skip to main content
Home
Facebook Twitter RSS
« Back to news list
Comprehensive Plan: Stage 1

To maintain compliance with mandates of the PA Department of Education (PDE) all Phase I school districts are required to complete four parts of Comprehensive Planning  that are listed in the enclosed image and post to the district home page for a 28 day Public Review prior to November 30, 2019. The Overall Comprehensive Plan submission deadline to PDE is March 30, 2020. Please feel free to contact Robert Galella, Curriculum Director at rgalella@wyomingarea.org with any questions. 

 




Characteristics 

EEP

EEI

ML

HS

Early Primary Elem. Intermed.     Middle High

Which of the following describes your professional education program for classroom teachers, school counselors and education specialists? (Check all that apply)

District’s Professional Education Characteristics

EEP

EEI

ML

HS

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

Checked

Checked

Checked

Checked

Increases the educator’s teaching skills based on effective practice research, with attention given to interventions for struggling students.

Checked

Checked

Checked

Checked

Increases the educator's teaching skills based on effective practice research, with attention given to interventions for gifted students.

Checked

Checked

Checked

Checked

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

Checked

Checked

Checked

Checked

Empowers educators to work effectively with parents and community partners.

Checked

Checked

Checked

Checked

 


 

Which of the following describes your professional education program for administrators and other educators seeking leadership roles? (Check all that apply)

District’s Professional Education Characteristics

EEP

EEI

ML

HS

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.

Checked

Checked

Checked

Checked

Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for gifted students are aligned to each other, as well as to Pennsylvania's academic standards.

Checked

Checked

Checked

Checked

Provides leaders with the ability to access and use appropriate data to inform decision making.

Checked

Checked

Checked

Checked

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

Checked

Checked

Checked

Checked

Instructs the leader in managing resources for effective results.

Checked

Checked

Checked

Checked

 


 

Provide brief explanation of your process for ensuring these selected characteristics.

The District provides professional development opportunities based on needs in areas identified by our faculty and administrative staff.  It is current, timely and job embedded.

Provide brief explanation for strategies not selected and how you plan to address their incorporation.



Educator Discipline Act 126 and Act 71

Provides educators with mandated reporter training, totaling 3 hours, every 5 years as outlined in Act 126.

 

Status

The LEA has conducted the required training on:

Answered

The LEA plans to conduct the required training on approximately:

Answered

 

Provides educators with four (4) hours of professional development in youth suicide awareness and prevention every five (5) years for professional educators in grades six through twelve as outlined in Act 71.

 

Status

The LEA has conducted the training on:

Answered

The LEA plans to conduct the training on approximately:

Answered

Not Applicable for our school entity

Not answered

 

Provides educators with four (4) hours of professional development every five (5) years for professional educators that are teaching the curriculum in which the Child Exploitation Awareness Education program is incorporated as outlined in Act 71.

   

The LEA has conducted the training on:

Answered

The LEA plans to conduct the training on approximately:

Answered

Not Applicable for our school entity

Not answered

 

Professional Development

Using the +Professional Development button, please complete the template for the professional development opportunities offered during your planning cycle.

 


 

 

  • “PROFESSIONAL ETHICS AND THE EDUCATOR DISCIPLINE ACT”

 

 


 

Strategies Ensuring Fidelity

Which of the following strategies do you apply to ensure that professional development is focused and wide-ranging and is implemented with fidelity? (Check all that apply)

 


 

CheckedCHECKED
  • Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target instructional areas that need strengthening.

  • Using disaggregated student data to determine educators’ learning priorities.

  • Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target curricular areas that need further alignment.

  • Professional Development activities are developed that support implementation of strategies identified in your action plan.

  • Clear expectations in terms of teacher practice are identified for staff implementation.

  • An implementation evaluation is created, based upon specific expectations related to changes in teacher practice, which is used to validate the overall effectiveness of the professional development initiative.

  • The LEA has a systemic process that is used to validate whether or not providers have the capacity to present quality professional development.

  • Administrators participate fully in all professional development sessions targeted for their faculties.

  • Every Professional development initiative includes components that provide ongoing support to teachers regarding implementation.

  • The LEA has an ongoing monitoring system in place (i.e. walkthroughs, classroom observations).

