ROSE TREE MEDIA SCHOOL DISTRICT
BOARD OF SCHOOL DIRECTORS
Informational Session
September 25, 2008
AGENDA
I.
Committee Highlights & Liason Reports
A.
B.
C.
D.
E.
F.
G.
H.
Student Liaison Reports
Teaching & Learning
Finance
Operations
Personnel
Pupil Services
Technology
Liaison Reports
II.
Building Update - Principals
III.
Adjournment
7:30 p.m.
ROSE TREE MEDIA SCHOOL DISTRICT
BOARD OF SCHOOL DIRECTORS
Legislative Meeting
September 25, 2008
8:00 p.m.
AGENDA
I.
Call to Order
II.
Approval of Minutes
A.
III.
Pledge of Allegiance
Roll Call
Legislative Meeting of August 28, 2008
Presentations and Awards
None
IV.
Educational Presentation
A.
V.
Reports
A.
B.
C.
D.
VI.
Career Education for the Future: Penncrest High School
Photography: Erica Benamy and Anna Kassab
Publications: Jordan Mirarchi and Kelly Wilson
Teachers:
Steve Mescanti and Carl Kriebel
School Reports
Superintendent’s Report
Solicitor’s Report
President’s Report
Scheduled Presentations (Limited to Five Minutes Each)
A.
B.
RTMEA
Healthy Communities Initiative
VII.
Unscheduled Presentations (Limited to Three Minutes Each)
A.
VIII.
Old Business
A.
IX.
Rose Tree Media Residents
None
New Business
A.
B.
X.
Personnel
1.
Terminations
a.
Professional
b.
Non-Instructional
2.
Nominations
a.
Professional
b.
Non-Instructional
3.
General
a.
Classification Change
b.
Degree Advance
c.
Rescind Supplemental Contracts
d.
Supplemental Contracts
e.
Salary Change
Strategic Plan – See Attachment A
Finance
A.
B.
C.
D.
XI.
Purchasing
1.
None
General
1.
Change Orders
2.
403b Plan Document and Employer Admin Services, Inc.
See Attachment B
3.
Owner’s Representative Services Proposal Capital Improvement
Projects 2009
4.
Settlement Agreement
5.
Student Assistance Program Coordinator – Contract Correction
6.
Villanova Commencement Agreement
Financials for August 2008
Bill lists for August 2008
Adjournment
ANNOUNCEMENT
There will be an executive session of the School Board for matters of personnel at 6:30
p.m. prior to the Informational Session of October 23, 2008 at Springton Lake Middle
School. The Legislative meetings are recorded on tape.
EXCELLENCE
TODAY
FOR TOMORROW
Rose Tree Media School District
308 North Olive Street
Media, Pennsylvania 19063-2493
Telephone: 610-627-.6000
Fax: 610-891-0959
www.rtmsd.org
Denise C. Kerr, Ed.D.
Superintendent of Schools
To:
From:
Date:
Subject:
I.
Grace A. Eves, Board Secretary,
Director of Management Services
Members of the Board of School Directors
Denise C. Kerr, Ed.D., Superintendent
Grace A. Eves, Board Secretary
August 29, 2008
Minutes of the August 28, 2008 Legislative Meeting
Call to Order
Pledge of Allegiance
Roll Call
Board Members in Attendance:
Nancy Mackrides, Board President
Linda Fox, Vice President
Peter Barry
Veronica Barbato
Nancy Fronduti
John Hanna
William Montgomery
William O’Donnell
Jeffrey Pettit
Also in Attendance:
Patricia Barta, Supervisor Special
Education, Elementary
Ron Baldino, Supervisor Maint. & Oper.
William Bennett, Principal, ILES
Eric Bucci, Ass’t. Principal, PCHS
Valerie Burnett, Director of Pupil Services
Anne Callahan, Dir. Human Resources
Ken Curran, Psychologist
Bernadette Dacaney, Home & School Vis.
Karen Daugherty, Principal, RTE
William Dougherty, Principal, GWE
Susan Evans, Asst. Principal, PHS
Grace Eves, Dir. Management Services
Angela Gilbert, Teaching and Learning
Elementary
Rick Gregg, Principal, PCHS
Ralph Harrison, Asst. Principal PCHS
Joanne Horan, Teaching & Learning
Anthony Jackowski, Ass’t. Principal SLMS
Joyce Jeuell, Principal, SLMS
Mack Johnson, Management Specialist for
SMS and FMS
Thomas Kelly, Solicitor
Denise Kerr, Superintendent
Bonnie Kinsler, Transportation Director
Patti Linden, Director of Tech. & Information
Chip Olinger, Athletic Director
Danielle Penza, Accountant
Roxanne Schupp, Supervisor Business
Operations
Steven Taylor, Director of Teaching and
Learning, Secondary
Mara Stevens, Psychologist
Steve Quinn, Ass’t. Principal, SLMS
Katherine White, Principal, MES
The Legislative Meeting of the Board of School Directors of the Rose Tree Media
School District was held on Thursday, August 28, 2008, at Springton Lake Middle
School. The meeting was called to order by President Nancy Mackrides.
II.
Approval of Minutes
A.
B.
Legislative Meeting of June 26, 2008
Special Legislative Meeting of August 21, 2008
Mrs. Fronduti moved and Mr. Montgomery seconded a motion to adopt
the following resolution:
RESOLUTION: 2008-2009 – 5
Resolve, that the Board approve the Legislative Meeting Minutes of
June 26, 2008 and the Special Legislative Meeting Minutes of
August 21, 2008.
The aforementioned resolution was declared adopted by the Chair, the
vote being:
AYES:
NAYS:
III.
Nancy Mackrides, Linda Fox, Peter Barry, Veronica Barbato,
Nancy Fronduti, John Hanna, William Montgomery,
William O’Donnell, Jeffrey Pettit
None
Presentations and Awards
A.
Anti-Defamation League – No Place for Hate District
Mr. O’Donnell moved and Mr. Hanna seconded a motion to adopt the
following resolution:
RESOLUTION: 2008-2009 – 6
Resolve, that the Board recognize the Rose Tree Media School District
as a No Place for Hate District.
The aforementioned resolution was declared adopted by the Chair, the
vote being:
AYES:
NAYS:
Nancy Mackrides, Linda Fox, Peter Barry, Veronica Barbato,
Nancy Fronduti, John Hanna, William Montgomery,
William O’Donnell, Jeffrey Pettit
None
III.
Presentations and Awards (continued)
B.
Above and Beyond Award – Valerie Burnett
Mr. O’Donnell moved and Mrs. Barbato seconded a motion to adopt
the following resolution:
RESOLUTION: 2008-2009 - 7
Resolve, the Board recognize Valerie Burnett for her dedication and
commitment to the Rose Tree Media School District for the last five years
as Director of Pupil Services.
The aforementioned resolution was declared adopted by the Chair, the
vote being:
AYES:
NAYS:
IV.
Nancy Mackrides, Linda Fox, Peter Barry, Veronica Barbato,
Nancy Fronduti, John Hanna, William Montgomery,
William O’Donnell, Jeffrey Pettit
None
Educational Presentation
A.
V.
“Overview of 2008 PSSA Scores and AYP Status”
Dr. Kerr, Dr. Taylor, and Dr. Gilbert
Reports
A.
B.
C.
D.
VI.
School Reports – In Official Legislative Minutes of August 28, 2008
Superintendent’s Report - In Official Legislative Minutes of August 28. 2008
Solicitor’s Report - In Official Legislative Minutes of August 28, 2008
President’s Report - In Official Legislative Minutes of August 28, 2008
Scheduled Presentations
A.
B.
C.
RTMEA - None
RTM Bus Drivers/Custodial Maintenance Association,
Paul Griglione, President
Healthy Communities Initiative, Dana Riker, Executive Director
VII.
Unscheduled Presentations
A.
Rose Tree Media Residents
1. Ed McLoughlin –Children in 1st and 3rd grades at Media
Elementary. Third grade has 23 students per teacher.
Concerned with board cuts and cutting of staff at Media
Elementary. Will scores go up or down because of the increase of
class size?
2. Maria Wanenchak – Children in 3rd and 5th grades at Media
Elementary. Concerned with class size. Numbers are
unacceptable for the district. This is not Rose Tree Media quality
numbers. Redistricting was supposed to resolve imbalance in our
school’s numbers.
3. Patricia Combs – Three children in Media Elementary.
There are many new teachers at Media Elementary and too many
changes for her children. Concerned change will affect test scores.
VIII.
Old Business
A.
None
IX.
New Business
A.
Personnel
1.
Terminations
a.
Professional
b.
Non-Instructional
Mr. O’Donnell moved and Mr. Hanna seconded a motion to
adopt the following resolution:
RESOLUTION: 2008-2009 - 8
Recommend that the Board approve the following:
a.
Professional
1.
Michael Mohring, Physical Education Teacher,
Penncrest High School, resignation effective July 25,
2008.
2.
Tricia O’Loughlin, Elementary Teacher, Media
Elementary, resignation effective August 25, 2008.
3.
Lisa Summers, Music Teacher, Springton Lake
Middle School, resignation effective July 17, 2008.
4.
Christine Moran, Special Education Teacher, Rose
Tree Elementary, resignation effective August 1,
2008.
5.
La’Shawn Martinez, Elementary Teacher, Media
Elementary, resignation effective August 24, 2008.
6.
Deana Storey, Special Education Teacher, Springton
Lake Middle School, resignation, effective August 12,
2008.
7.
Lori Travers, Second Grade Teacher, Rose Tree
Elementary, resignation effective August 15, 2008.
8.
Erika Powell, Long Term Substitute ESL Teacher
Penncrest High School, resignation effective August
17 2008.
9.
Maxine
Scheiman,
Occupational
resignation effective September 30, 2008.
Therapist,
IX.
New Business
A.
Personnel
1.
Terminations
b.
Non-Instructional
1.
Carol McGee, Food Service, Penncrest High School,
resignation, effective July 15, 2008.
2.
Colleen
Knowles,
Food
Service,
Glenwood
Elementary, resignation, effective July 23, 2008.
3.
Gayle Logue, Food Service, Penncrest High School,
resignation, effective August 7, 2008.
4.
Megan Crichton, Support Staff II, Media Elementary,
resignation, effective August 12, 2008.
5.
Cynthia Taddeo, Support Staff II, Indian Lane
Elementary, resignation, effective August 13, 2008.
6.
Tammy Baillis, Food Service, Springton Lake Middle
School, resignation, effective August 17, 2008.
7.
Cheryl Sindoni, Bus Driver, retirement, effective
September 14, 2008.
The aforementioned resolution was declared adopted by the Chair,
the vote being:
AYES:
NAYS:
Nancy Mackrides, Linda Fox, Peter Barry, Veronica Barbato,
Nancy Fronduti, John Hanna, William Montgomery,
William O’Donnell, Jeffrey Pettit
None
IX.
New Business
A.
Personnel
2.
Nominations
a.
Professional
b.
Non-Instructional
Mr. O’Donnell moved and Mr. Hanna seconded a motion to
adopt the following resolution:
RESOLUTION: 2008-2009 - 9
Recommend the Board approve the following:
a.
Professional
1.
Stephen Chicano, Math Teacher, effective August 19,
2008 at the annual salary of $50,382, Master’s
Degree/Step 5. Mr. Chicano received his Bachelor’s
Degree from Millersville University and his Master’s
Degree from Neumann College. He comes to us from
Upper Darby High School where he has been
teaching Math for the last 3 years. Mr. Chicano is
assigned to Penncrest High School replacing
Christine Price who resigned. NOTE: Mr. Chicano is
being hired pending completion of his preemployment paperwork.
2.
Amanda Dudek, Reading Rockets Summer School
Teacher, effective July 7, 2008 at the annual salary of
$1,200. NOTE: Ms. Dudek is being hired pending
completion of her pre-employment paperwork.
3.
Sean Hobdell, Social Studies Teacher, effective
August 19, 2008 at the annual salary of $44,202,
Bachelor’s Degree/Step 1. Mr. Hobdell received his
Bachelor’s Degree from the University of Scranton.
He is assigned to Penncrest High School. This is a
new position. NOTE: Mr. Hobdell is being hired
pending
completion
of
his
pre-employment
paperwork.
IX.
New Business
A.
Personnel
1.
Nominations
a.
Professional (continued)
4.
Patricia Kinard, Long Term Substitute Special
Education Teacher, effective August 19, 2008 for the
first semester at the annual salary of $44,525,
Bachelor’s Degree/Step 2, to be pro-rated for the first
semester. Ms. Kinard served as a Long Term
Substitute during the 2007-2008 school year. She
received her Bachelor’s Degree from Gwynedd Mercy
College. She is assigned to Springton Lake Middle
School replacing Candace Krautzel who is on leave.
5.
Amanda Meltz, Science Teacher, effective August 19,
2008 at the annual salary of $49,182, Master’s
Degree/Step 1. Ms. Meltz received her Bachelor’s
Degree from the University of Colorado and her
Master’s Degree from Villanova University. She is
assigned to Penncrest High School replacing Leslie
Trimble who resigned. NOTE: Ms. Meltz is being hired
pending
completion
of
her
pre-employment
paperwork.
6.
Jeanette Verdeur, .75 Music Teacher, effective
August 25, 2008 at the annual salary of $34,267.50,
Bachelor’s Degree/Step 6 pro-rated. Ms. Verdeur
served as a Long Term Substitute Music Teacher
during the 2006-2007 and 2007-2008 school years.
She received her Bachelor’s Degree from West
Chester University. She is assigned to Media
Elementary School replacing Sara Vaccaro who
resigned.
7.
Jeanette Verdeur, .2 Long Term Substitute Music
Teacher, effective August 25, 2008 at the annual
salary of $9,138, Bachelor’s Degree/Step 6 to be prorated for the first semester. Ms. Verdeur is assigned
to Penncrest High School replacing Craig Snyder who
has been reassigned. This is in addition to Ms.
Verdeur’s .75 Music teaching position at Media
Elementary.
IX.
New Business
A.
Personnel
2.
Nominations
a.
Professional (continued)
8.
Colleen Hoy, Long Term Substitute Special Education
Teacher, effective August 19, 2008, at the annual
salary of $44,202, Bachelor’s/Step 1 to be pro-rated
for the first semester. Ms. Hoy served as a Long Term
Substitute during the 2007-2008 school year. She
received her Bachelor’s Degree from Cabrini College.
She is assigned to Penncrest High School replacing
Kristine Acker who is on leave.
9.
Susan Vause, Long Term Substitute Guidance
Counselor, effective August 19, 2008, at the annual
salary of Master’s/Step 1. Ms. Vause received her
Bachelor’s and Master’s Degrees from GwyneddMercy College. She is assigned to Springton Lake
Middle School replacing Brian Bortnicker who is on
Sabbatical. NOTE: Ms. Vause is being hired pending
completion of her pre-employment paperwork.
10.
Angel Barry, Elementary Teacher, effective August
19, 2008 at the annual salary of $45,690,
Bachelor’s/Step 6. Ms. Barry served as a Long Term
Substitute Teacher during the 2007-2008 school year.
She received her Bachelor’s Degree from West
Chester University. Ms. Barry is assigned to
Glenwood Elementary replacing Christine Dano who
was reassigned.
11.
Mark Williams, Social Studies Teacher, effective
August 19, 2008 at the annual salary of $58,467,
Master’s+40/Step 6. Mr. Williams received his
Bachelor’s Degree from the University of Richmond
Virginia and his Master’s Degree from Virginia
Commonwealth University. He comes to us from
Downingtown Area School District where he taught
Social Studies for the last three years. Mr. Williams is
assigned to Penncrest High School replacing John
Pauley who retired.
IX.
New Business
A.
Personnel
2.
Nominations
a.
Professional (continued)
12.
Brian Saviski, Health and Physical Education
Teacher, effective August 19, 2008 at the annual
salary of $50,082, Master’s/Step 4. Mr. Saviski
received his Bachelor’s Degree from Penn State
University and his Master’s Degree from Neumann
College. He comes to us from Penn Delco School
District where he taught Physical Education for the
past three years. He is assigned to Penncrest High
School replacing Michael Mohring who resigned.
NOTE: Mr. Saviski is being hired pending completion
of his pre-employment paperwork.
13.
Brittani Lutterman, Long Term Substitute Title I Math
Teacher, effective August 19, 2008 at the annual
salary of $49,182, Master’s/Step 1. Ms. Lutterman
received her Bachelor’s Degree from West Chester
University and her Master’s Degree from the
University of Colorado. She comes to us from
Colorado where she taught Elementary and ESL
classes for the past six years. Ms. Lutterman is
assigned to Media Elementary replacing Tricia
O’Loughlin who resigned. NOTE: Ms. Lutterman is
being hired pending completion of her preemployment paperwork.
14.
Recommend Board approval for the following
personnel to serve as Theme Readers for the 20082009 school year at the rate of $265 per month:
Michael Bury
Mary McConville
Heather Mitchell
John Pritchard
Nancy Wooding
IX.
New Business
A.
Personnel
2.
Nominations
a.
Professional (continued)
15.
Gail Diksa, .2 Long Term Substitute French Teacher,
effective August 25, 2008 at the annual salary of
$11,977, Master’s+60/Step 1, pro-rated. Ms. Diksa is
assigned to Penncrest High School replacing Tracy
Jackson who was reassigned.
16.
Recommend Board approval for the following
personnel to serve as Summer Counselors, effective
June 21, 2008 at their regular per diem rate.
Brian Bortnicker
Margie Gilroy
17.
Recommend Board approval for the following
personnel who served as Science Olympiad Team
Sponsors for post season competition for the 20072008 school year at the rate of $40.00 per day:
James Ciccarelli
James Shea
18.
Susan Griffin
Alison Harrison
Edward Somers
Jennifer Tareila
Andrea Seaner, Elementary Teacher, effective August
19, 2008 at the annual salary of $45,690,
Bachelor’s/Step 6. Ms. Seaner received her
Bachelor’s Degree from Mulenberg College. She
comes to us from Westbriar Elementary School in
Virgina where she served as an elementary teacher
for the past three years. She is assigned to Media
Elementary replacing La’Shawn Martinez who
resigned.
IX.
New Business
A.
Personnel
2.
Nominations
a.
Professional (continued)
19.
Sandra Ya-Hui Lin, Long Term Substitute English As
A Second Language Teacher, effective August 28,
2008 at the annual salary of $49,182, Master’s
Degree/Step 1. Ms. Lin received her Bachelor’s
Degree from Temple University and her Master’s
Degree from West Chester University. She comes to
us from Wissahickon School District where she
served as an ESOL Specialist last year. Ms. Lin is
assigned to Penncrest High School replacing Anjali
Parekh who is on leave. NOTE: Ms. Lin is being hired
pending
completion
of
her
pre-employment
paperwork.
20.
Jill Severino, Long Term Substitute Special Education
Teacher, effective August 19, 2008 at the annual
salary of $44,525 Bachelor’s Degree/Step 2. Ms.
Severino served as a Long Term Substitute during the
2007-2008 school year. She received her Bachelor’s
Degree from West Chester University. She is
assigned to Rose Tree Elementary School replacing
Christine Moran who resigned.
21.
Robin
McCarthy,
Long
Term
Substitute
Health/Physical Education Teacher, effective August
28, 2008, at an annual salary of $44,202, Bachelor’s
Degree/Step 1. Ms. McCarthy received her Bachelor’s
Degree from West Chester University. She is
assigned to Springton Lake Middle School replacing
Tonya Melchior who is on leave.
22.
Sara Preston, Long Term Substitute Elementary
Teacher, effective August 19, 2008, at the annual
salary of $49,182, Master’s Degree/Step 1. Ms.
Preston received her Bachelor’s Degree from
Kutztown University and her Master’s Degree from
Cabrini College. She comes to us from Boyertown
Area School District where she served as an
Elementary Teacher for the past five years. Ms.
Preston is assigned to Rose Tree Elementary
replacing Lori Travers who resigned. NOTE: Ms.
Preston is being hired pending completion of her preemployment paperwork.
IX.
New Business
A.
Personnel
2.
Nominations
a.
Professional (continued)
23.
Joseph Fisher, Music Teacher, effective August 19,
2008 at the annual salary of $44,202, Bachelor’s
Degree/Step 1. Mr. Fisher received his Bachelor’s
Degree from West Chester University. He is assigned
to Springton Lake Middle School replacing Lisa
Summers who resigned. NOTE: Mr. Fisher is being
hired pending completion of his pre-employment
paperwork.
24.
Ronni Sowers, Math Teacher, effective August 19,
2008 at the annual salary of $44,776, Bachelor’s
Degree/Step 3. Ms. Sowers received her Bachelor’s
Degree from Gettysburg College. She comes to us
from Exeter Township School District where she
served as a Math Teacher last year. Ms. Sowers is
assigned to the Educational Resource Center. This is
a new position. NOTE: Ms. Sowers is being hired
pending
completion
of
her
pre-employment
paperwork.
25.
Lisa Stuart, Librarian, effective September 2, 2008 at
the annual salary of $56,437, Master’s+40/Step 4. Ms.
Stuart received her Bachelor’s Degree from Drexel
University and her Master’s Degree from Widener
University. She comes to us from Coatesville Area
School District where she served as Librarian for the
past year. Ms. Stuart is assigned to Rose Tree
Elementary replacing Eva Thomas who resigned.
NOTE: Ms. Stuart is being hired pending completion
of her pre-employment paperwork.
IX.
New Business
A.
Personnel
2.
Nominations
a.
Professional (continued)
26.
Recommend the Board recognize the following
personnel for attainment of tenure, effective August
25, 2008:
Tiffany Bendistis
Andrew Bugosh
Abby Burke
Shawna Cliff
Elizabeth Coulter
Deanna Dachiu
Gemma Deady
Josephine Dizon
Rebecca Harrison
Michele Hart
Andrew Ikeler
Gregory Jacobs
Kathy Johnson
Michelle Kirk
Brian Lynch
La’Shawn Martinez
Cheri Marzano
ThaiFaa Mayfield-Pinkett
Kate Megahey
Donna Montich
Amanda Morris
Christine Price
Jason Ritter
Jeremy Smith
Enoch Stevenson
b.
Springton Lake
Media Elementary
Indian Lane Elementary
Springton Lake
Media Elementary
Penncrest
Media Elementary
Springton Lake
Media Elementary
Penncrest
Penncrest
Penncrest
Rose Tree Elementary
Penncrest
Springton Lake
Media Elementary
Indian Lane Elementary
Rose Tree Elementary
Glenwood
Penncrest
Springton Lake
Penncrest
Penncrest
Penncrest
Penncrest
Non-Instructional
1.
Recommend Board approval for the following
Custodial personnel to serve as Night Supervisors:
Willie Jones
Christopher Bolles
Debbie Linn
Terrance Jones
Media
Indian Lane
Rose Tree
Springton
$1,000
$1,000
$1,000
$1,500
IX.
New Business
A.
Personnel
2.
Nominations
b.
Non-Instructional (continued)
2.
Erin O’Neill, Secretary II, effective August 11, 2008 at
the annual salary of $31,564*. Ms. O’Neill is assigned
to the Education Center replacing Nancy Owen who
has been reassigned.
3.
Stephen Gallagher, Food Service Trainee, effective
August 1 2008 at the rate of $10.25 per hour. NOTE:
Mr. Gallagher is being hired pending completion of his
pre-employment paperwork.
4.
John Goff, Substitute Bus Driver, effective August 6,
2008 at the rate of $19.69 per hour.
5.
James Elliott, Substitute Bus Driver, effective August
6, 2008 at the rate of $19.69.
6.
Annamarie Ottolenghi, Part time Cafeteria Aide,
effective September 2, 2008 at the rate of $10.25 per
hour. Ms. Ottolenghi is assigned to Penncrest High
School.
7.
William Sausman, Bus Driver, will serve as a Summer
Bus Aide effective July 7, 2008 at the rate of $12.95
per hour.
8.
Charles Kennedy, Bus Driver, will serve as a Summer
Bus Aide effective July 7, 2008 at the rate of $12.95
per hour.
9.
Maureen Beall, Substitute Receptionist, effective
August 11, 2008 at the rate of $16.63 per hour.
IX.
New Business
A.
Personnel
2.
Nominations
b.
Non-Instructional (continued)
10.
Victoria Blair, Substitute Aide for ESY Summer
School for 2008 at the rate of $50 per day for 4 days.
11.
Kathleen Hogan, Reading Tutor for the 2008-2009
school year, effective September 2, 2008 at the rate
of $15.00 per hour. Ms. Hogan is assigned to Media
Elementary.
12.
Melissa Sabatino, Reading Tutor for the 2008-2009
school year, effective September 2, 2008 at the rate
of $15.00 per hour. Ms. Sabatino is assigned to Media
Elementary.
13.
Florence Brown, Summer School Support Staff
effective July 7 through July 11, 2008 at the rate of
$10 per hour.
14.
Sheila Hollinger, Bus Driver, will serve as Summer
Garage Help at the rate of $12.00 per hour.
15.
Suzannah Emmons, 10 Month Part-Time Support
Staff I, effective September 2, 2008 at the rate of
$11.14 per hour*. Ms. Emmons is assigned to
Springton Lake Middle School replacing Rachel
Douglas who was reassigned. NOTE: Ms. Emmons is
being hired pending completion of her preemployment paperwork.
16.
John Czernick, Jr., Substitute Bus Driver, effective
September 2, 2008 at the rate of $19.69 per hour. Mr.
Czernick is replacing Peter DiDonato who retired.
NOTE: Mr. Czernick is being hired pending
completion of his pre-employment paperwork.
IX.
New Business
A.
Personnel
2.
Nominations
b.
Non-Instructional (continued)
17.
William Holcomb, Substitute Bus Driver, effective
September 2, 2008 at the rate of $19.69 per hour.
18.
John Kulp, Substitute Bus Driver, effective September
2, 2008 at the rate of $19.69 per hour. Mr. Kulp is
replacing Linda Fox who retired.
19.
Joseph Mirarchi, Substitute Bus Driver, effective
September 2, 2008 at the rate of $19.69 per hour. Mr.
Mirarchi is replacing Joseph Faulkner who became a
regular driver.
20.
Anthony Brazunas, III, Substitute Bus Driver, effective
September 2, 2008 at the rate of $19.69 per hour. Mr.
Branzunas is replacing Cheryl Sindoni who retired.
21.
Anne Marie Mundy, Support Staff I, effective
September 8, 2008 at the rate of $11.14* per hour.
Ms. Mundy is assigned to Media Elementary replacing
Gigi Deady who retired. NOTE: Ms. Mundy is being
hired pending completion of her pre-employment
paperwork.
22.
Maria Mendoza-Jayme, Support Staff I, effective
September 8, 2008 at the rate of $11.14 per hour*.
Ms. Mendoza-Jayme is assigned to Media
Elementary replacing Marianne Nigolian who
resigned. NOTE: Ms. Mendoza-Jayme is being hired
pending
completion
of
her
pre-employment
paperwork.
* 2007-2008 rate subject to change upon completion of negotiations.
The aforementioned resolution was declared adopted by the Chair,
the vote being:
AYES:
NAYS:
ABSTAIN:
Nancy Mackrides, Linda Fox, Veronica Barbato, Nancy Fronduti,
John Hanna, William Montgomery, William O’Donnell, Jeffrey Pettit
None
Peter Barry
IX.
New Business
A.
Personnel
3.
General
a.
b.
Classification Change
Degree Advance
Mr. O’Donnell moved and Mr. Hanna seconded a motion
to adopt the following resolution:
RESOLUTION: 2008-2009 – 10
a.
Classification Change
Recommend the Board approve the following Classification
Changes:
1.
Amber Gibson from Part-Time to Full-Time Cafeteria
Worker, effective September 1, 2008, at the rate of
$10.75 per hour. Ms. Gibson is assigned to Penncrest
High School.
2.
Laura Netwall from Part-Time to Full-Time Cafeteria
Worker, effective September 1, 2008 at the rate of
$12.50 per hour. Ms. Netwall is assigned to Springton
Lake Middle School as the Team Leader.
3.
William Harmon, II, from .3 Math Teacher to 1.0
Special Education Math Teacher, effective August 19,
2008 at the annual salary of $44,525, Bachelor’s/Step
2. Mr. Harmon is assigned to Penncrest High School
replacing Brian Tracy who resigned.
IX.
New Business
A.
Personnel
3.
General
b.
Degree Advance
1.
Recommend the Board approve the following
personnel for Degree Advancement and adjust their
salaries accordingly effective August 25, 2008:
Susan Allen
Andrew Bugosh
William Carr
Craig Casner
Barbara Cicalese
Stefan Dashkiwsky
Jennifer Diaz
Pam Gregg
Michele Hart
William Henderson
Kathleen Maguire
Jacqueline Matusow
Jennifer McLeod
Donna Montich
Maureen Naylor
Heather Reed
Jason Ritter
Megan Snyder
Dana Sudall
Courtney Williams
Suzanne Yanchek
Master’s +40/Step 10
Master’s/Step 9
MEQ/Step 7
Master’s+60/Step 11
Master’s+20/Step 7
Master’s/Step 6
Permanent Cert/Step 6
Master’s+60/Step 11
Master’s+40/Step 5
Master’s+40/Step 9
Master’s+40/Step 9
Master’s+20/Step 10
Master’s+20/Step 3
Master’s+60/Step 4
Master’s+60/Step 9
Master’s+20/Step 13
Master’s/Step 4
Master’s+60/Step 8
Master’s+60/Step 14
Master’s+60/Step 12
Master’s+60/Step 7
The aforementioned resolution was declared adopted by the Chair,
the vote being:
AYES:
NAYS:
Nancy Mackrides, Linda Fox, Peter Barry, Veronica Barbato,
Nancy Fronduti, John Hanna, William Montgomery,
William O’Donnell, Jeffrey Pettit
None
IX.
New Business
A.
Personnel
3.
General
c.
Supplemental Contracts (See Attachments A-F in Official
Legislative Minutes of August 28, 2008)
Mr. O’Donnell moved and Mrs. Fronduti seconded a motion
to adopt the following resolution:
RESOLUTION: 2008-09 - 11
1.
Recommend Board approval of the Penncrest High
School Athletic Supplemental contracts effective July
1, 2008. See Attachment A.
2.
Recommend Board approval of the Penncrest High
School Non-Athletic Supplemental contracts effective
July 1, 2008. See Attachment B.
3.
Recommend Board approval of the Springton Lake
Middle School Athletic Supplemental contracts
effective July 1, 2008. See Attachment C.
4.
Recommend Board approval of the Springton Lake
Middle School Non-Athletic Supplemental contracts
effective July 1, 2008. See Attachment D.
5.
Recommend Board approval of Building Coordinators
for the 2008-2009 school year effective July 1, 2007
at the annual salary of $2,800. See Attachment E.
6.
Recommend Board approval of the New Teacher
Mentors for the 2008 -2009 school year effective July
1, 2007 at the annual salary of $1,050. See
Attachment F.
IX.
New Business
A.
Personnel
3.
General
c.
Supplemental Contracts (continued)
7.
Recommend Board approval for the following
personnel to serve Saturday Detention Supervisors
for the 2008-2009 school year at the rate of $26.47
per hour:
Lorraine Bury
Susan Coates
Lindsay Groy
Felicia Quinzi
Enoch Stevenson
Sharon Sweeney
The aforementioned resolution was declared adopted by
the Chair, the vote being:
AYES:
Nancy Mackrides, Linda Fox, Peter Barry,
Veronica Barbato, Nancy Fronduti, John Hanna,
William Montgomery, William O’Donnell
NAYS:
None
ABSTAIN: Jeffrey Pettit
3.
General
d.
e.
f.
Salary Change
Create a New Position
Other
Mrs. Fronduti moved and Mr. O’Donnell seconded a motion
to adopt the following resolution:
RESOLUTION: 2008-09 - 12
d.
Salary Change
1.
