East Pennsboro Area SD · 2018. 6. 19. · 5 it is the school district’s responsibility to use the community’s resources in an efficient and effective manner. the school district

East Pennsboro Area SD

District Level Plan

07/01/2016 - 06/30/2019

2

District Profile

Demographics

890 Valley St Enola, PA 17025 (717)732-3601 Superintendent: Jay Burkhart Director of Special Education: Kathleen Kramer

Planning Process In the fall of 2014 the comprehensive planning committee reviewed the Mission, Vision and Shared

Values and determined they were still representative of our district's guiding practices/beliefs. It

continues to be used as the foundation for the development of our newest comprehensive plan for

the East Pennsboro Area School District.

The planning process involved the administrative team, the comprehensive planning internal

coordinators (CPIC) at each of the 4 school buildings as well as those stakeholders that serve on the

Comprehensive Planning Committee (CPC), Professional Development Committee, (PDC) Special

Education Committee (SEC), and the Technology Committee (TC).

The administrative team, along with input from the Comprehensive Planning Committee, developed

a budget survey which was available to parents and district residents through the district’s website,

and high school students and the upper level middle school students. The Committee also scheduled

meetings with district employees and community stakeholders to determine our district's challenges

and strengths in both theimmediate and long term planning process.

District administrators along with the comprehensive planning internal coordinators completed the

Core Foundations, Assurances, and Needs Assessment for the planning process. These results were

then presented to the Strategic Planning Committee to develop the district goals.

During the fall, the action plans were developed to address the two goals that were identified and

approved by the Comprehensive Planning Committee. In addition the Professional Development,

3

Technology, and Special Education Committees provided input into the development of the action

plans.

Step Timeline Responsible

District Profile October 2014 – May 2015 Admin, CPC

Core Foundations October 2014 – May 2015 Admin, CPIC

Assurances October 2014 – May 2015 Admin, CPIC, SEC

Needs Assessment October 2014 – May 2015 Admin, CPIC, TC

Goal Development & Approval February 2015 - May 2015 Admin, CPIC, CPC

Action Plan Development February 2015 - May 2015 Admin, CPIC

Strategic Plan Committee final Review September 2015 Admin, CPC

Board review October 2015 Admin, Board

Board Approval October 2015 Admin, Board

Plan Submitted to PDE November 2015 Admin

Information about the strategic planning process will be posted on the district’s website so that it is

available for all district stakeholders. In addition, the SPC utilized Edmondo, an application much

like facebook, to communicate with each other regarding the steps.

Mission Statement East Pennsboro Area School District, in collaboration with families, employers, and our

community, provides educational excellence, empowering students to achieve their maximum

potential and to be responsible, productive citizens.

Vision Statement World Class Performers and Productive Citizens.

Shared Values

4

BELIEF STATEMENTS:

We believe …

all students have the capacity to learn, and share the responsibility for their education

and development of life-long goals.

family responsibility and involvement are essential to each child’s educational succes

students benefit from and are encouraged to participate in learning opportunities that

enhance their educational experience.

students learn to be creative thinkers, collaborative problem-solvers, and effective

decision-makers through a comprehensive curriculum.

our community thrives from the educational successes of its students as they become

productive and responsible members of society.

the students, the community and the school district join forces to provide a safe, positive,

drug-free, and smoke-free school environment.

district-wide accountability drives effective and efficient instruction.

all staff and students will acquire and utilize 21st century learning skills.

5

it is the school district’s responsibility to use the community’s resources in an efficient

and effective manner.

the school district must adapt to the constantly changing learning community.

partnering with businesses, community groups, higher education, and other agencies

complements the knowledge, skills and attitudes necessary for life-long learning.

the school district provides and maintains quality educational materials, equipment and

facilities.

the school district provides continuing high quality professional development for all

personnel based on identified needs and instructional initiatives.

Educational Community

Educational Community

East Pennsboro Area School District is a progressive school district with a total population of

approximately 2,700 students in kindergarten through grade twelve. Located in Cumberland

County, Pennsylvania and bordering on the Susquehanna River, the twelve square mile school

6

district serves East Pennsboro Township and the communities of Enola, Summerdale, West

Fairview, and parts of Camp Hill.

East Pennsboro is a suburb of the state capital, Harrisburg, and serves a socioeconomically diverse

community of more than 20,000 citizens. Although it was once considered a railroad town, the

community is now thriving as a center for business and service industries. Corporations including

EDS, Gannett-Fleming, Highmark/Blue Shield, and Norfolk Southern have regional offices within the

township. Holy Spirit Health Care System operates a hospital in East Pennsboro and is joined by

numerous doctor, dentist, and medical offices.

Bordering the school district campus is a well-regarded postsecondary school — Central

Pennsylvania College. Within a 40-mile radius of the school district, there are numerous

postsecondary schools including Harrisburg Area Community College, Penn State Harrisburg,

Messiah College, Dickinson School of Law, Shippensburg University, Lebanon Valley College,

Elizabethtown College, and York College of Pennsylvania. Capital Area Intermediate Unit, which

provides special education and support services for the region’s 24 school districts, is also located

within East Pennsboro Township. The region offers easy access to a variety of private childcare,

nursery, and preschool facilities.

A strong partnership between the school district and the township has created a supportive

atmosphere for a dynamic community. New home construction grew throughout the 2000’s, with

two upscale neighborhoods attracting affluent buyers and several expanding developments with

single homes, townhouses, and condominiums for young middle class and upper middle class

families. Excellent municipal services and facilities brought new families and businesses to East

Pennsboro. The result has been an increase in school district enrollment from 2,421 in 1993 to

2,700 in 2015.

East Pennsboro Area School District is experiencing steadily rising student performance as

evidenced by a variety of indicators, including SAT and AP exams, the Pennsylvania State System of

Assessment, and graduation criteria. While there are moderate changes in scores from year to year,

the overall trend remains positive. The district’s Assessment Committee thoroughly reviews test

results and establishes priorities for each school year. All teachers develop annual goals for each

grade level to identify and address areas of concern, challenging students to achieve at the highest

level and move the district toward its vision of “world class performers and productive citizens.”

7

East Pennsboro has four schools. Children in grades K-4 attend East Pennsboro Elementary which

serves the northern part of the district, and West Creek Hills which serves the southern part of the

district. Both elementary schools have an educational philosophy that is child-centered and offers a

strong foundation in basic skills.

All students in grades 5-8 attend East Pennsboro Area Middle School which features a team-teaching

approach focused on the unique needs of adolescents. The curriculum features a strong emphasis on

reading and literacy skills for the building’s approximately 830 students.

With approximately 800 students in grades 9-12, the high school offers the advantages of a large

school while creating an atmosphere where all students receive the attention and assistance they

need to succeed. The high school is in the fifteenth year of an innovative and challenging intensive

schedule based on three trimesters and 68-minute class periods. An excellent arts and music

program, award-winning programs in community service and one of the region's best career

preparation initiatives featuring a "Project Independence" graduation project recognized by the

Pennsylvania Department of Education -- all of these components add up to an outstanding

education. The graduation rate for East Pennsboro seniors is 96.6% with 74% of our students going

on to two-year and four-year post-secondary education and 16% of our students going into the

armed forces.

The district has been networked for technology, including the computerization of all school libraries,

which are equipped with Internet capability. Every classroom is equipped with three computer

workstations and printers with Internet access. All district teachers and administrators are provided

with laptop or desktop computers and printers. All four schools have wireless mobile computer labs

which teachers can bring into their rooms to provide computer access for an entire class of students

for specific lessons. There are SMART Boards in every elementary classroom. The district’s web site

is managed by controllers at each of the schools to offer instant access to intranet communications

as well as an opportunity to reach a large audience outside of the district.

To meet the needs and challenges of the future, and to accommodate the steady growth in the school

district, East Pennsboro embarked on an ambitious facilities improvement plan during the 2000-01

school year.

8

With the completion of the $20 million expansion and renovation of East Pennsboro Area High

School and $2 million renovation of the athletic fields and stadium, East Pennsboro added 59,200

square feet to the 44-year old facility. This project included six science laboratories, six general

education classrooms, two Family and Consumer Science classrooms, a new Library/Media Center, a

new 1500 seat competition gymnasium, a food court style cafeteria, two art rooms, and many other

interior and exterior upgrades. The renovated George Saxton Memorial Stadium now seats 3,500

spectators and features a six-lane all weather track, and a new field house, concession stand, and

scoreboards. In 2011, the building received an upgraded, energy efficient domestic hot water

production and storage system and aisle hand rails to assist spectators on the Stadium and new gym

bleachers. The stadium track lanes were repainted and the center of the stadium field was

renovated and reseeded.

East Pennsboro Area Middle School celebrated its 30th anniversary during the 2000-01 school year

and then embarked on a $6 million renovation process which included: a new energy efficient

heating and air conditioning system, asbestos removal, new floor tile and carpeting, ADA upgrades

to make the building more handicap-accessible and a new office suite with a new school security

system. In 2005, a new two-year $3.3 million renovation project was initiated including new

lighting, ceilings, and flooring in classrooms, kitchen/cafeteria and library renovations, ADA

improvements to all rest rooms, repair and replacement of sidewalks and curbs, and renovations

and upgrades to the Large Group Instruction Room, the Natatorium, the gym locker rooms, and the

gymnasium. In 2010 the gymnasium received new spectator bleachers and the main office received

replacement carpeting. In 2011 the gymnasium, Natatorium, and tech ed classrooms received

energy efficient lighting upgrades.

West Creek Hills Elementary School completed its $8 million expansion and renovation project in

2001, adding approximately 20,000 square feet to the 40 year old building. The project, which took

a year and a half to complete, included: a new multi-purpose room that houses a

cafeteria/gymnasium with a stage, kitchen and storage facility; three new kindergarten classrooms,

a large group instruction room; new Library/Media Center; computer lab, two additional special

education classrooms; new air conditioning, heating, and ventilation; a new music classroom with

separate practice areas; new playground and play fields; new office and nurse’s suite; a new security

system; and extensive interior and exterior upgrades. In 2010-11 over 75% of all classrooms

received new carpeting.

East Pennsboro Elementary School celebrated its tenth anniversary in 2003. The 79,500 square

foot, two-story building features 35 classrooms. Other features include: a multi-purpose room with

cafeteria, gymnasium, and auditorium; Library/Media Center; computer classroom, special

education rooms, separate kindergarten wing; music classroom with practice areas; art room; and

9

separate play areas for different grade levels. During the past four years, security has been

improved with a renovated lobby and office area. In 2011 the main office received new carpeting

and over a dozen classrooms have received new carpet as well. Also in 2011 the building received

an upgraded, energy efficient replacement domestic hot water production system. A replacement

cafeteria/gymnasium floor surface was installed and new cafeteria tables were purchased.

East Pennsboro Administration Building received new carpeting throughout the common areas. And

an extensive interior lighting modernization and energy efficiency upgrade was also completed in

2011.

District Data

The district’s four schools are:

•East Pennsboro Elementary School, 840 Panther Parkway, Enola; Principal Richard Tysarczyk; 542

students.

•West Creek Hills Elementary School, 400 Erford Road, Camp Hill; Principal Melanie Shaver-

Durham; 524 students.

•East Pennsboro Area Middle School, 529 N. Enola Drive, Enola; Principal Michael Sim; Assistant

Principal James Cullison; 831 students.

•East Pennsboro High School, 425 Shady Lane, Enola; Principal Craig Robbins; Assistant Principal

Stephen Blasco; Athletic Director Elizabeth Moodie; 809 students.

Other district information:

•School board meets: First Thursday after the first Monday and the third Monday of each month at

7:30 p.m. in the administration center, 890 Valley St., Enola, with occasional meetings at the schools.

•School board: Anne Alger, Janene Bendrick, Melissa Beers, Dr. John Bosha, Robert Copeland,

Matthew Franchak, Scott Leiser, Nancy Otstot, and Lauren Swett. The Board Secretary is Elizabeth

Holley. Write to the board at: 890 Valley St., Enola 17025. Telephone 732-3601.

•Central Office Administrators: Superintendent Dr. Jay Burkhart, Assistant Superintendent Mr. Greg

Milbrand, Supervisor of Curriculum, Instruction and Assessment Mr. Corey Groff, Business

10

Administrator Mrs. Betsy Holley, Director of Special Education Ms. Kathleen Kramer, Technology

Coordinator Mr. Steve Vogelsong, and Director of Safety, Security, and Facilities Mr. Preston Brandt.

East Pennsboro’s Central Office administrative staff has diverse backgrounds and experiences.

•Dr. Jay Burkhart, Superintendent, began his career at East Pennsboro Area School District as the

Director of Curriculum, Instruction and Assessment in August of 2005. He was promoted to the Assistant

Superintendent of Schools in August of 2009 and Superintendent of schools in 2014. Some major

accomplishments while at East Pennsboro include receiving an i3 grant awarding district elementary

science teachers training over a five year period and receiving a Pennsylvania State University grant on

the Collaborative Research Experience for Students and Teachers.

Mr. Gregory Milbrand, Assistant Superintendent, was instrumental in supporting the

implementation of the Middle School Response to Intervention and assisting in the re-launch of the

elementary Response to Intervention program. Mr. Milbrand worked with faculty and

administration team members to finalize the implementation of the Standards-Aligned Report Cards

and Common Assessments among the elementary schools. Most recenetly, he received a $400,000

Blended Learning Grant for EPAMS.

•Mrs. Betsy Holley, Business Administrator, has the primary oversight of all business operations,

transportation and cafeteria services. She assists in developing and implementing accounting

procedures and provides support for administrative personnel with respect to fiscal matters,

purchasing, cafeteria operations and transportation.

