Berwick Area SD · Pavan Gadam High School Teacher - Regular Education : Professional Education Stephanie Hauer High School Teacher - Regular Education Tara Scholla High School Teacher

Berwick Area SD

District Level Plan

07/01/2019 - 06/30/2022

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District Profile

Demographics

500 Line St Berwick, PA 18603 (570)759-6400 Superintendent: Wayne Brookhart Director of Special Education: Wendy Kupsky

Planning Process The district is developing the plan through its current administrative staff, instructional staff and

community members with ultimate review of the school board before submission. The district is

conducting a comprehensive review of all programs with the intent of improving achievement at all

levels in all content areas.

The Berwick Area School District continues to be a standards-based school system with high

achievement levels and an inordinate amount of students who are highly motivated, as evidenced by

Advanced Placement enrollment, Capstone identification, dual enrollment partnerships, college

attendance rates, and the implementation of CTE programs. The process is being conducted with the

intent of maintaining the strengths of the district and improving on areas identified as needing

further development.

Mission Statement The Berwick Area School District’s mission is to provide quality education which builds skills and

fosters flexible and independent thinking and action within the diverse context of family,

community, and cultural structure in order to maximize each student’s potential in an ever-changing

society.

Vision Statement We will be a research-based, data-driven, student-centered district that prepares students to meet

the multiple skills needed to face all facets of life.

Shared Values The Berwick Area School District serves as the "hub" of the community. Our Superintendent is a

member of the Berwick Area Task Force, Berwick Marketing Committee, Columbia-Montour

Chamber of Commerce, Foundation of the Chamber of Commerce and all administrators are active in

the community.

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This commitment to a sense of community is what makes the district strong. Commitment to

education, family, and others in the community are shared by all in Berwick and communicated to

staff members of the district.

Educational Community The Berwick Area School District remains committed to the effective education of all students

residing within its' borders. The district includes students with special needs in regular classrooms

and provides enrichment support for those identified as in need of gifted services.

Instruction is standards-based with a continual curriculum review process, which is guided by the

Director of Curriculum and Instruction, Principals, and Department Heads. Teachers are heavily

involved in this process and have been instrumental in the district transition to the PA Common

Core instructional expectations. The system is data driven through usage of PVAAS and e-metric and

is focused not only on achievement of baseline standards, but also on maximum opportunities for

acceleration.

Planning Committee Name Role

Amy Melchiorre Administrator

Greg Michael Administrator : Professional Education Special

Education

Randy Peters Administrator

Chris Rivera Administrator

David Robbins III Administrator : Professional Education

Patrick Sharkey Administrator : Professional Education

Donald Butz Board Member

Maryann Kovalewski Board Member

Sandra Slavick Board Member : Special Education

Susy Wiegand Board Member : Special Education Schoolwide Plan

Robert Bull Business Representative : Professional Education

Nichole Fairchild Business Representative : Professional Education

Kathy Jarski Business Representative

Brandon Kishbaugh Business Representative

Jonathan Nespoli Business Representative : Special Education

Norm Fedder Community Representative : Professional

Education

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Mark Hauck Community Representative

Ronald Hoch Community Representative : Professional

Education

Holly Morrison Community Representative

Marina Davenport Ed Specialist - Other : Professional Education

Jennifer Parulis Ed Specialist - School Counselor : Professional

Education

Emily Daniels Elementary School Teacher - Regular Education :

Professional Education

Ashton Duke Elementary School Teacher - Special Education :

Professional Education Special Education

Julie Cerasoli-Kishbaugh High School Teacher - Regular Education

Pavan Gadam High School Teacher - Regular Education :


Stephanie Hauer High School Teacher - Regular Education

Tara Scholla High School Teacher - Regular Education :


Christopher Soboleski High School Teacher - Regular Education

Debra Kern High School Teacher - Special Education :


Mary Sponenberg High School Teacher - Special Education : Special

Education

Diane Croop Middle School Teacher - Regular Education :


Pam Hegland Middle School Teacher - Special Education :


Sara Lanning Parent : Professional Education

Melissa Spaide Parent : Professional Education

Robert Croop Student Curriculum Director/Specialist :


Wendy Kupsky Student Services Director/Specialist : Professional

Education Special Education

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Core Foundations

Standards

Mapping and Alignment

Elementary Education-Primary Level

Standards Mapping Alignment

Arts and Humanities Accomplished Accomplished

Career Education and Work Developing Developing

Civics and Government Developing Developing

PA Core Standards: English Language Arts Accomplished Accomplished

PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects

Developing Developing

PA Core Standards: Mathematics Accomplished Accomplished

Economics Developing Developing

Environment and Ecology Accomplished Accomplished

Family and Consumer Sciences Needs

Improvement Needs

Improvement

Geography Accomplished Accomplished

Health, Safety and Physical Education Accomplished Accomplished

History Accomplished Accomplished

Science and Technology and Engineering Education Developing Developing

Alternate Academic Content Standards for Math Accomplished Accomplished

Alternate Academic Content Standards for Reading Accomplished Accomplished

American School Counselor Association for Students Developing Developing

Early Childhood Education: Infant-Toddler⟶Second Grade

Accomplished Accomplished

English Language Proficiency Accomplished Accomplished

Interpersonal Skills Developing Developing

School Climate Accomplished Accomplished

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

At the present time, formal family & consumer science curriculum does not exist within the district. Teachers incorporate such skills within core lessons when appropriate.

Elementary Education-Intermediate Level





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PA Core Standards: English Language Arts Developing Developing


Developing Developing

PA Core Standards: Mathematics Developing Developing

Economics Developing Developing

Environment and Ecology Developing Developing

Family and Consumer Sciences Developing Developing




Science and Technology and Engineering Education Developing Developing

Alternate Academic Content Standards for Math Developing Developing

Alternate Academic Content Standards for Reading Developing Developing

American School Counselor Association for Students Developing Developing

English Language Proficiency Developing Developing

Interpersonal Skills Accomplished Accomplished

School Climate Accomplished Accomplished


This narrative is empty.

Middle Level









Economics Accomplished Accomplished


Family and Consumer Sciences Accomplished Accomplished

Geography Developing Developing



Science and Technology and Engineering Education Accomplished Accomplished



American School Counselor Association for Students Accomplished Accomplished


Interpersonal Skills Accomplished Accomplished

School Climate Developing Developing

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World Language Developing Developing


Geography is currently covered by teachers within their Social Studies curriculum, however, a formal curriculum needs to be developed.

High School Level


Arts and Humanities Developing Developing


Civics and Government Accomplished Accomplished





Economics Accomplished Accomplished


Family and Consumer Sciences Accomplished Accomplished


Health, Safety and Physical Education Developing Developing


Science and Technology and Engineering Education Accomplished Accomplished



American School Counselor Association for Students Accomplished Accomplished


Interpersonal Skills Developing Developing

School Climate Developing Developing

World Language Developing Developing



Adaptations


Checked answers

Arts and Humanities

Career Education and Work

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

PA Core Standards: Mathematics

Environment and Ecology

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Geography

Health, Safety and Physical Education

History

Science and Technology and Engineering Education

Unchecked answers

None.


Checked answers

Arts and Humanities


Civics and Government

PA Core Standards: English Language Arts


PA Core Standards: Mathematics Economics


Geography


History


Unchecked answers

None.

Middle Level

Checked answers

Arts and Humanities





PA Core Standards: Mathematics Economics


Family and Consumer Sciences

Geography


History


Unchecked answers

None.

High School Level

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Checked answers

Arts and Humanities


Civics and Government PA Core Standards: English Language Arts


PA Core Standards: Mathematics

Economics


Family and Consumer Sciences

Geography Health, Safety and Physical Education

History


Unchecked answers

None.

Explanation for any standards checked:

The district is currently reviewing state standards and their alignment with the current curriculum. Changes and improvements are being made in areas of concern or weakness. Any area unchecked is an area where currently no curriculum exists.

Curriculum

Planned Instruction


Curriculum Characteristics Status

Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area.

Accomplished

Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified.

Accomplished

The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified.

Accomplished

Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified.

Accomplished

Processes used to ensure Accomplishment:

The Director of Curriculum and Instruction is continuing to work with administration and teachers to evaluate existing curriculum.

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Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:





Accomplished


Accomplished


Accomplished


Accomplished


The Director of Curriculum and Instruction is continuing to work with administration and teachers to evaluate existing curriculum.



Middle Level



Developing


Developing


Developing


Developing


The PSSA scores at the middle school have continued to decrease. The director of curriculum, administration, department heads, and teachers are currently reevaluating curriculum to check for standard alignment.


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High School Level



Accomplished


Accomplished


Accomplished


Accomplished


Curriculum within the core subject areas has been written to correlate with the standards. AP courses are taught to the mandated national standards. Elected courses continue to be examined and rewritten as needed.



Modification and Accommodations

Explain how planned instruction contains modifications and accommodations that allow all students at all mental and physical ability levels to access and master a rigorous standards aligned curriculum.

Small group, specially designed instruction

Differentiated instruction lessons within curriculums

Aides and support staff

Preferential seating, visuals, hands-on learning activities

Pull-out supports - MTSS, Title 1 Reading, etc.

Adaptive and perscriptive software programs

Instruction

Instructional Strategies

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Checked Answers Formal classroom observations focused on instruction

Walkthroughs targeted on instruction

Annual Instructional evaluations

Unchecked Answers Peer evaluation/coaching

Instructional Coaching

Regular Lesson Plan Review

Checked Answers

Administrators

Building Supervisors

Unchecked Answers

Department Supervisors

Instructional Coaches Not Reviewed

Provide brief explanation of LEA's process for incorporating selected strategies.

The district utilizes pa-etep which encompasses the Danielson Model. District administrators conduct all formal evaluations.

Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation.

The district no longer employs instructional coaches and Department Heads are union members who do not observe or supervise.

Responsiveness to Student Needs


Instructional Practices Status

Structured grouping practices are used to meet student needs.

Implemented in 50% or more of

district classrooms

Flexible instructional time or other schedule-related practices are used to meet student needs.


district classrooms

Differentiated instruction is used to meet student needs.


district classrooms

A variety of practices that may include structured grouping, flexible Implemented in

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scheduling and differentiated instruction are used to meet the needs of gifted students.

50% or more of district

classrooms

If necessary, provide further explanation. (Required explanation if column selected was






district classrooms



district classrooms



district classrooms

A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students.


district classrooms



Middle Level




district classrooms



district classrooms



district classrooms



district classrooms

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High School Level




district classrooms



district classrooms



district classrooms



district classrooms



Recruitment

Describe the process you implement to recruit and assign the most effective and highly qualified teachers in order to meet the learning needs of students who are below proficiency or are at risk of not graduating.

The district advertises open teaching positions through a wide variety of media outlets. A two-step interview process is conducted which incorporates standard instruction based questions with a scoring system and stakeholder input. Second round interviews most often incorporate the candidate teaching a lesson selected by the hiring committee. The district regularly has a large applicant pool for most positions and rarely loses teachers from its' ranks before retirement. Teachers at all levels are highly qualified and certified for their assigned position. The superintendent and principals maintain the right to transfer teachers to better meet the academic needs for the students.

Assessments

Local Graduation Requirements

Course Completion SY 19/20 SY 20/21 SY 21/22

Total Courses 25.00 25.00 25.00

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English 4.00 4.00 4.00

Mathematics 4.00 4.00 4.00

Social Studies 4.00 4.00 4.00

Science 4.00 4.00 4.00

Physical Education 2.00 2.00 2.00

Health 1.00 1.00 1.00

Music, Art, Family & Consumer Sciences, Career and Technical Education

1.00 1.00 1.00

Electives 4.00 4.00 4.00

Minimum % Grade Required for Credit (Numerical Answer)

70.00 70.00 70.00

Graduation Requirement Specifics

We affirm that our entity requires demonstration of proficiency or above in each of the following State academic standards: English Language Arts and Mathematics, Science and Technology and Environment and Ecology, as determined through any one or a combination of the following:Checked answers

Completion of secondary level coursework in English Language Arts (Literature),

Algebra I and Biology in which a student demonstrates proficiency on the associated

Keystone Exam or related project-based assessment if § 4.4(d)(4) (relating to

general policies) applies.

