Intermediate Unit Plan

Beaver Valley IU 27

Intermediate Unit Plan

07/01/2015 - 06/30/2018

Intermediate Unit Profile

Demographics

147 Poplar Avenue

Monaca, PA 15061

(724)774-7800

Executive Director: Dr. Eric Rosendale

Planning Process

The Strategic Planning Committee consists of sub teams: Educational Technology, Professional Education, Chapter 4, Induction, and Special Education Plan.
The entire committee met as a whole to receive an overview of strategic planning and the use of the eStrategic Planning Tool. During this meeting, subcommittee chairpersons were appointed and/or elected and the committees established. Each subcommittee looked at previous years’ plans and established a process for meeting: future dates, times, locations, etc... It was also determined that the Chapter 4 Committee needed to meetoften and soon to establish a draft version of the mission, vision,core values, etc...
The entire BVIU staffspent three days drafting the Mission, Vision and Shared Values. The entire staff completed the systems analysis questions. The data from those questions helped forge our goals.
The remaining committees continued to meet frequently to work on their plans as they related to the BVIU Mission, Vision and Goals.
After several months of work, the large group was reconvened to review the draft version of each report. After some questioning and tweaking of the reports, consensus was reached and the large group committee approved each report.
The BVIU Board of Directors will be presented a copy of the draft plan and the plan will be posted on the BVIU website for public review and comment for 28 days. If all goes well, board approval could be anticipated at the November board meeting.

Mission Statement

Providing only the best educational services that support learners of all ages.

Vision Statement

To be a gateway to educational excellence – through distinguished leadership, trusted relationships and innovative resources.

Shared Values

that everyone, regardless of position, has something of value to share to make us a stronger organization.

clear and concise communication generates successful outcomes for individuals or organizations.

everyone deserves to be treated with respect.

everyone deserves to work in an environment free from bullying.

our environment values integrity, patience and trust.

all students achieve when provided with opportunities to learn.

that all students can achieve greater success with strong leaders.

learning is a lifelong process.

that each child is unique and deserves instruction that responds to his or her needs.

that fostering collaboration between BVIU, PK-12 schools, IHE's and community partners is a worthy pursuit.

that building relationships with community partners makes us stronger.

we believe that grit and determination bring amazing results.

working for the common good of the organization makes us all better.

holding ourselves and others to higher expectations yield better results.

that applicable, rigorous professional development will improve educational opportunities for all.

we positively impact education.

that CHANGE, if implemented effectively, can be healthy.

Educational Community

The Beaver Valley Intermediate Unit is a Regional Educational Service Agency created by Act 102 of 1970. Through cooperation and collaboration among school districts and community agencies, the Intermediate Unit works to provide innovative, responsive and cost-effective programs to the local school districts, the Beaver County Area Career and Technology Center, charter schools and non-public schools located in Beaver County.

The Beaver Valley Intermediate Unit operations are conducted under approval of a Board of Directors elected by Beaver County’s local school board members, consisting of one representative from each of our local school districts. An Advisory Council comprised of the local school district superintendents meets monthly to review programs and services.

The Beaver Valley Intermediate Unit Administrative Offices operate between the hours of 8:00 A.M. and 4:00 P.M. - Monday through Friday.

Planning Committee

Name / Role
Adel Aiken / Administrator
Frank Bovalino / Board Member
Nancy Bowman / Administrator
Lori Ceremuga / Ed Specialist - Instructional Technology
Jaimie Connelly / Community Representative
Elizabeth Crawford / Secondary School Teacher - Special Education
Amy Davis / Parent
Joyce Depenhart / Administrator
Linda Edel / Administrator
Ed Eimiller / Ed Specialist - Instructional Technology
Joe Guarino / Administrator
Connie Harmotto / Administrator
Deanna Hiltz / Parent
Mary Sue Haynes / Elementary School Teacher - Regular Education
Jeff Huchko / Elementary School Teacher - Special Education
Zachary Huwar / Secondary School Teacher - Special Education
Robert Italia / Administrator
Marianne LeDonne / Administrator
Karen Mathianis / Elementary School Teacher - Special Education
Chris McCabe / Elementary School Teacher - Special Education
Tammy Mihalow / Secondary School Teacher - Special Education
Lori Murtha / Intermediate Unit Staff Member
Lori Murtha / Administrator
Dean Nelson / Community Representative
Deb Newton / Business Representative
Melissa Niedbala / Secondary School Teacher - Special Education
Eric Rosendale / Administrator
John Sanderbeck / Business Representative
Su Verma / Administrator
Cristine Wagner-Deitch / Administrator
Jennifer Wallace / Secondary School Teacher - Special Education
Regan Weldon / Administrator

Core Foundations

Professional Education

Training/Personnel Development Council

· Regular Education

· Special Education

· Administrators

Describe how the Council functions and how many times it meets in a given year.

The council is convened to review ACT 48 course submissions as well as review the annual needs assessment and plan the monthly BVIU in-service days. This committee meets monthly.

