Susquehanna County CTC CTC Plan 07/01/2017 - 06/30/2020

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CTC Profile Demographics 2380 Elk Lake School Road Springville, PA 18844 (570)278-9229 AYP Status: Not Provided Administrative Director: Alice Davis

Planning Process No planning process description has been provided.

Mission Statement No mission statement has been provided.

Vision Statement No vision statement has been provided.

Shared Values No shared values description has been provided.

Educational Community No educational community description has been provided.

Planning Committee Name Dr. Alice Davis Brian Mallery William desRoisers Kevin Lynn Pete Butler Peter Quigg

Role Administrator : Professional Education Administrator : Professional Education Business Representative : Professional Education Business Representative : Professional Education Community Representative : Professional Education Community Representative : Professional Education

3 Katlin Erb Kendra Griffiths Jeff Kuchak Katherine Pierson Gary Fenton Lisa Smith Terry Blaisure Tony Rezykowski Melissa Brewer Kenneth Irwin

Ed Specialist - School Counselor : Professional Education Ed Specialist - School Nurse : Professional Education Elementary School Teacher - Regular Education : Professional Education Elementary School Teacher - Regular Education : Professional Education High School Teacher - Regular Education : Professional Education High School Teacher - Regular Education : Professional Education Middle School Teacher - Regular Education : Professional Education Middle School Teacher - Regular Education : Professional Education Parent : Professional Education Parent : Professional Education

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Core Foundations Standards Mapping and Alignment Standards

Mapping

Alignment

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

Not answered Not answered Not answered Not answered

Not answered Not answered Not answered Not answered

Not answered

Not answered

Not answered Not answered Not answered Not answered Not answered Not answered Not answered Not answered

Not answered Not answered Not answered Not answered Not answered Not answered Not answered Not answered

Explanation for standard areas checked "Needs Improvement" or "Non Existent": This narrative is empty.

Adaptations No standards have been identified for this content area. Explanation for any standards checked: This narrative is empty.

Curriculum Planned Instruction Curriculum Characteristics Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area. Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified.

Status Not answered Not answered

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

Not answered Not answered

Processes used to ensure Accomplishment: This narrative is empty.

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 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. This narrative is empty.

Instruction Instructional Strategies No strategies have been identified. Provide brief explanation of LEA's process for incorporating selected strategies. This narrative is empty.

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

Responsiveness to Student Needs Instructional Practices Structured grouping practices are used to meet student needs. Flexible instructional time or other schedule-related practices are used to meet student needs. Differentiated instruction is used to meet student needs. A variety of practices that may include structured grouping, flexible

Status Not answered Not answered Not answered Not answered

6 scheduling and differentiated instruction are used to meet the needs of gifted students. If necessary, provide further explanation. (Required explanation if column selected was This narrative is empty.

Recruitment (Comprehensive CTC only) 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. This narrative is empty. Describe the process the CTC implements to recruit and assign the most effective and qualified teachers based on their industry experience. This narrative is empty.

Assessments Local Graduation Requirements (Comprehensive CTC who graduate students only) Course Completion 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)

Local Assessments

SY 17/18

SY 18/19

SY 19/20

7 (Comprehensive CTC who graduate students only) Standards

WA

TD

NAT

DA

PSW

Other

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

Graduation Requirement Specifics (Comprehensive CTC who graduate students only) 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.

Methods and Measures Summative Assessments No methods or measures have been identified for Summative Assessments Benchmark Assessments No methods or measures have been identified for Benchmark Assessments Formative Assessments No methods or measures have been identified for Formative Assessments Diagnostic Assessments No methods or measures have been identified for Diagnostic Assessments

Validation of Implemented Assessments

8 (Comprehensive CTC only) No validation methods have been identified for this content area. Provide brief explanation of your process for reviewing assessments. This narrative is empty.

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. This narrative is empty.

