Avon Grove SD District Level Plan 07/01/2015 - 06/30/2018
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District Profile
Demographics
375 S Jennersville Road West Grove, PA 19390 (610)869-2441 Superintendent: Michael Marchese Director of Special Education: Louis Chance
Planning Process The Avon Grove School District utilized a dynamic new strategic planning process designed to set a
new standard for the district in seeking input from all stakeholders through surveys, interviews, and
public meetings. Known as "Creating Our Future Together," Avon Grove's strategic planning process
involved three broad phases.
1. Phase I: Designing Avon Grove's Future Together
2. Phase II: Planning Avon Grove's Future Together
3. Phase III: Achieving Avon Grove's Future Together
A Core Strategic Planning Team was established in June of 2013 and charged with the development
of the strategic planning process and all related activities. The core team was comprised of various
administrators in the district.
Phase I, Designing Avon Grove's Future Together, occurred in January 2014 through April of 2014.
This phase included a number of activities including analyzing existing student achievement data,
gathering information from a broad group of stakeholders including a limited number of one-on-one
interviews, surveying parents, teachers and staff, and students in grades six through 12, and holding
community forums. The work completed during phase one was summarized in a White Paper titled,
"Avon Grove School District Performance & Perceptions".
Phase II, Planning Avon Grove's Future Together, occurred in August 2014 through September
2014. This phase utilized a Co-lab structure and the use of the Structured Democratic Dialogue
(SDD) process. A Co-lab is a unique and powerful type of facilitated gathering of stakeholders who
share, learn, and create a deep understanding of a complex problem. The SDD process used in the
Co-lab was researched and developed over 40 years and provides today's best chance to make
progress on wicked problems organizations face. The six principles upon which the Co-lab was built
include:
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1. Dialogue must be structured so participants can think clearly by ensuring they are not
overloaded with too much information.
2. Each idea must be protected so that its independence and genuineness remain.
3. The whole group learns and evolves as each participant sees how their ideas influence
those of others.
4. A diversity of viewpoints is essential when engaging stakeholders in a dialogue for defining
and resolving a complex issue.
5. Participants will understand the relative importance of their ideas only when their ideas
are compared with others.
6. Through understanding how different people's ideas relate, participants become wiser
about the meaning of their own ideas. (Flanagan, T.R. & Christakis, A.N., 2009)
Three Co-labs occurred over a four-day period in August and September of 2014.
The Visioning Co-lab occurred on August 15 and 16 and focused on the following Triggering
Question:
What are descriptors of an ideal Avon Grove School District that ensures all students who reside
within its boundaries are exceptionally well-prepared to succeed and lead full and meaningful
lives?
The Barriers Co-lab occurred on September 5 and focused on the following Triggering Question:
What are the barriers to achieving the ideal Avon Grove School District (as described in Co-lab
1) within the next five years?
The Action Planning Co-lab occurred on September 6 and focused on the following Triggering
Question:
What actions, if adopted and implemented, will overcome the barriers and lead to the ideal
Avon Grove School District in the next years?
The work of each Co-lab was captured including every idea generated along with a clarification of
the idea, clusters where the ideas were grouped to show the dimensions of the problem, and an
Influence Map detailing the patterns of influence between a subset of the ideas generated during
each respective session. The Influence Map and ideas themselves served as primary information
sources for the development of the District Strategic Plan.
Participants for the Co-labs were solicited from the entire school community. Over 35 individuals
participated in the Co-labs representing over 50 stakeholder groups including parents, community
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members, teachers, support staff, administrators, board members, business partners and various
other groups.
Following the Action Planning Co-lab, the Core Planning Team participated in a Consensus Action
Scenario Session that served as a transition between Co-labs and Project Planning. The Core
Planning Team reviewed all artifacts from all Co-labs and, through consensus, identified 38 of the 98
Actions identified in the Action Co-lab to incorporate into the Comprehensive Plan. The Core
Planning Team reclustered the 38 Actions into three goal areas:
Systems
Communication & Community Outreach
Increased Learning Opportunities
The Core Planning Team then developed goals and implementation steps to begin in July of 2015
thus launching Phase III, Achieving Avon Grove's Future Together.
Mission Statement The purpose of the Avon Grove School District is to foster a learning environment for all students to
be exceptionally well-prepared to succeed and lead full and meaningful lives.
Vision Statement All Avon Grove students are well prepared to create their own futures.
Shared Values The Avon Grove School Community believes that...
all students are unique, have personalized goals, and understand what is necessary to
achieve them,
all students are taught by the highest-quality educators who make learning customized and
purposeful,
all students are life-long learners who will be emotionally prepared for their success and
failure,
all students and parents are partners in the Avon Grove School District Mission and critical
to its future,
all students are supported with the technology and infrastructure to pursue their goals,
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all stakeholders are aware of the priorities, decisions, and actions of the Avon Grove School
District through a comprehensive and inclusive communication system, and
all financial decisions are prioritized and aligned with the Avon Grove School District
Mission.
Educational Community The Avon Grove School District is a K-12 public school system that serves approximately 5,100
students in four schools:
Penn London Elementary School (K-2)
Avon Grove Intermediate School (3-6)
Fred S. Engle Middle School (7-8)
Avon Grove High School (9-12)
These students fall into the following ethnicities:
Caucasian - 75%
Hispanic - 19.5%
African American - 2.5%
American Indian/Alaskan Native - 1%
Multi-Racial - <1%
The District is located in a rural-suburban setting in Chester County 34 miles southwest of
Philadelphia, Pennsylvania, and 18 miles northwest of Wilmington, Delaware. Avon Grove covers
67 square miles and consists of five townships, namely New London, London Grove, London Britain,
Penn, and Franklin. Avondale and West Grove are the two boroughs within London Grove
Township, and they are the largest population centers in the Avon Grove School District.
The Avon Grove School District currently employs over 350 certificated and highly-qualified
teachers. Over 85 percent of our teachers hold a Masters Degree or a Masters Equivalency
Certificate. The average age of our teachers is 41. Many of our teachers reside in the community and
have children who are currently attending (or who have attended) our schools. In addition to our
teaching staff, Avon Grove employees a workforce of over 150 support staff employees including
instructional aides, administrative assistants, cafeteria workers, and maintenance workers. We also
employ our own substitute teachers and a number of sports coaches and club sponsors.
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Avon Grove School District operates within an annual budget of approximately $82M in
expenditures.
Planning Committee Name Role
Michael Berardi Administrator : Professional Education
Nikki Borradaile Administrator : Special Education
Louis Chance Administrator : Professional Education Special
Education
Jeff Detweiler Administrator : Professional Education
Patrick Hogan Administrator : Special Education
Cynthia Holland Administrator : Special Education
Cynthia Holland Administrator
Angela Houghton Administrator : Professional Education Special
Education
Angela Houghton Administrator
Wendi Lee Kraft Administrator
Loree Lonsinger Administrator
Suzanne Magee Administrator : Professional Education
M. Christopher Marchese Administrator
Kalia Reynolds Administrator : Professional Education
Margaret Sharp Administrator : Professional Education
Michael Snopkowski Administrator : Professional Education
Herman Engle Board Member : Professional Education
Herman Engle Board Member : Professional Education
Brian Gaerity Board Member
Brian Gaerity Board Member
William Sites Board Member : Special Education
William Sites Board Member
Cheryl Kuhn Business Representative : Professional Education
Rebecca MacLean Business Representative : Professional Education
Father Frank Depman Community Representative
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Victor Mantegna Community Representative
Lisa McVey Community Representative : Professional
Education
Robert Weidenmuller Community Representative : Professional
Education
Karen Norris Ed Specialist - Instructional Technology :
Professional Education
Ginnie Goldovich Ed Specialist - Other
Nancy Rowan Ed Specialist - Other : Professional Education
Margaret Bodine Ed Specialist - School Counselor
Colleen Basilio Elementary IEP/EI/ESY Coordinator : Special
Education
Kristin Bulgarelli Elementary School Teacher - Regular Education :
Professional Education
Kelly Cooper Elementary School Teacher - Regular Education :
Special Education
Tracey Litchfield Elementary School Teacher - Regular Education
Marji Small Elementary School Teacher - Regular Education :
Professional Education
Michael Harrison Elementary School Teacher - Special Education :
Special Education
Marsha Creamer High School Teacher - Regular Education
Clint Jones High School Teacher - Regular Education :
Professional Education
John Jones High School Teacher - Regular Education :
Professional Education
Patricia Schmaltz High School Teacher - Regular Education :
Professional Education
Megan Ahern High School Teacher - Special Education : Special
Education
Kate Boyle Instructional Coach/Mentor Librarian : Professional
Education
Janet Donegan Instructional Coach/Mentor Librarian : Professional
Education
Janet Donegan Instructional Coach/Mentor Librarian : Professional
Education
Gary Mattei Instructional Technology Director/Specialist :
Professional Education
Abby Linderman Middle School Teacher - Regular Education :
Professional Education
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Kyle Osborne Middle School Teacher - Regular Education :
Professional Education
Karen Sandri Middle School Teacher - Regular Education : Special
Education
Uwe Beuscher Parent
Cindy Bhan Parent
Cheryl Boehmler Parent : Professional Education
Brian Brady Parent
Susanne Forst Parent
Eduardo Garcia Parent
Yaneth Garcia Parent
Melissa Jarratt Parent
Lisa Lightner Parent
Lisa McVey Parent
Jacqueline Mercier Parent
Jeanie Mudgett-McGeoch Parent : Special Education
Maria Wolpert Parent : Professional Education
Burk Trautman Secondary IEP/Transition Coordinator : Special
Education
Jazmin Cordova Student
Pierce English Student
Damian Kuthoore Student
Kim Tena Student
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Core Foundations
Standards
Mapping and Alignment
Elementary Education-Primary Level
Standards Mapping Alignment
Arts and Humanities Developing Developing
Career Education and Work Accomplished Accomplished
Civics and Government Accomplished Accomplished
PA Core Standards: English Language Arts Accomplished Accomplished
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Non Existent Non Existent
PA Core Standards: Mathematics Accomplished Accomplished
Economics Accomplished Accomplished
Environment and Ecology Needs
Improvement Needs
Improvement
Family and Consumer Sciences Non Existent Non Existent
Geography Accomplished Accomplished
Health, Safety and Physical Education Accomplished Accomplished
History Accomplished Accomplished
Science and Technology and Engineering Education Needs
Improvement Needs
Improvement
Alternate Academic Content Standards for Math Accomplished Accomplished
Alternate Academic Content Standards for Reading Accomplished Accomplished
American School Counselor Association for Students Accomplished Accomplished
Early Childhood Education: Infant-Toddler→Second Grade
Developing Developing
English Language Proficiency Developing Developing
Interpersonal Skills Developing Developing
School Climate Developing Developing
Explanation for standard areas checked "Needs Improvement" or "Non Existent":
The mapping and alignment of the following curricular areas are currently nonexistent at the elementary level: Family & Consumer Science and Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects. Family & Consumer Science is not taught at the elementary level in Avon Grove School District. The Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects is focused on grades 6-12. Two areas that need improvement are Environment and Ecology and Science and Technology and Engineering Education standard which are connected to the science curriculum at the
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elementary level. The science curriculum is scheduled for review beginning in the 2015-2016 school year, year 1 of the formal curriculum review cycle.
Elementary Education-Intermediate Level
Standards Mapping Alignment
Arts and Humanities Developing Developing
Career Education and Work Accomplished Accomplished
Civics and Government Accomplished Accomplished
PA Core Standards: English Language Arts Accomplished Accomplished
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Accomplished Accomplished
PA Core Standards: Mathematics Accomplished Accomplished
Economics Accomplished Accomplished
Environment and Ecology Needs
Improvement Needs
Improvement
Family and Consumer Sciences Needs
Improvement Needs
Improvement
Geography Accomplished Accomplished
Health, Safety and Physical Education Accomplished Accomplished
History Accomplished Accomplished
Science and Technology and Engineering Education Needs
Improvement Needs
Improvement
Alternate Academic Content Standards for Math Accomplished Accomplished
Alternate Academic Content Standards for Reading Accomplished Accomplished
American School Counselor Association for Students Accomplished Accomplished
English Language Proficiency Developing Developing
Interpersonal Skills Accomplished Accomplished
School Climate Developing Developing
Explanation for standard areas checked "Needs Improvement" or "Non Existent":
The mapping and alignment of the following curricular areas are currently nonexistent at the intermediate level: Family & Consumer Science and Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects. Family & Consumer Science is not taught at the elementary level in Avon Grove School District. The Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects is focused on grades 6-12. Two areas that need improvement are Environment and Ecology and Science and Technology and Engineering Education standard which are connected to the science curriculum at the elementary level. The science curriculum is scheduled for review beginning in the 2015-2016 school year, year 1 of the formal curriculum review cycle.
Middle Level
Standards Mapping Alignment
Arts and Humanities Developing Developing
Career Education and Work Accomplished Accomplished
Civics and Government Accomplished Accomplished
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PA Core Standards: English Language Arts Accomplished Accomplished
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Accomplished Accomplished
PA Core Standards: Mathematics Accomplished Accomplished
Economics Accomplished Accomplished
Environment and Ecology Needs
Improvement Needs
Improvement
Family and Consumer Sciences Non Existent Non Existent
Geography Accomplished Accomplished
Health, Safety and Physical Education Accomplished Accomplished
History Accomplished Accomplished
Science and Technology and Engineering Education Needs
Improvement Needs
Improvement
Alternate Academic Content Standards for Math Accomplished Accomplished
Alternate Academic Content Standards for Reading Accomplished Accomplished
American School Counselor Association for Students Accomplished Accomplished
English Language Proficiency Developing Developing
Interpersonal Skills Accomplished Accomplished
School Climate Developing Developing
World Language Developing Developing
Explanation for standard areas checked "Needs Improvement" or "Non Existent":
The Environment and Ecology and Science and Technology and Engineering Education standards are loosely contained in the science curriculum in grade 8. This curriculum, however, has not been fully audited or reviewed in several years and is slated for such beginning in the 2015-2016 school year, year 1 of the formal curriculum review cycle. The Family and Consumer Sciences curriculum has not been audited or reviewed. In addition to the course structure at Fred S. Engle Middle School, there needs to be an alignment study with the Avon Grove High School curriculum, considering the full scope of learning opportunities and their alignment to the standards.
High School Level
Standards Mapping Alignment
Arts and Humanities Developing Developing
Career Education and Work Accomplished Accomplished
Civics and Government Accomplished Accomplished
PA Core Standards: English Language Arts Accomplished Accomplished
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Accomplished Accomplished
PA Core Standards: Mathematics Accomplished Accomplished
Economics Accomplished Accomplished
Environment and Ecology Needs
Improvement Needs
Improvement
Family and Consumer Sciences Needs
Improvement Needs
Improvement
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Geography Accomplished Accomplished
Health, Safety and Physical Education Accomplished Accomplished
History Accomplished Accomplished
Science and Technology and Engineering Education Needs
Improvement Needs
Improvement
Alternate Academic Content Standards for Math Accomplished Accomplished
Alternate Academic Content Standards for Reading Accomplished Accomplished
American School Counselor Association for Students Accomplished Accomplished
English Language Proficiency Developing Developing
Interpersonal Skills Accomplished Accomplished
School Climate Developing Developing
World Language Developing Developing
Explanation for standard areas checked "Needs Improvement" or "Non Existent":
The Environment and Ecology standards are loosely contained in the course "Earth and Space", currently an option for students in grades 11 or 12. This curriculum, however, has not been fully audited or reviewed in several years and is slated for such beginning in the 2015-2016 school year, year 1 of the formal curriculum review cycle. At present, the "Earth and Space" curriculum is the only curriculum addressing these standards and is not taught to all students at Avon Grove High School. The Science and Technology and Engineering Education standards are loosely embedded in several science courses at Avon Grove High School. The connectedness and explicit connections for students are not clear, however, and need to become more formalized. This work is slated to begin with the formal curriculum review during the 2014-2015 school year. The Family and Consumer Sciences curriculum has been adapted and adjusted over several years to align with the interests of the students and the time constraints of the Avon Grove High School schedule. This work, however, has been done in isolation and is in need of a full mapping and alignment audit to determine where the standards are being met within the department sequencing, as well as within each individual course.
