Pennsylvania Department of Education

 






PDE Logo

Commonwealth of Pennsylvania
Department of Education
333 Market Street
Harrisburg, PA 17126-0333







Professional Education Report
Tuesday, May 18, 2010
(Last Approved: Friday, August 03, 2007)

Entity: Bloomsburg Area SD
Address: 728 E 5th St
Bloomsburg, PA 17815-2305
Phone: (570) 784-5000
Contact Name: Cosmas Curry


Professional Education Planning Committee

Name

Affiliation

Membership Category

Appointed By

Bogar, Kristine

Bloomsburg Community Member

Parent

School Board

Brando, Sandy

Bloomsburg Area School District

Middle School Teacher

Peers

Bressi, Steve

Bloomsburg Area School District

Administrator

Administrators

Burrell, Phil

Bloomsburg Area School District

Ed Specialist - Instructional Technology

Peers

Callahan, Robin

Bloomsburg Area School District

Secondary School Teacher

Peers

Edwards, Nancy

Bloomsburg University

Community Representative

School board

Erwin, Dawne

Bloomsburg Community

Parent

School Board

Faust, Gail

Bloomsburg Area School District

Elementary School Teacher

Peers

Groshek, Bob

Bloomsburg Health & Fitness

Business Representative

School Board

Gump, Lee

Bloomsburg Area School District

Administrator

Administrators

Keller, Lisa

Bloomsburg Area School District

Middle School Teacher

Peers

Latsha, Tim

Bloomsburg Area School District

Secondary School Teacher

Peers

Luschas, Alvin

Derr, Pursel, Luschas & Norton, LLP

Business Representative

School Board

Martin, Kathy

Bloomsburg Community

Community Representative

School Board

Moran, Ryan

Bloomsburg Area School District

Administrator

Administrators

Robinson, Julia

Bloomsburg Area School District

Ed Specialist - School Psychologist

Peers

Ross, Brenda

Bloomsburg Area School District

Elementary School Teacher

Peers

Shoup, Jennifer

Bloomsburg Area School District

Administrator

Administrators

Needs Assessment

Reflections

There are currently no reflections selected for this section.

In June, 2006 the Bloomsburg Area School District began the strategic planning process for the years 2007 through 2013. The committee comprised of parents, community members, business representatives, teachers (elementary, middle, high), specialists, board members, principals and central office administrators worked as a team.

In the fall of the 2006-2007 school year, surveys were made available, in both hard copy and on-line, to students, parents, teachers, administrators, support staff, business representatives, and community members concerning their perceptions of the academic success of Bloomsburg Area School District students and their perceptions of the professional development needs of the district. All constituents were notified about the availability of the surveys.

The committee looked at the overall academic needs of students in the district by analyzing PSSA data from the past three years. It was noted specifically that even though AYP has been achieved by all schools over the past two years, there were areas of concern. The committee noted that the sub group that includes students with IEPs and economically disadvantaged, showed a definite lack of growth. The committee also noted that high school math results for all students in all sub groups have remained constant and have not shown growth over the past 3 years. In addition, the elementary schools' writing scores showed little or no students scoring advanced.  

In January of 2007 and February of 2010, a survey was given to all professional staff asking their input on their own professional development needs and asked for suggestions for professional development activities for the district. The survey included a checklist of possible training on instructional practices such as differentiated instruction and data driven instruction. In January of 2007, the survey indicated that teachers felt they were in need of additional training on how to meet the needs of special needs students and more assistance on using PSSA data and anchors to drive instruction. In February of 2010, the survey indicated that teachers felt they were in need of additional training on instructional technology (web tools) and Smartboards; response to intervention, 6 +1 Trait Writing and data analysis.

The Professional Development Strategic Planning Committee compared the results of the assessment data, the results of the Professional Development surveys, and the community input and considered the stated needs. The committee then correlated all of the surveys' results with the requirements of No Child Left Behind.  Using all of this data,  the committee, as well as other teachers and administrators in the Bloomsburg Area School District, designed action plans for professional development activities. 

