Northeastern Educational IU 19 · The Northeastern Educational Intermediate Unit serves 20 school districts, 2 Comprehensive Career and Technology Centers, 2 Charter Schools and various

Northeastern Educational IU 19

Intermediate Unit Plan

07/01/2017 - 06/30/2020

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Intermediate Unit Profile

Demographics

1200 Line St Archbald, PA 18403 (570)876-9200 Executive Director: Robert McTiernan

Planning Process Stakeholders of the Northeastern Educational Intermediate Unit 19 are involved in the ongoing

development of goals and strategies included in the planning process:

Regular cabinet meetings were used to drive the planning process. Monthly Supervisor,

Director, TAC and Curriculum meetings were used to refine narratives, action plans and

measures of effectiveness. Plan review occurred at monthly Director Meetings. Additional

stake holders were engaged in the process via monthly PAC meetings, presentations to board

committees and individual board members and via various plan review activities. The planning

process is intended to mirror ongoing initiatives that are leading to the attainment of NEIU goals

and priorities.

Mission Statement The mission of the NEIU is to provide support to our children, community, and educational

partners through innovative and cost-effective programs, products and services.

Vision Statement As the vision provides a constancy of purpose, the NEIU 19 business strategies are to:

- Insure that the NEIU remains the "go to" organization for educational services, educational

consultation, professional learning and specialized instructional related programming.

- In a responsive and nimble manner, provide cost effective products. programs, and services.

- Improve the quality of products, programs, and services continuously.

- Locate and implement new opportunities for growth that keep districts turning to the NEIU for

relevant and cost effective services.

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- Increase productivity, i.e., timeliness of service, volume of work, collaboration within and

across NEIU networks/departments, communicating with clients, etc.

Shared Values All students can make progress. All students can belong. All students can be productive. All

students deserve the best we can give. All students can teach us. All students have a right to

learn in a safe environment that promotes self-esteem. All teachers can be advocates for

students. All teachers can be role models. All students should be taught in the least restrictive

environment. All teachers and students should feel valued and respected.

Educational Community The Northeastern Educational Intermediate Unit serves 20 school districts, 2 Comprehensive

Career and Technology Centers, 2 Charter Schools and various non-public educational agencies.

Our region is comprised of Lackawanna, Pike, Susquehanna, Wayne, and Wyoming counties

which serve a combination of rural, suburban and urban communities.

Planning Committee Name Role

Robert McTiernan Administrator : Professional Education

Board Member : Professional Education

Chris Johnson Business Representative : Professional

Education

Mike McHale Business Representative : Professional

Education

Kelly Alunni Community Representative : Professional

Education

Jeanne Lally Community Representative : Professional

Education

Lexi Konsur Ed Specialist - Instructional Technology :

Professional Education

Kevin Williams Ed Specialist - Other : Professional Education

Regina Fidiam Elementary School Teacher - Special Education

: Professional Education

Nacy Swartz Elementary School Teacher - Special Education

: Professional Education

Kathy Layton High School Teacher - Special Education :


Kathleen Loftus High School Teacher - Special Education :

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Regina Myers Intermediate Unit Staff Member : Professional

Education

Kristen Strong Intermediate Unit Staff Member : Professional

Education

Karen Butillo Transition Teacher - Special Education :


Molly Webber Middle School Teacher - Special Education :


Kim Herrera Parent : Professional Education

Kim Mallick Parent : Professional Education

Kelly Dickey Special Education Director/Specialist :


Colin Furneaux Curriculum Director/Specialist : Professional

Education

Eliza Vagni Student Services Director/Specialist :


Joan Murphy Special Education/PSEA Representative

Core Foundations


Training/Personnel Development Council

Regular Education

Related Service Personnel Community Agency Personnel

Special Education

Administrators

Paraprofessionals

Describe how the council functions and how many times it meets in a given year.

Various groups work in conjunction to meet the needs of the NEIU professional community. On a monthly basis, regular education, special education and administration meet to focus on state initiatives, best practices and professional capacity. Some state initiative topics covered include PVAAS, School Performance Profile, Common Core and Teacher Effectiveness. Related service personnel and para-professionals meet based on an in-service schedule and/or training schedule. Some topics covered include Supporting Students with Traumatic Brain Injury, Fostering Relationships and Learning for Students with Disabilities, Managing Behavior in the

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Classroom and Universal Design for Learning in the Classroom, PBIS, RENEW, Project Max, Competent Learner Model and Transition Council. In addition community agencies meet weekly. The community agency meetings are based on the needs of the students, community and IU. These meetings include Juvenile Justice, Inter-Agency Meetings, Autism Coalition and Brain Steps.