Locally approved and administered assessments, which shall be independently and

objectively validated once every 6 years. Local assessments may be designed to

include a variety of assessment strategies listed in ? 4.52(c) and may include the use

of one or more Keystone Exams. Except for replacement of individual test items that

have a similar level of difficulty, a new validation is required for any material

changes to the assessment. Validated local assessments must meet the following

standards:

I. Alignment with the following State academic standards: English Language

Arts (Literature and Composition); Mathematics (Algebra I) and

Environment and Ecology (Biology).

II. Performance level expectations and descriptors that describe the level of

performance required to achieve proficiency comparable to that used for the

Keystone Exams.

III. Administration of the local assessment to all students, as a requirement for

graduation, except for those exempted by their individualized education

program under subsection (g), regarding special education students, or

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gifted individualized education plan as provided in ? 16.32 (relating to

GIEP).

IV. Subject to appropriations provided by law, the cost to validate local

assessments shall be evenly divided between the school district, AVTS or

charter school, including a cyber-charter school, and the Department. If the

Department does not provide sufficient funding to meet its share, local

assessments submitted for validation shall be deemed valid until a new

validation is due to the Department.

V. The Department will establish a list of entities approved to perform

independent validations of local assessments in consultation with the Local

Assessment Validation Advisory Committee as provided in ? 4.52(f).

VI. School boards shall only approve assessments that have been determined to

meet the requirements of this subsection by an approved entity performing

the independent validation. If a school district, AVTS or charter school,

including a cyber-charter school, uses a local assessment that has not been

independently validated, the Secretary will direct the school entity to

discontinue its use until the local assessment is approved through

independent validation by an approved entity.

Completion of an Advanced Placement exam or International Baccalaureate exam

that includes academic content comparable to the appropriate Keystone Exam at a

score established by the Secretary to be comparable to the proficient level on the

appropriate Keystone Exam.

Unchecked answers

Not Applicable. Our LEA does not offer High School courses.

Local Assessments

Standards WA TD NAT DA PSW Other

Arts and Humanities X X

Career Education and Work X X

Civics and Government X


X X


X

PA Core Standards: Mathematics X X

Economics X

Environment and Ecology X

Family and Consumer Sciences X

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Geography X


X

History X


X X

World Language X

Methods and Measures

Summative Assessments

Summative Assessments EEP EEI ML HS

Coordinated on a regular basis by director of curriculum and instruction and administration.

X X X X

Benchmark Assessments

Benchmark Assessments EEP EEI ML HS

Current benchmarks utilized are 4sight, Study Island, midterms. Adaptive prescriptive software also incorporates a benchmark assessment.

X X X X

Formative Assessments

Formative Assessments EEP EEI ML HS

Formative assessments are teacher driven. X X X X

Diagnostic Assessments

Diagnostic Assessments EEP EEI ML HS

Dibels are utilized in the elementary setting. X X

Validation of Implemented Assessments

Validation Methods EEP EEI ML HS

External Review

Intermediate Unit Review

LEA Administration Review X X X X

Building Supervisor Review X X X X

Department Supervisor Review X X X X

Professional Learning Community Review

Instructional Coach Review

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Teacher Peer Review X X X X

Provide brief explanation of your process for reviewing assessments.

The district reviews assessments on an ongoing basis at the classroom, building and district levels. Department heads at the secondary level often lead the assessment reviews.

Development and Validation of Local Assessments

If applicable, explain your procedures for developing locally administered assessments and how they are independently and objectively validated every six years.

The district undertakes a continuous review of all assessments at the classroom, building

and district level. It consistently reviews all standardized testing data as well as classroom

assessment data to determine validity of assessments. The district has also increased its'

efforts in developing common teacher assessments or similar courses at the secondary

level.

Collection and Dissemination

Describe your system to collect, analyze and disseminate assessment data efficiently and effectively for use by LEA leaders and instructional teams.

Dissemination of data to all educators in the district is a priority and is coordinated at the

district level, and filters through each of five buildings in the district. E-Metric, PVAAS and

all other SPP information is the subject of professional development activities. The director

of curriculum and development, principals, and secondary department heads meet with

individual building data teams to review and analyze data.

Data Informed Instruction

Describe how information from the assessments is used to assist students who have not demonstrated achievement of the academic standards at a proficient level or higher.

Targeted remediation programs are in place throughout the district. Each elementary

school has an establish MTSS plan. The middle school incorporates Tier II and III resource

time within identified students' schedules. The high school incoporates Keystone

remediation courses for Algebra, Literature, and Biology.

Assessment Data Uses

Assessment Data Uses EEP EEI ML HS

Assessment results are reported out by PA assessment anchor or standards-aligned learning

X X X X

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objective.

Instructional practices are identified that are linked to student success in mastering specific PA assessment anchors, eligible content or standards-aligned learning objectives.

X X X X

Specific PA assessment anchors, eligible content or standards-aligned learning objectives are identified for those students who did not demonstrate sufficient mastery so that teachers can collaboratively create and/or identify instructional strategies likely to increase mastery.

X X X X

Instructional practices modified or adapted to increase student mastery.

X X X X

Provide brief explanation of the process for incorporating selected strategies.

The strategies employed are the focus of our professional development plan and are constantly embedded in building level meetings. Administrators, department heads, team leaders, and teachers work together to analyze student results in correlation with the PA assessment anchors, eligible content or standards-aligned learning objectives.

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


Distribution of Summative Assessment Results

Distribution Methods EEP EEI ML HS

Course Planning Guides

Directing Public to the PDE & other Test-related Websites

X X X X

Individual Meetings X X X X

Letters to Parents/Guardians X X X X

Local Media Reports X X X X

Website X X X X

Meetings with Community, Families and School Board X X X X

Mass Phone Calls/Emails/Letters

Newsletters

Press Releases

School Calendar

Student Handbook

Provide brief explanation of the process for incorporating selected strategies.

The district is in possession of a district-wide communication system it employs regularly and provides a yearly report to the board and more frequent reports to the Academic Affairs Committee; both meetings are open to the public. Keystone and PSSA parent letters

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provided by the state are distributed for all tested students. Each year the district provides a day for each building to host parent/teacher meetings where summative data is shared and discussed.

Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation.

The district has a strategy in place that is effective and has no plans to incorporate additional strategies at this time due to the cost and unwillingness to commit additional time to this initiative.

Safe and Supportive Schools

Assisting Struggling Schools

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

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

All schools within the Berwick School District received SPP scores of 70 or higher except for

Salem Elementary for the 2016-2017 reporting year; Salem's SPP score was 66.3. To

address Salem's immediate concerns, data teams were organized by the building principal

to review summative assessment information with the appropriate teachers. The data

teams utilized emetrics and PVAAS data to identify areas of weakness. Teachers were then

directed to use this information to examine their individual classroom instruction. The

4Sight Benchmark math and reading assessments were reinstated throughout the entire

district in grades 3 through 8. The benchmark test was given 3 times throughout the year

and administrators and teachers met to analyze the data to help drive instruction. TDA

training was provided for all ELL teachers in grades Kindergarten through 8th. This

training took place throughout the 2017-2018 school year and will continue. Secondary

department heads worked with the director of curriculum and instruction and teachers to

organize data teams. Middle school data teams examined curriculum alignment and 4Sight

data. High School data teams examined curriculum alignment.

The district will continue to examine data using emetrics, PVAAS, and 4Sight throughout the

year. The district is also working with IU 16 to initiate CDT testing in targeted areas of

concern. These areas currently center around math grades 5 through 8.

The district is also evaluating all supplemental software programs which have been adopted

to assist with improving student achievement. Imagine Learning software has been

incorporated into grades 1, 5, and 6 in the areas of Literature and Math.

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Programs, Strategies and Actions

Programs, Strategies and Actions EEP EEI ML HS

Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement

X X X X

School-wide Positive Behavioral Programs X X X

Conflict Resolution or Dispute Management X X X

Peer Helper Programs X

Safety and Violence Prevention Curricula X X X X

Student Codes of Conduct X X X X

Comprehensive School Safety and Violence Prevention Plans

X X X X

Purchase of Security-related Technology X X X X

Student, Staff and Visitor Identification Systems X X X X

Placement of School Resource Officers X X X X

Student Assistance Program Teams and Training X X X X

Counseling Services Available for all Students X X X X

Internet Web-based System for the Management of Student Discipline

X X X X

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


Screening, Evaluating and Programming for Gifted Students

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

The Berwick Area School District outlines the gifted services in each building’s student handbook which is distributed to all students. Gifted information is also available on the district webpage under the special education department. IU 16 also publishes the Annual Public Notice which is featured in the local newspapers. Gifted education is contained in the notice.

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

Berwick Area School District Referral Process for Gifted Screening/Evaluation

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1. Teacher completes the referral form for gifted screening/evaluation and submits to

guidance counselor; grade reports and group standardized test scores (PSSA, Terra Nova,

etc.) are attached.

1. Provided Level I screening criteria are met (please refer to the Gifted

Screening/Evaluation guidelines dated 1/06), counselor obtains written permission from

parent/guardian to conduct Level II screening assessments.

1.

1. If Level II screening results warrant

a full multidisciplinary evaluation to determine gifted eligibility (please refer to the Gifted

Screening/Evaluation guidelines dated 1/06), counselor contacts parent/guardian and

sends letter indicating that a multidisciplinary evaluation

is being recommended

. Referral and screening information is sent to the Special Education Office by the guidance

counselor. Permission to Evaluate is sent by Special Ed. Office, along with Parent Input

Form.

1. If Level II screening results do not

warrant

a full multidisciplinary evaluation to determine gifted eligibility, counselor contacts

parent/guardian and sends letter indicating that a multidisciplinary evaluation is not

being recommended

. Referral and screening information is kept on file by the guidance counselor at the

respective school building.

Parent Requests for Gifted Evaluation*

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Requests for gifted evaluation that originate from the parent/guardian of a student,

whether verbally or in writing, should be addressed as follows:

1. The parent/guardian is informed that a screening process exists for students though

to be mentally gifted, and a detailed explanation of that process (including rationale,

purpose, etc.) is provided.

1. The recommendation is made to initiate the gifted screening process. Should less

than the two Level I criteria be met, a parent/guardian may request that Level II screening

commence. It should be noted that Level II screening should not be completed

automatically; only in the event that the parent/guardian requests Level II screening should

such screening be conducted.

1. If Level II screening criteria are met, the student should be recommended for

multidisciplinary evaluation. If Level II criteria are not met, the student is not

recommended for further evaluation.

1. In the event that a parent/guardian insists that a full multidisciplinary evaluation be

conducted (after being informed about the screening process), all referral information

should be sent to the special education office.

* This process applies to requests that actually originate from the

parent/guardian. All referrals that in actuality originate from the school/teacher

(including observations, initial considerations, etc.) must be addressed through the

Gifted Screening/Evaluation Process. Under no circumstances should it be

considered appropriate for any school personnel to suggest or recommend that a

parent/guardian request an evaluation to determine gifted eligibility.

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

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Berwick Area School District Gifted Screening/Evaluation Procedure Rationale Just as there exists a state-mandated and best practices need to apply comprehensive pre-referral and evaluation processes to students exhibiting academic and/or behavioral concerns, such a need exists to apply appropriate screening and evaluation processes to students who show signs of potential giftedness. Although the objective is not identical to that applied to students who present with academic and/or behavioral difficulties, the objective is similar: to address the appropriateness of the current educational services being provided, make a determination as to whether further evaluation is warranted, and conduct an evaluation if necessary. With regard to gifted eligibility, the screening process should serve to identify students who may eventually qualify for gifted support services, as well as to effectively eliminate from consideration those students who would not meet the eligibility criteria. The procedures outlined in the following section will serve to fulfill the required implementation of a gifted screening and evaluation process. Gifted Screening Process Level I

1. Documented reports of mastery of the general curricular content

(grade reports, progress reports, etc.) will be considered sufficient in meeting this

requirement.

1. A review of group achievement results (if available); scores at or above the 90th

percentile in two or more academic areas, or scores at or above the 95th percentile in

at least one academic area

will be considered sufficient in meeting this requirement.

** If both Level I criteria are met, the screening process proceeds to Level II.

Level II

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1. Administration of an appropriate norm-referenced screening measure of

intellectual ability will be conducted. Using the Kaufman Brief Intelligence Test (Current

Edition), a composite standard score of 125 or above or standard scores of 130 or

above on either scale

will constitute meeting this requirement. Comparable performance on appropriate norm-

referenced screening measures of intellectual ability other than those indicated above will

also be considered sufficient in meeting this requirement.