Recommend Board approval for the correction
of the following salaries which were incorrectly
reported on the June Board:
Jessica Anderson
William Carr
Tracey Fritch
Stephanie Herman
$61,325
$47,067
$52,267
$87,329
IX.
New Business
A.
Personnel
3.
General
d.
Salary Change (continued)
1.
Gregory Jacops
Angela Lynch
Dora Mead
Maureen Reuther
Erin Scheivert
2.
Recommend Board approval of the following ADSUP
II Salaries effective July 1, 2008:
Greg Bost
Gene Pysher
Armondo Ragni
Michael Price
Joel Schupp
Kerry Feltner
Ivan Brown
Mike Jones
Philip Quinzi
Dawn Fitting
Daniel Rottenberk
e.
$45,690
$47,067
$68,693
$34,931
$59,159
$38,375
$57,867
$46,458
$36,853
$37,166
$37,166
$66,556
$57,268
$56,911
$43,193
$61,839
Create a New Position
1.
Recommend the Board approve the creation of a
Special Education Teacher position for Penncrest
High School.
IX.
New Business
A.
Personnel
3.
General
f.
Other
1.
Recommend Board approval of the following
Penncrest High School Game Worker rates for
the 2008-2009 school year:
GAME WORKER
POSITION
DISTRICT
NONDISTRICT
V Football Timer
V Football Announcer
V Football Tickets
V Football Chains
JV Football Timer
JV Football Chains
FR Football Timer
FR Football Chains
V/JV Hockey Timer
V Boys Soccer Timer
V Girls Soccer Timer
Soccer Timer Night
V/JV Volley Ball Timer
V/JV Girls Lacrosse Timer
V Boys Lacrosse Timer
Lacrosse Timer Night
Track/Dual Head Timer
$50
$50
$39
$37
$42
$36
$42
$35
$55
$42
$42
$60
$55
$55
$42
$60
$45
$44
$44
$34
$38
$37
$37
$37
$36
$48
$37
$37
$55
$48
$48
$37
$55
$39
GAME WORKER POSITION
Track Tri Head Timer
Track/Dual Attendant
Track/Tri Attendant
V/JV Boys Basketball Timer
V/JV Boys Basketball Scorer
V/JV Boys Basketball Tickets
V/JV B. Basketball Crowd Control
FR Basketball Timer
FR Basketball Scorer
V/JV Girls Basketball Timer
V/JV Girls Basketball Scorer
V/JV Girls Basketball Tickets
V/JV G. Basketball Crowd Control
V/JV Wrestling Timer/Announcer
V/JV Wrestling Tickets
V/JV Wrestling Crowd Control
Coed Swimming Scorer/Announcer
DISTRICT
NONDISTRICT
$48
$41
$45
$56
$56
$35
$37
$30
$42
$56
$56
$34
$37
$55
$34
$35
$55
$41
$35
$38
$48
$48
$32
$32
$26
$37
$48
$48
$32
$32
$48
$32
$32
$48
The aforementioned resolution was declared adopted by the Chair, the vote being:
AYES:
NAYS:
Nancy Mackrides, Linda Fox, Peter Barry, Veronica Barbato, Nancy Fronduti,
John Hanna, William Montgomery, William O’Donnell, Jeffrey Pettit
None
IX.
New Business
B.
Overnight Trips
1.
2.
3.
Penncrest High School Leadership Academy – Straudsburg, PA
Penncrest High School Envirothon Team – Flagstaff, Arizona
Penncrest High School Future Business Leaders of America, Penn
State University, University Park, PA
Mr. O’Donnell moved and Mrs. Barbato seconded a motion to
adopt the following resolution:
RESOLUTION: 2008-2009 - 13
Resolve, that the Board approve the Penncrest High School
Leadership Academy overnight trip to Stroudsburg PA.
Further resolve, that the Board approve the Envirothon Team’s
overnight trip to Flagstaff, Arizona from July 28, 2008 to August 3,
2008.
Further resolve, that the Board approve the Future Business
Leaders of America overnight trip to Penn State University,
University Park from October 26-27, 2008.
The aforementioned resolution was declared adopted by the
Chair, the vote being:
AYES:
NAYS:
Nancy Mackrides, Linda Fox, Peter Barry,
Veronica Barbato, Nancy Fronduti, John Hanna,
William Montgomery, William O’Donnell, Jeffrey Pettit
None
IX.
New Business
B.
Overnight Trips (continued)
4.
Penncrest High School Senior Class Trip to Orlando, Florida
Mrs. Fronduti moved and Mr. Hanna seconded a motion to
approve the following resolution:
RESOLUTION: 2008-2009 - 14
Resolve, that the Board approve an overnight senior class trip to
Orlando, Florida to Disney World during President's weekend
2/13/09 - 2/16/09.
The aforementioned resolution was denied by the Chair, the
vote being:
AYES:
NAYS:
John Hanna, William O’Donnell
Nancy Mackrides, Linda Fox, Peter Barry,
Veronica Barbato, Nancy Fronduti, William Montgomery
Jeffrey Pettit
X.
Finance
A.
Purchasing – None
B.
General
1.
2.
3.
4.
5.
6.
7.
8.
Transportation – CADES Contract - Annual Renewal
Delaware County Community College Trustee Appointments
Delaware County Intermediate Unit Contract
Devereux Foundation Contract
Mill Creek School Contract
Vanguard School ESY Contract – Extended School Year
Vanguard School ESY Contract (correction)
Mercy Rehab Associates Contract
Mrs. Fronduti moved and Mr. O’ Donnell seconded a motion to
adopt the following resolution:
RESOLUTION: 2008-2009 - 15
1. Transportation CADES Contract – Annual Renewal
Resolve, that the Board approve the renewal of the Children and
Adult Disability and Educational Services Contract (CADES).
Following are the proposed rates for the 2008-2009 school year:
Round Trip (Del. Co.) per student/day
One Way (Del. Co.) per student/day
$60.00
$38.00
2. Delaware County Community College Trustee Appointments
Further resolve, that the Board approve the appointment of Michael
Ranck to fill the unexpired term that runs through June, 2009 and
Bernice Clark Dickerson to fill the full term, which runs
through June 2014.
3. Delaware County Intermediate Unit Contract
Further resolve, that the Board approve the contract with the
Delaware County Intermediate Unit (DCIU) in the amount of
$7,052.00.
4. Devereux Foundation Contract
Further resolve, that the Board approve the contract with the
Devereux Foundation for extended school year services for
$46,200.00.
X.
Finance
B.
General (continued)
5. Mill Creek School Contract
Further resolve, that the Board approve the contract with the Mill Creek
School for tuition $68,040.00.
6. Vanguard School ESY Contract
Further resolve, that the Board approve the contract with the Vanguard
School for extended school year services for $24,650.00.
7. Vanguard School ESY Contract (corrected)
Further resolve, that the Board approve the contract with the Vanguard
School for the 2008-2009 school year for a cost of $80,000.00.
8. Mercy Rehab Associates Contract
Further resolve, that the Board approve the contract with Mercy Rehab
Associates for Physical Therapy services to be billed at $64.00 per hour.
The aforementioned resolution was declared adopted by the Chair, the
vote being:
AYES:
NAYS:
Nancy Mackrides, Linda Fox, Peter Barry,
Veronica Barbato, Nancy Fronduti, John Hanna,
William Montgomery, William O’Donnell, Jeffrey Pettit
None
X.
Finance
B.
General
9.
Deed of Easement Agreement
Mr. O’Donnell moved and Mr. Pettit seconded a motion to table
the following resolution:
RESOLUTION: 2008-2009 - 16
Resolve, that the Board tabled the Deed of Easement Agreement
to be continued for further discussion at the September 9, 2008
Operations Committee meeting.
The aforementioned resolution was declared tabled by the Chair, the
vote being:
AYES:
NAYS:
Nancy Mackrides, Linda Fox, Peter Barry,
Veronica Barbato, Nancy Fronduti, John Hanna,
William Montgomery, William O’Donnell, Jeffrey Pettit
None
X.
Finance
B.
C.
D.
General
10.
Student Assistance Program Coordinator
Financials for June and July 2008
Bill Lists for June and July 2008
Mrs. Fronduti moved and Mr. O’Donnell seconded a motion to
adopt the following resolution:
RESOLUTION: 2008-2009 – 17
10. Student Assistance Program Coordinator
Resolve, the Board approve a contract with Lynda Youngs for the position
of Student Assistance Program Coordinator at $37,000 for the 2008-2009
school year.
C. Financial Reports
Further resolve, that the Board approve the following Financial
Reports:
June
June
June
June
2008
2008
2008
2008
Treasurers Reports
Investment Reports
Summary Expenditure Status Report
Revenue Status Report
July
July
July
July
2008
2008
2008
2008
Treasurers Reports
Investment Reports
Summary Expenditure Status Report
Revenue Status Report
X.
Finance
B.
General (continued)
D. Bill Lists
Further resolve, that the Board approve the following Bill Lists:
June
2008
General Fund Bill List
$ 2,407,203.00
June
2008
Imprest Fund Bill List
$
222.50
June
2008
Construction Fund Bill List
$
1,131.20
June
2008
Bond Series 2002 Bill List
$
362.68
June
2008
Bond Series 2003 Bill list
$
17,676.04
June
2008
Bond Series 2004 Bill List
$
11,342.66
June
2008
Bond Series 2007 A & B Bill List
$
34,856.55
June
2008
Private Purpose Trust Bill List
$
2,780.00
June
2008
Activities/Special Revenue Fund
$
44,473.83
$ 2,519,868.46
July
2008
General Fund Bill List
$ 2,565,582.52
July
2008
Capital Fund Bill List
$
359.96
July
2008
Bond Series 2004 Bill List
$
12,265.25
July
2008
Bond Series 2007 A & B Bill List
$
26,600.01
July
2008
Activities/Special Revenue Fund
$
2,029.00
$ 2,606,836.74
The aforementioned resolution was declared adopted by the Chair, the vote
being:
AYES:
NAYS:
Nancy Mackrides, Linda Fox, Peter Barry, Veronica Barbato,
Nancy Fronduti, John Hanna, William Montgomery, William O’Donnell,
Jeffrey Pettit
None
XI.
Adjournment
Mr. O’Donnell moved and Mrs. Fronduti seconded a motion to adopt the
following resolution:
RESOLUTION: 2008-2009 - 18
There being no further business to come before the Board, the meeting was
adjourned.
The aforementioned resolution was declared adopted by the Chair, the vote
being:
AYES:
NAYS:
Nancy Mackrides, Linda Fox, Peter Barry, Veronica Barbato,
Nancy Fronduti, John Hanna, William Montgomery,
William O’Donnell, Jeffrey Pettit
None
______________________
School Board Secretary
EXCELLENCE
TODAY
FOR TOMORROW
SCHOOL REPORT’S – September 2008
GLENWOOD ELEMENTARY SCHOOL
AGP
Mr. G’s classes will be experiencing scavenger hunts to introduce them to different
research methods and technology in their schools. Mr. G’s classes will be creating their
own scavenger hunts to share what they are learning in class with their families.
Music
BRAVO AWARDS - This year, children in music class will be recognized for following the
rules. BRAVO is an acronym for:
Be careful with books and instruments.
Respect your classmates and surroundings.
Ask the teacher first.
Volunteer in all music class activities.
Own the consequences of your actions.
One child will be selected from each grade level monthly. BRAVO to the children for their
efforts in music.
Library
As part of Glenwood’s Back-to-School Night, library technician Kathy Cook arranged for
librarians from the Middletown Free Library to set up a table in the lobby for parents to
visit. Parents could sign up for library cards for their children and see the schedule of
special activities provided by the public library. This is a wonderful way to promote
connections between school and public libraries.
Glenwood’s students participated enthusiastically in our summer reading program. At the
end of school in June, each student received a grade-level list of suggested summer
reading titles, a reading record form, and a bookmark from Kathy Cook, library technician.
As students turned in their completed forms in September, they received a prize. The
reading records have been used to compile “Top Ten” lists of children’s favorites by grade
1
level, posted on the bulletin board outside the library. A special award was given to the
student in each grade who read the most books over the summer. These students read
the most books in their grade levels: Matthew Kirchgasser, grade 1; Aidan O’Connor,
grade 2; John Kirchgasser, grade 3; Joseph Loeper, grade 4; and Kelly Kirchgasser,
grade 5. They were rewarded with a gift certificate to Borders Books.
Art in the Community
Students from Glenwood Elementary exhibited work at O'Malley's Ice Cream Pub as part
of "Second Saturday." Selected students in grades two through grade five had work on
display in the back section of the shop. Students and families were invited to the opening.
Media Arts Council, an organization that supports local artists of Media, PA, sponsors
Second Saturday. On the 2nd Saturday of every month, over 30 businesses on and
around State Street in Media stay open late as part of a free arts event. Shops, galleries
and cafes host local musicians or display the work of local artists. To download a map
from the internet or to learn more about this event go to Media Arts Council's website www.mediaartscouncil.org
Second Grade
Second grade teachers got together as a new grade level team to inform new members
about curriculum and the typical goings-on of second grade. We are excited about the
new year and the new team. We also spent many hours together this summer planning
for the new math program. We have previewed extensively, and sent necessary items to
the print shop in preparation. Second grade classes are taking part in many community
building activities to get off on the right foot academically, socially and emotionally.
Third Grade
In September, teachers got a good start to being able to differentiate instruction. A team
of teachers including the reading support teachers, IST, and classroom teachers
administered the DIBELS test to each student. Teachers also began the process of
finding out what levels students are reading on using the DRA. In addition, teachers in
third, fourth, and fifth grade had their students take a level set test in the Kidbiz program.
With all this data, teachers made informed decisions about forming small groups for more
individualized instruction. The third graders at Glenwood are starting the year off with
excitement for meeting each other and getting to know their teachers. They dove right
into their MapChamp Atlas activity books which allow them to develop their map skills and
their awareness for other parts of the world. We are looking forward to an exciting
election season that will allow us a chance to talk about how the president of our country
is chosen. In Math, the students began a year long routine of measuring the temperature
in degrees Fahrenheit and Celsius each Wednesday. The students will create a time line
graph of the temperature data to see fluctuations throughout the year. We are also
excited for a fresh start in our 100 Book Challenge reading logs, and we’re all going to
work hard toward the goal of 500 steps this year!!
Fourth Grade
The fourth grade team is teaching four units in Science this year instead of three. They
are teaching Land and Water, Microworlds, Motion and Design, and Ecosystems.
Ecosystems is a new unit for us this year. All fourth grade teachers attending a full day
in-service for Ecosystems. In addition to that day of training, team members are also
2
attending other training days for other units, such as Motion and Design. We look forward
to having these days of professional development as we take on the endeavor of teaching
four units, as well as preparing for the Science PSSA this Spring.
Fifth Grade
Glenwood's Fifth Grade students will have the opportunity to expand their knowledge
base in catastrophic events, as The Franklin (formerly the Franklin Institute) comes and
gives a presentation titled "How to Build a Storm: The Weather Show". This interactive
show will demonstrate where our weather comes from and what factors make it a sunny
day or a blustery one. Students will also assist in cloud-making, explore thunder and
lightning, and even create snow.
INDIAN LANE ELEMENTARY SCHOOL
First Grade
In Language Arts, the children have been learning that good readers preview, make
predictions and think before reading a book! We also reviewed Finger Spelling and
Sweeping (blending the sounds into words). The children also learned about “Stop
Signs”---periods, question marks and exclamation points. We practiced our voice
intonations for each of these punctuation marks, for this helps us in discovering which one
to chose when writing and also allows us to read with expression.
In Math, we have been learning many new math routines which illustrate how math is
infused into our lives. In addition, the children have been exploring many of our new math
manipulatives. We have also learned a new math game called “Collect 20.” One of the
purposes of this game is to introduce both counting and combining strategies to the
children. Another is to illustrate the concept of a missing addend. For example, “We have
16 counters. How many more do we need to get to 20?” In Social Studies, we have been
learning about making friends and getting along.
Fourth and Fifth Grade Learning Support
In Word Study, we are reviewing the different syllable types. After reviewing the "closed"
syllable, each student was given four letter cookies (from Trader Joe's) including 1 vowel
and some consonants. They made a "closed" syllable word(s) out of the cookies and
then ate their word! In writing, we are working on bio poems about ourselves so we can
make a "class quilt" for our bulletin board.
Learning support students in the upper grades are working in a new program called
Saxon Math. There is a Baseline Test given at the beginning of the program, An Item
Analysis was made up to go with this test so you can keep track of what skills each of
the math students has and what each student needs to review or be taught. The Item
Analysis was sent to the other fourth and fifth grade learning support teachers in the
district.
100 Book Challenge
The Indian Lane 100 Book Challenge committee will be hosting two Read-Ins for boys
and girls in fourth and fifth grade. The Read-Ins help build enthusiasm for 100 book
3
challenge and are a great way for kids and their parents to read together. At the boys'
read-in, fathers and sons will read, play games and enjoy a great breakfast before
heading to the office and classroom. The girls will enjoy a Hawaiian theme at the Bobcat
Cafe as they read with their moms and try a little limbo!
Art
The first grade art class is learning about portraiture and Picasso. The second graders
are studying organic shapes. They are forming clay leaves. The third grade students are
going back and forward in time as they review cave art and discover a new web site
highlighting this period. The third graders will respond to Miss Devine in blog format with
regard to the website. The fourth graders will focus on Pennsylvania artist Andy Warhol
and intermediate colors. Fifth grade art students will return to their roots as they compose
tree root drawings. The sources for their drawings came from digital photographs. We are
off to a great September!
All Indian Lane fourth and fifth grade students had the opportunity to visit the computer
lab during their general music class to learn about music software entitled Music Ace.
Fourth graders clicked through lessons and tested their knowledge through games which
served as a review for music note reading. Fifth graders experimented with the Doodle
Pad portion of the software allowing them to create their own musical compositions.
Back-to-School Night
Indian Lane held Back-to-School Night for parents. Kindergarten and first grade parents
met with their children’s teachers at 7:00, second and third grade parents met at 7:35,
and fourth and fifth grade parents met at 8:10. We had over 90% attendance and
everyone learned something. RTM schools are lucky to have such supportive parents!
Student Council Elections
School-wide elections were held for Student Council officer positions of President, Vice
President, and Secretary-Treasurer.
Nine fifth grade students gave outstanding
speeches to the entire student body and presented their cases for being elected. The
parents of the candidates were invited to listen to the speeches.
Assembly on Respect
Indian Lane students were treated to an excellent multi-media assembly entitled “Attitude
of Gratitude.” We shared the presenter with Glenwood and split the cost. The assembly
helped students realize how lucky we are and how we should treat others with respect
and be accepting of all types of people. Thanks to our PTG for funding all our assemblies
this year.
Kindergarten Courtyard
The Indian Lane PTG and Fifth Grade Recognition Committee presented our school with
a revamped kindergarten courtyard this summer. The area behind kindergarten used to
have a small play structure that was removed when we installed our new playground.
Now, the area has been filled in and had grass, bushes, and trees planted to provide a
nice area for our kindergarten students to visit. Thanks to the PTG, Lowe’s, and
Hollywood Landscaping for their efforts.
4
MEDIA ELEMENTARY SCHOOL
The new school year is off to a fantastic start! Opening day was a thrilling time for
students, old and new, to set their sights on learning, renewing old friendships, and
making new friends. Our teachers have returned energized, inspired by the words of Larry
Bell to teach because “somebody needs me.” Everyone is feeling the strong sense of
connections that Dr. Kerr outlined in her Opening Day presentation.
Classrooms are abuzz with learning activities. The new Investigations math program is
challenging and encourages students to stretch their mathematical thinking. Classroom
routines have been established as is evidenced by the quiet hum of activity as one walks
through the corridors. Our first fire drill was held on the second day of school; all students
safely evacuated the building very quickly and quietly. A Student Handbook orientation
assembly was held to review our school and classroom expectations. A Summer Reading
assembly brought joy to the faces of the students as they were celebrated for their hard
work in achieving their summer reading goals. During the assembly, there was a schoolwide kick-off introducing the Twelve Power Words. Picture Day was memorable because
so many children came to school dressed to impress. Bigger smiles couldn’t have been
found for miles around!
In the first two weeks of school, our teachers have been busy administering formal and
informal assessments in reading and math that will guide their practice this year.
Student-centered planning and instruction is first and foremost on the minds of everyone
as we rally all of the resources available to us to support student achievement.
Parents came out to “Meet & Greet” Media’s new principal, an event that was held on two
evenings. They had lots of questions for Mrs. White, who is serving as principal while Mrs.
Kotch is on sabbatical.
Kindergarten
The kindergarten students received their first interactive “Smartboard” lesson with Mrs.
Consadene! Technology is changing their world!
A trip to Tyler Arboretum’s “Terrific Treehouses” exhibit was easily incorporated into Our
Five Senses science unit.
Grade 1
The first grade classes at Media have started out the year with the new Investigations
math program. The teachers at Media used flex time opportunities offered over the
summer to work with colleagues on the program. Teams of teachers studied the manuals
and mapped out the year, planned lessons, and gathered materials they would need to
create a seamless transition for the students. Working with the new math Investigations
program has gotten off to a good start.
Grade Two
We are just beginning our school year, and the students have been fantastic! We are so
excited about the opportunities this new year will bring for them to grow! We are
5
implementing the new “Investigations” math tools and are enjoying the in-depth
mathematical understandings it is bringing to our students. We can already see how it will
be instrumental in helping to make our second graders mathematical thinkers rather than
simply being “users” of the mathematical process. We are planning various events for the
coming year, many of which are second grade staples, including “Community Day” which
includes a show put on by the students, and a “Career Showcase” presented by students’
parents and other volunteers. We are also looking forward to our “Living History
Museum” program and our annual Tyler Arboretum trip to learn about the Lenape Indians.
We are delighted to have the extra computers in our computer lab, to have the expertise
of our interim principal, Mrs. Kathy White, and new tools across the curriculum that will
enhance the learning experiences of our students.
Grade Three
The third grade teachers are thrilled about implementing a new word study program
developed by our own Robin Smith. Third grade teachers elected to adopt the program
district-wide. We are especially gratified that the administration has been so supportive of
the skill and expertise of one of our own colleagues in developing this program.
Grade Four
Our “get acquainted” activities included celebrations centered on having a “Happy New
Year!” We have begun working with the new math Investigations program. Our classes
are involved in reading and writing tasks using novels as well as our basal readers. As
students get to know one another, there will be on-going discussions about helping
others, listening, following through, and transitioning. We’re very excited to make this
school year a great one!
Grade Five
The fifth grade teachers opened their doors for a sneak preview at Media’s Open House
for parents and students. The students got the chance to meet their teacher and explore
their new classroom. The teachers are enthusiastic about using the interactive “Smart”
boards in their everyday instruction.
AGP 3, 4, 5
Our AGP teacher, Mrs. Williamson, has completed writing GIEPs and has met with
parents of all AGP students. The AGP teachers are rewriting the AGP curriculum to
reflect changes in the regular education curriculum in grades 3, 4, and 5. New units have
been added to the AGP curriculum – Grade 4 – Ecosystems and Grade 5 – Natural
Disasters and Immigration.
Art
The Edgmont Avenue mural next to Barrall Field was repainted during the summer
months. Vandals’ marks were removed and the whole mural was given a lively, fresh
touch-up.
Physical Education
Students were welcomed back to school. A review of class and playground safety rules
comprised the first class meeting.
6
ROSE TREE ELEMENTARY SCHOOL
First Grade
September has been a productive month for first grade. Students did many firsts, and
have been learning the expectations and routines for a successful school year. They
made new friends and got to know the teachers. Students have begun writing in their
journals and playing math games with a partner. They had the opportunity to tour the
school and have been working hard on nightly homework. The first graders honored
Johnny Appleseed and appreciate his love for apples! They have learned the joy of
reading books and finding just the right level in 100 Book Challenge.
Second Grade
Second graders at Rose Tree participated in Fall Apple Day. The students enjoyed fiction
and non fiction literature about apples, constructed and interpreted an apple graph, wrote
stories about apples and participated in parent led learning centers about circumference,
money, The Giving Tree (sequencing activity) and a science center related to how an
apple seed grows into an apple tree.
Fourth Grade
The fourth grade started the new school year off with a bang. The students and teachers
had a “New Year” celebration on the first day of school. They made academic and social
resolutions, toasted to a great year and even used some noisemakers to complete the
fun. The students were all energized by their celebration and made terrific goals
(resolutions) that they will focus on this year. Several made academic goals that dealt
with district initiatives such as 100 Book Challenge, Kid Biz and Compass Learning. The
social goals mostly had to do with friendships and school behavior. All of the forth
graders look forward to a terrific year with their “resolutions” serving as the guide.
Art Department Happenings
The month of September opened with new beginnings in the art studio classroom, both
symbolically and in actuality. Fifth grade students analyzed real tree roots, discussed how
they overlapped, studied their form shadows, and created drawings of tree roots using
watercolor pencils. The students were reminded that trees have their beginnings in their
roots, and while providing shade and oxygen, also serve as witnesses to historic events.
Fourth grade students looked at the work of Pennsylvania artist Andy Warhol, and
created Pop Art compositions using shoes cut from vibrant paper, incorporating cropping,
color schemes and silhouettes. Third grade students studied cave paintings from
prehistoric times and formulated their versions of cave paintings of animals, using
charcoal, tempera paint and chalk. Both the fourth grade and the third grade students
participated in critique sessions, led by their peers, as they evaluated their completed
their artworks. Second grade students learned about the textiles of Guatemala, and
created paper weavings using contrasting colors and various animals. First grade
students learned about portraits, and created a self-portrait using tempera paint in primary
colors, markers and construction paper. They traced their self portraits onto background
papers and then added various types of lines to complete the composition. In addition, the
second grade students were invited to display their paper weavings at the Media Borough
Fair Trade celebration on Sunday, September 14, 2008.
7
Reading
174 students in first through fifth grade handed in Summer Olympic Reading Logs, this
September. 144 of those students read enough hours during the summer to win Olympic
Medals and earn other incentives. This is the Third Annual Summer Reading Olympics
at Rose Tree Elementary School. The PTG supports the summer reading project,
organized by Mrs. Poulos, the reading specialist, with a $500.00 budget. Students will be
recognized for their reading achievement at an award ceremony on September 26, 2008.
Mrs. Poulos will present the Reading Olympians with awards on that date.
Physical Education
For the month of September, all grades focused on cooperative games and practiced
working together as a class. Third, fourth, and fifth grade participated in the Presidential
Fitness Testing which consists of curl-ups, push-ups, sit & reach, pull-ups or flexed arm
hang, and the ½ mile jog.
Music
All music classes are learning and reviewing how to play the classroom instruments and
classroom procedures. To remember 9/11 students sang Patriotic Freedom Songs. To
celebrate the anniversary of our National Anthem on Sept. 14th students sang and read
the story about “The Star Spangled Banner”. To celebrate Constitution Day the fourth &
fifth graders learned a Rap about our Nation’s Constitution. Our fifth graders also learned
and memorize the Preamble in rap form. Fifth graders will have the opportunity to
perform in two evening concerts (December 16th and May 7th). Fifth graders are invited
to join a Handchime Club that meets after school every Monday afternoon from 3:30 –
4:30. The third graders are looking forward to getting their very own Recorders by
Thanksgiving.
Academically Gifted Program
Ms. Williamson completed writing GIEPs and met with all parents involved individually for
new students in AGP. She rewrote the AGP curriculum to reflect changes in the regular
ed. curriculum in grades 3, 4, 5. New units are as follows: Grade 4 – added Ecosystems;
Grade 5 added Natural Disasters and Immigration.
White Horse Village Partnership
Once again Rose Tree Elementary School hosted a breakfast on for the White Horse
Village residents who volunteer their time to work with students and teachers throughout
the school year. We thank them for enriching our students’ school experience and
maintaining this wonderful partnership!
SPRINGTON LAKE MIDDLE SCHOOL
Special Workshop and Assembly
Motivational speaker Ed Gerety, in concert with Penncrest High School, conducted a
leadership workshop for eighth grade student leaders and with Penncrest student leaders.
He also presented an assembly to all eighth graders and fifth seventh graders on respect,
leadership, decision-making and goal setting.
8
Art
Ms. Sycz’ grade eight students are beginning the year by examining works of art including
paintings by Leonardo da Vinci and Piet Mondrian with a focus on composition. Students
will then use the elements and principles of design to create a dynamic composition.
Students will use shapes to explore the principles of pattern, contrast and emphasis.
Colored pencils will be used after the shapes have been drawn to further explore how
color has an impact on the composition.
Grade seven students will examine the art of portraiture examining portraits painting by
Leonardo da Vince, Ben Shahn, Vincent van Gogh and Andrew Wyeth to see different
styles and creative approaches. Students will then compose a close up drawing of a
character wearing glasses creatively telling a story by the reflection in the glasses.
Students will then use color as they learn how to create shaded areas. Reading from the
textbook Understanding Art will reinforce the objectives of the lesson. Grade six students
will be introduced to composition by looking at paintings by various artists including the
artist Edward Charlemont to see how artists arrange their art work. Students will then
draw leaf shapes on paper incorporating the principles of design including balance,
pattern, and contrast. Students will learn to blend oil pastels and create watercolor
washes in the mixed medium work of art. Mrs. Prior’s 6th, 7th, and 8th graders in
Mrs. Prior's art classes are starting the school year by "Putting it in Perspective"! Sixth
graders are creating rooms or hallways using one point linear perspective. Seventh
graders are making name compositions that will pop off the page using one point linear
perspective. As a cross curricular connection to the study of the Renaissance period in
Social Studies, the eighth graders are creating exterior or interior scenes using two point
linear perspective.
Mrs. Going’s art classes are busy creating, reading, painting, gluing and enjoying every
minute!! And yes… Blogging is back!! Eighth graders have started setting compositions
based on Henri Matisse or Andy Warhol. How different were they??? All students will
focus on Elements and Principles of Design as they develop their unique compositions
and the history of the 2 artist’s similarities and differences. Seventh grades are also well
into the drawing for their first painting. Their focus will be on the artist, Georgia O’Keeffe
and her thoughts on color and shape. A web visit to her museum in New Mexico will be
forthcoming! Sixth graders have started in Africa with the study of Masks. Their
enthusiasm is refreshing!! Students will create a Metal Repousse mask out of aluminum.
The Elements of Art, specifically” Texture,” will be emphasized.
Guidance
The Guidance Department is busy helping new students transition to the middle school.
Transition Counselor, Sue Griffin, is meeting individually with new students to assist in
their adjustment to their new setting. New students will be meeting for a welcome lunch
in the guidance office in the next two weeks. Guidance groups for all three grade levels
are now forming. Parents have received a flyer explaining the group offerings for this
year and students are now returning these forms to their guidance counselors.
Counselors are preparing grade level guidance lessons and will begin teaching lessons to
students during the first marking period. Topics include friendship, self-esteem and
9
problem solving. The Middle School Counselors are working hard to ensure students
have a successful and fulfilling year at Springton Lake.
Learning Lab
The lab has gotten off to a fine start this year. This is the sixth year of the lab program –
which was designed to assist non-proficient middle school students in reading and math.
There are currently 177 students participating in the program.
Standards-based pre-testing will begin next week for lab students. Students are seen
twice in a seven day cycle, and this equates to approximately 25 hours of classroom time
for lab students between the start of school and the PSSA test, which is scheduled for
Mid-March of 2009.
Library
During the summer Mrs. Motley attended a leadership conference at State College.
Sponsored by the Pennsylvania School Librarian’s Association, the agenda included
planning for future initiatives. Mrs. Motley serves on the curriculum committee that was
charged with developing a model information literacy curriculum for Pennsylvania based
on the new standards released by the American Association of School Librarians last fall.
Mrs. Motley (SLMS), Mrs. Host (PHS), Mrs. Marzano (ILES) and Mrs. Matusow (MES)
met twice during the summer with Meg Barney to write grant proposals for LSTA funds
distributed through PDE. Mrs. Matusow requested money for a cart of twenty-four
computers for Media Elementary School. Since only one school in a district may apply for
this Information Literacy grant each year, librarians from the other schools applied for
Collection Development grants.
