders, build employee morale, and promote pride in the community. (#21, #51)


Program Area(s): Student Services



District Branding

Description:

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Establish a clear brand identity that reflects the mission and vision of the school district and promotes a culture that supports living the brand at all levels of the organization and in all operations. (#13, #51)


Program Area(s):



Volunteer Program

Description:

Develop and implement a volunteer mentoring and tutoring system to support students academic and emotional needs and leverages various stakeholder groups (#9, #31)


Program Area(s):



Goal #2: Increase Learning Opportunities

Related Challenges:

Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates.

Establish a district system that fully ensures specially designed instruction is provided to meet the unique learning needs of children with disabilities at no cost to a parent.

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

86


Type: Annual

Data Source: PSSA Data for Reading, Math, Science

Specific Targets: 90% of students will perform in the proficient/advanced range on the PSSA

Type: Annual

Data Source: Keystone Exams for Literature, Algebra I, Biology

Specific Targets: 92% of students will perform in the proficient/advanced range on the Keystone Exams

Strategies:

Student Learning Opportunities

Description:

Increase learning opportunities for all students to ensure that they are well-prepared to create their future

SAS Alignment: Safe and Supportive Schools, Standards, Assessment,

Instruction

Professional Learning Opportunities

Description:

Increase continuous high-quality professional learning opportunities for employees that improve teaching and learning .

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

Safe and Supportive Schools


Guidance Services: CEW Standards

87

Description:

Provide opportunities at all grade levels for students to be directly taught the top soft skills employers want so our students may be successful in obtaining and sustaining their careers. (#25)






Guidance Services: Social & Emotional & Resources

Description:

Implement a proactive program that addresses social and emotional needs of all students at every school. (#59) Increase and improve school counseling resources available to students. (#2)






Supplemental Instruction

Description:

Create Learning Centers for students to recieve additional instruction and support during the school day. (#62)



88



Intervention Resources

Description:

Aquire resources, both human and material, to provide appropriate interventions for all students (#80)





ESL Program Enhancements

Description:

Commit to funding resources to improve the district ESL Program. (#71)





Curriculum Review Cycle

Description:

Implement a five year curriculum review cycle which includes all phases of curriculum development: Phase One: Assess, Research & Development; Phase Two: Curriculum Development, Identification of Resources/Materials & Pilot; Phase Three: Professional Development &

89

Begin Implementation; Phase Four: Full Implementation; and Phase Five: Monitoring & Evaluation.


Program Area(s):



Professional Learning Culture

Description:

Develop a culture that promotes and rewards creativity, collaboration and shared problem-solving. (#40)


Program Area(s): Professional Education



21st Century Learning

Description:

Plan for and provide ongoing support to implement 21st Century learning, leadership and motivation concepts. (#5) Bring 3:1 to AGSD - technology, access, training. (#68) Expand the use of online education services. (#45)


Program Area(s): Professional Education, Educational Technology



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High School Bell Schedule

Description:

Research effective high school schedules options to identify a schedule that will promote and expand integrated and enriched learning opportunities for high school students (#76)

Begin implementation of the schedule change in the 2016-2017 school year






Full Day Kindergarten

Description:

Create a full day kindergarten program in the Avon Grove School District. (#4) Focus on staffing only - no facility.


Program Area(s):



Goal #3: Develop a "Systems Approach" across AGSD

Related Challenges:

Establish a district system that fully ensures consistent implementation of standards

aligned curricula across all schools for all students.

91

Establish a district system that fully ensures the consistent implementation of

effective instructional practices across all classrooms in each school.

Establish a district system that fully ensures staff members in every school use

standards aligned assessments to monitor student achievement and adjust

instructional practices.

Establish a district system that fully ensures high quality curricular assets (e.g.

model curricula, learning progressions, units, lesson plans, and content resources)

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

Establish a system that fully ensures the district's resources effectively address

instructional priorities aligned with the district's vision and mission and fully

ensures that the expenditure and accounting of funds meets all legal and ethical



Type: Annual

Data Source: Strategic Plan Goals Review

Specific Targets: Student Achievement Data, School Climate Data, Operational

Data

Strategies:

Systems Learning

Description:

Systems learning is the process of understanding how things, regarded as systems, influence one another within a whole. Through inquiry into how a district or school functions and performs, leaders can support "Systems Learning". This includes assembling and interpreting information about the system as a whole plus developing new policies, practices, and structures that alter and enhance its performance. Opportunities for system learning arise through the interaction of system participants as they examine and seek to shape system performance. This happens in system-wide planning endeavors; evaluation of policies, programs and resource use, including self-studies and assessments of various kinds; "action research" focused on system-wide issues; and identification to

92

measure progress towards goals. (Leading for Learning; Center for the Study of Teaching & Policy, 2003)


