Pennsylvania Department of Education
COMMONWEALTH
OF PENNSYLVANIA
DEPARTMENT OF EDUCATION
333 MARKET STREET
HARRISBURG, PA 17126-0333
Academic Standards and Assessment Report
Wednesday,
February 20, 2008
Entity: Lackawanna Trail SD
Address: PO Box 85
Factoryville, PA 18419-0085
Phone:
Contact Name: Robert Jurbala
Organization Description
Demographics:
The Lackawanna Trail School
District, which occupies an area of approximately 73 square miles in the
northeastern corner of Lackawanna County and the eastern section of Wyoming
County, is one of the state’s dual county districts. The district is
located approximately 15 miles north of Scranton and 12 miles east of
Tunkhannock in northeastern Pennsylvania. The school district was officially
formed in April of 1953, with the joint high school being occupied in 1956. The
original jointure was composed of the boroughs of Dalton, Factoryville,
Nicholson and the townships of La Plume, West Abington, Clinton and Nicholson.
Benton Township became a part of the jointure in 1964.
School
Organization:
The Lackawanna Trail School District organizational structure is comprised of
one Elementary Center (K-6) and a Junior/Senior High School (7-12). The
Elementary Center is located on College Avenue in Factoryville, Pa. The
secondary facility is situated on Tunnel Hill Road, approximately one-fourth mile
off Route 11. Within these structures the educational program is organized as
follows:
Primary Level--Kindergarten and Grades 1- 3, Intermediate Level--Grades 4- 6,
Middle Level--Grades 7- 8, and High School Level-- Grades 9 - 12.
Professional Personnel:
The Lackawanna Trail School
District employs 104 professional personnel including classroom teachers,
special education teachers, guidance counselors (two secondary and one
elementary), two Title I reading specialists, one Title I math teacher, two
librarians, and two school nurses. Kindergarten became a full day
program in the 2004-2005 school year, made possible with funding from the
state's Accountability Block Grant Program.
The following
administrators are employed by the district to carry out the policies of the
Board of Education and oversee the educational program: Superintendent,
Business Manager, Secondary Principal, Assistant Secondary Principal,
Elementary Principal, Director of Curriculum and Resources, and Director
of Special Education.
The district also employs
71 support staff members (including a technology coordinator, cafeteria
supervisor and maintenance/transportation director). The faculty-student ratio
is approximately 1:24. 69% of the professional staff hold Master’s
or Equivalency Degrees.
Facilities:
Approximately 1,293
students are enrolled and attend classes in the Elementary Center, which houses
grades kindergarten through six, and a Junior/Senior High School for students
in grades seven through twelve.
The Lackawanna Trail
Elementary Center, which is located at the site of the former Factoryville
Elementary School on College Avenue in Factoryville, opened its doors to
students for the first time on August 27, 1991. The opening of the Elementary
Center brought the students who attended Benton Elementary, Dalton Elementary,
Factoryville Elementary, and Nicholson Elementary together in one centrally
located school.
The Elementary Center and
the renovated Junior/Senior High School are continuously maintained and promote
achievement of the district’s mission, goals, and student learning
outcomes. Computer labs are available in each building for use by students and
teachers. In addition, three mobile laptop computer labs each are
located at the Elementary Center and two mobile labs are available at the
Junior/Senior High School. The Elementary Center accommodates active learning
experiences in art, music, dance, and theater and for “hands on”
experiences in science, social studies, and environmental education.
At the middle/high school
levels, facilities are provided for active learning experiences in the arts and
in related areas of study, science environmental education, family and consumer
science, and technology education. In addition, laboratories are available for
all science planned courses. Facilities are provided for art, music, dance, and
theater. Computer laboratories ensure use and application of computers and
software, including word processing, database, spreadsheets, and
telecommunications. Finally, the high school physical plant offers facilities
for business education, foreign languages, human development/family life
education, technology education, and interscholastic athletic competition.
For the past three years, including 2007, the district and both buildings
have demonstrated adequate yearly progress (AYP) on the Pennsylvania System of
School Assessment. Graduation rate for 2005 (latest available figures)
was 94.87%, up from 88.79% in 2004. Attendance rates for the Elementary
Center remain fairly constant--94.68% and 94.77%.
Core Purpose
Mission
The mission of the Lackawanna Trail School District, in
partnership with our community, is to provide a safe and challenging learning environment where all students will
develop to their fullest potential. The educational programs provided will
enable students to become productive, responsible, technologically literate,
contributing members of a global society who respond effectively to an ever
changing world.
Vision
Each building in the Lackawanna Trail School District has a
vision statement that embodies what each building believes it must do in
order to accomplish the overall mission of the school district itself.
Vision statements were crafted after a review of current literature that
stresses such statements should be focused, measurable, and doable.
The vision of the Lackawanna Trail Elementary Center is to provide an
environment for all children that is safe, educationally progressive, and
filled with experiences that will enable students to be prepared for success in
secondary school as measured by state and local assessment results.
The vision of the Lackawanna Trail Junior-Senior High School is to provide an
educational atmosphere where all students are safe, nurtured both
academically AND socially, with access to a wide variety of challenging
courses. During their high school years, students will be able to measure
their acquired knowledge by achieving proficiency on standardized, as well as
teacher created, assessments because of the education they receive from a
highly qualified faculty. Upon fulfilling all graduation requirements,
students will have then mastered the standards-based curriculum--making them
fully prepared to enter college, post-secondary vocational school, the armed
services, or the work force. Regardless of their post secondary choice,
students will graduate being technologically literate, being able to access
pertinent information, and will be able to effectively collaborate with
others--making them productive citizens.
Shared Values
The purposes of schools are
to:
- Teach all students to think critically and
constructively
- Encourage creativity
- Help students to reach their full potential
- Provide a healthy environment that is safe and
conducive to learning
- Provide a challenging learning environment
All educators should:
- Challenge and mentor students to reach their potential
- Be fair, consistent, and respectful toward their
students and their peers
- Develop a lifelong desire for knowledge and learning
for themselves and their students
- Stay current in best practice instructional strategies
- Incorporate current instructional technology to
classroom practice
All students:
- Should contribute to the safety of the environment
- Are unique and learn in different ways and at different
rates
- Are expected to be respectful toward their peers and
others
- Should accept the challenge of learning
- Should adopt a healthy, risk-free lifestyle
All community members
should:
- Contribute to a safe, secure, and healthy environment
in school
- Enhance students’ physical, emotional, and social
growth
- Support the educational process, which extends into the
home environment
Goals
In concert with the No
Child Left Behind Act of 2001, the Lackawanna Trail School District embraces
the five performance goals that are at the core of NCLB. They are:
1) All students will reach
high standards, at a minimum attaining proficiency or better in reading and
mathematics, by 2013-2014, 2) All limited-English-proficient students will
become proficient in English and reach high academic standards, at a minimum
attaining proficiency or better in reading/language arts and mathematics, 3) By
2006-2007, all students will be taught by highly qualified teachers, 4) All students
will be educated in learning environments that are safe, drug free, and
conducive to learning, and 5) All students will graduate from high school.
These five goals capture the essence of the educational process at Lackawanna
Trail.
After a review of educational
data, current research, and the requirements of Chapter 4, the district
selected educational and organizational goals related to student achievement
and graduation. These goals were derived from a careful analysis of the
district and by a consensus of the strategic planning committee as it completed
the process of evaluating the needs and strengths of the school district.
Our assessment included a
review of the following:
Local data
State assessment tests (PSSA)
Standardized test data (Terra Nova Achievement Test with InView)
Demographic data, including enrollment projections and program enrollment
Staffing information
Daily attendance
District fiscal information
Curriculum and instruction information
Projected trend data on employment in business and industry
Survey of perceived needs from students, parents, and community
District Learning Goals
After a review of the need
assessment data provide to the planning committee, a review of current research
on learning, and the requirements of Chapter 4, the Lackawanna Trail School
District revised and updated the learning goals adopted in its previous
strategic plan. The subsequent goals reflect the district’s commitment in
all subject areas and are deemed critical to students’ attaining the
skills required to graduate. Specific subject area goals will be developed as
part of the district’s ongoing curriculum planning process and will be
integrated with content area standards developed by the Commonwealth of
Pennsylvania.
