Titusville Area SD

Titusville Area SD

District Level Plan

07/01/2022 - 06/30/2025

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District Profile

Demographics Titusville Area School District 301 E Spruce St Titusville, PA 16354- 814-827-2715-3400 Superintendent: Stephanie Keebler Director of Special Education: Michael McGaughey

Planning Process The School District utilizes a system of comprehensive planning under a shared leadership philosophy. The district currently has eight district level standing committees that meet on a regular basis. Those committees include: Curriculum Council, Coordinated School Health Council, Athletic Council, Information and Technology Council (TIMS), District SAP/Drug and Alcohol Advisory Council, Act 48 Professional Development Council, Safety Committee, and the Administrative Team. These committees represent a cross-section of people from administration, School Board Members, faculty, support staff, parents, students and community. Special sub-committees are developed as the need arises.

Through the shared leadership model, the District created the comprehensive plan. Each building team has representatives on the District standing committees who acted as liaisons between the two groups. Having building-level representatives on the committees gives voice to many people which helps to create a broad understanding and ownership of the District’s goals and beliefs.

During the spring semester of the 2017–2018 school year, the Administrative Team and Board of School Directors met jointly to discuss the Belief Statements and overarching District Goals. Once the goals were approved, a community meeting, which included community members, parents, a student, teachers, support staff members and the administration, was held to review the goals and to identify strategies and activities to meet the goals. The mission statement was reviewed by all persons present at the community stakeholders' meeting, and it was agreed upon to carry the current Mission statement forward.

Annually, a professional develoment needs survey is launched in May of each year for all professional staff. A community survey was launched in July of 2018 to gather additional community and parental input about the District and its schools. Members of the Administrative Team were assigned to each of the five District Goals to synthesize the community input to help narrow the priorities of the strategies and activities to meet the goals over the next 3 to 6 years dependent on the comprehensive plan section and state regulations. In August of 2018, the Strategies and Activities to accomplish the identified Goals were presented to the Board of Directors

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for understanding and consideration. During the August 2018 in-services a comprehensive plan world cafe was conducted to gain insight and feedfack from the professional staff members. Additionally, the following sections of the District–wide comprehensive plan were shared in draft form for Board review: The Professional Education Plan; the pre-kindergarten summary; and the components of the demographic section of the Comprehensive Plan.

Mission Statement

The mission of the Titusville Area School District, a partnership with parents and community members, is to ensure that all students are challenged by quality academic and social experiences to achieve their fullest potential as life-long learners.

Vision Statement

All students are equipped with the confidence, knowledge, and skills to meet life’s challenges as respectful, productive, and responsible members of a global society.

Shared Values District Approved Beliefs and Core Values BELIEFS

Regarding Students and Learning:

All students have the potential to learn.

All students learn best when their social, emotional and physical needs are met.

All students are held responsible and accountable for their own choices and actions.

Regarding Staff and Instruction:

Our staff value, respect and empathize with our students.

Our staff set high expectations for learning and achievement.

Our staff engages and motivates our students.

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Regarding Schools:

Our schools are safe and secure.

Our schools are community centers that are welcoming and collaborative.

Our schools provide diverse opportunities.

CORE VALUES

Personal Core Values:

COMMITMENT

“Individual commitment to a group effort - that is what makes a team work, a company work, a society work, a civilization work.” Vince Lombardi, Coach

HONESTY and INTEGRITY

“Honesty and integrity are by far the most important assets of an entrepreneur.” Zig Ziglar, Author “Integrity is essential and irreplaceable. It is the most valuable asset for a person, a company, or a society seeking to build and progress.” Rex Tillerson, Businessman

WORK ETHIC "A dream does not become reality through magic; it takes sweat, determination and hard work." Colin Powell, U.S.Secretary of State

District Core Values:

CHILDREN FIRST

“Educating our children and giving them the skills they need to compete in a global economy is a smart investment in our country's future.” Sheldon Whitehouse, Senator

EMPOWERING LEARNING

“We're aspiring to have a living, learning culture with a growth mindset that allows us to learn from ourselves and our customers.” Satya Nadella, Microsoft CEO

COLLABORATIVE LEARNING CULTURE

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“Ensuring that we help prepare all kids for life, college, and work in our knowledge-based economy will require a collaborative, sustained effort from all stakeholders - from the president and the secretary of education on down to states, school districts, principals, teachers, parents, and community members.” Randi Weingarten, President American Federation of Teachers

Educational Community The Titusville Area School District is located in northwestern Pennsylvania, approximately 45 miles southeast of Erie, Pennsylvania. The District is comprised of Allegheny Township, Cherrytree Township, Oil Creek Township and Pleasantville Borough all of which are located in Venango County; Centerville Borough, Hydetown Borough, Oil Creek Township, Rome Township and the City of Titusville all of which are located in Crawford County; and Southwest Township located in Warren County. The District covers approximately 200 square miles.

The total population of the District is 14,151. Just over 74 percent of the population of the District is in Crawford County, 23 percent in Venango County and 3 percent in Warren County. The District’s population accounts for 11.76 percent of the Crawford County population, 6.1 percent of the Venango County population and 1.28 percent of the Warren County population. The median age for the District’s population is 41.6 years. The median household income is $40,360.00. The per capita income is $19,627.00. The education levels of adults in our community show 62.8% of adults over the age of 25 have a high school diploma, while 21.4% have an education beyond a high school degree. The community reflects an average of 31% for single-parent households within the District. The average unemployment rate is approximately 5.13%.

The School District enrollment is approximately 2,130 students K4-12. This is a decrease of approximately 3% in student population since 2008. Ninety-three percent (93%) of the students enrolled are white/Caucasian. Fifty-six percent (56%) of our students are economically disadvantaged, and 15% have an Individualized Education Program (IEP) to support disabilities. According to the 2017 PSSA data, the District-wide English Language Arts (ELA) proficiency is 62.5%, math proficiency is 39.2%, writing proficiency is 62.5% and science proficiency is 64.5%. The classroom profile reflects an average student per teacher ratio of 15 to 1. One-hundred percent (100%) of the teachers are highly qualified based upon PDE guidelines. The cohort graduation rate currently stands at 85.95%. Of the 2017 graduating class, 48% of the District’s graduating seniors plan to attend college, 39.4% plan to attend a four-year institution, 10% plan to attend a trade/technical school and 7% plan to serve in the military.

Fiscal Summary: The District strives to maintain a balance between funding the educational needs of students and the ability of the community to pay for these needs. The 2017-18 fiscal budget consisted of expenditures totaling $33,690,764 with an estimated fund balance of $5,755,321. In 2006, the budget process drastically changed with the passage of Act 1, which requires school districts to seek voter approval if they need to raise tax rates beyond the Act 1 index. In order to seek this voter approval, Districts have to accelerate the budget timeline. According to school code budget timelines, Districts have to adopt a preliminary budget or a resolution stating they will not raise the rate of any tax by more than the index by January 31st annually. In light of shrinking financial resources, increasing expenditures and non-funded mandates, the District has been able to strike a balance.

Facilities: The District operates an early childhood center (grades PreK-K5), three elementary schools (grades 1-5), a middle school (grades 6-8), a high school (grades 9-12), and one alternative education school. These broad-based facilities enable the District to expand the horizons of the students from pre-kindergarten through twelfth grade. All of the schools offer curricula mapped and aligned to the PA Core Standards, with supplementary programs for gifted and special needs students.

In a continual effort to provide the best educational facilities for our students, the District reviews buildings and grounds' plans annually and maintains a five-year long-range plan. The plan addresses maintenance and modernization programs for each building in the District.

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As 2020 approaches, the District continues to plan for maintenance and upgrades to the various facilities. The Middle School roof was replaced in 2017, and the Early Childhood Learning Center (ECLC) roof was replaced in 2018. A potential renovation of the ECLC is currently being outlined.

Through the work of the District’s Safety Committee, the schools and other district properties are inspected for safety concerns and measures are taken to mitigate issues, including safety and security training, repairs, and alterations to correct potentially dangerous situations. All school buildings have been outfitted with internal and external security cameras and magnetic door alarms. Some of the buildings have automatic door closure mechanisms to lock down portions of the building and panic buttons which automatically dial 911 in the event of an emergency. Finally, the District contracts with NaviGate Prepared for a web-based All Hazards Planning tool. This tool includes First Responder live access to the District’s security camera system, as well as 360 degree still photos of every building classroom, closet, basement, etc. This gives the first responders the ability to see what the facilities should look like prior to an emergency event.

Organization and Central Administration: According to population, the District is a third class school district. The District operates under and pursuant to the School Code, as amended and supplemented. The District is governed by a nine member Board of School Directors, comprised of residents of the School District who are elected on a staggered basis for four-year terms of office. The daily operations and management of the School District are overseen by the Superintendent of Schools, who serves as the chief educational officer of the School District.

The Central Administration Office is comprised of the Superintendent, Business Manager, and Assistant Business Manager. The Administrative Team includes building-level principals, secondary assistant principals, directors of specialized programs which include the following positions: Director of Student Services, Federal Programs, Curriculum & Learning, Special Education, part-time Athletics, and a partnership for Career and Technical Education with the Venango Technology Center. There are three directors of support programs which include: Directors of Food Service and Transportation, Buildings and Grounds, and Technology. There are also twelve department chairpersons who assist in the oversight of curriculum development.

The District facilitates several district-level planning committees including: Act 48 Professional Development, Athletic Council, Chapter 339 Advisory Council, Coordinated School Health Council, Curriculum Council, District SAP, and the Titusville Information Management System (T.I.M.S.) Council. Each of these committees is comprised of internal community members such as teachers, staff and administration, and several of the committees include members of the business community, agency partners, parents and students to help with District planning and decision making.

Employment and Employee Relations: There are presently 292 employees in the School District, including 17 administrators, 155 professional/instructional employees and 120 full- or part-time support personnel.

The School District’s Administrative Team follows the current Act 93 Administrative Compensation Agreement. This agreement expires on June 30, 2023. The School District’s teachers are represented by the Titusville Education Association, an affiliate of the Pennsylvania State Education Association (PSEA), under a contract with the School District, which expires on June 30, 2020. Clerical, maintenance, custodial, cafeteria workers and educational aides are represented by the Titusville Educational Support Professionals Association. This contract expires on June 30, 2020.

Education and Curriculum: The needs of all students of the District are addressed by the administrators, guidance counselors, department chairpersons, and individual teachers participating in an annual review of curricula, programs, services, materials, supplies and equipment. The recommendations for changes and additions to course offerings, resources, materials, supplies and equipment are then presented to the School Board of Directors.

The District’s goal for early childhood learning is to provide a rich array of experiences that nurture student success and prepare children and families for a positive beginning to school. The ECLC program ensures each child attains the skills necessary to develop the whole self, including social, emotional, intellectual, and physical development. The K4 (4 year old) program started in 1982, and full day kindergarten (K5) began in 2004 and is funded primarily through the

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Pennsylvania Department of Education Accountability Grant. The District opened the ECLC in 1991, demonstrating support and dedication to appropriate early childhood learning experiences.

The elementary schools foster the basic skills of communication through a balanced literacy approach: phonics-based reading continuum in combination with the Journeys basal program that includes phonics as well as reading and writing instruction. Instructors and administrators have implemented measures that promote improved performance in reading, writing and math. The schools have developed after school reading and math clubs and LEGO Robotics Clubs to encourage STEM learning activities and coding. Due to the realization that our students are entering a world of a personalized consumer environment and skill acquisition, we have begun shifting our instructional practices to better meet the specific level that is instructionally appropriate. We strive to accommodate learning styles and encourage learners to set goals and build grit and perseverance. Annually, the District offers a summer program, Partners Achieving Learning Success (PALS) in conjunction with the YMCA 21st Century Learning. Supplemental reading instruction is provided through the Title I Program and subsidized with federal dollars.

Another goal of the District is to provide a developmentally responsive middle level school which provides curricula that is challenging, integrated and exploratory. There are three significant components of a middle level curriculum. First, it enables students to discover their abilities, talents, interests, values and preferences. This self-knowledge helps students prepare for adult life, not only in terms of vocation, but also as family members and citizens (NMSA, 1998). Second, all courses and activities are taught in a way that reveals opportunities for making contributions to society. Finally, experiences acquaint students with enriching, healthy, leisure-time pursuits.

Students at Titusville High School (THS) may elect to follow an academic, arts, business education, or Career and Technical Education curriculum. To help students decide their path, freshman seminar classes give students a taste of various programs available at the high school level. Students choosing four years of college preparatory study, frequently acknowledge that their teachers prepare them well to compete academically at the college level. Business education students can complete an approved program of study (Administrative Assistant PA 52.0401) and be eligible to take the National Occupational Competency Testing Institute (NOCTI) examination. Other opportunities exist in our student-run credit union, transition program called Ignite, and College in the Classroom.

Finally, as an extension of Titusville Area School District, the Titusville Virtual Academy (TVA) provides an online learning experience for K4-12 students who reside in the Titusville Area School District attendance area.

Technology: Technology continues to be a major focus for the District. Technology is used to enhance student learning, improve efficiency and productivity of staff members, and facilitate communication among students, staff, and parents. We are educating for the future: forging a path for tomorrow’s innovative, global thinkers.

An integrated learning system is currently in place at all three elementary schools with a 1:1 deployment of Chromebooks for use within the school day in grades 1-5. This use of technology helps to meet the needs of all students, provides individuality and choice, and enhances learning opportunities. Both the middle school and the high school emphasize the use of technology across the curriculum, with a plan to have 1:1 with Chromebooks within the next couple of years. The ECLC is 1:1 with iPads which are used in teaching/learning centers within the classrooms when appropriate.

Extra-Curricular and Co-Curricular Activities: A strong athletic program and a wide variety of extra- and co-curricular activities balance classroom activities. Facilities provided and maintained by the District include: Carter Field, a lighted playing field; Titusville High School Natatorium, complete with an Olympic-sized swimming pool; Colestock Auditorium, a gift bestowed in 1931 from Mary Colestock; two fitness centers; a resistance-training room; a weight room; and gymnasiums across the district.

Student Support Services: Our commitment to providing students with support necessary to help them develop into successful students and productive young adults is clearly reflected through the District’s many outstanding support programs. The Student Assistance Program (SAP) is the cornerstone of our programming and activities to support students. Through student assistance, at-risk behaviors are identified and assessed for each student referral. With

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parental cooperation, interventions are put into place to address student issues. Under the student assistance umbrella of programs, the District has implemented anti-bullying, peer helpers/mentoring, social norming, substance abuse prevention and intervention, character education, advisory teams, crisis response teams, grief support, and academic support activities.

Alternative Education Program: The District runs an in-house alternative education program for students in grades 6-12. This program is a service provided by the District’s Titusville Middle School and Titusville High School’s Student Assistance Programs.

Adult Education Program: The District has also made a strong commitment to non-traditional learners within the community. This is evidenced by the Adult Diploma/GED program offered by the District in collaboration with the Titusville Regional Literacy Council.

School Affiliates: Affiliate organizations operating in conjunction with the District include the Titusville Alumni Association, the Titusville Regional Literacy Council, the United Way of the Titusville Region, Riverview Intermediate Unit 6, and the Family and Community Christian Association (FCCA).

Community Partnerships/Collaborations: Over the last several years, the District has renewed its commitment to be a positive force within the Titusville community. The District has instituted a Coordinated School Health Council in conjunction with the Titusville Area Hospital, the PA Department of Health, the United Way, YWCA and other community organizations. For the last several years, TASD has been in partnership with the local YMCA in running after school and summer programming through the 21st Century Learning Communities Grant.

The Titusville Area School District remains dedicated to the growth and progress of the greater Titusville community. It is the hope of the District that through on-going efforts the school system can continue to evolve into a true center for community learning.

Planning Committee Name Role

Stephanie Beck Administrator : Schoolwide Plan Shawn Fink Administrator : Special Education Crystal Gates Administrator Greg Houck Administrator : Professional Education Special

Education Stacey Houck Administrator Karen Jez Administrator : Professional Education Special

Education Philip Knapp Administrator : Professional Education Shawn Sampson Administrator Jessica Stover Administrator Nancy Wright Administrator : Schoolwide Plan Kevin O'Neill Board Member : Professional Education Special

Education Schoolwide Plan Jim Come Board Member Lynn Cressman Board Member

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Char Eggleston Board Member Jack Roberts Board Member Jim Roeder Board Member Carol Shaffer Board Member : Special Education Richard Skinner, Jr. Board Member Jean Spence Board Member Laurie Baker Business Representative : Professional Education Terri Wig Business Representative : Professional Education Rob Buchan Community Representative : Professional

Education Joe Donovan Community Representative Ashleigh English Community Representative : Professional

Education Joe Nikolaison Community Representative Becky Stahl Community Representative John Cowan Director of Buildings & Grounds Kevin Roberts Ed Specialist - Instructional Technology Michael Hlad Ed Specialist - Nutrition Service Specialist Scott Salvo Ed Specialist - Other Megan Rescinito Ed Specialist - School Psychologist Joan Jones Educational Aide Ellen Edwards Elementary School Teacher - Regular Education :

Professional Education Brandon Goetz Elementary School Teacher - Regular Education :

Professional Education Lauren Hopwood Elementary School Teacher - Regular Education :

Professional Education Michelle Mitchell Elementary School Teacher - Regular Education :

Professional Education Kathryn Zimmerman Elementary School Teacher - Regular Education :

Professional Education Brent Henderson High School Teacher - Regular Education :

Professional Education Schoolwide Plan Sandralee Kozlowski High School Teacher - Regular Education :

Professional Education Anna Nosko High School Teacher - Special Education : Special

Education Sue Gum Instructional Technology Director/Specialist :

Professional Education Julie Daugherty Middle School Teacher - Regular Education :

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Professional Education Toni Kline Middle School Teacher - Regular Education : Special

Education Stacie Niedbala Middle School Teacher - Regular Education :

Professional Education Sarah Parish Middle School Teacher - Regular Education :

Professional Education Teresa Zdarko Middle School Teacher - Special Education : Special

Education Mona Barger Parent Jessica Beach Parent : Special Education Mary Beers Parent Jessica Bryan Parent Jessica Decker Parent Amanda Enright Parent : Professional Education Ann Jaco Parent Tabetha Johnson Parent : Special Education Melanie LaLone Parent : Professional Education Shawna McFetridge Parent Cammie Mong Parent Tara Nichols Parent Trish Ongley Parent Kristen Reynolds Parent Marnie Roddy Parent : Special Education Krista Steinbuhler Parent Laura Tenney Parent Cinnamin Vroman Parent : Special Education Jennifer Wakefield Parent Katie Witosky Parent Michael McGaughey Special Education Director/Specialist : Professional

Education Special Education Danielle Keebler Student Kadan Loney Student Ella Matteson Student Hunter Thompson Student Stephanie Keebler Student Curriculum Director/Specialist :

Professional Education Amy Herman Student Services Director/Specialist

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Core Foundations

Standards

Mapping and Alignment

Elementary Education-Primary Level

Standards Mapping Alignment Arts and Humanities Developing Developing Career Education and Work Developing Developing Civics and Government Developing Developing PA Core Standards: English Language Arts Developing Developing PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Developing Developing

PA Core Standards: Mathematics Developing Developing Economics Developing Developing Environment and Ecology Developing Developing Family and Consumer Sciences Developing Developing Geography Developing Developing Health, Safety and Physical Education Developing Developing History Developing Developing Science and Technology and Engineering Education Developing Developing Alternate Academic Content Standards for Math Non Existent Non Existent Alternate Academic Content Standards for Reading Non Existent Non Existent American School Counselor Association for Students Developing Developing Early Childhood Education: Infant-Toddler⟶Second Grade Developing Developing

English Language Proficiency Developing Developing Interpersonal Skills Developing Developing School Climate Developing Developing Explanation for standard areas checked "Needs Improvement" or "Non Existent":

The Teachers and Administration believe that standards alignment and curriculum mapping is an on-going process and never one hundred percent complete. Therefore, the mapping and alignment categories are identified as developing. While many of the skills identified in the Family and Consumer Sciences standards are taught within the Social Studies and Science courses at the elementary level, those standards are not specifically identified as such. There are also skills and standards that are not formally addressed. The Alternate Academic Content Standards for Math/Reading are not addressed because all students in TASD are expected to meet PA Core Standards. All IEPs are written to include PACCS as well.

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Elementary Education-Intermediate Level


PA Core Standards: Mathematics Developing Developing Economics Developing Developing Environment and Ecology Developing Developing Family and Consumer Sciences Developing Developing Geography Developing Developing Health, Safety and Physical Education Developing Developing History Developing Developing Science and Technology and Engineering Education Developing Developing Alternate Academic Content Standards for Math Non Existent Non Existent Alternate Academic Content Standards for Reading Non Existent Non Existent American School Counselor Association for Students Developing Developing English Language Proficiency Developing Developing Interpersonal Skills Developing Developing School Climate Developing Developing Explanation for standard areas checked "Needs Improvement" or "Non Existent":

The Teachers and Administration believe that standards alignment and curriculum mapping is an on-going process and never one hundred percent complete. Therefore, the mapping and alignment categories are identified as developing. While many of the skills identified in the Family and Consumer Sciences standards are taught within the Social Studies and Science courses at the elementary level, those standards are not specifically identified as such. There are also skills and standards that are not formally addressed. The Alternate Academic Content Standards for Math/Reading are not addressed because all students in TASD are expected to meet PA Core Standards. All IEPs are written to include PACCS as well.

Middle Level


PA Core Standards: Mathematics Developing Developing

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Economics Developing Developing Environment and Ecology Developing Developing Family and Consumer Sciences Developing Developing Geography Developing Developing Health, Safety and Physical Education Developing Developing History Developing Developing Science and Technology and Engineering Education Developing Developing Alternate Academic Content Standards for Math Non Existent Non Existent Alternate Academic Content Standards for Reading Non Existent Non Existent American School Counselor Association for Students Developing Developing English Language Proficiency Developing Developing Interpersonal Skills Developing Developing School Climate Developing Developing World Language Developing Developing Explanation for standard areas checked "Needs Improvement" or "Non Existent":

The Teachers and Administration believe that standards alignment and curriculum mapping is an on-going process and never one hundred percent complete. Therefore, the mapping and alignment categories are identified as developing. While some of the skills identified in the Economic standards are taught within the Social Studies and Family Consumer Science courses at the middle level, those standards are not specifically identified as such. There are also skills and standards that are not formally addressed. The Alternate Academic Content Standards for Math/Reading are not addressed because all students in TASD are expected to meet PA Core Standards. All IEPs are written to include PACCS as well.