•Mr. Corey Groff, Supervisor of Curriculum, Instruction and Assessment, facilitates the writing,

revision, and adaptation of curriculum K-12. He also plans and implements various professional

development sessions that are aligned to the district's goals, coordinates federal programs, namely

Title I and Title III, and supervises the ESL teachers along with the history and foreign language

departments. He also oversees gifted education and facilitates health services via the school nurses.

Most recenetly, he was instrumental in the district receiving a $400,000 Blended Learning Grant for

EPAMS.

•Mr. Steve Vogelsong, Technology Coordinator, provides technology leadership and services delivery

to all levels of administration and staff of the district as well as supervising and managing a

technology department which includes material distribution/production and technical activities in

the classroom. Most recently, Mr. Vogelsong was among a team of administrators and professoinal

staff to win a $400.000 Blended Learning Grant for the EPAMS.

•Ms. Kathleen Kramer, Director of Special Education, has helped to strengthen the department for

the school district which has responsibility for special education, psychology services, and other

programs to meet the diverse needs of our students in kindergarten through twelfth grade. Ms.

Kramer previously served as the district's Director of Pupil Services.

11

2014-2015 Budget: about $37.8 million

Taxes: 11.2378 mill property, $52 per year Local Services Tax, half percent real estate transfer and

1.1% earned income. Annual real estate bill for the median assessment: $1,672 for property

assessed at $159,800.

Planning Committee Name Role

Stephanie Andrejack Elementary School Teacher - Regular Education

Tricia Beaver Elementary School Teacher - Regular Education

Melissa Beers Board Member : Special Education

Adria Bello Community Representative

Rainadette Bodley Middle School Teacher - Special Education : Special

Education

Jay Burkhart Administrator

Robert Copeland Board Member

Jeff Copus Business Representative

Shankar Dandapat Student

David Edmiston Business Representative

Barbara Foltz Ed Specialist - Other

Matthew Franchak Board Member

Louise Furlong Parent : Special Education

Katie Gouldner Community Representative

Corey Groff Administrator

Katie Gulden Elementary School Teacher - Regular Education :

Special Education

Alison Haring Parent : Special Education

Jeremy Haring Parent : Special Education

Tammy Herbein Elementary School Teacher - Regular Education

Jan Hersh Community Representative

Coleen Hilbish Elementary School Teacher - Regular Education :

Special Education

Kirah Hoachlander High School Teacher - Regular Education : Special

Education

Elizabeth Holley Administrator

12

Laura Hostetter High School Teacher - Regular Education

Kathy Kramer Special Education Director/Specialist : Special

Education

Melissa Kroll Elementary School Teacher - Regular Education

Carrie Lewis Elementary School Teacher - Regular Education

Colleen Livingston Special Education Director/Specialist : Special

Education

Mary Merendino Community Representative

Greg Milbrand Administrator : Professional Education

Robert Mulhauser High School Teacher - Regular Education

Jana Murray High School Teacher - Regular Education

Nancy Myers Community Representative

Justin Newkam High School Teacher - Regular Education

Nancy Otstot Board Member

Jason Oyler Parent : Special Education

Daniel Peck Elementary School Teacher - Regular Education

Denise Rentschler Parent

Michael Rentschler Community Representative

Kelley Ritter Elementary School Teacher - Special Education :

Special Education

Craig Robbins Administrator

Dana Schreiber Middle School Teacher - Regular Education : Special

Education

Melanie Shaver Durham Administrator

Mike Sim Administrator

Lauren Smith Community Representative

Richard Tysarczyk Administrator

Steve Vogelsong Administrator

Steve Werner Parent

Andrew Williams Community Representative

Shannon Wonders High School Teacher - Special Education : Special

Education

13

Core Foundations

Standards

Mapping and Alignment

Elementary Education-Primary Level

Standards Mapping Alignment

Arts and Humanities Accomplished Accomplished

Career Education and Work Non Existent Non Existent

Civics and Government Developing Developing

PA Core Standards: English Language Arts Developing Developing

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

Non Existent Non Existent

PA Core Standards: Mathematics Developing Accomplished

Economics Developing Developing

Environment and Ecology Accomplished Accomplished

Family and Consumer Sciences Needs

Improvement Needs

Improvement

Geography Developing Developing

Health, Safety and Physical Education Accomplished Accomplished

History 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 Accomplished Accomplished

Early Childhood Education: Infant-Toddler→Second Grade

Developing Developing

English Language Proficiency Developing Developing

Interpersonal Skills Developing Developing

School Climate Developing Developing

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

We do not currently teach foreign language at any elementary level grade. Family and consumer science, while not a stand-alone course, is addressed with nutirition and some heath topics. Career and education standards are being infused into the curriculum through our revision cycle as well as career days being offered at the elementary school. There are no standards for PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects below 6th grade.

Elementary Education-Intermediate Level


14


Career Education and Work Needs

Improvement Needs

Improvement

Civics and Government Developing Developing

PA Core Standards: English Language Arts Accomplished Accomplished


Non Existent Non Existent

PA Core Standards: Mathematics Accomplished Accomplished


Environment and Ecology Developing Developing

Family and Consumer Sciences Non Existent Non Existent

Geography Developing Developing

Health, Safety and Physical Education Developing Developing

History Developing Developing

Science and Technology and Engineering Education Non Existent Non Existent

Alternate Academic Content Standards for Math Non Existent Non Existent

Alternate Academic Content Standards for Reading Accomplished Accomplished


English Language Proficiency Developing Developing


School Climate Developing Developing


We do not currently teach foreign language at any elementary level grade. Family and consumer science, while not a stand-alone course, is addressed with nutirition and some heath topics. Career and education standards are being infused into the curriculum through our revision cycle as well as career days being offered at the elementary school. There are no standards for PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects below 6th grade.

Middle Level



Career Education and Work Needs

Improvement Needs

Improvement

Civics and Government Accomplished Accomplished



Developing Developing

PA Core Standards: Mathematics Developing Developing



Family and Consumer Sciences Accomplished Accomplished

Geography Accomplished Accomplished

15


History Accomplished Accomplished

Science and Technology and Engineering Education Accomplished Accomplished




English Language Proficiency Accomplished Accomplished

Interpersonal Skills Accomplished Accomplished

School Climate Accomplished Accomplished

World Language Non Existent Needs

Improvement


Career education and work while present in the curriculum is an area the district can be more deliberate about its delivery. The attention to careers is cursory. As in the elementary school we do not currently offer any world languages in the middle school. The world languages have been eliminated due to budget cuts.

High School Level



Career Education and Work Accomplished Accomplished

Civics and Government Accomplished Accomplished



Accomplished Accomplished

PA Core Standards: Mathematics Developing Developing

Economics Accomplished Accomplished


Family and Consumer Sciences Accomplished Accomplished

Geography Accomplished Accomplished


History Accomplished Accomplished

Science and Technology and Engineering Education Developing Developing




English Language Proficiency Accomplished Accomplished


School Climate Accomplished Accomplished

World Language Accomplished Accomplished


16

This narrative is empty.

Adaptations


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



PA Core Standards: English Language Arts




Middle Level






High School Level






Explanation for any standards checked:

As we continue the curriculum writing and revision processes in our district, our curriculum is aligned to the PA Academic Standards or being aligned PA Core Standards where applicable. To that end, as we write curriculum to match the standards, we articulate what the standard means and how it will be implemented through essential questions, materials/resources, and assessments. This is most evident in the continued expansion of our literacy in History/Social Studies, Science and Technical subjects. We are continually examining the curriculum for opportunities to expand the writing opportunities for all students across the district.

Curriculum

Planned Instruction

17


Curriculum Characteristics Status

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

Developing

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

Developing

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

Developing

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

Developing

Processes used to ensure Accomplishment:

Curriculum review cycles, review of student achievement data - including adjustments to curriculum and areas identified as being challenged.

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





Developing


Developing


Developing


Developing





Middle Level


18


Accomplished


Accomplished


Accomplished


Accomplished





High School Level



Accomplished


Accomplished


Accomplished


Accomplished





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.

19

Modifications and accommodations are included in student IEPs. They are

individualized according to student needs, enabling them to gain access to the

curriculum. Modifications and accommodations are not included in the planned

courses as each student's needs are considered when modifications and

accommodations are implemented.

Instruction

Instructional Strategies

Formal classroom observations focused on instruction

Walkthroughs targeted on instruction

Annual Instructional evaluations

Peer evaluation/coaching

Instructional Coaching

Regular Lesson Plan Review

Administrators

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

The District currently uses a Differentiated Supervision and Staff Development Model. The model is aligned with the Pennsylvania Teacher Effectiveness Model. Included differentiated options are peer collaboration, self directed programs including National Board Certification, Action Research, Collegial Study Groups and other approved individual plans. Clinical supervision of professional staff utilizes the Charlotte Danielson Framework for formal observations. e-Walk technology is used for formative and summative (targeted) walk-throughs. All professional evidence gathered throughout the year will be used to develop the teacher's summative evaluation. All professional staff members will be evaluated in all four domains of Charlotte Danielson's Teacher Effectiveness Framework. Final summative evaluations of professional employees will be completed using the PDE rating forms 82-1 for teaching professionals and 82-3 for non-teaching professionals. Temporary Professional Employees are evaluated twice a year during their first three years of employment.

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

Lesson plan reviews are done by principals as no other teacher/supervisor is authorized/certified to review plans to note areas of concern.

Responsiveness to Student Needs


20

Instructional Practices Status

Structured grouping practices are used to meet student needs. Full

Implementation

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

Full Implementation

Differentiated instruction is used to meet student needs. Full

Implementation

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

Full Implementation

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

Differentiated instruction, while encouraged, is not formally measured for implementation.



Structured grouping practices are used to meet student needs. Full

Implementation


Full Implementation

Differentiated instruction is used to meet student needs. Full

Implementation


Full Implementation



Middle Level


Structured grouping practices are used to meet student needs.

Implemented in 50% or more of

district classrooms



district classrooms

Differentiated instruction is used to meet student needs.

Implemented in less than 50% of

district classrooms


Full Implementation

21



High School Level


Structured grouping practices are used to meet student needs.


district classrooms



district classrooms

Differentiated instruction is used to meet student needs.


district classrooms


Full Implementation



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.

When assigning teachers to classes, we review student needs and certifications. Due to budget cuts, tranfers may be necessary. Certifications play a key role in assigning teachers to classes.

Assessments

Local Graduation Requirements

Course Completion SY 16/17 SY 17/18 SY 18/19

Total Courses 39.00 39.00 39.00

English 4.00 4.00 4.00

Mathematics 3.00 3.00 3.00

Social Studies 4.00 4.00 4.00

Science 3.00 3.00 3.00

22

Physical Education 4.00 4.00 4.00

Health 4.00 4.00 4.00

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

3.00 3.00 3.00

Electives 14.00 14.00 14.00

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:No graduation requirement specifics have been identified.

Local Assessments

Standards WA TD NAT DA PSW Other

Arts and Humanities

Career Education and Work X X

Civics and Government X


X X X


X X

PA Core Standards: Mathematics X X X

Economics X

Environment and Ecology X X X

Family and Consumer Sciences X

Geography X

Health, Safety and Physical Education

X

History X X

Science and Technology and Engineering Education

X X X

World Language X

Methods and Measures

Summative Assessments

23

Summative Assessments EEP EEI ML HS

Evaluation of portfolios X

Keystone X X

PSSA X X

Scientific experiments X X X X

Standardized tests--AP X

Written work X X X X

Performance X X X X

Unit tests/reading CBE X X X X

Unit tests/math CBE X X X X

Unit tests by subject X X X X

PASA X X X

Developmental Reading Assessment (DRA) X X

Teacher Developed Common Assessments X X X

OLSAT X X X

Subject Final Exams X X

NOCTI X

Benchmark Assessments

Benchmark Assessments EEP EEI ML HS

Study Island X X

iReady X X X


DIBELS X X

Formative Assessments

Formative Assessments EEP EEI ML HS

Progress monitoring X X X X

Textbook assessments X X X X

Teacher designed quizzes X X X X

Ticket out the door activities X X X X

Lesson Essential Questions (LEQs) X X X X

Performance assessments X X X X

Portfolios/work samples X X X X

Running records X X

Diagnostic Assessments

Diagnostic Assessments EEP EEI ML HS

Running Records X X

iReady X X X

24


Developmental Spelling Inventory X X

OLSAT X X X

Validation of Implemented Assessments

Validation Methods EEP EEI ML HS

External Review

Intermediate Unit Review X X

LEA Administration Review X X X X

Building Supervisor Review X X

Department Supervisor Review X

Professional Learning Community Review X X

Instructional Coach Review X X

Teacher Peer Review X X X X

Provide brief explanation of your process for reviewing assessments.

Informal walk-throughs, DSSDs, department leaders--Review available tools for alignment with standards and research-based instructional strategies. Assessment created by staff are shared between and among professionals with insight from instructional coaches and building principals.

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.

N/A

Collection and Dissemination

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

Information about student achievement is reviewed by the building principal, information is

then provided to math/English department leaders. After the department leaders have

reviewed the information they provide it to the buidling faculty in department meetings, in-

services, faculty meetings, and e-mails. The intent to share the information, from a grade

level/department perspective and not individual students is generate discussion and

suggestions on how departments can support instruction and be supported by other

departments.

Assessment data (state and local), referred to in the above paragraph, is imported to our

data warehouse system (Sapphire Systems) for teacher and administrative review.

25

Training on the system is being provided to all teachers and buidling level leaders charged

with reviewing data to adjust instruction and better meet students' needs. Building level

and department leaders develop action plans to support areas of concern and look to

expand on areas of strength as they work through the review of 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.