Collection and Dissemination Describe your system to collect, analyze and disseminate assessment data efficiently and effectively for use by LEA leaders and instructional teams. This narrative is empty.

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. This narrative is empty.

Assessment Data Uses (Comprehensive CTC only) No assessment data uses have been identified for this content area. Provide brief explanation of the process for incorporating selected strategies. This narrative is empty.

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

Distribution of Summative Assessment Results No distribution methods have been identified for this content area. Provide brief explanation of the process for incorporating selected strategies.

9 This narrative is empty.

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

Safe and Supportive Schools Programs, Strategies and Actions No programs, strategies or actions have been identified for this content area. Explanation of strategies not selected and how the LEA plans to address their incorporation: This narrative is empty.

Screening, Evaluating and Programming for Gifted Students (Comprehensive CTC only) 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.) This narrative is empty. Describe your entity’s process for locating students who are thought to be gifted and may be in need of specially designed instruction (screening). This narrative is empty. Describe your entity’s procedures for determining eligibility (through multiple criteria) and need (based on academic strength) for potentially mentally gifted students (evaluation). This narrative is empty. 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. This narrative is empty.

Developmental Services No developmental services have been identified for this content area. Explanation of developmental services: This narrative is empty.

Diagnostic, Intervention and Referral Services

10 No diagnostic, intervention or referral services have been identified for this content area. Explanation of diagnostic, intervention and referral services: This narrative is empty.

Consultation and Coordination Services No consultation and coordination services have been identified for this content area. Explanation of consultation and coordination services: This narrative is empty.

Communication of Educational Opportunities No means of communication have been identified for this content area.

Communication of Student Health Needs (Comprehensive CTC only) No means of communication have been identified for this content area.

Frequency of Communication Frequency of communication has not been identified.

Collaboration for Interventions Describe the collaboration between classroom teachers and individuals providing interventions regarding differing student needs and academic progress. This narrative is empty.

Community Coordination Describe how you accomplish coordination with community operated before or after school programs and services for all grade levels through grade 12. 1. 2. 3. 4.

Child care After school programs Youth workforce development programs Tutoring

This narrative is empty.

Materials and Resources

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Description of Materials and Resources Material and Resources Characteristics Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills A robust supply of high quality aligned instructional materials and resources available Accessibility for students and teachers is effective and efficient Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs

Status Accomplished Accomplished Accomplished Accomplished

Provide explanation for processes used to ensure Accomplishment. Academic standards are fully aligned and supportative within the Programs of Study Task Grids, Learning Guides and daily lesson plans, as the academics relate to the technical program being taught. In 2012 the SCCTC began using lap top computers in all classrooms. This provides students and teachers access to a variety of materials and recourses to meet the student's and instructor's needs. All teachers have received training in using the MAX Teaching techniques and have instituted many of the techniques into their teaching strategies. The learning quides and lesson plans are internet accessible and easily modified to meet student and industry needs. The SCCTC has been very active in applying for and being awarded State equipment grants. As a result, all programs have high quality, up to date, industry recommended resources available to all students. The equipment is able to be modified to meet the educational needs of special needs students. Teahcers and paraprofessionals have participated in professional education activities across grade levels and content levels. The focus has been on the use of the hardward and software programs as instructional and assessment resoures and tools to enhance student participation and performance in the learning process. Evaluation has centered on observations of teachers implementing various instructional strategies and assessment menthods.

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

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

Status Not Applicable Full Implementation Not Applicable Not Applicable Not Applicable Not Applicable Not Applicable

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

Not Applicable Not Applicable Not Applicable Not Applicable Not Applicable Not Applicable

Further explanation for columns selected " The Career Education and Work Standards are fully incorporated into each programs Program of Study Task Grid. The Susquehanna County Career and Technology Center is a part-time technical education facility. Stand along academic classes are not provided, although mathematics, science and English are incorporated into class assignments as they relate to the technical program being taught.