High School Level


PA Core Standards: Mathematics Developing Developing Economics Developing Developing Environment and Ecology Developing Developing Family and Consumer Sciences Developing Developing Geography Developing Developing Health, Safety and Physical Education Developing Developing History Developing Developing Science and Technology and Engineering Education Developing Developing Alternate Academic Content Standards for Math Non Existent Non Existent

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Alternate Academic Content Standards for Reading Non Existent Non Existent American School Counselor Association for Students Developing Developing English Language Proficiency Developing Developing Interpersonal Skills Developing Developing School Climate Developing Developing World Language Developing Developing Explanation for standard areas checked "Needs Improvement" or "Non Existent":

The Teachers and Administration believe that standards alignment and curriculum mapping is an on-going process and never one hundred percent complete. Therefore, the mapping and alignment categories are identified as developing. The Alternate Academic Content Standards for Math/Reading are not addressed because all students in TASD are expected to meet PA Core Standards. All IEPs are written to include PACCS as well.

Adaptations


Checked answers • 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 • Geography • Health, Safety and Physical Education • History • Science and Technology and Engineering Education

Unchecked answers None.


Checked answers • 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 • Environment and Ecology • Geography • Health, Safety and Physical Education

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• History • Science and Technology and Engineering Education


Middle Level

Checked answers • 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


High School Level

Checked answers • 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


Explanation for any standards checked:

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All curriculum maps are reviewed annually and are aligned to the PA Common Core standards.

Curriculum

Planned Instruction


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

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

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

Developing

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

Processes used to ensure Accomplishment:

Quarterly grade-level meetings are held to review curriculum maps, lesson plans and standards to ensure that all are working toward comprehensive planned instruction. Additional time is dedicated during inservice and Act 80 days throughout the school year. Building administrators collect lesson plans, conduct walk-through observations and conduct formal evaluations using PA-Etep. District and state assessment data is analyzed on a regular basis to determine areas of strengths and needs.

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

NA





Developing



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Quarterly grade level meetings are held to review curriculum maps, lesson plans and standards to ensure that all are working toward comprehensive planned instruction. Additional time is dedicated during inservice and Act 80 days throughout the school year. Building administrators collect lesson plans, conduct walk-through observations and complete formal evaluations through PA-Etep. District and state assessment data is analyzed on a regular basis to determine areas of strengths and needs.


NA

Middle Level




Developing



Quarterly department level meetings are held to review curriculum maps, lesson plans and standards to ensure that all are working toward comprehensive planned instruction. Additional time is dedicated during inservice and Act 80 days throughout the school year. Building administrators collect lesson plans, conduct walk-through observations and complete formal evaluations through PA-Etep. District and state assessment data is analyzed on a regular basis to determine areas of strengths and needs.


This narrative is empty.

High School Level




Developing

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Quarterly department level meetings are held to review curriculum maps, lesson plans and standards to ensure that we all are working toward comprehensive planned instruction. Additional time is dedicated during inservice and Act 80 days throughout the school year. Building administrators collect lesson plans, conduct walk-through observations and complete formal evaluations through PA-Etep. District and state assessment data is analyzed on a regular basis to determine areas of strengths and needs.


NA

Modification and Accommodations

Explain how planned instruction contains modifications and accommodations that allow all students at all mental and physical ability levels to access and master a rigorous standards aligned curriculum.

All TASD students are provided opportunities to participate in the general education curriculum/classrooms through the use of supplementary aids and services, modifications and accommodations such as:

• Co-teaching

• Intervention strategies (RTII)

• Differentiated/personalized instruction

• Scaffold lesson plans

• Use of paraprofessional(s)

• Use of assistive technology

• Flexible grouping of students

• Supplemental materials to compliment general education curriculum

• Alternate forms of assessments

• Modified grading

• Multi-age classrooms

• Classroom arrangement of furniture/equipment/lighting

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• Parallel lessons/activities

• Student instructional materials commensurate with grade placement

• Adaptive worksheets

This list is not inclusive; other modifications and accommodations would be discussed at the Individualized Education Plan (IEP) meeting with the IEP team members, determining and agreeing on appropriateness of modification(s)/accommodation(s) to be implemented.

Instruction

Instructional Strategies

Checked Answers • Formal classroom observations focused on instruction • Walkthroughs targeted on instruction • Annual Instructional evaluations • Peer evaluation/coaching

Unchecked Answers • Instructional Coaching

Regular Lesson Plan Review

Checked Answers • Administrators

Unchecked Answers • Building Supervisors • Department Supervisors • Instructional Coaches • Not Reviewed

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

Utilizing the Charlotte Danielson and PDE Effective Teacher model, building-level administrators conduct annual/semi-annual formal observations of classroom teachers. On a daily basis, the principals conduct walk through observations based on the Professional Learning Community goals as established at the building level or the goals as described by individual differentiated supervision plans. The district also uses the induction program as a way for new teachers to observe and learn from veteran teachers. All new inductees submit their weekly lesson plans for review to their building principals and mentor.

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

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Due to a lack of funding, instructional coaches will not be hired.

Responsiveness to Student Needs


Instructional Practices Status

Structured grouping practices are used to meet student needs. Full Implementation

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

Implemented in 50% or more of

district classrooms

Differentiated instruction is used to meet student needs. Implemented in 50% or more of

district classrooms

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

Full Implementation

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







district classrooms


district classrooms


Full Implementation



Middle Level



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district classrooms


district classrooms


Full Implementation



High School Level





district classrooms


district classrooms


Full Implementation



Recruitment

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

The district's starting salary has been set higher in comparison to the region's schools in order to draw from the most qualified teachers. We have an intense application and interview process to ensure the highest qualified applicant is found. Additionally, the district utilizes Title I Federal Funds to provide intervention in both reading and math at the elementary and middle school levels to assist students in meeting annual growth benchmarks. Teachers at the high school level are assigned to assist with credit recovery

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for those students at risk of not graduating.

Assessments

Local Graduation Requirements

Course Completion SY 22/23 SY 23/24 SY 24/25 Total Courses 25.00 25.00 25.00 English 1.00 1.00 1.00 Mathematics 1.00 1.00 1.00 Social Studies 1.00 1.00 1.00 Science 1.00 1.00 1.00 Physical Education 1.00 1.00 1.00 Health 1.00 1.00 1.00 Music, Art, Family & Consumer Sciences, Career and Technical Education

1.00 1.00 1.00

Electives 3.00 3.00 3.00 Minimum % Grade Required for Credit (Numerical Answer)

60.00 60.00 60.00

Graduation Requirement Specifics

We affirm that our entity requires demonstration of proficiency or above in each of the following State academic standards: English Language Arts and Mathematics, Science and Technology and Environment and Ecology, as determined through any one or a combination of the following:Checked answers

• Completion of secondary level coursework in English Language Arts (Literature), Algebra I and Biology in which a student demonstrates proficiency on the associated Keystone Exam or related project-based assessment if § 4.4(d)(4) (relating to general policies) applies.

Unchecked answers • Locally approved and administered assessments, which shall be independently and

objectively validated once every 6 years. Local assessments may be designed to include a variety of assessment strategies listed in ? 4.52(c) and may include the use of one or more Keystone Exams. Except for replacement of individual test items that have a similar level of difficulty, a new validation is required for any material changes to the assessment. Validated local assessments must meet the following standards:

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I. Alignment with the following State academic standards: English Language Arts (Literature and Composition); Mathematics (Algebra I) and Environment and Ecology (Biology).

II. Performance level expectations and descriptors that describe the level of performance required to achieve proficiency comparable to that used for the Keystone Exams.

III. Administration of the local assessment to all students, as a requirement for graduation, except for those exempted by their individualized education program under subsection (g), regarding special education students, or gifted individualized education plan as provided in ? 16.32 (relating to GIEP).

IV. Subject to appropriations provided by law, the cost to validate local assessments shall be evenly divided between the school district, AVTS or charter school, including a cyber-charter school, and the Department. If the Department does not provide sufficient funding to meet its share, local assessments submitted for validation shall be deemed valid until a new validation is due to the Department.

V. The Department will establish a list of entities approved to perform independent validations of local assessments in consultation with the Local Assessment Validation Advisory Committee as provided in ? 4.52(f).

VI. School boards shall only approve assessments that have been determined to meet the requirements of this subsection by an approved entity performing the independent validation. If a school district, AVTS or charter school, including a cyber-charter school, uses a local assessment that has not been independently validated, the Secretary will direct the school entity to discontinue its use until the local assessment is approved through independent validation by an approved entity.

• Completion of an Advanced Placement exam or International Baccalaureate exam that includes academic content comparable to the appropriate Keystone Exam at a score established by the Secretary to be comparable to the proficient level on the appropriate Keystone Exam.

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

Local Assessments

Standards WA TD NAT DA PSW Other Arts and Humanities X X X Career Education and Work X

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Civics and Government X X PA Core Standards: English Language Arts X X X X X

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

X X X X

PA Core Standards: Mathematics X X X Economics X X Environment and Ecology X X Family and Consumer Sciences X X X Geography X X Health, Safety and Physical Education X X X

History X X X Science and Technology and Engineering Education X X

World Language X X X

Methods and Measures

Summative Assessments

Summative Assessments EEP EEI ML HS PSSA X X Keystone Assessments X X Course final exams X X AP Exams X SAT/ACT X NOCTI X PASA X X X

Benchmark Assessments

Benchmark Assessments EEP EEI ML HS Dibels Assessment X X Study Island Benchmarking X X X District K4 Assessment X NWEA/MAP X X X X Front Row X X X

Formative Assessments

Formative Assessments EEP EEI ML HS Dibels Assessment X X

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Daily/weekly quizzes X X X X Chapter tests X X X X Freckle (Front Row) X X X ESGI X Get More Math X X

Diagnostic Assessments

Diagnostic Assessments EEP EEI ML HS Houghton Mifflin Journeys diagnostic assessment X X Wiley Blevins X X Quick Phonics Screener X Get More Math X X ASVAB X District K4/K5 Phonological Screener X WRAT X X SSIS X X NWEA/MAP X X X X

Validation of Implemented Assessments

Validation Methods EEP EEI ML HS External Review Intermediate Unit Review LEA Administration Review X X X X Building Supervisor Review X X X X Department Supervisor Review X X Professional Learning Community Review Instructional Coach Review Teacher Peer Review X X X X Provide brief explanation of your process for reviewing assessments.

At the district level, administration reviews Dibels and NWEA/Map benchmarking data yearly to ensure that these are the most appropriate assessments to be used to inform instruction. The building administrators review student assessments on a regular basis to ensure the needs of the students are being met. During department meetings, common assessments are discussed and created to ensure alignment to the standards and consistency within common courses. Teacher teams meet at all levels to discuss the results of quizzes, chapter tests and finals to ensure quality of the assessments and consistency between teachers of the same courses and grade levels.

Development and Validation of Local Assessments

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If applicable, explain your procedures for developing locally administered assessments and how they are independently and objectively validated every six years.

Not Applicable

Collection and Dissemination

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

DIBELS, NWEA/MAP Reading and Math assessments are administered 3 times/year in grades K5-11. The results of these assessments are stored electronically and shared at grade-level and department-level meetings during half and full day data analysis meetings.

Data Informed Instruction

Describe how information from the assessments is used to assist students who have not demonstrated achievement of the academic standards at a proficient level or higher.

The data from the DIBELS and NWEA Map Reading and Math Assessments is analyzed to determine both whole group and individual need. Intervention groups are created based on instructional need. The intervention is provided by reading specialists, math specialists, learning support teachers, aides and classroom teachers. At the elementary level, monthly student intervention response team meetings (SIRS) are held by building, by grade level to determine if changes in instruction have been effective and to brainstorm ideas for students who continue to struggle based on progress monitoring data. At the middle school level, grade levels meet weekly to discuss student progress and possible changes to groupings (Skills course, Pull-out intervention, Academic Support course) based on progress monitoring and other formative assessment data.

Assessment Data Uses

Assessment Data Uses EEP EEI ML HS Assessment results are reported out by PA assessment anchor or standards-aligned learning objective.

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

X X X X

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

X X X X

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increase mastery. Instructional practices modified or adapted to increase student mastery. X X X X

Provide brief explanation of the process for incorporating selected strategies.

During district-wide as well as building-specific grade-level meetings, teachers are encouraged to discuss and share instructional practices that are linked to student success. In analyzing the DIBELS and NWEA MAP Reading and Math assessment data, teachers are able to identify specific areas of concern based on PA Core Standards. Classroom teachers then meet with reading specialists and learning support teachers on a regular basis to create/plan instructional strategies most likely to be successful in increasing student proficiency.

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


Distribution of Summative Assessment Results

Distribution Methods EEP EEI ML HS Course Planning Guides X X X X Directing Public to the PDE & other Test-related Websites X X X X

Individual Meetings X X X X Letters to Parents/Guardians X X X X Local Media Reports X X X X Website X X X X Meetings with Community, Families and School Board X X X X Mass Phone Calls/Emails/Letters X X X X Newsletters X X X X Press Releases X X X X School Calendar X X X X Student Handbook X X X X Provide brief explanation of the process for incorporating selected strategies.

When standardized summative data is released to the district, the district administration shares the report with the school board and the local media. Individual student result letters are also sent to the parents. In addition, the school district website has information about data and test-related websites as well as overall school district achievement. Building principals and teachers share assessment results with parents on an individual basis as well as through school newletters. The DIBELS and NWEA MAP Reading and Math Assessment results are shared during parent/teacher conferences annually in the fall. Assessment dates are shared with parents through the website, mass phone calls/emails, newsletters, school calendar and the student handbook.

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


Safe and Supportive Schools

Assisting Struggling Schools

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

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

The Titusville Area School District is composed of six schools: three elementary, one early childhood learning center, one middle school, and one high school.

To address the needs of a struggling school, the district has and will continue to collect and analyze extensive benchmark data such as NWEA/Measures of Academic Progress in both English Language Arts and Math and DIBELS. Additionally, the data from the practice tools, including Study Island, Freckle (Front Row), My On, and IXL, and retention reports, dropout rates, and School Performance Profile reports, etc, is utilized to identify and target struggling schools and students. If a school were in need of assistance, a process of remediation will be put in place. This process may include the use of Title 1 programs; after school tutoring; math and reading intervention, and keeping the faculty of the identified building engaged and focused by planning enhanced departmental or grade-level meetings and professional development opportunities. Additionally, the building principal will work with various committees to analyze student progress in the attainment of improvement targets as identified in the Title I school-wide plan found in the District’s Comprehensive Plan. Collaboration with various constituents such as local colleges and universities, along with the intermediate unit, early intervention, collaboration with Family and Community Christian Association to provide pre-K learning opportunities, and programs offered by the local YMCA, can be used to provide additional support for struggling schools and students. To address the needs of struggling students, the Titusville Area School District uses the Response to Intervention and Instruction (RTII) framework. This framework is used for all students in our district, not just for those in special education programs. In fact, the majority of RTII strategies and interventions occur in the regular classroom because it is the broadest section with the most students. In addition, any student can receive interventions found in all three tiers of the RTII framework without being serviced through special education programs. Struggling students receive intervention to identify and address their

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deficits, while remediating the issues that surround why the student is not making progress in a systematic approach to interventions. The Titusville Area School District uses the full RTII Continuum. At the lowest end of the RTII framework, all students in the general classroom are given small interventions. Most students respond favorably to the interventions, and no other interventions are needed. However, if the students do not demonstrate progress, more intensive interventions are tried (a move upward on the continuum). At the highest end of the framework, a small number of students are given intense interventions; often, this takes place through special education, but that is not always the case. Building level teams identify struggling students through the district’s various data analysis efforts and determines what level of intervention and what stage of the RTII process the student will be provided. The purposes of this process is to find and match the appropriate level of intervention for the struggling student, providing supports, and determining how the student responds to the interventions. If the child responds to interventions at a certain level, then there is no need for him or her to receive services at a higher level. RTII serves as one of our district’s Child Find processes for Special Education and Title programming combined. The RTII process helps all students succeed and ensures that over-identification of children eligible for special education or Title programming does not occur. This screening process does not replace the student’s need for an evaluation or programming, but it is the first effort to respond to their struggles in school. All students in the district must demonstrate adequate yearly progress (AYP). For this reason,RTII interventions are now utilized in conjunction with regular classroom instruction, Title Programming, and special education programs to increase the likelihood of total district-wide student progress. Due at least in part to AYP, the most targeted, specific use of interventions and school resources are assigned to students with the greatest needs. The Titusville Area School District (TASD) provides a solid Response to Intervention and Instruction (RTII) approach for all of our students. This approach is an early intervening strategy and is done for two important reasons: early identification of academic or behavioral issues and intervention to increase student academic growth and achievement or behavioral improvements for our students that struggle in school. RTII is comprehensive and done in a multi-tiered approach ensuring strategies and approaches are based on the differentiated needs of each individual student. This approach examines the complete student and attempts to identify not only the deficits existing but also strategies to increase student success in school academically, socially, and behaviorally. Through this approach the TASD provides early identification and intervention for students and also allows our educators to identify and address academic and behavioral difficulties prior to, during, and after a student experiences failure and/or frustrations in school.

Programs, Strategies and Actions

Programs, Strategies and Actions EEP EEI ML HS Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement X X X X

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School-wide Positive Behavioral Programs X X X X Conflict Resolution or Dispute Management X X X X Peer Helper Programs X X X X Safety and Violence Prevention Curricula X X X X Student Codes of Conduct X X X X Comprehensive School Safety and Violence Prevention Plans X X X X

Purchase of Security-related Technology X X X X Student, Staff and Visitor Identification Systems X X X X Placement of School Resource Officers Student Assistance Program Teams and Training X X X X Counseling Services Available for all Students X X X X Internet Web-based System for the Management of Student Discipline X X X X

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

Costs associated with having a School Resource Officer are prohibitative for our district and community. Grants are continually reviewed and if appropriate applied for to support the program. Additionally, the District has an outstanding working relationship with both the local and PA State Police Departments who serve our schools; therefore, officers regularly stop into the buildings to check in and visit. Academic Counseling Students at all grade levels throughout the district are assisted in their academic progress. Classroom teachers in cooperation with school counselors are directly involved in academic counseling for all students. Parents are encouraged to attend conferences which are frequently scheduled. At all levels, parents have access to the parent portal of the student information management system in order to monitor their child’s academic progress each day.

Screening, Evaluating and Programming for Gifted Students

Describe your entity’s awareness activities conducted annually to inform the public of the gifted education services and programs offered (newspaper, student handbooks, school website, etc.) The Titusville Area School District will conduct public awareness activities to inform the public about gifted education services and programs and the manner by which to request these services and programs. These awareness activities are designed to reach parents of students enrolled in the Titusville Area School District and also the parents of school-age children who are not enrolled in the Titusville Area School district. Our awareness activities are conducted annually and include providing information in the local newspapers, in all district student handbooks, in flyers located throughout the district, in displays in public places such as the public library or school lobby, and on the school district web site. (22 Pa. Code §16.21(b)) The annual public notification of child identification activities include a description of gifted services and programs available and the needs of children served by these services and

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programs. The purpose, time and location of screening activities are outlined. A description of how to request that the district initiate the screening and evaluation process is defined. Additionally, an explanation of the confidentiality protections for information regarding a specific child is delineated.

Describe your entity’s process for locating students who are thought to be gifted and may be in need of specially designed instruction (screening). The Titusville Area School District uses multiple systems to locate and identify all students within that district who are thought to be gifted and in need of specially designed instruction. (22 Pa. Code §16.21(a). The district determines the student’s needs through a screening and evaluation process which meets the requirements of this chapter (22 Pa. Code §16.21(c). A formal screening process occurs for students during their second grade year district-wide. This formal screening process is done in each student’s traditional class and the CoGAT is used to determine possible gifted students. The CoGat is the Cognitive Abilities Test and is a group-administered assessment intended to estimate students' learned reasoning and problem solving abilities through a battery of verbal, quantitative, and nonverbal test items. Additional screening activities include internal reviews performed by the building administration and faculty during building-level data analysis. If a student is consistently an outlier, the administration initiates the Child Study Process for a possible gifted evaluation. The district has a procedure and criteria to screen and evaluate all students who are thought to be gifted. Once screened and identified as a possible student eligible for gifted programming, the Titusville Area School District follows the established state guidelines for compliance. During this screening process, the Titusville Area School District uses data from a variety of sources. Possible sources include medical history, readiness, achievement tests, ability tests, group intelligence tests, and anecdotal information from the parent, other educators and subject area teachers. These data sets are then compared to pre-determined multiple criteria for gifted potential/performance outlined in the TASD Gifted Programming handbook.

Describe your entity’s procedures for determining eligibility (through multiple criteria) and need (based on academic strength) for potentially mentally gifted students (evaluation). If a referral for the Gifted Multidisciplinary Evaluation is made when one of the following three areas occur: 1. Teacher or parent believes the student to be gifted; 2. Student is not receiving appropriate education under Chapter 4 (relating to academic standards and assessment); and 3. The student’s parents request an evaluation (22 Pa.Code §16.22(c)) or the screening efforts of the student indicates high potential consistent with the definition of mentally gifted or a performance level that exceeds that of other students in the regular classroom ((22 Pa. Code §16.22 (b)(2)). For students who are thought to be gifted, the Titusville Area School District will perform the following steps: (1) The Gifted Multidisciplinary Team (GMDT) conducts the Gifted Multidisciplinary Evaluation; (2) The GMDT compiles a written report based on the outcome of the Gifted Multidisciplinary Evaluation, using the form entitled Gifted Written Report (GWR); (3) If the GMDT identifies the student as a gifted student, the Gifted Individualized Education Plan (GIEP) Team uses the GWR to develop a GIEP.