The action plans include objectives, activities, time lines for completion, person(s) responsible for implementation and assessment. Included in the plans are the following goals:

  •  To improve student behavior in all three elementary schools.
  •  To improve fifth grade writing scores on the state assessment.
  •  To improve students' knowledge and skills in reading in grades 3, 4, and 5.
  •  To improve the attainment of AYP goals for IEP/Learning Support students, especially in the middle school.
  •  To improve state assessment math scores in grades six and seven.
  •  To improve the performance of 11th grade students on the 11th grade state math assessment.
  •  To improve the percentage of students scoring at or above the proficient level on the 12th grade state re-tests.
  •  To improve the Graduation Rate/Dropout Rate of Bloomsburg Area High School students.
  •  To increase the district-wide use of data analysis to drive instruction and increase student achievement.
  •  To provide special education teachers with specialized training directly related to student achievement.
  •  To utilize the latest and most effective technology to enhance differentiated instruction.
  • To continue to align BASD curriculum with the PA State Standards.
  • To plan for, adopt and implement new graduation requirements.
  • To maintain or improve the number of students scoring proficient on the 4th grade science state assessment.

Over the next three year period, workshops, courses and individual plans will be aligned to these needs.  The overall goals for professional development for the Bloomsburg Area School District are as follows:

 Foster student growth and achievement in conjunction with the regulations of No Child Left Behind

  • Keep current in the area(s) of assignment/certification.
  • Provide opportunities for learning and integrating technology into the curriculum.
  • Encourage and provide resources for professional growth and development.

The Act 48 Committee will continue to maintain and explore strategies to provide time within the school year for professional development. The committee will continue our present practice of organizing building-level collaborative teams to review and share the latest research on effective teaching and learning strategies. Teams will examine current educational practices and use input from teachers to determine future staff development needs. 

As a district, we will also continue to encourage and provide opportunities for individuals to pursue professional development activities outside of school that will enhance their own teaching skills. We will continue to encourage and provide training and resources to support the implementation of best practices and curricular innovations with the ultimate goal of increasing student achievement.

Professional Education Action Plan

Goal: CURRICULUM ALIGNMENT


Description: Curriculum and lesson plans need to be developed, revised and / or mapped to continue to be aligned with PA State Standards.

Strategy: Horizontal and Vertical Curriculum Alignment


Description: BASD curriculum and lesson plans will be aligned horizontally across grade levels and vertically K-12.

 

Activity: Career Education and Work Standards


Description: Plan for integration of Career Education and Work Standards and implement K-12 within existing disciplines.

Person Responsible

Timeline for Implementation

Resources

Chapter 4 Admin

Start: 8/18/2010
Finish: 6/30/2013

$1,500.00


Professional Development Activity Information

Number of Hours Per Session

Total Number of Sessions Per School Year

Estimated Number of Participants Per Year

1.00

10

150

Organization or Institution Name

Type of Provider

Provider’s Department of Education Approval Status

BASD Administration, Department Chairs

  • School Entity

Not approved

Knowledge and Skills

Research and Best Practices

Designed to Accomplish

1) Teachers will learn grade level standards for career education and work. 2) Teachers will integrate grade level standards within units of instruction and lesson plans of existing disciplines, K-12.

Through a comprehensive approach, Career Education and Work Standards complement all disciplines and other academic standards.

For classroom teachers, school counselors and education specialists:

  • Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.
  • Empowers educators to work effectively with parents and community partners.

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

  • Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.
  • Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.