1. Administration of an appropriate norm-referenced measure of academic

achievement (for example, the Woodcock-Johnson, Wechsler Individual Achievement Test,

etc.) will be conducted. Performance at or above the 90th percentile (or standard

scores of 120 or above) within at least one

achievement domain will constitute meeting this requirement.

** If both Level II criteria are met, a formal recommendation to conduct a

multidisciplinary evaluation for gifted eligibility may be made.

Gifted Evaluation Process

What the Regulations Say

According to the Commonwealth of Pennsylvania Department of Education/State

Board of Education code concerning Special Education for Gifted Students Services and

Programs (Chapter 16), the following language pertains to the term “Mentally Gifted”:

“This term includes a person who has an IQ of 130 or higher or when multiple

criteria as set forth in Department Guidelines indicate gifted ability. Determination

of gifted ability will not be based on IQ alone. Deficits in memory or processing

speed, as indicated by testing, cannot be the sole basis upon which a student is

determined to be ineligible for gifted special education. A person with an IQ score

lower than 130 may be admitted to gifted programs when other educational criteria

in the profile of the person strongly indicate gifted ability.”

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In an attempt to elaborate on the above definition, state Department of Education

Guidelines for the Education of Mentally Gifted Students further specify that, because of the

inherent standard error of measurement which occurs with the use of norm-referenced

tests, students who score within one (1) standard error of 130 may also be admitted

provided other educational criteria strongly indicate gifted ability. These Guidelines also

provide examples of appropriate “other criteria,” several of which are incorporated in the

screening process. Because state regulations require the application of multiple criteria to

the determination of mentally gifted eligibility, the following criteria, in an attempt to keep

in accordance with those appearing in the Department Guidelines, will be used by the

Berwick Area School District multidisciplinary team members when making

recommendations regarding eligibility for gifted identification and services:

1. Documented classroom academic performance

(grade reports, progress reports, work samples, any curriculum-based measurements, etc.)

1. Group-administered standardized achievement test results

(if available; for example, PSSA, Terra Nova, etc.)

1. Individually-administered achievement test results (

for example, the Woodcock-Johnson, Wechsler Individual Achievement Test, etc.)

1. Assessment of gifted characteristics

(ratings on a measure such as the Gifted Rating Scales, Gifted Evaluation Scale, etc. to be

completed by the classroom teacher)

1. Performance on a comprehensive, nationally-standardized measure of IQ

(such as the Wechsler Scales, Stanford-Binet, etc.)

1. Consideration of any intervening factors that may mask gifted ability

(such as ESL/Bilingual issues, significant cultural/economic/environmental factors, etc.)

One of the following requirements must exist

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in order for a student to be recommended by the multidisciplinary team for eligibility as

mentally gifted:

Requirement I

A student who obtains a composite (full scale)

standard score of 130 or above

on a nationally standardized measure of IQ (such as the Wechsler Scales, Stanford-Binet,

etc.) must demonstrate performance at the 95th percentile or above (or within the

superior range) on at least one (1) of the other measurement criteria

listed in the above section.

Requirement II

A student who obtains a composite (full scale) standard score of 125 or above

on a nationally standardized measure of IQ (such as the Wechsler Scales, Stanford-Binet,

etc.) must demonstrate performance at the 95th percentile or above on at least two (2)

of the other measurement criteria


Requirement III

A student who obtains a standard score of 130 or above on one of the major indexes, or

125 on one and 120 or above on two of the major indexes

of a nationally standardized measure of IQ (for example, the Verbal Comprehension or

Perceptual Reasoning Index on the Wechsler Scales; the Nonverbal or Verbal Index on the

Stanford-Binet, etc.) must demonstrate performance at the 95th percentile or above (or

within the superior range) on at least three (3) of the other measurement criteria


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

Students who exhibit characteristics associated with mental giftedness, such as higher-level thinking skills, advanced academic skill development, creativity and/or leadership skills may be recommended for screening or evaluation in order to determine their eligibility for the gifted program. The screening process involves gathering a variety of information regarding student performance, including classroom-based academic achievement, grade reports, group achievement testing results, and individually-administered brief measures of intellectual ability and academic skill development. Based on screening results, students may be recommended for a comprehensive multidisciplinary evaluation in order to

28

determine eligibility for gifted support services. A Gifted Individualized Education Program (GIEP), which is based on each eligible gifted student’s educational strengths and needs, is then developed. Additional information and resources concerning the evaluation and instruction of mentally gifted students in Pennsylvania can be found at the Pennsylvania Department of Education (PDE) and Pennsylvania Training and Technical Assistance Network (PaTTAN) websites (listed in the Resources for Parents section). Mission Statement of Berwick Area Gifted and Talented Education: The Berwick Area School District Gifted and Talented Program has the primary goal of providing opportunities, both within and outside of the regular classroom setting, for challenging and developing identified areas of giftedness in each identified student. In addition, gifted students will be provided the opportunity to effectively develop: Higher order thinking skills, creativity and critical thinking An ability to express themselves verbally in a variety of settings A fluency in a variety of advanced communication methods, including writing An autonomous approach to learning A deepening awareness of the characteristics of giftedness as it applies to themselves, others, and their interaction with others The district currently employs two fulltime teachers for identified gifted students grade K- 12. K to fifth grade students attend groups at grade level meetings. Pre-advanced placement literature class for sixth, seventh, and eighth grade gifted and advanced students. The Gifted Education Coordinator services one group of twenty-five students once per six-day cycle, does the following: · Advanced Reading , Literature, and Writing (for a grade) · Specialized criteria for entry such as giftedness, grades, PSSA scores, and Study Island benchmark scores · Exit/entrance to program at midyear if necessary however this would be discouraged · Syllabus of class would be presented · Maximum of twenty-five students in each group · Work closely with one regular education teacher at each grade level for implementation · Three goals for gifted students would be satisfied by this class – Reading, Writing, and Social Studies This is a foundation that could be amended in any way.

Developmental Services

Developmental Services EEP EEI ML HS

Academic Counseling X X X X

Attendance Monitoring X X X X

Behavior Management Programs X X X X

Bullying Prevention X X X X

Career Awareness X X X X

Career Development/Planning X X X X

Coaching/Mentoring X X X X

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Compliance with Health Requirements –i.e., Immunization

X X X X

Emergency and Disaster Preparedness X X X X

Guidance Curriculum X X X X

Health and Wellness Curriculum X X X X

Health Screenings X X X X

Individual Student Planning X X X X

Nutrition X X X X

Orientation/Transition X X X X

RTII/MTSS X X X X

Wellness/Health Appraisal X X X X

Explanation of developmental services:

Programs and Supports offered at each level: EEP and EEI Full Day Kindergarten Character Education Curriculum Drug and Alcohol Education Title I Reading Math and Reading tutoring program ESL Guidance Counselors Pre School through Title I Kindergarten Transition Headstart Family Center Preschool cooperation and transition Free lunch and breakfast for all students IU Contracted Social Work Elementary SAP Leader in Me School Police Dept Therapy Dog Second Step curriculum Red Ribbon Week Smart Futures curriculum Middle School Guidance Counselors Drug and Alcohol prevention specialist Mental Health Liaison SAP School Police Dept. Character Education

30

Strategies for Success and Covey's 7 Habits Guidance Counselors Drug and Alcohol prevention specialist Mental Health Liaison Child Study Teams ESL School Psychologist County Agencies District Provided Social Work Second Step curriculum Red Ribbon Week Therapy Dog Smart Futures curriculum High School Guidance Counselors Drug and Alcohol prevention specialist Mental Health Liaison SAP School Police Dept Keystone Intervention SAT Preparation Classes Guidance Counselors Drug and Alcohol prevention specialist Data Teams Child Study Teams ESL School Psychologist County Agencies District Provided Social Work Red Ribbon Week Therapy Dog Beyond Violence curriculum Too Good for Drugs curriculum Smart Futures curriculum

Diagnostic, Intervention and Referral Services

Diagnostic, Intervention and Referral Services EEP EEI ML HS

Accommodations and Modifications X X X X

Administration of Medication X X X X

Assessment of Academic Skills/Aptitude for Learning X X X X

Assessment/Progress Monitoring X X X X

Casework X X X X

Crisis Response/Management/Intervention X X X X

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Individual Counseling X X X X

Intervention for Actual or Potential Health Problems X X X X

Placement into Appropriate Programs X X X X

Small Group Counseling-Coping with life situations X X X X

Small Group Counseling-Educational planning X X X X

Small Group Counseling-Personal and Social Development

X X X X

Special Education Evaluation X X X X

Student Assistance Program X X X X

Explanation of diagnostic, intervention and referral services:

EEP and EEI Data Teams Child Study Teams Performance Tracker IEP Builder (electronic) Title I Reading Math and Reading tutoring program ESL Guidance Counselors Pre School through Title I Family Center School Psychologist County Agencies SAP Second Step curriculum Middle School Guidance Counselors Drug and Alcohol prevention specialist Mental Health Liaison SAP Data Teams Child Study Teams ESL School Psychologist County Agencies BASD Police Dept Family Center Second Step curriculum High School

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Guidance Counselors Drug and Alcohol prevention specialist Mental Health Liaison SAP BASD Police Dept Data Teams Child Study Teams ESL School Psychologist County Agencies Too Good for Drugs curriculum

Consultation and Coordination Services

Consultation and Coordination Services EEP EEI ML HS

Alternative Education X X

Case and Care Management X X X X

Community Liaison X X X X

Community Services Coordination (Internal or External)

X X X X

Coordinate Plans X X X X

Coordination with Families (Learning or Behavioral) X X X X

Home/Family Communication X X X X

Managing Chronic Health Problems X X X X

Managing IEP and 504 Plans X X X X

Referral to Community Agencies X X X X

Staff Development X X X X

Strengthening Relationships Between School Personnel, Parents and Communities

X X X X

System Support X X X X

Truancy Coordination X X X X

Explanation of consultation and coordination services:

The Berwick Area School District recognizes that certain students need to find alternative educational placements. On-site we have an alternative education program for the secondary students that provides for their educational, social, and emotional needs. We acknowledge that some students will seek the services of a cyber or charter school however it is our hope that we can keep them in the Berwick Area School District. Students who seek online education are encouraged to register in the Berwick Area School District Cyber School. Placements that include intervention for some of our students are the New Story programs, BSI, and Children Service Center.

Communication of Educational Opportunities

33

Communication of Educational Opportunities EEP EEI ML HS

Course Planning Guides X X

Directing Public to the PDE & Test-related Websites X X X X



Local Media Reports X X X X

Website X X X X

Meetings with Community, Families and Board of Directors

X X X X

Mass Phone Calls/Emails/Letters X X X X

Newsletters X X

Press Releases X X X X

School Calendar X X X X

Student Handbook X X X X

District Wide Public Relations Brochure X X X X

District Twitter Account X X X X

High School Facebook Account X

Communication of Student Health Needs

Communication of Student Health Needs EEP EEI ML HS


Individual Screening Results X X X X


Website X X X X

Meetings with Community, Families and Board of Directors

X X X X

Newsletters X X X X

School Calendar

Student Handbook X X X X

Frequency of Communication

Elementary Education - Primary Level

More than once a month

Elementary Education - Intermediate Level


Middle Level

Monthly

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High School Level


Collaboration for Interventions

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

Screenings To identify students who may be eligible for special education, various screening

activities are conducted. Mandated periodic hearing and vision screenings are conducted

by the district health services staff. Speech and language concerns are screened during

kindergarten registration as well as on a referral basis. Teachers continually assess gross-

motor, fine-motor, academic and social/emotional skills.

Child Study Team

Concerns that arise regarding a child's functioning in school may result in a referral to the

Child Study Team (CST), which consists of the child's parent or guardian, teacher(s), school

counselor, principal, and other appropriate school personnel (school psychologist, nurse,

etc.). The CST then meets to discuss the nature of the concerns that exist, consider any

relevant screening information, and develop possible courses of action that are likely to

help. The CST may recommend adaptations and accommodations that can be implemented

within the context of the regular classroom environment. Should the need exist, the CST

may recommend that a child be evaluated for special education eligibility.

