® ANY AG PU ANA TEA 2 The Dallas®eporter Wednesday, N&mber 9,1994 Special support in place for elementary students IST (Instructional Support Team) is a process that allows educators with different expertise to work together to develop effec- tive intervention strategies. Any elementary student who experi- ences consistent academic or behavioral problems may be a candidate for IST. Students are indentified for IST services by the classroom teacher, other educa- tors, or parents. It is a regular education program available to children in grades K thru 6 within the state of Pennsylvania. The Dallas Elementary School Instructional Support Team con- sists of Beverly Bunney, instruc- tional support teacher; Ruth Tet- schner, principal; Leanne Yur- kanin; guidance counselor; Sharon Hartshorne, remedial reading teacher; Marsha Spear, first grade teacher, and John Doerfler, fifth grade teacher. These staff members are presently going through the training process pro- vided by the Pennsylvania De- partment of Education. The child's classroom teacher will also serve on the team. The school psychologist, speech pa- thologist, school nurse, parents, and representatives from commu- nity agencies may also serve on the team, depending on the needs of the students.. The IST process involves three steps. 1.) identifying a student's need for academic or behavioral Parent/teacher Twice each year, in November and April, parents of Dallas School District students have an opportunity to meet with their child's teacher to discuss student progress. These conferences are conducted because the admini- stration and faculty realize the importance of communicating with parents. During a confer- ence, observations of the student's behavior, development, and achievement are shared. This gives both parent and teacher better insight into the student's progress and future academic pro- gram. This year the elementary conferences are scheduled for Monday, November 14, 1994, and Monday, April 10, 1995. Parents will receive written notification of a conference time from the child(ren)’s teacher. The middle school conferences are scheduled for Monday, November 21, 1994, and Tuesdy, April 11, 1995, from 3:00 p.m. to 8:00 p.m. The con- ferences will be scheduled by the student's teachers. Parents will receive a written notification. The senior high school conferences are scheduled for Monday, No- Seated, from left, Mrs. Sharon Hartshorne, Mrs. Beverly Bunney, Ms. Ruth Tetschner. Standing, Mrs. Marsha Spear, Ms. Leanne Yurkanin, Mr. John Doerfler. support. 2.) determining the strategies needed to assist the student 3:) implementing the intervention strategies as a con- tinuum of services. The support teacher performs the preliminary work needed be- fore the team meets. Then the team determines what strategies should be tried to help the stu- dent attain success in the regular classroom. The IST concept is based on teamwork. It is a sup- portive and positive approach which emphasizes the importance of parental involvement and sup- port. After this initial assessment of the student's academic, behav- ioral, and/or coping skills, the IST recommends strategies to be implemented to help the student achieve success in the regular conferences vember 21, 1994, and Tuesday, April 11, 1995. Parents of high school students are asked to re- quest the teacher with whom they wish to discuss their child's prog- ress. If a parent is unable to attend the conference as sched- uled, arrangements can be made to reschedule it. It is extremely important to meet your child's teacher to discuss education is- sues which will impact on your son or daughter's future. Since the inception of parent conferences in the Dallas School district, the parent par- ticipation has exceeded 90%. Arranging parent conferences throughout the year can be ac- complished by contacting the teachers or the guidance counsel- ors. The Dallas School District believes that parent conferences are a collaborative effort between the parent and the teacher to develop an appropriate educa- tional plan which will emphasize the social, emotional, and aca- demic success of the student. By Samuel A. Barbose, Principal, Westmoreland Elementary classroom. The team determines what support is needed for the student to maintain a level of success in the classroom. The parent may be directly involved in implementing some intervention agreed upon by the team. As always, parental support is a vital ingredient in the success or fail- ure of this program. These strategies are evaluated by the team after 30 days, based on the goals set for the student. As a student shows success, the support teacher's direct involve- ment is phased out in favor of the classroom teacher or other decua- ton personnel. If there is no prog- ress, the student is referred for further evaluation. By Ruth Tetschner, Dallas Elementary