berwick area sd · pavan gadam high school teacher - regular education : professional education...
TRANSCRIPT
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District Profile
Demographics
500 Line St Berwick, PA 18603 (570)759-6400 Superintendent: Wayne Brookhart Director of Special Education: Wendy Kupsky
Planning Process The district is developing the plan through its current administrative staff, instructional staff and
community members with ultimate review of the school board before submission. The district is
conducting a comprehensive review of all programs with the intent of improving achievement at all
levels in all content areas.
The Berwick Area School District continues to be a standards-based school system with high
achievement levels and an inordinate amount of students who are highly motivated, as evidenced by
Advanced Placement enrollment, Capstone identification, dual enrollment partnerships, college
attendance rates, and the implementation of CTE programs. The process is being conducted with the
intent of maintaining the strengths of the district and improving on areas identified as needing
further development.
Mission Statement The Berwick Area School District’s mission is to provide quality education which builds skills and
fosters flexible and independent thinking and action within the diverse context of family,
community, and cultural structure in order to maximize each student’s potential in an ever-changing
society.
Vision Statement We will be a research-based, data-driven, student-centered district that prepares students to meet
the multiple skills needed to face all facets of life.
Shared Values The Berwick Area School District serves as the "hub" of the community. Our Superintendent is a
member of the Berwick Area Task Force, Berwick Marketing Committee, Columbia-Montour
Chamber of Commerce, Foundation of the Chamber of Commerce and all administrators are active in
the community.
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This commitment to a sense of community is what makes the district strong. Commitment to
education, family, and others in the community are shared by all in Berwick and communicated to
staff members of the district.
Educational Community The Berwick Area School District remains committed to the effective education of all students
residing within its' borders. The district includes students with special needs in regular classrooms
and provides enrichment support for those identified as in need of gifted services.
Instruction is standards-based with a continual curriculum review process, which is guided by the
Director of Curriculum and Instruction, Principals, and Department Heads. Teachers are heavily
involved in this process and have been instrumental in the district transition to the PA Common
Core instructional expectations. The system is data driven through usage of PVAAS and e-metric and
is focused not only on achievement of baseline standards, but also on maximum opportunities for
acceleration.
Planning Committee Name Role
Amy Melchiorre Administrator
Greg Michael Administrator : Professional Education Special
Education
Randy Peters Administrator
Chris Rivera Administrator
David Robbins III Administrator : Professional Education
Patrick Sharkey Administrator : Professional Education
Donald Butz Board Member
Maryann Kovalewski Board Member
Sandra Slavick Board Member : Special Education
Susy Wiegand Board Member : Special Education Schoolwide Plan
Robert Bull Business Representative : Professional Education
Nichole Fairchild Business Representative : Professional Education
Kathy Jarski Business Representative
Brandon Kishbaugh Business Representative
Jonathan Nespoli Business Representative : Special Education
Norm Fedder Community Representative : Professional
Education
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Mark Hauck Community Representative
Ronald Hoch Community Representative : Professional
Education
Holly Morrison Community Representative
Marina Davenport Ed Specialist - Other : Professional Education
Jennifer Parulis Ed Specialist - School Counselor : Professional
Education
Emily Daniels Elementary School Teacher - Regular Education :
Professional Education
Ashton Duke Elementary School Teacher - Special Education :
Professional Education Special Education
Julie Cerasoli-Kishbaugh High School Teacher - Regular Education
Pavan Gadam High School Teacher - Regular Education :
Professional Education
Stephanie Hauer High School Teacher - Regular Education
Tara Scholla High School Teacher - Regular Education :
Professional Education Special Education
Christopher Soboleski High School Teacher - Regular Education
Debra Kern High School Teacher - Special Education :
Professional Education
Mary Sponenberg High School Teacher - Special Education : Special
Education
Diane Croop Middle School Teacher - Regular Education :
Professional Education
Pam Hegland Middle School Teacher - Special Education :
Professional Education Special Education
Sara Lanning Parent : Professional Education
Melissa Spaide Parent : Professional Education
Robert Croop Student Curriculum Director/Specialist :
Professional Education
Wendy Kupsky Student Services Director/Specialist : Professional
Education Special Education
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Core Foundations
Standards
Mapping and Alignment
Elementary Education-Primary Level
Standards Mapping Alignment
Arts and Humanities Accomplished Accomplished
Career Education and Work Developing Developing
Civics and Government Developing Developing
PA Core Standards: English Language Arts Accomplished Accomplished
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Developing Developing
PA Core Standards: Mathematics Accomplished Accomplished
Economics Developing Developing
Environment and Ecology Accomplished Accomplished
Family and Consumer Sciences Needs
Improvement Needs
Improvement
Geography Accomplished Accomplished
Health, Safety and Physical Education Accomplished Accomplished
History Accomplished Accomplished
Science and Technology and Engineering Education Developing Developing
Alternate Academic Content Standards for Math Accomplished Accomplished
Alternate Academic Content Standards for Reading Accomplished Accomplished
American School Counselor Association for Students Developing Developing
Early Childhood Education: Infant-Toddler⟶Second Grade
Accomplished Accomplished
English Language Proficiency Accomplished Accomplished
Interpersonal Skills Developing Developing
School Climate Accomplished Accomplished
Explanation for standard areas checked "Needs Improvement" or "Non Existent":
At the present time, formal family & consumer science curriculum does not exist within the district. Teachers incorporate such skills within core lessons when appropriate.
