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

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 be trained 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

$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

9

140

Organization or Institution Name

Type of Provider

Provider’s Department of Education Approval Status

CSIU 16, BASD Administrative Staff, BASD Technology 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 for differentiated instruction based on the data examined. 3) Administrators will learn how to examine data to assist them with achieving academic goals. 3) 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. Examination of data is a needed component of quality instruction.

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

  • 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
  • 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.

 

 

Activity: Literacy Training


Description: Professional development in the area of writing will continue to be provided to all elementary teachers of reading. Training in 6+1 Traits of Writing will be provided. Houghton-Mifflin Reading, 4 Square Writing and 6+1 Traits of Writing will be used in all elementary classrooms. All BASD teachers are considered teachers of reading and will attend the Bloomsburg University Reading Conference.

Person Responsible

Timeline for Implementation

Resources

Chapter 4 Admin

Start: 8/22/2010
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

10

140

Organization or Institution Name

Type of Provider

Provider’s Department of Education Approval Status

BASD Grade level teams grades K-5, Bloomsburg University Reading Conference Staff

  • School Entity
  • College

Approved

Knowledge and Skills

Research and Best Practices

Designed to Accomplish

1) Teachers will continue to apply the 5 blocks of literacy research to the Houghton Mifflin Reading Series. 2) Teachers will apply the 4 Square Writing strategy as developed by Judith Gould's writing framework resource. 3) Teachers will learn and apply the 6+1 Traits of Writing for content. 4) Teachers will learn how to write language arts lesson plans to accommodate a variety of learning needs. 5) Teachers will identify and implement appropriate research based strategies.

The 5 blocks of literacy is research based. The Houghton-Mifflin reading series is a series that is well-researched also. Judith Gould's 4 Square Writing is a researched-based practice. 6+1 Traits Writing is researched-based. The reading conference has speakers providing information about researched based strategies.

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.
  • Empowers educators to work effectively with parents and community partners.

Educator Groups Which Will Participate in this Activity

Role

Grade Level

Subject Area

  • Classroom teachers
  • 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
  • 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
  • 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
  • Participant survey
  • Review of participant lesson plans


Status: In Progress — Upcoming

Date

Comment

1/27/2010

An overview of 5 Blocks of Literacy within the context of the Houghton-Mifflin Reading Series was provided to elementary teacher representatives. All elementary teachers received professional development in Judith Gould's 4 Square Writing Process on August 21, 2009. Houghton-Mifflin Reading and 4 Square Writing are used in all elementary classrooms.

 

 

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: 8/30/2013

$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

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) Administrators will learn leadership strategies in regards to systems change.
2) Teachers will continue to learn strategies to be able to analyze data to help drive instruction.
3) Teachers will learn and apply differentiated instruction techniques.
4) 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.
  • 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

  • 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
  • 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 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 instructional strategies to meet the needs of each learner. Implement research based instructional strategies in all classrooms.

Person Responsible

Timeline for Implementation

Resources

Chapter 4 Admin

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

$5,000.00


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

40

Organization or Institution Name

Type of Provider

Provider’s Department of Education Approval Status

CSIU 16, District Staff

  • School Entity
  • Intermediate Unit

Approved

Knowledge and Skills

Research and Best Practices

Designed to Accomplish

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

We will utilize research based strategies in the training we receive.

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.
  • 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
  • Review of participant lesson plans


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: SCIENCE


Description: Maintain or improve the number of students scoring proficient on the 4th grade state assessment.

Strategy: Student Progress and Proficiency


Description: Provide tools to teachers for horizontal and vertical science curriculum alignment grades K-5.

 

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: Research-based science curriculum grades K-5


Description: Teachers will receive professional development and implement an inquiry based science curriculum grades K-5.

Person Responsible

Timeline for Implementation

Resources

Chapter 4 Admin

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

$150,000.00


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

10

Organization or Institution Name

Type of Provider

Provider’s Department of Education Approval Status

To be determined

  • School Entity
  • Company

Not approved

Knowledge and Skills

Research and Best Practices

Designed to Accomplish

1) increase teacher understanding of instructional design, scientific inquiry, and use of formative assessment and science notebooks.
2) develop a model program to promote science literacy

Inquiry-based science is researched based.

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.
  • 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
  • Early childhood (preK-grade 3)
  • Elementary (grades 2-5)
  • Science and Technology

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
  • 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: Not Started — Upcoming

 

Goal: TECHNOLOGY


Description: The Bloomsburg Area School District has made a commitment to utilize the latest and most effective technology throughout the district. Technology in the Bloomsburg Area School District is an integral aspect of quality differentiated instruction, parent involvement, community awareness, and effective teaching tools.

Strategy: Technology Equipment


Description: The district has made a commitment to maintain and improve upon technology equipment used throughout the district. The district technology staff has presented a plan with justification for maintenance and upgrade to the school board. The district will also upgrade servers as needed to expand available drive space for students, maintenance for computers such as Anti-Virus servers, Windows update servers, web servers, mail servers and backup servers. The district will also continue current site software licenses for Microsoft Office Suite, Microsoft Vista/Windows 7, Adobe CS, MMS Student accounting system, grading systems, e-mail systems and network access licenses. We will also review and implement any software suggested to the technology staff or technology committee that we feel will benefit the district.

