Hopewell Area SD...2018/08/30 · Hopewell Area SD District Level Plan 07/01/2022 - 06/30/2025 2...

HopewellAreaSD

DistrictLevelPlan

07/01/2022-06/30/2025

DistrictProfile

Demographics2354 Brodhead Rd Aliquippa, PA 15001 (724)375-6691 Superintendent: Michelle Miller Director of Special Education: Dr. Lynn Utchell

PlanningProcessThecomprehensiveplanningprocessstartedwithatrainingatPattanPittsburgh.Administratorswereintroducedtothecomprehensiveplanningprocessandtheonlinesystemofreporting.Communicationabouttheprocesswasconveyedusingvariousmeans.Comprehensiveplanningwasdiscussedatadministrativemeetingsandschoolboardmeetings.Volunteersforthedistrictplanningcommitteeweresolicitedviatherecommendationsfromadministrationandboardmembers.Committeememberssuggestednamesofresidentswhotheybelievedwouldprovidevaluableinputintotheprocess.Teachersparticipatedintheprocessandfeedbackwasalsogatheredfromstudentsthroughfocusgroups.Manystakeholderswereinvolvedinvariouspartsofthisprocess.Communicationaboutcomprehensiveplanningcontinuedthroughouttheprocessviaupdatesatschoolboardmeetings,facultymeetings,andthedistrictwebsite.

Althoughinputwasreceivedbyalargegroupofindividuals,therewerethreemaingroupsthatdrovetheprocesswithaseriesofchecksandbalances.Thesecommitteesincluded:AdministrativeCommitteemadeupoftheAdministrativeTeamandtheTechnologyDepartment,theEducationTeamwhichconsistedofteachersandtheAdministrativeCommittee,andtheComprehensivePlanningCommitteewhichconsistedofthefirsttwocommitteesalongwithadditionalstakeholdersincludingboardmembers,businessleaders,communitymembers,students,andparents.

Thedistrictlevelcommitteecontainedthenecessarystakeholders.Aseriesofmeetingswerescheduledtopermitstakeholderparticipation,sharingofdata,goalsettingandactionplanning.TheDirectorofSpecialEducationdirectedthespecialeducationplanandcommittee.Thefinalplanwasacollaborativeefforttoaddressthestrengths,needs,anddirectionforthedistrictintheupcomingschoolyears.

MissionStatementTheHopewellAreaSchoolDistrictiscommittedtopreparingstudentstobeproductivecitizensandlife-longlearnersinaneverchangingworld.

VisionStatementTheHopewellAreaSchoolDistrictwillbeaunitedcommunityinwhichrigorouscurriculawillbefostered.Studentsandstaffwillembraceeducationalopportunitiesandexperiencesinadiversesociety

SharedValuesWebelieve:·Thedevelopmentofpersonalpotentialisinfluencedbyasenseofself-worth.

·Learningisalife-longprocess.

·Thestudent,family,schoolandcommunityallshareresponsibilityforlearning.

·Adaptabilityisessentialforfunctioninginachangingworld.

·Allindividualshavearighttobetreatedwithrespectanddignity.

·Responsiblebehaviorislearnedbyholdingstudentsaccountable.

·Highexpectationspromoteexcellence.

·Thehealth,safetyandwelfareofallstudentsisvital.

·Recognizingandrespectingthediversityofallpeopleenrichesourschoolcommunity.

·Dynamicorganizationsrespondtochangeineffectiveways.

·Studentsshouldbeabletoworkbothindependentlyandcollaboratively.

EducationalCommunityTheHopewellAreaSchoolDistrictislocatedinBeaverCounty,approximatelyfortyminutesfromdowntownPittsburghandtenminutesfromthePittsburghInternationalAirport.ThedistrictincludesHopewell,Raccoon,andIndependenceTownshipswhichcoverover60squaremiles.Publictransportationsystemsaffordthe20,000peopletheadvantageofaruralsetting,asmalltownandalargecity.

ELEMENTARYSCHOOLS

• Pre-kindergartenreadinessscreening

• SpecialSubjectsincludelibrary,physicaleducation,art,music,andcomputerscience

• Title1ReadingisofferedinGradesK-4

• StudentAssistanceProgram

• Multi-TieredSystemofSupport(MTSS)

• Giftedenrichment

• EverydayMathprogram

• ReadingWondersprogram

• GuidedReadinglibraries

• Smartboardsinclassroom

• Wi-Fiinallbuildings

• 5iPadsineachclassroom

• LexiaReadingInterventions

• ReflexMathInterventions

JUNIORHIGHSCHOOL

• Generalcourseofferingsinclude:instrumentalmusic,chorus,swimming,art,library,physicaleducation,InnovatED

• Specializedofferingsinclude:AlgebraIingrades7-8,computerscience,andtechnologyeducation

• A7-dayrotationallowsforstudentexplorationofavarietyofacademiccontentincludingcomputationalthinkinginmathematics,codingandprogramming,andinnovation

• STEAMelectivesofferedinclude:RecycledArt,TheaterTechnology,CreekConnections,videoproduction

• NationalJuniorHonorSociety

• twocomputerlabswithmultiplesoftwareapplications

• 24cartsofChromebooksandiPadsforstudentuse

• Wi-Fi

SENIORHIGHSCHOOL

Courseofferingsinclude:

• AdvancedBiology,AdvancedChemistry,Physics,AcceleratedPhysicsandAstronomy

• AdvancedPlacementcoursesinEnglish,Physics,Chemistry,Biology,Calculus,HistoryandGovernment

• Foreignlanguagesoffered,fouryearprograms

• Drama,Journalism,VideoProduction

• Psychology,PsychologyII,Civics,PracticalJustice

• Computerskills,Networking,CAD,WebpageDesign

• Wi-Fithroughoutthebuilding

• Fivehard-wiredcomputerlabs

• 4ChromebookandiPadcarts

• 4Laptopscarts

• TwentyVocationalEducationprogramsinconjunctionwithBeaverCountyCareerandTechnicalCenter

• WorkStudyprogram

• AnnualSchoolMusical

• NationalHonorSociety

• Studentleadershipopportunities

• Bowling,Ski,Drama,HealthCareers,Chess,Language,Conservation,Literary,ForensicsandArtclubs

Extracurricular

• Students/schoolpersonnelserviceprojectssuchasThanksgivingfoodbaskets,ChristmasToyDrive,ToysforTots,MakeAWish,CaringFoundation,BeaverCountyWomen’sCenter

• DistrictandPTAsponsoredfieldtripsandassemblyprogramsforstudentsK-8

• Secondarystudentfieldtripstoculturalandcurriculumrelatedactivities

• Districtsponsoredstudent/communitytripsintheUnitedStatesandtoEurope

• NationalAcademicGamesCompetition

• Participationinlocalspellingbees,Governor'sSchoolfortheArts,GenevaCollegeandVFWSpeechCompetitions,SlipperyRockUniversityForeignLanguageCompetition,GenevaCollege/BeaverCountyTimesAcademicGames,HughO’BrienLeadershipConference,mathCountsCompetition

• MusicalandDramaproductions

• PittsburghregionalScienceandengineeringFair

• USNavySeaPerchprogram

• ExtraCurricularclubsinthejuniorandseniorhighschools

HopewellAreaisactivelyinvolvedinthedevelopmentofoccupational,educational,residentialandrecreationalfacilities.Someoftheseinclude:

• RaccoonCreekStatePark

• HopewellCommunityPark

• LarryBlaneyNatureCenter

• ShadowLakesCountryClub

• Numerousprivateswimclubs

• 15churchesofvariousdenomination

• Convenientshoppingareas

Theeconomicstatusofthecommunityismostlymiddleclass.Itisprimarilyaresidentialdistrictwithsomelightindustryandprivatelyownedbusinesses.Communityresourcesaresomewhatlimited,howeverwehavepartnershipswithseveralnearbyuniversities,includingRobertMorrisUniversity,PennStateBeaverCampus,andCommunityCollegeofBeaverCounty.Ourstudentshavetheopportunitytoparticipateinarigorouscurriculumaswellasparticipateinmultipleextracurricularactivities.Thecommunityisalwayswelcometoparticipateinschoolevents,suchasmusicals,concerts,andathleticevents.

Approximately80percentofHopewellArea’sgraduatescontinuetheireducationwith58percentattendingafouryearcollege.

TheDistricthasanenrollmentofapproximately2075students.Thestudentsaredividedintothreegradeconfigurations:K-4,5-8and9-12.TheK-4studentsattendneighborhoodschoolsthroughouttheDistrict.Thisorganizationwasmaintainedtoreflectthelocalpreferenceforneighborhoodschools.Thesebuildingsactasfeederstothecentrallylocatedjuniorhighschoolwheregrades5-8arehoused.Finally,theseniorhighisfoundapproximatelyonemilefromthejuniorhighandaccommodatesgrades9-12.Thefollowingchartsummarizesthisinformation:GradesK-4

HopewellElementary HopewellTownship 366StudentsIndependenceElementary IndependenceTownship 246StudentsMargaretRossElementary HopewellTownship 223Students Total 835StudentsGrades5-8

HopewellMemorialJuniorHighSchool

HopewellTownship 630Students

Grades9-12

HopewellSeniorHighSchool HopewellTownship 610Students

PlanningCommitteeName Role

Korri Kane Administrator : Special Education Robert Kartychak Administrator : Professional Education Edward Katkich Administrator : Special Education Jacie Maslyk Administrator : Professional Education Special

Education Michelle Miller Administrator : Professional Education Special

Education Doug Rowe Administrator : Professional Education Jessica Webster Administrator : Special Education Jessica Webster Administrator : Professional Education Dennis Barber Business Representative : Professional Education Vickie Gill Business Representative : Professional Education

Nancy Barber Community Representative : Special Education Rob Harmotto Community Representative : Professional

Education Kathryn Oblak Community Representative : Professional

Education Tammy Slaiman Community Representative : Special Education Jeff Winkle Community Representative : Professional

Education Rosann Hindman Ed Specialist - Nutrition Service Specialist :

Professional Education Tammy Kross Ed Specialist - School Nurse : Professional

Education Tamara Kross Ed Specialist - School Nurse : Special Education Kellee Oliver Ed Specialist - School Psychologist : Special

Education Erin Kamerer Elementary School Teacher - Regular Education :

Professional Education Olivia Klimek Elementary School Teacher - Regular Education :

Professional Education Kristen Nan Elementary School Teacher - Regular Education :

Professional Education Keary Pieczynski Elementary School Teacher - Special Education :

Special Education Toni Priore Elementary School Teacher - Special Education :

Special Education Katie Snyder Elementary School Teacher - Special Education :

Special Education Lisa Cedro High School Teacher - Regular Education Kit Keiper High School Teacher - Regular Education :

Professional Education Bronwyn Korchnak High School Teacher - Regular Education : Special

Education Janet Meyers High School Teacher - Regular Education :

Professional Education Janet Meyers High School Teacher - Regular Education : Special

Education Mary Critchlow High School Teacher - Special Education : Special

Education Paula Battisti Middle School Teacher - Regular Education :

Professional Education

Kit Keiper Middle School Teacher - Regular Education : Professional Education

Susan Harcar Middle School Teacher - Special Education : Special Education

Aubre Lindner Middle School Teacher - Special Education : Special Education

Arleen Tierney Middle School Teacher - Special Education : Special Education

Joe Kostrick Parent : Professional Education Patricia Lipnicky Parent : Professional Education Jennifer Moskes Parent : Special Education Lynn Utchell Special Education Director/Specialist : Special

Education Lynn Utchell Special Education Director/Specialist : Professional

Education

CoreFoundations

Standards

MappingandAlignment

ElementaryEducation-PrimaryLevel

Standards Mapping AlignmentArtsandHumanities Developing DevelopingCareerEducationandWork Developing DevelopingCivicsandGovernment Developing Developing

PACoreStandards:EnglishLanguageArts NeedsImprovement

NeedsImprovement

PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Developing Developing

PACoreStandards:Mathematics Developing DevelopingEconomics Developing DevelopingEnvironmentandEcology Developing DevelopingFamilyandConsumerSciences Developing DevelopingGeography Developing DevelopingHealth,SafetyandPhysicalEducation Developing DevelopingHistory Developing Developing

ScienceandTechnologyandEngineeringEducation NeedsImprovement

NeedsImprovement

AlternateAcademicContentStandardsforMath Developing DevelopingAlternateAcademicContentStandardsforReading Developing DevelopingAmericanSchoolCounselorAssociationforStudents Developing DevelopingEarlyChildhoodEducation:Infant-Toddler⟶SecondGrade Developing Developing

EnglishLanguageProficiency Developing DevelopingInterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingExplanationforstandardareaschecked"NeedsImprovement"or"NonExistent":

WiththetransitiontothePACoreStandards,itiscriticalthatthedistrictcurriculumisappropriatelymappedandalignedtorigorousstandards.Whileprogresshasbeenmadeindevelopingcurriculumacrossthedistrict,theelementaryprogramshasaddedseveralcomponentswithinthelast2years.WiththeinclusionofGuidedReadingasaninstructionalcomponentoftheprogramandtheincorporationofseveralinterventionpieces,thedistrictneedstoreviewourcurriculumandensurealignment.Inaddition,intheareaofScience,Technology,andEngineering,thedistrictcurriculumneedstore-alignto

theISTEandNext-GenerationScienceStandards.Thisworkwillrequireprofessionaldevelopmentandcurriculumworktoensurethatallcoursesareappropriatelyaligned.

ElementaryEducation-IntermediateLevel

NeedsImprovement

PACoreStandards:Mathematics Developing DevelopingEconomics Developing DevelopingEnvironmentandEcology Developing DevelopingFamilyandConsumerSciences Developing DevelopingGeography Developing DevelopingHealth,SafetyandPhysicalEducation Developing DevelopingHistory Developing Developing

NeedsImprovement

AlternateAcademicContentStandardsforMath Developing DevelopingAlternateAcademicContentStandardsforReading Developing DevelopingAmericanSchoolCounselorAssociationforStudents Developing DevelopingEnglishLanguageProficiency Developing DevelopingInterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingExplanationforstandardareaschecked"NeedsImprovement"or"NonExistent":

Thislevelisexperiencingsimilarmisalignmentasintheprimarygrades.WorkisneededwithverticalandhorizontalalignmentacrossallelementarygradesK-4aswellasintotheearlyintermediategrades5-6inourjuniorhighbuilding.

MiddleLevel

NeedsImprovement

PACoreStandards:Mathematics Developing DevelopingEconomics Developing Developing

EnvironmentandEcology Developing DevelopingFamilyandConsumerSciences Developing DevelopingGeography Developing DevelopingHealth,SafetyandPhysicalEducation Developing DevelopingHistory Developing Developing

NeedsImprovement

AlternateAcademicContentStandardsforMath Developing DevelopingAlternateAcademicContentStandardsforReading Developing DevelopingAmericanSchoolCounselorAssociationforStudents Developing DevelopingEnglishLanguageProficiency Developing DevelopingInterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingWorldLanguage Developing DevelopingExplanationforstandardareaschecked"NeedsImprovement"or"NonExistent":

Atthemiddlelevel,curriculumworkisneededinmathwiththeonogingrealignmentofcourseofferingsandincreasingnumberofstudentsenrollinginhigherlevelcourses.AdditionalworkisneededtomapcurriculuminBusiness,Computers,andInformationTechnology(BCIT)coursesatthemiddleleveltoensurealignmenttoISTEandNGSSstandards.Verticalalignmentisalsoneededinbothsubjectareas.

HighSchoolLevel

Standards Mapping AlignmentArtsandHumanities Developing DevelopingCareerEducationandWork Developing DevelopingCivicsandGovernment Developing DevelopingPACoreStandards:EnglishLanguageArts Developing DevelopingPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Developing Developing

PACoreStandards:Mathematics NeedsImprovement

NeedsImprovement

Economics Developing DevelopingEnvironmentandEcology Developing DevelopingFamilyandConsumerSciences Developing DevelopingGeography Developing DevelopingHealth,SafetyandPhysicalEducation Developing DevelopingHistory Developing Developing

NeedsImprovement

AlternateAcademicContentStandardsforMath Developing DevelopingAlternateAcademicContentStandardsforReading Developing DevelopingAmericanSchoolCounselorAssociationforStudents Developing DevelopingEnglishLanguageProficiency Developing Developing

InterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingWorldLanguage Developing DevelopingExplanationforstandardareaschecked"NeedsImprovement"or"NonExistent":

OngoingalignmnentworkatthemiddlelevelwillneccessitateareviewofthemathandBCITcoursesatthehighschool.Curriculummappingoccurredseveralyearsago,butwithadvancesintechnology,additionalcourseworkisneededtoensurethatstudentsarebeingofferedrigorouseducationalopportunitiesinthedistrict

Adaptations

Checkedanswers• Environment and Ecology• Science and Technology and Engineering Education

Uncheckedanswers None.

MiddleLevel

HighSchoolLevel

Explanationforanystandardschecked:

Whilewehavenotdevelopedorexpandedthestandardsintheseareas,thedistrictisworkingtoincorporateadditionalstandardstosupportourworkincurriculumandinstruction.WearelookingattheNextGenerationScienceStandards,aswellastheISTEstandardstoguideourupcomingalignmentandmapping.

Curriculum

PlannedInstruction

CurriculumCharacteristics StatusObjectivesofplannedcourses,instructionalunitsorinterdisciplinarystudiestobeachievedbyallstudentsareidentifiedforeachsubjectarea. Developing

Content,includingmaterialsandactivitiesandestimatedinstructionaltimetobedevotedtoachievingtheacademicstandardsareidentified. Developing

Therelationshipbetweentheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesandacademicstandardsareidentified.

Developing

Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesareidentified. Developing

ProcessesusedtoensureAccomplishment:

Curriculumworkisanongoingprocessforthedistrictatalllevels.Curriculumreviewandrevisionattheprimarylevelwillbeingin2018inELAandMathspecifically.Gradeleveldepartmentchairpersonsandgradelevelteamswillbeusedtocompletethisprocesswhichwillincludeananalysisoftheexistingcurriculumdocument,arevisionofthescopeandsequence,andbothverticalandhorizontalalignment.Throughoutthesummer,teamswillmeettobeingthiswork.Duringtheschoolyear,wehavehalfdaysembeddedintotheschoolcalendartoallowforcurriculumplanningandotherworkpertainingtoinstruction.

Explanationforanystandardsareaschecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:

Therelationshipbetweentheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesandacademicstandards Developing

areidentified.Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesareidentified. Developing

Curriculumworkisanongoingprocessforthedistrictatalllevels.Curriculumreviewandrevisionatthislevelwillbeingin2018inELAandMathspecifically.Gradeleveldepartmentchairpersonsandgradelevelteamswillbeusedtocompletethisprocesswhichwillincludeananalysisoftheexistingcurriculumdocument,arevisionofthescopeandsequence,andbothverticalandhorizontalalignment.Throughoutthesummer,teamswillmeettobeingthiswork.Duringtheschoolyear,wehavehalfdaysembeddedintotheschoolcalendartoallowforcurriculumplanningandotherworkpertainingtoinstruction.

MiddleLevel

Developing

Curriculumworkatthemiddlelevelisfocusedonmathandtechnology.Ourmathscopeandsequenceingrades5-8isinprocessandwillcontinuetobeevaluatedandrevisedoverthecourseofthisstrategicplan.Ongoingopportunitiesforgradelevelteamsandleaderstoreviewcurriculumwillbemadeavailablethroughoutthesummerandwithinourexistinghalfdaysembeddedintotheschoolcalendar.

HighSchoolLevel

CurriculumCharacteristics StatusObjectivesofplannedcourses,instructionalunitsorinterdisciplinary Developing

studiestobeachievedbyallstudentsareidentifiedforeachsubjectarea.Content,includingmaterialsandactivitiesandestimatedinstructionaltimetobedevotedtoachievingtheacademicstandardsareidentified. Developing

Developing

Thedistrictcontinuestofocusonembeddingliteracystrategiesinallsubjectareaswithinthecurriculu.Curriculumworkatthehighschoollevelwillfocusonmathandtechnology.Ourmathscopeandsequenceingrades5-8isinprocessandwillimpactthecoursesingrades9-12.Wewillcontinuetoevaluateandrevisethisoverthecourseofthisstrategicplan.Ongoingopportunitiesforgradelevelteamsandleaderstoreviewcurriculumwillbemadeavailablethroughoutthesummerandwithinourexistinghalfdaysembeddedintotheschoolcalendar.

ModificationandAccommodations

Explainhowplannedinstructioncontainsmodificationsandaccommodationsthatallowallstudentsatallmentalandphysicalabilitylevelstoaccessandmasterarigorousstandardsalignedcurriculum.

Students'IEPsreflectSDItechniquesthatensurethemodificationsandaccomodationstocontentforidentifiedstudents.Additionally,RTIIteamsinelementarygradeshelpensuretheprocesswithgoalsetting,interventions,andmeasurementsforstrugglingbutnotidentifiedstudents.Atalllevels,teachershavedevelopedavarietyofassessments,studyguides,homeworkassignments,projectsandin-classworkatvariouslevelsofmasteryandcontentdevelopmenttomeettheneedsofalllearners.LevelsofHSclassesincludeacademicandconceptandinterventionclassesforstrugglinglearners.Forhighendlearners,thedistrictiscommittedtomeetingneedsinuniquefashionincludingdoubleschedulingofclasses,accesstouniversityclassesandonlinecoursework.

Instruction

InstructionalStrategies

CheckedAnswers

• Formal classroom observations focused on instruction• Walkthroughs targeted on instruction • Annual Instructional evaluations • Peer evaluation/coaching

Unchecked Answers • Instructional Coaching

Regular Lesson Plan Review

Checked Answers • Administrators • Building Supervisors

Unchecked Answers • Department Supervisors • Instructional Coaches • Not Reviewed

ProvidebriefexplanationofLEA'sprocessforincorporatingselectedstrategies.

Wecurrentlyusethedifferentiatedsupervisionmodeltoobserveandevaluateteachers.Peerevaluationisnotacurrentpractice,butthelibrariansatthemiddleandhighschoollevelshaveattendedPIICcoachingsessionsandmodelbestpracticeswithteachersintheirbuildings.

ProvidebriefexplanationforstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation.

Thedistrictdoesnothaveinstructionalcoaches,butitmightconsiderthemiffundsbecomeavailable.

ResponsivenesstoStudentNeeds

InstructionalPractices Status

Structuredgroupingpracticesareusedtomeetstudentneeds.

Implementedin50%ormoreof

districtclassrooms

Flexibleinstructionaltimeorotherschedule-relatedpracticesareusedtomeetstudentneeds.

districtclassrooms

Differentiatedinstructionisusedtomeetstudentneeds.

districtclassrooms

Avarietyofpracticesthatmayincludestructuredgrouping,flexible Implementedin

schedulinganddifferentiatedinstructionareusedtomeettheneedsofgiftedstudents.

50%ormoreofdistrict

classroomsIfnecessary,providefurtherexplanation.(Requiredexplanationifcolumnselectedwas

Thisnarrativeisempty.

districtclassrooms

Avarietyofpracticesthatmayincludestructuredgrouping,flexibleschedulinganddifferentiatedinstructionareusedtomeettheneedsofgiftedstudents.

districtclassrooms

Ifnecessary,providefurtherexplanation.(Requiredexplanationifcolumnselectedwas

MiddleLevel

districtclassrooms

HighSchoolLevel

districtclassrooms

Recruitment

Describetheprocessyouimplementtorecruitandassignthemosteffectiveandhighlyqualifiedteachersinordertomeetthelearningneedsofstudentswhoarebelowproficiencyorareatriskofnotgraduating.

Inordertorecruitthemostqualifiedandeffectiveteachers,thedistrictconductsextensivesearchesforavailablepositionsandconductsarigorousseriesofinterviewstoscreenpotentialcandidates.Eachnewteacherreceivesamentortoguidehimthroughtheinductionprocess.Professionaldevelopmenthelpstheteacherslearntodifferentiateinstructionforallstudents.Principalsassignteachertoteachingcertainstudentstoassurethatstudentsatriskhavethebestinstructionpossible.

Assessments

LocalGraduationRequirements

CourseCompletion SY22/23 SY23/24 SY24/25TotalCourses 21.00 21.00 25.00English 4.00 4.00 4.00

Mathematics 3.00 3.00 3.00SocialStudies 4.00 4.00 4.00Science 3.00 3.00 3.00PhysicalEducation 1.00 1.00 1.00Health 1.00 1.00 1.00Music,Art,Family&ConsumerSciences,CareerandTechnicalEducation

1.00 1.00 1.00

Electives 4.00 4.00 8.00Minimum%GradeRequiredforCredit(NumericalAnswer)

60.00 60.00 60.00

GraduationRequirementSpecifics

WeaffirmthatourentityrequiresdemonstrationofproficiencyoraboveineachofthefollowingStateacademicstandards:EnglishLanguageArtsandMathematics,ScienceandTechnologyandEnvironmentandEcology,asdeterminedthroughanyoneoracombinationofthefollowing:Checkedanswers

• CompletionofsecondarylevelcourseworkinEnglishLanguageArts(Literature),AlgebraIandBiologyinwhichastudentdemonstratesproficiencyontheassociatedKeystoneExamorrelatedproject-basedassessmentif§4.4(d)(4)(relatingtogeneralpolicies)applies.