These grants earmark a certain part of the library
collection that is tied to a collaborative curriculum unit for improvement.
During the first week of school, sixth grade students received and introduction to the
SLMS library and its procedures in addition to a brief tour. Students then selected their
first library books. When sixth graders visited for a follow-up lesson, Mrs. Motley
reviewed how to locate books using an author, title, subject or series. Students then
learned how to create a book list using library software and then made their own with selfselected topics. Language arts students from Mrs. Cooper’s 8th grades worked with lit
circle groups to share their simmer reading examples. Students focused on their
individual selections – Buddha Boy, Tangerine, Your Eyes in Stars, and Stargirl – and
create either a scrapbook, video, PowerPoint, book report lock, or research report about
the book they had read. Mrs. Stephens, Mrs. Gregg, and Mr. Tolomeo have met with
their small groups of AGP students to begin the ground work for their year-long research
projects. Goals for the year, framework for the program and possible topics were
discussed.
Math
8th grade Pre-Algebra: We are using daily word problems to help students learn the 12
powerful words that appear on the PSSA. We will continue to dedicate about 5 minutes a
day on these types of problems.
10
7th grade CMP2—Our 7th grade CMP students are picking up where they left off last year
and are working on a unit dealing with Two-Dimensional Measurement. We are using
tiles to create “bumper-car” floor plans and discover the relationship between the area
and perimeter of all two-dimensional figures from rectangles, triangles, trapezoids, and
circles. Through this discovery, we begin to develop and understand the formulas for
finding the area and perimeters of these figures.
6th grade CMP2—The sixth graders in 6th grade Connected Mathematics will begin the
year with a unit on data and measures of central tendency. Students will learn how to
organize and interpret data and will be able to explain when to use mean, median, mode,
and range to describe a set of data.
The sixth grade Accelerated Connected Mathematics classes will begin the year with an
Algebra unit in the context of a bicycle race. They will be working on understanding and
using variables to represent relationships in tables, graphs, words, and symbols.
Music
Students in Eighth Grade Chorus joined members of the Penncrest choirs to sing our
National Anthem at the Phillies game on Saturday, September 13, at Citizen’s Bank Park.
SLMS welcomes recent graduate Joseph Fisher to the Music Department. Mr. Fisher is a
2008 graduate of West Chester University and an accomplished jazz saxophonist. He is
directing the Seventh Grade Chorus, Eighth Grade Chorus; Select Chorus, and Sixth
Grade General Music. The Eighth Grade Select Chorus looks forward to singing a
madrigal at the Renaissance Faire on Wednesday, October 8th. Students
will perform wearing Renaissance costumes.
Seventh & Eighth Grade Choruses are learning and reviewing voice techniques to
prepare for their concerts this year. Over 340 singers are involved in these two groups.
In connection with the SLMS Anti-Bullying initiative, the Seventh Grade General Music
classes are using song lyrics to reinforce positive messages. The theme from "Friends"
and James Taylor's "You've Got a Friend" will be analyzed for content and musical form.
Eighth Grade General Music begins a year-long emphasis on "Music Through the Ages"
with a cross-curriculum look at Ancient Greek instruments and notation, and the
beginnings of sound. Eighth Grade Band, numbering 70 musicians, begins preparation
for its marching/pep band season with the "Hey Song" and "On Wisconsin." They will join
the Penncrest Roaring Lions Marching Band for several performances next month.
Our SLMS Orchestra has reached a new high for participation with over 100 students
engaged in string activity. The ensemble is under the direction of Mrs. Toni Lyons.
Physical Education
All classes have been meeting to take tours of our facilities and equipment that we use
throughout the year in order for the students to become acclimated to our spaces and
procedures. Each student was given a handout and watched a power point presentation
on expectations, procedures for physical education class and the locker room. All
students were provided a lock and individual locker for their own use throughout the
school year.
11
Science
Sixth grade students will be learning about observing and making inferences. They will
be learning the scientific method and completing their first lab of the year, which will
include graphing. Seventh grade students began the year with the Obscertainer
Investigation which compares and contrasts the Direct and Indirect Evidence. Next we will
begin the investigation of the atom. In eighth grade science students are learning about
the Periodic Table of Elements focusing on the parts of the atom and diagramming
atoms. We are also beginning to discuss physical properties of matter.
PENNCREST HIGH SCHOOL
New Staff at Penncrest
This year Penncrest welcomed 12 new teachers to the professional staff. Sean Hobdell,
Social Studies; Mark Williams, Social Studies; Steve Chicano, Math; Will Harmon, Math;
Amanda Melz, Science; Shelby Mackrides; Spanish; Sandra Lin, ESOL; Brian Savisky,
Physical Education/Health; Cathy Bennett, Special Education; Judy Ricketts, Business
Education. Additionally, familiar faces returned: Gail Diksa, French; Colleen Hoy, Special
Education, Jennifer Simmons, Special Education; Carly Dillon, Language Arts; Sarah
Graham, Guidance. These new staff members join the outstanding faculty and staff that
have provided quality instruction to PHS students for many years.
Envirothon
The Penncrest Envirothon team placed 3rd at the Canon Envirothon in Flagstaff, Arizona
this past summer. Katie Davis, Alex Senko. Liz Freeburg, Katie Ferguson, and Jennifer
Walker represented Pennsylvania as they competed among the top teams from 46 states
and 8 Canadian provinces. Each team member received a $3,000 scholarship from
Canon. All five team members are returning to Penncrest this year.
Art
Penncrest High School presents Inspirations: A Teacher and Student Art Exhibition at
the Pennsylvania Department of Education. The opening reception was held Saturday,
September 13 from 11:00 a.m. until 2:00 p.m. at the Honors Suite Gallery, 1st floor, 333
Market Street, Harrisburg, PA 17126. The show will run through September 30.
World Language Department
An interest meeting for a new trip to Italy and Greece for 9th, 10th and 11th grade Latin
students was held in the Penncrest library. The trip will visit both Roman and Greek sites
in the summer of 2009.
The first interest meeting for the 2008-2009 Phyllis Kavanaugh scholarship to study
abroad will be held at 7:00 p.m. in the PHS library.
Boys P. E. Majors Class
Forty-four boys signed up for the Boys P. E. Majors class. They each will be completing
an individual Classroom Portfolio that will include daily warm up fitness log keeping,
12
written assignments, coaching/referee projects, heart rate monitor print outs, goal setting,
etc. The participants have already taken off with personal accomplishments.
Athletics
The Penncrest. Men's Soccer Team defeated Norristown 3-0. Goals were scored by
Sandro Surabischwili, Adam Mhoma and Paul Axelrod. Assists were recorded Ryan
Waters, Jordan Evans, Moshue Wamulume. Vern Dreyer and Steve Weatherby split the
shut out. The JV also won 4-0. Goal scorers were Ricky Schultz (2) Ben Davis and Giorgi
Surabischwili.
PHS Varsity Men's Soccer defeated Radnor 3-1. Goals were scored by Paul Axelrod,
Jordan Evans & Sandro Surabischwili. Assists were recorded by Kyle Martyn and Adam
Mhoma. Penncrest JV team lost 0-1.
The Boys Cross Country team opened its season at the Oakbourne relays in West
Chester with a second place finish overall. They were led by senior co-captains Nick
Bonaventure, Greg Allison, and Austin Barrett.
Penncrest Cheerleaders will host their annual cheer clinic. Six to thirteen year olds will
learn cheers and band dances and then cheer at the Penncrest football game.
The Girls' Soccer team has started their season 2 and 1. They lost in the Central League
opener against Radnor – 1-0.
The Penncrest Lions Football team defeated Strath Haven 14-0 to earn the coveted
Media Bowl trophy. It was the first Media Bowl win for the Lions in 21 years. The Lions
were paced by the running of Jerry Boyer and the stellar defense of Rick Bailey and Nick
Barbieri. The team hopes to use this win as a spring board to a successful season.
Thirty freshman boys have signed up for the Freshman Football Team.
No Place for Hate Assemblies
Ed Gerety was guest speaker at Penncrest for assemblies that kicked off this year’s No
Place for Hate programs. Ed has spoken to audiences in all 50 states, Canada, and
Europe reaching over one million people and counting. He is an experienced keynote
speaker and leadership trainer at national youth leadership conferences, colleges and
universities, and schools across the country, and is recognized for his unique ability to
connect with audiences about real issues. Through his personal experiences, humor, and
insights Ed teaches the principles and skills that are essential for students in today’s
world. Teachers, parents, and corporations have hired Ed because his message is
universal and makes a difference in how people face each day. His powerful programs
leave a lasting impact.
13
EXCELLENCE
TODAY
FOR TOMORROW
Rose Tree Media School District
308 North Olive Street
Media, Pennsylvania 19063-2493
Telephone: 610-627-.6000
Fax: 610-891-0959
www.rtmsd.org
Grace A. Eves
Director of Management Services
Denise C. Kerr, Ed.D.
Superintendent of Schools
To:
Members of the Board of School Directors
Denise C. Kerr, Ed.D. Superintendent
From:
Grace A. Eves, Director of Management Services
Date:
September 10, 2008
Subject:
September 9, 2008 – 8:00 PM Finance Committee Minutes
Chairperson: Bill O’Donnell
______________________________________________________________________
Board Members in Attendance: Bill O’Donnell, John Hanna, Jeff Pettit,
Veronica Barbato, Nancy Mackrides and Nancy Fronduti
Also in Attendance: Denise Kerr and Grace Eves
_______________________________________________________________________
1.
Changes to Original 2008-09 Budget
The District received additional revenue from the Safe and Drug Free Schools
and Community Grant. The grant will be used for expenses related to drug and
violence prevention strategies for schools. In addition the District received
revenue from student fees, which will be used to offset expenses for parking,
Technology Education and transcript requests. A new Special Education
teaching position was added and approved at the August Board Meeting.
Action:
2.
Discussion
Index
The Pennsylvania Department of Education released the Act 1 index to be used
for the 2009/10 school year. The index is used to determine the maximum tax
increase (without Court/PDE/voter approval) for each tax year. The index is
4.1%.
Action: Discussion
3.
Budget Timeline
The “First Look” proposed preliminary 2009/10 budget will be presented at the
November 18th Finance Committee meeting. The 2009/10 capital projects
budget will be presented at the December 9th Finance Committee Meeting.
Action: Discussion
* 4.
The next Finance Committee meeting may be changed to October 7, 2008.
*The next Finance Committee meeting will be held on October 14, 2008 at 8:00 p.m.
Denise C. Kerr, Ed.D.
Superintendent of Schools
Rose Tree Media School
District
308 North Olive Street
Media, Pennsylvania 190632493
Telephone 610.627.6000
Fax 610.891.0959
www.rtmsd.org
___
To:
Members of the Board of School Directors
Denise C. Kerr, Ed.D. Superintendent
From:
Grace A. Eves, Director of Management Services
Date:
September 10, 2008
Subject:
September 9, 2008 - 9:00 PM - Operations Committee Minutes
Chairperson: Bill Montgomery
__________________________________________________________________
Board Members in Attendance: Bill Montgomery, Bill O’Donnell, John Hanna,
Jeff Pettit, Veronica Barbato, Nancy Mackrides and Nancy Fronduti
Also in Attendance: Denise Kerr, Dennis Cini, Ron Baldino and Grace Eves
___________________________________________________________________
1. 2008 Capital Improvement Projects
Dennis Cini presented an update on the following summer projects:
Springton Lake Renovations
•
•
•
•
•
•
•
Schematic Design Phase and Design Development Phase are complete.
Construction Document Phase is continuing.
PlanCon Parts “A” & “B” written approvals have been received from PDE.
PlanCon Parts “D” & “E” have been submitted to PDE and are under review.
Dr. Jeuell and the Architects will participate with PDE in the telephone
conference review meeting of PlanCon Part “E” and the Design Development
Documents on September 11, 2008.
Test borings and geotechnical reports have been completed.
Application for Planning Board review submitted on 8/29.
Planning Board presentation scheduled for 9/23/08.
School Board to request reduction of Building permit fee from Upper
Providence Township.
G.D. Houtman & Son, Inc., Civil Engineers has completed the Site Civil
Engineering for the Project. The Architect and Civil Engineer along with Ron
Baldino and Dennis Cini attended a meeting with officials from Upper
Providence Township on August 12, 2008 to review the scope of the proposed
project, particularly the land development/storm water management plan as
1
•
proposed.
The project was well received and the Land Development
submission will be presented to the Upper Providence Planning Commission at
their September 2008 meeting as a combination Preliminary/Final Submission.
Anthony Hamaday, the Upper Providence Township Manager, suggested that
the Architects and Civil Engineer make an informal presentation of the Project
to the Upper Providence Township Council at their September 11, 2008
meeting. Linn Architects of Upper Providence Township is the third party code
enforcement authority for Upper Providence Township. The Architect will meet
with Linn Architects and Alan Mancill, Fire Marshall on September 4, 2008 for
early discussions about conformance with the Pennsylvania Uniform
Construction Code.
Bidding on schedule for fall 2008, dependent upon Land Development
approvals.
Smedley Tract (Penncrest HS)
•
•
•
On schedule for seeding during first week in September and final completion by
October 31st
Options for landscaping revisions at Wolf residence reviewed at meeting w/
Tom Kelly and Bill Montgomery on 8/27. Decision made to accept proposal by
Art Rothe and modify landscaping line.
Change Orders:
o No. 1 - Add for removal of debris discovered upon excavation of
retention basin- approx. $76,500.
o No. 2 - Add for hauling in and installing suitable backfill material for
retaining walls- $23,400
Glenwood Elementary Renovations- Phase I
•
•
•
Substantial completion of Computer Room and Music suites achieved on
August 29. Township inspection on 8/29/08. Punch list work in progress.
Main entrance vestibule work on schedule for Christmas break.
Change Orders:
° GC1 - Credit for replacement of windows in Computer Room- $4,500.
° E1 - Add for clocks and sound speakers in Music suites and Reference
Library-$1,996
Heavy rainfall this weekend led to slight water damage in this area. The contractor
claimed full responsibility and will remedy the situation at his cost.
Glenwood Elementary Renovations – Phase II
•
•
•
Programming/Design starting
Bidding scheduled for January, 2009
Construction during summer 2009
2
Roofing Projects - Media Elementary, Penncrest, Springton Lake
•
•
All roofs substantially complete. Punch list work in progress.
Change Orders:
o No.1- Add for change in parapet wall flashing at Media elem. due to
discovered location of existing thru wall flashing – $7,800.
o Credit for replacement of roof decking- area to be verified by Roofing
consultant (Roofing resources)
Paving Projects – Glenwood Elementary, Penncrest Trench Drain and Tennis
Court Surface Repair, Indian Lane Elementary (curbing and sidewalk
replacement)
•
•
All work complete.
Change Orders:
° No. 1 -Add for asphalt paving base repair at Glenwood Elem. Estimated
cost of $10,575. Quantities verified by civil Engineer – cost to be
submitted by contractor
° No.2 - Add for change in crack repair material at Penncrest HS tennis
courts- $4,550.
HVAC Projects – Indian Lane, Penncrest
•
•
All work complete- Punch list work in progress.
Change Orders: None
New Flooring – Penncrest Kitchen
•
•
Installation complete.
Change Orders:
° No. 1 - Add for upgrade to non-slip surface- $3900.
Masonry Restoration Phase II – Media Elementary
•
•
Pointing/caulking work continuing. All future work to be on weekends.
Change Orders:
o Contractor to submit cost proposal for additional area to be pointed and repair
of window sills at grade level.
EIFS Repair- Rose Tree Elementary
•
•
All work complete.
Change Orders: None
All projects were completed within budget.
Action:
Change orders will be moved to the September 25th Legislative meeting for approval.
3
2. Deed of Easement – Glenwood Elementary
A brief discussion was held on a proposed deed of easement at Glenwood
Elementary school for sewer lines. Concerns were raised over the placement
of the easement in relation to ball fields. The committee is waiting for detailed
drawings of the easement.
Action: Discussion
3. 2008 Education Center Appraisal
An appraisal was completed on the Education Center in June of 2008.
A cost analysis on the sale of the Education Center will be conducted.
Follow up: The analysis will be presented at the October 14th Operations
Committee meeting
4. Change Orders Resolution
A new resolution will be prepared to increase the dollar threshold for change
orders, which may need to be addressed between School Board Meetings.
The prior resolution dates back to 1998.
Follow up: A draft of the new resolution will be presented at the October 14th
Finance Committee meeting.
5. Owner’s Representative Services Proposal from Dennis Cini
Dennis Cini presented his proposal for capital projects.
Action: Mr. Cini’s proposal will be moved to the September 25th Legislative
Meeting.
6. RFP for Construction Manager Services for Springton Lake Project
A brief discussion was held on options for construction management services
for the Springton Lake project. The District can hire a construction manager for
contractor services or higher a clerk of the works. Further discussions will take
place.
Action: Discussion
A brief discussion was held concerning the need for additional parking at
Penncrest. Rick Greg is working on a proposal, which includes the Archery.
There is a possibility that additional property can be purchased, which is near
Penncrest. Additional discussions will follow as more information is collected.
The next Operations Committee meeting will be on October 14, 2008, 9:00 PM.
4
EXCELLENCE
TODAY
FOR TOMORROW
Denise C. Kerr, Ed.D.
Superintendent of Schools
Rose Tree Media School District
308 North Olive Street
Media, Pennsylvania 19063-2493
Telephone: 610.627.6000
Fax: 610-891-0959
www.rtmsd.org
Anne D. Callahan
Director of Human Resources
To:
Members of the Board of School Directors
Denise C. Kerr, Ed.D., Superintendent
From:
Anne D. Callahan, Director of Human Resources
Date:
September 19, 2008
Subject:
Minutes of the Personnel Committee Meeting – September 2
Board Members in attendance: J. Hanna, P. Barry, V. Barbato, Chair, N. Fronduti,
N. Mackrides, J. Pettit
Also in attendance: A. Callahan, D. Kerr,
I.
Items for Legislative Meeting – Anne Callahan
Mrs. Callahan reviewed the items for the legislative meeting of September
25th. Since the Personnel Committee was held early in the month, there will
be a number of additions to the agenda prior to the meeting on the 25th. The
final agenda will be posted the Friday prior to the legislative meeting.
II.
E-Strategic Plan – Induction Report
The Induction Report from the Strategic Plan was reviewed prior to a Board
vote on the Strategic Plan at the legislative meeting on September 25, 2008.
Action: The entire Strategic Plan will be posted on the district website and be
available in each school house and the public libraries for review by the public
prior to the Board vote on September 25th.
III.
403 (b) Plan Documents
The new 403 (b) Plan Document was reviewed along with the Adoption
Agreement and the 403 (b) Program Compliance Services Agreement with
Employer Admin Services, Inc. Employer Admin Services, Inc. will function
as the third party administrator for the district 403 (b) plan. These documents
are necessary due to changes in the IRS regulations, which become effective
January 1, 2009, relating to 403 (b) plans.
IV.
Supplemental Contracts – Penncrest High School District
Mrs. Callahan presented requests from Penncrest High School for additions
and changes to their non-athletic supplemental contracts.
Committee members requested that Penncrest administration attend the next
Personnel Committee meeting to respond to questions from Board members
about the recommended changes.
Action: This item will be placed on the agenda of the October Personnel
Committee meeting. Penncrest administration will be invited to attend that
meeting.
V.
Executive Session
An executive session was held to discuss matters of Personnel.
The next meeting of the Personnel Committee will be held on October 7, 2008, at
7:45 PM, in the Board Room at the Education Center.
Rose Tree Media School District
EXCELLENCE
TODAY
FOR TOMORROW
308 North Olive Street
Media, Pennsylvania 19063-2493
Telephone: 610.627.6000
Fax: 610-891-0959
www.rtmsd.org
Denise C. Kerr, Ed.D.
Superintendent
To:
Members of the Board of School Directors
Denise C. Kerr, Ed.D. Superintendent
From:
Denise C. Kerr
Date:
9-9-2008
Subject:
September 9, 2008 Pupil Services Minutes
Chairperson: Mr. John Hanna
Board Members in Attendance: Veronica Barbato, Nancy Fronduti, John Hanna, Nancy
Mackrides, William O’Donnell, and Jeffrey Pettit,
Others in Attendance: Anne Callahan, Bernadette Dacanay, and Denise Kerr
Contracts
Holcomb Behavioral Health Systems, Assessment Services for Springton Lake Middle
School students, July 1, 2008 through June 30, 2009.
Action: To be reviewed by Tom Kelly, Solicitor, and then brought forward for Board
Approval in October.
Holcomb Behavioral Health Systems, STAR Coordinator (interim), September 8, 2008
through December 31, 2008.
Action: To be reviewed by Tom Kelly, Solicitor, and then brought forward for Board
Approval in October.
Penncrest 2009 Commencement Ceremony June 4, 2009, 7:00 P.M.
Action: Approval to be on the Legislative Agenda for September 25, 2008
Graduation Expenses – Villanova University
Action: The contract was reviewed. Questions arose regarding the price for the lift. Board
Members requested that the administration follow up with the exact figure for the lift for the
2008 graduation and what we could anticipate for 2009. (The lift cost $1,337.00 in 2008.
The cost for the lift for 2009 will be split among the schools that use it on the day of
graduation.)
Board members expressed concern about he $2,000 increase of contractual cost of the
Villanova facility.
Medical Kit for Athletic Teams
Discussion ensued regarding district practices. Mr. Hanna discussed concern about what he
witnessed while present at a recent soccer game at Rose Tree Elementary School. There
was no trainer present and there was no medical kit available. A student was injured.
Parents on the sidelines were able to do what was necessary to help the child. Board
Members agreed that our new Athletic Director, Chip Olinger will be invited to a future
committee meeting. Mr. Olinger will attend the November 18, Pupil Services Meeting. Mr.
Olinger will review district practices and answer Board questions regarding our sports
programs.
In the Friday update to the School Board, Superintendent, Denise Kerr, was able to inform
the board that the medical kit was in fact delivered to Rose Tree Elementary School, but was
not placed in a site that was visible enough for the coaches.
The next meeting of the Pupil Services committee will be October 14, 2008 at 7:00 P.M.
OFFICE OF TEACHING AND LEARNING
TO:
Members of the Board of School Directors
Dr. Denise Kerr, Superintendent
FROM:
Dr. Angela Gilbert, Director of Teaching and Learning - Elementary
Dr. Steve Taylor, Director of Teaching and Learning - Secondary
DATE:
September 3, 2008
RE:
September 2, 2008, Teaching & Learning Committee Meeting Minutes
Chairperson: Mr. Jeff Pettit
Board Members in Attendance: Veronica Barbato, Peter Barry, Nancy Fronduti, John
Hanna, Nancy Mackrides, Jeff Pettit
Also in Attendance: Angela Gilbert, Denise Kerr, Steve Taylor
2008 PSSA Results: Subgroup Achievement, Growth Report, and Action Steps for
the Year
Dr. Gilbert and Dr. Taylor provided an overview of the achievement of students with IEPs
and African-American students on the 2008 PSSA. Charts illustrated performances of
these students in grades 3, 4, 5, 6, 7, 8, and 11 over a three-year period, as measured
by the percentages of students in each achievement level. Cohort data also provided a
two-year gauge of growth within the cohorts. Growth is evident in many cases, either at
the grade level or among the cohort, but the scores for these important subgroups
remain significantly below the performance of their respective classes as a whole. Dr.
Gilbert and Dr. Taylor also shared results of the Pennsylvania Value Added Assessment
System (PVAAS). PVAAS data indicate the extent to which students make a year’s
growth in a year’s time. The majority of students in grades 4, 5, 6, 7, and 8, the grades
reported in PVAAS, did make a year’s growth in a year’s time in both reading and math.
These data provide another way of looking at student growth and complement the
information provided by the PSSA itself. Finally, the Directors shared a series of action
steps for the year to address all students at risk of not being proficient and, in particular,
members of the subgroups. These action steps fall into five focus areas: curriculum
initiatives, instructional strategies, inclusive practices, a focus on individual students, and
the belief structure.
Report on the Strategic Planning Process
Dr. Taylor, who has stepped into the role of Project Manager for the Strategic Plan,
provided an overview of the strategic planning process via the eStrategic website entitled
“Leading for Learning.” Through the website, he illustrated the extent of stakeholder
involvement, the basic elements of the plan, the kinds of data used to develop the goals,
and the action plans themselves, including goals, strategies, and specific activities to
achieve the goals. The entire plan follows a strict protocol determined by PDE. Dr.
Taylor and Dr. Gilbert also gave the Board brief overviews of the specific reports they
were responsible for: the Academic Standards and Assessment Report for Dr. Gilbert
and the Professional Education Report for Dr. Taylor. Board members received a binder
with the full text of the draft plan. This plan has been posted on the RTM webpage, it
has been placed in each of the school houses, and it has been distributed to the public
libraries in the district. The public is welcome to review and comment on the plan until
September 25th. The plan will appear on the September 26th Legislative Agenda for
approval by the Board. Once approved, it will be submitted to PDE before the end of
September. The plan includes a process for annual and midpoint reviews.
Rose Tree Media School District
308 North Olive Street
Media, Pennsylvania 19063-2493
Telephone 610.627.6000
Fax 610.891.0959
www.rtmsd.org
Denise C. Kerr, Ed.D.
Superintendent of Schools
Patti Linden
Director of Technology
and Information Science
To:
Members of the Board of School Directors
Denise C. Kerr, Ed.D., Superintendent
From:
Patti Linden
Date:
September 5, 2008
Subject:
Technology Committee Meeting Minutes for September 2, 2008
Chairperson: Mrs. Linda Fox
Board Members in attendance: Linda Fox, Nancy Fronduti, Veronica Barbato, Peter
Barry, John Hanna, Jeff Pettit, Nancy Mackrides
Also in attendance: Denise Kerr, Patti Linden, Kim McCann-Roller, Christa
Consadene, Mack Johnson
1. Classrooms for the Future Grant Update
Rose Tree Media School District has been awarded $76,853.00 for the 2008-2009
school year. This is the second year that we have received an award amount. We will
be able to purchase 63 additional student laptops, 3 laptop carts, 4 sets of speakers,
and 4 digital video cameras from this award. In addition, we will also receive another
$30,000 for the CFF Coach position. Over the course of two years, our total award
amount is $498,420 plus $60,000 for the Coach position. Our equipment purchases for
the two years will total 15 laptop carts with 372 student laptops, 18 teacher laptops, 18
interactive whiteboards, 18 printers, 18 sets of speakers, 15 digital video cameras, and
3 digital still cameras.
2. Overview of Summer Work
Over the course of the summer, the Technology Department was responsible for
completion of hardware and connections at the ERC, which included telephones, fiber,
classroom and administrative computers, and interactive whiteboards; cable channel
upgrades, including software updates, training on new software, additional licensing for
control at the high school, and coordination with Verizon to set up broadcasting our
channel. Other summer work included flex workshops for CFF teachers; training on
Polyvision interactive boards; training on SMART Boards; facilitating the three day
workshop on “E-Tools for Classroom Instruction,” which included 17 teachers across all
grade levels; systems readiness; facilitating new teacher induction for technology
orientation; creating new teacher accounts for all technology needs; ordering
equipment; and updating infrastructure. The Technology Team provided a brief
description of each of these projects as well as other work accomplished.
3. Review Technology Report section of Strategic Plan
The draft copy of the Technology Report for the Strategic Plan has been completed and
is available on our web site for public comment and Board review. Patti Linden reviewed
the main goals of Enhance Teaching and Learning, Lead and Manage, and
Partnerships.
Next meeting: Tuesday, October 7, 2008, at 7:00 p.m. in the Education Center
Board Room
ROSE TREE MEDIA SCHOOL DISTRICT
PRESIDENTIAL ANNOUNCEMENTS – EXECUTIVE SESSION
“In accordance with the Pennsylvania Sunshine Act, executive sessions of the
School Board were held on the following dates to review and discuss matters
permitted under Section 8 of the Act.”
August 28, 2008
September 2, 2008
September 9, 2008
There will be an executive session of the School Board for matters of personnel
at 6:30 p.m. prior to the Informational Session of October 23, 2008, at Springton
Lake Middle School. The Legislative meetings are recorded on tape.
IX.
New Business
A.
Personnel
1.
2.
Terminations
a.
Professional
b.
Non-Instructional
1.
Robert Cecchine, Substitute Bus Aide, resignation
effective September 2, 2008.
2.
William Holcomb, Substitute Bus Driver, termination
for abandonment of position effective September 8,
2008.
3.
Carl Berner, Food Service, Penncrest High School,
retirement effective September 26, 2008.
4.
Colin Ward, Custodian, Rose Tree Elementary,
termination effective September 19, 2008. Mr. Ward
will not be continued beyond his probation period.
Nominations
a.
Professional
1.
Recommend Board approval of the following
personnel to serve as Homebound Instructors for the
2008-2009 school year at the rate of $44 per hour:
S. Abelson
J. Arbutina
E. Battista
T. Bendistis
M. Castellan
B. Cicalese
J. Ciccarelli
E. Coulter
D. Dachiu
M. Edelmen
K. Enterlin
C. Grace-Green
C. Grassano
M. Hudak
A. Kutney
T. Long
C. Lund
C. Koontz
B. Mason
A. Morris
L. Nemec
M. Paikoff
M. Reuther
D. Schnaars
R. Simpson
J. Smith
R. Sowers
S. Sweeney
K. Warren
M. Williams
J. Williamson
M. Woodward
IX.
New Business
A.
Personnel
2.
Nominations
a.
b.
3.
Professional
2.
Vince Eppolito, Special Education Teacher, effective
September 22, 2008 at the annual salary of $50,382,
Master’s/Step 5. Mr. Eppolito comes to us from Silver
Springs Martin Luther School where he served as a
Reading Specialist for the past two years. He
received his Bachelor’s Degree from Shippensburg
University and his Master’s Degree from Arcadia
University. Mr. Eppolito is assigned to Springton Lake
Middle School replacing Deana Storey who resigned.
NOTE: Mr. Eppolito is being hired pending completion
of his pre-employment paperwork.
3.
Ben Danson, Night School Teacher for the 2008-2009
school year at the rate of $40 per hour.
4.
Lisa Roccia, Occupational Therapist, effective
October 16, 2008 at the annual salary of $53,820. Ms.
Roccia received her Bachelor’s Degree from Temple
University. She is assigned to Glenwood and Indian
Lane Elementary Schools replacing Maxine Scheiman
who resigned. NOTE: Ms. Roccia is being hired
pending
completion
of
her
pre-employment
paperwork.
Non-Instructional
1.
Marcie Cohen, Theme Reader for the 2008-2009
school year at the rate of $265 per month. Ms Cohen
is assigned to Penncrest High School. NOTE: Ms.
Cohen is being hired pending completion of her preemployment paperwork.
2.
Judith Giduck, Food Service Worker, effective
September 29, 2008 at the rate of $10.25 per hour.
NOTE: Ms. Giduck is being hired pending completion
of her pre-employment paperwork.
Linda Henry, Food Service Worker, effective September 23, 2008
at the rate of $10.25 per hour. NOTE: Ms Henry is being hired
pending completion of her pre-employment paperwork.
IX.
New Business
A.
Personnel
2.
Nominations
b.
4.
Non-Instructional
4.
Jennifer McNabb-Jones, Food Service Worker,
effective September 3, 2008 at the rate of $10.25 per
hour. NOTE: Ms. McNabb-Jones is being hired
pending
completion
of
her
pre-employment
paperwork.
5.
Amanda Matthews, Support Staff II, effective
September 18, 2008 at the rate of $13.06 per hour.
Ms. Matthews is assigned to Media Elementary
replacing Megan Crichton who resigned. NOTE: Ms.
Matthews is being hired pending completion of her
pre-employment paperwork.