Remediation courses/mentor programs are used to support students who have not reached

a level of proficiency or higher. The district also uses action plans to support students with

specific needs as indicated by assessment data. Assessment data is collected to form RtII

skill groups as well as other remediation groups in classroom across the district.

Assessment Data Uses

Assessment Data Uses EEP EEI ML HS

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

X X X X

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

Instructional practices modified or adapted to increase student mastery.

X X X X

Provide brief explanation of the process for incorporating selected strategies.

Faculty meetings/in-services as well as professional development days are used to review data across several different platforms. This information is then used to help teachers make instructional adjustments aimed at better supporting students. Assessment anchors and standards are used a starting point to build assessments and improve instruction.

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

We are continuing the process of trasitioning to the PA Core Standards. As we go through this process, staff is educated on the Core Standards. This is improved with each curriculum cycle.

26

Distribution of Summative Assessment Results

Distribution Methods EEP EEI ML HS

Course Planning Guides X

Directing Public to the PDE & other Test-related Websites

X X X X

Individual Meetings X X X

Letters to Parents/Guardians X X X X

Local Media Reports X X X

Website X X X X

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

Mass Phone Calls/Emails/Letters X X X X

Newsletters X X X X

Press Releases X X X X

School Calendar X X X X

Student Handbook X X X X

Provide brief explanation of the process for incorporating selected strategies.

The high school follows the district process. The district website hosts examples of newsletters and board meeting minutes. The district disseminated limited information about summative assessments due to confidentiality reasons. PSSA information is typically the most wide-spread sharing of information. The district does publish information regarding the timing of the assessments and what the topics are for the students. Accordingly, no individual student information is ever relased to the public. With the inclusion of the new School Performance Profile scores we do publish that information and also share the information at our public board meetings.

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

We believe the current methods provide adequate notification to the district and community. This utlizes a variety of means to disseminate information about summative assessments.

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.

27

In order to ensure that we continually improve our School Performance Profile in both

student achievement and course offerings, we are developing common assessments, using

iReady assessments, offering remediation courses in Keystone Exam subjects, and

developing a district wide writing assessment as well as the implmentation of an 1:1

initiative in our middle and high school buildings. We use assessment data to look for

student learning trends that can be used to change instruction based on students' strengths

and weaknesses. We are in the process of aligning our core curriculum to the Pennsylvania

Core standards. This alignment has increased the rigor of our instruction to meet the needs

of students and promote critical thinking and collaboration in our students. We have

established data teams and professional learning communities (PLCs) in our buildings as

well as instructional coaches in our elementary and middle school buildings. The district is

currently offering an online academy offered by our school district with the Capital Area

Intermediate Unit. The Capital Area Online Learning Academy (CAOLA) is being offered as

an alternative to students who are considering leaving the district for cyber charter schools

or who require coursework not offered in the district due to their acceleration. The high

school is now offering Advanced Placement courses in mathematics, English, science and

history.

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 X

Conflict Resolution or Dispute Management 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

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:

There is not adquate funding to hire/retain a School Resource Officer.

Identifying and Programming for Gifted Students

28

1. Describe your entity's process for identifying gifted children. 2. Describe your gifted special education programs offered.

The district currently follows the Child Find procedures. We currently have a gifted

evaluation matrix we use to conduct a thorough review of student data including how they

perform in the classroom and how they perform on assessment, such as the PSSA and the

Otis-Lennon. We examine student interests and their areas of extra-curriculuar activities

that have a direct connection to the core curriculum.

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

Coaching/Mentoring X X X X

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

Wellness/Health Appraisal X X X X

Explanation of developmental services:


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

Individual Counseling X X X X

29

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:


Consultation and Coordination Services

Consultation and Coordination Services EEP EEI ML HS

Alternative Education X X

Case and Care Management

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:


Communication of Educational Opportunities

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

Individual Meetings X X X X


Local Media Reports X X X X

Website X X X X

30

Meetings with Community, Families and Board of Directors

X X X X

Mass Phone Calls/Emails/Letters X X X X

Newsletters X X X X

Press Releases X X X X



Communication of Student Health Needs

Communication of Student Health Needs EEP EEI ML HS

Individual Meetings X X X X

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



Frequency of Communication

Elementary Education - Primary Level

Monthly

Elementary Education - Intermediate Level

Monthly

Middle Level

Monthly

High School Level

Monthly

Collaboration for Interventions

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

The Students at Risk (STAR)/RtII process is used throughout the district. Via grade level,

team, or department meetings, as well as Professional Learning Communities (PLCs),

student data is examined to ensure there is consistency between and among individuals

31

providing instruction. Collaboration between core and intervention teachers is necessary to

ensure consistency for content area as well as skills-based learning.

Community Coordination

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

The district works with local child care centers prior to kindergarten registration each year.

The district also completes early intervention meetings in early spring of each school year.

The process is completed to understand the students who will be attending the district in

the upcoming school year. We work to make sure all programs are in place to meet the

studnet's needs. If we are unable to meet their needs, we then work to make certain they

are provided an educational placement that will best meet their needs for academic and

social success.

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.

The district uses in the Early Intervention (EI) process in concert with Capital Area

Intermediate Unit (CAIU) to identify and serve chidren with disabilities. The district meets

with the CAIU twice a year to identify which students from EI will be attending the district

the following school year. At these meetings information is shared so the students needs

are ensured of being met when the become school age. The district has established a

procedure to ensure that all EI students who are planning to transition to school age are

ready to begin by the first day of school with all of their supports in place.

EI Procedure

32

January-Participate in Transition Meetings

Make decision on each student if district will be:

1. Adopting preschool IEP

2. Issuing a permission to re-evaluate

3. Issuing a NOREP to end services

Develop spread sheet with list of students

o List choice from above

o List date of NOREP if applicable

o List date of issue for Permission to re-evaluate if applicable

o List date permission was returned

o List date of 60 day timeline

o List date of MDE meeting

Must be before the first day of school

April-Issue Permissions to Re-evaluate or NOREP

April-June-Conduct evaluation

May-August 15-Hold MDE meeting

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

Developing

Accessibility for students and teachers is effective and efficient Accomplished

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

Developing

Provide explanation for processes used to ensure Accomplishment.

33

Professional development has occured and will continue to occur to reach diverse levels. Teams will address the PA Core standards through the district approved curriculum review cycle. Elementary WIN (What I need) program is offered by the school district to support student achievement at the elementary level. We are currently reviewing research based materials in all academic areas to make sure best practices and materials are being used to assist students. This includes the use of diagnostic assessments to assist students.

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





Developing


Developing



Developing


Professional development has occured and will continue to occur to reach diverse levels. Teams will address the PA Core standards through the district approved curriculum review cycle. Elementary WIN (What I need) program is offered by the school district to support student achievement at the elementary level. We are currently reviewing research based materials in all academic areas to make sure best practices and materials are being used to assist students. This includes the use of diagnostic assessments to assist students.



Middle Level



Developing


Developing



Developing

34


We continue to examine existing resources and analyze the curriculum to determine the need for additional resources to deliever the curriculum with both rigor and fidelity. With the alignment to the PA Core standards, our review of materials is focused on the rigor of content and the progress/growth of our students. We continually monitor student progress/growth to make certain our curriculum and programs are meeting the needs of all studnets - those in need of remediation as well as enrichment. The middle school has improved the supply of aligned instructional materials and with the implementation of RTII/MTSS and SET program at the buidling the supports for students are in place and we are confident it will support students to reach their highest level of academic achievement.



High School Level



Accomplished


Accomplished



Developing


Curriculum materials have been purchased and professional development/curriculum revisions are continuously updated to meet the rigors of the noted areas. We are constantly looking to achieve full implementaiton of the noted areas but realize the need to continue the efforts in all areas and facets listed. School district curriculum is aligned to PA Core Standards and Keystone Exam where applicable. The district has focused efforts on using assessments and data to make sure students are receiving the appropriate curriculum (aligned to the PA Core Standards) as well as support for students who are not meeting Keystone Exam requirements. This includes the use of additional courses at the HS to support academic achievement.



SAS Incorporation


35

Standards Status

Arts and Humanities Full

Implementation

Career Education and Work Full

Implementation

Civics and Government Full

Implementation

PA Core Standards: English Language Arts Full

Implementation


Full Implementation

PA Core Standards: Mathematics Full

Implementation

Economics Full

Implementation

Environment and Ecology Full

Implementation

Family and Consumer Sciences Not Applicable

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 Level of

Implementation is Unknown

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 "

Teachers have knowledge of the SAS portal, but most do not utilize the site. There is a lack of elementary materials and resources available for our teachers.


36

Standards Status


Implementation


Implementation


Implementation


Implementation


Full Implementation


Implementation

Economics Full

Implementation


Implementation

Family and Consumer Sciences Not Applicable

Geography Full

Implementation


Implementation

History Full

Implementation


Implementation


Implementation


Implementation




Implementation


Implementation

School Climate Full

Implementation


Teachers have knowledge of the SAS portal, but most do not utilize the site. There is a lack of elementary materials and resources available for our teachers.

Middle Level

Standards Status

37


Implementation


Implementation


Implementation


Implementation


Full Implementation


Implementation

Economics Full

Implementation


Implementation

Family and Consumer Sciences Full

Implementation

Geography Full

Implementation


Implementation

History Full

Implementation


Implementation


Implementation


Implementation

American School Counselor Association for Students Full

Implementation

English Language Proficiency


district classrooms


Implementation

School Climate Full

Implementation

World Language Not Applicable


Teachers have knowledge of the SAS portal but most do not utilize the site. There is a lack of materials which discourages the teachers from utilizing SAS.

High School Level

38

Standards Status


Implementation


Implementation


Implementation


Implementation


Full Implementation


Implementation

Economics Full

Implementation


Implementation

Family and Consumer Sciences Full

Implementation

Geography Full

Implementation


Implementation

History Full

Implementation


Implementation


Implementation


Implementation




Implementation


Implementation

School Climate Full

Implementation

World Language Full

Implementation


Teachers have knowledge of the SAS portal but most do not utilize the site. There is a lack of materials which discourages the teachers from utilizing SAS.

39

Professional Education

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 learning, with an emphasis on learning.

X X X X

Instructs the leader in managing resources for effective results.

X X X X

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

The district has a professional education committee (PEC) composed of staff, administration, and school board memebers to review data of the needs presented by surveys, evaluations, and discussions at all levels. The professional development activites are constructed around input given by staff to be utilized by the professional education committee. The PEC then recommends various targeted in-service and during school training/workshop opportunities. All professional education inaitives have building level monitoring (ongoing observations, feedback, etc.) and are evaluated with staff, input and data on student achievement.

40


Professional development does not address specific knowledge (i.e. science, math, etc). We are improving in this area as we have instructional coaches who are able to provide more content specific professional development opportunities. The district has participated in an Investing in Innovation Grant (i3) over the past five years and we have been able to expand our PLCs and coaching roles in the district. We are aware the coaching initiative is not yet fully entrenched in our HS building but is an area we have identified as in need of this additional support for the students and the teachers.

Educator Discipline Act 126, 71

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

This section was not answered.

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.


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.


Strategies Ensuring Fidelity

Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target instructional areas that need strengthening.

Using disaggregated student data to determine educators’ learning priorities.

Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target curricular areas that need further alignment.

Professional Development activities are developed that support implementation of strategies identified in your action plan.

Clear expectations in terms of teacher practice are identified for staff implementation.

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.

41


-Building level administrators are becoming integral parts of professional development. In some cases, they run professional development for their staffs. In others, they are participants where they engage in the same learning as the staff. -Staff development is focused on skills and strategies to be used in the classrooms. Effective practices are defined. -We employ a DSSD as well as formal and informal observations/walk-through observations focusing on instructional strategies, assessment strategies, and classroom management. -Student and teacher data drives professional development. -Student data from summative data is used to design professional development. Disaggregated data from PSSAs, etc., is used to target interventions as well as for the development of core curriculum.


-Prior to bringing professional development into the district, we will complete reference checks and garner feedback from other districts who utilized the services. -We will utilize the Professional Education Committee as liasons with each staff to garner feedback on what teachers want to see in terms of professional development.

Induction Program

Inductees will know, understand and implement instructional practices validated by

the LEA as known to improve student achievement.

Inductees will assign challenging work to diverse student populations.

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

initiatives, practices, policies and procedures.

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

practices and procedures.

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

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

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

Inductees will effectively navigate the Standards Aligned System website.

Inductees will know and apply LEA endorsed classroom management strategies.

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

students in crisis.

Inductees will take advantage of opportunities to engage personally with other

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

42


State approved Induction Program

Assignment of mentor

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

incorporation.

NA

Needs of Inductees

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

identify needs.

Frequent observations of inductee instructional practice by supervisor to identify

needs.

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

identify needs.

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).


Induction Program

Assignment of Mentor

Grade Level/Department Leader expectations to establish goals related to data analysis

Inductees are trained along with mentors on data analysis and our data warehousing

system. This helps them remain informed and familiar with both state and local data.

43

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

incorporation.

NA

Mentor Characteristics

Pool of possible mentors is comprised of teachers with outstanding work performance.

Potential mentors have similar certifications and assignments.

Potential mentors must model continuous learning and reflection.

Potential mentors must have knowledge of LEA policies, procedures and resources.

Potential mentors must have demonstrated ability to work effectively with students and other adults.

Potential mentors must be willing to accept additional responsibility.

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


The district continually reviews and revises our induction program.

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

Mentors are selected by the building principals. Mentors must be employeed in the district for a minimum number of years, be permanently certified, and demonstrate qualities of a master teacher. They must also be rated as satisfactory on evaluations.