Uncheckedanswers• Locallyapprovedandadministeredassessments,whichshallbeindependentlyand

objectivelyvalidatedonceevery6years.Localassessmentsmaybedesignedtoincludeavarietyofassessmentstrategieslistedin?4.52(c)andmayincludetheuseofoneormoreKeystoneExams.Exceptforreplacementofindividualtestitemsthathaveasimilarlevelofdifficulty,anewvalidationisrequiredforanymaterialchangestotheassessment.Validatedlocalassessmentsmustmeetthefollowingstandards:

I. AlignmentwiththefollowingStateacademicstandards:EnglishLanguageArts(LiteratureandComposition);Mathematics(AlgebraI)andEnvironmentandEcology(Biology).

II. PerformancelevelexpectationsanddescriptorsthatdescribethelevelofperformancerequiredtoachieveproficiencycomparabletothatusedfortheKeystoneExams.

III. Administrationofthelocalassessmenttoallstudents,asarequirementforgraduation,exceptforthoseexemptedbytheirindividualizededucationprogramundersubsection(g),regardingspecialeducationstudents,or

giftedindividualizededucationplanasprovidedin?16.32(relatingtoGIEP).

IV. Subjecttoappropriationsprovidedbylaw,thecosttovalidatelocalassessmentsshallbeevenlydividedbetweentheschooldistrict,AVTSorcharterschool,includingacyber-charterschool,andtheDepartment.IftheDepartmentdoesnotprovidesufficientfundingtomeetitsshare,localassessmentssubmittedforvalidationshallbedeemedvaliduntilanewvalidationisduetotheDepartment.

V. TheDepartmentwillestablishalistofentitiesapprovedtoperformindependentvalidationsoflocalassessmentsinconsultationwiththeLocalAssessmentValidationAdvisoryCommitteeasprovidedin?4.52(f).

VI. Schoolboardsshallonlyapproveassessmentsthathavebeendeterminedtomeettherequirementsofthissubsectionbyanapprovedentityperformingtheindependentvalidation.Ifaschooldistrict,AVTSorcharterschool,includingacyber-charterschool,usesalocalassessmentthathasnotbeenindependentlyvalidated,theSecretarywilldirecttheschoolentitytodiscontinueitsuseuntilthelocalassessmentisapprovedthroughindependentvalidationbyanapprovedentity.

• CompletionofanAdvancedPlacementexamorInternationalBaccalaureateexamthatincludesacademiccontentcomparabletotheappropriateKeystoneExamatascoreestablishedbytheSecretarytobecomparabletotheproficientlevelontheappropriateKeystoneExam.

• NotApplicable.OurLEAdoesnotofferHighSchoolcourses.

LocalAssessments

Standards WA TD NAT DA PSW OtherArtsandHumanities X X X CareerEducationandWork X X XCivicsandGovernment X PACoreStandards:EnglishLanguageArts X X

PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects

PACoreStandards:Mathematics X X Economics X EnvironmentandEcology X FamilyandConsumerSciences X Geography X

Health,SafetyandPhysicalEducation X X

History X X ScienceandTechnologyandEngineeringEducation X X

WorldLanguage X X

MethodsandMeasures

SummativeAssessments

SummativeAssessments EEP EEI ML HSKeystoneExams X XPSSA X X Project-basedAssessments X X X XTextbookAssessments X X X XPASA X X X XACCESSforELLs X X X X

BenchmarkAssessments

BenchmarkAssessments EEP EEI ML HSNWEA X X

FormativeAssessments

FormativeAssessments EEP EEI ML HSDemonstration,performances,productsandprojects X X X XCurriculumbasedformativeassessments X X X XExittickets X X X XProgressmonitoring X X X XFitnessassessments X X X XWorksofart,music,etc. X X X X

DiagnosticAssessments

DiagnosticAssessments EEP EEI ML HSFluencytests X X W-APT X X X XClassroomDiagnosticTests X X X

ValidationofImplementedAssessments

ValidationMethods EEP EEI ML HSExternalReview IntermediateUnitReview X X X XLEAAdministrationReview X X X XBuildingSupervisorReview X X X XDepartmentSupervisorReview ProfessionalLearningCommunityReview InstructionalCoachReview TeacherPeerReview X X X Providebriefexplanationofyourprocessforreviewingassessments.

Principals,assistantsuperintendent,departmentchairsandgradelevelteachersworktogethertoalignthecurriculumwithmeaningfulassessments.Thedevelopmentofcommonassessmentsisongoing.

DevelopmentandValidationofLocalAssessments

Ifapplicable,explainyourproceduresfordevelopinglocallyadministeredassessmentsandhowtheyareindependentlyandobjectivelyvalidatedeverysixyears.

CollectionandDissemination

Describeyoursystemtocollect,analyzeanddisseminateassessmentdataefficientlyandeffectivelyforusebyLEAleadersandinstructionalteams.

Uponthereleaseofdistricttestingdata,theadministrativeteammeetstoreview,analyze,anddiscusstheachievements,gaps,andneedsofthestudents.Thedataisorganizedtodemonstrategradelevelandbuildingleveloutcomesandthensharedwiththeteachersingradeandbuildinglevelmeetings.Theteacherscontinuetomeetregularlytodiscussstudentprogressandtoplanappropriateinterventionsorenrichmentopportunities.

DataInformedInstruction

Describehowinformationfromtheassessmentsisusedtoassiststudentswhohavenotdemonstratedachievementoftheacademicstandardsataproficientlevelorhigher.

Intheelementarybuildings,TitleIreadingteachersteachsmallgroupsofstudentsseveraltimesperweek.StudentswhoarereferredthroughtheRtIIprocessworkondevelopingnecessaryskillsinsmalltutoringgroups.Inthejuniorhighschool,MTSSmeetingstakeplacetoidentifyandplanremediationforstudentsinneedingrades5and6.Otherwaysthatwehelpnon-proficientstudentsinclude:

• Onetoonemeetingswithcounselorsandstudents

• OnlineremediationforstudentsnotproficientonKeystoneexams

• TutoringviaReflexMathandLexiaReading

AssessmentDataUses

AssessmentDataUses EEP EEI ML HSAssessmentresultsarereportedoutbyPAassessmentanchororstandards-alignedlearningobjective.

X X X X

InstructionalpracticesareidentifiedthatarelinkedtostudentsuccessinmasteringspecificPAassessmentanchors,eligiblecontentorstandards-alignedlearningobjectives.

X X X X

SpecificPAassessmentanchors,eligiblecontentorstandards-alignedlearningobjectivesareidentifiedforthosestudentswhodidnotdemonstratesufficientmasterysothatteacherscancollaborativelycreateand/oridentifyinstructionalstrategieslikelytoincreasemastery.

X X X X

Instructionalpracticesmodifiedoradaptedtoincreasestudentmastery. X X X X

Providebriefexplanationoftheprocessforincorporatingselectedstrategies.

Afterreviewandanalysisofdata,teamsdetermineappropriateinstructionalpracticesthathelpstudentsachieveproficiencyineachassessmentanchor.Meetingsareheldregularlyatthebuildinganddepartmentleveltoreviewrelevantdata.

Providebriefexplanationforstrategiesnotselectedandhowyouplantoaddresstheirincorporation.

DistributionofSummativeAssessmentResults

DistributionMethods EEP EEI ML HSCoursePlanningGuides X X X XDirectingPublictothePDE&otherTest-relatedWebsites X X X X

IndividualMeetings X X X XLetterstoParents/Guardians X X X XLocalMediaReports X X X XWebsite X X X X

MeetingswithCommunity,FamiliesandSchoolBoard X X X XMassPhoneCalls/Emails/Letters X X X XNewsletters PressReleases X X X XSchoolCalendar X X X XStudentHandbook X X X XProvidebriefexplanationoftheprocessforincorporatingselectedstrategies.

Communicationoccursinavarietyofways.Informationprimarycomesfromthebuildingprincipals,sharingourrelevantinformationtoparentsthrooughnotices,letters,andotherrelateddocuments.Atthedistrictlevel,thewebisteisusedtoshareinformationaswellasthroughourSchooMessengersystem.

ProvidebriefexplanationforstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation.

Regularnewslettersdonotgooutatthebuildinglevel.Wearecurrcntlyworkingonadistrictnewsletterthanwillgooutquarterlyasawaytoinformparents,teachers,andcommunityaboutwhatishappeningintheschooldistrict.

SafeandSupportiveSchools

AssistingStrugglingSchools

Describeyourentity’sprocessforassistingschoolsthateitherdonotmeettheannualstudentachievementtargetsorexperienceotherchallenges,whichdeterstudentattainmentofacademicstandardsataproficientlevelorhigher.

Ifyourentityhasnostrugglingschools,explainhowyouwilldemonstratecontinuedgrowthinstudentachievement.

Schoolsthatdonotreachtheannualstudentachievementtargetsdevelopanimprovementplanbyreviewingdata,formulatingcommitteesandidentifyingareasofweaknessaddressedinanactionplan.Currently,noschoolshavebeenidentifiedasa"strugglingschool"basedonPDE'sdesignations.Buildinglevelteamsanddepartmentmeetwithbuildinganddistrictleveladminsitratorstoanalyzetherootcausesoftheproblemanddeterminepossiblewaystoimprovestudentachievement.Thismayresultinthecreationofremedialcourses,improvementplansforindividualteachersorschool-wideplanstoimprove.

Programs,StrategiesandActions

Programs,StrategiesandActions EEP EEI ML HS

BienniallyUpdatedandExecutedMemorandumof X X X X

UnderstandingwithLocalLawEnforcementSchool-widePositiveBehavioralPrograms X X X XConflictResolutionorDisputeManagement X X X XPeerHelperPrograms X X X XSafetyandViolencePreventionCurricula X X X XStudentCodesofConduct X X X XComprehensiveSchoolSafetyandViolencePreventionPlans X X X X

PurchaseofSecurity-relatedTechnology X X X XStudent,StaffandVisitorIdentificationSystems X X X XPlacementofSchoolResourceOfficers StudentAssistanceProgramTeamsandTraining X X X XCounselingServicesAvailableforallStudents X X X XInternetWeb-basedSystemfortheManagementofStudentDiscipline X X X X

ExplanationofstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation:

TheHASDdoesnotcurrentlyemployresourceofficers;however,thedistrictdoesworkwithlocallawenforcementofficersandprobationofficerstoaddressstudentneeds.Inaddition,thedistrictiscommittedtocollaboratingwithoutsideagenciestomeettheneedsofstduents.Theschoolcounselors(K-12)areveryknowledgeableofresourcesavailabletostudentsandfamiliesoutsideofschool.Theschoolcounselorsalsoofferavarietyofservicestostudentsintheschoolsetting.

Screening,EvaluatingandProgrammingforGiftedStudents

Describeyourentity’sawarenessactivitiesconductedannuallytoinformthepublicofthegiftededucationservicesandprogramsoffered(newspaper,studenthandbooks,schoolwebsite,etc.)TheHASDmakeseveryefforttolocateandidentifyhigh-achievingstudentswhodemonstrateaneedforthegiftedsupportprogram.Parentsandstaffareabletorequestthatstudentsbeevaluatedforthegiftedprogram.Uponreceivingwrittenparentalconsentforthegiftedevaluationtooccur,theschoolpsychologistgathersinformationfromparentsandteachers.Individualassessmentsareadministeredtothestudentbeingevaluated.TheHASDisusingNWEAstartingwiththe2014-2015schoolyear.Thisscreeningtoolwillbeusedtoidentifypotentialstudentsinneedofevaluationforthegiftedprogram.Onceitisdeterminedthatthestudentiseligibleforthegiftedsupportprogram,ameetingisscheduledwiththeparentsandagiftedindividualeducationprogram(GIEP)isdevleoped.Attheelementaryandjuniorhighlevels,thestudentsreceivepull-outgiftedsupportbythegiftedteacher.Theprogramfocusesonproducedwell-roundedstudentsandthoseintheprogramreceiveenrichmentinacademicareasaccordingtotheirGIEP.Atthehighschoollevel,studentsareabletoaccessthegiftedsupportteacherastheirschedulesallowduringthecourseoftheschoolday.Manyenrichmentopportunitiesexistintheformofwebinars,webcasts,fieldtrips,virtualtrips,anddebates.Inaddition,writtenreflectionsareincorporatedintoallenrichmentactivities.

Describeyourentity’sprocessforlocatingstudentswhoarethoughttobegiftedandmaybeinneedofspeciallydesignedinstruction(screening).TheHASDmakeseveryefforttolocateandidentifyhigh-achievingstudentswhodemonstrateaneedforgiftedsupport.Potentialstudentsinneedofgiftedsupportareidentifiedthroughthedistrict’sMulti-TieredSystemofSupport(MTSS)Team.Studentswhoarerecommendedbytheteam,arescreenedusingadistrict-createdscreeningmatrix.ThistoolconsidersthefollowingforstudentsingradesK-4:

·NWEAMAPMath

·NWEAMAPReading

·TeacherInput-RateofAcquisition

·TeacherInput-RateofRetention

·K-BitFullScale

·K-BitVerbalIndex

·K-BitNonverbalIndexGrades5-12

·NWEAMAPMath

·NWEAMAPReading

·TeacherInput-RateofAcquisition

·TeacherInput-RateofRetention

·PSSA-Mathematics

·PSSA-EnglishLanguageArts(ELA)

·K-BitFullScale

·K-BitVerbalIndex

·K-BitNonverbalIndexResultsofthescreeningmatrixarereviewedbythebuildingprincipal,schoolcounselor,andschoolpsychologist.Studentsearningacertainscorearerecommendedtogoontothemultidisciplinarygiftedevaluation.Inaddition,ifstudentsscoreatorabove130onanyportionoftheK-Bit(fullscale,verbalornonverbalindices),thestudentisautomaticallyreferredforamultidisciplinarygiftedevaluation,pendingwrittenparentalconsent.Ultimately,parentsmayrequestamultidisciplinarygiftedevaluationatanytime,regardlessofwhethertheirchildhasbeenscreened,andtheserequestsarehonored.

Describeyourentity’sproceduresfordeterminingeligibility(throughmultiplecriteria)andneed(basedonacademicstrength)forpotentiallymentallygiftedstudents(evaluation).Oncewrittenparentalconsentforagiftedevaluationhasbeenreceived,thedistrictconductsamultidisciplinarygiftedevaluation.Thedistrictusesthreecriteriaforidentifyingstudentsinneedofgiftedsupport.Inordertoqualifythestudentmustmeettwoofthethreecriteria:

1.Thestudent’sfullsaleIQ,verbalindexscore,ornonverbalindexscoremustbeatorabove125.

2.Astudent’sacademicachievementmustbeatorabovethe95thpercentileinatleastoneofthreeareas:reading,mathematics,orwrittenlanguage.Academicachievementismeasuredbythestandardizedachievementassessmentadministeredbytheschoolpsychologist.ConsiderationisalsogiventotheNWEAMAPscoresforstudentswhoareclosetomeetingthecriteria,orforthosestudentswhoperformbetterontheMAPtest.

3.AstudentmustearnallA’sornolessthanallA’sandoneB.Whilethethreecriteriastatedaboveprovideaframeworkforidentifyingstudentsinneedofgiftedsupport,considerationisalsogiventofeedbackprovidedbyparents,teachers,schoolcounselors,andotherinstructionalstaffwhoworkcloselywiththestudent.

Describethegiftedprograms*beingofferedthatprovideopportunitiesforacceleration,enrichmentorboth.*Theword"programs"referstothecontinuumofservices,notoneparticularoption.Onceitisdeterminedthatastudentiseligibleforgiftedsupport,ameetingisscheduledwiththeparentsandagiftedindividualeducationprogram(GIEP)isdeveloped.Thegiftedsupportteacher,atleastoneregulareducationteacher(usuallytheteacherwhoprovidesinstructionintheareaofthestudent’sgiftedness),theschoolcounselor,buildingprincipal,andschoolpsychologistparticipateintheGIEPmeeting.Attheelementaryandjuniorhighlevels,thestudentsreceivepull-outgiftedsupportbythegiftedteacher.Thesupportfocusesonthestudent’sareaofgiftednessandtheGIEPteamconsiderstherecommendationsmadeinthegiftedwrittenreport(GWR)todeterminewhetherthestudentdemonstratesaneedforenrichment,acceleration,orboth.Enrichmentandaccelerationactivitiesareprovidedbythegiftedsupportteacher,andareoftendoneincollaborationwiththeregulareducationteacherinthestudent’sareaofgiftedness.Theseactivitiesoftentaketheplaceofanassignmentorprojectgivenbytheregulareducationteacher.Thisprovidesthestudentwithanopportunitytodisplayhisabilities.Atthehighschoollevel,studentsareabletoaccessthegiftedsupportteacherastheirschedulesallowduringthecourseoftheschoolday.Manyenrichmentopportunitiesexistintheformofwebinars,webcasts,fieldtrips,virtualtrips,anddebates.Inaddition,writtenreflectionsareincorporatedintoallenrichmentactivities.Accelerationactivitiesatthehighschoollevelarecoordinatedbetweenthegiftedsupportteacherandtheregulareducationteacherinthestudent’sareaofgiftedness.

DevelopmentalServices

DevelopmentalServices EEP EEI ML HSAcademicCounseling X X X XAttendanceMonitoring X X X XBehaviorManagementPrograms X X X XBullyingPrevention X X X XCareerAwareness X X X XCareerDevelopment/Planning X X X XCoaching/Mentoring X X X XCompliancewithHealthRequirements–i.e.,Immunization X X X X

EmergencyandDisasterPreparedness X X X XGuidanceCurriculum X X HealthandWellnessCurriculum X X X XHealthScreenings X X X XIndividualStudentPlanning X X X XNutrition X X X XOrientation/Transition X X X XRTII/MTSS X X Wellness/HealthAppraisal X X X XExplanationofdevelopmentalservices:

TheHASDschoolcounselorsatalllevelsprovideacademiccounselingandattendancemonitoring.ClassroomteachersK-8incorporateclassroomwidebehaviormanagementprograms.Theelementaryandjuniorhighschoolsimplementbuilding-widebehaviormanagementprogramsthatarefacilitatedbytheteachers,guidancecounselors,andbuildingprincipals.Inaddition,theelementaryandjuniorhighschoolsalsoimplementabullyingpreventionprogram.Beginninginseventhgradeandcontinuingthroughtwelfthgrade,theschoolcounselorsprovidevariousopportunitiesforstudentstoexplorecareeroptions.Atthehighschoollevel,theteachers,counselors,andadministratorsworktopreparethestudentsforacareerafterhighschoolandensureasmoothtransition.TheHASDcomplieswithallhealthrequirementsasmandatedbythestateofPennsylvania.Thedistrictalsokeepsanupdatedemergencyanddisasterplan.Teachersandadministratorsareawareofemergencyproceduresandoccasionalmockdrillsorwalk-throughsarecompletedtoensurethatallemployeesstayabreastofthisinformation.Attheelementaryschoollevel,theschoolcounselorsgointotheclassroomsonaregularbasisandprovidelessonsonspecificskills.Aguidancecurriculumisfollowed.Atthejuniorandseniorhighlevels,theschoolcounselorsimplementacurriculumasneeded.Theschoolnursesworkwithclassroomteacherstodeliverahealthandwellnesscurriculum.Eachmonth,healthandwellnessinformationisdistributedtoallemployeesoftheHASD.Thisinformationisalsosharedwithstudents.Orientationisprovidedbythedistrictforstudentsenteringkindergarten,juniorhigh,andhighschool.Inaddition,newstudentsorcurrentstudentsareabletoparticipateinanorientationsessionuponparentrequest.Students(andfamilies)whoarenewtothedistrictgenerallyparticipateinameetingwiththeschoolcounselorandbuildingprincipaltoensureasmoothtransitionintothenewschool.RTIIisimplementedK-6andthedistrictiscurrentlyworkingtoexpandthisinitiativethroughgrade8.Studentsidentifiedasbeingat-

riskareplacedinthetieredsystem.Interventionsareimplementedbytheteachersandthestudent'sprogressismeasured.Monthlymeetingsareheldwiththeschoolcounselors,buildingprincipals,andtheschoolpsychologisttoreviewstudentperformancedataandadjustthelevelofinterventionwhenneeded.

Diagnostic,InterventionandReferralServices

Diagnostic,InterventionandReferralServices EEP EEI ML HSAccommodationsandModifications X X X XAdministrationofMedication X X X XAssessmentofAcademicSkills/AptitudeforLearning X X X XAssessment/ProgressMonitoring X X X Casework X X X XCrisisResponse/Management/Intervention X X X XIndividualCounseling X X X XInterventionforActualorPotentialHealthProblems X X X XPlacementintoAppropriatePrograms X X X XSmallGroupCounseling-Copingwithlifesituations X X X XSmallGroupCounseling-Educationalplanning X XSmallGroupCounseling-PersonalandSocialDevelopment X X X X

SpecialEducationEvaluation X X X XStudentAssistanceProgram X X X XExplanationofdiagnostic,interventionandreferralservices:

TheStudentAssistanceProgram(SAP),isthefirstlevelofreferralinalloftheHASDbuildingsandatallgradelevels.TheteammembersarethecasemanagersforallreferralsthatcometoSAP.Theschoolcounselorsmanagetheteamsforthosestudentswhoarereferredontothenextlevelofintervention,whichtheschooldistrictcallsthepreferralprocess.ThisisasecondlevelofreferralforthosestudentswhoseneedshaveexceededthecapabilityoftheSAP.ThedistristhasdevelopedflowchartsthatrepresenttheSAP/pre-referralprocessbothattheelementaryandatthesecondarylevels.WhenastudentisreferredtotheSAPteam,theteammakesadecision.IftheSAPteamdeterminesthatthereferralisappropriateforSAP,thentheSAPproceduresareputintoplace.IftheSAPteamdeterminesthattheneedsaresignificantandthestudentmeets"pre-referral"criteria,thenareferralcanimmediatelybemadetotheprereferralteam.Meetingprereferralcriteriasignifiesthatthestudentis"thoughttobeexceptional"orisdemostratinganeedforremediationthroughintervention.TheSAPmakeseveryefforttoapplyinterventionsthatareappropriatetoSAPsuchasparentcontact,positivebehaviorsupportplans,mentoring,andreferraltooutsideagenciesbeforereferringthestudenttotheprereferralinterventionteam.Whenastudentisreferredtotheprereferralteam,thenthoseproceduresapply.Astudentcanbereferredbyaparent,teacher,schoolcounselor,oradministrator.Thestudent'steacher(s)areaskedtosubmitinformation,thecounselororotherprincipaldesgineeobservesthestudentinavarietyofsettings,apre-referralmeetingisscheduledwiththeparent/guardianinvited,andthecounselorgathersallofthestudent'savailablerecords.Parentsarealsoaskedtosubmitwritteninformation.

Theschoolcounselororprincipaldesigneechairstheprereferralinterventionmeeting.Othermembersoftheteamalwaysincludethestudent'sclassroomteacher(s),theprincipal,theschoolpsychologist,theTitle1teacher,andaspecialeducationteacher(attheelementarylevel).Otherindividualsmaybeontheteamasappropriate,andasdesignatedineachbuildingsuchas:aspeechandlanguageteacher,theschoolnurse,specialsubjectteachers,oragencyrepresentative(s).Everyeffortismadetohavetheparent(s)/guardian(s)attendandtheyareinvitedtobringrelatives,friends,oragencyrepresentativeswhohaveaninterestinthestudent'seducationanddevelopmentiftheywish.Theprereferralmeetingsaretypicallyconductedone-dayamonthineachschoolbuilding,orasneeded.Typically,studentswhoarereferredtotheprereferralteamarereviewedin6to8weeksfromtheinterventionmeeting.Atthistime,thestudent'sprogresstowardsthegoalsthatweresetarereportedanddiscussed.Staffmemberswhohaveimplementedinterventionspresentdocumentedresults(e.g.progressmonitoring,testsscores,grades,dailyreportcards,graphs,etc.).Otherrelevantinformationconcerningthestudentisdiscussedandadecisionismaderegardingfurtheraction.Ifinterventionshavebeenlargelysuccessfulandthestudent'sprogressisimproved,thenthestudentmaybemonitoredbytheSAPteamorthecaseclosed.Ifthereisastudentmakinglittleprogressoriftheproblemhasincreased,he/sheisusualyreferredtomultidisciplinaryevaluationforspecialeducationservices.SAPandprereferralservicesareprovidedforallstudentsatallbuildings.Ifastudent'sparent/guardianwritesalettertothedistrictrequestinganevaluation,thentheprereferralprocessbeginsimmediately,ifthedistrictagreestothemultidisciplinaryevaluation.