Together with representatives
of the administration, faculty, students, parents, and community, the
Lackawanna Trail School District will provide students with opportunities to
obtain the following learning goals:
- Acquire knowledge and skills in the following areas:
- Language Arts (reading,
writing, speaking and listening)
- Mathematics
- Science and technology
- Environment and ecology
- Social Studies (civics,
government, geography, economics, and history)
- Arts and humanities
- Career education and work
- Health, safety and physical
education
- Family and consumer science
- World languages
- English as a Second Language
- Process information
- Problem solve
- Work independently
- Collaborate with others
- Adapt to change
Organizational
Goals
The district will engage in
planned activities during this strategic planning cycle leading toward the
achievement of the following goals:
- Increase student achievement in math,
science, and reading at all instructional levels (including
performance of subgroups).
- Integrate technology use in the classroom.
- Enhance school safety.
- Prepare students for
working in the 21st Century
- Improve the percentage of
students graduating from the district
Goal: FOUR-YEAR GRADUATION RATE (for districts and schools that
graduate seniors)
Description: Graduate rate will meet an 80% threshold and/or show
growth. This is Pennsylvania's goal for graduation rate. Lackawanna Trail
School District is fortunate to attain over 80% every year. The district's goal
is to have a rate that exceeds 90% or shows growth from the previous year.
Goal: MATHEMATICS
Description: At least 56% of all students will be proficient in
Mathematics, as measured by the annual state-wide PSSA assessments.
Goal: READING
Description: At least 63% of all students will be proficient in Reading,
as measured by the annual state-wide PSSA assessments.
Goal: SCHOOL DISTRICT SAFETY AND EMERGENCY RESPONSE
Description: Promoting safety and violence provention through ongoing
review, development, implemention, and monitoring of school-wide safety
guidelines/policy.
Goal: SCIENCE
Description: The percent of students scoring at or above the proficient
level on the Science PSSA exams in 4th, 8th, and 11th grade will be at or above
the state average.
Goal: STUDENT ATTENDANCE (any school that does not graduate seniors)
Description: Student attendance will meet a 90% threshold and/or show
growth. This is Pennsylvania's goal for attendance. Lackawanna Trail School
District attains a rate beyond 90% each year. The district's goal is 95% attendance
or show growth.
Goal: STUDENT PARTICIPATION IN STATE ASSESSMENTS
Description: At least 95% of eligible students will participate in
required state-wide assessments.
Academic Standards
The Lackawanna Trail School
District provides a quality education for all students enrolled in the
system. The curriculum utilized by the district is designed to provide students
with the instruction needed to attain proficiency of the Pennsylvania Academic
Standards described in Section 4.12 of the Pennsylvania Code. The standards are
taught and assessed in each grade level in the district. Pennsylvania
administers several assessments each year in a variety of grade levels to
assess proficiency of academic standards. Assessments include reading and math
in grades three through eight and eleven; writing in grades five, eight and
eleven; and science in grades four, eight and eleven.
Those standards are applied
to the following content areas:
1. Language Arts
A. Reading: The application
of phonemic awareness, phonics and word study, vocabulary, fluency, and text
comprehension in reading critically across subject areas; the interpretation
and analysis of literary expression with analysis of the origins and structures
of the English language; and learning how to search a variety of texts to
conduct research.
B. Writing: Narrative,
informational and persuasive formal writing for an audience, including spelling
and editing skills; and informal writing to capture and organize information
for individual use.
C. Speaking and listening:
Participation in conversation and formal speaking presentations.
2. Mathematics: The
understanding of fundamental ideas and the development of proficient
mathematical skills in numbers, computation, measurement, statistics and data
analysis, probability and predictions, algebra and functions, geometry,
trigonometry and concepts of calculus. Using this content, students will learn
to think, reason and communicate mathematically.
3. Sciences
A. Science: Study of the
natural world and facts, principles, theories, and laws in the areas of
biology, chemistry, physics, and earth sciences.
B. Technology: Technology
is the application of science to enable societal development including foot and
fiber production, manufacturing, building, transportation, and communication.
Science and technology share the use of the senses, sciences processes,
inquiry, investigation, analysis, and problem solving strategies.
C. Environment and Ecology: Understanding the components of ecological systems
and their interrelationships with social systems and technologies. These
components incorporate the disciplines of resource management, agricultural
diversity, government, and the impact of human actions on natural systems. The
interaction leads to the study of watersheds, threatened and endangered
species, pest management, and the development of laws and regulations.
4. Social Studies
A. History: Study of the record of human experience including important events;
interactions of culture, race and ideas; the nature of prejudice; change and
continuity in political systems; effects of technology; importance of global -
international perspectives; and the integration of geography, economics, and
civics studies of major developments in the history of Pennsylvania, the United
States, and the World.
B. Geography: Study of relationships among people, places, and environments, of
geographic tools and methods, characteristics of place, concept of region and
physical processes.
C. Civics and Government: Study of the United States Constitutional Democracy,
its values and principles, study of the Pennsylvania Constitution and
government including the study of principles, operations, and documents of
governments, rights and responsibilities of citizens, how governments work and
international relations.
D. Economics: Study of how individuals and societies choose to use resources to
produce, and distribute consumer goods and services. Knowledge of economics
reasoning and basic economics concepts, economic decision making, economic
systems, Pennsylvania and the US economy, and international trade.
5. Arts and Humanities: Study of dance, theater, music, visual arts, language
and literature including forms of expression, historical and cultural context,
critical and aesthetic judgment and production, performance and exhibition of
work.
6. Career Education and Work: Understanding career options in relationship to
individual interests, aptitudes and skills including the relationship between
changes in society, technology, government, and economy and their effects on
individuals and careers. Development of knowledge and skill in job-seeking and
job-retaining skills and, for students completing vocational-technical
programs, the skills to succeed in the occupation for which they are prepared.
7. Health, Safety, Physical Education: Study of concepts and skills which
affect personal, family and community, health and safety, nutrition, physical
fitness, movement concepts and strategies, safety in physical activity setting,
and leadership and cooperation in physical activities.
8. Family and Consumer Science: Understanding the role of consumers as a
foundation for managing available resources to provide for personal and family
needs and to provide basic knowledge of child health and child care skills.
9. World Language: Ability
to communicate in a language other than English, including the ability to
understand and interpret written and spoken language on a variety of topics and
to develop knowledge and understand ding of other cultures. (Pennsylvania
proposed standards for World languages will be utilized in developing content
along with the National Standards for Foreign Language Learning).
Graduation Requirements
The Lackawanna Trail School
District is committed to the implementation of a high quality educational
program for all of its students. As per Chapter 4, Section 4.24, Title 22 of
the Pennsylvania Code, requirements shall include course completion and grades,
completion of a culminating project and demonstration of proficiency in
reading, writing and mathematics on either the State assessments administered
in grade 11 or 12 or local assessment aligned with academic standards and State
assessments under § 4.52 (relating to local assessment system) at the
proficient level or better to graduate.
Requirements for graduation
at Trail include the following disciplines and the number of units required:
Student in grades 9-12 must
have 26.83 credits to graduate as per the following table:
Graduation Requirements
Units Course
4.00 units English
(including one unit at each grade level)
4.00 units Mathematics
4.00 units Science
3.00 units Social Studies
(two units of American History, one unit of World History)
1.33 units Physical
Education (one-third credit attempted each school year)
1.00 units Computer
Education
1.00 units Health/Wellness
1.00 unit Art/
Music/Dance/Theater
0.25 unit Family and
Consumer Science
0.25 unit Driver Education
7.00 units Electives
Graduation
Project—Satisfactory work on a Pass/Fail system
All Lackawanna Trail
Junior/Senior High School Department Chairpersons and faculty have met to
review the above mentioned goals and high school graduation requirements. The
following guidelines have been established by the Strategic Plan Graduation
Requirements Subcommittee. This committee shall remain active in an ongoing
evaluation of graduation requirements.
Grade Requirements:
Students are required to
achieve a proficiency grade in each of the required planned instruction areas
listed above. The district’s current grade structure is listed below:
A Superior (Advanced)
93 - 100%
B Above Average (Advanced)
85 - 92%
C Average (Proficient)
77 - 84%
D Below Average (Proficient)
70 - 76%
F Failing (Basic) 50
- 69%
F Failing (Below Basic)
0 - 49%
I Incomplete
Special Education:
In regard to special
education, satisfactory completion of an Individual Education Program Plan
(IEP) also shall constitute mastery of student learning standards as determined
by the IEP Team.
