Lower Dauphin SD District Level Plan 07/01/ /30/2016

Transcription

1 Lower Dauphin SD District Level Plan 07/01/ /30/2016

2 District Profile Demographics 291 E Main St Hummelstown, PA (717) Superintendent: Sherri Smith Planning Process Lower Dauphin Comprehensive Planning Process Step One: Identify members for District Comprehensive Committee students, parents, community/business, teachers from each building, administrative team. Identify members for each s Committee parents and staff from each building. (students included at high school). (At least one member of each building must also serve on district committee to act as spokesperson for building. Step Two: Kick Off Night for District Committee 1. Dinner served in cafeteria. 2. Members (over 60 individuals) are assigned to tables for group work (mix of parents, students, parents/community and administrative facilitator) 3. Superintendent overview of process (PPT.) 4. Group assignments to develop questions to survey all district stakeholders (students, parents, community, teachers, staff) Sample questions provided as well as guidance from PPT. on each of the following subsections: 1. Curriculum, Instruction, and Assessment 2. Student Focused Systems 3. Professional Development Systems 4. Administrative Management Systems

3 Step Three: Kick off meetings for each 1. administrator does overview of process. 2. committee reviews questions from the district committee and refines. Step Four: Development of Surveys: Electronic online 1. Student Surveys Elementary (grades 4-5), MS, HS 2. Parent Surveys Questions, IEP subsection, Gifted subsection, elementary-ms-hs subsections 3. Community Survey 4. Teacher Survey 5. Staff Survey Step Five: Collection of Data 1. Surveys advertised and taken by all stakeholders 2. Test/Assessment Data collected 3. Attendance/Discipline/Graduation 4. Review of Curriculum 5. Professional Development 6. College Data from Graduates 7. Safe s Data Step Six: District Analysis of Data Step Seven: Analysis of Data for specific building Step Eight: Development of District Goals and Action Plans based on analysis Step Nine: Development of each building s Goals and Action Plans to support district vision Step Ten: Build our plans with the District s other committees: Professional Development, Technology, Special, and Safe s Mission Statement

4 To engage all students in a customized educational experience that prepares them to be self-sufficient and contributing members of a global community. Vision Statement For all students to be successful, it is our commitment to provide customized educational opportunities and quality instruction that promote creativity, collaboration and problem-solving in a safe, supportive environment. Our graduates will take their place in a global society as productive and responsible citizens and lifelong learners. Shared Values The Lower Dauphin District is committed to excellence, high expectations, fiscal responsibility, and must be accountable to the individual students, as well as to the public. We believe the following are vital to the success of the educational process: Student Each student can learn and succeed. The student, as a unique individual, is the foundation of the educational process. We are committed to providing the opportunities that support the student s natural desire to learn, develop abilities, expand interests, and improve decision-making skills. These efforts should enable and empower students to be responsible and take ownership of their own learning, to recognize their obligations in a democratic society, and to experience the joys of life-long learning. Staff A highly skilled and dedicated professional and support staff is a vital factor in the educational process. Each member of the staff is a guiding force in the progression of each student toward the achievement of full potential. Staff members collectively design and implement the learning process through application of their knowledge and through concern for the students as unique individuals. Home The home shares a significant responsibility for the education of each student by providing a nurturing environment that is supportive of the school and its programs. Family involvement should be encouraged through cooperative planning, implementation of academic and non-academic programs and organizations, and reinforcement of the educational process. Environment

5 A stimulating and safe school environment is crucial to the success of the educational process. We are committed to creating an environment which fosters resiliency in our students, encourages the desire for learning, fosters creativity and problem-solving, promotes respect for self and others, and demonstrates a spirit of cooperation and collaboration through effective use of instructional strategies. Resources Quality resources help promote the success of the educational process. We are committed to providing facilities that are carefully designed and well maintained. We recognize that technology is essential to realizing our goal to meet the changing needs of an individual in our complex global society. Community The school district must recognize its place in the greater global society, must be a partner with the community, must respond to its diverse needs, and must recognize the community s contributions to a strong educational program. By promoting the above beliefs, the Lower Dauphin District will meet the challenging needs of a global society and will act as a dynamic source of social improvement. al Community The Lower Dauphin District is made up of five municipalities - the Borough of Hummelstown and the Townships of Conewago, East Hanover, Londonderry and South Hanover. Lower Dauphin covers close to 90-square miles and is home to 24,736 residents. The district traces its roots back to 1952 when Hummelstown Borough and the Townships of Conewago, Londonderry and South Hanover incorporated to form the Hummelstown Joint District. East Hanover Township joined the renamed Lower Dauphin Joint District in In 1966, total district consolidation was realized with the appointment of the district s first Superintendent of s. Today the Lower Dauphin District is home to five K-5 neighborhood elementary schools, a middle school (grades 6-8), and a high school (grades 9-12). Additionally, the Price is used to educate students in three alternative educational classrooms. There is an elementary school building in each of