ConsultationandCoordinationServices

ConsultationandCoordinationServices EEP EEI ML HSAlternativeEducation X XCaseandCareManagement X X X XCommunityLiaison X X X XCommunityServicesCoordination(InternalorExternal) X X X X

CoordinatePlans X X X XCoordinationwithFamilies(LearningorBehavioral) X X X XHome/FamilyCommunication X X X XManagingChronicHealthProblems X X X XManagingIEPand504Plans X X X XReferraltoCommunityAgencies X X X XStaffDevelopment X X X XStrengtheningRelationshipsBetweenSchoolPersonnel,ParentsandCommunities X X X X

SystemSupport X X X XTruancyCoordination X X X XExplanationofconsultationandcoordinationservices:

ConsultationandcoordinationservicestofacilitateintensiveinterventionsareintegratedintotheLEA'sactionplanatalllevelsoftheschoolsystemprimarilythroughtheSAP,theprereferralprocessandthespecialeducationprograms,andthroughtheeffortsofthe

CounselingandSchoolNursesDepartments.Eachschoolyearanupdatedlistofproviders,services,andagencies,locatedinBeaverandnearbycounties,isprovidedtoallcounselors,nurses,schoolpsychologsistandDirectorofSpecialEducation.Thislistincludesaddresses,telephonenumbers,andcontactpersonsandismonitoredbycounselorsattheirmonthlymeetingsandupdatedasneeded.TheHASDworkscloselywithThePreventionNetwork,whichoffersalcohol/tobaccoandotherdrug(ATOD)abuseprograms,education,consultation,communitysupportservicereferral,groupfacilitation,andtechnicalassistancetailoredtotheneedsofthesystem.Theyalsoofferteacherin-service,leadershiptraining,SAPtraining,anddevelopmentofaK-12communitypreventioncurriculum.ThePreventionNetworkoperatesaTruancyAbatementProgram,towhichtheHASDrefersstudents.ThedistrictalsoworkscloselywithBeaverCountyBehavioralHealth,whichisanumbrellaorganizationthatoffersmentalhealth,mentalretardation,earlyintervention,drugandalcohol,HumanServicesDevelopmentFunds,andHealthChoices(providedbyValueBehavioralHealthforindividualswhoareeligibleformedicalassistance).ThedistrictrefersfamiliesfortreatmentservicesforstudentsthroughGatewayRehabilitationCenter(GatewayVision);LifestepsEarlyInterventionServices(preschool);andvariouswrap-aroundmentalhealthprograms.TheHASDoffersprogramsfordistrictstudentsthatincludebothlive,teacherdirectedandindependentstudyonlinecomputercourses.

CommunicationofEducationalOpportunities

CommunicationofEducationalOpportunities EEP EEI ML HSCoursePlanningGuides X X X XDirectingPublictothePDE&Test-relatedWebsites X X X XIndividualMeetings X X X XLetterstoParents/Guardians X X X XLocalMediaReports X X X XWebsite X X X XMeetingswithCommunity,FamiliesandBoardofDirectors X X X X

MassPhoneCalls/Emails/Letters X X X XNewsletters X X X XPressReleases X X X XSchoolCalendar X X X XStudentHandbook X X X X

CommunicationofStudentHealthNeeds

CommunicationofStudentHealthNeeds EEP EEI ML HSIndividualMeetings X X X XIndividualScreeningResults X X X XLetterstoParents/Guardians X X X XWebsite X X X X

MeetingswithCommunity,FamiliesandBoardofDirectors X X X X

Newsletters X X X XSchoolCalendar X X X XStudentHandbook X X X X

FrequencyofCommunication Elementary Education - Primary Level

• Quarterly

Elementary Education - Intermediate Level

• Quarterly

Middle Level

• Quarterly

High School Level

• Quarterly

CollaborationforInterventions

Describethecollaborationbetweenclassroomteachersandindividualsprovidinginterventionsregardingdifferingstudentneedsandacademicprogress.

Asstudentsmovethroughelementary,junior,andseniorhighschool,theHASDaddressestheirdevelopmentalneedsthroughthevariousservicesandprogramsthataredescribedinothersectionsofthisplanandaredelineatedfurtherbelow.Thedistrictutilizesaproactivebehavioralmodel,whichstronglyencouragesteacherstomanagetheirclassroomssothatparentsareanintegralpartofthesolutiontostudentproblems.Classroomexpectationsarepostedintheclassromsandreviewedfrequentlywithstudents.Further,theHASDusesa"teamapproach"inaddressingstudents'developmentalandacademicneeds.Allofthestudents'teachers,counselors,schoolpsychologist,readingspecialists,speechandlanguagetherapists,learningsupportteachersandadministratorsparticipateinstudent-centeredteams,asappropriate.TheprereferralandSAPteamsdiscussedinothersectionsofthisplanareexamplesoftheteamapproachimplementedbytheHASD.TheHASDprovidescomprehensivecounselingservices.ThedistrictemploysatotalofsevenschoolcounselorswhoareinvolvedinvariousmethodsofservingHASDstudents,dependinguponthegradelevelofthestudentsthattheyserve.AlloftheschoolcounselorsareresponsibleforsupervisingthegrouptestingthatoccurssuchasthePSSA.Inadditionallofthecounselorsmonitorstudentacademicperformanceandprogress.Otherservicesincludedrugandalcoholcounseling,coordinatingservicesforpregnantstudents,studentsonjuvenileprobationandstudentsonhomeboundinstruction,andsmokingandtobacco

cessation.TheschoolcounselorscoordinatewithalloutsideagenciesthatprovideservicestostudentsandtheirfamiliessuchasCYSandBeaverCountyBehavioralHealth.Theyconductstudentorientationsfornewstudentsandforstudentstransitioningfromgradesfourthtofifthandeighthtoninth.Attheelementarylevel(GradesK-4)thecounselorsprovideservicessuchasindividualandgroupcounselingandfrequentconsultation/communicationwithparentsaswellasclassroompresentationstoelementarystudents.Anexampleofthiswouldbeapresentationonthedifferencebetween"tattling"and"telling"whichincludesthedifferencebetweenbeing"bothered"and"bullied."ElementarycounselorsarealsoanintegralpartoftheSAPandprereferralteams.Theycoordinateandparticipateinpre-kindergartenscreening.Theyalsoplayanimportantpartinthecharactereducationprogramsthatareimplementedattheelementarybuildings.Someoftheelementaryschoolsparticipateina'caughtbeinggood"or"VikingsShowTheirColors"programs.Whenastudentisobserveddoingakindactoractingresponsibly,thestudentreceivesasmallcertificate.Attheendoftheschoolyear,allstudentswhohavereceivedasmallcertificatewillreceiveanofficiallargecertificate.Thehallsinalloftheschoolsarenamedforaparticularpositivecharactertrait.Atthemiddleschool/juniorhighlevel(Grades5-8),thetwocounselorsperformbothelementaryandsecondaryfunctions.The5th/6thgradecounselorcommunicateswiththeelementarycounselorsasstudentspreparetotransitiontothejuniorhighschool.The7th/8thgradecounselorworkswiththehighschoolcounselorstoschedulethe8thgraders,astheygetreadytotransitiontothehighschool.Thejuniorhighcounselorsconductindividualandsmallgroupcounselingwithstudentsaswellascommunicatewiththeclassroomteachersandparentsregardingstudentprogress.Thehighschoolcounselorsprovideanarrayofservicestostudents.Someoftheservicesinclude,butarenotlimitedto,schedulingforboththe8thgradeandseniorhighstudents;studentpreparationandadministrationofASVAB,PSAT's,ACT's,SAT's,andPSSA's;studentonetoonesinrelationtofutureplanningsuchascareer;conflictresolution,mediation;andparent/guardianandstudentteachermeetings.Thecounselorsworkcloselyinconjunctionwiththehighschool'sgiftedcoordinator.OtherareasincludebothGovernor'sSchoolandFinancialAidNight.Financialaidnighthelpswithpreplanningforposthighschooleducationandisforstudents,parents,orguardians.Theseniorhighcounselorsprovideanextensivemonthlyscholarshiplisting.Withthebeginningofeachschoolyeartheyparticipateinfreshmenandnewstudentorientation.Theyofferstudentstheopportunitytoattend"inhouse"visitsfromtechnicalschools,colleges,universities,andeverybranchofthemilitary.Theyalsoprovidestudentoutreachduringlunches.OtherservicesincludedailycommunicationwiththeBeaverCountyCareerandTechnicalCenteronanumberoflevelssuchasgradesandgradeconversations;discipline;attendance;halfdayvisits;fieldtrips;careerpreparationandinterestinventories;andpresenationstothesophomoreclassesfollowedwithextensivedocumentation.

CommunityCoordination

Describehowyouaccomplishcoordinationwithcommunityoperatedinfantandtoddlercenters,aswellaspreschoolearlyinterventionprograms.Inaddition,describethecommunitycoordinationwiththefollowingbeforeorafterschoolprogramsandservicesforallgradelevels,includingpre-kindergarten,ifoffered,throughgrade12.

1. Childcare2. Afterschoolprograms3. Youthworkforcedevelopmentprograms4. Tutoring

TheHASDcommunicateswithcommunityoperatedinfantandtoddlercentersregularlybysendingtheseorganizationsinformationpertainingtothedistrict.Specifically,thesecentersreceiveinformationontheenrollmentprocessandatwhatagestudentsareabletoregisterforkindergarten.TheHASDalsosharesinformationaboutearlyinterventionserviceswiththeseorganizationstoensurethatstudentsdemonstratinganeedforsupportreceiveoratleastbeevaluatedforearlyinterventionservices.StudentsresidingwithintheparametersoftheHASDreceiveearlyinterventionserviceswithprogramsoperatedbytheBeaverValleyIntermediateUnit(BVIU).Whenstudentsinearlyinterventionbecomeageeligibletotransitiontokindergarten,theHASDreceivesnotificationfromtheBVIUandatransitionmeetingisheld.TheHASDhoststheYMCAbeforeandafterschoolprogramintheHopewellMemorialJuniorHighSchool.AstheYMCAprogramrunswithinthedistrict,regularcommunicationbetweentheYMCAandtheHASDoccurstoensurethatstudentsarereceivingthenecessarysupports.Inhighschool,studentshaveavarietyofoptionstoconsiderinpreparationforacareer.Thehighschoolutilizesaschooltoworkprogram,whichallowsstudentstoleaveschoolearlyandgotowork.Aschooldistrictrepresentativemonitorsstudentsinthisprogramandperiodicallychecksinwiththematthevariousworksites.HighschoolstudentsarealsoabletopursueavarietyofvocationalprogramsattheBeaverCountyCareerandTechnicalCenter(BCCTC).StudentswhotakeadvantageofthisopportunitycompletecourseworkatHopewellHighSchoolforahalf-dayandthenaretransportedtotheBCCTCforvocationaltraining.StudentsmustapplytoanindividualprogramattheBCCTCandbeacceptedpriortostartingaprogram.TheHASDutilizestheMTSSprocesstopairstudentswithtutors.Studentsdemonstratinganeedforacademicorbehavioralsupportareplacedinthethree-tiersystem.Asastudentprogressesthroughthetiers,thelevelofinterventionintensifiesbasedonthestudent'sareaofneed.Inaddition,classroomteachersmakearrangementsonacase-by-casebasistomeetwithandtutorstudentsbeforeorafterschool.

PreschoolAgencyCoordination

ExplainhowtheLEAcoordinateswithagenciesthatservepreschoolagechildrenwithdisabilities.

1. Addresscoordinationactivitiesdesignedtoidentifyandservechildrenwithdisabilitiesandthesupportsandaccommodationsavailabletoensurebothphysicalandprogrammaticaccess.

2. Addresspre-kindergartenprogramsoperateddirectlybytheLEAandthoseoperatedbycommunityagenciesundercontractfromtheLEA.

3. DescribehowtheLEAprovidesforasmoothtransitionfromthehomesettingandanyearlychildhoodcareoreducationalsettingthestudentsattend,totheschoolsetting.

TheHASDandtheBVIUworkcollaborativelytoensurethattheneedsofpreschoolstudentswithdisabilitiesaremet.Withregardtoearlyinterventionservices,thedistrictcontractswiththeBVIU.TheBVIUidentifies,locates,andevaluatespreschoolagechildrenwhoarethoughttobeinneedofearlyinterventionservices.TheHASDalsoworkstoidentifyandlocatechildrenwhomayneedevaluatedbytheBVIU.Iftheevaluationdeterminesthatastudentiseligibleforearlyinterventionprogramming,arrangementsaremadeatthedistrict'sexpenseandanybarrierstothestudentsreceivingthenecessaryservicesareaddressed.Whenastudentinearlyinterventioniseligibletotransitiontokindergarten,thedistrictiscontactedbytheearlyinterventioncoordinatorattheBVIU.Ameetingisscheduledwiththeparents,theearlyinterventioncoordinator,adistrictrepresentative,andthestudent'scurrentserviceprovider.Atthismeeting,thedistrictrepresentativemeetswithandtalkswiththeparentsabouttheirstudent.Servicesofferedthroughthedistrictorotherprovidersareexplainedtotheparent.TheHASDevaluatesallstudentswhotransitionfromearlyinterventiontokindergartenregardlessofdisaiblity.Thisisusedasanopportunitytobecomefamiliarwiththestudentaswellasthefamily.Uponcompletionoftheevaluation,ameetingisheldwiththeparentregardlessofwhetherthestudentqualifiestodiscussaplantoensurethatthestudenttransitionssmoothly.Anyparentalconcernsareaddressedatthismeeting.

MaterialsandResources

DescriptionofMaterialsandResources

MaterialandResourcesCharacteristics StatusAlignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills Developing

Arobustsupplyofhighqualityalignedinstructionalmaterialsandresourcesavailable Developing

Accessibilityforstudentsandteachersiseffectiveandefficient DevelopingDifferentiatedandequitablyallocatedtoaccommodatediverselevelsofstudentmotivation,performanceandeducationalneeds Developing

ProvideexplanationforprocessesusedtoensureAccomplishment.

Thedistrictcontinuestodevelopmaterialsandresourcesatthisleveltomeettheneedsofteachersandstudents.

Explanationforanyrowchecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:

Itisanongoingprocesstoidentifyhighqualitymaterialsthataredifferentiatedandaccessibletoteachers.

Thedistrictcontinuestodevelopmaterialsandresourcesatthisleveltomeettheneedsofteachersandstudents.

MiddleLevel

Thedistrictcontinuestodevelopmaterialsandresourcesatthisleveltomeettheneedsofteachersandstudents.Atthislevel,teachersareexploringtheuseofGoogleClassroom,KhanAcademy,andotheronlinetoolstosupportinstruction.

HighSchoolLevel

Thedistrictcontinuestodevelopmaterialsandresourcesatthisleveltomeettheneedsofteachersandstudents.Atthislevel,teachersareexploringtheuseofSchoologyandiTunesUaspotentialplatformstocreateandcollaborateoncoursecontent.

SASIncorporation

Standards Status

ArtsandHumanities

districtclassrooms

CareerEducationandWork

districtclassrooms

CivicsandGovernment

districtclassrooms

PACoreStandards:EnglishLanguageArts

districtclassrooms

PACoreStandards:Mathematics

districtclassrooms

Economics

districtclassrooms

EnvironmentandEcology

districtclassrooms

FamilyandConsumerSciences

districtclassrooms

Geography

districtclassrooms

Health,SafetyandPhysicalEducation

districtclassrooms

History

districtclassrooms

ScienceandTechnologyandEngineeringEducation

districtclassrooms

AlternateAcademicContentStandardsforMath

districtclassrooms

AlternateAcademicContentStandardsforReading

districtclassrooms

AmericanSchoolCounselorAssociationforStudents

districtclassrooms

EarlyChildhoodEducation:Infant-Toddler→SecondGradeImplementedin50%ormoreof

district

classrooms

EnglishLanguageProficiency

districtclassrooms

InterpersonalSkills

districtclassrooms

SchoolClimate

districtclassrooms

Furtherexplanationforcolumnsselected"

DuetotheadoptionofthePACoreStandards,ourfocushasbeenonaligningthecontentareaswithournewcurricularmaterials.Aswecontinuetheprocess,teacherswillbecomemorefamiliarwiththeresourcesinSAS.

Standards Status

ArtsandHumanities

districtclassrooms

CivicsandGovernment

districtclassrooms

Economics

districtclassrooms

Geography

districtclassrooms

History

districtclassrooms

InterpersonalSkills

districtclassrooms

SchoolClimate

districtclassrooms

DuetotheadoptionofthePACoreStandards,ourfocushasbeenonaligningthecontentareaswithournewcurricularmaterials.Aswecontinuetheprocess,teacherswillbecomemorefamiliarwiththeresourcesinSAS.

MiddleLevel

Standards Status

ArtsandHumanities

districtclassrooms

CivicsandGovernment

districtclassrooms

Economics

districtclassrooms

Geography

districtclassrooms

History

districtclassrooms

EnglishLanguageProficiency NotApplicable

InterpersonalSkills

districtclassrooms

SchoolClimate

districtclassrooms

WorldLanguage

districtclassrooms

DuetotheadoptionofthePACoreStandards,ourfocushasbeenonaligningthecontentareaswithournewcurricularmaterials.Aswecontinuetheprocess,teacherswillbecomemorefamiliarwiththeresourcesinSAS.WedonotcurrentlyhaveanystudentswhorequireEnglishLanguageProficiencyatthislevel.

HighSchoolLevel

Standards Status

ArtsandHumanities

districtclassrooms

CareerEducationandWork Implementedin50%ormoreof

districtclassrooms

CivicsandGovernment

districtclassrooms

Economics

districtclassrooms

Geography

districtclassrooms

History

districtclassrooms

AlternateAcademicContentStandardsforReading Implementedin

50%ormoreofdistrict

classrooms

districtclassrooms

InterpersonalSkills

districtclassrooms

SchoolClimate

districtclassrooms

WorldLanguage

districtclassrooms

EarlyWarningSystem

ThefreePAEducatorDashboardEarlyWarningSystemandInterventionCatalog(PAEWS/IC)utilizesthemetricsofAttendance,BehaviorandCoursegradestoidentifystudentswhomaybeonapathtodroppingoutofschool.Pleaseindicateyourselectionofthefollowingoptions.

Yes, we are interested in the PA EWS/IC for our district, and would like more information regarding the process.

ProfessionalEducation

Characteristics

District’sProfessionalEducationCharacteristics EEP EEI ML HSEnhancestheeducator’scontentknowledgeintheareaoftheeducator’scertificationorassignment. X X X X

Increasestheeducator’steachingskillsbasedon X X X X

effectivepracticeresearch,withattentiongiventointerventionsforstrugglingstudents.Increasestheeducator'steachingskillsbasedoneffectivepracticeresearch,withattentiongiventointerventionsforgiftedstudents.

X X X X

Provideseducatorswithavarietyofclassroom-basedassessmentskillsandtheskillsneededtoanalyzeandusedataininstructionaldecisionmaking.

X X X X

Empowerseducatorstoworkeffectivelywithparentsandcommunitypartners. X X X X

District’sProfessionalEducationCharacteristics EEP EEI ML HSProvidestheknowledgeandskillstothinkandplanstrategically,ensuringthatassessments,curriculum,instruction,staffprofessionaleducation,teachingmaterialsandinterventionsforstrugglingstudentsarealignedtoeachother,aswellastoPennsylvania’sacademicstandards.

X X X X

Providestheknowledgeandskillstothinkandplanstrategically,ensuringthatassessments,curriculum,instruction,staffprofessionaleducation,teachingmaterialsandinterventionsforgiftedstudentsarealignedtoeachother,aswellastoPennsylvania'sacademicstandards.

X X X X

Providesleaderswiththeabilitytoaccessanduseappropriatedatatoinformdecisionmaking. X X X X

Empowersleaderstocreateacultureofteachingandlearning,withanemphasisonlearning. X X X X

Instructstheleaderinmanagingresourcesforeffectiveresults. X X X X

Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.

TheHopewellAreaSDprovidesrelevantprofessionaleducationforallprofessionalemployees.Theopportunitiesrangefrombuildingleveltraining,todistrictlevelandoutofdistricttraining.Individualprofessionaldevelopmentgoalsarepursuedaspartoftheevaluationprocessanddocumentedwiththeprofessionalportfolio.Theprofessionaldevelopmentplanincludesteachertraininginliteracy,technology,effectiveinstructionalstrategies,inadditiontomandatedtopics.

EducatorDisciplineAct126,71 Provideseducatorswithmandatedreportertraining,totaling3hours,every5yearsasoutlinedinAct126.

QuestionsTheLEAhasconductedtherequiredtrainingon:8/19/2014Allteacherswereprovidedthistraining.TheLEAplanstoconducttherequiredtrainingonapproximately:4/30/2018Trainingisplannedforthisupcomingin-servicedayforK-12staffProvideseducatorswithfour(4)hoursofprofessionaldevelopmentinyouthsuicideawarenessandpreventioneveryfive(5)yearsforprofessionaleducatorsingradessixthroughtwelveasoutlinedinAct71.

QuestionsTheLEAhasconductedthetrainingon:1/18/2016AllstaffK-12attendedthistrainingTheLEAplanstoconductthetrainingonapproximately:1/20/2020 Provideseducatorswithfour(4)hoursofprofessionaldevelopmenteveryfive(5)yearsforprofessionaleducatorsthatareteachingthecurriculuminwhichtheChildExploitationAwarenessEducationprogramisincorporatedasoutlinedinAct71.

QuestionsNotApplicableforourschoolentity

StrategiesEnsuringFidelity

Checkedanswers• 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. • 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.

Uncheckedanswers

• 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.

TheAdministrativeTeamreviewsPSSA,KeystoneandPVAASdataannuallyandreviewsprofessionaldevelopmentneedsAdministrativeobservationsandwalkthoughsarealsousedtoidentifykeyprofessionaldevelopmentneeded,aswell.TherecommendedAct48EvaluationFormisusedtodeterminethequalityofprofessionaldevelopment,andthesearereviewedbyadministrationtodeterminethequalityoftraining.AdministrativeobservationsanddiscussionswithstaffmembersisalsousedtomonitorPDqualityandtodetermineitseffectonteaching.

WearetransitioningtoGoogleFormsforallprofessionallearning,sothatteachersareabletorpovidefeedbackonthequalityoftheprofessionaldevelopment.Administratorsarenotalwaysabletoattendeveryprofessionaldevelopmentsession,assomeadministratorssharemultiplebuildings.Workisdonethroughgradelevelteamsandindividualdepartmentstoensurepersonalizationandfocusedlearning.Administratorsmayworkwithcertainteams,butnotall.

InductionProgram

Checkedanswers• Inducteeswillknow,understandandimplementinstructionalpracticesvalidatedby

theLEAasknowntoimprovestudentachievement.

• Inducteeswillassignchallengingworktodiversestudentpopulations.

• InducteeswillknowthebasicdetailsandexpectationsrelatedtoLEA-wideinitiatives,practices,policiesandprocedures.

• Inducteeswillknowthebasicdetailsandexpectationsrelatedtoschoolinitiatives,practicesandprocedures.

• Inducteeswillbeabletoaccessstatecurriculumframeworksandfocuslessondesignonleadingstudentstomasteryofallstateacademicstandards,assessmentanchorsandeligiblecontent(whereappropriate)identifiedintheLEA'scurricula.

• InducteeswilleffectivelynavigatetheStandardsAlignedSystemwebsite.

• InducteeswillknowandapplyLEAendorsedclassroommanagementstrategies.

• Inducteeswillknowandutilizeschool/LEAresourcesthatareavailabletoassiststudentsincrisis.

• Inducteeswilltakeadvantageofopportunitiestoengagepersonallywithothermembersofthefacultyinordertodevelopasenseofcollegialityandcamaraderie.

IntheBeginningTeacherNetworkcourseofferedbytheBeaverValleyIntermediateUnit,newteacherslearnaboutAssessments,PACoreStandards,ClassroomManagement/Behavior,ParentCommunication,StrategiestoImproveStudentAchievement,IntegratingTechnology,ProfessionalLearningNetworks,ACT48GuidelinesandInstructionalIICertification.Throughregularmeetingswithmentorsandprincipals,newteachersareinformedaboutandhaveanopportunitytodiscussvarioustopics.Inducteesparticipateinayear-longprogramtosupporttheirneedsasnewteachers.Professionaldevelopment,mentoring,andcourseworkarereassessedthroughtheInductionCommitteetoensurethattheneedsoftheinducteesarebeingmet.

NeedsofInductees

Checkedanswers• Frequentobservationsofinducteeinstructionalpracticebysupervisortoidentify

needs.

• Regularmeetingswithmentorsorcoachestoreflectuponinstructionalpracticetoidentifyneeds.

• StudentPSSAdata.

• StandardizedstudentassessmentdataotherthanthePSSA.

• Classroomassessmentdata(Formative&Summative).

• Inducteesurvey(local,intermediateunitsandnationallevel).

• Reviewofinducteelessonplans.

• Reviewofwrittenreportssummarizinginstructionalactivity.

• Knowledgeofsuccessfulresearch-basedinstructionalmodels.

• Informationcollectedfrompreviousinductionprograms(e.g.,programevaluationsandsecond-yearteacherinterviews).

Uncheckedanswers• Frequent observations of inductee instructional practice by a coach or mentor to

identify needs.• Submission of inductee portfolio.

Ourinductionprogramisdrivenbyteacherneed,districtexpectations,professionalgoalsandstudentachievementdata.Wearecontinuingtobuildournewteacherinductionplantoberesponsivetotheneedsoftheteachers.

Provideabriefexplanationforstrategiesnotselectedandyourplantoaddresstheirincorporation.

Wearecurrentlyintheprocessofrevisingournewteacherinductionplan.Mentorsarecurrentlyassignedbutdonotconductobservationsofnewteachers.Wewillconsiderincludingthiscomponentintoournewplan.Wedonotcurrentlyemployinducteeportfolios,butthecommitteemayconsiderthataswell.

MentorCharacteristics

Checkedanswers• 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 and inductees must have compatible schedules so that they can meet

regularly.

Uncheckedanswers • 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).

Mentorqualificationsarespecifiedintheteachers'contract.Theyinclude5yearsoffull-timesuccessfulteachingexperienceandavalidInstructionalIICertificate.FinalresponsibilityforselectingfromalistofapplicantslieswiththeSuperintendentandSchool

Board.Departmentchairsandteachersfromthesamedepartmenthavepriorityoverotherteachers.