Educator Groups Which Will Participate in this Activity

Role

Grade Level

Subject Area

  • Classroom teachers
  • Principals / asst. principals
  • Superintendent / asst. superintendents
  • School counselors
  • Other educational specialists
  • Early childhood (preK-grade 3)
  • Middle (grades 6-8)
  • Elementary (grades 2-5)
  • High school (grades 9-12)
  • Reading, Writing, Speaking & Listening
  • Science and Technology
  • Arts & Humanities
  • Civics and Government
  • Environment and Ecology
  • Health, Safety and Physical Education
  • World Languages
  • Kindergarten Early Learning Standards
  • Mathematics
  • History
  • Career Education and Work
  • Economics
  • Family and Consumer Sciences
  • Geography

Follow-up Activities

Evaluation Methods

  • 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
  • Peer-to-peer lesson discussions
  • Review of participant lesson plans


Status: Not Started — Upcoming

 

 

Activity: Curriculum Review


Description: BASD curriculum, including units of study, lesson plans, assessments and interventions will be reviewed, and if necessary, revised or created. The process will then continue with curriculum mapping and alignment.

Person Responsible

Timeline for Implementation

Resources

Chapter 4 Admin

Start: 1/30/2009
Finish: 6/30/2013

$15,000.00


Professional Development Activity Information

Number of Hours Per Session

Total Number of Sessions Per School Year

Estimated Number of Participants Per Year

1.00

10

150

Organization or Institution Name

Type of Provider

Provider’s Department of Education Approval Status

BASD Administrative Team, Department Chairs

  • School Entity

Not approved

Knowledge and Skills

Research and Best Practices

Designed to Accomplish

Review, revise and / or develop curriculum, units of study and lesson plans aligned with PA standards. Map and align curriculum across grade levels and K-12. Identify and meet needs of struggling to advanced learners based on state, benchmark and informal assessments.

Standards aligned curriculum, units of study and lesson plans are best practice.

For classroom teachers, school counselors and education specialists:

  • Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.
  • Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.
  • Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.

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

Educator Groups Which Will Participate in this Activity

Role

Grade Level

Subject Area

  • Classroom teachers
  • Principals / asst. principals
  • Superintendent / asst. superintendents
  • School counselors
  • Other educational specialists
  • Early childhood (preK-grade 3)
  • Middle (grades 6-8)
  • Elementary (grades 2-5)
  • High school (grades 9-12)
  • Reading, Writing, Speaking & Listening
  • Science and Technology
  • Arts & Humanities
  • Civics and Government
  • Environment and Ecology
  • Health, Safety and Physical Education
  • World Languages
  • Kindergarten Early Learning Standards
  • Mathematics
  • History
  • Career Education and Work
  • Economics
  • Family and Consumer Sciences
  • Geography

Follow-up Activities

Evaluation Methods

  • Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers
  • Analysis of student work, with administrator and/or peers
  • Creating lessons to meet varied student learning styles
  • Peer-to-peer lesson discussions
  • Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.
  • Student PSSA data
  • Standardized student assessment data other than the PSSA
  • Classroom student assessment data
  • Review of participant lesson plans


Status: In Progress — Upcoming

 

 

Activity: Electronic Curriculum Framework


Description: Electronic formats will be explored to enable district curriculum, units of study and lesson plans to be entered, utilized and revised. In addition, mapping and disaggregation by anchor and standard to align curriculum electronically are features to be investigated.

Person Responsible

Timeline for Implementation

Resources

Chapter 4 Admin

Start: 8/18/2010
Finish: 6/30/2013

$40,000.00


Professional Development Activity Information

Number of Hours Per Session

Total Number of Sessions Per School Year

Estimated Number of Participants Per Year

1.00

10

150

Organization or Institution Name

Type of Provider

Provider’s Department of Education Approval Status

BASD Administration, Dept. Chairs

  • School Entity

Not approved

Knowledge and Skills

Research and Best Practices

Designed to Accomplish

1) Navigation of curriculum framework
2) Ability to disaggregate curriculum, units of study and lessons by PA state standard and/or anchor
3) BASD curriculum mapping and alignment K-12 and across grade level
4) Lessons designed to meet needs of struggling to advanced learners
5) Train staff on purpose and navigation of PDE's Standards Aligned System (SAS)

PA standards aligned curriculum, units of study and lesson plans are best practice.

