Reading SD

Reading SD District Level Plan 07/01/2017 - 06/30/2020

2

District Profile

Demographics

800 Washington St Reading, PA 19601 (610)371-5611 Superintendent: Khalid Mumin Director of Special Education: Beth Liddle

Planning Process

The Reading School District's Comprehensive Plan draws from the district's Long Range Strategic Plan (2015-2020) and School Improvement Plans for the 2016-2017 school year. The administrators within the Office of Teaching and Learning are responsible for gathering and analyzing data, coordinating of all stakeholder groups involved in the planning process and inputting the plan into the comprehensive planning system. Stakeholder groups include administrators, teachers, parents, students, and board members. Their input has been gathered via electronic surveys and planning meetings. Stakeholders have had the opportunity to review district data, discuss our systemic needs and suggest possible action steps to address those needs.

As part of the development of the Special Education Plan, the Special Education Director and Chief Student Services Officer have visited every school and have met with principals, parents, and key team leaders to gather their feedback and include their input into the plan.

All of this information has been compiled and organized into the comprehensive plan which will be used to guide the actions of the Office of Teaching and Learning for the duration of the plan.

Mission Statement

The Reading School District's mission is to transform student potential into reality. In the collective, educators, community members and parents remain committed to our core purpose of educating ALL students.

Vision Statement

The Reading School District wants to help students make their hopes and dreams a reality. We will strive to motivate continuous academic growth in all students. We will nurture academic tenacity and resiliency. Our students will graduate prepared for postsecondary education and a career.

We will achieve this vision by actualizing the goals that serve as our guide. They are:

3

All students and staff report a welcoming, respectful and safe learning environment where everyone feels honored and connected.

We implement a common curriculum, based on high standards and evidence-based pedagogy across the District that closes the achievement gap throughout our schools and student populations while adequately preparing students for college and career opportunities.

We deliver effective, timely communication and information to all District stakeholders to effectively tell our story of success. Our community values the contributions of the Reading School District.

We fund and support quality education and fair employment practices, while ensuring the long-term sustainability of the District. We produce a balanced budget with accurate and timely reporting to our varied agencies. We provide leadership in our areas of expertise to other departments.

We collaborate with key stakeholders and community partners to advance/promote academic excellence for all students enrolled in the Reading School District's nineteen schools.

Shared Values

We believe that all students can achieve academically and socially. Schools thrive thrive with strong, capable leadership, research-proven instruction and sound organizational practices.

Success does not happen by accident. Successful schools and districts do not happen by accident. Successful schools and districts do not become high-performing "by chance." Getting things done well demands discipline, focus, guided practice, ongoing progress monitoring, and community involvement. The success of our plan rests on the commitment each of us individually, and all of us collectively, with an understanding and agreement between special education and general education.

That is why courageous leadership matters ? boldly championing the ideals, ideas and actions that are imperative for creating and sustaining a system of strong public schools, and to focus unwavering attention on the primary intention of our public schools: bringing out all that is great in every student, without exception.

No one person or group can to do it all; all that each of us has to do is examine and implement our mission and practices regularly for students every day, so that she/he becomes better prepared for the next day, the next class, the next subject, the next teacher, the next grade level, the next school and for life after high school.

4

Educational Community

The City of Reading is a diverse urban area, with the latest American Community Survey (conducted by the US Census Bureau) showing that the City's 87,879 residents classify their race as: 58.4% White, 10.8% African-American, 1% Asian, .1% Pacific Islander, 9.4% from some other race, and 15.7% from two or more races. 64.9% of the population classify themselves as Hispanic or Latino (of any race), and 33.5% identified themselves as Puerto Rican, the highest percentage of Puerto Rican population of any municipality in Pennsylvania.

Our City is encountering many challenges that impact our students each and every day. Poverty remains as one of its biggest challenges with 40.1% of all city residents living in poverty. Back in 2010, our city received the unwelcome distinction of being named the poorest city in the United States of those with a population of 65,000 or higher. Our ranking has improved since that time, but Reading has still remained in the top ten poorest cities in the U.S. since that time.

Other challenges encountered by the City of Reading include educational attainment levels that are well below state and national averages. Currently, 63.7 % of residents over the age of 25 possess a high school diploma or higher, as compared to 89% across Pennsylvania and 86.3% across the nation. Due to these low levels of education, many families are unable to find sustainable employment. Crime is also an ever-present problem, with the latest Crime Index for the City at 425 as compared to the national average of 287.5.

Berks County and the City of Reading have a strong network of nonprofit and community organizations who partner with the Reading School District in various ways to help combat the effects of poverty and other challenges facing our students and families. These groups provide GED/ESL classes, mentoring services, student academic assistance, Head Start and youth development activities, among other services that help both students and their families reach their highest potential.

Within the Reading School District itself (RSD), there are 19 schools, including 13 elementary schools (Pre-K - 5), 4 middle schools (gr. 6-7), the Reading Intermediate High School (RIHS) (gr. 8-9), and Reading High School (RHS) (gr. 10-12). RSD's current enrollment in the 2016-17 school year is 17,451 students. Elementary school building enrollments range from 407 to 856 across buildings, while middle school enrollments range from 441 to 938. RIHS has an enrollment of 2,348 students and RHS has an enrollment of 3,305 students. All RSD schools are Title I buildings with eligible Schoolwide Programs due to the high number of students designated as low income (currently 90.64%).