Adaptations
Elementary Education-Primary Level
Career Education and Work Civics and Government
PA Core Standards: English Language Arts
PA Core Standards: Mathematics
Economics
Environment and Ecology
Geography
Health, Safety and Physical Education
History
Elementary Education-Intermediate Level
Career Education and Work
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Civics and Government
PA Core Standards: English Language Arts
PA Core Standards: Mathematics
Economics Environment and Ecology
Geography
Health, Safety and Physical Education
History
Middle Level
Career Education and Work
Civics and Government
PA Core Standards: English Language Arts
PA Core Standards: Mathematics Economics
Environment and Ecology
Geography
Health, Safety and Physical Education
History
High School Level
Career Education and Work
Civics and Government
PA Core Standards: English Language Arts
PA Core Standards: Mathematics
Economics
Environment and Ecology
Geography
Health, Safety and Physical Education
History
Explanation for any standards checked:
The Avon Grove School District has a five year curriculum review cycle to ensure the continuous development and alignment of the district curriculum to the Pennsylvania academic standards. The areas not checked above on the cycle for revision in the next 3 years.
Curriculum
Planned Instruction
Elementary Education-Primary Level
Curriculum Characteristics Status
Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area.
Accomplished
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Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified.
Accomplished
The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified.
Accomplished
Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified.
Accomplished
Processes used to ensure Accomplishment:
The Avon Grove School District’s curriculum is developed by classroom teachers of the specific content area of grades K-12 and administrators. A Planned Course Outline serves as the overview of the District curriculum and is based upon the Pennsylvania Standards for the specific content area. The Understanding by Design (UbD) process is utilized to develop curriculum and includes the following components:
Standards -
Pennsylvania standards for the discipline
Big Ideas
- Core concepts, principles, theories
Enduring Understandings
- Lasting understandings that involve the big ideas and give meaning to important facts
Essential Questions -
Key questions linked to enduring understandings and assessment
Knowledge & Skills -
Concepts and skills students need to know and be able to do
Assessments -
Tools to measure student understanding and achievement of concepts and skills
Specific grade-level modules are developed that outline an overview of the instructional
units and curriculum maps provide specific instructional practices and activities designed
to promote student attainment of the knowledge and skills for the content area.
Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How
the LEA plans to address their incorporation:
This narrative is empty.
Elementary Education-Intermediate Level
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Curriculum Characteristics Status
Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area.
Accomplished
Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified.
Accomplished
The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified.
Accomplished
Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified.
Accomplished
Processes used to ensure Accomplishment:
The Avon Grove School District’s curriculum is developed by classroom teachers of the specific content area of grades K-12 and administrators. A Planned Course Outline serves as the overview of the District curriculum and is based upon the Pennsylvania Standards for the specific content area. The Understanding by Design (UbD) process is utilized to develop curriculum and includes the following components:
Standards -
Pennsylvania standards for the discipline
Big Ideas
- Core concepts, principles, theories
Enduring Understandings
- Lasting understandings that involve the big ideas and give meaning to important facts
Essential Questions -
Key questions linked to enduring understandings and assessment
Knowledge & Skills -
Concepts and skills students need to know and be able to do
Assessments -
Tools to measure student understanding and achievement of concepts and skills
Specific grade-level modules are developed that outline an overview of the instructional
units and curriculum maps provide specific instructional practices and activities designed
to promote student attainment of the knowledge and skills for the content area.
Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How
the LEA plans to address their incorporation:
This narrative is empty.
Middle Level
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Curriculum Characteristics Status
Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area.
Accomplished
Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified.
Accomplished
The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified.
Accomplished
Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified.
Accomplished
Processes used to ensure Accomplishment:
The Avon Grove School District’s curriculum is developed by classroom teachers of the specific content area of grades K-12 and administrators. A Planned Course Outline serves as the overview of the District curriculum and is based upon the Pennsylvania Standards for the specific content area. The Understanding by Design (UbD) process is utilized to develop curriculum and includes the following components:
Standards -
Pennsylvania standards for the discipline
Big Ideas
- Core concepts, principles, theories
Enduring Understandings
- Lasting understandings that involve the big ideas and give meaning to important facts
Essential Questions -
Key questions linked to enduring understandings and assessment
Knowledge & Skills -
Concepts and skills students need to know and be able to do
Assessments -
Tools to measure student understanding and achievement of concepts and skills
Specific grade-level modules are developed that outline an overview of the instructional
units and curriculum maps provide specific instructional practices and activities designed
to promote student attainment of the knowledge and skills for the content area.
Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How
the LEA plans to address their incorporation:
This narrative is empty.
High School Level
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Curriculum Characteristics Status
Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area.
Accomplished
Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified.
Accomplished
The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified.
Accomplished
Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified.
Accomplished
Processes used to ensure Accomplishment:
The Avon Grove School District’s curriculum is developed by classroom teachers of the specific content area of grades K-12 and administrators. A Planned Course Outline serves as the overview of the District curriculum and is based up
Standards -
Pennsylvania standards for the discipline
Big Ideas
- Core concepts, principles, theories
Enduring Understandings
- Lasting understandings that involve the big ideas and give meaning to important facts
Essential Questions -
Key questions linked to enduring understandings and assessment
Knowledge & Skills -
Concepts and skills students need to know and be able to do
Assessments -
Tools to measure student understanding and achievement of concepts and skills
on the Pennsylvania Standards for the specific content area. The Understanding by Design
(UbD) process is utilized to develop curriculum and includes the following components:
Specific grade-level modules are developed that outline an overview of the instructional
units and curriculum maps provide specific instructional practices and activities designed
to promote student attainment of the knowledge and skills for the content area.
Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How
the LEA plans to address their incorporation:
This narrative is empty.
Modification and Accommodations
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Explain how planned instruction contains modifications and accommodations that allow all students at all mental and physical ability levels to access and master a rigorous standards aligned curriculum.
The Avon Grove School District embraces the philosophy that "all children are more alike
than different" and designs its programs and curriculum according to this approach. All
students begin their day in the regular education homeroom and continue their educational
program in the regular education classroom to the maximum extent appropriate. Planned
instruction contains modifications and accommodations that allow all students at all mental
and physical ability levels to access and master a rigorous standards aligned curriculum at
the appropriate grade level. Based on the individual student's needs, the IEP team
considers the extent to which modifications, accommodations, supplementary aides, and
services can be provided in the regular education classroom to allow the student derive the
meaningful benefit from the regular education curriculum. The team considers a wide
variety of aides and services to implement in the regular education classroom. These may
include testing accommodations such as extended time or modified tests, organization and
student tools such as guided notes and unit outlines, and assistive technology devices such
as books on audio or speech-to-text software. Students performing below grade level may
require curriculum modifications in order to eventually meet grade level expectations. The
curriculum modifications may include instruction on concepts and skills from a previous
grade level that the student has yet to master previously yet is critical for the student to be
successful on the grade level curriculum. In addition, the District has adopted a co-teaching
model across grade levels and content areas. Utilizing this approach, teachers with
expertise in the development and implementation of appropriate accommodations and
modifications are involved in lesson planning, preparation, and delivery.
Instruction
Instructional Strategies
Formal classroom observations focused on instruction
Walkthroughs targeted on instruction
Annual Instructional evaluations
Peer evaluation/coaching
Instructional Coaching
Regular Lesson Plan Review
Administrators
Provide brief explanation of LEA's process for incorporating selected strategies.
The Avon Grove School District Supervision Model aligns with the requirements of Act 82: Educator Effectiveness and includes both a Formal Observation Model and a Differentiated Supervision Model. The Differentiated Supervision Model includes three options: Peer Coaching, Portfolio and Action Research. The District Supervision Model uses a three-year cycle so that teachers annually participate in either the Formal Observation Model or the
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Differentiated Supervision Model. Both options ensure that teachers select professional and instructional goals to improve student performance. Classroom walkthroughs are included in both the Formal Observation Model and the Differentiated Supervision Model. Annual evaluations are conducted as part of the District Supervision Model. The District Supervision Model is a collaborative, reflective process for teachers and administrators. Instructional coaching is focused on a district-wide service delivery model. At the elementary level, there are two instructional coaches; one for mathematics and one for language arts. There are also two instructional coaches at the secondary level - math and reading. One instructional technology specialist/coach supports the entire district. All instructional coaches provide a combination of individual and team coaching through observations, planning, and modeling. Additionally, the instructional coaches support the work of the Professional Learning Community (PLC) in each school and shape the professional development plans at both the school and district levels.
Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation.
This narrative is empty.
Responsiveness to Student Needs
Elementary Education-Primary Level
Instructional Practices Status
Structured grouping practices are used to meet student needs.
Implemented in 50% or more of
district classrooms
Flexible instructional time or other schedule-related practices are used to meet student needs.
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.
Implemented in 50% or more of
district classrooms
If necessary, provide further explanation. (Required explanation if column selected was
This narrative is empty.
Elementary Education-Intermediate Level
Instructional Practices Status
Structured grouping practices are used to meet student needs. Implemented in
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50% or more of district
classrooms
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.
Implemented in 50% or more of
district classrooms
If necessary, provide further explanation. (Required explanation if column selected was
This narrative is empty.
Middle Level
Instructional Practices Status
Structured grouping practices are used to meet student needs.
Implemented in 50% or more of
district classrooms
Flexible instructional time or other schedule-related practices are used to meet student needs.
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.
Implemented in 50% or more of
district classrooms
If necessary, provide further explanation. (Required explanation if column selected was
This narrative is empty.
High School Level
Instructional Practices Status
Structured grouping practices are used to meet student needs.
Implemented in 50% or more of
district classrooms
Flexible instructional time or other schedule-related practices are used Implemented in
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to meet student needs. 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.
Implemented in 50% or more of
district classrooms
If necessary, provide further explanation. (Required explanation if column selected was
This narrative is empty.
Recruitment
Describe the process you implement to recruit and assign the most effective and highly qualified teachers in order to meet the learning needs of students who are below proficiency or are at risk of not graduating.
The District is currently implementing the following strategies to recruit and assign the most effective and highly qualified teachers in order to meet the learning needs of students who are below proficiency or at risk of not graduating:
1. Posting all openings internally to determine which (if any) current employees are highly
qualified for and interested in transferring to open positions.
2. Advertising all Job Vacancies (national, local, web site).
3. Attending job fairs.
4. Providing professional development to assist teachers in obtaining certification in hard-to-
fill areas and offering training and workshops to strengthen content knowledge and
instructional strategies.
5. Working with local colleges and universities to have opportunities to visit student teachers
and discuss the benefits of working in the Avon Grove School District.
6. Maintaining an ongoing database of prospective teachers and educational specialists.
7. Initiating the hiring process as soon as we are aware of a vacancy or opening.
Assessments
Local Graduation Requirements
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Course Completion SY 18/19 SY 19/20 SY 20/21
Total Courses
English
Mathematics
Social Studies
Science
Physical Education
Health
Music, Art, Family & Consumer Sciences, Career and Technical Education
Electives
Minimum % Grade Required for Credit (Numerical Answer)
Graduation Requirement Specifics
We affirm that our entity requires demonstration of proficiency or above in each of the following State academic standards: English Language Arts and Mathematics, Science and Technology and Environment and Ecology, as determined through any one or a combination of the following:No graduation requirement specifics have been identified.
Local Assessments
Standards WA TD NAT DA PSW Other
Arts and Humanities X X X X X
Career Education and Work X X X
Civics and Government X X
PA Core Standards: English Language Arts
X X X X
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
X X X
PA Core Standards: Mathematics X X X X
Economics X X X
Environment and Ecology X X X
Family and Consumer Sciences X X X
Geography X X X
Health, Safety and Physical Education
X X X
History X X X
Science and Technology and Engineering Education
X X X
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World Language X X X
Methods and Measures
Summative Assessments
Summative Assessments EEP EEI ML HS
PSSA: Reading, Mathematics, Science X X
Keystone Exams X X
Curriculum-based End-of-Unit/Module Assessments X X X X
Curriculum-based Common Quarterly Assessments X
Benchmark Assessments
Benchmark Assessments EEP EEI ML HS
Primary Measures of Academic Progress (MAP) X
Measures of Academic Progress (MAP) X X X
Fountas & Pinnell Benchmark Reading Assessment X X X
Formative Assessments
Formative Assessments EEP EEI ML HS
Curriculum-based Learning Module/Unit Formative Assessments
X X X X
Diagnostic Assessments
Diagnostic Assessments EEP EEI ML HS
Classroom Diagnostic Test for Mathematics and Reading
X X X
Developmental Spelling Assessment X X X X
Validation of Implemented Assessments
Validation Methods EEP EEI ML HS
External Review
Intermediate Unit Review
LEA Administration Review X X X X
Building Supervisor Review X X X X
Department Supervisor Review
Professional Learning Community Review X X X X
Instructional Coach Review X X X X
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Teacher Peer Review X X X X
Provide brief explanation of your process for reviewing assessments.
The development of both summative and formative assessments occurs as a part of the curriculum development process. Teachers engaged in writing the curriculum work in teams to develop the assessments using the Understanding by Design (UbD) process. Curriculum writing and assessment development is lead and managed by district administrators and instructional coaches. The District Curriculum Advisory Council (CAC) reviews the curriculum including assessments, prior to moving the curriculum forward for approval by the School Board of Directors. Once the curriculum is approved by the School Board, the building administrators are responsible for the ongoing review and validation of the assessments. Building administrators and instructional coaches work collaboratively with teachers using a PLC format to discuss assessments and assessment results and use the date to design instruction moving forward.
Development and Validation of Local Assessments
If applicable, explain your procedures for developing locally administered assessments and how they are independently and objectively validated every six years.
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Collection and Dissemination
Describe your system to collect, analyze and disseminate assessment data efficiently and effectively for use by LEA leaders and instructional teams.
The Avon Grove School District utilizes PowerSchool as its student management system.
The following summative assessment data is maintained in the system: PSSA, Keystone,
MAP, ACCESS, PSAT, ACT, SAT. Other summative and formative data is maintained by
teachers in gradebooks and shared spreadsheets. Data teams are in place across all schools
and are charged with examining assessment results and determining instructional needs
based upon student performance. Grade level/content area teachers meet in PLCs to
review the student achievement data ongoing throughout the year to inform instructional
practices.
Data Informed Instruction
Describe how information from the assessments is used to assist students who have not demonstrated achievement of the academic standards at a proficient level or higher.
The Avon Grove School District has a Response to Instruction and Intervention (RtII) Model
in place. The RtII Model delineates a process for assessing students to determine if they are
in need of additional assistance in order to meet the grade level/content standards.
Students are placed in interventions based upon their needs and are provided remediation.
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Cycles of instruction are mapped out throughout the year that culminate with assessment to
determine how the student is responding to instruction and to determine instructional
needs moving forward. Data teams are in place across the schools that are responsible for
reviewing the data and determining the tier of intervention for students.
Assessment Data Uses
Assessment Data Uses EEP EEI ML HS
Assessment results are reported out by PA assessment anchor or standards-aligned learning objective.
X X X X
Instructional practices are identified that are linked to student success in mastering specific PA assessment anchors, eligible content or standards-aligned learning objectives.
X X X X
Specific PA assessment anchors, eligible content or standards-aligned learning objectives are identified for those students who did not demonstrate sufficient mastery so that teachers can collaboratively create and/or identify instructional strategies likely to increase mastery.
X X X X
Instructional practices modified or adapted to increase student mastery.