For classroom teachers, school counselors and education specialists:

  • Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.
  • Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.
  • Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.

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

Educator Groups Which Will Participate in this Activity

Role

Grade Level

Subject Area

  • Classroom teachers
  • Principals / asst. principals
  • Superintendent / asst. superintendents
  • School counselors
  • Other educational specialists
  • Early childhood (preK-grade 3)
  • Middle (grades 6-8)
  • Elementary (grades 2-5)
  • High school (grades 9-12)
  • Reading, Writing, Speaking & Listening
  • Science and Technology
  • Arts & Humanities
  • Civics and Government
  • Environment and Ecology
  • Health, Safety and Physical Education
  • World Languages
  • Kindergarten Early Learning Standards
  • Mathematics
  • History
  • Career Education and Work
  • Economics
  • Family and Consumer Sciences
  • Geography

Follow-up Activities

Evaluation Methods

  • Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers
  • Analysis of student work, with administrator and/or peers
  • Creating lessons to meet varied student learning styles
  • Peer-to-peer lesson discussions
  • Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.
  • Student PSSA data
  • Standardized student assessment data other than the PSSA
  • Classroom student assessment data
  • Review of participant lesson plans


Status: Not Started — Upcoming

 

Goal: GIFTED EDUCATION


Description: BASD will plan for, adopt and implement new gifted education standards.

Strategy: Adopt new gifted education standards


Description: Provide students with opportunity to enrich their quality high school education through gifted opportunities.

 

Activity: Gifted Opportunities


Description: 1) Provide gifted training to all staff regarding implementation of GIEPs
2) Provide training to gifted teachers regarding characteristics of high quality GIEPS and programs
3) Publish information about BASD's gifted program, including GIEPs

Person Responsible

Timeline for Implementation

Resources

Robbins, Jillann

Start: 3/1/2010
Finish: 6/30/2013

$4,000.00


Professional Development Activity Information

Number of Hours Per Session

Total Number of Sessions Per School Year

Estimated Number of Participants Per Year

1.00

1

150

Organization or Institution Name

Type of Provider

Provider’s Department of Education Approval Status

BASD Administration Team

  • School Entity

Not approved

Knowledge and Skills

Research and Best Practices

Designed to Accomplish

GIEP creation, effective Gifted program characteristics and how to implement GIEPs

Well written individualized GIEPs will support students to extend their learning through effective teaching strategies with multiple assessment opportunities.

For classroom teachers, school counselors and education specialists:

  • Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.
  • Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.
  • Empowers educators to work effectively with parents and community partners.

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

  • Provides leaders with the ability to access and use appropriate data to inform decision-making.
  • Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
  • Instructs the leader in managing resources for effective results.

Educator Groups Which Will Participate in this Activity

Role

Grade Level

Subject Area

  • Classroom teachers
  • Principals / asst. principals
  • Superintendent / asst. superintendents
  • School counselors
  • Other educational specialists
  • Early childhood (preK-grade 3)
  • Middle (grades 6-8)
  • Elementary (grades 2-5)
  • High school (grades 9-12)
  • Reading, Writing, Speaking & Listening
  • Science and Technology
  • Arts & Humanities
  • Civics and Government
  • Environment and Ecology
  • Health, Safety and Physical Education
  • World Languages
  • Kindergarten Early Learning Standards
  • Mathematics
  • History
  • Career Education and Work
  • Economics
  • Family and Consumer Sciences
  • Geography

Follow-up Activities

Evaluation Methods

  • 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
  • GIEP development
  • Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.
  • Standardized student assessment data other than the PSSA
  • Classroom student assessment data
  • Review of participant lesson plans
  • GIEP development
  • Gifted program


Status: In Progress — Upcoming

 

Goal: GRADUATION REQUIREMENTS


Description: BASD will plan for, adopt and implement new graduation requirements.

