Susquehanna County CTC CTC Plan 07/01/2018 06/30/2021 -
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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 Members of the team include teachers, parents, admiistors, educational specialists, community leaders and other staff members. Committee members provided input on the guiding questions, goals and action plans. The team will continue to meet and review the plan. The plan will be used to drive professional development and administrative goals.
Mission Statement The mission of the Susquehanna County Career and technology Center, in cooperation with parents, families, local agencies, and community members, is to provide educational opportunities for all students to reach their full potential by striving towards excellence through academic knowledge, basic skills, and technology taught by a competent and committed staff within a safe environment. These opportunities will enable students to become lifelong learners, productive citizens, and responsible members of society.
Vision Statement The Susquehanna County Career and Technology Center is an accountability-based system of high quality academic and technical education that prepares all students for a specific career and/or post-secondary education. We provide students opportunities to become career-ready, lifelong learners able to compete in a continually changing workforce while becoming contributing members of society.
Shared Values 1. All students are capable of learning. 2. All students possess abilities, gifts and talents.
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3. Partnerships with families and community members, as well as, business and industry contribute to the continued growth of students. 4. Critical thinking and problem solving are essential skills that should be fostered through the implementation of various activities that encourage independent and collaborative decision making. 5. Life-long learning is a value that will be modeled by members of the school community and fostered within students. 6. All people should respect and value diversity. 7. All members of the school community will maintain the highest standards of themselves and their learning.
Educational Community The Susquehanna County Career and Technology Center is in Northeastern Pennsylvania, 45 miles north of Scranton/Wilkes-Barre and 30 miles south of Binghamton, New York. The school is located on the Elk Lake School District Campus in a small rural area. Approximately 450 adults and high school students in grades 10 through 12 are served from seven sending schools (Blue Ridge, Elk Lake, Montrose, Mountain View, Lackawanna Trail, Tunkhannock, and Susquehanna Community) covering an area of 1,221 square miles. The SCCTC is the only technical training facility in Susquehanna and Wyoming counties. Students are bused up to 70 miles round trip to attend the SCCTC. Students may choose to attend one of thirteen (13) programs in a modern facility where they will participate in hands-on learning activities using state-of-the art- tools and equipment. Our high school students spend two-hours of their school day at SCCTC preparing for a rewarding career by learning the technical and academic skills which will lead to rewarding careers or entry into post-secondary education.
Planning Committee Name
Role
Dr. Alice Davis
Administrator: Professional Education
Brian Mallery
Administrator: Professional Education
William desRoisers
Business Representative : Professional Education
Kevin Lynn
Business Representative : Professional Education
Pete Butler
Community Representative : Professional Education
Peter Quigg
Community Representative : Professional Education
Jaclyn Litwin
Ed Specialist School Counselor: Professional Education
Kendra Griffiths
Ed Specialist School Nurse: Professional Education
Jeff Kuchak
Elementary School Teacher Regular Education:
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Professional Education
Katherine Pierson
Elementary School Teacher Regular Education Professional Education
Gary Fenton
High School Teacher Regular Education: Professional Education
Lisa Smith
High School Teacher Regular Education Professional Education
Terry Blaisure
Middle School Teacher Regular Education: Professional Education
Tony Rezykowski
Middle School Teacher Regular Education:
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Professional Education Melissa Brewer
Parent: Professional Education
Kenneth Irwin
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 Accomplished Not answered Not answered
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Explanation for standard areas checked “Needs Improvement” or “Non Existent”:
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Adaptations Checked answers None. Unchecked answers • • • • • • • • • •
Arts and Humanities Career Education and Work Civics and Government PA Core Standards: English Language Arts PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects PA Core Standards: Mathematics Economics Environment and Ecology Family and Consumer Sciences Geography
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• Health, Safety and Physical Education • History • Science and Technology and Engineering Education Explanation for any standards checked:
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Curriculum Planned Instruction Curriculum Characteristics
Status
Objectives of planned courses instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area. Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified. 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. .