English as a Second
Language:
Students who are identified
as English Language Learners (ELL) will be provided with English as a Second
Language (ESL) instruction. This instruction, when it replaces English, will
receive credit and be applicable to the English credits required for graduation.
In addition, English Language Learners will be eligible for Pass/Fail grading
in content areas until the ESL teacher indicates that they are proficient
enough in English for regular grading to reflect a fair assessment of content
mastery.
Assessment of
Proficiency:
The district will assess
proficiency in all areas using locally derived assessments based upon broad and
varied assessment models. The district will monitor its assessment practices to
ensure their alignment with academic standards. In the specific areas of
reading, writing, and mathematics, measured by the Pennsylvania System of
School Assessment (PSSA) the district will adopt the PSSA in these areas as one
measure of proficiency for the purpose of graduation. Students who demonstrate
proficiency in reading, writing, and mathematics will receive a Certificate of
Proficiency with their diploma upon graduation. Those who attain a score at the
advanced level in these academic areas will receive a Certificate of
Distinction.
In those areas not measured
by the PSSA, the district will use local assessments to ensure proficiency.
These assessments will include grades, projects, scientific experiments,
portfolio evaluations, diagnostic assessments, and other locally developed
means of measurement employed to measure student attainment of academic
standards.
For those students who have
not demonstrated proficiency in academic areas not measured by the PSSA, the
local remediation plan will be employed to offer additional opportunities to
demonstrate proficiency.
Culminating Project:
Students must complete a
project in an area of concentrated study during their junior and senior year of
high school. The purpose of the project is to give students the opportunity to
apply, analyze, synthesize, and evaluate information and communicate
significant knowledge and understanding. This project shall be completed under
the direction of a member of the high school faculty (their mentor) utilizing
the General Guidelines for Senior Projects. Deadlines for required work
have been determined for each quarter of the senior year in order to earn a
passing grade on their report card. A student has the option of completing the
components earlier than the deadlines set forth. If a student does not meet the
deadlines, they will be considered academically ineligible for sports,
extracurricular activities, etc. until the work is completed and submitted to
their mentor. In addition:
- Students have the option to choose their project theme.
An approved project proposal must be submitted and the Action Plan from
the General Guidelines must be completed over the course of the
project. Components include a writing requirement, evidence of a visual
aid during the oral presentation, and a self-evaluation.
- The project presentation will require a performance to
an appropriate audience as approved by the mentor. The performance shall
be interactive in that the audience may ask questions of the student.
- Coaching on the project is allowed outside and inside
the school; however, approval of the coaching must be given by the mentor,
and an acknowledgement and a description of that assistance must be
explained during the presentation of the project.
- The mentor shall determine mastery of the project
through the use of a district approved rating scale to determine
proficiency.
- If a project is found to be “not yet
satisfactory” at the evaluation, the student is expected to act on
the comments and recommendations provided by the evaluation committee and
present the project for a second evaluation. The second evaluation will be
conducted with the same mentor and audience where possible.
The Graduation Requirement Subcommittee will remain intact
with the goal of reviewing existing requirements and to make recommendations
for change.
Strategic Planning Process
The Lackawanna Trail School District Strategic Planning
Committee was formed in November, 2006. The committee consists of
administrators, teachers, educational specialists, board members, parents,
community/business members, a higher education member, and students. A
general mailing was sent to parents and community members concerning the
development of a Strategic Planning Committee. In addition, an ad was
placed on the District website. Selection for participation was based on
requests to participate from some individuals while others were selected from
within their own ranks. The committee was approved by the Lackawanna
Trail School Board. Mrs. Janice Joyce, Curriculum Director, and Mr.
Robert Jurbala, Superintendent, served as strategic planning
facilitators. The committee first met on November 14, 2006 where both
Mrs. Joyce and Mr. Jurbala spoke about the strategic planning process.
Thereafter, the general/steering committee met to review data/information
presented by the facilitators and provided ongoing input necessary for plan
development. Each meeting agenda focused on certain required strategic
plan component(s). Subcommittees that were formed in November/December
were divided into the following areas: Curriculum (Chapter 4), Professional
Development, Induction, Technology, and Chapter 12. Subcommittee
chairpersons participated in several meetings as part of a Strategic Planning
Study Group held at NEIU 19. Information gained was shared with other
committee members and was helpful in preparing the District’s Strategic
Plan. Surveys that were prepared by NEIU 19 were accessed and utilized by
Lackawanna Trail School District professional staff, parents, community, and
students. Survey results, in addition to achievement data from PSSA,
DIBELS, Standardized Achievement Tests, Scholastic Aptitude Tests, and Advanced
Placement Tests were used to brainstorm possible concepts to be included in the
strategic plan. Additionally, rich discussion was used to formulate ideas
for subcommittees. Research materials were disseminated to the group
during the process. Upon completion, the plan will be submitted to the
School Board for approval, placed on public view, and submitted to PDE for
final approval. The Strategic Planning Committee will continue to meet
annually throughout the duration of this strategic plan to evaluate the
progress towards achieving the plan goals.
Strategic Planning Committee
|
Name |
Affiliation |
Membership
Category |
Appointed
By |
|
Alexandra
DelPrete |
Student |
Other |
Students |
|
Alice
Stuffle |
Community
Member |
Business
Representative |
School
Board |
|
Jeff
Gregory |
Secondary
Asst. Principal |
Administrator |
Administration |
|
Donna
Salva |
Reading
Specialist |
Elementary
School Teacher |
Teachers |
|
Edward
Gaidula |
Technology
Coordinator |
Other |
Administration |
|
Ellen
Frank |
Secondary
Guidance Counselor |
Ed
Specialist - School Counselor |
Educational
Specialists |
|
Frank
Tylutki |
Community
Representative |
Board
Member |
School
Board |
|
Gerauld
Frost |
Community
Member |
Community
Representative |
School
Board |
|
James
Kotz |
Teacher |
Elementary
School Teacher |
Teachers |
|
Jane
Richards |
Community
Representative |
Board
Member |
School
Board |
|
Janice
Joyce |
Curriculum
Director |
Administrator |
Administration |
|
JoAnn
Radicchi |
Special
Education Director |
Special
Education Representative |
Administration |
|
John
Richter |
Teacher |
Secondary
School Teacher |
Teachers |
|
Kathleen
Kelly |
Teacher |
Elementary
School Teacher |
Teachers |
|
Kelly
Hopkins |
Parent |
Parent |
School
Board |
|
William
Edwards |
Community
Member |
Business
Representative |
School
Board |
|
Margaret
Kerzetski |
Teacher |
Middle
School Teacher |
Teachers |
|
Maria
DelPrete |
Parent |
Parent |
School
Board |
|
Matthew
Rakauskas |
Secondary
Principal |
Administrator |
Administration |
|
Brandi
Thomas |
Student |
Other |
Students |
|
Robert M.
Jurbala |
Superintendent |
Administrator |
Administration |
|
Robert
Scott |
Higher
Education Representative |
Community
Representative |
School
Board |
|
Stanley
Harder |
Teacher |
Secondary
School Teacher |
Teachers |
|
Timothy
Ronchi |
Secondary
Guidance Counselor |
Ed
Specialist - School Counselor |
Educational
Specialists |
|
Tony
Dalasio |
Teacher |
Middle
School Teacher |
Teachers |
Goals, Strategies and Activities
Goal: FOUR-YEAR GRADUATION RATE (for
districts and schools that graduate seniors)
Description: Graduate rate will meet an 80% threshold and/or show
growth. This is Pennsylvania's goal for graduation rate. Lackawanna Trail
School District is fortunate to attain over 80% every year. The district's goal
is to have a rate that exceeds 90% or shows growth from the previous year.
Strategy: Monitor At-Risk Students
Description: Utilize district resources to keep all students enrolled in
school.