Strategy: Adopt new graduation requirements


Description: Provide students with the opportunity to earn a high quality high school diploma through multiple assessment opportunities.

 

Activity: Develop timeline for new graduation requirements


Description: Using Keystone Exams for Graduation

Person Responsible

Timeline for Implementation

Resources

Chapter 4 Admin

Start: 8/18/2010
Finish: 6/30/2013

-


Status: Not Started — Upcoming

 

 

Activity: Graduation Requirements


Description: Effective with the graduating class of 2014-15 (2010/11 8th graders), graduation requirements will include the following:
1) Course completion and grades;
2) Completion of a culminating project, which may include completion of a college application process;
3) Demonstration of proficiency as determined by the school district in each of the state academic standards not assessed by a state assessment; and
4) Demonstration of proficiency in literature (reading), English composition, math, science and social studies are determined through one or more of the following: use of state-developed Keystone Exams, validated local assessments and Advanced Placement Exams.

Person Responsible

Timeline for Implementation

Resources

Chapter 4 Admin

Start: 8/18/2010
Finish: 6/30/2013

-


Professional Development Activity Information

Number of Hours Per Session

Total Number of Sessions Per School Year

Estimated Number of Participants Per Year

1.00

10

150

Organization or Institution Name

Type of Provider

Provider’s Department of Education Approval Status

BASD Administration Team

  • School Entity

Not approved

Knowledge and Skills

Research and Best Practices

Designed to Accomplish

To have the BASD stakeholders understand the new graduation requirements.

Help students achieve proficiency through effective teaching strategies with multiple assessment opportunities.

For classroom teachers, school counselors and education specialists:

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

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.

Educator Groups Which Will Participate in this Activity

Role

Grade Level

Subject Area

  • Classroom teachers
  • Principals / asst. principals
  • Superintendent / asst. superintendents
  • School counselors
  • Other educational specialists
  • Early childhood (preK-grade 3)
  • Middle (grades 6-8)
  • Elementary (grades 2-5)
  • High school (grades 9-12)
  • Reading, Writing, Speaking & Listening
  • Science and Technology
  • Civics and Government
  • Environment and Ecology
  • Mathematics
  • History
  • Economics
  • Geography

Follow-up Activities

Evaluation Methods

  • Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers
  • Requirements (Graduation requirement implementation)


Status: Not Started — Upcoming

 

 

Activity: Using Local Assessments for Graduation


Description: Local assessments used for graduation purposes must be independently validated once every six years in conjunction with submission of the school district's strategic plan. The local assessments may be designed to include a variety of assessment strategies and may include use of one or more Keystone Exams.

Person Responsible

Timeline for Implementation

Resources

Chapter 4 Admin

Start: 8/18/2010
Finish: 6/30/2013

$18,000.00


Professional Development Activity Information

Number of Hours Per Session

Total Number of Sessions Per School Year

Estimated Number of Participants Per Year

1.00

10

30

Organization or Institution Name

Type of Provider

Provider’s Department of Education Approval Status

BASD Administrative Team

  • School Entity

Not approved

Knowledge and Skills

Research and Best Practices

Designed to Accomplish

Teachers will learn how to create local assessments based on specified criteria to meet validation requirements. Local assessments will be discussed and created in principal and department head meetings, department meetings and grade level meetings.

Teacher created assessments to help guide our instruction, and Keystone or AP exams; assessments give students opportunitites to attain proficiency.

For classroom teachers, school counselors and education specialists:

  • Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.
  • Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.

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

  • Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.
  • Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.