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Accomplished Accomplished Accomplished Accomplished
Processes used to ensure Accomplishment: All students receive a program specific task grid when beginning their CTC program of study. The task grid is used to both guide the instruction and provide feedback and evaluation for student performance and progress throughout the program. Tasks on each of the program task grids are crosswalked to various job titles within the occupational program area. Mastery of a job title, through successful completion of assigned tasks, results in a certificate awarded to the student. The task grid identifies units of instruction along with defined tasks for these units of instruction. The tasks grids are reviewed annually by our occupational advisory committees to ensure industry needs are being met
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. For those students with an IEP, the instructor follows the instruction on the accommodation sheets within the approved IEP for each student. Each student is made aware of the
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expectations necessary to achieve success in their specific program of study. The instructor is responsible to communicate to students, parents, and the administration if a student is not meeting expected performance on these tasks. Appropriate meetings follow and additional accommodations or other options are identified. The SCCTC uses an “Alert Form” that signals when a student’s academic or technical grade is in danger of falling below a passing grade. The Alert Form is a tool used by the instructor for those students who are currently at 74% or under for overall academic as well as performance grade. Once the Alert Form has been signed by the instructor, student and executive director, a copy is given to the school counselor, and if necessary, the Dean of Students. The Alert Form provides an individual plan of action on order to rectify any concerns that may be contribution to the poor grades. If a student receives a minimum of three Alert Forms, the Executive Director and school counselor coordinate a more in depth plan of action which is followed by the school counselor. The student will be followed until his/her grade is above 74% and thus comes off”Alert.”
Instruction Instructional Strategies Checked Answers • Formal classroom observations focused on instruction • Walkthroughs targeted on instruction • Annual Instructional evaluations • Peer evaluation/coaching • Instructional Coaching Regular Lesson Plan Review Checked Answers • Administrators • Instructional Coaches Unchecked Answers • Career Cluster Chairs • Not Reviewed
Provide brief explanation of LEA’s process for incorporating selected strategies. The school administrator conducts regular walkthroughs throughout the school year to observe instructors and students. For veteran teachers, an annual evaluation is conducted by the school administrator based on walkthrough observations and formal observations; a post evaulation conference is conducted to discuss the observations. The director utilizes the Danielson Framework for Teaching to evaluate program instructor’s curriculum implementation and delivery methods. The frameworks components; (1) Preparation and planning, (2) Classroom environment, (3) Instruction, (4) Professional Responsibility are designed to provide are roadmap for improvement of teaching. Two annual evaluations and walkthroughs are conducted for novice teachers by the school administrator; a post conference is conducted after
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each formal evaluation. Lesson plans are also viewed by the administrator and checked for task alignment per the program area. Instructional coaching is used to to improve instruction and to provide support by demonstrating teaching strategies to instructors, assisting with lesson plan development, and academic integration.
Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation. Learning Guides have been developed to deliver instructional content and materials. The Learning Guides outline task objective, purpose, exit outcomes, knowledge and skill activities and objectives, resources, safety considerations, learning activities, evaluation activities, and linkage to the PA academic common core. The use of learning guides enables instructors to differentiate instruction and allow students to work at their own pace. Learning Guides have been developed for each program and are reviewed and updated annually for each program area. Learning Guides are in place for each task statement on a program task list, which is aligned with the statewide program of student and industry certifications and credentials.
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 scheduling and differentiated instruction are used to meet the needs of gifted students. .
Status
Full Implementation Full Implementation Full Implementation Full Implementation
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.
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Assessments
Local Graduation Requirements (Comprehensive CTC who graduate students only)
Course Completion
SY 18/19
SY 19/20
SY 20/2 1
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 (Comprehensive CTC who graduate students only)
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 Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education History Science and Technology and Engineering Education
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Other
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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:Checked answers None. Unchecked answers •
Completion of secondary level coursework in English Language Arts (Literature), Algebra I and Biology in which a student demonstrates proficiency on the associated Keystone Exam or related project-based assessment if § 4.4(d)(4) (relating to general policies) applies.
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Locally approved and administered assessments, which shall be independently and objectively validated once every 6 years. Local assessments may be designed to include a variety of assessment strategies listed in ? 4.52(c) and may include the use of one or more Keystone Exams. Except for replacement of individual test items that have a similar level of difficulty, a new validation is required for any material changes to the assessment. Validated local assessments must meet the following standards: I.
Alignment with the following State academic standards: English Language Arts (Literature and Composition); Mathematics (Algebra I) and Environment and Ecology (Biology).
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Performance level expectations and descriptors that describe the level of performance required to achieve proficiency comparable to that used for the Keystone Exams.
Ill. Administration of the local assessment to all students, as a requirement for graduation, except for those exempted by their individualized education program under subsection (g), regarding special education students, or gifted individualized education plan as provided in ? 16.32 (relating to GIEP). IV. Subject to appropriations provided by law, the cost to validate local assessments shall be evenly divided between the school district, AVTS or charter school, including a cyber-charter school, and the Department. If the Department does not provide sufficient funding to meet its share, local assessments submitted for validation shall be deemed valid until a new validation is due to the Department.