Providebriefexplanationforcharacteristicsnotselectedandhowyouplantoaddresstheirincorporation.

Thereisnoformaltrainingformentorsatthistime.TheInductionCommitteemayincludethiscomponentasapartofthenewplan.

InductionProgramTimeline

Topics Aug-Sep

Oct-Nov

Dec-Jan

Feb-Mar

Apr-May

Jun-Jul

CodeofProfessionalPracticeandConductforEducators X X

Assessments X X BestInstructionalPractices X SafeandSupportiveSchools X Standards X Curriculum X Instruction X X AccommodationsandAdaptationsfordiverselearners X X

Datainformeddecisionmaking X X X X MaterialsandResourcesforInstruction X X X X Ifnecessary,providefurtherexplanation.

MonitoringandEvaluatingtheInductionProgram

IdentifytheproceduresformonitoringandevaluatingtheInductionprogram.

Inductees,mentorsandadministratorsarerequiredtocompleteandEndofProgramsurvey.ThisdocumentationsisreviewedbytheAssistantSuperintendentforcontentandcompletion.TheprogramisreviewedandrevisedinanongoingprocessthroughourInductionCommittee.Recommendationsandchangesaremadeonanasneededbasis.

RecordingProcess

Identifytherecordingprocessforinducteeparticipationandprogramcompletion.(Checkallthatapply)Checkedanswers

• Mentordocumentshis/herinductee'sinvolvementintheprogram.

• Adesignatedadministratorreceives,evaluatesandarchivesallmentorrecords.

• School/LEAmaintainsaccuraterecordsofprogramcompletionandprovideacertificateorstatementofcompletiontoeachinducteewhohascompletedtheprogram.

• LEAadministratorreceives,tallies,andarchivesallLEAmentorrecords.

• CompletionisverifiedbytheLEAChiefExecutiveOfficerontheApplicationforLevel2Certification.

UncheckedanswersNone.

SpecialEducation

SpecialEducationStudents

Total students identified: 287

IdentificationMethod

IdentifytheDistrict'smethodforidentifyingstudentswithspecificlearningdisabilities.

TheHopewellAreaSchoolDistricthasestablishedandimplementedprocedurestoidentify,locateandevaluateallchildren.Thedistrictidentifiesstudentssuspectedofhavinglearningdisabilitiesusingadiscrepancymodelandateamapproach.Everystudentwhoisevaluatedforaspecificlearningdisability,whetherreferredbyparent,teacherorStudentAssistanceProgram(SAP)goesthroughapre-referralteamprocesswhichthedistrictcallsMTSS(Multi-TierSystemofSupport)attheK-6levelandASSIST(AssuringStudentSuccessinSchoolTeam)atthe7-12level.Theprocessdiffersdependinguponthegradelevelofthestudent.IngradesKthrough4,monthlybuildingdatareviewmeetingsareheld.Thoseattendingthemeetingsincludeallofthegradelevelteachers,thebuildingprincipal(s),theTitleIreadingspecialists,theschoolcounselor,theschoolpsychologist(s)andattimesaspecialeducationteacher.Allstudentsateachgradelevelareinitiallyreviewed,with“studentsofconcern”identifiedateachmeeting.Benchmarkassessments,progressmonitoringmaterials,curriculum-basedassessments,grades,standardizedtestscores,resultsofbehaviorsupportplans,andobservationsofthestudentsarerecordedatmonthlymeetings.“Scientifically-based”academicandbehaviorinterventionsaredesignedforstudentsinneedandresponsestointerventionsaremonitored.Parentsofstudentsidentifiedinneedofinterventionaretheninformedoftheirchild'sneeds.TheHopewellAreaSchoolDistrictorHASDutilizesathree-tieredmodelforintervention.TierOneinterventionoccursinthegeneraleducationclassroom.TierTwointerventionisimplementedinasmallgroupsetting(4-6students).TierThreeinterventiontypicallyoccursinaone-to-onesettingwitha

regulareducationteacher.Parentsarecontactedbythestudents’classroomteachersifstudentsarenotrespondingtointerventionsandmeetingswithparentsarescheduledasneeded.Ifstudentsarerespondingtointerventionsthataredesignedtobeimplementedintheclassroomsbyclassroomteachersorinsmallgrouporindividualsettingswithtutors,theirprogresscontinuestobemonitoredatmonthlymeetings.Ifstudentshavenotrespondedtoresearch-basedinterventions,permissionformultidisciplinaryevaluationforspecialeducationservicesisrequestedoftheparents.Theteamconsiderswhetherthestudent’sdifficultiesareduetoalackofinstructionorlimitedEnglishproficiency.Adeterminationismadeastowhetherthestudent’sneedsexceedthefunctionalabilityoftheregulareducationprogramtomaintainthestudentatanappropriateinstructionallevel.Ingrades5through12,whenastudentisreferredtotheMTSS/ASSIST(pre-referral)team,thefollowingMTSS/ASSISTproceduresapply.Ateacher,theparent,acounselororadministratorcanreferastudenttoMTSS/ASSIST.Thestudent'steacher(s)areaskedtosubmitinformationandthecounselororotherprincipaldesigneeobservesthestudentinavarietyofsettings.AnMTSS/ASSISTmeetingisscheduled,theparent/guardianisinvited,andthecounselorgathersstudent'srecords.Parentsarealsorequestedtosubmitwritteninformation.TheschoolcounselororprincipaldesigneechairstheASSISTInterventionmeeting(s).OthermembersoftheASSISTteamwhoareinvitedtoattendthemeetingincludethestudent'sclassroomteacher(s),theprincipal,andtheschoolpsychologist.Otherindividualsmayparticipateontheteam,asappropriateandasdesignatedineachbuildingsuchas:aspecialeducationteacher,aspeechandlanguagepathologist,theschoolnurse,and/oragencyrepresentative(s).Everyeffortismadetohavetheparent(s)/guardian(s)attendandtheyareinvitedtobringrelatives,friends,oragencyrepresentativeswhohaveaninterestinthestudent'seducationanddevelopmentiftheywish.MTSS/ASSISTmeetingsareheld,asneeded,whenateacherortheparenthaveexpressedaconcernaboutthestudent.TheMTSS/ASSISTteamdefinesthestudent'sstrengthsandneeds,definestheproblem(s)tobeaddressed,agreesuponappropriate"scientifically-based"interventionsandassignsthestudenttoateammember.Thentheteamsetsatimelineforprogressreview,and/ormakesanimmediatereferralforaMultidisciplinaryEvaluation(MDE)ifthestudent'sneedforservicesisacute.Theteammemberworksforthestudentandparenttoaddresstheareasofneed.Students’progressfollowingthe5-12MTSS/ASSISTprocessisreviewedbythebuildingcounselorandtheschoolpsychologistin6to8weeksfromtheinterventionmeeting.Ifinterventionshavebeenlargelysuccessfulandthestudent'sprogressisimproved,thenthestudentmaybemonitoredbytheSAPteamorthecaseclosed.Ifthestudentismakinglittleornoprogresstowardsthegoalsoriftheproblemshaveworsenedoradditionalproblemshavearisen,thestudentisreferredforMDEforspecialeducationservices.Theteam

considerswhetherthestudent’sdifficultiesareduetoalackofinstructionorlimitedEnglishproficiency.Adeterminationismadeastowhetherthestudent’sneedsexceedthefunctionalabilityoftheregulareducationprogramtomaintainthestudentatanappropriateinstructionallevel.Ifthestudent,K-12,isreferredforMDEandaspecificlearningdisabilityissuspected,thestudentisfurtherevaluatedbyaschoolpsychologistwithinformationbroughtbacktotheMDEteam.Theindividualevaluationwilladdresswhetherthestudentdoesnotachieveadequatelyforthechild’sageormeetState-approvedgrade-levelstandardsinoneoftheidentifiedlearningdisabilityareas:oralexpression;listeningcomprehension;writtenexpression;basicreadingskill;readingfluencyskills;readingcomprehension;mathematicscalculation;ormathematicsproblemsolving,whenprovidedwithlearningexperiencesandscientificallybasedinstructionappropriateforthechild’sageorState-approvedgrade-levelstandard.TheHASDlooksbothat:(1)Whetherthestudentrespondedtoscientific,research-basedintervention,whichincludesdocumentationthat:(a)Thestudentreceivedhighqualityinstructioninthegeneraleducationsetting,(b)Research-basedinterventionswereprovidedtothestudent(c)Studentprogresswasregularlymonitored,AND(2)Whetherthestudentexhibitsapatternofstrengthsandweaknesses,relativetointellectualabilityasdefinedbyaseverediscrepancybetweenintellectualabilityandachievement,orrelativetoageorgrade.Ifthestudentmeetstheabovecriteriaforaseverediscrepancyandtheteamthendeterminesthatthefindingsoftheevaluationarenotprimarilytheresultofavisual,hearing,ororthopedicdisability,intellectualdisability,emotionaldisturbance,culturalfactors,environmentaloreconomicdisadvantageorlimitedEnglishproficiencyANDiftheteamalsofindsthatthestudent’sunderachievementisnotduetolackofappropriateinstruction,wasprovidedscientificallybasedinstruction,andthatrepeatedassessmentsofachievementwereconductedatreasonableintervals,thestudentmaybeidentifiedbytheMDEasastudentwithaspecificlearningdisability.

Enrollment

ReviewtheEnrollmentDifferenceStatus.Ifnecessary,describehowyourdistrictplanstoaddressanysignificantdisproportionalities.

ThedataispubliclyavailableviathePennDatawebsite.Youcanviewyourmostrecentreport.Thelinkis:https://penndata.hbg.psu.edu/PublicReporting/DataataGlance/tabid/2523/Default.aspx

BasedonthemostrecentSpecialEducationDataReportforSchoolYear2016-2017(DataAtAGlance),acomparisonofenrollmentdataoftheHopewellAreaSchoolDistrict(HASD)tothestateaveragespresentssignificantdisproportionalities,indicatingadiscrepancybeyond10%,intheareasofautism,emotionaldisturbance,intellectualdisability,multipledisabilities,otherhealthimpairment,specificlearningdisabilityandspeechandlanguageimpairment.Overallpercentageofspecialeducationstudentswithinthetotalenrollmentis13.8%forthedistrictand16.5%forthestate,showinga2.7%differenceunderthestateaverage.Theareasofthatareoverthestatepercentageareasfollows:Autism(LEA12.2%andState10.7%),MultipleDisabilities(LEA4.2%andState1.1%)andSpecificLearningDisability(LEA49.1%andState41.8%).Morestudentsthaninthepastarebeingidentifiedbyoutsideprofessionals(physicians,psychologistsandpsychiatrists)asachildwithAutism.TheincreaseinoutsideidentificationisnotuniquetotheHopewellAreaSchoolDistrict,butmoreofanissueofstudentsbeingoverdiagnosedwiththisdisabilitybyoutsideprofessionals.StudentsresidingwithinourschooldistrictinaPediatricGrouphomeandareWardsoftheStatehavebeencountedinourstudentcountpreviously.Thestudentslivinginthisfacilityaremedicallyfragilestudentsandhavesignificantneeds,thustheidentificationofMultipleDisabilities.InregardstoSpecificLearningDisabilitiesbeingoverthestateaverage,theHASDhasseenincreaseinthenumberofstudentsmovingintothedistrictfromwithinPennsylvaniaandoutofstatealreadyidentifiedwithaSLD.TheHASDcontinuestomeettheneedsofthestudentsandexitthemfromspecialeducationwhenappropriate.Theareasthatareunderthestatepercentageareasfollows:EmotionalDisturbance(LEA5.2%andState8.5%),IntellectualDisability(LEA5.2%andState6.5%)OtherHealthImpairment(LEA11.5%andState14.9%)andSpeechandLanguageImpairment(LEA9.8%andState14.7%).ThedistrictcontinuestofollowChildFindobligationsandconductsappropriateevaluations.Inreviewingthestudentdataandevaluations,severalstudentsthatwereformerlyundertheseparatedisabilitycategoriesofIntellectualDisabilityorOtherHealthImpairmentarenowidentifiedunderMultipleDisabilities.Thedistricthascontinuedtheuseofanearlyreachspeechenrichmentforstudentsstartinginkindergarten.Uponthisimplementationwehavebeenabletoprovideinterventionskillsthathavemetstudentsneeds,thusdecreasingthenumberofstudentsinneedofformalspecialeducationservicesforaspeechandlanguageimpairment.InregardstothecategoryofEmotionalDisturbancebeingunderthestateaverage,theHASDhasworkedtobecomemoreproactivethroughourschoolcounselorsandclassroomteacherstoaddressbehavioralhealthconcernsastheyoccur.Wehaveconsistentlybeenbelowthestateaverageinthisarea,butcontinuetoensurestudentsaremonitored,referredandappropriatelyassessed.Districtproceduresforidentification,location,andevaluationofchildrenwithdisabilitiesarereviewedonanongoingbasistoensurecompliancewithallspecialeducationregulationsandtoensureafreeappropriatepubliceducation(FAPE)isprovidedtostudentswithdisabilitieswhorequirespecialeducationandrelatedservices.

Non-ResidentStudentsOversight

1. HowdoestheDistrictmeetitsobligationunderSection1306ofthePublicSchoolCodeasthehostDistrictateachlocation?

2. HowdoestheDistrictensurethatstudentsarereceivingafreeappropriatepubliceducation(FAPE)intheleastrestrictiveenvironment(LRE)?

3. WhatproblemsorbarriersexistwhichlimittheDistrict'sabilitytomeetitsobligationsunderSection1306ofthePublicSchoolCode?

TheHopewellAreaSchoolDistrict(HASD)isahostSchoolDistrictunderSection1306.02ofthePublicSchoolCodeforstudentsresidingatPediatricSpecialtyCare(PSC)atHopewell,asPediatricSpecialtyCareatHopewellislocatedwithinthedistrictlimitsoftheHopewellAreaSchoolDistrict.TheHASDiscommittedtoprovidingFAPEatPediatricSpecialtyCareatHopewelltothoseeligiblestudentswhoareresidingatthefacilityandthatmeettheagerequirementsforeducationalservices.TheHASDDirectorofSpecialEducationworkscloselywiththeSocialWorkeratPediatricSpecialtyCareatHopewellonallintakestothefacility.Priortoformaladmission,theSocialWorkercontactstheDirectorofSpecialEducationtoprovideanavailableinformationregardingapendingadmissiontoPSC.Ifthisisnotpossibleduetoanemergencyadmission,theSocialWorkerfromPSCcontactstheDirectorofSpecialEducationattheHASDnolaterthanonebusinessdayfromadmissionofanewresident.TheDirectorofSpecialEducationreviewstheeducationalhistoryofthestudentandconfirmsthestudent'seligibilitywiththestudent'smostrecenthomeand/orhostdistrictandissuesaPDE4605formtotheHomeDistrict.TheDirectorofSpecialEducationcontinuesdiscussionswiththepreviousschooldistrictandtheparenttodiscussthepreviouslevelofspecialeducationservicesandtheleastrestrictiveenvironmentandanIEPmeetingisheldwithin5businessdaysofadmissiontoPSC.IfaparentorguardianisnotidentifiedthentheHASDwillappointasurrogatepertheregulationssetforthbyPDE.UponreviewoftheER/RRandIEP,alongwithdiscussionbetweentheHopewellAreaSchoolDistrict,theparent/guardian/surrogateandthepreviousschooldistrict,adeterminationofleastrestrictiveenvironmentismadeforthestudent.AnadditionalIEPmeetingisheldwithin30daysofthestudent'splacementatPediatricSpecialtyCareatHopewellwithallnecessaryIEPteammemberstoensurethatalltheneedsofthestudentarebeingmet.IfthedistrictbecomesawareofastudentresidingatPediatricSpecialtyCareatHopewellthroughthedistrict’schildfindprocesswhoisthoughttobeexceptionalandpossiblyinneedofspecialeducation,aPriorWrittenNoticeforInitialEvaluationandRequestforConsentFormandaProceduralSafeguardNoticewouldbeissuedtothestudent/parent/guardian,orsurrogate.TheMDEprocessasoutlinedinIDEAandChapter14wouldbefollowed.Ifthestudentisfoundtobeeligibleandinneedofspecialeducation,theInvitation/IEP/NOREPprocessaccordingtoIDEAandChapter14wouldbefollowed.SincePediatricSpecialtyCareatHopewellhasopened,thesignificantdifficultythatcontinuestoexistisinregardstostudents'familiesthatresideoutsideoftheCommonwealthofPennsylvania.Communicationwiththeschooldistrictinwhichthe

parentresideshasprovedtobechallenging,however,serviceshavebeenprovidedwithinatimelymannerinorderforthestudentnottoexperienceagapinservices.TheDirectorofSpecialEducationhasdevelopedachecklistofimportanteducationalinformationforparentstoprovidewhenplanningtotransfertheirchildintoPediatricSpecialtyCareatHopewell.

IncarceratedStudentsOversight

DescribethesystemofoversighttheDistrictwouldimplementtoensurethatallincarceratedstudentswhomaybeeligibleforspecialeducationarelocated,identified,evaluatedandwhendeemedeligible,areofferedafreeappropriatepubliceducation(FAPE).

TheHopewellAreaSchoolDistrict(HASD)isahostSchoolDistrictunderSection1306.2ofthePublicSchoolCodefortheBeaverCountyJail,asthecountycorrectionalinstitution(BeaverCountyJail--BCJ)islocatedwithinitsboundaries.TheHASDiscommittedtoprovidingFAPEattheBCJtothoseeligiblestudentswhoareincarceratedthatmeettheagerequirementsforeducationalservices.TheHASDemploysaspecialeducationteacherattheBeaverCountyJailwhoisresponsibleformonitoringtheeducationalprogramforincarceratedstudents.Afteranincarceratedstudentisprocessed,theteacherreviewstheeducationalhistoryofthestudentandconfirmsthestudent’seligibilitywiththestudent’smostrecentdistrictandPIMSinformation.Ifagapinservicesexists,theteachercontactsotherdistrictstheincarceratedstudenthasattendedinordertodetermineeligibility.Ifthedistrictbecomesawareofanincarceratedstudentthatreceivedspecialeducationservices,theER,RRandIEParereviewedandanewIEPisdevelopeddescribingtheprogramandrelatedservicesneededtomeettheeducationalneedsofthestudent,includingthemannerinwhichtheprogramwouldbeprovidedandatwhatlocation.Thestudentseligibleforspecialeducationservicesareprovidedaminimumof20hoursofinstructionperweek.Ifthedistrictbecomesawareofanincarceratedstudentthroughthedistrict’schildfindprocesswhoisthoughttobeexceptionalandpossiblyinneedofspecialeducation,aPriorWrittenNoticeforInitialEvaluationandRequestforConsentFormandaProceduralSafeguardNoticewouldbeissuedtothestudent/parent/guardian,orsurrogate.TheMDEprocessasoutlinedinIDEAandChapter14wouldbefollowed.Iftheincarceratedstudentisfoundtobeeligibleandinneedofspecialeducation,theInvitation/IEP/NOREPprocessaccordingtoIDEAandChapter14wouldbefollowed.Duringthe2012-2013schoolyear,PDEandBSEconductedaComplianceMonitoringfortheBeaverCountyCorrectionalFacility.TheHASDwas100%compliantinallareas.

LeastRestrictiveEnvironment

1. DescribetheDistrictprocedures,whichensurethat,tothemaximumextentappropriate,childrenwithdisabilities,includingthoseinprivateinstitutions,are

educatedwithnon-disabledchildren,andthatremovalfromtheregulareducationenvironmentonlyoccurswheneducationinthatsettingwithsupplementaryaidsandservices,cannotbeachievedsatisfactorily.

2. DescribehowtheDistrictisreplicatingsuccessfulprograms,evidence-basedmodels,andotherPDEsponsoredinitiativestoenhanceorexpandthecontinuumofsupports/servicesandeducationplacementoptionsavailablewithintheDistricttosupportstudentswithdisabilitiesaccessthegeneraleducationcurriculumintheleastrestrictiveenvironment(LRE).(ProvideinformationdescribingthemannerinwhichtheDistrictutilizessite-basedtraining,consultationandtechnicalassistanceopportunitiesavailablethroughPDE/PaTTAN,orotherpublicorprivateagencies.)

3. RefertoanddiscusstheSPPtargetsandthedistrict'spercentagesintheIndicator5section-EducationalEnvironments.AlsodiscussthenumberofstudentsplacedoutofthedistrictandhowthoseplacementsweredeterminedtoassurethatLRErequirementsaremet.

AcontinuumofservicesandsupportsareprovidedforstudentswithdisabilitiesresidingwithintheHopewellAreaSchoolDistrict(HASD),startingwiththeproceduresutilizedtoensurethatstudentswithdisabilitiesareeducatedwiththeirnon-disabledpeerstothefullestextentpossible.TheMulti-TierSystemofSupports(MTSS)TeamactsastheprereferralteamformultidisciplinaryevaluationsattheelementarylevelwhiletheStudentMTSS/“ASSIST”(AssuringStudentSuccessinSchool)teamactsastheprereferralformultidisciplinaryevaluationsatthe5-12level.Theteamsstrivetosupportstudentsintheregulareducationenvironmentbeforereferringformultidisciplinaryevaluation.AsummaryoftheprocedureusedbytheHASDfollows:Attheelementarylevel(K-4),thedistrictusesaprereferralprocessasthebeginningprocessofMTSSandtheuseoftieredinterventionstoensurethateachstudenthaseveryopportunitytosucceedintheregulareducationclassroom.Insightisgainedthroughthisprocessastowhatstrategiescanassistintheregulareducationenvironment.Monthlygradelevelmeetingsareheldtoreviewtheprogressofallstudentsinregardstospecificskillsinordertodrivechangesininstructionalpracticesandtomeettheneedsofallstudents.Atthe5-12gradelevelthedistrictemploystheMTSS/ASSISTmodelasastrategytoaidinservingstudentswithinregulareducation.

1.Whenastudentisreferredforevaluation(MDE)theHASDfollowsaseriesofactivitieswhichmustoccurforeachstudentsuspectedorknowntohaveadisability.Thestudentreceivesacomprehensive,non-biased,individualevaluationinthestudent'sdominantlanguageorothermodeofcommunication.TheMDE/IEPteammakeseveryefforttoimplementinstructionandservices,usingsupplementalaidesandservices,withintheregulareducationenvironment.TheMDE/IEPteamalwaysconsidersafullcontinuumofservices.Whendeterminingthestudent’slevelofintervention,thefirstoptionconsideredisalwaystheregulareducationclassroomwithsupplementalaidesandservices.Thefollowingarealistofoptionsconsidered:.

AssistiveTechnology/ServicesandPhysicalModifications

--Specificseatingarrangements(plannedseating:classroom,bus,cafeteria,auditorium,specials--

Adjustmentstosensoryinput;(e.g.)lightand/orsound--Environmentalaids(e.g.)ClassroomFMsystems,IndividualFMsystems,heatingandairconditioning,roompartitions--Specificarrangementoffurnituretoaccommodatewalkers,wheelchairs,etc.--Speciallyindividualizeddeskandchair,etc.---Useofstudycarrel---UseofInterpreters---Useofcommunicationdevicessuchasdynomites/dynovox---ProvidingbooksonCD---Providingalternatecomputeraccess---Providingspecialliftsforexample,aliftfortheswimmingpool---Providingelevatoraccessasrequired---Providingrelatedservices---Useofheadphonestoblockoutbackgroundnoise---Astudentwhohasdifficultytransitioningfromclasstoclassmaybeprovidedaparaprofessionaltoassistwithtransitiontimes---Coachingandguidedsupportforteammembersintheuseofassistivetechnologyforanindividualstudent---Scheduledopportunitiesforparenttrainingandcollaboration---Adaptingwritingutensils---Studentlifts---Mp3Players---iPads

BehaviorSupport

---Counselingsupports(schoolcounselor,consultingpsychologist,groupmeetings,TSSsupport(whenstudentreceivesoutsideservices),individualschoolbasedtherapy,peersupports)---Providesupporttoteachersoninstructionaldesign(e.g.,minimizingwrittendirections,verbalprompts,cueing,etc.)---Implementapeerbuddysystemduringdifficultclassactivities(rotatepeerbuddy).---Usecoping/stressreductionskillswhenstudentisanxiousaboutperformanceorisescalatinginfrontofpeers.---Useprecorrectionbeforestudentsengageinareviewactivity,askforanexampleofhowtocompletetheassignment.---Removestudentfromthesituation/settingthatistriggeringtheproblembehaviorinordertoeffectivelymanageandde-escalatethecrisis.Escortthestudentdownthehallwayandpromptthestudenttoworkappropriatelyinordertode-escalatetheagitation.(Thestudentcanbetakenintothecounselingofficeandseatedinoneofthechairsinordertoreviewsocialstoriesandworkonself-managementskills)---Usegestural/physical,proximityprompts,butminimumverbaldirections,togethim/hergoingon

oneormoreofthecrisismanagementprocedures.---Useinterventionswithpositivereplacementbehaviors---Ignoringinappropriatebehaviorwheneverpossiblebutimmediatelyrewardingallappropriatebehavior---Anticipatingandpreventingtheantecedentscausingbehavior---Designatea“safeplace”forestablishmentofselfregulatorycopingmechanisms---Seatingclosetoteacher,butallowingspaceto“spread-out”inordertoavoidconfrontationwithfellowstudents---Adultsupportisneededduringanygroup/socialinteractionoractivityortokeephim/herontaskwiththeactivityathand---Schedulefunctionalactivitiesandbuildroutinesthatofferopportunitiestomovearoundandburnenergy,especiallypriortotimes/activitiesthatarepredictabletriggersfordisruptivetalk-outs---Rehearseandroleplaywithstudentastowhattodowhenpeersteaseormimichim,tryingtogetthestudenttosaysillythingsthatjustgethim/herintotrouble---Validatefeelingsandofferalternativereplacementbehaviorsintheformof1-2choices,consistencyofsocialskillsdevelopmentwith“socialstories”,consistentencouragementto“usewords”,useclear,simpledirections,ignoreinappropriatebehaviorwheneverpossible---Immediatelyrewardappropriatebehaviors,lotsofsmiles,verbalpraise,readstoriesofchoice,outsideplay,beinga“helper”,“special“jobs”,seatingnexttoapositivepeerrolemodel,“SocialStories’book,puzzles,artprojects,computertime/games,etc.---Useclassroomroutines.Routinesarespecifiedforpreparingfortheday,takingcareofpersonalneeds,turninginhomework,andgettinghelp.Eachclassroomteacherdeterminesiftheroutineswillbeteacher-defined&/orstudent-defined.Routinesaretaughtatthebeginningoftheyearandpracticedonadaily/weeklybasis---Teachstudenthowtoself-monitorbehavior;meetwithstudentonapredesignatedtimetodiscussthestudent'sviewandevidenceofbehavior---Foryoungerstudents,useapredictableactivityschedule.Aphotoactivityschedulewillbeusedtoinformthestudentoftheactivitiesofthedayandthechoicesoffered.---Adaptcurriculum/makemodifications--

teacherwillshortenlessonsandadaptdifficultassignmentssothatthestudentismoresuccessfulinacademicwork.---One-to-onereplacementskillsthatservetheexactfunctionastheproblembehavior---Useofalevelsystem(rewardsystem)---Useofacontractingsystemwithgoalsclearlyidentified---Redirectthestudenttoanotheractivityorpromptthestudenttouseanalternativeskill.---Useatimerforstudenttoremainontask---Studentrewardsarelinkedtoobjectivesandrewardsarevariedtomaintainstudentinterest---Teachersshouldalwaysbenon-threateningintheirinteractions.Eventhoughtheteachermustbefirmandenforcelimits,theystillmustremainnon-threatening.---Provideopportunitiestoparticipateincommunityactivitiesandevents.Preparestudentsbeforetheactivity.