  • Professional Education is evaluated to show its impact on teaching practices and student learning.

Provide brief explanation of your process for ensuring these selected characteristics.

Professional development opportunities are created based on long-term district-wide goals and objectives.  Therefore, each professional development opportunity is embedded and followed through to ensure fidelity. The administrative team strives to interact with faculty to create meaningful professional development opportunities. Ideas for professional development are often generated during grade level and department level meetings. Once the administrative team selects the area of focus or programming for professional development, a timeline for delivery of professional development and implementation are established. We continually monitor the progress of the programming through teacher feedback, walkthrough evaluations and observations. 

Provide brief explanation for strategies not selected and how you plan to address their incorporation.



 


 

Induction Program

Which of the following goals, objectives and competencies does your Induction program contain? (Check all that apply)

 


 

CheckedCHECKED
  • Inductees will know, understand and implement instructional practices validated by the LEA as known to improve student achievement.

  • Inductees will assign challenging work to diverse student populations.

  • Inductees will know the basic details and expectations related to LEA-wide initiatives, practices, policies and procedures.

  • Inductees will know the basic details and expectations related to school initiatives, practices and procedures.

  • Inductees will be able to access state curriculum frameworks and focus lesson design on leading students to mastery of all state academic standards, assessment anchors and  eligible content (where appropriate) identified in the LEA's curricula.

  • Inductees will effectively navigate the Standards Aligned System website.

  • Inductees will know and apply LEA endorsed classroom management strategies.

  • Inductees will know and utilize school/LEA resources that are available to assist students in crisis.

  • Inductees will take advantage of opportunities to engage personally with other members of the faculty in order to develop a sense of collegiality and camaraderie.

Provide brief explanation of your process for ensuring these selected characteristics.

The district follows the PDE guidelines for ensuring that all new teachers are inducted and mainstreamed within a three year period.  All new employees are assigned a mentor to ensure compliance with all new teacher practices.

The Induction Program in the Wyoming Area School District consists of research-based topics to assist teachers to utilize strategies to facilitate learning.  There are three in-service days per year that are set aside to delve into these topics. The inductees have to attend all three sessions in order to complete the program.  There are a combination of in-house and Intermediate Unit 18 instructors to address the following topics. Also, our present superintendent provides the professional practice and conduct for educators and is available to guide these new teachers and answer any concerns that they have.  Teachers that are involved in the induction process have an evaluation to fill out at the end of each session, and they will list topics that they would like addressed at future sessions. There is shared decision making in the delivery of some of these topics.

Many activities are done that align with the PA Core and Webb’s Depth of Knowledge. We emphasize the importance of student engagement along with standards-based activities.   Also, there is a connection made to the Standards Aligned System (SAS Portal) and where teachers can locate materials and resources for instruction. There are other workshops on accommodations and adaptations for diverse learners by using learning styles and multiple intelligences. 

Examples of formative and summative assessments to inform instruction are also addressed.  

Provide brief explanation for strategies not selected and how you plan to address their incorporation.



 


 

Needs of Inductees

Which of the following tools do you use to assess the needs of the inductees? (Check all that apply)

 


 

CheckedCHECKED
  • Frequent observations of inductee instructional practice by a coach or mentor to identify needs.

  • Regular meetings with mentors or coaches to reflect upon instructional practice to identify needs.

  • Inductee survey (local, intermediate units and national level).

  • Review of inductee lesson plans.

  • Submission of inductee portfolio.

  • Knowledge of successful research-based instructional models.

  • Information collected from previous induction programs (e.g., program evaluations and second-year teacher interviews).

UNCHECKED
  • Frequent observations of inductee instructional practice by supervisor to identify needs.

  • Student PSSA data.

  • Standardized student assessment data other than the PSSA.

  • Classroom assessment data (Formative & Summative).

  • Review of written reports summarizing instructional activity.

Provide brief explanation of your process for ensuring these selected characteristics.

All new teachers are provided with the tools they need to be successful in the classroom.  New teachers have many resources to ensure success.

Provide a brief explanation for strategies not selected and your plan to address their incorporation.



 


 

Mentor Characteristics

Which of the following characteristics do you use to select mentors? (Check all that apply)

 


 

CheckedCHECKED
  • Pool of possible mentors is comprised of teachers with outstanding work performance.