Characteristics

Intermediate Unit’s Professional Education Characteristics / EEP / EEI / ML / HS
Enhances the educator’s content knowledge in the area of the educator’s certification or assignment. / X / X / X / X
Increases the educator’s teaching skills based on effective practice research, with attention given to interventions for struggling students. / X / X / X / X
Increases the educator's teaching skills based on effective practice research, with attention given to interventions for gifted students. / X / X / X / X
Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision making. / X / X / X / X
Empowers educators to work effectively with parents and community partners. / X / X / X / X
Intermediate Unit’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. / X / X / X / X
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. / X / X / X / X
Provides leaders with the ability to access and use appropriate data to inform decision making. / X / X / X / X
Empowers leaders to create a culture of teaching and learning, with an emphasis on learning. / X / X / X / X
Instructs the leader in managing resources for effective results. / X / X / X / X

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

At the conclusion of each professional development activity, an evaluation is conducted. Supervisors review the results of those evaluations and summaries are presented to the Board of Directors in the Executive Director's Report. Each year a needs assessment is conducted to ensure we are offering what the community needs.

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

N/A

Strategies Ensuring Fidelity

· 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.

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

· 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.

Our comprehensive plan outlines many of these strategies and the admin team meets monthly to ensure we are on target.

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

The BVIU has a goal of focusing on our professional development offerings. Weaknesses identified by teachers included a lack of ongoing support following professional development experiences. Additionally, the Continuing Professional Education committee recently revamped its criteria for presenters of professional development who are not BVIU staff members.

Induction Program

· 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.

Inductee Activities

Participate in the inductee orientation program prior to first day in the classroom.
Complete Induction Program Needs Assessment
Participate in on-site classroom visits by the mentor teacher.
Participate in classroom observation of mentor teacher.
Be available for telephone conversations and after school meetings with the mentor teacher.
Participation in the formative and summative evaluation of the induction program.
Complete the Beginning Teacher’s Network Course in the first year of the Induction Program – unless exempt by prior experience
Participate in a minimum of 10 hours, annually, of meeting/support with your mentor
Complete the Program Evaluation Form twice a year.

Induction Program Evaluation
The Teachers assigned to the Induction Program are monitored closely. Program Supervisors observe induction program teachers twice annually and use PDE 82-1 form to record the proficiency level of the teachers. The BVIU Monitors the effectiveness of the induction program with the following reports:
A. A written evaluation of the program with recommendations will be submitted to the Induction Coordinator (Direct supervisors of each BVIU program will act as Induction Coordinators for their programs.)

Program Assessment Form – Mentor (annually)
Program Assessment form – Inductee (twice per year)
Updated Induction Program Checklist – Mentor (monthly)
Induction Program Log – Mentor
Induction Program Completion Assurance Form – Inductee, Mentor, Supervisor and Director of Special Education or Executive Director

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

N/A

Needs of Inductees

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

Frequent observations of inductee instructional practice by supervisor to identify needs.
Regular meetings with mentors or coaches to reflect upon instructional practice to identify needs.
Standardized student assessment data other than the PSSA.
Classroom assessment data (Formative & Summative).
Inductee survey (local, intermediate units and national level).
Review of inductee lesson plans.
Review of written reports summarizing instructional activity.
Knowledge of successful research-based instructional models.
Information collected from previous induction programs (e.g., program evaluations and second-year teacher interviews).

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

RESPONSIBILITIES WITHIN THE ORGANIZATIONAL STRUCTURE
A. Induction Coordinator(s)

Will oversee the induction process.
Will recruit eligible staff.
Will assign mentor teachers to inductees.
Will verify the documentation that shows that the inductee has completed the induction program.
Orient faculty to induction process.
Be responsible for verifying the documentation that shows that the induction process has been completed.
Introduce the inductee and mentor teacher to the policies of their corresponding assignments.
Be sensitive to the needs of the beginning and mentor teacher.
Provide information regarding policies, practices, etc.

B. Mentor Teacher

Review areas of initial orientation.
Participate in mentor training and other in-service programs related to the induction process.
Establish rapport as a helping person.
Help new teachers to identify most immediate and pressing needs.
Help with ways to organize and manage the classroom.
Observe teaching and provide feedback in a non-evaluative manner.
Help with all aspects of the teaching process.
Suggest ways to communicate with parents.
Serve as a sounding board and mentor on a regular basis.
Promote professionalism.
Document interactions with beginning teachers.
Participate in the formative and summative evaluation of the induction program.

C. Inductee

Fulfill all the requirements of the induction program.
Seek the aid of the supervisor should serious conflicts arise between the teacher inductee and the mentor teacher.
Participate in the evaluation of the induction program.

Completion of Induction Program
Inductees will participate in the Induction Program for two school years, under the guidance of their Mentor Teacher andSupervisor. At the end of the twoyears, Inductees, Mentor Teachers and Supervisors mustturnin the required completed forms and logs,showingall requirements throughout the twoyears have been met. Thisinformation shows evidence of activities completed, including: review of school policies and procedures, Mentor Teacher/Inductee With the completion of this information, the Inductee officially meets the requirements for completion of the program.