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Parents may, in writing, request a GMDE once per school term. When a parent’s request for a GMDE is received by the school district, regardless of the school's screening policy, the evaluation must be completed within regulatory timelines. The timeline begins from the date the school district receives the signed Permission to Evaluate from the parent. Under §16.22(c), if a parent makes a verbal request to any professional employee or administrator of the school district, that individual shall provide a copy of the Permission to Evaluate Form to the parents within 10 calendar days of the oral request. The members of the Gifted Multidisciplinary Team (GMDT) will include the following individuals at a minimum:

• The student's parents

• A certified school psychologist

• Persons familiar with the student’s educational experience and performance

• One or more of the student’s current teachers

• Regular education teacher

• TASD Gifted Coordinator

• TASD Special Education Director

The GMDE shall be sufficient in scope and depth to investigate information relevant to the student’s suspected giftedness, including academic functioning, learning strengths and educational needs (22 Pa. Code §16.22(e)). Tests and similar evaluation materials that are used to determine giftedness are selected and administered in a manner that is free from racial and cultural bias and bias based on disability. The selected and administered evaluation materials test results will accurately reflect the student’s aptitude, achievement level or whatever other factors the test purports to measure. The evaluation materials are professionally validated for the specific purpose for which they are used and only administered by certified school psychologist under instructions provided by the producer of the tests and sound professional practice. The school psychologist selects and administers to assess specific areas of educational need and ability and not merely a single general IQ (22 Pa. Code 16.22(g)(3)(i),(ii),(iii),(iv), and (v)). The following indicators of giftedness are drawn from a wide variety of sources. The GMDE is the process to gather the information that assists in determining if a child is mentally gifted according to the state’s definition. The evaluation looks at information relevant to the student’s suspected giftedness including academic functioning, learning strengths and educational needs. The GMDE may include, but is not limited to, information from: • Ability tests • Nationally normed individualized standardized achievement assessments • Class-work samples • Curriculum-based assessments • Cumulative review tests • Performance-based skills as demonstrated in portfolios, products, competitions or other demonstration of skills

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• Teacher observation • Noteworthy achievements • Parental input (should include student’s abilities, interests and needs as they relate to the instructional setting) The GMDT assures that comprehensive data has been collected on the student to indicate academic instructional levels, thinking skills and other learning skill levels, rate of acquisition/retention for mastery of new content/skills, academic interests/strengths and, as appropriate, developmental levels (young students) and career goals. This approach provides clarifying information about the ability of children who score below IQ 130 (within the standard of measurement for the test) and have strong indications of gifted performance. This assessment determines if additional assessment such as out-of-level academic testing is needed. A clear explanation of the evaluation results is part of the Gifted Written Report. This explanation includes the functional/instructional level and frustration level, grade level equivalencies, district performance criteria for competency, mastery and excellence of output, comprehensive developmental levels in subtests, implications in the learning process of the student, recommendations of whether a student is gifted and in need of specially designed instruction, and recommends appropriate integrated programming for a student if there is more than one area of exceptionality. The report will also provide information about the student's adaptive and social behavior if this is appropriate. The GMDT will meet during the evaluation process to clarify the purpose of the evaluation or discuss details surrounding the evaluation. Students who are identified with an IQ 130 or more: (Approximately 98th-99th percentile) are termed “mentally gifted." This includes a person who has an IQ of 130 or higher, when multiple criteria as set forth in Department Guidelines indicate gifted ability. This identification cannot be held out due to deficits in memory or processing speed. The following additional criteria other than IQ Score will also be considered:

• Achievement – Year or more above grade achievement for the normal age group in one or more subjects. (DIBELS, Study Island, PSSA, WIAT)

• Rates of Acquisition and Retention - Approximately 1-3 repetitions of new knowledge/skills to achieve mastery. (Teacher Rating & Chuska Acquisition/Retention Scales)

• Demonstrated Achievement – Achievement/performance/expertise in one or more academic areas as evidenced by permanent products, portfolios, demonstration of skills, awards, community involvements of others. (Teacher/Parent Nomination & Portfolio)

• Early Skill Development – Higher level thinking skills, academic creativity, leadership skills, intense academic interest areas, communications skills, foreign language aptitude or technology expertise. (Teacher/Parent Nomination ; Teacher/Parent Packet; Gifted Rating Scales)

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The Titusville Area School District will follow the Alternative Gifted Identification Procedures for any student who is evaluated. There are three ways that a student can qualify for gifted support.

• A student who scores 130 or above on a nationally normed standardized cognitive assessment (minus the standard error of measure for the assessment given) and meets one other criterion from the other criteria list.

• A student who scores 125 full scale IQ score or above on a nationally normed standardized cognitive assessment (minus the standard error of measure for the assessment given) or scores over 125 on an additional area of identification and meets one of the other criteria from the other criteria list.

• A student who scores between 120 and 124 full scale IQ score or above on a nationally normed standardized cognitive assessment (minus the standard error of measure for the assessment given) or scores over 125 on an additional area of identification and meets two of the other criteria from the other criteria list.

• Students who score 119 or below do not qualify for gifted support.

Describe the gifted programs* being offered that provide opportunities for acceleration, enrichment or both. *The word "programs" refers to the continuum of services, not one particular option. The Titusville Area School District provides a combination of acceleration and enrichment to provide the greatest opportunity for flexible programming to meet the needs of the gifted. An individualized program is provided for all identified students. This program establishes learning opportunities to insure meaningful progress (22 Pa. Code §§16.1(viii), 16.41(2)). The identified gifted student is provided with instruction that is at an appropriate level of challenge and includeswith adjustments that accommodate individual needs. The instruction is reasonably calculated to yield meaningful educational benefit and student progress.

The district will provide program options chosen for each gifted student that are developed based on the strengths and needs identified within the GIEP and must be agreed to by the GIEP team. Programming options for the gifted students is offered through a variety of settings and selections such as:

• Curriculum compacting- This approach compresses curriculum into a shorter period of time than typically presented, allowing the gifted student to study related material while classmates master standard content.

• Cluster Grouping- This approach places a small group of identified gifted students in a classroom with other students of mixed abilities.

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• Independent Study- This approach allows students to work independently under guidelines or a contract.

• Mentor ships, apprenticeships, and field experiences- This approach is designed to meet students’ performance levels and career interests.

• Grade and/or Subject Acceleration- This approach allows the gifted student to progress through an educational program at rates faster or ages younger than is conventional.

• Field Experiences- This approach is an out-of-school educational experience such as trips, workshops, and extracurricular activities.

• Tiered Assignments-This approach adjusts the same lesson or concept to accommodate high, middle, and low readiness levels.

• Honors Classes-This approach provides the gifted student with the traditional curriculum covered at a faster pace with greater depth, abstraction or complexity.

• Advanced Placement-This approach accelerates the gifted student and accelerates students with AP classes in high school and they take AP exams.

• Dual Enrollment and College in the Classroom- This approach provides students with the opportunity to take college courses while earning both high school and college credit.

• Pull-Out Program (SEEK)- This approach pulls the gifted student out of the regular classroom on a scheduled basis to go to a resource room staffed by the TASD Gifted Coordinator who is specially trained in the education of gifted children. This program is a special classroom area set up for advanced learning or enrichment opportunities.

• Enrichment-This approach offers curriculum that is modified to provide greater depth and breadth to the gifted student within the traditional school environment.

• Grade Acceleration- This approach accelerates the student to an advanced grade for part or their complete school experience.

Developmental Services

Developmental Services EEP EEI ML HS Academic Counseling X X X X Attendance Monitoring X X X X Behavior Management Programs X X X X Bullying Prevention X X X X Career Awareness X X X X

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Career Development/Planning X X X X Coaching/Mentoring X X X X Compliance with Health Requirements –i.e., Immunization X X X X

Emergency and Disaster Preparedness X X X X Guidance Curriculum X X X X Health and Wellness Curriculum X X X X Health Screenings X X X X Individual Student Planning X X X X Nutrition X X X X Orientation/Transition X X X X RTII/MTSS X X X X Wellness/Health Appraisal X X X X Early Intervention Services X Titusville Regional Literacy Council X X X X Explanation of developmental services:

Developmental Services Developmental services provided within the Titusville Area School District are direct services that are designed for all students. These processes facilitate the expected development of all students. Orientation and Transition Students at all grade levels throughout the district participate in orientation programs for their respective levels. All early childhood, elementary, middle and high schools provide information to students and parents to ease the transition into new learning environments. Classroom teachers, student services staff and administration are actively involved in coordinating a comprehensive array of developmentally appropriate activities. Academic Counseling Students at all grade levels throughout the district are assisted in their academic progress. Classroom teachers in cooperation with school counselors are directly involved in academic counseling for all students. Parents are encouraged to attend conferences which are frequently scheduled. At all levels, parents have access to the parent portal of the student information management system in order to monitor their child’s academic progress each day. Health Appraisals Periodic health screenings are performed through elementary and secondary nursing services. These screenings are conducted to monitor expected development and to determine the absence of disease. Examples of these screenings include height, weight, vision, hearing, scoliosis, body mass index and dental hygiene. The elementary school nurse provides instruction to students in the areas of dental hygiene, hand washing techniques, dog bite prevention, and puberty. The secondary school nurse provides CPR instruction to sixth grade students.

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Attendance Monitoring Attendance is closely monitored by building principals and student services staff. All parents and students receive communication from student services staff and building principals when absences exceed six days. These supportive communications are designed to heighten parental awareness of their child's cumulative absences. The district closely follows a truancy elimination plan. This plan provides for frequent communication with parents regarding a student’s school attendance. It also provides for home and school collaboration to resolve attendance concerns. The truancy elimination plan is implemented across all grade levels. Regular attendance is encouraged and reinforced through a variety of individual building and grade level approaches to positive reinforcement. Each of these activities is developmentally appropriate and motivational in nature. Career Development Career development is viewed as the responsibility of all educational stakeholders at all levels. Ultimately, complete career development involves the student’s ability to make appropriate post-secondary plans. Career awareness, exploration, and planning activities are implemented in order to provide a systematic approach to career development. Wellness The district maintains a high level of commitment to student wellness. Student services staff work collaboratively with other district staff members in and outside of the department to coordinate a comprehensive school health and wellness plan. Programs and activities for all students support the development of positive coping skills and healthy behaviors.

Diagnostic, Intervention and Referral Services

Diagnostic, Intervention and Referral Services EEP EEI ML HS Accommodations and Modifications X X X X Administration of Medication X X X X Assessment of Academic Skills/Aptitude for Learning X X X X Assessment/Progress Monitoring X X X X Casework X X X X Crisis Response/Management/Intervention X X X X Individual Counseling X X X X Intervention for Actual or Potential Health Problems X X X X Placement into Appropriate Programs X X X X Small Group Counseling-Coping with life situations X X X X Small Group Counseling-Educational planning X X X X Small Group Counseling-Personal and Social Development X X X X

Special Education Evaluation X X X X Student Assistance Program X X X X

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Explanation of diagnostic, intervention and referral services:

Diagnostic, Intervention and Referral Services These services are direct services provided to individual students. An integrated team approach is utilized to address academic, social, emotional, and behavioral issues. The Student Assistance Team is the vehicle for identifying possible student needs and referral for services. Diagnostic and intervention strategies are employed to help each individual student succeed in school. Counseling Comprehensive counseling services are provided to students individually and in groups at all grade levels. Group counseling topics include but are not limited to anger management, grief, coping skills and social skills. All groups are facilitated by student services staff and are designed to be developmentally appropriate. Assessment The Student Assistance Program is used as the initial avenue for assessment of student need. Students referred to the Student Assistance building teams participate in a process that includes parent involvement, gathering of observational data, and team recommendations for referral of services. A review of the data gathered along with parental communication and involvement will assist with appropriate interventions and referrals. The school psychologist is an active member of all student assistance teams across the district. Additional assessment utilizing educational testing/evaluation of a student with potential learning support needs is offered through psychological services. Intervention When the assessment warrants, appropriate intervention services are provided by student services staff, building principals, or classroom teachers. Students who may be exhibiting signs of depression, chemical abuse, academic difficulties or other behaviors will have specific interventions implemented. Also if needed, the student may be referred to an outside agency for support. Supports for students may include but are not limited to: evaluation for learning difficulties, homebound instruction, alternative education, group counseling, individual counseling, and academic support through remediation. Student services staff and building principals are responsible for coordination the placement of students into these supportive services. The district employs a comprehensive crisis intervention plan when a traumatic event affects any portion of the student body at any particular level. The crisis response team consists of school counselors, building principals, school nurses, and student assistance team members. The coordination of community support services may be needed in the school in the time of the crisis. Community Referral When the needs of a student extend beyond the available services of the school, a referral to community resources is made. The Student Assistance Team at each level is instrumental in identifying an appropriate referral resource. Titusville Area School District is committed

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to collaboration with community agencies in order to provide appropriate referrals. Community agencies with which our districts collaborate include but are not limited to: Regional Counseling Center; United Way; YMCA; Prevent, Protect, Change Violence Free Network; and Children and Youth Services.

Consultation and Coordination Services

Consultation and Coordination Services EEP EEI ML HS Alternative Education X X X X Case and Care Management X X X X Community Liaison X X X X Community Services Coordination (Internal or External) X X X X

Coordinate Plans X X X X Coordination with Families (Learning or Behavioral) X X X X Home/Family Communication X X X X Managing Chronic Health Problems X X X X Managing IEP and 504 Plans X X X X Referral to Community Agencies X X X X Staff Development X X X X Strengthening Relationships Between School Personnel, Parents and Communities X X X X

System Support X X X X Truancy Coordination X X X X Explanation of consultation and coordination services:

Student Assistance Program The Student Assistance Program, in cooperation with local health care providers, carries out those activities which will foster the wholesome physical, mental and emotional development of the students while supporting teachers and parents in their efforts toward this goal. The mission of the Student Assistance Program Team of the Titusville Area School District is: 1. To implement the philosophy of the school, this calls for the fullest realization of the potential of each child on every level- intellectual, social, emotional and physical. 2. To support the administration in its efforts to maintain a school climate conducive to the achievement of the school's mission. 3. To assist the faculty with practical solutions to student problems that may interfere with or disrupt the teaching/learning process. 4. To cooperate with parents in the preservation of the sound physical and mental health of their children. 5. To provide students with education, prevention, appropriate intervention and timely referrals for professional help when needed in regard to any and all problems or conditions that interfere with the realization of their fullest potential as students and human beings. Student Assistance Teams at all levels consist of the building principal, school counselor,

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program coordinator, school nurse, community/agency liaisons, social worker and other trained faculty members. All members of the Student Assistance Team have completed formal team training by a Commonwealth of Pennsylvania approved SAP training provider. In order to stay abreast of the current research, Student Assistance Team members also attend the annual Pennsylvania Association of Student Assistance Professionals conference. Student Assistance Teams meet on a regular basis. Elementary teams meet at a minimum once per week. Secondary teams meet as a group a minimum of two days per week. On the remaining days of the week, team members focus on their case management assignments and meet with students to address academic, social or behavior concerns in school. Referrals to the student assistance team will be reviewed and parental involvement will be maintained throughout the process. Observational data is gathered via a behavioral checklist. The data is compiled by the case manager and is presented to the team for review. At this time, recommendations for interventions or referrals are made. Interventions or referrals may be in-school supports or may be a community agency referral. The Student Assistance Teams in Titusville Area School District are committed to providing follow-up and aftercare services for students returning from placements outside the district. The school counselor or social worker is customarily designated as the liaison between the health care provider and the school. The counselor or social worker will also be responsible for briefing the faculty on pertinent information regarding the student. Students returning from placement may be enrolled in the district's Alternative Education Program. This program is a level system designed to focus on student behavioral success. The Alternative Education Program serves as an intermediate step in the student's transition back to the regular classroom. The Student Assistance Team will review the status of students in aftercare programs at each meeting for the remainder of the school year. Input from the faculty on the progress of the students in aftercare is continually gathered. When the number of students simultaneously in aftercare warrants, a school-based support group may be formed under the auspices of the Student Assistance Team. Communication is a key component of the Student Assistance Program process. Clearly, parent involvement and communication is essential to student success at any level. Parental involvement and communication is a high priority. Parents are notified of the referral of their child to the team. The case manager shares the observational data gathered from the checklist that is distributed to classroom teachers. Parents are encouraged to provide input on the information via the parent questionnaire that is used to arrive at an appropriate referral. The case manager shares all team recommendations and maintains ongoing open communication, follow-up and support. Parents are encouraged to actively participate in all phases of the Student Assistance process. Consultation and Coordination Services These services do not involve direct services to students, but rather they are designed to facilitate the development and progress of students by consultation with school staff and parents or by coordination with other agencies. Case Management The Student Assistance process at all grade levels is designed around a case management approach. Students referred to the Student Assistance Team are assigned a case manager

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who facilitate the process. The case manager communicates with the parent, manages documentation and collection of observational data. This case manager then coordinates with the entire student assistance team for a team recommendation regarding the most appropriate interventions or referrals. These interventions or referrals may be school or community based. Community Liaison Student Services staff members regularly extend into the community to discover, promote and draw upon local resources which provide services to students. School counselors are members of the community Rotary club. Central office administration holds a seat on the Crawford County Children's Advisory Council. This council seeks to facilitate coordination of county-wide children's services. The council also researches and provides assistance on possible grant opportunities in order to provide services to students in schools and through community agencies. Our student services department also has an active role with the Venango County Training and Development Center. Through this presence at monthly partnership meetings, the department has been able to secure assistance for students in the area of workplace skills and needs. Consultation By virtue of their expertise in human relations, school counselors and school nurses within the student services department often advise other school staff in the areas of human growth and development, and learning and behavioral issues. School counselors and school nurses at all levels are active members of the student assistance teams. These student services staff members are fully committed and highly qualified to consult with other student assistance team members to recommend appropriate referrals. Home/Family Communication Student Services staff facilitate communication and coordination of information to parents on a daily basis. School counselors and the Elementary Student Assistance Coordinator frequently coordinate parent conferences, home visits, or simply provide information as necessary to parents. Through orientations and parent handbooks, parents are aware that school counselors and nurses are ready and willing to assist with supporting parents in ensuring student success.

Communication of Educational Opportunities

Communication of Educational Opportunities EEP EEI ML HS Course Planning Guides X X X X Directing Public to the PDE & Test-related Websites X X X X Individual Meetings X X X X Letters to Parents/Guardians X X X X Local Media Reports X X X X Website X X X X Meetings with Community, Families and Board of X X X X

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Directors Mass Phone Calls/Emails/Letters X X X X Newsletters X X X X Press Releases X X X X School Calendar X X X X Student Handbook X X X X Parent Handbooks X X X X Transportation Handbooks X X X X Parent Advisory Committees X X X Comprehensive Plan Committees X X X X District Advisory Councils X X X X Student Senate X Business Advisory Committee/Chapter 339 Plan Committee X X X X

Coordinated School Health Council X X X X Student Council X X

Communication of Student Health Needs

Communication of Student Health Needs EEP EEI ML HS Individual Meetings X X X X Individual Screening Results X X X X Letters to Parents/Guardians X X X X Website X X X X Meetings with Community, Families and Board of Directors X X X X

Newsletters X X X X School Calendar X X X X Student Handbook X X X X Mass Phone Calls/Texts/Emails X X X X

Frequency of Communication Elementary Education - Primary Level

• More than once a month

Elementary Education - Intermediate Level


Middle Level


High School Level

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Collaboration for Interventions

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

Response to Intervention and Instruction (RTII) The Titusville Area School District (TASD) provides a solid Response to Intervention and Instruction (RTII) approach for our four year old Kindergarten through eighth grade students. This approach is an early intervening strategy and is done for two important reasons: early identification of academic or behavioral issues and intervention to increase achievement or behavioral improvements. RTII is comprehensive and done in a multi-tiered approach that uses a standards aligned approach based on the differentiated needs of individual students. This approach examines the complete student and attempts to identify not just the deficits existing, but also strategies to increase student success in school academically, socially, and behaviorally. Through this approach the TASD provides early identification and intervention for students and also allows our educators to identify and address academic and behavioral difficulties prior to student experiencing failure and/or frustrations. The data generated through the RTII process allows for the most intense interventions to be provided to the students with the greatest needs. This process, in a three tiered approach, directs our staff to make informed decisions for the direction and type of supports provided and the frequency and duration necessary for the greatest impact toward student improvement. With RTII, student responses to the interventions are supported directly with a true differentiated data driven decision making model. The overall goal of RTII is to improve student achievement using research-based interventions matched to the instructional need and level of the student. TASD provides RTII in the following aspects: 1. Standards aligned instruction: All students receive high quality, research-based instruction in the regular education classes. 2. Universal screening and assessments: All students are screened to determine academic and behavior status against grade level benchmarks by using Dynamic Indicators of Basic Early Literacy Skills Assessments (DIBELS) and the Measures of Academic Progress (MAP) Assessments. Benchmark and outcome assessments are examined periodically throughout the year, and at the end of the year against grade level benchmarks and standards. Throughout the elementary through 8th grade School Wide Positive Behavior Supports is provided to the students. This approach allows for a comprehensive behavioral screening in all buildings. This screening is performed regularly with each building’s School Wide Positive Behavior Support Team analyzing the data gathered through the School-Wide Information System (SWIS). The SWIS data allows for the building level teams to determine the frequency, duration, intensity, location, and type of behavior that is occurring and then respond with interventions to counter and remediate behavior through interventions.

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3. Shared ownership: The entire TASD team (regular education teachers, school psychologists, school counselors, special education teachers, Title I educators, administration, and support staff) assume an active role in student assessment and instruction in the standards aligned system. 4. Data-Based Decision Making: Student performance data is analyzed, at a minimum quarterly, to guide school decisions on instructional changes, choices of interventions, and appropriate rates of progress. This progress is continuously monitored and the student performances are used as data to determine intervention effectiveness and drive instructional adjustments, and to identify/measure student progress toward instructional and grade-level goals. TASD reviews this progress through scheduled data analysis days, during daily communications, and through the Child Study Team process. 5. Tiered Intervention Delivery System: Students receive increased and intense levels of targeted scientifically, research-based interventions based upon the data provided through our district communication efforts. Instruction is differentiated to meet the individual learning needs and consists of research-based intervention approaches. These interventions are based upon identified students’ level of need. This need may include flexible grouping, program content in varied approaches, and the use of instructional strategies in a variety of researched-based approaches. 6. Parental Engagement: TASD parents receive information regarding their child’s needs. This communication includes a description of the specific intervention, who is delivering instruction, clearly stated intervention goals, and academic progress expected for their child. A summary of the progress monitoring explains student progress or lack of progress reports and the right to request a special education evaluation at any time. The Titusville Area School District provides a comprehensive Response to Intervention and Instruction (RTII) approach for our students. Our approaches provided early intervention, student strategies, early identification of academic or behavioral issues and the interventions necessary to increase student achievement and/or behavior. This collaborative effort enables progress for each student and the tailored intervention approach encourages greater student overall school success.

Community Coordination

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

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

Child Care and After School Programs

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The Titusville Area School District has fully embraced the importance of early literacy. The Early Childhood Learning Center provides 4 and 5 year olds with developmental learning that establishes a solid base for academic success. All students have access to reading specialists, a learning support teacher and a speech pathologist. Assessment data is collected in the fall, winter and spring to inform instruction, remediation and acceleration. All K5 students attend school for a full day. For approximately a fifth of the K4 students, there is the opportunity to attend for a full day as well through coordination with Pre-K Counts and Head Start. Currently, there is a Pre-K Counts classroom for 20 three year olds and 20 four year olds housed within our Early Childhood Learning Center. There is regular communication and coordination between this program and the early learning program that is district run. Additionally, Early Childhood Programming Parents as Teachers is a local service provider and this agency has regular communication and collaboration with the Early Head Start staff, the district staff and the Titusville Regional Literacy Council which offers family and adult literacy programs. Another program that we have available within the district is the 21st Century Learning Center facilitated by the YMCA. This program is offered to students in ages 3 through 14 (8th grade). During the school year, after school programming is in place at the middle school and the high school. Summer programming is also offered for students grades 3 through grade 7. The program employs a district liaison who collects assessment data so that all teachers in the 21st Century program are fully aware of the strengths and needs of the students. The district also coordinates with several other daycares within the district boundaries as well as a Fun Factory program run by the YWCA for 3 and 4 year olds. There are many after school activities that are available to our students and their families. These activities are provided by the local YMCA, YWCA, youth sports organizations, The Titusville Council on the Arts, Boy & Girl Scout troops, and clubs provided through each individual school. Work Force Development Titusville Area School District has a partnership with the Northwest PA Workforce Investment Board through participation at the Youth Committee level. A representative from the district regularly participates on this committee. Membership on the committee affords the district the opportunity to learn about and participate in activities planned by regional agencies for the career, educational, and workforce development needs of our youth. Students have benefited from attending county career fairs, career exploration trips, and learning about potential post-secondary training opportunities. Additionally, the district's participation on this committee has assisted in arranging for Titusville High School to become a mobile access point for PA Career Link, a regional agency for workforce development. Tutoring The Titusville Area School District (TASD) provides a solid Response to Intervention and

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Instruction (RTII) approach for all of our students. The district’s tutoring program is part of this comprehensive approach. After school tutoring is provided to struggling students at each of the district’s schools as a strategy to address skill deficiencies. Tutoring at the elementary level centers on reading and math whereas at the middle and high school levels, the support is subject specific and assists with homework completion. In addition to providing tutoring during the school year, the Titusville Area School District provides a summer literacy program. The Partners Achieving Learning Success (PALS) program is offered to elementary students K through 6th grade. It is offered for two weeks in June and two weeks in August. Our PALS program collaborates and coordinates services with the 21st Century Program at the YMCA.