6.
Jayne Beverly, Food Service Worker, effective
September 17, 2008 at the rate of $10.25 per hour.
Ms. Beverly is assigned to Glenwood Elementary.
NOTE: Ms. Beverly is being hired pending completion
of her pre-employment paperwork.
General
a.
Classification Change
1.
Brittani Lutterman from Long Term Substitute Title I
Math Teacher to regular contracted Title I Math
Teacher effective August 19, 2008 at the annual
salary of $52,441, Master’s Degree/Step 6. Ms.
Lutterman is assigned to Media Elementary.
2.
Sara Preston, from Long Term Substitute Elementary
Teacher to regular contracted Elementary Teacher
effective August 19, 2008 at the annual salary of
$52,441, Master’s Degree/Step 6. Ms. Preston is
assigned to Rose Tree Elementary.
3.
Eileen McIntyre from .75 Music Teacher to 1.0 Music
Teacher effective August 25, 2008. Ms. McIntyre is
assigned to Rose Tree Elementary (.75 and Media
Elementary (.25).
IX.
New Business
A.
Personnel
3.
General
a.
b.
Classification Change
4.
Mary Grasty from Substitute Food Service Worker to
Regular Part Time Food Service Worker effective
September 2, 2008 at the rate of $11.50 per hour. Ms.
Grasty is assigned to Indian Lane Elementary.
5.
Joseph Faulkner from Part-Time Bus Driver to FullTime Bus Driver effective September 2, 2008. Mr.
Faulkner is replacing Jim McConnell who retired.
6.
James Miller from Part-Time Bus Driver to Full-Time
Bus Driver effective September 2, 2008. Mr. Miller is
replacing Peter DiDonato who retired.
7.
Elizabeth Stollsteimer from Support Staff I to Support
Staff II effective September 8, 2008 at the rate of
$13.06 per hour. Ms. Stollsteimer is assigned to
Indian Lane Elementary.
8.
Donna Simpson, from Bus Driver to Temporary
Dispatcher effective September 3, 2008 at the annual
salary of $40,000 to be pro-rated. Ms. Simpson is
assigned to Transportation replacing Dawn Fitting
who is on leave.
Degree Advance
1.
Recommend the Board approve the following
personnel for Degree Advancement and adjust their
salaries accordingly effective August 25, 2008:
Angela Beaudry
Marie Castellan
Elizabeth Clements
Jeffrey Davies
Carley Dillon
Brian Dougherty
Rebecca Fetterman
Stacy Gallagher
Lindsay Groy
Veronica Kurash
Adrienne Kutney
Master’s+20/Step 6
Master’s+40/Step 15
Master’s+20/Step 8
Master’s+40/Step 6
Master’s+20/Step 11
Master’s+40/Step 13
Master’s+20/Step
Master’s+60/Step 6
Master’s+20/Step 7
Master’s+60/Step 6
Master’s+60/Step 9
IX.
New Business
A.
Personnel
3.
General
b.
Degree Advance cont’d
Jana Maxwell
Melissa McDevitt
Jennifer McLeod
Kate Megahey
Carleen Megow
Catherine Poulos
Kim, Riviera
Alicia Santelli
DeAnn Scherer
Phoebe Simmington
Lee Sitkowski
Jennifer Tareila
Lovinda Weaver
Marianne Whiteman
c.
d.
Master’s+20/Step 15
Master’s+40/Step 10
Master’s+40/Step 3
Master’s+40/Step 6
Master’s+40/Step 8
Master’s+60/Step 11
Master’s+20/Step 9
Master’s+20/Step 7
Master’s+60/Step 13
Master’s+20/Step 9
Doctorate/Step 15
Master’s+60/Step 11
MEQ/Step 7
Master’s+60/Step 6
Rescind Supplemental Contracts
1.
Rescind appointment of Jason Ritter as (.5) 8th Grade
Volley Coach.
2.
Rescind appointment of Michael Mohring as Spring
Fitness Club Sponsor.
Supplemental Contracts
1.
Mary Ann Grassano, New Teacher Mentor for the
2008-2009 school year at the annual salary of $1,050.
2.
Carin Newsome, Homework Club Sponsor for the
2008-2009 school year, Springton Lake Middle
School, at the annual salary of $695.
3.
Jennifer McLeod, Homework Club Sponsor for the
2008-2009 school year, Springton Lake Middle
School at the annual salary of $695.
4.
Lisa Parkinson, Language Arts Building Coordinator,
Indian Lane Elementary, at the annual salary of
$2,800.
IX.
New Business
A.
Personnel
3.
General
d.
Supplemental Contracts
5.
Fran Blanchette, Social Studies Building Coordinator,
Indian Lane Elementary, at the annual salary of
$2,800.
6.
David Woods, .5 Science Building Coordinator, Indian
Lane Elementary, at the annual salary of $1,400.
7.
Leslie Valuck, .5 Science Building Coordinator, Indian
Lane Elementary, at the annual salary of $1,400.
8.
Thomas Durant, New Teacher Mentor for the 20082009 school year at the annual salary of $1,050.
9.
Elliott Nicholas, Assistant Freshman Football Coach,
at the annual salary of $3,475. NOTE: Mr. Nicholas is
being hired pending completion of his preemployment paperwork.
10.
Robin Heckman, Cookie Club Sponsor, Springton
Lake Middle School, correction to her supplemental
salary which was incorrectly reported on the August
Board, annual salary of $876.00.
11.
Jason Ritter, Freshman Volleyball Coach at the
annual salary of $3,475.
12.
Angela Lynch, New Teacher Mentor for the 20082009 school year at the annual salary of $1,050.
13.
Michael DeLeo, 7-3 Team Leader, Springton Lake
Middle school at the annual salary of $834.
14.
Recommend Board approval for the following
supplemental contract salaries which were incorrectly
reported on the August Board:
D. Stango
Student Council Sponsor
B. Laubach (.5) Building Coordinator
E. Thompson (.5) Building Coordinator
M. Naylor
(.5) Building Coordinator
P. Simmington(.5)Building Coordinator
$2,502
$1,400
$1,400
$1,400
$1,400
IX.
New Business
A.
Personnel
3.
General
d.
Supplemental Contracts
15.
Recommend Board approval of the following
Springton Lake Middle School game worker rates, per
event, effective September 2, 2008:
Timers
Starters
16.
$25
$27
Crowd Control
$27
Scoreboard Operator $30
Recommend Board approval of the following
personnel to serve as Fall Intramural Instructors for
Springton Lake Middle School at the rate of $27 per
hour:
Steve Adams
Jacqueline Baker
John Baker
William Carr
Robin McCarthy
Paul Norris
17.
Jerry Diaz, (.5) 8th Grade Volleyball Coach for the
2008-2009 school year at the annual salary of
$1,459.50.
18.
Marie Carter, 7th Grade Field Hockey Coach for the
2008-2009 school year at the annual salary of $2,919.
19.
Doug Krugler, 7th Grade Boys Soccer Coach for the
2008-2009 school year at the annual salary of $2,961.
20.
Michele Woodward, Building Coordinator-Professional
Development, Penncrest High School for the 20082009 school year at the annual salary of $2,800.
21.
LaVerne Motley, Elementary and Secondary Library
Coordinator for the 2008-2009 school year at the
annual salary of $5,600.
22.
Don Horne, Assistant Heavyweights Football Coach,
Springton Lake Middle School for the 2008-2009
school year at the annual salary of $2,363. NOTE: Mr.
Horne is being hired pending completion of his preemployment paperwork.
IX.
New Business
A.
Personnel
3.
General
d.
Supplemental Contracts
22.
Jeff Crespo, Light Weight Football Coach, Springton
Lake Middle School for the 2008-2009 school year at
the annual salary of $2,919. NOTE: Mr. Crespo is
being hired pending completion of his preemployment paperwork.
23.
Recommend Board approval for the following
personnel to serve as game workers at Penncrest
High School for the 2008-2009 school year:
Abelson, Samantha
Baker, Jacqueline
Blake, Lisa
Carter, Sandy
Casner, Craig
Cicalese, Barbara
Ciccarelli, Jim
Clark, Michael
Clements, Elizabeth
Curry, Kirsten
Danson, Benjamin
Dashkiwsky, Stephan
DelPrato, Paul
Diksa, Gail
Diksa, Laura
Dillon, Carly
Dougherty, Brian
Doyle, Michael
Doyle, Michelle
Durant, Tom
Flexon, Linda
Goldman, Sandy
Graham, Paul
Graham, Sarah
Groy, Lindsay
Sudall, Dana
Harmon, William
Hart, Michele
Heckman, Robin
Higgins, Robert
Hobdell, Sean
Hoffman, Debbie
Host, Winnifred
Ikeler, Andy
Jacobs, Greg
Jackson, Tracy
Jay, Elaine
Kerr, Karen
Kilpatrick, Linda
Kirk, Michelle
Kuntz, Christiana
LoBiondo, Michael
Lobitz, Lisa
Long, Theresa
Ludwig, Michael
Mason, Bridget
Matthews, David
Matlock, Beth
Meltz, Amanda
Mescanti, Steve
Tareila, Jennifer
Montich, Donna
Munro, George
Murphy, Beth
Nolen, Kevin
Penning, Christina
Pettit, Evan
Quinzi, Felicia
Reed, Heather
Reuther, Maureen
Ritter, Jason
Riviere, Kimberly
Samilenko, Mark
Santelli, Alicia
Scherer, Deann
Schnaars, Debbie
Silva, Steve
Simmons, Jennifer
Smith, Jeremy
Smith, Sharon
Somers, Edward
Staiger, Sandy
Stango, David
Stevenson, Enoch
Stokes, Patti
Wiegner, Anna
Williams, Mark
IX.
New Business
A.
Personnel
3.
General
e.
Salary Change
1.
Recommend Board approval for the correction of the
following salaries which were incorrectly reported on
the August Board:
Greg Bost
Gene Pysher
Armondo Ragni
Michael Price
Joel Schupp
Kerry Feltner
Ivan Brown
Mike Jones
Philip Quinzi
Dawn Fitting
Dan Rottenberk
2.
Recommend Board approval for the temporary salary
adjustments to $15.00 per hour for the following
cafeteria
personnel
to
assume
additional
responsibilities effective August 15, 2008:
Elise Ettein
Laura Netwall
B.
$36,988
$55,775
$44,779
$35,521
$35,823
$35,823
$64,150
$55,198
$54,854
$41,632
$59,604
Penncrest High School
Springton Lake Middle School
Strategic Plan Approval
Resolve, that the Board approve the draft Strategic Plan for 2008-2014
entitled “Achieve, Grow, Advance.” The plan consists of statements of
Mission and Vision, in addition to six discrete reports: Academic
Standards and Assessment Report, Educational Technology Report,
Professional Education Report, Special Education Report, Student
Services Report, and Teacher Induction Report.
Background
Each school district in Pennsylvania is required to submit a Strategic Plan
to the Pennsylvania Department of Education every six years. RTM’s plan
was created during the second half of the 2007-2008 school year by a
wide range of stakeholders working on the discrete reports. Each of these
reports follows a template provided by PDE. The reports have come to
the Board in committee meetings during the month of September, and the
draft has been circulated for public comment since August 28th. It is due
to PDE by September 30th. See Attachment A
APPENDIX X
X.
Finance
A.
Purchasing
B.
General
1.
Change Orders
Change Orders are acted upon in accordance with
Resolution 1997-98 – 124, as approved by the School Board
of Directors on April 23, 1998.
Resolve, the Board approve the following change orders:
Smedley Tract – B & J Excavating Change Order No. 1 in
the amount of $76,500 for removal and replacement of
unsuitable material in detention basin.
Smedley Tract – B & J Excavating Change Order No. 2 in
the amount of $23,400 for select fill behind retaining wall.
Glenwood Renovations – AQM, Inc. Change Order No. E1 in
the amount of $1,996 for clocks and speakers in music
suites and reference library.
Media Elementary Roofing Project – Mike Kobithen Roofing
Change Order No. 1 in the amount of $7,800 for change in
the parapet wall flashing.
Site Improvements at Penncrest – Gessler Construction
Change Order No. 1 in the amount of $4,550 for change in
crack repair material at tennis courts.
Site Improvements at Glenwood – Gessler Construction
Change Order No. 2 in the amount of $10,575 for asphalt
base repair.
Penncrest Seamless Resinous Kitchen Flooring – M. J.
Bradley Change Order No. 1 in the amount of $3,900 for
upgrade in floor material.
Background
These items were discussed at the September 9, 2008
Operations Committee meeting.
APPENDIX X
X.
Finance
B.
General
2.
403(b) Plan Document and Employer Admin Services, Inc.
In response to recently released IRS regulations establishing
a requirement for written documentation of the 403(b) tax
sheltered annuity program offered to employees of Rose
Tree Media School District, (the “District”),
the
District
wishes to adopt the plan document, a coy of which is
attached to this resolution. This document is based on
model language released by the IRS for such purpose.
RESOLVED, that the Board does hereby adopt the Rose
Tree Media School District 403(b) Plan Document for
Public Schools (the “Plan”), which will, at all times, conform
with the requirements of Section 403(b) of the Internal
Revenue Service Code and applicable regulations.
FURTHER RESOLVED that it is the intention of the Board
that the 403(b) program will conform with all federal and
state statutory and regulatory requirements applicable to
403(b) plans, except that the program set forth above shall
not be subject to the requirements of Title I of ERISA
because the employer is exempted from such requirements.
FURTHER RESOLVED that the Board authorizes the
Director of Management Services, to act on the Board’s
behalf with respect to this plan, and to take any and all
actions necessary or desirable to implement, maintain and
administer the plan set forth above in accordance with the
Board’s intentions, and all applicable state and federal laws.
FURTHER RESOLVED that the Board appoints Employer
Admin Services, Inc. as the district’s 403(b) Plan Third Party
Administrator and Kades-Margolis Corporation as the
district’s 403(b) consulting company to assist the district in
complying with the new 403(b) regulations, at no cost to the
district or its employees. See Attachment B.
Background
This was discussed at the September 2, 2008 Personnel
Committee meeting.
APPENDIX X
IX.
Finance
B.
General
3.
Owner’s Representative Services Proposal
Capital Improvement Projects 2009
Resolve, that the Board approve the proposal from Dennis
Cini, Cini Construction Services, Inc., for Owner’s
Representative Services, capital improvement projects for
2009, in an amount not to exceed $96,512.
Background
This item was discussed at the September 9, 2008
Operations Committee meeting.
4.
Settlement Agreement
Resolve that the Board approve a settlement agreement with
the parents of P.M.
Background
This Settlement Agreement includes payment of tuition
($21,840.00) for the 2008-2009 school year, as well as the
establishment of a Compensatory Education Fund
($8,160.00) for “legitimate educational expenses,” based on
submitted receipts, for the 2008-2009 school year. A psycho
educational evaluation will be conducted prior to the end of
the 2008-09 school year, to determine future educational
programming for the student.
5.
Student Assistance Program Coordinator – Contract
Correction
Recommend Board approval for the correction of the
following contract amount which was incorrectly reported on
the August Board:
Lynda Youngs
$37,193
APPENDIX X
IX.
Finance
B.
General
6.
Villanova Commencement Agreement
Resolve, that the Board approve the agreement with
Villanova University in the amount $7,050.
Background
Villanova University will be the site for the Penncrest Class
of 2009 Commencement. The $7,050 cost for the facility
includes ambulance, event coordination, custodial services,
electrical services, event workers, flowers, grounds, Radnor
Police, staging, and Villanova Public Safety. This item was
discussed at the September 2008 Pupil Services Committee
Meeting.
Academic Standards and Assessment Report
Pennsylvania Department of Education
COMMONWEALTH OF PENNSYLVANIA
DEPARTMENT OF EDUCATION
333 MARKET STREET
HARRISBURG, PA 17126-0333
Academic Standards and Assessment Report
Friday, September 19, 2008
Entity: Rose Tree Media SD
Address: 308 N Olive St
Media, PA 19063-2403
Phone: 610-627-6007
Contact Name: Dr. Angela Gilbert
Organization Description
The Rose Tree Media School District is located in Delaware County in Southeastern Pennsylvania. The district covers 26
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square miles and is comprised of Media Borough, Middletown Township, Upper Providence Township and Edgemont
Township. Delaware County is one of the three original counties established in Pennsylvania. The town of Media serves as
the county seat. The district lies just 12 miles from the City of Philadelphia and serves a community of 27,500 residents.
The Rose Tree Media School District provides comprehensive educational services to approximately 3987 students in grades
K-12. Students in grades K-5 attend Glenwood, Indian Lane, Media, and Rose Tree Elementary Schools. Students in grades 68 attend Springton Lake Middle School and Penncrest High School serves our students in grades 9-12. Students may also
attend programs at the Aston and Folcroft Career and Technical Schools. The district operates its own alternative
education program in partnership with the Simon Youth Foundation, and our youngest learners may extend their
learning opportunities through our Virtual Kindergarten program.
Our elementary schools are appreciated for the small class sizes provided to students as they develop strong foundation
skills. Within the middle school, academics are also prioritized with a strong focus on the developmental needs of
adolescents. Our high school students excel in academics and athletics at the regional, state and national levels. Over 90%
of our graduates matriculate into higher education and many attend prestigious colleges and universities.
The Board of Education, parents, teachers, administrative staff and students take pride in their school and community.
Active Parent Teacher Groups and booster clubs are very much involved in school affairs; provide funds for school
activities, educational programs and support services. The District partners with the Rocky Run YMCA, Riddle Memorial
Hospital, and local youth and faith based organizations in the Healthy Communities Initiative where our schools and
community working together provide a positive climate for student learning and growth.
Core Purpose
Mission
Students are the focus of the Rose Tree Media School District learning community. Our educational program is based on
world class standards through which all students reach their intellectual, emotional, social and physical potential. Our
schools provide an environment that celebrates students’ diversity, individual talents and efforts, and promotes
collaboration, caring, respect, and leadership.
Vision
Each student is a lifelong learner who contributes to an increasingly diverse world.
All members of the school community are technologically proficient.
All members of the school community are committed to continuous improvement.
All community stakeholders are dedicated to ensuring that students acquire the knowledge and skills necessary to enhance
and fully develop their unique potential.
Shared Values
Each child has unique learning needs.
All students can learn and be successful.
Success in school can be defined in multiple ways.
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Our success requires the collaborative support of the entire community.
Each member of our school community deserves mutual respect in a safe and healthy environment.
While the District maintains fiscal responsibility, decisions should be driven by student needs and interests.
Goals
1. By 2014, RTM students in all assessed grades will perform at the Proficient or Advanced level on PSSA Mathematics,
Reading and Writing assessments.
2. By 2014, at least 90% of RTM students in all asessed grades will achieve a year's growth or more in a year's time,
as measured by either PSSA data (via PVAAS) or MAP scores.
3. By 2014, 50% or more of RTM students will increase skills and knowledge in core academic areas through participation
in accelerated, enhanced, and/or advanced curricula, as measured by enrollment in Accelerated Math, Enhanced Language
Arts, level 1 classes, AP classes, or IB classes.
Goal: Student Achievement
Description: ALL Rose Tree Media students will achieve at a high level at all grade levels.
Academic Standards
Academic Standards:
READING, WRITING, SPEAKING AND LISTENING - Each student will demonstrate proficiency in reading,
composition, listening, speech, and in understanding, interpreting, analyzing, and synthesizing information.
MATHEMATICS - Each student will demonstrate proficiency in the use of varied mathematical processes and applications
to solve challenging problems and to create new ways of understanding information.
SCIENCE AND TECHNOLOGY - Each student will demonstrate proficiency in the nature of science, the unifying themes
of science, the skills of science processes, inquiry, investigation, analysis, and problem solving-strategies and technology
in understanding the natural world and facts, principles, theories and laws in the areas of biology, physical science,
chemistry, physics, earth and life sciences, and technology including biotechnological informational and physical technologies.
ENVIRONMENT AND ECOLOGY - Each student will demonstrate proficiency in 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. This interaction leads to the study of watersheds and wetlands; threatened, endangered and extinct species;
integrated pest management, ecosystems and their interactions; environmental health; and the development of laws
and regulations.
SOCIAL STUDIES - Each student will demonstrate proficiency in concepts of history, geography, civics, government
and economics. These include:
1) History - Study of the record of human experience including important events; interactions of culture, race and ideas;
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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 on major developments in the
history of the Commonwealth, the United States and the world.
2) Geography - Study of relationships among people, places and environments; geographic tools and methods; characteristics
of place; concepts of region and physical processes.
3) Civics and Government - Study of United States constitutional democracy, its values and principles; study of the Constitution
of the Commonwealth and government, including the study of principles, operations and documents of government, the rights
and responsibilities of citizenship, how governments work and international relations.
4) Economics - Study of how individuals and societies choose to use resources to produce, distribute and consume goods
and services; knowledge of how economies work; economic reasoning and basic economic concepts; economic decision
making; economic systems; the Commonwealth and the United States economy and international trade.
5) World Languages - Foreign Language standards are not mandated by the state of Pennsylvania. However, the
district adheres to the Standards for Foreign Language Learning in the 21st Century (National Standards, 1999) as set forth
by the American Council on the Teaching of Foreign Languages (ACTFL). The standards are divided into five major
categories, with two to three subdivisions for each: Communication, Cultures, Connections, Comparisons and Communities.
ARTS AND HUMANITIES - Each student will demonstrate proficiency in the use of various concepts and skills in the arts
and humanities. These concepts and skills include using and responding to various forms of expression found in the visual
and performing arts, understanding historical and cultural contexts of visual and performing arts pieces, using critical
and aesthetic judgment to respond to works in the arts, and participating in the production, performance and/or exhibition
of works in the arts.
Graduation Requirements
Subject Area
Credits Required
English
4
Math
3 (inc. Algebra + Geometry)
Science
3 (inc. Gen. Science + Bio.)
Social Studies
4
Fine & Practical Arts
4
Health & PE
2.4
Electives
2
World Language
Through a 2nd level
Community & School Service
1
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Total Credits
24.4
Graduation Project : Yes
Act 211 Graduation Requirement
Strategic Planning Process
Strategic Planning Process
Strategic planning is a management approach that uses a wide range of stakeholders from throughout the education and
general communities to create plans based on the realities of our future locally and globally. The Rose Tree Media School
District will create our strategic plan to meet the requirements of state regulations referred to as Chapter 4 Academic
Standards and Assessments. Strategic Planning is a continuous process used to ensure that all students are given
the opportunity to achieve at high levels and meet the academic standards of the school district as well as state and
national standards of achievement.
There are many processes associated with developing a strategic plan. The administrative team conducted an internal
analysis which explored student achievement data, management and operational processes, organizational
resources and student needs. The strategic plan is further developed by a number of subcommittees which are chaired by
the members of the administrative team. Each committee includes a variety of stakeholders from the schools and the
community with communication between committees facilitated by the administrative subcommittee chairperson team.
The direction of the strategic plan is expressed in the vision for the school district which each committee reflects
upon and develops a series of measurable goals, strategies and action plans. The committees will examine such areas
as Chapter 4 Student Requirements, Teacher Induction, Professional Staff Development, Special Education, Technology,
and Student Services.
Upon completion the plan will be posted on our web site, in each school house, library, and administration building for
public review and comment.
The plan will be submitted for Board approval in September 2008.
Strategic Plan Subcommittees
Subcommitee
Chairperson(s)
Chapter 4 Academic Standards
Dr. Steve Taylor, Dr.Angela Gilbert
Teacher Induction
Mrs. Anne Callahan
Professional Staff Development
Dr. Steve Taylor
Technology
Mrs. Patti Linden
Special Education
Dr. Valerie Burnett, Dr. Angela Gilbert
Student Services
Dr. Valerie Burnett
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Strategic Planning Committee
Name
Angela Gilbert
Bill Bennett
Bill Dougherty
Denise Kerr
Ed Somers
Jerry Diaz
Karen Daugherty
Kim Schultz
Maria Kotch
Phoebe Simmington
Steve Taylor
Sue Evans
Tony Jackowski
Tracey Jackson
Traey Fritch
William Bennett
Affiliation
Director of Elementary Teaching and Learning
Rose Tree Media School District
Rose Tree Media School District
Rose Tree Media School District
Rose Tree Media School District
Rose Tree Media School District
Rose Tree Media School District
Rose Tree Media School District
Rose Tree Media School District
Rose Tree Media School District
Director of Secondary Teaching & Learning
Rose Tree Media School District
Rose Tree Media School District
Rose Tree Media School District
Rose Tree Media School District
Elementary Principal
Membership Category
Administrator
Administrator
Administrator
Administrator
Secondary School Teacher
Secondary School Teacher
Administrator
Parent
Administrator
Secondary School Teacher
Administrator
Administrator
Administrator
Parent
Other
Administrator
Appointed By
Denise Kerr
Angela Gilbert
Angela Gilbert
Valerie Burnett
Angela Gilbert
Angela Gilbert
Angela Gilbert
Angela Gilbert
Angela Gilbert
Angela Gilbert
Denise Kerr
Angela Gilbert
Angela Gilbert
Angela Gilbert
Angela Gilbert
Angela Gilbert
Goals, Strategies and Activities
Goal: Student Achievement
Description: ALL Rose Tree Media students will achieve at a high level at all grade levels.
Strategy: Focus on individual students
Description:
Activities:
Activity
Description
Differentiate instruction and assessment To differentiate instruction and assessment is to recognize students' varying background knowledge, readiness, language,
preferences in learning and interests, and to react responsively. Differentiated Instruction (DI) is a process to approach
teaching and learning for students of differing abilities in the same class. The intent of differentiating instruction is to
maximize each student’s growth and individual success by meeting students where they are and adjusting materials,
teaching and learning processes, and/or the required product to assess progress and mastery. Technology tools will be
used during daily instruction to facilitate DI.
Person Responsible
Timeline for Implementation
Resources
Angela Gilbert
Ongoing
$136,969.00
Activity
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Description
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Use data to plan specific teaching strategies for identified students. Teachers and principals meet in various teams (i.e. data, instructional support, child study, IEP) to discuss individual student
strengths and needs based on data
Teams develop specific plans for addressing strengths and needs
Teams meet throughout the year to monitor the progress of each student
At the elementary level, data from: DIBELS, MAP, PSSA, running record benchmark assessments, special education
progress monitoring, student led conferences, teacher led conferences, parent anecdotal feedback
At the middle level, data from: MAP, PSSA, classroom assessments, special education progress monitoring, qualitative data
from focus groups, student led conferences, teacher led conferences
At the high school level, data from: MAP, PSSA, PSAT, AP exams, IB exams, classroom assessments, special education
progress monitoring, qualitative data from focus groups
Person Responsible
Timeline for Implementation
Resources
Angela Gilbert
Ongoing
$18,000.00
Strategy: Improve instruction
Description:
Activities:
Activity
Description
Provide professional development Implement the professional development plan
Person Responsible
Timeline for Implementation Resources
Angela Gilbert
Ongoing
$0.00
Activity
Description
Use technology as an instructional tool and resource Technology will be used extensively to enhance instruction: computers, interactive white boards, projectors, mp3
players, graphing calculators, laptops, video and digital cameras, TV studio, and others. This technology will be used to
enhance instruction through a variety of applications. Web based programs designed to instruct, remediate and enrich
students, will be utilized systematically (i.e. KidBiz/TeenBiz 40+ times per year) to increase student achievement.
Person Responsible
Timeline for Implementation
Resources
Angela Gilbert
Ongoing
$168,566.00
Strategy: Modify the curriculum
Description:
Activities:
Activity
Description
Continuous monitoring of infrastructure An assessment of the infrastructure of RTM curriculum and instruction will be ongoing, specifically scheduling and leveling
structures. Modifications will be made (i.e. the addition of a 20 minute reading period at the middle school and the elimination
of level four classes at the high school) as needed to meet the district's goals. Curricular development, including expansion
and innovation, will be implemented in order to create new programming to promote accelerated, advanced and enriched
instruction for more students. RTM will increase the implementation of inclusive practices at all levels as a result of
participation in the Inclusion Institute through a partnership with Arcadia University.
Person Responsible
Timeline for Implementation
Resources
Angela Gilbert
Ongoing
$0.00
Activity
Description
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Mathematics
Align curriculum in math with revised Eligible Content and Assessment Anchors at all levels - elementary, middle, high
Adopt new math programs at the elementary and middle levels that cover all eligible content and emphasize deep
understanding of mathematical thinking.
Person Responsible
Timeline for Implementation
Resources
Angela Gilbert
Ongoing
$170,488.00
Activity
Description
Reading/Language Arts Increase reading across content areas at all levels - elementary, middle and high
Extend Special Education Reading Program at the middle and high school levels
Implement a comprehensive literacy block of instruction that includes guided reading, shared reading, independent reading (i.
e. 100 Book Challenge) word study and writing at the elementary level
Person Responsible
Angela Gilbert
Timeline for Implementation
Ongoing
Resources
$14,668.00
Activity
Description
Science
Align curriculum in science with Eligible Content and Assessment Anchors
Person Responsible
Timeline for Implementation
Resources
Angela Gilbert
Ongoing
$2,500.00
Strategy: Provide academic assistance and enrichment
Description:
Activities:
Activity
Description
Provide supports for students beyond regular classroom instruction At the elementary level, students receive services from literacy and math support teachers. At the middle level, students
receive support from the Academic Intervention (AI) Teams, as well as homework clubs, reading and math tutors and
Learning Lab. At the high school level, tutors are provided to students with special needs (and IEPs). Standards Reading
and Math Courses are also available. Mentor programs and the use of web based technology programs provide support
for students at all levels.
Person Responsible
Timeline for Implementation
Resources
Angela Gilbert
Ongoing
$0.00
Activity
Description
Utilize supports for teachers such as a Literacy Coach and Reading Supervisor Through support, training, coaching and mentoring, district coach and supervisors will build school and teacher
capacity to increase classroom achievement. Processes that improve instruction and build collaborative
relationships between administrators, faculty and staff in order to impact student achievement will be
implemented. Strategies will include: specialist and coach meeting with department teams and grade groups to
identify needs and resources; and the development of literacy plans within specific content areas.
Person Responsible
Timeline for Implementation
Resources
Angela Gilbert
Ongoing
$300,000.00
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Measurable Annual Improvement Targets
In Rose Tree Media, each year data teams in all six buildings conduct an analysis of the data compiled from the multiple
sources and use this to guide and improve teaching and learning. This analysis includes a review of hard data from
state, district and classroom assessments; implications of the data for students who are proficient, below proficient and
advanced; the impact on instruction in terms of what strategies need to be implemented to address the needs of each group
of students. This review process includes the following:
●
●
●
●
●
The district gathers data at each grade level for review and dissemination to schools
Students' performances are compared to benchmark targets set by the State, determined by the assessment tool, and/
or established by the district.
Instructional goals are set, including objectives for students who need extra support or enrichment and acceleration
Action plans are designed to meet goals, including ongoing assessment and monitoring of progress
Professional development needs of the teachers are assessed and addressed
The RTM strategic goals for academic achievement are:
●
●
●
By 2014, RTM students in all assessed grades will perform at the proficient of advanced levels on PSSA Math, Reading
and Writing assessments.
By 2014, at least 90% of RTM students in all assessed grades will achieve a year's growth or more in a year's time as
measured by either PSSA data (via PVAAS) or MAP .baseline scores from Spring 2007 range from 41.2% to 60.3%.
By 2014, at least 50% of RTM students will increase skills and knowledge in core academic areas through participation
in accelerated, enhanced, and/or advanced curricula, as measured by enrollment in Accelerated Math, Enhanced Language
Arts, level 1 classes, AP classes and IB classes.