Educator Groups Which Will Participate in this Activity

Role

Grade Level

Subject Area

  • Classroom teachers
  • Principals / asst. principals
  • Superintendent / asst. superintendents
  • School counselors
  • Other educational specialists
  • High school (grades 9-12)
  • Reading, Writing, Speaking & Listening
  • Science and Technology
  • Civics and Government
  • Environment and Ecology
  • Mathematics
  • History

Follow-up Activities

Evaluation Methods

  • Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers
  • Analysis of student work, with administrator and/or peers
  • Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.
  • Standardized student assessment data other than the PSSA
  • Classroom student assessment data
  • Assessments (validated local assessments)


Status: Not Started — Upcoming

 

Goal: MATHEMATICS


Description: In the school year 2010 at least 56% will be proficient, in the year 2011 at least 67%, in year 2012 at least 78% and in year 2013 at least 89% will be proficient in Mathematics, as measured by the annual state assessment.

Strategy: Student Progress and Proficiency


Description: To provide tools to teachers to better align instruction with student needs.

 

Activity: Benchmark Assessments


Description: Teachers in grades 3-8, will continue to administer benchmark assessments in math 3 times per year. Teachers will analyze test results and align instruction and interventions accordingly. BASD will explore grades 9-12 benchmark assessments that are aligned with the Keystone Exams.

Person Responsible

Timeline for Implementation

Resources

Chapter 4 Admin

Start: 8/18/2010
Finish: 6/30/2013

-


Professional Development Activity Information

Number of Hours Per Session

Total Number of Sessions Per School Year

Estimated Number of Participants Per Year

1.00

9

40

Organization or Institution Name

Type of Provider

Provider’s Department of Education Approval Status

CSIU 16 School Staff

  • School Entity
  • Intermediate Unit

Approved

Knowledge and Skills

Research and Best Practices

Designed to Accomplish

1) Teachers in grades 3-8 administer benchmark assessments. 2) Teachers, guidance personnel, administrators, and other support teachers examine results and continue to learn how to plan instruction and interventions based on student needs. 3) Teachers in grades 9-12 will explore benchmark assessments for alignment with Keystone Exams in their subject area.

Differentiated instruction is best practice. The results of the benchmark assessments will allow teachers to better define needs of students in their classrooms.

For classroom teachers, school counselors and education specialists:

  • Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.
  • Empowers educators to work effectively with parents and community partners.

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

  • Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.
  • Provides leaders with the ability to access and use appropriate data to inform decision-making.
  • Instructs the leader in managing resources for effective results.

Educator Groups Which Will Participate in this Activity

Role

Grade Level

Subject Area

  • Classroom teachers
  • Principals / asst. principals
  • Superintendent / asst. superintendents
  • School counselors
  • Other educational specialists
  • Early childhood (preK-grade 3)
  • Middle (grades 6-8)
  • Elementary (grades 2-5)
  • High school (grades 9-12)
  • Reading, Writing, Speaking & Listening
  • Mathematics

Follow-up Activities

Evaluation Methods

  • Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers
  • Analysis of student work, with administrator and/or peers
  • Creating lessons to meet varied student learning styles
  • Peer-to-peer lesson discussions
  • Student PSSA data
  • Review of participant lesson plans
  • PVAAS Data


Status: In Progress — Upcoming

Date

Comment

2/19/2010

Teachers in grades 3-8 administer benchmark assessments 3 times per year. Teachers analyze test results and align instruction and interventions accordingly. August 2008

 

 

Activity: Data Analysis


Description: Teachers will continue to be trained how to access and analyze student data from benchmark and state assessments via a data management system.

Person Responsible

Timeline for Implementation

Resources

Professional Education Admin

Start: 8/18/2010
Finish: 6/30/2013

$9,000.00


Professional Development Activity Information

Number of Hours Per Session

Total Number of Sessions Per School Year

Estimated Number of Participants Per Year

1.00

9

140

Organization or Institution Name

Type of Provider

Provider’s Department of Education Approval Status

CSIU 16, BASD Administrative Staff, BASD Technology Support Staff

  • School Entity
  • Intermediate Unit

Approved

Knowledge and Skills

Research and Best Practices

Designed to Accomplish

1) Teachers will learn how to analyze state, local and benchmark assessment data via a data management system. 2) Teachers will collaborate and develop ideas to differentiate instruction and interventions based on the data examined. 3) Administrators will learn how to examine data to achieve academic goals. 4) Teachers and administrators will learn how to interpret data and share that data with parents and community so parents and community members become active partners in the education of the BASD students.