Preschool Agency Coordination

Explain how the LEA coordinates with agencies that serve preschool age children with disabilities.

1. Address coordination activities designed to identify and serve children with disabilities and the supports and accommodations available to ensure both physical and programmatic access.

2. Address pre-kindergarten programs operated directly by the LEA and those operated by community agencies under contract from the LEA.

3. Describe how the LEA provides for a smooth transition from the home setting and any early childhood care or educational setting the students attend, to the school setting.

Early Childhood Education The Titusville Area School District is in a rural setting. Challenges face the district as the economic base has eroded. Many of the children entering into the school system come from economically deprived homes. Therefore, it is imperative that children have the best start to their educational journey as possible. All the children in the school district begin their education at the Early Childhood Learning Center (ECLC.) This school houses all the district’s pre-kindergarten and kindergarten students. The school focuses its efforts on providing quality education for all students and building upon their potential as lifelong learners. At the Early Childhood Learning Center, we believe that the early school years should be an enjoyable entry into the world of learning. In today’s society, that often is more challenging than it appears. As children enter into this school at the age of four, often they have come with troubles far beyond their young years. From its inception, the ECLC began to focus on what we were doing to instill this enjoyable entry into the world of learning as their philosophy suggests. We knew that in order to achieve this we could not do it alone. We have always believed that together they achieve more; therefore, we set out to identify agencies that also had a vested interest in the children they were serving. We not only

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looked at the children but the families that need to support that positive entry into the learning world. Thus, we began to develop a team approach to educating children and supporting families. The Titusville Area School District has been focused on early childhood education since 1982 with the inception of a district-funded public school pre-kindergarten. In 1991, the district built a facility known as the Early Childhood Learning Center, (ECLC), which is designed for educating 4 and 5 year olds. Beginning with the 2004-2005 school year, the district made an even greater commitment to early childhood education by offering full day kindergarten. Teachers have more time to incorporate activities and the program has been enhanced by the addition of the Action Based Learning Lab program in Physical Education, which is offered on a daily basis. Learning in pre-kindergarten and full day kindergarten is tied to kinesthetic motion. Additionally, the children are engaged with music education daily. The ECLC has always maintained a positive working relationship with the local pre-school program offered through the Family and Community Christian Association (FCCA). Over the years they have worked closely with them, but in 2000 they had the opportunity to move the their program into the ECLC. This created a smooth transition for incoming pre-school children and families. Many of these families had apprehensions about “public school”; however, with the program being within the confines of the public school, it only helped to strengthen the relationship between parents and the school district. As the ECLC looked at better meeting the needs of these at-risk children, they instituted a new program in 2010. This program is called Pre-K Counts. This program is affiliated with the FCCA as well as the school district. Children in this program are dually enrolled. Pre-K Counts is a program for selected children presently attending the K-4 program at the ECLC who meet income guidelines, most of whom were enrolled in the FCCA program the previous year. The Pre-K Counts program offers an extended day to these children to reinforce the K-4 skills and curriculum. The collaboration between the FCCA and the school district has proved to be a win-win situation. Components of the collaboration include team planning, shared conferences with parents, involvement with teaching specialists and parents to create IEP’s, transportation that is provided by the school district, and family service worker. In an effort to not only work with the children of the district but also the parents, the ECLC began another collaborative effort with the Crawford County READ Family Literacy Program (now the Titusville Regional Literacy Council). In 2000, they began to work with Family Literacy to target families within the school and district to provide parents with literacy opportunities for themselves so that they might better support the education of their children. Beginning in 2014, the Family Literacy Program is offered through the Titusville Regional Literacy Council in collaboration with the ECLC, Benson Memorial Library and several other local and regional agencies. It is designed for the parent with children under eight years old and who have a goal of getting their GED or who want to improve their basic skills. Benefits of this collaboration include adult education, early childhood education for the children, parenting education opportunities and Parent and

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Child Together Time (PACT). This program requires that parents and children spend quality time together, whether it is in the classroom setting or Family Literacy setting. Family support is also an important aspect of the success of this program. The Family Literacy program has served as a wonderful liaison between the public school and day care programs as well as other outside agencies. The ECLC, as a school, has seen the great benefits that have occurred because of these unique partnerships. Parents have become more involved in the education of their children. The team environment has proven to be supportive for parents, children and teachers. Mentoring and professional development opportunities have enabled all parties to gain new knowledge and also develop a greater understanding of how each entity provides needed services to children and their families. The programs that are offered at the ECLC are both child-centered as well as supportive of today’s families. They have seen these benefits as children transition from one program to another. The transition has become smooth and effortless. Probably the greatest benefit of these collaborations is the growth and success they have seen for the children. The children are blossoming from the nurturing, supportive and caring environment that surrounds them. As the ECLC continued to look at ways the school can become the focus of the community for its families, another opportunity became available. The local WIC (Women, Infants and Children) program was faced with the challenge of maintaining a local office with no funding available. The school had the space to provide a site so that the children and families of our community could stay in the area to receive the wonderful services this program provides. Here again, another golden opportunity for the school district. Parents enter the same building that will be the future school for their children. They become less threatened by the school atmosphere. The children are receiving the nutritional benefits of the WIC program which in turn creates healthier children who are nourished so they are able to learn. However, in 2017 the WIC program outgrew the available space and since has relocated within our community. The community and their involvement is such an important aspect of the school’s success. Through partnerships with other agencies, the ECLC has been able to witness the benefits that collaboration brings. They will continue to look for the positive partnerships that will meet the needs of their children and their families. As mentioned previously, the collaboration between the ECLC and other organizations has helped to ease the transition between programs for students. The ECLC faculty and staff also work diligently to ease transitional issues by participating in activities such as:

• Monthly visits from the children at IU6 Early intervention, The Fun Factory, and Head Start Programs.

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• Kindergarten students writing “First Grade Wonderings” in which students ask questions about the first grade to their future principal. The principal then meets with all students to answer their questions.

• In order to ease the transition between the ECLC and the elementary schools, the elementary and ECLC principals meet to discuss student needs, strengths, concerns, and help with class placement.

• The ECLC sponsors “Togetherness Night” for incoming families in which activities are planned for incoming students and their families.

These are just a few of the transitional activities in which the ECLC participates.

Materials and Resources

Description of Materials and Resources


Material and Resources Characteristics Status Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills Developing

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

Accessibility for students and teachers is effective and efficient Developing Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs Developing

Provide explanation for processes used to ensure Accomplishment.

As academic standards are updated, our materials and resources will also need to be updated. As diverse student need is identified, we continue to support teachers in ensuring access to appropriate materials and resources.

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





Accessibility for students and teachers is effective and efficient Developing

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





Middle Level








High School Level





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SAS Incorporation


Standards Status

Arts and Humanities Implemented in less than 50% of

district classrooms

Career Education and Work Implemented in less than 50% of

district classrooms

Civics and Government Implemented in less than 50% of

district classrooms

PA Core Standards: English Language Arts Implemented in less than 50% of

district classrooms


Implemented in less than 50% of

district classrooms

PA Core Standards: Mathematics Implemented in less than 50% of

district classrooms

Economics Implemented in less than 50% of

district classrooms

Environment and Ecology Implemented in less than 50% of

district classrooms

Family and Consumer Sciences Implemented in less than 50% of

district classrooms

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Geography Implemented in less than 50% of

district classrooms

Health, Safety and Physical Education Implemented in less than 50% of

district classrooms

History Implemented in less than 50% of

district classrooms

Science and Technology and Engineering Education Implemented in less than 50% of

district classrooms

Alternate Academic Content Standards for Math Implemented in less than 50% of

district classrooms

Alternate Academic Content Standards for Reading Implemented in less than 50% of

district classrooms

American School Counselor Association for Students Implemented in less than 50% of

district classrooms

Early Childhood Education: Infant-Toddler→Second Grade Implemented in less than 50% of

district classrooms

English Language Proficiency Implemented in less than 50% of

district classrooms

Interpersonal Skills Implemented in less than 50% of

district classrooms

School Climate Implemented in less than 50% of

district classrooms

Further explanation for columns selected "

While all professional staff have participated in several inservice activities to demonstrate the usefulness of the resources in SAS, most feel that their materials, resources and assessments are sufficient for their instructional purposes. Some teachers have started exploring the SAS resources. The district has developed a curriculum that is aligned to the

53

PA Common Core standards and has supplemented instruction with materials/supplies that are also aligned to PA Common Core standards.


Standards Status


district classrooms


district classrooms


district classrooms


district classrooms



district classrooms


district classrooms


district classrooms


district classrooms


district classrooms


district classrooms


district classrooms

History Implemented in

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less than 50% of district

classrooms


district classrooms


district classrooms


district classrooms


district classrooms


district classrooms


district classrooms


district classrooms


While all professional staff have participated in several inservice activities to demonstrate the usefulness of the resources in SAS, most feel that their materials, resources and assessments are sufficient for their instructional purposes. Some teachers have started exploring the SAS resources. The district has developed a curriculum that is aligned to the PA Common Core standards and has supplemented instruction with materials/supplies that are also aligned to PA Common Core standards.

Middle Level

Standards Status


district classrooms


district

55

classrooms


district classrooms


district classrooms



district classrooms


district classrooms


district classrooms


district classrooms


district classrooms


district classrooms


district classrooms


district classrooms


district classrooms


district classrooms


56

district classrooms


district classrooms


district classrooms


district classrooms


district classrooms

World Language Implemented in less than 50% of

district classrooms



High School Level

Standards Status


district classrooms


district classrooms


district classrooms


district classrooms

57



district classrooms


district classrooms


district classrooms


district classrooms


district classrooms


district classrooms


district classrooms


district classrooms


district classrooms


district classrooms


district classrooms


district classrooms


district

58

classrooms


district classrooms


district classrooms

World Language Implemented in less than 50% of

district classrooms



Early Warning System

The free PA Educator Dashboard Early Warning System and Intervention Catalog (PA EWS/IC) utilizes the metrics of Attendance, Behavior and Course grades to identify students who may be on a path to dropping out of school. Please indicate your selection of the following options.

No, we have another early warning system that we are currently utilizing.

Professional Education

Characteristics

District’s Professional Education Characteristics EEP EEI ML HS Enhances the educator’s content knowledge in the area of the educator’s certification or assignment. X X X X

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

X X X X

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

X X X X

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

X X X X

Empowers educators to work effectively with parents and community partners. X X X X

District’s Professional Education Characteristics EEP EEI ML HS

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

X X X X

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

X X X X

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.

Professional development activities revolve around curriculum and content knowledge, assessment, instructional strategies and teaching skills, analysis and use of student performance and growth data, parental and community partners, child development, and technology. Professional development themes for our school and district administrators include providing the knowledge and skills to think and plan strategically, the ability to access and use appropriate data, empowering our educational leaders to create a culture of teaching and learning, and effective use of resources for maximum results. Professional development will be provided through processes which will result in sustained school improvement based on the Professional Education Criteria set forth in the guidelines for both professional teachers, guidance counselors and educational specialists as well as school and district level administrators. To meet our Comprehensive Plan objectives, Titusville Area School District is guided by the Professional Education Plan goals, strategies and activities. A needs assessment of our professional staff is conducted through the Professional Development Survey annually in the spring so that the Act 48 Committee and Administrators can plan for the needed and necessary professional development opportunities throughout the following year. Through the development of our District Technology Plan and accompanying survey or technology training needs, these results were also reflected in the Act 48 Plan. The spring 2018 professional development survey results identified the following priorities by all groups: instructional strategies for differentiation and personalization; trauma informed awareness and ACES; at-risk student behaviors; project-based and hands-on learning; and autism

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support/special education. Additionally, the following continue to be a focus of our professional development opportunities: use of student performance and growth data and assessment, instructional technology, and student engagement. A variety of professional development options will be utilized to contribute to the measurable improvement in student achievement, staff growth and development, and address the educational needs of the community. The Titusville Area School District will provide opportunities to:

• Enhance the educator's content knowledge in the area of the educator's certification or assignment.

• Increase the educator's teaching skills based on research of effective practice.

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

• Learn, implement and integrate appropriate assessment strategies aligned with our curriculum as well as to the Pennsylvania and nationally recognized Academic Core Standards to achieve success for all students.

• Integrate technology into the daily lives of our students and professional staff.

• Align instruction with curriculum, assessment and the Pennsylvania Core Academic Standards to achieve success for all students.

• Enhance the professional’s knowledge base and skills using developmentally appropriate practices.

• Develop curriculum aligned with instruction, assessment, the Pennsylvania Academic Standards, and nationally recognized standards to achieve success for all students.

The Titusville Area School District Act 48 Committee will utilize providers which fall under, but are not limited to, approved providers for the district.

• Titusville Area School District Administration and Staff

• Pennsylvania Department of Education and Approved Providers

• Pennsylvania Intermediate Units and Approved Providers

• PaTTAN

• Accredited Colleges and Universities

• Consultants, trainers, and other qualified individuals approved by the Titusville Area School Board, Administration or Act 48 Committee

• School Board approved workshops, conferences, or other special events.

• Pennsylvania Association of Federal Program Coordinators

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• State and National Organizations

OPTIONS FOR CONTINUING PROFESSIONAL EDUCATION AND REQUIRED DOCUMENTATION A. College/University Courses

• College level course work - course work at accredited institutions of higher education which relate to the current or anticipated district programs.

• Obtaining a professionally related Master's Degree, Administrative Degree or expanding a teaching certificate to another area - obtaining a degree from an accredited institution of higher learning which pertains to the current or anticipated district programs.

REQUIRED DOCUMENTATION: Intent for Graduate Work Form, Graduate Reimbursement Form, Official college/university transcript, optional Sabbatical Leave Form B. Workshops, Conferences and In-Service Training

• Continuing professional education in-service hours/credits related to assignment or certification by PDE approved providers - Continuing professional education hours related to assignment or certification by PDE approved providers.

• Attendance at professional conferences or workshops - educationally related seminars or conferences sponsored by professional organizations or government agencies.

REQUIRED DOCUMENTATION: Certificate of attendance or administrator's signature on professional development log. Appendix C, D or E; Professional Trip Request Form (Blue Form); Reimbursement Form *Proposals must be submitted prior to the activity for approval. C. Teaching and Training Activities

• Presentation of in-house or other continuing education programs

• Continuing professional education in-service hours/credits related to assignment or certification by PDE approved providers.

• Attendance at professional conferences or workshops - educationally related seminars or conferences sponsored by professional organizations or government agencies.

Credit: For the first time the program is presented, the presenter will receive two hours of credit for every hour necessary in preparation. Presenters will receive one hour of credit for

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each hour of the presentation. For succeeding presentations, there will be an hour for hour credit for presentation. REQUIRED DOCUMENTATION: Certificate of attendance or administrator's signature on professional development log, and Self-Evaluation; Appendix B, C, D or E; Professional Trip Request Form (Blue Form); Reimbursement Form D. In-house Activities Which Support Assessment, Curriculum, Pedagogy and Policy Decisions in the District

• Curriculum development work - District sponsored individual or group work on educational programs and curriculum revision.

• School/District Professional Development - Serving on a faculty committee to assist in the preparation of building level statements on safety and security, technology, parent involvement, or other similar educational topic.

• Grade level, department, building level, and cross curricular meetings - Participation in professional meetings held to discuss curriculum, teaching strategies, programs and initial concerns.

• Professional Development Committee Membership - Service as an active member of the district Professional Development Committee.

• Evaluation Teams - Serving on a committee that studies, evaluates and makes recommendations relating to curriculum, school programs, policies, or other areas directly related to educational services provided by schools.

REQUIRED DOCUMENTATION: Certificate of attendance or administrator's signature on professional development log; Appendix C E. Other Professional Education Activities

• Classroom observations of other professional employees - observations approved by the appropriate administrator and accompanied by an action plan which details the purpose of the visit. Observation purposes only; no evaluation.

• Early childhood and child development activities for professional educators whose areas of assignment include infancy through third grade

• Special education, gifted education activities for professional educators

• ESL — Development and implementation of an English as a Second Language Learner Program and acquisition of appropriate instructional strategies

• Any other credits or hours approved by the Titusville Area School Board

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Educator Discipline Act 126, 71 Provides educators with mandated reporter training, totaling 3 hours, every 5 years as outlined in Act 126.

Questions The LEA has conducted the required training on: 8/8/2017 8/23/2017 The LEA plans to conduct the required training on approximately: 8/9/2022 8/22/2022 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.

Questions The LEA has conducted the training on: 8/26/2016 10/7/2016 The LEA plans to conduct the training on approximately: 8/25/2021 10/1/2021 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.

Questions The LEA has conducted the training on: 8/8/2017 8/23/2017 The LEA plans to conduct the training on approximately: 8/9/2022 8/22/2022

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Strategies Ensuring Fidelity

Checked answers • 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.



Professional education plans must balance content, pedagogy and other skills needed, and include evidence that they meet the following professional education criteria:

• Is related to attainment of the Pennsylvania Core standards and high-quality instruction.

• Is planned to address the needs of a school entity and its professional employees.

• Has clear and concise, written content and skill-based competencies.

• Includes content and instructional methods that are appropriate for the intended competencies to be mastered.

• Is planned and conducted by personnel who have an academic degree or other education and experience appropriate to the subject matter being taught.

• Is research-based, data-driven and contributes to measurable increases in student achievement.

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• Contributes to building learning communities and continuous improvement.

• Is evaluated by participants.

Professional development needs are discussed at faculty, grade level and department meetings as student assessment data is evaluated. As district wide student needs are identified, teams come together to re-evaluate curriculum alignment, resources available, assessments in place and professional development needed. In working collaboratively with their principals, teachers work to accomplish professional learning goals through the PA-ETEP system.


NA

Induction Program

Checked answers • Inductees will know, understand and implement instructional practices validated by

the LEA as known to improve student achievement.

• Inductees will assign challenging work to diverse student populations.

• Inductees will know the basic details and expectations related to LEA-wide initiatives, practices, policies and procedures.

• Inductees will know the basic details and expectations related to school initiatives, practices and procedures.

• Inductees will be able to access state curriculum frameworks and focus lesson design on leading students to mastery of all state academic standards, assessment anchors and eligible content (where appropriate) identified in the LEA's curricula.

• Inductees will effectively navigate the Standards Aligned System website.

• Inductees will know and apply LEA endorsed classroom management strategies.

• Inductees will know and utilize school/LEA resources that are available to assist students in crisis.

• Inductees will take advantage of opportunities to engage personally with other members of the faculty in order to develop a sense of collegiality and camaraderie.

• APL Instructional Strategies and Classroom Management

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Goals and Competencies Induction into the field of teaching is the first step in continuing professional development and life-long learning. The Titusville Area School District's Induction Plan is designed with the intent of providing planned experiences, activities, and studies to increase the new teacher’s knowledge and improve their teaching skills, while assimilating them into our teaching community. Goals and objectives to support the program are as follows:

• To provide continued assistance to reduce problems experienced by beginning teachers.

• To support development of knowledge and the skills needed by beginning teachers to be successful in their initial teaching position.

• To establish professional and collegial relationships among new teachers, support teachers, faculty, administrators, and school staff.

• To expose the inductees to several sources of non-evaluative feedback in regards to their own teaching skills.

• To acquaint new teachers with a diverse range of effective teaching strategies and to build a foundation for the continued study of teaching.

• To increase the positive attitudes of beginning teachers about teaching.

• To provide new teachers who are new to our community with an understanding of the community mores and historical background.

• To familiarize new teachers with our strategic plan and vision emphasizing their role in helping students to accomplish outcomes and meet standards.


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Needs of Inductees

Checked answers

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• Frequent observations of inductee instructional practice by a coach or mentor to identify needs.

• Frequent observations of inductee instructional practice by supervisor to identify needs.

• Regular meetings with mentors or coaches to reflect upon instructional practice to identify needs.

• Student PSSA data.

• Standardized student assessment data other than the PSSA.

• Classroom assessment data (Formative & Summative).

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

• Review of inductee lesson plans.

• Review of written reports summarizing instructional activity.

• Submission of inductee portfolio.

• Knowledge of successful research-based instructional models.

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



Induction Program Expectations: Each inductee is observed by their mentor during their first year of teaching. The inductee is also observed/evaluated by their building principal/director/superintendent. The administrator may use information collected from an informal walk through or a formal observation. Inductees are required to make three formal observations of district teachers to submit as part of the year end portfolio. Each inductee is given the opportunity to review data as part of their building data analysis process. Inductees are instructed on appropriate data informed decision making skills. The inductees review PSSA, PVAAS, Study Island, and DIBELS data for their students. Each inductee meets with their assigned mentor. In September and October, the meetings are scheduled weekly. From November through January, the meetings are bi-monthly. From February through May, the inductee and mentor meet monthly. Each inductee submits weekly lesson plans to their mentor and to their building principal. As part of the first year induction portfolio, the inductee also submits a weekly journal of their education experiences at the end of the year to the their mentor, the induction coordinator and the superintendent. Each inductee is required to complete a needs assessment survey as a basis for professional

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development throughout the induction process. In addition to the needs assessment, the inductee works together with their mentor to review instructional resources available through the district.

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

NA

Mentor Characteristics

Checked answers • Pool of possible mentors is comprised of teachers with outstanding work performance. • Potential mentors have similar certifications and assignments. • Potential mentors must model continuous learning and reflection. • Potential mentors must have knowledge of LEA policies, procedures and resources. • Potential mentors must have demonstrated ability to work effectively with students and

other adults. • Potential mentors must be willing to accept additional responsibility. • Mentors must complete mentor training or have previous related experience (e.g.,

purpose of induction program and role of mentor, communication and listening skills, coaching and conferencing skills, problem-solving skills and knowledge of adult learning and development).