Principal The Dallas School District has entered into a consortium with Luzerne Intermediate Unit #18 to provide an Alternative Education Program for students in grades 7- 12 from schools within the geo- graphic boundaries of the Unit. The program provides an alter- native approach for students who display inappropriate behaviors and have a great deal of difficulty adjusting to the traditional aca- demic school setting. The instructional day will be similar to that of a school district, running from 8:30 a.m. to 3:00 p.m. The curriculum will include studies in core courses of Eng- lish, social studies, science, mathematics, reading, and addi- tional studies in social behavior adjustment, job skills training, and civic responsibility education. Great emphasis will be placed on group activities, cooperative learn- ing experiences, and projects. Work study may also be an avail- able option for senior high stu- dents. Seated, from left, Mr. Gerald Wycallis, Superintendent of Schools; Options for difficult students The program will be initially staffed with two teachers, two aides, and a treatment specialist. At the middle-level age group, students in grades seven, eight, and nine will be assigned to one teacher and an aide. At the sen- ior-high level, students in grades ten, eleven, and twelve will also work with one teacher and one aide. The treatment specialist will work with all students providing direct, intense treatment that will focus on helping students learn to respond to their daily environ- ment in a practical an productive manner. Evaluation of the students will be ongoing by teacher, admini- stration, and specialists. Parent conferences will be an integral part of this program. Students will have opportunities to return to the regular education program by making significant progress in attendance, behavior, and achievement. By Anthony Martinelli, Middle School Principal p23 Mr. Ernest Ashbridge, school board member and president of I.U. #18 board. Standing, Mr. Kevin O'Connor, executive director, L.U. #18; Dr. Gilbert Griffiths, Assistant Superintendent; Mr. James Blandina, special education director, L.U. #18. the teacher. conference. Before the conference she would like answered. During the conference on a set schedule. 3. Take notes. 4. Ask questions 6. Be a good listener. 7. Deal with facts, not rumors. After the conference charted. your child’s next conference. Parent/Teacher conferences: Getting off on the right foot Participating in a parent/teacher conference is one of the most important school activities in which a parent will be involved. A con- ference is a time of sharing which benefits the child, the parent, and Preparing for the conference is essential for both teacher and parent. Here are some tips that will be useful at the next parent/teacher 1. Decide what questions should be answered at the conference. 2. Pinpoint specific questions rather than talking in general terms. 3. Prior to the conference ask your child if there are any questions he/ 1. Be on time and conclude the conference on time. The teacher is 2. Relax. Teachers and parents are both striving for the same results. 5. Enter the conference with an open-mind. 1. Keep the lines of communication open so that progress can be 2. Follow up on suggestions made at the conference. 3. Set up another conference when necessary. Being prepared for a parent/teacher conference can make the conference a rewarding experience. Take the time to be prepared for fr Mark Kraynack tends to buildings, grounds Who's that bearded man pac- ing the Dallas School District grounds at sporting events and circling the buildings inside and outside to make sure everything isin “tip-top” shape? That masked man..er..bearded man, is the new Supervisor of Buildings and Grounds, Mark Kraynack. Mr. Kraynack joined the administra- tive staff in August, just in time for school opening and the fall slate of athletic activities. Mr. Kraynack is no stranger to Dallas schools, since he attended Dallas until he decided to enter the technical field, graduating from West Side Area Vocational- Technical School. Prior to assum- ing the duties of Supervisor of Buildings and Grounds at Dallas, Mr. Kraynack was employed as a maintenance supervisor/plant engineeratalocal industrial laun- dry that has since relocated. He and his family now reside at Har- veys Lake. We welcome our new Supervi- sor of Buildings and Grounds and would like to introduce him to the Dallas School District community. By Charlotte WI'" ms, Business Manager le Dallas Reporter Wea.