Elementary Education-Intermediate Level
Standards Mapping Alignment
Arts and Humanities Accomplished Accomplished
Career Education and Work Developing Developing
Civics and Government Developing Developing
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PA Core Standards: English Language Arts Developing Developing
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Developing Developing
PA Core Standards: Mathematics Developing Developing
Economics Developing Developing
Environment and Ecology Developing Developing
Family and Consumer Sciences Developing Developing
Geography Accomplished Accomplished
Health, Safety and Physical Education Accomplished Accomplished
History Accomplished Accomplished
Science and Technology and Engineering Education Developing Developing
Alternate Academic Content Standards for Math Developing Developing
Alternate Academic Content Standards for Reading Developing Developing
American School Counselor Association for Students Developing Developing
English Language Proficiency Developing Developing
Interpersonal Skills Accomplished Accomplished
School Climate Accomplished Accomplished
Explanation for standard areas checked "Needs Improvement" or "Non Existent":
This narrative is empty.
Middle Level
Standards Mapping Alignment
Arts and Humanities Accomplished Accomplished
Career Education and Work Developing Developing
Civics and Government Developing Developing
PA Core Standards: English Language Arts Accomplished Accomplished
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Accomplished Accomplished
PA Core Standards: Mathematics Accomplished Accomplished
Economics Accomplished Accomplished
Environment and Ecology Accomplished Accomplished
Family and Consumer Sciences Accomplished Accomplished
Geography Developing Developing
Health, Safety and Physical Education Accomplished Accomplished
History Accomplished Accomplished
Science and Technology and Engineering Education Accomplished Accomplished
Alternate Academic Content Standards for Math Accomplished Accomplished
Alternate Academic Content Standards for Reading Accomplished Accomplished
American School Counselor Association for Students Accomplished Accomplished
English Language Proficiency Accomplished Accomplished
Interpersonal Skills Accomplished Accomplished
School Climate Developing Developing
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World Language Developing Developing
Explanation for standard areas checked "Needs Improvement" or "Non Existent":
Geography is currently covered by teachers within their Social Studies curriculum, however, a formal curriculum needs to be developed.
High School Level
Standards Mapping Alignment
Arts and Humanities Developing Developing
Career Education and Work Developing Developing
Civics and Government Accomplished Accomplished
PA Core Standards: English Language Arts Accomplished Accomplished
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Accomplished Accomplished
PA Core Standards: Mathematics Accomplished Accomplished
Economics Accomplished Accomplished
Environment and Ecology Accomplished Accomplished
Family and Consumer Sciences Accomplished Accomplished
Geography Accomplished Accomplished
Health, Safety and Physical Education Developing Developing
History Accomplished Accomplished
Science and Technology and Engineering Education Accomplished Accomplished
Alternate Academic Content Standards for Math Accomplished Accomplished
Alternate Academic Content Standards for Reading Accomplished Accomplished
American School Counselor Association for Students Accomplished Accomplished
English Language Proficiency Accomplished Accomplished
Interpersonal Skills Developing Developing
School Climate Developing Developing
World Language Developing Developing
Explanation for standard areas checked "Needs Improvement" or "Non Existent":
This narrative is empty.
Adaptations
Elementary Education-Primary Level
Checked answers
Arts and Humanities
Career Education and Work
PA Core Standards: English Language Arts PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
PA Core Standards: Mathematics
Environment and Ecology
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Geography
Health, Safety and Physical Education
History
Science and Technology and Engineering Education
Unchecked answers
None.
Elementary Education-Intermediate Level
Checked answers
Arts and Humanities
Career Education and Work
Civics and Government
PA Core Standards: English Language Arts
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
PA Core Standards: Mathematics Economics
Environment and Ecology
Geography
Health, Safety and Physical Education
History
Science and Technology and Engineering Education
Unchecked answers
None.