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



Mentor Selection The professionals who serve on Teacher Induction Committee are advisors in the development, review and revision of the Teacher Induction Program. They have all participated either as a new teacher coach or inductee and have first-hand experiences to use in their advisory roles. The council members, who are teachers, were selected because of their involvement with the induction program and/or Act 48 committee. Each demonstrated understanding of the goals of the program and expressed a desire to contribute to this important role that they play in helping new teachers develop their professional skills. We believe that experienced teachers and administrators have the ability together to enhance a new teacher's professional growth. Each spring the teaching staff is asked to register with the Induction Council if they wish to serve as a new teacher coach. After the hiring process, the new teacher is matched with an experienced teacher who requested to serve as a new teacher coach. Whenever possible, an attempt is made to match teachers in the same building and at the same grade level, in the same discipline with

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similar schedules to allow ample meeting time. The qualifications for new teacher coach are:

• A minimum of three years experience

• A permanent Instructional II certificate and a demonstrated proven level of proficiency in the classroom.

• A Master's Degree or equivalent.

• Recognition by his/her peers as a professional who exhibits a positive attitude toward teaching.

The new teacher mentor will participate in all in-service programs and meetings as stipulated in the Titusville Area School District Teacher Induction Program while fulfilling the commitments of their regularly assigned duties. The new teacher mentor will also avail themselves to their assigned inductee as needed and use these informal meetings as an opportunity to advise and inform the new teacher on matters of concern. The new teacher mentor will understand the importance of developing and maintaining a good rapport with their inductee and provide an atmosphere that is conducive to the positive development of the inductee. The new teacher mentor is also responsible for providing feedback on classroom discipline, teaching strategies, classroom management, and other crucial areas of teacher development. Finally, it will be the role of new teacher mentor, in conjunction with the Building Principal, to document completion of all activities prescribed in the New Teacher Mentor Program. There are 3 meetings for New Teacher Mentor each year (one in August, October, and January). The induction coordinators review the progress of the inductees and review goals/competencies with the teacher mentors.

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

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Induction Program Timeline

Topics Aug-Sep

Oct-Nov

Dec-Jan

Feb-Mar

Apr-May

Jun-Jul

Code of Professional Practice and Conduct for Educators X

Assessments X X X X X Best Instructional Practices X X X X X Safe and Supportive Schools X X X X X Standards X X X X X Curriculum X X X X X

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Instruction X X X X X Accommodations and Adaptations for diverse learners X X X X X

Data informed decision making X X X X X Materials and Resources for Instruction X X X X X If necessary, provide further explanation.

YEAR ONE Book Review- Enhancing Professional Practice: A framework for Teaching by Charlotte Danielson This year-long course will focus on the examination of best practices for the development of student achievement. Guiding the discussion will be the new teacher effectiveness evaluation model. Each of the four categories will be investigated and examples of best teaching practices and expectations will be targeted as Professional Portfolio documentation. August 8 & 9 Introduction to the Induction Program and TASD Overview September 11th Review of School Opening and Induction Journals TEA Membership/Anatomy of a Paycheck/Review of Benefit Package Enhancing Professional Practice pages 1-42 September 17th Attendance at TASD School Board Meeting 7:00pm Board Room @ THS September 28th Attendance Required at Homecoming Football Game October 16th Induction Coordinator meets with new teacher mentors at 3:30pm November 13th Teacher Effectiveness/SLO Development/School Performance Profile Domain I-Planning and Preparation, pages 43-63 Act 48-PDE Online System Intro December 12th Attendance Required at Titusville Alumni Christmas Tea January 8th APL Overview (Instructional Strategies and Classroom Management) Domain II-Classroom Environment, pages 64-76 January 29th Induction Coordinator meets with new teacher mentors at 3:30 p.m. February 12th Domain III- Instruction, pages 77-91 March 12th Assessment Overview, Domain IV pages 92-108

Contract Review April 9th Completion of Enhancing Professional Practice Book, pages 168-182, Review of Core Curriculum in TASD May 22nd Induction Picnic (First Year Journals/Induction Booklet due May 22nd) Year Two Book Review- Inevitable: Mass Customized Learning by Charles Schwahn and Beatrice McGarvey 2nd Year Induction Meeting Schedules: TASD Administration Conference Room 3:30pm-4:30pm September 18th Welcome Back / Review for Upcoming Year Inevitable- Mass Customized Learning Introduction- Pages xi-xvi

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Chapter One- Pages 1-16 Chapter Two- Pages 17-34 Chapter Three- Pages 35-53 November 20th Inevitable- Mass Customized Learning Chapter Four- Pages 55-74 Chapter Five- Pages 75-98 Chapter Six- Pages 99-115 January 22nd Inevitable- Mass Customized Learning Chapter Seven- Pages 117-130 Chapter Eight- Pages 131-142 March 19th Inevitable- Mass Customized Learning Chapter Nine- Pages 143-158 Chapter Ten- Pages 159-181 April 30th Inevitable- Mass Customized Learning Chapter Eleven- Pages 183-216 Chapter Twelve- Pages 217-228 May 22nd Induction Picnic Year Three Review of best practices and continue development of professional portfolio. Induction Meetings as scheduled: TASD Admin Conference Room 3:30pm-4:30pm October 23rd Portfolio Review April 16th Portfolio Update / Final Meeting / Level II Certification Packets

Handed Out and Reviewed May 22nd Induction Picnic (Portfolios due May 24th)

Monitoring and Evaluating the Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

Program Evaluation and Monitoring Formative evaluation of the program will be scheduled during the Act 48 Committee meetings by the induction program coordinator. The purpose of these discussions will be to analyze and revise the program and processes in order to improve the quality of assistance given to the inductees by the new teacher mentors and administration. On-going dialogues between Induction team members and the participants will assist in the anticipation and prevention of possible problems. All inductees, new teacher mentors, and the program coordinator will complete program evaluation forms at the conclusion of each school year. New teacher mentors are expected to interview their respective inductee to determine the benefits and concerns of their induction experience. Induction Activity Journals will be examined. The data gathered from all these sources will be analyzed to determine the effectiveness of the Induction Program. The summative information gathered will be used to identify program needs and recommendations for

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necessary changes in the Induction Plan. Documentation of Participation and Completion The evaluation procedure will be that of collecting information from the induction coordinator, the new teacher mentor, and the inductee at the end of each year. This information will be used to review or rewrite the program. Documentation from the induction portfolio will be used for record keeping for the completion of the program. Upon completion of the Teacher Induction Program, materials will be filed in the individual personnel folders for future reference. Roles and Responsibilities of the Induction Program: Induction Coordinator The role of the Induction Coordinator will be to direct the Induction Program activities by sending out letters to solicit new teacher mentors, coordinate the new teacher mentor selection and inductee needs assessment activities. The coordinator will conduct meetings with the principal, new teacher mentor, and inductee throughout the year to coordinate and monitor the process. At the end of each year, the Induction Coordinator will review and refine the Induction Program as needed. Building Principal The role of the building principal in the Induction Program is critical. The building principal oversees the New Teacher Mentor Program and attempts to ensure the program is responsive to the needs of the inductee. The principal will also be responsible for documentation of completion of all the activities planned in the Induction Program. The principal shall also be responsible for identifying topics of importance for the new teacher mentor and inductee to discuss at their scheduled conferences as circumstances warrant. It is imperative that the principal understands the success of this program can be an important element relating to the instructional quality of his/her school and therefore work closely with all involved. Lastly, it is also the responsibility of the building principal to assist the Induction Coordinator in providing a meaningful in-service program to those teachers selected to serve as new teacher mentors to ensure consistency within the program. The building principal will receive and review a copy of the inductee’s weekly lesson plans. The Principal will meet with the inductees in September and January and review the items in Appendix B- Effective Teaching Research Materials. Principals will also complete Appendices I- Induction Program for First Year and Documentation of Records and J- Certification of Completion. Department Chairperson and Directors The department Chairperson will serve as a conduit to the new teacher mentor and inductee on matters relating to curriculum, departmental procedures, current trends, and other pertinent matters within the field. The department Chairperson will also monitor the progress of the new teacher mentors and inductees within his/her own department and be available to both for consultation if a problem arises. The department Chairperson should maintain an active role in the development of teaching skills of the inductee and work cooperatively with the new teacher mentor to provide feedback and constructive criticism necessary to the development of the beginning teacher. Additionally the department Chairperson will review the lesson plans of the inductee and make suggestions to the new teacher as he/she deems advisable. Chairpersons and Directors will complete appendices I- Induction Program for First Year and Documentation of

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Records and J- Certification of Completion. New Teacher Mentor The new teacher mentor will participate in all in-service programs and meetings as stipulated in the Titusville Area School District Teacher Induction Program while fulfilling the commitments of their regularly assigned duties. The new teacher mentor will also avail themselves to their assigned inductee as needed and use these informal meetings as an opportunity to advise and inform the new teacher on matters of concern. The new teacher mentor will understand the importance of developing and maintaining a good rapport with their inductee and provide an atmosphere that is conductive to the positive development of the inductee. The new teacher mentor is also responsible for providing feedback on classroom discipline, teaching strategies, classroom management, and other crucial areas of teacher development. Finally, it will be the role of new teacher mentor, in conjunction with the Building Principal, to document completion of all activities prescribed in the New Teacher Mentor Program. The Teacher Mentors need to complete appendices G- Teacher Induction Program Assessment, I- Induction Program for First Year and Documentation of Records and J- Certification of Completion. There will be 3 meetings for New Teacher Mentor each year (one in August, October, and January). New Teacher Mentors should submit monthly pay sheets to the administrative offices. Inductees All first, second and third year teachers, as well as long term substitutes of one semester or longer with no prior teaching experience, will be required to participate in the prescribed Teacher Induction Program . Teachers entering the school district with previous teaching experience may be required to participate in the program as deemed necessary by the Superintendent of Schools. Inductees will attend all in-service training as set forth by the program of Teacher Induction for the Titusville Area Schools. Additionally, new inductees will be responsible for agreeing to meet with new teacher mentors as stipulated in the Induction Program. All inductees must also submit copies of their weekly lesson plans to their new teacher mentor, department Chairperson (when applicable) and Building Principal by Friday of the prior week. Lastly, the inductees will complete their observations of three teachers and will also complete their weekly journal entries. Inductees must complete appendices A- Needs Assessment, H- Teacher Induction Program Assessment, I- Induction Program for First Year and Documentation of Records and J- Certification of Completion.

Recording Process

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

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

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

• School/LEA maintains accurate records of program completion and provide a certificate or statement of completion to each inductee who has completed the program.

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

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


Special Education

Special Education Students Total students identified: 319

Identification Method

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

The Titusville Area School District continues to use the Discrepancy Model in order to identify students for Specific Learning Disabilities for all grade levels; however, a data collection system through tiered interventions /Response to Intervention and Instruction approach is utilized by the district for Child-Find activities and academic/behavioral interventions prior to and part of the evaluation. Our current evaluation process begins with referrals being made to the Director of Special Education, School Psychologists, or building level Administrators. These referrals are generated by the building level teams of teachers, content specialists or interventionists, and/or school counselors. Prior to any referral for evaluation, the building level interventionists and their teams build a plan for remediation/enrichment based on the needs of the student. Data review is completed during Data Analysis three times a year with all teachers (Fall, Winter, Spring). This triannual review provides a formal venue for the interventionists to work with the student's formative, diagnostic, and summative data to identify the student's strengths and areas of weaknesses. The main focus of these meetings is not to process the data, but to identify how to use the data. More specifically, the data teams review local and state assessments, past and current grades, previously attempted tier 1 and tier 2 interventions, and observations from the classroom. The data review outcomes from these identification meetings are then used to plan for specific interventions (additional Tier 2 and 3) that are provided to the students in question. Once a student has been receiving Tier 3 interventions and those have not been effective, the team meets to discuss next steps for the student. For example, if a student is showing a lack of growth in comprehension and fluency on the guided reading assessments, the interventionists would work with the student's teacher to identify strategies for that student or the team would consider alternative interventions. Through the district's Title I program, elementary students also receive small group and/or individual intervention in their specific areas of need. Students who continue to remain at risk (below benchmark for a predetermined period of time and not responding to the established tiered interventions) receive weekly progress

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monitoring with documentation of remediation content. Throughout the process parents are notified regarding their child's progress, learning needs, and which interventions they are currently receiving. The School Psychologist/Principal facilitates a team meeting, along with the student’s parents, to discuss concerns and additional interventions to address their needs. Parents are contacted and invited to participate and discuss future interventions. If the intensive intervention process does not assist the student in improving their academics, it is then determined by the team, which includes the student's teacher, interventionists, academic coaches, principal, school psychologist, parents, and relevant academic staff, that a formal evaluation for special education services is recommended. The assessment process is multidisciplinary in nature. During the evaluation process the student is assessed in all areas related to his / her suspected area of disability. The comprehensive evaluation is conducted by a multidisciplinary team comprised of qualified professionals in their specific area of expertise. Information is gathered from the student's parents, regular education teachers, and all support personnel previously mentioned who have worked directly with the student. Assessments used may include, but are not limited to, cognitive ability, academic achievement skills, behavioral functioning, adaptive functioning, visual-motor integration skills, auditory processing, visual processing, and social and emotional development. Depending on the results of the assessments completed, the team will then review and determine if the student qualifies for and is in need of special education services. If services are deemed necessary, the IEP team will determine the most appropriate educational program, services and environment, according to the evaluation results, to best address the student’s needs and promote their strengths. Full continuums of services are considered, ranging from the least restrictive educational environment to the most restrictive.

Enrollment

Review the Enrollment Difference Status. If necessary, describe how your district plans to address any significant disproportionalities.

The data is publicly available via the PennData website. You can view your most recent report. The link is: https://penndata.hbg.psu.edu/PublicReporting/DataataGlance/tabid/2523/Default.aspx

Upon review of the 2016-2017 Special Education Data Report, the Titusville Area School District (TASD) percent of special education overall enrollment data shows that TASD is below the state average (TASD 15.3% and the state average is 16.5%). After analyzing this data, we believe this is due to our use of Response to Intervention and Instruction approaches in the district. If a student is struggling, we do not immediately identify a student for special education but provide targeted interventions that may assist the child prior to the need for special education evaluations or programming. This approach allows for all students in the district to be provided with a customized learning path and allows for all student needs to be meet by individualized instructional approaches.

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

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In the review of the individual Special Education Enrollment by Disability, TASD displays consistently less special education enrollment compared to the state average in the areas of Autism, Emotional Disturbance, Other Health Impairment, and Specific Learning Disabilities. These areas typically make up the majority of special education enrollment in a district. The significance of 8.3% difference in Specific Learning Disability (TASD 33.5% and the state average 41/8%) is also based upon the use of Response to Intervention and Instruction to meet student needs. The discrepancy between the state average and the TASD in the areas of emotional disturbance (TASD 5.5% and the state average 8.5%) is also a result of the use of Response to Intervention and Instruction. The use of intervention benefits all students in our district to meet their needs and eliminates the false positive effect of using the pure discrepancy model for identification. The Other Health Impairment category is also below the state average (TASD OHI is 11.9% and the state average is 14.9%). Again this 3% discrepancy is not significant, but our process of identification and supports throughout the entire district, and our customized learning paths for all students meet the individual and unique needs of our students allowing for all students who struggle to experience success and achievement. These approaches are good for all students, not just students identified for special education. The enrollment areas of Intellectual Disability and Multiple Disability do exceed the state average in comparison (TASD ID is 8.4% and the state average is 6.5% and TASD Multiple Disability is 4.2% and the state average is 1.1%). District attempts to reduce this category is extremely difficult due to the nature of the disabilities that qualify a student for these two areas of disability. Continued efforts to collaborate and transition additional students to the least restrictive environment are occurring. Additional professional development of the special educators and traditional educators will allow for increased student participation in the traditional classroom environments. Currently the Titusville Area School District uses the Riverview Intermediate Unit #6 to provide the majority of the programming to students in both of these categories. A transfer of entities will occur for the 2018-2019 school year. This change will allow for a more fluid structure to provide enhanced programming that will increase least restrictive environment practices, but the nature of both categories will still exist. The greatest enrollment discrepancy exists with our students identified with a Speech or Language Impairment (TASD is at 27.4% compared to the state average of 14.7%). This is an area that the TASD Special Education Department has identified as a major area of concern. A reduction in this area has occurred each year since the 2012-2013 school year. The 2015-2016 Speech or Language Impairment enrollment was 30.8%. Through a concerted and targeted effort to address this deficiency, the TASD Special Education Department has impacted this category of enrollment. Many changes have occurred structurally to impact this area of enrollment. The development and implementation of a variety of a consistent screening process (prior to a full evaluation), a consistent review and dismissal criteria, and having the speech/language clinicians providing language based group activities within the regular education classroom as part of the RTII process has impacted enrollment. The TASD data should continue to reflect a decrease in the percentage of students identified as Speech or Language Impairment Disability category as

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we refine these processes and continue to aspire to using a Response to Intervention and Instruction approach universally across the Titusville Area School District.

Non-Resident Students Oversight

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

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

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

The Titusville Area School District is the host District for the Therapeutic Foster Care home of Teri Wray and the Erie Homes for Children and Adults (EHCA). EHCA is a residential facility located in the Titusville Area School District. Within both of these 1306 facilities, a procedure for students entering these 1306 facilities has been established. 1306 Enrollment Process: Upon entrance, a new student is registered at the appropriate neighborhood school (Elementary, Middle or High School) within one business day. All relevant educational records are reviewed or requested from the previous school district by the Titusville Area School District Special Education Department. If the student is an identified special education student, all documents are reviewed by the Special Education Director for the Titusville Area School District and the 1306 Enrollment Process is followed. Immediately, within that one business day, we also request records from their previous educational institution. The Individualized Education planning team is gathered to discuss the current IEP from the previous school. The team reviews all relevant documents, determines the most appropriate services to meet the student's needs, make any necessary revisions to the current IEP, and issues a NOREP to initiate district services. The majority of the students attend programs offered within our Titusville Area School District schools. If students reside within the Therapeutic Foster Care (TFC) Home of Teri Wray or the EHCA, we provide transportation from the 1306 facility to our programs in order to ensure that the student's educational needs are being met. The Titusville Area School District follows the guiding questions for all IEP meetings to ensure that students are educated in the least restrictive environment regardless of whether they are residents of the district or 1306 students. Frequent communication occurs between the 1306 facility and the Special Education Director. This established communication ensures a timely and effective process in no later than 1 business day. Once enrolled, the district then submits the PDE 4605 to the school district of residence. A request for educational records follows the enrollment. At the IEP team meeting it is determined if the educational placement is appropriate by considering the student’s education placement in the least restrictive environment within the public school first, unless the student needs dictate a more restrictive placement. Obviously, the IEP team will examine the student’s needs and then make the educational decisions necessary to allow the student to be successful. To ensure students receive a free appropriate public education, the IEP team discusses student need(s) at the annual IEP

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meeting (or at any time a member of the IEP team requests a meeting) and how to best meet the student's needs. The home district is contacted and invited to participate in the IEP meetings and provide input as the IEP is developed. The discussion always begins with what supplementary aids can be provided to enable the student to remain in the least restrictive environment before moving to a more restrictive setting. If a regular education student is thought to be eligible for services, permission for evaluation is sought from the student’s parent/guardian. All special education procedures and time lines are followed consistent with special education regulations throughout the process. A special consideration for evaluation is given to all students who had been receiving Early Intervention services and are now transitioning into School Age services or have undergone a recent medical crisis that has fundamentally altered the student’s basic everyday functioning. Any training that may need to be provided to personnel due to the unique needs of the students from the 1306 facility would be provided through partnerships with the Riverview Intermediate Unit #6, PaTTAN, or other agencies available to meet the training needs of the appropriate personnel. The Titusville Area School District assumes the responsibility for FAPE, child find, reporting progress, appointing a surrogate and communicating with the student’s school district of residence. This entire process occurs within one day of enrollment and the full IEP Team is convened within five business days of enrollment. Facilitation of the enrollment of new students entering their 1306 facility has been clearly communicated to both the TFC Home of Teri Wray and EHCA. The Titusville Area School District has designated the Director of Special Education as the contact/liaison to ensure that special education services are provided in a timely manner. The Titusville Area School District is able to meet non-resident student needs through collaboration, partnerships and networking with parents of residents and facility staff. There have been minimal barriers or problems that have limited the District's ability to provide an education for its special education students under Section 1306 of the Public School Code. One barrier that occurs is the limited amount of services available in our community for special situation students. This search of services often times is difficult due to the nature of our rural and small community. Many partnerships have been established through the Titusville Area School District to provide a partnership and to draw in a variety of service providers or agencies with an array of services and social activities for many residents in and or returning from a 1306 setting to the Titusville community. On occasion, obtaining student records or gaining parental permission may also be difficult. If this occurs, the District then uses all available resources, including the respective institution staff members, to reach the parent/guardian to secure all necessary permission. Securing the educational guardian is also sometimes difficult for the students from 1306 facilities. Students often have been through many systems and the parent or guardian with educational rights is not always clear. At times, we need to communicate via attorney ad litems who are not present at the meetings or we have to try to locate parents that are many counties away. As a result, we have seen an increase in the need for appointing educational surrogates. The district has established a set of procedures for determining the services that a student receives even if the special education records and/or documents are not readily

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available upon enrollment to the district.

Incarcerated Students Oversight

Describe the system of oversight the District would implement to ensure that all incarcerated students who may be eligible for special education are located, identified, evaluated and when deemed eligible, are offered a free appropriate public education (FAPE).

The Titusville Area School District has no such facility(ies) within its borders, however, upon notification from the Host District/Juvenile Facility, assumes all financial responsibilities, as well as providing for the provisions of FAPE, for its students who have been identified eligible to receive special education or related services. Furthermore, if a student is " thought to be exceptional," the District will begin the MDE process. The School District has designated the Director of Special Education as the contact person/liaison to ensure that all special education records are provided to the Host District in a timely manner. The Director of Special Education also acts as the LEA and attends all meetings relating to addressing the needs of its Special education population.

Least Restrictive Environment

1. Describe the District procedures, which ensure that, to the maximum extent appropriate, children with disabilities, including those in private institutions, are educated with non-disabled children, and that removal from the regular education environment only occurs when education in that setting with supplementary aids and services, cannot be achieved satisfactorily.

2. Describe how the District is replicating successful programs, evidence-based models, and other PDE sponsored initiatives to enhance or expand the continuum of supports/services and education placement options available within the District to support students with disabilities access the general education curriculum in the least restrictive environment (LRE). (Provide information describing the manner in which the District utilizes site-based training, consultation and technical assistance opportunities available through PDE/PaTTAN, or other public or private agencies.)

3. Refer to and discuss the SPP targets and the district's percentages in the Indicator 5 section - Educational Environments. Also discuss the number of students placed out of the district and how those placements were determined to assure that LRE requirements are met.