Characteristics

Intermediate Unit’s Professional Education Characteristics

EEP EEI ML HS

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

X X X X

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

X X X X

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

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

X X X X

Empowers educators to work effectively with parents and community partners.

X X X X

Intermediate Unit’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.

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

X X X X

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

X X X X

Instructs the leader in managing resources for effective results.

X X X X

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

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Administrators and professional development staff attend Pennsylvania Inspired Leadership, PDE, PaTTAN, PAIU and TAC Regional training to keep abreast of best practices. Resulting information and updates are shared with our member school districts at recurring network meetings.

The Northeastern Educational Intermediate Unit empowers educators to collaborate with community agencies and local businesses such as Parent Task Force, Marywood University, Penn State University, Johnson’s College, Lackawanna College, The University of Scranton and Community Based Vocational Training and Autism Task Force.

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

NEIU teachers are allotted two professional development days as per contract. Teachers assigned to member districts are directed to attend professional development provided at the district, during scheduled ACT 80 days. As a result, the professional development provided is aligned with the district goals, not necessarily the NEIU professional development goals. Other options include providing training (live/previously recorded) that can be accessed after school or during scheduled preparation times. Administration can provide substitutes to relieve teachers of duties so they may attend professional development activities during the scheduled school day. NEIU participation in Project Max has provided an implementation model that builds capacity within our staff to meet their professional learning needs within a team setting.

Educator Discipline Act 126, 71

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

Training Completed in 2015-2016.

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

Using disaggregated student data to determine educators’ learning priorities.

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

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

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


All professional employees under the collective bargaining agreement are formally observed using the Teacher Effectiveness system, in preparation for mandated PDE teacher evaluation. Monitoring professional development activities is done though walkthrough observations and full classroom observations. All professional development activities are aligned to the components in the Danielson Framework for Teaching and extended via Universal Design for Learning. Professional development activities are tracked through the building professional development calendar as well as through the Act 48 tracking system. Diverse professional development activities are designed to meet the needs of our low incidence learners. In addition, all faculty have had two full days of training on the Danielson Framework for Teaching.


We do not have evidence that supports the sub-components not marked are in place. While some components are developed or are in the development stages, gaps are evident. As an administrative team we are working on a list of critical instructional attributes. We will be using consistent practices across all classrooms and programs. Due to the Danielson framework and the rubrics for the licensed and professional staff we are working on the evaluation process to show its impact on teaching practices and student learning. Also, Project Max Activities are directing us to reflect upon programming, instructional practices, instructional content, and alternative eligible content.

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.

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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.


Beginning with the 2016-2107 school year, the Northeast Educational Intermediate Unit (NEIU) will be offering a Teacher Induction program in a hybrid professional learning format. All new NEIU teachers will complete this new learning path, along with a majority of new teachers from our 20 school districts. Through this program, professionals will learn about our organization, the services we provide, and the future opportunities in education through our intermediate unit. Our face to face session will be delivered by NEIU staff, and the online component delivered through EduPlanet 21. Professionals operating on a temporary Level I certificate in Pennsylvania are required to complete an induction program in order to convert their initial certificate into a permanent Level II certificate. This series will satisfy that requirement.

Professionals are required to attend the face to face session on September 20, 2016 and complete an online learning module in order to receive credit for induction as part of the state certification requirement.

To register for the Teacher Induction series, please visit the NEIU website at www.iu19.org. New users will have to create an account in order to register for the sessions. All users must register for each session individually, as each session has its own registration. If you have any questions about registration, please contact Douglas Womelsdorf at [email protected]. Professionals should register for the face-to-face session and the EduPlanet 21 Online coursework.

This learning path is designed to ensure that new teachers meet Commonwealth of Pennsylvania induction requirements by engaging in meaningful activities with their mentors, building administrators, and peers.

In order to receive credit for Teacher Induction as part of the state requirement, all professionals must complete four days of professional development.

Needs of Inductees

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.

Information collected from previous induction programs (e.g., program evaluations and second-year teacher interviews).


The NEIU Learning Path for new teacher induction includes needs surveys at the end of each

unit.

All professional employees under the collective bargaining agreement are formally observed using the Teacher Effectiveness system, in preparation for mandated PDE teacher evaluation. Monitoring professional development activities is done though walkthrough observations and full classroom observations. All professional development activities are aligned to the components in the Danielson Framework for Teaching and extended via Universal Design for

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Learning. Professional development activities are tracked through the building professional development calendar as well as through the Act 48 tracking system. Diverse professional development activities are designed to meet the needs of our low incidence learners. In addition, all faculty have had two full days of training on the Danielson Framework for Teaching.