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 X X X X

Standards X X X

Curriculum X X X X

Instruction X X X X X

Accommodations and Adaptations for diverse learners

X X

Data informed decision making X X

Materials and Resources for Instruction X X X X X X

If necessary, provide further explanation.

44

NA

Monitoring Evaluating and Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

Mentors and inductees document their involvement/progress in the induction program Building administrators receive, evaluate, and archive all mentor records District maintains accurate record of program completion District provides a letter of completion to each inductee who successfuly completes program District administrator receives, tallies, and archives all district mentor records Completion is verified by the Superintendent on a level II certification application

Recording Process

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

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.

Special Education

Special Education Students

Total students identified: 320

Identification Method

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

Although our district has recently initiated a Response to Intervention program, it is just in

the development state. The district is about 3 years away from being able to submit an RtII

model to PDE to identify children with a learning disability using this model. Therefore, we

are unable to use the Response to Intervention model for identifying students with learning

45

disabilities at this time.

There are four factors that are used to determine the eligibility as a student with a specific

learning disability. After a permission to evaluate is issued and the required assessments

completed a multidisciplinary evaluation team is assembled to review the information.

The first factor for a determination of an SLD is for the MDE team to address whether the

child does not achieve adequately for the child's age or meet state-approved grade-level

standards in one or more of the following areas, when provided with learning experiences

and scientifically based instruction appropriate for the child's age or state-approved grade

levels standards: oral expression, listening comprehension, written expression, basic

reading skill, reading fluency skills, reading comprehension, mathematics calculation, or

mathematics problem solving. (§14.125[a][1]). The sources of data that are used at EPASD

to document lack of achievement includes: benchmark assessments, progress monitoring

data, student's performance on district-wide assessments (i-ready and DRA), the student's

performance on district-wide tests of achievement, and norm-referenced tests of academic

achievement. The district must determine if a student is significantly below the

performance level considered acceptable for the student's age for standardized assessments

and grade for classroom based assessments. The student must have evidenced inadequacy

on multiple measures to qualify as a student with SLD. Local performance standards are not

the standard against which the student will be judged for this criterion; rather state and

national benchmarks are used. The student’s academic inadequacy under this criterion is

not referenced to the student’s level of intelligence. To demonstrate inadequate

achievement a student needs to be below the 10th percentile to meet the SLD qualification.

Students with intelligence levels in the “slow learner" range may not be excluded from

having SLD if they display significantly inadequate academic achievement. Conversely,

students with high levels of intelligence must display inadequacies in relation to their age or

the state standards for their grade in order to qualify for SLD under this criterion.

The second factor is a pattern of strengths and weaknesses/discrepancy model. This is a

process that examines whether a child exhibits a pattern of strengths and weaknesses,

relative to intellectual ability as defined by a severe discrepancy between intellectual ability

and achievement, or relative to age or grade. EPASD uses a 20 point discrepancy between

IQ and achievement for identification for SLD. A student must also display an ability-

achievement discrepancy but must also be achieving significantly below age or grade level

standards.

The third factor for determining whether a student qualifies for special education under the

SLD designation is that the evaluation team has dtermined that its findings are not primarily

a result of a visual, h earing or orthopedic disability, mental retardation, emotional

distrubance, cultural factors, environmental or economic disadvantage, or limited English

profeiciencey. The evaluation team must determine that the student's academic

deficiencies are not the result of these factors which are considered contra-indicatiors of

SLD.

The fourth factor for determining whether a student qulifies for special education under the

SLD designation is that the evaluation team has determined that the academic inadequacies

that a student encounters are not from the lack of instruction. This is a lack of instruction in

46

reading and/or math. The student must have been provided with scientifcally-based

insruction in general education settings and delivered by qualified personnel.

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: http://penndata.hbg.psu.edu/BSEReports

Not significantly disproportionate

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?

The district does not host a 1306 facility.

The East Pennsboro Area School District recognizes our operational responsibility to offer

FAPE to each student who is eligible for special education until the student or students who

turn 21 during the school term are entitled to finish that school term, whichever occurs

first. Although no 1306 institutions are located in the district, if one did exist, the district

would comply fully with the requirements of the IDEIA and Chapter 14 regarding the

identification, evaluation, placement and provision of special education services to all

eligible school-age individuals housed therein. Eligible students are entitled to receive

special education when they live in 1306 facilitiies Specifically, school districts providing

special education services to students in 1306 placements must:

1. comply with the "child-find" obligations of IDEA;

2. utilize appropriate evaluation procedures and diagnostic/screening instruments to

determine the eligibility and educational needs of inmates;

3. implement timely review and/or develop Individualized Education Programs ("IEPs") for

eligible students in accordance with state and federal laws and regulations, including

compliance with procedural safeguards; and

4. provide FAPE in conformity with the IEP.

Further, if a 1306 institution were located in the EPASD, the district would have a

responsibility to adopt and use a system to locate and identify all students within the

district's jurisdiction who are thought to be eligible and to determine those students' needs

through a screening and evaluation process which meets the requirements of Chapter 14.

Part of this responsibility is to provide annual public notices under Section 14.121. EPASD

would send their annual public notice to the head of each institution within our jurisdiction.

http://penndata.hbg.psu.edu/BSEReports

47

Furthermore,EPASD would develop a systematic, on-going means of communicating with

theses institutions to ensure that all students who may be eligible for special education are

located, identified, evaluated, and, when deemed eligible, offered FAPE.

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).

The East Pennsboro Area School District recognizes our operational responsibility to offer

FAPE to each student who is eligible for special education until the student or students who

turn 21 during the school term are entitled to finish that school term, whichever occurs

first.

Although no correctional institution is located in the district, if one did exist, the district

would comply fully with the requirements of the IDEA (Individualized with Disabilities

Education Act) and Chapter 14 regarding the identification, evaluation, placement and

provision of special education services to all eligible school-age individuals housed therein.

Eligible students are entitled to receive special education both when they are charged with

a criminal offense and are awaiting trial and after they have been convicted of a criminal

offense. Specifically, school districts providing special education services to incarcerated

school-age individuals are required to:

1. comply with the "child-find" obligations of IDEA

2. utilize appropriate evaluation procedures and diagnostic/screening instruments to

determine the eligibility and educational needs of inmates;

3. implement timely review and/or develop Individualized Education Programs (IEPs) for

eligible students in accordance with state and federal laws and regulations, including

compliance with procedural safeguards; and

4. provide FAPE in conformity with the IEP.

Further, if a correctional institution were located in the East Pennsboro Area School

District (EPASD), the district would have a responsibility to adopt and use a system to

locate and identify all students within the district's jurisdiction who are thought to be

eligible and to determine those students' needs through a screening and evaluation process

which meets the requirements of Chapter 14. Part of this responsibility is to provide annual

public notices under Section 14.121. EPASD would send their annual public notice to the

warden of each county jail or prison within their jurisdiction. Furthermore, EPASD would

develop a systematic, on-going means of communicating with theses institutions to ensure

that all incarcerated students who may be eligible for special education are located,

identified, evaluated, and, when deemed eligible, offered FAPE. In addition, EPASD would

obtain information from the Department's PennData database to determine whether

school-age inmates have been previously identified as eligible for special education by

contacting the Records Center at 717-541-8575 or 1-800-945-7854.

Finally, Section 614(d)(6)(B) provides that if a child with a disability is convicted as an adult

48

under state law and incarcerated in an adult prison, the child's IEP team may modify the

child's IEP or placement notwithstanding the requirements of section 612(a)(5)(A) and

614(d)(1)(A)(least restrictive environment) if a bona fide security or compelling

penological interest that cannot otherwise be accommodated is demonstrated. Where the

continued delivery of services in a student's IEP is superseded by he duty of the local

correction institution to maintain and control security, the school district must conduct an

IEP meeting and revise the IEP accordingly, following the usual procedural safeguards

provided for under Chapter 14.

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.

The district begins with the child find process to ensure that parents within the community

are aware of the supports and services that are available to them through district

programs. We provide inservice training to all regular and special staff as well as building

level administrators on information about and the requirements of IDEA, Chapter 14, and

Section 504. When a student is suspected of having a disability, the district has a well-

defined process for initiating evaluation procedures. the district recently initiated the

procedure of holding data meetings before permissions to evaluate or re-evaluate are

issued. This is where the parents, Local Education Agency (LEA), regular education teacher,

principal, school psychologist, and student (when appropriate) meet to discuss the data or

strengths/needs of the student. It is then determinied if an evaluation will be conducted

and what assessments will be utilized. The members of the Multi Disciplinary Team (MDT)

are comprised competent professionals (parent, regular education teacher, special

education teacher, school psychologist, LEA and student-when appropriate) adept at

understanding the variety assessments and observations that are necessary to determine

eligibility criteria for special education identification and services. When specialized

assessment are required (i.e. psychiatric, neuro-psychological, audiology, vision, etc.) the

district relies on the local intermediate unit as well as community professionals. The MDT

49

and IEP teams develop systems of support that include accommodations and specially

designed instructions that support students to remain in the regular education setting to

the extent that will provide benefit. In all situations, the IEP team collect data through

functional behavioral assessment, observation, and the development and monitoring of

intervention plans. When a program for special education services is being developed, the

beginning point is in the least restrictive environment with provision of necessary supports

and services. The district elicits the support of community agencies in an effort to maintain

students in the least restrictive environment whenever possible. All levels of district staff

are utilized in IEP development so as to provide students with support in all domains (i.e.

academic, social, emotional, and behavioral).

All students enrolled in district special education classes are integrated for a portion of the

school day. Students are supported in these inclusive settings by special education

teachers, paraprofessional staff, and specially trained teachers. The use of graphic

organizers, modified and adapted curriculum are used at the elementary level. At the

middle and secondary levels, the use of strategies instruction and content enhancement

routines are utilized to make the delivery of services to exceptional children more effective.

The Competent Learner Model is established and supported in the elementary special

education class that supports students with autism. There is a CLM coach, contracted by

CAIU, who supports the class one day a week. The principal and special education director

are learning how to support the class, special education teacher and paraprofessionals in

the parameters of this model.

For the 2012-2013 school year East Pennsboro School District met the SPP targets for

indicator 5 for the following:

Special Education students inside regular education 40% or less.

o District 4.7%

o State 8.9%

o SPP Target 8.0%

For the 2012-2013 school year East Pennsboro School District did not meet the SPP targets

for indicator 5 for the following:

Special Education students inside regular education 80% or more.

o District 58.2%

o State 62.1%

o SPP Target 65.0%

Special Education students in other settings

o District 6.1%

o State 5.0%

50

o SPP Target 3.3%

Due to the size of the East Pennsboro (2711) it is difficult to provide the entire conitnuum of

services in the district. Some students are placed in out of district placements that are in

neighboring school districts, not in isolated center based placements. Currently there are 43

students in out of district placements. The District is working on increasing the percentage

of students inside regular education 80% of the day or more. While two of the SPP targets

were not met the one that was met shows that East Pennsboro exceeds the SPP target and

the state percentage for students in the least amount of regular education

To address the lack of meeting two targets the district developed a continuum of services

worksheet. This will be used at all IEP meetings to determine the placment of our special

education students. This will ensure that students are getting the correct amount of services

in the correct category. The district is also working on developing the phonics instruction

program at the elementary level. This will help students in the area of basic reading. It was

determined that the district had a lack of phonics instruction for the past 10 years.

Students that had been identified for special education services during this time were not

always getting the appropriate goals to address their needs. The district has established

data meetings to be held before each RR meeting to determine if the student has had the

correction goals and if they have made progress on these goals. Some students are being re-

evaluated to determine continued need.

Continuum of Services

The individuals with Disabilities Education Act (IDEA) requires each Local Education

Agency (LEA) make available a free appropriate public education (FAPE) in the least

restrictive environment (LRE) and provide a continuum of placement alternatives for

students with disabilities.

LRE continuum

Regular Education Classroom

Regular Education classroom with aids and services (classroom interventions,

Reading Recovery, Title 1, Star, RTIII, 504 plan

o * See Framework for considering the full range of supplemental aids and

services document

Evaluation for Special Education Services: If eligible- identify the type of support

the student will receive based on the student's needs

A description of the type or types of support that the student will receive, the

determination of which may not be based on the categories of the child’s disability

alone. Students may receive more than one type of support as appropriate and as

outlined in the IEP.

51

Autistic support:

Services for students with the disability of autism who require services to address needs

primarily in the areas of communication, social skills or behaviors consistent with those

of autism spectrum disorders.

Blind-visually impaired support.

Services for students with the disability of visual impairment including blindness, who

require services to address needs primarily in the areas of accessing print and other

visually-presented materials, orientation and mobility, accessing public and private

accommodations, or use of assistive technologies designed for individuals with visual

impairments or blindness.

Deaf and hard of hearing support

. Services for students with the disability of deafness or hearing impairment, who require

services to address needs primarily in the area of reading, communication, accessing

public and private accommodations or use of assistive technologies designed for

individuals with deafness or hearing impairment.

Emotional support.

Services for students with a disability who require services primarily in the areas of social

or emotional skills development or functional behavior.

Learning support

. Services for students with a disability who require services primarily in the areas of

reading, writing, mathematics, or speaking or listening skills related to academic

performance.

Life skills support.

Services for students with a disability who require services primarily in the areas of

academic, functional or vocational skills necessary for independent living.

Multiple disabilities support

. Services for students with more than one disability the result of which is severe

impairment requiring services primarily in the areas of academic, functional or vocational

skills necessary for independent living.

Physical support.

Services for students with a physical disability who require services primarily in the

areas of functional motor skill development, including adaptive physical education or use

of assistive technologies designed to provide or facilitate the development of functional

motor capacity or skills.

Speech and language support

.

Services for students with speech and language impairments who require services

primarily in the areas of communication or use of assistive technologies designed to

provide or facilitate the development of communication capacity or skills.