1. Describe the District procedures, which ensure that, to the maximum extent appropriate, children with disabilities, including those in private institutions, are educated with non- disabled children, and that removal from the regular education environment only occurs when education in that setting with supplementary aids and services, cannot be achieved satisfactorily. The Titusville Area School District continues to ensure that students referred for special education services receive a multi-disciplinary evaluation. As previously mentioned, all

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referrals are the end result of the individual student receiving a comprehensive Response to Intervention and Instruction approach. This team approach ensures that student needs are identified and strategy is put into place that is data driven and individualized. The overall team’s goal is to provide for the student's educational and emotional needs in the least restrictive educational setting with their non-disabled peers to the maximum extent possible. All supplementary aids and services are considered prior to and during the process. We consider all supplementary aids and services, i.e. Collaborative, Social-Behavioral, Instructional, and Physical Adaptations and Modifications for all special education students within the regular education environment prior to more restrictive options. Even during the time more restrictive environments are being used, a continual process of attempting other less restrictive options with additional supplementary aids and services are considered. Titusville's special education program provides a push-in (inclusive), minimal pull-out (skills based, not grade level based resource) approach in meeting the needs of its students. With this approach special education students access the same curriculum, with accommodations as listed in their IEPs, as their non-disabled peers, except for a few students whose needs require an alternative approach with the same curriculum. Collaboration with the Special Education Department and the traditional school faculty and staff is used to provide and direct supplementary aids and services as student supports. Within the regular class setting, these supports not only benefit the special education students, but all students overall. Additional collaboration with the Title I reading and math specialists, speech and language therapists, and paraprofessionals provide research-based interventions to the students. Weekly progress monitoring is conducted to help assess each student's progress and to help teachers make instructional decisions that are best for that student. The same progress monitoring tools are used by the special education teachers. Currently, in an effort to appropriately address and meet the learning needs of students with Autism, Emotional Supports, Multiple Disabilities, and Life Skills Support needs, the Titusville Area School District has maintained a partnership with the Riverview Intermediate Unit #6. This partnership has allowed us to support students in their home school for the majority of the specialized instructional situations and to provide a consortium approach to these programs. The Titusville Area School District will be using a Transfer of Entities to move the majority of these supportive programs back to the Titusville Area School District. This transfer from outsourcing to the Riverview Intermediate Unit #6 to the Titusville Area School District for Emotional Support, Multiple Disability, and Life Skills Support programming will allow for a more fluid structure to blend programming to individualize student need with student programming and ensure that a least restrictive approach is being utilized overall in the district. This approach will return all programming inside our district and allow us to support our students in their home school district. Within the Response to Intervention and Instruction approach, a comprehensive review process is provided for all students. If a student with a disability is not making adequate progress, the district review team meets to review current interventions, assessment data, teacher observations, parent input, behavior reports, and any other documentation that

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would illustrate the student’s progress or lack thereof. Additional or different interventions are then used to provide support for the student. The use and analysis of data drives this process. Formally three times per year the Special Education Department, school psychologists, school counselors, building administration, and the Special Education Director meet to do a case review and to examine all students progress and data at the building level. Once the aforementioned information has been reviewed, the team will identify additional tiered interventions, or adapted goals, and determine if an additional Individualized Education Plan meeting is necessary. If the student continues to show a lack of progress, a multi-disciplinary re-evaluation is conducted to determine if any additional supports could be put in place to help the student be successful prior to a change in placement. In addition, if a student's behavior is impeding academic progress, the IEP team will complete a functional behavior assessment of the student. This functional behavior assessment data will be used to create positive behavior plans appropriate to the student's needs. If, after sharing the evaluation information and the outcomes of the functional behavior assessment and behavior plans with parents and the rest of the student's multi-disciplinary team, it is determined that all appropriate local supports and supplementary aides have been implemented, only then is an outside placement option considered. Placement decisions are team driven and are decided upon based on the most appropriate supports and interventions that a program offers that would meet the student’s needs. 2. Describe how the District is replicating successful programs, evidence-based models, and other PDE sponsored initiatives to enhance or expand the continuum of supports/services and education placement options available within the District to support students with disabilities access the general education curriculum in the least restrictive environment (LRE). (Provide information describing the manner in which the District utilizes site-based training, consultation and technical assistance opportunities available through PDE/PaTTAN, or other public or private agencies.) The Titusville Area School District acknowledges the importance of students with disabilities to be provided educational opportunities in regular education settings with their nondisabled peers. The Titusville Area School District evaluates programs annually based on the needs of current students and those expected for the coming year. The Titusville School District currently supports the following programs: Learning Support (K-12) and Speech and Language Support (K-12). Currently, the District is able to provide support for its special education students who have emotional, life skills or other medically related needs the appropriate supplemental services and supports to be successful within the Learning Support setting. In addition, vision and hearing impaired services, occupational and physical therapies and counseling services are provided to our students as needed. In the district’s efforts to maximize the Least Restrictive Environment (LRE) for its students, the District engages in several initiatives based on its most recent Special Education practices. These practices are being implemented to further increase appropriate LRE services for our students. The following initiatives are currently being implemented and adjusted as well as ongoing adjustments as the needs arise. A) The entire special education staff received training on effective IEP writing and

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planning. This training provided the staff with valuable tools and strategies that can be utilized to assist in building an appropriate and meaningful academic program for each student. B) Scheduling changes have been made at the middle school to increase the number of inclusion courses offered in all core academic areas. With the use of data, an ungraded skills based approach will be used at the middle school level. This change will allow the programming at the middle school to match the student’s needs instead of making the students fit the existing programming. Additional professional development was targeted to the faculty and staff that allows for inclusion of special need students into the traditional school environment. C) All elementary special education Learning Support programming is done at the collaborative push in model district wide. This has reduced the number of supplemental special education program students significantly and will be displayed in the 2017-2018 Indicator 5 data for the Titusville Area School District. D) Three times per year the Special Education Department, as well as the other support administrators and school counselors meet to review data and ensure student progress. This data focuses on reviewing student data and to discussing appropriate interventions needed for all students. This is part of the Response to Intervention and Instruction process and has provided opportunities to do data analysis, use data to drive instruction, and to adjust supplementary aids and services to ensure that all students receive instruction in the Least Restrictive Environment. E) All special education teachers in the Titusville Area School District have received training from the Riverview Intermediate Unit #6 on writing effective transition plans and to ensure that the students remain in the least restrictive environment. All teachers of students of transition age have been approved by the IU during the Indicator 13 evaluation. This program enables staff and students to work together towards building meaningful transition goals and plans, as well as working towards creating a positive connection between the school and the community. In addition to this professional development, one faculty member of the TASD Special Education Department has been identified as the Transition Coordinator for the school district. This faculty member interacts with all students of transition age, supports the integration of agency supports, and assists the students and their families prepare for the transition from school to the adult life. F) In the 2016-2017 school year, the district implemented an online evaluation program, MAP (Measure of Academic Performance) testing for all students in grades K-12. This assessment will allow our teachers to drill down to the skill deficits as well as see the progress that our students have made three times per year. G) Grades K-8 is utilizing new math resources that include intervention options to assist struggling learners. The focus on the use of an RTII/MTSS approach at the elementary and middle school levels has allowed struggling students to receive assistance instead of immediate identification for special education. This approach delays the onset of identification and increases overall student inclusion in the traditional school environment. H) All teachers in grades K-12 will participate in special education training during the

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district professional development days. This training will focus on working with students who have special needs, differentiating instruction, and following IDEA guidelines. I) All administration have taken part in special education training during each Administration monthly meeting for the past four school years. This approach will continue in the future. These trainings focus on IDEA requirements, special education programming requirements and procedures, functional behavior assessments, and positive behavior plans. The main focus of this professional development is to ensure that the administration in the school district understand our obligations to the special education students and to ensure that the Least Restrictive Environment is considered for all students. J) All special education teachers in grades 7-12 attended transition and IEP writing training in May 2017. This will continue to be a re-occurring topic during future Special Education Department meetings and professional development days. K) All special education teachers will be provided training on reevaluations, functional behavior assessments, and positive behavior support plans during the 2017-2019 school years. L) Additional supplementary aides and services are also provided to ensure that students with disabilities are educated with nondisabled children to the maximum extent appropriate. M) Targeted paraprofessional professional development continues to be done for all support staff in the district. This professional development exceeds the 20 hours per year to include quarterly and annual professional development. The topics included in this professional development mirror the Credential of Competency for Special Education Para educators in Pennsylvania outlined by PATTAN. N) Professional Development District-wide is provided. This is provided during common planning time for grade level teachers. Targeted in-service training and scheduled time to collaborate on best practices is provided for the teachers and staff. Additional before and after school meetings, quarterly support staff meetings and trainings, and scheduled training and consultations by the Riverview Intermediate Unit #6 are scheduled. When issues surface the district provides faculty and staff with the ability to attend professional development workshops and seminars outside the district or intermediate unit. All of these approaches are scheduled and based upon identified student, faculty, staff, and administrative needs. 3. Refer to and discuss the SPP targets and the district's percentages in the Indicator 5 section - Educational Environments. Also discuss the number of students placed out of the district and how those placements were determined to assure that LRE requirements are met. A comparison of District data in the area of Educational Environments for the 2016-2017 school year indicates that the Titusville Area School District has narrowed the gap between the state average of students with disabilities in a general education setting (Indicator 5). The Titusville Area School District has 65% of the special education students inside of the traditional educational environment 80% or more of the time. This is compared to the state average of 62.4%. The Titusville Area School District continues to work towards

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increasing the number of students in an inclusive setting by providing training to staff on students with disabilities, differentiated instruction, the creation of a new skills based approach to assist the students in the elementary and middle school environment. The use of Response to Intervention and Instruction and the collaborative efforts between all departments inside the school district has increased the number of students experiencing success in the least restrictive environment. In the future this approach will also be used at the high school level. Administration continues to work collaboratively on providing varied scheduled opportunities that include increased numbers of inclusive academic settings. The Titusville Area School District utilizes procedures that ensure students with disabilities are educated to the maximum extent appropriate with their same age, non-disabled peers. Removal from the general education environment occurs only when the student in that setting is not able to achieve satisfactorily through the use of supplementary aids and services. The use of Response to Intervention and Instruction for all student areas allows for a monitoring of student progress to determine their success in the general education setting. Changes or modifications are based on data and progress monitoring results. With this approach a focus is not just on the core academic areas, but success is also monitored for the non-core academic subject areas: recess, lunch, field trips, assemblies and extra-curricular offerings. This constant analysis allows all students to participate to the maximum extent with their non-disabled peers. A comprehensive range of programs and services is available for identified students in the Titusville Area School District based upon their needs. For students who may have needs that cannot be met within the TASD brick and mortar, collaboration will occur within multiple district programs operated by Intermediate Unit #6 or in neighboring districts. All decisions concerning appropriate Special Education Services and Programs for the student include the discussion of: • Student’s full range of needs • Appropriate supplementary aids and services to be used in the general education setting • Full range of placement options available • Prior to student removal from the general education setting, a review of data indicating the student's inability to achieve satisfactorily despite the use of supplementary aids and services All placement decisions are made at the IEP meeting by the IEP team with the least restrictive environment approach considered prior to any more restrictive practice is implemented. To ensure that less restrictive approaches are being utilized, the Titusville Area School District implements evidence-based models, replicating successful programs and other PDE initiatives to enhance and/or expand the continuum of supports and services for the students with disabilities to successfully access the general education curriculum in the least restrictive environment (LRE). The TASD, as part of its professional development plan and opportunities utilizes site-based trainings, webinars, consultation and technical assistance available through Riverview Intermediate Unit #6 TAC Team or PaTTAN/PDE. TASD consults most frequently with Riverview Intermediate Unit #6. The TASD professional development and outside of district professional development focused on enhancing student achievement; the elementary administration, teachers and teaching

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specialists(special education, reading, SPL therapists) have participated in RTII trainings. At the elementary level the TASD continues to implement the use of DIBELS as a screener to determine interventions needed for all students, and at the elementary and middle levels MAP (Measure of Academic Performances) assessment is used. Students are progress monitored regularly; data analysis team meetings are conducted monthly; and grade level meetings for collaboration and planning occur monthly. The review of the special education students that are inside traditional education less than 40% of their school day does exceed the state average (TASD 14.5% compared to the state average of 9.0%). This discrepancy exists due to the nature of our low incidence students in the area of Autism and Multiple Disabilities. Both of these categories exceed the state average in the Titusville Area School District. Programming to meet these student’s unique needs require specialized programs. The Titusville Area School District will continue to provide professional development for the staff in the areas of Response to Instruction, differentiated Instruction, collaborative/co-teaching and scaffolding, and inclusionary practices to enable all special education students to be inside the regular education setting for more of the school day. Only a small number of students are being placed out of district at the Titusville Area School District. This number does not even display on the 2016-2017 Educational Environment report. Prior to any student being placed outside of the district the same Response to Intervention and Instruction approach occurs. We examine all aspects of the student and attempt a wide variety of supplementary aids and services prior to the transition to out of district programming. Consultative practices with out of district agencies assist our faculty, staff, and administration in providing the necessary supports to allow all students to be serviced within the district. Our district’s decision to Transfer Entities from the Riverview Intermediate Unit #6 to our district for Multiple Disability, Emotional Support, and Life Skills Support programming will further this approach to minimize out of district placements. After all efforts are made to provide supports and programming for a challenging student are exhausted, those students do receive out of district programming. The Special Education Director is then responsible for ensuring that this placement out of district is provided for the right amount of time. A focus on transition back to district programming is constantly implemented. When a student is ready to transition, the Special Education Director ensures that any barrier to returning to district programming is removed and all supports are put in place to increase the least restrictive environment is provided to these students.

Behavior Support Services

1. Provide a summary of the District policy on behavioral support services including, but not limited to, the school wide positive behavior supports (PBS).

2. Describe training provided to staff in the use of positive behavior supports, de-escalation techniques and responses to behavior that may require immediate intervention.

3. If the district also has School-Based Behavioral Health Services, please discuss it.

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1. Provide a summary of the District policy on behavioral support services including, but not limited to, the school wide positive behavior supports (PBS). The Titusville Area School District promotes effective teaching practices in the areas of both classroom management and behavioral management. Training is provided to new staff through the induction program and to all special education and regular education teachers through Act 48 workshops/and services. The District recognizes that effective learning outcomes take place in an appropriately managed classroom where an effective and consistent approach is implemented for all students. When the student's (regular education or special education) behavior interferes with their learning and/or the learning of others, a plan of intervention is implemented based upon the results of a Functional Behavior Assessment. This assessment takes into consideration any academic or social/emotional deficits that may be the root cause of the problem. Efforts are made to intervene and explicitly teach both academic and behavioral expectations. This approach aligns with the data collection and intervention system in the elementary grades. Efforts will be made to expand this process to the secondary levels. The Titusville Area School District Board of Directors realizes that students with disabilities should be educated in the least restrictive environment and shall only be placed in settings other than the regular education class when the nature or severity of the student disability is such that education in the regular education class with the use of supplementary aids and services cannot be achieved satisfactorily. The IEP team for a student with disabilities shall develop a positive behavioral support plan if the student requires specific interventions to address behaviors that interfere with learning. The Titusville Area School District Board of Directors emphasizes the importance that any behavior support program for its students be based on positive, rather than negative, behavioral techniques. Behavior support plans (Positive Behavioral Support Plan) shall be based on a functional behavioral assessment of the behavior (FBA), and shall be developed by a variety of research -- based techniques to develop and maintain skills that will enhance student’s opportunities for learning and self-fulfillment. The Titusville Area School District maintains operable academic/behavioral support teams at the elementary level, and Student Assistant Teams (SAP), kindergarten through the high school levels, with the goal of providing every student in the District with the opportunity to learn to their highest ability in an appropriate educational setting. This obviously requires a safe and orderly school environment. The School District uses the behavioral support teams and the student assistant team (SAP) in identifying at-risk students with social, emotional, academic, or substance abuse problems. The students are connected with various resources to aid with their behavioral health needs. Nonviolent Crisis Intervention certification and recertification trainings have been provided to targeted faculty, staff, and administration. A district wide Behavior Response Team (BRT) has been created to assist in behavioral situations that allow the team address conduct behaviors and dangerous student actions. Crisis Intervention Teams, paraprofessional and professional staff, have been formed and trained at all levels throughout the school district to increase student and adult safety. The Special Education Director reports to the state and maintains data on any of its students that require restraints by way of the RISC system. All building principals, as well as all

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alternative educational settings are provided notification from the Special Education Department on a quarterly basis. This communication documents all students that required the use of restraints. The communication provided to outside agencies provides appropriate definitions regarding what constitutes a restraint as well as the information the District will need in order to report via the RISC system process. The Titusville Area School District subscribes to a K4 through grade 8 implementation of School Wide Positive Behavior Supports. This implementation has been guided by collaboration with the Riverview Intermediate Unit #6. Each building has gone through the process of development, use, analysis, and adjustment to ensure efficiency. Data analysis of behavior is part of our district wide use of Response to Intervention and Instruction. At the high school level (grades 9-12) a modified school wide positive behavior approach is being used. Student expectations and a positive behavior response system have been implemented. Analysis of the effects of programming is reviewed during the overall structure of the district’s Response to Intervention and Instruction process. 2. Describe training provided to staff in the use of positive behavior supports, de-escalation techniques and responses to behavior that may require immediate intervention. The Titusville Area School District has provided all Special Education Department faculty and staff with multiple behavior management strategy professional development. Consultation with Riverview Intermediate Unit #6 and other professional development opportunities focused on providing our Special Education Department faculty and staff with the necessary skills to become the consultants for each building throughout the district. This approach and training opportunities focused on understanding behavior and strategies to increase positive behavior while naturally decreasing negative behavior. A comprehensive district handbook was generated outlining multiple approaches to plan for and respond to behavior has been implemented. Monthly consultation with the faculty and staff occur during professional development that allows for a constant refinement of practices that are not just positive, but are effective for modifying behavior. A targeted number of faculty and staff have been trained in Crisis Prevention and Intervention training. This group also provides consultation to our traditional faculty and staff. The verbal de-escalation strategies have been provided district-wide to all faculty and staff including the outsourced transportation staff. This approach, as well as the ongoing analysis and planning, allows for increased positive behavior support approaches to be implemented throughout the entire district. 3. If the district also has School-Based Behavioral Health Services, please discuss it. The Titusville Area School District does have a school-based behavioral health service for the students. This cooperative program provides collaboration with a local mental health agency. This agency works with our existing district-wide Student Assistance Program. Behavioral Health Services are provided to our students through this coordination of programming.

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Intensive Interagency/Ensuring FAPE/Hard to Place Students

1. If the LEA is having difficulty ensuring FAPE for an individual student or a particular disability category, describe the procedures and analysis methods used to determine gaps in the continuum of special education supports, services and education placement options available for students with disabilities.

2. Include information detailing successful programs, services, education placements as well as identified gaps in current programs, services, and education placements not available within the LEA. Include an overview of services provided through interagency collaboration within the LEA.

3. Discuss any expansion of the continuum of services planned during the life of this plan.

1. If the LEA is having difficulty ensuring FAPE for an individual student or a particular disability category, describe the procedures and analysis methods used to determine gaps in the continuum of special education supports, services and education placement options available for students with disabilities Presently, there are no students and/or disability categories in which the District is experiencing difficulty ensuring a Free and Appropriate Education (FAPE). However, should a situation present itself that results in difficulty ensuring FAPE for a student, the District continues to take a team approach to resolve the issue. The Titusville Area School District strongly believes that a team approach is more effective in terms of resolving issues relating to locating an appropriate educational placement for hard to place students with disabilities. Inter-agency collaboration continues to be a valuable asset in terms of the team approach by increasing the likelihood of bringing all of the appropriate agencies/parties together to address a student's specific educational/emotional needs. The District’s Director of Special Education will notify all appropriate agencies (i.e., Sarah A. Reed Children’s Center, Bethesda Children’s Home, Pattan, CYS, etc.) and will coordinate the inter-agency meetings. 2. Include information detailing successful programs, services, education placements as well as identified gaps in current programs, services, and education placements not available within the LEA. Include an overview of services provided through interagency collaboration within the LEA. The Titusville Area School District has not experienced any difficulty placing students that are in need of a specialized curriculum. The District collaborates with neighboring specialized Special Education programs that are utilized for students that fit the criteria. This includes students that exhibit severe emotional disturbance, medically fragile students, students with significant cognitive disabilities, non-communicative students and severely handicapped students. This collaboration has allowed our students to be provided with all programming that meets their needs and ensures that a Free and Appropriate Public Education is being provided. Our district has successfully provided students with programming through interagency collaboration with the following: A) Collaboration with Sarah A. Reed Children’s Center to provide advanced Partial Hospitalization programming to a student that had needs that exceeded what the traditional

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partial hospitalization was able to provide. B) Collaboration with the Bethesda Lutheran Partial Hospitalization Program for students experiencing severe mental health needs that exceed what is available in a traditional school environment. C) Collaboration with the St. Stephen’s Lutheran Academy Utica Program for students whose needs exceed traditional Emotional Support Programming. D) Collaboration with the Elizabeth Lee Black Barber Center Program to provide specialized supports and programming to Multiple Disabilities Support students. These four examples of our district’s commitment to providing the FAPE to all necessary students outline our commitment as a district to supporting all students in the district. The district’s Special Education Director serves as the lead liaison for collaboration with all agencies and community supports. Members of the Special Education Department serve as board members or representatives to enhance collaboration and ensure that our students are provided with all supports needed for success. In addition a consultative relationship has been established to bring supports and strategy from each community resource back into the district. The Special Education Director provides the coordination of these efforts. 3. Discuss any expansion of the continuum of services planned during the life of this plan. The Titusville Area School District maintains a cooperative/working relationship with the Riverview Intermediate Unit #6; Crawford, Venango, and Warren County Children's and Youth Services; Bethesda Children’s Home; Sarah A. Reed Children’s Center; Gertrude A. Barber Center; Drug and Alcohol Programs; and the Regional Counseling Center. The district plans to increase its efforts to collaborate with all of these mentioned agencies and to increase additional outside agency collaboration by identifying and establishing agreements with other community resources for other supports to be brought into the district. Currently, the Titusville Area School District is regularly involved with the following facilities/agencies in Crawford and Venango Counties: · Crisis Intervention · Regional Counseling · Bethesda Children's Home · Gertrude Barber Center · Parent Mentor Program through IU #6 · Children and Youth Services · Office of Vocational Rehabilitation · IU #6 Psychiatric and Social Worker Services · Belmont Pines · Crawford County Human Services · Venango County Human Services The Titusville Area School District, in dedication to meeting students' various needs, plans to expand the continuum of services in the future through further development of interagency teams and partnerships with: · School-based mental health

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· Additional services offered through the Office of Vocational Rehabilitation · Additional resources offered through the County Children and Youth agencies and Family Services · Additional county Crisis Intervention and Prevention strategies and training. · Increased involvement in the services provided by the Regional Counseling Center.

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Assurances

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

Special Education Assurances No policies or procedures have been identified.