NA

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

Project Max survey was used to identify specific professional learning needs of the entire instructional staff. Starting with the 2017-2018 school year, survey results will be used to refine the content of New Teacher Induction.

Mentor Characteristics

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

Mentors are assigned based on the instructional setting and team environment. Teachers in like roles guide, coach and collaborate with inductees


Cooperating teachers are selected to assist new teachers with IU policies, procedures, and resources throughout each school year. Cooperating teachers are selected based on school building location relative to the new teacher's assignment. The new teachers are also supported by the assigned program supervisor. The intermediate unit induction program serves as a foundation for new teacher training.

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

NA

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

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Assessments X

Best Instructional Practices X

Safe and Supportive Schools X

Standards X

Curriculum X

Instruction X X

Accommodations and Adaptations for diverse learners

X

Data informed decision making X

Materials and Resources for Instruction X X X

Monitoring and Evaluating the Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

Participants from the Northeastern Educational Intermediate Unit and member districts register for the induction program through online registration software, Edulink. Once registered, the induction sessions are monitored by the assigned professional development staff member through attendance sign-in sheets. Participants complete one cumulative evaluation once all induction sessions have been finished. Although all sessions are mandatory for the induction program, sessions missed due to emergencies are made up through special arrangements with the NEIU Curriculum and professional development staff. Upon successful completion of all induction sessions, participants are presented with a certificate of completion.

Recording Process

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

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

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

or statement of completion to each inductee who has completed the program.

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

Certification.

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Needs Assessment

Intermediate Unit Accomplishments

Accomplishment #1:

Expanded the continuum of services to include an elementary a center based classroom and a center

based autism program which serve 8 and 6 students respectively, per district identification of a need for

these programs.

Accomplishment #2:

100% of Autistic Support Teachers are trained in Project Max, a program that develops the faculty in core

academics and how to deliver instruction to the most involved students. We look towards maximizing

academics for all of our students.

Accomplishment #3:

NEIU established a consolidated Learning Campus, bringing more or our low incidence programming to

one location, in a facility that better meets the needs of our students and serving districts.

Intermediate Unit Concerns

Concern #1:

Continued relevancy and cost effectiveness of all programming, coupled with fiscal planning that insures

lasting value and quality.

Concern #2:

Cost effective ESL programming that meet the needs of ELL students, across all NEIU school districts.

Concern #3:

Meeting the needs of our school districts, related agencies and the regional education community, with

innovative, cost competitive and effective services.

Prioritized Systemic Challenges

Systemic Challenge #1 (Guiding Question #1) Establish a system within the Intermediate Unit that fully

ensures consistent implementation of standards-aligned curricula across all learning sites for all students,

including those associated with adult learners.

Aligned Concerns:

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Systemic Challenge #3 (Guiding Question #3) Establish a system within the Intermediate Unit that fully

ensures assessments aligned with established course curricula and with instruction are used to monitor

student achievement and to adjust instructional practices, including the curricula associated with adult

learners.

Aligned Concerns:

Concern #1:



Concern #2:

Cost effective ESL programming that meet the needs of ELL students, across NEIU school districts.

Concern #3:

How to meet the needs of our school districts, related agencies and the regional community, with


Aligned Concerns:

Concern #1:



Concern #2:


Concern #3:



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

Unit’s resources effectively address instructional and district fiduciary support activities that are aligned

with the district’s vision and mission, and that fully ensures the expenditure and accounting of funds

meet legal and ethical requirements within the parameters of generally accepted accounting practices.

Aligned Concerns:

Concern #1:



Concern #2:


Concern #3:

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Intermediate Unit Plan

Action Plans

Goal #1: Establish a system within the Intermediate Unit that fully ensures consistent

implementation of standards-aligned curricula across all learning sites for all students, including

those associated with adult learners.

Related Challenges:

Establish a system within the Intermediate Unit that fully ensures the consistent implementation of effective instructional practices across all classrooms at each IU learning site, including those classrooms associated with adult learners.

Establish a system within the Intermediate Unit that fully ensures assessments aligned with established course curricula and with instruction are used to monitor student achievement and to adjust instructional practices, including the curricula associated with adult learners.

Establish a system that fully ensures the Intermediate Unit’s resources effectively address instructional and district fiduciary support activities that are aligned with the district’s vision and mission, and that fully ensures the expenditure and accounting of funds meet legal and ethical requirements within the parameters of generally accepted accounting practices.