 

Activity: Technology Integration


Description: Integrate portable projection systems and Smart Boards into lessons to promote 21st Century Learning. Provide instructional technology professional development for staff.

Person Responsible

Timeline for Implementation

Resources

Honabach, Gary

Start: 9/3/2007
Finish: 6/30/2014

$185,375.00


Professional Development Activity Information

Number of Hours Per Session

Total Number of Sessions Per School Year

Estimated Number of Participants Per Year

3.00

2

30

Organization or Institution Name

Type of Provider

Provider’s Department of Education Approval Status

School personnel

  • School Entity

Approved

Knowledge and Skills

Research and Best Practices

Designed to Accomplish

Teachers will learn to integrate technology to meet 21st Century Learning needs and differentiate instruction.

Differentiated teaching is researched based.

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.

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

  • Classroom teachers
  • 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
  • Peer-to-peer lesson discussions
  • Participant survey


Status: In Progress — Upcoming

Date

Comment

4/12/2010

Projectors were added to the entire high school during our renovation project for the 07-08 school year. We have added projectors and SmartBoards to various buildings as needed for the 08-09 and 09-10 school years. We will continue to evaluate/purchase/implement projectors and SmartBoards as needed.

 

Goal: WRITING


Description: Improve 5th grade writing scores on the PSSA test by increasing the number of students in the advanced category by at least 1% annually.

Strategy: Student Progress and Proficiency


Description: Elementary teachers will utilize tools, including benchmark assessment and BASD's writing benchmark document of grade level expectations for lesson planning, implementation and assessment.

 

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: K-5 Writing Alignment


Description: Teachers will utilize the writing benchmark document, 6+1 Traits for content and 4 Square Writing as a framework resource for K-5 students. All elementary teachers will receive 6+1 Trait Writing professional development.

Person Responsible

Timeline for Implementation

Resources

Chapter 4 Admin

Start: 8/22/2010
Finish: 6/4/2013

$3,000.00


Professional Development Activity Information

Number of Hours Per Session

Total Number of Sessions Per School Year

Estimated Number of Participants Per Year

5.00

2

30

Organization or Institution Name

Type of Provider

Provider’s Department of Education Approval Status

District Personnel

  • School Entity

Approved

Knowledge and Skills

Research and Best Practices

Designed to Accomplish

1) Teachers will understand how to pace their instruction so that all needed writing skills are mastered in the appropriate grade levels. 2) Grade K-5 teachers will learn and apply 6+1 Trait Writing Strategies for content 3)Grade K-5 teachers will apply Judith Gould's 4 Square Writing Strategies as a writing framework resource 4) Grade K-5 teachers will develop grade level appropriate lesson plans that align with mastery of writing skills as outlined by the PA Standards.

Grade K-5 teachers will use best practices as outlined in the researched based program Houghton-Mifflin Reading, Judith Gould's 4 Square Writing and 6 +1 Trait Writing.

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.
  • 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
  • Early childhood (preK-grade 3)
  • Elementary (grades 2-5)
  • 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
  • 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
  • Participant survey
  • Review of participant lesson plans


Status: Complete

Date

Comment

1/27/2010

A K-5 benchmark document of grade level writing skill expectations was developed during the Summer 2009 and shared during professional development on January 18, 2010. All elementary teachers received professional development training in Judith Gould's 4 Square Writing Strategies on August 21, 2009.

Annual Review Process

The Act 48 Committee will meet no less than two times during the school year. Those meetings will focus on reviewing what has occurred to date with professional development and revisit the upcoming activities for the present year. The committee will also respond to any requests by professionals to participate in a professional development activity outside of the school entity and receive Act 48 credit.

The Bloomsburg Area School District Act 48 Committee will meet no less than one day in the summer to set the direction for future staff development needs. The following activities will be used in the review and revision process: 

1) review the teacher evaluations from the past year's activities
2) review student achievement data via an analysis completed by administration
3) discuss the impact the professional development activities had on student learning
4) recommend changes or additions for next year
5) finalize the plan for the upcoming year

Supporting Documents

There are currently no supporting documents selected for this section.

Contact Information


Appendix B

Entity Information Page

Entity: Bloomsburg Area SD

Address:
728 E 5th St
Bloomsburg, PA 17815-2305

Superintendent or Chief Administrative Officer: Dr. Cosmas Curry
E-mail: ccurry@bloomsd.k12.pa.us
Telephone: 570-784-5000   
Fax: 570-387-8832

Professional Education Committee Chairperson: Ms. Jennifer Shoup
E-mail: jshoup@bloomsd.k12.pa.us
Telephone: 570-784-5000   
Fax: 570-387-8832

Act 48 Reporting Contact: Ms.Stephanie Kessler
E-mail: skessler@bloomsd.k12.pa.us
Telephone: 570-784-5000   
Fax: 570-387-8832