•The IEP team shall recommend services and programs be provided in a regular class

program unless the IEP team determines that the IEP cannot be implemented in a regular

class even with supplemental aids and services. The placement options including the

52

following: •* See Framework for considering the full range of supplemental aids and

services document

Itinerant: up to 20%

Supplemental 21%-

49%

Supplemental 50%-

80%

Full time 80% +

Benefit from grade

level curriculum with

accomdations and/ or

minor modifications

Benefit from slightly

below grade level

curriculum with

accomdations

Benefit from

siginifcantly below

grade level curriculum

with accomidations

and modifications or

an alternative

curriculum

Benefit from an

alternaitve

curriculum

Participates with

mainstream peers for

whole groups

activities with minor

support from special

education staff due to

individual needs with

organization, self-

management or

attention

Participates with

mainstream peers for

whole group activities

with support from

special education staff

due to individual

needs

Difficulty with whole

group participation

without support from

special education staff

Special education

classes provided for

the entire school day

Student should be able

to be independent

from most or all of the

instructional day

Students will need

minimal support for

most of all of the

school day

Student will need

support for most or all

of the school day

Opportunities for

participation in non-

academic and extra

curricular activities to

the maxium extent

appropriate

Interact in semi-

structured learning

activities with

mainstream peers

with no adult

supervision

Interact in semi-

structured learning

activities with minimal

adult supervision

Interact in semi-

structured learning

activities with adult

supervision

Benefit and make

progress with PCA

support

Benefit from whole

group instruction

Benefit from whole

group instruction

Benefit from small

group instruction

Initiate work May require some Requires prompting to

53

completion relatively

independently

prompting to initiate

work completion

initiate work

completion

Benefit and make

progress with PCA

support

Benefit and make

progress with PCA

support

Benefit and make

progress with PCA

support

PCA-Personal Care Aide

Supplementary aids and services the district uses that allow students with

disabilities to be successful in the general education curriculum.

Category

Collaborative:

Adults working

together to support

students

Scheduled time for co-planning and team meetings

Instructional arrangements that support collaboration (e.g. co-

teaching, paraprofessional support)

Professional Development related to collaboration

Coaching and guided support for team members to use the

assistive technology for an individual student

Scheduled opportunities for parental collaboration

Instructional

Development and

delivery of

instruction that

addresses diverse

learning needs

Providing modified curricular goals

Providing alternate ways for students to demonstrate learning

Providing test modifications

Providing alternative materials and/ or assistive technology (e.g.

materials on tape, transcribe text into Braille, large print, alternative

computer access)

Providing instruction on functional skills in the context of the

typical routines in the general classroom

Changing methods of presentation

Providing research- based supplementary materials

Providing instructional adaptations (e.g. pre-teaching, repeating

directions, extra examples and non-examples)

Physical

Adaptations and

Furniture arrangement in environments

Specific seating arrangements

54

modifications to the

physical

environment

Individual desk, chair, etc.

Adaptive equipment

Adjustments to sensory input (e.g. light, sound)

Social- Behavioral

Supports and

services to increase

appropriate

behavior and reduce

disruptive or

interfering behavior

Social skill instruction

Counseling supports

Peer supports (e.g. facilitation friendships)

Individualized behavior support plans

Modifications of rules and expectations

Cooperative learning strategies

To determine whether a child with disabilities can be educated satisfactorily in a

regular education classroom with supplementary aids and services, the following

factors must be considered and addressed in the IEP:

1. What efforts have been made to accommodate the child in the regular classroom

and with what outcome(s)

2. What additional efforts (i.e. supplementary aids and services) in the regular

classroom are possible

3. What are the educational benefits available to the child in regular classroom, with

the use of appropriate supplementary aids and services

4. Are there possible significant and negative effects of the child’s inclusion on the

other students in the class

The presumption is that the IEP teams begin placement discussions with a consideration of

the regular education classroom and the supplementary aids and services that are needed

to enable a student with a disability to benefit from educational services.

Benefits from educational services is measured by progress towards the goal and objectives

of the students IEP, not by mastery of the general education curriculum, and it is not limited

to academic progress alone, therefore, special education placement in a more restrictive

environment cannot be justified solely on the basis that the child might make greater

academic progress outside the regular education environment

The IEP team may choose a more specialized setting if:

1. The student will receive greater benefit from education in a specialized setting than

in a regular class.

55

2. He or She is so disruptive as to significantly impair the education of other students

in the class

3. The cost of implementing a given student’s IEP in the regular classroom will

significantly affect other children in the Local Education Agency (LEA)

Behavior Support Services

Provide a summary of the District policy on behavioral support services including, but not limited to, the school wide positive behavior supports (PBS). Describe training provided to staff in the use of positive behavior supports, de-escalation techniques and responses to behavior that may require immediate intervention. If the district also has School-Based Behavioral Health Services, please discuss it.

Positive rather than negative measures shall form the basis of behavior support

programs. Behavior support programs include a variety of techniques to develop and

maintain skills that will enhance a student’s opportunity for learning and self-fulfillment.

The types of intervention chosen for a student shall be the least intrusive necessary.

Positive and appropriate student behaviors are vital components in the achievement of

educational success for all children. Educational progress of a student could be

adversely affected by inappropriate behavior. When behavior interferes with productive

learning, strategies are suggested to assess behavioral concerns. If necessary the

district will issue a permission to evaluate or re-evaluate to conduct a functional behavior

assessment. The district follows the following process.

Functional Behavioral Assessment

F

unctional Behavior Assessment

o Step 1: Answer the Special Considerations Question on the IEP…

Does the student exhibit behaviors that impede his/ her learning or that of others?

Impeding Behavior:

an impeding behavior is any inappropriate behavior that occurs often and interferes

significantly with a student’s ability to learn or with the learning of others referred as the

problem behavior

. The Problem Behavior can include:

o Aggression, self-injurious, or destructive behaviors

o Depression, passivity, or internalization of emotions

56

o Obsessions, compulsions, stereotypes, or irresistible impulses

Have to check “yes” if:

If previously checked “yes” you should

review questions annually

Safe Crisis Management has been

used

Is the Problem Behavior the same or

has it changed?

MDE referral for behavior concerns Is the Function of the Problem Behavior

the same, or has it changed?

Alternative Education Placement is

being considered

Are the Positive Behavior Support Plan

Strategies effective, or ineffective?

Suspension (2nd times- in or out of

school)

Has the student made progress on

goals?

Engages in behaviors that interferes

with learning (self or others)

Has there been a lack of progress made

on the goals?

o Step 2: Issue Permission to complete the Functional Behavioral Assessment

“FBA” and schedule the 5 Days of Systematic Observation

o Functional Behavior Assessment:

A “FBA” is a complete evaluation of the individual’s behavior patterns, including an analysis

of any impeding behaviors. The assessment may include person- centered planning,

interviews, direct observation in a variety of settings, and other in-depth evaluations of the

student’s impeding behaviors. The purpose of the assessment is to understand why the

impeding behaviors occur, when they occur, in what context, and what, if any,

communicative or other purpose the behaviors have for the individual.

o FBA should include:

a. Observable and measurable description of the problem behavior

b. Interview the team, parents and the student (when applicable)

c. 5 full days of systematic observation

, documentation and analysis of-

o The occurrence of problem behavior.

o The immediate antecedent events associate with each

instance of the display of problem behaviors

o The consequences following the display of the problem

behaviors to determine the function of behaviors served for the students (i.e. to identify the

specific environmental or physiological outcomes produced by the behaviors or the

communicative intent of the behavior)

57

o How the environment may be contributing to the individual’s

problem behavior- setting, schedule, variety of activities, physical, health, environmental

temperature, noise level, degree of confusion or orderliness, and amount of structure.

5 Full Days of Systematic Observation, Documentation by:

Trained Aide for up to 5 days (internal or a substitute)

Request Special Education Instructional Specialist up to 1 day (for previously identified

student) as many days as possible (for newly identified students)

a. A review of the history of the student’s behaviors, including the effectiveness of

previously used interventions

b. A review of previous evaluations/ IEPs

c. A review skills deficits related to problem behaviors (FBA interview process)

d. Interviews of student, parent and other family members, physicians, regular

educators and special educators and related service providers.

o Analyze the data to determine the function- for Initial Evaluation/ Re-Evaluation

using the below worksheet:

Student: Date of Report: DOB:

Age: Grade: Gender:

Teacher (s):

Reason for Referral:

Screening Tools used:

Teacher/ Parent/ Student Interviews:

Behavior/ Discipline History:

Description of behavior (s) of concern:

Physiological and Medical Factors:

1. Could the behavior be the result of a medical or psychiatric condition or any form of physical

discomfort:

58

2. Could the behavior be related to a side effect of medication?

3. Could the behavior be the result of some physical deprivation condition?

Skill Deficits related to Behavior of Concerns:

Participation Skills:

The student has difficulty with participating in non-directed, semi-directed, teacher-directed, or peer-directed

activities. The student has difficulty in small or large group instruction.

Social Skills:

The student has difficulty acquiring and/or maintaining peer friendships. The student often withdraws from

social interaction. The student is often verbally and/or physically aggressive in social interactions.

Communication Skills:

The student has difficulties with requesting what they need, including items, activities, attention, information,

changes in the environment, or help. He/she has difficulties in conversational skills and answering questions,

understanding non-verbal or verbal language, or following directions.

Organizational Skills:

The student has difficulty with organizing school supplies, study area, time, or projects, organizing class notes,

or dividing assignments into task.

Self-Regulation Skills:

The student has difficulties with staying on-task, completing work assignments, handling stressful situations,

calming self when agitated, following rules, or difficulty transitioning between activities/places or people.

Difficulty with problem solving.

Study Skills:

The student has difficulty with studying for tests, taking tests, taking notes from lectures, or using studying

techniques.

Motor Skills:

The student has difficulty with gross motor skills (e.g. running, raising arms, putting feet together, squatting,

bending at waist, etc.) or fine motor skills (e.g. pointing, counting with fingers, holding a pencil/pen, holding a

fork/spoon, pressing a computer key, using a mouse, etc.). S/he has difficulty with imitating others' actions.

Functional Skills:

The student has difficulty with performing activities of daily living (e.g. eating, dressing, toileting, grooming).

Play Skills:

The student has difficulty with actively exploring activities/toys in their environment (inside or outside) to

play with during leisure time, playing with the items as designated, or engaging in interactive play with peers

during activities.

Number of Behavioral Episodes:

Event Duration by behavior:

Behavioral Episodes by Context/ Setting Events:

59

Behavioral Episodes by Antecedents:

Antecedent is the trigger, or the event that happened right before the behavior

Analysis of Data:

Antecedent Events:

1. Are there circumstances in which the behavior ALWAYS occurs?

2. Are there circumstances in which the behavior NEVER occurs?

3. Does the behavior occur only (or more often) during particular activities?

4. Does the behavior occur only with (or more likely with) certain people?

5. Does the behavior occur in response to certain stimuli?

6. Does the behavior occur only (or more likely) during a certain time of day?

Consequences Interventions utilized:

Consequences describes what happened as the result of a behavior

Consequence Factors:

1. Does the behavior allow for the student to gain something?

A. Preferred Activities or items?

B. Peer or adult attention?

1. Does the behavior allow the student to postpone, avoid or escape something such as task demand,

social interactions, etc.?

2. Does the behavior provide stimulation as an alternative to the student’s lack of active engagement in

activities?

Hypothesis regarding function of the behavior or concern:

Recommendations:

o Step 3. Complete the Function- Based Behavior Support Planning

Document

o Step 4: Determine if the PBSP is needed.

60

Periodically, the IEP team may decide to develop a Positive Behavior Support Plan

(PBSP) for an eligible student who does not respond to the listed positive strategies

when employed by staff. The development of a PBSP would be preceded by an informal,

or formal, behavioral assessment of the student. The processes would include the

following steps:

Positive Behavior Support Plan

Positive Behavior Support Plan

Purpose of a Positive Behavior Support Plan

is to prevent, reduce and replace problem behaviors, performed by a student and to develop,

maintain, strengthen or substitute socially desirable and appropriate behaviors in a student.

o Step 1:

IEP team should develop/ update a positive behavior support plan that includes the

following:

a. Antecedents-

Changes to the environmental conditions by:

o Increasing quality of the student's physical environment by

enhancing the predictability of events, modifying the student's schedule or minimizing

noise and other environmental irritants

o Making accommodations for the student by providing an

increased range of choices and by accommodating physiological conditions (such as hunger,

fatigue, illness, or injury)

o Making instructional accommodations for the student, such

as shortening assignments or the length of work periods, interspersing easy tasks with hard

ones, offering choices in tasks and methods, increasing access to engaging activities, and

decreasing the number of instructions given to the student.

Increase skills of those interacting with the student by:

o Providing instruction in communicating with the student

o Developing social relationships with the student

o Problem solving with the student

o Preventing impeding behavior

o Developing appropriate responses to the student's impeding

behaviors

61

Define prevention strategies

- What are “we”

going to do to help the student be successful

b. Behavior-

Develop the student's abilities by teaching (use skill deficit

chart from FBA process)

o Communication Skills

o Self-Management Skills

o Social Skills

Define teaching strategies

- How/ what will “we”

teach the student to help them achieve the desired behavior

c. Consequences-

Define consequences- based strategies

-

o How will “we”

respond when the behavior of concern happens(consequence to decrease behavior of

concerns)

o How will “we” respond when replacement/ desired behavior

occurs (consequences to increase desirable behavior)

o Step 2

. The Function of the Behavior should match the intervention: (Resource provided by Dr.