X X X X
Provide brief explanation of the process for incorporating selected strategies.
The Avon Grove School District has a standards-based curriculum developed using a backward-design process. The written curriculum maps out the standards - what we want students to know and be able to do. The assessed curriculum links to the written curriculum and provides a method for determining what students have learned. The taught curriculum focuses on the daily instruction that promotes learning of the written curriculum. Assessment data is used to determine student learning and inform instructional decision-making.
Provide brief explanation for strategies not selected and how you plan to address their incorporation.
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Distribution of Summative Assessment Results
Distribution Methods EEP EEI ML HS
Course Planning Guides X
Directing Public to the PDE & other Test-related Websites
X X X
Individual Meetings X X X X
Letters to Parents/Guardians X X X X
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Local Media Reports X X X
Website X X X X
Meetings with Community, Families and School Board X X X X
Mass Phone Calls/Emails/Letters X X X X
Newsletters X X X X
Press Releases X X X X
School Calendar
Student Handbook
Provide brief explanation of the process for incorporating selected strategies.
Assessment results are communicated to students, parents and the community in a variety of methods depending upon the assessment itself. For example, state assessment data (PSSA, Keystone Exams) is disseminated to individual students and parents via a parent letter, summative state assessment results are communicated in district achievement reports which are featured at School Board Meetings and posted on the district Website. Press releases are utilized when a broader communication mechanism is warranted such as the College Board AP District Honor Roll Recognition.
Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation.
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Safe and Supportive Schools
Assisting Struggling Schools
Describe your entity’s process for assisting schools that either do not meet the annual student achievement targets or experience other challenges, which deter student attainment of academic standards at a proficient level or higher.
If your entity has no struggling schools, explain how you will demonstrate continued growth in student achievement.
The Avon Grove School District's administrative team includes Directors responsible for
Teaching and Learning assigned to the following areas: Pupil Services, Elementary
Education, Secondary Education and Technology. The focus of this administrative team, in
conjunction with the Assistant Superintendent of Curriculum and Instruction, is to support
the implementation and fidelity of curriculum for the K-12 Avon Grove School District.
Aligned with this focus is the continued growth and development of the admininstrative and
professional teaching areas. Areas of focus for the Directors are based on the data analysis
of the individual building data for each Avon Grove School, as well as the overall district. In
addition to the data-driven instructional decisions, the Avon Grove School District continues
to implement and monitor the progress of the instructional practices in each classroom,
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consistent with the Gradual Release of Responsiblity Framework. These structures support
the growth of the students using a variety of measures such as a variety of formative
assessments and benchmark assessments including CDT and MAP as well as progress
toward individualized educational plans.
Programs, Strategies and Actions
Programs, Strategies and Actions EEP EEI ML HS
Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement
X X X X
School-wide Positive Behavioral Programs
Conflict Resolution or Dispute Management X X
Peer Helper Programs X
Safety and Violence Prevention Curricula X X X X
Student Codes of Conduct X X X X
Comprehensive School Safety and Violence Prevention Plans
Purchase of Security-related Technology X X X X
Student, Staff and Visitor Identification Systems X X X X
Placement of School Resource Officers
Student Assistance Program Teams and Training X X X X
Counseling Services Available for all Students X X X X
Internet Web-based System for the Management of Student Discipline
X X X X
Explanation of strategies not selected and how the LEA plans to address their incorporation:
The Avon Grove School District began implementation of the Olweus Bully Prevention Program at the elementary level in the 2014-2015 school year. A School-wide Positive Behavioral Program is in the research stage with consideration for possible implementation in the 2016-2017 school year. The District does have a Safety Plan and progress towards the development of a Comprehensive School Safety and Violence Prevention Plan is underway. Research on the placement of School Resource Officers was conducted in the 2013-2014 school yet funding limitations impacted the ability to secure SROs to date.
Screening, Evaluating and Programming for Gifted Students
Describe your entity’s awareness activities conducted annually to inform the public of the gifted education services and programs offered (newspaper, student handbooks, school website, etc.)
Students may be referred for Gifted Education by parents, classroom teachers, or other school personnel through the guidance office. Guidance counselors screen referred students using a standardized assessment that correlates with intelligence quotients. Parents of students scoring a qualifying score are given Permission to Evaluate and parent input forms. Upon receiving a signed Permission to Evaluate, a school psychologist administers an individual IQ test and achievement tests, and the classroom teacher(s) completes an
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observational checklist. A multidisciplinary team to determine giftedness reviews the total results along with the parent input form. If the criteria for giftedness are met, parents are invited to a Gifted Individualized Education Program meeting and programming to meet that student’s individual needs is established. Students who have been identified as gifted by another school district in Pennsylvania qualify for the program in the Avon Grove School District. Children moving into the Avon Grove School District from outside the state are evaluated according to the district’s criteria.The Gifted Education Program is a state-mandated program for academically talented students. Modifications as needed are made within the regular classrooms to challenge students in the areas of their academic strengths. In addition, enrichment activities are offered outside the regular classroom that encourage critical and creative thinking, and provide opportunities to expanded skills of research and analysis. At the middle and high schools, enriched levels of subjects and accelerated courses are also offered. At the elementary schools, both enrichment and acceleration opportunities are available for students depending on their individual strengths. All enrichment opportunities are designed as extensions of the genral education curriculum and the gifted support teacher provides an extensive amount of service in the student's general education classroom.
Describe your entity’s process for locating students who are thought to be gifted and may be in need of specially designed instruction (screening).
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Describe your entity’s procedures for determining eligibility (through multiple criteria) and need (based on academic strength) for potentially mentally gifted students (evaluation).
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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.
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Developmental Services
Developmental Services EEP EEI ML HS
Academic Counseling X X X X
Attendance Monitoring X X X X
Behavior Management Programs X X X X
Bullying Prevention X X X X
Career Awareness X X X X
Career Development/Planning X X X X
Coaching/Mentoring X X X X
Compliance with Health Requirements –i.e., Immunization
X X X X
Emergency and Disaster Preparedness X X X X
Guidance Curriculum X X X X
Health and Wellness Curriculum X X X X
Health Screenings X X X X
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Individual Student Planning X X X X
Nutrition X X X X
Orientation/Transition X
RTII/MTSS X X X X
Wellness/Health Appraisal
Explanation of developmental services:
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Diagnostic, Intervention and Referral Services
Diagnostic, Intervention and Referral Services EEP EEI ML HS
Accommodations and Modifications X X X X
Administration of Medication X X X X
Assessment of Academic Skills/Aptitude for Learning X X X X
Assessment/Progress Monitoring X X X X
Casework X X X X
Crisis Response/Management/Intervention X X X X
Individual Counseling X X X X
Intervention for Actual or Potential Health Problems X X X X
Placement into Appropriate Programs X X X X
Small Group Counseling-Coping with life situations X X
Small Group Counseling-Educational planning X
Small Group Counseling-Personal and Social Development
X X
Special Education Evaluation X X X X
Student Assistance Program X X X X
Explanation of diagnostic, intervention and referral services:
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Consultation and Coordination Services
Consultation and Coordination Services EEP EEI ML HS
Alternative Education
Case and Care Management X X X X
Community Liaison
Community Services Coordination (Internal or External)
Coordinate Plans
Coordination with Families (Learning or Behavioral) X X X X
Home/Family Communication X X X X
Managing Chronic Health Problems X X X X
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Managing IEP and 504 Plans X X X X
Referral to Community Agencies X X X X
Staff Development X X X X
Strengthening Relationships Between School Personnel, Parents and Communities
System Support
Truancy Coordination X X X X
Explanation of consultation and coordination services:
This narrative is empty.
Communication of Educational Opportunities
Communication of Educational Opportunities EEP EEI ML HS
Course Planning Guides X
Directing Public to the PDE & Test-related Websites X X X
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 Directors
X X X X
Mass Phone Calls/Emails/Letters X X X X
Newsletters X X X X
Press Releases X X X X
School Calendar X X X X
Student Handbook X X X X
Communication of Student Health Needs
Communication of Student Health Needs EEP EEI ML HS
Individual 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
Frequency of Communication
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Elementary Education - Primary Level
More than once a month
Elementary Education - Intermediate Level
More than once a month
Middle Level
More than once a month
High School Level
More than once a month
Collaboration for Interventions
Describe the collaboration between classroom teachers and individuals providing interventions regarding differing student needs and academic progress.
The Avon Grove School District Response to Instruction and Intervention (RtII) Model
includes school-based data teams as an integral part of the program. The data teams are
lead by the RtII Specialist who are responsible for the organizing assessment data,
conducting the data team meetings and managing the scheduling of interventions for
students in need of additional support. The data teams include all individuals responsible
for instruction related to the student including the classroom teacher, the interventionist
and any related services professionals. The team utilizes current assessment data to
discuss individual students in a classroom and determine appropriate instructional
programming for the students based upon the data. The data team examines trends and
patterns across a particular classroom, grade level and/or school. The data is utilized to
inform instructional practices and to determine professional development needs.
Community Coordination
Describe how you accomplish coordination with community operated infant and toddler centers, as well as preschool early intervention programs. In addition, describe the community coordination with the following before or after school programs and services for all grade levels, including pre-kindergarten, if offered, through grade 12.
1. Child care 2. After school programs 3. Youth workforce development programs 4. Tutoring
Penn London Elementary School conducts a Pre-School Dialogue in early Spring each year
to provide an opportunity for PLES Kindergarten staff and RTII Specialists to collaborate
with the Pre-School Directors and teachers.
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Discussions include but are not limited to: PA Core Standards, Instructional Delivery,
Kindergarten Readiness Skills, School Wide Behavior Plans, Special Needs
Preschool Agency Coordination
Explain how the LEA coordinates with agencies that serve preschool age children with disabilities.
1. Address coordination activities designed to identify and serve children with disabilities and the supports and accommodations available to ensure both physical and programmatic access.
2. Address pre-kindergarten programs operated directly by the LEA and those operated by community agencies under contract from the LEA.
3. Describe how the LEA provides for a smooth transition from the home setting and any early childhood care or educational setting the students attend, to the school setting.
The Chester County Intermediate Unit (CCIU) provides evaluation and special education
services for students of pre-school age who reside within the District boundaries. Referrals
for evaluation are made by parents directly to the CCIU and students who are determined to
be eligible for special education may receive classroom based, itinerant and/or related
services in the environment that is determined by the IEP team to be most appropriate.
Preschool special education classrooms are located at the Technical College High School
campus which resides in our District and itinerant services are provided in the child's home
or private preschool setting. Each year, the CCIU provides the District with the numbers of
students who are eligible to transition to schoolage kindergarten programs as well as the
names and student records for those students whose parents who have provided consent.
In order to ensure that students transition seamlessly from preschool services into all
students' needs are met as they transition to school age, the District conducts several
coordination activities with CCIU staff and district families. In November of each school
year, school district special education administrators advertise and facilitate a preschool
special education transition night for families of students who are eligible to transition to
kindergarten in the following school year. At this meeting, the transition process is
described in detail and parents are provided with the opportunity to ask questions as well
as register for transition meetings that take place in January and February. At these
transition meetings, district and CCIU staff meet with families to discuss their child and
parents are provided with the Intent to Register form indicating that they plan to enroll
their child in the school district.. If the parents agree to sign the Intent to Register, the team
will then discuss the need for further evaluation and the next steps related to transition
depending on the student's diagnosis. By April 15th, the team will decide whether to
implement the preschool IEP with or without revisions or conduct a reevaluation to garner
additional information about the student. If the decision is made to conduct a reevaluation,
the IEP team will meet within 30 days of the completion of the reevaluation.
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Materials and Resources
Description of Materials and Resources
Elementary Education-Primary Level
Material and Resources Characteristics Status
Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills
Accomplished
A robust supply of high quality aligned instructional materials and resources available
Developing
Accessibility for students and teachers is effective and efficient Developing
Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs
Developing
Provide explanation for processes used to ensure Accomplishment.
The Avon Grove School District utilizes a Curriculum Advisory Council, comprised of educators, administration, community members and school board directors to evaluate and approve the curricula and associated resources for the Avon Grove School District. This council meets on a regular basis and is tasked with ensuring that adaptations and adjustments to the curricula of the Avon Grove School District are accompanied by the necessary support through materials, resources and infrastructure to support these changes. In addition to the work completed at the district level described above, each building principal is responsible to align his/her budget to the educational goals and needs of the students in his/her building. In aligning the budgetary requirements and requests to the specific needs of the students and courses, those areas that are not currently meeting all of the educational needs of the students are identified and prioritized. It is also through this process that special populations of students who may be underserved are identified and receive the administrative support necessary to be successful.
Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:
This narrative is empty.
Elementary Education-Intermediate Level
Material and Resources Characteristics Status
Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills
Accomplished
A robust supply of high quality aligned instructional materials and resources available
Developing
Accessibility for students and teachers is effective and efficient Developing
Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs
Developing
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Provide explanation for processes used to ensure Accomplishment.
The Avon Grove School District utilizes a Curriculum Advisory Council, comprised of educators, administration, community members and school board directors to evaluate and approve the curricula and associated resources for the Avon Grove School District. This council meets on a regular basis and is tasked with ensuring that adaptations and adjustments to the curricula of the Avon Grove School District are accompanied by the necessary support through materials, resources and infrastructure to support these changes. In addition to the work completed at the district level described above, each building principal is responsible to align his/her budget to the educational goals and needs of the students in his/her building. In aligning the budgetary requirements and requests to the specific needs of the students and courses, those areas that are not currently meeting all of the educational needs of the students are identified and prioritized. It is also through this process that special populations of students who may be underserved are identified and receive the administrative support necessary to be successful.
Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:
This narrative is empty.
Middle Level
Material and Resources Characteristics Status
Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills
Accomplished
A robust supply of high quality aligned instructional materials and resources available
Developing
Accessibility for students and teachers is effective and efficient Developing
Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs
Developing
Provide explanation for processes used to ensure Accomplishment.
The Avon Grove School District utilizes a Curriculum Advisory Council, comprised of educators, administration, community members and school board directors to evaluate and approve the curricula and associated resources for the Avon Grove School District. This council meets on a regular basis and is tasked with ensuring that adaptations and adjustments to the curricula of the Avon Grove School District are accompanied by the necessary support through materials, resources and infrastructure to support these changes. In addition to the work completed at the district level described above, each building principal is responsible to align his/her budget to the educational goals and needs of the students in his/her building. In aligning the budgetary requirements and requests to the specific needs of the students and courses, those areas that are not currently meeting all of the educational needs of the students are identified and prioritized. It is also through this process that special populations of students who may be underserved are identified and receive the administrative support necessary to be successful.
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Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:
This narrative is empty.
High School Level
Material and Resources Characteristics Status
Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills
Accomplished
A robust supply of high quality aligned instructional materials and resources available
Developing
Accessibility for students and teachers is effective and efficient Developing
Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs
Developing
Provide explanation for processes used to ensure Accomplishment.
The Avon Grove School District utilizes a Curriculum Advisory Council, comprised of educators, administration, community members and school board directors to evaluate and approve the curricula and associated resources for the Avon Grove School District. This council meets on a regular basis and is tasked with ensuring that adaptations and adjustments to the curricula of the Avon Grove School District are accompanied by the necessary support through materials, resources and infrastructure to support these changes. In addition to the work completed at the district level described above, each building principal is responsible to align his/her budget to the educational goals and needs of the students in his/her building. In aligning the budgetary requirements and requests to the specific needs of the students and courses, those areas that are not currently meeting all of the educational needs of the students are identified and prioritized. It is also through this process that special populations of students who may be underserved are identified and receive the administrative support necessary to be successful.
Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:
This narrative is empty.