  • Potential mentors have similar certifications and assignments.

  • Potential mentors must model continuous learning and reflection.

  • Potential mentors must have knowledge of LEA policies, procedures and resources.

  • Potential mentors must have demonstrated ability to work effectively with students and other adults.

  • Potential mentors must be willing to accept additional responsibility.

  • Mentors must complete mentor training or have previous related experience (e.g., purpose of induction program and role of mentor, communication and listening skills, coaching and conferencing skills, problem-solving skills and knowledge of adult learning and development).

  • Mentors and inductees must have compatible schedules so that they can meet regularly.

Provide brief explanation of your process for ensuring these selected characteristics.

All selected Mentors are trained and qualified to ensure that new employees get the training and skills necessary to ensure success.  Mentors are selected based on the assignment of the new teacher and what strengths and/or weaknesses the new teacher holds

Provide brief explanation for characteristics not selected and how you plan to address their incorporation.



 


 

Induction Program Timeline

Identify the timeline of induction topics to be addressed. (Check all that apply)

 


 

Topics

Aug-Sep

Oct-Nov

Dec-Jan

Feb-Mar

Apr-May

Jun-Jul

Code of Professional Practice and Conduct for Educators

Checked

     

Checked

 

Assessments

   

Checked

 

Checked

 

Best Instructional Practices

     

Checked

   

Safe and Supportive Schools

   

Checked

     

Standards

       

Checked

 

Curriculum

Checked

Checked

Checked

Checked

Checked

Checked

Instruction

Checked

Checked

Checked

Checked

Checked

 

Accommodations and Adaptations for diverse learners

Checked

Checked

Checked

Checked

Checked

 

Data informed decision making

Checked

     

Checked

 

Materials and Resources for Instruction

       

Checked

 

If necessary, provide further explanation.

All topics listed above are addressed by the mentor and the new hire plus administration.  Curriculum is ongoing as well as instructional practices through frequent walkthroughs and completion of Clinical supervision. Timelines vary depending on the time requirements, date of hire, needs of the inductee, the schedule of PDE and the greatest need of the school district.  There are many variables that determine the exact schedule of components although all variables are covered.

 

 


 

Monitoring and Evaluating the Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

 


 

The new hires fill out evaluation forms after each professional development workshop.  Each meeting with the mentor also requires paperwork ensuring that topics have been covered.  Mentors and new hires follow procedures and guidelines to ensure the induction process is a success. Superintendent and members of the administrative team are scheduled to meet with inductees as part of the in-house inductee mentoring program. 

 

 


 

Recording Process

Identify the recording process for inductee participation and program completion. (Check all that apply)

 


 

CheckedCHECKED
  • Mentor documents his/her inductee's involvement in the program.

  • A designated administrator receives, evaluates and archives all mentor records.

  • School/LEA maintains accurate records of program completion and provide a certificate or statement of completion to each inductee who has completed the program.

  • LEA administrator receives, tallies, and archives all LEA mentor records.

  • Completion is verified by the LEA Chief Executive Officer on the Application for Level 2 Certification.

Wyoming Area SD / Assurances /

Safe and Supportive Schools Assurances

 

The LEA has verified the following Assurances:

  • Implementation of a comprehensive and integrated K-12 program of student services based on the needs of its students. (in compliance with § 12.41(a))

  • Free Education and Attendance (in compliance with § 12.1)

  • School Rules (in compliance with § 12.3)

  • Collection, maintenance and dissemination of student records (in compliance § 12.31(a) and § 12.32)

  • 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)

  • Parents or guardians are informed regarding individual survey student assessments and provided a process for refusal to participate (consistent with § 445 of the General Education Provisions Act (20 U.S.C.A. § 1232h) and in compliance with § 12.41(d))

  • Persons delivering student services shall be specifically licensed or certified as required by statute or regulation (in compliance with § 12.41(e))

  • Development and Implementation of Local Wellness Program (in compliance with Public Law 108-265, Section 204)

  • Early Intervention Services System Act (if applicable) (11 P.S. § 875-101—875-503)

  • Establishment and Implementation of Student Assistance Programs at all of levels of the school system (in compliance with 24 PS § 15-1547)

  • Acceptable Use Policy for Technology Resources

  • Providing career information and assessments so that students and parents or guardians might become aware of the world of work and career options available.