Carrie Bruey)

ESCAPE/AVOIDANCE BEHAVIORS

ANTECEDINAL/

PREVENTIVE

STRATEGIES

WAYS TO CHANGE THE ENVIRONMENT:

i. Schedules (Picture, Activity, Micro-schedules)

ii. Mix easy and hard tasks or requests (80% easy)

iii. Change teaching materials (e.g., individualize according to

student’s interests)

iv. Change style of presentation, the place of instruction or the

62

amount of work required

v. Use a timer to designate how much work has to be done

vi. Use “I am working for _____” card

vii. Use behavioral momentum- easy, easy, easy, then a hard task.

WAYS TO TEACH ALTERNATIVE SKILLS:

i. ID replacement behavior and teach it! (Break cards, stop signs,

simple negotiation skills)

ii. Social Stories and Power Cards

iii. Teach ways of dealing with emotions/ anxiety

iv. Teach perspective that doing work is inherent to being a student

in school

v. Errorless Compliance Training

CONSEQUENCE-

BASED

STRATEGIES

i. Increase reinforcement for work completion- give more

reinforcement and/or faster reinforcement for doing the task.

ii. Increase the variety and frequency of reinforcement- consider

giving small reinforcers as the student does the task.

iii. Redirect to work (do not allow escape).

iv. Use various prompts to achieve work completion- may use hand-

over-hand, visual, verbal, etc.

v. For some students, realize anxiety has overcome them, and allow

escape for some time.

AUTOMATIC (SELF-STIMULATORY) BEHAVIORS

ANTECEDINAL/

PREVENTIVE

STRATEGIES


i. Regular sensory input via a sensory diet or scheduled sensory

times

ii. Use of OT directed techniques such as a weighted blanket, bean

bags, or wrist weights

iii. Discard unnecessary items which the child tends to stim on while

providing alternative appropriate items which produce similar sensory

input

63

iv. If the self-stimulatory behavior is linked to anxiety, change

environment so that the child is less apt to be afraid


i. Social Stories and/or Power Cards

ii. Teach student to request sensory breaks

iii. Teach more appropriate ways to gain the same sensory input

iv. Teach appropriate times/ places to have sensory input (e.g.,

schedule self-stim)

v. Teach appropriate leisure and independent play skills

vi. Teach expression of emotions (e.g., anxiety, excitement, boredom)

vii. Activity schedules to promote independent play during

unstructured times

CONSEQUENCE-

BASED

STRATEGIES

i. Stop behavior and redirect to new task.

ii. Maybe appropriate to ignore.

iii. Can remind student of what reward they are missing.

iv. Staff see as a warning sign (of further problem behaviors or of

anxiety)- provide de-escalation strategies

BEHAVIORS TO GAIN SOCIAL ATTENTION/

PREFERRED ITEMS & ACTIVITIES

ANTECEDINAL/

PREVENTIVE

STRATEGIES


i. Schedule or sign that states when student can get items or do

activities

ii. “ I am working for _____” card

iii. Provide frequent, intermittent attention for appropriate

behaviors

iv. Use of timer so that student knows when attention can be

obtained

v. Use of tokens to earn wanted items


64

i. Teach appropriate ways to gain attention

ii. Teach student that items/ activities can be earned again with

mini-transitions

iii. Social story and/or Power Cards

iv. Expand the variety of preferred items

v. Cognitive restructuring (“I can wait”, “Big boys are patient”)

vi. Teach child to respond appropriately when his/her wishes are

denied (“Okay”, “I can have it later”, “You can’t always get what you

want”)

vii. DTI and roleplaying to teach alternative ways of asking for

attention or accepting “no”

CONSEQUENCE-

BASED

STRATEGIES

i. Planned ignoring (if attention)- let’s practice

ii. Redirect, redirect, redirect.

iii. May need to temporarily remove favored items if student cannot

be redirected.

iv. “Toy time-out”.

v. Allow student to keep favored item in a special place in

classroom.

vi. May be appropriate to do time out or a “sit and wait”

intervention.

o Step 3: IEP Revision:

o Write goal(s) to increase- The alternative “replacement” behavior

o Specially Designed Instruction:

o Should include setting event strategies as well as antecedent

strategies related to the student’s specific needs

o Addition of the SDI for Safe Crisis Management when needed

Modification and SDI Location Frequency

Safe Crisis Management Strategies (de-

escalation, emergency safety physical

All

locations

When there is a threat to self/ others

and/or significant disruption to

65

intervention) program

o Step 4: Implementation

1. Review baseline- can collect new baseline or use results from the FBA

2. Implement the prevention, teaching and intervention strategies

3. Monitor the student’s progress based on the prevention, teaching and

intervention strategies by collecting data (see example data sheet)

4. Evaluate the effectiveness of the prevention, teaching and intervention

strategies (see example Excel Document for graph)

5. Revise the prevention, teaching and intervention strategies as well as the

goal (as needed)

6. Monitor the student’s progress based on the prevention, teaching and

intervention strategies

7. Evaluate the effectiveness of the prevention, teaching and intervention

strategies

8. Revise the prevention, teaching and intervention strategies as well as the

goals (as needed)

The district has a Safe Crisis Team at each building. The teams can consist of regular

education teachers, special education teachers, paraprofessionals, and building principals.

The team members are trained in Safe Crisis Management and are certified to execute

emergency safety physical interventions when a student poses a threat to themself or

others. The teams meet periodcially in small and whole group to review district

procedures in regards to the purpose and implementation of the teams. The district also hs

it's own Safe Crisis Management Trainer.

The use of restraints to control acute or episodic aggressive behavior may be used only

when the student is acting in a manner as to be a clear and present danger to

him/herself, to other students or to employees, and only when less restrictive measures

and techniques have proven to be or are less effective. The use of restraints to control

the aggressive behavior of a student shall cause a meeting of the IEP team to review the

current IEP for appropriateness and effectiveness. The use of restraints may not be

included in the IEP for the convenience of staff, as a substitute for an educational

program, or employed as punishment.

Mechanical restraints, which are used to control involuntary movement or lack of

muscular control of a student when due to organic causes or conditions, may be

employed only when specified by an IEP and as determined by a medical professional

66

qualified to make the determination, and as agreed to by the student’s

parents/guardians. Mechanical restraints shall prevent a student from injuring him/

herself or others or promote normative body positioning and physical functioning.

The following aversive techniques of handling behavior are considered inappropriate and

will not be used by East Pennsboro Area School District:

Corporal punishment (e.g., striking or spanking).

Punishment for a manifestation of student’s disability.

Noxious substances (e.g., startling noises or aversive smells or tastes).

Deprivation of basic human rights, such as withholding meals, water or fresh air.

Suspensions constituting a pattern under 22 PA Code Sec.14.143 (a) (re: disciplinary

placement).

Electric shock

Use of locked rooms, locked boxes, or other locked structures or spaces from which the

student cannot readily exit.

Treatment of a demeaning nature

The East Pennsboro Area School District assumes responsibility for ensuring that

behavior support programs are in accordance with Chapter 14, including the training of

personnel for the use of specific procedures, methods and techniques, and for having

this written procedure on the use of behavior support techniques. The East Pennsboro

Area School District will obtain parental consent prior to the use of highly restraining or

intrusive procedures.

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.

Currently, East Pennsboro Area School District is not having difficulty ensuring FAPE for any

student.

67

The continuum of services in the district include full-time autistic support and life skills suport,

supplemental learning support and autistic support, itinerant learning support, emotional support,

physical support and autistic support, and speech and language support in both elementary

schools. Middle school special education services include full time autistic support, supplemental learning

support, supplemental autistic support, itinerant learning support, emotional support and autistic

support, and speech and language support. High school special education services include full-time life skills support, full-time learning

support, supplemental learning support, supplemental autistic support, itinerant learning support,

emotional support and autistic support, and speech and language services. In conjunction with our consortium, we are able to provide FAPE to students with full-time

emotional support needs and full-time life skills support at the elementary/middle school levels.

We are also able to provide itininerant blind/visually impared support. Although the district does not currently provide multiple disabilities support in our neighborhood

schools, we provide FAPE to these students through the Capital Area Intermediate Unit. The

Intermediate Unit also provides services for students with emotional disturbances and autism who

require a therapeutic classroom. Our district is seeing an increase in the number of secondary students requiring full-time

emotional support services. We currently contract with approved schools to provide these

services. The district may wish to consider developing a program that would meet the needs of

these students in their neighborhood schools. The district currently collaborates with outside mental health agencies to fill the gaps in

programming and provide FAPE to our students. East Pennsboro Area School District strives to educate our students in their neighborhood

schools.

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 Response to Intervention program for students in both elementary schools. This has

undergone many revisions and is currently moving forward to adding WIN (What I need

Time) during each cycle day of the school year. Initiating RtII was initiated in the middle

school during the 2013-2014 school year. There is a math coach and reading coach that

help to develop this process and ensure that students have individualized help during RtII

time.

--Support Staff-There are 45 suport staff that are utilized in all four buildings in the district.

--Transition Coordinator-Part-time-Helps in the transition of special needs students from

school to work. He has been able to get appropriate job opportunities for many of the

students in the high school. He is able to meet with them on a regular basis at their job site

to ensure success.

-Purchased and developed life skills curriculum through CEC (Council for Exceptional

Children). This is a researched based curriculum that has been used successfully in many

states.

68

--All high school and middle school special education staff are trained in transition planning

for students 14 years and older. Their IEPs were reviewed this year for compliance and by

the end of the year they were 100% compliant for transition.

---The district has courses that link academic curriculum content and instruction with

career goals.

--The district utilizes a transition staffing which is done in the spring. The HS staff brings

together community based agencies to identify supports and services available to students

pre and post graduation.

--Life Skills Program-HS-Emphasizes inclusion in regular education settings. It provides

opportunities for regular education students and staff into the life skills classroom.

Emphasizes instruction in the area of independent living skills by providing community

based experiences in job shadowing, work experience, and volunteering in a variety of

community based locations.

--A full range of services from full-time special education to itinerant special education.

This is with an emphasis to help regular education teachers build capacity to include

students in the least restrictive setting.

--itinerant special education services at the middle school level for students who need

learning support, autistic support and emotional support. These services have helped

maintain students in the least restrictive setting. It has reduced the number of discipline

referrals along with in school and out of school suspensions. It has improved the frequency

and consistency of positive communication between school and parents. It has encouraged

parents to be actively involved in the educational process of planning for their child's

learning needs.

--All special education teachers are highly qualified in the areas where they are the teacher

of record.

--The district has integrated technology into all special education classrooms. Each

classroom is equipped with a smart board. There is a netbook computer lab in each

building designated only for special education students.

-Computerized IEP system and children count system is utilized to ensure that IEPs are

legally compliant and students are reported properly.

-Spec. Ed staff is supportive of the classroom teacher needs. They are able to work together

with the regular education teaching staff to help support the students in the regular

education curriculum.

-Parents are an intregal apsect of the special education program. They are represented on

the special education plan committee.

-All elavauations are completed in their allotted timelines.

-We dismiss students from special ed, its not a life long identification. We look at the

individual needs

-special Education staff easily accessible to getting advice. They are experts in their

indivdual disciplines. They are well versed and able to help regular education staff and

support staff.

-SDIs are written so there are clear expectations. It is not a guessing game when regluar

education staff need to implement these SDIs in the classroom.

69

-Data meetings are used to collect data and make informed decisions with assessments

-Different inservices to meet the needs of staff (started this year). This means if you are a

veteran teacher and have shown profeciency in IEP writing your PD will be in an area that

will help to extend you. If you are a veteran teacher and still need help in writing compliant

IEPs you will have the staff development that works on this area. It is individualzed for all

level and years of staff.

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.


72

Least Restrictive Environment Facilities

Facility Name Type of Facility Type of Service

Number of Students Placed

River Rock Academy Other Emotional Support

9

Yellow Breeches Educational Center

Special Education Centers

ES, LS 10

Washington Heights Elementary School

Neighboring School Districts

MDS 1

Elmwood Elementary School Neighboring School Districts

AS 3

Derry Township Middle School Neighboring School Districts

AS 1

Hilltop Academy Special Education Centers

ES, LS, AS 13

Middlesex Elementary School Neighboring School Districts

AS 1

Special Education Program Profile Program Position #1 - Proposed Program

Operator: School District

PROPOSED PROGRAM INFORMATION

Type: Position

Implementation Date: August 24, 2015

Average square feet in regular classrooms: sq. ft.

Square footage of this classroom: sq. ft. ( feet long x feet wide)

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

Location/Building Grade Building Type Support Service Type

Age Range

Caseload FTE

East Pennsboro Elementary

An Elementary School Building

A building in which General Education programs are operated

Itinerant Emotional Support

6 to 9 6 0.25




Itinerant Physical Support

8 to 8 1 0.12

73




Itinerant Autistic Support

6 to 9 7 0.58

Program Position #2

Operator: School District PROGRAM SEGMENTS

Location/Building Grade Building Type

Support Service Type

Age Range

Caseload FTE




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

Learning Support

6 to 9 12 0.75




Itinerant Learning Support

6 to 9 1 0.25

Program Position #3 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: August 24, 2015 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) 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



Age Range

Caseload FTE





Life Skills Support

5 to 9 15 1

Justification: Students are in need of life skills so even though the range is out of compliance the needs of the students are on the same level.



Type: Position Implementation Date: August 24, 2015 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide)

74

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


Age Range

Caseload FTE




Itinerant Speech and Language Support

5 to 8 45 1

Program Position #5




Age Range

Caseload FTE

West Creek Hills Elementary




7 to 7 1 0.25





Learning Support

6 to 9 11 0.75

Program Position #6



Age Range

Caseload FTE





6 to 9 10 0.83





5 to 8 6 0.17

Program Position #7




Age Range

Caseload FTE


An Elementary School

A building in which General


6 to 9 8 0.5

75

Building Education programs are operated

West Creek Hills Elementary School




Learning Support

5 to 8 2 0.5

Program Position #8



Age Range

Caseload FTE





5 to 9 27 1

Justification: The teacher is supplying itinerant support. The students in different grades are not serviced together.