Financial Planning

Description:

Long-term financial planning combines financial forecasting with strategizing. It is a highly collaborative process that considers future scenarios and helps an organization navigate challenges. Long-term financial planning works best as part of an overall strategic plan. Financial forecasting is the process of projecting revenues and expenditures over a long-term period, using assumptions about economic conditions, future spending scenarios, and other salient variables. Financial planning uses forecasts to provide insight into future financial capacity so that strategies can be developed to achieve long-term sustainability in light of the organizations objectives and financial challenges. (Long Term Financial Planning; Goverment Finance Office Operations, February 2008)


Facilities Planning

Description:

Effective school facility management protects capital investments, ensures the health and safety of students and staff, enhances day-to-day operations, and supports educational performance. (PASBO)

SAS Alignment: Safe and Supportive Schools


Systems Learning: Strategic Plan

Description:

Develop a five year Strategic Plan that defines a shared vision aligned with goals that are measured and monitored using a periodic review process that includes all stakeholders. (#24, #18)


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

Education, Student Services, Educational Technology


Systems Learning

Financial Planning

Facilities Planning

Systems Learning: Training

Description:

Study and implement systems training for all board members, administrators, and staff. (#34)




Systems Learning

Financial Planning

Facilities Planning

Systems Learning: Education

Description:

Develop and implement a systems approach in the educational process and teaching styles. (#48)




Systems Learning

94

Financial Planning: Comprehensive Plan

Description:

Create a comprehensive five year financial plan aligned with the District Strategic Plan. (#66)


Program Area(s):


Financial Planning

Financial Planning: Educational Foundation

Description:

Create an educational foundation to support district goals as outlined in the Strategic Plan. (#3)


Program Area(s):


Financial Planning

Facilities Planning: Evaluation Study

Description:

Evaluate current building infrastructure and develop a plan for improvement and growth aligned with the vision and goals in the Strategic Plan. (#93)


Program Area(s):

95


Facilities Planning

96

Appendix: Professional Development Implementation

Step Details

LEA Goals Addressed: Develop and establish a comprehensive cohesive communication plan

Strategy #1: Comprehensive, Cohesive Communication & Community Outreach Plan

Start End Title Description

7/1/2015 9/1/2015 Marketing/Communications

Department

Establish a Marketing/Communications Department that oversees all stakeholder

communications (#17)

Person Responsible SH S EP Provider Type App. Superintendent 2 2 25 AGSD School

Entity No

Knowledge Administrators will participate in 2 workshops that will focus on effective communication strategies to support

communications and community outreach.

Supportive Research

Effective communication strategies to reach all stakeholder groups is critical for positive community

engagement.

Designed to Accomplish

For classroom teachers, school counselors and education specialists:


For school and district administrators, and other educators seeking leadership



97

roles:

Training Format

Series of Workshops

Participant Roles

Principals / Asst. Principals

Supt / Ast Supts / CEO / Ex Dir

Related Service Personnel

Grade Levels

Elementary - Primary (preK - grade 1)

Elementary - Intermediate (grades 2-5)

Middle (grades 6-8)

High (grades 9-12)

Follow-up Activities

Ongoing support from the Community Engagement Office will be provided to administrators using a variety of media tools.

Evaluation Methods

Participant survey

Stakeholder satisfication survey will be conducted annually to measure impact and provide data to inform future communication strategies.




7/1/2015 10/1/2015 Communications Audit

Process

Develop a systematic communications audit process that includes way (i.e. focus

groups, surveys, etc) to identify communication gaps, needs and wants among all

stakeholder groups, and enables the school district to evaluate the effectiveness of

communication tools. (#64, #97, #55)

Person Responsible SH S EP Provider Type App.

98

Superintendent 2 2 15 AGSD Public relations consultan

t

No

Knowledge Administrators and personnel participating in this training series will learn strategies for conducting a

communications audit and will develop a district communication audit process.

Supportive Research

A literature review of 20 studies that examined the common characteristics of high-performing schools

document that high-performing schools tend to have a combination of many characteristics including high

levels of parent and community involvement.

A New Wave of Evidence, SELD, 2002




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



Training Format

Series of Workshops

Department Focused Presentation

Participant Roles



Other educational specialists


Grade Levels



Middle (grades 6-8)

High (grades 9-12)

99


Department meetings and work sessions

Evaluation Methods

Participant survey




7/1/2015 6/30/2017 Communication Resources &

Tools

Develop a process to evaluate new and emerging ways to inform and engage

audiences (i.e. social media tools, video-on-demand, etc.) (#97, #58)

Person Responsible SH S EP Provider Type App. Superintendent 2 2 25 AGSD Public

relations consultan

t

No

Knowledge Participants will learn strategies for evaluating new and emerging ways to inform and engage audiences (i.e.

social media tools, video-on-demand, etc.) and develop a process for implementation across the district.