Best practice is differentiated instruction utilizing highly effective strategies that promote student achievement. Examination of data is an essential component of quality instruction and interventions.

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.
  • Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.
  • Empowers educators to work effectively with parents and community partners.

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

  • Provides leaders with the ability to access and use appropriate data to inform decision-making.
  • Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
  • Instructs the leader in managing resources for effective results.

Educator Groups Which Will Participate in this Activity

Role

Grade Level

  • Classroom teachers
  • Principals / asst. principals
  • Superintendent / asst. superintendents
  • School counselors
  • Other educational specialists
  • Early childhood (preK-grade 3)
  • Middle (grades 6-8)
  • Elementary (grades 2-5)
  • High school (grades 9-12)

Follow-up Activities

Evaluation Methods

  • Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers
  • Analysis of student work, with administrator and/or peers
  • Creating lessons to meet varied student learning styles
  • Peer-to-peer lesson discussions
  • Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.
  • Student PSSA data
  • Classroom student assessment data
  • Review of participant lesson plans


Status: In Progress — Upcoming

Date

Comment

1/27/2010

Teachers continue to be trained how to access and analyze student data (state assessment and benchmark) via data management system.

 

 

Activity: RTII


Description: The district will plan for and implement the Response to Instruction and Intervention Model K-12.

Person Responsible

Timeline for Implementation

Resources

Chapter 4 Admin

Start: 8/18/2010
Finish: 6/30/2013

$15,000.00


Professional Development Activity Information

Number of Hours Per Session

Total Number of Sessions Per School Year

Estimated Number of Participants Per Year

1.00

9

140

Organization or Institution Name

Type of Provider

Provider’s Department of Education Approval Status

Over the next 3 years, CSIU 16 staff will train the BASD staff and assist in the implementation of RTI.

  • School Entity
  • Intermediate Unit

Approved

Knowledge and Skills

Research and Best Practices

Designed to Accomplish

1) Administrators will learn leadership strategies in regards to systems change
2) Teachers will continue to learn strategies to analyze data and drive instruction.
3) Teachers will learn and apply differentiated instruction and intervention strategies.
4) School counselors and psychologist will learn how to analyze data and teaching strategies to examine the need for tier II and III intervention.

RTII is a researched based program.

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

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

Educator Groups Which Will Participate in this Activity

Role

Grade Level

  • Classroom teachers
  • Principals / asst. principals
  • School counselors
  • Other educational specialists
  • Early childhood (preK-grade 3)
  • Middle (grades 6-8)
  • Elementary (grades 2-5)
  • High school (grades 9-12)

Follow-up Activities

Evaluation Methods

  • Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers
  • Analysis of student work, with administrator and/or peers
  • Creating lessons to meet varied student learning styles
  • Peer-to-peer lesson discussions
  • Student PSSA data


Status: In Progress — Upcoming

Date

Comment

1/27/2010

BASD has established a RTII core team to attend training at CSIU 16 during the 2009-10 school year.

 

 

Activity: Training in Differentiated Instruction


Description: Provide training for all teachers K-12 in effective strategies for student achievement. Apply research based strategies in all math classrooms.