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V. The Department will establish a list of entities approved to perform independent validations of local assessments in consultation with the Local Assessment Validation Advisory Committee as provided in ? 4.52(f). VI. School boards shall only approve assessments that have been determined to meet the requirements of this subsection by an approved entity performing the independent validation. If a school district, AVS or charter school, including a cyber-charter school, uses a local assessment that has not been independently validated, the Secretary will direct the school entity to discontinue its use until the local assessment is approved through independent validation by an approved entity. Completion of an Advanced Placement exam or International Baccalaureate exam that includes academic content comparable to the appropriate Keystone Exam at a score established by the Secretary to be comparable to the proficient level on the appropriate
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Keystone Exam. Not Applicable. Our LEA does not offer High School courses.
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Methods and Measures Summative Assessments •
National Occupational Competency Testing Institute (NOCTI)
Benchmark Assessments •
NOCTI Pretest
Formative Assessments •
NOCTi pretest, test both written and performance, daily work ethic grading, progress reports, marking period reports
Diagnostic Assessments • Auditory, Kinesthetic, Visual assessments at beginning of program, various literacy strategies.
Validation of Implem en ted Assessments (Comprehensive CTC only)
Checked answers None. Unchecked answers • • •
External Review Intermediate Unit Review LEA Administration Review
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Career Cluster Chair Review Professional Learning Community Review Instructional Coach Review Teacher Peer Review
Provide brief explanation of your process for reviewing assessments.
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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. N/A
Collection and Dissemination Describe your system to collect, analyze and disseminate assessment data efficiently and effectively for use by LEA leaders and instructional teams. NOCTI data is reviewed by administration and faculty several times during the school year, which includes both NOCTI pre-test and end of program assessment data. The school, as a whole, reviews data using a process developed by NOCTI and Mr. Todd Luke, a consultant from MAX Teaching. This process includes review of the data by the duty level, class level, and student level where data is mapped over time to determine strengths and areas of concern. Based on results, administration and instructors develop plans for improvements in instructional delivery and curriculum enhancements. Furthermore, instructors use this data to assist students in planning their own remediations
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. N/A
Assessment Data Uses (Comprehensive CTC only)
Checked answers None. Unchecked answers
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• Assessment results are reported out by PA assessment anchor or standards-aligned learning objective. • Instructional practices are identified that are linked to student success in mastering specific PA assessment anchors, eligible content or standards-aligned learning objectives. • 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. • Instructional practices modified or adapted to increase student mastery. 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 Sum ma tive Assessment Results Checked answers •
Course Planning Guides
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Directing Public to the PDE & other Test-related Websites
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Individual Meetings
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Letters to Parents/Guardians
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Local Media Reports
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Website
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Meetings with Community, Families and School Board
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Mass Phone Calls/Emails/Letters
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Newsletters
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Press Releases
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School Calendar
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Student Handbook
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Local Advisory Committee members, Semiannual Occupational Advisory Committee members
Unchecked answers None. Provide brief explanation of the process for incorporating selected strategies. The summative assessment for Pennsylvania CTC’s is the National Occupational Competency testing Institute (NOCTI). All sending schools, advisory committee members, parents, current and perspective students are informed about the NOCTI. Information about the NOCTI is provided during all pre-enroliment meetings in which parents and perspective students attend.
Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation.
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Safe and Supportive Schools Programs, Strategies and Actions Checked answers •
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Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement School-wide Positive Behavioral Programs Conflict Resolution or Dispute Management Peer Helper Programs Safety and Violence Prevention Curricula Student Codes of Conduct Comprehensive School Safety and Violence Prevention Plans Purchase of Security-related Technology Student, Staff and Visitor Identification Systems Student Assistance Program Teams and Training Counseling Services Available for all Students Internet Web-based System for the Management of Student Discipline Coordination of Services with Sending School
Unchecked answers •
Placement of School Resource Officers
Explanation of strategies not selected and how the LEA plans to address their incorporation: The duties of School Resource Officer are currently shared between the executive director and dean of students. The SCCTC works closely with the Pennsylvania State Police at Gibson in matters concerning school safety.
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The school does not have SAP teams. However, students are referred to SAP teams at their sending school. The SCCTC guidance counselor works closely with sending school guidance counselors to provide assistance to all students.