Middle Level
Checked answers
Arts and Humanities
Career Education and Work
Civics and Government
PA Core Standards: English Language Arts
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
PA Core Standards: Mathematics Economics
Environment and Ecology
Family and Consumer Sciences
Geography
Health, Safety and Physical Education
History
Science and Technology and Engineering Education
Unchecked answers
None.
High School Level
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Checked answers
Arts and Humanities
Career Education and Work
Civics and Government PA Core Standards: English Language Arts
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
PA Core Standards: Mathematics
Economics
Environment and Ecology
Family and Consumer Sciences
Geography Health, Safety and Physical Education
History
Science and Technology and Engineering Education
Unchecked answers
None.
Explanation for any standards checked:
The district is currently reviewing state standards and their alignment with the current curriculum. Changes and improvements are being made in areas of concern or weakness. Any area unchecked is an area where currently no curriculum exists.
Curriculum
Planned Instruction
Elementary Education-Primary Level
Curriculum Characteristics Status
Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area.
Accomplished
Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified.
Accomplished
The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified.
Accomplished
Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified.
Accomplished
Processes used to ensure Accomplishment:
The Director of Curriculum and Instruction is continuing to work with administration and teachers to evaluate existing curriculum.
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Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:
This narrative is empty.
Elementary Education-Intermediate Level
Curriculum Characteristics Status
Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area.
Accomplished
Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified.
Accomplished
The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified.
Accomplished
Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified.
Accomplished
Processes used to ensure Accomplishment:
The Director of Curriculum and Instruction is continuing to work with administration and teachers to evaluate existing curriculum.
Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:
This narrative is empty.
Middle Level
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:
The PSSA scores at the middle school have continued to decrease. The director of curriculum, administration, department heads, and teachers are currently reevaluating curriculum to check for standard alignment.
Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:
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This narrative is empty.
High School Level
Curriculum Characteristics Status
Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area.
Accomplished
Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified.
Accomplished
The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified.
Accomplished
Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified.
Accomplished
Processes used to ensure Accomplishment:
Curriculum within the core subject areas has been written to correlate with the standards. AP courses are taught to the mandated national standards. Elected courses continue to be examined and rewritten as needed.
Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:
This narrative is empty.
Modification and Accommodations
Explain how planned instruction contains modifications and accommodations that allow all students at all mental and physical ability levels to access and master a rigorous standards aligned curriculum.
Small group, specially designed instruction
Differentiated instruction lessons within curriculums
Aides and support staff
Preferential seating, visuals, hands-on learning activities
Pull-out supports - MTSS, Title 1 Reading, etc.
Adaptive and perscriptive software programs
Instruction
Instructional Strategies
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Checked Answers Formal classroom observations focused on instruction
Walkthroughs targeted on instruction
Annual Instructional evaluations
Unchecked Answers Peer evaluation/coaching
Instructional Coaching
Regular Lesson Plan Review
Checked Answers
Administrators
Building Supervisors
Unchecked Answers
Department Supervisors
Instructional Coaches Not Reviewed
Provide brief explanation of LEA's process for incorporating selected strategies.
The district utilizes pa-etep which encompasses the Danielson Model. District administrators conduct all formal evaluations.
Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation.
The district no longer employs instructional coaches and Department Heads are union members who do not observe or supervise.
Responsiveness to Student Needs
Elementary Education-Primary Level
Instructional Practices Status
Structured grouping practices are used to meet student needs.
Implemented in 50% or more of
district classrooms
Flexible instructional time or other schedule-related practices are used to meet student needs.
Implemented in 50% or more of
district classrooms
Differentiated instruction is used to meet student needs.
Implemented in 50% or more of
district classrooms
A variety of practices that may include structured grouping, flexible Implemented in
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scheduling and differentiated instruction are used to meet the needs of gifted students.
50% or more of district
classrooms
If necessary, provide further explanation. (Required explanation if column selected was
This narrative is empty.
Elementary Education-Intermediate Level
Instructional Practices Status
Structured grouping practices are used to meet student needs.
Implemented in 50% or more of
district classrooms
Flexible instructional time or other schedule-related practices are used to meet student needs.
Implemented in 50% or more of
district classrooms
Differentiated instruction is used to meet student needs.
Implemented in 50% or more of
district classrooms
A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students.
Implemented in 50% or more of
district classrooms
If necessary, provide further explanation. (Required explanation if column selected was
This narrative is empty.
Middle Level
Instructional Practices Status
Structured grouping practices are used to meet student needs.
Implemented in 50% or more of
district classrooms
Flexible instructional time or other schedule-related practices are used to meet student needs.
Implemented in 50% or more of
district classrooms
Differentiated instruction is used to meet student needs.
Implemented in 50% or more of
district classrooms
A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students.