Activities:
|
Activity |
Description |
|
|
Employ a
Community Resource Coordinator |
The CRC
will work with students, staff, and administrators to ensure that no barriers
will prevent students from attending school. Specifically, the coordinator
would be responsible for the following: 1) maintain continuous contact with
local Social Service Agencies, etc. as the school liaison; 2) work with
business and community groups through Wyoming County’s Communities that
Care program to educate local communities on students/parents service needs;
3) act as a resource to families on social and health related topics; 4)
develop, implement, and monitor programs utilizing available community
resources on such topics as drugs and alcohol, domestic violence, etc.; and
5) keep the district management team informed of available resources and
changing needs within the community. |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Janice Joyce |
Start: N/A |
$100,000.00 |
|
Activity |
Description |
|
|
Student
Assistance Programs |
High
school programs will be conducted to run SAP teams. |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Matt Rakauskas |
Start: N/A |
$1,000.00 |
Goal: MATHEMATICS
Description: At least 56% of all students will be proficient in
Mathematics, as measured by the annual state-wide PSSA assessments.
Strategy: Benchmark Academic Progress
Description: Mathematics progress in grades 9 through 11 will be
periodically reviewed for instructional refinement. Benchmark assessments will
provide the progress data.
Activities:
|
Activity |
Description |
|
|
4Sight
Assessment Analysis |
Mathematics
teachers will meet periodically to review 4Sight data on grades 9, 10, 11. Plans
for improvement and refinement will be implemented based on the data results. |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Janice Joyce |
Start: 11/14/2008 |
$1,600.00 |
|
|
||
|
Number of Hours Per Session |
Total Number of Sessions Per
School Year |
Estimated Number of Participants
Per Year |
|
2 |
3 |
15 |
|
Organization or Institution Name |
Type of Provider |
Provider's Department of Education
Approval Status |
|
Lackawanna Trail School District |
|
Approved |
|
Knowledge and Skills |
Research and Best Practices |
Designed to Accomplish |
|
Administrators
and teachers will meet to review, analyze, and interpret student achievement
data, including 4Sight benchmark assessment results, to determine
instructional needs of individual students and professional learning needs of
faculty and staff. |
Instruction
that is aligned with planned instruction supports effective learning and
student achievement. |
For
classroom teachers, school counselors and education specialists:
For
school and district administrators, and other educators seeking leadership
roles:
|
|
Educator Groups Which Will
Participate in this Activity |
||
|
Role |
Grade Level |
Subject Area |
|
|
|
|
Follow-up Activities |
Evaluation Methods |
|
|
|
|
Strategy: Curriculum & Assessment
Alignment
Description: Periodic review of planned courses to ensure assessments
match curriculum in terms of state standards, assessment anchors, and eligible
content.
Activities:
|
Activity |
Description |
|
|
Professional
Development Sessions |
Time will
be dedicated throughout the year to allow staff to meet and align planned
courses K - 12 |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Janice Joyce |
Start: 10/10/2008 |
$5,500.00 |
|
|
||
|
Number of Hours Per Session |
Total Number of Sessions Per
School Year |
Estimated Number of Participants
Per Year |
|
2 |
2 |
62 |
|
Organization or Institution Name |
Type of Provider |
Provider's Department of Education
Approval Status |
|
Lackawanna Trail School District |
|
Approved |
|
Knowledge and Skills |
Research and Best Practices |
Designed to Accomplish |
|
The
participants will be able to: 1) identify the content and skills that are to
be taught; 2) analyze how content and skills develop over time (introduction,
development, and reinforcement); 3) analyze the curriculum to identify gaps
and redundancies; 4) align content, skills, and assessments with academic
standards, assessment anchors, and eligible content. |
Research
supports the analysis of student achievement data to guide instructional
planning and implementation. |
For
classroom teachers, school counselors and education specialists:
For
school and district administrators, and other educators seeking leadership
roles:
|
|
Educator Groups Which Will
Participate in this Activity |
||
|
Role |
Grade Level |
Subject Area |
|
|
|
|
Follow-up Activities |
Evaluation Methods |
|
|
|
|
Strategy: Data Assessment Analysis
Description: Administration will meet periodically to review current
district data.
Activities:
|
Activity |
Description |
|
|
Administrator
Data Analysis Sessions |
Administrators
will meet periodically to review current school and district data and utilize
data tools available from PDE. Information gleaned from the review(s) will be
shared/discussed with the teachers with the purpose of enhancing student
achievement. |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Janice Joyce |
Start: 10/10/2008 |
$1,500.00 |
|
|
||
|
Number of Hours Per Session |
Total Number of Sessions Per
School Year |
Estimated Number of Participants
Per Year |
|
2 |
2 |
62 |
|
Organization or Institution Name |
Type of Provider |
Provider's Department of Education
Approval Status |
|
Lackawanna Trail School District |
|
Approved |
|
Knowledge and Skills |
Research and Best Practices |
Designed to Accomplish |
|
1)
Administrators will increase their skill in analyzing and interpreting data
from various assessments; e.g., PSSA, 4Sight, including progress monitoring
and RTI; |
Analysis
and interpretation of student assessment data provides a sound research-based
approach to ensure that instruction, curriculum/planned courses/eligible
content are in appropriate alignment. |
For
classroom teachers, school counselors and education specialists:
For
school and district administrators, and other educators seeking leadership
roles:
|
|
Educator Groups Which Will
Participate in this Activity |
||
|
Role |
Grade Level |
Subject Area |
|
|
|
|
Follow-up Activities |
Evaluation Methods |
|
|
|
|
Strategy: Improve the Academic Achievement of
the Special Education Subgroup
Description: The special education subgroup has not met the annual
performance targets of the PSSA Mathematics assessment. Activities will be put
in place to raise their performance level.
Activities:
|
Activity |
Description |
|
|
Refine
Learning Support Math Programs |
Learning
Support Math teachers will meet with the high school Math Department Chair to
incorporate grade level math skills into Learning Support programs. |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Janice Joyce |
Start: 1/22/2008 |
$1,500.00 |
|
|
||
|
Number of Hours Per Session |
Total Number of Sessions Per
School Year |
Estimated Number of Participants
Per Year |
|
1 |
2 |
5 |
|
Organization or Institution Name |
Type of Provider |
Provider's Department of Education
Approval Status |
|
Lackawanna Trail School District |
|
Approved |
|
Knowledge and Skills |
Research and Best Practices |
Designed to Accomplish |
|
Teachers
will gain a deeper understanding of the mathematics assessment anchors and
eligible content and how it applies to the learning support student with
accomodations. |
The focus
of this professional development will be to improve special education teachers'
understanding of grade level content in math subjects and to improve their
ability to teach this content to struggling students with effective
instructional practices. |
For
classroom teachers, school counselors and education specialists:
For
school and district administrators, and other educators seeking leadership
roles:
|
|
Educator Groups Which Will
Participate in this Activity |
||
|
Role |
Grade Level |
Subject Area |
|
|
|
|
Follow-up Activities |
Evaluation Methods |
|
|
|
|
Strategy: Remediate Struggling High School
Students
Description: Identify and remediate math students in grades 9 through 11
for proficiency on the PSSA.
Activities:
|
Activity |
Description |
|
|
In-School
Tutoring |
Utilize
Educational Assistance Funding to provide this service. |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Janice Joyce |
Start: N/A |
$220,000.00 |
Strategy: Response to Intervention
Description: Response to Intervention (RTI) is a comprehensive,
multi-tiered intervention strategy to enable early identification and
intervention for ALL students at academic or behavioral risk. RTI should be
applied to decisions in general, remedial, and special education, creating a
well-integrated system of instruction/intervention guided by child outcome
data.
Activities:
|
Activity |
Description |
|
|
Data
Driven Instructional Decisions |
Build
capacity into regular education teaching staff to use data to make
instructional decisions. |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Janice Joyce |
Start: 2/27/2009 |
$1,500.00 |
|
|
||
|
Number of Hours Per Session |
Total Number of Sessions Per
School Year |
Estimated Number of Participants
Per Year |
|
1 |
4 |
40 |
|
Organization or Institution Name |
Type of Provider |
Provider's Department of Education
Approval Status |
|
Lackawanna Trail School District |
|
Approved |
|
Knowledge and Skills |
Research and Best Practices |
Designed to Accomplish |
|
All
teachers who teach math will learn to use curriculum based measures to
ascertain what skills students have not yet mastered based on grade level
academic standards and will plan instruction to teach these skills. |
The body
of research for effective instructional practices is clear that assessment
must take place before effective instruction can be planned. |
For
classroom teachers, school counselors and education specialists:
For
school and district administrators, and other educators seeking leadership
roles:
|
|
Educator Groups Which Will
Participate in this Activity |
||
|
Role |
Grade Level |
Subject Area |
|
|
|
|
Follow-up Activities |
Evaluation Methods |
|
|
|
|
Goal: READING
Description: At least 63% of all students will be proficient in Reading,
as measured by the annual state-wide PSSA assessments.