6 the district's four townships. Hummelstown Borough is home to our fifth elementary building, our middle school, our high school, our alternative school and our district administration center. With the exception of Hummelstown Borough, the majority of the district is rural with rolling farmlands and scattered housing developments. According to figures from the 2010 Census, 32 percent of our households in Lower Dauphin have children under 18 years of age. Breaking those figures down, we find that 1.4 percent of our population is kindergarten-aged; 12 percent of our population is classified as elementary-aged (grades 1-8); and 5.6 percent are high school age. Looking at the Census data for educational attainment of our residents aged 25 and older, we see that 9.9 percent of our population does not hold a high school diploma. Some 27.5 percent hold a bachelor or advanced degree. The Census calculates the mean household income for our school district at $79,159. District records show that nearly 20 percent of our 3,782 students qualified for the federal Free & Reduced Lunch program. The percent of students who qualify per building ranges from 8 percent to 41 percent. For the most part, our school district is a rural, suburban community with little in the way of industry and workers commuting a distance to their place of employment. The three largest employers physically located within the boundaries of the school district are the Three Mile Island Nuclear Generating Station (Exelon), Hollywood Casino at Penn National Race Course, and the Lower Dauphin District. Planning Committee Gwen Adams Rick Attivo Dan Berra Linda Breisch Lauren Bruce Michael Burkholder Steff Chortanoff Todd Decker Michelle Devey Carmen Dickerson Matthew Dickinson Tanya Dreon Vickie Feinstein Name Role Community Representative Dean of Students - Alternative Programs Administrator Ed Specialist - Nurse Ed Specialist - Counselor Elementary Teacher - Regular Secondary Gifted Teacher Parent Elementary Teacher - Regular Middle Teacher - Special Middle Music Teacher Ed Specialist - Counselor Secondary Reading Specialist

7 Edward Gnall Justin Hanula Bill Harnsberger James Hazen Patti Hresko Jay Kerstetter Rebecca Kline Dr. Mary Klinger Todd Kreiser Sarah Langan Dr. Michael Lausch Heather Lee Jane Lightner Debra Macut Jeffrey Markham Andrew McCrea Dr. Steve Meador Gary Messinger Patricia Moody Dana Naugle Todd Neuhard Rodney Nissley Eileen Pagano Renae Paladino Scott Payonk Kathy Peffer Lynne Ravas Geneva Reeder Rachel Reichert Gwen Ressler Bob Rogers Dina Roseberry Patti-Jo Schan-Bigler Dr. Robert Schultz Amy Sell Melanie Shaver-Durham Ashlee Simpson Dr. Sherri Smith Mary Smith Administrator Administrator Parent Communication Coordinator and Parent Instructional Coach/Mentor Librarian Elementary Teacher - Regular Board Member Instructional Coach/Mentor Librarian Board Member Elementary Teacher - Regular Administrator Elementary Teacher - Special Elementary Teacher - Regular Parent Ed Specialist - Psychologist Special Director/Specialist Parent Administrator Ed Specialist - Home and Visitor Secondary Art Teacher Administrator Board Member Instructional Coach/Mentor Librarian Board Member Secondary Teacher - Special Community Representative Middle Teacher - Regular Middle Librarian Elementary Teacher - Regular Reading Specialist Business Representative Parent Middle Gifted Teacher Administrator Instructional Coach/Mentor Librarian Administrator Student Administrator Ed Specialist - Nurse

8 Zachary Smith Charles Stevens Nina Tepsich Annette Trautman Pam Waters Dr. Kevin White Dr. Doug Winner Tina Wolfe Dr. David Wuestner Ryan Yingst Scott Yoder Student Elementary Teacher - Regular Middle Teacher - Regular Librarian Parent Instructional Technology Director/Specialist Administrator Secondary Teacher - Regular Administrator Student Secondary Teacher - Regular