Implemented in 50% or more of
district classrooms
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If necessary, provide further explanation. (Required explanation if column selected was
This narrative is empty.
High School Level
Instructional Practices Status
Structured grouping practices are used to meet student needs.
Implemented in 50% or more of
district classrooms
Flexible instructional time or other schedule-related practices are used to meet student needs.
Implemented in 50% or more of
district classrooms
Differentiated instruction is used to meet student needs.
Implemented in 50% or more of
district classrooms
A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students.
Implemented in 50% or more of
district classrooms
If necessary, provide further explanation. (Required explanation if column selected was
This narrative is empty.
Recruitment
Describe the process you implement to recruit and assign the most effective and highly qualified teachers in order to meet the learning needs of students who are below proficiency or are at risk of not graduating.
The district advertises open teaching positions through a wide variety of media outlets. A two-step interview process is conducted which incorporates standard instruction based questions with a scoring system and stakeholder input. Second round interviews most often incorporate the candidate teaching a lesson selected by the hiring committee. The district regularly has a large applicant pool for most positions and rarely loses teachers from its' ranks before retirement. Teachers at all levels are highly qualified and certified for their assigned position. The superintendent and principals maintain the right to transfer teachers to better meet the academic needs for the students.
Assessments
Local Graduation Requirements
Course Completion SY 19/20 SY 20/21 SY 21/22
Total Courses 25.00 25.00 25.00
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English 4.00 4.00 4.00
Mathematics 4.00 4.00 4.00
Social Studies 4.00 4.00 4.00
Science 4.00 4.00 4.00
Physical Education 2.00 2.00 2.00
Health 1.00 1.00 1.00
Music, Art, Family & Consumer Sciences, Career and Technical Education
1.00 1.00 1.00
Electives 4.00 4.00 4.00
Minimum % Grade Required for Credit (Numerical Answer)
70.00 70.00 70.00
Graduation Requirement Specifics
We affirm that our entity requires demonstration of proficiency or above in each of the following State academic standards: English Language Arts and Mathematics, Science and Technology and Environment and Ecology, as determined through any one or a combination of the following:Checked answers
Completion of secondary level coursework in English Language Arts (Literature),
Algebra I and Biology in which a student demonstrates proficiency on the associated
Keystone Exam or related project-based assessment if § 4.4(d)(4) (relating to
general policies) applies.
Locally approved and administered assessments, which shall be independently and
objectively validated once every 6 years. Local assessments may be designed to
include a variety of assessment strategies listed in ? 4.52(c) and may include the use
of one or more Keystone Exams. Except for replacement of individual test items that
have a similar level of difficulty, a new validation is required for any material
changes to the assessment. Validated local assessments must meet the following
standards:
I. Alignment with the following State academic standards: English Language
Arts (Literature and Composition); Mathematics (Algebra I) and
Environment and Ecology (Biology).
II. Performance level expectations and descriptors that describe the level of
performance required to achieve proficiency comparable to that used for the
Keystone Exams.
III. Administration of the local assessment to all students, as a requirement for
graduation, except for those exempted by their individualized education
program under subsection (g), regarding special education students, or
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gifted individualized education plan as provided in ? 16.32 (relating to
GIEP).
IV. Subject to appropriations provided by law, the cost to validate local
assessments shall be evenly divided between the school district, AVTS or
charter school, including a cyber-charter school, and the Department. If the
Department does not provide sufficient funding to meet its share, local
assessments submitted for validation shall be deemed valid until a new
validation is due to the Department.
V. The Department will establish a list of entities approved to perform
independent validations of local assessments in consultation with the Local
Assessment Validation Advisory Committee as provided in ? 4.52(f).
VI. School boards shall only approve assessments that have been determined to
meet the requirements of this subsection by an approved entity performing
the independent validation. If a school district, AVTS or charter school,
including a cyber-charter school, uses a local assessment that has not been
independently validated, the Secretary will direct the school entity to
discontinue its use until the local assessment is approved through
independent validation by an approved entity.
Completion of an Advanced Placement exam or International Baccalaureate exam
that includes academic content comparable to the appropriate Keystone Exam at a
score established by the Secretary to be comparable to the proficient level on the
appropriate Keystone Exam.
Unchecked answers
Not Applicable. Our LEA does not offer High School courses.
Local Assessments
Standards WA TD NAT DA PSW Other
Arts and Humanities X X
Career Education and Work X X
Civics and Government X
PA Core Standards: English Language Arts
X X
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
X
PA Core Standards: Mathematics X X
Economics X
Environment and Ecology X
Family and Consumer Sciences X
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Geography X
Health, Safety and Physical Education
X
History X
Science and Technology and Engineering Education
X X
World Language X
Methods and Measures
Summative Assessments
Summative Assessments EEP EEI ML HS
Coordinated on a regular basis by director of curriculum and instruction and administration.