Classwork/HomeworkAssignments/Organization

---Reducenumberofitemsonapage---Increaseamountoftimetocompleteassignments---Colorcodestudentmaterialstohelpthestudentstayorganized---Prioritizeassignmentsandactivities---Listandpostallstepsnecessarytocompleteanassignment---Useacalendartoplanforlong-termassignments---Useaconsistentwayforstudenttoturninandreceivebackpapers;reducedistractionsforstudent---Helpstudentorganizehim/herself;frequentlymonitornotebooks,dividers,locker,bookbag,desk,etc.---Givestudentsspecifictimeframestocompletesmallsegmentsofagiventaskwithfrequentteacherfeedback---Providebeforeorafterschooltutoring---Parentcheckandsignassignmentbook---Providestudentwithalistofneededmaterialsandtheirlocations.---Useofadevelopmentallyappropriatecommunicationboard---Arrangeforapeerwhowillhelpwithorganization---Usedaily/weeklyassignmentsheetswiththeteacherverifyingaccuracyofassignmentsrecorded---Allowstudentextratimetoorganizebooksfromlastclassbeforebeginningnextclass---Providesamplesofcompletedassignmentstouseasmodels---Providingvisualdailyschedule---TexttoTalkProgram(DragonSpeak,Siri,WordTexttoTalk)

Collaborative(AdultsworkingasTeamMembers)

---Scheduledtimesforteacherco-planning---Arrangementofinstructionthatsupports

collaboration(paraeducatorsupport,consultationwithrelatedserviceproviders,consultationwithspecialstaff,andcoaches,sponsors---Scheduledopportunitiesforparentalcollaborationwiththeteachers(Act80days)PartialDismissalDays---CommunityBasedInstructioncollaborationwithlocalcommunityandcountyresources---EarlyInterventiontransitionmeetings---TransitionmeetingforsecondarystudentswhichincludemembersfromoutsideagenciessuchasOVR,BCBH,JobTraining,localcolleges,etc.

InstructionalModificationsandPresentationofSubjectMatter

--Providingalternatemethodsforstudentstodemonstratelearning;forexample,oralanswers,pointing,drawing,etc.--Providingmodifiedcurriculargoals--Limitingclasssizes--Providingprovenscientificallybasedinstruction--Providinginstructioninmulti-modalities(ifpossibleteachtolearningstyles)---Teacherprovidescopiesofnotes---NCRpaperforpeertoprovidenotes---Reducereadinglevelsofassignments---Usevisualsequences---Teachertapelessonforreplayordiscussions---Usecurriculumspecifictapes---Teachertopresentmodelsordemonstrations---Shareactivitieswithgroupsofstudents---Reducenumberofconceptsorideasastudentmustlearnatanyonetime---Alterthepacingofinstruction---IncreasereviewoflessonstaughtBEFOREintroducingnewideas---UseRubrics---Provideclear/concisedirections---Periodicallycheckforstudentunderstanding---Providingresearch-basedalternateorsupplementarymaterials---Schedulemoredifficultclassesattimesappropriatefortherespectivestudent---Gainstudent'sattentionbeforegivinginstructions---Provideinstructiononfunctionalskillswithinthecontextofthetypicalroutinesintheregularclassroom---Providingresearchbasedsupplementarymaterials---Theteachermayalternatequietandactivetime

MotivationandReinforcement

---Verbalornon-verbalpraiseforaccomplishedtask---Positivereinforcement---Concretereinforcement---Plannedmotivationsequenceofactivities---Offeroptionsorchoices---Useofstudentstrengthsandinterestsinlessonplanningaspossible.---Callonstudenttoanswerwhenyouaresurethestudent

knowstheanswerandwhenthestudenthasfollowedtherules.---Useproximitycontroltechniques---Increaseactiveresponding---Allowastudenttobea"helper"forlargeprojects

Parent/Student/TeacherCommunications

---Developadaily/weeklyjournal---Notifyparentsimmediatelyofmissingassignments/orincompleteassignments---Provideparentswithduplicatesetsoftextsifstudenthasdifficultlyrememberingtobringbookshome---Provideprogressreportsasdeterminedbytheteam---Scheduleperiodicmeetingswithparents---Communicatewithparentswithschoolprovideddailyplanner---RemindApp--Schoology

SocialInteractionSupport(Supportsandservicestoincreaseappropriatebehaviorsandreducedisruptiveorinterferingbehaviors

---Socialskillsinstruction(socialstories)---Counselingsupports(schoolcounselor,consultingpsychologist,groupmeetings,collaborationwithTSSsupport,individualschoolbasedtherapy,peersupports)---Structuringofactivitiestocreateopportunitiesforpositivesocialinteraction---Usecooperativelearninggroupstofostersocialinteractions---Teachsocialcommunicationskills,suchasgreetings,conversations,takingturns,sharing,negotiations,etc.---Focusonthesocialprocessratherthanontheproduct---SchoolWideBullyingProgram---Assistanceasnecessarywithextracurricularactivities-plays,musicals,band,concerts/sports,etc.---Lunchbuddies---D&ACounselingasrequired---Useoftimemanagementstrategies---Useofnon-verbalcues---Createastructuredenvironmentwithpredictableroutines---Providecardsondeskswithrulesforindividualdeskwork---Stresseffortandenjoymentforselfratherthancompetitionwithotherstudents---Minimizetimedactivities;structureclassforteameffortandcooperation---Preparestudentsfortransition.Giveanadvancewarningwhenatransitionor"different"activitywilltakeplace

TestingAdaptations

--Allowstudenttorespondorallyortopointtoaresponse--Readtesttostudent---Previewlanguageoftestquestions---Chunktestsintosections---Usespecifictesttypesorlimitedcombinations(shortanswer,reducemultiplechoiceoptions,reduceessaysection)---Modifyformat---Reducenumberofitemsrequiredtocompleteonatest---Provideextended

time---Useofapplicationsinrealsettings---Testadministeredbyresourceperson---Allowstudentstomarkanswersonthetestratherthanonananswersheet---Highlightkeywordsorphrasesindirections---Repeatdirectionsandhavestudentdemonstrateunderstandingofdirections---Useenlargedtext---Ignorespelling/grammarerrorswhencontentisevaluated---Allowuseofacalculatorunlessassessingcomputation---Gradeonlyitemscompleted---Useapass/failsystem---Allowuseofnotesorbooksfortesting---Allowamplespaceforwritinganswers---Permitbreaksduringlongtests---Useunclutteredtestforms---Allowstudenttoeitheruseprintorcursive---Modifythestandardgradingsystem

Transition--IndependentLiving

---Thetransitioncoordinatororagencywillassiststudenttodevelopasimulatedindependentlivingplanandmonitortheplanforeffectiveness.---Thetransitionteamwillprovideinformationtostudent/parentsinordertomakegooddecisionstoattendintakecounselingsessionswithHumanServicesorganizations---Localagenciesandthetransitioncoordinatorwillassistthefamilytodeterminewhatlegalresourcesareavailable.---Thetransitioncoordinator/schoolcounselor/localagencieswillhelpthestudentandfamilytoexploreguardianshiporconservatorship.---Localagencieswillassistthestudent/familytosearchforlivingarrangements.---Theschoolcounselor/parents/teachers/transitioncoordinatorwillassistthestudentincourseselection,CBIselection,andprogramminginordertomeetskillsofdailyliving.---ParticipationinCountyWideTransitionDay.

Transition--JobsandJobTraining

---Schoolcounselorwillmeetwithstudentstoexpand"careerawareness”knowledge.---Thetransitioncoordinatorwillarrangeforjobshadowingexperiences.---Thetransitioncoordinatorwillarrangeforthestudenttotakeavocationalassessment(inventory,aptitudeorability).---Theschoolcounselorandtransitioncoordinatorwillassistthestudentindevelopingalistofrespectivestrengths,assetsandskillsastheypertaintojobfunctioning.---Thetransitioncoordinatorand/or

schoolcounselorwillassistthestudentinmakinganappointmentwiththeOVRcounselor.

Transition--Post-SecondaryEducation

---Theschooltransitioncoordinator/counselorwillassistthestudentinlocatingsecondaryeducationinstitutionsofinterest.Inaddition,thetransitioncoordinatorwillassistthestudentinlocatinginformationregardingtheselectedschools.---Thetransitioncoordinator/counselor/LEAwillassistthestudentinapplyingfortheACTorSATwithaccommodations.---ThetransitioncoordinatororcounselorwillassistthestudentsinlocatingaSATreviewcourse.---Thetransitioncoordinatororcounselorwillassistthestudentsinfillingoutcollegeforms.---Thetransitioncoordinator/schoolcounselor/oroutsideagencywillassistthestudentinidentifyingpossiblesourcesoffinancialsupportforvo-techorcollege.

Transition--Recreation/Leisure/Community

---Thetransitioncoordinator/coaches/schoolcounselors/teachers/specialeducationdirectorwillassistthestudenttoinvestigate/joinaschoolcluborsportteam.---Thetransitioncoordinator/coaches/schoolcounselors/teachers/specialeducationdirectorwillassistthestudentinexploringandattendschoolfunctionssuchasdances,tournaments,etc.---Thetransitioncoordinator/coaches/schoolcounselors/teachers/specialeducationdirectorwillassistthestudenttofamiliarizehimself/herselfwithcommunityresourcessuchasthelocationofthebanks,stores,hospital,doctors,etc.

Transportation

--Wheelchairlift--Specialcustomizedharness--Transportationaide(s)--Nursesforphysicallyfragilechildren--FirstAidandCPRTrainingforDriversandAides--BehaviorTrainingforDriversandAides---Seatstudentnearbusdriver---Assignthefrontwindowseatsothatthestudentcan'teasilytouchorbetouchedbyotherstudentsastheyenterorexitthebus

IftheMDE/IEPteamdeterminesthatthisoptionwillnotmeetthestudent’sneeds,morerestrictiveoptionswillbeconsidereduntilanappropriatelevelisreached.Priortoplacementinspecialeducation,thedistrictmustensurethattheappropriatenessof

theresourcesofthegeneraleducationprogram,includingpreventionandsupportservices,havebeenconsidered.

2.Ifthestudentiseligibleforspecialeducation,theTeammustfirstconsiderplacementingeneraleducationwithappropriatesupportforthestudentandthestudent'steacher(s).TheIEPmustincludestatementsofthechild’spresentlevelsofeducationalperformance,includinghowthestudent’sdisabilityaffectsinvolvementandprogressinthegeneralcurriculum.

3.Astudent'seducationalprogrammustbedevelopedwiththemeaningfulinvolvementofthestudent'sparent(s)orguardian(s)andteacher(s),andthestudent,whenappropriate.TheIEPTeammustincludepersonsknowledgeableaboutthestudent,theevaluationdataandthecontinuumofalternativeplacementoptions.Asamemberoftheteam,theregulareducationteachermust,totheextentappropriate,participateinthedevelopmentofthestudent'sIEP,including(1)thedeterminationofappropriatepositivebehavioralinterventionsandstrategies;and(2)thedeterminationofsupplementaryaidsandservices(aslistedabove),programmodificationsandsupportforschoolpersonnelthatwillbeprovidedforthestudenttoadvanceappropriatelytowardattainingtheannualgoals.Inaddition,therepresentativeoftheschooldistrictontheIEPTeamwhoisqualifiedtoprovide,orsupervisetheprovisionof,speciallydesignedinstructionmustbeknowledgeableaboutthegeneralcurriculumandknowledgeableabouttheavailabilityofresourcesoftheschooldistrict.Theindividualwhoisknowledgeableabouttheevaluationdatamustbeabletointerprettheinstructionalimplicationsofevaluationresults.

4.Measurableannualgoals,includingbenchmarksorshort-termobjectives,mustberelatedtomeetingthestudent’sneedsthatresultfromthedisabilitytoenablethestudenttobeinvolvedinandprogressinthegeneralcurriculumandmeetingeachofthestudent’sothereducationalneedsthatresultfromthedisability.

5.Otherplacements,suchasspecialeducationclasses,specialschoolsorotherremovalfromthegeneraleducationenvironment,wouldbeconsideredonlywhentheTeamdeterminesthatastudent'seducationinregularclassescannotbesatisfactorilyachievedevenwiththeuseofsupplementaryaidsandservices.

6.TheIEPofthestudentmustincludeanexplanationoftheextenttowhichthechildwillnotparticipatewithnondisabledchildrenintheregularclassandinotheractivities.

7.TheTeammustindicateclearlydefinedexpectedbenefitstothestudentfromthespecialeducationprogramselectedtoaddressthefullrangeofthestudent’sneedsintheareasofacademicoreducationalachievementandlearningcharacteristics,socialdevelopment,physicaldevelopmentandmanagementneeds.

8.TheparentorguardianmustbeprovidedaNOREPwhichdescribestheprogramandplacementoptionsconsideredforthestudentandarationaleforthoseoptionsnotselected.Additionally,theHASDhastakenadditionalstepstopromoteinclusionarypractices.

·TheschooldistricthasrevisedcurriculumthatfocusesonthePennsylvaniaCoreStandards,butstillallowsadditionaltimeforspecificstrategies,accommodations,adaptations,modificationsandmethodsforbothspecialeducationandregulareducationstudentstoenablethemtograspthecoursematerial.Forinstance,basiccoursesareofferedthroughregulareducationinreading/EnglishLanguageArtsandmathattheelementarylevel,aswellasinreading/English,math,socialstudies,andscienceatthesecondarylevel.Evidenced-basedmodelsofreading/EnglishLanguageArtsandmath(SRACorrectiveReading,WilsonReadingprogramandEveryDayMath-EDM)areusedatthejuniorhighschoolandthesamelanguageartsprogramisusedattheseniorhighschool.FinanceandconsumermathclassesareofferedatthehighschoolinsteadoftheEDMprogram.

·Thehighschooloffersinclusionclassesinallgradelevelsandinallacademicsubjectareasinadditiontoseveralnon-academiccourses.InadditionSupportStudyHallsareofferedatalllevels.TheHASDusestheco-teachingmodelofinclusiontothefullextentpossible.

·Paraprofessionalassistanceisavailableatalllevelsforbothinclusionclassesandforbehaviormonitoring,academicreview,transitionactivities,andhealthrelatedissuesasidentifiedbytheschoolnurse,studentphysician,andincludedasahealthrelatedserviceintheIEP.Paraprofessionalshavereceivedtrainingininclusionarypracticesandallofthedistrict'sparaprofessionalsareconsideredhighlyqualified.PersonalCareAssistantsarealsoemployedbythedistricttoassiststudentswhohavemoreseveredisabilitiessothattheycanparticipateinregularandspecialeducationprogramsintheirhomeschools.AllparaprofessionalsandPersonalCareAssistantsreceiveCPRandFirstAidTrainingonayearlybasisthroughtheAmericanRedCross.

·SupportStaffsuchasbusdrivers,cafeteriaandcustodialstaffreceivetrainingyearlyinbehaviormanagement,firstaid,CPR,andinspecifictypesofdisabilitiessuchasEDandAutism.

·Studentswithdisabilitiesaccessnonacademic(e.g.,musicfestivals,clubs,fieldtrips)andextracurricularactivities(e.g.,athleticteams)inthesamewayasregularstudents.Eligiblestudentsareactivelyrecruitedtoparticipatetothegreatestextentappropriate(e.g.,servicelearningactivities,teammembers,teammanagers,statisticians,nurseassistants,secretarialassistants,assistantequipmentmanagers.)

·RegulareducationteachersandspecialeducationteachershaveadoptedthephilosophyofProjectMAXthroughtheassistanceoftheBVIUandPaTTAN.StaffareassumingcompetenceforALLstudentsandprovidingmoreopportunitiesforstudentstoaccessgradeappropriatecontentwhenitisappropriatefortheindividualstudents.Theyarebecomingmoreskilledatmodifyingoradaptingcurriculumexpectationsforstudentswithdisabilities,thereforestudentsarespendingMOREtimeintheregulareducationclassroomsthaninthepast.TheHASDalsowelcomestheassistanceoflocalagencieswhichincludetheBehavioral

HealthandDevelopmentalServices,MH/ID,WPIC,ValueBehavioralHealth,theWomen'sCenter,theOfficeofVocationalRehabilitation,ChildrenandYouthServices,SocialSecurityAdministrationandotheragencyservicessuchaswrap-around,TSS,andmobiletherapy.Thedistrictparticipatesinteammeetingswiththebehavioralstaffandconsiderstheseservicesessentialtothesuccessoftherespectivestudents.InJanuary2018,theHASDbeganapartnershipwithFamilyBehavioralResourcestoprovideSchoolBasedMentalHealthServicestostudentsattheJuniorandSeniorHighlevel.Thisservicesisanticipatedtostartattheelementarylevelatthestartofthe2018-2019schoolyear.TheHASDutilizestheservicesoftheBVIUforHearingSupport.ThedistrictcontractsagenciesforservicessuchasVision,O&M,OT,PT,etc.Forlowincidencedisabilities,suchasblindness,thedistrictmayneedtouseanoutsideplacementifservicescannotbeprovidedwithinthehomedistrict.Childrenplacedinorreferredfromprivateinstitutionsareentitledtothesameconsiderationsasoutlinedabove.Programoptionsandplacementsarebasedupondegreeofneed.Everyeffortismadetoeducatestudentswithnon-exceptionalpeerstothemaximumextentpossible.Overall,afullcontinuumofservicesisofferedbasedupontheindividualneedsofthestudents,asthelawmandates,andaplacementinout-of-districtplacementmaybetheleastrestrictiveenvironmentthatisrecommended.Thedistrictcontinuestoincludestudentswithdisabilitiesinthegeneraleducationcurriculumwithsupplementaryaidesandservicestothefullestextentpossible.IEPteamsutilizetheSupplementaryAidesandServiceToolkitwhenadditionalsupportsareneededforstudentstoparticipateinthegeneralcurriculumorsetting.TheHASDcontinuestofocustrainingstaffontheSASToolkitintheStandardsAlignedSysteminordertopromoteevengreaterinclusionarypracticeswhentheneedsofstudentswarrantadditionalsupports.Todate,HopewellMemorialJuniorHighstaffhavereceivedtheSupplementaryAidsandServicesTrainingprovidedbytheBVIUaspartoftheHASD'sLRECorrectiveActionPlan.SchoolsthatarecurrentlypartoftheProjectMAXteamshavealsoreceivedthistraining.AsoftheDecember1,2015ChildCount,studentswithdisabilitiesintheHASDwhoarereceivingspecialeducationandrelatedservicesinothersettingsis5.9%,whichis1.0%overthestateaverageof4.9%and1.3%overtheSPPtargetof4.6%.AlthoughthispercentageishigherthanthestateaverageandSPPtarget,thepercentageremainedsteadyforafewyearsandhasdecreasedoverthepreviousyears(6.4%in2012-2013,6.8.%in2013-2014,and6.8%in2014-2015).TheHASDcontinuestooperatelifeskills,autisticandemotionalsupportattheelementary,juniorhighandseniorhighlevels.Evenwiththecontinuationoftheseservices,theneedsofstudentsmovingintotheHASDcontinuetoexceedthelevelofsupportsofferedwithinthedistrict'sprogram,thuswarrantingtheleastrestrictiveplacementoutsideofthedistrict.TheHASDcreatedanLREImprovementPlanthatwasapprovedbyPDEtoaddressthisissuethroughJuneof2016.Professional

developmentactivitiesincludedaSchoolWideNeedsAssessment,UnderstandingandImplementingLRE,andCollaborationandConsistencyK-12.Thefollowingactivitiestookplace:·SchoolWideNeedsAssessmentSeptember11,2013—8:00amto4:00pm

oCoreLREImprovementPlanTeammetwiththeBVIUtoconducttheSchoolWideNeedsAssessment.·SupplementaryAidesandServicesToolkitTrainingOctober31,2013—12:00pmto3:00pm

oAllJuniorHighSchoolstaffmet,intwogroups,withtheBVIUTaCstafftounderstandtheSupplementaryAidesandServicesavailableandtoprepareforthenextfewyearsofinstruction.·CollaborationbetweenRegularEducationandSpecialEducationStaffMonthlyduringtheschoolyearfromNovember2013topresent—1hour

oTeachersaregiventimetodiscussandcollaborateregardingresourcesavailableandinstructionalchangesnecessaryfortheirclassrooms.·CalendarChangesattheJuniorSchooltoincludemoreInclusionActivitiesStartedinJanuary2014,on-going

oMonthlymeetingswithcommitteememberswereheld.Thecalendarwasalteredforthe2014-2015schoolyearandisagainbeingrevisedforthe2015-2016schoolyeartoincludemoreregulareducationtimeinthegeneralscheduleofstudents.·RolesandResponsibilitiesofGeneralEducationTeachers,SpecialEducationTeachersandParaprofessionalsMarch21stand28th2014

oOverviewtoJuniorHighStaffMembers;ReviewofSupplementaryAidesandServicesToolkit.

oAdditionalPaTTANmaterialsdiscussed:TeachersandSpecialEducationParaprofessionalsWorkingasaTeamtoSupportStudents·UnderstandingandImplementingLRE-TrainingforStaffSeptember19,2014—12:30pmto3:00pm

oIntroductiontoTeachers’DeskReference:PracticalInformationforPennsylvania’sTeachers

oHighlightedAreas:

·InclusivePractices

·MaximizingStudentLearningwithFlexibleGroupingPractices

·TheSharedResponsibilityofEducationalTeamMembers

·SupplementaryAidesandServices·ResponsetoInstructionandInterventionModelRevisedSeptember2014,February2015,May2015

oMonthlymeetingswithadministrationtodiscusschangesforthe2015-2015schoolyear.

oJuniorHighSchoolwillreflectchangestotheGrade5and6interventiontime.·SpecialEducationShowcaseFebruary11,2015—4:30pmto6:30pm

oOpportunityforcommunitymemberstowalkthroughandtalkwiththeteachersintheAutisticSupport,LifeSkillsSupportandEmotionalSupportClassrooms.·TransitionMeetings:4thto5thGrade,8thto9thGradeApril2015:2days,May2015:7days

oMeetingsheldinorderforstudents,parents,andteacherstocollaborateregardingthestudentmovingfromonebuildingleveltothenext.·SeparatingAutisticSupportandLifeSkillsPrograms/ClassroomsattheSeniorHighSchoolMay2015:3days

oCollaborationbetweenjuniorhighandseniorhighschoolstaffregardingautisticsupportintheregulareducationandspecialeducationclassroom.June2015

oSeekingapprovalfromPDEforrelocationofclassroomstobestsuittheneedsofthestudentsattheseniorhighschoollevel.·ChangesintheJuniorHighSchoolMasterScheduleAugust2015

oSchedulechangedtoincludetimeinregulareducationformorecoreinstruction.

oChangestolevelofsupportprovidedintheregulareducationclassroomswithinclusionoptions.

oCollaborationtimeaddedforregulareducationandspecialeducationteachers.·GradeLevelorDepartmentMeetingsAugust2015-June2016monthly

oSpecialEducationteacherswereprovidedtheconsistentopportunitytomeetwiththeregulareducationpeersdiscussedgradelevelinformationordepartmentspecificinstructionalinformation.·RtII/MTSSModelRevisedOctober2015,January2016,May2016

oMonthlymeetingswithadministrationtodiscusschangesforthe2016-2017schoolyear.

oJuniorHighSchoolprovidedspecificinterventiontimesforGrades5and6.ContinuedchangestointerventiontimeforGrades7and8.·SpecialEducationShowcaseMay23,2016—6:30pmto8:30pm

oOpportunityforcommunitymemberstowalkthroughandtalkwiththeteachersintheAutisticSupport,LifeSkillsSupportandEmotionalSupportClassrooms.Thisyeartheeventwasheldinwith4thGradeParentOrientation.·TransitionMeetings:4thto5thGrade,8thto9thGradeApril2016:3days,May2016:6days

oMeetingsheldinorderforstudents,parents,andteacherstocollaborateregardingthestudentmovingfromonebuildingleveltothenext.·SeparatingAutisticSupportandLifeSkillsPrograms/ClassroomsattheSeniorHighSchoolOctober2015,January2016,April2016:4days

oContinuationofcollaborationbetweenjuniorhighandseniorhighschoolstaffregardingautisticandlifeskillssupportintheregulareducationandspecialeducationclassroom.

oPotentialneedforadditionalautisticsupportclassroomattheJuniorHighSchoollevel.AsoftheDecember1,2015ChildCountstudentswithdisabilitiesintheHopewellAreaSchoolDistrictwhoarereceivingspecialeducationandrelatedservicesinsidetheregulareducationclass80%ofthedayormoreis49.1%,whichis12.7%belowthestateaverageof61.8%and14%belowtheSPPtargetof63.1%.AlthoughthispercentageislowerthanthestateaverageandSPPtarget,thepercentagecontinuestofluctuateeachyearinanefforttomeetthestudentsneedsandtheSPPtarget(60.6%%in2012-2013,53.4%in2013-2014and,54%in2014-2015).TheHASDhascreatedanLREImprovementPlanthatwasapprovedbyPDEtoaddressthisissuethroughJuneof2016.Professionaldevelopment

activitiesincludedSupplementaryAidesandServiceToolkitTraining,RolesandResponsibilitiesofGeneralEducationTeachers,SpecialEducationTeachersandParaprofessionalsandGradeLevelTeammeetings.TheHASDcontinuestoofferthesetrainingstoteachers,paraprofessionals,administratorsandparents.AsoftheDecember1,2015ChildCount,studentswithdisabilitiesintheHopewellAreaSchoolDistrictwhoarereceivingspecialeducationandrelatedservicesinsidetheregulareducationclasslessthan40%ofthedayis8.4%,whichis1.1%belowthestateaverageof9.5%andindicatesthattheHASDhasmettheSPPtargetforthisLRE.