9 Core Foundations Standards Mapping and Alignment Elementary Primary Level Standards Mapping Alignment Arts and Humanities Accomplished Developing Career and Work Non Existent Non Existent Civics and Government Accomplished Accomplished Economics Accomplished Accomplished English Language Arts Developing Developing Environment and Ecology Accomplished Accomplished Family and Consumer Sciences Non Existent Non Existent Geography Accomplished Accomplished Health, Safety and Physical Accomplished Accomplished History Accomplished Accomplished Literacy in History/Social Studies, Science and Technical Subjects Developing Developing Mathematics Developing Developing Science and Technology Accomplished Developing Alternate Academic Content Standards for Math Accomplished Accomplished Alternate Academic Content Standards for Reading Accomplished Accomplished American Counselor Association for Students Developing Developing Early Childhood : Infant-Toddler Second Grade Non Existent Non Existent English Language Proficiency Developing Developing Interpersonal Skills Developing Accomplished Climate Non Existent Non Existent Explanation for standard areas checked "Needs Improvement" or "Non Existent": Climate does not have a a curriculum but is always a part of the district's goals. There is no world language program, family and consumer science curriculum, or career and work study in the elementary level. Elementary Intermediate Level Standards Mapping Alignment Arts and Humanities Accomplished Developing

10 Career and Work Non Existent Non Existent Civics and Government Accomplished Accomplished Economics Accomplished Accomplished English Language Arts Developing Developing Environment and Ecology Accomplished Accomplished Family and Consumer Sciences Non Existent Non Existent Geography Accomplished Accomplished Health, Safety and Physical Accomplished Accomplished History Accomplished Accomplished Literacy in History/Social Studies, Science and Technical Subjects Developing Developing Mathematics Developing Developing Science and Technology Accomplished Accomplished Alternate Academic Content Standards for Math Accomplished Accomplished Alternate Academic Content Standards for Reading Accomplished Accomplished American Counselor Association for Students Developing Developing English Language Proficiency Developing Developing Interpersonal Skills Developing Developing Climate Non Existent Non Existent Explanation for standard areas checked "Needs Improvement" or "Non Existent": Climate does not have a a curriculum but is always a part of the district's goals. There is no world language program, family and consumer science curriculum, or career and work study in the elementary level. Middle Level Standards Mapping Alignment Arts and Humanities Developing Accomplished Career and Work Needs Improvement Needs Improvement Civics and Government Developing Developing Economics Developing Developing English Language Arts Accomplished Accomplished Environment and Ecology Accomplished Accomplished Family and Consumer Sciences Developing Accomplished Geography Developing Accomplished Health, Safety and Physical Developing Accomplished History Accomplished Accomplished Literacy in History/Social Studies, Science and Technical Developing Developing

11 Subjects Mathematics Accomplished Developing Science and Technology Accomplished Accomplished Alternate Academic Content Standards for Math Accomplished Accomplished Alternate Academic Content Standards for Reading Accomplished Accomplished American Counselor Association for Students Developing Developing English Language Proficiency Needs Improvement Needs Improvement Interpersonal Skills Accomplished Developing Climate Non Existent Non Existent World Language Developing Accomplished Explanation for standard areas checked "Needs Improvement" or "Non Existent": We need to provide a stronger curriculum on Career at the Middle. Additionally, with only a few students with ELL needs, they were provided services on a one-to-one basis; as we begin to see more students in need of services, a curriculum will be developed. High Level Standards Mapping Alignment Arts and Humanities Accomplished Accomplished Career and Work Accomplished Accomplished Civics and Government Accomplished Developing Economics Developing Accomplished English Language Arts Developing Developing Environment and Ecology Accomplished Accomplished Family and Consumer Sciences Accomplished Developing Geography Accomplished Accomplished Health, Safety and Physical Accomplished Developing History Accomplished Developing Literacy in History/Social Studies, Science and Technical Subjects Developing Developing Mathematics Developing Developing Science and Technology Accomplished Developing Alternate Academic Content Standards for Math Alternate Academic Content Standards for Reading Needs Improvement Needs Improvement Needs Improvement Needs Improvement American Counselor Association for Students Accomplished Accomplished English Language Proficiency Developing Developing

12 Interpersonal Skills Accomplished Developing Climate Non Existent Non Existent World Language Accomplished Accomplished Explanation for standard areas checked "Needs Improvement" or "Non Existent": Climate is not part of a curriculum, however is a yearly goal for the district. Alternative Learning courses - not sure what wanted here, high school does have remediation classes, tutoring and alternative programs available for students. Adaptations Elementary Primary Level Arts and Humanities Civics and Government Economics English Language Arts Environment and Ecology Geography Health, Safety and Physical History Mathematics Science and Technology Elementary Intermediate Level Arts and Humanities Civics and Government Economics English Language Arts Environment and Ecology Geography Health, Safety and Physical History Mathematics Science and Technology Middle Level Arts and Humanities Civics and Government Economics English Language Arts Environment and Ecology