MDE/IEP

If adequate progress is not made with the involvement of the Child Study Team, the District

will seek parental consent to conduct a Multidisciplinary Evaluation (MDE). The team will

make recommendations for interventions to meet the student’s specific needs, and this

requires parental involvement. Parents are invited to participate in the development of the

evaluation process and the development of the Individualized Education Program (IEP) for

the purpose of determining eligibility, specially-designed instruction, and appropriate

educational placement. If parents disagree with the recommendations of the IEP Team, they

may initiate due process procedures by noting disapproval on the Notice of Recommended

Educational Placement (NOREP).

Services for Preschool Children

Act 212, The Early Intervention Services System Act, entitles all preschool children with

disabilities (ages three to the age of district enrollment) to appropriate early intervention

special education services. The Pennsylvania Department of Education is responsible for

providing programs and services to children. Further inquiries should be directed to the

Central Susquehanna Intermediate Unit (CSIU) Preschool Program at 570-523-1155, ext.

2221.

Community Coordination

35

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

1. Child care 2. After school programs 3. Youth workforce development programs 4. Tutoring

Child care:

Berwick Area School District has partnered with our local child care facilities in several

ways.

The district takes part in yearly transition meetings between Head Start and the

kindergarten teachers. Each spring teachers from Head Start meet with Kindergarten

teachers and parents to discuss individual student strengths and weaknesses.

The past two years our district has hosted and coordinated a "Pre-K Day" where local

agencies collaborate to prepare information for parents in our community. We also have

invite Child Care Information Services of Columbia Couty (CCIS) to participate in this event.

CCIS provides families with resources to get parents in touch with private child-care

providers. After the event, the participating agencies share information to get kids into the

best fit for Pre-K. Our goal is to have every four-year-old in Berwick enrolled in some sort

of organized Pre-K.

Our district supports two half-day Pre-K classes. Our pre-k teacher shares resources with

Kindergarten and speaks regularly with our teachers about curricular concerns. The

classrooms are located directly accross the hall from one another.

Lastly, our district has recently hosted a Pre-K counts classroom which serves middle-

income families. This program is 5.5. per day. This classroom is also located in one of our

elementary buildings and the teacher is able to speak regularly with kindergarten teachers.

Our district plans to continue such measures and extend the invitation to more child-care

providers with the hopes of future collaboration and consultation.

After school programs

The Berwick SD offers several after-school activities for students. One such program is

S.O.A.R. This is a non-competitive program with a focus on all aspects of health. Becoming

healthy physically and mentally is our goal. We encourage the students to: make healthier

food choices, become more/stay active, set goals in both fitness and academics, all in order

to build confidence and self-esteem. This is all done in hopes of lowering discipline

problems/referrals, decreasing absenteeism, increasing their GPA, and raising their level of

fitness.

The 21st Century Community Learning Center grant provides federal funding to the

Berwick Area School District to provide academic enrichment opportunities to help

students meet state and local standards in core academic subjects. The after school program

provides students a broad array of enrichment activities that are aligned with their regular

academic program to assist students through the year with their current knowledge and

skills and build upon those skills. Each course that is selected to be taught throughout the

36

program are aligned with content standards and focused on STEM courses to provide

students with hands-on problem-based learning.

Youth workforce development programs

The Berwick SD has created and continues to work closely with the Local Advisory

Committee. This committee is made up of area business leaders. Through this committee,

the district has been able to establish 2 CTE courses at the high school, secure summer work

opportunities for more than 50 students, and add to the partnerships establish through the

co-op program. Mark Hauch a workforce specialist from PA Career Link is stationed at the

Berwick High School to provide assistance for students seeking employement.

Tutoring

Tutoring takes place in several forms throughout the district. Each year's students in

grades 3-8 are othered tutoring in math and reading. The tutors are made up of district

employees and is funded by the district. Career tutoring is establish through professional

internships, co-op programs, and career awareness days held at the high school.

The Berwick Area School District is very fortunate to have a high rate of parent

and community involvement. The community is extremely supportive of the

School District as well as the School Board.

Parents, community members and businesses participate in the following ways:

Parent/Teacher Organizations in K-8

School Holiday Activities

Parent Chaperones on field trips

Classroom Volunteers

Booster Groups

Classroom Tutors

Open House Night

Sporting Events

Parent Teacher Conferences

Orientation Programs

Chorus and Band Programs

Artist in Residence Programs

Art Shows

Co-curricular and extra-curricular activities

Child Student and SAP Teams

Title I Parent Meetings Gifted IEP Meetings

Strategic Planning Committee

Professional Development Committee

Work Study Partnerships with local businesses

Service Organizations like Rotary, Lions, Elks, UNICO Etc.

Educational Improvement Tax Credit Program

Scholarship Programs

37

Theatre Performances

Coaching and Advisors

Classroom Career Speakers

Central Susquehanna Community Foundation and Berwick Health and Wellness

Foundation

Responses to Survey

High School Co-op program

Established and Developing CTE Programs at the High School

Establishment of a Local Advisory Committee (LAC)

Preschool Agency Coordination

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

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

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

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

Child Find

Each school district, along with other public agencies in the Commonwealth, must establish

and implement procedures to identify, locate and evaluate all children who need special

education programs and related services because of their disabilities (Chapter 14,

Pennsylvania Regulations 14.121; Part 300 Federal Regulations 300.125). The public

awareness effort must include information regarding potential signs of developmental

delays and other risk factors that could indicate disabilities. Furthermore, Federal

Regulations under Individuals with Disability Education Act require child find from birth to

21 years of age. This notice is to help find these children, offer assistance to parents and

describes the parents' rights with regard to confidentiality of information that will be

obtained during this process.

Identification Activity

Child find refers to activities undertaken by public education agencies to locate and identify

children residing in the state, including children attending private schools, charter schools

and county jails, who are suspected of having disabilities, regardless of the severity of their

disability, and determine the child's need for special education and related services. The

purpose is to locate these children so that a free appropriate public education (FAPE) can be

made available. The types of disabilities to cause a child to need services are: autism, deaf-

38

blindness, deafness, emotional disturbance, hearing impairment, mental retardation,

multiple disabilities, orthopedic impairment, other health impairment due to chronic or

acute health problems, specific learning disabilities, speech or language, traumatic brain

injury and visual impairment including blindness, and in the case of a child that is of

preschool age, developmental delay. Our school district provides annual public notification,

adequate to notify parents throughout the school district of child identification activities

and of the procedures followed to ensure confidentiality of information pertaining to

students with disabilities or eligible young children.

Identification activities are performed to find a child who is suspected as having a disability

that would interfere with his or her learning unless special education programs and

services are made available. These activities are sometimes called screening activities. The

district has established a system of screening, which includes early intervening services.

The activities include: review of group data, conducting hearing and vision screening,

assessment of student's academic functioning, observation of the student displaying

difficulty in behavior and determining the student's response to attempted remediation.

Input from parents is also an information source for identification. After a child is identified

as a suspected child with a disability, he or she is evaluated, but not before parents give

permission for their child to be evaluated

Services for Protected Handicapped Students

Students who are not eligible to receive special education programs and services may

qualify as protected handicapped students and therefore be protected by other federal and

state laws intended to prevent discrimination. The district ensures that protected

handicapped students have equal opportunity to participate in the school program and

extracurricular activities to the maximum extent appropriate for each individual student. In

compliance with state and federal law, the district will provide to each protected

handicapped student, without discrimination or cost to the student or family, those related

aids, services or accommodations that are needed to provide equal opportunity to

participate in and obtain the benefits of the school program and extracurricular activities to

the maximum extent appropriate to the student's abilities. To qualify as a protected

handicapped student, the child must be of school age with a physical or mental disability

that substantially limits or prohibits participation in or access to an aspect of the school

program.

These services and protections for protected handicapped students may be distinct from

those applicable to exceptional or thought-to-be exceptional students. The district or

parents may initiate an evaluation if they believe a student is a protected handicapped

student. For further information on the evaluation procedures and provision of services to

protected handicapped students, parents should contact the special education contact

person on the accompanying list. A parent may file a written complaint alleging that the

rights described in this notice were not provided:

Early Intervention Identification

In Pennsylvania, a child between 3 years of age and the school district's age to begin school

39

who has a developmental delay or one or more of the physical or mental conditions listed

above is identified as an eligible young child. The parents of these children have the same

rights described above.

In early February of each year we send information to all the daycare and preschools in our

school district regarding kindergarten registration. All parents are required to call for

appointments for kindergarten registration that occurs during the latter part of February

and early part of March. Information is also published in the local newspaper. Poster are

placed in all the grocery stores in the school district as well as banners placed at either end

of town.

The child accounting office keeps an up-to-date list of area preschools that is given to

parents who request information on preschools. We also refer them to the Head Start office

located in our building for early intervention programs.

Materials and Resources

Description of Materials and Resources


Material and Resources Characteristics Status

Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills

Developing

A robust supply of high quality aligned instructional materials and resources available

Accomplished

Accessibility for students and teachers is effective and efficient Developing

Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs

Developing

Provide explanation for processes used to ensure Accomplishment.

The Berwick School District has ensured that all teachers are provided with the materials and resources needed to provide all students with an appropriate education. The Director of Curriculum and Instruction works with the principals and teachers to purchase materials and resources as needed. This is an ongoing process which has the funding and flexibility to change with our students' needs. Materials and resources are evaluated on a yearly basis and changes are made when deemed necessary.

Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:


40




Developing


Accomplished



Developing





Middle Level



Developing


Accomplished



Developing





41

High School Level



Developing


Accomplished

Accessibility for students and teachers is effective and efficient Accomplished


Developing





SAS Incorporation


Standards Status

Arts and Humanities


district classrooms



district classrooms



district classrooms

PA Core Standards: English Language Arts Full

Implementation


Full Implementation

PA Core Standards: Mathematics Full

Implementation

Economics Full

42

Implementation

Environment and Ecology Full

Implementation

Family and Consumer Sciences Full

Implementation

Geography Full

Implementation

Health, Safety and Physical Education Full

Implementation

History Full

Implementation

Science and Technology and Engineering Education Full

Implementation

Alternate Academic Content Standards for Math Full

Implementation

Alternate Academic Content Standards for Reading Full

Implementation

American School Counselor Association for Students Full

Implementation

Early Childhood Education: Infant-Toddler→Second Grade Full

Implementation

English Language Proficiency Full

Implementation

Interpersonal Skills Full

Implementation

School Climate Full

Implementation

Further explanation for columns selected "



Standards Status

Arts and Humanities


district classrooms



district classrooms



district classrooms


Implementation

PA Core Standards: Literacy in History/Social Studies, Science and Full

43

Technical Subjects Implementation


Implementation

Economics Full

Implementation


Implementation


Implementation

Geography Full

Implementation


Implementation

History Full

Implementation


Implementation


Implementation


Implementation


Implementation


Implementation

Interpersonal Skills


district classrooms

School Climate


district classrooms



Middle Level

Standards Status

Arts and Humanities


district classrooms



district classrooms

Civics and Government Full

44

Implementation


Implementation


Full Implementation


Implementation

Economics Full

Implementation


Implementation


Implementation

Geography Full

Implementation


Implementation

History Full

Implementation


Implementation


Implementation


Implementation


Implementation


Implementation


Implementation

School Climate


district classrooms

World Language


district classrooms



High School Level

Standards Status

Arts and Humanities Implemented in 50% or more of

district

45

classrooms



district classrooms

Civics and Government Full

Implementation


Implementation


Full Implementation


Implementation

Economics Full

Implementation


Implementation


Implementation

Geography Full

Implementation


Implementation

History Full

Implementation


Implementation


Implementation


Implementation


Implementation


Implementation


Implementation

School Climate


district classrooms

World Language


district classrooms



46

Early Warning System

The free PA Educator Dashboard Early Warning System and Intervention Catalog (PA EWS/IC) utilizes the metrics of Attendance, Behavior and Course grades to identify students who may be on a path to dropping out of school. Please indicate your selection of the following options.

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


Characteristics

District’s Professional Education Characteristics EEP EEI ML HS

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

X X X X

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

X X X X

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

X X

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

X X X X

Empowers educators to work effectively with parents and community partners.

X X X X

District’s Professional Education Characteristics EEP EEI ML HS

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

X X X X

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

X X X X

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

X X X X

Empowers leaders to create a culture of teaching and X X X X

47

learning, with an emphasis on learning.

Instructs the leader in managing resources for effective results.

