Belle Vernon Area SD...The specific committees shared their reports, recommendations, and proposals to the larger committees. Ultimately, the committees all shared their information

BelleVernonAreaSD

DistrictLevelPlan

07/01/2019-06/30/2022

2

DistrictProfile

Demographics270 Crest Avenue Belle Vernon, PA 15012 (724)808-2500 Superintendent: John Wilkinson Director of Special Education: Dominic Demangone

PlanningProcessTheprocessindevelopingthedistrictplanwasacollaborativeeffortfromthestudentstostaff,

administrationtoaides,andBoardofDirectorstocommunity.TheBoardofDirectorswere

informedoftheprotocolthattheadministrationwouldadheretoinaddressingeachitemofthe

plan.

Theprocessstartedwithanadministrationmeetinganddevelopingaplantoaddresseachand

everyitemincomprehensiveplan.Administratorswereassignedresponsibiltyaccordingtotheir

fieldofexpertiseandtheirjobresponsibility;simply,elementaryprincipalswereresponsiblefor

developing,addressingandprovidingcommitteereportsfortheelementarysectionsandthe

secondarywoulddothesame.Thecollaborativeprocessincludedacommitteefromelementary,

secondaryaswellassupportservices.

Thespecificcommitteessharedtheirreports,recommendations,andproposalstothelarger

committees.Ultimately,thecommitteesallsharedtheirinformationwithoneanother,secured

groupapprovalpriortosharingwiththeBoardofSchoolDirectors.Allpartiesinvolvedshareda

commonvisionforcomprehensiveplan.

MissionStatementBelleVernonAreaSchoolDistrictprovidesalearningenvironmentdesignedtomotivatestudentsto

performtohighlevelsofacademicachievementandself-sufficiency.Theschoolenvironment

encouragespersonaldevelopment,confidencebuilding,interactionswithothers,problem-solving

andlearningtobecomeethical,productiveandmorallyupstandingmembersoftheglobalsociety.

3

VisionStatementAccesstheFuturethroughEducationalExcellence

SharedValuesInordertopreparestudentsforthe21stCentury,theBelleVernonAreaSchoolDistrictvaluesthe

followingstatements:

1.AllStudentscanLearn

2.Asafecaringenvironmentincorporatesmutualrespect

3.Providingtheproperresourcesforstudentstoreachtheirfullpotential

4.AFacultyandStaffwhoreceivesrelevantandresearchbasedprofessionaldevelopmentiskeyto

studentsuccess

5.Datawilldriveallcurriculardecisions

6.EffectiveSchool,Community,Parent,andStudentpartnershipsareessential

7.Technologyintegrationisparamounttocontinuedsuccess

8.LifelongLearningistotoLifeLongSuccess

EducationalCommunity

Locatedtwenty-fivemilessoutheastofPittsburghinruralWestmorelandandFayetteCounty,the

BelleVernonAreaSchoolDistricthasapopulationof20,127residinginfivepoliticalsubdivisions:

WashingtonTownship,FayetteCity,NorthBelleVernon,BelleVernon,andRostraverTownship.The

districtareais42.2squaremiles.BelleVernonAreaSchoolDistrictinsouthwesternPennsylvania

liesmidwaybetweenPittsburghonthenorth,Uniontownonthesouth,Washingtontothewest,and

Greensburgtotheeast.Theschooldistricthasaslightgeographicalanomalywithstudentsfromtwo

counties.ThepresentschooldistrictwasformedbyamergerofthepreviousBellmaretteand

Rostraverschooldistrictsin1965.

TheBelleVernonSchoolDistrictenrollmentinthefallof2016was2,486studentsingradesK-12.

Thedistrictoperatestwoelementaryschools,MarionandRostraver;onemiddleschool,Belle

VernonAreaMiddleSchool;andonehighschool,BelleVernonArea.Eachbuildinghasitsown

cafeteriawithon-sitemealsserveddaily.TheschooldistrictstadiumislocatednexttoRostraver

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MiddleSchool.TheschooldistrictusestheservicesoftheCentralWestmorelandCountyVocational

TechnicalCenterinNewStanton,PennsylvaniaalongwiththeWestmorelandIntermediateUnit7in

Greensburg,Pennsylvania.

PlanningCommitteeName Role

Jason Boone Administrator : Professional Education Special Education

Michele Dowell Administrator : Professional Education Special Education

Jennifer Godzak Administrator : Professional Education Special Education

John Wilkinson Administrator : Professional Education Special Education

Lou Rood Board Member : Professional Education Special Education

Dave Bashada Business Representative : Professional Education Joseph Osborne Business Representative : Professional Education Cynthia Duvall Community Representative : Professional

Education Melissa Modar Community Representative : Professional

Education Stephanie McHugh Ed Specialist - School Counselor : Professional

Education Stephanie Nese Ed Specialist - School Counselor : Professional

Education Special Education Jenna St. Mars Ed Specialist - School Counselor : Professional

Education Special Education Dayna Sikora Ed Specialist - School Psychologist : Professional

Education Special Education Jeffrey Freund Elementary School Teacher - Regular Education :

Professional Education Special Education Kelli Pastore Elementary School Teacher - Special Education :

Professional Education Andrea Peterson Elementary School Teacher - Special Education :

Professional Education

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Patrick Conners High School Teacher - Regular Education : Professional Education Special Education

Heath Curran High School Teacher - Regular Education : Professional Education Special Education

Jason Herrod High School Teacher - Special Education : Professional Education Special Education

Cynthia Pierce High School Teacher - Special Education : Professional Education

Greg Steeber Instructional Technology Director/Specialist : Professional Education Special Education

David Divelbliss Middle School Teacher - Regular Education : Professional Education Special Education

Daniel Cieply Middle School Teacher - Special Education : Professional Education

Jennifer Osborne Middle School Teacher - Special Education : Professional Education

MaryBeth Burkley Parent : Professional Education Special Education Georgette McGavitt Parent : Professional Education Jason Zadrozny Parent : Professional Education Dominic Demangone Special Education Director/Specialist : Professional

Education Special Education

6

CoreFoundations

Standards

MappingandAlignment

ElementaryEducation-PrimaryLevel

Standards Mapping AlignmentArtsandHumanities Developing Developing

CareerEducationandWork Developing Accomplished

CivicsandGovernment Developing Accomplished

PACoreStandards:EnglishLanguageArts Accomplished Accomplished

PACoreStandards:LiteracyinHistory/SocialStudies,

ScienceandTechnicalSubjectsDeveloping Accomplished

PACoreStandards:Mathematics Accomplished Accomplished

Economics Developing Accomplished

EnvironmentandEcology Developing Accomplished

FamilyandConsumerSciences Developing Accomplished

Geography Developing Accomplished

Health,SafetyandPhysicalEducation Accomplished Accomplished

History Accomplished Accomplished

ScienceandTechnologyandEngineeringEducation Developing Developing

AlternateAcademicContentStandardsforMath Developing Developing

AlternateAcademicContentStandardsforReading Developing Developing

AmericanSchoolCounselorAssociationforStudents Developing Developing

EarlyChildhoodEducation:Infant-Toddler⟶Second

GradeDeveloping Developing

EnglishLanguageProficiency Accomplished Accomplished

InterpersonalSkillsNeeds

ImprovementDeveloping

SchoolClimateNeeds


Explanationforstandardareaschecked"NeedsImprovement"or"NonExistent":

InterpersonalandSchoolClimate-beingdevelopedduetonewattentiontowardsCounselor

servicesandattentionpaidtowardASCAModel

ElementaryEducation-IntermediateLevel


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CareerEducationandWork Developing Accomplished

CivicsandGovernment Developing Accomplished



ScienceandTechnicalSubjectsAccomplished Accomplished




FamilyandConsumerSciences Developing Developing

Geography Developing Accomplished

Health,SafetyandPhysicalEducation Developing Accomplished

History Developing Accomplished

ScienceandTechnologyandEngineeringEducation Accomplished Accomplished

AlternateAcademicContentStandardsforMath Accomplished Accomplished

AlternateAcademicContentStandardsforReading Accomplished Accomplished

AmericanSchoolCounselorAssociationforStudents Developing Accomplished

EnglishLanguageProficiency Developing Accomplished



SchoolClimateNeeds



InterpersonalandSchoolClimatearebeingaddressedasweimproveupontheASCAModel

MiddleLevel


CareerEducationandWork Accomplished Accomplished

CivicsandGovernment Accomplished Accomplished





Economics Developing Developing

EnvironmentandEcology Developing Developing

FamilyandConsumerSciences Developing Developing

Geography Accomplished Accomplished



ScienceandTechnologyandEngineeringEducation Developing Accomplished

AlternateAcademicContentStandardsforMath Developing Accomplished

AlternateAcademicContentStandardsforReading Developing Accomplished

AmericanSchoolCounselorAssociationforStudents Developing Accomplished

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SchoolClimateNeeds


WorldLanguage Developing Developing


InterpersonalandClimateskillsarebeingreviewedasweprogressthrutheASCAModel

HighSchoolLevel


CareerEducationandWork Accomplished Accomplished

CivicsandGovernment Accomplished Accomplished







FamilyandConsumerSciences Developing Accomplished

Geography Accomplished Accomplished



ScienceandTechnologyandEngineeringEducation Developing Developing

AlternateAcademicContentStandardsforMath Developing Developing

AlternateAcademicContentStandardsforReading Developing Developing

AmericanSchoolCounselorAssociationforStudents Developing Developing




SchoolClimateNeeds


WorldLanguage Developing Developing


InterpersonalskillsandSchoolClimatearebeingscrutinizedviaASCAModel

Adaptations


Checkedanswers

9

• Arts and Humanities• Career Education and Work • Civics and Government • PA Core Standards: English Language Arts • PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects • PA Core Standards: Mathematics • Economics • Environment and Ecology • Family and Consumer Sciences • Geography • Health, Safety and Physical Education • History • Science and Technology and Engineering Education

Uncheckedanswers None.


Checkedanswers• Arts and Humanities• Career Education and Work • Civics and Government • PA Core Standards: English Language Arts • PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects • PA Core Standards: Mathematics • Economics • Environment and Ecology • Family and Consumer Sciences • Geography • Health, Safety and Physical Education • History • Science and Technology and Engineering Education


MiddleLevel

Checkedanswers• Arts and Humanities• Career Education and Work • Civics and Government • PA Core Standards: English Language Arts • PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects • PA Core Standards: Mathematics • Economics

10

• Environment and Ecology • Family and Consumer Sciences • Geography • Health, Safety and Physical Education • History • Science and Technology and Engineering Education


HighSchoolLevel

Checkedanswers• Arts and Humanities• Career Education and Work • Civics and Government • PA Core Standards: English Language Arts • PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects • PA Core Standards: Mathematics • Economics • Environment and Ecology • Family and Consumer Sciences • Geography • Health, Safety and Physical Education • History • Science and Technology and Engineering Education


Explanationforanystandardschecked:

Thisnarrativeisempty.