Professional Education Characteristics Which of the following describes your professional education program for classroom teachers, school counselors and education specialists? (Check all that apply) 

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

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

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

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

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Empowers educators to work effectively with parents and community partners.

Which of the following describes your professional education program for administrators and other educators seeking leadership roles? (Check all that apply) 

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.

13 

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.

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

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

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Instructs the leader in managing resources for effective results.

Provide brief explanation of your process for ensuring these selected characteristics. The Susquehanna County Career and Technology Center has assessed the eductional and staff development needs of the school district, the professional staff, the students and the community we serve. This assessment was conducted through utilization of the following resources: 

The vision, mission, and goals established in the stratigic planning process

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School profile information

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Profession Development Committee's In-service Needs Assessment Survey

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Susquehanna County Career & Technology Center's and Elk Lake School District's Technology Plan

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Susquehanna County Career & Technology Center's Occupational Advisory Committees

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Induction Plan

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Staff evaluations from prior staff development programs

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Individual professional educeators' responses to the Professional Development Committee's In'service Needs Assessment Survey, and

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Professional staff action plans developed as part of the supervision/evalution process monitored by building administration

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

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Educator Discipline Act 126, 71 Provides educators with mandated reporter training, totaling 3 hours, every 5 years as outlined in Act 126. Questions The LEA has conducted the required training on: 8/28/2014 Training was held school wide on first day of teacher in-service 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 Professional Development Committee meets throughout the school year. Midyear and end of the year reviews are conducted to evaluate and monitor continuing professional education

15 activities, monitoring of the continuing professional educaton activities, monitoring of the continuing professional eduation plan, the development of emerging needs, and the selection, scheduling and planning of learning activities. The committee reviews evaluation surveys and conduct yearly assessment for annual modification of the plan. Professional Development is held the 2nd, 3rd, and 4th Wednesdays of each month from 2:30 p.m. till 3:30 p.m. On the 1st Wednesday of each month profesional development is held from 2:30 p.m. till 4:30 p.m. An agenda is sent via email to all teachers and paraprofessions two days in advance. Professional development activities are developed that support the needs of the teachers, students, and school. The Executive Director weekly visits classrooms/shops by walkthroughs and classroom observations.

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

Induction Program 

Inductees will know, understand and implement instructional practices validated by the LEA as known to improve student achievement.

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Inductees will assign challenging work to diverse student populations.

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

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

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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.

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Inductees will effectively navigate the Standards Aligned System website.

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Inductees will know and apply LEA endorsed classroom management strategies.

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

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

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

16 The Susquehanna County Career and Technology Center Induction Program is a process to help beginning teachers to function more effectively and grow professionally during their first year in the teaching profession. Current research and experience in the field of teacher induction indicate that the program should: 

Provide support for the teacher by the Susquehanna County Career and Technology Center.

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Provide an orderly and successful passage for the beginning teacher through the first year of teaching.

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Provide a formal structure through which the Inductee may become familiar with district policies, procedures, and resources.

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Provide a support system for the Inductee through the use of a model Mentor Teacher. Provide training for the Inductee in instructional skills and district expectations as they relate to curriculum, instruction, classroom management, and organization. A survey of teachers who were inducted over the past five years was conducted. Based on the assessment, the following have been identified as areas of concern:

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classroom management

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special education/exceptionalities awareness

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personal and emotional support

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

Needs of Inductees 

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

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

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

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Standardized student assessment data other than the PSSA.

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Classroom assessment data (Formative & Summative).

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

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Review of inductee lesson plans.

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Review of written reports summarizing instructional activity.

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Submission of inductee portfolio.

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Knowledge of successful research-based instructional models.