Person Responsible

Timeline for Implementation

Resources

Chapter 4 Admin

Start: 8/18/2010
Finish: 8/30/2013

$13,000.00


Professional Development Activity Information

Number of Hours Per Session

Total Number of Sessions Per School Year

Estimated Number of Participants Per Year

5.00

3

140

Organization or Institution Name

Type of Provider

Provider’s Department of Education Approval Status

CSIU 16, BASD Staff

  • School Entity
  • Intermediate Unit

Approved

Knowledge and Skills

Research and Best Practices

Designed to Accomplish

1) Teachers will learn about and apply differentiated instruction and intervention strategies.
2) Administrators will learn how to facilitate change in their buildings and monitor and support quality teaching strategies in the classrooms.

We will utilize researched based strategies in the training.

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

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

Educator Groups Which Will Participate in this Activity

Role

Grade Level

  • Classroom teachers
  • Principals / asst. principals
  • Superintendent / asst. superintendents
  • School counselors
  • Other educational specialists
  • Early childhood (preK-grade 3)
  • Middle (grades 6-8)
  • Elementary (grades 2-5)
  • High school (grades 9-12)

Follow-up Activities

Evaluation Methods

  • Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers
  • Analysis of student work, with administrator and/or peers
  • Creating lessons to meet varied student learning styles
  • Peer-to-peer lesson discussions
  • Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.
  • Student PSSA data
  • Classroom student assessment data


Status: In Progress — Upcoming

Date

Comment

1/27/2010

BASD K-12 teachers are receiving training on Effective Teaching Strategies for Differentiation on August 18 & 19, 2010.

 

Goal: READING


Description: In the school year 2010, at least 63% will be proficient, in the year 2011, at least 72% will be proficient in the year 2012, at least 81% will be proficient, in the school year 2013, at least 91% will be proficient in Reading, as measured by the annual state assessment.

Strategy: Student Progress and Proficiency


Description: Teachers will receive professional development to implement reading strategies to increase student achievement in reading skills and knowledge.

 

Activity: Benchmark Assessments


Description: Teachers in grades 3-8, will continue to administer benchmark assessments in reading 3 times per year. Teachers will analyze test results and align instruction and interventions accordingly. BASD will explore grade 9-12 benchmark assessments that are aligned with the Keystone Exams.

Person Responsible

Timeline for Implementation

Resources

Chapter 4 Admin

Start: 9/3/2007
Finish: 6/30/2013

$9,000.00


Professional Development Activity Information

Number of Hours Per Session

Total Number of Sessions Per School Year

Estimated Number of Participants Per Year

1.00

9

40

Organization or Institution Name

Type of Provider

Provider’s Department of Education Approval Status

CSIU 16

  • School Entity
  • Intermediate Unit

Approved

Knowledge and Skills

Research and Best Practices

Designed to Accomplish

1) Teachers in grades 3-8 administer benchmark assessments. 2) Teachers, school counselors, administrators, and other support teachers examine results and continue to learn how to plan instruction and interventions based on student needs. 3) Teachers in grades 9-12 will explore benchmark assessments for alignment with Keystone Exams in their subject area.

Differentiated instruction including effective strategies for student achievement is best practice. The results of the benchmark assessments will allow teachers to better define needs of students in their classrooms

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.
  • Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.
  • Empowers educators to work effectively with parents and community partners.

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

  • Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.
  • Provides leaders with the ability to access and use appropriate data to inform decision-making.
  • Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.

Educator Groups Which Will Participate in this Activity

Role

Grade Level

Subject Area

  • Classroom teachers
  • Principals / asst. principals
  • Superintendent / asst. superintendents
  • School counselors
  • Other educational specialists
  • Early childhood (preK-grade 3)
  • Middle (grades 6-8)
  • Elementary (grades 2-5)
  • High school (grades 9-12)
  • Reading, Writing, Speaking & Listening

Follow-up Activities

Evaluation Methods

  • Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers
  • Analysis of student work, with administrator and/or peers
  • Creating lessons to meet varied student learning styles
  • Peer-to-peer lesson discussions
  • Student PSSA data
  • Review of participant lesson plans
  • PVAAS Data


Status: In Progress — Upcoming

Date

Comment

2/19/2010