Curriculum

PlannedInstruction


CurriculumCharacteristics StatusObjectivesofplannedcourses,instructionalunitsorinterdisciplinary

studiestobeachievedbyallstudentsareidentifiedforeachsubjectarea.Developing

Content,includingmaterialsandactivitiesandestimatedinstructional

timetobedevotedtoachievingtheacademicstandardsareidentified.Accomplished

Therelationshipbetweentheobjectivesofaplannedcourse,

instructionalunitorinterdisciplinarystudiesandacademicstandards

areidentified.

Accomplished

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Proceduresformeasurementofmasteryoftheobjectivesofaplanned

course,instructionalunitorinterdisciplinarystudiesareidentified.Accomplished

ProcessesusedtoensureAccomplishment:

Thedept/gradelevelsadheretoacurriculumreviewcycleandacurriculumdevelopment

protocol

Explanationforanystandardsareaschecked"NeedsImprovement"or"NonExistent".How

theLEAplanstoaddresstheirincorporation:









areidentified.

Accomplished








MiddleLevel







areidentified.

Accomplished




12





HighSchoolLevel







areidentified.

Accomplished








ModificationandAccommodations

Explainhowplannedinstructioncontainsmodificationsandaccommodationsthatallowall

studentsatallmentalandphysicalabilitylevelstoaccessandmasterarigorousstandards

alignedcurriculum.

modificationsandadaptationsaredeterminedonanindividualbasiswhetheritbeviathe

StudentsIEPortheinterventionplanningteam

Instruction

InstructionalStrategies

CheckedAnswers• Formal classroom observations focused on instruction• Walkthroughs targeted on instruction • Annual Instructional evaluations

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Unchecked Answers • Peer evaluation/coaching • Instructional Coaching

Regular Lesson Plan Review

Checked Answers • Administrators • Building Supervisors

Unchecked Answers • Department Supervisors • Instructional Coaches • Not Reviewed

ProvidebriefexplanationofLEA'sprocessforincorporatingselectedstrategies.

Administrationdeterminesdistrictstrengthsandneedsaccordingtothestudnetdata

Administrationdeterminethebestmeanstoaddress-

AdministrationinformstheBoardandpressesforward

ProvidebriefexplanationforstrategiesnotselectedandhowtheLEAplanstoaddresstheir

incorporation.

StrategiesnotchoosenarelimitedbytheTeachers'CBA

ResponsivenesstoStudentNeeds


InstructionalPractices Status

Structuredgroupingpracticesareusedtomeetstudentneeds.Full

Implementation

Flexibleinstructionaltimeorotherschedule-relatedpracticesareused

tomeetstudentneeds.

Implementedin

50%ormoreof

district

classrooms

Differentiatedinstructionisusedtomeetstudentneeds.

Implementedin

50%ormoreof

district

classrooms

Avarietyofpracticesthatmayincludestructuredgrouping,flexible

schedulinganddifferentiatedinstructionareusedtomeettheneedsof

giftedstudents.

Implementedin

50%ormoreof

district

classrooms

Ifnecessary,providefurtherexplanation.(Requiredexplanationifcolumnselectedwas


14




Implementation


tomeetstudentneeds.

Implementedin

50%ormoreof

district

classrooms


Implementedin

50%ormoreof

district

classrooms



giftedstudents.

Implementedin

50%ormoreof

district

classrooms



MiddleLevel



Implementation


tomeetstudentneeds.

Implementedin

50%ormoreof

district

classrooms


Implementedin

50%ormoreof

district

classrooms



giftedstudents.

Implementedin

50%ormoreof

district

classrooms



HighSchoolLevel


Structuredgroupingpracticesareusedtomeetstudentneeds.

Implementedin

50%ormoreof

district

classrooms

Flexibleinstructionaltimeorotherschedule-relatedpracticesareused Implementedin

15

tomeetstudentneeds. 50%ormoreof

district

classrooms


Implementedin

50%ormoreof

district

classrooms



giftedstudents.

Implementedin

50%ormoreof

district

classrooms



Recruitment

Describetheprocessyouimplementtorecruitandassignthemosteffectiveandhighly

qualifiedteachersinordertomeetthelearningneedsofstudentswhoarebelow

proficiencyorareatriskofnotgraduating.

Effectiveteachersareaskedtoassistinmonitoringatriskstudentsonadailybasis

Counselorsinconstantcommunicationwithstudentandfamilies

Principalsareadvocatesforallstudents

Assessments

LocalGraduationRequirements

CourseCompletion SY19/20 SY20/21 SY21/22TotalCourses 26.00 26.00 26.00

English 4.00 4.00 4.00

Mathematics 4.00 4.00 4.00

SocialStudies 3.00 3.00 3.00

Science 4.00 4.00 4.00

PhysicalEducation 4.00 4.00 4.00

Health 2.00 2.00 2.00

Music,Art,Family&

ConsumerSciences,

CareerandTechnical

Education

3.00 3.00 3.00

Electives 2.00 2.00 2.00

Minimum%Grade

RequiredforCredit

(NumericalAnswer)

60.00 60.00 60.00

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GraduationRequirementSpecifics

Weaffirmthatourentityrequiresdemonstrationofproficiencyoraboveineachofthe

followingStateacademicstandards:EnglishLanguageArtsandMathematics,Scienceand

TechnologyandEnvironmentandEcology,asdeterminedthroughanyoneora

combinationofthefollowing:Checkedanswers• CompletionofsecondarylevelcourseworkinEnglishLanguageArts(Literature),

AlgebraIandBiologyinwhichastudentdemonstratesproficiencyontheassociated

KeystoneExamorrelatedproject-basedassessmentif§4.4(d)(4)(relatingto

generalpolicies)applies.

• Locallyapprovedandadministeredassessments,whichshallbeindependentlyand

objectivelyvalidatedonceevery6years.Localassessmentsmaybedesignedto

includeavarietyofassessmentstrategieslistedin?4.52(c)andmayincludetheuse

ofoneormoreKeystoneExams.Exceptforreplacementofindividualtestitemsthat

haveasimilarlevelofdifficulty,anewvalidationisrequiredforanymaterial

changestotheassessment.Validatedlocalassessmentsmustmeetthefollowing

standards:

I. AlignmentwiththefollowingStateacademicstandards:EnglishLanguage

Arts(LiteratureandComposition);Mathematics(AlgebraI)and

EnvironmentandEcology(Biology).

II. Performancelevelexpectationsanddescriptorsthatdescribethelevelofperformancerequiredtoachieveproficiencycomparabletothatusedforthe

KeystoneExams.

III. Administrationofthelocalassessmenttoallstudents,asarequirementforgraduation,exceptforthoseexemptedbytheirindividualizededucation

programundersubsection(g),regardingspecialeducationstudents,or

giftedindividualizededucationplanasprovidedin?16.32(relatingto

GIEP).

IV. Subjecttoappropriationsprovidedbylaw,thecosttovalidatelocalassessmentsshallbeevenlydividedbetweentheschooldistrict,AVTSor

charterschool,includingacyber-charterschool,andtheDepartment.Ifthe

Departmentdoesnotprovidesufficientfundingtomeetitsshare,local

assessmentssubmittedforvalidationshallbedeemedvaliduntilanew

validationisduetotheDepartment.

V. TheDepartmentwillestablishalistofentitiesapprovedtoperformindependentvalidationsoflocalassessmentsinconsultationwiththeLocal

AssessmentValidationAdvisoryCommitteeasprovidedin?4.52(f).

VI. Schoolboardsshallonlyapproveassessmentsthathavebeendeterminedtomeettherequirementsofthissubsectionbyanapprovedentityperforming

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theindependentvalidation.Ifaschooldistrict,AVTSorcharterschool,

includingacyber-charterschool,usesalocalassessmentthathasnotbeen

independentlyvalidated,theSecretarywilldirecttheschoolentityto

discontinueitsuseuntilthelocalassessmentisapprovedthrough

independentvalidationbyanapprovedentity.

• CompletionofanAdvancedPlacementexamorInternationalBaccalaureateexam

thatincludesacademiccontentcomparabletotheappropriateKeystoneExamata

scoreestablishedbytheSecretarytobecomparabletotheproficientlevelonthe

appropriateKeystoneExam.

Uncheckedanswers• Not Applicable. Our LEA does not offer High School courses.

LocalAssessments

Standards WA TD NAT DA PSW OtherArtsandHumanities X

CareerEducationandWork X

CivicsandGovernment X X X

PACoreStandards:English

LanguageArts X X X X

PACoreStandards:Literacyin

History/SocialStudies,Scienceand

TechnicalSubjects

X X X X

PACoreStandards:Mathematics X X X X

Economics X X X

EnvironmentandEcology X X X

FamilyandConsumerSciences X X X

Geography X X X

Health,SafetyandPhysical

Education X X

History X X X

ScienceandTechnologyand

EngineeringEducation X X X

WorldLanguage X X X

MethodsandMeasures

SummativeAssessments

SummativeAssessments EEP EEI ML HSPSSA X X X

Keystones X X

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CommonAssessments X X

BenchmarkAssessments

BenchmarkAssessments EEP EEI ML HSMeasureofAcademicProgress X X

StudyIsland X

FormativeAssessments

FormativeAssessments EEP EEI ML HSExitSlips X X X

OngoingCurriculumBasedAssessments X X X X

QuestioningStrategies X X X X

DiagnosticAssessments

DiagnosticAssessments EEP EEI ML HSCDTs X

KindergartenScreening X

ValidationofImplementedAssessments

ValidationMethods EEP EEI ML HSExternalReview

IntermediateUnitReview X X X X

LEAAdministrationReview X X X X

BuildingSupervisorReview X X X X

DepartmentSupervisorReview

ProfessionalLearningCommunityReview X X X X

InstructionalCoachReview

TeacherPeerReview

Providebriefexplanationofyourprocessforreviewingassessments.

CurriuculumLeadersmetwithdepartmentsyearlytoreviewassessments.

DevelopmentandValidationofLocalAssessments

Ifapplicable,explainyourproceduresfordevelopinglocallyadministeredassessmentsand

howtheyareindependentlyandobjectivelyvalidatedeverysixyears.