Safe and Supportive Schools

Assisting Struggling Schools

Describe your entity’s process for assisting schools that either do not meet the annual student achievement targets or experience other challenges, which deter student attainment of academic standards at a proficient level or higher.

If your entity has no struggling schools, explain how you will demonstrate continued growth in student achievement.

 


 

Through the self-evaluation process, we have scheduled Trauma Informed Care Education Awareness trainings for all district employees on May 22, 2020 for the first course. Courses 102 and 103 will be scheduled for our Fall '20 in-services. We continue to refine and implement programming in order to create a safe school environment that is conducive to student success.  Our district uses PVAAS data to identify each grade level's area of strength and weakness. We use CDT diagnostics to guide instruction and implement remediation at the student level. We continually evaluate our bullying, drug and alcohol and school violence policy to ensure a safe learning environment that promotes student growth and achievement.

 

 


 

Programs, Strategies and Actions

Which of the following programs, strategies and actions does the LEA apply to provide students’ safe and supportive schools?

 

 

 

 

 

 

EEP

EEI

ML

HS

Early Primary Elem. Intermed.     Middle High

 

 

 

 


 


Programs, Strategies and Actions

EEP

EEI

ML

HS

Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement

Checked

Checked

Checked

Checked

School-wide Positive Behavioral Programs

Checked

Checked

Checked

Checked

Conflict Resolution or Dispute Management

Checked

Checked

Checked

Checked

Peer Helper Programs

Checked

Checked

Checked

Checked

Safety and Violence Prevention Curricula

Checked

Checked

Checked

Checked

Student Codes of Conduct

Checked

Checked

Checked

Checked

Comprehensive School Safety and Violence Prevention Plans

Checked

Checked

Checked

Checked

Purchase of Security-related Technology

Checked

Checked

Checked

Checked

Student, Staff and Visitor Identification Systems

Checked

Checked

Checked

Checked

Placement of School Resource Officers

Checked

Checked

Checked

Checked

Student Assistance Program Teams and Training

Checked

Checked

Checked

Checked

Counseling Services Available for all Students

Checked

Checked

Checked

Checked

Internet Web-based System for the Management of Student Discipline

Checked

Checked

Checked

Checked

Explanation of strategies not selected and how the LEA plans to address their incorporation:

Wyoming Area has instituted K-12 Peer Tutoring program where juniors and seniors in good academic standing and approved by administration as well as the parent/caregivers provide academic help to any interested student. Schedule is arranged with written documentation that is tracked and filed by the curriculum director and his secretary. 

 

 


 

Screening, Evaluating and Programming for Gifted Students

*The requirements for a student's Gifted Individualized Education Plan can be found in the Pennsylvania Code (22 Pa Code §16.32)*

Describe your entity’s awareness activities conducted annually to inform the public of the gifted education services and programs offered (newspaper, student handbooks, school website, etc.)

Each year, the district financially supports many extra curricular scholastic activities. Some examples include: Kane Physics Competition, American Chemical Society, Brain Bee, Science Olympiad, STEM competitions, band and orchestra competitions, FBLA State Leadership Conference, Geography Bee, History Bowl, JETS competition and Scholastic Scrimmage. These activities are published in the local newspaper and acknowledged at the School Board meetings. 

Describe your entity’s process for locating students who are thought to be gifted and may be in need of specially designed instruction (screening).

Each year the OLSAT (Otis-Lennon) is issued to all Grade 1 students and Stanford is issued to all students across Grades 1 & 2. K-BIT is administered by guidance counselors.  Based on their score, students are then screened for gifted and evaluated. Teacher or parent recommendations are also used. The gifted teachers provide pull out instruction geared towards exposing students to a variety of enrichment opportunities in various content areas at the elementary level.  At the middle level, the gifted teacher works with science teachers to create enrichment activities in the classroom and outside of the classroom. At the secondary level, students are allowed to select a mentor teacher based on interest which enables them to develop a project throughout the year. The Luzerne Intermediate Unit provides professional development and facilitates the gifted programming (The Gifted Network) for our district.