-2sday, November 9, 1994 ) 3 Strategic planning committee sets goals Dallas School District is part of the second wave of school dis- tricts involved in developing a Strategic Plan. The District must implement the first phase of the Strategic Plan by September of 1995. A Strategic Planning Steering Committee was selected and is comprised of the following: Dr. Gilbert R. Griffiths, Mr. Frank P. Galicki, Mr. Bill Wagner, Mrs. Catherine Wega, Mrs. Raelene Olszewski, Mrs. Marilyn Klick, Mrs. Margaret Collett, Mrs. Mau- reen Banks, Dr. Richard Coslett, Mrs. Kathleen Savage, Mr. Steve Althoff, Mrs. Lynn Ahmad, Mrs. Stephanie Reisch and Mr. Harry O'Neil. This Committee met for the first time in early September to review the process that will be used to accomplish the goals of Strategic Planning. Briefly, Strategic Planning is a management technique that the private sector, corporate Amer- ica, has used for about ten (10) years. School districts have em- ployed this planning technique for the last five (5) years. Approxi- mately 800 of the 14,700 school districts in the United States have been involved in Strategic Plan- ning. Strategic Planning has been defined as both a discipline and process aimed at total concentra- tion of the organization's resources on mutually predetermined, measurable outcomes. Its pur- pose is to make decisions about the future before the future either forces the decisions or renders any decision irrelevant. The Strategic Planning Steer- ing Committee has completed the Mission Statement which is as follows: To prepare all students for re- sponsible citizenship in an expand- ing and rapidly changing world community and to provide an environment that will foster criti- cal thinking, integrity and personal Julfillment. A series of Goal Statements were developed by the Strategic Planning Committee that will guide the Action Plan Commit- tees. The Goals Statements are as follows: 1. To provide a variety of expe- riences and choices for students that will encourage critical think- ing and foster adaptability. 2. To provide an environment in which all students can develop self-esteem, understanding, mo- tivation and a healthy lifestyle. 3. To provide an opportunity for students to become respon- sible for their actions. 4. To provide a curriculum which describes the academic skills and range of competency for each grade level and subject area. An area of discussion has been a series of Belief Statements for the Strategic Plan. Therefore, Strategic Planning Committee has asked that we survey the mem- bers of our community to help define and respond to these items for Strategic Planning. With your help, these Belief Statements can provide input for the development of the Strategic Plan. After reading the Belief State- ments, check the appropriate box for each of the categories. When this is done, please send the completed copy to: Dallas School District, P.O. Box 2000, Dallas, PA 18612-0720. Article by Dr. Gilbert R. Griffiths COMPLETE AND MAIL TO: DALLAS SCHOOL DISTRICT, P.O. BOX 2000, DALLAS, PA 18612-0720 QUESTIONNAIRE Beliefs Survey - Strategic Planning Committee - Dallas School District, Dallas, PA Please check one (1) category for each statement. THE MAIN PURPOSE OF SCHOOL IS TO: Strongly Agree Agree Un- decided Dis- agree provide adequately equipped facilities prepare students to be successful adults prepare all students to adapt to a continuously changing world meet the individual needs of each student provide a safe, nurturing environment for teaching and learning determine and measure the skills necessary to function as literate adults in a technological society provide the students with an academic education provide social and athletic activities through which the student may apply and enhance learned skills provide an education including the arts and humanities provide a student with a sense of community involvement as well as a sense of responsibility in his relationships with others ALL EDUCATORS SHOULD: possess high expectations for learning while providing for individual differences teach all students to learn provide a classroom environment that stimulates all students strive to make the classroom exciting by relating teaching and learning to real-life situations provide all students with the necessary skills to function as contributing members of society strive to be examples of life-long learners and instill the desire for life-long learning in students should be actively involved in planning the curriculum and school management be willing to adapt to changing trends, techniques, strategies stay current in their field of expertise possess appropriate communication skills ALL STUDENTS ARE: capable of learning at different rates entitled to the best education possible in a safe and secure environment to be academically challenged benefitted by small group instruction in need of a nurturing school and home environment in need of support from family, faculty, school and community in order to be successful a responsible partner in their own education expected to come to school prepared to learn “Ey Dr ty A NE LAR TCE, 2 4 WE AST Ter as
Significant historical Pennsylvania newspapers