Student demographics reflect the same characteristics of the City of Reading with the following statistics: 5.6% of students are White, 8.9% are African-American, 1% Asian or Pacific Islander and 2% from two or more races. 83.2% of the student population is Hispanic. Our Hispanic population within the District continues to grow, along with our English Language Learner population, currently at 21.5%.

5

The district's average daily attendance rate for 2015-16 was 93.84% and the graduation rate was 64.37%.

All RSD students receive free breakfast and lunch everyday through the Community Eligibility Provision. Other provided services include our Family Literacy Program, Career Technology Center, 21st Century Community Learning Centers, and the Migrant Education Program.

Planning Committee

Name Kathryn Buschan Wanda Crespo Victoria Halferty JuliAnne Kline Jennifer Murray Jennifer O'Brien Geina Beaver Joel Brigel Margaret Brown Dennis Campbell Gordon Hoodak Mitza Morales Joyce Ballaban Al Weber Stella Leonti

Sebastian Luca

Linda McCormick

Mike Toledo

Amy Crabs

Lindsay Evans

Victoria Troutman

Role Administrator : Special Education Administrator : Professional Education Administrator : Special Education Administrator : Professional Education Administrator : Professional Education Administrator : Professional Education Building Principal : Professional Education Building Principal : Professional Education Building Principal : Professional Education Building Principal : Professional Education Building Principal : Professional Education Building Principal : Professional Education Business Representative : Professional Education Business Representative : Professional Education Community Representative : Professional Education Community Representative : Professional Education Community Representative : Professional Education Community Representative : Professional Education Elementary School Teacher - Regular Education : Professional Education Elementary School Teacher - Regular Education : Professional Education Elementary School Teacher - Special Education :

Kathy Creelman

Robert McDonald

Amy Anders

Denise Solecki

Tara Breidenstine

Wanda Crespo Ayat Jalal Margarita Santana Patricia Wright Erin Jacobs

Beth Liddle

Jade Sedoti

Alanis Hernandez Ana Karen Maya Kathy Evison

Anne Fisher

6

Professional Education High School Teacher - Regular Education : Professional Education High School Teacher - Regular Education : Professional Education Middle School Teacher - Regular Education : Professional Education Middle School Teacher - Regular Education : Professional Education Special Education Middle School Teacher - Special Education : Special Education Parent : Special Education Parent : Professional Education Parent : Professional Education Parent : Professional Education Special Education Director/Specialist : Professional Education Special Education Director/Specialist : Special Education Special Education Director/Specialist : Professional Education Student : Professional Education Student : Professional Education Student Services Director/Specialist : Special Education Student Services Director/Specialist : Professional Education

7

Core Foundations

Standards

Mapping and Alignment

Elementary Education-Primary Level Standards

Arts and Humanities

Career Education and Work

Civics and Government PA Core Standards: English Language Arts PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects PA Core Standards: Mathematics Economics Environment and Ecology Family and Consumer Sciences Geography

Health, Safety and Physical Education

History Science and Technology and Engineering Education Alternate Academic Content Standards for Math Alternate Academic Content Standards for Reading American School Counselor Association for Students Early Childhood Education: Infant-ToddlerSecond Grade English Language Proficiency Interpersonal Skills School Climate

Mapping

Needs Improvement

Needs Improvement

Needs Improvement

Developing

Non Existent

Developing Non Existent

Needs Improvement Non Existent

Needs Improvement

Needs Improvement

Needs Improvement

Developing Non Existent Non Existent

Needs Improvement

Developing

Needs Improvement Non Existent

Needs Improvement

Alignment

Needs Improvement

Needs Improvement

Needs Improvement

Developing Needs

Improvement Developing Non Existent Needs

Improvement Non Existent

Needs Improvement

Needs Improvement

Needs Improvement

Developing Non Existent Non Existent

Needs Improvement

Developing

Needs Improvement Non Existent

Needs Improvement

Explanation for standard areas checked "Needs Improvement" or "Non Existent":

8

We are currently developing a plan for alignment district-wide. We will work on each area over a six year cycle.

Elementary Education-Intermediate Level Standards

Arts and Humanities

Career Education and Work

Civics and Government PA Core Standards: English Language Arts PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects PA Core Standards: Mathematics Economics

Environment and Ecology

Family and Consumer Sciences

Geography

Health, Safety and Physical Education

History Science and Technology and Engineering Education Alternate Academic Content Standards for Math Alternate Academic Content Standards for Reading American School Counselor Association for Students

English Language Proficiency

Interpersonal Skills

School Climate

Mapping

Needs Improvement

Needs Improvement

Needs Improvement

Developing

Needs Improvement

Developing

Needs Improvement

Needs Improvement

Needs Improvement

Needs Improvement

Needs Improvement

Needs Improvement

Developing

Non Existent

Non Existent

Needs Improvement

Needs Improvement

Needs Improvement

Needs Improvement

Alignment

Needs Improvement

Needs Improvement

Needs Improvement

Developing

Needs Improvement

Developing

Needs Improvement

Needs Improvement

Needs Improvement

Needs Improvement

Needs Improvement

Needs Improvement

Developing

Non Existent

Non Existent

Needs Improvement

Needs Improvement

Needs Improvement

Needs Improvement

Explanation for standard areas checked "Needs Improvement" or "Non Existent":

We are currently developing a plan for alignment district-wide. We will work on each area over a six year cycle.

Middle Level Standards

Arts and Humanities

Mapping Needs

Alignment Needs

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download