Describe your entity’s procedures for determining eligibility (through multiple criteria) and need (based on academic strength) for potentially mentally gifted students (evaluation).

Currently the Wyoming Area School District utilizes the discrepancy model to identify students with specific learning disabilities.  The process of identification begins with the classroom teachers and the utilization of the universal screenings in the area of reading and math.  The district utilizes a more data based referral system when referring a student to the Child Study team and a thirty minute daily Intervention/Enrichment period has been incorporated into the elementary schedule to provide assistance to all students.

The Child Study teams meet on a regular basis to address the needs of students identified as having difficulties within the general education curriculum.  The process includes:

*Teacher referral is made to guidance.

*Guidance will forward an extensive data based questionnaire to all involved faculty (General education teachers, Nurse, Title I teacher).

*Child Study team (Guidance Counselor, Principal, General Education Teacher, Director of Special Education, School Psychologist) will meet to discuss the results of the universal screenings, curriculum based assessments (CBA’s), classroom observation, record review, and classroom concerns.

* Classroom adaptations, modifications, and accommodations are recommended and documented.

*If warranted, a comprehensive evaluation will be conducted by the school Psychologist, General Education Teachers, and related services personnel if needed.

*Following the evaluation, a meeting is held with the MDT to discuss results and to arrange a meeting to develop a comprehensive IEP to address the needs of the newly identified student who qualifies for and is in need of Specially Designed Instruction under IDEA.

*The Wyoming Area School District will consider the least restrictive environment (LRE) to meet the needs of each student individually.

 

Describe the gifted programs* being offered that provide opportunities for acceleration, enrichment or both. *The word "programs" refers to the continuum of services, not one particular option.

Wyoming Area does not contract gifted services through LIU18. We have one Gifted Teacher who provides gifted instruction to any K-12 gifted identified student. 

We will continue to develop our K-12 program in the upcoming years. Our goal is to create a program that successfully meets the needs of our gifted student population. 

 

 


 

Developmental Services

Which of the following developmental services are integrated into all levels of your educational program?

 


 

Developmental Services

EEP

EEI

ML

HS

Academic Counseling

Checked

Checked

Checked

Checked

Attendance Monitoring

Checked

Checked

Checked

Checked

Behavior Management Programs

Checked

Checked

Checked

Checked

Bullying Prevention

Checked

Checked

Checked

Checked

Career Awareness

Checked

Checked

Checked

Checked

Career Development/Planning

Checked

Checked

Checked

Checked

Coaching/Mentoring

       

Compliance with Health Requirements –i.e., Immunization

Checked

Checked

Checked

Checked

Emergency and Disaster Preparedness

Checked

Checked

Checked

Checked

Guidance Curriculum

Checked

Checked

Checked

Checked

Health and Wellness Curriculum

Checked

Checked

Checked

Checked

Health Screenings

Checked

Checked

Checked

Checked

Individual Student Planning

Checked

Checked

Checked

Checked

Nutrition

Checked

Checked

Checked

Checked

Orientation/Transition

Checked

Checked

Checked

Checked

RTII/MTSS

Checked

Checked

   

Wellness/Health Appraisal

Checked

Checked

Checked

Checked

Explanation of developmental services:

Wyoming Area strives to create programming that is developmentally responsive and aims to look at the physical, social and emotional well being of all students.  Programs such as school wide positive behavior intervention system and our health department curricula together create a developmentally responsive comprehensive program. MTSS Literacy professional development continues in grades K-3 and grade 4 Writing MTSS with PaTTAN Malvern and Harrisburg as well as local IU. We have also purchased Career Zone to provide academic planning and activities in grades K-12 attributed to career readiness where all artifacts are warehoused. 

 

 


 

Diagnostic, Intervention and Referral Services

Which of the following diagnostic, intervention and referral services are integrated into all levels of your educational program?