19

thedistrictadministrationonayearlybasisdeterminethevalidiltyofallassessments

theadministrativeteamseeksassessmentsthatareproven-ExamletheIowaAlgebra

Aptitudetest

CollectionandDissemination

Describeyoursystemtocollect,analyzeanddisseminateassessmentdataefficientlyand

effectivelyforusebyLEAleadersandinstructionalteams.

Eachbuildingleveladministratorisresponsibletoreviewallassessmentdata

Analyzethedataandsharethedatawiththeadministrativeteam

AdministrativePeerreviewandpresentheirfindingasawellastheirplanofactionforthe

followingyear

DataInformedInstruction

Describehowinformationfromtheassessmentsisusedtoassiststudentswhohavenot

demonstratedachievementoftheacademicstandardsataproficientlevelorhigher.

Assessmentsarethekeytodeterminingifachildhasreachedtheirfullpotential

TeachersandadministratorsengageinPLCandadministrativeworkshopstoreviewall

studentsachievement

AssessmentDataUses

AssessmentDataUses EEP EEI ML HSAssessmentresultsarereportedoutbyPA

assessmentanchororstandards-alignedlearning

objective.

X X X X

Instructionalpracticesareidentifiedthatarelinkedto

studentsuccessinmasteringspecificPAassessment

anchors,eligiblecontentorstandards-aligned

learningobjectives.

X X X X

SpecificPAassessmentanchors,eligiblecontentor

standards-alignedlearningobjectivesareidentified

forthosestudentswhodidnotdemonstratesufficient

masterysothatteacherscancollaborativelycreate

and/oridentifyinstructionalstrategieslikelyto

increasemastery.

X X X X

Instructionalpracticesmodifiedoradaptedto

increasestudentmastery.X X X X

Providebriefexplanationoftheprocessforincorporatingselectedstrategies.

Theteachersareevaluatedonwhetherornotthestudentsachievedtheobjectivesforthe

lessonorthespecificskill

20

Theadministrationworkcloselywiththeteacherstotalkaboutthestrategiesthatshallbe

incorporatedintheclassroom

Providebriefexplanationforstrategiesnotselectedandhowyouplantoaddresstheir

incorporation.

allstrategiesareconsidered-strategiesthatarenotselectedbythePLCoradministrative

teamarenot"forgotten"butsimplywaitlisteduntilanappropriatetime

DistributionofSummativeAssessmentResults

DistributionMethods EEP EEI ML HSCoursePlanningGuides X X X X

DirectingPublictothePDE&otherTest-related

WebsitesX X X X

IndividualMeetings X X X X

LetterstoParents/Guardians X X X X

LocalMediaReports X X X X

Website X X X X

MeetingswithCommunity,FamiliesandSchoolBoard X X X X

MassPhoneCalls/Emails/Letters X X X X

Newsletters X X X

PressReleases

SchoolCalendar

StudentHandbook X X X X

Superintendent"BelleVernonAreaTownMeetings"2

timesayear

Providebriefexplanationoftheprocessforincorporatingselectedstrategies.

Withlimitedfunds

"BiggestBangforourBuck"

ProvidebriefexplanationforstrategiesnotselectedandhowtheLEAplanstoaddresstheir

incorporation.

Ifmoneywerenotanissue-aGlossyNewsletterasmoreaffluentschooldistrictsmailhome

toallresidents

SafeandSupportiveSchools

AssistingStrugglingSchools

21

Describeyourentity’sprocessforassistingschoolsthateitherdonotmeettheannual

studentachievementtargetsorexperienceotherchallenges,whichdeterstudent

attainmentofacademicstandardsataproficientlevelorhigher.

Ifyourentityhasnostrugglingschools,explainhowyouwilldemonstratecontinued

growthinstudentachievement.

BuildingLeveladministratorsare100%responsibletoadheretotheplansthatwere

developedasanadministarativeteamandBoardapproved

Theadministratorsisresponsible

Theschoolsthatstruggleareidentified,actionplansaremade,supportedbypeerreview,

fundsaremadeavaialbletosupportedrecommednedimprovements,andthadminisare

responsibletoputtheactionplanintoaction

Programs,StrategiesandActions

Programs,StrategiesandActions EEP EEI ML HSBienniallyUpdatedandExecutedMemorandumof

UnderstandingwithLocalLawEnforcementX X X X

School-widePositiveBehavioralPrograms X X X X

ConflictResolutionorDisputeManagement X X X X

PeerHelperPrograms X X

SafetyandViolencePreventionCurricula X X X X

StudentCodesofConduct X X X X

ComprehensiveSchoolSafetyandViolence

PreventionPlansX X X X

PurchaseofSecurity-relatedTechnology X X X X

Student,StaffandVisitorIdentificationSystems X X X X

PlacementofSchoolResourceOfficers

StudentAssistanceProgramTeamsandTraining X X X X

CounselingServicesAvailableforallStudents X X X X

InternetWeb-basedSystemfortheManagementof

StudentDisciplineX X X

ExplanationofstrategiesnotselectedandhowtheLEAplanstoaddresstheir

incorporation:

SRO-notapprovedbyBoardofDirectors-Cost

Screening,EvaluatingandProgrammingforGiftedStudents

Describeyourentity’sawarenessactivitiesconductedannuallytoinformthepublicofthegiftededucationservicesandprogramsoffered(newspaper,studenthandbooks,schoolwebsite,etc.)The Belle Vernon Area School District utilizes a systematic process of testing, assessment, and other evaluative processes used by a team to develop a recommendation about whether or not a student is gifted or needs gifted education. The school district utilizes Chapter 16 Regulations that outline the criteria for

22

the determination of gifted education. A full gifted multidisciplinary evaluation is conducted. The gifted education programs offer students who are exceptional and of school age specially designed instruction beyond what is required in Chapter 4 regulation relating to academic standards and assessment. Students may receive services within the regular instructional setting, as well as a classroom or other setting in which gifted students receive gifted educational programming. Examples of gifted activities that go beyond our regular curriculum include academic competitions, field trips, real-world experiences, and extensions to the regular education curriculum. These programs allow the students to participate in acceleration or enrichment programs as appropriate and receive services according to their intellectual and academic abilities and needs.

Describeyourentity’sprocessforlocatingstudentswhoarethoughttobegiftedandmaybeinneedofspeciallydesignedinstruction(screening).Asystematic,multi-phasedprocessforidentifiyinggiftedstudentstofindstudentswho

needservicesbeyondthegeneraleducationprogramincludenominationoridentification

phase;screeningorselectionphase;andaplacementphasependingqualification.Inthe

nominationandscreeningphase,variousidentificationtoolsareusedtoeliminatebias.

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

needs.Variousidentificationtoolsareusedtoeliminatebias.Severldifferentintelligence

andacademicacheivementtestsmaybeused,portfoliios,studentrecords,teacher

observations,teacherrecords,learningscales,retention,acquisition,performance,student

profiles,etc.areutilizedaspartoftheproceduresfordeterminingelgibility.

ndividualintelligenceandachievementtestsareoftenusedtoassessgiftedness.-Seemore

at:http://www.nagc.org/resources-publications/gifted-education-

practices/identification#sthash.9knU2r9U.dpuf

Describethegiftedprograms*beingofferedthatprovideopportunitiesforacceleration,enrichmentorboth.*Theword"programs"referstothecontinuumofservices,notoneparticularoption.Giftedprogrammingcanbeprovidedinacombinationofways,includingpull-outprograms;

specialclassesinasubjectorinterestarea,advancedplacement,dual-enrollmentcourses

othersimilarservicesorneedstomeetthestudentsneeds.

DevelopmentalServices

DevelopmentalServices EEP EEI ML HSAcademicCounseling X X X X

AttendanceMonitoring X X X X

BehaviorManagementPrograms X X X X

BullyingPrevention X X X X

CareerAwareness X X X X

CareerDevelopment/Planning X X X X

Coaching/Mentoring X X X X

CompliancewithHealthRequirements–i.e.,

ImmunizationX X X X

23

EmergencyandDisasterPreparedness X X X X

GuidanceCurriculum X X X X

HealthandWellnessCurriculum X X X X

HealthScreenings X X X X

IndividualStudentPlanning X X X X

Nutrition X X X X

Orientation/Transition X X X X

RTII/MTSS

Wellness/HealthAppraisal X X X X

Explanationofdevelopmentalservices:

WeatBVAdoemployanInterventionSpecialistbuthavenotrisentothelevelwhereaswe

cansayweareinstitutingatrueRTIIModel

Diagnostic,InterventionandReferralServices

Diagnostic,InterventionandReferralServices EEP EEI ML HSAccommodationsandModifications X X X X

AdministrationofMedication X X X X

AssessmentofAcademicSkills/AptitudeforLearning X X X X

Assessment/ProgressMonitoring X X X X

Casework X X X X

CrisisResponse/Management/Intervention X X X X

IndividualCounseling X X X X

InterventionforActualorPotentialHealthProblems X X X X

PlacementintoAppropriatePrograms X X X X

SmallGroupCounseling-Copingwithlifesituations X X X X

SmallGroupCounseling-Educationalplanning X X X X

SmallGroupCounseling-PersonalandSocial

DevelopmentX X X X

SpecialEducationEvaluation X X X X

StudentAssistanceProgram X X X X

Explanationofdiagnostic,interventionandreferralservices:

Theadministrativeteamdiscusseseveryschool,teacher,andchildasneededonamonthly

basis

ConsultationandCoordinationServices

ConsultationandCoordinationServices EEP EEI ML HSAlternativeEducation X X

CaseandCareManagement X X X X

CommunityLiaison X X X X

CommunityServicesCoordination(Internalor X X X X

24

External)

CoordinatePlans

CoordinationwithFamilies(LearningorBehavioral) X X X X

Home/FamilyCommunication X X X X

ManagingChronicHealthProblems X X X X

ManagingIEPand504Plans X X X X

ReferraltoCommunityAgencies X X X X

StaffDevelopment X X X X

StrengtheningRelationshipsBetweenSchool

Personnel,ParentsandCommunitiesX X X X

SystemSupport X X X X

TruancyCoordination X X X X

Explanationofconsultationandcoordinationservices:


CommunicationofEducationalOpportunities

CommunicationofEducationalOpportunities EEP EEI ML HSCoursePlanningGuides X X X X

DirectingPublictothePDE&Test-relatedWebsites X X X X

IndividualMeetings X X X X


LocalMediaReports X X X X

Website X X X X

MeetingswithCommunity,FamiliesandBoardof

DirectorsX X X X

MassPhoneCalls/Emails/Letters X X X X

Newsletters X X X X

PressReleases X X X X

SchoolCalendar


ThesuperintendentprovidesayearlystateofBVAto

thepublic

CommunicationofStudentHealthNeeds

CommunicationofStudentHealthNeeds EEP EEI ML HSIndividualMeetings X X X X

IndividualScreeningResults X X X X


Website X X X X

MeetingswithCommunity,FamiliesandBoardof X X X X

25

Directors

Newsletters X X X X

SchoolCalendar


FrequencyofCommunication

Elementary Education - Primary Level

• Quarterly

Elementary Education - Intermediate Level

• Quarterly

Middle Level

• Yearly

High School Level

• Yearly

CollaborationforInterventions

Describethecollaborationbetweenclassroomteachersandindividualsproviding

interventionsregardingdifferingstudentneedsandacademicprogress.