BehaviorSupportServices

1. ProvideasummaryoftheDistrictpolicyonbehavioralsupportservicesincluding,butnotlimitedto,theschoolwidepositivebehaviorsupports(PBS).

2. Describetrainingprovidedtostaffintheuseofpositivebehaviorsupports,de-escalationtechniquesandresponsestobehaviorthatmayrequireimmediateintervention.

3. IfthedistrictalsohasSchool-BasedBehavioralHealthServices,pleasediscussit.

TheHopewellAreaSchoolDistrict(HASD)iscommittedtoteachingstudentswithdiverseabilitiesandneedsinanenvironmentthatwilloptimizestudentlearning.Thereare,however,thoseinstanceswhenstudentbehaviorsinterferewithlearningexperiences.Currently,theHASDhasemotionalsupportprogramsatallthreelevels(elementary,juniorhighandseniorhigh).TheHASDalsohasMulti-TierSystemofSupport(MTSS)orStudentAssistanceTeams(ASSIST)andtheStudentAssistanceProgram(SAP)atallthreelevels.TheSAPmodelisutilizedbyboththeMTSS/ASSISTandSAPteamstoaddressstudentbehaviorproblems,possibledrugandalcoholuseandsocialproblems.Allthreeprogramsprovideallstudents,includingat-riskstudents,withasafeandorderlylearningenvironment.TheHASDalsooperatesaSchoolWidePositiveBehaviorSupportPlanthatworksdifferentlyatallthreelevels.HASDstaffcontinuetoworkonimprovingtheSWPBSateachleveltohelpimprovestudentbehaviorandmorale.Trainingonfunctionalbehaviorassessments,datacollectionprocesses,developmentandimplementationofpositivebehaviorsupportplans,crisisinterventionandde-escalationtechniques.ThedistrictutilizestheBeaverValleyIntermediateUnittotrainforCrisisPreventionInstitute(CPI).AllHASDadministratorsarecurrentlytrainedinCPI,whichincludede-escalationandrestrainttraining.IdentifiedCPIteammemberswithineachbuilding,includingallspecialeducationparaprofessionalstaffaretrained/retrainedeachschoolyear.CPR,FirstAidandAEDtrainingsarealsoconductedannuallyaspartoftheHASD'sSafetyCommitteemission.StatemandatedChildAbuseReportingtrainingcontinuestobeprovidedaccordingtoPDE'smandates.InJanuary2018,theHASDbeganapartnershipwithFamilyBehavioralResourcestoprovideSchoolBasedMentalHealthServicestostudentsattheJuniorandSeniorHighlevel.Thisserviceisanticipatedtostart

attheelementarylevelatthestartofthe2018-2019schoolyear.TheHASD'sPositiveBehaviorSupportPolicyrepresentsathreetierhierarchicalmodel.Allinterventionsarebasedonpositive,currentbestpracticesandoccurintheleastrestrictiveenvironment.Thethreelevelsofinterventionare:

• LevelI:Generalclassroompracticewithgoodclassroommanagementstrategies.

o DoesnotrequireattachmentofaPositiveBehaviorSupportPlantotheIEP.

• LevelII:StudentSpecificPositiveBehaviorSupportPlan.

o RequiresIEPteamtoconductaFunctionalBehaviorAssessment(FBA)todefinethebehaviorandfunctionofthebehavior.ThePBSPisthendevelopedbasedupontheoutcomeoftheFBA.ThePBSPisthanattachedtotheIEP.AnFBAwillbeconductedandaPBSPdevelopedandimplementedforthoseexceptionalstudentswhoexhibitchronicdisruptivebehavior.Suchinterventionprogramsshallbeutilizedforstudentswhoexhibitanyoneormoreofthefollowing:

§ Displayinappropriateschoolbehaviors;

§ Causedisruptionsinunstructuredsettings(bus,cafeteria,transitions,etc.);

§ Frequentlyreceivedetention;and/or

§ Receivethreeormoresuspensions(in-school,out-of-school,time-out)

• LevelIII:Changeinplacementoruseofidentifiedrestraints.

o OnlyutilizedwheninterventionsatLevelIandIIhavebeenunsuccessful.ThisrequirestheIEPteamtoreconvenetodeterminethemostappropriateactionbaseduponthestudent'sneed.Restraintstocontrolacuteorepisodicaggressiveorself-injuriousbehaviormaybeusedonlywhenthestudentisactinginamannerastobeaclearandpresentdangertohimself,tootherstudents,ortoemployees,andonlywhenlessrestrictivemeasuresandtechniqueshavebeenproventobeorarelesseffective.Followingtheuseofarestraint,parentsarenotifiedimmediatelyandanIEPmeetingisheldtodeterminewhetherornotthestudentrequiresaneworrevisedreevaluation,functionalbehaviorassessment,positivebehaviorsupportplan,orachangeofplacement.Aversivetechniquesarenevertobeusedandrestraintsanddisciplinearenottobeusedasasubstituteforabehaviormanagementprogram.

SuspensionsarealsoconsideredinthedistrictPositiveBehaviorSupportPolicy.Suspensionofastudentidentifiedwithanintellectualdisability,evenforoneday,requiresMDE,NOREPandissuanceofProceduralSafeguardsNoticetotheParent(s)/Guardian(s).Also,proceduralsafeguardsmustbeissuedforthesuspensionofalleligiblestudentswhosesuspensionexceeds10consecutiveschooldaysor15cumulativeschooldays.

Duringthe2016-2017schoolyear,therewere11separateOutofSchoolSuspensionsissuedforstudentsreceivingspecialeducationservices.Thefollowingisthebreakdown:

• 0Elementary(0%)

• 1JuniorHigh(9.1%)

• 10SeniorHigh(90.9%)

Currently,thereare24separateincidentsofOutofSchoolSuspensionsissuedforstudentsreceivingspecialeducationservices,indicatinganincreaseof118%fromthepreviousschoolyear.Thecurrentbreakdownisasfollows:

• 1Elementary(4.2%)

• 6JuniorHigh(25%)

• 17SeniorHigh(70.8%)

Thesignificantincreaseinsuspensionnumbersarelinkedtoacontinuedzerotolerancepolicyforcertainbehaviors.Astudent'sPBSPandIEParealwaysreviewedandfollowedpriortodisciplineofsuspensions.Inregardstorestraints,0%ofstudentswithintheHASDprogramsneededtheuseofrestraintsduringthe2016-2017schoolyear,orforthecurrentschoolyear(2017-2018).Studentswithintheemotionalsupportprogramandautisticsupportprogramswereabletoutilizede-escalationtechniquesintheirIEPs,includingtheuseofthesensoryrooms.Duringthe2016-2017theHASDreportedatotalof8separateincidentsofrestraints(6foronestudentand2foranotherstudent)forstudentsplacedoutsideoftheHASDprograms.Forthe2017-2018schoolyearwehavereported1restraintforastudentplacedoutsideoftheHASDprograms.

IntensiveInteragency/EnsuringFAPE/HardtoPlaceStudents

1. IftheLEAishavingdifficultyensuringFAPEforanindividualstudentoraparticulardisabilitycategory,describetheproceduresandanalysismethodsusedtodeterminegapsinthecontinuumofspecialeducationsupports,servicesandeducationplacementoptionsavailableforstudentswithdisabilities.

2. Includeinformationdetailingsuccessfulprograms,services,educationplacementsaswellasidentifiedgapsincurrentprograms,services,andeducationplacementsnotavailablewithintheLEA.IncludeanoverviewofservicesprovidedthroughinteragencycollaborationwithintheLEA.

3. Discussanyexpansionofthecontinuumofservicesplannedduringthelifeofthisplan.

TheHopewellAreaSchoolDistrict(HASD)iscurrentlyprovidingservicestoallidentifiedstudentsandisnotexperiencingdifficultyensuringFAPEforeitheranindividual

studentoradisabilitycategory.Specialandregulareducationteachersatalllevelsdesignandimplementthenecessaryadaptationsandmodificationsneededforstudentstobesuccessfulinthegeneralcurriculum.TheHASDisknowledgeableofthedistrict’sresponsibilitiesundertheMOUandfollowstheproceduressetforthinthelocalinteragencyagreement.ThisagreementensuresthatchildrenwithdisabilitieswillbesupportedinacoordinatedfashionsoasnottointerruptservicesandprogramsneededbythesechildrenintheleastrestrictiveenvironmentAttheelementarylevel(K-4),thedistrictbeginswiththeprereferralprocess,abeginningstageoftheMTSS(Multi-TierSystemofSupport)process,inordertoensurethateachstudenthaseveryopportunitytosucceedintheregularclassroom.Insightisgainedthroughthisprocessastowhatstrategiescanbesuccessfulintheregulareducationenvironment.Atthe5-12gradelevelthedistrictalsoemploystheASSISTmodel(AssuringStudentSuccessinSchool)asastrategytoaidinservingstudentswithinregulareducation.Whenastudentisreferredforevaluation(MDE)andidentifiedasaspecialeducationstudent,theMDE/IEPteamimplementinstructionandservices,usingsupplementalaidesandservices,withintheregulareducationenvironment.Thedistrictoffersdifferentiatedbasiccoursessuchaslanguagearts,math,history,andscience(whichhavealowerstudenttoteacherratio)attheelementarylevelandatthesecondarylevelthroughtheregulareducationcurriculum.Specialeducationaides(paraprofessionals)areemployedbythedistricttoassiststudentswhohavemoreseveredisabilitiessothattheycanparticipateinregularandspecialeducationprogramsintheirhomeschools.TheMDE/IEPteamalwaysconsidersafullcontinuumofservices.Whendeterminingthestudent’slevelofintervention,thefirstoptionconsideredisalwaystheregulareducationclassroomwithsupplementalaidesandservices.IftheMDE/IEPteamdeterminesthatthisoptionwillnotmeetthestudent’sneeds,morerestrictiveoptionswillbeconsidereduntilanappropriatelevelisreached.Thedistrictoffersafullrangeofservices,fromsupportivetosupplementallevelsofintervention,ineverydistrictbuilding.Supportstudyhallsareofferedattheelementaryandsecondarylevel.InstructionalgroupsthatareofferedateverybuildingincludeLearningSupport,LifeSkillsSupport,AutisticSupport,SpeechandLanguageSupportandEmotionalSupport.TheBVIUprovidesitinerantservicesforHearingSupport,asneeded,ineveryschoolbuilding.TheWesternPennsylvaniaSchoolforBlindChildrenprovidesitinerantservicesforBlindofVisuallyImpairedSupport,asneeded,ineveryschoolbuilding.Childrenreferredfromprivateinstitutionsareentitledtothesameconsiderationsasoutlinedabove.Programoptionsandplacementsarebasedupondegreeofneed.Everyeffortismadetoeducatestudentswithnon-exceptionalpeerstothemaximumextentpossible.

Ifastudent'sneedscannotbemetwithintheschooldistricts'supportsystem;the

districtconsidersothersupportswhichhavebeensuccessful:

• UsetheObertiTest(areviewofwhatsupportsandserviceshavebeenprovidedtothechildandweretheyappropriatetomeetthechild'suniqueneeds?)Hasthedistrictprovidedtheopportunityforthechildtoparticipatewithtypicalpeerstothemaximumextentpossible.

• TheBVIUiscontactedforassistancealongwiththeBeaverCountyBehavioralHealth(MH/ID)ValueBehavioralHealth,thePreventionNetworkandotheragenciesoreducationalentitiessuchas:

o Achieva

o BeaverCountyRehabilitationCenterandBasswoodInitiatives

o LifestepsofBeaverCounty

o OfficeofVocationalRehabilitation

o ProjectStar

o JuvenileServicesofBeaverCounty

o BeaverCountyCommunityCollege

o DrugandAlcoholServicesofBeaverCounty

o HopewellPoliceForce

o Women'sCenterofBeaverCounty

o SocialSecurityAdministration

• ChildandAdolescentServiceSystemProgrammeetingsareconvenedtoresolvesuchsituationsquicklyandeffectively.

• Incasesofextremeemergency,theeligiblestudentisreferredimmediatelytotheBSUforcrisisintervention,assessment,counseling,andassistancewithrecommendations.

• TheHASDalsoutilizestheservicesofregionalprivate/approvedprivateschoolplacementsandpartialhospitalizationplacementssuchastheWatsonInstitute,HolyFamilyInstitute,PressleyRidge,TheBradleyCenter,St.Stephen's,WesleyFamilyServices,WPSchoolfortheDeaf,WPSchoolfortheBlind,WPIC,andSouthwoodHospital.

• ContactneighboringdistrictsforplacementoptionsthatmaybeofmorebenefittothestudentandwouldprovideFAPE.

• ThemostrestrictiveplacementisInstructionintheHomeandthisisonlyusedwhenachildistoomedicallyfragiletoattendschoolorfoundtohaveadisorderthepredicatesitsnecessity.

IftheschooldistrictshouldfinditselfinapositionwhereaplacementthatprovidesFAPEcannotbelocated;thedistrictwillcontacttheBureauofSpecialEducationforadvisoryservices.

StrengthsandHighlights

Describethestrengthsandhighlightsofyourcurrentspecialeducationservicesandprograms.Includeinthissectiondirectionsonhowthedistrictprovidestrainingsforstaff,facultyandparents.

Duringthecourseofthe2016-2017schoolyear,theHopewellAreaSchoolDistrict(HASD)providedspecialeducationservicesto287students.Ofthesestudents,9.8%areidentifiedashavingaprimarydisabilityofaspeechandlanguageimpairment.TheHASDSpecialEducationDepartmentiscomprisedoftheDirectorofSpecialEducation,onefulltimeschoolpsychologist,onepart-timeschoolpsychologistandanadministrativeassistant.TheSpecialEducationDepartmentcurrentlyemploys22specialeducationteachers,2.5speechandlanguageteachersand34paraprofessionals.TheHASDhasacommittedandcaringspecialeducationandregulareducationstaffwhoworkcollaborativelytomeettheneedsofalloftheirstudents.TheHASDoperatesallspecialeducationprogramsinaccordancewithapplicablefederalandstatelawsandregulations,whileofferingafullcontinuumofservices.Ateamapproachisusedinmakingalldecisionsregardingstudentswithdisabilities.AlloftheHopewellprofessionalstaff,includingregularandspecialeducationteachers,counselors,buildingprincipalsandtheschoolpsychologistarecommittedtoworkingcollaborativelyinresolvingallissuesandinmakingdecisionsregardingstudentswithdisabilities.StrengthsandhighlightsofthespecialeducationservicesandprogramsforstudentswithdisabilitieswithintheHASDinclude:

• Continuumofprograms:

o LearningSupport:K-12

o EmotionalSupport:K-12

o SpeechandLanguageSupport:K-12

o AutisticSupport:K-12

o LifeSkillsSupport:K-12

• TechnologyUseandDataManagement:

o CSIUforrecordingandmanagementofstudentgrades,attendance,disciplinaryevents,PVAAS,DistricttestresultsincludingSATscores,etc.

o "ParentPortal"technologyapplicationsothatparentscaneasilyaccessstudentgradeinformation,contactteachers,checkhomeworkrequirements,classprojects,classaverages,etc.

o Specialeducationteachersinthedistricthavebeenprovidedpersonalcomputers.Theyarerequiredtomanagestudentdataandinputinformationforallspecialeducationforms(ER/RR,Invitations,IEPs)

o UseofIEPWriterandapasswordprotectedspecialeducationnetworksothatspecialeducationteachers,regulareducationteachers,principalsandcounselorswithalegitimateneedtoknowmayaccessastudent'sIEP,includingtransitionandbehaviorsupportinterventions.

o Specialeducationteachersarerequiredtokeepa"communicationlog"foreachspecialeducationstudentsothatcommunicationwithparentsandotherswhoareinvolvedwithstudentscanbecloselytrackedandmonitored.

• DataCollection:

o DynamicIndicatorsofBasicEarlyLiteracySkills(DIBELS)intheDistrict'selementaryschoolforgradesKand1.TheDIBELSprojectproducedincreasedachievementinreadingskillsattheK-1levels.

o ThedistrictadoptedtheNorthwestEvaluationAssociation(NWEA)asauniversalscreenerandbenchmarkindicatorforreadingandmathematicsingrades1-8.Assessmentsareconducted3timesperschoolyear.

o Attheelementarylevel,thedistrictcontinueswiththedevelopment,trainingandimplementationoftheMulti-TierSystemofSupport(MTSS)forinstruction,supportandon-goingdatacollection,analysis,andprogressmonitoringofstudentperformance.

• InstructionalSupports:

o Thedistrictprovidesafulldayeverydaykindergartenprograminallthreeelementarybuildings.

o Instructionaltimecontinuestobefortwoperiods(80minutesatminimum)perdayinlanguageartingradesK-8andformathematicsingradesK-6.

o Supportisavailableforstudentsreceivingspecialeducationservicesalldaylong.Attheelementarylevel,ateacherisavailableforsupportthroughouttheschoolday.Atthe5-12gradelevelasupportstudyisbuiltintothemasterscheduletoallowforstudentstoreceivethenecessarysupportsfromaspecialeducationteacherthroughouttheentireschoolday.

o TheCommunityBasedEducationcomponentofthespecialeducationprogramingradesK-12isexemplary.Forexample,thestudentslearndailylivingskillsbytravelingintothecommunitytopurchasegroceries,shopforgiftsfortheirparentsandfriends,eatatrestaurantslearningtousemenusandpurchasingitemswithintheirbudgets,jobshadowaspermittedbylocalbusinessesandaccesslocalrecreationalopportunities.

o SRACorrectiveReadingandWilsonReadingprogramsforitsspecialneedsstudentsingrades2-12.Theprogressmonitoringinformationstronglysupportstheeffectivenessoftheprograms.

o TheHASDisdeterminedtostaycurrentoneffectiveinstructionalpractices.TheDistrictparticipatesinnumerousstateinitiatives,suchas,DataDrivenDecisionMaking,ValueAddedAssessmentandProgressMonitoring,HealthandWellnessInitiative,MathandSciencePartnershipandFullDayEverydayKindergarten.ParticipationineachoftheseprogramsisinfluencingDistrictgoalsandisanintegralpartofDistrictcurriculum,instructionandassessment.

o UseofKurzweil.

o UseofBookshare.

o IndividualiPadsorlaptopstomeetthephysicalneedsofstudents.

o ProgressMonitoringthroughMobyMax,ReflexMathandIXL.

o RelatedServicesareprovidedtostudentsasneeded

• BehaviorSupports:

o ASchool-WideBehaviorProgramforallstudentsingrades5-8.Thegoalofthisprogramistoreducethenumberofrepeatstudentdisciplinaryreferrals,therebyassistinginkeepingourpercentageofESstudentslowerthanthestatepercentage.

o ASchool-WideAnti-BullyingProgramthatmeetsonamonthlybasisandtargetsspecificissues.

o Psychologistforgroupandindividualtherapysessionsforthestudentsenrolledinemotionalsupport.ThepsychologistmeetswiththeESteachersandstudentsindividuallyandingroupsessionsonaweeklybasis.

o Anoutstandingemotionalsupportprogramatalllevels.Thisprogramusesahighlystructuredbehaviormanagementsystemwhichassistsstudentswithemotionalandbehaviordisordersinmaintainingappropriatebehaviorswithintheirhomeschools.Thisprogramhasbeeninstrumentalinmaintainingtheleastrestrictiveenvironmentformanystudentswithbehaviordisorders.

o SensoryroomsorsensoryareasareavailableingradesK-12forstudentsreceivingspecialeducationsupportsthroughAutisticSupport.

• TransitionServicesandPostSecondarySupports:

o StrongcollaborationwiththeBVIUregardingEarlyInterventionandtransitiontoschoolageservices.

o ExpansionoftheDistricttransitionprogramtoincludeservicelearningforitsstudentswithspecialneeds.

o Schoolstoreslocatedatthehighschoolandelementarylevelareoperatedbystudentswithspecialneeds.TheprofitsareusedtosupplementcommunityprojectssuchasBirthdayGramstoseniorcitizensandMealsonWheels

o ASchool-To-WorkTransitionprogramisavailabletostudentswithspecialneedsingrades9-12.Thestudentmustadheretofederalandstaterequirementsforworkpermitsandarereleasedfromschoolforeitheramorningorafternoonsession.Inaddition,thestudentearns3creditsperyear:2creditsforsatisfactoryworkreportsand1creditforattendingaschool-to-workpreparatoryclass.

o ParticipationintheCountyWideTransitionDay

o PartnershipwithBasswoodInitiativesforPre-EmploymentTransitionSkills(P.E.T.S)ProgramweeklyattheSeniorHigh

• TrainingsandProfessionalDevelopment:

o TheHASDprovidescontinuousparenttrainingprograms.TopicsthathavebeenpresentedincludeTransition,DualDiagnosis,BehaviorManagement,DIBELS,Lexia,WilsonReading,GuidedReading,SRACorrectiveReading,ADHD,SpecialEducationProceduralSafeguards,OVR,PASA,PSSAandallowableaccommodations.

o TheDistrictoffersmanyopportunitiesfortrainingregardingadaptationandmodificationofcurriculumandofclassroomstructureforitsentireprofessionalstaff.IDEAfundshavebeenmadeavailabletospecialeducationteachersandcounselorstoattendsessionsandworkshopsthatdealwithspecialpopulations(i.e.,autisticstudents),behaviorsupport,progressmonitoring,readinginstruction,EDMinstructionandinclusion.Indicator13training,MTSStraining,Non-violentcrisisinterventiontraininghasbeenofferedtoallprofessionalandparaprofessionalstaffaswellasDistrictbusdrivers.Thebusaideshavebeenin-servicedonthetopicofAutismandhowitrelatestotransportingstudentswithAutismtoandfromschool.

o TrainingforparaeducatorsusingthePDE'sparaeducatorcompetenciesinconjunctionwiththeBVIUandPaTTAN

o TheHopewellAreaSchoolDistrictistheonlyschooldistrictinBeaverCountytoparticipateintheProjectMAXInitiativethroughthesupportoftheBVIUandPaTTAN.Thedistrictcurrentlyhas4teamsofstaffinvolvedinProjectMAX(2attheelementaryleveland2atthejuniorhighlevel).

• StudentInvolvementandPerformance:

o GraduationRatesandDrop-outratesforSpecialEducationstudentshaveremainedwithinthestateaverageandmeetingthetargets.

o HighparticipationintheyearlySpecialOlympicsinBeaverCounty

• ParentInvolvement:

o HighparentparticipationinIEPmeetingsandotherteammeetings

o ParentSurveyindicatesafavorableresponseregardingdistrictspecialeducationservices

• Paraprofessionals:

o Paraprofessionals(PersonalCareAssistants)areprovidedasrequiredthroughanIEPteamdecision

o InstructionalAidesareemployedateverydistrictbuildinginordertosupportthestudentsininclusiveclassroomsandwithinthespecialeducationsetting.

o Allparaprofessionalarehighlyqualifiedandmeetthe20hoursoftrainingperschoolyearrequirement.