 


 

Diagnostic, Intervention and Referral Services

EEP

EEI

ML

HS

Accommodations and Modifications

Checked

Checked

Checked

Checked

Administration of Medication

Checked

Checked

Checked

Checked

Assessment of Academic Skills/Aptitude for Learning

Checked

Checked

Checked

Checked

Assessment/Progress Monitoring

Checked

Checked

Checked

Checked

Casework

Checked

Checked

Checked

Checked

Crisis Response/Management/Intervention

Checked

Checked

Checked

Checked

Individual Counseling

Checked

Checked

Checked

Checked

Intervention for Actual or Potential Health Problems

Checked

Checked

Checked

Checked

Placement into Appropriate Programs

Checked

Checked

Checked

Checked

Small Group Counseling-Coping with life situations

Checked

Checked

Checked

Checked

Small Group Counseling-Educational planning

Checked

Checked

Checked

Checked

Small Group Counseling-Personal and Social Development

Checked

Checked

Checked

Checked

Special Education Evaluation

Checked

Checked

Checked

Checked

Student Assistance Program

Checked

Checked

Checked

Checked

Explanation of diagnostic, intervention and referral services:

The Wyoming area school district implements a variety of diagnostic intervention and referral services across the district.  Our guidance dept, Intermediate Unit and outside service providers are utilized to assist students with their basic needs.

 

 


 

Consultation and Coordination Services

Which of the following consultation and coordination services are integrated into all levels of your educational program?

 


 

Consultation and Coordination Services

EEP

EEI

ML

HS

Alternative Education

Checked

Checked

Checked

Checked

Case and Care Management

Checked

Checked

Checked

Checked

Community Liaison

Checked

Checked

Checked

Checked

Community Services Coordination (Internal or External)

Checked

Checked

Checked

Checked

Coordinate Plans

Checked

Checked

Checked

Checked

Coordination with Families (Learning or Behavioral)

Checked

Checked

Checked

Checked

Home/Family Communication

Checked

Checked

Checked

Checked

Managing Chronic Health Problems

Checked

Checked

Checked

Checked

Managing IEP and 504 Plans

Checked

Checked

Checked

Checked

Referral to Community Agencies

Checked

Checked

Checked

Checked

Staff Development

Checked

Checked

Checked

Checked

Strengthening Relationships Between School Personnel, Parents and Communities

Checked

Checked

Checked

Checked

System Support

Checked

Checked

Checked

Checked

Truancy Coordination

Checked

Checked

Checked

Checked

Explanation of consultation and coordination services:

Wyoming Area ensures that all students are provided access to all services of need. Our guidance department, administration and faculty communicate with both internal and external services to provide students with necessary supports (Wyoming Co. D&A, Children's service center, CYS, Mindfulness professional develop, LIU18 behavior support services housed in district for the full school year, etc.)

 

 


 

Communication of Educational Opportunities

By which means do you use to communicate educational opportunities (and how to access them) to parents and students?

 


 

Communication of Educational Opportunities

EEP

EEI

ML

HS

Course Planning Guides

Checked

Checked

Checked

Checked

Directing Public to the PDE & Test-related Websites

Checked

Checked

Checked

Checked

Individual Meetings

Checked

Checked

Checked

Checked

Letters to Parents/Guardians

Checked

Checked

Checked

Checked

Local Media Reports

       

Website

Checked

Checked

Checked

Checked

Meetings with Community, Families and Board of Directors

Checked

Checked

Checked

Checked

Mass Phone Calls/Emails/Letters

Checked

Checked

Checked

Checked

Newsletters

Checked

Checked

Checked

Checked

Press Releases

Checked

Checked

Checked

Checked

School Calendar

Checked

Checked

Checked

Checked

Student Handbook

Checked

Checked

Checked

Checked

 

 


 

Communication of Student Health Needs

Which means do you use to provide information to parents or guardians about the health needs of their children? (Check all that apply)

 


 

Communication of Student Health Needs

EEP

EEI

ML

HS

Individual Meetings

Checked

Checked

Checked

Checked

Individual Screening Results

Checked

Checked

Checked

Checked

Letters to Parents/Guardians

Checked

Checked

Checked

Checked

Website

Checked

Checked

Checked

Checked

Meetings with Community, Families and Board of Directors

Checked

Checked

Checked

Checked

Newsletters

Checked

Checked

Checked

Checked

School Calendar

Checked

Checked

Checked

Checked

Student Handbook

Checked

Checked

Checked

Checked

 

 


 

Frequency of Communication

How often do you communicate with parents about how to access educational opportunities and how to address health needs of students?