X X X X
Benchmark Assessments
Benchmark Assessments EEP EEI ML HS
Current benchmarks utilized are 4sight, Study Island, midterms. Adaptive prescriptive software also incorporates a benchmark assessment.
X X X X
Formative Assessments
Formative Assessments EEP EEI ML HS
Formative assessments are teacher driven. X X X X
Diagnostic Assessments
Diagnostic Assessments EEP EEI ML HS
Dibels are utilized in the elementary setting. X X
Validation of Implemented Assessments
Validation Methods EEP EEI ML HS
External Review
Intermediate Unit Review
LEA Administration Review X X X X
Building Supervisor Review X X X X
Department Supervisor Review X X X X
Professional Learning Community Review
Instructional Coach Review
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Teacher Peer Review X X X X
Provide brief explanation of your process for reviewing assessments.
The district reviews assessments on an ongoing basis at the classroom, building and district levels. Department heads at the secondary level often lead the assessment reviews.
Development and Validation of Local Assessments
If applicable, explain your procedures for developing locally administered assessments and how they are independently and objectively validated every six years.
The district undertakes a continuous review of all assessments at the classroom, building
and district level. It consistently reviews all standardized testing data as well as classroom
assessment data to determine validity of assessments. The district has also increased its'
efforts in developing common teacher assessments or similar courses at the secondary
level.
Collection and Dissemination
Describe your system to collect, analyze and disseminate assessment data efficiently and effectively for use by LEA leaders and instructional teams.
Dissemination of data to all educators in the district is a priority and is coordinated at the
district level, and filters through each of five buildings in the district. E-Metric, PVAAS and
all other SPP information is the subject of professional development activities. The director
of curriculum and development, principals, and secondary department heads meet with
individual building data teams to review and analyze data.
Data Informed Instruction
Describe how information from the assessments is used to assist students who have not demonstrated achievement of the academic standards at a proficient level or higher.
Targeted remediation programs are in place throughout the district. Each elementary
school has an establish MTSS plan. The middle school incorporates Tier II and III resource
time within identified students' schedules. The high school incoporates Keystone
remediation courses for Algebra, Literature, and Biology.
Assessment Data Uses
Assessment Data Uses EEP EEI ML HS
Assessment results are reported out by PA assessment anchor or standards-aligned learning
X X X X
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objective.
Instructional practices are identified that are linked to student success in mastering specific PA assessment anchors, eligible content or standards-aligned learning objectives.
X X X X
Specific PA assessment anchors, eligible content or standards-aligned learning objectives are identified for those students who did not demonstrate sufficient mastery so that teachers can collaboratively create and/or identify instructional strategies likely to increase mastery.
X X X X
Instructional practices modified or adapted to increase student mastery.
X X X X
Provide brief explanation of the process for incorporating selected strategies.
The strategies employed are the focus of our professional development plan and are constantly embedded in building level meetings. Administrators, department heads, team leaders, and teachers work together to analyze student results in correlation with the PA assessment anchors, eligible content or standards-aligned learning objectives.
Provide brief explanation for strategies not selected and how you plan to address their incorporation.
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Distribution of Summative Assessment Results
Distribution Methods EEP EEI ML HS
Course Planning Guides
Directing Public to the PDE & other Test-related Websites
X X X X
Individual Meetings X X X X
Letters to Parents/Guardians X X X X
Local Media Reports X X X X
Website X X X X
Meetings with Community, Families and School Board X X X X
Mass Phone Calls/Emails/Letters
Newsletters
Press Releases
School Calendar
Student Handbook
Provide brief explanation of the process for incorporating selected strategies.
The district is in possession of a district-wide communication system it employs regularly and provides a yearly report to the board and more frequent reports to the Academic Affairs Committee; both meetings are open to the public. Keystone and PSSA parent letters
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provided by the state are distributed for all tested students. Each year the district provides a day for each building to host parent/teacher meetings where summative data is shared and discussed.
Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation.
The district has a strategy in place that is effective and has no plans to incorporate additional strategies at this time due to the cost and unwillingness to commit additional time to this initiative.
Safe and Supportive Schools
Assisting Struggling Schools
Describe your entity’s process for assisting schools that either do not meet the annual student achievement targets or experience other challenges, which deter student attainment of academic standards at a proficient level or higher.
If your entity has no struggling schools, explain how you will demonstrate continued growth in student achievement.