Strategy: Benchmark Academic Progress
Description: Reading progress in grades 4 through 6 will be periodically
reviewed for instructional refinement. Benchmark assessments will provide the
progress data.
Activities:
|
Activity |
Description |
|
|
4Sight
Elementary Initiative |
4Sight
testing will be implemented in grades 4, 5, and 6 on a quarterly basis. These
assessments are closely aligned with the PSSA. Teachers will receive
professional development on their use and periodic meetings will be held to
analyze data. |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Janice Joyce |
Start: 11/14/2008 |
$5,000.00 |
|
|
||
|
Number of Hours Per Session |
Total Number of Sessions Per
School Year |
Estimated Number of Participants
Per Year |
|
2 |
3 |
20 |
|
Organization or Institution Name |
Type of Provider |
Provider's Department of Education
Approval Status |
|
Lackawanna Trail School District |
|
Approved |
|
Knowledge and Skills |
Research and Best Practices |
Designed to Accomplish |
|
Administrators
and teachers will meet to review, analyze, and interpret student achievement,
including 4Sight benchmark assessment results to determine instructional
needs of individual students and professional learning needs of faculty and
staff. |
Instruction
that is aligned with planned instruction supports effective learning and
student achievement. |
For
classroom teachers, school counselors and education specialists:
For
school and district administrators, and other educators seeking leadership
roles:
|
|
Educator Groups Which Will
Participate in this Activity |
||
|
Role |
Grade Level |
Subject Area |
|
|
|
|
Follow-up Activities |
Evaluation Methods |
|
|
|
|
Strategy: Curriculum & Assessment
Alignment
Description: Periodic review of planned courses to ensure assessments
match curriculum in terms of state standards, assessment anchors, and eligible
content.
Activities:
|
Activity |
Description |
|
|
Professional
Development Sessions |
Time will
be dedicated throughout the year to allow staff to meet and align planned
courses K - 12 |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Janice Joyce |
Start: 12/12/2008 |
$5,500.00 |
|
|
||
|
Number of Hours Per Session |
Total Number of Sessions Per
School Year |
Estimated Number of Participants
Per Year |
|
2 |
3 |
101 |
|
Organization or Institution Name |
Type of Provider |
Provider's Department of Education
Approval Status |
|
Lackawanna Trail School District |
|
Approved |
|
Knowledge and Skills |
Research and Best Practices |
Designed to Accomplish |
|
The
participants will be able to: 1) identify the content and skills that are to
be taught; 2) analyze how content and skills develop over time (introduction,
development, and reforcement); 3) analyze the curriculum to identify gaps and
redundancies; 4) align content, skills, and assessments with academic
standards, assessment anchors, and eligible content. |
Research
supports the analysis of student achievement data to guide instructional
planning and implementation. |
For
classroom teachers, school counselors and education specialists:
For
school and district administrators, and other educators seeking leadership
roles:
|
|
Educator Groups Which Will
Participate in this Activity |
||
|
Role |
Grade Level |
Subject Area |
|
|
|
|
Follow-up Activities |
Evaluation Methods |
|
|
|
|
Strategy: Data Assessment Analysis
Description: Administration will meet periodically to review current
district data.
Activities:
|
Activity |
Description |
|
|
Administrator
Data Analysis Sessions |
Administrators
will meet periodically to review current school and district data and utilize
data tools available from PDE. |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Janice Joyce |
Start: 10/10/2008 |
$1,500.00 |
|
|
||
|
Number of Hours Per Session |
Total Number of Sessions Per
School Year |
Estimated Number of Participants
Per Year |
|
2 |
2 |
101 |
|
Organization or Institution Name |
Type of Provider |
Provider's Department of Education
Approval Status |
|
Lackawanna Trail School District |
|
Approved |
|
Knowledge and Skills |
Research and Best Practices |
Designed to Accomplish |
|
1)
Administrators will increase their skill in analyzing and interpreting data
from various assessments; e.g., PSSA, 4Sight, DIBELS (K-4), including
progress monitoring and RTI. |
Analysis
and interpretation of student assessment data provides a sound research-based
approach of ensuring that instruction, curriculum/planned courses/eligible
content are in appropriate alignment. |
For
classroom teachers, school counselors and education specialists:
For
school and district administrators, and other educators seeking leadership
roles:
|
|
Educator Groups Which Will
Participate in this Activity |
||
|
Role |
Grade Level |
Subject Area |
|
|
|
|
Follow-up Activities |
Evaluation Methods |
|
|
|
|
Strategy: Improve the Academic Achievement of
the Special Education Subgroup
Description: The special education subgroup has not met the annual
performance targets of the PSSA Reading assessment. Activities will be put in
place to raise their performance level.
Activities:
|
Activity |
Description |
|
|
Professional
Development |
Time will
be devoted to explore new strategies/techniques to meet individual student
needs. |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Janice Joyce |
Start: 10/10/2008 |
$1,800.00 |
|
|
||
|
Number of Hours Per Session |
Total Number of Sessions Per
School Year |
Estimated Number of Participants
Per Year |
|
3 |
1 |
7 |
|
Organization or Institution Name |
Type of Provider |
Provider's Department of Education
Approval Status |
|
Lackawanna Trail School District |
|
Approved |
|
Knowledge and Skills |
Research and Best Practices |
Designed to Accomplish |
|
Special
education teachers who teach reading will have the opportunity to increase
their knowledge and skills in learning about additional instructional
materials and strategies to improve reading skills of the low-performing
readers. Special emphasis will be on using assessments to determine skill
deficits and to match instructional practices to remediate these deficits. |
Reseach
on teaching reading is clear that effective instruction must start with data
about individual student perfomance. |
For
classroom teachers, school counselors and education specialists:
For
school and district administrators, and other educators seeking leadership
roles:
|
|
Educator Groups Which Will
Participate in this Activity |
||
|
Role |
Grade Level |
Subject Area |
|
|
|
|
Follow-up Activities |
Evaluation Methods |
|
|
|
|
Strategy: Response to Intervention
Description: Response to Intervention is a comprehensive, muti-tiered
intervention strategy to enable early identification and intervention for ALL
students at academic or behavioral risk. RtI should be applied to decisions in
general, remedial, and special education, creating a well-integrated system of
instruction/intervention guided by child outcome data.
Activities:
|
Activity |
Description |
|
|
Grade
Level Data Teams |
These
data teams will develop systematic Tier II and III interventions school-wide. |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
JoAnn Radicchi |
Start: 2/27/2009 |
$0.00 |
|
|
||
|
Number of Hours Per Session |
Total Number of Sessions Per
School Year |
Estimated Number of Participants
Per Year |
|
1 |
4 |
40 |
|
Organization or Institution Name |
Type of Provider |
Provider's Department of Education
Approval Status |
|
Lackawanna Trail School District |
|
Approved |
|
Knowledge and Skills |
Research and Best Practices |
Designed to Accomplish |
|
Classroom
teachers will learn to analyze the data taken from standardized assessments
as well as curriculum based measures to plan effective instructional
activities for each student. |
It is
clear from the accumulated research about student learning that individual
student needs must be taken into account if all students are to meet academic
standards. The research on effective instructional practices includes the use
of data analysis to plan meaningful instruction for all students. |
For
classroom teachers, school counselors and education specialists:
For
school and district administrators, and other educators seeking leadership
roles:
|
|
Educator Groups Which Will
Participate in this Activity |
||
|
Role |
Grade Level |
Subject Area |
|
|
|
|
Follow-up Activities |
Evaluation Methods |
|
|
|
|
Goal: SCHOOL DISTRICT SAFETY AND EMERGENCY RESPONSE
Description: Promoting safety and violence provention through ongoing
review, development, implemention, and monitoring of school-wide safety
guidelines/policy.
Strategy: Crisis Response Planning
Description: Lackawanna Trail School District strives to sustain a culture
of safety in the school environment. The Safe Schools Committee will focus on
the school district being able to sustain a culture of safety and preparedness
to respond appropriately to crises.