 


 

 

Frequency

Elementary Education-Primary Level

Quarterly

Elementary Education-Intermediate Level

Quarterly

Middle Level

Quarterly

High School Level

Quarterly

 

 


 

Collaboration for Interventions

Describe the collaboration between classroom teachers and individuals providing interventions regarding differing student needs and academic progress.

 


 

Collaboration among Title I teachers, general education teachers, and learning support teachers is embedded into the daily and monthly schedule.  In-service days are also planned to ensure collaboration exists. Fundations has expanded the past two years from K to 1 and 1st to 2nd grade where Title services intertwine with one another. There's ongoing conversations from child study meetings where a diverse group of educators collaborate and make data informed decisions for students pertaining to needs and progress. Since last school year, conversations are being had pertaining to how to structure a system to support MTSS Literacy in grades K-3: Teachers and administration have been trained but the existing barrier to implementation is two fold: 1. Dissention between the learning support and Title I reading specialists as well as a disconnect with classroom teachers with the Title I teachers. Administration and teachers want to restructure the schedule or at least begin planning for future MTSS implementation in Literacy grades K-3 but the second barrier is the resistence from the Title I reading department - their position is they do not have the time to provide MTSS intervention plus managing their caseloads with limited and significant decrease in Title I funding. 

 

 


 

Community Coordination

Describe how you accomplish coordination with community operated infant and toddler centers, as well as preschool early intervention programs. In addition, describe the community coordination with the following before or after school programs and services for all grade levels, including pre-kindergarten, if offered, through grade 12.

  1. Child care

  2. After school programs

  3. Youth workforce development programs

  4. Tutoring

 


 

The Wyoming Area School District offers a K-12 academic tutoring program after school hours or during study hall periods. 

 

 


 

Preschool Agency Coordination

Explain how the LEA coordinates with agencies that serve preschool age children with disabilities.

  1. Address coordination activities designed to identify and serve children with disabilities and the supports and accommodations available to ensure both physical and programmatic access.

  2. Address pre-kindergarten programs operated directly by the LEA and those operated by community agencies under contract from the LEA.

  3. Describe how the LEA provides for a smooth transition from the home setting and any early childhood care or educational setting the students attend, to the school setting.

 


 

Effective 2019-2020 school year; Curriculum Director, K-3 Principals serve on the Luzerne Co. Head Start Advisory board. Our first meeting was held Oct. 3, 2019. Conversations being had to develop a partnership where Head Start teachers, Wyoming Area resident students and their caregivers will be scheduled to visit our K classrooms, students, and teachers for 2 hrs. to participate in the classroom, be given a tour, eat lunch, etc. Furthermore, Both WA teachers in K will meet with Head Start teachers to network about standards that are taught throughout the school year and what the expectations are pertaining to School Readiness. 

Wyoming Area School District currently  coordinates with Head Start staff for kindergarten readiness and registration.  Our district also works with other agencies to identify students who may benefit from referrals for evaluation or behavioral health services. Our special education team meets annually with the appropriate agencies to ensure that we are prepared to provide the accommodations necessary to ensure each student experiences success. 

The district coordinates with Early Intervention regarding transitioning for school-age services.  In February transition meetings are held with district staff, parents, and Early Intervention coordinators in order to plan appropriately for special needs students for the upcoming school year.  At that meeting it is determined if the student’s Early Intervention Individualized Education Program will be upheld or if there is a need for an evaluation prior to the start of the upcoming school year.  At that meeting, parent concerns are addressed and questions regarding school-age services are answered. If an evaluation is deemed necessary before the start of the school year, district staff will begin the evaluation process to ensure appropriate program placement for the upcoming school year.  The evaluation may require the school psychologist to collaborate with the student’s current Early Intervention teachers and therapists. The school psychologist will visit the Early Intervention program, conduct behavior observations, conduct relevant testing and generate a Re Evaluation Report. District staff will them review the Re Evaluation Report and the team will develop a school-age Individualized Education Program to adequately address the student’s academic, functional, and behavioral needs.  

 

School Supplies
Footer Ribbon
Privacy Notice Copyright © 2020 DistrictName