Weconductgradelevelmeetingeverytwoweekstodetermineifinterventionsaremaking

adifferenceinthechild'sacademicprogression

CommunityCoordination

Describehowyouaccomplishcoordinationwithcommunityoperatedinfantandtoddler

centers,aswellaspreschoolearlyinterventionprograms.Inaddition,describethe

communitycoordinationwiththefollowingbeforeorafterschoolprogramsandservices

forallgradelevels,includingpre-kindergarten,ifoffered,throughgrade12.

1. Childcare2. Afterschoolprograms3. Youthworkforcedevelopmentprograms4. Tutoring

ThePsychologistcommunicateswiththelocalchildcareagenciesduringearly

interventions.

DistrictrunafterschoolprogramsaswellasPICagencyprogramsattheMiddleSchool.

Tutoringisavailabletwodaysaweek.

26

PreschoolAgencyCoordination

ExplainhowtheLEAcoordinateswithagenciesthatservepreschoolagechildrenwith

disabilities.

1. Addresscoordinationactivitiesdesignedtoidentifyandservechildrenwithdisabilitiesandthesupportsandaccommodationsavailabletoensurebothphysical

andprogrammaticaccess.

2. Addresspre-kindergartenprogramsoperateddirectlybytheLEAandthoseoperatedbycommunityagenciesundercontractfromtheLEA.

3. DescribehowtheLEAprovidesforasmoothtransitionfromthehomesettingandanyearlychildhoodcareoreducationalsettingthestudentsattend,totheschool

setting.

TheBelleVernonAreaSchoolDistrictcoordnatesactivitiesdesignedtoidentifyandserve

childrenwithdisabilitiesthroughdistrictsupport,communitysupport,intermediateunit

support,parentalsupport,andinteragencysupport.Theteamssupportandaccomodateto

ensurebothphysicalandprogrammaticaccessthroughteambuilding,collaboration,and

resourcesinsideandoutsideofthecommunity.Theteamsofsupportsconveneduring

meetingsfrompreschool/daycare/homecare/etc.transitionmeetingsseveraltimes

througouttheschoolyear.Teamsofdaycareproviders/parents/agencies/convenetofocus

onpre-kindergartenprogramsandinitiatives.Noprogramsaredirectlyoperatedbythe

LEAorundercontractfromLEA,alhtoughwecoordinatewithagencieswithinthe

community.TheLEAcoordianteswiththeIU/agencies/daycare

providers/parents/guardians/inordertotransitionstudentsintotheschoolsetting.The

LEAholdstransitionmeetingsforstudentscomingintokindergatren.TheLEAhas

kindergartenscreening,nursecoordination,guidancecounselorcoordination,andteam

meetingsinorderforasmoothtransition.TheLEAworkswithallteammembersinorder

toprovideasmoothtransition.

MaterialsandResources

DescriptionofMaterialsandResources


MaterialandResourcesCharacteristics StatusAlignedandsupportiveofacademicstandards,progressesleveltolevel

anddemonstratesrelationshipsamongfundamentalconceptsandskillsDeveloping

Arobustsupplyofhighqualityalignedinstructionalmaterialsand

resourcesavailableAccomplished

Accessibilityforstudentsandteachersiseffectiveandefficient Accomplished

Differentiatedandequitablyallocatedtoaccommodatediverselevelsof

studentmotivation,performanceandeducationalneedsDeveloping

27

ProvideexplanationforprocessesusedtoensureAccomplishment.

Theteachersworkindept/gradelevelsteamstodevelopconcepts/skillsandapplication

Thecurriculumreviewprotocolrequiresthereviewofmaterialsandresources

Explanationforanyrowchecked"NeedsImprovement"or"NonExistent".HowtheLEA

planstoaddresstheirincorporation:









studentmotivation,performanceandeducationalneedsAccomplished


pleaseseeabove




MiddleLevel









pleaseseeabove



28


HighSchoolLevel









pleaseseeabove




SASIncorporation


Standards Status

ArtsandHumanitiesFull

Implementation

CareerEducationandWork

Implementedin

50%ormoreof

district

classrooms

CivicsandGovernment

Implementedin

50%ormoreof

district

classrooms

PACoreStandards:EnglishLanguageArtsFull

Implementation

PACoreStandards:LiteracyinHistory/SocialStudies,Scienceand

TechnicalSubjects

Full

Implementation

PACoreStandards:MathematicsFull

Implementation

Economics

Implementedin

50%ormoreof

district

classrooms

EnvironmentandEcologyImplementedin

50%ormoreof

29

district

classrooms

FamilyandConsumerSciences NotApplicable

Geography

Implementedin

50%ormoreof

district

classrooms

Health,SafetyandPhysicalEducationFull

Implementation

HistoryFull

Implementation

ScienceandTechnologyandEngineeringEducation Notanswered

AlternateAcademicContentStandardsforMathFull

Implementation

AlternateAcademicContentStandardsforReadingFull

Implementation

AmericanSchoolCounselorAssociationforStudentsFull

Implementation

EarlyChildhoodEducation:Infant-Toddler→SecondGradeFull

Implementation

EnglishLanguageProficiencyFull

Implementation

InterpersonalSkillsFull

Implementation

SchoolClimateFull

Implementation

Furtherexplanationforcolumnsselected"

Thedistrictneededtofocusdistrictfundsonmorepressingcurriculararea


Standards Status


Implementation


Implementedin

50%ormoreof

district

classrooms

CivicsandGovernment

Implementedin

50%ormoreof

district

classrooms


Implementation


TechnicalSubjects

Full

Implementation


Implementation

30

Economics

Implementedin

50%ormoreof

district

classrooms

EnvironmentandEcology

Implementedin

50%ormoreof

district

classrooms

FamilyandConsumerSciences NotApplicable

Geography

Implementedin

50%ormoreof

district

classrooms


Implementation

History

Implementedin

50%ormoreof

district

classrooms

ScienceandTechnologyandEngineeringEducationFull

Implementation


Implementation


Implementation


Implementation


Implementation


Implementation

SchoolClimateFull

Implementation


Thedistrictneededtofocusfundsonthemorepressingacademicneeds

MiddleLevel

Standards Status


Implementation


Implementedin

50%ormoreof

district

classrooms

CivicsandGovernment

Implementedin

50%ormoreof

district

31

classrooms


Implementation


TechnicalSubjects

Full

Implementation


Implementation

Economics

Implementedin

50%ormoreof

district

classrooms

EnvironmentandEcology

Implementedin

50%ormoreof

district

classrooms

FamilyandConsumerSciences

Implementedin

50%ormoreof

district

classrooms

Geography

Implementedin

50%ormoreof

district

classrooms

Health,SafetyandPhysicalEducation

Implementedin

50%ormoreof

district

classrooms

History

Implementedin

50%ormoreof

district

classrooms


Implementation


Implementation


Implementation


Implementation


Implementation


Implementation

SchoolClimateFull

Implementation

WorldLanguageFull

Implementation


32

ThedistrictutilizesitsCounselingdepartmenttoeffectivelyprovideinstructioninCareer

EducationandWorkStandards,InterpersonalSkills,andSchoolClimateInitiatives.The

ArtsandHumanitiesStandardsareprovidedprimarilywithinourArtDepartment,where

everychildtakesanartcourseonarotatingbasisevery9weeks.

HighSchoolLevel

Standards Status


Implementation


Implementedin

50%ormoreof

district

classrooms

CivicsandGovernment

Implementedin

50%ormoreof

district

classrooms


Implementation


TechnicalSubjects

Full

Implementation


Implementation

EconomicsFull

Implementation

EnvironmentandEcologyFull

Implementation

FamilyandConsumerSciences

Implementedin

50%ormoreof

district

classrooms

GeographyFull

Implementation


Implementation

HistoryFull

Implementation


Implementation


Implementation


Implementation


Implementation


Implementation

InterpersonalSkills Full

33

Implementation

SchoolClimateFull

Implementation

WorldLanguageFull

Implementation


ThedistrictutilizesitsCounselingdepartmenttoeffectivelyprovideinstructioninCareer

EducationandWorkStandards,InterpersonalSkills,andSchoolClimateInitiatives.The

BCITandFCSDepartmentalsosupportsinstructioninthesecurricularareas.TheArtsand

HumanitiesStandardsareprovidedprimarilywithinourArtDepartment,whereeverychild

hasanopportunitytogetthisinstructionasanelectivecourse.

EarlyWarningSystem

ThefreePAEducatorDashboardEarlyWarningSystemandInterventionCatalog(PA

EWS/IC)utilizesthemetricsofAttendance,BehaviorandCoursegradestoidentifystudents

whomaybeonapathtodroppingoutofschool.Pleaseindicateyourselectionofthe

followingoptions.

Notanswered

ProfessionalEducation

Characteristics

District’sProfessionalEducationCharacteristics EEP EEI ML HSEnhancestheeducator’scontentknowledgeinthe

areaoftheeducator’scertificationorassignment.

Increasestheeducator’steachingskillsbasedon

effectivepracticeresearch,withattentiongivento

interventionsforstrugglingstudents.

Increasestheeducator'steachingskillsbasedon

effectivepracticeresearch,withattentiongivento

interventionsforgiftedstudents.

X X X X

Provideseducatorswithavarietyofclassroom-based

assessmentskillsandtheskillsneededtoanalyzeand

usedataininstructionaldecisionmaking.

Empowerseducatorstoworkeffectivelywithparents

andcommunitypartners.

District’sProfessionalEducationCharacteristics EEP EEI ML HSProvidestheknowledgeandskillstothinkandplan

34

strategically,ensuringthatassessments,curriculum,

instruction,staffprofessionaleducation,teaching

materialsandinterventionsforstrugglingstudents

arealignedtoeachother,aswellastoPennsylvania’s

academicstandards.