Program Position #9



Age Range

Caseload FTE

East Pennsboro Middle School

A Middle School Building



11 to 14

12 1




PROGRAM SEGMENTS



Age Range

Caseload FTE





Life Skills Support

10 to 13

15 1


76



PROGRAM SEGMENTS



Age Range

Caseload FTE





11 to 14

10 0.25





Learning Support

10 to 13

10 0.5




PROGRAM SEGMENTS



Age Range

Caseload FTE

East Pennsboro Area High School

A Senior High School Building



Autistic Support

15 to 21

8 1

Justification: It is a HS program dealing with students on the autism spectrum. The age range is appropriate as the students are working on vocational skills.




77


PROGRAM SEGMENTS



Age Range

Caseload FTE





Learning Support

12 to 12

10 0.5

East Pennsboro Area Middle School




12 to 13

25 0.5




PROGRAM SEGMENTS


Age Range

Caseload FTE





11 to 13

8 1

Program Position #15




Age Range

Caseload FTE





12 to 14

6 0.25





Learning Support

12 to 14

4 0.75


Operator: School District

78

PROPOSED PROGRAM INFORMATION Type: ClassandPosition Implementation Date: August 24, 2015 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) 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


Age Range

Caseload FTE





10 to 13

1 1





Age Range

Caseload FTE





Learning Support

12 to 14

11 1


Operator: Outside Contractor for the School District PROPOSED PROGRAM INFORMATION


PROGRAM SEGMENTS


Age Range

Caseload FTE





11 to 14

14 0.75

East Pennsboro High School




15 to 15

1 0.25

79




PROGRAM SEGMENTS



Age Range

Caseload FTE





15 to 18

5 0.15





Learning Support

15 to 18

14 0.8




Age Range

Caseload FTE





14 to 14

1 0.25





14 to 18

22 0.75




Age Range

Caseload FTE




Full-Time Special Education Class

Life Skills Support

13 to 18

7 1

Justification: These students all require a life skills curriculum. Even though they are greater than 4 years between them, the district believes this is the least restrictive environment to meet their individual needs.


80



PROGRAM SEGMENTS


Age Range

Caseload FTE





14 to 17

25 1




PROGRAM SEGMENTS


Age Range

Caseload FTE





15 to 18

20 0.5




PROGRAM SEGMENTS


Age Range

Caseload FTE

81





15 to 18

15 1




PROGRAM SEGMENTS


Age Range

Caseload FTE





14 to 18

12 1




PROGRAM SEGMENTS



Age Range

Caseload FTE





Learning Support

14 to 18

20 1




82


PROGRAM SEGMENTS


Age Range

Caseload FTE





14 to 18

12 1


Operator: Outside Contractor for the School District PROGRAM SEGMENTS


Age Range

Caseload FTE




Itinerant Blind or Visually Impaired Support

11 to 11

1 0.33





15 to 15

1 0.33





6 to 6 1 0.33



Type: Position Implementation Date: August 24, 2015 Average square feet in regular classrooms: 50 sq. ft. Square footage of this classroom: 750 sq. ft. (30 feet long x 25 feet wide)

PROGRAM SEGMENTS


Age Range

Caseload FTE





6 to 9 25 0.5

East Pennsboro Elementary School




6 to 9 25 0.5


83


Type: Position Implementation Date: August 24, 2015 Average square feet in regular classrooms: 750 sq. ft. Square footage of this classroom: 750 sq. ft. (25 feet long x 30 feet wide)

PROGRAM SEGMENTS


Age Range

Caseload FTE





5 to 10 25 1

Justification: The students require itinerant support and will not be in the class together out of age range.


Operator: Outside Contractor for the School District PROPOSED PROGRAM INFORMATION

Type: ClassandPosition Implementation Date: August 24, 2015 Average square feet in regular classrooms: 750 sq. ft. Square footage of this classroom: 750 sq. ft. (25 feet long x 30 feet wide)

PROGRAM SEGMENTS



Age Range

Caseload FTE





Autistic Support

5 to 8 8 1

Special Education Support Services

Support Service Location Teacher FTE

Certified School Psychologist

West Creek Hills Elementary and East Pennsboro High School

1

Certified School Psychologist

East Pennsboro Elementary and East Pennsboro Middle School

1

Director of Special Education

District Offices 1

Instructional Aide High School 1

Instructional Aide High School 1

Instructional Aide Middle School 1


84





Instructional Aide East Pennsboro Elementary 1




Instructional Aide West Creek Hills Elementary 1

Instructional Aide West Creek Hills Elementary 1

PCA West Creek Hills Elementary 1








PCA East Pennsboro Elementary 1




PCA Middle School 1

PCA Middle School 1

PCA Middle School 1

PCA High School 1

PCA High School 1

PCA High School 1

PCA High School 1

BCA-Behavior Care Aide High School 1

BCA-Behavior Care Aide Middle School 1



BCA-Behavior Care Aide East Pennsboro Elementary 1

Autistic Support Aide Middle School 1




Autistic Support Aide High School 1

Autistic Support Aide High School 1

85

Special Education Contracted Services

Special Education Contracted Services Operator Amt of Time per Week

Occupational Therapy Outside Contractor

5 Days

Physical Therapy Outside Contractor

15 Minutes

Audiology Intermediate Unit 25 Minutes

AS support to staff Intermediate Unit 1 Days

Employment Skills Training Intermediate Unit 2 Days

Speech and Language Intermediate Unit 5 Days

Positive Behavior Support-Functional Behavior Assessment Support

Intermediate Unit 1 Hours

86

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:

The school district has been successful at all levels with helping students who are struggling to meet

grade level expectations. We have offered a great deal of support to our students over the years and

we continue to demonstrate growth in these performance areas. However, for years our district was

aware, but not active with helping our higher achieving students to grow at a similar pace. The

students who were performing at the high end of the performance categories were thought to be

succesful and independent. Soon we realized these students needed attention and instruction to

reach their fullest academic potential. This has been addressed by implementation of coaches at the

elementary and middle school levels, WIN program at elementay and middle school levels, Jr. Great

Books at the middle school level and additional AP courses being offered at the HS level. Providing

opportunities to stretch the learning of all our students is both exciting and a goal we continue to

purse on a daily basis. We have also focused on professional development of our teachers on topics

such as flipped classrooms, enhanced writing strategies and use of research based instructional

stratgies in the classrooms.

District Accomplishments

Accomplishment #1:

Comprehensive assessment plan using iReady diagnostic and instruction program as well as

common assessments to monitor student achievement.

Accomplishment #2:

Implementation of district instructional coaches and Professional Learning Communities (PLC)

Accomplishment #3:

Graduation rate consistently exceeds the state average

Accomplishment #4:

Redevelopment of our RTII framework to incorporate data driven intervention groups

87

Accomplishment #5:

District is in the planning stages of implementing a 1:1 device initiative for students in grades

5-12

Accomplishment #6:

Explicit research-based phonics instruction delivered daily in grades K-2

District Concerns

Concern #1:

Management of Teacher Effectiveness Framework (demands on time and loss of instructional

leadership)

Concern #2:

Yearly increase in School Performance Profile (SPP)

Concern #3:

Staffing reduction and program reductions and potential impact on student achievement

Concern #4:

Maintaining morale of staff due to lost programs and increased class size

Concern #5:

Budget constraints [decreased revenue, increased expenditures (unfunded mandates)]

Concern #6:

District recognizes the important role of a strong partnership between the school and parents

in the delivery of educational services to their children.

Concern #7:

A more dynamic curriculum review cycle is needed in all content areas. Limiting the curriculum

review cycle to once every 7 years does not provide the flexibility needed to adjust the

curriculum to changing standards and the needs of our students.

Concern #8:

There is a lack of comprehensive system for infusing 21st century skills into daily instructional

activities.

88

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:

Budget constraints [decreased revenue, increased expenditures (unfunded

mandates)]


Staffing reduction and program reductions and potential impact on student

achievement


A more dynamic curriculum review cycle is needed in all content areas. Limiting the

curriculum review cycle to once every 7 years does not provide the flexibility needed

to adjust the curriculum to changing standards and the needs of our students.

There is a lack of comprehensive system for infusing 21st century skills into daily

instructional activities.

Systemic Challenge #2 (Guiding Question #10) Establish a district system that fully ensures

professional development is focused, comprehensive and implemented with fidelity.

Aligned Concerns:

Budget constraints [decreased revenue, increased expenditures (unfunded

mandates)]


89

Staffing reduction and program reductions and potential impact on student

achievement


Management of Teacher Effectiveness Framework (demands on time and loss of

instructional leadership)

District recognizes the important role of a strong partnership between the school and

parents in the delivery of educational services to their children.

A more dynamic curriculum review cycle is needed in all content areas. Limiting the

curriculum review cycle to once every 7 years does not provide the flexibility needed

to adjust the curriculum to changing standards and the needs of our students.

There is a lack of comprehensive system for infusing 21st century skills into daily

instructional activities.

90

District Level Plan

Action Plans

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

standards-aligned curricula across all schools with supports for all students. Establish a

district system that fully ensures students who are academically at risk are identified early

and are supported by a process that provides interventions based upon student needs and

includes procedures for monitoring effectiveness.

Related Challenges:

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

Indicators of Effectiveness:

Type: Interim

Data Source: PSSA, iReady, Study Island, CDT, Keystone Exams, Progress Monitoring, DRAs, Common Assessments, STAR, RTII, WIN (What I Need)

Specific Targets: Increase student performance on standardized test scores, increase college and career readiness skills, align curricula to standards based on identified areas of strength and weakness. Increase SPP scores for all schools in the district.

Strategies:

Common Assessment within Grade/Subject

Description: WWC reports the effective use of data can have a positive impact upon student achievement; using common assessments to inform teacher practice is one such use of data. (Source: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf ) Teacher Moderation: Collaborative Assessment of Student Work and Common Assessments provide detailed looks at the development and use of common assessments. (Sources: http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teacher_Moderation.pdf and Common Assessments: Mike Schmoker. (2006)

http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teacher_Moderation.pdf


91

Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning. Alexandria, Va.: ASCD.)

SAS Alignment: Assessment, Instruction

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

Description: Using Student Achievement Data to Support Instructional Decision Making provides a WWC reporting of various strategies related to the acquisition, analysis, and application of student data. (Source: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf )


Technology Infrastructure Enhancement/Technology Access and Training Increase

Description: The International Society for Technology in Education cites research that indicates an increase in access to technology has a positive effect on student achievement. (Source: http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement.pdf )

SAS Alignment: Instruction, Materials & Resources

Curriculum Mapping

Description: Empirical evidence of a positive statistical correlation of the use of curriculum mapping with student achievement is scarce. There was a 2001 study by the Indiana Center of Evaluation conducted for the Ohio DOE that determined curriculum alignment (defined as curriculum mapping with subsequent change in instructional practice) was the “single greatest factor in achieving improved test scores.” The following link provides a list of resources supporting the positive contributions of curriculum mapping to educational processes: http://www.curriculummapping101.com/materials/curriculum-mapping-research ; the following link provides an overview of curriculum mapping: http://en.wikipedia.org/wiki/Curriculum_mapping

SAS Alignment: Standards, Materials & Resources

Increased Quality Instructional Time

Description: Changes in instructional time do not generally increase or decrease student achievement, unless such changes go beyond unusually low, or high, amounts of time. Curriculum and instructional quality appear




http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement.pdf

http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement.pdf

http://www.curriculummapping101.com/materials/curriculum-mapping-research

http://www.curriculummapping101.com/materials/curriculum-mapping-research

http://en.wikipedia.org/wiki/Curriculum_mapping

92

to have a much greater effect on achievement than do total hours of instructional time. The addition of high-quality teaching time is of particular benefit to certain groups of students, such as low-income students and others who have little opportunity for learning outside of school. (Sources: http://www.ascd.org/publications/researchbrief/v3n10/toc.aspx , and http://www.educationsector.org/publications/clock-rethinking-way-schools-use-time )

SAS Alignment: Instruction, Safe and Supportive Schools

Reading Across the Curriculum

Description: While there is a body of research that indicates employing the reading strategies of questioning, concept mapping, summarizing, and monitoring comprehension have been shown to have positive effects on reading achievement, there are no empirical studies that indicate Reading Across the Curriculum as a whole has a positive effect on achievement. (Source: http://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/REL_2007003.pdf )

SAS Alignment: Instruction

Implementation Steps:

Action Steps for Data Analysis

Description:

-Sustained PLCs/data teams at the elementary level (K-4)

-Development of PLCs and data teams at the middle level (5-8) and high school level (9-12)

-Sustained RtII processes at the elementary and middle level (K-8)

-Data team/PLC use of data from iReady, CDTs, PVAAS

-Use of common, formative and summative assessments within curriculum

-Implementation of differentiated instruction strategies across the curriculum

-Standards-Aligned Report Card (SARC) in grades K-8

-Develop writing benchmarks aligned to state assessment (K-12)

-Building schedules that maximize quality instructional time

http://www.ascd.org/publications/researchbrief/v3n10/toc.aspx

http://www.educationsector.org/publications/clock-rethinking-way-schools-use-time

http://www.educationsector.org/publications/clock-rethinking-way-schools-use-time

http://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/REL_2007003.pdf

93

-Ongoing vertical articulation of curriculum

-Alignment of curriculum to the PA Core Standards & PA Academic Standards

- Use of common instructional resources in district classrooms to better support the curriculum

Start Date: 8/24/2015 End Date: 6/8/2018

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

Education, Gifted Education, Educational Technology

Supported Strategies:

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

Warehousing

Technology Infrastructure Enhancement/Technology Access and Training Increase

Goal #2: Establish a district system that fully ensures professional development is focused,

comprehensive and implemented with fidelity.