X X X X

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

The BASD provides the professional staff with the opportunity to provide feedback on professional need assessment disbursed annually. The return of surveys has increased over the providing a comprehension sampling of what is needed for our administration and staff. Courses, workshops, modules, and trainings are offered to address the needs of the assessment which are provided in a variety of learning venues. Each year we prepare a time frame for new initiatives that need to be implemented as we begin the process of designing our professional development contractual days. Opportunities that have been presented to both staff and administration and those which will be presented include the PVASS, PA Core, SAS, Emetric, SLO, Developing SMART goals, Fundations, TDA training, ALICE Safety, Stop the Bleed, Google Docs, Virtual Reality, wide range of technology, Developing a standards based report card, specific technology courses, Wilson Reading, LETRS, Common Core training with new curriculum upgrades, Career Prep, CTE programs, AP, Grading practices, etc. In addition any professional seeking additional professional development is granted the opportunity to utilize resources from various vendors outside of the school district. It is our goal to provide all staff with ongoing support and the tools necessary to create a learning environment in which all children have the chance to succeed.


Our gifted teacher has been exploring ways to provide acceleration for our students who are high achieving. Last year we began to explore ways to provide more opportunities for STEM to be implemented at all levels. We provided a STEM Magnet program in conjunction with Bloomsburg University, increased our AP courses at the High School, been accepted as a Capstone High School, added acceleration at the Middle School in both math and Language Arts, and providing instruction to our professional staff on common core and standards based reporting which will assist us in providing us with the data to differentiate instruction to those higher level students.

Educator Discipline Act 126, 71

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

Questions

The LEA has conducted the required training on:

1/20/2014 District Training

The LEA plans to conduct the required training on approximately:

11/12/2018 Act 126 is mandated for all new employees and current employees will receive updated training in June 2019.

48

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

Questions

The LEA has conducted the training on:

8/31/2016 Secondary Staff (Minding Your Mind)

2/27/2017 Secondary Students (Minding Your Mind)

2/27/2017 HS SAP TEAM consultation with Minding Your Mind

The LEA plans to conduct the training on approximately:

8/19/2019 Staff Training (Minding Your Mind)

9/2/2019 Student Training (Minding Your Mind)

Not Applicable for our school entity

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

Questions

Not Applicable for our school entity

Strategies Ensuring Fidelity

Checked answers

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.

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

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

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

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

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

49

Unchecked answers

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.


To ensure we are meeting the needs of our faculty and staff, we conduct a needs assessment and then offer professional development opportunities based on the results of the survey. The professional opportunities are offered at various times and through various venues. These training are conducted by the professional staff and outside providers as needed. Through the use of PVAAS and other data collected we establish necessary programs of study for all levels. We meet with all stakeholders to determine instructional goals. Our district has implemented a formal evaluation, as well as the Differentiated Supervision Model for approximately 75% of our staff. In the differentiated supervision model teachers create and are accountable for SMART goals. These goals are approved and reviewed mid-year and are part of the year end evaluation. In addition to the SMART goals, this year each teacher will be responsible for a Student Learning Outcome (SLO). Training for the creation and implementation of SLOs will be provided at the beginning of the school year at all levels. These will be approved, reviewed mid-year, and evaluated as part of the educators' final evaluation. Those not participating in the differentiated supervision model (approximately 25%) are on a cycle of formal evaluations through PA-Etep. All faculty and staff are informally observed through walkthroughs and classroom observations throughout the year. Professional development requests go through an approval process, beginning at the building level to the curriculum and district offices. This process takes into consideration the need of the requesting party and the quality of the providers solicited.


In an effort to initiate an evaluative process for our district's professional develop, three steps will be implemented. 1. Surveys for our professional development sessions will be instituted to determine the success of each session offered; 2. Administrative meetings will include professional development dialogue to promote better communication among administrators assuring the professional development plan is fulfilling the district's needs; and 3. Annual survey results will be shared with all administrators and faculty.

Induction Program

Checked answers

Inductees will know, understand and implement instructional practices validated by

the LEA as known to improve student achievement.

Inductees will assign challenging work to diverse student populations.

Inductees will know the basic details and expectations related to LEA-wide

initiatives, practices, policies and procedures.

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Inductees will know the basic details and expectations related to school initiatives,

practices and procedures.

Inductees will be able to access state curriculum frameworks and focus lesson

design on leading students to mastery of all state academic standards, assessment

anchors and eligible content (where appropriate) identified in the LEA's curricula.

Inductees will effectively navigate the Standards Aligned System website.

Inductees will know and apply LEA endorsed classroom management strategies.

Inductees will know and utilize school/LEA resources that are available to assist

students in crisis.

Inductees will take advantage of opportunities to engage personally with other

members of the faculty in order to develop a sense of collegiality and camaraderie.

Inductees will participate in regular professional development to enhance

knowledge in initiatives, practices and procedures.

Unchecked answers

None.


GOALS AND COMPETENCIES Operations and Information (payroll, insurance, transportation, personnel, contract, etc) Legal Rights Pennsylvania Core Standards Crisis management District Policy Community Culture Professional Resources Professional Relationships with School Staff, Peers, and Community Professional Development District Resource Personnel Technology Specific to Teaching Assignment Specific Building Orientation Specific Building Requirements Classroom Management Communicating with Parents Needs of Students Standardized Testing Current Curriculum Current “Best Teaching Practices” Teacher Observation / Evaluation / Act 82 Danielson Model / PA-etep

51

Needs will continually be determined and adjusted as needed by inductees, mentors, and administration. This plan will follow a specific format over a two year period. The inductee will attend an initial training period of one to three days prior to the first in-service day, will meet regularly with his/her appointed mentor, and will be required to keep a journal documenting all trainings, presentations, and meetings. A portfolio will be compiled throughout the first year displaying various samples of work designed or used by the new teacher.


All strategies will be incorporated in the Induction Plan.

Needs of Inductees

Checked answers

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

identify needs.

Frequent observations of inductee instructional practice by supervisor to identify

needs.

Regular meetings with mentors or coaches to reflect upon instructional practice to

identify needs.

Student PSSA data.

Standardized student assessment data other than the PSSA.

Classroom assessment data (Formative & Summative).

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

Review of inductee lesson plans.

Review of written reports summarizing instructional activity.

Submission of inductee portfolio.

Knowledge of successful research-based instructional models.

Information collected from previous induction programs (e.g., program evaluations

and second-year teacher interviews).

Unchecked answers

None.


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The goal of the induction plan is to create a successful transition from a student into the role of professional educator and/ or to provide support to a veteran teacher new to the Berwick Area School District. With this goal in mind, the plan is designed with flexibility to meet the varying needs of each individual teacher. The plan outlines basic areas that would be common for all teachers. The role of the mentor is to establish a rapport with the inductee and help that new teacher in the identification of needs and to meet those needs. If the identified needs are beyond the scope of the mentor, they will be advised of the building representative, administrator or other personnel responsible for providing support for those needs. The building administration also helps assess and meet the needs of the mentee. This is done through ongoing observations and interactions with the mentee. Administration may suggest activities and strategies that will be of benefit to each inductee. The mentor and mentee will meet regularly at a mutually agreeable time. A journal will be kept by the inductee to document items discussed and reviewed and any other issues the inductee needed advice in handling. A portfolio of samples of inductee’s work will be shared at the conclusion of first year of the induction period. The portfolio may include but is not limited to: materials such as unit and lesson plans as well as means to implement the plans, samples of parent correspondence, assessment philosophy with examples, classroom management policies, listing of professional development activities, long and short term goals, and examples of student data analysis. Monthly dialog sessions will be held to specifically discuss concerns with the entire group of mentors and first year teachers. Among other topics to be presented are books such as Ehancing Professional Practice A Framework for Teaching by Charlotte Danielson and The First Days of School by Harry Wong. A simple questionnaire (See part 6) will be given to mentees at the conclusion of their first year of teaching to determine the specifics of subsequent needs of the cohort of teachers. New teachers are given time at regular meetings to ask questions or discuss situations they werre involved with and suggestions by fellow inductee's and administrators are provided. The time commitment into the success of each inductee in the initial phase is more than offset by the benefits of establishing a solid basis that will benefit the teacher and their students for their entire career.

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


Mentor Characteristics

Checked answers

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.

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

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

Application process will take place prior to assignment of mentors.

Unchecked answers

None.


Mentor Selection Mentor candidates will be received through an application process (sample below) and then appointed by the induction committee. Each mentor candidate:

Should possess a Level II Certification with no less than three years of employment

in the Berwick Area School District.

Should be willing to maintain a two year commitment to their assigned mentee.

Will be encouraged to attend programs with inductees during the school year as

needed.

Must meet with inductee before the start of the school year.

Will attend a training session at the beginning of the school year.

Shall possess a commitment to the teaching profession and demonstrate willingness

toward professional growth.

It is preferable that the mentor candidate is assigned to the same building and department

and has a compatible schedule as the mentee. If suitable mentors are available; each

mentor will have no more than one inductee at the same time.

BERWICK AREA SCHOOL DISTRICT

NEW TEACHER MENTOR APPLICATION

(sample)

NAME- _______________

DATE- ______________

ASSIGNED BUILDING - _____________________

GRADE/LEVEL AND SUBJECT TAUGHT - ____________________________

AREAS OF CERTIFICATION - _________________________

1. The term “mentor” implies a trusting, supportive relationship between a more

experienced member of an organization and a less experienced member. Explain what the

role of a mentor teacher means to you.

54

2. What are five real needs that you believe a new teacher might have

3. List five important qualities a mentor must exhibit in the induction process.

4. As a mentor, what strengths do you believe you can bring to the induction process?

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

incorporation.

N/A

Induction Program Timeline

Topics Aug-Sep

Oct-Nov

Dec-Jan

Feb-Mar

Apr-May

Jun-Jul

Code of Professional Practice and Conduct for Educators

X

Assessments X

Best Instructional Practices X X X X X

Safe and Supportive Schools X

Standards X X

Curriculum X X

Instruction X X

Accommodations and Adaptations for diverse learners

X

Data informed decision making X X

Materials and Resources for Instruction X X X X X X

If necessary, provide further explanation.

Prior to the start of school: Session A –

Introductions of inductees

Meeting with Superintendent

Operations Information – Central Office Personnel

Description of Induction Program

Tour of the schools and community

55

Session B –

Review of programs, and processes that should be established on the first day of

school.

Review of First Days of School – Wong

Session C –

Meeting and instruction session with district technology staff to review passwords,

programs, etcc

Session D –

Overview of schedule and requirements placed on the mentees to complete for the

induction plan.

Question and Answer period.

Meeting with BAEA President

Meeting with mentor teachers

Topics discussed in sessions throughout the first year may include:

Classroom management

Parent Conferences, Home/School Communication

Student Assessment

Differentiated Instruction

Using Data to drive instruction

Elements of Effective Practice – Danielson

Use of technology in instruction

Teacher observation/evaluation

IEP’s, SLO’s, Section 504 plans.

Necessary requirements to meet ACT 48 and Instructional II levels.

Additional topics may arise due to Federal, State, or local mandates and initiatives.

Sessions in year two will be offered quarterly and include a cohort discussion of current

issues and/ or needs expressed by the group.

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Monitoring and Evaluating the Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

Evaluation and Monitoring The induction plan will be monitored through regular journal entries, discussions with mentor teacher, as well as end-of-the year evaluation. New teachers and mentors will use the process throughout their two years in induction. A questionnaire will be given to the mentor and mentee at the end of each year. Evaluation – Inductee

1. Did the Induction Plan provide the support you needed to make the transition to the

teaching position at Berwick?

2. What items would you suggest the district add to the plan which would help a new

teacher?

3. What items would you suggest be removed from the plan?

1. To what extent were the following objectives met by the plan?

Good Fair Poor

Improvement of teaching skills ______ _____ ______

Adjustment to district ______ _____ ______

Adjustment to building ______ _____ ______

Adjustment to student needs ______ ______ ______

Professional development ______ ______ ______

Evaluation – Mentor

1. Do you feel this plan helped provide adequate support to the inductee? Explain.

2. What items would you suggest be added to the plan to aid new teachers?

3. What items in the plan should be dropped because they are of little value?

4. To what extent were the following objectives met by the plan?

o

Improvement of teaching skills _____ _____ _____

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Adjustment to district _____ _____ _____

Adjustment to building _____ _____ ______

Adjustment to student needs _____ _____ _____

Professional development _____ _____ _____

Recording Process

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

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

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

School/LEA maintains accurate records of program completion and provide a

certificate or statement of completion to each inductee who has completed the

program.