Curriculum, Instruction and Instructional Materials
~
Rose Tree Media will provide a framework of curriculum and instruction that :
●
●
●
●
●
●
●
●
●
●
promotes clear expectations of what students should know and do
uses multiple assessments in order to provide students with feedback and focus instruction on student learning
engages students in the learning process
differentiates to address the variety of student needs and learning styles
makes relevant connections to real life in a global society
provides rigor that challenges students at all levels
builds relationships throughout the school community
utilizes instructional materials that are research based and motivating for students
provides opportunities for sharing best practices
includes a process for the systematic review of curricula
Assessments and Public Reporting
Rose Tree Media implements a plan for student assessment for six important reasons:
To see if students are learning day to day
To adjust instruction
To help teachers know if students need extra help or if they need enrichment
To enable students to think about and express their understanding
To gather valuable information about the effectiveness of our programs
To report students’ progress and achievement to them and to their parents
Multiple forms of data are available as a result of this plan. Data from assessments developed by the state for the PSSA
tests help us to accomplish several of the purposes mentioned above, especially the final two about reporting students’
progress and achievement and helping us to understand the effectiveness of our programs. The plan also includes testing
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for benchmark data using NWEA Measures of Academic Progress (MAP). This assessment provides information about
student achievement and growth in reading and math from the fall to the spring, as well as indicators of students' strengths
and deficits. The assessment plan includes ways to determine the progress of students with specific needs such as our
English Language Learners and students in need of acceleration in order to close learning gaps or challenge advanced
learners. During designated in-service days and throughout the school year, teachers and administrators review and
analyze data to determine student progress and program effectiveness. Instructional plans and modifications are based on
this information.
The academic assistance detailed in this strategic plan is implemented as indicated by student data. In addition to high
profile, standardized tests, teachers administer assessments which help judge whether students are learning day to day.
Almost every activity in a classroom can serve as a form of assessment. Teachers are continually observing their
students’ responses to questions; gauging their performance on routine tasks involving reading, writing, speaking,
listening, spelling, calculating, and problem solving; and seeing how they respond to work of all kinds completed in class and
at home. Teachers then use these observations to adjust instruction. Students’ responses to routine tasks let teachers know
if they need to re-teach material, differentiate instruction for some students, or move on to new material and activities.
Routine daily assessments also help teachers know if students need extra help or if they need enrichment. These
assessments are the means of determining how to meet students’ individual needs and are all a part of the assessment
plan. They also help teachers and administrators make placement and leveling decisions to enable students to make
the greatest progress.
Parents and members of the community are informed about district assessments through district, school and individual
teachers' websites; community newsletters; parent reports; meetings at schools such as parent-teacher conferences;
district meetings such as public board meetings; and the district cable channel.
Targeted Assistance For Struggling Students
At the elementary level, decisions to implement targeted assistance for students are driven by multiple sources of data.
Beginning in kindergarten, DIBELS data are used to assess literacy proficiency and identify specific areas of need.
Schools program for students who do not attain benchmark targets by providing interventions such as small group instruction
with a reading specialist and by implementing progress monitoring. In grades two through five, NWEA MAP data
provide information about students' progress in reading and mathematics that is used to determine exactly what skills
students need to acquire in order to meet annual growth targets. Students who struggle receive differentiated instruction,
tutoring, technology assisted learning opportunities and targeted instruction from Reading Specialists, Instructional
Support Teachers, ESL Teachers and Special Education Teachers.
At the middle school, students receive targeted assistance in reading and mathematics in a lab setting. The Rose Tree
Media Learning Lab concept is an academic assistance program based on current research and best practice designed
to increase the achievement of identified students who perform below proficient on the state assessments. Additionally,
students who fall into the NCLB student groups and whose scores indicate learning gaps between them and their Caucasian
and Asian peers, are also targeted to receive differentiated instruction to meet their needs. The learning labs are designed not
to exceed fourteen students, thereby allowing for small group and individualized instruction. Data from pre and post
assessments drive instruction and grouping as well as inform programmatic changes.
At the high school level, Student Support Teams, mentoring programs and focus groups have been created to identify and
assist students who struggle academically. Interventions include Standards Reading and Math Courses,
mentors and differentiated instruction. In some cases, students with IEPs are instructed in classes co-taught by the regular
and special education teachers.
Support for Struggling Schools
While RTM does not have any "struggling schools" the district is facing the challenge of closing learning and achievement
gaps among student groups. The process for addressing this challenge includes:
●
●
●
The elimination of lower level courses (Level 4) at the secondary level
The provision of waivers that allow all students to self select from all the courses available
The district wide participation in the Arcadia Inclusion Institute
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●
●
●
●
●
The inclusion of more students in the Accelerated Math Program through a review process
The screening of all grade one students to determine potential giftedness using the Nagliari, a less bias and less
traditional assessment
Professional development for staff in order to address and improve cultural competency
The implementation of new math curricula
The study of districts that have successfully closed achievement gaps, including school/district visits
Qualified, Effective Teachers and Capable Instructional Leaders
All RTM teachers and school leaders meet the NCLB criteria for Highly Qualified and possess the skills and knowledge to
be effective with students who are below proficient or are at risk of not graduating. Most teachers have five or more years
of experience. The district is known to have very low turn over rates among staff. When vacancies do occur, teachers
and administrators are deployed equitably, based on the requirements of the positions. Only teachers with content
certification are assigned to content area positions at the middle and high schools. Elementary staff have the
appropriate elementary and/or early childhood certifications required at that level. Special Education teachers all possess K12 certifications. Many teachers have dual certifications. In addition, to support mastery and professional growth, all teachers
are required to participate in a minimum of 16 hours of professional development each year.
Parent and Community Participation
Each RTM school has an active Parent Teacher Group as well as partnerships with businesses and the local community.
Rose Tree Media also has a strong partnership with the Healthy Communities Initiative (HCI) which implements an
asset approach to the healthy development of children and youth. Forty positive experiences and qualities have been identified
as ones that all of us have the power to bring into the lives of children and youth. These forty developmental assets are
the foundation of the collaborative work between RTM and HCI.
Pre-Kindergarten Transition
No Pre-K Offered
Utilization of Resources and Coordination of Services
Service or Resource Comment or Reflection
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Signatures
Date Submitted to PDE ____________________________
School District/AVTS/Charter School
Name: ____________________________________________
Address: __________________________________________
__________________________________________________
_________________________ Zip Code: ________________
IU#: ___________
Chief School Administrator:___________________________________________
Telephone (area code):___________ # ___________________
We affirm that this Academic Standards and Assessment report was developed in accordance with State Board of
Education Chapter 4 Regulations. We also affirm that the contents are true and correct and that the report was placed for
public inspection in the school district/AVTS offices and in the nearest public library until the next regularly scheduled meeting
of the board or a minimum or 28 days whichever comes first.
__________________________________________ ____________________
Signature
Date
School Board Secretary
__________________________________________ ____________________
Signature
Date
School Board President
__________________________________________ ____________________
Signature
Date
Chief School Administrator
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Pennsylvania Department of Education
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COMMONWEALTH OF PENNSYLVANIA
DEPARTMENT OF EDUCATION
333 MARKET STREET
HARRISBURG, PA 17126-0333
Educational Technology Report
Tuesday, August 26, 2008
Entity: Rose Tree Media SD
Address: 308 N Olive St
Media, PA 19063-2403
Phone: 610-627-6128
Contact Name: Patricia Linden
Core Purpose
Mission
Students are the focus of the Rose Tree Media School District learning community. Our educational program is based on
world class standards through which all students reach their intellectual, emotional, social and physical potential. Our
schools provide an environment that celebrates students’ diversity, individual talents and efforts, and promotes
collaboration, caring, respect, and leadership.
Vision
Each student is a lifelong learner who contributes to an increasingly diverse world.
All members of the school community are technologically proficient.
All members of the school community are committed to continuous improvement.
All community stakeholders are dedicated to ensuring that students acquire the knowledge and skills necessary to enhance
and fully develop their
unique potential.
Shared Values
Each child has unique learning needs.
All students can learn and be successful.
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Success in school can be defined in multiple ways.
Our success requires the collaborative support of the entire community.
Each member of our school community deserves mutual respect in a safe and healthy environment.
While the District maintains fiscal responsibility, decisions should be driven by student needs and interests.
Needs Assessment
As part of a needs assessment and evaluation of technology systems, Rose Tree Media School District participated in a
number of surveys and solicited the input of several constituency groups across all educational levels. Participation by
parents, students, teachers, and administrators identified the following needs:
A Parent Portal on the website for keeping parents more informed and connected to the school
❍ access to teacher websites
❍ access to students' grades
❍ e-mail communication with teachers
❍ home access to educational resources
❍ provision of access at local libraries
❍ electronic alerts for general school information and emergency information
● Use of technology to impact student achievement
❍ foster independent work
❍ accelerate learning opportunities
❍ provide 24/7 access
❍ address different learning styles and match student's learning pace
❍ address 21st Century skills of communication, problem solving, and effective use of technology
❍ additional access to hardware, online databases for research, online classroom resources
● Student identified needs
❍ learn 21st Century skills
❍ ability to learn new things online
❍ promote creativity
❍ more effective use of technology
Through the funding of Classrooms for the Future grant at the high school level, there has been a greater awareness of
the capabilities that are created with "smart" classrooms. Teachers are requesting additional hardware and resources to
assist them in differentiating instruction and provide additional opportunities for active student engagement. Administrators
are requesting more access to data in making informed decisions, and parents are eager to use electronic
communication devices and systems for additional access to information about their students.
●
Data was gathered via the use of the Net Day Speak Up survey, PATI survey, and district created surveys.
Goals and Strategies
Goal: Enhance Teaching and Learning
Description: To establish an environment that celebrates students' diversity and individual talents and efforts, we will
provide systems and services for teachers to infuse technology into the K-12 curriculum, to differentiate instruction, and to
utilize ongoing assessment tools which will assist in individualizing student needs.
Strategy: Curriculum Revision
Description: Continue to coordinate the application of technology into all kindergarten through twelfth grade curriculum
revision cycles through the use of teacher workshops.
Activities:
Activity
Description
Sharing Success
Maintain the district wide process to share the successful integration of technology projects / assignments / instruction to
be included into the curriculum revisions through electronic resources and in grade level / department meetings.
Person Responsible
Timeline for Implementation
Resources
Patricia Linden
Ongoing
District Budget
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Activity
Description
Technology Applications Maintain the curriculum revision process to include embedding technology applications into all kindergarten through twelfth
grade curricula.
Person Responsible
Timeline for Implementation
Resources
Patricia Linden
Ongoing
District Budget
Strategy: Instructional Software
Description: Implement the use of web-based and other instructional software to improve student understanding, to
provide immediate feedback for students, and to assist teachers in monitoring student progress.
Activities:
Activity
Description
Evaluate
Evaluate the selection of Internet accessible software which is based on academic standards already in place in the curriculum
Person Responsible
Timeline for Implementation
Resources
Patricia Linden
Ongoing
District Budget
Activity
Explore
Description
Continue to explore emerging technologies such as handhelds, e-Books, and "smart" devices and their applications for
teaching and learning.
Person Responsible
Timeline for Implementation
Resources
Patricia Linden
Ongoing
District Budget
Activity
Software Adoption
Description
Utilize the Instructional Technology Coordinators, building subject area coordinators, department leaders, and administrators
to work together to facilitate the software adoption and evaluation process.
Person Responsible
Timeline for Implementation
Resources
Patricia Linden
Ongoing
District Budget
Activity
Description
Support
Continue to provide current hardware and Internet connections to support instructional software choices
Person Responsible
Timeline for Implementation
Patricia Linden
Ongoing
Resources
District Budget
Activity
Description
Upgrade
Upgrade and expand the wireless network for maximum coverage across the district
Person Responsible
Timeline for Implementation
Resources
Patricia Linden
Ongoing
District Budget
Strategy: Multimedia Integration
Description: Expand and support distance learning and video production opportunities into the curriculum for kindergarten
through twelfth grade
Activities:
Activity
Description
Classroom Support
Utilize the Distance Learning / Video Production Coordinator to work with K-12 teachers to identify and support distance
learning and video opportunities in the classroom.
Person Responsible
Timeline for Implementation
Resources
Patricia Linden
Ongoing
District Budget
Activity
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Description
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Elective courses
Continue to create elective courses for students at the high school level with real-world, multimedia applications, such
as Television Production.
Person Responsible
Timeline for Implementation
Resources
Patricia Linden
Ongoing
District Budget
Activity
Description
Hardware
Maintain video editing stations and videoconferencing equipment in each school building.
Person Responsible
Timeline for Implementation
Patricia Linden
Ongoing
Activity
Description
Online Learning
Identify and implement online courses as an alternative method of instruction for students.
Person Responsible
Timeline for Implementation
Patricia Linden
Ongoing
Strategy: Survey Data
Description: Utilize survey data collected from PATI, Net Day Speak Up, and district generated surveys for assessment of
teacher technology skills and integration in the classroom
Activities:
Activity
Description
Access
Provide time for teachers to access online survey tools which will provide needs assessments.
Person Responsible
Timeline for Implementation
Patricia Linden
Ongoing
Resources
District Budget
Resources
District Budget
Resources
District Budget
Activity
Description
Assess
Utilize the reporting features of the online survey tools to assess teacher skills and implementation of technology integration.
Person Responsible
Timeline for Implementation
Resources
Patricia Linden
Ongoing
District Budget
Activity
Description
Differentiate
Differentiate professional development options based on survey results to assist teachers with technology skills and integration.
Person Responsible
Timeline for Implementation
Resources
Patricia Linden
Ongoing
District Budget
Strategy: Web based Tools
Description: Maintain subscription to web authoring tools for communications between home and school.
Activities:
Activity
Description
Emergency Contact System Utilize web-based emergency contact system to provide needed information to parents.
Person Responsible
Timeline for Implementation
Patricia Linden
Ongoing
Activity
Description
Parent Portal
Provide parent portal with access to student grades.
Person Responsible
Timeline for Implementation
Patricia Linden
Ongoing
Activity
Teacher Web Pages
Resources
District Budget
Resources
District Budget
Description
Provide support for teachers from the building level Instructional Technology Coordinators to continue and expand the use
of teacher web pages that will enhance communication among teachers, students, and parents.
Person Responsible
Timeline for Implementation
Resources
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Patricia Linden
Ongoing
District Budget
Goal: Lead and Manage
Description: To insure that all students in the Rose Tree Media School District learning community succeed, we will establish
and maintain technology systems capable of supporting the educational, administrative, and business needs of the district.
Strategy: Accessibility
Description: Provide online district forms accessible through the web that allow web-based completion including forms,
automated communication, data distribution, and tracking.
Activities:
Activity
Description
Communicate
Communicate the availability of online district forms to the staff and community using the web, district cable channel, and
district publications.
Person Responsible
Timeline for Implementation
Resources
Patricia Linden
Ongoing
District Budget
Activity
Description
Identify
Collaborate with all district departments and buildings within the district to identify the specific forms that can be submitted online.
Person Responsible
Timeline for Implementation
Resources
Patricia Linden
Ongoing
District Budget
Activity
Description
Post
Continue to post school and district forms in .pdf format on the web for students, parents, community, and staff.
Person Responsible
Timeline for Implementation
Resources
Patricia Linden
Ongoing
District Budget
Strategy: Electronic Reporting
Description: Implement the use of electronic reporting formats for all teachers to assist in the real-time use of assessment data
Activities:
Activity
Description
Collection and Storage Customize the use of an electronic reporting format for elementary teachers to collect assessment data and continue use
of electronic reporting format for secondary teachers to store assessment data.
Person Responsible
Timeline for Implementation
Resources
Patricia Linden
Ongoing
District Budget
Strategy: Remote Access
Description: Continue and improve secure, remote access for staff and student to relevant and necessary district data
Activities:
Activity
Description
Network Services
Leverage the use of the district network directory services using an existing licensed software solution. Configure interfaces
and customize for district needs.
Person Responsible
Timeline for Implementation
Resources
Patricia Linden
Ongoing
District Budget
Goal: Partnerships
Description: Increase communication and collaboration skills and create opportunities to interact with larger communities
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by establishing and maintaining partnerships within and outside the Rose Tree Media School District community.
Strategy: Communication
Description: Continue to expand the open channels of communication between the district and community groups, such as
the business community, senior citizens, parents of pre-school as well as school-age children, library support groups, and
higher education communities.
Activities:
Activity
Cable Channel
Description
Continue to utilize the district cable channel to share public service information about the community and the educational
program. Incorporate video distribution system to broadcast student created videos and celebration events from the schools.
Person Responsible
Timeline for Implementation
Resources
Patricia Linden
Ongoing
District Budget
Activity
Description
E-Mail
Continue to utilize the uni-directional e-mail distribution lists to communicate timely school information to parents.
Person Responsible
Timeline for Implementation
Resources
Patricia Linden
Ongoing
District Budget
Activity
Web Site
Description
Continue to utilize and expand the district web site to post information that supports teaching and learning as well as
community services at large.
Person Responsible
Timeline for Implementation
Resources
Patricia Linden
Ongoing
District Budget
Strategy: Global Community
Description: Seek opportunities to bring the outside world into the classroom and create opportunities for students to interact
with a global community
Activities:
Activity
Description
Distance Learning
Integrate distance learning events into the K-12 curriculum.
Person Responsible
Timeline for Implementation
Patricia Linden
Ongoing
Resources
District Budget
Activity
Description
Real World Connections Utilize Internet 2 resources to assist in creating global connections within the curriculum and connect students to real
world applications.
Person Responsible
Timeline for Implementation
Resources
Patricia Linden
Ongoing
District Budget
Strategy: Senior Connections
Description: Create connections with senior citizens in the community by offering classes in technology applications.
Activities:
Activity
Description
Plan and Implement Initiate a plan outlining a program of classes and determine a timeline of events. Utilize the district cable channel, web site,
and print resources to communicate with senior community members inviting them to attend.
Person Responsible
Timeline for Implementation
Resources
Patricia Linden
Ongoing
District Budget
Staff Development
The goal of technology staff development in the Rose Tree Media School District is:
• To expand student learning opportunities through the use of technology
• To extend the vision of 21st Century teaching and learning
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Staff development in technology integration is a key component of Rose Tree Media School District's overall plan for
staff development. The school district administration regards this component with a high degree of commitment in
the development of our staff's skills and instructional strategies. To support this end, the district-wide flex program,
inservice program, induction program, and support staff program all incorporate technology staff development. In addition,
the district's Supervisory Option program provides for differentiation among professional staff in relation to their needs.
Support staff is also included through the use of inservice day programs and a separate flex program that meets their
needs. Teachers are also supported in the buildings through the assignment of building level Instructional
Technology Coordinators who act as a resource for instructional strategies and curriculum connections. Teachers are invited
to attend local and national conferences (PETE & C, NECC), and are encouraged to attend local workshops from the
Delaware County Intermediate Unit.
The district uses flex time workshops to effectively impart new skills and instructional strategies to teachers. Their peers,
who have successfully used these skills and strategies in their own classrooms, facilitate these workshops. The workshops
are offered on a year round basis, both after school and throughout the summer. Teachers are able to choose workshops
based on their perceived needs. Through these workshops, teachers are able to experience powerful ways to support
learning and also learn about new materials and resources. Follow up support is then available through the building
Instructional Technology Coordinators.
Inservice days are most often differentiated to include technology components throughout the buildings. These days
include national speakers with related workshops differentiated according to grade level and department. The menu of options
in each of the buildings provides teachers with high interest opportunities for learning and expanding their repertoire.
Participation in the “Classrooms for the Future” grant program has allowed Rose Tree Media School District to further
participate in a “train-the-trainer” model of professional development. Teachers who participate in this program serve as a
model to their peers for compelling classroom learning opportunities. This capacity-building endeavor is supported through
the use of the Technology Coach at the high school level and Keystone Technology Integrators in each of the schools.
The Supervisory Option Program affords teachers the opportunity to expand their own professional development through
the election of several different alternatives. Many teachers choose to work on a component of technology integration under
the supervision of an administrator. Teachers are encouraged to work in partners or teams to facilitate results. This
supportive community of practice helps to sustain the process of transformation in pedagogy. Administrators guide the
process and facilitate the acquisition of any resources required.
Rose Tree Media’s Teacher Induction program is a three-year requirement that includes technology components in each of
those years. Teachers who are new to the district begin the year with a six-hour Technology Orientation to the network
structure, software applications, and web-based resources that are available. During the course of their first year seminars
and second and third year workshops, the integration of technology skills, strategies, and resources is stressed. Teachers
are required to attend identified technology flex workshops throughout the three years and they are supported through followup informal observations.
The Director of Technology holds monthly meetings with the Instructional Technology Coordinators in each building to keep
them updated and listen to successes and concerns from each of the buildings. These meetings also help to coordinate the
flex workshops that are offered each semester based on the needs of the teachers in the buildings. Communication is
ongoing between the Director of Technology and these coordinators.
In summary, Rose Tree Media School District has developed the necessary support systems to accomplish our goals as
listed above. Communication will be a key factor in sustaining these goals as well as constant monitoring and evaluating
the programs in place. The programs must keep pace with the needs. Our professional development program for
technology integration assists our staff in opening new worlds to our students and brings the outside world into the
classroom. The district must ensure that the staff keeps pace so that our schools continue to be exciting places to learn and grow.
Monitoring
The Director of Technology, along with the Director of Elementary Teaching and Learning and the Director of
Secondary Teaching and Learning, will oversee the implementation of technology goals and objectives. In conjunction
with building principals during the supervisory process, teachers will be monitored on the integration of technology in
the classroom. During the curriculum revision cycle, technology resources must be included to assist teachers with
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consistency. Feedback from the teachers is encouraged through the use of workshop evaluation forms, communication with
the Technology Coordinators, and the supervision process.
Evaluation
The Director of Technology will be responsible for monitoring the implementation of the Technology Plan. Periodic reviews
will take place with the Directors of Teaching and Learning to discuss the status of technology integration in the district and
the measures to achieve the stated objectives and goals. The Directors will communicate progress to the
Superintendent, administration, Board of School Directors, and the faculty on an annual basis. Data will be collected through
the use of various surveys and meetings, analyzed, and appropriate recommendations will be made. These will be
reported through Board presentations, district newsletters, and the district web site.
Pennsylvania Department of Education
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COMMONWEALTH OF PENNSYLVANIA
DEPARTMENT OF EDUCATION
333 MARKET STREET
HARRISBURG, PA 17126-0333
Professional Education Report
Draft Report
Entity: Rose Tree Media SD
Address: 308 N Olive St
Media, PA 19063-2403
Phone: 610-627-6015
Contact Name: Dr. Steven B. Taylor
Professional Education Planning Committee
Name
Angela Gilbert
Anthony Tolomeo
Bill Bennett
Bob Fyfe
Charles Keeler
Dana Riker
DeAnn Scherer
Elizabeth McKelvey
Affiliation
Director of Elementary Teaching and Learning
Rose Tree Media School District
Rose Tree Media School District
Rose Tree Media School District
Rose Tree Media School District
Healthy Communities Inc
Rose Tree Media School District
Rose Tree Media School District
Membership Category
Administrator
Middle School Teacher
Administrator
Parent
Elementary School Teacher
Community Representative
Secondary School Teacher
Middle School Teacher
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Appointed By
Denise Kerr
Steven Taylor
Angela Gilbert
Steven Taylor
Steven Taylor
Steven Taylor
Steven Taylor
Steven Taylor
Academic Standards and Assessment Report
Elizabeth Thompson
Fern Mathis
Joanne Horan
John Pauley
Kathleen Callahan
Margaret Barney
Maria Kotch
Martha Phillips
Michelle Woodward
Sandy Shacklady-White
Santina Loveland-Smith
Steve Taylor
Sue Williamson
Terry Haskell
Rose Tree Media School District
Rose Tree Media School District
Rose Tree Media School District
Rose Tree Media School District
Rose Tree Media School District
Rose Tree Media School District
Rose Tree Media School District
Rose Tree Media School District
Rose Tree Media School District
Special Education Teacher
Rose Tree Media School District
Director of Secondary Teaching & Learning
Rose Tree Media School District
Rose Tree Media School District
Elementary School Teacher
Elementary School Teacher
Administrator
Secondary School Teacher
Elementary School Teacher
Administrator
Administrator
Elementary School Teacher
Special Education Teacher
Special Education Teacher
Elementary School Teacher
Administrator
Elementary School Teacher
Elementary School Teacher
Steven Taylor
Steven Taylor
Steven Taylor
Steven Taylor
Steven Taylor
Steven Taylor
Angela Gilbert
Steven Taylor
Steven Taylor
Valerie Burnett
Steven Taylor
Denise Kerr
Steven Taylor
Steven Taylor
Needs Assessment
1. Student Achievement Data: Our needs align with the three major academic goals of the Strategic Plan, which
involve Achievement, Growth, and Opportunity. In terms of achievement, we must continue to work towards the goal of 100%
of our students achieving Proficient or Advanced levels on PSSA tests in Reading and Math, thus closing all existing
achievement gaps between the general population and subgroups, particularly African-American students and students
with IEP's. Perceptual data from the recent Alumni Survey reinforce the perception that students who participate in higherlevel classes enjoy and appreciate their experience in the district to a much greater extent than students who participate in
lower-level classes. These data further address the need to improve the academic performance and overall experience of
lower-performing students. Since many of our students are already achieving at Proficient and Advanced levels, we want
to make sure they are making a year's growth in a year's time. The data reveal needs for improvement in individual growth
over time, as measured by PVAAS and by our MAP scores. Finally, more students need to participate in accelerated,
enhanced, or advanced programming at all grade levels.
2. Professional Development Data: Surveys of representative faculty, administrators, parents, and
community members yielded an extensive list of needs related to the academic goals, as follows:
Using Data
Assessing students and analyzing data
Using formative assessments effectively
Instruction
Best practices for instruction
Integrating technology effectively
Engaging students in instruction
Differentiating instruction, including ways to differentiate materials, processes, products/assessment; flexible grouping;
and accommodating high-end students in the regular classroom
Developing effective co-teaching strategies
Learning effective coaching strategies to improve instruction
Curriculum Development
Building knowledge of specific subject areas, such as literacy, math, science, but not limited to those
Re-aligning curricula with PA Standards
Implementing models of best practice in accelerated, enhanced, and advanced programming
Understanding Individual Students
Identifying the social, emotion, and physical needs of students
Working with different learning styles
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Understanding different cultures and diverse learners
Training in how non academic issues, such as grief counseling or harassment, may affect learning
Studying developmental disorders
Home/School Connections
Involving families in their children's educations
Collaboration
Developing effective teacher study groups (i.e., professional learning communities)
Career Development Programs for Students
Operating effective career development programs for students
Legal Issues
Training on legal issues, governance, and school board relations
Professional Education Action Plan
Goal: Safe and Caring Environment
Description: All students will be provided with a safe and caring environment that supports attainment of desired post
school outcomes.
Strategy: Provide professional development for administration, faculty, and staff
Description: Professional development for administration, faculty, and staff will enable them to promote a safe and
caring environment in all our schools.
It will be implemented in a variety of ways, which may include the following:
- Professional Development programs during district-sponsored in service days
- District FLEX program
- Supervisory options
- Curriculum development workshops
- Induction-related professional development activities
- Participation in professional conferences and workshops
- Continuing professional education courses taken for credit
- Post-graduate studies
- Other continuing professional education courses, programs, activities, or learning experiences sponsored by PDE,
intermediate units, post-secondary partners, community partners, other Pennsylvania school entities, or online providers
- Review, redesign, and restructuring of school programs, organizations, and functions
- Parent involvement planning and program design
Activities:
Activity
Professional development to enable administration and faculty to
help students select the most appropriate and fulfilling course of
study
Person Responsible
Description
Professional development to provide a student assistance program will involve classroom teachers of grades 2-12,
administrators, and school counselors.
Timeline for Implementation
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Resources
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Start:11/4/2008
Finish: 2/13/2009
Valerie Burnett
District Budget
Grants
Professional Development Activity Information
Total Number of Sessions Per School Year
2
Type of Provider
● School Entity
● College
● Non-profit organization
● Intermediate Unit
● Association
● Individual
● Company
Knowledge and Skills
Research and Best Practices
Technology integration, teaching skills, assessment skills, career The content is based on meta-analysis of research and
planning and development, data analysis, differentiated instruction, best practices in the field of counseling and guidance
programs.
motivation skills, career awareness
Number of Hours Per Session
4
Organization or Institution Name
Rose Tree Media School District
Estimated Number of Participants Per Year
15
Provider's Department of Education Approval Status
Approved
Designed to Accomplish
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:
●
●
●
●
●
Role
●
●
●
●
Classroom teachers
Principals / asst. principals
School counselors
Other educational specialists
Follow-up Activities
Educator Groups Which Will Participate in this Activity
Grade Level
● Middle (grades 6-8)
● Elementary (grades 2-5)
● High school (grades 9-12)
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●
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.
Instructs the leader in managing resources for effective
results.
Subject Area
Career Education and Work
Evaluation Methods
Academic Standards and Assessment Report
●
●
●
●
●
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
Journaling and reflecting
Career Day planning
Activity
Professional development to promote a school safety plan
●
●
Participant survey
Portfolio
Description
Professional development to a school safety plan will involve classroom teachers at all grade levels, administrators, and
school counselors.
It will accomplish several objectives:
1. To empower educators to work effectively with parents and community partners
2. To provide the knowledge and skills to think and plan strategically
3. To provide leaders with the ability to access and use appropriate data to inform decision-making
4. To instruct the leaders in managing resources for effective results
Person Responsible
Valerie Burnett
Number of Hours Per Session
4
Organization or Institution Name
Rose Tree Media School District
Delaware County Office of Emergency Management
Knowledge and Skills
procedures and protocols for responding to various types of
emergencies, knowledge of how efforts of various community
services can/should coordinate
Providers for the professional development may include the school entity or district itself, the Intermediate Unit, a
professional organization, a college or university, or other non-profit organizations.
Timeline for Implementation
Resources
Start:11/4/2008
District Budget
Finish: 2/13/2009
Grants
Professional Development Activity Information
Total Number of Sessions Per School Year
Estimated Number of Participants Per Year
2
300
Type of Provider
Provider's Department of Education Approval Status
Approved
● School Entity
● Non-profit organization
Research and Best Practices
Designed to Accomplish
The content derives from practical experiences of district For classroom teachers, school counselors and education
specialists:
administrators as well as from security experts in the
United States Secret Service and Department of
Education.
● Empowers educators to work effectively with parents and
community partners.
For school and district administrators, and other educators
seeking leadership roles:
●
●
●
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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.
Academic Standards and Assessment Report
Role
●
●
●
●
●
●
●
●
Classroom teachers
Principals / asst. principals
Superintendent / asst. superintendents
School counselors
Other educational specialists
Follow-up Activities
Team development and sharing of content-area lesson
implementation outcomes, with involvement of administrator
and/or peers
Journaling and reflecting
Emergency Drills
Activity
Professional development to provide a student assistance program.
Educator Groups Which Will Participate in this Activity
Grade Level
● Early childhood (preK-grade 3)
● Middle (grades 6-8)
● Elementary (grades 2-5)
● High school (grades 9-12)
●
●
●
Evaluation Methods
Participant survey
Review of written reports summarizing instructional activity
Feedback forum (Focus groups to share information and findings in a timely fashion)
Description
Professional development to provide a student assistance program at the elementary level will involve classroom teachers,
administrators, school counselors, and other staff.
It will accomplish several objectives:
1. To empower educators to work effectively with parents and community partners
2. To provide the knowledge and skills to think and plan strategically
3. To provide leaders with the ability to access and use appropriate data to inform decision-making
4. To instruct the leaders in managing resources for effective results
Providers for the professional development may include the school entity or district itself, county government, or other nonprofit organizations.
Person Responsible
Valerie Burnett
Number of Hours Per Session
4
Organization or Institution Name
Rose Tree Media School District
Healthy Communities Initiative (HCI)
Knowledge and Skills
Evaluation of the effectiveness of the professional development will derive from participant surveys and a review of written
reports summarizing the activities.