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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. All inductees have a written plan that outlines specific dates the Inductee is observed by the Mentor and when the Inductee observes the Mentor, and when the administrtation observes the inductee. Additionally, the inductee meets regularly with the Mentor who ensures the induction plan is being followed. The Inductee also interacts with Induction Team Members, communicates needs to Induction team members, maintains a notebook or portfolio of observations, evens, or suggestions from Induction Team Members, participates in Inductee siminars and activities and assist in the evaluation of various aspects of the Teacher Induction Program. All inductees are assigned a paid mentor that works with the inductee for the first year. Inductees also attend NEIU new teacher training, attend appropriate Technical Assistance Programs, and individualized professional development with a paid curriculum consultant.

Provide a brief explanation for strategies not selected and your plan to address their incorporation. The SCCTC does not participate in the PSSA assessment.

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,

18 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 selection and assignment of Mentor Teachers to new staff members shall be the responsibility of the District Induction Team. The Mentor should teach the same grade level or subject as the Inductee and be from the same building, whenever possible. The Teachers Association shall provide the District Induction Team with a list of teachers whom they recommend as Mentor Teachers. From this list, the team will assign Mentor Teachers to all Inductees. Mentor Qualifications: 

Be tenured

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Hold an Instructional II Certificate

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Have taught a minimum of two years in the district

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Be recognized and respected by their peers

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Teach at the same grade level or in the same subject area as the Inductee if possible

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Be assigned to classrooms in close proximity to the Inductee

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Have a knowledge of effective teaching skills

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Utilize effective teaching techniques in his/her class

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Ability to develop realistic performance objectives

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Display enthusiasm and commitment to teaching as a profession

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Believes in and sets high expectations for student achievement and has had success in fostering excellent student performance

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

Induction Program Timeline Topics

Aug- Oct- Dec- Feb- Apr- Jun-

19 Sep Code of Professional Practice and Conduct for Educators Assessments Best Instructional Practices Safe and Supportive Schools Standards Curriculum Instruction Accommodations and Adaptations for diverse learners Data informed decision making Materials and Resources for Instruction

Nov

X

Jan

Mar

X

Jul X

X

X

X

X X X X X

X

May

X

X X X

X

X

X X

X

X

X

X

If necessary, provide further explanation. This narrative is empty.

Monitoring and Evaluating the Induction Program Identify the procedures for monitoring and evaluating the Induction program. On a two-year basis, the Team will: Review the composition and Implementation of the District Induction Plan Review design Review content areas On an annual basis, the Team will: Evaluate the orientation process through a survey Evaluate the overall effectiveness of content areas by: * Survey (Inductees/Mentors) * Group discussions with Mentors, Inductees, and Induction Team * Survey to all staff for comments/suggestions in reference to the induction plan On an annual basis, Inductees will: Complete a survey highlighting the activities in which they participatedduring the school year. This form is maintanined in the District Office and provides verification of participation in the Induction Program.

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.

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

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

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

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

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

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Needs Assessment CTC Accomplishments Accomplishment #1: In August 2012 a new addition to the Susquehanna County CTC (SCCTC) was dedicated. In that year, four new programs started. These new programs helped to increase the number of high school students by over 20%. The current high school population of the SCCTC 440 students. In September 2012, an adult Practical Nursing Program and an adult LEAD Renovation, Repair certification progarm started. In Auguast 2013, an adult Massage Therapy program started. The three primary adult programs and the increase of adults in the other 12 programs has increased the number of adults by 64%. The number of students earning the Pennsylvania Skills Certificate through NOCTI testing has continued to grow over the last five years, and currently 91% of seniors earn the Skills Certificate.

CTC Concerns Concern #1: There is concern about the funding formula for CTCs. As long as the formula requires the funds to follow the student, there is concern that as costs increase, sending schools will not encourage their students to attend the SCCTC. Some sending schools have already put a limit on the number of students they will allow to attend the SCCTC.