Screening, Evaluating and Programming for Gifted Stttdents (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 Checked answers • • • • • • • • • • •
Academic Counseling Attendance Monitoring Behavior Management Programs Bullying Prevention Career Awareness Career Development/Planning Coaching/Mentoring Guidance Curriculum Individual Student Planning Orientation/Transition Coordination of Services with Sending School
Unchecked answers • Compliance with Health Requirements —i.e., Immunization • Emergency and Disaster Preparedness • Health and Wellness Curriculum • Health Screenings • Nutrition
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• RTII/MTSS • Wellness/Health Appraisal Explanation of developmental services:
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Diagnostic, Intervention and Referral Services Checked answers • • • • • •
Accommodations and Modifications Assessment/Progress Monitoring Individual Counseling Placement into Appropriate Programs Special Education Evaluation Coordination of Services with Sending School
Unchecked answers • • • • • • • • •
Administration of Medication Assessment of Academic Skills/Aptitude for Learning Casework Crisis Response/Management/Intervention Intervention for Actual or Potential Health Problems Small Group Counseling-Coping with life situations Small Group Counseling-Educational planning Small Group Counseling-Personal and Social Development Student Assistance Program
Explanation of diagnostic, intervention and referral services:
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Consultation and Coordination Services Checked answers • • • • • • • • •
Community Liaison Coordination with Families (Learning or Behavioral) Home/Family Communication Managing IEP and 504 Plans Referral to Community Agencies Staff Development Strengthening Relationships Between School Personnel, Parents and Communities Truancy Coordination Coordination of Services with Sending School
Unchecked answers • Alternative Education • Case and Care Management
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• Community Services Coordination (Internal or External) • Coordinate Plans • Managing Chronic Health Problems • System Support Expla nation of consultation and coordination services:
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Communication of Educational Opportunities Checked answers •
Course Planning Guides
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Directing Public to the PDE & Test-related Websites
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Individual Meetings
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Letters to Parents/Guardians
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Local Media Reports
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Website
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Meetings with Community, Families and Board of Directors
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Newsletters
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Press Releases
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School Calendar
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Student Handbook
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Coordination of Services with Sending School
Unchecked answers • Mass Phone Calls/Emails/Letters
Communication of Student Health Needs (Comprehensive CTC only)
Checked answers None. Unchecked answers • Individual Meetings
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• • • • • • • •
Individual Screening Results Letters to Parents/Guardians Website Meetings with Community, Families and Board of Directors Newsletters School Calendar Student Handbook Coordination of Services with Sending School
Frequency of Communication Frequency of communication: Monthly
Collaboration for Interventions Describe the collaboration between classroom teachers and individuals providing interventions regarding differing student needs and academic progress. Classroom instructors have regular interactions concerning the needs of their students. Classroom instructors and the guidance counselor work with and communicate regularly with sending school IEP tracking teachers. Special Education Coordinator from Elk Lake School District and guidance personnel address individual student needs.
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. Child care 2. After school programs 3. Youth workforce development programs 4. Tutoring Due to all CTC students being referred from sending schools, the SCCTC does not provide community operated before or after school program and services. These services are provided at the sending school districts.
Materials and Resources Description of Materials and Resources Material and Resources Characteristics
Aligned and supportive of academic standards, progresses level to level
Status
Accomplished
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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 .
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Accom p lished 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:
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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 Environment and Ecology Family and Consumer Sciences Geography .
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Status Not Applicable Full Implementation Not Applicable Not Applicable Not Applicable Not Applicable Not Applicable Not Applicable Not Applicable Not Applicable
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Health, Safety and Physical Education History Science and Technology and Engineering Education
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.
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Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials
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and interventions for gifted students are aligned to each other, as well as to Pennsylvania’s academic standards. •
Provides leaders with the ability to access and use appropriate data to inform decision making.
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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 Checked answers • Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target instructional areas that need strengthening. • Using disaggregated student data to determine educators’ learning priorities. • Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target curricular areas that need further alignment. • Professional Development activities are developed that support implementation of strategies identified in your action plan. • Clear expectations in terms of teacher practice are identified for staff implementation. • An implementation evaluation is created, based upon specific expectations related to changes in teacher practice, which is used to validate the overall effectiveness of the professional development initiative. • The LEA has a systemic process that is used to validate whether or not providers have the capacity to present quality professional development. • Administrators participate fully in all professional development sessions targeted for their faculties. • Every Professional development initiative includes components that provide ongoing support to teachers regarding implementation. • The LEA has an ongoing monitoring system in place (i.e. walkthroughs, classroom observations). • Professional Education is evaluated to show its impact on teaching practices and student learning. Unchecked answers None.
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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 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 Checked answers •
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.
Unchecked answers None. Provide brief explanation of your process for ensuring these selected characteristics. 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. Provide an orderly and successful passage for the beginning teacher through the first year of teaching. •
Provide a formal structure through which the Inductee may become familiar with district policies, procedures, and resources. 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 Checked answers
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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.
•
Information collected from previous induction programs (e.g., program evaluations and second-year teacher interviews).
Unchecked answers • Student PSSA data. 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.