Indicators of Effectiveness:

Type: Interim

Data Source: Instructional Unit Plans

Specific Targets: Teacher developed instructional unit plans for math and ELA instruction will indicate that 70% of instructional content is closely aligned with PA Core standards, or Alternative Eligible Content for math and ELA. (a recent survey of the instructional staff reveals that they align instructional content to the standards 40% of the time)

Type: Interim

Data Source: IEP, Progress Monitoring and Program Goal Data

Specific Targets: Students will meet their individual progress monitoring and IEP goals, and program targets will be achieved and show a positive trend.

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Strategies:

Model Instructional Unit Training

Description:

Continue this professional learning track by providing 6 hours of staff development designed to familiarize instructional staff with the PA Core Standard for reading and math and to utilize strategies and content available via the PA Alternative Eligible Content (Pro Max Model). Resources will include Alternative Eligible Content, UDL, SAS, Model Instructional Units, Engage NY Model Instructional Units... Professional development formats will include large group, PLC and team unit development.

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

Materials & Resources

Implementation Steps:

Planning for the instructional needs of diverse learners

Description:

Continue this professional learning track by providing 4 hours of training on Universal Design for Learning and related CAST resources.

Start Date: 8/1/17 End Date: 6/30/2020

Program Area(s): Professional Education, Special Education

Supported Strategies:


Model Instructional Unit Peer Study and Review

Description:

At least 4 times per year, teachers will meet by logical grouping, in small groups, to jury sample lesson units in math and ELA instruction that feature the application of PA Alternative Eligible Content.

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-administrators will set explicit criteria and expectations for work items that will be completed at these meetings.

-juried unit plans will be collected and reviewed by the Project Max work group.

-unit plans will reveal that at least 70% of Math and ELA instructional content is aligned with PA Core Standards or Eligible Alternative Content.





Alternative Eligible Content

Description:

Extend the Project Max Training to one additional team per year: 3 days, program analysis, effective instructional practices, alternative eligible content, and effective instructional strategies. Existing Project Max teachers will work with newly established teams on units that take advantage of content and strategies included in the PA Alternative Content.





Regular Instructional Collaboration

Description:

Project Max Monthly Meetings


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Goal #2: Implement consistent and effective instructional practices in all classrooms.

Related Challenges:

Establish a system within the Intermediate Unit that fully ensures the consistent implementation of effective instructional practices across all classrooms at each IU learning site, including those classrooms associated with adult learners.

Establish a system within the Intermediate Unit that fully ensures assessments aligned with established course curricula and with instruction are used to monitor student achievement and to adjust instructional practices, including the curricula associated with adult learners.

Indicators of Effectiveness:

Type: Interim

Data Source: Teacher developed instructional units for Math and ELA instruction.

Specific Targets: 90% of all reviewed lesson units will feature the consistent implementation of effective instructional practices.

Type: Interim

Data Source: IEP, Progress Monitoring and Program Goals

Specific Targets: Students will meet their individual progress monitoring and IEP goals, and program targets will be achieved and show a positive trend.

Strategies:


Description:

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Continue this professional learning track by providing 6 hours of staff development designed to familiarize instructional staff with the PA Core Standard for reading and math and to utilize strategies and content available via the PA Alternative Eligible Content (Pro Max Model). Resources will include Alternative Eligible Content, UDL, SAS, Model Instructional Units, Engage NY Model Instructional Units... Professional development formats will include large group, PLC and team unit development.

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

Materials & Resources

Implementation Steps:

Planning for the instructional needs of diverse learners

Description:

Continue this professional learning track by providing 4 hours of training on Universal Design for Learning and related CAST resources.





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Intermediate Unit Level Affirmations

We affirm that this Intermediate Unit Plan was developed in accordance, and will comply with

the applicable provisions of 22 Pa. Code, Chapters 4, 12, 14, 16 and 49. We also affirm that the

contents are true and correct and that the plan was placed for public inspection in the Intermediate

Unit offices and in the nearest public library until the next regularly scheduled meeting of the

board or for a minimum or 28 days whichever comes first.

We affirm that the responses in the Professional Education Core Foundations and the Professional

Development Implementation Steps focus on the learning needs of each staff member to enable

all staff members meet or exceed the Pennsylvania academic standards in each of the core subject

areas.

No signature has been provided

Board President

No signature has been provided

Executive Director

Documents

Northeastern Educational IU 19 · The Northeastern Educational Intermediate Unit serves 20 school districts, 2 Comprehensive Career and Technology Centers, 2 Charter Schools and various