24 P.S. §1306 and §1306.2 Facilities Facility Name Facility

Type Services Provided By Student

Count

Therapeutic Foster Care Home of Teri Wray

Nonresident Titusville Area School District

1

Erie Homes for Children and Youth Nonresident Titusville Area School District

0

Least Restrictive Environment Facilities Facility Name Type of Facility Type of Service Number of

Students Placed Bethesda Children's Home

Neighboring School Districts

Partial hospitalization program 2

Gertrude Barber Center

Approved Private Schools

Multiple Disability and Autism Support Programs

5

Valley Grove Elementary School


Elementary Emotional Support Program

2

North Clarion Sr./Jr. High School


Autism Support Program 1

Harborcreek Youth Services

Other Residential Facility 1

Keystone Adolescent Center

Other Residential Facility 1

Special Education Program Profile Program Position #1

Operator: School District

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PROGRAM SEGMENTS Type of Support Level of Support Age Range Caseload FTE

Itinerant Learning Support 6 to 11 12 0.24 Justification: The teacher only provides instruction to students in age-appropriate groups. Locations: Hydetown Elementary

An Elementary School Building

A building in which General Education programs are operated

Program Position #2

Operator: School District PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

Itinerant Learning Support 6 to 11 14 0.28 Justification: The teacher only provides instruction to students in age-appropriate groups. Locations: Main Street Elementary



Program Position #3 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Class Implementation Date: August 29, 2017 Explain any unchecked boxes for facilities questions: N/A


Itinerant Learning Support 7 to 11 10 0.2 Justification: The Teacher only provides instruction to students in age-appropriate groups. Locations: Pleasantville Elementary





Type: Class Implementation Date: December 23, 2017


Itinerant Learning Support 13 to 15 10 0.2 Locations: Titusville Middle School

A Middle School Building


Type of Support Level of

Support Age Range Caseload FTE

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

Learning Support

13 to 14 3 0.6

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Locations: Titusville Middle School A Middle School

Building A building in which General Education programs are operated











Learning Support

12 to 14 4 0.2













Learning Support

11 to 13 4 0.2






PROGRAM SEGMENTS

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Itinerant Learning Support 14 to 18 14 0.28 Locations: Titusville High School

A Senior High School Building




Learning Support 14 to 19 6 0.3

Justification: The students are within the age range while being instructed. The students with the age range out of the 4 year span are taught at different periods of time where the age is within the age range as expected. Locations: Titusville High School A Senior High

School Building A building in which General Education programs are operated

Program Position #8



Itinerant Learning Support 14 to 18 12 0.24 Locations: Titusville High School






Locations: Titusville High School A Senior High


Program Position #9





Justification: The teacher only provides instruction to students in age-appropriate groups. Locations: Titusville High School A Senior High



Itinerant Learning Support 15 to 19 14 0.28 Justification: The teacher only provides instruction to students in age-appropriate groups. Locations: Titusville High School



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Program Position #10 - Proposed Program Operator: School District PROPOSED PROGRAM INFORMATION

Type: Class Implementation Date: August 27, 2018


Full-Time Special Education Class

Multiple Disabilities Support

5 to 15 7 0.88

Justification: Age waiver has been signed, giving approval for age variance by parents Locations: Pleasantville Elementary



Program Position #11

Operator: Intermediate Unit PROGRAM SEGMENTS



Autistic Support 6 to 7 5 0.62

Justification: Age waiver has been signed, giving approval for age variance by parents Locations: Pleasantville Elementary




Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION




Autistic Support 9 to 9 2 0.25

Locations: Pleasantville Elementary








Emotional Support

10 to 12 5 0.25

Locations: Titusville Middle School A Middle School A building in which General

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Building Education programs are operated


Itinerant Emotional Support 14 to 14 1 0.02 Locations: Titusville Middle School








Life Skills Support 12 to 13 2 0.13






Life Skills Support

11 to 14 5 0.25




Itinerant Life Skills Support 12 to 12 1 0.05 Locations: Titusville Middle School








Emotional Support 15 to 17 5 0.25




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Locations: Titusville High School A Senior High School










Itinerant Deaf and Hearing Impaired Support

14 to 14 1 0.02

Justification: The teacher only provides instruction to students in age-appropriate groups. Locations: Titusville Middle School

A Middle School Building A building in which General Education programs are operated





9 to 12 2 0.04







Itinerant Blind or Visually Impaired Support

8 to 10 2 0.04

Locations: Main Street Elementary



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9 to 12 2 0.04






Type: Class Implementation Date: August 29, 2017 Explain any unchecked boxes for facilities questions: N/A

PROGRAM SEGMENTS Type of Support

Level of Support Age Range Caseload FTE

Itinerant Speech and Language Support

5 to 11 56 0.86

Justification: The Pathologists only provides instruction to students. in age-appropriate groups. Locations: Various Buildings





Type of Support



5 to 15 63 0.97

Justification: The Pathologists only provides instruction to students. in age-appropriate groups. Locations: Various Buildings





Type: Class Implementation Date: October 20, 2017

PROGRAM SEGMENTS Type of Support



5 to 19 56 0.86

Justification: The Pathologists only provides instruction to students. in age-appropriate groups.

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Locations: Various Buildings


A special education Center in which no general education programs are operated







Justification: Age variances were included and agreed in the IEP. Locations: Pleasantville Elementary School






Justification: The teacher only provides instruction to students in age-appropriate groups. Locations: Pleasantville Elementary School





Type: Position Implementation Date: August 29, 2016



12 to 12 2 0.04

Locations: Titusville Middle School

A Middle School Building A building in which General Education programs are operated






6 to 6 1 0.02

Locations:

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Hydetown Elementary School





Type: Position Implementation Date: August 29, 2016


Itinerant Learning Support 5 to 6 7 0.14 Locations: Early Childhood Learning Center




Operator: Outside Contractor for the School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: October 2, 2018



6 to 13 31 0.48

Justification: The speech and language therapist works only with groups of students that fall within the appropriate age range. Locations: Main Street Elementary School



PLeasantville Elementary School



Titusville Middle School A Middle School Building


Special Education Support Services Support Service Location Teacher

FTE Classroom Aide Pleasantville Elementary 1 Classroom Aide Main Street Elementary School 1 Classroom Aide Main Street Elementary School 1 Classroom Aide Hydetown Elementary School 1 Classroom Aide Community Based Instruction

Pleasantville Elementary School 1

Child Specific Aide Titusville Middle School 1 Classroom Aide ES Titusville Middle School 1

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Child Specific Aide Pleasantville Elementary 1 Child Specific Aide Pleasantville Elementary 1 Classroom Aide LSS Titusville Middle School 1 Child Specific Aide Titusville High School 1 Classroom Aide Main Street Elementary School 1 School Psychologist Multiple Buildings 1 School Psychologist Multiple Buildings 1 Director of Special Education Multiple Buildings 1 Classroom Aide Community Based Instruction

Titusville High School 1

Classroom Aide Pleasantville Elementary School 1 Classroom Aide Titusville Middle School 1 Classroom Aide Hydetown Elementary School 1 Classroom Aide Hydetown Elementary School 1 Austism Specialist Pleasantville Elementary School

IU#6 0.2

Classroom Aide Early Childhood Learning Center 1 Classroom Aide Community Based Instruction

Titusville Middle School 1

Classroom Aide Early Childhood Learning Center 1 Classroom Aide Early Childhood Learning Center 1 Classroom Aide Early Childhood Learning Center 1 Classroom Aide Early Childhood Learning Center 1 Classroom Aide Hydetown Elementary School 1 Classroom Aide MDS Pleasantville Elementary School 1 Classroom Aide LSS Pleasantville Elementary School 1 Classroom Aide ES Titusville High School 1 Classroom Aide LSS Titusville High School 1 Special Education Transition Coordinator Multiple Buildings 0.2 Classroom Aide Pleasantville Elementary School 1 Classroom Aide Pleasantville Elementary School 1 Classroom Aide Titusville High School 1

Special Education Contracted Services Special Education Contracted Services Operator Amt of Time per Week

Social Worker Intermediate Unit 2 Days Psychiatrist Intermediate Unit 5 Minutes Nurse Practitioner/ACCESS Outside Contractor 1 Hours Classroom Aide CLM Intermediate Unit 5 Days Classroom Aide CLM Intermediate Unit 5 Days Classroom Aide CLM Intermediate Unit 5 Days

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Classroom Aide VG ES Intermediate Unit 5 Days Classroom Aide CLM Intermediate Unit 5 Days IU#6 Special Education Supervisor Intermediate Unit 0.5 Days Doctor for ACCESS Approval Outside Contractor 0.25 Hours Physical Therapist Intermediate Unit 1 Hours Occupational Therapist Intermediate Unit 1 Hours Occupational Therapist Assistant Intermediate Unit 5 Hours

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Needs Assessment

Record School Patterns

Question: After reviewing school level accomplishments and systemic challenges, what patterns can you identify among your schools?

What other information do you still need to assess?

Answer: After reviewing the school level accomplishments and systemic challenges, several patterns of student growth and achievement have been identified. Across the elementary schools, a successful RTII literacy plan has been designed and implemented over the course of the past several years. As a result of this specific professional development and implementation of direct instructional strategies to meet the needs of the individual learners, academic growth has been identified in the areas of literacy skill development: phonological awareness, vocabulary development and fluency at all grade levels K4 through 5th grade, and letter identification at the K4 level. Traditionally, TASD has had outstanding student participation rate on the PSSA/Keystone exams. Although, achieving proficiency on the Keystone Assessments is not yet a graduation requirement at the state level, the Board of School Directors voted to require all students to prove their knowledge of the PA Common Core standards with remediation if necessary to graduate. While the majority of our students are performing well on our local benchmark assessments, there is not always a direct correlation between results on the local assessments and the results on the state assessments. This is an area that will require continuing data analysis for the district. District challenges identified through the review of the school level information include the alignment of our local math curriculum to the PA Core Standards. This curricular work is on-going where the district curriculum is reviewed annually. Ensuring that all students at all levels are being taught the new more rigorous core standards will help to improve the overall growth and achievement levels of students in the area of math. A goal of the district is to develop a systematic approach to intervention within the area of math instruction much like what has been developed and implemented for literacy skill development. Additionally, an identified challenge is the need to improve student achievement in the area of science. Again, TASD has identified the need to rewrite curriculum to meet the state requirements. Another area of challenge is the increasing number of economically disadvantaged families. TASD continues to develop strong community partnerships to help our families address their basic needs so our children can come to school ready to learn. We as a district are committed to building, strengthening, and maintaining partnerships, emphasizing the shared responsibility of the school and the community for the success of our students. Each school has identified student behavior and mental health issues as a concern that they have developed action plans to address.

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District Accomplishments

Accomplishment #1: DISTRICT GOALS

1. STUDENT FOCUSED CURRICULUM, INSTRUCTION, AND ASSESSMENT:

Design and implement future oriented curriculum, instruction, and assessment so that each student will graduate with the knowledge and skills to thrive in a multi-dimensional, global and technological society. We will continue to create and provide learning experiences, program options, and support services that motivate and enable each student to achieve performance expectations

1. SAFE, HEALTHY AND NURTURING ENVIRONMENT:

Provide a safe, secure, nurturing, and healthy environment that supports the changing needs of our student population. We will continue to build and nurture learning environments that foster shared responsibility, personal relationships, and mutual respect among students, parents, staff, school board members, and community.

1. EDUCATIONAL COLLABORATION, INNOVATION AND TECHNOLOGIES FOR LEARNING:

Provide for and expect collaboration and innovation in a quality staff. We will continue to develop processes that promote collaboration, innovation, excellence, and creativity in all student and staff educational activities. We will continue to acquire and integrate technologies that enhance teaching, learning and operations district wide.

1. HUMAN, FACILITIES AND FINANCIAL RESOURCE MANAGEMENT:

Continuously improve our systems for effective stewardship, allocation, and management of human, financial, and facilities resources. Utilizing our rigorous employee hiring process, we will continue to provide, develop and use human resources to support an effective and future oriented educational program. We will continue to provide safe and secure facilities that enhance learning, effectively adapt to and function in the delivery of multi-dimensional programs and services. We will continue to provide a financial management system that incorporates long range financial planning, alternative sources of revenue, and clear accountability.

1. SCHOOL/COMMUNITY PARTNERSHIPS AND COMMUNICATION:

Build, strengthen, and maintain partnerships, emphasizing the shared responsibility of the school and the community for the success of our students. We will strengthen communications with our communities and develop partnerships that support the educational process.

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Accomplishment #2: The District employs highly qualified teachers at all levels and is committed to their professional development through the use of our Federal Title IIA funds. Recent professional development opportunities have focused on the development and implementation of the RTII model of intervention and instruction to support the individual learning needs of students in literacy and reading skills. Professional development in math strategies and intervention is a priority.

Titusville Area School District is deeply committed to ensuring success for all students through the application of high standards for professional development for everyone who affects student learning. The district views high quality staff development programs as essential to creating schools in which all students and staff members are learners who continually strive to improve their performance. Over the past several years the following professional development strands have been conducted: Poverty, Response to Intervention and Instruction (RTII); Schoolwide Positive Behavior Support; Standards Aligned System (SAS) professional development; Literacy training (Language Essentials for Teachers of Reading and Spelling); Technology Integration K4 - 12; use of student performance and growth data and Data Teams to inform instruction and decisions; differentiation, personalization and customizing for individual student learning needs; development of a growth mindset; ACES trauma informed and resiliency; and brain-based learning. The Professional Education Plan also includes the assurance that the District Administrators have access to the appropriate Act 45 professional development opportunities as presented by PDE, PATTAN, the IUs, and other certified organizations.

Accomplishment #3: Continue development of a comprehensive District All Hazards Plan with school building specific plans aligned to the district level plan using Navigate Prepare software. Implementation of building security measures such as security door access systems, security cameras, collaboration with Community Emergency Management agencies, and local and state police agencies.

Accomplishment #4: The Titusville Area School District is committed to the health and wellness of our students and understands the importance of physical activity on the development of the human brain. Since 2000, the district has been been a model for the "PE4Life" philosophy and the use of brain breaks and physical movement. The district has developed a Coordinated School Health Council which collaborates with community agencies to implement the HHFK act requirements.

Accomplishment #5: The district has been working to increase 21st century technologies in to the schools for both students and employees. To that end, all buildings are now equipped with wireless connectivity that supports both Windows based computers and tablets for student use. All elementary schools are now 1:1 with chrome books and the ECLC is 1:1 with iPads. At the high school level, the district has implemented BYOD policies and procedures, so that the students can utilize their own devices. The next phase of technology deployment included 1:1 chromebooks at both the middle and high schools.

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Accomplishment #6: Elementary literacy benchmark assessments show growth of academic performance from the beginning of the school year to the end of the year. Generally,students at all grade levels are making significant gains in the areas of vocabulary development and fluency which directly correlates to comprehension.

Accomplishment #7: The District has operated a kindergarten program since the late 1800's. The District has operated a half day four (4) year old kindergarten program since 1981, and with the Ready to Learn block grant maintaining full-day K5 kindergarten and have maintained both programs as early educational opportunities which are significant to the overall academic success of children within our system.

Accomplishment #8: Spring of 2018, the District's Special Edcuation Plan was submitted and approved.

Accomplishment #9: Student participation on both the PSSAs and Keystone Exams is 95% to 100% across all District schools.

District Concerns

Concern #1: Implementing strategies to meet the Future Ready Index Indicators and School Performance Profile expectations for teacher evaluations.

Concern #2: Annually review and update all subject area curriculum maps to be fully aligned to the PA Common Core Assessments or the appropriate national standards using the Standards Aligned System (SAS)..

Concern #3: The high school has identified the concern in a declining number of students demonstrating proficiency on all three Keystone state exams: Algebra, ELA and Biology.

Concern #4: Identifed decline in graduation rate must be addressed through meeting the educational needs and wants of our students/families through a variety of learning opportunities.

Concern #5:

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Identified decline in student attendance rate at both the middle and high schools. The staff must find ways to engage the students in all content areas and programs of study to ensure they are learning and achieving academically.

Concern #6: Titusville Middle School administration and teachers must address the PSSA ELA, Math and Science scores to address level of proficiency. During the past two years, there has been a significant decrease in the level of proficiency in all three subject areas.

Concern #7: The all elementary schools have identified concerns in the areas of oral fluency and oral fluency accuracy for the 1st and 2nd grade level/students based on the DIBELS benchamark assessments.

Concern #8: There is a lack of growth and achievement in the area of algebraic concepts as measured on the Math MAP (Measures of Academic Progress) benchmark assessments at the elementary level.

Concern #9: There is an increase in students/families electing alterative educational placements such as cyber and charter shools. The administration and staff must find ways to compete with these other educational systems so that TASD remains the school system of choice.

Concern #10: Increased student misbehavior and mental health issues are affecting students' ability to cope, achieve and grow academically, socially, and emotionally. The schools need to continue to address these students' needs through ESAP, SAP, mental health services, creating a resilient student by developing a growth mindset and providing for outside services.

Concern #11: Lack of academic growth with our gifted student population.

Concern #12: Lack of consistent use of the Standards Aligned System by all teachers and all administrators.

Concern #13: There is a need for increased technology integration to support instruction used to meet the industry needs of the 21st century employers i.e. instuction in coding, computer applications, robotics, etc.

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Prioritized Systemic Challenges

Systemic Challenge #1 (Guiding Question #1) Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students.

Aligned Concerns:

Implementing strategies to meet the Future Ready Index Indicators and School Performance Profile expectations for teacher evaluations.

Annually review and update all subject area curriculum maps to be fully aligned to the PA Common Core Assessments or the appropriate national standards using the Standards Aligned System (SAS)..

The high school has identified the concern in a declining number of students demonstrating proficiency on all three Keystone state exams: Algebra, ELA and Biology.

Identifed decline in graduation rate must be addressed through meeting the educational needs and wants of our students/families through a variety of learning opportunities.

Titusville Middle School administration and teachers must address the PSSA ELA, Math and Science scores to address level of proficiency. During the past two years, there has been a significant decrease in the level of proficiency in all three subject areas.

The all elementary schools have identified concerns in the areas of oral fluency and oral fluency accuracy for the 1st and 2nd grade level/students based on the DIBELS benchamark assessments.

There is a lack of growth and achievement in the area of algebraic concepts as measured on the Math MAP (Measures of Academic Progress) benchmark assessments at the elementary level.

Lack of academic growth with our gifted student population.

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Lack of consistent use of the Standards Aligned System by all teachers and all administrators.

There is a need for increased technology integration to support instruction used to meet the industry needs of the 21st century employers i.e. instuction in coding, computer applications, robotics, etc.

Systemic Challenge #2 (Guiding Question #5) Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates.

Aligned Concerns:

Implementing strategies to meet the Future Ready Index Indicators and School Performance Profile expectations for teacher evaluations.

Annually review and update all subject area curriculum maps to be fully aligned to the PA Common Core Assessments or the appropriate national standards using the Standards Aligned System (SAS)..

The high school has identified the concern in a declining number of students demonstrating proficiency on all three Keystone state exams: Algebra, ELA and Biology.

Identifed decline in graduation rate must be addressed through meeting the educational needs and wants of our students/families through a variety of learning opportunities.

Identified decline in student attendance rate at both the middle and high schools. The staff must find ways to engage the students in all content areas and programs of study to ensure they are learning and achieving academically.

Titusville Middle School administration and teachers must address the PSSA ELA, Math and Science scores to address level of proficiency. During the past two years, there has been a significant decrease in the level of proficiency in all three subject areas.

The all elementary schools have identified concerns in the areas of oral fluency and oral fluency accuracy for the 1st and 2nd grade level/students based on the DIBELS benchamark assessments.

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There is a lack of growth and achievement in the area of algebraic concepts as measured on the Math MAP (Measures of Academic Progress) benchmark assessments at the elementary level.

There is an increase in students/families electing alterative educational placements such as cyber and charter shools. The administration and staff must find ways to compete with these other educational systems so that TASD remains the school system of choice.

Increased student misbehavior and mental health issues are affecting students' ability to cope, achieve and grow academically, socially, and emotionally. The schools need to continue to address these students' needs through ESAP, SAP, mental health services, creating a resilient student by developing a growth mindset and providing for outside services.

Lack of academic growth with our gifted student population.

Lack of consistent use of the Standards Aligned System by all teachers and all administrators.

There is a need for increased technology integration to support instruction used to meet the industry needs of the 21st century employers i.e. instuction in coding, computer applications, robotics, etc.

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District Level Plan

Action Plans

Goal #1: Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students.

Indicators of Effectiveness:

Type: Annual

Data Source: Student attendance and graduation rate

Specific Targets: Increased student attendance, student engagement and graduation rate

Strategies:

Goal 1. STUDENT FOCUSED CURRICULUM, INSTRUCTION, AND ASSESSMENT

Description:

GOAL 1: STUDENT FOCUSED CURRICULUM, INSTRUCTION, AND ASSESSMENT Design and implement future oriented curriculum, instruction, and assessment so that each student will graduate with the knowledge and skills to thrive in a multi-dimensional, global and technological society. We will continue to create and provide learning experiences, program options, and support services that motivate and enable each student to achieve performance expectations.

Strategy 1: Achieve English Language Arts Performance Expectations Create and provide learning curriculum, instruction and support services that motivate and enable students to achieve proficient or advanced levels of performance on the English Language district and state assessments.

Strategy 2: Achieve Math Performance Expectations Create and provide learning curriculum, instruction and support services that motivate and enable students to achieve proficient or advanced levels of performance on the math district and state assessments.

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Strategy 3: PA Future Ready PA Index Indicators/State Assessment Measures

Strategy 4: PA Future Ready Index College and Career Measures

Strategy 5: Continuous Curriculum Focus

Continuously adapt curriculum in support of student learning, unit development, content and continuous career mentoring opportunities for students to ensure they are age/grade appropriate. Increase access to student achievement and growth data through the use of a user-friendly data warehouse software tool.

Strategy 6: Increase Student Academic Success Increase access to data and student success rates at all buildings throughout the district.

SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction

Implementation Steps:

STUDENT FOCUSED CURRICULUM, INSTRUCTION, AND ASSESSMENT

Description:

Strategy 1: Achieve English Language Arts Performance Expectations Create and provide learning curriculum, instruction and support services that motivate and enable students to achieve proficient or advanced levels of performance on the English Language district and state assessments.

Activity 1: PA Future Ready Index Grade 3 English Language Arts Early Indicator of Success. Annual review and utilization of assessment data (DIBELS/NWEA MAP Reading) through progress monitoring to determine level of intervention needed for each individual student. Designation: Curriculum and Special Education Directors, Principals, Early Childhood through 3rd grade teachers, Reading Specialists and Special Education Teachers Timeframe: On-going throughout the course of the 3 year Comp Plan Results: Making progress toward the 2030 statewide performance standard for grade 3 reading (PA Future Ready Index)

Activity 2: Analyze and Disseminate English Language Arts Assessment Data. Develop and implement an effective system of analyzing and disseminating student performance data on district and state English Language Arts assessments to all stakeholders.