Providestheknowledgeandskillstothinkandplan

strategically,ensuringthatassessments,curriculum,

instruction,staffprofessionaleducation,teaching

materialsandinterventionsforgiftedstudentsare

alignedtoeachother,aswellastoPennsylvania's

academicstandards.

X X X X

Providesleaderswiththeabilitytoaccessanduse

appropriatedatatoinformdecisionmaking.

Empowersleaderstocreateacultureofteachingand

learning,withanemphasisonlearning.

Instructstheleaderinmanagingresourcesfor

effectiveresults.

Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.

In-servicetrainingforgiftedandregularteachers,principals,administratorsandsupport

staffpersonsresponsibleforgiftededucationisconductedthroughmanysources.There

areongoingin-housetrainings,aswellastrainingsandworkshopsconductedbythe

IntermediateUnitsandotheroutsideagenciesinwhichtheseprofessionalsresponsiblefor

giftededucationserviceshaveaccesstoimportantupdatesandmethodologies.


incorporation.

TheBelleVernonAreaSchoolDistrictAdministrationconstantlyseeksnewProfessional

Developmentopportunitiesforourstaff.OneareaofweaknesstheDistrictplanstoaddress

isintheareaofGoalSetting,whichisaprofessionaldevelopmentfocusforthe2014-2017

schoolyears.

EducatorDisciplineAct126,71 Provideseducatorswithmandatedreportertraining,totaling3hours,every5yearsas

outlinedinAct126.

QuestionsTheLEAhasconductedtherequiredtrainingon:

12/3/2013

TheLEAplanstoconducttherequiredtrainingonapproximately:

11/13/2018

Provideseducatorswithfour(4)hoursofprofessionaldevelopmentinyouthsuicide

awarenessandpreventioneveryfive(5)yearsforprofessionaleducatorsingradessix

throughtwelveasoutlinedinAct71.

35

QuestionsTheLEAhasconductedthetrainingon:

10/6/2015

TheLEAplanstoconductthetrainingonapproximately:

6/3/2016

5/5/2016

Provideseducatorswithfour(4)hoursofprofessionaldevelopmenteveryfive(5)yearsfor

professionaleducatorsthatareteachingthecurriculuminwhichtheChildExploitation

AwarenessEducationprogramisincorporatedasoutlinedinAct71.

QuestionsTheLEAhasconductedthetrainingon:

8/4/2015

TheLEAplanstoconductthetrainingonapproximately:

8/18/2016

StrategiesEnsuringFidelity

Checkedanswers• 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.


36


Theprocessandprotocolsareestablishedfortheteachersandadministrators-the

principalsarerequiredtodeveloptheirbuildinglevelplanandreviewedwiththedistrict

peergroupandfinalapprovalfromBoardandSuperintendent

Principalsarerequiredtoobserveaminimumof10teachersamonthintheirrespective

schoolsandreporthowtheyhaveachievedtheirgoals


incorporation.

Allstrategiesselected

InductionProgram

Checkedanswers• Inducteeswillknow,understandandimplementinstructionalpracticesvalidatedby

theLEAasknowntoimprovestudentachievement.

• Inducteeswillassignchallengingworktodiversestudentpopulations.

• InducteeswillknowthebasicdetailsandexpectationsrelatedtoLEA-wide

initiatives,practices,policiesandprocedures.

• Inducteeswillknowthebasicdetailsandexpectationsrelatedtoschoolinitiatives,

practicesandprocedures.

• Inducteeswillbeabletoaccessstatecurriculumframeworksandfocuslesson

designonleadingstudentstomasteryofallstateacademicstandards,assessment

anchorsandeligiblecontent(whereappropriate)identifiedintheLEA'scurricula.

• InducteeswilleffectivelynavigatetheStandardsAlignedSystemwebsite.

• InducteeswillknowandapplyLEAendorsedclassroommanagementstrategies.

• Inducteeswillknowandutilizeschool/LEAresourcesthatareavailabletoassist

studentsincrisis.

• Inducteeswilltakeadvantageofopportunitiestoengagepersonallywithother

membersofthefacultyinordertodevelopasenseofcollegialityandcamaraderie.



MentorteachersarechoosenandprovidedProfessionaldevelopmentofthedistricts

expectations

37

Thementorsareprovidedastipend-thementorrelationshipisatwoyearprocess

DistrictAdministrationMonitorallInductionactivities


incorporation.


NeedsofInductees

Checkedanswers• Frequentobservationsofinducteeinstructionalpracticebysupervisortoidentify

needs.

• Regularmeetingswithmentorsorcoachestoreflectuponinstructionalpracticeto

identifyneeds.

• StudentPSSAdata.

• StandardizedstudentassessmentdataotherthanthePSSA.

• Classroomassessmentdata(Formative&Summative).

• Inducteesurvey(local,intermediateunitsandnationallevel).

• Reviewofinducteelessonplans.

• Reviewofwrittenreportssummarizinginstructionalactivity.

• Submissionofinducteeportfolio.

• Knowledgeofsuccessfulresearch-basedinstructionalmodels.

• Informationcollectedfrompreviousinductionprograms(e.g.,programevaluations

andsecond-yearteacherinterviews).

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

identify needs.


TheMentorandMenteeisoneofsupportandguidancemonitoredbytheBuildinglevel

administrators.

Provideabriefexplanationforstrategiesnotselectedandyourplantoaddresstheir

incorporation.

38

Monitorteachersdonotobserverathertheyteamwithamenteeduringalessonortwo

duringtheschoolyear.

MentorCharacteristics

Checkedanswers• 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).

Uncheckedanswers • Pool of possible mentors is comprised of teachers with outstanding work performance.• Mentors and inductees must have compatible schedules so that they can meet

regularly.


Mentorsaretypicallythemosttenuredandexpertteachers

Providebriefexplanationforcharacteristicsnotselectedandhowyouplantoaddresstheir

incorporation.

ThepoolislimitedtotheteacherswhomeettheDistrictRequirements

InductionProgramTimeline

Topics Aug-Sep

Oct-Nov

Dec-Jan

Feb-Mar

Apr-May

Jun-Jul

CodeofProfessionalPracticeandConductfor

EducatorsX X X X X

Assessments X X X X X

BestInstructionalPractices X X X X X

SafeandSupportiveSchools X X X X X

Standards X X X X X

Curriculum X X X X X

Instruction X X X X X

AccommodationsandAdaptationsfordiverse

learnersX X X X X

Datainformeddecisionmaking X X X X X

39

MaterialsandResourcesforInstruction X X X X X

Ifnecessary,providefurtherexplanation.

Thetimelineisallyearlongasthereisnotatimeorplaceforthetopics-theylastallyear

long

MonitoringandEvaluatingtheInductionProgram

IdentifytheproceduresformonitoringandevaluatingtheInductionprogram.

ThementorsandmenteesareresponsibletosharetheirInductionworkbookwiththe

buildingprincipalatthesemesterbreakandtheSuperintendentattheendoftheschool

year

RecordingProcess

Identifytherecordingprocessforinducteeparticipationandprogramcompletion.(Check

allthatapply)Checkedanswers• Mentordocumentshis/herinductee'sinvolvementintheprogram.

• Adesignatedadministratorreceives,evaluatesandarchivesallmentorrecords.

• School/LEAmaintainsaccuraterecordsofprogramcompletionandprovidea

certificateorstatementofcompletiontoeachinducteewhohascompletedthe

program.

• LEAadministratorreceives,tallies,andarchivesallLEAmentorrecords.

• CompletionisverifiedbytheLEAChiefExecutiveOfficerontheApplicationfor

Level2Certification.

UncheckedanswersNone.

SpecialEducation

SpecialEducationStudents

Total students identified: 323

IdentificationMethod

IdentifytheDistrict'smethodforidentifyingstudentswithspecificlearningdisabilities.

40

TheBelleVernonAreaSchoolDistrictutilizesthediscrepancymodelinordertoqualify

studentswithSpecificLearningDisabilities(SLD).Theschooldistrictutilizes§14.125of

thePennsylvaniaSpecialEducationRegulationsoutlinesthecriteriaforthedetermination

ofSLD.ThesecriteriaarederivedfromtheFederalIDEAregulations(§300.309).Afull

comprehensiveevaulationisconducted.First,itisdeterminedwhetherthestudentdoes

notachieveadequatelyforthechild'sageormeetstate/approvedgrade/levelstandardsin

eightareasofachievement(oralexpression,listeningcomprehension,writtenexpression,

basicreadingskill,readingfluencyskills,readingcomprehension,mathematicscalculation,

andmathemcaticsproblem-solving).Second,thedistrictusesaprocessthatlooksatthe

studentsstrengthsandweaknessesrelativetoanintellectualability,asdefinedbyasevere

discrepancybetweenthestudent'sabilityandachievementrelativetotheirage.Third,the

schooldistrictrulesoutvision,hearing,ormotorproblems,intellectualdisability,emotional

distrurbance,cultural/environmentalissues,andlimitedEnglishProficiency.Finally,the

districtrulesoutlackofinstructionbydocumentingappropriateinstructionisdeliveredby

qualifiedpersonnelandthroughrepeatedassessments.

Enrollment

ReviewtheEnrollmentDifferenceStatus.Ifnecessary,describehowyourdistrictplansto

addressanysignificantdisproportionalities.

ThedataispubliclyavailableviathePennDatawebsite.Youcanviewyourmostrecent

report.Thelinkis:

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

Notsignificantlydisproportionate.

Non-ResidentStudentsOversight

1. HowdoestheDistrictmeetitsobligationunderSection1306ofthePublicSchool

CodeasthehostDistrictateachlocation?2. HowdoestheDistrictensurethatstudentsarereceivingafreeappropriatepublic

education(FAPE)intheleastrestrictiveenvironment(LRE)?

3. WhatproblemsorbarriersexistwhichlimittheDistrict'sabilitytomeetitsobligationsunderSection1306ofthePublicSchoolCode?

CurrentlytheBelleVernonAreaSchoolDistrtictisnotahostdistrictfor1306facilities.

IncarceratedStudentsOversight

DescribethesystemofoversighttheDistrictwouldimplementtoensurethatall

incarceratedstudentswhomaybeeligibleforspecialeducationarelocated,identified,

evaluatedandwhendeemedeligible,areofferedafreeappropriatepubliceducation

(FAPE).

41

TheBelleVernonschooldistrictisnotahostdistrict,howevertheBelleVernonAreaSchool

Districtwouldinformthereceivingschooldistrictofthestudent’sincarcerationand

providerecordstoinsurecontinuityofFAPE.