SAS Incorporation
Elementary Education-Primary Level
Standards Status
Arts and Humanities
Implemented in 50% or more of
district classrooms
Career Education and Work Implemented in
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50% or more of district
classrooms
Civics and Government
Implemented in 50% or more of
district classrooms
PA Core Standards: English Language Arts
Implemented in 50% or more of
district classrooms
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Implemented in 50% or more of
district classrooms
PA Core Standards: Mathematics
Implemented in 50% or more of
district classrooms
Economics
Implemented in 50% or more of
district classrooms
Environment and Ecology
Implemented in 50% or more of
district classrooms
Family and Consumer Sciences
Implemented in less than 50% of
district classrooms
Geography
Implemented in 50% or more of
district classrooms
Health, Safety and Physical Education
Implemented in 50% or more of
district classrooms
History
Implemented in 50% or more of
district classrooms
Science and Technology and Engineering Education
Implemented in 50% or more of
district classrooms
Alternate Academic Content Standards for Math
Implemented in 50% or more of
district classrooms
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Alternate Academic Content Standards for Reading
Implemented in 50% or more of
district classrooms
American School Counselor Association for Students
Implemented in 50% or more of
district classrooms
Early Childhood Education: Infant-Toddler→Second Grade
Implemented in 50% or more of
district classrooms
English Language Proficiency
Implemented in 50% or more of
district classrooms
Interpersonal Skills
Implemented in 50% or more of
district classrooms
School Climate
Implemented in 50% or more of
district classrooms
Further explanation for columns selected "
This narrative is empty.
Elementary Education-Intermediate Level
Standards Status
Arts and Humanities
Implemented in 50% or more of
district classrooms
Career Education and Work
Implemented in 50% or more of
district classrooms
Civics and Government
Implemented in 50% or more of
district classrooms
PA Core Standards: English Language Arts
Implemented in 50% or more of
district classrooms
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Implemented in 50% or more of
district
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classrooms
PA Core Standards: Mathematics
Implemented in 50% or more of
district classrooms
Economics
Implemented in 50% or more of
district classrooms
Environment and Ecology
Implemented in 50% or more of
district classrooms
Family and Consumer Sciences Not Applicable
Geography
Implemented in 50% or more of
district classrooms
Health, Safety and Physical Education
Implemented in 50% or more of
district classrooms
History
Implemented in 50% or more of
district classrooms
Science and Technology and Engineering Education
Implemented in 50% or more of
district classrooms
Alternate Academic Content Standards for Math
Implemented in 50% or more of
district classrooms
Alternate Academic Content Standards for Reading
Implemented in 50% or more of
district classrooms
American School Counselor Association for Students
Implemented in 50% or more of
district classrooms
English Language Proficiency
Implemented in 50% or more of
district classrooms
Interpersonal Skills
Implemented in 50% or more of
district classrooms
School Climate Implemented in
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50% or more of district
classrooms
Further explanation for columns selected "
This narrative is empty.
Middle Level
Standards Status
Arts and Humanities
Implemented in 50% or more of
district classrooms
Career Education and Work
Implemented in 50% or more of
district classrooms
Civics and Government
Implemented in 50% or more of
district classrooms
PA Core Standards: English Language Arts
Implemented in 50% or more of
district classrooms
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Implemented in 50% or more of
district classrooms
PA Core Standards: Mathematics
Implemented in 50% or more of
district classrooms
Economics
Implemented in 50% or more of
district classrooms
Environment and Ecology
Implemented in 50% or more of
district classrooms
Family and Consumer Sciences
Implemented in less than 50% of
district classrooms
Geography
Implemented in 50% or more of
district classrooms
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Health, Safety and Physical Education
Implemented in 50% or more of
district classrooms
History
Implemented in 50% or more of
district classrooms
Science and Technology and Engineering Education
Implemented in 50% or more of
district classrooms
Alternate Academic Content Standards for Math
Implemented in 50% or more of
district classrooms
Alternate Academic Content Standards for Reading
Implemented in 50% or more of
district classrooms
American School Counselor Association for Students
Implemented in 50% or more of
district classrooms
English Language Proficiency
Implemented in 50% or more of
district classrooms
Interpersonal Skills
Implemented in 50% or more of
district classrooms
School Climate
Implemented in 50% or more of
district classrooms
World Language
Implemented in 50% or more of
district classrooms
Further explanation for columns selected "
This narrative is empty.
High School Level
Standards Status
Arts and Humanities Implemented in 50% or more of
district
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classrooms
Career Education and Work
Implemented in 50% or more of
district classrooms
Civics and Government
Implemented in 50% or more of
district classrooms
PA Core Standards: English Language Arts
Implemented in 50% or more of
district classrooms
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Implemented in 50% or more of
district classrooms
PA Core Standards: Mathematics
Implemented in 50% or more of
district classrooms
Economics
Implemented in 50% or more of
district classrooms
Environment and Ecology
Implemented in 50% or more of
district classrooms
Family and Consumer Sciences
Implemented in less than 50% of
district classrooms
Geography
Implemented in 50% or more of
district classrooms
Health, Safety and Physical Education
Implemented in 50% or more of
district classrooms
History
Implemented in 50% or more of
district classrooms
Science and Technology and Engineering Education
Implemented in 50% or more of
district classrooms
Alternate Academic Content Standards for Math Implemented in 50% or more of
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district classrooms
Alternate Academic Content Standards for Reading
Implemented in 50% or more of
district classrooms
American School Counselor Association for Students
Implemented in 50% or more of
district classrooms
English Language Proficiency
Implemented in 50% or more of
district classrooms
Interpersonal Skills
Implemented in 50% or more of
district classrooms
School Climate
Implemented in 50% or more of
district classrooms
World Language
Implemented in 50% or more of
district classrooms
Further explanation for columns selected "
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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.
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
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District’s Professional Education Characteristics EEP EEI ML HS
Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other, as well as to Pennsylvania’s academic standards.
X X X X
Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for gifted students are aligned to each other, as well as to Pennsylvania's academic standards.
X X X X
Provides leaders with the ability to access and use appropriate data to inform decision making.
X X X X
Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
X X X
Instructs the leader in managing resources for effective results.
Provide brief explanation of your process for ensuring these selected characteristics.
Based on the needs assessment conducted through the School Improvement Process and templates, each Avon Grove School aligns the priorities for student learning and teacher growth to the data available for that school. The alignment of this data to the professional development planning process ensures that each teacher receives the support necessary to grow as an individual, as well as to address the systemic needs unique to each building and student population within the district.
Provide brief explanation for strategies not selected and how you plan to address their incorporation.
The emphasis for student intervention has historically focused on those students who were not meeting grade-level proficiency targets. After an analysis of PVAAS and growth data, there has been a recognition that the growth rates of students in the Avon Grove School District are not reaching the targets that are expected or predicted by the data. This accounts for some of the lack of progress for gifted students within the Avon Grove schools. To address this shortfall, additional emphasis has been placed on the use of data to measure growth for all students, as well as additional professional development through the SLO process that focuses on Data-Driven Instruction for all students and the use of Webb's Depth of Knowledge (DoK) to assess the construction of assessments as well as the corresponding instruction at the classroom level. The Avon Grove School District Administration has recognized the lack of a systems approach throughout the administrative structure and will be implementing training with all administrators to embed this in all decision-making. An aspect of this approach will be the analysis of resources, needs, and the effective and efficient meeting of student and educator needs by administrators in all financial decisions.
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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.
This section was not answered.
Provides educators with four (4) hours of professional development in youth suicide awareness and prevention every five (5) years for professional educators in grades six through twelve as outlined in Act 71.
This section was not answered.
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.
This section was not answered.
Strategies Ensuring Fidelity
Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target instructional areas that need strengthening.
Using disaggregated student data to determine educators’ learning priorities.
Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target curricular areas that need further alignment.
Professional Development activities are developed that support implementation of strategies identified in your action plan.
Clear expectations in terms of teacher practice are identified for staff implementation.
An implementation evaluation is created, based upon specific expectations related to changes in teacher practice, which is used to validate the overall effectiveness of the professional development initiative.
The LEA has a systemic process that is used to validate whether or not providers have the capacity to present quality professional development.
Administrators participate fully in all professional development sessions targeted for their faculties.
Every Professional development initiative includes components that provide ongoing support to teachers regarding implementation.
The LEA has an ongoing monitoring system in place (i.e. walkthroughs, classroom observations).
Professional Education is evaluated to show its impact on teaching practices and student learning.
Provide brief explanation of your process for ensuring these selected characteristics.
The Avon Grove School District utilizes a variety of strategies to ensure that professional development is focused and wide-ranging and implemented with fidelity. Professional development needs are determined based upon needs assessments, program surveys, student achievement data trends and patterns, and data compiled from classroom walkthroughs and teacher observation. Based upon the data collected, the Professional Development Committee analyzes the information and determines professional
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development needs both at a district and a school level. The District Instructional Leadership Team along with the School Level Instructional Teams then develop professional development events designed to improve teaching and learning. Professional development activities are designed just as instructional lessons are designed for the classroom. Each event features a clear purpose with specific learning targets. Participants engage in reflection to determine their learning progress. Professional development activities include some type of exit ticket or survey to gather data regarding the event and to assist with planning future professional learning opportunities. Professional learning opportunities allow for choice and promote collaboration among the learners.
Provide brief explanation for strategies not selected and how you plan to address their incorporation.
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Induction Program
Inductees will know, understand and implement instructional practices validated by
the LEA as known to improve student achievement.
Inductees will assign challenging work to diverse student populations.
Inductees will know the basic details and expectations related to LEA-wide
initiatives, practices, policies and procedures.
Inductees will know the basic details and expectations related to school initiatives,
practices and procedures.
Inductees will be able to access state curriculum frameworks and focus lesson
design on leading students to mastery of all state academic standards, assessment
anchors and eligible content (where appropriate) identified in the LEA's curricula.
Inductees will effectively navigate the Standards Aligned System website.
Inductees will know and apply LEA endorsed classroom management strategies.
Inductees will know and utilize school/LEA resources that are available to assist
students in crisis.
Inductees will take advantage of opportunities to engage personally with other
members of the faculty in order to develop a sense of collegiality and camaraderie.
Provide brief explanation of your process for ensuring these selected characteristics.
Inductees participate in a series of professional development meetings and practice
throughout their first year in the Avon Grove School District. These meetings occur in
addition to the other scheduled meetings for other professionals in the Avon Grove School
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District. Throughout the first induction year, inductees receive support from building
administrators, instructional coaches, central office administrators and mentors, all of
whom reiterate the expectations and instructional practices of the Avon Grove School
District.
Provide brief explanation for strategies not selected and how you plan to address their
incorporation.
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Needs of Inductees
Frequent observations of inductee instructional practice by a coach or mentor to
identify needs.
Frequent observations of inductee instructional practice by supervisor to identify
needs.
Regular meetings with mentors or coaches to reflect upon instructional practice to
identify needs.
Student PSSA data.
Standardized student assessment data other than the PSSA.
Classroom assessment data (Formative & Summative).
Inductee survey (local, intermediate units and national level).
Review of inductee lesson plans.
Knowledge of successful research-based instructional models.
Information collected from previous induction programs (e.g., program evaluations
and second-year teacher interviews).
Provide brief explanation of your process for ensuring these selected characteristics.
The Avon Grove School District Teacher Induction Program provides opportunities for new
teachers to meet regularly as a cohort to engage in professional learning. The Program is
lead by District Administrators and Instructional Coaches responsible for supporting the
new teachers. Several full day workshops occur both before the school year begins and
throughout the school year. Sessions focus on professional learning, reflection, consultancy,
observation of master teachers, review of achievement data, etc. Mentors participate in
various trainings with the new teacher in the beginning of the school year. They are
required to meet with the novice teacher they are responsible for mentoring on a weekly
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basis to provide support and resources. Surveys are conducted annually to gather feedback
on the program to inform the program for the subsequent school year.
Provide a brief explanation for strategies not selected and your plan to address their
incorporation.
The Avon Grove School District is exploring the implementation of a portfolio system that
would allow for documentation of their learning and work, goal setting and reflection.
Currently these activities are handled during the professional learning sessions held
throughout the year without the requirement of the inductee compiling a portfolio.
Mentor Characteristics
Pool of possible mentors is comprised of teachers with outstanding work performance.
Potential mentors have similar certifications and assignments.
Potential mentors must model continuous learning and reflection.
Potential mentors must have knowledge of LEA policies, procedures and resources.
Potential mentors must have demonstrated ability to work effectively with students and other adults.
Potential mentors must be willing to accept additional responsibility.
Mentors must complete mentor training or have previous related experience (e.g., purpose of induction program and role of mentor, communication and listening skills, coaching and conferencing skills, problem-solving skills and knowledge of adult learning and development).
Mentors and inductees must have compatible schedules so that they can meet regularly.
Provide brief explanation of your process for ensuring these selected characteristics.
The Avon Grove School District recruits mentors for new teachers based upon a review of their qualifications. Qualifications include:
Teaching Experience
Leadership Service in the District
Mentor Experience in the District
Certification Area & Teaching Assignment
Professional Learning Involvement
Principals are responsible for the identification of the mentors for new teachers in their
building based upon these qualifications. Attention to alignment of mentors with new
teachers that have the same teaching assignment (grade/content) and their schedules allow
for opportunities to collaborate.
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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
Best Instructional Practices X X X
Safe and Supportive Schools X
Standards X X X
Curriculum X X X
Instruction X X X
Accommodations and Adaptations for diverse learners
X
Data informed decision making X X
Materials and Resources for Instruction X X
If necessary, provide further explanation.
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Monitoring and Evaluating the Induction Program
Identify the procedures for monitoring and evaluating the Induction program.
The Avon Grove School District
New Teacher Induction Program
is evaluated annually and
revised as needed.
The evaluation includes input from all participants related to the achievement
of the program goals, objectives,
and competencies.
Monitoring and evaluation tools include:
Individual workshop feedback and evaluation
Mentor Logs
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Year Two and Three On
-
line Discussions
End of Year Program Evaluation SurveyThe Avon Grove School District Teacher Induction
Program is evaluated annually and revised as needed. The evaluation includes input from
all participants related the achievement of program goals, objectives, and competencies.
Monitoring and evaluation tools include individual workshop feedback/evaluation and end-
of-year program evaluation surveys of both new teachers and mentors. The survey data is
reviewed by the Professional Development Committee annually and recommended
revisions to the program for the subsequent year determined.
Verification of program completion occurs each year of the program. The verification
summary document is maintained by the Office of Curriculum & Instruction. Each
participant is awarded a certificate of completion at the end of the year.
Recording Process
Identify the recording process for inductee participation and program completion. (Check all that apply)
Mentor documents his/her inductee's involvement in the program.
A designated administrator receives, evaluates and archives all mentor records.
School/LEA maintains accurate records of program completion and provide a
certificate or statement of completion to each inductee who has completed the
program.
LEA administrator receives, tallies, and archives all LEA mentor records.
Completion is verified by the LEA Chief Executive Officer on the Application for
Level 2 Certification.
Special Education
Special Education Students
Total students identified: 685
Identification Method
Identify the District's method for identifying students with specific learning disabilities.
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The Avon Grove School District identifies students with specific learning disabilities using
the discrepancy model. A multi-disciplinary evaluation team examines the extent to which
the student is failing to achieve grade level standards or benchmarks and whether the
student exhibits a pattern of strengths and weaknesses relative to intellectual ability as
defined by a severe discrepancy between intellectual ability and achievement. With regards
to the first criterion, the team documents all data collected on the student’s level of
academic achievement, including the PSSA, local assessments, results of universal
screenings, and norm-referenced tests of academic achievement. For the second criterion,
the team documents whether there is a pattern of strengths and weaknesses relative to
intellectual ability. This is defined by a severe discrepancy between intellectual ability and
achievement relative to age or grade. The Avon Grove School District defines a severe
discrepancy using the predicted achievement model with a 10% frequency or less. In
addition, the student must also demonstrate significantly below grade level performance in
the classroom. In order to determine if a student has a severe discrepancy between
intellectual ability and achievement, the team gathers information on classroom
performance to assess their patterns of strengths and weaknesses in addition to the
possible use of standardized tests of academic achievement. Classroom observations are
conducted using formal behavioral observation procedures including event recording, time
sampling, and/or interval recordings. Observations are typically conducted across
instructional settings.