Activities:
|
Activity |
Description |
|
|
District
Monitoring |
The Safe
Schools Committee will monitor local, regional, state, and national
issues/trends. In addition, they will evaluate school building/district
violence and, when appropriate, make recommendations for revision of school
safety guidelines and policies. |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Robert Jurbala |
Start: N/A |
$0.00 |
|
Activity |
Description |
|
|
Revise
Crisis Response Plan |
The Safe
Schools Committee will provide recommendations pertaining to crisis
preparedness and the revison/development of school safety guidelines and
revise the Crisis Response Plan. |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Robert Jurbala |
Start: N/A |
$0.00 |
|
Activity |
Description |
|
|
School-wide
Safe School Committee Meetings |
Participants
will 1) study current issues/trends/resources related to issues of school
safety (local, regional, state, national) and analyze overall school district
data/behavioral reports and evaluate student progress pertaining to aggresive
and violent school behavior; and 2) provide recommendations pertaining to
crisis preparedness and the revison/development of school safety guidelines
and policies. |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Robert Jurbala |
Start: 3/13/2008 |
$0.00 |
Goal: SCIENCE
Description: The percent of students scoring at or above the proficient
level on the Science PSSA exams in 4th, 8th, and 11th grade will be at or above
the state average.
Strategy: Curriculum & Assessment
Alignment
Description: Periodic review of planned courses to ensure assessments
match curriculum in terms of state standards, assessment anchors, and eligible
content.
Activities:
|
Activity |
Description |
|
|
Develop
Adapted Materials |
Develop
adapted materials for special education students focusing on essential
concepts. |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Not Currently Assigned |
Start: 5/14/2008 |
$2,250.00 |
|
|
||
|
Number of Hours Per Session |
Total Number of Sessions Per
School Year |
Estimated Number of Participants
Per Year |
|
1 |
3 |
65 |
|
Organization or Institution Name |
Type of Provider |
Provider's Department of Education
Approval Status |
|
Lackawanna Trail School District |
|
Approved |
|
Knowledge and Skills |
Research and Best Practices |
Designed to Accomplish |
|
Special
Education teachers will become more familiar with grade level science content
and regular education teachers will improve their skills in making
accommodations and adaptations to this content. |
This
activity will assist the school district in meeting the needs of ALL students
in the least restrictive environment. |
For
classroom teachers, school counselors and education specialists:
For
school and district administrators, and other educators seeking leadership
roles:
|
|
Educator Groups Which Will
Participate in this Activity |
||
|
Role |
Grade Level |
Subject Area |
|
|
|
|
Follow-up Activities |
Evaluation Methods |
|
|
|
|
|
Activity |
Description |
|
|
Professional
Development Sessions |
Time will
be dedicated throughout the year to allow staff to meet and align planned
courses K - 12 |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Janice Joyce |
Start: 11/14/2008 |
$3,500.00 |
|
|
||
|
Number of Hours Per Session |
Total Number of Sessions Per
School Year |
Estimated Number of Participants
Per Year |
|
2 |
3 |
62 |
|
Organization or Institution Name |
Type of Provider |
Provider's Department of Education
Approval Status |
|
Lackawanna Trail School District |
|
Approved |
|
Knowledge and Skills |
Research and Best Practices |
Designed to Accomplish |
|
Teachers
will develop a clear understanding of the link(s) between instruction,
curriculum/planned courses, and assessment and how it correlates with student
achievement. |
Alignment
between curriculum, instruction, and assessment supports increased student
achievment. |
For
classroom teachers, school counselors and education specialists:
For
school and district administrators, and other educators seeking leadership
roles:
|
|
Educator Groups Which Will
Participate in this Activity |
||
|
Role |
Grade Level |
Subject Area |
|
|
|
|
Follow-up Activities |
Evaluation Methods |
|
|
|
|
Strategy: Data Assessment Analysis
Description: Administration will meet periodically to review current
district data.
Activities:
|
Activity |
Description |
|
|
Administrator
Data Analysis Sessions |
Administrators
will meet periodically to review current school and district data and utilize
data tools available from PDE. |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Janice Joyce |
Start: 10/10/2008 |
$900.00 |
Goal: STUDENT ATTENDANCE (any school that does not graduate seniors)
Description: Student attendance will meet a 90% threshold and/or show
growth. This is Pennsylvania's goal for attendance. Lackawanna Trail School
District attains a rate beyond 90% each year. The district's goal is 95%
attendance or show growth.
Strategy: Maintain High Building Attendance
Levels
Description: Building principals will consistently monitor the
attendance levels of their students and work with parents on the importance of
daily attendance.
Activities:
|
Activity |
Description |
|
|
Educate
Students and Parents on the Attendance Policy |
Inform
parents and students via handbook, PTO meetings, newsletters, and by
telephone. |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Robert Jurbala |
Start: N/A |
$0.00 |
|
Activity |
Description |
|
|
Enforce
Attendance Policy |
Principals
will consistently follow the district policy concerning attendance. |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Robert Jurbala |
Start: N/A |
$0.00 |
Goal: STUDENT PARTICIPATION IN STATE ASSESSMENTS
Description: At least 95% of eligible students will participate in
required state-wide assessments.
Strategy: Community Outreach
Description: A variety of programs are in place at Lackawanna Trail to
educate parents and community members as to the importance of student
participation in state assessments.
Activities:
|
Activity |
Description |
|
|
Inform
Parents & Students in a Timely Manner |
Inform
stakeholders through the use of the school newsletter and PSSA Parent letter
before each assessment. |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Janice Joyce |
Start: N/A |
$0.00 |
|
Activity |
Description |
|
|
Orientation
Programs |
7th
Grade, Kindergarten, Sp. Ed. Transition |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Robert Jurbala |
Start: N/A |
$0.00 |
Measurable Annual Improvement Targets
As mentioned previously in the Goals Section of this strategic plan, the
Lackawanna Trail School District embraces the five performance goals that are
at the core of NCLB. They are:
1) All students will reach high standards, at a minimum attaining proficiency
or better in reading and mathematics, by 2013-2014, 2) All
limited-English-proficient students will become proficient in English and reach
high academic standards, at a minimum attaining proficiency or better in
reading/language arts and mathematics, 3) By 2006-2007, all students will be
taught by highly qualified teachers, 4) All students will be educated in
learning environments that are safe, drug free, and conducive to learning, and
5) All students will graduate from high school. These five goals capture the
essence of the educational process at Lackawanna Trail.
The district will engage in planned activities during this strategic
planning cycle leading toward the achievement of the following goals:
- Increase student
achievement in math, science, and reading at all instructional levels
(including performance of subgroups).
- Integrate technology use
in the classroom.
- Enhance school safety.
- Prepare students for
working in the 21st Century
- Improve the percentage of
students graduating from the district
Because of the demographic make-up of the Lackawanna Trail School District,
only a few subgroups are identifiable under current NCLB/PDE guidelines.
Those subgroups are: White, Economically Disadvantaged, and Special
Education populations. After a review of educational data, the Special
Education subgroup merits closer attention in terms of student
achievement. Although the subgroup has made Adequate Yearly Progress
(AYP) this past school year (2006-2007) in both the elementary and secondary schools,
increased NCLB achievement targets may stagnate the progress. The
district will work diligently with the special education department to continue
to improve student growth in this area. Pennsylvania's progress
indicators of safe harbor and the confidence interval will assist this subgroup
tremendously in showing growth on state assessments and making AYP.
Annual Improvement Targets
The following targets will assist the Lackawanna Trail School District
fulfill its obligation to prepare all students attain academic standards in
mathematics, reading, writing, speaking and listening according to Section 4.12
of 22 Pa. Code--Academic Standards:
1. Increase student achievement
in math and reading PSSA assessments at all instructional levels (including
performance of subgroups). Lackawanna Trail will utilize the Pennsylvania
Department of Education's targets of proficiency as their targets as well.
AYP
Threshold Target
Year
Math
Reading
2008
56%
63%
2009
56%
63%
2010
56%
63%
2011
67%
72%
2012
78%
81%
2013
89%
91%
Currently the district is meeting the minimum threshold set annually
by Pennsylvania for AYP in reading and math. An additional target for
Lackawanna Trail would be to meet or exceed the state's average score
in reading and math each year. Local
assessments such as the Harcourt Reading Assessments (elementary), 4Sight Math
(secondary), and DIBELS (elementary) will provide formative assessment data to
monitor progress during the year.