Timeline for Implementation
Resources
Start:11/4/2008
District Budget
Finish: 2/13/2009
Grants
Professional Development Activity Information
Total Number of Sessions Per School Year
2
Type of Provider
● School Entity
● College
● Non-profit organization
● Intermediate Unit
● Association
● Individual
● Company
Research and Best Practices
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Estimated Number of Participants Per Year
120
Provider's Department of Education Approval Status
Approved
Designed to Accomplish
Academic Standards and Assessment Report
Legal obligation and limitations, 40 assets, leadership, cultural
proficiency, awareness of warning signs of drug and alcohol abuse,
suicidal ideation, depression, anxiety, phobias, eating disorders
According to the research and best practices, students at For classroom teachers, school counselors and education
specialists:
risk of academic failure are also at risk in regard to a
range of other problems, among them abuse, suicidal
ideation, depression, anxiety, and eating disorders.
● Provides educators with a variety of classroom-based
Student assistance programs support students in need of
assessment skills and the skills needed to analyze and
help in these areas.
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:
●
●
●
●
Role
●
●
●
●
●
●
●
Classroom teachers
Principals / asst. principals
Superintendent / asst. superintendents
School counselors
Other educational specialists
Follow-up Activities
Analysis of student work, with administrator and/or peers
Monitor team work
Educator Groups Which Will Participate in this Activity
Grade Level
● Early childhood (preK-grade 3)
● Elementary (grades 2-5)
●
●
●
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.
Subject Area
Health, Safety and Physical Education
Evaluation Methods
Annual Data Review (Data from each year will indicate whether the student assistance program is effectively
helping students.)
Recidivism Rate (The rate of repeat clients will be an indicator of the effectiveness of the professional development
and the program itself.)
Goal: Student Achievement
Description: ALL Rose Tree Media students will achieve at a high level at all grade levels.
Strategy: Provide professional development for administration, faculty, and staff
Description: Professional development for administration, faculty, and staff will enable them to promote student achievement
and growth.
It will be implemented in a variety of ways, which may include the following:
- Professional Development programs during district-sponsored in service days
- District FLEX program
- Supervisory options
- Curriculum development workshops
- Induction-related professional development activities
- Participation in professional conferences and workshops
- Continuing professional education courses taken for credit
- Post-graduate studies
- Other continuing professional education courses, programs, activities, or learning experiences sponsored by PDE,
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intermediate units, post-secondary partners, community partners, other Pennsylvania school entities, or online providers
- Review, redesign, and restructuring of school programs, organizations, and functions
- Parent involvement planning and program design
Activities:
Activity
Professional development to help all students achieve, grow, and
advance
Person Responsible
Steven Taylor
Description
Professional development activities to achieve Proficient or Advanced levels on the PSSA, thus closing all existing
achievement gaps between the general population and subgroups; to make a year's growth in a year's time; and to provide
more opportunities for students to participate in accelerated, enhanced, or advanced programming.
Timeline for Implementation
Resources
District Budget
Start:8/26/2008
IDEA Funds
Finish: 9/1/2010
Federal Program Funds
Grants
Professional Development Activity Information
Total Number of Sessions Per School Year
Estimated Number of Participants Per Year
4
300
Type of Provider
Provider's Department of Education Approval Status
Approved
● School Entity
● College
● Non-profit organization
● Intermediate Unit
● Association
● Individual
● Company
Knowledge and Skills
Research and Best Practices
Designed to Accomplish
Technology integration, assessment skills, best practice pedagogy, The content for this professional development is based on For classroom teachers, school counselors and education
accommodations, inclusion, cultural awareness, co-teaching,
research and best practices in a number of areas, such as specialists:
analyzing data, working with parents, differentiated instruction,
Family Literacy, Achievement Gaps, Collaborating with
Colleagues, Best Practices for Instruction, Using Data, and
lesson design, legal issues related to administration
● Enhances the educator's content knowledge in the area of
Special Needs
the educator's certification or assignment.
Number of Hours Per Session
8
Organization or Institution Name
Rose Tree Media School District
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:
●
●
●
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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
Academic Standards and Assessment Report
●
●
Role
●
●
●
●
●
●
●
●
●
●
Classroom teachers
Principals / asst. principals
School counselors
Other educational specialists
Follow-up Activities
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
Lesson modeling with mentoring
Journaling and reflecting
Educator Groups Which Will Participate in this Activity
Grade Level
● Early childhood (preK-grade 3)
● Middle (grades 6-8)
● Elementary (grades 2-5)
● High school (grades 9-12)
●
●
●
●
●
●
●
●
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.
Subject Area
● Pre-Kindergarten Early Learning Standards
● 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
● Economics
● Family and Consumer Sciences
● Geography
Evaluation Methods
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
Participant survey
Review of participant lesson plans
Review of written reports summarizing instructional activity
Portfolio
Annual Review Process
Each spring, the professional development plan will be reviewed. The group responsible for this review is the
standing Professional Development Committee (PDC), a group chaired by the Directors of Teaching & Learning and
including teachers from each building and other administrators. To evaluate the effectiveness of the plan, the PDC will
examine the most current data related to each of the three academic goals, plus reports on progress related to the goals
for ensuring a Safe and Caring Environment. Furthermore, the PDC will examine evaluations from professional
development programs conducted throughout the year, in addition to evaluations related to the Flex Program.
Anecdotal perceptions of the effectiveness of the various activities will also be considered. On the basis of all this input, the
PDC will recommend amendments to the plan, should they be necessary.
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APPENDIX B
ENTITY INFORMATION PAGE
Entity: Rose Tree Media SD
Address:
308 N Olive St
Media, PA 19063-2403
Superintendent or Chief Administrative Officer: Dr. Denise Kerr
E-mail: dkerr@rtmsd.org
Telephone: 610-627-6002
Fax: 610-565-5317
Professional Education Committee Chairperson: Dr. Steve Taylor
E-mail: staylor@rtmsd.org
Telephone: 610-627-6015
Fax: 610-565-5317
Act 48 Reporting Contact: Karen Jackson
E-mail: kbattist@rtmsd.org
Telephone: 610-627-6018
Fax: 610-565-5317
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APPENDIX C
PROFESSIONAL EDUCATION REPORT ASSURANCES
We affirm that this Professional Education Report focuses on the learning needs of each staff member to ensure all
staff members meet or exceed high academic standards in each of the core subject areas.
____________________________________________________________________________
Signature
Professional Education Committee Chairperson
Date
I affirm that this Professional Education Report provides staff learning that improves the learning of all students as outlined in
the National Staff Development Councils Standards for Staff Learning.
____________________________________________________________________________
Signature
Superintendent or Chief Administrative Officer
Date
We affirm that his Professional Education Report has been developed in accordance with the laws, regulations and guidelines
for the development, implementation and evaluation of the Professional Education Report as designated in Chapter 4 of
the Regulations of the Pennsylvania State Board of Education.
____________________________________________________________________________
Signature
President of the Board of School Directors
Date
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Pennsylvania Department of Education
COMMONWEALTH OF PENNSYLVANIA
DEPARTMENT OF EDUCATION
333 MARKET STREET
HARRISBURG, PA 17126-0333
Special Education Report
Draft Report
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Entity: Rose Tree Media SD
Address: 308 N Olive St
Media, PA 19063-2403
Phone: 610-627-6007
Contact Name: Dr. Angela Gilbert
School District Demographics
School District
IU #
Superintendent # of Bldgs Total Enrollment Total Unduplicated SES Students
Rose Tree Media SD Delaware County IU 25 Dr. Denise Kerr 6
4035
680
District Special Education Contact:
Name
Title
Phone
Fax
Email
Dr. Patricia Barta Supervisor of Special Education 610-627-6027 610-565-5317 pbarta@rtmsd.org
Special Education Plan Team Members
Name
Angela Gilbert
Bill Bennett
Denise Kerr
Diane McElhenney
Martha Phillips
Mary Beth Orens
Patricia Barta
Sandy Shacklady-White
William Bennett
Affiliation
Director of Elementary Teaching and Learning
Rose Tree Media School District
Rose Tree Media School District
Elementary Special Education Teacher
Rose Tree Media School District
Special Education Parent
Special Education Supervisor
Special Education Teacher
Elementary Principal
Membership Category
Administrator
Administrator
Administrator
Special Education Teacher
Elementary School Teacher
Parent
Administrator
Special Education Teacher
Administrator
Appointed By
Denise Kerr
Angela Gilbert
Valerie Burnett
Angela Gilbert
Steven Taylor
Angela Gilbert
Valerie Burnett
Valerie Burnett
Angela Gilbert
Program Evaluation (P.L. 105-17, §612(2) and §613(a))
Current Program Strengths and Highlights
Curriculum Information:
The general education curriculum is the foundation for all instruction in the district. Elementary special education
teachers participate with regular education teachers, whenever possible, in grade level team meetings, as well as
curriculum training opportunities, such as Project Read, Mega Words, Words Their Way, DIBELS. Recently, a new
math program, Math Investigations, was selected. Elementary special education teachers participated in the selection of
this program and will be trained in its use.
The general education curriculum is the foundation for all instruction in the district. Secondary special education
teachers participate in curriculum training with their respective content area teachers throughout the school year. All students
are included in the regular education classroom for science and social studies. Support is provided for those students who
need it. This support may be provided by a special education teacher or a paraprofessional. Standards are being
addressed in regular education and special education language arts and math classes, while individualizing instruction for
each student as needed. After using the district middle school math program for several years, the special education
department adapted/modified the existing math program, since data indicated that special education math students were
not making adequate progress on their math goals/performance, using the middle school math program. The modified/
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adapted program is aligned with the state standards and uses a spiraling presentation of math content, which is
enhancing students' retention of skills. At the end of the school year, evaluations of the math performance of special
education math students indicate that the math program adaptions/modifications at the middle school were more successful
in supporting students to meet progress on their math goal targets with more regularity than in the past.
Data Review Meetings and Consultation:
Data conferences on student performance/progress are regularly conducted by elementary principals. Special
education teachers participate in reviewing the progress of their students in the basic skills with the elementary principals at
these meetings. Reading specialists from the Institute of Teaching and Learning conduct data review meetings
with primary regular/special education teachers, as well as with intermediate special education teachers, which
emphasize instructional fidelity in teaching Project Read. They also have worked with intermediate regular and special
education teachers on teaching Mega Words/Words Their Way, as well as consulting on the individual reading performance
of specific special education students, who were not making sufficient reading progress.
Secondary special education teachers participate in regularly scheduled data review days throughout the school year with
the literacy consultant from the Institute for Teaching and Learning. Special education math teachers have begun to meet on
a regular basis with the DCIU math consultants to discuss curriculum/programming as well as the progress of individual
students. All teachers of special education language arts and math have been trained on Aimsweb to assist with
progress monitoring data collection.
Developmental Kindergarten and Primary Programs:
A full-day kindergarten program, Developmental Kindergarten, is available to kindergarten students with identified disabilities
in communication skills, social/emotional/behavior skills, gross/fine motor skills, academic skills and/or self-help skills.
A Developmental Primary program is also available to support students with the above listed needs, Grades 1-3.
These youngsters are gradually included in the typical grade level programs, with the goal of returning them to their home
school grade level programs.
Autism Training:
By the end of Summer, 2008, all but one elementary special education teacher will have participated in intensive
Project TEACCH Training, offered through Timothy School Academy or Elwyn Institute, Inc. They have also attended
Social Cognition training this school year, to better address the social needs of students on the Autism Spectrum. The
DCIU Behavior Specialists/Mobile Support Team has been involved in staff and parent training for specific autistic students.
The reading specialist from the Institute of Teaching and Learning has observed and consulted on a specific
reading programming for several autistic students.
Emotional Support Program:
At both the high school and middle school, students identified as needing emotional support services have access to
the emotional support programs. In the middle school, each student attends the emotional support classroom for one period
per day to address emotional, behavioral, social and academic needs. In the high school, ninth grade
emotional support students attend a daily career and self development class with the emotional support teacher. In grades
ten through twelve, students have designated times during the week to attend the emotional support classroom. At
both buildings, students who feel they are in crisis are allowed to be excused to go to the emotional support classroom.
In addition, both buildings have a clinical psychologist come in from Elwyn's psychological services to work with the students
for 2.5 days each week. The psychologists see the students, with parental permission, in group and/or individual sessions.
Life Skill Support Program:
At both the high school and middle school, students identified as needing a program focused on functional academics,
life skills and employability skills training participate in the Life Skills Program. Students are involved in a variety of jobs in
their school and across the district. Many of the high school students receive special services from DCIU's OPTIONS program
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for job coaching and employability skills training at community sites. A few of the high school life skills students also participate
in the Delaware County Technical School programs such as landscaping and culinary courses. While in the classroom at
both buildings, students work on functional academics as well as cooking skills, home maintenance skills, and
prevocational skills. Each week students participate on at least one community based trip, to work on specific goals/objectives.
Transition:
All secondary teachers have been trained in Indicator 13 and how it applies to the IEP. Students in grades 6-12 have
transition folders in which they keep their yearly career and interest surveys. Activities and events such as career days
or college speaker days attended by the students are logged in the students' folders. The folders follow the students from
grade to grade. At the high school, the transition coordinator has been working with students on an individual basis on
the Bridges web based career program so that students can begin to develop an online career and college portfolio.
Furthermore, the transition coordinator has begun to conduct situational assessments on students who are in the life
skills program in order to find appropriate job development placements through DCIU.
Rose Tree Media School District Web Site:
Through the Rose Tree Media School District web site, parents and staff have access to many sources of information
regarding the district's special education programs. Links have been provided to a variety of sites listing agencies which
can assist families as their child transitions from the high school setting, whether it is to work or to college. Additional web
sites are listed to provide academic support such as tips for taking SATs, math drills, and language arts activities. Information
on any events happening in the area pertaining to special education is also listed on the site and parents are notified of
the postings via e-mail.
Identifying Students with Learning Disabilities
In accordance with the Individual with Disabilities Education Act (IDEA), the Rose Tree Media School District provides,
without cost to parents, screenings and evaluations, appropriate programs and services to all students thought to be
exceptional and in need of specially designed instruction. Parents, therefore, may request that a child be tested for a
specific learning disability.
Instructional Support Teams/Academic Intervention Teams:
Identification of a learning disabled student usually begins with building Instructional Support Teams/Academic
Intervention Teams. These teams review a student's presenting needs, performance data/information, other
relevant information and previous interventions to address these needs. Additional interventions are then attempted to
address the student's needs. After a designated period of time (approximately 4/6 weeks), the intervention data/information
is reviewed and additional interventions may be suggested. Teams also may suggest that a student be
referred for psychoeducational testing.
Psychoeducational Testing:
A comprehensive psychoeducational assessment is completed for a student, which includes information on interventions
which have been previously attempted to address the student's presenting needs. A discrepancy model of identification of
a learning disabled student continues to be used to identify a learning disabled student.
Enrollment Differences
Not significantly disproportionate.
Ethnicity Enrollment Differences
No significant disproportionality by race or ethnicity.
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Exiting Statistics
Graduation rate and dropout rate have been met.
24 P.S., §1306 and §1306.2 Placements
Facilities for Nonresident Students
Facility Name
Elwyn Institute, Inc.
Elwyn Institute, Inc.
Elwyn Institute, Inc.
Provider of Educational Services
Davidson School.
DCIU: Don Guanella School; Pennington School.
Green Tree School.
# of Students Receiving Srvcs as of Dec 1
8
4
1
Incarcerated Students Oversight
The Rose Tree Media School District serves as host district for the Delaware County Juvenile Detention Center, the Be
Proud program and the George Hill Correctional Facility. While incarceration at the Delaware County Juvenile Detention
Center is usually brief, some students may remain in the facility for several months, while awaiting adjudication or
placement. Students adjudicated to the Be Proud program or the George Hill Correctional Facility may remain in those
programs for one or more school years. The Rose Tree Media School District contracts with the Delaware County
Intermediate Unit (DCIU) to provide regular education and special education services to incarcerated students in
the Detention Center, the Be Proud program and the George Hill Correctional Facility. The DCIU issues the 4605 form
to identify the home district and obtains educational records. The DCIU conducts child find activities, completes the IEP
process and provides required special education services. Staff from the DCIU and Rose Tree Media School
District collaborate throughout the year to review enrollment, programs and service delivery to incarcerated students.
Facilities for Incarcerated Students
Facility Name
Be Proud Program
Lima Juvenile Detention Center
George Hill Correctional Facility
Provider of Educational Services
Delaware County Intermediate Unit (DCIU)
Delaware County Intermediate Unit (DCIU)
Delaware County Intermediate Unit (DCIU)
# of Students Receiving Srvcs as of Dec 1
0
41
62
Least Restrictive Environment 34 CFR §300.551
Ensuring Maximum Integration
Programming of Special Education Students:
When a student is identified as eligible for special education services, as well as at each IEP meeting, the IEP Team reviews
the student's present performance information, needs and goals to determine if these needs and goals can be met in the
regular classroom setting, with supplementary aids and services, based on the student's current performance. Such supports
are then allocated. If it is determined that the student requires replacement instruction or accommodations to assure
continuing progress, such as a smaller, less distracting instructional environment, then, the student may be removed from
the regular classroom for such instruction.
Reading, writing and math performance data are reviewed by elementary building principals, with special education and
regular education teachers, instructional support teachers and reading specialists. Reading consultants also participate in
data review meetings with primary and intermediate grade regular and special education teachers to assess the delivery,
with fidelity, of the district research-based reading program, Project Read, and research-based word study programs,
Mega Words and Words Their Way. Such meetings include discussions of appropriate instructional strategies,
accommodations and modifications. The Reading Consultants have also reviewed reading practices for specific
elementary special education students, who are struggling with reading, offering instructional suggestions, including changes
in strategies and materials to support the student's reading progress.
At the secondary level, reading data is reviewed with the reading consultant on a regular basis. As data is discussed,
decisions are made regarding instruction and possible placement in the general education curriculum. The data also informs
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the teachers if the current programs are meeting the needs of the students appropriately. Furthermore, the special
education math teachers have been meeting every other month with DCIU math consultants to help implement modified/
adapted math programs at the middle school and high school with integrity.
At the middle school and high school levels, software is available in the resource room and testing room settings to assist
those students who are significantly below grade level in their reading skills. The resource room teachers have access to
a shared file in which to place e-worksheets so that students can work on them with the read out loud feature of the program.
This allows for more independence in completing assignments and tests in their general education classes.
Part-time Developmental Kindergarten and Developmental Primary learning support programs are available in the
district for students who are delayed in acquiring the basic skills. These programs also ensure participation in a typical
grade-appropriate classroom program, to support instruction in the least restrictive environment.
Elementary special education teachers have participated in training to support students on the Autism Spectrum, including
Project TEACCH training and social cognition training. DCIU Behavioral Specialists, DCIU Mobile Therapy Team,
DCIU Assistive Technology Coordinator (SETT Process), DCIU Hearing Support Therapist, DCIU Audiologist and DCIU
Vision Therapist have participated with district staff and parents to address the needs of specific students in the least
restrictive environment. The Developmental Kindergarten program also receives the contracted services of a music and an
art therapist.
Secondary special education teachers have participated in trainings to improve literacy and mathematics. They have
attended training on Indicator 13 Transition. As with elementary special education teachers, DCIU Behavioral
Specialists, DCIU Mobile Therapy Team, DCIU Assistive Technology Coordinator (SETT Process), DCIU Hearing
Therapist, DCIU Audiologist and DCIU Vision Therapist have participated with district staff and parents to address the needs
of specific students in the least restrictive environment.
A Special Education Supervisor attends IEP meeting for each student in an educational placement outside the
district. Access to non-disabled students and the district curriculum are present in many of these placements. At each of
the IEP meetings, programming in the least restrictive environment to meet the student's needs is addressed, with
supplementary aids and services. Whenever appropriate, the student's return to district programming is discussed
and implemented.
Supplementary Aids and Services
Service
Psychological Services (Elwyn partnership)
Delaware County Intermediate Unit
Comment
Through a partnership with Elwyn Technical Services Division, the district provides two doctoral level clinical psychologists as a
service to our students in the emotional support programs. The clinical psychologist initially assisted our team of emotional
support teachers in developing a curriculum to address student needs. The curriculum is co-taught by the emotional support
teacher and the clinical psychologist. Additionally the psychologists are assigned to each building two days per week to provide
individual and group counseling. A doctoral level psychology intern provides counseling for students at the elementary level.
General Psychological Services:
The three district school psychologists evaluate students for services, but also provide consultation to teachers about specific
students and, in some cases, conduct individual and/or group counseling sessions, related to specific issues. They develop
FBA/Behavior Plans and provide crisis intervention support, as needed.
The Delaware County Intermediate Unit provides itinerant vision, hearing and audiological services to identified students who
attend their regular education neighborhood schools. Students may also receive orientation and mobility services to assist them
in navigating their school or work experience setting. The DCIU also provides situational assessments, job coaching and other
supports related to post school transition.
DCIU assists IEP Teams with the SETT (Student, Environment, Tasks, Tools) process. Through this process, district students
have been provided supplementary aides, such as neo-alphasmarts, alphasmarts, slant boards, book stands, adapted
keyboards, software (Write Out loud, Co-Writer, Draft Builder, Classroom Suite, etc.) number stamps, adapted number lines/
alphabet lines, etc.
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Classroom Aides, Individual Aides and Personal Care Assistants Students who have significant learning, behavior or health needs are provided with individual support when this level of support
is documented through the MDT and IEP teams. Classroom aides may assist students in the regular education classroom
allowing the student to participate more fully in the Least Restrictive Environment. All aides and personal care assistants
participate in annual staff development. The district aides and care assistants must meet highly qualified standards by having
minimum of an associate’s degree or two years of college education.
Occupational Therapy
The District is served by two occupational therapists who screen, evaluate and provide services for students who require this
related service to make progress toward the measurable annual goals on their IEPs. Students may also receive occupational
therapy if they receive services under a Section 504 service agreement.
Supplementary OT aids have been provided district students as follows: sensory diets, pencil grips, slant boards, chew tubes,
seat cushions, fidget balls and bands, weighted vests/lap pads, as well as adapted paper, etc.
The District contracts for Physical Therapy. The physical therapist screens, evaluates and provides services to students who
require this related service to make progress on the measurable annual goals on their IEP. Students may also receive physical
therapy services under a section 504 service agreement.
Physical Therapy
Supplementary PT aids have been provided district students as follows: walkers, such as "Up and Go," standers/mobility
equipment, electric wheel chairs, Riftin chairs and tables, etc.
Three speech and language pathologists serve the district by providing direct services to children identified with speech and
language disorders. Speech therapy is also provided as a related service when required for students to make progress toward
the measurable annual goals on the IEP. Speech therapists provide screening and evaluations to determine eligibility for
services.
Speech and Language Therapy
Speech and Language Therapy aids have been provided district students as follows: FM system, language/sequence boards,
various types of voice out-put/activated devices and computer programs/software, such as AbleNet and Boardmaker.
The District has contracted for music therapy and art therapy for our children who attend our Developmental Kindergarten
program. This part time special education class serves children entering the district form early intervention who require more
services than can be provided in an half day kindergarten, but who do not require an out of district placement. These services
integrate therapy with the curriculum to reinforce skills in a therapeutic and developmentally appropriate milieu.
Our District's special education and early intervening literacy initiative is supported by staff development provided by the
Institute for Teaching and Learning. Teachers have, and continue to receive staff development on scientifically based reading
instruction, data collection and analysis. Teachers benefit from classroom coaching, support with progress monitoring and
development of additional teaching strategies for students who score in the Strategic or Intensive ranges based on progress
monitoring.
The district has provided a variety of technology/software programs to assist students with the basic skills. Supplementary
technology aids, which do not include technology/software provided all students, include the following: Classmates, Kuzweil
3000, neo alphasmarts, alphasmarts, Read/Write/Goal Mobile, Write Out loud, Co-Writer, Draft Builder, Classmate Suite, books
on tape and/or c.d., videos/c.d.f, listening centers, etc.
Music and Arts Therapy
Institute for Teaching and Learning
Technology:
LRE Data Analysis
Personnel Development Activities:
Arcadia Inclusion Institute: Rose Tree Media School District School Staff/Parents (Penncrest High School;
Topic
Springton Lake Middle School; Glenwood Elementary School, Indian Lane Elementary School; Media
Elementary School; Rose Tree Elementary School and District Central Office)
Anticipated Training Dates
Training Partners
Training Participants and Audience
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Training Format
Evidence of Results
Academic Standards and Assessment Report
2007-2011: Training Begins with a
Needs Assessment: May, 2008. A
IU Staff, Higher Education
three-day training is scheduled from
Staff
Monday, June 23, 2008 Wednesday, June 25, 2008.
On-site Training with Guided
Parent, Paraprofessional, Instructional Staff,
Practice, Workshops with Joint
Administrative Staff, Related Service Personnel Planning Periods, Conferences,
Study Groups
2007-2011: Elementary School
Data Review Meetings:
New Staff, Instructional Staff, Administrative
Staff
Topic
Reading Consultant
On-site Training with Guided
Practice, Workshops with Joint
Planning Periods, Study Groups
This training extends over the 2008-2011
school years, beginning with a Needs
Assessment, May, 2008. A three day
conference is scheduled for Monday,
June 23, 2008-Wednesday, June 25,
2008, with weekly meetings held on the
various district sites throughout the
school year. Action Plans will be
developed by each district team, with
identified outcomes regarding to
inclusive practices. These plans and
their implementation will be reviewed
over the span of the program, 2007-2011.
Reading, writing and math performance
data are reviewed by elementary
building principals, with special
education and regular education
teachers. A reading consultant also
participates in data review meetings with
primary and intermediate grade regular
and special education teachers to
assess the deliver, with fidelity, of district
reading and word study programs.
These meetings will continue next school
year and into the future, 2011. It is
anticipated that these meetings will
become an integral part of assessing
student performance for each
elementary student on an ongoing basis.
Data Review Meetings:
Anticipated Training Dates Training Partners
Training Participants and Audience
2007-2008; 2008-2009
New Staff, Instructional Staff,
Administrative Staff
Reading Specialists/Consultants.
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Training Format
Evidence of Results
Reading, writing and math performance
data are reviewed by elementary building
principals, with special education and
regular education teachers, instructional
support teachers and reading specialists.
On-site Training with Guided Practice, A reading consultant also participates in
Workshops with Joint Planning
data review meetings with primary and
Periods, Study Groups
intermediate grade regular and special
education teachers, instructional support
teachers and reading specialists to
assess the deliver, with fidelity, of district
reading and word study programs. These
meetings will continue next school year.
Academic Standards and Assessment Report
2007-2008; 2008-2009
Reading Specialists/Consultants.
New Staff, Instructional Staff,
Administrative Staff
2007-2008; 2008-2009
DCIU Math Specialists/Consultants.
New Staff, Instructional Staff,
Administrative Staff
Reading and writing performance data are
reviewed by secondary (middle school/
high school) building special education
On-site Training with Guided Practice, staff, the secondary special education
Workshops with Joint Planning
supervisor and the reading consultant.
Periods, Study Groups
Based on this data, individual student
programs are developed/modified.
Program planning in language arts is also
based on this data.
Special education math program
modifications, using Saxon Math program,
with linkages to State Math Curriculum
Anchors and Progress Monitoring goals/
On-site Training with Guided Practice, data, were implemented this year at the
middle school and high school. DCIU
Workshops with Joint Planning
Periods, Study Groups, DCIU Math
math specialists/consultants worked with
Specialists/Consultants.
secondary special education math
teachers to implement this program.
Exploration of extending this program to
fifth grade special education students is
being investigated.
Least Restrictive Environment - Facilities
Facility Name
Bradley Center
Devereux CARES
Devereux Day School
Devereux Kanner Center
Davidson School: Connections
Davidson School:
Davidson School:
Davidson School:
George Crothers Memorial School
Green Tree School
HMS School/Cerebral Palsy Child.
Martin Luther School
PA School for the Deaf
Pathway School
Timothy School
Vanguard School
CCIU: CC Middle College H.S.
DCIU Aston E.S.
DCIU Coopertown E.S.
DCIU County Alternatives H.S.
DCIU Don Guanella School
DCIU Francis Harvey Green Sch.
DCIU Francis Harvey Green Sch.
DCIU Glen Mills School
Type of Facility
Special Education Centers
Approved Private Schools
Approved Private Schools
Approved Private Schools
Approved Private Schools
Approved Private Schools
Approved Private Schools
Approved Private Schools
Approved Private Schools
Approved Private Schools
Approved Private Schools
Approved Private Schools
Approved Private Schools
Approved Private Schools
Approved Private Schools
Approved Private Schools
Other
Other
Other
Other
Other
Other
Other
Other
Type of Service
FT Emotional Support
FT Autistic Support
FT Emotional Support
FT Autistic Support/Emotional Support
FT Autistic Support
FT Autistic Support
FT Life Skills Support
FT Multiple Disabilities Support
FT Multiple Disabilities Support
FT Autistic Support
FT Multiple Disabilities Support
FT Emotional Support
FT Hearing Support
FT Autistic Support
FT Autistic Support
FT Autistic Support/Emotional Support
FT Emotional Support
PT Language Support
PT Multiple Disabilities Support
FT Emotional Support
FT Emotional Support /Life Skills Support
FT Learning Support
FT Autistic Support
FT Emotional Support
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# of Students Placed
2
2
3
1
2
2
1
5
1
1
1
2
1
3
3
7
1
2
2
5
5
2
7
3
Academic Standards and Assessment Report
DCIU Glenwood School
DCIU Haverford H.S.
DCIU Ithan E.S.
DCIU Marple Newtown H.S.
DCIU Nether Providence E.S.
DCIU Pennington School
DCIU Springfield H.S.
DCIU StrathHaven M.S
Mill Creek School
Other
Other
Other
Other
Other
Other
Other
Other
Other
FT Language Support
PT Physical Support
PT Learning Support
PT Life Skills Support
PT Hearing Support
FT Multiple Disabilities Support
PT Physical Support
PT Hearing Support
FT Emotional Support
1
2
3
2
1
2
1
1
3
Personnel Development for Improved Student Results
Technical Assistance and Training
Personnel Development Activities:
Topic
AYP
Anticipated Training Dates Training Partners Training Participants and Audience Training Format Evidence of Results
Topic
Participation
Anticipated Training Dates Training Partners Training Participants and Audience Training Format Evidence of Results
Topic
Proficiency
Anticipated Training Dates Training Partners Training Participants and Audience Training Format Evidence of Results
Personnel Development - PA NCLB Goal #1
Baseline Data:
The results of the 2007 PSSA reveal that 65.6% of students in grades 3-5 scored proficient and advanced in math and 54%
in reading. In grades 6-8, 48% of students performed at proficient and advanced levels in math and 51% in reading. In grade
11, 27.3% of the students performed at proficient and advanced levels in math and 44% in reading. Regarding one year's
growth in a year's time, baselines from Spring 2007 range from 41.2% to 60.3%.
Personnel Development Activities:
Topic
Reading
Anticipated Training Dates Training Partners
Training Participants and Audience
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Training Format
Evidence of Results
Academic Standards and Assessment Report
Ongoing
Topic
PATTAN Staff, IU Staff, Higher
Education Staff, Consultants
Training Participants and Audience
Training Format
Math
Anticipated Training Dates Training Partners
Ongoing
New Staff, Paraprofessional, Instructional Staff,
Administrative Staff
Skills and knowledge gained through
professional development will be
demonstrated during daily instruction
and classroom activities. Positive
student outcomes in reading will
increase as measured by the
attainment of IEP goals, gains
reflected in progress monitoring, and/
or performance on standardized
On-site Training with Guided Practice,
assessments. The ultimate goal is for
Workshops with Joint Planning
all students to perform at the proficient
Periods, Conferences, Study Groups,
level or above on the Reading PSSA
Distance Learning
by 2014. To achieve this, the
performance of RTM students,
particularly our lowest performers, will
have to increase by 20% each year.
This is a projected increase of more
than 50% in three years. While this
projection is challenging, anything less
would set expectations for our
students too low.