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

Completion is verified by the LEA Chief Executive Officer on the Application for

Level 2 Certification.

Unchecked answers

None.

Special Education

Special Education Students

Total students identified: 576

Identification Method

Identify the District's method for identifying students with specific learning disabilities.

The Berwick Area School District utilizes the Severe Discrepancy process as part of the

evaluation of students referred for multidisciplinary evaluation/reevaluation in order to

determine special education eligibility under the category of Specific Learning Disability.

This method involves determining the extent to which the student exhibits a pattern of

strengths and weaknesses in performance, achievement or both relative to age, standards

or intellectual development. Underachievement is not a result of a child's lack of

58

instruction in reading or mathematics, and repeated assessments/screening of achievement

were conducted by the District at regular intervals.

Enrollment

Review the Enrollment Difference Status. If necessary, describe how your district plans to address any significant disproportionalities.

The data is publicly available via the PennData website. You can view your most recent report. The link is: https://penndata.hbg.psu.edu/PublicReporting/DataataGlance/tabid/2523/Default.aspx

Based on current enrollment statistics, there are no disproportionate differences to address.

The data from 2016-17 indicates the enrollment in the category of speech & language

impairment is higher than the State data. In 2017-18 date there is a reduction of enrollment

numbers in this category by 25 students based on the districts MTSS approach. Due to the

overage of students identified as SLI indicating that we have local special circumstances in

that we are a very low socioeconomic area. There is a known correlations between decrease

language development and a low socioeconomic status.

Non-Resident Students Oversight

1. How does the District meet its obligation under Section 1306 of the Public School Code as the host District at each location?

2. How does the District ensure that students are receiving a free appropriate public education (FAPE) in the least restrictive environment (LRE)?

3. What problems or barriers exist which limit the District's ability to meet its obligations under Section 1306 of the Public School Code?

Berwick Area School District does not service any students under Section 1306.

The District ensures compliance with students receiving a free and appropriate education

(FAPE) in the least restrictive environment by participating and utilizing an IEP team

approach and considering the full continuum of services. The team considers available

supplemental aids and services in regards to the individual needs of each student. The

district is informed through training about the latest technological supports to include some

of the following considerations: iPads, notebook computers, IPod nanos with books, FM

Amplication devices, smartboards, talk to text readers, and Earobics. In addition, all options

are explored such as a modifications to the class/assignment, and remedial supports.

Barriers to ensuring FAPE in the LRE are physical distance with the residence and host

district as well as communication with team members and the host district.

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

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Incarcerated Students Oversight

Describe the system of oversight the District would implement to ensure that all incarcerated students who may be eligible for special education are located, identified, evaluated and when deemed eligible, are offered a free appropriate public education (FAPE).

Facility Name Provider of Educational Services # of Students Receiving Srvcs as of Dec 1

No facilities are located in our District No facilities are located in our District 0

The District contracts with the Central Susquehanna Intermediate Unit to

locate, identify, evaluate, and provide incarcerated youth with a free and

appropriate public education. The CSIU maintains daily communication with

the Columbia County Prison to confirm if any eligible student has been

detained in the facility. The facility will continually post the annual child find

and services notice in a public place. The CSIU will make personal contact to

any school age eligible youth for assessment of special education services. The

Director of Special Education for the District acts as LEA and holds IEP

meetings at the Prison for eligible students. The CSIU accompanies the

Director to said meetings and plans for implementation of the IEP.

Least Restrictive Environment

1. Describe the District procedures, which ensure that, to the maximum extent appropriate, children with disabilities, including those in private institutions, are educated with non-disabled children, and that removal from the regular education environment only occurs when education in that setting with supplementary aids and services, cannot be achieved satisfactorily.

2. Describe how the District is replicating successful programs, evidence-based models, and other PDE sponsored initiatives to enhance or expand the continuum of supports/services and education placement options available within the District to support students with disabilities access the general education curriculum in the least restrictive environment (LRE). (Provide information describing the manner in which the District utilizes site-based training, consultation and technical assistance opportunities available through PDE/PaTTAN, or other public or private agencies.)

3. Refer to and discuss the SPP targets and the district's percentages in the Indicator 5 section - Educational Environments. Also discuss the number of students placed out of the district and how those placements were determined to assure that LRE requirements are met.

60

Approximately 80% of our special education students are being educated in the general

education environment for 80% or more of the school day. We focus on the the supports

that can be provided in the general education environment with the use of supplementary

aides and services, professional development, and parent partnering. The foundation of

our success comes from the practice that we first consider the regular classroom when

considering placement for students with disabilities. If after the provision of

supplementary aids and services, the student is not being successful, the team may consider

other options. The emphasis is on the team process to determine how the student needs

can best be met. Parents are encouraged to bring anyone they feel would be helpful in this

process. All of the inclusive practices are supported by all district level administrators.

Where the needs of the student dictate a more restrictive environment, the district makes

an effort to bring regular education students into the special education classroom for

interaction. This approach is used in classes where the student may be in a self-contained

classroom for at least 70% of the day. Regardless of the PennData it should be noted that

even if a student may be listed in a full-time program all our students are integrated in parts

of the school day as the student acclimates to the environment.

For eligible students that the team has determined a more restrictive placement outside the

Berwick Area School District a representative, LEA of the school district participates in the

IEP meeting to ensure FAPE for that student. The IEP team including a the District LEA

review progress monitoring while the student is in the alternate setting. If and when the

decision is made by the IEP team to return the student to a less restrictive setting the IEP

team makes a transition plan for the student to transition back to the school setting.

Supplementary aides and services are considered when determining level of support a

student needs to be successful. Some of the aids and services are listed below and fit into

the categories of

Collaborative

Co-teaching has been utilized for over eleven years in grades 4-12,

co-planning, team meetings,

paraprofessional support

school personnel collaboration in the implementation of SAS that the team feels is

appropriate

Instructional

specially designed instruction is provided to student in the appropriate setting that

the team determines promotes success for the student in all developmental areas.

students have access to assistive technology and materials via ipads, Chrome books,

at the HS one to one laptops and whatever the team deems necessary for the student to be

successful.

61

alternate means of demonstrating learning is provided to all students as regular

education teachers were trained for over two years in differentiated instruction. This

includes but is not limited to test modification, curriculum modifications, and instructional

adaptations such as repeating directions and use of examples

Physical

All of our district employees operate with student needs first. All of our building

and grounds staff are quick to attend to room changes and modifications that need to be

made.

The entire district is ADA compliant.

All students have adapted equipment needed to be successful and access the entire

school environment.

Social-Behavioral

The district operates with an Intervention Team consisting of an Intervention

specialist who coordinates agencies and services, education specialist who is a contracted

employee half district funded half county funded who is the liaison between agencies and

offers group and individual counseling, a district behavior support specialist, and and

attendance officer.

Peer tutoring is a credited class at our high school for regular education students to

learn skills to work with our special education population and for the special education

students to maintain a relationship with non-disabled peers.

The district develops Individualized behavior support plans based on information

obtained from an FBA.

All administrators work with IEP teams to modify rules and expectations.

Where appropriate, personal care providers are assigned to make sure integration

to the maximum extent is achieved..

Students in a more restrictive setting still are integrated into at least one social

setting (lunch) and one related arts class when appropriate

Transition students are provided opportunities to be incorporated within the local

business community through training experiences, mentoring and job placements

Career Link is provided an office at our High School to support students finding

part-time employment

62

Percentages of Autistic, Life-Skills and Emotional Support students who are in a self-

contained setting remain significantly below the state average in grades K-3

The district employs a professional to assist in the processing and billing of Medical

ACCESS for students with special needs. We bill for approximately 200 students and are

ranked #4 for monies received of districts our size

A full continuum of services are provided to meet the needs of all students

Students attending private institutions are represented at District meetings to

guarantee FAPE

Dual enrollment is offered to students attending private schools

Contracts with neighboring schools enable the District to provide FAPE for all

disabilities when it is not feasible for our District to provide.

Berwick Area School District continues to provide staff development to both regular

education staff, special education staff, paraprofessionals, and parents to meet student

needs and to improve on inclusive practices

During the two year Induction program, time and workshops are dedicated for staff

development on inclusive practices.

Professional development continues for all staff annually by in-house and

contracted provides such as PATTAN, the CSIU, and outside providers.

The Berwick Area School District has met all SPP targets for the provision of services in the

least restrictive environment. The district first considers the regular classroom when

considering placement for students with disabilities.

Behavior Support Services

1. Provide a summary of the District policy on behavioral support services including, but not limited to, the school wide positive behavior supports (PBS).

2. Describe training provided to staff in the use of positive behavior supports, de-escalation techniques and responses to behavior that may require immediate intervention.

3. If the district also has School-Based Behavioral Health Services, please discuss it.

The Berwick Area School District Policy #113.2 addresses the utilization of positive

behavior supports. All Elementary schools utilize the character education program entitled

the “Leader in Me”. This program addresses behavior from the Convey 7 Habits of highly

effective people. This program provides an instructional perspective. It also reinforces

positive behavior supports. Two out of our four elementary schools are “Lighthouse”

schools.

The Berwick School District (BASD) has been trained and participates in Rachel's Challenge

63

at the secondary level. This program is evidenced based and supports a positive school

climate, tobacco, alcohol and bullying.

BASD employs four district personnel who are trained in the Safe Crisis Management

techniques and are certified to train other employees. The techniques are utilized for de-

escalation, crisis management, behavior supports and physical interventions. Our in-house

trainers provide annual courses on physical and non-physical use of SCM. Administrators,

teachers, paraprofessional in high risk classrooms are trained in Safe Crisis Management as

well as Safety Care. Recertification occurs every year to two years.

Berwick Area Elementary School utilizes a Positive Behavior Intervention Support Tier 1, 2,

3

BASD has a close relationship with two nearby facilities that provide partial hospital

supports to students with mental health needs.

BASD hosts every other month Interagency meetings involving all local agencies to share

information with each other. The support that the District and local agencies have with one

another is strong.

Berwick’s administration, faculty and staff utilize CASSP meetings when necessary to

address mental health and family needs.

BASD has partnered with the county to share the expense of a school based Educational

Specialist that serves as a liaison for the district and agencies. The position provides

counseling on an individual basis and group settings throughout the entire district. Topics

that can be addressed with this employee are not limited to: social skills, anger

management and interpersonal communications.

BASD now has the Student Assistance Program in all buildings. Administrators, counselors,

teachers and staff members meet weekly. Discussions take place on current concerns for

individual students. Concerns come from a referral system that is in place. Multiple areas

of concerns can be addressed such as family issues, drop in grade, overall attitudes, drug

use etc. Agencies are involved when needed. Parents are also involved.

Beginning in the 2013-2014 school year an attendance officer was added to our District.

This position allows intensive review of attendance reports and tardy issues. The officer

meets with students and parents regarding the multiple issues surrounding attendance.

Attendance contracts have been developed to assist students with improving their school

attendance. Positive attendance routines will assist our students with their future

endeavors.

As of 2014 the District has employed two school police officers who are retired State Police.

These positions have had a positive impact on our students as they interact with students in

positive situations daily creating a respectful and trusting relationship.

Special Education students are educated within district operated classrooms, located in the

general education school environments. Emotional Support classrooms are located in the

general education school buildings. These environments offer assistance for students at all

grade levels. These classes focus on utilizing positive behavior supports for students to be

successful in a variety of school settings. Functional behavior assessments are completed to

drive the PBSP.

BASD provides behavior support training to families via a district trained employee in the

64

Strengthening Families Program (SFP) which is an evidenced based program for high-risk

and general population families. The focus is to improve parenting skills and relationships,

reduce problem behaviors including drug and alcohol use as well as improving social skills

and school performance.l

Discipline and Change in Placement

The guidelines as set forth in IDEA and PA State Regulations are followed with all

exclusions, suspensions or expulsions. If removal would be applied to a student without

disabilities, school personal may order the removal of a student with a disability from the

student’s current placement for not more than ten consecutive days for violation of school

rules as stated in the school board approved handbooks or outlines of conduct. Additional

removals within the same school year for separate incidents of misconduct can take place as

long as the removals do not constitute a change of placement. The school district follows

the manifestation determination as required by IDEA when considering the exclusion of a

student with a disability that constitutes a disciplinary change of placement.