All schools within the Berwick School District received SPP scores of 70 or higher except for
Salem Elementary for the 2016-2017 reporting year; Salem's SPP score was 66.3. To
address Salem's immediate concerns, data teams were organized by the building principal
to review summative assessment information with the appropriate teachers. The data
teams utilized emetrics and PVAAS data to identify areas of weakness. Teachers were then
directed to use this information to examine their individual classroom instruction. The
4Sight Benchmark math and reading assessments were reinstated throughout the entire
district in grades 3 through 8. The benchmark test was given 3 times throughout the year
and administrators and teachers met to analyze the data to help drive instruction. TDA
training was provided for all ELL teachers in grades Kindergarten through 8th. This
training took place throughout the 2017-2018 school year and will continue. Secondary
department heads worked with the director of curriculum and instruction and teachers to
organize data teams. Middle school data teams examined curriculum alignment and 4Sight
data. High School data teams examined curriculum alignment.
The district will continue to examine data using emetrics, PVAAS, and 4Sight throughout the
year. The district is also working with IU 16 to initiate CDT testing in targeted areas of
concern. These areas currently center around math grades 5 through 8.
The district is also evaluating all supplemental software programs which have been adopted
to assist with improving student achievement. Imagine Learning software has been
incorporated into grades 1, 5, and 6 in the areas of Literature and Math.
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Programs, Strategies and Actions
Programs, Strategies and Actions EEP EEI ML HS
Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement
X X X X
School-wide Positive Behavioral Programs X X X
Conflict Resolution or Dispute Management X X X
Peer Helper Programs X
Safety and Violence Prevention Curricula X X X X
Student Codes of Conduct X X X X
Comprehensive School Safety and Violence Prevention Plans
X X X X
Purchase of Security-related Technology X X X X
Student, Staff and Visitor Identification Systems X X X X
Placement of School Resource Officers X X X X
Student Assistance Program Teams and Training X X X X
Counseling Services Available for all Students X X X X
Internet Web-based System for the Management of Student Discipline
X X X X
Explanation of strategies not selected and how the LEA plans to address their incorporation:
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Screening, Evaluating and Programming for Gifted Students
Describe your entity’s awareness activities conducted annually to inform the public of the gifted education services and programs offered (newspaper, student handbooks, school website, etc.)
The Berwick Area School District outlines the gifted services in each building’s student handbook which is distributed to all students. Gifted information is also available on the district webpage under the special education department. IU 16 also publishes the Annual Public Notice which is featured in the local newspapers. Gifted education is contained in the notice.
Describe your entity’s process for locating students who are thought to be gifted and may be in need of specially designed instruction (screening).
Berwick Area School District Referral Process for Gifted Screening/Evaluation
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1. Teacher completes the referral form for gifted screening/evaluation and submits to
guidance counselor; grade reports and group standardized test scores (PSSA, Terra Nova,
etc.) are attached.
1. Provided Level I screening criteria are met (please refer to the Gifted
Screening/Evaluation guidelines dated 1/06), counselor obtains written permission from
parent/guardian to conduct Level II screening assessments.
1.
1. If Level II screening results warrant
a full multidisciplinary evaluation to determine gifted eligibility (please refer to the Gifted
Screening/Evaluation guidelines dated 1/06), counselor contacts parent/guardian and
sends letter indicating that a multidisciplinary evaluation
is being recommended
. Referral and screening information is sent to the Special Education Office by the guidance
counselor. Permission to Evaluate is sent by Special Ed. Office, along with Parent Input
Form.
1. If Level II screening results do not
warrant
a full multidisciplinary evaluation to determine gifted eligibility, counselor contacts
parent/guardian and sends letter indicating that a multidisciplinary evaluation is not
being recommended
. Referral and screening information is kept on file by the guidance counselor at the
respective school building.
Parent Requests for Gifted Evaluation*
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Requests for gifted evaluation that originate from the parent/guardian of a student,
whether verbally or in writing, should be addressed as follows:
1. The parent/guardian is informed that a screening process exists for students though
to be mentally gifted, and a detailed explanation of that process (including rationale,
purpose, etc.) is provided.
1. The recommendation is made to initiate the gifted screening process. Should less
than the two Level I criteria be met, a parent/guardian may request that Level II screening
commence. It should be noted that Level II screening should not be completed
automatically; only in the event that the parent/guardian requests Level II screening should
such screening be conducted.
1. If Level II screening criteria are met, the student should be recommended for
multidisciplinary evaluation. If Level II criteria are not met, the student is not
recommended for further evaluation.
1. In the event that a parent/guardian insists that a full multidisciplinary evaluation be
conducted (after being informed about the screening process), all referral information
should be sent to the special education office.