2. Special Education Subgroup Improvement (from annual data
analysis).
The Special Education Department will develop annual targets in order to
continue making safe harbor. These targets vary from year to year based
on results attained the previous year.
3. Improve the percentage of students graduating from the district.
The district's target is to have a rate that exceeds 90% or
shows growth from the previous year.
Curriculum, Instruction and Instructional Materials
1. Curriculum Aligned to the Standards
The Lackawanna Trail School District adheres to the purpose of public
education (4.11) and the curriculum guidelines set forth in Chapter 4 of Title
22 in the Pennsylvania Code. The curriculum guidelines are as follows:
Elementary Center (K — 6)
4.21 Curriculum and instruction in the primary program (Grades K
— 3) shall focus on introducing young children to formal education,
developing an awareness of the self in relation to others and the environment,
and developing skills of communication, thinking and learning.
Curriculum and instruction in the intermediate level program (Grades 4 —
6) shall continue the development of communication, thinking and learning
skills and shall begin to focus on learning specific subject matter content.
Junior-Senior High School (Grades 7 — 12)
4.22 (Grades 7 and 8) Curriculum and instruction in the middle
level program shall focus on mastery of academic subjects, the development of critical
and creative thinking, information literacy, good health and encourage active
participation in the school and community.
4.23. High school
education. (Grades 9 — 12)
Instruction in the high school program shall focus on the development of
abilities needed to succeed in work and advanced education through planned
instruction. Curriculum and instruction in the high school program shall
provide all students opportunities to develop the skills of analysis,
synthesis, evaluation and problem-solving, and information literacy.
All district curriculum has been aligned to the Pennsylvania Standards in
all areas. In the case of World Languages, both the proposed Pennsylvania
standards and the national standards are utilized for alignment. In
addition, Reading, Mathematics, and Science instruction have incorporated the
2007 Pennsylvania Assessment Anchors into their curriculum. The anchors,
along with the corresponding eligible content, further refine and clarify
instruction to Lackawanna Trail students, enabling them to successfully achieve
proficiency. Kindergarten classrooms make use of the recently released
(August 2006) Kindergarten Standards in their daily instruction.
2. Planned Instruction Offered
4.21 Elementary Education
Planned instruction in the following areas shall be provided to every
student every year in the elementary. Planned instruction may be provided as
separate course or as an instructional unit within another course or other
interdisciplinary instructional activity.
(1) Language arts, integrating reading,
writing, phonics (primary level), spelling, listening, speaking, literature and
grammar, and information management, including library skills and usage. Lackawanna
Trail Elementary Center provides planned instruction in this area through the
following courses: Reading/Language Arts Block and Library.
(2) Mathematics, including problem-solving and
computation skills. Lackawanna Trail Elementary Center provides
planned instruction in this area through the following courses:
Mathematics and Science.
(3) Science and technology education, involving
active learning experiences for students (primary level) and, when appropriate,
instruction about agriculture and agricultural science (intermediate level).
Lackawanna Trail Elementary Center provides planned instruction in
this area through the following courses: Science and Computers.
(4) Environment and ecology education,
involving active learning experiences for students (primary level) and, when
appropriate, instruction about agriculture and agricultural science
(intermediate level). Lackawanna Trail Elementary Center provides
planned instruction in this area through the following course: Science.
(5) Social studies (civics and government,
economics, geography and history). Lackawanna Trail Elementary Center
provides planned instruction in this area through the following course:
Social Studies.
(6) Health, safety and physical education,
including instruction in concepts and skills which affect personal, family and
community health and safety, nutrition, physical fitness, movement concepts,
motor skill development, safety in physical activity settings, and the
prevention of alcohol, chemical and tobacco abuse. Lackawanna Trail
Elementary Center provides planned instruction in this area through the
following courses: Health, Science, and Physical Education.
(7) The
arts, including active learning experiences in art, music, dance and
theatre. Lackawanna Trail Elementary Center provides planned instruction
in this area through the following courses: Art and Music.
(8) Understanding
and use of library and other information sources (intermediate level). Lackawanna
Trail Elementary Center provides planned instruction in this area through the
following course: Library.
Planned instruction in the following areas shall be provided to every
student at least once by the end of elementary school. Planned instruction may
be provided as a separate course or as an instructional unit within another
course or other interdisciplinary instructional activity. See section 1511 of
the School Code (24 P.S. 15-1511).
(1) History of the United States.
(2) History of the Commonwealth.
(3) Geography.
(4) Civics.
Lackawanna Trail Elementary Center provides planned instruction in this
area through the following course: Social Studies beginning at Grade 3.
4.22 Grades 7 and 8
Planned instruction in the following areas shall be provided to every
student in the middle level program. Planned instruction may be provided as a
separate course or as an instructional unit within a course or other
interdisciplinary instructional activity:
(1) Language arts, integrating reading,
writing, listening, speaking, literature and grammar. Lackawanna Trail
Junior Senior High School provides planned instruction in this area through the
following courses: Language Arts, Reading, and Reading & Study Skills
in the Content Areas.
(2) Mathematics, including mathematical
reasoning, algebra and problem-solving. Lackawanna Trail Junior Senior
High School provides planned instruction in this area through the following
courses: Math 7, Pre-Algebra, and Algebra.
(3) Science and technology, which involves
active learning experiences and which may include laboratory experiments and,
when appropriate, instruction in agriculture and agricultural science. Lackawanna
Trail Junior Senior High School provides planned instruction in this area
through the following courses: Life Science, Earth & Space Science,
and Computer Literacy.
(4) Social studies (civics and government,
economics, geography and history, including the history and cultures of the
United States, the Commonwealth, and the world). Lackawanna Trail
Junior Senior High School provides planned instruction in this area through the
following courses: Civics & Government, World Cultures, and World
Geography/Pennsylvania History.
(5) Environment and ecology, including social,
political and economic aspects of ecology and when appropriate, instruction in
agriculture and agricultural sciences. Lackawanna Trail Junior Senior
High School provides planned instruction in this area through the following
courses: Life Science, Earth & Space Science, and World
Geography/Pennsylvania History.
(6) Information skills, including access to
traditional and electronic information sources, computer use and research.
Lackawanna Trail Junior Senior High School provides planned
instruction in this area through research projects in various courses such as
in the Social Studies and Language Arts courses.
(7) Health, safety and physical education,
including instruction in concepts and skills which affect personal, family and
community health and safety, nutrition, physical fitness, movement concepts,
motor skill development, safety in physical activity settings, and the
prevention of alcohol, chemical and tobacco abuse. Lackawanna Trail Junior
Senior High School provides planned instruction in this area through the
following courses: Health, and Physical Education
(8) The arts, including art, music, dance and
theatre. Lackawanna Trail Junior Senior High School provides planned
instruction in this area through the following courses: Art, Music,
Chorus and Band.
(9) Career education, including exposure to
various career options and the educational preparation necessary to achieve
those options. Lackawanna Trail Junior Senior High School provides
planned instruction in this area through the following courses: Career
Awareness/Job Shadowing
(10) Technology education, emphasizing
practical application of academic skills and problem-solving experiences
facilitated by technology. Lackawanna Trail Junior Senior High School
provides planned instruction in this area through the following courses:
Technology Education.
(11) Family and consumer science, including
principles of consumer behavior and basic knowledge of child health and child
care skills. Lackawanna Trail Junior Senior High School provides
planned instruction in this area through the following courses: Consumer
Science.
4.23. High school
education (Grades 9 — 12)
Planned instruction in the following areas shall be provided to every
student in the high school program. Planned instruction may be provided as a
separate course or as an instructional unit within a course or other
interdisciplinary instructional activity:
(1) Language arts, integrating reading,
writing, listening, speaking, literature and grammar. Lackawanna Trail
Junior Senior High School provides planned instruction in this area through the
following courses: English I, English II, English III,
English IV, English 12, AP English, and Theatre Arts.
(2) Mathematics, including problem-solving,
mathematical reasoning, algebra, geometry and concepts of calculus. Lackawanna
Trail Junior Senior High School provides planned instruction in this area
through the following courses: Math 1, Math 2, Math 3, Pre-Algebra,
Algebra 1, Algebra II/Trigonometry, Geometry, Trigonometry/Pre-Calculus,
Calculus, and Statistics.