• AdditionalSupports:

o Thedistrictcontractswiththeintermediateunitandotherlocaleducationproviderstoprovideappropriateandspecificeducationalprogramsforthosestudentswithlowincidencedisabilitiesorthosestudentswhorequiresignificantintensiveserviceswhichcannotbeprovidedwithinthedistrict.

o ConsultationwithWatsonInstituteregardingAutism.

o TheHASDhasagreedtoacceptaschoolpsychologistinternfromareauniversities,whenavailable.Thedutiesofaschoolpsychologistinternwiththeguidanceofacertificatedschoolpsychologistincludeassistanceinidentifyingeligiblestudentwhoareinneedofspecialeducationservices.Inaddition,theschoolpsychologistinternworksdirectlywithregularandspecialeducationteacherstoassistinmeetingthecurricularaccommodationandmodificationneedsofstudentsintheregulareducationsetting.

• AdditionalStrengths:

o ACCESSbillingbyalleligibleprofessionalprovidersandparaprofessionals

o In-houseESYprograms

o DistrictwebsitethatprovidesaccesstoChildFind/AnnualParentNotifications,linkstoPEAL,theLocalTaskForceandotherspecialeducationsupports.

o SupportfromtheSuperintendent,AssistantSuperintendent,BusinessAdministratorandBoardofDirectorsregardingfinancialandprogrammaticneeds.

TheHASDremainsfirmlycommittedtomeetingitsobligationtoeducatespecialeducationstudentsinordertoprovideFAPE.Thedistrictalsoprovidesstrongandeffectiveeducationalprogrammingtoenableitsstudentstobesuccessfulinpost-highschooltransition.

Assurances

SafeandSupportiveSchoolsAssurancesNo policies or procedures have been identified.

SpecialEducationAssurancesNo policies or procedures have been identified.

24P.S.§1306and§1306.2FacilitiesFacilityName FacilityType ServicesProvidedBy StudentCount

PediatricSpecialtyCareatHopewell

Nonresident HopewellAreaSchoolDistrictandTheWatsonInstitute

BeaverCountyJail Incarcerated HopewellAreaSchoolDistrict

LeastRestrictiveEnvironmentFacilitiesFacilityName TypeofFacility TypeofService NumberofStudents

PlacedNewHorizonSchool-BeaverValleyIntermediateUnit(IU#27)

SpecialEducationCenters

FullTimeMultipleDisabilitiesSupport

NewHorizonSchool-BeaverValleyIntermediateUnit(IU#27)

SpecialEducationCenters

FullTimeLifeSkillsSupport

TheBradleyCenter Other FullTimeEmotionalSupport

TheChildren'sInstitute

ApprovedPrivateSchools

FullTimeMultipleDisabilitiesSupport

InstructionintheHome-StudentsatPediatricSpecialtyCareatHopewell

InstructionintheHome

ItinerantMultipleDisabilitiesSupport

WesternPennsylvaniaSchoolforBlindChildren

ApprovedPrivateSchools

FullTimeBlindorVisuallyImpairedSupport

TheEducationCenteratWatson-Sewickley

ApprovedPrivate FullTimeLifeSkills 10

Campus Schools SupportWesleySpectrumK-8 Other FullTimeEmotional

Support1

WelseySpectrumHS9-12

Other FullTimeEmotionalSupport

SpecialEducationProgramProfileProgram Position #1

Operator: School District PROGRAM SEGMENTS

TypeofSupport LevelofSupport AgeRange Caseload FTE

Itinerant LearningSupport 14to19 20 0.75Justification:Althoughstudentsmaybeassignedtoaspecialeducationcaseloadorclassroomduringthesametimeasstudentsoutsideofthelegalagerange,studentsaregroupedforinstructionbasedonability/agerangeandnotgroupedforinstructionwithanystudentsoutsideoftherequiredagerange.Locations: HopewellSeniorHighSchool

ASeniorHighSchoolBuilding

AbuildinginwhichGeneralEducationprogramsareoperated

Supplemental(LessThan80%butMoreThan20%)

LearningSupport 14to19 5 0.25

Justification:Althoughstudentsmaybeassignedtoaspecialeducationcaseloadorclassroomduringthesametimeasstudentsoutsideofthelegalagerange,studentsaregroupedforinstructionbasedonability/agerangeandnotgroupedforinstructionwithanystudentsoutsideoftherequiredagerange.Locations: HopewellSeniorHighSchool ASeniorHigh

SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated

Program Position #2 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Class Implementation Date: August 26, 2015

PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE

Itinerant LearningSupport 14to19 20 0.6Justification:Althoughstudentsmaybeassignedtoaspecialeducationcaseloadorclassroomduringthesametimeasstudentsoutsideofthelegalagerange,studentsaregroupedforinstructionbaseduponability/agerangeandarenotgroupedforinstructionwithanystudentsoutsideoftherequiredagerange.Locations: HopewellSeniorHighSchool

Locations: HopewellSeniorHighSchool ASeniorHigh

Type: Class Implementation Date: August 26, 2015

Itinerant LearningSupport 14to18 20 0.75Locations: HopewellSeniorHighSchool

Program Position #4

Program Position #5

EmotionalSupport 14to19 20 1

Justification:Althoughstudentsmaybeassignedtoaspecialeducationcaseloadorclassroomduringthesametimeasstudentsoutsideofthelegalagerange,studentsaregroupedforinstructionbasedonability/agerangeandnotgroupedforinstructionwithanystudentsoutsideoftherequiredagerange.

Type: ClassandPosition Implementation Date: August 24, 2017 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

EmotionalSupport 14to18 2 0.2

Locations: BeaverCountyJail AJunior/SeniorHigh

TypeofSupport

LevelofSupport AgeRange Caseload FTE

Itinerant EmotionalSupport 14to18 2 0.2Locations: BeaverCountyJail

AJunior/SeniorHighSchoolBuilding

TypeofSupport

LevelofSupport AgeRange Caseload FTE

Itinerant LearningSupport 14to18 2 0.2Locations: BeaverCountyJail

AJunior/SeniorHighSchoolBuilding

LifeSkillsSupport 14to18 2 0.2

Itinerant LifeSkillsSupport 18to18 2 0.1Locations: HopewellSeniorHighSchool

Full-TimeSpecialEducationClass

Locations: HopewellSeniorHighSchool

Itinerant AutisticSupport 18to20 3 0.25Locations: HopewellSeniorHighSchool

Program Position #8 - Proposed Program Operator: School District PROPOSED PROGRAM INFORMATION

AutisticSupport 14to18 5 0.63

Itinerant AutisticSupport 14to18 4 0.37Locations: HopewellSeniorHighSchool

Program Position #9

LearningSupport 10to12 20 1

Locations: HopewellMemorialJuniorHigh AJuniorHigh

Program Position #10

Locations: HopewellMemorialJuniorHighSchool

AJuniorHighSchoolBuilding

Locations:

HopewellMemorialJuniorHighSchool

Type: Position Implementation Date: August 20, 2018 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

Itinerant LearningSupport 10to14 10 0.2Locations: HopewellMemorialJuniorHighSchool

Itinerant AutisticSupport 10to14 3 0.25Locations: HopewellMemorialJuniorHighSchool

AutisticSupport 10to14 8 1

Locations: HopewellMemorialJuniorHigh AJuniorHigh AbuildinginwhichGeneral

School SchoolBuilding Educationprogramsareoperated Program Position #16 - Proposed Program

Itinerant AutisticSupport 10to14 2 0.17Locations: HopewellMemorialJuniorHighSchool

Itinerant LifeSkillsSupport 10to14 2 0.1Locations: HopewellMemorialJuniorHighSchool

Full-TimeSpecialEducationClass

MultipleDisabilitiesSupport

13to14 1 0.13

Justification:Althoughstudentsmaybeassignedtoaspecialeducationcaseloadorclassroomduringthesametimeasstudentsoutsideofthelegalagerange,studentsaregroupedforinstructionbasedonability/agerangeandnotgroupedforinstructionwithanystudentsoutsideoftherequiredagerange.Locations: HopewellElementarySchool AnElementary

Itinerant LearningSupport 8to10 1 0.1Locations: HopewellElementarySchool

AnElementarySchoolBuilding

Locations: HopewellElementarySchool AnElementary

AutisticSupport 5to10 3 0.75

Justification:Althoughstudentsmaybeassignedtoaspecialeducationcaseloadorclassroomduringthesametimeasstudentsoutsideofthelegalagerange,studentsaregroupedforinstructionbasedonability/agerangeandnotgroupedforinstructionwithanystudentsoutsideoftherequiredagerange.Locations: HopewellElementarySchool AnElementary

Itinerant AutisticSupport 5to10 3 0.25Justification:Althoughstudentsmaybeassignedtoaspecialeducationcaseloadorclassroomduringthesametimeasstudentsoutsideofthelegalagerange,studentsaregroupedforinstructionbasedonability/agerangeandnotgroupedforinstructionwithanystudentsoutsideoftherequiredagerange.Locations: HopewellElementarySchool

Type: Position Implementation Date: August 20, 2018 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

Itinerant LearningSupport 8to8 2 0.1Locations: IndependenceElementarySchool

Locations: IndependenceElementarySchool

Justification:Althoughstudentsmaybeassignedtoaspecialeducationcaseloadorclassroomduringthesametimeasstudentsoutsideofthelegalagerange,studentsaregroupedforinstructionbasedonability/agerangeandnotgroupedforinstructionwithanystudentsoutsideoftherequiredagerange.Locations: IndependenceElementarySchool

Itinerant AutisticSupport 10to10 2 0.17Locations: IndependenceElementary

Supplemental(LessThan80% AutisticSupport 6to6 1 0.13

butMoreThan20%)Locations: IndependenceElementarySchool

Itinerant SpeechandLanguageSupport

5to10 25 0.5

Justification:Althoughstudentsmaybeassignedtothespecialeducationcaseloadoutsideofthelegalagerange,studentsaregroupedbaseduponabilityandlegalagerange.Locations: HopewellElementarySchool

5to10 20 0.5

Justification:Althoughstudentsmaybeassignedtothespecialeducationcaseloadasotherstudentsoutsideofthelegalagerange,studentsaregroupedforinstructionbaseduponabilityandlegalagerange.Locations: MargaretRossElementarySchool

5to10 35 0.8

Justification:Althoughstudentsareassignedtothespecialeducationcaseloadwithstudentsoutsideofthelegalagerange,studentsaregroupedforinstructionbaseduponabilityandlegalagerange.Locations: IndependenceElementarySchool

14to20 9 0.2

Justification:Althoughstudentsareassignedtothespecialeducationcaseloadwithstudentsoutsideofthelegalagerange,studentsaregroupedforinstructionbaseduponabilityandthelegalagerange.Locations: HopewellSeniorHigh ASeniorHighSchool AbuildinginwhichGeneralEducation

School Building programsareoperated Program Position #25

10to14 32 0.5

Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION

Itinerant DeafandHearingImpairedSupport

9to14 4 0.2

Justification:Althoughstudentsmaybeassignedtoaspecialeducationcaseloadorclassroomduringthesametimeasstudentsoutsideofthelegalagerange,studentsaregroupedforinstructionbasedonability/agerangeandnotgroupedforinstructionwithanystudentsoutsideoftherequiredagerange.Locations: HopewellMemorialJuniorHighSchool

Operator: Outside Contractor for the School District PROPOSED PROGRAM INFORMATION

Itinerant BlindorVisuallyImpairedSupport

5to9 4 0.1

Justification:Althoughstudentsmaybeassignedtoaspecialeducationcaseloadorclassroomduringthesametimeasstudentsoutsideofthelegalagerange,studentsaregroupedforinstructionbasedonability/agerangeandnotgroupedforinstructionwithanystudentsoutsideoftherequiredagerange.Locations: MargaretRossElementarySchool

10to14 4 0.1

Justification:Althoughstudentsmaybeassignedtoaspecialeducationcaseloadorclassroomduringthesametimeasstudentsoutsideofthelegalagerange,studentsaregroupedforinstructionbasedonability/agerangeandnotgroupedforinstructionwithanystudentsoutsideoftherequiredagerange.Locations: HopewellMemorialJuniorHighSchool

17to17 1 0.02

Locations: HopewellSeniorHighSchool

BlindorVisuallyImpairedSupport

6to7 1 0.1

Locations: MargaretRossElementarySchool

Operator: Outside Contractor for the School District PROGRAM SEGMENTS

Itinerant MultipleDisabilitiesSupport

5to9 2 0.34

Justification:Althoughstudentsmaybeassignedtoaspecialeducationcaseloadorclassroomduringthesametimeasstudentsoutsideofthelegalagerange,studentsaregroupedforinstructionbasedonability/agerangeandnotgroupedforinstructionwithanystudentsoutsideoftherequiredagerange.Locations: InstructionintheHome:PediatricSpecialtyCare

AspecialeducationCenterinwhichnogeneraleducationprogramsareoperated

10to14 3 0.33

Locations: InstructionintheHome:PediatricSpecialtyCare

AMiddleSchoolBuilding

14to20 2 0.33

Justification:Althoughstudentsmaybeassignedtoaspecialeducationcaseloadorclassroomduringthesame

timeasstudentsoutsideofthelegalagerange,studentsaregroupedforinstructionbasedonability/agerangeandnotgroupedforinstructionwithanystudentsoutsideoftherequiredagerange.Locations: InstructionintheHome:PediatricSpecialtyCare

Type: ClassandPosition Implementation Date: August 26, 2015

Itinerant LearningSupport 5to9 4 0.25Justification:Duetothemake-upofourstudentstherearemultiplegradelevelsontheroster,butinstructionoccursingroupswithoutanagerangegreaterthan3years.Locations: MargaretRossElementarySchool

Justification:Duetothemake-upofourstudentstherearemultiplegradelevelsontheroster,butinstructionoccursingroupswithoutanagerangegreaterthan3years.Locations: MargaretRossElementarySchool

Itinerant EmotionalSupport 7to9 2 0.1Locations: MargaretRossElementarySchool

Type: ClassandPosition Implementation Date: August 24, 2017

Itinerant LearningSupport 8to10 5 0.25Locations: MargaretRossElementarySchool

Itinerant EmotionalSupport 8to10 1 0.1Locations: MargaretRossElementarySchool

SpecialEducationSupportServicesSupportService Location TeacherFTE

DirectorofSpecialEducation HopewellAreaSchoolDistrict-CentralOffice

CoordinatorofPupilPersonnelServices/SchoolPsychologist

HopewellAreaSchoolDistrict-CentralOffice

SchoolPsychologist HopewellAreaSchoolDistrict-CentralOffice

TransportationNurse SpecificBusRoute 0.25TransportationNurse SpecificBusRoute 0.25SpecialEducationParaprofessionals(34totalDistrict-Wide)

AllBuildings 1

SpecialEducationContractedServicesSpecialEducationContracted

ServicesOperator AmtofTimeperWeek

AOT,Inc.-OccupationalandPhysicalTherapy

OutsideContractor 4Days

STATStaffingNursing OutsideContractor 5DaysAudiologicalServices IntermediateUnit 1HoursOrientationandMobilitySpecialistServices

OutsideContractor 4Hours

ELLServices IntermediateUnit 15HoursSchoolBasedMentalHealthServices

OutsideContractor 5Days

NeedsAssessment

RecordSchoolPatterns

Question:Afterreviewingschoollevelaccomplishmentsandsystemicchallenges,whatpatternscanyouidentifyamongyourschools?

Whatotherinformationdoyoustillneedtoassess?

Answer:HASDhasnoschoolsinSchoolImprovement,CorrectiveActionorMakingProgressstatus.

DistrictAccomplishments

Accomplishment#1:Allschoolshaveperformanceprofilesthatshowaverageoraboveaverageperformance.

Accomplishment#2:Positiveattendanceandgraduationrates

Accomplishment#3:Improvementsintechnologyinthepastyearhavebeenpositive(moretraining,updateshardware/devices,timelysupport).

Accomplishment#4:PVAASgrowthatmanylevelsshowsimprovementinELA,Math,andScience.

Accomplishment#5:Benchmarkingtools,screening,anddiagnosticassessmentsareinplace:NWEAtestingK-8,DIBELSK-4,LexiaK-8.

Accomplishment#6:CollaborationtosupportstudentsneedsthroughMTSS,teammeetings,co-teachingopportunities,andAct80dayshaveincreased.

Accomplishment#7:IncreasedopportunitiesforstudentsinSTEMhavebeencreatedthroughthejuniorhighInnovatEdcourses,increasedstudentelectives,andonlinelearningopportunitiesatthehighschool.

Accomplishment#8:Increasedqualityofprofessionaldevelopmentandmoretimetocollaborateandlearntogether.

Accomplishment#9:Communityconnectionsandsupporthaveincreasedcommunicationandpartnershipfortheschooldistrict.

Accomplishment#10:Teachingstaffismotivated,caring,andprovidequalityinstruction.

Accomplishment#11:Newresourcesarebeingexploredtosupportteachingandlearning.

Accomplishment#12:TheadditionofintensiveinterventionswithinthelastyeararesupportingstudentgrowthinreadingK-8.

Accomplishment#13:Athleticsandextracurricularactivitiesarevaluedandpromoted(includingthearts,musicals,andothershowcases).

DistrictConcerns

Concern#1:Implementationofeffectiveinstructionalpracticesatalllevelsandcontentareasacrossthedistrict

Concern#2:Developmentofstandards-alignedcurriculuminallinstructionalareaswithafocusonthePACoreStandardsinELAandMath,theISTEStandardsintechnology,andtheNext-GenerationScienceStandardsinscienceandengineeringcourses.

Concern#3:Needtoaddressstudentissuesincludingacademic,social,andemotionalneedsatschool.

Concern#4:Needforincreasedtechnology,moreapplicablecoursesforstudentsandongoingtechnologytrainingforteachers.

Concern#5:Needtoincreasesafetyandsecuritymeasuresinalldistrictbuildings.

Concern#6:Needforupdatedresourcesincludingrelevantmaterialsandresourcestosupportstudentlearning.

Concern#7:Needforincreasedandmoreeffectivecommunicationwithstudents,staff,parents,andcommunity.

Concern#8:Needtomanintainandenhanceinstructionalrigorthroughchallengingandrelevantcourseofferings.

Concern#9:Reevaluatescheulingtomaximizeorganizationalefficiencyandmaximizestudentlearning.

PrioritizedSystemicChallenges

SystemicChallenge#1(GuidingQuestion#1)Establishadistrictsystemthatfullyensuresconsistentimplementationofstandardsalignedcurriculaacrossallschoolsforallstudents.

AlignedConcerns:

Implementationofeffectiveinstructionalpracticesatalllevelsandcontentareasacrossthedistrict

Developmentofstandards-alignedcurriculuminallinstructionalareaswithafocusonthePACoreStandardsinELAandMath,theISTEStandardsintechnology,andtheNext-GenerationScienceStandardsinscienceandengineeringcourses.

Needforupdatedresourcesincludingrelevantmaterialsandresourcestosupportstudentlearning.

Needforincreasedtechnology,moreapplicablecoursesforstudentsandongoingtechnologytrainingforteachers.

Needtomanintainandenhanceinstructionalrigorthroughchallengingandrelevantcourseofferings.

SystemicChallenge#2(GuidingQuestion#5)Establishadistrictsystemthatfullyensuresbarrierstostudentlearningareaddressedinordertoincreasestudentachievementandgraduationrates.

AlignedConcerns:

Needforincreasedtechnology,moreapplicablecoursesforstudentsandongoingtechnologytrainingforteachers.

Needtoaddressstudentissuesincludingacademic,social,andemotionalneedsatschool.

Reevaluatescheulingtomaximizeorganizationalefficiencyandmaximizestudentlearning.

Needtomanintainandenhanceinstructionalrigorthroughchallengingandrelevantcourseofferings.

DistrictLevelPlan

ActionPlans

Goal#1:Thedistrictwilldevelopasystemtoensureconsistentimplementationofstandards-alignedcurriculaacrossallschoolsforallstudents.

RelatedChallenges:

• Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students.

Indicators of Effectiveness:

Type: Interim

Data Source: Completion of curriculum revision, mapping and alignment

Specific Targets: Departments and grade level teams will meet to engage in the curriculum analysis and revision process beginning in the summer of 2018.

Type: Annual

Data Source: Student assessment data

Specific Targets: Curriculum implementation should result in an increase of student engagement and student learning.

Strategies:

Common Assessment within Grade/Subject

Description: WWCreportstheeffectiveuseofdatacanhaveapositiveimpactuponstudentachievement;usingcommonassessmentstoinformteacherpracticeisonesuchuseofdata.(Source:http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf?)TeacherModeration:CollaborativeAssessmentofStudentWorkandCommonAssessmentsprovidedetailedlooksatthedevelopmentanduseofcommonassessments.(Sources:http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teacher_Moderation.pdfandCommonAssessments:MikeSchmoker.(2006)

ResultsNow:HowWeCanAchieveUnprecedentedImprovementsinTeachingandLearning.Alexandria,Va.:ASCD.)Resource:http://effectivestrategies.wiki.caiu.org/Assessment

SAS Alignment: Assessment, Instruction

Online Learning Opportunities

Description: Onaverage,studentsinonlinelearningconditionsperformmodestlybetterthanthosereceivingface-to-faceinstruction.ThisisbaseduponasmallnumberofstudiesandcautionisrequiredintransferringfindingstotheK-12populationbecausetheresultsarederivedforthemostpartfromstudiesinothersettings(e.g.medicaltraining,highereducation).http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

SAS Alignment: Instruction, Materials & Resources

Technology Infrastructure Enhancement/Technology Access and Training Increase

Description: TheInternationalSocietyforTechnologyinEducationcitesresearchthatindicatesanincreaseinaccesstotechnologyhasapositiveeffectonstudentachievement.(Source:http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement.pdf)

Curriculum Mapping

Description: Acurriculummapisaworkingdocumentthatillustratesexactlywhatistakingplaceinclassrooms.Mapsrevealwhatisbeingtaughtoverthecourseofayear,withinaunitofstudy,andevendowntoaspecificlesson.Often,amapforalessonwillincludeessentialquestions,thecontentthatwillbecovered,skillsstudentswilldemonstrateiftheyunderstandthecontent,assessments,andactivities.(Sources:GettingResultswithCurriculumMapping)

SAS Alignment: Curriculum Framework

Differentiating Instruction

Description: Empiricalvalidationofdifferentiatedinstructionasapackagewasnotfound;however,alargenumberoftestimonialsandclassroomexamplesofpositiveeffectshavebeenreported.(Sources:LearningStyles:ConceptsandEvidence,

http://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf;LearningStyles,http://en.wikipedia.org/wiki/Learning_styles#cite_note-33;WWC:AssistingStudentsStrugglingwithReading:ResponsetoInterventionandMulti-TierInterventioninthePrimaryGrades,http://ies.ed.gov/ncee/wwc/pdf/practice_guides/rti_reading_pg_021809.pdfDifferentiatedInstructionReexamined,http://www.hepg.org/hel/article/499;InvestigatingtheImpactofDifferentiatedInstructioninMixedAbilityClassrooms,http://www.icsei.net/icsei2011/Full%20Papers/0155.pdf)

SAS Alignment: Instruction

Focus on 21st Century Framework

Description:

Asadistrict,weneedtoensurethatourstudentsarepreparedforcollege,career,andbeyond.Wewillcreateandimplementa21stCenturyFrameworkthatwillprovidedirectionforcurricularchanges,districtprogramming,andprofessionallearning.WIthanemphasisonthe4Cs(creativity,collaboration,criticalthinking,andcommunication)thedistrictwilltakestepstoensurethateverystudenthastheopportunitytoexplorepersonalizedlearningpathwaysthatsupportinnovationandlearning.

SAS Alignment: Standards, Curriculum Framework, Instruction, Materials & Resources

Curriculum Alignment of K-12 Content

Description:

Thedistrictisinneedofverticalandhorizontalalignmentofcontentacrossgradelevelsandthroughoutsubjectareas.Thisneedstobedoneinasystematicmanner,ensuringthatteachersareinvestedintheprocessandunderstandingthenecessarycompoenentsofthiswork.

SAS Alignment: None selected

School Climate and Social/Emotional Learning

Description:

Thedistricthasaneedtoexploresolutionstoaddresstheincreasingneedforimprovingschoolclimateandsupportingthesocialandemotionallearningneedsofourstaff,students,andfamilies.

SAS Alignment: Materials & Resources, Safe and Supportive Schools

Academic Enrichment and Intervention

Description:

Inordertoremovebarrierstostudentlearning,thedistrictwillexploretheopportunitiesforacademicenrichmentandinterventionopportunitiesforstudents.Thismayincludebuildingonexistingprogramsorinitiaitveswithintheschoolday,aswellasafterschoolandsummerschoolprogrammingforstudents.

SAS Alignment: Standards, Assessment, Instruction, Materials & Resources

Implementation Steps:

Curriculum Alignment

Description:

Inprofessionaldevelopmentsessions,gradelevelteamswillengageinverticalandhorizontalalignmenttoreflectalignmentwithPACoreStandards,specificallyintheareasofELAandmath.Thisalignmentwillincludetheintegrationofrelevanttechnologyandnecessary21stcenturyskills.