* This process applies to requests that actually originate from the
parent/guardian. All referrals that in actuality originate from the school/teacher
(including observations, initial considerations, etc.) must be addressed through the
Gifted Screening/Evaluation Process. Under no circumstances should it be
considered appropriate for any school personnel to suggest or recommend that a
parent/guardian request an evaluation to determine gifted eligibility.
Describe your entity’s procedures for determining eligibility (through multiple criteria) and need (based on academic strength) for potentially mentally gifted students (evaluation).
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Berwick Area School District Gifted Screening/Evaluation Procedure Rationale Just as there exists a state-mandated and best practices need to apply comprehensive pre-referral and evaluation processes to students exhibiting academic and/or behavioral concerns, such a need exists to apply appropriate screening and evaluation processes to students who show signs of potential giftedness. Although the objective is not identical to that applied to students who present with academic and/or behavioral difficulties, the objective is similar: to address the appropriateness of the current educational services being provided, make a determination as to whether further evaluation is warranted, and conduct an evaluation if necessary. With regard to gifted eligibility, the screening process should serve to identify students who may eventually qualify for gifted support services, as well as to effectively eliminate from consideration those students who would not meet the eligibility criteria. The procedures outlined in the following section will serve to fulfill the required implementation of a gifted screening and evaluation process. Gifted Screening Process Level I
1. Documented reports of mastery of the general curricular content
(grade reports, progress reports, etc.) will be considered sufficient in meeting this
requirement.
1. A review of group achievement results (if available); scores at or above the 90th
percentile in two or more academic areas, or scores at or above the 95th percentile in
at least one academic area
will be considered sufficient in meeting this requirement.
** If both Level I criteria are met, the screening process proceeds to Level II.
Level II
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1. Administration of an appropriate norm-referenced screening measure of
intellectual ability will be conducted. Using the Kaufman Brief Intelligence Test (Current
Edition), a composite standard score of 125 or above or standard scores of 130 or
above on either scale
will constitute meeting this requirement. Comparable performance on appropriate norm-
referenced screening measures of intellectual ability other than those indicated above will
also be considered sufficient in meeting this requirement.
1. Administration of an appropriate norm-referenced measure of academic
achievement (for example, the Woodcock-Johnson, Wechsler Individual Achievement Test,
etc.) will be conducted. Performance at or above the 90th percentile (or standard
scores of 120 or above) within at least one
achievement domain will constitute meeting this requirement.
** If both Level II criteria are met, a formal recommendation to conduct a
multidisciplinary evaluation for gifted eligibility may be made.
Gifted Evaluation Process
What the Regulations Say
According to the Commonwealth of Pennsylvania Department of Education/State
Board of Education code concerning Special Education for Gifted Students Services and
Programs (Chapter 16), the following language pertains to the term “Mentally Gifted”:
“This term includes a person who has an IQ of 130 or higher or when multiple
criteria as set forth in Department Guidelines indicate gifted ability. Determination
of gifted ability will not be based on IQ alone. Deficits in memory or processing
speed, as indicated by testing, cannot be the sole basis upon which a student is
determined to be ineligible for gifted special education. A person with an IQ score
lower than 130 may be admitted to gifted programs when other educational criteria
in the profile of the person strongly indicate gifted ability.”
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In an attempt to elaborate on the above definition, state Department of Education
Guidelines for the Education of Mentally Gifted Students further specify that, because of the
inherent standard error of measurement which occurs with the use of norm-referenced
tests, students who score within one (1) standard error of 130 may also be admitted
provided other educational criteria strongly indicate gifted ability. These Guidelines also
provide examples of appropriate “other criteria,” several of which are incorporated in the
screening process. Because state regulations require the application of multiple criteria to
the determination of mentally gifted eligibility, the following criteria, in an attempt to keep
in accordance with those appearing in the Department Guidelines, will be used by the
Berwick Area School District multidisciplinary team members when making
recommendations regarding eligibility for gifted identification and services:
1. Documented classroom academic performance
(grade reports, progress reports, work samples, any curriculum-based measurements, etc.)
1. Group-administered standardized achievement test results
(if available; for example, PSSA, Terra Nova, etc.)
1. Individually-administered achievement test results (
for example, the Woodcock-Johnson, Wechsler Individual Achievement Test, etc.)
1. Assessment of gifted characteristics
(ratings on a measure such as the Gifted Rating Scales, Gifted Evaluation Scale, etc. to be
completed by the classroom teacher)
1. Performance on a comprehensive, nationally-standardized measure of IQ
(such as the Wechsler Scales, Stanford-Binet, etc.)
1. Consideration of any intervening factors that may mask gifted ability
(such as ESL/Bilingual issues, significant cultural/economic/environmental factors, etc.)