Indicators of Effectiveness:

Type: Interim

Data Source: Completion of DSSD, Walk-Through, New Teacher Effectiveness

Instrument,

Specific Targets: Survey results from PD, Climate Survey, Teacher Effectiveness

Results

Strategies:

94

Data Analysis Procedures, Data-Informed Instruction, Data Teams

& Data Warehousing

Description: Using Student Achievement Data to Support Instructional Decision Making provides a WWC reporting of various strategies related to the acquisition, analysis, and application of student data. (Source: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf )


Instructional Coaching

Description: The purpose of Instructional Coaching is to bring evidence-based practices into classrooms by working with teachers and other school leaders. The Pennsylvania Institute for Instructional Coaching focuses on evidence-based literacy strategies and claims instructional coaching has a positive impact upon student achievement. (Source: http://piic.pacoaching.org/index.php/piic-coaching/what-is-an-instructional-coach ) WWC has identified at least one instructional coaching model that has a positive impact on achievement at the secondary level. )Source: http://ies.ed.gov/ncee/wwc/pdf/quick_reviews/myteachingpartner_022212.pdf )


Instructional Conversations

Description: Instructional conversations are planned, goal-directed conversations on an academic topic between a teacher and a small group of students. Although instructional conversations can be used to meet any learning goal in any content area, the studies identified have focused attention on the effectiveness of instructional conversations in developing thematic understanding of literature. (Source: http://gse.berkeley.edu/research/credearchive/research/pdd/5stand_evidence.html ) WWC reports Literature Logs used in conjunction with Instructional Conversations have potentially positive effects on the reading achievement of ELL students. (Source: http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/WWC_ICLL_102606.pdf )


Substantial Professional Development

Description: The Southwest Regional Educational Laboratory found that substantial professional development showed a positive impact upon


http://piic.pacoaching.org/index.php/piic-coaching/what-is-an-instructional-coach

http://piic.pacoaching.org/index.php/piic-coaching/what-is-an-instructional-coach

http://ies.ed.gov/ncee/wwc/pdf/quick_reviews/myteachingpartner_022212.pdf

http://ies.ed.gov/ncee/wwc/pdf/quick_reviews/myteachingpartner_022212.pdf

http://gse.berkeley.edu/research/credearchive/research/pdd/5stand_evidence.html

http://gse.berkeley.edu/research/credearchive/research/pdd/5stand_evidence.html

http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/WWC_ICLL_102606.pdf

http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/WWC_ICLL_102606.pdf

95

student achievement (substantial = greater than 14 hours of focused professional development delivered via workshops or summer institutes, supported by follow-up sessions and all delivered by professional developers rather than train-the-trainer approaches). (Source: http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033.pdf )


Instructional (Distributed) Leadership Capacity Building

Description: Support of the relationship of distributive leadership with student achievement is anecdotal and inferential and substantially reported. (Sources: http://www.learningpt.org/pdfs/leadership_turnaround_schools.pdf , and http://www.pakeys.org/docs/SL%20PP%201.pdf )

SAS Alignment: Safe and Supportive Schools

Implementation Steps:

Professional Development Action Steps

Description:

-Development of a plan to provide professional development encompassing all staff that focuses on content development as well as skill/strategy instruction and methods of differentiated instruction grounded in assessment. This work will be a joint effort between the Professional Education Committee and staff recommendations from the building level. This will also be based on needs indicated via student data.

-Implementation of ongoing vertical articulation sessions to allow staff to understand the K-12 progress of teaching, learning, and assessment

-Incorporation of literacy instruction across the curriculum, particularly in content area classrooms (i.e. social studies, math, science, foreign language, etc.)

-Development and sustained PLCs across the district focusing on student achievement and professional growth

-Focused initiatives for professional development (i.e multi-year initiatives with ongoing training, support, and feedback)

-Alignment of professional development to state initiatives such as the Principal and Teacher Effectiveness tools and Standards Aligned Systems (SAS)

http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033.pdf

http://www.learningpt.org/pdfs/leadership_turnaround_schools.pdf

http://www.pakeys.org/docs/SL%20PP%201.pdf

96

-Revisions and implementation of the Differentiated Supervision Model with areas focusing on professional growth and collaboration such as peer collaboration, self-directed projects, and action research

-Collaboration with IU personnel to provide guidance and professional development on key state initiatives

-SAMR (Substitution, Augmentation, Modify, Redefine) model - leveraging technology in the classroom

-Twenty First Century Learning Skills in the classroom

Start Date: 8/24/2015 End Date: 6/8/2018

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

Education, Student Services, Gifted Education, Educational Technology

Supported Strategies:

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

Warehousing

Instructional Conversations

Substantial Professional Development

97

Appendix: Professional Development Implementation

Step Details

LEA Goals Addressed:

#1 Establish a district system that fully ensures consistent implementation of standards-aligned curricula across all schools with supports for all students. Establish a district system that fully ensures students who are academically at risk are identified early and are supported by a process that provides interventions based upon student needs and includes procedures for monitoring effectiveness.

Strategy #1: Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing

Strategy #2: Technology Infrastructure Enhancement/Technology Access and Training Increase

Start End Title Description

8/24/2015 6/8/2018 Action Steps for Data Analysis

-Sustained PLCs/data teams at the elementary level (K-4)

-Development of PLCs and data teams at the middle level (5-8) and high school level

(9-12)

-Sustained RtII processes at the elementary and middle level (K-8)

-Data team/PLC use of data from iReady, CDTs, PVAAS

-Use of common, formative and summative assessments within curriculum

-Implementation of differentiated instruction strategies across the curriculum

98

-Standards-Aligned Report Card (SARC) in grades K-8

-Develop writing benchmarks aligned to state assessment (K-12)

-Building schedules that maximize quality instructional time

-Ongoing vertical articulation of curriculum

-Alignment of curriculum to the PA Core Standards & PA Academic Standards

- Use of common instructional resources in district classrooms to better support the

curriculum

Person Responsible SH S EP Provider Type App. District

Administrators (Superintendent, Assistant Superintendent, Supervisor of Curriculum, Director of Special Education, Principals, and Assistant Principals)

2.0 15 210 East Pennsboro Area School District, IU support, other outside agencies as appropriate/needed

School Entity

Yes

Knowledge

By working toward accomplishing this goal our teachers will demonstrate an understanding of using student

data to improve educational programming for our students. Ongoing, sustained professional development will

occur to help teachers utilize student assessment data. We have been using iReady benchmarking system for

reading and math, and teachers will work in data teams/Professional Learning Communities (PLC) to analyze

results to make instructional decisions. Using this data, teachers will develop action plans for core instruction

99

and interventions based on the curriculum, which through our curriculum cycle will be written to align to the PA

Core Standards. All data will be stored in our data management warehouse. Staff will be trained/retrained in

using this tool throughout the school year. The development of curriculum and alignment to the PA Core

Standards continues and is followed-up by student data review to ensure adherence to the curriculum and

increasing student academic performance. Opportunities for vertical articulation will occur periodically to

provide all teachers and administrators the opportunity to gain a sense of curriculum and learning

progressions K-12.

The focus in our district will be on ensuring that tier one instruction/core instruction is aligned to the PA Core

Standards and that it is rigorous enough to meet the performance standards. Interventions and elements of

differentiated instruction will be implemented for all students. Professional development on creating, using

and analyzing formative assessments will occur; this will ensure teachers are making educational decisions

based on student performance and then lessons are adjusted to meet their students' needs.

At the elementary and middle level, a standards-aligned report card is being developed. Data from report cards

will provide information on areas of students' strengths and weaknesses in the core curricular areas. This data

will also be used for vertical articulation purposes and funnel into the curriculum review cycle/curriculum

revision processes.

Through all of these efforts, we will continually review our building schedules to ensure that instructional time

is maximized. Interruptions to instructional time will be limited except in cases of unavoidable conflicts.

Supportive Research

-Differentiated Instruction--Teachers will differentiate instruction based on assessment results (formative,

summative, benchmark, diagnostic).

-Quality Instructional Time--Building schedules will reflect maximized instructional time with minimal

interruptions.

-Curriculum Alignment--Curriculum will be written and reviewed periodically to ensure alignment to the PA

100

Core Standards. Additionally, assessments will be embedded into the curriculum to help adjust instruction to

meet the needs of students.

- PVAAS -- Use of the state developed tool to measure student growth and teacher effectiveness

Designed to Accomplish

For classroom teachers, school counselors and education specialists:


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

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



Training Format

LEA Whole Group Presentation

Series of Workshops

School Whole Group Presentation

Live Webinar

101

Department Focused Presentation

Professional Learning Communities Offsite Conferences

Participant Roles

Classroom teachers

Principals / Asst. Principals

Supt / Ast Supts / CEO / Ex Dir

School counselors

New Staff

Other educational specialists

Parents

Grade Levels

Elementary - Primary (preK - grade 1)

Elementary - Intermediate (grades 2-5)

Middle (grades 6-8)

High (grades 9-12)

Follow-up Activities

Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers

Analysis of student work, with administrator and/or peers

Creating lessons to meet varied student learning styles

Peer-to-peer lesson discussion

Lesson modeling with mentoring

Joint planning period activities

Journaling and reflecting

Evaluation Methods

Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.

Student PSSA data

Standardized student assessment data other than the PSSA

Classroom student assessment data

Participant survey

Review of participant lesson plans

Review of written reports summarizing instructional activity

102

LEA Goals Addressed:

#1 Establish a district system that fully ensures professional development is focused, comprehensive and implemented with fidelity.

Strategy #1: Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing

Strategy #2: Instructional Conversations

Strategy #3: Substantial Professional Development

Start End Title Description

8/24/2015 6/8/2018 Professional Development

Action Steps

-Development of a plan to provide professional development encompassing all staff

that focuses on content development as well as skill/strategy instruction and

methods of differentiated instruction grounded in assessment. This work will be a

joint effort between the Professional Education Committee and staff

recommendations from the building level. This will also be based on needs

indicated via student data.

-Implementation of ongoing vertical articulation sessions to allow staff to

understand the K-12 progress of teaching, learning, and assessment

-Incorporation of literacy instruction across the curriculum, particularly in content

area classrooms (i.e. social studies, math, science, foreign language, etc.)

-Development and sustained PLCs across the district focusing on student

achievement and professional growth

-Focused initiatives for professional development (i.e multi-year initiatives with

ongoing training, support, and feedback)

-Alignment of professional development to state initiatives such as the Principal and

103

Teacher Effectiveness tools and Standards Aligned Systems (SAS)

-Revisions and implementation of the Differentiated Supervision Model with areas

focusing on professional growth and collaboration such as peer collaboration, self-

directed projects, and action research

-Collaboration with IU personnel to provide guidance and professional development

on key state initiatives

-SAMR (Substitution, Augmentation, Modify, Redefine) model - leveraging

technology in the classroom

-Twenty First Century Learning Skills in the classroom

Person Responsible SH S EP Provider Type App. District

Administrators (Superintendent, Assistant Superintendent, Supervisor of Curriculum, Director of Special Education, Principals, and Assistant Principals)

2.5 9 210 East Pennsboro Area School District, CAIU 15, outside vendors as needed

School Entity

Yes

Knowledge

By working toward accomplishing this goal, our teachers will demonstrate an undertanding of not only their

content but how to best provide high-quality instruction for our students. Teachers will work collaboratively to

gain better understandings of the acutal content they teach while working to enhance instruction using

research-based strategies proven to engage students and raise achievement.

104

Supportive Research

-Substantial Professional Development--We will limit the number of district initiative to six or less and provide

ongoing, pervasive professional development on implementing best practices within and across content areas.

-Vertical Articulation/Instructional Conversations--We will provide opportunities for teachers to engage in

conversations with teachers in their content areas across grade levels to better understand K-12 teaching,

learning, and assessment progressions.

-Data Analysis--Professional development will be determined based on student and teacher need as evidenced

by data.

Designed to Accomplish

For classroom teachers, school counselors and education specialists:


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

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



105

Training Format

LEA Whole Group Presentation

Series of Workshops School Whole Group Presentation

Live Webinar

Department Focused Presentation

Professional Learning Communities

Offsite Conferences

Participant Roles

Classroom teachers

Principals / Asst. Principals

Supt / Ast Supts / CEO / Ex Dir

School counselors

Paraprofessional

Classified Personnel

New Staff

Other educational specialists

Related Service Personnel

Grade Levels

Elementary - Primary (preK - grade 1)

Elementary - Intermediate (grades 2-5)

Middle (grades 6-8)

High (grades 9-12)

Follow-up Activities

Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers

Analysis of student work, with administrator and/or peers

Creating lessons to meet varied student learning styles

Peer-to-peer lesson

Evaluation Methods

Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.

Student PSSA data

Standardized student assessment data other than the PSSA

Classroom student assessment data

Participant survey

106

discussion

Lesson modeling with mentoring

Joint planning period activities

Journaling and reflecting

Review of participant lesson plans

Review of written reports summarizing instructional activity

107

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

108

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.

Affirmed by Melissa Beers on 5/5/2015

Board President

Affirmed by Jay Burkhart on 5/1/2015

109

Superintendent/Chief Executive Officer

Documents

East Pennsboro Area SD · 2018. 6. 19. · 5 it is the school district’s responsibility to use the community’s resources in an efficient and effective manner. the school district