Supportive Research

A literature review of 20 studies that examined the common characteristics of high-performing schools

document that high-performing schools tend to have a combination of many characteristics including high

levels of parent and community involvement.

A New Wave of Evidence, SELD, 2002


For classroom teachers, school counselors and education


100

specialists:




Training Format

Series of Workshops

Department Focused Presentation

Participant Roles




Grade Levels



Middle (grades 6-8)

High (grades 9-12)


Ongoing support from the Community Engagement Office will be provided to administrators using a variety of media tools.

Evaluation Methods

Participant survey

LEA Goals Addressed: Increase Learning Opportunities

Strategy #1: Student Learning Opportunities

Strategy #2: Professional Learning Opportunities


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7/1/2015 6/30/2018 Guidance Services: CEW

Standards

Provide opportunities at all grade levels for students to be directly taught the top

soft skills employers want so our students may be successful in obtaining and

sustaining their careers. (#25)

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

Services 3 5 15 Avon Grove School District School

Entity No

Knowledge Participants will gain knowledge of the CEW standards and how to implement them...

Supportive Research

Research....







Training Format

Series of Workshops

Participant Roles

Classroom teachers


School counselors

Other educational specialists

Parents

Grade Levels



Middle (grades 6-8)

High (grades 9-12)

102


Committee

Evaluation Methods

Participant survey

Committee

LEA Goals Addressed: Increase Learning Opportunities

Strategy #1: Student Learning Opportunities

Strategy #2: Professional Learning Opportunities


7/1/2015 6/30/2018 Guidance Services: Social &

Emotional & Resources

Implement a proactive program that addresses social and emotional needs of all

students at every school. (#59) Increase and improve school counseling resources

available to students. (#2)

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

Services 3.0 4 30 PaTTan PaTTAN Yes

Knowledge

School Wide Positive Behavior Support (SWPBS) is a behavioral approach associated with decreased

exclusionary, reactive and punitive discipline practices, increased student satisfaction and improved

perceptions of school safety.

Supportive Research

The SWPBIS approach is structured to provide a blueprint to support all students in a school, from the most

compliant to those requiring the most intensive supports. This approach:

is research based;

promotes accountability and sustainability through data collection and planned, well articulated

103

individual building to district level structures; and

fosters school-community partnerships at all levels.




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


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.


Training Format

Series of Workshops

School Whole Group Presentation

Professional Learning Communities

Participant Roles

Classroom teachers


School counselors

Paraprofessional


Parents

Grade Levels



Middle (grades 6-8)

High (grades 9-12)

104


Analysis of school climate surveys

Evaluation Methods

Participant survey

105

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


Superintendent/Chief Executive Officer

106

Special Education Affirmations

We also affirm our understanding that any requests for any deviations from the Chapter 14

regulations, standards, policies, and procedures must be made in writing to the Pennsylvania

Department of Education. The school district understands that the Special Education Component of

the District Level Plan will be approved by PDE in accordance with the following criteria as set forth

in 22 Pa. School Code § 14.104 and as part of the District Level Plan:

1. There are a full range of services, programs and alternative placements available to the

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

school district.

2. The school district has adopted a child find system to locate, identify and evaluate young

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

education residing within the school district's jurisdiction. Child find data is collected,

maintained, and used in decision-making. Child find process and procedures are evaluated

for its effectiveness. The school district implements mechanisms to disseminate child find

information to the public, organizations, agencies, and individuals on at least an annual basis.

3. The school district has adopted policies and procedures that assure that students with

disabilities are included in general education programs and extracurricular and non-

academic programs and activities to the maximum extent appropriate in accordance with an

Individualized Education Program.

4. The school district will comply with the PA Department of Education, Bureau of Special

Education's revision notice process.

5. The school district follows the state and federal guidelines for participation of students with

disabilities in state and district-wide assessments including the determination of

participation, the need for accommodations, and the methods of assessing students for

whom regular assessment is not appropriate.

6. The school district affirms the Pennsylvania Department of Education that funds received

through participation in the medical assistance reimbursement program, ACCESS, will be

used to enhance or expand the current level of services and programs provided to students

with disabilities in this local education agency.

We affirm that the school district has completed a 28 day public inspection and comment period as

required under 22 PA Code § 4.13 (d) prior to the school entity's governing board approval and

submission to the Department of Education (Bureau of Special Education).


107

Board President


Superintendent/Chief Executive Officer

Documents

Avon Grove SD Avon Grove School District is a K-12 public school system that serves approximately 5,100 students in four schools: Penn London Elementary School (K-2)