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Designation: Superintendent, Directors and Principals Timeframe: To be completed by June 2022 Results: Efficient and effective process of communicating performance data implemented by June 2022

Activity 3: Provide Research Based Curriculum. Develop and implement a comprehensive PreK-12 English Language Arts curriculum aligned to the PA Core Standards. Include research-based texts, resources, materials and technology. Designation: Curriculum Director, ELA Curriculum Lead, ELA teachers Timeframe: To be completed by June 2021 Results: Updated curriculum maps aligned to the PA Core Standards which indicate the researched based curriculum materials being utilized. Activity 4: Provide Research Based Instruction. Provide professional development on effective, researched-based English Language Arts instruction and resources to all who teach English Language Arts. Designation: Curriculum Director, ELA Curriculum Lead, ELA teachers Timeframe: On-going throughout the course of the 3 year Comp Plan Results: Professional development provided and teacher utilization of effective researched based instructional strategies.

Strategy 2: Achieve Math Performance Expectations Create and provide learning curriculum, instruction and support services that motivate and enable students to achieve proficient or advanced levels of performance on the math district and state assessments.

Activity 1: PA Future Ready Index Grade 7 Math Early Indicator of Success. Annual review and utilization of assessment data (NWEA/MAP Math) through progress monitoring to determine level of intervention needed for each individual student. Designation: Curriculum and Special Education Directors, Principals, Early Childhood through 8rd grade teachers, Math Intervention Specialists and Special Education Teachers Timeframe: On-going throughout the course of the 3 year Comp Plan Results: Making progress toward the 2030 statewide performance standard for grade 7 mathematics (PA Future Ready Index)

Activity 2: Analyze and Disseminate Math Assessment Data. Develop and implement an effective system of analyzing and disseminating student performance data on district and state math assessments to all stakeholders. Designation: Superintendent, Directors and Principals Timeframe: To be completed by June 2022 Results: Efficient and effective process of communicating performance data implemented by June 2022 Activity 3: Provide Research Based Curriculum. Develop and

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implement a comprehensive PreK-12 math curriculum aligned to the PA Core Standards. Include research-based texts, resources, materials and technology. Designation: Curriculum Director, Math Curriculum Lead, Math teachers Timeframe: To be completed by June 2021 Results: Updated curriculum maps aligned to the PA Core Standards which indicate the researched based curriculum materials being utilized

Activity 4: Provide Research Based Instruction. Provide professional development on effective, researched-based math instruction and resources to all who teach math. Designation: Curriculum Director, Math Curriculum Lead, Math teachers Timeframe: On-going throughout the course of the 3 year Comp Plan Results: Professional development provided and teacher utilization of effective researched based instructional strategies

Strategy 3: PA Future Ready PA Index Indicators/State Assessment Measures

Activity 1: Meeting individual student annual growth expectations. Mathematics/Algebra I Science/Biology English Language Arts/Literature Utilize district and state assessment data ( MAP/DIBELS/PVAAS/PSSA/Keystones) to measure individual student growth Designation: Superintendent, Directors, Principals, Teachers and Students Timeframe: On-going throughout the course of the 3 year Comp Plan Results: Individual student growth measures are reviewed annually by data teams. Tested subject teachers annually receive PVAAS rating on annual 82 evaluation form

Strategy 4: PA Future Ready Index College and Career Measures

Activity 1: Increase student promotion and graduation rates. Monitor student attendance and Credit Recovery courses. Develop a building environment that supports students academically, socially and emotionally through flexible pathways. Designation: Superintendent, Directors, Principals, Teachers, Students and Parents Timeframe: On-going throughout the course of the 3 year Comp Plan Results: Annually meet the PA Future Ready Index attendance statewide performance standard of 94.1% Annually meet the Pa Future Ready Index graduation 2030 statewide performance standard of 92.4%

Activity 2: Career Readiness Benchmark Indicator. Continue to develop career education opportunities to meet career readiness benchmark indicators. Implement career education activities that are age/grade appropriate to meet the 5th, 8th and 11th grade benchmark

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indicators. Designation: Student Services Director, Special Education Director, Guidance Counselors, Principals, Teachers and Students Timeframe: On-going throughout the course of the 3 year Comp Plan Results: Annually meet the PA Future Ready Index Career Readiness statewide performance standard of 98% in grades 5, 8 and 11

Activity 3: Industry Based Learning, including Industry Standards-Based Competency Assessments, High Value Industry Recognized Credentials, or Work Based Learning Experiences. Develop a community-based instructional program, with opportunities for service learning, job shadowing, internships, co-op, career mentoring and apprenticeships. Designation: Student Services Director, Special Education Director, Guidance Counselors, Principals Timeframe: On-going throughout the course of the 3 year Comp Plan Results: Implementation of one or more of the following by June 2022: community-based instructional programming with opportunities for service learning, job shadowing, internships, co-op, career mentoring and apprenticeships to meet the statewide performance standards as outlined in the PA Future Ready Index

Activity 4: Rigorous Courses of Study, including Advanced Placement (AP), College Course Offerings, or CTE Career Pathways. Provide advanced course/program opportunities to all students. Continue to increase options for coursework such as College in the Classroom, AP and certificated programs. Designation: Student Services Director, Special Education Director, Guidance Counselors, Principals Timeframe: On-going throughout the course of the 3 year Comp Plan Results: Implementation of one or more of the following by June 2022: Provide advanced course/program opportunities to all students. Continue to increase options for coursework such as College in the Classroom, AP and certificated programs to meet the statewide performance standards as outlined in the PA Future Ready Index

Activity 5: Post-Secondary Transition to school, military or work. Provide guidance to career exposure events, interview experiences or other necessary skills to be successful. Designation: Student Services Director, Special Education Director, Guidance Counselors, Principals Timeframe: On-going throughout the course of the 3 year Comp Plan Results: Evidence and documentation of guidance to career exposure events, interview experiences or other necessary skills training provided to be successful beyond high school and to annually exceed the statewide average

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Strategy 5: Continuous Curriculum Focus Continuously adapt curriculum in support of student learning, unit development, content and continuous career mentoring opportunities for students to ensure they are age/grade appropriate. Increase access to student achievement and growth data through the use of a user-friendly data warehouse software tool.

Activity 1: Comprehensive Plan. Annual review and update of the comprehensive electronic scope and sequence. Continue the curriculum mapping process to maintain a comprehensive electronic curriculum scope and sequence housed on the district server. Designation: Superintendent, Directors, Principals, Curriculum Chair/Lead persons and Teachers Timeframe: On-going throughout the course of the 3 year Comp Plan Results: Evidence and documentation of reviewed and revised curriculum maps as necessary annually

Activity 2: Utilize data to inform instruction. Utilize data to make informed instructional decisions. Provide professional development for data access and usage to faculty. Ensure faculty has immediate access to necessary data. Designation: Superintendent, Directors, Principals, Curriculum Chair/Lead persons and Teachers Timeframe: On-going throughout the course of the 3 year Comp Plan Results: Evidence and documentation of professional development, as well as, evidence of teachers utilizing student performance and growth data to meet individual learning needs beyond ELA and Math. (Teacher and Principal SLOs)

Strategy 6: Increase Student Academic Success Increase access to data and student success rates at all buildings throughout the district.

Activity 1: Provide Differentiated / Personalized Instruction and Assessment. Design and implement multiple forms of instruction and assessment that measure individual progress toward meeting course, district and state standards and proficiency requirements. Designation: Superintendent, Directors, Principals, Curriculum Chair/Lead persons and Teachers Timeframe: On-going throughout the course of the 3 year Comp Plan Results: Evidence and documentation of professional development; evidence of teachers utilizing student performance and growth data to meet individual learning needs

Activity 2: PA Future Ready Index On-Track Measure / Language Instructional Educational Program (LIEP). Continue to support the LIEP to develop skills in non-English speaking students, so they will ultimately be able to participate successfully in the regular classroom. Designation: Curriculum Director, Principals, ELL Program Instructor and Teachers

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Timeframe: On-going throughout the course of the 3 year Comp Plan Results: Evidence and documentation of English Language Learners making progress in the EL programming through the use of the ACCESS assessment results

Activity 3: Provide Support for All Students PreK-12. Examine learning experiences, program options and support services that motivate and ensure that all students achieve performance expectations PreK-12. Designation: Superintendent, Directors, Principals, Curriculum Chair/Lead persons and Teachers Timeframe: On-going throughout the course of the 3 year Comp Plan Results: Evidence and documentation of professional development, as well as, evidence of teachers utilizing student performance and growth data to meet individual learning needs (Teacher and Principal SLOs)

Start Date: 7/1/2019 End Date: 6/30/2022

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

Supported Strategies:

• Goal 1. STUDENT FOCUSED CURRICULUM, INSTRUCTION, AND ASSESSMENT

Goal #2: Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates.

Indicators of Effectiveness:

Type: Annual

Data Source: Student attendance, disciplinary records, SAP records, PAYS,

Specific Targets: Student Assistance Programming, RTII, student mental health/at-risk behaviors, increased attendance, reduced disciplinary referrals, increased graduation rates

Strategies:

Goal 2: SAFE, HEALTHY AND NURTURING ENVIRONMENT

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Description:

Goal 2: SAFE, HEALTHY AND NURTURING ENVIRONMENT: Provide a safe, secure, nurturing, and healthy environment that supports the changing needs of our student population. We will continue to build nurturing learning environments that foster shared responsibility, personal relationships, and mutual respect among students, staff school board members and community.

Strategy 1: Continued enhancement of Student Assistance Programming across the District. Provide the appropriate professional development for all district employees about the SAP program and processes. Stay current with the newest research and best practices outlined for the SAP program.

Strategy 2: Continued implementation of TASD Wellness Policy. As per PA school code and policy, Titusville Area School District recognizes that student wellness and proper nutrition are related to students' physical well-being, growth, development and readiness to learn. The District is committed to providing a school environment that promotes student wellness, proper nutrition, nutrition education and promotion, and regular physical activity as part of the total learning experience. In a healthy school environment, students will learn about and participate in positive dietary and lifestyle practices that can improve student achievement.

Strategy 3: Strengthen Safe Schools Practices. Stay current with the newest research and best practices for school safety and security to ensure the District’s All Hazard Plan is accurate and will address the all potential safety threats.

SAS Alignment: Safe and Supportive Schools

Implementation Steps:

SAFE, HEALTHY AND NURTURING ENVIRONMENT

Description:


Strategy 1: Continued enhancement of Student Assistance Programming across the District. Provide the appropriate professional

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development for all district employees about the SAP program and processes. Stay current with the newest research and best practices outlined for the SAP program.

Activity 1: Review most current PAYS survey results with each building SAP team. To keep all staff informed about current trends within the District, County and State about use of drugs and alcohol as well as risk and protective factors so as to understand the trauma and other factors affecting our students and their academic, social and behavioral success rates. Designation: Student Services Director, Principals, SAP Team Members Timeframe: On-going throughout the timeframe of the Comp Plan Results: Evidence and documentation on professional development opportunities/workshops provided to all staff, students, parents and community members on PAYS data

Activity 2: Review and update building SAP procedures. Stay current with the newest research and best practices outlined for the SAP program. Designation: Student Services Director, Principals, SAP Team Members Timeframe: On-going throughout the timeframe of the Comp Plan Results: Evidence and documentation outlining review and revisions to SAP Team processes and procedures as necessary

Activity 3: SAP programming. Develop age appropriate programming for students targeting at risks behaviors as identified in the most current PAYS survey results. Designation: Student Services Director, Principals, SAP Team Members Timeframe: On-going throughout the timeframe of the Comp Plan Results: Evidence and documentation of the implementation age appropriate programming for students targeting at risks behaviors as identified in the most current PAYS survey results


Activity 1: Coordinated School Health Council. Expand the membership on the Council to include students, parents, and school board members. Designation: Superintendent, Student Services Director, Principals, Food Services Director Timeframe: June 2020 Results: Evidence and documentation of students, parents and school board member(s) participating on the Coordinated School Health Council

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Activity 2: Student mental health services. Expand TASD mental health outpatient sites within our elementary schools. Designation: Superintendent, Student Services Director Timeframe: June 2021 Results: Creation of functioning mental health outpatient sites at each elementary school

Activity 3: Food services. Work collaboratively with the Nutrition Group to expand and enhance nutritional options for school food service programs. Designation: Superintendent, Food Services Director, Business Manager, Nutrition Group Representatives Timeframe: June 2022 Results: TASD Cafeterias offering expanded and enhanced nutritional options that are well received by the students based upon student surveys and the semi-annual youth advisory program meetings


Activity 1: Act 44 of 2018. Implementation for Safe Schools practices, mandates, and training as outlined in the law. Appoint the Director of Student Services as the District Safety and Security Coordinator. Designation: Superintendent, Student Services Director Timeframe: August 30, 2018 Results: Amy Herman, Director of Student Services, appointed District Safety and Security Coordinator with Board approval on August 20, 2018

Activity 2: Safety professional development. Provide in-service training for employees on how to respond to various security issues and threats utilizing the video and audio scenarios built into the NaviGate Prepared software tool. Additionally, practice with the Navigate Prepared app. Designation: Superintendent, Directors, Principals, Teachers and Students Timeframe: On-going throughout the course of the 3 year Comp Plan Results: Evidence and documentation of the training scenarios and app trained and in use.

Activity 3: Safe Schools Training. Update and train staff and students on safe schools/security procedures, processes and policies as outlined in the District’s All Hazards Plan. Refine safety plans and provide school safety drills for all employees and students to understand how to respond to various security issues and threats. Designation: Superintendent, District Safety and Security Director, Director of Federal Programs and Curriculum, Building Principals Timeframe: Ongoing throughout the timeframe of the Comp Plan though the use of the Safe School Training software Results: Evidence and documentation on professional development opportunities/workshops and practice drills provided to all staff, students,

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parents safe schools/security procedures, processes, policies and mandated trainings.

Activity 4: School Safety Communication. Annually review and revise, as necessary, the All Hazards Plan to ensure accurate and complete processes and procedures. Through the use of the district website, School matters newsletter and local media communicate school safety preparedness to the public. Designation: Superintendent, District Safety and Security Director, Director of Federal Programs and Curriculum, Building Principals Timeframe: Ongoing throughout the timeframe of the Comp Plan Results: Evidence and documentation outlining the annual review and any necessary revisions with the All Hazards Plan being updated and dated with the revision date. Evidence of various PR pieces through the use of the district website, School matters newsletter and local media communicate school safety preparedness to the public.

Activity 5: Perform safety audits as mandated in each of our school buildings. Through the use of the District Safety Committee, building walkthroughs will be conducted annually with recommendations made to ensure student and staff safety. Designation: Director of Buildings and Grounds and School safety Committee Members Timeframe: Ongoing throughout the timeframe of the Comp Plan Results: Evidence of the building walkthroughs being conducted, results presented to the committee and necessary changes, upgrades, trainings, etc. conducted as evidenced in the monthly meeting minutes

Start Date: 7/1/2019 End Date: 6/30/2022

Program Area(s): Student Services

Supported Strategies:

• Goal 2: SAFE, HEALTHY AND NURTURING ENVIRONMENT

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Appendix: Professional Development Implementation Step Details

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

Strategy #1: Goal 2: SAFE, HEALTHY AND NURTURING ENVIRONMENT

Start End Title Description

7/1/2019 6/30/2022 SAFE, HEALTHY AND NURTURING ENVIRONMENT


Strategy 1: Continued enhancement of Student Assistance Programming across the District. Provide the appropriate professional development for all district employees about the SAP program and processes. Stay current with the newest research and best practices outlined for the SAP program.

Activity 1: Review most current PAYS survey results with each building SAP team. To keep all staff informed about current trends within the District, County and State about use of drugs and alcohol as well as risk and protective factors so as to understand the trauma and other factors affecting our students and their academic, social and behavioral success rates. Designation: Student Services Director, Principals, SAP Team Members Timeframe: On-going throughout the timeframe of the Comp Plan

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Results: Evidence and documentation on professional development opportunities/workshops provided to all staff, students, parents and community members on PAYS data

Activity 2: Review and update building SAP procedures. Stay current with the newest research and best practices outlined for the SAP program. Designation: Student Services Director, Principals, SAP Team Members Timeframe: On-going throughout the timeframe of the Comp Plan Results: Evidence and documentation outlining review and revisions to SAP Team processes and procedures as necessary

Activity 3: SAP programming. Develop age appropriate programming for students targeting at risks behaviors as identified in the most current PAYS survey results. Designation: Student Services Director, Principals, SAP Team Members Timeframe: On-going throughout the timeframe of the Comp Plan Results: Evidence and documentation of the implementation age appropriate programming for students targeting at risks behaviors as identified in the most current PAYS survey results


Activity 1: Coordinated School Health Council. Expand the membership on

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the Council to include students, parents, and school board members. Designation: Superintendent, Student Services Director, Principals, Food Services Director Timeframe: June 2020 Results: Evidence and documentation of students, parents and school board member(s) participating on the Coordinated School Health Council

Activity 2: Student mental health services. Expand TASD mental health outpatient sites within our elementary schools. Designation: Superintendent, Student Services Director Timeframe: June 2021 Results: Creation of functioning mental health outpatient sites at each elementary school

Activity 3: Food services. Work collaboratively with the Nutrition Group to expand and enhance nutritional options for school food service programs. Designation: Superintendent, Food Services Director, Business Manager, Nutrition Group Representatives Timeframe: June 2022 Results: TASD Cafeterias offering expanded and enhanced nutritional options that are well received by the students based upon student surveys and the semi-annual youth advisory program meetings


Activity 1: Act 44 of 2018. Implementation for Safe Schools practices, mandates, and training as outlined in the law. Appoint the Director of Student Services as the District Safety and Security Coordinator.

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Designation: Superintendent, Student Services Director Timeframe: August 30, 2018 Results: Amy Herman, Director of Student Services, appointed District Safety and Security Coordinator with Board approval on August 20, 2018

Activity 2: Safety professional development. Provide in-service training for employees on how to respond to various security issues and threats utilizing the video and audio scenarios built into the NaviGate Prepared software tool. Additionally, practice with the Navigate Prepared app. Designation: Superintendent, Directors, Principals, Teachers and Students Timeframe: On-going throughout the course of the 3 year Comp Plan Results: Evidence and documentation of the training scenarios and app trained and in use.

Activity 3: Safe Schools Training. Update and train staff and students on safe schools/security procedures, processes and policies as outlined in the District’s All Hazards Plan. Refine safety plans and provide school safety drills for all employees and students to understand how to respond to various security issues and threats. Designation: Superintendent, District Safety and Security Director, Director of Federal Programs and Curriculum, Building Principals Timeframe: Ongoing throughout the timeframe of the Comp Plan though the use of the Safe School Training software Results: Evidence and documentation on professional development opportunities/workshops and practice drills provided to all staff, students, parents safe schools/security procedures, processes, policies and mandated trainings.

Activity 4: School Safety Communication. Annually review and revise, as necessary, the All Hazards Plan to ensure accurate and complete processes

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and procedures. Through the use of the district website, School matters newsletter and local media communicate school safety preparedness to the public. Designation: Superintendent, District Safety and Security Director, Director of Federal Programs and Curriculum, Building Principals Timeframe: Ongoing throughout the timeframe of the Comp Plan Results: Evidence and documentation outlining the annual review and any necessary revisions with the All Hazards Plan being updated and dated with the revision date. Evidence of various PR pieces through the use of the district website, School matters newsletter and local media communicate school safety preparedness to the public.

Activity 5: Perform safety audits as mandated in each of our school buildings. Through the use of the District Safety Committee, building walkthroughs will be conducted annually with recommendations made to ensure student and staff safety. Designation: Director of Buildings and Grounds and School safety Committee Members Timeframe: Ongoing throughout the timeframe of the Comp Plan Results: Evidence of the building walkthroughs being conducted, results presented to the committee and necessary changes, upgrades, trainings, etc. conducted as evidenced in the monthly meeting minutes

Person Responsible SH S EP Provider Type App. Administration Team

Members, Teachers, Guidance Counselors, etc.

2.0 12 50 School District, IU, PA SAP, etc. School Entity

Yes

Knowledge Staff will gain understanding and knowledge of how to best work with struggling students using research based strategies.

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Supportive Research Research best practices to build resiliency

Designed to Accomplish

For classroom teachers, school counselors and education specialists:

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

Empowers educators to work effectively with parents and community partners.

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

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

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

Training Format

LEA Whole Group Presentation Series of Workshops School Whole Group Presentation Live Webinar Department Focused Presentation Podcast Online-Synchronous Online-Asynchronous Professional Learning Communities Offsite Conferences

Participant Roles

Classroom teachers Principals / Asst. Principals Supt / Ast Supts / CEO / Ex

Dir

Grade Levels Elementary - Primary (preK - grade 1) Elementary - Intermediate (grades 2-5) Middle (grades 6-8)

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School counselors Paraprofessional Classified Personnel New Staff Other educational

specialists Related Service Personnel Parents

Follow-up Activities

Analysis of student work, with administrator and/or peers

Joint planning period activities

Journaling and reflecting SAP Team processes

Evaluation Methods

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

Student PSSA data Standardized student assessment

data other than the PSSA Participant survey SAP team processes updated

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District Level Affirmations

We affirm that this District Level Plan was developed in accordance, and will comply with the applicable provisions of 22 Pa. Code, Chapters 4, 12, 16, and 49. We also affirm that the contents are true and correct and that the plan was placed for public inspection for a minimum of 28 days.

We affirm that the responses in the Professional Education Core Foundations and the Professional Development Implementation Steps focus on the learning needs of each staff member to enable all staff members meet or exceed the Pennsylvania academic standards in each of the core subject areas.

No signature has been provided

Board President


Superintendent/Chief Executive Officer

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Special Education Affirmations

We also affirm our understanding that any requests for any deviations from the Chapter 14 regulations, standards, policies, and procedures must be made in writing to the Pennsylvania Department of Education. The school district understands that the Special Education Component of the District Level Plan will be approved by PDE in accordance with the following criteria as set forth in 22 Pa. School Code § 14.104 and as part of the District Level Plan:

1. There are a full range of services, programs and alternative placements available to the school district for placement and implementation of the special education programs in the school district.

2. The school district has adopted a child find system to locate, identify and evaluate young children and children who are thought to be a child with a disability eligible for special education residing within the school district's jurisdiction. Child find data is collected, maintained, and used in decision-making. Child find process and procedures are evaluated for its effectiveness. The school district implements mechanisms to disseminate child find information to the public, organizations, agencies, and individuals on at least an annual basis.

3. The school district has adopted policies and procedures that assure that students with disabilities are included in general education programs and extracurricular and non-academic programs and activities to the maximum extent appropriate in accordance with an Individualized Education Program.

4. The school district will comply with the PA Department of Education, Bureau of Special Education's revision notice process.

5. The school district follows the state and federal guidelines for participation of students with disabilities in state and district-wide assessments including the determination of participation, the need for accommodations, and the methods of assessing students for whom regular assessment is not appropriate.

6. The school district affirms the Pennsylvania Department of Education that funds received through participation in the medical assistance reimbursement program, ACCESS, will be used to enhance or expand the current level of services and programs provided to students with disabilities in this local education agency.

We affirm that the school district has completed a 28 day public inspection and comment period as required under 22 PA Code § 4.13 (d) prior to the school entity's governing board approval and submission to the Department of Education (Bureau of Special Education).


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Board President


Superintendent/Chief Executive Officer

Documents

Titusville Area SD