LeastRestrictiveEnvironment

1. DescribetheDistrictprocedures,whichensurethat,tothemaximumextent

appropriate,childrenwithdisabilities,includingthoseinprivateinstitutions,are

educatedwithnon-disabledchildren,andthatremovalfromtheregulareducation

environmentonlyoccurswheneducationinthatsettingwithsupplementaryaids

andservices,cannotbeachievedsatisfactorily.2. DescribehowtheDistrictisreplicatingsuccessfulprograms,evidence-based

models,andotherPDEsponsoredinitiativestoenhanceorexpandthecontinuumof

supports/servicesandeducationplacementoptionsavailablewithintheDistrictto

supportstudentswithdisabilitiesaccessthegeneraleducationcurriculuminthe

leastrestrictiveenvironment(LRE).(Provideinformationdescribingthemannerin

whichtheDistrictutilizessite-basedtraining,consultationandtechnicalassistance

opportunitiesavailablethroughPDE/PaTTAN,orotherpublicorprivateagencies.)

3. RefertoanddiscusstheSPPtargetsandthedistrict'spercentagesintheIndicator5section-EducationalEnvironments.Alsodiscussthenumberofstudentsplacedout

ofthedistrictandhowthoseplacementsweredeterminedtoassurethatLRE

requirementsaremet.

1.Thedistrictbeginsbyimplementinginterventionswithintheregularclassroomsetting.

Differentiatedinstructionisofferedwithineachoftheclassroomsforthestudents.The

districtbeganimplementingaco-teachingmodelwhichincludesspecialeducationteachers

teachingwitharegulareducationinthesameclassroomatthesametime.Thedistrict

offerssupplementaryaidsandserviceswithintheregulareducationenvironmenteven

beforeconsideringmovingthemtoamorerestrictiveenvironment.Thedistrictconvenes

teammeetings,offersoneononeinstruction,smallgroupinstruction,modifyingthe

curriculum,andco-teachingasmethodsofinterventionbeforeconsideringamore

restrictiveenvironment.

2.Thedistrictisreplicatingsuccessfulprogramswhileutilizingevidencebasedmodelsand

PDEsponsoredinitiativestoopenupclassroomswhichincludeAutisticSupport,LifeSkills,

EmotionalSupport,aswellasimprovingthelearningsupportclassroomswithinthe

district.Theteacherswithinthedistrictconsultandco-teachwithregulareducation

teachersinordertoprovideFAPEandLREtoourstudents.Thedistrictutilizessitebased

training,consultation,andtechnicalassistanceopportunitiesthroughPDE/PATTANand

otherpublicagencies,whichcouldincludebutarenotlimitedto:MentalHealthAgencies,

BehavioralSupportAgencies,CommunityBasedAgencies,PDE/PATTAN,IntermediateUnit,

OfficeofVocationalRehabilitation,andcommunitysupport.

3.InreviewingtheBelleVernonAreaSchoolDistrict'sSpecialEducationDataReportfor

the2016-2017schoolyear,thedistrictisdemonstratinganincreaseintheSEInside

RegularClassesto71.4%,SEInsideRegularclassesat9.1%,andSEinOtherSettingsat

3.9%.Thedistrictisincomplianceandcontinuestomeettargetedgoals,withthespecial

42

educationpopulationremainingfairlyconsistentoverthelastthreetofiveyears.The

districtiscontinuingtoofferanincreaseinsupportswithintheregulareducation

classroomswhichincludeinterventions,co-teaching,anddifferentiatedinstruction.The

IEPteamsmeetonaconsistentbasistoreviewthemostappropriateplacementwiththe

studentbeingintheregulareducationclassroomtothemaximumextentpossible.During

the2017-2018schoolyear,theschooldistrictplanstocontinueimplementingaK-6

ResponsetoInstructionandInterventionProgramwithatieredmodel.The2017-2018

schoolyearmarksthethirdyearoftheimplmentationplan.Thedistrictcontinuestowork

withaccommodationsandmodificationwithintheregulareducationclassroomtoensure

success.

BehaviorSupportServices

1. ProvideasummaryoftheDistrictpolicyonbehavioralsupportservicesincluding,

butnotlimitedto,theschoolwidepositivebehaviorsupports(PBS).2. Describetrainingprovidedtostaffintheuseofpositivebehaviorsupports,de-

escalationtechniquesandresponsestobehaviorthatmayrequireimmediate

intervention.

3. IfthedistrictalsohasSchool-BasedBehavioralHealthServices,pleasediscussit.

TheBelleVernonAreaSchoolDistrictcollaborateswiththeWestmorelandIntermediate

Unitforfunctionalbehavioranalysisthatisreviewed,plandeveloped,andimplementedby

appropriateSpecialEducationstaff.Appropriatestaffistrainedinthemethodsofpositive

behaviorsupportandthedevelopmentofbehaviorinterventionplans.Withinthenecessary

classrooms,de-escalationtechniquesareutilizedandtrackedforappropriateness.The

districtoffersstudentassistanceprogramstosupportstudentsatriskandoutsideagencies

willprovideschoolbasecounselingserviceswhenappropriate.Studentsplacedoutsidethe

districthavetheopportunitytoreturntotheirpublicschoolsettingassoonastheyare

recommended.Modifiedschedulesareentertainedasameansofpositivetransitional

practicesbetweenoutsideagenciesandtheBelleVernonAreaSchoolDistrict.Collaboration

betweenLEA,teachers,parentsandsendingplacementshaveassistedinstudentsuccessas

theytransitionbacktothehomeschoolfromanoutsideplacement.TheBVASDusesthe

Safety-CareBehavioralSafetyTraining,QBS,Inc.modelforrestrainttraining.Thedistrict

alsoutilizesSouthwesternPennsylvaniaHumanServicestocollaboratewithfortheStudent

AssistanceProgramandschool-basedtherapy.Thedistrictalsoemploysasocialworkerto

assistwithpositivebehaviors.

IntensiveInteragency/EnsuringFAPE/HardtoPlaceStudents

1. IftheLEAishavingdifficultyensuringFAPEforanindividualstudentoraparticular

disabilitycategory,describetheproceduresandanalysismethodsusedto

determinegapsinthecontinuumofspecialeducationsupports,servicesand

educationplacementoptionsavailableforstudentswithdisabilities.2. Includeinformationdetailingsuccessfulprograms,services,educationplacements

aswellasidentifiedgapsincurrentprograms,services,andeducationplacements

43

notavailablewithintheLEA.Includeanoverviewofservicesprovidedthrough

interagencycollaborationwithintheLEA.

3. Discussanyexpansionofthecontinuumofservicesplannedduringthelifeofthisplan.

1.IftheschooldistrictwouldbehavingdifficultyensuringFAPEforanindividualstudents,

thedistrictsprocedureswouldincludeconveningteammeetings,invitingoutsideagencies,

educationalfacilities,aswellastransitioncoordinatorstoassistwithplacement.The

districtfindsthattheinteragencyapproachisbeneficialinresolvingmostplacementsfor

students.

2.ThedistricthasconsistentlycollaboratedwiththeMH/MRagenciesfromWestmoreland

andFayettecountiestoobtainintensivecasemanagers,andIUbehavioraltherapiststo

meettheneedsofsomestudentswithemotional/behavioralproblems.ChildandYouth

Serviceshavebeensoughtinthoughttobechildabusecases.Juvenileprobationhasbeen

involvedintheadjudicationofseveredisciplinaryinfractions.OVRisutilizedinthe

assistingofspecialeducationstudentsinthetransitioningtotheworkforce.These

agencies,whenappropriate,arerepresentedatIEPconferences.Thedistrictwillcontinue

tousetheinteragencyapproachtoextendthedistricts’continuumofservices.Chestnut

Ridge,AdelphoiVillage,AGAPE,ClelianHeights,etchavebeenpositiveplacementsfor

studentswhoseneedscannotbemetintheregularschoolsetting.Thedistrictcontinuesto

utilizeateamapproachtoensureFAPEandproperplacementtodetermineindividual

needs.

3.ThedistrictiscommittedtoworkwithIEPteamsfortheexpansionofservicesand

programstomeeteachstudent'sneeds.Thedistrictplanstoworkcloserwithteams,

coordinatingwithmoreteammembersforteammeetings.Theschooldistrictwillcontinue

tomaximizetheresourcesavailableoutsideoftheschooldistrict.Theschooldistrictisalso

lookingtoreduceoutsideplacementswhenappropriate.

StrengthsandHighlights

Describethestrengthsandhighlightsofyourcurrentspecialeducationservicesand

programs.Includeinthissectiondirectionsonhowthedistrictprovidestrainingsforstaff,

facultyandparents.

TheBelleVernonAreaSchoolDistricthasallotedaconsiderableamountoftime,money,

andsupporttoimprovingourdistricts'K-12SpecialEducationProgramming.Overthepast

fiveyears,thedistricthasexpandeditsElementaryLifeSkillsProgramtoincludebothaK-2

and3-6classroom,addedanAutisticSupportProgramattheElementaryLevel,combined

bothElementaryEmotionalSupportPrograms(K-2and3-6)tobehousedinthesame

Elementarybuidling,addedaSensoryRoomattheMarionElementarySchooltohelp

provideapositiveatmosphereforthosestudentsthatneedthatsupport,addedaLifeSkills

SupportprogramattheHighSchool,andcontinuedtoensureourLREnumbersfromour

SPPareimproving.

Studentsfromalllevels,K-12,arebeingprovidedwithup-to-datetechnologicaland

44

educationalexperiences,bothinsidetheschoolandoutsidetheschool.Wehavecreated

andstrengthenedrelationshipswithinthesurroundingcommunitytointroduceour

studentstothecommunityandpreparethemforaproductivelifeaftergraduation.The

partnershipbetweenourdistrictandcommunityhasledtoourstudentsbeingoffered

meaningfulemployment.

TheBelleVernonAreaSchoolDistrictiscommittedtoprovidingcontinualtrainingsforboth

ourgeneraleducationstaffandlearningsupportstaffthroughthecourseoftheschoolyear

intheareasofPBIS,Autism,readingstrategies,andadaptingstrategies,aswellas

compliancemonitoringcheckpoints.

ParentsareinvitedtomeetwiththeBelleVernonAreaSchoolDistrictSpecialEducation

CommitteeonayearlybasistodiscussourSpecialEducationProgrammingandhelpcreate

acontinualplanforimprovement.Parentsarealsoofferedopportunitiestoparticipatein

ourintermediateunittrainingsaswellastransportationhasbeenofferedtogettoandfrom

theseactivities.