PATTAN Staff, IU Staff, Higher
Education Staff, Consultants
New Staff, Paraprofessional, Instructional Staff,
Administrative Staff
Personnel Development - PA NCLB Goal #3
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Evidence of Results
Skills and knowledge gained through
professional development will be
demonstrated during daily instruction
and classroom activities. Positive
student outcomes in math will increase
as measured by the attainment of IEP
goals, gains reflected in progress
monitoring, and/or performance on
On-site Training with Guided Practice, standardized assessments. The
Workshops with Joint Planning
ultimate goal is for all students to
Periods, Conferences, Distance
perform at the proficient level or above
Learning
on the Math PSSA by 2014. To
achieve this, the performance of RTM
students, particularly our lowest
performers, will have to increase by
20% each year. This is a projected
increase of more than 50% in three
years. While this projection is
challenging, anything less would set
expectations for our students too low.
Academic Standards and Assessment Report
Baseline Data:
All RTM special education teachers hold special education certifications and are "Highly Qualified" in accordance with NCLB.
In addition, teachers, administrators and related service personnel are committed to professional growth in order to learn
more about specific disabilities and how to improve instruction and classroom practices to meet the needs of all students.
Personnel Development Activities:
AUTISM: Students with disabilities will be provided services by an adequate supply of personnel with the
Topic
knowledge and skills necessary to meet their needs
Anticipated Training Dates Training Partners
Ongoing
Topic
PATTAN Staff, IU Staff,
Consultants
Training Format
New Staff, Paraprofessional, Instructional Staff,
Administrative Staff, Related Service Personnel
Evidence of Results
Skills and knowledge gained through
professional development will be
demonstrated during daily instruction
On-site Training with Guided Practice, and classroom activities. Positive
student outcomes will increase as
Conferences, Distance Learning
measured by the attainment of IEP
goals and/or performance on
standardized assessments.
ROLE OF PARAEDUCATOR: Students with disabilities will be provided services by an adequate supply of
personnel with the knowledge and skills necessary to meet their needs
Anticipated Training Dates Training Partners
Ongoing
Training Participants and Audience
PATTAN Staff, IU Staff, RTM
Personnel
Training Participants and Audience Training Format
Paraprofessional
Personnel Development - PA NCLB Goal #5
Personnel Development Activities:
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Evidence of Results
Nearly 80% of RTM paraeducators have had at
least two years of college and are "Highly
Qualified" in accordance with NCLB. Many have
four year degrees and teaching certificates. RTM
is committed to continuous professional growth for
all paraeducators and provides professional
development opportunities in the summer and
throughout the year. Skills and knowledge gained
through professional development are
demonstrated during daily instruction and
classroom activities. In order to increase the
On-site Training with Guided Practice,
percentage of HQ paraeducators, RTM will
Workshops with Joint Planning
implement an assessment developed by the IU
Periods, Distance Learning
and/or the state; develop classes in conjunction
with the IU to help prepare paraeducators to pass
the test; and increase the tuition reimbursement
allowance for paraeducators who take college
courses. The goal is to increase the percentage of
HQ paraeducators by at least 10% every three
years. Evidence of results will be an increase in
positive student outcomes as measured by the
attainment of IEP goals and behavior plans,
increases noted through progress monitoring, and/
or performance on standardized assessments.
Academic Standards and Assessment Report
Topic
TRANSITION: Students with disabilities will demonstrate increased ability to successfully make the transitions
to school age programs, to work, to post-secondary education and/or adult
Anticipated Training Dates Training Partners
Training Participants and Audience
Ongoing
Parent, New Staff, Instructional Staff,
Related Service Personnel
PATTAN Staff, IU Staff
Training Format
Evidence of Results
Skills and knowledge gained through
professional development will be demonstrated
during daily instruction and classroom activities.
Evidence of effectiveness for early learners will
be successful adjustment to first grade from
kindergarten as indicated by parent surveys,
DIBELS data and progress monitoring. These
data will continue to be collected as students
transition from grade to grade, K-8. Evidence of
Conferences, Study Groups, Distance Learning
effectiveness for secondary students will
include continued progress monitoring and will
also be reflected in the district's graduation
rates, percentages of successful post
secondary transitions to school, work and
independent living, attainment of post high
school goals, and positive results on post
graduate surveys issued three years after
graduation.
Behavior Support Services
Summarized School District Policy:
a. Positive techniques for the development, change, and maintenance of behaviors shall be the least intrusive necessary.
b. Restraints to control acute or episodic aggressive behavior may be used only when the student is acting in a manner as to be
a clear and present
danger to himself, to other students, or to employees, and only when less restrictive measures and techniques have proven to
be or are less effective.
c. The use of restraints for the convenience of staff, as a substitute for an educational program, or employed as punishment
may not be included in the IEP.
d. The use of restraints to control the aggressive behavior of an individual student shall cause a meeting of the IEP team
to review the current IEP for appropriateness and effectiveness.
e. Mechanical restraints, which are used to control involuntary movement or lack of muscular control of students when due
to organic causes or conditions, may be employed only when specified by an IEP and as determined by a medical
professional qualified to make the determination and as agreed to by the student's parents. Mechanical restraints shall prevent
a student from injuring himself or others or shall promote normative body positioning and physical functioning.
f. The following aversive techniques of handling behavior are considered inappropriate and may not be used by agencies
in educational programs:
a) Corporal punishment
b) Punishment for a manifestation of a student's disability
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Academic Standards and Assessment Report
c) Locked rooms, locked boxes, or other locked structures or spaces from which the student cannot readily exit
d) Noxious substances
e) Deprivation of basic human rights, such as withholding meals, water, or fresh air
f) Suspension constituting a pattern under 22 Pa. Code 14.143(a)
g) Treatment of a demeaning nature
h) Electric shock
g. LEA/agency has the responsibility for ensuring that behavior support programs are in accordance with 22 Pa. Code
Chapter 14, including
the training of personnel for the use of specific procedures, methods, and techniques.
In addition to the School District Policy, programs and supports are currently in place to maintain positive behaviors.
They include: Instructional Assistants assigned to students who need an extra adult for support; pro-social programs such as
Anti-Bullying and No Place for Hate; crisis counseling, individual counseling and group counseling provided by
school psychologists; Functional Behavior Assessments (FBA) and Plans.
Personnel Development Activities:
Positive Behavioral Supports including training in de-escalation techniques, implementation of behavior plans,
Topic
and establishing school-based behavioral health.
Anticipated Training Dates Training Partners
Ongoing
Topic
PATTAN Staff, IU Staff,
Trained RTM staff
Training Participants and Audience
Parent, New Staff, Paraprofessional, Instructional
Staff, Administrative Staff, Related Service
Personnel
Training Format
Evidence of Results
Skills and knowledge gained through
professional development will be
demonstrated during daily instruction
and classroom activities. Positive student
outcomes will increase as measured by
the attainment of IEP goals, increases in
appropriate behaviors and responses,
On-site Training with Guided Practice,
decreases in suspensions and
Workshops with Joint Planning Periods,
expulsions and other disciplinary actions;
Conferences, Study Groups, Distance
and performance on standardized
Learning
assessments. June 2008 data reveal a
total of 56 "out of school" suspensions,
21 "in school" suspensions, and no
expulsions. Improvement will be
evidenced by a 10% decrease in all
suspensions each year over the next
three years.
School-based Behavioral Health
Anticipated Training Dates Training Partners
Training Participants and Audience
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Training Format
Evidence of Results
Academic Standards and Assessment Report
PATTAN Staff, IU Staff,
RTM teachers and staff
Ongoing
Topic
Parent, New Staff, Paraprofessional, Instructional
Staff, Administrative Staff, Related Service
Personnel
The partnership with Elwyn Behavioral
Health psychologists will be maintained.
Through this partnership, teachers will
develop skills and knowledge for
supporting students on a daily basis.
Students will receive individual and/or
group counseling for their presenting
emotional issues. As a result of
implementing Behavior Plans with
specific behavioral goals, we project that
students will achieve goals at 80%
mastery. Skills and knowledge gained
On-site Training with Guided Practice, through professional development will be
Workshops with Joint Planning Periods, demonstrated during daily instruction
Conferences, Study Groups, Distance and classroom activities. Positive student
Learning
outcomes will increase as measured by
the attainment of IEP goals, increases in
appropriate behaviors and responses,
decreases in suspensions and
expulsions and other disciplinary actions;
and performance on standardized
assessments. June 2008 data reveal a
total of 56 "out of school" suspensions,
21 "in school" suspensions, and no
expulsions. Improvement will be
evidenced by a 10% decrease in all
suspensions each year over the next
three years.
De-escalation Techniques
Anticipated Training Dates
Training Partners
August 26, 27, 28, 2008; November PATTAN Staff, IU Staff,
4, 2008; Ongoing
RTM teachers and staff
Training Participants and Audience
Training Format
On-site Training with Guided
Parent, New Staff, Paraprofessional, Instructional
Practice, Workshops with Joint
Staff, Administrative Staff, Related Service
Planning Periods, Partnership
Personnel
consultation
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Evidence of Results
Trained staff will implement deescalation techniques with students as
needed. A follow-up from the trainers
will be conducted to insure fidelity of the
use of de-escalation techniques.
Teachers and/or psychologists will
follow up with students regarding any
significant incidents. We project that
skills and knowledge gained through
professional development will be
demonstrated during daily instruction
and classroom activities. Positive
student outcomes will increase as
measured by the attainment of IEP
goals, increases in appropriate
behaviors and responses, decreases in
suspensions and expulsions and other
disciplinary actions; and performance
on standardized assessments. June
2008 data reveal a total of 56 "out of
Academic Standards and Assessment Report
school" suspensions, 21 "in school"
suspensions, and no expulsions.
Improvement will be evidenced by a
10% decrease in all suspensions each
year over the next three years.
Interagency Collaboration (11 P.S. §875.304)
Ensuring FAPE/Hard to Place Students
Elementary Students:
The Rose Tree Media School District has very few identified emotionally disturbed students in the elementary school
population (Grades K-5). For that reason, a part time/full time program for Emotionally Disturbed students at the
elementary school level has not been feasible/appropriate. Generally, students, who need additional social/behavioral/
emotional support in the elementary schools, are provided such support on site. After a Functional Behavioral Assessment
is conducted and a Behavior Plan developed, if needed, the student is provided support and monitoring through the
learning support program. The special education learning support teacher provides daily monitoring/
support for the student and individual counseling/group counseling with the guidance counselor or school psychologist is
provided to assist with supporting appropriate social/emotional/behavioral skills. Some students also have been provided a 11 assistant to support positive behavior throughout the school day. An itinerant special education program for
Emotionally Disturbed students is available at the district's middle school and high school.
For young (Ages 5/6) students identified as Emotionally Disturbed, there are few out-of-district placements available for
such students, although the DCIU Early Intervention program has such a program available at the preschool level. In making
the transition to school-age programming for these students, therefore, it is difficult to find an appropriate school placement.
The profile for such a student is evidenced by severe verbal and physical aggression, with
accompanying violent behaviors, which occur frequently for long periods of time. A child with such behaviors cannot be
safely accommodated in a typical district elementary school program, even with a personal care assistant, because
additional supports are not present, such as an on-site behavior specialist, psychologist and others specially trained
staff to address such behaviors with appropriate interventions, as well as the space for additional supports.
Several programs for young emotionally disturbed children exist in the area, such as Alternatives School, Child
Guidance Resources School, Devereux Day School and Vanguard School, but most of these programs do not take
referrals for kindergarten students. The DCIU Collingdale Community School takes kindergarten referrals, but a
separate kindergarten classroom placement is not available. In this program, a kindergartner is placed with first and second
grade students, which most parents find unacceptable. This school year (2007-2008), Vanguard School did take a
kindergartner identified as Emotionally Disturbed, but in March, 2008, it was requested that another placement be found for
the child, since the child's behaviors could not be managed in that setting. Devereux Day school accepted placement for
this child, because he had turned six years old and was academically performing at beginning first grade level.
The autism population in the district has been increasing. Over the past several years, a number autistic Early Intervention
to School-Age transition students have been identified with significant behavioral difficulties, as well as limited
expressive language. This makes it difficult to accommodate the needs of these youngsters in a typical
elementary school program. A number of the families of these children have also resisted having their children
placed in more typical school settings, preferring to have their children educated in more specialized environments, with access
to Applied Behavioral Analysis/Verbal Behavior, Floor Time, etc., as well as to staff specialized in using these
programs/strategies.Currently, the district is investigating placing a satellite autistic support classroom from Davidson
School, which includes some district students, in one of the district's elementary schools.
The district, however, has been able to program for a number of elementary children on the Autism Spectrum within the
learning support program. Each elementary school has about 5-8 special education students identified on the Autism
Spectrum. Several of the students also are provided a 1-1 instructional assistant for support throughout the school
day. Historically, about one-third to one-half of the students participating in the Developmental Kindergarten or
Developmental Primary programs are on the Autism Spectrum.
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Academic Standards and Assessment Report
Secondary Students:
At the secondary level, there have been a handful of students who have been difficult to place due to extremely
maladaptive behaviors and/or emotional disturbance. An emotional support program is in place at the middle school and
high school with two teachers for each building. Both programs provide counseling and training in social and behavioral
skills. Some students receive individual or small group therapy with our consulting clinical
psychologists. Changes are made to students' schedules if they demonstrate difficulty with the school environment.
Functional Behavioral Assessments are conducted on such cases and a Behavior Intervention Plan is created by the IEP
team with periodic reviews. Only when a student continues to have a hard time within the school, after many attempts have
been made to implement a variety of supports, including consulting with behavior specialists and other support services, does
the team pursue an out of district placement.
Several programs have been successful with difficult to manage students. Many of the programs are the same as those listed
in the elementary information. In addition to those, DCIU The County Alternative High School, DCIU Glen Mills Day
Program, DCIU Delaware County Academy, CCIU STEPS Program, CCIU Choices, and CCIU CASE Program are sought
as potentially appropriate educational placements.
Local Continuum of Supports and Services
A. Detail strategies and plans used to engage and encourage cross-system agency support and funding available through
local interagency teams, established school consortia, local Intermediate Unit, private or public service providers, or other
county or state-operated programs and services for non-traditional educational placements.
When the district is experiencing difficulty or expects that it will have difficulty locating an appropriate educational placement for
a child with a disability, the following steps are taken:
●
●
●
●
●
●
●
Use existing building support programs, such as Instructional Support Team/Student Intervention Teams/Student
Assistance Teams to address the needs of identified students.
Convene the IEP Team to develop an appropriate IEP, if needed, identifying need for evaluation or reevaluation.
Obtain permission for such an evaluation.
Immediately notify PDE via the Interagency Reporting System that a child may be at risk under the Cordero Agreement.
Assist the parent in completing the application for Medial Access funds/services and obtain an extended assessment to
identify additional community- based supports that may assist in finding a placement for the student once services are in place.
If a pending placement is not available, identify highly qualified teachers to provide Instruction in the Home services.
Complete the Cordero Notification Form and send to PDE.
Attend the CASSP meeting with the family and participating agencies to discuss program planning for the student.
Contract the PaTTAN Office for assistance in developing an action plan for each stakeholder to secure an educational
program that is appropriate for the student.
B. Describe plans to enhance staff recruitment, retention, and professional development to build local capacity to provide
FAPE for students with disabilities.
In the hiring process, the Human Resources Department/district staff attempt to recruit teachers at various colleges/
universities, job fairs, etc. There has been a goal to hire more minority staff for teaching in the district. Staff retention
and professional development is provided through district-wide training, as well as building-based training, aligned to
district/building goals. Improved student performance is the focus of such training. Technology, curriculum programs
and instructional strategies to support student learning are often emphasized in such training.
Special education staff are hired, based on state requirements, as well as to address the specific learning needs of students.
For example, for several years, elementary special education teachers have only been hired if they hold state
special education teaching certification, as well as state elementary teaching certification. When hiring such
teachers, background experiences with autistic students or emotionally disturbed students are a priority.
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Academic Standards and Assessment Report
Once hired, special education teachers participate in a district induction program, which has focused on differentiated
teaching strategies, cooperative learning and peer tutoring, as well as learning styles and multiple intelligence
information. Such training supports work with diverse groups of youngsters. By the end of the summer, 2008, all
elementary special education teachers will have participated in an intensive week's training in Project TEACCH, as well
as social cognition training. Continuing efforts are made to upgrade the skills of all special education teachers regarding
teaching students identified as autistic and emotionally disturbed.
Expansion of Continuum of Supports and Services
The Rose Tree Media School District has been attempting to build working relationships with the service providers in
our community. By using the interagency process through the PaTTAN office, participation by all stakeholders has been able
to be expedited and the assessment process streamlined. The DCIU has been assisting to bring districts and service
providers together on a regular basis.
The district employs a Home and School Visitor (HSV), who is very familiar with the community service system. By involving
the HSV and interagency coordinator in the individual planning process, teachers, building administrators and special
education supervisory personnel become more familiar with the process, more knowledgeable about its functions and more
likely to implement the interagency process. This information is provided in meetings with building
administrators, guidance counselors and special education teachers.
When teachers interact and co-plan strategies with community-based providers, both groups learn from each other.
Community-based providers have a better understanding of our schools and how behavior support functions in typical
school settings. Classroom and special education teachers have the opportunity to participate in developing Behavior
Plans, implement shared interventions and use behavior-based data to support student growth.
The district has been working with families to educate and increase participation in the Medical Access funding
process. District staff, often the HSV, meets with families that need additional resources and assists with the application
process, when necessary. Transportation to the extended assessment is also provided when parents are unable to access
the evaluation sites without such support. It is often necessary to provide intensive case management by the special
education supervisory staff to ensure that services are coordinated prior to extraordinary changes in service delivery
or placement. On occasion, the district has elicited the support of the PDE Interagency Coordinator to attend IEP
meetings, which has expedited support from community agencies and secured educational placements for difficult to
place children. The district has also provided additional information on Medical Access services to administrators, teachers
and support staff through the Leader Services staff, HSV, and by special education supervisory staff.
Program Profile
ID
OPR
Location / Building Name
-
SD
SD
SD
SD
SD
SD
SD
SD
SD
SD
SD
SD
SD
SD
Penncrest H.S.
Penncrest H.S.
Penncrest H.S.
Penncrest H.S.
Penncrest H.S.
Penncrest H.S.
Penncrest H.S.
Penncrest H.S.
Penncrest H.S.
Penncrest H.S.
Penncrest H.S.
Penncrest H.S.
Penncrest H.S.
Penncrest H.S.
Bldg
Grade
S
S
S
S
S
S
S
S
S
S
S
S
S
S
Bldg
Type
GE
GE
GE
GE
GE
GE
GE
GE
GE
GE
GE
GE
GE
GE
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Type of Support
Type of Service
Low Age
High Age
PT
R
R
I
R
R
R
R
R
R
R
R
R
R
LSS
ES
ES
LS
LS
LS
LS
LS
LS
LS
LS
LS
LS
LS
14
14
14
14
14
14
14
14
14
14
14
14
14
14
18
18
18
18
18
18
18
18
18
18
18
18
18
18
Case
load
12
15
16
17
14
16
17
16
16
15
16
14
10
17
Tchr
FTE
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
Academic Standards and Assessment Report
-
SD
SD
SD
SD
SD
SD
SD
SD
SD
SD
SD
SD
SD
SD
SD
SD
SD
SD
SD
SD
SD
SD
SD
SD
SD
IU
IU
IU
Springton Lake M.S.
Springton Lake M.S.
Springton Lake M.S.
Springton Lake M.S.
Springton Lake M.S.
Springton Lake M.S.
Springton Lake M.S.
Springton Lake M.S.
Springton Lake M.S.
Springton Lake M.S.
Springton Lake M. S.
Springton Lake M.S.
Springton Lake M.S.
Springton Lake M.S.
SLMS/PHS
Glenwood E.S.
Glenwood E.S.
Indian Lane E.S.
Indian Lane E.S.
Indian Lane E.S.
Indian Lane E.S.
Media E.S.
Media E.S.
Rose Tree E.S.
Rose Tree E.S.
Penncrest H.S.
Springton M.S.
Glenwood E.S.
M
M
M
M
M
M
M
M
M
M
M
M
M
M
S
E
E
E
E
E
E
E
E
E
E
S
M
E
GE
GE
GE
GE
GE
GE
GE
GE
GE
GE
GE
GE
GE
GE
GE
GE
GE
GE
GE
GE
GE
GE
GE
GE
GE
GE
GE
GE
PT
R
R
I
R
R
R
R
R
R
R
R
R
R
R
R
R
R
R
PT
PT
R
R
R
R
R
PT
PT
Support Staff (District)
School District: Rose Tree Media SD
ID
-
OPR
SD
SD
SD
SD
SD
SD
SD
SD
SD
SD
SD
SD
SD
SD
Title
School Psychologist
School Psychologist
School Psychologist
Speech/Language Therapist
Speech/Language Therapist
Speech/Language Therapist
Occupational Therapist
Occupational Therapist
Special Education Paraprofessionals
Special Education Paraprofessionals
Special Education Paraprofessionals
Home/School Visitor
Special Education Supervisor
Special Education Supervisor
Location
GES, ILES.
MES, SLMS
RTES, PHS
MES, RTES
ILES, PHS
GES, SLMS
MES, RTES, SLMS
GES, ILES, PHS
Elementary Schools
Middle School/SLMS
High School/PHS
K-12
Secondary
Elementary
FTE
1.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00
27.00
11.00
12.00
1.00
1.00
1.00
Contracted Support Services
ID IU / Agency
Title / Service
- Mercy Fitzgerald Hospital of Philadelphia Physical Therapist
Amount of Time per Week
2 Days
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LSS
ES
ES
LS
LS
LS
LS
LS
LS
LS
LS
LS
LS
LS
LS
LS
LS
LS
LS
LS
LS
LS
LS
LS
LS
PS
PS
SLS
11
11
11
11
11
11
11
11
11
11
11
11
11
11
14
9
5
9
5
5
6
9
5
9
5
14
11
8
14
14
14
14
14
14
14
14
14
14
14
14
14
14
18
12
8
12
8
8
9
12
8
12
8
18
14
10
2
8
11
6
10
16
9
9
10
13
6
12
18
15
10
18
13
18
19
8
4
16
13
12
11
12
12
8
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
0.5
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
Academic Standards and Assessment Report
-
Elwyn Institute, Inc.
Elwyn Institute, Inc.
DCIU
DCIU
Ken-Crest Behavioral Services
Therapeutic Facilitator
Therapeutic Facilitator
Vision Therapist
Hearing Therapist
MR Relationship Specialist
2 Days
2 Days
15 Minutes
420 Minutes
60 Minutes
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ASSURANCE FOR THE OPERATION OF SPECIAL EDUCATION SERVICES AND PROGRAMS
School Years: 2008 - 2011
The Rose Tree Media SD within Delaware County IU 25 assures that the school district will comply with the requirements of
22 PA Code Chapter 14 and with the policies and procedures of PDE. PDE will specify, in writing, policies and procedures to
be followed. Requests for any deviations from these regulations, standards, policies, and procedures must be made in writing
to PDE. The school district understands that special education reports will be approved by PDE in accordance with the
following criteria as set forth in 22 Pa. School Code §14.104:
1. There are a full range of services, programs and alternative placements available to the school district for placement
and implementation of the special education programs in the school district.
2. The school district has adopted a child find system to locate, identify and evaluate young children and children who are thought
3.
4.
5.
6.
to be a child with a disability eligible for special education residing within the school district's jurisdiction. Child find data
is collected, maintained, and used in decision-making. Child find process and procedures are evaluated for its effectiveness.
The school district implements mechanisms to disseminate child find information to the public, organizations, agencies,
and individuals on at least an annual basis.
The school district has adopted policies and procedures that assure that students with disabilities are included in
general education programs and extracurricular and non-academic programs and activities to the maximum extent appropriate
in accordance with an Individualized Education Program.
The school district will comply with the PA Department of Education, Bureau of Special Education's report revision
notice process.
The school district follows the state and federal guidelines for participation of students with disabilities in state and districtwide assessments including the determination of participation, the need for accommodations, and the methods of
assessing students for whom regular assessment is not appropriate.
The school district assures the Pennsylvania Department of Education that funds received through participation in the
medical assistance reimbursement program, ACCESS, will be used to enhance or expand the current level of services
and programs provided to students with disabilities in this local education agency.
This assurance must be signed by the School Board President and the Superintendent for
the school district to operate services and programs.
_________________________ __________
Board President
Date
_________________________ __________
Superintendent
Date
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Pennsylvania Department of Education
COMMONWEALTH OF PENNSYLVANIA
DEPARTMENT OF EDUCATION
333 MARKET STREET
HARRISBURG, PA 17126-0333
Student Services Report
Draft Report
Entity: Rose Tree Media SD
Address: 308 N Olive St
Media, PA 19063-2403
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Phone: 610-627-6028
Contact Name: Dr. Pat Barta
Organization Description
The Rose Tree Media School District is located in Delaware County in Southeastern Pennsylvania. The district covers 26
square miles and is comprised of Media Borough, Middletown Township, Upper Providence Township and Edgemont
Township. Delaware County is one of the three original counties established in Pennsylvania. The town of Media serves as
the county seat. The district lies just 12 miles from the City of Philadelphia and serves a community of 27,500 residents.
The Rose Tree Media School District provides comprehensive educational services to approximately 3987 students in grades
K-12. Students in grades K-5 attend Glenwood, Indian Lane, Media, and Rose Tree Elementary Schools. Students in grades 68 attend Springton Lake Middle School and Penncrest High School serves our students in grades 9-12. Students may also
attend programs at the Aston and Folcroft Career and Technical Schools. The district operates its own alternative
education program in partnership with the Simon Youth Foundation, and our youngest learners may extend their
learning opportunities through our Virtual Kindergarten program.
Our elementary schools are appreciated for the small class sizes provided to students as they develop strong foundation
skills. Within the middle school, academics are also prioritized with a strong focus on the developmental needs of
adolescents. Our high school students excel in academics and athletics at the regional, state and national levels. Over 90%
of our graduates matriculate into higher education and many attend prestigious colleges and universities.
The Board of Education, parents, teachers, administrative staff and students take pride in their school and community.
Active Parent Teacher Groups and booster clubs are very much involved in school affairs; provide funds for school
activities, educational programs and support services. The District partners with the Rocky Run YMCA, Riddle Memorial
Hospital, and local youth and faith based organizations in the Healthy Communities Initiative where our schools and
community working together provide a positive climate for student learning and growth.
Core Purpose
Mission
Students are the focus of the Rose Tree Media School District learning community. Our educational program is based on
world class standards through which all students reach their intellectual, emotional, social and physical potential. Our
schools provide an environment that celebrates students’ diversity, individual talents and efforts, and promotes
collaboration, caring, respect, and leadership.
Vision
Each student is a lifelong learner who contributes to an increasingly diverse world.
All members of the school community are technologically proficient.
All members of the school community are committed to continuous improvement.
All community stakeholders are dedicated to ensuring that students acquire the knowledge and skills necessary to enhance
and fully develop their unique potential.
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Shared Values
Each child has unique learning needs.
All students can learn and be successful.
Success in school can be defined in multiple ways.
Our success requires the collaborative support of the entire community.
Each member of our school community deserves mutual respect in a safe and healthy environment.
While the District maintains fiscal responsibility, decisions should be driven by student needs and interests.
Current Student Services
Service
School Psychologist
Home and School Visitor
Comment
The Rose Tree Media School District has 3 Certified School Psychologists. Two of the above professional staff have earned
doctoral degrees. Psychologist responsibilities include:
-Interacting with student, staff, parents, community agencies, and administration
- collecting all relevant information
- conducting tests and assessments for students who may be
eligible for special education, gifted education or
accommodations under Section 504 of the Rehabilitation Act.
- integrating assessment findings
- completing evaluation reports
- consulting and team follow-up
- monitoring ongoing cases and participating in reevaluations for
special education students
- serving as IST and MDT/IEP team members
Each of the district psychologists is assigned to two of the schools. In this way, they are familiar with the students and staff,
and are seen as integral members of the building faculty. Contracted school psychologists are utilized when necessary to
assure compliance with time line mandates. Psychologists assist in supporting the positive behavior approach through
functional behavioral assessments and assist teams in developing behavior plans.
Our psychologists also provide individual counseling when appropriate, and assist with crisis screening and crisis intervention,
and attend Student Assistance Program meetings
Our psychologists also follow a 12 month schedule which supports managing federal time lines, and availability over the
summer to meet with parent of identified students who move register over the summer.
The District provides one Home and School Visitor who holds a master's degree in social work, is certified as a home and
school visitor, and is licensed as a clinical social worker. Our social worker supports district students, staff, and families who
need to access community resources. . The social worker often attends IEP meetings, inter-agency team meetings, and
transition meetings for students who have been hospitalized. In addition she has developed our crisis screening tools
appropriate to elementary and secondary levels and has trained staff in their use. Other responsibilities include:
- counseling students,
- holds student groups as needed
- participates in crisis and assessments when needed
- serves as a team member of the STAR team, our Student
Assistance Program
- monitors and investigates student residency
- monitors and investigates truancy.
- serves as the faculty adviser for the Healthy Communities
Initiative (HCI) Club for students interested in community
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Health Services
Guidance Counseling
service,
- serves as the liaison to HCI
The Rose Tree Media School District is served by a team of seven dedicated school nurses. Four of our school nurses are
certified school nurses, and three are Registered Nurses. Two of our nurses are certified trainers for CPR, and two have
experience as Emergency Medical Technicians. Our school nurses provide primary care for students and staff in our buildings,
and provide records management and required screenings in five (5) non-public schools located within our attendance area.
Additional School Nurse Responsibilities include:
- Primary care of students and staff for accidents and illness
- administration of prescription and OTC medications according
to physician’s standing orders
- maintain a confidential list of student health concerns
- manage comprehensive student health records
- monitor student immunizations for compliance with current
regulations
- conduct hearing, vision, height, weight, BMI, and scoliosis
screenings
- facilitate school physicals provided by the District’s physician
- provide staff training and bus driver training for use
of EpiPens, and diabetic care, and asthma/allergies
- monitor environmental safety for students with severe allergies
and complex medical conditions
- coordinates dental hygiene services
- serves as a member of our Instructional Support Teams and
Child Study Teams
- provide nutritional counseling
- provide instruction in maturation topics.
- maintain well organized and stocked health suites appropriate
for providing care to students and staff.
The Rose Tree Media School District supports students through a K-12 developmental guidance program. Each elementary
school has a dedicated guidance counselor on their faculty. The primary purpose of the elementary guidance program is to
create a safe environment in which the children can lean positive life-long skills that will help them make good decisions and
grow into healthy responsible and caring adults. Through teaching and providing individual and small group support
elementary guidance counselors help students:
-develop a positive self concept
-learn to communicate with and relate to others
-develop decision making and conflict resolution skills
- understand and respect individual differences
- learn to cope with stress and change
Elementary counselors also meet with parents, interpret evaluation data, serve on the instructional support/child study teams,
organize and coordinate standardized testing and provide development coordination of 504 service agreements.
The primary focus of guidance counselors at Springton lake Middle School is to provide support to all students relating to their
academic, social and emotional needs. The guidance counselor is the central figure in coordinating services to meet the needs
of each student. In order to provide these supports, the counselor enlists the support and expertise of administrators, teachers,
parents, school nurse, psychologists, home and school visitor and other specialists. In order to provide the best possible
service, our counselors “loop” with their students for all three years of their middle school experience.
Guidance Activities at the middle school level help students:
- develop skills in making decision and solving problems
- explore careers
- understand and respect individual differences
- develop coping strategies
- develop organizational skills to support academic success
- develop positive interpersonal skills
- set and reaching goals
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- build socialization skills
Middle school guidance counselors also develop and coordinate 504 Service agreements, provide crisis intervention, and
serve as member of the STAR team, the Student Assistance Program.