Intensive Interagency/Ensuring FAPE/Hard to Place Students

1. If the LEA is having difficulty ensuring FAPE for an individual student or a particular disability category, describe the procedures and analysis methods used to determine gaps in the continuum of special education supports, services and education placement options available for students with disabilities.

2. Include information detailing successful programs, services, education placements as well as identified gaps in current programs, services, and education placements not available within the LEA. Include an overview of services provided through interagency collaboration within the LEA.

3. Discuss any expansion of the continuum of services planned during the life of this plan.

The Berwick Area School District is able to provide FAPE to all students who are residents

of the school district.

Through current special education programs and services, the District is able to

maintain most students in their neighborhood school.

The District conducts interagency meetings every other month all year. This meeting

involves all agencies that are involved in supports students and families that attend our

district. These agencies include but are not limited to: Columbia County Children and

Youth, Luzerne County Children and Youth, CMSU MH/MR, Central Susquehanna IU, The

Women's Center, New Story, KidsPeace, Columbia County Juvenile Probation, and Northeast

65

Counseling. The support from these agencies includes: wrap around services, consultation

with behavioral specialists, social work services, abuse counseling and anger management

counseling. In some cases when needed as prescribed by a qualified medical practitioner

community agencies also provide school programs such as partial hospitalization

programs. When this happens the district takes responsibility for ensuring FAPE for the

students placed in such treatment facilities.

Should the need arise, the District will seek the assistance from the CASSP system at the

County level. Berwick School District spans two different counties and has a very good

working relationship with both county agencies. The agencies provide supports such as

wrap around services, consultation with behavioral specialists, and mental health

counseling.

The Berwick Area School District is aware of the required reporting obligations under the

Cordero Court order of 1993 for any student who is receiving instruction in the home or

homebound instruction.

The District employs an attendance officer

BASD has a prevention intervention team comprised of an Education Specialist (liaison with

agencies), intervention specialist (coordinates everything within the district), attendance

officer and a behavior support specialist.

Strengths and Highlights

Describe the strengths and highlights of your current special education services and programs. Include in this section directions on how the district provides trainings for staff, faculty and parents.

The Berwick Are School District is committed to providing a continuum of special

educational support services and programs to meet the needs of students and ensure

compliance with IDEA.

The Berwick Area School District uses a child-find system to locate, identify and evaluate

young children and children who are thought to be a child with a disability eligible for

special education services residing within the school district's jurisdiction. Child-find data

is collected, maintained, and used in decision-making. Child-find processes and procedures

are evaluated for appropriateness and effectiveness. The school district implements

mechanisms to disseminate child-find information to the public, organizations, agencies,

and individuals on at least an annual basis. This information is provided in the school

calendar, student/parent handbooks and on the school district website. Our Child Study

Team (pre-referral educational support team) is comprised of classroom teachers, school

counselors, and parents. Building principals, Title I teachers, special education teachers,

school psychologists, related service providers, the Assistant to the Superintendent for

Student Services, and any other relevant school staff may also participate as deemed

appropriate/necessary.

This team approach is used to identify the local resources and services that are available to

students in regular education that may help them to be more successful. The district

66

utilizes Title I, ESL, co-teaching, tutoring, resource classes, and summer programs based on

student need. Teachers monitor student progress and make adaptations for those students

who need more individualized instruction.

Each year as part of the induction program for new teachers, the Assistant to the

Superintendent for Student Services and School Psychologists review the child-find process

along with the Child Study Team process.

We have an electronic warehouse for student data, which has been in operation for over 10

years. We have an extensive assessment portfolio for each student. We continue to refine

this system.

Administration at central office and building principals are first to model acceptance of an

inclusive culture everywhere in the district.

All of our special education teachers and regular education teachers are Highly Qualified.

We currently have 12 teachers that are Nationally Board Certified.

All IEP meetings and parent meetings are a place where everyone comes together for the

needs of the identified student.

Current program strengths and highlights: Resources used that staff development has been

provided to teachers and will continue throughout the duration of this plan. Staff

development is provided on five in-service days throughout the school year as well as

embedded half day training during the school day.

Unique, News-2-You, and SymbolStix programs used in our Life Skills, Supplemental

and Autistic Support Classrooms.

Continued use of the Wilson Reading program- one district person is a certified

trainer, 13 special education and Title 1 teacher are certified Wilson Reading instructors.

Fundations- part of the Wilson Reading Program

Use of Read Naturally as an intervention for students who have difficulty with

reading fluency

New District Wide reading series - Wonders with Wonderworks as the resource

used for struggling students

Everyday Math

Text Dependent Analysis

DIBELS

Moby Max

IXL Learning

Handwriting without Tears

Fundations Handwriting

67

All curricular changes are made with the inclusion of the Director of Special education.

When materials are purchased most companies offer the manipulative and differentiated

lessons.

Staff development is for all

the teachers

District Special Education Programs and Services:

The District offers a continuum of service at all grade level

K-12 Life Skills Support

K-12 Emotional Support program

K-12 Learning Support

K- 8 Autistic Support

District operated psychological services

District operated Speech/Language support

District operated Occupational Therapy

District operated Physical Therapy

Prevention/Intervention Specialist

Reading specialist in each building

Education Specialist

District operated Occupational Therapy Support and Physical Therapy support- as of

2013/14

Kindergarten screening that includes speech screening during the first marking period of

the school year as observed by speech and language staff in the classroom

Classroom screening done as per teacher or parent request. This model allows for more of

an MTSS approach to help students who would not qualify until later. This approach

decreases the amount of students that qualify at a later date.

Inclusive Practices

Inclusion practices at all buildings and grade levels

Co-Teaching Model grades 4-12

68

Our teachers have common planning time

Peer Tutoring at High School Level -Credited course for regular education students

to accompany life skills students to regular education classes. Peer Tutors also assist with

collection of recyclable materials from both our High School and Middle School.

Collaboration with regular education and special education teachers

Differentiated Instruction

K-3 inclusion

Increased use of manipulative materials in the regular education classrooms

Technology:

Surface Pros

Chrome books

Assistive technology specific to student needs such as TOBII

student specific apps

ipads

Smartboards

Response Systems

Projection Cameras

Laptops

IEP software created by our district and four others, each section has annotated

comments

Transition Services

All teachers trained for Indicator 13

Special Education student run coffee shop. Not only does it teach student job skills ,

it is a successful operation in that it is making a profit that is supporting other community

service activities or interests.

Recycling program district-wide in conjunction with a local business Team Green

The Dawg House Laundry is a community service program. Funds from the coffee

shop allow students from the special education program and a regular entrepreneur class

69

provide laundry service for families of students with special education needs as well as

senior citizens who are ill and unable to do their own laundry.

Job coaches are available for students that need the additional support

Approximately 30 special education students attend our regional vocational-

technical school

Transition clinic conducted at our high school for each eligible student

Attendance at regional transition conference at Bloomsburg University

Visits to regional community colleges

Goals aligned with student outcomes and senior projects

Staff Development:

Additional information from the above mentioned:

Student centered training is provided for all teachers- We have a web-based staff

trip request center. All trainings that are requested by an administrator or teacher are

monitored through this system. The school board monitors these requests. They have been

supported when data is shown that the training is necessary for student growth

Staff development for regular education as well as special education teachers

and paraprofessionals is for autism, behavior support, speech, OT, PT, a new reading series,

a new math series, using manipulative, etc

70

Assurances

Safe and Supportive Schools Assurances The LEA has verified the following Assurances:

Implementation of a comprehensive and integrated K-12 program of student services based

on the needs of its students. (in compliance with § 12.41(a))

Free Education and Attendance (in compliance with § 12.1)

School Rules (in compliance with § 12.3)

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

§ 12.32)

Discrimination (in compliance with § 12.4)

Corporal Punishment (in compliance with § 12.5)

Exclusion from School, Classes, Hearings (in compliance with § 12.6, § 12.7, § 12.8)

Freedom of Expression (in compliance with § 12.9)

Flag Salute and Pledge of Allegiance (in compliance with § 12.10)

Hair and Dress (in compliance with § 12.11)

Confidential Communications (in compliance with § 12.12)

Searches (in compliance with § 12.14)

Emergency Care and Administration of Medication and Treatment (in compliance with 35

P.S. § 780-101—780-144)

Parents or guardians are informed regarding individual survey student assessments and

provided a process for refusal to participate (consistent with § 445 of the General Education

Provisions Act (20 U.S.C.A. § 1232h) and in compliance with § 12.41(d))

Persons delivering student services shall be specifically licensed or certified as required by

statute or regulation (in compliance with § 12.41(e))

Development and Implementation of Local Wellness Program (in compliance with Public

Law 108-265, Section 204)

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

http://www.pacode.com/secure/data/022/chapter12/s12.41.html















http://government.westlaw.com/linkedslice/default.asp?SP=PAC-1000


http://www2.ed.gov/policy/elsec/leg/esea02/pg122.html

http://www2.ed.gov/policy/elsec/leg/esea02/pg122.html



http://www.fns.usda.gov/cnd/governance/legislation/historical/pl_108-265.pdf

http://www.fns.usda.gov/cnd/governance/legislation/historical/pl_108-265.pdf


71

Establishment and Implementation of Student Assistance Programs at all of levels of the

school system (in compliance with 24 PS § 15-1547)

Acceptable Use Policy for Technology Resources

Providing career information and assessments so that students and parents or guardians

might become aware of the world of work and career options available.

Special Education Assurances The Local Education Agency (District) has verified the following Assurances:

Implementation of a full range of services, programs and alternative placements available to

the school district for placement and implementation of the special education programs in

the school district.

Implementation of a child find system to locate, identify and evaluate young children and

children who are thought to be a child with a disability eligible for special education residing

within the school district's jurisdiction. Child find data is collected, maintained and used in

decision-making. Child find process and procedures are evaluated for its effectiveness. The

District implements mechanisms to disseminate child find information to the public,

organizations, agencies and individuals on at least an annual basis.

Assurances of students with disabilities are included in general education programs and

extracurricular and non-academic programs and activities to the maximum extent

appropriate in accordance with an Individualized Education Program.

Compliance with the PA Department of Education, Bureau of Special Education's report

revision notice process.

Following the state and federal guidelines for participation of students with disabilities in

state and district-wide assessments including the determination of participation, the need

for accommodations, and the methods of assessing students for whom regular assessment is

not appropriate.

Assurance of funds received through participation in the medical assistance reimbursement

program, ACCESS, will be used to enhance or expand the current level of services and

programs provided to students with disabilities in this local education agency.

24 P.S. §1306 and §1306.2 Facilities There are no facilities.


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Least Restrictive Environment Facilities

Facility Name Type of Facility Type of Service Number of Students Placed

New Story Special Education Centers

Autistic Support, Emotional support, Learning Support

6

BSI Special Education Centers

Partial Hospitalization 2

Children's Service Center

Special Education Centers


Adelphi Special Education Centers


PA Mentor Other Therapeutic Foster Care 1

Abraxas Other Residential 1

Devereux Other Residential 1

Hoffman Homes Other Residential 1

Kidspeace Other Partial Hospitalization 2

Pedia Manor Other Residential 1

Residential Rehab Other Residential 2

Vision Quest Other Residential 3

Special Education Program Profile Program Position #1 - Proposed Program

Operator: School District

PROPOSED PROGRAM INFORMATION

Type: ClassandPosition

Implementation Date: September 6, 2016

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

Itinerant Learning Support 9 to 12 24 1

Locations:

West Berwick Elementary

An Elementary School Building

A building in which General Education programs are operated

Program Position #2 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Class Implementation Date: September 6, 2016

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Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS


Supplemental (Less Than 80% but More Than 20%)

Emotional Support 5 to 10 10 1

Justification: The IEP team of each student have determined that this is the appropriate grouping for this student.

Locations:

Nescopeck Elem An Elementary School Building




Type: Class Implementation Date: September 6, 2016

PROGRAM SEGMENTS



Justification: This position supports k-3. The students are not in the room at the same time.

Locations:






Type: ClassandPosition Implementation Date: September 6, 2016

PROGRAM SEGMENTS



Justification: Students are seen individually or in small groups within age range requirements.