Enrollment
Review the Enrollment Difference Status. If necessary, describe how your district plans to address any significant disproportionalities.
The data is publicly available via the PennData website. You can view your most recent report. The link is: http://penndata.hbg.psu.edu/BSEReports
The District has met State Performance Plan targets for the most recent public reporting
(2011-2012) in the areas of disproportionate representation by race/ethnicity and
disability categories.
Non-Resident Students Oversight
1. How does the District meet its obligation under Section 1306 of the Public School Code as the host District at each location?
2. How does the District ensure that students are receiving a free appropriate public education (FAPE) in the least restrictive environment (LRE)?
3. What problems or barriers exist which limit the District's ability to meet its obligations under Section 1306 of the Public School Code?
There are currently no residential facilities within the school District's boundaries that
would require the assumption of LEA responsibility under section 1306. If a 1306 facility
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did exist within our District boundaries, the Avon Grove School District would undertake
the role of LEA for students in those placements as required.
Incarcerated Students Oversight
Describe the system of oversight the District would implement to ensure that all incarcerated students who may be eligible for special education are located, identified, evaluated and when deemed eligible, are offered a free appropriate public education (FAPE).
The Avon Grove School District does not currently serve as "host" school District for any
institutions or facilities for incarcerated students. In the event that a resident student of the
District with a disability becomes incarcerated, educational documents are provided to the
host District to ensure the continued provision of FAPE.
Least Restrictive Environment
1. Describe the District procedures, which ensure that, to the maximum extent appropriate, children with disabilities, including those in private institutions, are educated with non-disabled children, and that removal from the regular education environment only occurs when education in that setting with supplementary aids and services, cannot be achieved satisfactorily.
2. Describe how the District is replicating successful programs, evidence-based models, and other PDE sponsored initiatives to enhance or expand the continuum of supports/services and education placement options available within the District to support students with disabilities access the general education curriculum in the least restrictive environment (LRE). (Provide information describing the manner in which the District utilizes site-based training, consultation and technical assistance opportunities available through PDE/PaTTAN, or other public or private agencies.)
3. Refer to and discuss the SPP targets and the district's percentages in the Indicator 5 section - Educational Environments. Also discuss the number of students placed out of the district and how those placements were determined to assure that LRE requirements are met.
1. The Avon Grove School District embraces the philosophy that "all children are more alike
than different," and designs its programs according to this approach. All students begin
their day in a regular education homeroom and continue their educational program in the
regular education classroom to the maximum extent appropriate The District has not
identified any self-contained classrooms for any disability category. Full-time programming
options for students in need are provided as part of the educational programming
continuum through the Chester County Intermediate Unit, Approved Private Schools, and
other providers as necessary. For all students, the IEP team first considers the regular
education classroom in the child's home school as the primary placement location. Based on
the student's needs, the IEP team considers the extent to which accommodations,
supplementary aids, and services can be provided in the regular education classroom to
allow the student to derive meaningful benefit from the regular education curriculum. The
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team considers a wide variety of aids and services to implement in the regular education
classroom. These may include testing accommodations such as extended time or modified
tests, organization and study tools such as guided notes and unit outlines, assistive
technology devices such as books on audio or speech-to-text software, human resources
such as an instructional aide or Personal Care Assistant, related services such as
occupational therapy consultation or mental health support or behavior support in the form
of a Positive Behavior Support Plan and associated interventions. If the IEP team feels that it
is appropriate for a given student, a referral will be made to the Chester County
Intermediate Unit to assist the team in completing a Supplementary Aids and Services
toolkit to explore options for implementation in the general education classroom. Students
are removed from the regular education environment only if the IEP team has determined
that the intensity and quality of instruction required in the child's area of disability cannot
be delivered in the general education classroom. In addition, in many cases the level and
rate at which the student is able to acquire new skills necessitates the pre-teaching and re-
teaching of skills. Providing this type of instruction in the general education classroom
would result in the student missing core instruction and falling further behind.
2. The Avon Grove School District provides a continuum of programming and service
options to students based on their individual need. Currently, the District operates
supplemental and itinerant levels of support in the following programming areas:
Learning Support The majority of students who are enrolled in special education programs
access Learning Support Programs to address specific learning disabilities which may
interfere with the acquisition of reading, writing, and mathematical skills. In addition to
direct instruction in their area of need, students are provided access to the general
curriculum to the maximum extent appropriate through the use of supplementary aides and
services and individualized accommodations. Itinerant and supplemental levels of learning
support are provided for students at the elementary and secondary level. The District
utilizes a co-teaching model to maximize students' access to the regular education
curriculum while still providing specially designed instruction according to individual
needs.
Emotional Support
Supplemental and itinerant emotional support is provided in grades 3-12. Some students
may require support to assist them in coping with and overcoming emotional difficulties,
which interfere with their general ability to participate in school. Our Emotional Support
Program emphasizes critical pro-social skills such as conflict resolution, anger management,
and the development of positive decision-making strategies within an emotionally
supportive environment. With the support of our Mental Health Specialist, students are
provided intervention in the context of groups or 1:1 sessions dependent on their specific
needs. These services are also available if needed for students in grades K-2, although
students with higher levels of emotional need who can not be serviced in a Learning
Support environment are serviced through programming provided by the CCIU.
Life Skills Support Life Skills Support programming in grades 3-12 provides students with
opportunities to learn important skills they will need to live and work as independently as
possible. Students learn these skills in an inclusive environment, solidifying each student’s
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connection to the community. At the secondary level, an emphasis is placed on the
development of work skills through pre-vocational activities, job exploration, and
supervised work experience. In 2013-2014, the District opened a Life Skills program at the
elementary level in grades 3-6. The program focuses on functional academics and self-help
skills for students with significant needs and allows students to access elements of the
regular education curriculum in their home school. Students with significant Life Skills
needs who can not be supported in a Learning Suppoort environment in grades K-2 are
serviced in cross-district programs provided by the CCIU.
Autistic Support Itinerant and supplemental Autistic Support is available to students K-12.
The program provides intense instruction in the areas of academics, communication, social
skills, and behavior support. The IEP team works to prioritize skill deficit areas with a focus
on quality assessment and making individualized decisions based on available data.
Students are provided instructional opportunities in the natural environment to the extent
appropriate as well as opportunities to interact socially with peers across settings.
Secondary autistic support programming targets the transition needs of students
considering the individualized prospects for postsecondary education, employment, and
independent living.
Multiple Disabilities Support: A cross-district Secondary Multiple Disabilities Support
Classroom is operated by the Chester County Intermediate Unit at Avon Grove High School.
Programming is available for students who are diagnosed with concomitant impairments
which impacts their academic or functional school performance. Students serviced in this
classroom, regardless of district affiliation are integrated into building activities as able.
Students in grades K-8 with multiple disabilities who cannot be serviced through one of our
other programming options are provided supports in other settings such as cross-distirct
classrooms provided by the CCIU or the Child and Career Development Center.
Occupational and Physical Therapy: The Avon Grove School District contracts with Austill’s
Rehabilitation Services, Inc. to provide Occupational Therapy and Physical Therapy
evaluation, treatment and consultation services. Austill’s Rehabilitation Services has been
providing school-based therapy services to southeastern Pennsylvania since 1984. School-
based Occupational Therapy and Physical Therapy can include evaluation, treatment and
consultation with members of the student’s educational team if issues are affecting the
performance of a student in the educational setting. Occupational therapy areas of
involvement can include fine motor skills, hand performance, visual motor and visual
perceptual skills, sensory processing skills, functional daily living activities, attention and
organizational skills as they relate to a student’s school performance. Physical therapy
involvement areas can include mobility skills, ambulation, balance, coordination, gross
motor skills and neuromotor status including joint flexibility, muscle tone, strength and
endurance that impact a student’s performance in the school environment. Both
occupational therapists and physical therapists consult with the educational team,
facilitating integrated service delivery systems.
Speech and Language Support: The District employs four speech and language pathologists
and contracts one speech and language pathologist from the Chester County Intermediate
Unit. Speech and language support within the Avon Grove School District provides specially
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designed instruction, through remediation, for those students who exhibit specific speech
or language disorders. Such disorders may include articulation errors, receptive/expressive
language difficulties, fluency or voice issues. The frequency and instructional delivery of
services are provided based on individual student need including integrated, group, and 1:1
therapy sessions.
Vision and Hearing Support: Students with needs related to a vision or hearing impairment
are provided with direct or consultative services based on their individual need through a
district partnership with the CCIU. CCIU staff provide both integrated and 1:1 therapy as
well as facilitate services in the area of assistive technology, orientation and mobility, and
maintenance of devices.
Co-Teaching: The District employs a co-teaching model at the secondary level and provides
co-teaching opportunities on a limited basis in the Intermediate School. Co-teaching
provides students with disabilities the opportunity to access the general curriculum and
receive instruction with the regular education peers while still receiving specially designed
instruction relative to their area of disability.
During the life of this special education plan, the District intends to consider expanding the
continuum of available services within the District to include Life Skills programming at
Penn London Elementary as well as increased co-teaching in both Penn London Elementary
and Avon Grove Intermediate. Staffing patterns and allocations will be examined at the
District level to ensure that special education teacher caseloads and instructional groupings
are designed to meet the needs of all students. It is believed that each of these initiatives
combined with this year's implementation of Response to Instruction and Intervention in
Literacy throughout the District will result in increased opportunities for our students to be
educated in the Least Restrictive Environment.
3. The most recent data relative to the State Performance Plan Targets indicates the
following:
The District total of 46.2% of students inside the regular class 80% or more is below the
SPP target of 65.0%.
The District total of 3.0% of students inside the regular class less than 40% met the SPP
target of 8.0%.
The District total of 7.0% of students in other settings does not meet the SPP target of 3.3%.
As a result of this data, following PDE's most recent cyclical monitoring the District was
required to develop an improvement plan relative to Least Restrictive Environment. In
response, the District has begun taking steps to increase the number of students who are
serviced in the regular education environment for more than 80% of their school day.
Elements of the improvement plan include the provision of an RTII program for literacy K-
12, the development and training of procedures for calculating LRE as part of student IEP
development, the restructuring of building schedules and student placement, and increased
co-teaching opportunities in the intermediate grades. Also as part of the improvement plan,
a training plan was developed to ensure that regular and special education teachers are
afforded professional development concerning inclusive practices.
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Over the past three years, the District has taken steps to reduce the number of students
educated in and referred to alternative placements. The total number of students placed out
of district over the past 4 years is as follows:
11-12: 80
12-13: 65
13-14: 57
Referrals to outside placements prior to or during the school year have been reduced as
well. The number of referrals during each school year for the past four years are as follows:
10-11: 40
11-12: 23
12-13: 7
13-14 to date: 4
The need for outside placements is determined by each student's IEP team after considering
all other less restrictive options. For all students, the IEP team first considers the regular
education classroom in the child's home school as the primary placement location. Based on
the student's needs as determined by the multidisciplinary team evaluation, the IEP team
considers the extent to which accommodations, supplementary aids, and services can be
provided in the regular education classroom to allow the student to derive meaningful
benefit from the regular education curriculum. These may include testing accommodations
such as extended time or modified tests, organization and study tools such as guided notes
and unit outlines, assistive technology devices such as books on audio or speech-to-text
software, human resources such as an instructional aide or Personal Care Assistant, related
services such as occupational therapy consultation or mental health support or behavior
support in the form of a Positive Behavior Support Plan and associated interventions. If the
IEP team feels that it is appropriate for a given student, a referral will be made to the
Chester County Intermediate Unit to assist the team in completing a Supplementary Aids
and Services toolkit to explore options for implementation in the general education
classroom. The IEP team also considers the need for replacement instruction in more
restrictive settings inside the school building. In the event that a student requires a
frequency or intensity of instruction and specialized intervention in an alternative location,
the team will make such a recommendation.
Behavior Support Services
Provide a summary of the District policy on behavioral support services including, but not limited to, the school wide positive behavior supports (PBS). Describe training provided to staff in the use of positive behavior supports, de-escalation techniques and responses to behavior that may require immediate intervention. If the district also has School-Based Behavioral Health Services, please discuss it.
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The District's Behavior Support Policy is consistent with Chapter 14 regulations and was
designed with intervention levels that are applicable to both regular and special education
students. The policy is based on the use of Functional Behavior Assessment and Positive
Behavior Support plan development, each of which are empirically validated methods for
addressing problem behavior. The use of FBAs and PBSPs is the primary method of
intervention for addressing problem behaviors.
Special education teachers, guidance counselors, and Instructional Support Teachers are
provided regular training concerning the FBA and behavior plan process as well as positive
behavior support intervention techniques. Staff are also provided with regular training in
de-escalation techniques. All special education paraprofessionals and teams of special
education teachers in each building are trained annually in Nonviolent Crisis Intervention,
an evidence-based program of de-escalation.
The District utilizes a variety of supports to address the needs of students who demonstrate
problem behavior. The District contracts School-Based Behavioral Health services through
the Chester County Intermediate Unit (CCIU) and Criticare Home Health. Through these
agencies, Personal Care Assistance and Behavior Support Consultation are provided to
students based on their individual needs. In addition, the District contracts with Devereux
CARES consultants, who provide consultation to students who demonstrate significant
behavior needs in school.
Lastly, the District also utilizes the services of the CCIU Training and Consultation (TaC)
teams for teacher and individual student consultation as well as training in the areas of
FBAs, behavior plans, crisis management, and classroom wide behavior management. Staff
are also afforded the opportunity to attend trainings related to behavior that are sponsored
by the Bureau of Special Education.
Intensive Interagency/Ensuring FAPE/Hard to Place Students
1. If the LEA is having difficulty ensuring FAPE for an individual student or a particular disability category, describe the procedures and analysis methods used to determine gaps in the continuum of special education supports, services and education placement options available for students with disabilities.
2. Include information detailing successful programs, services, education placements as well as identified gaps in current programs, services, and education placements not available within the LEA. Include an overview of services provided through interagency collaboration within the LEA.
3. Discuss any expansion of the continuum of services planned during the life of this plan.
The District has established relationships with the Chester County Intermediate Unit (CCIU)
as well as an array of Private and Approved Private Schools which has resulted in the
successful provision of FAPE for all students. In addition, the District utilizes an intensive
interagency approach on a frequent basis to support students and families in ensuring that
all needed services are available and provided to students. In the event that the District
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were to encounter a student or disability category for whom there were difficulty in
ensuring FAPE, the District would initiate the interagency process with the support of the
Chester County Intermediate Unit to analyze, identify, and provide the appropriate
educational setting and services.
The District currently provides a continuum of programming and service options K-12.
Autistic Support, Life Skills Support, Learning Support, and Emotional Support programs
are operated throughout grades 3-12. At the K-2 level, the District operates Autistic Support
and Learning Support Programs. The District's Emotional Support Program includes the
services of a mental health specialist. The District also employs the services of the (CCIU)
who operates a Multiple Disabilities Support classroom at Avon Grove High School and
provides contracted services for students with orthopedic, visual, and hearing impairments.
Through interagency collaboration, services such as behavior support are provided. The
District designates monthly interagency meeting times and coordinates with the CCIU
interagency representative to arrange for outside agencies to participate. District IEP
coordinators facilitate the interagency process locally, and the State Level Intensive
Interagency Coordinator would be contacted should the need arise.
Most recently, the District expanded the continuum of available services through the
opening of a Life Skills Support classroom at the Avon Grove Intermediate School at the
start of the 2013-2014 school year. The District is currently investigating the need to
further expand the continuum at the K-2 level, with the possibility of extending Life Skills
Support to Penn London Elementary School.