The guidance program at the high school is organized to provide transitional supports to incoming ninth grades through the
assignment of a dedicated ninth grade counselor. Counselors for tenth through twelfth grade students are assigned
alphabetically, remaining with their cohort of students for continuity of support from tenth grade through graduation.
9th Grade Focus and Guidance Activities
- transition eighth grade students to high school
- foster awareness of academic, emotional and social aspects of
education
- course selection night
- peer mentors
- interest fair for clubs and athletics
- track and monitor grades
- 504 service agreement coordination
- crisis Screening
- course selection and academic planning
- new student testing
- individual and group counseling
- ninth grade health lessons on depression and suicide
- job shadowing
- student support team
10th Grade Focus and Activities
- course selection night
- track and monitor grades
- 504 service agreement coordination
- crisis Screening
- course selection and academic planning
- new student testing
- individual and group counseling
- job shadowing
- student Support Team
- PSAT testing
- interest inventories
- visit college reps
- Government School
11th Grade Focus and Activities
- course selection night
- track and monitor grades
- 504 service agreement coordination
- crisis Screening
- course selection and academic planning
- new student testing
- individual and group counseling
- job shadowing
- student support team
- PSAT testing
- visit college reps
- junior interview
- junior parent night
- financial aid night
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- college night
- SAT testing
12th Grade Focus and Activities
- track and monitor grades
- 504 service agreement coordination
- crisis Screening
- new student testing
- individual and group counseling
- job shadowing
- student support team
- SAT testing
- visit college reps
- college counseling
- college applications
- letters of recommendation
Instructional Support Team and Child Study Team Instructional Support is a team approach that assists teachers and parents in planning and implementing strategies for
students in the regular education setting. It allows members of different areas of expertise to work together to develop effective
intervention strategies for students experiencing academic or behavioral difficulty. Each elementary school is staffed with a full
time Instructional Support Team teacher who is responsible for coordinating the team. Responsibilities include:
- coordinate and maximize services for students
- referrals for assessment of OT, PT Speech, reading or math
coach, homework club, mentor program or breakfast club
- referrals to guidance counselor, social work, nurse regarding
medical /community resources and school psychology services
- involve parents and teachers in team decisions
- develop intervention plans incorporating observable and
measurable goals to help students succeed
- review and interpret assessment data (MAP, DIBELS, PSSA,
Nagliari, QRI, Running Records) and discuss student's
progress toward standards
- provide classroom-based support for targeted and
non-targeted at-risk students
- small group study skills/remediation for students who need to
reach proficiency on the PSSA
Student Assistance Program
The Student Assistance Program (STAR Team) is a
multidisciplinary team that includes teachers, administrators, nurse, and counselors. The team is trained to understand and
work with adolescent chemical use, abuse, and dependency. The team’s primary role is to identify, refer, and intervene when
student’s chemical use, abuse, possession and/or
distribution is suspected. Referrals to the STAR Team may be made by teachers, parents, counselors, fellow students or other
concerned adults, as well as self referral by students. In addition to identifying, intervening, and referring students for help, the
STAR Team provides in-school education support groups concerning drug/alcohol use and abuse issues.
Needs Assessment
The following members of the Rose Tree Media School District community contributed to the development of specific areas of
the Student Services Plan, including the development of goals, and action plans. The plan is aligned with the district's
strategic plan and Chapter 12 Students and Student Services of the Pennsylvania School Code.
Guidance Counselors, K-12
Instructional Support teachers
School Nurses
Student Assistance Coordinator
Home and School Visitor
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Special Education Administrators
Pupil Services Administrators
District wide Administration
Principals
Community Agency Representatives
School Board Representatives
The following needs were identified through subgroup reflection on current practices, existing systems and supports,
current trends in practice, recent changes in regulation and anticipated growth in student services delivery.
Student Assistance
1. All schools will provide a Student Assistance Program that identifies at-risk students and identifies and provides school
based and community based services that are designed to remove barriers to learning.
- develop and fully implement a elementary level student assistance program
- identify a model for student assistance delivery at the elementary level
- provide specific SAP training for multiple team members at each elementary school
- identify individual responsibility for mandated reporting
School Safety
2. All schools annually participate in a comprehensive planned program for school safety including fire drills, severe
weather drills, evacuation drills, shelter in place drills and lock down drills.
- annually monitor and update school safety plans
- in-service new teachers and staff on school safety procedures and guidelines
- standardize data collection of drills and outcomes
- increase ability to respond to multiple threats through table top drills
Guidance
3. All students will select a program of study that leads to their desired post school outcomes based on their interests, ability,
and aptitude.
- develop an online course selection process
- provide opportunities for career exploration and career interest inventories
- ensure all career education standards are addresses through all related instructional areas
- provide career counseling to assist students in identifying current and future career paths to support academic decision making
Action Plan - Narratives
Developmental Services
Developmental services for students are services that address their developmental needs throughout their school
years. Developmental services include guidance counseling, psychological services, health services, home and school
visitor services and social work services that support students in addressing their academic, behavioral, health, personal
and social development issues.
The Rose Tree Media School District provides a K-12 developmental guidance program that is aligned with the
standards developed by the American School Counselors Association. The primary purpose of the elementary program is
to enable each child to obtain maximum benefit from the educational program. By attending to the social and
emotional development of children as well as their intellectual resources we believe each youngster can become a
fully functioning, independent member of our society. A structured, sequential series of guidance lessons and activities
are planned for all children to enhance their social and emotional growth, and to make the school environment safe
both physically and psychologically
School counselors at the middle school level are concerned with the educational, emotional, and social development of
all students in relation to their total school experience. Guidance is an integral part of the school program, consisting of
a coordinated plan involving pupils, parents, and all members of the professional staff, as well as numerous specialists.
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The center of the guidance program is the individual student for whom the counselor hopes to provide meaningful
educational experience. Counselors maintain their student assignments from sixth grade through eighth grades.
The guidance program at the high school is organized to provide transitional supports to incoming ninth grades through
the assignment of a dedicated ninth grade counselor. Counselors for tenth through twelfth grade students are
assigned alphabetically, remaining with their cohort of students for continuity of support from tenth grade through
graduation. Counselors support students through tracking and monitoring academic achievement, providing academic
planning and course selection, helping students identify interests, and supporting the college selection and application
process. The counselors provide individual and group counseling when needed, and serve as a conduit to services that help
to remove barriers to learning.
The Rose Tree Media School District is served by a team of seven dedicated school nurses. Four of our school nurses
are certified school nurses, and three are Registered Nurses. Two of our nurses are certified trainers for CPR, and two
have experience as Emergency Medical Technicians. Our school nurses provide primary care for students and staff in
our buildings, and provide records management and required screenings in five (5) non-public schools located within
our attendance area.
The district provides one Home and School Visitor who holds a master's degree in social work, is certified as a home and
school visitor, and is licensed as a clinical social worker. Our social worker supports district students, staff, and families who
need to access community resources. The social worker often attends IEP meetings, inter-agency team meetings, and
transition meetings for students who have been hospitalized. In addition she has developed our crisis screening tools
appropriate to elementary and secondary levels and has trained staff in their use.
Diagnostic, Intervention and Referral Services
Structures currently exists that support students who are experiencing academic or behavioral difficulty. Students at any level
can be referred to the building based team configured to address student need. These teams include Instructional
Support Teams, Child Study Teams, Student Support Teams. Currently secondary students can be referred to
the Student Assistance Team to address specific barriers to learning.
Academic performance data from the NWEA and PSSA is available to guide decision making. At the elementary level the
Nagliari Nonverbal Ability Test (NNAT) and DIBELS provide additional sources of data. When necessary, students may
be referred for assessments, such as psychiatric evaluations, completed by community based providers. All of these sources
of data may provide a direct intervention or lead to an evaluation for special education, gifted education
or accommodations under Section 504.
Consultation and Coordination Services
Consultation and Coordination Services are provided to at-risk students who are experiencing chronic problems within the
school setting. The Rose Tree Media School District engages in a variety of consultation and coordination activities to
support these individuals. For example, school counselors and the Home and School Visitor provide information and referrals
to appropriate community agencies. The Home and School Visitor is also a licensed social worker can provide individual and/
or group counseling or educational services to students and parents. The social worker also provides information and
awareness regarding mental health issues and facilitates communication between home, school, and community agencies so
that all stakeholders can support the at-risk students in a coordinated manner. Consultation and coordination services for atrisk students are also managed effectively by our STAR team, the Rose Tree Media School District's Student Assistance
Program which is further described in the section titled, "Student Assistance Program."
A number of Alternative Education programs are offered to students who experience chronic attendance and/or
behavior problems in cases where previous, less intense intervention strategies have proven unsuccessful in the public
school setting. The district, in partnership with the Simon Youth Foundation has established its own alternative
education program, the Rose Tree Media Educational Resource Center. The school maintained full enrollment of 20
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students, with 7 senior, 8 juniors, 3 sophomores and 2 freshmen. Of these 20 students, 2 students dropped back in, 6
students returned from out of district placements, and 3 students attended which prevented out of district placement. Thirteen
of these students had chronic attendance problems and 3 had been out of school for more than a year. The financial impact the
6 students who returned and the 3 who were not placed in out of district programs saved the district more than $200,000 in
tuition costs.
At the mid point of the school year the 34 credits had been earned by 17 students, with an additional 49 academic credits and
9 work study and advisory credits projected to be completed by the end of the school year. The students have participated
in community service at the Minshall House and are currently working on a food drive for Philabundance. The
anticipated completion date of June 15 at the Granite Run location will permit us to open the school year ready to serve
40 students in September 2008.
Students are also assigned to schools operated by the Delaware County Intermediate Unit including Glen Mills, Delaware
County Academy, and The County Alternative School; schools operated by Elwyn, Inc. including Elwyn Alternatives and
Second Chances, and Chester County Intermediate Unit including CASE, STEPS, and the Chester County Middle
College program. The overwhelming majority of the students responded well to the smaller size, additional structure, support,
and supervision found in these programs.
Student Assistance Program
Springton Lake Middle School and Penncrest High School’s Student Assistance Program (STAR Team) is a
multidisciplinary team that includes teachers, administrators, nurse, and counselors. The team is trained to understand and
work with adolescent chemical use, abuse, and dependency. The team’s primary role is to identify, refer, and intervene
when student’s chemical use, abuse, possession and/or distribution is suspected. Students may also be referred for
behavior, fighting or a decline in grades or achievement. Referrals to the STAR Team may be made by teachers,
parents, counselors, fellow students or other concerned adults, as well as self referral by students. In addition to
identifying, intervening, and referring students for help, the STAR Team provides in-school education support groups
concerning drug/alcohol use and abuse issues. The program will be expanded to all elementary buildings beginning in the
2008-2009 school year with technical support and training provided by our community partner Holcomb Behavioral Health.
Communication
The Rose Tree Media School District provides multiple methods of communication to our parents and community regarding
our instructional programs and student services. Our web site, brochures, cable channel and direct mailings to parents are
our primary modes of communication. Information is also presented through our school handbooks, course selection
guides, building newsletters and district wide newsletters that are mailed to the entire community. Handbooks and
course selection guides are updated annually, building newsletters are provided monthly and the district-wide newsletter is
mailed to all residents quarterly. Parents also receive information during Parent Teacher Group (PTG) meetings at each
building, and special informational meetings for parents.
Our Department of Teaching and Learning posts the curriculum for each instructional area on our web site, as well as
information on our assessment plan, professional development, resources for parents, our partnership with the Delaware
Valley Minority Achievement Consortium, and how to access academic support. When specific programs are offered, such
as our district-wide gifted screening assessment, or opportunity for entry into accelerated math, parents will receive a
direct mailing regarding information on the process, time lines and who to contact for additional information. This information
is provided annually to parents. At all times, all instructional material, including teacher's manuals, films, tapes, or
other supplementary instructional material to be used shall be available for inspection by the parents or guardians of the
children as permitted under Rose Tree Media School District Policy 235 Student Rights. Communication
of the district's instructional program and support services ensures that all students have the opportunity to achieve at a high level.
Career Information and Assessments: To understand future career opportunities, the district operates a career center in
the guidance office at Penncrest High School. Career education is provided at multiple points through our
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developmental guidance curriculum, and a career interest survey is administered to all tenth grade students to further
identify potential career pathways. Current newsletters for each grade level are posted on the guidance department web
page, and students and parents may access the career center during specified evening hours.
Health Information: The Rose Tree Media School District Nursing staff provide annual health screenings as required for all
public and non-public school children. These screenings include vision, hearing, height, weight, Body Mass Index (BMI),
and scoliosis. Physical examinations are provided free of charge for those students who are not seen by a family
physician, and dental hygiene examinations are provided by our dental hygienist for students who are not seen by a
family dentist. Results of examinations and screenings are provided to each family. Students who require medical care during
the school day are seen by the school nurses for injury, illness, administration of medication, and chronic or acute care.
All activities of our nursing staff are guided by standing orders provided by our consulting physician. Parents are
contacted directly by the school nurse following illness or injury related health room visits. The school nurses also
monitor attendance and maintain communication with families during periods of absence or hospitalization.
Administration of Surveys: Rose Tree Media School District Policy 235 Student Rights defines our district's responsibilities
when administering surveys. Specific requirements for the district to observe include:
No student shall be required, as a part of any applicable program, to submit to a survey, analysis, or evaluation that
reveals information concerning
1. political affiliations.
2. mental and psychological problems potentially embarrassing to the student or his/her family.
3. sex behavior and attitudes.
4. illegal, antisocial, self-incriminating and demeaning behavior.
5. critical appraisals of other individuals with whom respondents have close family relationships.
6. legally recognized privileged and comparable relationships, such as those of lawyers, physicians, and ministers.
7. income (other than that required by law to determine eligibility for participation in a program or for receiving financial
assistance under such program).
without the prior written consent of the student, if emancipated or over 18 years of age, or without the prior written consent of
the parent for those students under 18 years of age. However, such survey, analysis or evaluation may be conducted on a
wholly voluntary basis, provided that the student and his/her parent have been notified of their rights and of their right to
inspect all materials related to the above.
Action Plan
Strategic Planning Process
Strategic planning is a management approach that uses a wide range of stakeholders from throughout the education and
general communities to create plans based on the realities of our future locally and globally. The Rose Tree Media School
District will create our strategic plan to meet the requirements of state regulations referred to as Chapter 4 Academic
Standards and Assessments. Strategic Planning is a continuous process used to ensure that all students are given
the opportunity to achieve at high levels and meet the academic standards of the school district as well as state and
national standards of achievement.
There are many processes associated with developing a strategic plan. The administrative team conducted an internal
analysis which explored student achievement data, management and operational processes, organizational
resources and student needs. The strategic plan is further developed by a number of subcommittees which are chaired by
the members of the administrative team. Each committee includes a variety of stakeholders from the schools and the
community with communication between committees facilitated by the administrative subcommittee chairperson team.
The direction of the strategic plan is expressed in the vision for the school district which each committee reflects
upon and develops a series of measurable goals, strategies and action plans. The committees will examine such areas
as Chapter 4 Student Requirements, Teacher Induction, Professional Staff Development, Special Education, Technology,
and Student Services.
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Upon completion the plan will be posted on our web site, in each school house, library, and administration building for
public review and comment.
The plan will be submitted for Board approval in August 2008.
Strategic Plan Subcommittees
Subcommittee
Chairperson(s)
Chapter 4 Academic Standards
Dr. Steve Taylor, Dr.Angela Gilbert
Teacher Induction
Mrs. Anne Callahan
Professional Staff Development
Dr. Steve Taylor
Technology
Mrs. Patti Linden
Special Education
Dr. Valerie Burnett, Dr. Angela Gilbert
Student Services
Dr. Valerie Burnett
Strategic
Planning Committee
Name
Amy Somerville
Angela Gilbert
Bernadette Dacanay
Bill Bennett
Bill Dougherty
Dave Harple
Denise Kerr
Ed Doyle
Helen Douglas-Garrett
Karen Daugherty
Karen Kerr
Kim McCann Roller
Larry Bak
Lori Rice Spring
Maria Kotch
Marilyn West Nulty
Patricia Barta
Rick Gregg
Affiliation
Teacher Leader for Induction
Director of Elementary Teaching and Learning
Rose Tree Media School District
Rose Tree Media School District
Rose Tree Media School District
Penncrest Guidance Counselor
Rose Tree Media School District
Delaware County Emergency Management
Penncrest Guidance Counselor
Rose Tree Media School District
Penncrest Guidance Counselor
Technology
Delaware County Emergency Management
Penncrest Guidance Counselor
Rose Tree Media School District
Holcomb Behavioral Health
Special Education Supervisor
Principal
Membership Category
Regular Education Teacher
Administrator
Ed Specialist - Home and School Visitor
Administrator
Administrator
Ed Specialist - School Counselor
Administrator
Community Representative
Ed Specialist - School Counselor
Administrator
Ed Specialist - School Counselor
Administrator
Community Representative
Ed Specialist - School Counselor
Administrator
Community Representative
Administrator
Administrator
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Appointed By
Valerie Burnett
Denise Kerr
Valerie Burnett
Angela Gilbert
Angela Gilbert
Valerie Burnett
Valerie Burnett
Valerie Burnett
Valerie Burnett
Angela Gilbert
Valerie Burnett
Patricia Linden
Valerie Burnett
Valerie Burnett
Angela Gilbert
Valerie Burnett
Valerie Burnett
Valerie Burnett
Academic Standards and Assessment Report
Ron Harris
Sandy Shacklady-White
Steve Taylor
Vanessa Walker
Technology
Special Education Teacher
Director of Secondary Teaching & Learning
Holcomb Behavioral Health
Administrator
Special Education Teacher
Administrator
Community Representative
Patricia Linden
Valerie Burnett
Denise Kerr
Valerie Burnett
Assurance for the Collection, Maintenance, and Dissemination of Student Records
By checking each of the boxes below, the local education agency assures compliance with the requirements of 22 PA
Code Chapter 12 and with the policies and procedures of Pennsylvania Department of Education (PDE). PDE will specify,
in writing, policies and procedures to be followed. Requests for any deviations from these regulations, policies, and
procedures must be made in writing to PDE (electronic mail may be directed to ra-chapter12@state.pa.us).
The Local Education Agency (LEA) assures the following:
✔
✔
The LEA has a local plan, including policies and procedures, in place for the collection, maintenance, and dissemination
of student records in compliance with §12.31(a) and §12.32
The plan shall be maintained in compliance with §12.31(b) and made available to PDE in compliance with §12.31(c)
Assurance for the Operation of Student Services and Programs
By checking each of the boxes below, the local education agency assures compliance with the requirements of 22 PA
Code Chapter 12 and with the policies and procedures of Pennsylvania Department of Education (PDE). PDE will specify,
in writing, policies and procedures to be followed. Requests for any deviations from these regulations, policies, and
procedures must be made in writing to PDE (electronic mail may be directed to ra-chapter12@state.pa.us).
The Local Education Agency (LEA) assures that there are local policies and procedures in place that address:
✔
Free Education and Attendance (in compliance with §12.1)
✔
School Rules (in compliance with §12.3)
✔
Discrimination (in compliance with §12.4)
✔
Corporal Punishment (in compliance with §12.5)
✔
Exclusion from School, Classes, Hearings (in compliance with §12.6, §12.7, §12.8)
✔
Freedom of Expression (in compliance with §12.9)
✔
Flag Salute and Pledge of Allegiance (in compliance with §12.10)
✔
Hair and Dress (in compliance with §12.11)
✔
Confidential Communications (in compliance with §12.12)
✔
Searches (in compliance with §12.14)
✔
Emergency Care and Administration of Medication and Treatment (in compliance with 35 P.S. §§ 780-101 - 780-144)
The LEA acknowledges that the above policies shall be maintained locally and be made available to the public upon request.
The policies are not to be submitted to the Commonwealth except upon specific request by PDE.
In addition, the LEA assures the following:
✔
✔
The Student Services Report complies with §12.41(b), §12.41(c), and §12.42 (consistent with the Early Intervention Services
System Act (11 P.S. §§875-101 - 875-503)
Consistent with §445 of the General Education Provisions Act (20 U.S.C.A. §1232h), parents or guardians are informed
regarding individual survey student assessments and provided a process for refusal to participate (in compliance with §12.41(d))
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✔
Persons delivering student services shall be specifically licensed or certified as required by statute or regulation (in compliance
with §12.41(e))
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Pennsylvania Department of Education
COMMONWEALTH OF PENNSYLVANIA
DEPARTMENT OF EDUCATION
333 MARKET STREET
HARRISBURG, PA 17126-0333
Teacher Induction Report
Draft Report
Entity: Rose Tree Media SD
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Address: 308 N Olive St
Media, PA 19063-2403
Phone: 610-627-6040
Contact Name: Anne Callahan
Teacher Induction Planning Participants
Name
Alexis Viso
Amy Somerville
Angela Gilbert
Denise Kerr
Elizabeth Matlock
Fern Mathis
Jeffrey Davies
Laura Diksa
Lindsay Groy
Maria Kotch
Veronica Barbato
Affiliation
Rose Tree Media School District
Teacher Leader for Induction
Director of Elementary Teaching and Learning
Rose Tree Media School District
Rose Tree Media School District
Rose Tree Media School District
Rose Tree Media School District
Rose Tree Media School District
Rose Tree Media School District
Rose Tree Media School District
Rose Tree Media School District
Membership Category
Middle School Teacher
Regular Education Teacher
Administrator
Administrator
Secondary School Teacher
Elementary School Teacher
Elementary School Teacher
Secondary School Teacher
Special Education Teacher
Administrator
Board Member
Appointed By
Anne Callahan
Valerie Burnett
Denise Kerr
Valerie Burnett
Anne Callahan
Steven Taylor
Anne Callahan
Anne Callahan
Anne Callahan
Angela Gilbert
Anne Callahan
Goals and Competencies
The goal of the Induction Plan is to help support new teachers to achieve an orderly and successful entry into teaching in
the Rose Tree Media School District. In designing the Induction Plan, the District wanted to provide the best possible
instruction for Rose Tree Media students by providing them with the best prepared teachers. The Induction Program consists of
a series of planned activities to provide the newly hired teacher with the culture of the District, policies and procedures,
strategies to support expectations and successful instruction and an overview of District initiatives. Since learning to be a
good teacher is a complex and ongoing experience, a three year induction process has been created. The second and
third years are planned to maximize individualization and exposure to rehearsal and reflection structures, while the first year
is much more standardized. The Induction Plan is intended as a growth process rather than a supervisory or evaluative process.
Following are the specific objectives of the induction process:
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To establish collegial relationships between new teachers and mentors
To expose the new teacher to effective classroom management techniques, effective communication skills and
an understanding of student behaviors
To develop instructional and learning strategies to engage all students in active learning
To develop an awareness of diversity and the responsibility to meet cultural, social and academic needs of students
To familiarize the new teacher with the district's standards-based K-12 curriculum
To make the new teacher aware of the methods to evaluate students' progress including standardized tests, formative
and summative assessments
To provide the new teacher with professional growth and reflective opportunities
Assessment Processes
The process for monitoring and evaluating the Teacher Induction Program will include:
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1. At the conclusion of the Teacher Orientation in August, protégés will have the opportunity
to reflect and provide feedback on the program in narrative form and ranking order.
This information is compiled, analyzed and summarized for the Directors of Teaching and
Learning and the Superintendent.
2.
Mentors complete a mid-year evaluation and are asked to respond to questions that
address the strengths and areas of need for the mentoring program.
3.
At the conclusion of the school year, protégés, mentors and building principals have the
opportunity to reflect and provide feedback in narrative form so that appropriate changes
can be made to address the needs of future protégés.
4.
Evaluations are completed for each after school induction workshop and protégés have
the opportunity to make suggestions for on going professional development based upon
their needs.
Mentor Selection
Each newly hired teacher to the Rose Tree Media School District is assigned a mentor teacher. Although individuals may
have teaching experience, they are still new to Rose Tree Media and it is critical to have a mentor. Additionally, all new
teachers who are not tenured receive a copy of Harry and Rosemary Wong's book, The first Days of School. Teachers who
are tenured receive a copy of Elaine McEwan's book, 10 Traits of Highly Effective Teachers. Both of these books are
excellent resources and are referenced throughout the year.
Mentors will be assigned by the building principal in cooperation with the Teacher Leader for Induction. Building principals
will make formal requests for volunteers who are interested in serving as mentors. From the list, principals will select the
most qualified mentor for each protégé. They will also attempt to place a new teacher with someone who teaches within
the same grade level (elementary level) or the same discipline (secondary level). The principals' recommendations are
reviewed by the Director of Human Resources and once approved the mentors are issued supplemental contracts. If
either mentor or protégé wishes to make a change in partnership, the principal, in cooperation with the Teacher Leader
for Induction, will assign a new mentor.
Criteria and Qualifications for Mentor Selection:
The role of the mentor teacher is to provide more individual and daily support to the protégé. The following criteria will be used
to select mentor teachers for the Rose Tree Media School District's Teacher Induction Plan:
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Minimum of three years teaching experience; tenured status
Level II teaching certificate
Possess knowledge of District/school policies, procedures, and resources
Demonstrates competencies (effective differentiated instruction, lesson planning, classroom management, and
interpersonal relationships)
Experience in and/or willingness to participate in district staff development programs- Classroom Management,
Active Engagement, Differentiated Instruction, Mentor and Peer Coaching
Models continuous learning and reflection, including the implementation of District initiatives and/or current best practices
in education
Values diversity in approaches to lesson design; successfully employs a variety of teachings methods
Demonstrates knowledge and application of a variety of instructional strategies
Demonstrates ability to effectively communicate with students, parents, peers, administrators, and the community
Demonstrates competency in the use of instructional technology
Shows confidence, enthusiasm, and has a positive attitude
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●
Has the desire to mentor and assist in the development of other teachers
Mentor Training Program
Properly trained mentors are critical to the success of the Teacher Induction Program. Therefore, mentors will have
the opportunity to meet with other mentors to discuss issues and to receive training in their roles as mentors to the teachers
new to the District. Mentor training will take place in august and in September.
The following topics will be included in the mentor training program
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
The purpose of the Teacher Induction Program and the role of the mentor
Recognizing and meeting the needs of a beginning teacher
Phases of First Year Teaching
Confidentiality
Curriculum and standards
Effective instructional/learning strategies and practices
Classroom management
Assessment and progress monitoring
Technology
Efficient use of time
Communication and listening skills
Peer coaching/collaboration
Conferencing skills
Data collection and application
Skills to foster reflective practice
Positive and constructive form of feedback
Mentor Responsibilities
The mentor-protégé relationship should establish: sense of community, interdependence and independence, shared concerns,
a sense of common purpose, and a real sense that others "stand by" when the protégé is under stress and uncertain about
what to do next. In general, mentors will help protégés to:
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Know, understand, and implement district policies, procedures, standards-based curriculum and evaluation
Plan, organize, and provide effective instruction
Adapt to their new school and district environment
Identify immediate needs and concerns that could hamper the protégé’s progress toward personal and professional
autonomy, status, equality and security
Increase professional skills, judgment, interpersonal relationships, and general competency to experience an effective
and successful teaching career
In addition, the mentor teacher will:
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Participate in District mentor training program in August and September
Meet weekly with protégé in a peer coaching setting to review progress and problems
Provide professional and personal support
Model successful instructional practices
Be consistently supportive and positive; encourage reflection on practice, while not hesitating to offer feedback
Assist in preparation for first day, parents' nights and conferences
Assist in arranging observations of peers
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Observe instruction in protégé’s classroom three to four times a year and conduct a debriefing conference
Participate in evaluation of Teacher Induction Program
Complete and submit mentor check list
Serve as a role model for protégé in the varied aspects of teaching including:
-communication with students, parents colleagues, and administrators
-use of a variety of instructional methods and materials adapting methods and materials to class and individual
student needs
-classroom management
-lesson planning
-differentiated instruction
-implementation of district curriculum
-implementation of district/building policies
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Maintain a log of meetings and discussions with the protégé
Activities and Topics
The Teacher Induction Program includes a variety of workshops and meetings facilitated by the Teacher Leader for Induction
and other knowledgeable educators. A variety of relevant educational topics and issues are addressed throughout the year.
The following serve as a general overview of activities and topics that will be highlighted during the August Orientation and
those that will be focused upon each month at the District level. The activities and topics for years 2 and 3 are also highlighted.
Year One Induction Activities:
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Introductions, Expectations, Overview of the District, Meet Your Mentor
Standards-Based: Qualities of Effective Teachers, Classroom Management and Motivation.
Protégés and Mentors Meet with supervisors/principals: Curriculum Standards, Textbooks, Materials, Scope and Sequence
and Grading Procedures
Back to School Night Basics,
Introduction to Technology,
Meeting the Needs of All Students: A Good I.D.E.A.
Gradebook/Progress Report Training
Web Page Design
September - April: four to six observations
September - May: Meetings with Mentors
IDEA, IEP's 504's, IST
Respect & Responsibility Training:: Harassment Policy
Meeting the Needs of ELL Students
Your Indispensable Library
Meetings the Needs of Gifted Learners
Protégé/Mentor Tea
Year Two Activities:
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Diversity Training
Active Learning with Technology
Portfolio Research
Differentiated Instruction
Portfolio Research Project (Independent work September - August): Banner Questions due by end of September
Year Three Activities:
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●
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I-Movie OR Distance Learning Workshop
Differentiated Lesson Plans - one for content, process and product
Portfolio Presentations to grade level teams or departments.
Evaluation and Monitoring
The Teacher Induction Program will be monitored and evaluated annually and revised as needed. The Teacher Leader
for Induction and the Teacher Induction Program Committee will review the results of surveys and questionnaires completed
by mentors, protégés, and administrators at the end of the school year. The results will be shared with the Elementary
and Secondary Directors of Teaching and Learning as well as the Superintendent. Recommended changes will be taken
into consideration for the following year.
Participation and Completion
The Rose Tree Media Induction Plan is an induction process in which professional employees participate at the time they are
first employed as long-term substitute, temporary professional, or professional employees. Participants in the Teacher
Induction Program include:
1.
2.
3.
4.
All certified teachers newly employed without prior teaching experience
All certified teachers newly employed regardless of years of experience*
Long-term substitutes
Teachers who change assignment within the district will be assigned a mentor
At the discretion of the Teacher Leader for Induction and the building principal, newly hired, tenured teachers may waive
the identified sessions of the Teacher Induction Program. Tenured teachers who are permitted to waive the induction
sessions may substitute other workshops that are offered in the district throughout the year.
Teachers who are hired after the start of the school year will immediately enroll in the Teacher Induction Program. If the
teacher missed the August Orientation, he/she will attend specific Orientation sessions the following August. The new
teacher will begin to attend the after school induction meetings as soon as he/she is hired.
All protégés will receive a Rose Tree Media Induction Binder and calendar in August. They will refer to this binder to review
the timeline of activities and topics as well as to monitor and evaluate their participation and progress in the program. Copies
of activity completion forms, evaluations, calendars and needs assessments will be included in the Appendix of the binder.
These forms will be completed by the protégés and submitted to the Teacher Leader for Induction following a scheduled
timeline. The Teacher Leader for Induction keeps documentation of all completed activities for teachers in the Teacher
Induction Program.
At the conclusion of the school year, the Teacher Leader for Induction, and the Elementary and Secondary Directors of
Teaching and Learning, issue a certificate to each protégé indicating his/her successful completion of the first year of the
Teacher Induction Program. At the conclusion of the third year of the Teacher Induction Program, the Teacher Leader
for Induction issues a certificate to the protégé indicating successful completion of Rose Tree Media School District's three
year Teacher Induction Program. The certificate verifies successful completion of the requirements of induction as outlined
in Chapter 49 of the Pennsylvania School Code. The certificate is signed by the Director of Teaching and Learning
for Elementary or Secondary and the Superintendent of Schools. Copies of these certificates as well as the
supporting documentation gathered throughout the year are placed in the employee's personnel file.
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