ThedistrictisalsoparticipatingintheVerbalBehavioralMilestonesAssessmentand

PlacementProgramsincethebeginningofthe2014schoolyear.Theprogramhasproven

tobebeneficialforourstudents,parents,andcommunity.

45

Assurances

SafeandSupportiveSchoolsAssurancesNo policies or procedures have been identified.

SpecialEducationAssurancesNo policies or procedures have been identified.

24P.S.§1306and§1306.2FacilitiesFacilityName FacilityType ServicesProvidedBy StudentCount

FayetteResources,Inc. Nonresident BelleVernonAreaSchoolDistrict 1

LeastRestrictiveEnvironmentFacilitiesFacilityName TypeofFacility TypeofService Numberof

StudentsPlacedClairview SpecialEducation

Centers

LifeSkillsSupport-1;Blind

andVisuallyImpaired-2

3

NorthwesternHuman

ServicesGreensburg

SpecialEducation

Centers

EmotionalSupport-1 1

PressleyRidge-Day

School

SpecialEducation

Centers

EmotionalSupport-1 1

PressleyRidgeSchoolfor

theDeaf

ApprovedPrivate

Schools

Deaf-HearingImpairment

Support-1

1

SouthmorelandSchool

District

Neighboring

SchoolDistricts

AutisticSupport-1 1

WatsonInstitute ApprovedPrivate

Schools

Multi-Disability-2 2

WesternPASchoolforthe

Deaf

ApprovedPrivate

Schools

Deaf-HearingImpairment

Support-1

1

TillotsonSchool ApprovedPrivate

Schools

LearningSupport-1 1

SpecialEducationProgramProfileProgram Position #2

Operator: Intermediate Unit

46

PROGRAM DETAILS Type: Implementation Date:

PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE

Supplemental(LessThan80%

butMoreThan20%)LearningSupport 9to11 9 0.5

Locations:

RostraverElementarySchool-

DG

AnElementary

SchoolBuilding

AbuildinginwhichGeneral

Educationprogramsareoperated

TypeofSupport LevelofSupport AgeRange Caseload FTE

Itinerant LearningSupport 9to11 4 0.5

Locations:

RostraverElementary

School-DG

AnElementarySchool

Building

AbuildinginwhichGeneralEducation

programsareoperated

Program Position #3

Operator: School District PROGRAM DETAILS

Type: Position Implementation Date: October 13, 2015 Reason for the proposed change: District assumed responsibility of the Life Skills program due to an IU resignation


Full-TimeSpecial

EducationClass

LifeSkillsSupport 5to9 4 0.9

Justification:Teammembersagreethatthestudentsintheprogramneedthistypeandlevelofsupportwithin

alifeskillssupportprogram.

Locations:

MarionElementary

School-AP

AnElementarySchool

Building


programsareoperated



butMoreThan20%)


Locations:

MarionElementarySchool-AP AnElementary

SchoolBuilding



Program Position #4

Operator: Intermediate Unit PROGRAM DETAILS

Type: Implementation Date:


47


Locations:

MarionElementary

School-MS

AnElementarySchool

Building


programsareoperated



butMoreThan20%)

LearningSupport 5to8 7 0.4

Locations:

MarionElementarySchool-MS AnElementary

SchoolBuilding



Program Position #5





butMoreThan20%)

EmotionalSupport 5to8 6 0.7

Locations:

MarionElementarySchool-KP AnElementary

SchoolBuilding




Itinerant EmotionalSupport 5to8 2 0.3

Locations:

MarionElementary

School-KP

AnElementarySchool

Building


programsareoperated

Program Position #6





Locations:

MarionElementary

School-AK

AnElementarySchool

Building


programsareoperated




Locations:

MarionElementarySchool-AK AnElementary

SchoolBuilding



48

Program Position #7





Locations:

BelleVernonAreaHigh

School-VM

ASeniorHighSchool

Building


programsareoperated



butMoreThan20%)


Locations:

BelleVernonAreaHighSchool-

VM

ASeniorHigh

SchoolBuilding



Program Position #8




Full-TimeSpecial

EducationClass


Locations:

BelleVernonAreaMiddle

School-JO

AMiddleSchool

Building


programsareoperated

TypeofSupport Levelof

SupportAgeRange Caseload FTE


butMoreThan20%)

LifeSkills

Support

11to13 3 0.5

Locations:

BelleVernonAreaMiddleSchool

-JO

AMiddleSchool

Building



Program Position #9





49

Locations:


School-JJ

AMiddleSchool

Building


programsareoperated




butMoreThan20%)

Learning

Support

11to14 8 0.5

Locations:


-JJ

AMiddleSchool

Building



Program Position #10





Locations:

MarionElementary

School-PJK

AnElementarySchool

Building


programsareoperated



butMoreThan20%)


Locations:

MarionElementarySchool-

PJK

AnElementary

SchoolBuilding





Type: Position Implementation Date: August 28, 2017 Reason for the proposed change: Transfer of Entity to the Belle Vernon Area School District due to a resignation



Locations:

MarionElementary

School-CT

AnElementarySchool

Building


programsareoperated



butMoreThan20%)


Locations:

50

MarionElementarySchool-CT AnElementary

SchoolBuilding




Full-TimeSpecial

EducationClass


Locations:

MarionElementary

School-CT

AnElementarySchool

Building


programsareoperated



Type: ClassandPosition Implementation Date: October 13, 2015 Reason for the proposed change: District assumed responsibility of the Life Skills Program - - we just noticed this teacher was listed as an Intermediate Unit employee....


Full-TimeSpecial

EducationClass


Justification:Teamagreementthatthestudentneedsthislevelandtypeofsupportwithlifeskills

programming

Locations:

BelleVernonAreaSchool

District-CP

ASeniorHighSchool

Building


programsareoperated



butMoreThan20%)


Justification:Teamagreementsthatthestudentneedsthistypeandlevelofsupportwithlifeskills

programming

Locations:


District-CP

ASeniorHigh

SchoolBuilding







Full-TimeSpecial

EducationClassLifeSkillsSupport 9to12 1 0.2

Locations:

MarionElementary

School-LJ

AnElementarySchool

Building


programsareoperated


51


butMoreThan20%)


Justification:Teamagreementsthatthestudentisinneedofthistypeandlevelofsupportwithinalifeskills

classroomsetting

Locations:

MarionElementarySchool-LJ AnElementary

SchoolBuilding





Type: Position Implementation Date: October 13, 2015 Reason for the proposed change: Change of teacher due to resignation



butMoreThan20%)

AutisticSupport 5to12 4 0.6

Justification:Teamagreementthatthestudentneedsthistypeandlevelofsupportwithinanautisticsupport

classroomsetting

Locations:

MarionElementarySchool-PG AnElementary

SchoolBuilding




Full-TimeSpecial

EducationClass

AutisticSupport 5to12 2 0.4

Justification:Teamagreementthatthestudentneedsthistypeandlevelofsupportinanautisticsupport

classroomsetting

Locations:

MarionElementary

School-PG

AnElementarySchool

Building


programsareoperated






Locations:

BelleVernonMiddle

School-DC

AMiddleSchool

Building


programsareoperated



butMoreThan20%)

Emotional

Support

11to14 8 0.6

Locations:

BelleVernonAreaMiddleSchool AMiddleSchool AbuildinginwhichGeneral

52

-DC Building Educationprogramsareoperated






Locations:


School-SF

AMiddleSchool

Building


programsareoperated




butMoreThan20%)

Learning

Support11to14 10 0.6

Locations:


-SF

AMiddleSchool

Building








Locations:

BelleVernonAreaHigh

School-SS

ASeniorHighSchool

Building


programsareoperated



butMoreThan20%)


Locations:


SS

ASeniorHigh

SchoolBuilding




Full-TimeSpecial

EducationClass


Locations:

BelleVernonArea

HighSchool-SS

AJunior/SeniorHigh

SchoolBuilding




53





Locations:

BelleVernonAreaHigh

School-JH

ASeniorHighSchool

Building


programsareoperated



butMoreThan20%)


Locations:


JH

ASeniorHigh

SchoolBuilding








Locations:


District-MBB

ASeniorHigh

SchoolBuilding


programsareoperated



butMoreThan20%)


Locations:


MBB

ASeniorHigh

SchoolBuilding





Type: Position Implementation Date: August 29, 2016 Reason for the proposed change: IU could not fill position opened after furlough, District filled position through the School for the Blind



Locations:

54

BelleVernonAreaHigh

School-AP

ASeniorHighSchool

Building


programsareoperated



butMoreThan20%)


Locations:


AP

ASeniorHigh

SchoolBuilding





Type: Position Implementation Date: August 28, 2017 Reason for the proposed change: Teachers name changed from Leah Sasko to Leah Reitz (Got Married). Name change only.



Locations:

RostraverElementary

School-LR

AnElementarySchool

Building


programsareoperated



butMoreThan20%)


Locations:


LR

AnElementary

SchoolBuilding





Type: ClassandPosition Implementation Date: January 17, 2018 Reason for the proposed change: This position was transferred to the BVASD due to a teacher resignation, position is filled with long term sub until hiring process is completed.



Locations:

RostraverElementarySchool

-UnknownTeacher

AnElementary

SchoolBuilding






55

Locations:


UnknownTeacher

AnElementary

SchoolBuilding







Itinerant SpeechandLanguage

Support

5to11 10 1

Justification:Thispositionisconsideredaspeechandlanguagepositioninwhichthetherapiststreatthe

studentsindividuallyandingroupswithinageranges.

Locations:

MarionElementary

School

AnElementarySchool

Building


programsareoperated





Itinerant SpeechandLanguage

Support

5to11 20 1

Justification:Thispositionisconsideredaspeechandlanguagepositioninwhichthetherapiststreatthe

studentsindividuallyandingroupswithinageranges.

Locations:

RostraverElmentary

School

AnElementarySchool

Building


programsareoperated





Itinerant DeafandHearing

ImpairedSupport

16to16 1 0.03

Locations:

BelleVernonArea

HighSchool

ASeniorHighSchool

Building


programsareoperated



56

Type: ClassandPosition Implementation Date: August 29, 2016 Reason for the proposed change: Student was promoted to HS - IU could not fill position vacated by a resignation.