13 Family and Consumer Sciences Geography Health, Safety and Physical History Mathematics Science and Technology High Level Arts and Humanities Career and Work Civics and Government Economics English Language Arts Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical History Mathematics Science and Technology Explanation for any standards checked: All standards checked earmarks curricula that have been developed to meet the Academic Standards. Curriculum Planned Instruction Elementary Primary Level Curriculum Characteristics Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified. Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area. Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified. The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified. Processes used to ensure Accomplishment: Status Accomplished Accomplished Accomplished Accomplished

14 Curriculum and maps were aligned to Learning Focused s (LFS) Curriculum framework. Elementary Intermediate Level Curriculum Characteristics Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified. Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area. Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified. Status Accomplished Accomplished Accomplished The relationship between the objectives of a planned course, instructional unit or Accomplished interdisciplinary studies and academic standards are identified. Processes used to ensure Accomplishment: Curriculum and maps were aligned to Learning Focused s (LFS) Curriculum framework. Middle Level Curriculum Characteristics Status Content, including materials and activities and estimated instructional time to be Developing devoted to achieving the academic standards are identified. Objectives of planned courses, instructional units or interdisciplinary studies to be Accomplished achieved by all students are identified for each subject area. Procedures for measurement of mastery of the objectives of a planned course, Accomplished instructional unit or interdisciplinary studies are identified. The relationship between the objectives of a planned course, instructional unit or Developing interdisciplinary studies and academic standards are identified. Processes used to ensure Accomplishment: Curriculum and maps were aligned to Learning Focused s (LFS) Curriculum framework. High Level Curriculum Characteristics Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified. Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area. Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified. The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified. Processes used to ensure Accomplishment: Status Developing Accomplished Accomplished Developing

15 Curriculum and maps were aligned to Learning Focused s (LFS) Curriculum framework. Modifications 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. Lower Dauphin uses several processes to accomodate the needs of individual students. Through differentiated instruction in the regular classroom, the RtII process, or through Individualized Programs, students are afforded necessary modifications and accomodations to meet their needs. Additionally, there is after school tutoring and summer school education to compliment the regular school day instruction. Instruction Instructional Strategies Annual Instructional evaluations Formal classroom observations focused on instruction Instructional Coaching Peer evaluation/coaching Walkthroughs targeted on instruction Regular Lesson Plan Review Supervisors District Administrators Instructional Coaches Provide brief explanation of District's process for incorporating selected strategies. Through our Differentiated Supervision Plan, teachers are observed both in a formal, as well as through walkthrough observations. Lesson plans are reviewed during walkthroughs and upon request. Provide brief explanation for strategies not selected and how the District plans to address their incorporation. This narrative is empty. Responsiveness to Student Needs Elementary Primary Level Instructional Practices A variety of practices that may include structured grouping, flexible scheduling and Status Implemented in

16 differentiated instruction are used to meet the needs of gifted students. Differentiated instruction is used to meet student needs. Flexible instructional time or other schedule-related practices are used to meet student needs. Structured grouping practices are used to meet student needs. 50% or more of district classrooms Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms If necessary, provide further explanation. (Required explanation if column selected was <50%, UNK or NA) In a majority of the classrooms, students are instructed in skill areas, such as reading, writing and mathematics, in small and flexible groups. Elementary Intermediate Level Instructional Practices A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students. Differentiated instruction is used to meet student needs. Flexible instructional time or other schedule-related practices are used to meet student needs. Structured grouping practices are used to meet student needs. Status Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms If necessary, provide further explanation. (Required explanation if column selected was <50%, UNK or NA) In a majority of the classrooms, students are instructed in skill areas, such as reading, writing and mathematics, in small and flexible groups. Middle Level Instructional Practices A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students. Status Implemented in 50% or more of

17 Differentiated instruction is used to meet student needs. Flexible instructional time or other schedule-related practices are used to meet student needs. Structured grouping practices are used to meet student needs. district classrooms Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms If necessary, provide further explanation. (Required explanation if column selected was <50%, UNK or NA) In a majority of the classrooms, students are instructed in skill areas, such as reading, writing and mathematics, in small and flexible groups. High Level Instructional Practices A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students. Differentiated instruction is used to meet student needs. Flexible instructional time or other schedule-related practices are used to meet student needs. Structured grouping practices are used to meet student needs. Status Not answered Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms If necessary, provide further explanation. (Required explanation if column selected was <50%, UNK or NA) In a majority of the classrooms, students are instructed in skill areas, such as reading, writing and mathematics, in small and flexible groups. Recruitment Describe the process the District implements 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.