(3) Science and technology, including
participation in hands-on experiments and at least one laboratory science
chosen from life sciences, earth and space sciences, chemical sciences,
physical sciences and agricultural sciences. Lackawanna Trail Junior
Senior High School provides planned instruction in this area through the
following courses: Physical Science, Astronomy/Meteorology, General Biology,
Biology I, Biology II, Geo Science, Chemistry I, Chemistry II, Physics, Anatomy
& Physiology.
(4) Social studies (civics and government,
economics, geography and history, including the history and cultures of the
United States, the Commonwealth and the world). Lackawanna Trail
Junior Senior High School provides planned instruction in this area through the
following courses: American History I, American History II, World
History, Law & Government, American Issues, AP U.S. History, and AP U.S. Government.
(5) Environment and ecology, including
scientific, social, political and economic aspects of ecology. Lackawanna
Trail Junior Senior High School provides planned instruction in this area
through the following course: Environmental Science
(6) The arts, including art, music, dance,
theatre and humanities. Lackawanna Trail Junior Senior High School provides
planned instruction in this area through the following courses: Art I,
Art II, Art III/IV, Introduction to Computer Art, Introduction to Photography,
Concert Band, Concert Chorus, Madrigal, Interior Design, and Theatre
Arts.
(7) Use of applications of microcomputers and
software, including word processing, database, spreadsheets and
telecommunications; and information skills, including access to traditional and
electronic information sources, computer use and research. Lackawanna
Trail Junior Senior High School provides planned instruction in this area
through the following courses: Word Processing, Computer Applications,
Computer Programming, and Web Page Design.
(8) Health, safety and physical education,
including instruction in concepts and skills which affect personal, family and
community health and safety, nutrition, physical fitness, movement concepts,
motor skill development, safety in physical activity settings, and the
prevention of alcohol, chemical and tobacco abuse. Lackawanna Trail Junior
Senior High School provides planned instruction in this area through the
following courses: Health 9, Health 11, Psychology, and Physical
Education.
(9) Family and consumer science, including
principles of consumer behavior and basic knowledge of child health and child
care skills. Lackawanna Trail Junior Senior High School provides
planned instruction in this area through the following courses: Family
Relations, Food Science & Nutrition, and Consumer Science.
The following planned instruction shall be made available to every
student in the high school program:
(1) Vocational-technical education under
4.3 and 4.31—4.35 (relating to definitions; and
vocational-technical education). Lackawanna Trail Junior Senior High
School provides planned instruction in this area through the following
courses: The option to attend the Career Technology Center of Lackawanna
County or the Susquehanna County Vocational Technical Center to receive high
school credit for their vocational technical planned courses.
(2) Business education, including courses to
assist students in developing business and information technology skills. Lackawanna
Trail Junior Senior High School provides planned instruction in this area
through the following courses: Accounting I, Accounting II, Introduction
to Business, Business Law, Sports & Entertainment Management, Senior High
Co-op Theory & Work Experience, Youth Apprenticeship Program, and
Internships.
(3) World languages under 4.25
(relating to languages--Every school district
shall provide instruction in at least two languages in addition to English, at
least one of which shall be a modern language, and at least one of which shall
be offered in a minimum 4-year sequence in the secondary program.) Lackawanna
Trail Junior Senior High School provides planned instruction in this area
through the following courses: Exploratory French/Spanish (Grades 7 &
8), Spanish Language Studies, Spanish I, Spanish II, Spanish III, Spanish IV,
French Language Studies, French I, French II, French III, and French IV.
(4) Technology education, incorporating
technological problem-solving and the impacts of technology on individuals and
society. Lackawanna Trail Junior Senior High School provides planned
instruction in this area through the following courses: Woodworking I,
Woodworking II & III, Graphic Communications I, Graphics II, Electronics I,
Electronics II, Computer Aided Drafting (CAD) I, CAD II, Architectural CAD, and
Desktop Publishing.
(5) College-level advanced placement courses may be
offered as planned instruction in the high school curriculum. Lackawanna
Trail Junior Senior High School provides planned instruction in this area
through the following courses: Advanced Placement English, Honors
(AP) Calculus, Honors Anatomy & Physiology, AP U.S. History, and AP U.S.
Government.
4.26 ESL
Every school district shall provide a program for each student whose
dominant language is not English for the purpose of facilitating the
student’s achievement of English proficiency and the academic standards
under 4.12 (relating to academic standards). Programs under this
section shall include appropriate bilingual-bicultural or English as a second
language (ESL) instruction.
The Lackawanna Trail School District
has a plan in place for educating students whose native language is not
English. As part of this plan, the district is part of an ESL consortium,
run by the local intermediate unit (NEIU #19), that provides daily instruction
to those students requiring such services. Under this instruction, when
it replaces English, ELL students will receive credit and have it be applicable
to the English credits for graduation. In addition, ELL students will be
eligible for Pass/Fail grading in the content areas until the ESL teacher
indicates that they are proficient enough in English for regular grading to
reflect a fair assessment of content mastery.
4.28. Special Education and the Gifted.
(a) Under the Individuals with Disabilities Education Act
and this part, children with disabilities shall be provided an education which
enables them to be involved in and progress in the general curriculum under
this chapter.
(b) Students who are gifted as defined in this part
shall be provided an education that enables them to participate in acceleration
or enrichment, or both, as appropriate. With the passage of Chapter
16, the Lackawanna Trail School District has developed a Gifted Education
Procedures manual, to assist in the education of accelerated students.
This manual utilizes the Gifted Guidelines developed by the Pennsylvania
Department of Education in 2004 as a companion piece to further refine outlined
procedures the district has in place.
(c) The educational program provided to children with disabilities
shall be in accordance with their Individualized Education Programs under the
Individuals with Disabilities Education Act and this part, even if the
Individualized Education Program does not otherwise meet all requirements of
this chapter.
(d) Planned instruction for children with disabilities
shall conform to the requirements established for planned courses in
4.3 (relating to definitions) as it relates to planned instruction.
The Lackawanna Trail School District has a Special Education Plan for
instruction of those students identified as needing specially designed
instruction to fit their educational needs. The plan is included in this
Strategic Plan and is entitled "Special Education Plan". The
plan details such areas as: Current Program Strengths & Highlights,
Ensuring FAPE, Improving Program Capacity, and Ensuring Maximum Integration.
3. Instructional Practices and Instructional Materials Used
Elementary
The Elementary Center utilizes leveled instructional groups for reading and
math. In addition, reading is taught in a language arts block, where
English, spelling, and writing are all integrated. The primary uses a
guided reading approach, and also incorporates Kid Writing into the block. Full
day kindergarten with classroom assistants and a class size reduction teacher
has been implemented in the district because of the Accountability Block
Grant. Reading instruction in K - 2 has been further refined with
practices and quarterly benchmarks aligned to standards/assessment anchors included.
Direct instruction reading materials are used with those students in the
primary who have demonstrated difficulty in achieving proficiency. DIBELS
is used as one formative assessment to guide instruction with the primary
grades. Grades Three through Six use a reading text that includes a
holistic test closely aligned with PSSA. An intervention
component assists in differentiating instruction. The
elementary teachers use data and resources from the GROW network on PSSA results
to refine instructional practices in order to have increased student
proficiency in reading and math. Grade Two teachers review data from the spring
Terra Nova testing to refine instructional practices in reading and math. The
Elementary Center has a gifted instructor along with special education
teachers. New textbooks are selected based on their alignment to
the Pennsylvania standards. Most recently, a new science text was
purchased. Plans are underway to update the social studies text.
Ancillary materials available for PSSA practice in reading, math, and
writing. Science materials will bea future investment. Teachers now
have SMARTBoards available for use in the Elementary Center, along with
two mobile labs for student use. The district has entered into an Act 183
consortium with the local Intermediate Unit (NEIU #19) to utilize the Wide Area
Network in 2008-2009. The addition of this valuable resource will become
indispensable to our teachers.
Junior/Senior High School
Beginning with the 2007-2008 school year the Junior-Senior High School changed from a two semester- four mod block schedule to a traditional eight period day. Because of this change, new textbooks were necessary in some curricular areas as we reviewed what we had in place and how many more texts were needed to ensure enough materials for all students. Texts were evaluated with the standards in mind for the best possible curricular alignment. All planned courses underwent a two year revision to align course objectives to current standards and embed assessment anchors where appropriate. Students who were st