Strengths and Highlights
Describe the strengths and highlights of your current special education services and programs. Include in this section directions on how the district provides trainings for staff, faculty and parents.
The Avon Grove School district is committed to educating students with disabilities in the
Least Restrictive Environment based on their individual needs. As such, the District offers a
continuum of services and programs within each building including learning support,
emotional support, autistic support, life skills and emotional support.
The District provides pre-referral intervention for students with academic and social needs
through RtII, IST and SAP services.
Special education students have access to laptops as needed and smartboards are available
and utilized in every classroom.
District-wide curriculum committees include special education staff representation to
ensure alignment between special and regular education curriculum. Examples include: The
58
Secondary Math Task Force, The District-Wide Literacy Panel, RTII, The Elementary Report
Card Committee, and The District Technology Committee
The District utilizes a co-teaching model in three of its four buildings to maximize the extent
to which students with disabilities are able to access the regular education curriculum.
At the secondary level, community -based instructional opportunities are provided to
students in our autistic support and life skills programs to provide skill instruction in the
natural environment to promote more fluent skill acquisition and generalization.
As part of our emotional support programming across the District, the services of a mental
health specialist are provided to students based on their individual needs.
Several extra-curricular activities at the secondary level are designed for students with
disabilities including the Recreation Experience Activity Club for Teens (REACT) which is
designed to provide recreational and social opportunities for students with high-
functioning autism and related social needs, and Club 401 which provides service learning
opportunities for our secondary emotional support students.
The District maintains a close partnership with the Chester County Intermediate Unit to
ensure the provision of a wide range of service options for students beyond that which is
offered as part of our own programming.
FM systems are available to be placed in regular and special education environments for
students with hearing impairments to ensure access to curriculum in the Least Restrictive
Environment.
The Avon Grove School District is committed to forming partnerships with parents in
developing educational programming for students with special needs and has established
the Avon Grove Special Education Parent Group in order to provide time devoted to
information-sharing and collaboration.
Special education teachers are provided with consistent and scheduled collaboration and
staff development opportunities with regular education teachers in order to maintain
consistent and effective program delivery across all environments.
The Avon Grove School District School Board of Directors and administration is committed
to and supportive of effective programming and planning throughout District-wide special
education services.
59
Assurances
Safe and Supportive Schools Assurances No policies or procedures have been identified.
Special Education Assurances No policies or procedures have been identified.
24 P.S. §1306 and §1306.2 Facilities There are no facilities.
Least Restrictive Environment Facilities
Facility Name Type of Facility Type of Service Number of Students Placed
The Timothy School Approved Private Schools
AS 1
Devereux CARES Approved Private Schools
AS 4
The Vanguard School Approved Private Schools
ES, AS, and LS 3
Child and Career Development Center
Special Education Centers
ES 1
CARE Special Education Centers
Supplemental Emotional Support/Partial Hospitalization
1
Instruction in the Home
Instruction in the Home
Full Time 2
Pathway School Approved Private Schools
Full Time Emotional Support 1
Transitional Living Program
Other Supplemental Life Skills- Community-Based Instruction
3
Unionville Elementary Neighboring School Districts
Supplemental MDS 2
Octorara Primary Learning Center
Neighboring School Districts
Supplemental Life Skills Support 1
STEPS Other Supplemental Learning Support and Emotional Support
7
REACH Other Supplemental Emotional Support
3
Child and Career Development Center
Special Education Centers
Full Time Learning Support 12
60
Child and Career Development Center
Special Education Centers
Full Time Life Skills Support 2
Child and Career Development Center
Special Education Centers
Full Time MDS Support 10
Gateway Program Other Supplemental Emotional Support
2
ASPIRE Other Autistic Support 1
TEACH Other Full Time Emotional Support/Partial Hospitalization
1
Special Education Program Profile Program Position #1
Operator: School District
PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Penn London Elementary School
An Elementary School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Learning Support
5 to 8 15 1
Program Position #2
Operator: Intermediate Unit PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Avon Grove High School
A Senior High School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Multiple Disabilities Support
17 to 21
3 1
Program Position #3
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Penn London Elementary School
An Elementary School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Learning Support
5 to 8 15 1
Program Position #4 - Proposed Program
61
Operator: School District PROPOSED PROGRAM INFORMATION
Type: ClassandPosition Implementation Date: August 25, 2014 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Penn London Elementary School
An Elementary School Building
A building in which General Education programs are operated
Itinerant Autistic Support
5 to 8 4 0.5
Penn London Elementary School
An Elementary School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Autistic Support
5 to 8 3 0.5
Program Position #5
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Avon Grove Intermediate School
An Elementary School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Emotional Support
9 to 12
5 0.5
Avon Grove Intermediate School
An Elementary School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Learning Support
9 to 12
9 0.5
Program Position #6
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Avon Grove Intermediate School
An Elementary School Building
A building in which General Education programs are
Supplemental (Less Than 80% but More Than 20%)
Autistic Support
9 to 12 4 1
62
operated
Program Position #7
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Avon Grove Intermediate School
An Elementary School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support
9 to 12 6 1
Program Position #8
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Avon Grove Intermediate School
An Elementary School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Learning Support
8 to 11 16 1
Program Position #9
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Avon Grove Intermediate School
An Elementary School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Learning Support
10 to 12
15 1
Program Position #10
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Avon Grove Intermediate School
An Elementary School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Learning Support
11 to 12
16 1
Program Position #11
Operator: School District PROGRAM SEGMENTS
63
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Avon Grove Intermediate School
An Elementary School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Learning Support
10 to 12
13 1
Program Position #12
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Avon Grove Intermediate School
An Elementary School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Learning Support
9 to 12 16 1
Program Position #13
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Avon Grove Intermediate School
An Elementary School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Learning Support
9 to 12 16 1
Program Position #14
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Avon Grove Intermediate School
An Elementary School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Learning Support
10 to 12
14 1
Program Position #15
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Fred S. Engle Middle School
A Middle School Building
A building in which General Education programs are
Itinerant Emotional Support
12 to 15
5 0.5
64
operated
Fred S. Engle Middle School
A Middle School Building
A building in which General Education programs are operated
Itinerant Learning Support
12 to 15
7 0.5
Program Position #16
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Fred S. Engle Middle School
A Middle School Building
A building in which General Education programs are operated
Itinerant Learning Support
12 to 15
17 1
Program Position #17
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Fred S. Engle Middle School
A Middle School Building
A building in which General Education programs are operated
Itinerant Autistic Support
12 to 15
2 0.25
Fred S. Engle Middle School
A Middle School Building
A building in which General Education programs are operated
Itinerant Life Skills Support
12 to 15
7 0.75
Program Position #18
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Fred S. Engle Middle School
A Middle School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Learning Support
12 to 15
12 1
Program Position #19
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Fred S. Engle Middle School
A Middle School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Learning Support
12 to 15
14 1
65
Program Position #20
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Fred S. Engle Middle School
A Middle School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Learning Support
12 to 15
15 1
Program Position #21
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Fred S. Engle Middle School
A Middle School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Learning Support
12 to 15
15 1
Program Position #22
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Avon Grove High School
A Senior High School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Autistic Support
14 to 18
7 1
Program Position #23
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Avon Grove High School
A Senior High School Building
A building in which General Education programs are operated
Itinerant Autistic Support
14 to 18
7 1
Program Position #24
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Avon Grove High School
A Senior High School Building
A building in which General Education programs are
Supplemental (Less Than 80% but More Than 20%)
Emotional Support
14 to 18
20 1
66
operated
Program Position #25
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Avon Grove High School
A Senior High School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support
14 to 18
13 1
Program Position #26 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: ClassandPosition Implementation Date: August 25, 2014 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Avon Grove High School
A Senior High School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Emotional Support
14 to 18
12 1
Program Position #27
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Avon Grove High School
A Senior High School Building
A building in which General Education programs are operated
Itinerant Learning Support
14 to 18
16 1
Program Position #28
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Avon Grove High School
A Senior High School Building
A building in which General Education programs are
Supplemental (Less Than 80% but More Than 20%)
Learning Support
14 to 18
11 1
67
operated
Program Position #29
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Avon Grove High School
A Senior High School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Learning Support
14 to 18
19 1
Program Position #30
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Avon Grove High school
A Senior High School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Learning Support
14 to 18
13 1
Program Position #31
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Avon Grove High School
A Senior High School Building
A building in which General Education programs are operated
Itinerant Learning Support
14 to 18
18 1
Program Position #32 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: ClassandPosition Implementation Date: August 25, 2014 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Avon Grove High School
An Elementary School Building
A building in which General Education programs are
Supplemental (Less Than 80% but More Than 20%)
Learning Support
10 to 13
14 1
68
operated
Program Position #33
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Avon Grove High School
A Senior High School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Learning Support
14 to 18
14 1
Program Position #34
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Avon Grove High School
A Senior High School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Learning Support
14 to 18
19 1
Program Position #35
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Avon Grove High School
A Senior High School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Learning Support
14 to 18
12 1
Program Position #36
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Avon Grove High School
A Senior High School Building
A building in which General Education programs are operated
Itinerant Learning Support
14 to 18
18 1
Program Position #37
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Avon Grove High School
A Senior High
A building in which General
Supplemental (Less Than 80%
Learning Support
14 to 18
15 1
69
School Building
Education programs are operated
but More Than 20%)
Program Position #38
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Penn London Elementary School
An Elementary School Building
A building in which General Education programs are operated
Itinerant Speech and Language Support
5 to 8 55 1
Program Position #39
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Avon Grove Intermediate School
An Elementary School Building
A building in which General Education programs are operated
Itinerant Speech and Language Support
8 to 11 55 1
Program Position #40
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Avon Grove Intermediate School
An Elementary School Building
A building in which General Education programs are operated
Itinerant Speech and Language Support
9 to 12 20 0.4
Fred S Engle Middle School
A Middle School Building
A building in which General Education programs are operated
Itinerant Speech and Language Support
13 to 15
30 0.6
Program Position #41
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Avon Grove High School
A Senior High School Building
A building in which General Education programs are operated
Itinerant Speech and Language Support
15 to 18
25 0.5
Avon Grove Intermediate School
An Elementary
A building in which General
Itinerant Speech and Language
9 to 12 25 0.5
70
School Building
Education programs are operated
Support
Program Position #42
Operator: Intermediate Unit PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Penn London Elementary
An Elementary School Building
A building in which General Education programs are operated
Itinerant Speech and Language Support
5 to 8 25 0.5
Avon Grove Intermediate School
An Elementary School Building
A building in which General Education programs are operated
Itinerant Speech and Language Support
9 to 11 25 0.5
Program Position #43
Operator: Intermediate Unit PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Fred S Engle Middle School
A Middle School Building
A building in which General Education programs are operated
Itinerant Speech and Language Support
13 to 15
25 0.5
Avon Grove High School
A Senior High School Building
A building in which General Education programs are operated
Itinerant Speech and Language Support
15 to 18
25 0.5
Program Position #44
Operator: Intermediate Unit PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
District A Junior/Senior High School Building
A building in which General Education programs are operated
Itinerant Deaf and Hearing Impaired Support
8 to 16 4 0.22
Justification: 4 Students in the District are provided case management and direct services through an Itinerant Hearing Support Teacher provided by the CCIU
Program Position #45
Operator: Intermediate Unit PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
71
Avon Grove School District
A Senior High School Building
A building in which General Education programs are operated
Itinerant Blind or Visually Impaired Support
10 to 18
8 0.41
Justification: 8 students across the District are provided direct or consultative services through an itinerant Vision Support teacher provided by the CCIU
Program Position #46 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: ClassandPosition Implementation Date: August 25, 2014 Average square feet in regular classrooms: 743 sq. ft. Square footage of this classroom: 806 sq. ft. (31 feet long x 26 feet wide)
PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Penn London Elementary School
An Elementary School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Autistic Support
5 to 8 3 0.5
Penn London Elementary School
An Elementary School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support
5 to 8 5 0.5
Special Education Support Services
Support Service Location Teacher FTE
Supervisor of Special Education District 1
Secondary IEP and Transition Coordinator Avon Grove High School 1
Elementary IEP Coordinator Avon Grove Intermediate School 1
School Psychologist District 0.6
School Psychologist District 4
Student Assistance Coordinator District 1
Special Education Paraprofessionals District 24
Instructional Support Teachers District 5
Reading Specialists District 6
72
Special Education Contracted Services
Special Education Contracted Services Operator Amt of Time per Week
Devereux CARES Consultants Outside Contractor
1 Days
Mental Health Specialist Intermediate Unit
5 Days
Austill's Rehabilitation Services- Occupational and Physical Therapy
Outside Contractor
5 Days
Chester County Intermediate Unit Home and Community Services-Personal Care Assistants and Behavior Support Consultants
Intermediate Unit
5 Days
Criticare- PCA and Nursing Services Outside Contractor
5 Days
Billings Bi-Lingual- Document Translation Outside Contractor
3 Hours
Bi-Lingual Psychological Services Outside Contractor
2 Days
Come Alive Communication Inc- Interpreters Outside Contractor
1 Days
Behavior Consultation Intermediate Unit
2 Hours
Autism Consultation Intermediate Unit
2 Hours
Assistive Technology Consultation Intermediate Unit
2 Hours
Psychiatric Services Intermediate Unit
2 Hours
Discover Transition Services Intermediate Unit
5 Days
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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:
This question has not been answered.
District Accomplishments
Accomplishment #1:
The perception of AGSD is one of being a "good" district. 83% of parents were positive when asked
on a parent survey if they are satisfied with the education their children are getting in AGSD.
Accomplishment #2:
On the state of Pennsylvania School Performance Profile, the four AGSD schools are all rated near the
top fo the proficient band with scores between 82.1 and 85.5 (Distinguished is >90 and Needs
Improvement is <70).
Accomplishment #3:
Two thirds of AGSD students are performing above the national average based upon the MAP data
from spring 2012 to spring 2013
Accomplishment #4:
The number of students taking AP exams and the number of exams taken has increased every year
for the past 10 years with 339 students taking an AP exam in the 2012-2013 school year. While
there is increasing participatin, the passing rate is at 80% or more for the past eight years.
Accomplishment #5:
In 2012-2013, 84% of seniors took the SAT, up from an average of 77% from the 2007-08 through
2010-11 school years. Average scores in both reading and mathematics are above the state and
national averages.
Accomplishment #6:
74
In 2012-13, through a duall enrollment program, 31 students took 58 college classes whild enrolled
at AGHS.
District Concerns
Concern #1:
Evaluating data from MAP in the spring of 2012 and spring of 2013, the majority of AGSD students
are learning less than the national average in a year (students whose achievement level in the 50th
percentile and higher grow at the 46th percentile nationally).
Concern #2:
Data from MAP in the spring of 2012 and the spring of 2013 reveals that as the achievement level
increases, the amount students learn in a year decreases compared to similar achieving students in
the nation.
Concern #3:
The academic growth rate from spring 2012 to spring 2013 for students in the GIEP was at the 54th
percentile compared to a nationally typcical student who is in the same grade and starts at the same
achievement level indicating that the students in this program are not learning at rates
commensurate within their capabilities.
Concern #4:
The material conditions of the schools and the overcrowding in schools is of concern. The high
school has a capacity of 1,500 students that is expanded to 1,800 students with 12 modular
classrooms. With two modular classrooms, the middkels school has a capacity of 978 students.
Enrollmen for the 2014-2015 school year is 1,848 for the high school and 861 for the middle school.
If the approximately 550 AGSD students enrolled in the Avon Grove Charter School in the 2013-2014
school year returned to their AGSD feeder schools unexpectedly, there would be limited room for
them. If the economy continues to improve and housing starts and homebuying continue to
accelerate, enrollments will continue to increase and place more strain on existing facilities.