Itinerant BlindorVisually

ImpairedSupport

14to18 1 0.15

Locations:

BelleVernonArea

HighSchool

ASeniorHighSchool

Building


programsareoperated

SpecialEducationSupportServicesSupportService Location TeacherFTE

SchoolPsychologist CentralAdmin 1

SpecialEducationSecretary CentralAdmin 1

AccessBillingCoordinator CentralAdmin 1

SocialWorker CentralAdmin 1

PersonalCareAssistant MarionElementarySchool 1

ClassroomAide BelleVernonAreaMiddleSchool 1

ClassroomAide MarionElementarySchool 1

ClassroomAide MarionElementarySchool 1

ClassroomAssistant MarionElementarySchool 0.5

ClassroomAssistant BelleVernonAreaHighSchool 1











ClassroomAssistant BelleVernonAreaHighSchool 1

SpecialEducationContractedServicesSpecialEducationContractedServices Operator AmtofTimeperWeek

57

SpecialEducationDirector IntermediateUnit 1Days

OccupationalTherapist OutsideContractor 4Days

PhysicalTherapist OutsideContractor 3Days

PersonalCareAssistant OutsideContractor 5Days









TeacheroftheVision OutsideContractor 4Days

TeacheroftheDeaf IntermediateUnit 2Days





58

NeedsAssessment

RecordSchoolPatterns

Question:Afterreviewingschoollevelaccomplishmentsandsystemicchallenges,whatpatternscanyou

identifyamongyourschools?

Whatotherinformationdoyoustillneedtoassess?

Answer:Amongstallofourschools,wehaveworkedhardtoimplementresearch-basedprogramstoprovide

abetteracademicenvironmentforourstudentsandourcommunity.

Weareawarethatourbandwithissuesmayprovidesomedifficultieswith21stcentury

instructionalstrategies,butstepshavealreadybeguntoimprovethisareaofconcern.

DistrictAccomplishments

Accomplishment#1:Thedistrictimprovedleastrestrictiveenvironmentpracticesacrossallschools,implementingnew

programsthatbestmeettheneedsofallstudents.

Accomplishment#2:Thedistricthasimprovedtheamountoftechnologyresourcesavailabletotheteachers.Atthe

elementarylevel,everyclassroomhasadocumentcamera,projectorandPrometheanBoard.Atthe

middleandhighschoollevel,variousclassroomsareprovidingaonetooneIPadinitiative,all

classroomshaveaprojectorandPrometheanBoards.

Accomplishment#3:ThedistricthasincreasedthenumberofSTEMopportunitesforstudents.Atthehighandmiddle

schoollevel,ProjectLeadtheWayhasbeenimplemented.Attheelementarylevels,aSnapology

programhasbeenimplementedforgrades4-6.

DistrictConcerns

Concern#1:Wifibandwidthdistrictwidehasreachedit'smaximumcapacity

59

Concern#2:WiredInformationSystemsNetworkcontainsnetworkswitchinghardwarewhichhasreached

ManufacturerEndOfLife.

PrioritizedSystemicChallenges

SystemicChallenge#1(GuidingQuestion#0)Adistrictwidenetworkupgradeisintheimplementationstage.Fundingthroughthee-Rateprogramanddistrictbudgetingwillenablethe

completionoftheprojecttoupdatethedistrict'swifiandwiredinformationsystemsnetwork.

SystemicChallenge#2(GuidingQuestion#10)Establishadistrictsystemthatfullyensuresprofessionaldevelopmentisfocused,comprehensiveandimplementedwithfidelity.

60

DistrictLevelPlan

ActionPlans

Goal#1:Adistrictwidenetworkupgradeisintheimplementationstage.Fundingthroughthee-Rateprogramanddistrictbudgetingwillenablethecompletionoftheprojectto

updatethedistrict'swifiandwiredinformationsystemsnetwork.

IndicatorsofEffectiveness:

Type:Annual

DataSource:DistricTechnologyHelpDeskrequestsfortechnology

supportissuesbasedonlackofinternalnetworkbandwidth

SpecificTargets:Decreaseinthenumberofissuesexperiencedbyusers

relatingtomaximizedbandwithandreportedtoandtrackedbythe

districtstechnologyhelpdesksystem

Strategies:

Replacementofallinternalnetworkswitchhardwareandwifiaccesspoints

Description:

Testingofthebandwidthutilizationonourinternalnetworksystems

indicatessaturationacrossthenetwork.Upgradingthesystemswill

remedytheissues.

SASAlignment:Instruction,Materials&Resources

DevelopinganUpgrade

Description:

Adistrictwidenetworkupgradewillbeimplementatedafterits

development.Fundingthroughthee-Rateprogramanddistrictbudgeting

willenablethecompletionoftheprojecttoupdatethedistrict'swifiand

wiredinformationsystemsnetwork.

61

SASAlignment:Noneselected

ImplementationSteps:

Replacementoftheedgenetworkhardwareswitchesandwifiaccesspoint

Description:

Harewarereplacementofnetworkhardwareincludingwifiaccesspoints.

Testingofthebandwithtofollowtoverifyeffectiveness.

StartDate:3/1/2015EndDate:6/30/2016

ProgramArea(s):ProfessionalEducation,TeacherInduction,SpecialEducation,StudentServices,GiftedEducation,EducationalTechnology

SupportedStrategies:

• Replacement of all internal network switch hardware and wifi access points

• Developing an Upgrade

Goal#2:Establishadistrictsystemthatfullyensuresprofessionaldevelopmentisfocused,comprehensiveandimplementedwithfidelity.

Indicators of Effectiveness:

Type: Interim

Data Source: Erate

Specific Targets: Target will include teachers utilizing technology for different strategies

Strategies:

Strategy

62

Description:

bestpracticesshowthattechnologyenhancestheeducationofstudents.

SAS Alignment: Assessment, Instruction

Implementation Steps:

Implementation Step

Description:

Adistrictwidenetworkupgradeisintheimplementationstage.Funding

throughthee-Rateprogramanddistrictbudgetingwillenablethe

completionoftheprojecttoupdatethedistrict'swifiandwired

informationsystemsnetwork.

Start Date: 1/20/2016 End Date: 11/21/2016

Program Area(s): Educational Technology

Supported Strategies:

• Strategy

63

Appendix:ProfessionalDevelopmentImplementationStepDetails

LEA Goals Addressed:

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

Strategy #1: Strategy

Start End Title Description

1/20/2016 11/21/2016 Implementation Step A district wide network upgrade is in the implementation stage. Funding through the e-Rate program and district budgeting will enable the completion of the project to update the district's wifi and wired information systems network.

Person Responsible SH S EP Provider Type App. Dr. Wilkinson 2.0 1 6 Erate Erate No

Knowledge Assist with classroom instruction and student educational gains.

Supportive Research

Best practice shows that technology enhances the education of students

Designed to Accomplish

For classroom teachers, school counselors and education specialists:

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

For school and district administrators, and other • Provides leaders with the ability to access and use appropriate data to inform

64

educators seeking leadership roles:

decision-making.

Training Format

• LEA Whole Group Presentation • Series of Workshops

Participant Roles

• Classroom teachers • Principals / Asst. Principals

Grade Levels

• Elementary - Primary (preK - grade 1) • Elementary - Intermediate (grades 2-5) • Middle (grades 6-8) • High (grades 9-12)

Follow-up Activities

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

• Analysis of student work, with administrator and/or peers

Evaluation Methods

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

65

DistrictLevelAffirmations

WeaffirmthatthisDistrictLevelPlanwasdevelopedinaccordance,andwillcomplywiththe

applicableprovisionsof22Pa.Code,Chapters4,12,16,and49.Wealsoaffirmthatthecontentsare

trueandcorrectandthattheplanwasplacedforpublicinspectionintheschooldistrict/AVTS

officesandinthenearestpubliclibraryuntilthenextregularlyscheduledmeetingoftheboardor

foraminimumor28dayswhichevercomesfirst.

WeaffirmthattheresponsesintheProfessionalEducationCoreFoundationsandtheProfessional

DevelopmentImplementationStepsfocusonthelearningneedsofeachstaffmembertoenableall

staffmembersmeetorexceedthePennsylvaniaacademicstandardsineachofthecoresubject

areas.

Nosignaturehasbeenprovided

BoardPresident


Superintendent/ChiefExecutiveOfficer

66

SpecialEducationAffirmations

WealsoaffirmourunderstandingthatanyrequestsforanydeviationsfromtheChapter14

regulations,standards,policies,andproceduresmustbemadeinwritingtothePennsylvania

DepartmentofEducation.TheschooldistrictunderstandsthattheSpecialEducationComponentof

theDistrictLevelPlanwillbeapprovedbyPDEinaccordancewiththefollowingcriteriaassetforth

in22Pa.SchoolCode§14.104andaspartoftheDistrictLevelPlan:

1. Thereareafullrangeofservices,programsandalternativeplacementsavailabletotheschooldistrictforplacementandimplementationofthespecialeducationprogramsinthe

schooldistrict.

2. Theschooldistricthasadoptedachildfindsystemtolocate,identifyandevaluateyoungchildrenandchildrenwhoarethoughttobeachildwithadisabilityeligibleforspecial

educationresidingwithintheschooldistrict'sjurisdiction.Childfinddataiscollected,

maintained,andusedindecision-making.Childfindprocessandproceduresareevaluated

foritseffectiveness.Theschooldistrictimplementsmechanismstodisseminatechildfind

informationtothepublic,organizations,agencies,andindividualsonatleastanannualbasis.

3. Theschooldistricthasadoptedpoliciesandproceduresthatassurethatstudentswithdisabilitiesareincludedingeneraleducationprogramsandextracurricularandnon-

academicprogramsandactivitiestothemaximumextentappropriateinaccordancewithan

IndividualizedEducationProgram.

4. TheschooldistrictwillcomplywiththePADepartmentofEducation,BureauofSpecialEducation'srevisionnoticeprocess.

5. Theschooldistrictfollowsthestateandfederalguidelinesforparticipationofstudentswithdisabilitiesinstateanddistrict-wideassessmentsincludingthedeterminationof

participation,theneedforaccommodations,andthemethodsofassessingstudentsfor

whomregularassessmentisnotappropriate.

6. TheschooldistrictaffirmsthePennsylvaniaDepartmentofEducationthatfundsreceivedthroughparticipationinthemedicalassistancereimbursementprogram,ACCESS,willbe

usedtoenhanceorexpandthecurrentlevelofservicesandprogramsprovidedtostudents

withdisabilitiesinthislocaleducationagency.

Weaffirmthattheschooldistricthascompleteda28daypublicinspectionandcommentperiodas

requiredunder22PACode§4.13(d)priortotheschoolentity'sgoverningboardapprovaland

submissiontotheDepartmentofEducation(BureauofSpecialEducation).


67

BoardPresident


Superintendent/ChiefExecutiveOfficer

Documents

Belle Vernon Area SD...The specific committees shared their reports, recommendations, and proposals to the larger committees. Ultimately, the committees all shared their information