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Mentor Characteristics Checked answers • • • • •
Pool of possible mentors is comprised of teachers with outstanding work performance. Potential mentors have similar certifications and assignments. Potential mentors must model continuous learning and reflection. Potential mentors must have knowledge of LEA policies, procedures and resources. Potential mentors must have demonstrated ability to work effectively with students and other adults. • Potential mentors must be willing to accept additional responsibility. • Mentors must complete mentor training or have previous related experience (e.g., purpose of induction program and role of mentor, communication and listening skills, coaching and conferencing skills, problem-solving skills and knowledge of adult learning and development). • Mentors and inductees must have compatible schedules so that they can meet regularly.
Unchecked answers None. 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 •
Hold an Instructional II Certificate
•
Have taught a minimum of two years in the district
•
Be recognized and respected by their peers
•
Teach at the same grade level or in the same subject area as the Inductee if possible
•
Be assigned to classrooms in close proximity to the Inductee
•
Have a knowledge of effective teaching skills
•
Utilize effective teaching techniques in his/her class
•
Ability to develop realistic performance objectives
•
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
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
AugSep
OctNov
DecJan
FebMar
X X
AprMay
Jun Jul
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
X X
X
X X
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*
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)Checked answers •
Mentor documents his/her inductee’s involvement in the program.
•
A designated administrator receives, evaluates and archives all mentor records.
•
School/LEA maintains accurate records of program completion and provide a certificate or statement of completion to each inductee who has completed the program.
•
LEA administrator receives, tallies, and archives all LEA mentor records.
•
Completion is verified by the LEA Chief Executive Officer on the Application for Level 2 Certification.
Unchecked answers None.
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Assurances Safe and Supportive Schools The LEA has verified the following Assurances: •
Implementation of a comprehensive and integrated K-12 program of student services based on the needs of its students. (in compliance with S 12.4 1(a))
•
free Education and Attendance (in compliance with
•
School Rules (in compliance with
•
Collection, maintenance and dissemination of student records (in compliance and 12.32)
•
Discrimination (in compliance with
•
Corporal Punishment (in compliance with
•
Exclusion from School, Classes, Hearings (in compliance with
•
freedom of Expression (in compliance with
•
F lag Salute and Pledge of Allegiance (in compliance with
•
Hair and Dress (in compliance with
•
Confidential Communications (in compliance with
•
Searches (in compliance with
•
Emergency Care and Administration of Medication and Treatment (in compliance with 35 P.S. 780-101—780-144)
•
Parents or guardians are informed regarding individual survey student assessments and provided a process for refusal to participate (consistent with 445 of the General Education Provisions Act (20 U.S.C.A. 1232h) and in compliance with 12.41(d))
•
Persons delivering student services shall be specifically licensed or certified as required by statute or regulation (in compliance with 12.4 1(e))
•
Development and Implementation of Local Wellness Program (in compliance with Public Law 108-265, Section 204)
•
Early Intervention Services System Act (if applicable) (11 P.S.
12.1)
12.3) 12.31(a)
12.4) 12.5) 12.6,
12.7,
12.8)
12.9) 12.10)
12.11) 12.12)
12.14)
875-101—875-503)
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•
Establishment and Implementation of Student Assistance Programs at all of levels of the school system (in compliance with 24 PS 15-1547)
•
Acceptable Use Policy for Technology Resources
•
Providing career information and assessments so that students and parents or guardians might become aware of the world of work and career options available.
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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
32
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)
1/
33
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.
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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
8/27/2012
Start
App. No
Type School Entity
Provider Dr. Alice Davis, Karen Brittingham, Katelin Erb
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.
Southern Regional Education Board, Tech Centers That Work
Designed to Accomplish
Research
Supportive
25
EP
.
Alert forms have been distributed to all instructors. Instructors have received inservice training on peramiters of when and how to use the alert forms.
Description
Strategy #1: Alert Form
Classroom instructors and administration will gain a better understanding of the emotional, academic and technical needs of students.
4
2.0
Knowledge
S
SH
Person Responsible
The Alert System
Title
Guidance Counselor
8/28/2014
End
LEA Goals Addressed:
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.
Appendix: Professional Development Implementation Step Details
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Follow-up Activities
Participant Roles
Training Format
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
Classroom teachers School counselors Pa ra professional
Series of Workshops
.
For school and district administrators, and other educators seeking leadership ro es.
Evaluation Methods
Grade Levels
Standardized student assessment data other than the PSSA Classroom student assessment data
High (grades 9-12)
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-ma king. Instructs the leader in managing resources for, effective results.
36
/
37
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 beeii proi’idecl Board President No signature has beei pro’ided Executive Director