Locations:

Berwick Area Middle School

A Middle School Building




Type: Class Implementation Date: September 6, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

74

Type of Support

Level of Support Age Range Caseload FTE


Justification: Students are scheduled in the learning support classroom based on age and grade level. The students in the room at the same time do not exceed the age limit

Locations:

Salem Elem An Elementary School Building





PROGRAM SEGMENTS



Autistic Support 5 to 11 7 1


Locations:






PROGRAM SEGMENTS



Locations:







PROGRAM SEGMENTS


75


Life Skills Support 5 to 12 11 1


Locations:






PROGRAM SEGMENTS

Type of Support




Locations:

Nescopeck Elem






PROGRAM SEGMENTS



Learning Support 6 to 11 10 1


Locations:

West Berwick Elementary An Elementary School Building


Program Position #11

Operator: School District PROGRAM SEGMENTS

Type of Support



Locations:

Berwick Middle



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Locations:

Berwick Midle School





Type of Support



Locations:

Berwick Middle





Type of Support



Locations:

Berwick Middle





Type of Support



Locations:

Berwick Middle





Type of Support



Locations:

Berwick Middle



77




PROGRAM SEGMENTS

Type of Support Level of Support

Age Range Caseload FTE


Learning Support

10 to 14 16 1

Locations:

Berwick Middle A Middle School Building





PROGRAM SEGMENTS

Type of Support Level of Support

Age Range Caseload FTE


Life Skills Support

10 to 17 7 1

Justification: Careful attention is given to scheduling of the students in the classroom. Based on specials schedules, and lunches students that are in the room at the same time do not exceed the age limit. Parents are made aware of the age range and a waiver is signed

Locations:






PROGRAM SEGMENTS



Emotional Support

10 to 16 11 1

Justification: Careful consideration is given to student scheduling. Based on specials and lunches and classes

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that the students are included in students in the classroom do not exceed the age range limit. Parents are informed of the age range limit and that the classroom exceeds it. Parents sign an age waiver

Locations:






PROGRAM SEGMENTS



Locations:

Berwick Senior High

A Senior High School Building






Locations:

Berwick Senior High







Locations:

Berwick Senior High







Locations:

Berwick Senior High



79





Locations:

Berwick Senior High






PROGRAM SEGMENTS



Locations:

Berwick Senior High







Locations:

Berwick Senior High






PROGRAM SEGMENTS



Learning Support 16 to 21 15 1


Locations:

Berwick Senior High A Senior High A building in which General

80

School Building Education programs are operated




PROGRAM SEGMENTS


Itinerant Emotional Support 15 to 18 16 1

Locations:

Berwick Senior High






PROGRAM SEGMENTS

Type of Support


Itinerant Speech and Language Support

5 to 11 22 1


Locations:

Nescopeck An Elementary School Building





PROGRAM SEGMENTS



10 to 16 49 0.75

Justification: Grades 6-8 Students are seen individually or in small groups within age range requirements.

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Locations:

Berwick Middle School





Type: ClassandPosition Implementation Date: September 6, 2016 Justification: Compliance for classroom size was marked as inappropriate. Explain any unchecked boxes for facilities questions: This is a speech pull out room for small 1-5 group instruction

PROGRAM SEGMENTS

Type of Support



5 to 12 63 1


Locations:

West Berwick An Elementary School Building





PROGRAM SEGMENTS

Type of Support



5 to 12 59 1


Locations:

Salem Elementary




Operator: Intermediate Unit PROGRAM SEGMENTS

Type of Support


Itinerant Deaf and Hearing Impaired Support

6 to 11 3 0.1


Locations:

Salem An Elementary School A building in which General Education

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Elementary Building programs are operated


Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION


PROGRAM SEGMENTS


Itinerant Autistic Support 11 to 13 2 0.2


Locations:







Full-Time Special Education Class

Multiple Disabilities Support

5 to 10 6 1

Justification: Students are in groupings that exceeds the age range. The IEP teams have determined it is appropriate grouping.

Locations:

Salem Elementary An Elementary School Building




Program Position #37 Operator: School District PROGRAM SEGMENTS

Program Position #38 Operator: School District PROGRAM SEGMENTS



14 to 21 8 0.13


Locations:

Berwick Area High School






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Justification: Compliance for classroom size was marked as inappropriate. Explain any unchecked boxes for facilities questions: This is a pull out room for small group instruction of 1-5 students

PROGRAM SEGMENTS



5 to 11 18 0.29


Locations:







PROGRAM SEGMENTS



7 to 9 1 0.1

Locations:






Type: Position Implementation Date: September 6, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS


Itinerant Blind or Visually Impaired Support

12 to 15 2 0.1

Locations:






Program Position #43 - Proposed Program Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: September 6, 2016

84

Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support


Itinerant Blind or Visually Impaired Support

5 to 12 1 0.1


Locations:

Salem Elementary





Type: Position Implementation Date: September 6, 2016

PROGRAM SEGMENTS Program Position #45 - Proposed Program



PROGRAM SEGMENTS




Locations:







PROGRAM SEGMENTS



Locations:

Berwick Senior High School




85


Type: Position Implementation Date: September 6, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS



11 to 15 2 0.1

Locations:






Special Education Support Services

Support Service Location Teacher FTE

Paraprofessional Salem Elementary 7.5

Paraprofessional West Berwick Elementary 6

Paraprofessional Nescopeck Elementary 3.5

Paraprofessional Middle School 11

Paraprofessional High School 11

School Psychologist District Wide 1

Access Coordinator District Wide 1

Special Education Secretary District Wide 1

Director of Student Services District Wide 1

Occupational Therapist West Berwick/Middle School/Vo-Tech 1

Occupational Therapist Nescopeck/Salem/High School/ 1

Physial Therapist District Wide 1

Special Education Contracted Services

Special Education Contracted Services Operator Amt of Time per Week

No contracted services- we employ our own OT and PT

Intermediate Unit

1 Minutes

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Needs Assessment

Record School Patterns

Question:

After reviewing school level accomplishments and systemic challenges, what patterns can you

identify among your schools?

What other information do you still need to assess?

Answer:

This question has not been answered.

District Accomplishments

Accomplishment #1:

The Berwick High School was named a Blue Ribbon High School in 2017.

Accomplishment #2:

BASD has added SAP teams to the elementary level district wide.

Accomplishment #3:

BASD has created a Berwick Area School District Police Force. The district has also establish a safety

committee to evaluate and recommend safety improvements.

Accomplishment #4:

BASD has created a Local Advisory Committee to evaluate CTE programs and establish a strong

partnership with local businesses.

Accomplishment #5:

BASD build a new elementary school West Berwick Elementary. This building incorporated students

from the former Orange Street and 14th Street Elementary Schools.

District Concerns

Concern #1:

District wide curriculum is not completed or housed on a platform which is readily accessable to all

faculty and staff members.

87

Concern #2:

The Berwick Area School District will continue to evaluate and improve the PBS.

Concern #3:

The Berwick Area School District will continue to add secondary CTE programs which are supported

by the LAC.

Concern #4:

The Berwick Area School District will partner with Smart Futures to establish a career awareness

program K-12.

Prioritized Systemic Challenges

Systemic Challenge #1 (Guiding Question #1) Establish a district system that fully ensures

consistent implementation of standards aligned curricula across all schools for all students.

Aligned Concerns:

District wide curriculum is not completed or housed on a platform which is readily

accessable to all faculty and staff members.

The Berwick Area School District will continue to add secondary CTE programs which are

supported by the LAC.

The Berwick Area School District will partner with Smart Futures to establish a career

awareness program K-12.

Systemic Challenge #2 (Guiding Question #6) Establish a district system that fully ensures specially

designed instruction is provided to meet the unique learning needs of children with disabilities at no

cost to a parent.

Aligned Concerns:

The Berwick Area School District will continue to evaluate and improve the PBS.

88

District Level Plan

Action Plans

Goal #1: Establish a district system that fully ensures consistent implementation of

standards aligned curricula across all schools for all students.

Related Challenges:

Establish a district system that fully ensures specially designed instruction is provided to meet the unique learning needs of children with disabilities at no cost to a parent.

Indicators of Effectiveness:

Type: Annual

Data Source: Google Docs

Specific Targets: A google doc is developed which houses curriculum for grades K-12.

Strategies:

Understanding by Design

Description:

The Understanding by Design® framework (UbD™ framework) offers a planning process and structure to guide curriculum, assessment, and instruction. Its two key ideas are contained in the title: 1) focus on teaching and assessing for understanding and learning transfer, and 2) design curriculum "backward" from those ends. (Sources: Understanding by Design)

SAS Alignment: Curriculum Framework

Implementation Steps:

Curriculum Storage

Description:

http://jaymctighe.com/resources/downloads/

http://jaymctighe.com/resources/downloads/

89

The director of curriculum and instruction is currently working with department heads and the technology specialist to develop a google document to store curriculum. The curriculum design with be established by the department heads. This design with be used in all curriculums.

Start Date: 11/1/2018 End Date: 8/20/2020

Program Area(s): Professional Education

Supported Strategies:


90

Appendix: Professional Development Implementation

Step Details

LEA Goals Addressed:

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

Strategy #1: Understanding by Design

Start End Title Description

11/1/2018 8/20/2020 Curriculum Storage

The director of curriculum and instruction is currently working with department

heads and the technology specialist to develop a google document to store

curriculum. The curriculum design with be established by the department heads.

This design with be used in all curriculums.

Person Responsible SH S EP Provider Type App. Director of

Curriculum and Instruction

3.0 2 15 District Administration Non-profit

Organization

Yes

Knowledge Curriculum Design

Supportive Research


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.

Provides educators with a variety of classroom-based assessment skills and the skills

91

needed to analyze and use data in instructional decision-making.

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.

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

Instructs the leader in managing resources for effective results.

Training Format

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

Creating lessons to meet varied student learning styles

Lesson modeling with mentoring

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

Review of participant lesson plans

92

93

District Level Affirmations

We affirm that this District Level Plan was developed in accordance, and will comply with the

applicable provisions of 22 Pa. Code, Chapters 4, 12, 16, and 49. We also affirm that the contents are

true and correct and that the plan was placed for public inspection in the school district/AVTS

offices and in the nearest public library until the next regularly scheduled meeting of the board or

for a minimum or 28 days whichever comes first.

We affirm that the responses in the Professional Education Core Foundations and the Professional

Development Implementation Steps focus on the learning needs of each staff member to enable all

staff members meet or exceed the Pennsylvania academic standards in each of the core subject

areas.

No signature has been provided

Board President

No signature has been provided

Superintendent/Chief Executive Officer

94

Special Education Affirmations

We also affirm our understanding that any requests for any deviations from the Chapter 14

regulations, standards, policies, and procedures must be made in writing to the Pennsylvania

Department of Education. The school district understands that the Special Education Component of

the District Level Plan will be approved by PDE in accordance with the following criteria as set forth

in 22 Pa. School Code § 14.104 and as part of the District Level Plan:

1. There are a full range of services, programs and alternative placements available to the

school district for placement and implementation of the special education programs in the

school district.

2. The school district has adopted a child find system to locate, identify and evaluate young

children and children who are thought to be a child with a disability eligible for special

education residing within the school district's jurisdiction. Child find data is collected,

maintained, and used in decision-making. Child find process and procedures are evaluated

for its effectiveness. The school district implements mechanisms to disseminate child find

information to the public, organizations, agencies, and individuals on at least an annual basis.

3. The school district has adopted policies and procedures that assure that students with

disabilities are included in general education programs and extracurricular and non-

academic programs and activities to the maximum extent appropriate in accordance with an

Individualized Education Program.

4. The school district will comply with the PA Department of Education, Bureau of Special

Education's revision notice process.

5. The school district follows the state and federal guidelines for participation of students with

disabilities in state and district-wide assessments including the determination of

participation, the need for accommodations, and the methods of assessing students for

whom regular assessment is not appropriate.

6. The school district affirms the Pennsylvania Department of Education that funds received

through participation in the medical assistance reimbursement program, ACCESS, will be

used to enhance or expand the current level of services and programs provided to students

with disabilities in this local education agency.

We affirm that the school district has completed a 28 day public inspection and comment period as

required under 22 PA Code § 4.13 (d) prior to the school entity's governing board approval and

submission to the Department of Education (Bureau of Special Education).

Affirmed by Susy Wiegand on 6/5/2018

95

Board President

Affirmed by Wayne Brookhart on 4/30/2018

Superintendent/Chief Executive Officer

Documents

Berwick Area SD · Pavan Gadam High School Teacher - Regular Education : Professional Education Stephanie Hauer High School Teacher - Regular Education Tara Scholla High School Teacher