Start Date: 7/1/2019 End Date: 6/30/2022

Program Area(s): Professional Education, Educational Technology

Supported Strategies:

• Common Assessment within Grade/Subject • Curriculum Mapping

Curriculum Transition Teams

Description:

Thedistrictwillallocatetimeforstaffemployedatkeytransitionpointstomeettodiscusscurriculum,instruction,andassessment.StepswillbetakentoalignPrek-K,grades4-5,grades9-12,and12+.

Program Area(s): Professional Education

• Curriculum Alignment of K-12 Content

21st Century Curriculum

Description:

Inordertofocusonthe21stCenturyskillsthatstudentsneed,thedistrictwillreviewandreviseourcurriculumtoreflectnecessaryupgradesregardingskillsforcollege,career,andbeyondincludingtheintegrationofthe4Cs(creativity,collaboration,criticalthinking,andcommunication).

Program Area(s): Professional Education, Teacher Induction, Special Education

• Curriculum Mapping • Focus on 21st Century Framework • Curriculum Alignment of K-12 Content

Course Development

Description:

TheBusinessComputerInformationTechnology(BCIT)departmentcurrentlyoffersoutdatedcourseselections,particularlyatthehighschoollevel.Thegoalofthisimplementationstepistoanalyzeourcurrentofferings,surveycurrentstudentneeds,adnexplorethecoursesofferedbyotherareaschooldistrictsinordertodeterminethechangesthatwillneedtobemadeinthisarea.

• Common Assessment within Grade/Subject • Curriculum Mapping • Focus on 21st Century Framework • Curriculum Alignment of K-12 Content

Utilize Teacher Learning Teams

Description:

Thedistrictcurrentlyengagesteachersinseverallearningteams.Someteamsfocusoninnovation,whileothersfocusoninnovation.Additionalteamswillbecreatedtobringteachervoiceintofocusasthedistrictcontinuestoplanforcurricular,instructional,andtechnologicalchanges.

• Curriculum Alignment of K-12 Content • School Climate and Social/Emotional Learning

Coordinate mental health interventions

Description:

Thedistrictwillworktocoordinateavarietyofinterventionsforstudents,staff,andfamilies.Thismayincludeincreasingawarenessthroughparentcommunication,offeringworkshopsorotherevents,andcollaboratingwithagenciestoensurethatinterventionsareavailable.

Program Area(s): Student Services

• School Climate and Social/Emotional Learning

Training and Support for Crisis Intervention

Description:

CrisistrainingthroughCPIandALICEwillbeongoingthroughoutthecomprehensiveplanningproces.Emergencyresponseresourcesanddistrictproecureswillalsobeaprioritytoensurethatallfaculty,staff,andstudentsunderstandhowtorespondinvariouscrisissituations.

Program Area(s): Professional Education, Student Services

Jump Start to Kindergarten

Description:

Thedistrictwillexplorethefeasibliltyofestablishingasummerprogramforincomingkindergartenstudents.With1in5currentlyenteringschoolwithnopriopreschoolexperience,multiplebarrierstolearningexist.Withaprograminplacepriortostudentsstartingkindergartenwemaybeabletoidentifystudentstrengthsandneedswhileprovidinganeducationalfoundationpriortothebeginningofthekindergartenschoolyear.

Program Area(s): Student Services

• Differentiating Instruction • Academic Enrichment and Intervention

Improving school climate and peer relationships

Description:

Thedistrictwillemployvariousstrategiestoimproveschool/districtclimatewithafocusonbuildingpositivepeerrelationships.Thiswork

mayinvolve,guestspeakers,advancedtraining,andschoolprogramstobuildcapacityinthisarea.

Program Area(s): Teacher Induction, Special Education, Student Services

Goal#2:Thedistrictwilldesignacomprehensivesystemthatfullyensuresbarrierstostudentlearningareaddressedinordertopincreasestudentachievementandgraduationrates.

Related Challenges:

• Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students.

Indicators of Effectiveness:

Type: Annual

Data Source: Student data results on diagnostic, state, interim and formative assessments

Specific Targets: Teacher feedback on student progress, student assessment results reflect growth, lesson plan creation reflects best practices

Strategies:

Online Learning Opportunities

Description: Onaverage,studentsinonlinelearningconditionsperformmodestlybetterthanthosereceivingface-to-faceinstruction.ThisisbaseduponasmallnumberofstudiesandcautionisrequiredintransferringfindingstotheK-12populationbecausetheresultsarederivedforthemostpartfromstudiesinothersettings(e.g.medicaltraining,highereducation).http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

Technology Infrastructure Enhancement/Technology Access and Training Increase

Description: TheInternationalSocietyforTechnologyinEducationcitesresearchthatindicatesanincreaseinaccesstotechnologyhasapositiveeffectonstudentachievement.(Source:http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement.pdf)

Differentiating Instruction

Description: Empiricalvalidationofdifferentiatedinstructionasapackagewasnotfound;however,alargenumberoftestimonialsandclassroomexamplesofpositiveeffectshavebeenreported.(Sources:LearningStyles:ConceptsandEvidence,http://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf;LearningStyles,http://en.wikipedia.org/wiki/Learning_styles#cite_note-33;WWC:AssistingStudentsStrugglingwithReading:ResponsetoInterventionandMulti-TierInterventioninthePrimaryGrades,http://ies.ed.gov/ncee/wwc/pdf/practice_guides/rti_reading_pg_021809.pdfDifferentiatedInstructionReexamined,http://www.hepg.org/hel/article/499;InvestigatingtheImpactofDifferentiatedInstructioninMixedAbilityClassrooms,http://www.icsei.net/icsei2011/Full%20Papers/0155.pdf)

Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing

Description: UsingStudentAchievementDatatoSupportInstructionalDecisionMakingprovidesaWWCreportingofvariousstrategiesrelatedtotheacquisition,analysis,andapplicationofstudentdata.(Source:http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf)

SAS Alignment: Assessment, Instruction

Shared Book Reading

Description: SharedBookReadingisageneralpracticeaimedatenhancingyoungchildren'slanguageandliteracyskillsandtheirappreciationofbooks.Typically,SharedBookReadinginvolvesanadultreadingabooktoonechildorasmallgroupofchildrenwithoutrequiringextensive

interactionsfromthem.(Sources:(IES)SharedBookReading,SharedBookReading)

Credit Recovery Program

Description: Acurriculummapisaworkingdocumentthatillustratesexactlywhatistakingplaceinclassrooms.Mapsrevealwhatisbeingtaughtoverthecourseofayear,withinaunitofstudy,andevendowntoaspecificlesson.Often,amapforalessonwillincludeessentialquestions,thecontentthatwillbecovered,skillsstudentswilldemonstrateiftheyunderstandthecontent,assessments,andactivities.(Sources:CreditRecovery:ExploringAnswerstoaNationalPriority,Credit-RecoveryPrograms)

SAS Alignment: Curriculum Framework, Instruction

Professional Learning Communities

Description:

ThedistrictwillimplementaPLCmodeltosupportteacherlearningaroundanumberoftopicsoverthenextseveralyears.Thesesmallgroup,educatorteamswillsetgoals,createactionplans,andimplementstrategies/programstoadvancetheschooldistrict.

SAS Alignment: Instruction, Safe and Supportive Schools

Implementation Steps:

Google Docs and Google Classroom

Description:

WiththeadditionofChromebooksatthejuniorhighandhighschoollevels,GoogleDocsandGoogleClassroomwillenableefficientdistributionandorganizationofavarietyofcoursematerials.WewillprovidetrainingandcertificationopportunitiesforteacherstobuildskillsinallGoogletools.

Program Area(s): Professional Education, Teacher Induction, Special Education, Gifted Education, Educational Technology

• Online Learning Opportunities • Technology Infrastructure Enhancement/Technology Access and Training

Increase • Differentiating Instruction

Early Literacy Fundamentals

Description:

Teacherswillengageinprofessionallearningtosupporttheaquisitionofearlyliteracyskills.ThisstepwillincludethecontinuedworkwithGuidedReadingandsmall-groupinstructioningradesK-4.ItwillalsoincludetoimplementationandanalysisofLexiaReadingingradesK-8.

Program Area(s): Professional Education, Teacher Induction, Special Education

• DataAnalysisProcedures,Data-InformedInstruction,DataTeams&DataWarehousing

• SharedBookReading

• DifferentiatingInstruction

Increase access to devices for students

Description:

TheadministrativeteamwillcreateaplantoincreasestudentaccesstodevicesacrossK-12.Thisplanwillensurethatstudentswillhavetheabilitytouserelevanttechnologyeveryday.

Program Area(s): Educational Technology

Explore technology as a digital portfolio

Description:

Asstudentsengageinavarietyofdigitallearningopportunities,thedistrictintendsonestablishingameanstocollectandcuratestudentworkthroughtheuseofdigitalportfolios.

Program Area(s): Educational Technology

Improving school climate and peer relationships

Description:

Thedistrictwillemployvariousstrategiestoimproveschool/districtclimatewithafocusonbuildingpositivepeerrelationships.Thisworkmayinvolve,guestspeakers,advancedtraining,andschoolprogramstobuildcapacityinthisarea.

Program Area(s): Teacher Induction, Special Education, Student Services

• Professional Learning Communities

Appendix:ProfessionalDevelopmentImplementationStepDetails

LEA Goals Addressed: The district will develop a system to ensure consistent implementation of standards-aligned curricula across all schools for all students.

Strategy #1: Common Assessment within Grade/Subject Strategy #2: Curriculum Mapping

Start End Title Description

7/1/2019 6/30/2022 Curriculum Alignment

In professional development sessions, grade level teams will engage in vertical and horizontal alignment to reflect alignment with PA Core Standards, specifically in the areas of ELA and math. This alignment will include the integration of relevant technology and necessary 21st century skills.

Person Responsible SH S EP Provider Type App. Assistant

Superintendent 6.0 10 24 Hopewell Area SD School

Entity Yes

Knowledge Increased awareness of PA Core Standards, assessment anchors and eligible content.

Supportive Research

Curriculum content must be aligned to standards in order to be effective. Vertical and horizontal articulation are critical to the academic progress of our students.

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.

For school and district administrators, and other

• Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and

educators seeking leadership roles:

interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.

Training Format • LEA Whole Group Presentation • Series of Workshops

Participant Roles

• Classroom teachers • Principals / Asst. Principals • Other educational

specialists

Grade Levels

• Elementary - Primary (preK - grade 1) • Elementary - Intermediate (grades 2-5) • Middle (grades 6-8) • High (grades 9-12)

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 discussion

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

Strategy #1: Curriculum Alignment of K-12 Content

7/1/2019 6/30/2022 Curriculum Transition Teams The district will allocate time for staff employed at key transition points to meet to discuss curriculum, instruction, and assessment. Steps will be taken to align Prek-K, grades 4-5, grades 9-12, and 12+.

Person Responsible SH S EP Provider Type App. Administrative Team 3.0 3 25 LEA School

Entity Yes

Knowledge Critical conversations need to be facilitated across grade levels and departments in order to ensure a smotth transition between grades and buildings. We will build teacher understanding of cross curricular content and scope and sequence.

Supportive Research

Ongoing collaboration across grade levels will create stronger relationships among staff and focus faculty on the district vision. This will be in connection with the district transtion plan which is a part of the Title I plan for the district.

For school and district administrators, and other educators seeking leadership roles:

• 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.

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

Training Format • Series of Workshops

Participant Roles

• Classroom teachers • Principals / Asst. Principals • Supt / Ast Supts / CEO / Ex

Grade Levels

Follow-up Activities • Team development and sharing of content-area lesson Evaluation Methods • Review of written reports

implementation outcomes, with involvement of administrator and/or peers

summarizing instructional activity

Strategy #1: Curriculum Mapping Strategy #2: Focus on 21st Century Framework Strategy #3: Curriculum Alignment of K-12 Content

7/1/2019 6/30/2022 21st Century Curriculum

In order to focus on the 21st Century skills that students need, the district will review and revise our curriculum to reflect necessary upgrades regarding skills for college, career, and beyond including the integration of the 4 Cs (creativity, collaboration, critical thinking, and communication).

Entity No

Knowledge

Faculty and staff will increase knowledge in 21st Century skills and learn ways to integrate these skills into their curriculum. The district will provide time for collaboration and professional learning as teachers build knowledge in this area. All students will have opportunities to build creativity, critical thinking, communication, and collaboration skills in all courses.

Supportive Research

Every aspect of our education system—preK–12, postsecondary and adult education, after-school and youth development, workforce development and training, and teacher preparation programs—must be aligned to prepare citizens with the 21st century skills they need to compete.

Employers across the United States cited professionalism/ work ethic, oral and written communications,

teamwork and collaboration, and critical thinking and problem solving as the most important skills that recently hired graduates from high school and twoand four-year postsecondary institutions need, according to a nationwide survey of 400 employers (the Conference Board, Partnership for 21st Century Skills, Corporate Voices for Working Families & the Society for Human Resource Professionals, 2006).

The “components of college readiness” cited in a report prepared for the Bill & Melinda Gates Foundation—key cognitive strategies, key content, academic behaviors, and contextual skills and awareness—align well with the K–12 vision for a 21st century education (Conley, 2007). Likewise, “essential learning outcomes” for higher education—knowledge of human cultures and the natural world, intellectual and practical skills, personal and social responsibilities, and integrative learning—cite similar skills (Association of American Colleges and Universities, 2007).

(Partnership for 21st Century Schools, 2008). Designed to Accomplish

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

Training Format • LEA Whole Group Presentation • Series of Workshops

Participant Roles • Classroom teachers • Principals / Asst. Principals • Supt / Ast Supts / CEO / Ex

Grade Levels • Elementary - Primary (preK - grade 1) • Elementary - Intermediate (grades 2-5) • Middle (grades 6-8)

Dir • Paraprofessional • New Staff • Other educational

specialists

• High (grades 9-12)

Evaluation Methods

• Review of participant lesson plans

Strategy #1: Common Assessment within Grade/Subject Strategy #2: Curriculum Mapping Strategy #3: Focus on 21st Century Framework Strategy #4: Curriculum Alignment of K-12 Content

7/1/2019 6/30/2022 Course Development

The Business Computer Information Technology (BCIT) department currently offers outdated course selections, particularly at the high school level. The goal of this implementation step is to analyze our current offerings, survey current student needs, adn explore the courses offered by other area school districts in order to determine the changes that will need to be made in this area.

Superintendent, High School Principals

3.0 6 8 LEA School Entity

Knowledge

Teachers will gain knowledge in relevant standards and 21st Century skill building through the development of rigorous and relevant courses. A needs assessment will be used to determine the current offerings and how they meet current standards. The intergration of ISTE standards will allow the department to revise offerings to reflect the standards and the needs of our students.

Supportive Research

The ISTE Standards advocate that students should have the opportunity to engage in: 1) creativity and innovation; 2) collaboration and communication; 3) research and information fluency; 4) critical thining, problem solving, and decision making; 5) digital citizenship; and 6) technology operations and concepts. Best practices for teachers include: 1) facilicate and inspire student learning and creativity; 2) design and develop digital age learning experiences and assessments; 3) model digital age work and learning; 4) promote and model digital citizenship and responsibility; 5) engage in professional growth and leadership.

Training Format • Series of Workshops • Professional Learning Communities

Participant Roles

Grade Levels • Middle (grades 6-8) • High (grades 9-12)

• Joint planning period activities

• site visits

Evaluation Methods

• Review of participant lesson plans • completion of new course offerings

that reflect relevant, 21st Century learning

Strategy #1: Curriculum Alignment of K-12 Content Strategy #2: School Climate and Social/Emotional Learning

7/1/2019 6/30/2022 Utilize Teacher Learning Teams

The district currently engages teachers in several learning teams. Some teams focus on innovation, while others focus on innovation. Additional teams will be created to bring teacher voice into focus as the district continues to plan for curricular, instructional, and technological changes.

Entity No

Knowledge Teacher learning teams in STEM, technology, innovation, and project-based learning currently exist in the district. These teams provide teachers with time and opportunities to collaborate and extend their learning.

Supportive Research

When teachers engage in highquality collaboration that they perceive as extensive and helpful, there is both an individual and collective benefit. High-quality collaboration in general and about assessment in particular among teachers is associated with increases in their students’ achievement, their performance, and their peers’ students’ achievement (Learning Forward, 2015).

• Empowers educators to work effectively with parents and community partners.

Training Format • Series of Workshops • Professional Learning Communities

Participant Roles

Grade Levels

Follow-up Activities • s Evaluation Methods

• Review of participant lesson plans • d

Strategy #1: School Climate and Social/Emotional Learning

7/1/2019 6/30/2022 Training and Support for Crisis Intervention

Crisis training through CPI and ALICE will be ongoing throughout the comprehensive planning proces. Emergency response resources and district proecures will also be a priority to ensure that all faculty, staff, and students understand how to respond in various crisis situations.

Person Responsible SH S EP Provider Type App. Administrative Team 2.0 3 75 LEA, in coordination with the Beaver Valley

Intermediate Unit and other training providers, as needed

School Entity

Knowledge Faculty and staff will build skills and crisis intervention and emergency response. This knowledge will equip them to handle a variety of situations within the school.

Supportive Research

Training, practice, and simulations will increase preparedness for those in the school setting. With the increasing need to respond in a crisis, additional training will provide faculty and staff with the necessary skills and strategies.

Training Format • LEA Whole Group Presentation

Participant Roles

Dir • School counselors

Grade Levels

• Paraprofessional

Follow-up Activities • district drills

Evaluation Methods

LEA Goals Addressed: The district will design a comprehensive system that fully ensures barriers to student learning are addressed in order top increase student achievement and graduation rates.

Strategy #1: Online Learning Opportunities Strategy #2: Technology Infrastructure Enhancement/Technology Access and Training Increase Strategy #3: Differentiating Instruction

7/1/2019 6/30/2022 Google Docs and Google Classroom

With the addition of Chromebooks at the junior high and high school levels, Google Docs and Google Classroom will enable efficient distribution and organization of a variety of course materials. We will provide training and certification opportunities for teachers to build skills in all Google tools.

Superintendent 7.0 2 15 Hopewell Area SD IU Yes

Knowledge Knowledge of Google Docs and Google Classroom will allow teachers to provide effective instruction to students in grade 5-12. Teachers will learn about engaging tech tools that can streamline their organization and increase collaboration in the classroom.

Supportive Research

Technology is one way to engage learners and differentiate instruction. Providing access to technology will allow students to use 21st Century skills both in and outside of the classroom, thus preparing them for college,

career, and beyond. Designed to Accomplish

• Empowers educators to work effectively with parents and community partners.

Training Format • Series of Workshops

Participant Roles

• Classroom teachers • Principals / Asst. Principals • School counselors • New Staff • Other educational

specialists

Grade Levels • Elementary - Intermediate (grades 2-5) • Middle (grades 6-8) • High (grades 9-12)

Evaluation Methods

• Review of participant lesson plans

LEA Goals Addressed: The district will design a comprehensive system that fully ensures barriers to student learning are addressed in order top increase student achievement and graduation rates.

Strategy #1: Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing Strategy #2: Shared Book Reading

Strategy #3: Differentiating Instruction

7/1/2019 6/30/2022 Early Literacy Fundamentals

Teachers will engage in professional learning to support the aquisition of early literacy skills. This step will include the continued work with Guided Reading and small-group instruction in grades K-4. It will also include to implementation and analysis of Lexia Reading in grades K-8.

Person Responsible SH S EP Provider Type App. Principals 6.0 3 50 Hopewell Area SD School

Entity Yes

Knowledge Teachers and leaders will continue to gain knowledge in early literacy skills so that we may provide the most effective literacy instruction to our students. Teachers will strengthen knowledge in early literacy acquisition, instructional strategies for struggling readers, and small group reading intervention.

Supportive Research

Research shows that early literacy skills must be in place prior to grade 3 in order for students to be proficient readers. Teachers need to have a strong foundation in the 5 essential components of reading instruction (phonics, phonemic awareness, vocabulary, fluency, and comprehension). District data shows that 30% of students are not reading at grade level. With intentional intervention strategies in place, students will receive individualized instruction to meet their literacy needs.

Training Format • LEA Whole Group Presentation • School Whole Group Presentation • Professional Learning Communities

Participant Roles

• Classroom teachers • Principals / Asst. Principals • Other educational

specialists

Grade Levels • Elementary - Primary (preK - grade 1) • Elementary - Intermediate (grades 2-5) • Middle (grades 6-8)

Evaluation Methods

• Standardized student assessment data other than the PSSA

• Classroom student assessment data

DistrictLevelAffirmations

WeaffirmthatthisDistrictLevelPlanwasdevelopedinaccordance,andwillcomplywiththeapplicableprovisionsof22Pa.Code,Chapters4,12,16,and49.Wealsoaffirmthatthecontentsaretrueandcorrectandthattheplanwasplacedforpublicinspectionintheschooldistrict/AVTSofficesandinthenearestpubliclibraryuntilthenextregularlyscheduledmeetingoftheboardorforaminimumor28dayswhichevercomesfirst.

WeaffirmthattheresponsesintheProfessionalEducationCoreFoundationsandtheProfessionalDevelopmentImplementationStepsfocusonthelearningneedsofeachstaffmembertoenableallstaffmembersmeetorexceedthePennsylvaniaacademicstandardsineachofthecoresubjectareas.

Nosignaturehasbeenprovided

BoardPresident

Superintendent/ChiefExecutiveOfficer

SpecialEducationAffirmations

WealsoaffirmourunderstandingthatanyrequestsforanydeviationsfromtheChapter14regulations,standards,policies,andproceduresmustbemadeinwritingtothePennsylvaniaDepartmentofEducation.TheschooldistrictunderstandsthattheSpecialEducationComponentoftheDistrictLevelPlanwillbeapprovedbyPDEinaccordancewiththefollowingcriteriaassetforthin22Pa.SchoolCode§14.104andaspartoftheDistrictLevelPlan:

1. Thereareafullrangeofservices,programsandalternativeplacementsavailabletotheschooldistrictforplacementandimplementationofthespecialeducationprogramsintheschooldistrict.

2. Theschooldistricthasadoptedachildfindsystemtolocate,identifyandevaluateyoungchildrenandchildrenwhoarethoughttobeachildwithadisabilityeligibleforspecialeducationresidingwithintheschooldistrict'sjurisdiction.Childfinddataiscollected,maintained,andusedindecision-making.Childfindprocessandproceduresareevaluatedforitseffectiveness.Theschooldistrictimplementsmechanismstodisseminatechildfindinformationtothepublic,organizations,agencies,andindividualsonatleastanannualbasis.

3. Theschooldistricthasadoptedpoliciesandproceduresthatassurethatstudentswithdisabilitiesareincludedingeneraleducationprogramsandextracurricularandnon-academicprogramsandactivitiestothemaximumextentappropriateinaccordancewithanIndividualizedEducationProgram.

4. TheschooldistrictwillcomplywiththePADepartmentofEducation,BureauofSpecialEducation'srevisionnoticeprocess.

5. Theschooldistrictfollowsthestateandfederalguidelinesforparticipationofstudentswithdisabilitiesinstateanddistrict-wideassessmentsincludingthedeterminationofparticipation,theneedforaccommodations,andthemethodsofassessingstudentsforwhomregularassessmentisnotappropriate.

6. TheschooldistrictaffirmsthePennsylvaniaDepartmentofEducationthatfundsreceivedthroughparticipationinthemedicalassistancereimbursementprogram,ACCESS,willbeusedtoenhanceorexpandthecurrentlevelofservicesandprogramsprovidedtostudentswithdisabilitiesinthislocaleducationagency.

Weaffirmthattheschooldistricthascompleteda28daypublicinspectionandcommentperiodasrequiredunder22PACode§4.13(d)priortotheschoolentity'sgoverningboardapprovalandsubmissiontotheDepartmentofEducation(BureauofSpecialEducation).

BoardPresident

Superintendent/ChiefExecutiveOfficer

Hopewell Area SD...2018/08/30 · Hopewell Area SD District Level Plan 07/01/2022 - 06/30/2025 2...

Documents

Hopewell 0619

Hopewell 0911

Hopewell 0313

Hopewell 0320

Hopewell 0507

Hopewell 0717

Welcome to Hopewell Middle - school.fultonschools.orgschool.fultonschools.org/ms/hopewell/Documents/Hopewell Middle... · Welcome to Hopewell Middle School ... Leaders who will guide

Hopewell 0724

Aliquippa, Pennsylvania

Certification Docket for the Remedial Action Performed Aliquippa … · CERTIFICATION DOCKE.~ FOR THE REMEDIAL ACTION PERFORMED AT THE ALIQUIPPA FORGE SITE IN ALIQUIPPA, PENNSYLVANIA

Hopewell Culture - National Park Service · Hopewell Culture . Hopewell culture did not live in villages. No . ... the Hopewell culture flourished in the area creating spectacular

Hopewell Hi-Lites · 2017. 10. 2. · valry in 1967 and 1968. “Aliquippa started to fall off as a football team towards the end of my high school ca-reer,” McConnell says. “Those

Hopewell 0904

Hopewell 0227

ALIQUIPPA - Beaver-Butler Presbytery...Revised April 1, 2019 3-1 ALIQUIPPA . New Bethlehem . Mailing Address: Established: 1865 . 183 New Bethlehem Church Road . Pin #: 5032 . Aliquippa,

Hopewell 0305

Hopewell 0828

Hopewell 0703

Hopewell 0522

A History of the Old Presbyterian Congregation of 'The ......that divides Hopewell from Maidenhead, Thence along sd line until it comesto the sd line ofMr.Trents and Tho"Lambertsland,