Prioritized Systemic Challenges Systemic Challenge #1 (Guiding Question #5) Establish a system within the school that fully ensures students who are academically at risk are identified early and are supported by a process that provides

23 interventions based upon student needs at no cost to a parent and includes procedures for monitoring effectiveness. Systemic Challenge #2 (Guiding Question #6) Establish a system within the school that fully ensures barriers to student learning are addressed in order to increase student achievement, completion rates and/or graduation rates. Systemic Challenge #3 (Guiding Question #9) Establish a system within the school that fully ensures at least 95% of the students who are required to participate in PSSA testing do so. (Comprehensive CTC only)

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CTC Level Plan Action Plans Goal #1: Establish a system within the school that fully ensures students who are academically at risk are identified early and are supported by a process that provides interventions based upon student needs at no cost to a parent and includes procedures for monitoring effectiveness. Related Challenges: 

Establish a system within the school that fully ensures barriers to student learning are addressed in order to increase student achievement, completion rates and/or graduation rates.

Indicators of Effectiveness: Type: Annual Data Source: The Guidance Counselor and Education Specialist will review Student Alert Forms to determine if students' have increased their scores. Specific Targets: Any student that scores below 75 in any week will receive an alert form that tells the students they are in academic difficulties. The student, instructor and guidance counselor meet to determine a course of action. An alert form will be developed on the students' until such time as their weekly grade goes above a 75.

Strategies: Alert Form Description: An "Alert Form" has been established that signals when a student's academic grade is in danger of falling below a passing grade. The Alert Form will be used to ensure students who are academinally at risk are identified early. The Alert Form is a tool used by instructors for those students who, at the end of a week, are currently under the 74 percent score for overall academic as well as performance grade. The Alert Form is signed by the instructor, the classroom paraeducator, the student and the executive director. The Alert Form provides an individualized plan of action to assist the student to rectify any concerns creading the poor grades. An Alert Form is created weekly until the student's grade goes above 74.

25 SAS Alignment: Instruction

Implementation Steps: The Alert System Description: Alert forms have been distributed to all instructors. Instructors have received in-service training on peramiters of when and how to use the alert forms. Start Date: 8/27/2012

End Date: 8/28/2014

Program Area(s): Professional Education, Special Education, Student Services, Educational Technology Supported Strategies: 

Alert Form

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Appendix: Professional Development Implementation Step Details LEA Goals Addressed:

Start 8/27/2012

Establish a system within the school that fully ensures students who are academically at risk are identified early and are supported by a process that provides interventions based upon student needs at no cost to a parent and includes procedures for monitoring effectiveness.

End

Title

8/28/2014

The Alert System

Person Responsible Guidance Counselor

SH 2.0

Strategy #1: Alert Form

Description

S 4

Alert forms have been distributed to all instructors. Instructors have received inservice training on peramiters of when and how to use the alert forms. EP 25

Provider Dr. Alice Davis, Karen Brittingham, Katelin Erb

Type School Entity

App. No

Knowledge

Classroom instructors and administration will gain a better understanding of the emotional, academic and technical needs of students.

Supportive Research

Southern Regional Education Board, Tech Centers That Work

Designed to Accomplish For classroom teachers, school  counselors and education specialists:

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

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 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. Provides leaders with the ability to access and use appropriate data to inform decision-making. Instructs the leader in managing resources for effective results.

Series of Workshops

Training Format   Participant Roles 



Follow-up Activities 

Classroom teachers School counselors Paraprofessional

Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers Creating lessons to meet varied student learning styles Joint planning period activities

 Grade Levels

High (grades 9-12)

 Evaluation Methods

Standardized student assessment data other than the PSSA Classroom student assessment data

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CTC Level Affirmations We affirm that this CTC Level Plan was developed in accordance and will comply with the applicable provisions of 22 Pa. Code, Chapters 4, 12, 14, 16 and 49. We also affirm that the contents are true and correct and that the plan was placed for public inspection in the CTC offices and on the CTC website until the next regularly scheduled meeting of the board or for a minimum of 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 to meet or exceed the Pennsylvania academic standards in each of the core subject areas. No signature has been provided Board President No signature has been provided Executive Director