Concern #5:
All stakeholders expressed a desire for better communication at all levels and a more active
partnership. Communication wit the ELL parent population is a concern along with the availability
of resources to support the improved communication in Spanish.
Concern #6:
Performance in both reading and mathematics demonstrates significant achievement gaps among
the subgroups of Hispanic, IEP and ED.
75
Concern #7:
While reading performance improved in some grades at the elementary level based upon PSSA,
there is still a concern with low performance among all groups. The aggregate PSSA results from
2010 to 2014 demonstrate a net loss of the percent of students performing proficient/advance of 9
for grade 3, 16 for grade 4, 1 for grade 5 and 8 for grade 6.
Prioritized Systemic Challenges
Systemic Challenge #1 (Guiding Question #2) Establish a district system that fully ensures the
consistent implementation of effective instructional practices across all classrooms in each school.
Aligned Concerns:
Evaluating data from MAP in the spring of 2012 and spring of 2013, the majority of AGSD
students are learning less than the national average in a year (students whose
achievement level in the 50th percentile and higher grow at the 46th percentile
nationally).
Data from MAP in the spring of 2012 and the spring of 2013 reveals that as the
achievement level increases, the amount students learn in a year decreases compared to
similar achieving students in the nation.
The academic growth rate from spring 2012 to spring 2013 for students in the GIEP was
at the 54th percentile compared to a nationally typcical student who is in the same grade
and starts at the same achievement level indicating that the students in this program are
not learning at rates commensurate within their capabilities.
Performance in both reading and mathematics demonstrates significant achievement
gaps among the subgroups of Hispanic, IEP and ED.
While reading performance improved in some grades at the elementary level based upon
PSSA, there is still a concern with low performance among all groups. The aggregate PSSA
results from 2010 to 2014 demonstrate a net loss of the percent of students performing
proficient/advance of 9 for grade 3, 16 for grade 4, 1 for grade 5 and 8 for grade 6.
76
Systemic Challenge #2 (Guiding Question #1) Establish a district system that fully ensures
consistent implementation of standards aligned curricula across all schools for all students.
Aligned Concerns:
Evaluating data from MAP in the spring of 2012 and spring of 2013, the majority of AGSD
students are learning less than the national average in a year (students whose
achievement level in the 50th percentile and higher grow at the 46th percentile
nationally).
Data from MAP in the spring of 2012 and the spring of 2013 reveals that as the
achievement level increases, the amount students learn in a year decreases compared to
similar achieving students in the nation.
The academic growth rate from spring 2012 to spring 2013 for students in the GIEP was
at the 54th percentile compared to a nationally typcical student who is in the same grade
and starts at the same achievement level indicating that the students in this program are
not learning at rates commensurate within their capabilities.
Performance in both reading and mathematics demonstrates significant achievement
gaps among the subgroups of Hispanic, IEP and ED.
While reading performance improved in some grades at the elementary level based upon
PSSA, there is still a concern with low performance among all groups. The aggregate PSSA
results from 2010 to 2014 demonstrate a net loss of the percent of students performing
proficient/advance of 9 for grade 3, 16 for grade 4, 1 for grade 5 and 8 for grade 6.
Systemic Challenge #3 (Guiding Question #3) Establish a district system that fully ensures staff
members in every school use standards aligned assessments to monitor student achievement and
adjust instructional practices.
Aligned Concerns:
Evaluating data from MAP in the spring of 2012 and spring of 2013, the majority of AGSD
students are learning less than the national average in a year (students whose
achievement level in the 50th percentile and higher grow at the 46th percentile
nationally).
77
Data from MAP in the spring of 2012 and the spring of 2013 reveals that as the
achievement level increases, the amount students learn in a year decreases compared to
similar achieving students in the nation.
The academic growth rate from spring 2012 to spring 2013 for students in the GIEP was
at the 54th percentile compared to a nationally typcical student who is in the same grade
and starts at the same achievement level indicating that the students in this program are
not learning at rates commensurate within their capabilities.
Performance in both reading and mathematics demonstrates significant achievement
gaps among the subgroups of Hispanic, IEP and ED.
While reading performance improved in some grades at the elementary level based upon
PSSA, there is still a concern with low performance among all groups. The aggregate PSSA
results from 2010 to 2014 demonstrate a net loss of the percent of students performing
proficient/advance of 9 for grade 3, 16 for grade 4, 1 for grade 5 and 8 for grade 6.
Systemic Challenge #4 (Guiding Question #4) Establish a district system that fully ensures high
quality curricular assets (e.g. model curricula, learning progressions, units, lesson plans, and content
resources) aligned with state standards and fully accessible to teachers and students.
Aligned Concerns:
Evaluating data from MAP in the spring of 2012 and spring of 2013, the majority of AGSD
students are learning less than the national average in a year (students whose
achievement level in the 50th percentile and higher grow at the 46th percentile
nationally).
Data from MAP in the spring of 2012 and the spring of 2013 reveals that as the
achievement level increases, the amount students learn in a year decreases compared to
similar achieving students in the nation.
Performance in both reading and mathematics demonstrates significant achievement
gaps among the subgroups of Hispanic, IEP and ED.
78
While reading performance improved in some grades at the elementary level based upon
PSSA, there is still a concern with low performance among all groups. The aggregate PSSA
results from 2010 to 2014 demonstrate a net loss of the percent of students performing
proficient/advance of 9 for grade 3, 16 for grade 4, 1 for grade 5 and 8 for grade 6.
Systemic Challenge #5 (Guiding Question #5) Establish a district system that fully ensures barriers
to student learning are addressed in order to increase student achievement and graduation rates.
Aligned Concerns:
Evaluating data from MAP in the spring of 2012 and spring of 2013, the majority of AGSD
students are learning less than the national average in a year (students whose
achievement level in the 50th percentile and higher grow at the 46th percentile
nationally).
Data from MAP in the spring of 2012 and the spring of 2013 reveals that as the
achievement level increases, the amount students learn in a year decreases compared to
similar achieving students in the nation.
Performance in both reading and mathematics demonstrates significant achievement
gaps among the subgroups of Hispanic, IEP and ED.
While reading performance improved in some grades at the elementary level based upon
PSSA, there is still a concern with low performance among all groups. The aggregate PSSA
results from 2010 to 2014 demonstrate a net loss of the percent of students performing
proficient/advance of 9 for grade 3, 16 for grade 4, 1 for grade 5 and 8 for grade 6.
Systemic Challenge #6 (Guiding Question #6) Establish a district system that fully ensures specially
designed instruction is provided to meet the unique learning needs of children with disabilities at no
cost to a parent.
Aligned Concerns:
Evaluating data from MAP in the spring of 2012 and spring of 2013, the majority of AGSD
students are learning less than the national average in a year (students whose
achievement level in the 50th percentile and higher grow at the 46th percentile
nationally).
79
Performance in both reading and mathematics demonstrates significant achievement
gaps among the subgroups of Hispanic, IEP and ED.
While reading performance improved in some grades at the elementary level based upon
PSSA, there is still a concern with low performance among all groups. The aggregate PSSA
results from 2010 to 2014 demonstrate a net loss of the percent of students performing
proficient/advance of 9 for grade 3, 16 for grade 4, 1 for grade 5 and 8 for grade 6.
Systemic Challenge #7 (Guiding Question #10) Establish a district system that fully ensures
professional development is focused, comprehensive and implemented with fidelity.
Aligned Concerns:
Evaluating data from MAP in the spring of 2012 and spring of 2013, the majority of AGSD
students are learning less than the national average in a year (students whose
achievement level in the 50th percentile and higher grow at the 46th percentile
nationally).
Data from MAP in the spring of 2012 and the spring of 2013 reveals that as the
achievement level increases, the amount students learn in a year decreases compared to
similar achieving students in the nation.
The academic growth rate from spring 2012 to spring 2013 for students in the GIEP was
at the 54th percentile compared to a nationally typcical student who is in the same grade
and starts at the same achievement level indicating that the students in this program are
not learning at rates commensurate within their capabilities.
Performance in both reading and mathematics demonstrates significant achievement
gaps among the subgroups of Hispanic, IEP and ED.
While reading performance improved in some grades at the elementary level based upon
PSSA, there is still a concern with low performance among all groups. The aggregate PSSA
results from 2010 to 2014 demonstrate a net loss of the percent of students performing
proficient/advance of 9 for grade 3, 16 for grade 4, 1 for grade 5 and 8 for grade 6.
80
Systemic Challenge #8 (Guiding Question #13) Establish a system that fully ensures the district's
resources effectively address instructional priorities aligned with the district's vision and mission
and fully ensures that the expenditure and accounting of funds meets all legal and ethical
requirements within the parameters of generally accepted accounting practices.
Aligned Concerns:
Evaluating data from MAP in the spring of 2012 and spring of 2013, the majority of AGSD
students are learning less than the national average in a year (students whose
achievement level in the 50th percentile and higher grow at the 46th percentile
nationally).
Data from MAP in the spring of 2012 and the spring of 2013 reveals that as the
achievement level increases, the amount students learn in a year decreases compared to
similar achieving students in the nation.
The material conditions of the schools and the overcrowding in schools is of concern. The
high school has a capacity of 1,500 students that is expanded to 1,800 students with 12
modular classrooms. With two modular classrooms, the middkels school has a capacity of
978 students. Enrollmen for the 2014-2015 school year is 1,848 for the high school and
861 for the middle school. If the approximately 550 AGSD students enrolled in the Avon
Grove Charter School in the 2013-2014 school year returned to their AGSD feeder schools
unexpectedly, there would be limited room for them. If the economy continues to improve
and housing starts and homebuying continue to accelerate, enrollments will continue to
increase and place more strain on existing facilities.
All stakeholders expressed a desire for better communication at all levels and a more
active partnership. Communication wit the ELL parent population is a concern along with
the availability of resources to support the improved communication in Spanish.
Performance in both reading and mathematics demonstrates significant achievement
gaps among the subgroups of Hispanic, IEP and ED.
While reading performance improved in some grades at the elementary level based upon
PSSA, there is still a concern with low performance among all groups. The aggregate PSSA
81
results from 2010 to 2014 demonstrate a net loss of the percent of students performing
proficient/advance of 9 for grade 3, 16 for grade 4, 1 for grade 5 and 8 for grade 6.
Systemic Challenge #9 (Guiding Question #0) Develop and establish a comprehensive cohesive
communication plan
Aligned Concerns:
All stakeholders expressed a desire for better communication at all levels and a more
active partnership. Communication wit the ELL parent population is a concern along with
the availability of resources to support the improved communication in Spanish.
82
District Level Plan
Action Plans
Goal #1: Develop and establish a comprehensive cohesive communication plan
Related Challenges:
Establish a system that fully ensures the district's resources effectively address
instructional priorities aligned with the district's vision and mission and fully
ensures that the expenditure and accounting of funds meets all legal and ethical
requirements within the parameters of generally accepted accounting practices.
Indicators of Effectiveness:
Type: Annual
Data Source: School Climate Surveys
Specific Targets: Check Climate data details
Type: Annual
Data Source: Focus Groups
Specific Targets: Look at white paper
Type: Annual
Data Source: Communications Survey
Specific Targets: Look at white paper
Strategies:
83
Comprehensive, Cohesive Communication & Community Outreach
Plan
Description:
Establish a comprehensive, cohesive communication plan that informs and engages all stakeholders (#1, #96)
SAS Alignment: None selected
Implementation Steps:
Marketing/Communications Department
Description:
Establish a Marketing/Communications Department that oversees all stakeholder communications (#17)
Start Date: 7/1/2015 End Date: 9/1/2015
Program Area(s): Teacher Induction
Supported Strategies:
Comprehensive, Cohesive Communication & Community Outreach Plan
Communications Audit Process
Description:
Develop a systematic communications audit process that includes way (i.e. focus groups, surveys, etc) to identify communication gaps, needs and wants among all stakeholder groups, and enables the school district to evaluate the effectiveness of communication tools. (#64, #97, #55)
Start Date: 7/1/2015 End Date: 10/1/2015
Program Area(s):
Supported Strategies:
84
Comprehensive, Cohesive Communication & Community Outreach Plan
Communication Resources & Tools
Description:
Develop a process to evaluate new and emerging ways to inform and engage audiences (i.e. social media tools, video-on-demand, etc.) (#97, #58)
Start Date: 7/1/2015 End Date: 6/30/2017
Program Area(s): Educational Technology
Supported Strategies:
Comprehensive, Cohesive Communication & Community Outreach Plan
Community Outreach
Description:
Provide all communciation materials (digital, voice,, video-on-demand, print, etc.) in Spanish. (#23) Conduct school and district events that build and strengthen relationships with key stakeholders, build employee morale, and promote pride in the community. (#21, #51)
Start Date: 7/1/2015 End Date: 6/30/2018
Program Area(s): Student Services
Supported Strategies:
Comprehensive, Cohesive Communication & Community Outreach Plan
District Branding
Description:
85
Establish a clear brand identity that reflects the mission and vision of the school district and promotes a culture that supports living the brand at all levels of the organization and in all operations. (#13, #51)
Start Date: 7/1/2015 End Date: 6/30/2018
Program Area(s):
Supported Strategies:
Comprehensive, Cohesive Communication & Community Outreach Plan
Volunteer Program
Description:
Develop and implement a volunteer mentoring and tutoring system to support students academic and emotional needs and leverages various stakeholder groups (#9, #31)
Start Date: 7/1/2015 End Date: 6/30/2018
Program Area(s):
Supported Strategies:
Comprehensive, Cohesive Communication & Community Outreach Plan
Goal #2: Increase Learning Opportunities
Related Challenges:
Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates.
Establish a district system that fully ensures specially designed instruction is provided to meet the unique learning needs of children with disabilities at no cost to a parent.
Establish a district system that fully ensures professional development is focused, comprehensive and implemented with fidelity.
86
Indicators of Effectiveness:
Type: Annual
Data Source: PSSA Data for Reading, Math, Science
Specific Targets: 90% of students will perform in the proficient/advanced range on the PSSA
Type: Annual
Data Source: Keystone Exams for Literature, Algebra I, Biology
Specific Targets: 92% of students will perform in the proficient/advanced range on the Keystone Exams
Strategies:
Student Learning Opportunities
Description:
Increase learning opportunities for all students to ensure that they are well-prepared to create their future
SAS Alignment: Safe and Supportive Schools, Standards, Assessment,
Instruction
Professional Learning Opportunities
Description:
Increase continuous high-quality professional learning opportunities for employees that improve teaching and learning .
SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction,
Safe and Supportive Schools
Implementation Steps:
Guidance Services: CEW Standards
87
Description:
Provide opportunities at all grade levels for students to be directly taught the top soft skills employers want so our students may be successful in obtaining and sustaining their careers. (#25)
Start Date: 7/1/2015 End Date: 6/30/2018
Program Area(s): Student Services
Supported Strategies:
Student Learning Opportunities
Professional Learning Opportunities
Guidance Services: Social & Emotional & Resources
Description:
Implement a proactive program that addresses social and emotional needs of all students at every school. (#59) Increase and improve school counseling resources available to students. (#2)
Start Date: 7/1/2015 End Date: 6/30/2018
Program Area(s): Student Services
Supported Strategies:
Student Learning Opportunities
Professional Learning Opportunities
Supplemental Instruction
Description:
Create Learning Centers for students to recieve additional instruction and support during the school day. (#62)
Start Date: 7/1/2015 End Date: 6/30/2018
Program Area(s): Student Services
88
Supported Strategies:
Student Learning Opportunities
Intervention Resources
Description:
Aquire resources, both human and material, to provide appropriate interventions for all students (#80)
Start Date: 7/1/2015 End Date: 6/30/2018
Program Area(s): Student Services
Supported Strategies:
Student Learning Opportunities
ESL Program Enhancements
Description:
Commit to funding resources to improve the district ESL Program. (#71)
Start Date: 7/1/2015 End Date: 6/30/2018
Program Area(s): Student Services
Supported Strategies:
Student Learning Opportunities
Curriculum Review Cycle
Description:
Implement a five year curriculum review cycle which includes all phases of curriculum development: Phase One: Assess, Research & Development; Phase Two: Curriculum Development, Identification of Resources/Materials & Pilot; Phase Three: Professional Development &
89
Begin Implementation; Phase Four: Full Implementation; and Phase Five: Monitoring & Evaluation.