18 The best method of improving student performance is hiring quality professionals. Lower Dauphin has many steps in the hiring process, including advertising for recruitment, to bring the best to our students. There is a commitment to put the strongest instructors with the most at-risk students and buildings. Assessments Local Graduation Requirements Course Completion SY SY SY SY SY SY Electives English Health Mathematics Minimum % Grade Required for Credit (Numerical Answer) Music, Art, Family & Consumer Sciences, Career and Technical Physical Science Social Studies Total Courses Graduation Specifics Reading Local Assessments aligned with State Standards Writing Local Assessments aligned with State Standards Mathematics Local Assessments aligned with State Standards 2015 and beyond Graduation Requirement Specifics English Language and Composition Completion of Course Work with Keystone Exam as final exam Scoring Proficiency (Stand alone option)

19 English Literature Completion of Course Work with Keystone Exam as final exam Scoring Proficiency (Stand alone option) Mathematics Completion of Course Work with Keystone Exam as final exam Scoring Proficiency (Stand alone option) Science & Technology Completion of Course Work with Keystone Exam as final exam Scoring Proficiency (Stand alone option) Environment & Ecology Independently validated local assessments and beyond Graduation Requirement Specifics Biology or Chemistry Completion of Course Work with Keystone Exam as final exam Scoring Proficiency (Stand alone option) American History, Civics/Government or World History Completion of Course Work with Keystone Exam as final exam Scoring Proficiency (Stand alone option) Local Assessments Standards WA TD NAT DA PSW Other Arts and Humanities X X X Career and Work X X Civics and Government X Economics X English Language Arts X X X Environment and Ecology X X Family and Consumer Sciences X X Geography X X Health, Safety and Physical X X History X X Literacy in History/Social Studies, X Science and Technical Subjects Mathematics X X X Science and Technology X X World Language X X

20 Methods and Measures Summative Assessments EEP EEI ML HS End-of-Year Exam X X X PSSA X X Keystone Exam X X Benchmark Assessments EEP EEI ML HS Reading Benchmark Assessments X X Math Benchmark Assessments X X DIBELS X X Formative Assessments EEP EEI ML HS Common Assessments (Social Studies, Math, Science, Literature, Composition) Sight Word Assessments Writing Assessments Using Common Writing Prompts Across the District X X X X Diagnostic Assessments EEP EEI ML HS DRA2 X X X X Validation of Implemented Assessments Validation Methods EEP EEI ML HS Supervisor Review X X X X Department Supervisor Review X X District Administration Review X X X X External Review Instructional Coach Review X X Intermediate Unit Review Professional Learning Community Review Teacher Peer Review X X X X Provide brief explanation of District's process for reviewing assessments. The process of writing common assessments is a collaborative effort and involves the stakeholders listed above. Time is provided during common planning time and periodic staff development time to develop and review assessments.

21 Development and Validation of Local Assessments If applicable, explain the District's procedures for developing locally administered assessments and how they are independently and objectively validated every six years. At the elementary level the assessments and assessment calendar are reviewed on a yearly basis by the instructional coaches, teachers, and administrative staff (building and district level). At the secondary level the common assessments were developed based on the PA Standards, Anchors, and Eligible Content. We are in the process of re-writing our common assessments to align with the PA Common Core Stanadards with increased rigor. A plan will be established to review the assessments at the end of each year and correlate the results to the Keystone results, grades, and other authentic assessments used. Collection and Dissemination Describe the District's system to collect, analyze and disseminate assessment data efficiently and effectively for use by District leaders and instructional teams. The district currently uses Assessment Builder and Performance Tracker to store results and provide reports to guide instructional decisions. The staff has received training on how to access results and a Tier 1 approach to analyzing results as a team has been developed to guide best practices and adjust instruction to meet the needs of all students. 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. Results from the assessments are used to guide instructional decisions, interventions, and program decisions for students. This is accomplished at all four levels early elementary, intermediate, middle school, and high school. Assessment Data Uses Assessment Data Uses EEP EEI ML HS Assessment results are reported out by assessment anchor or X X X X standards-aligned learning objective. Instructional practices are identified that are linked to student X X X X success in mastering specific assessment anchors, eligible content or standards-aligned learning objectives. Instructional practices modified or adapted to increase X X X X