Start Date: 7/1/2015 End Date: 6/30/2018
Program Area(s):
Supported Strategies:
Student Learning Opportunities
Professional Learning Culture
Description:
Develop a culture that promotes and rewards creativity, collaboration and shared problem-solving. (#40)
Start Date: 7/1/2015 End Date: 6/30/2018
Program Area(s): Professional Education
Supported Strategies:
Professional Learning Opportunities
21st Century Learning
Description:
Plan for and provide ongoing support to implement 21st Century learning, leadership and motivation concepts. (#5) Bring 3:1 to AGSD - technology, access, training. (#68) Expand the use of online education services. (#45)
Start Date: 7/1/2015 End Date: 6/30/2018
Program Area(s): Professional Education, Educational Technology
Supported Strategies:
Professional Learning Opportunities
90
High School Bell Schedule
Description:
Research effective high school schedules options to identify a schedule that will promote and expand integrated and enriched learning opportunities for high school students (#76)
Begin implementation of the schedule change in the 2016-2017 school year
Start Date: 7/1/2015 End Date: 6/30/2018
Program Area(s): Professional Education
Supported Strategies:
Student Learning Opportunities
Professional Learning Opportunities
Full Day Kindergarten
Description:
Create a full day kindergarten program in the Avon Grove School District. (#4) Focus on staffing only - no facility.
Start Date: 7/1/2016 End Date: 6/30/2018
Program Area(s):
Supported Strategies:
Student Learning Opportunities
Goal #3: Develop a "Systems Approach" across AGSD
Related Challenges:
Establish a district system that fully ensures consistent implementation of standards
aligned curricula across all schools for all students.
91
Establish a district system that fully ensures the consistent implementation of
effective instructional practices across all classrooms in each school.
Establish a district system that fully ensures staff members in every school use
standards aligned assessments to monitor student achievement and adjust
instructional practices.
Establish a district system that fully ensures high quality curricular assets (e.g.
model curricula, learning progressions, units, lesson plans, and content resources)
aligned with state standards and fully accessible to teachers and students.
Establish a system that fully ensures the district's resources effectively address
instructional priorities aligned with the district's vision and mission and fully
ensures that the expenditure and accounting of funds meets all legal and ethical
requirements within the parameters of generally accepted accounting practices.
Indicators of Effectiveness:
Type: Annual
Data Source: Strategic Plan Goals Review
Specific Targets: Student Achievement Data, School Climate Data, Operational
Data
Strategies:
Systems Learning
Description:
Systems learning is the process of understanding how things, regarded as systems, influence one another within a whole. Through inquiry into how a district or school functions and performs, leaders can support "Systems Learning". This includes assembling and interpreting information about the system as a whole plus developing new policies, practices, and structures that alter and enhance its performance. Opportunities for system learning arise through the interaction of system participants as they examine and seek to shape system performance. This happens in system-wide planning endeavors; evaluation of policies, programs and resource use, including self-studies and assessments of various kinds; "action research" focused on system-wide issues; and identification to
92
measure progress towards goals. (Leading for Learning; Center for the Study of Teaching & Policy, 2003)
SAS Alignment: None selected
Financial Planning
Description:
Long-term financial planning combines financial forecasting with strategizing. It is a highly collaborative process that considers future scenarios and helps an organization navigate challenges. Long-term financial planning works best as part of an overall strategic plan. Financial forecasting is the process of projecting revenues and expenditures over a long-term period, using assumptions about economic conditions, future spending scenarios, and other salient variables. Financial planning uses forecasts to provide insight into future financial capacity so that strategies can be developed to achieve long-term sustainability in light of the organizations objectives and financial challenges. (Long Term Financial Planning; Goverment Finance Office Operations, February 2008)
SAS Alignment: None selected
Facilities Planning
Description:
Effective school facility management protects capital investments, ensures the health and safety of students and staff, enhances day-to-day operations, and supports educational performance. (PASBO)
SAS Alignment: Safe and Supportive Schools
Implementation Steps:
Systems Learning: Strategic Plan
Description:
Develop a five year Strategic Plan that defines a shared vision aligned with goals that are measured and monitored using a periodic review process that includes all stakeholders. (#24, #18)
Start Date: 6/1/2013 End Date: 7/1/2015
93
Program Area(s): Professional Education, Teacher Induction, Special
Education, Student Services, Educational Technology
Supported Strategies:
Systems Learning
Financial Planning
Facilities Planning
Systems Learning: Training
Description:
Study and implement systems training for all board members, administrators, and staff. (#34)
Start Date: 7/1/2015 End Date: 6/30/2018
Program Area(s): Professional Education
Supported Strategies:
Systems Learning
Financial Planning
Facilities Planning
Systems Learning: Education
Description:
Develop and implement a systems approach in the educational process and teaching styles. (#48)
Start Date: 7/1/2015 End Date: 6/30/2018
Program Area(s): Professional Education
Supported Strategies:
Systems Learning
94
Financial Planning: Comprehensive Plan
Description:
Create a comprehensive five year financial plan aligned with the District Strategic Plan. (#66)
Start Date: 7/1/2015 End Date: 6/30/2018
Program Area(s):
Supported Strategies:
Financial Planning
Financial Planning: Educational Foundation
Description:
Create an educational foundation to support district goals as outlined in the Strategic Plan. (#3)
Start Date: 7/1/2015 End Date: 6/30/2017
Program Area(s):
Supported Strategies:
Financial Planning
Facilities Planning: Evaluation Study
Description:
Evaluate current building infrastructure and develop a plan for improvement and growth aligned with the vision and goals in the Strategic Plan. (#93)
Start Date: 7/1/2015 End Date: 6/30/2016
Program Area(s):
96
Appendix: Professional Development Implementation
Step Details
LEA Goals Addressed: Develop and establish a comprehensive cohesive communication plan
Strategy #1: Comprehensive, Cohesive Communication & Community Outreach Plan
Start End Title Description
7/1/2015 9/1/2015 Marketing/Communications
Department
Establish a Marketing/Communications Department that oversees all stakeholder
communications (#17)
Person Responsible SH S EP Provider Type App. Superintendent 2 2 25 AGSD School
Entity No
Knowledge Administrators will participate in 2 workshops that will focus on effective communication strategies to support
communications and community outreach.
Supportive Research
Effective communication strategies to reach all stakeholder groups is critical for positive community
engagement.
Designed to Accomplish
For classroom teachers, school counselors and education specialists:
Empowers educators to work effectively with parents and community partners.
For school and district administrators, and other educators seeking leadership
Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
Instructs the leader in managing resources for effective results.
97
roles:
Training Format
Series of Workshops
Participant Roles
Principals / Asst. Principals
Supt / Ast Supts / CEO / Ex Dir
Related Service Personnel
Grade Levels
Elementary - Primary (preK - grade 1)
Elementary - Intermediate (grades 2-5)
Middle (grades 6-8)
High (grades 9-12)
Follow-up Activities
Ongoing support from the Community Engagement Office will be provided to administrators using a variety of media tools.
Evaluation Methods
Participant survey
Stakeholder satisfication survey will be conducted annually to measure impact and provide data to inform future communication strategies.
LEA Goals Addressed: Develop and establish a comprehensive cohesive communication plan
Strategy #1: Comprehensive, Cohesive Communication & Community Outreach Plan
Start End Title Description
7/1/2015 10/1/2015 Communications Audit
Process
Develop a systematic communications audit process that includes way (i.e. focus
groups, surveys, etc) to identify communication gaps, needs and wants among all
stakeholder groups, and enables the school district to evaluate the effectiveness of
communication tools. (#64, #97, #55)
Person Responsible SH S EP Provider Type App.
98
Superintendent 2 2 15 AGSD Public relations consultan
t
No
Knowledge Administrators and personnel participating in this training series will learn strategies for conducting a
communications audit and will develop a district communication audit process.
Supportive Research
A literature review of 20 studies that examined the common characteristics of high-performing schools
document that high-performing schools tend to have a combination of many characteristics including high
levels of parent and community involvement.
A New Wave of Evidence, SELD, 2002
Designed to Accomplish
For classroom teachers, school counselors and education specialists:
Empowers educators to work effectively with parents and community partners.
For school and district administrators, and other educators seeking leadership roles:
Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
Instructs the leader in managing resources for effective results.
Training Format
Series of Workshops
Department Focused Presentation
Participant Roles
Principals / Asst. Principals
Supt / Ast Supts / CEO / Ex Dir
Other educational specialists
Related Service Personnel
Grade Levels
Elementary - Primary (preK - grade 1)
Elementary - Intermediate (grades 2-5)
Middle (grades 6-8)
High (grades 9-12)
99
Follow-up Activities
Department meetings and work sessions
Evaluation Methods
Participant survey
LEA Goals Addressed: Develop and establish a comprehensive cohesive communication plan
Strategy #1: Comprehensive, Cohesive Communication & Community Outreach Plan
Start End Title Description
7/1/2015 6/30/2017 Communication Resources &
Tools
Develop a process to evaluate new and emerging ways to inform and engage
audiences (i.e. social media tools, video-on-demand, etc.) (#97, #58)
Person Responsible SH S EP Provider Type App. Superintendent 2 2 25 AGSD Public
relations consultan
t
No
Knowledge Participants will learn strategies for evaluating new and emerging ways to inform and engage audiences (i.e.
social media tools, video-on-demand, etc.) and develop a process for implementation across the district.
Supportive Research
A literature review of 20 studies that examined the common characteristics of high-performing schools
document that high-performing schools tend to have a combination of many characteristics including high
levels of parent and community involvement.
A New Wave of Evidence, SELD, 2002
Designed to Accomplish
For classroom teachers, school counselors and education
Empowers educators to work effectively with parents and community partners.
100
specialists:
For school and district administrators, and other educators seeking leadership roles:
Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
Instructs the leader in managing resources for effective results.
Training Format
Series of Workshops
Department Focused Presentation
Participant Roles
Principals / Asst. Principals
Supt / Ast Supts / CEO / Ex Dir
Related Service Personnel
Grade Levels
Elementary - Primary (preK - grade 1)
Elementary - Intermediate (grades 2-5)
Middle (grades 6-8)
High (grades 9-12)
Follow-up Activities
Ongoing support from the Community Engagement Office will be provided to administrators using a variety of media tools.
Evaluation Methods
Participant survey
LEA Goals Addressed: Increase Learning Opportunities
Strategy #1: Student Learning Opportunities
Strategy #2: Professional Learning Opportunities
Start End Title Description
101
7/1/2015 6/30/2018 Guidance Services: CEW
Standards
Provide opportunities at all grade levels for students to be directly taught the top
soft skills employers want so our students may be successful in obtaining and
sustaining their careers. (#25)
Person Responsible SH S EP Provider Type App. Director of Pupil
Services 3 5 15 Avon Grove School District School
Entity No
Knowledge Participants will gain knowledge of the CEW standards and how to implement them...
Supportive Research
Research....
Designed to Accomplish
For classroom teachers, school counselors and education specialists:
Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.
Empowers educators to work effectively with parents and community partners.
For school and district administrators, and other educators seeking leadership roles:
Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
Training Format
Series of Workshops
Participant Roles
Classroom teachers
Principals / Asst. Principals
School counselors
Other educational specialists
Parents
Grade Levels
Elementary - Primary (preK - grade 1)
Elementary - Intermediate (grades 2-5)
Middle (grades 6-8)
High (grades 9-12)
102
Follow-up Activities
Committee
Evaluation Methods
Participant survey
Committee
LEA Goals Addressed: Increase Learning Opportunities
Strategy #1: Student Learning Opportunities
Strategy #2: Professional Learning Opportunities
Start End Title Description
7/1/2015 6/30/2018 Guidance Services: Social &
Emotional & Resources
Implement a proactive program that addresses social and emotional needs of all
students at every school. (#59) Increase and improve school counseling resources
available to students. (#2)
Person Responsible SH S EP Provider Type App. Director of Pupil
Services 3.0 4 30 PaTTan PaTTAN Yes
Knowledge
School Wide Positive Behavior Support (SWPBS) is a behavioral approach associated with decreased
exclusionary, reactive and punitive discipline practices, increased student satisfaction and improved
perceptions of school safety.
Supportive Research
The SWPBIS approach is structured to provide a blueprint to support all students in a school, from the most
compliant to those requiring the most intensive supports. This approach:
is research based;
promotes accountability and sustainability through data collection and planned, well articulated
103
individual building to district level structures; and
fosters school-community partnerships at all levels.
Designed to Accomplish
For classroom teachers, school counselors and education specialists:
Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.
Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.
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
Series of Workshops
School Whole Group Presentation
Professional Learning Communities
Participant Roles
Classroom teachers
Principals / Asst. Principals
School counselors
Paraprofessional
Related Service Personnel
Parents
Grade Levels
Elementary - Primary (preK - grade 1)
Elementary - Intermediate (grades 2-5)
Middle (grades 6-8)
High (grades 9-12)
105
District Level Affirmations
We affirm that this District Level Plan was developed in accordance, and will comply with the
applicable provisions of 22 Pa. Code, Chapters 4, 12, 16, and 49. We also affirm that the contents are
true and correct and that the plan was placed for public inspection in the school district/AVTS
offices and in the nearest public library until the next regularly scheduled meeting of the board or
for a minimum or 28 days whichever comes first.
We affirm that the responses in the Professional Education Core Foundations and the Professional
Development Implementation Steps focus on the learning needs of each staff member to enable all
staff members meet or exceed the Pennsylvania academic standards in each of the core subject
areas.
No signature has been provided
Board President
No signature has been provided
Superintendent/Chief Executive Officer
106
Special Education Affirmations
We also affirm our understanding that any requests for any deviations from the Chapter 14
regulations, standards, policies, and procedures must be made in writing to the Pennsylvania
Department of Education. The school district understands that the Special Education Component of
the District Level Plan will be approved by PDE in accordance with the following criteria as set forth
in 22 Pa. School Code § 14.104 and as part of the District Level Plan:
1. There are a full range of services, programs and alternative placements available to the
school district for placement and implementation of the special education programs in the
school district.
2. The school district has adopted a child find system to locate, identify and evaluate young
children and children who are thought to be a child with a disability eligible for special
education residing within the school district's jurisdiction. Child find data is collected,
maintained, and used in decision-making. Child find process and procedures are evaluated
for its effectiveness. The school district implements mechanisms to disseminate child find
information to the public, organizations, agencies, and individuals on at least an annual basis.
3. The school district has adopted policies and procedures that assure that students with
disabilities are included in general education programs and extracurricular and non-
academic programs and activities to the maximum extent appropriate in accordance with an
Individualized Education Program.
4. The school district will comply with the PA Department of Education, Bureau of Special
Education's revision notice process.
5. The school district follows the state and federal guidelines for participation of students with
disabilities in state and district-wide assessments including the determination of
participation, the need for accommodations, and the methods of assessing students for
whom regular assessment is not appropriate.
6. The school district affirms the Pennsylvania Department of Education that funds received
through participation in the medical assistance reimbursement program, ACCESS, will be
used to enhance or expand the current level of services and programs provided to students
with disabilities in this local education agency.
We affirm that the school district has completed a 28 day public inspection and comment period as
required under 22 PA Code § 4.13 (d) prior to the school entity's governing board approval and
submission to the Department of Education (Bureau of Special Education).
No signature has been provided