One of the following requirements must exist
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in order for a student to be recommended by the multidisciplinary team for eligibility as
mentally gifted:
Requirement I
A student who obtains a composite (full scale)
standard score of 130 or above
on a nationally standardized measure of IQ (such as the Wechsler Scales, Stanford-Binet,
etc.) must demonstrate performance at the 95th percentile or above (or within the
superior range) on at least one (1) of the other measurement criteria
listed in the above section.
Requirement II
A student who obtains a composite (full scale) standard score of 125 or above
on a nationally standardized measure of IQ (such as the Wechsler Scales, Stanford-Binet,
etc.) must demonstrate performance at the 95th percentile or above on at least two (2)
of the other measurement criteria
listed in the above section.
Requirement III
A student who obtains a standard score of 130 or above on one of the major indexes, or
125 on one and 120 or above on two of the major indexes
of a nationally standardized measure of IQ (for example, the Verbal Comprehension or
Perceptual Reasoning Index on the Wechsler Scales; the Nonverbal or Verbal Index on the
Stanford-Binet, etc.) must demonstrate performance at the 95th percentile or above (or
within the superior range) on at least three (3) of the other measurement criteria
listed in the above section.
Describe the gifted programs* being offered that provide opportunities for acceleration, enrichment or both. *The word "programs" refers to the continuum of services, not one particular option.
Students who exhibit characteristics associated with mental giftedness, such as higher-level thinking skills, advanced academic skill development, creativity and/or leadership skills may be recommended for screening or evaluation in order to determine their eligibility for the gifted program. The screening process involves gathering a variety of information regarding student performance, including classroom-based academic achievement, grade reports, group achievement testing results, and individually-administered brief measures of intellectual ability and academic skill development. Based on screening results, students may be recommended for a comprehensive multidisciplinary evaluation in order to
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determine eligibility for gifted support services. A Gifted Individualized Education Program (GIEP), which is based on each eligible gifted student’s educational strengths and needs, is then developed. Additional information and resources concerning the evaluation and instruction of mentally gifted students in Pennsylvania can be found at the Pennsylvania Department of Education (PDE) and Pennsylvania Training and Technical Assistance Network (PaTTAN) websites (listed in the Resources for Parents section). Mission Statement of Berwick Area Gifted and Talented Education: The Berwick Area School District Gifted and Talented Program has the primary goal of providing opportunities, both within and outside of the regular classroom setting, for challenging and developing identified areas of giftedness in each identified student. In addition, gifted students will be provided the opportunity to effectively develop: Higher order thinking skills, creativity and critical thinking An ability to express themselves verbally in a variety of settings A fluency in a variety of advanced communication methods, including writing An autonomous approach to learning A deepening awareness of the characteristics of giftedness as it applies to themselves, others, and their interaction with others The district currently employs two fulltime teachers for identified gifted students grade K- 12. K to fifth grade students attend groups at grade level meetings. Pre-advanced placement literature class for sixth, seventh, and eighth grade gifted and advanced students. The Gifted Education Coordinator services one group of twenty-five students once per six-day cycle, does the following: · Advanced Reading , Literature, and Writing (for a grade) · Specialized criteria for entry such as giftedness, grades, PSSA scores, and Study Island benchmark scores · Exit/entrance to program at midyear if necessary however this would be discouraged · Syllabus of class would be presented · Maximum of twenty-five students in each group · Work closely with one regular education teacher at each grade level for implementation · Three goals for gifted students would be satisfied by this class – Reading, Writing, and Social Studies This is a foundation that could be amended in any way.
Developmental Services
Developmental Services EEP EEI ML HS
Academic Counseling X X X X
Attendance Monitoring X X X X
Behavior Management Programs X X X X
Bullying Prevention X X X X
Career Awareness X X X X
Career Development/Planning X X X X
Coaching/Mentoring X X X X
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Compliance with Health Requirements –i.e., Immunization
X X X X
Emergency and Disaster Preparedness X X X X
Guidance Curriculum X X X X
Health and Wellness Curriculum X X X X
Health Screenings X X X X
Individual Student Planning X X X X
Nutrition X X X X
Orientation/Transition X X X X
RTII/MTSS X X X X
Wellness/Health Appraisal X X X X
Explanation of developmental services:
Programs and Supports offered at each level: EEP and EEI Full Day Kindergarten Character Education Curriculum Drug and Alcohol Education Title I Reading Math and Reading tutoring program ESL Guidance Counselors Pre School through Title I Kindergarten Transition Headstart Family Center Preschool cooperation and transition Free lunch and breakfast for all students IU Contracted Social Work Elementary SAP Leader in Me School Police Dept Therapy Dog Second Step curriculum Red Ribbon Week Smart Futures curriculum Middle School Guidance Counselors Drug and Alcohol prevention specialist Mental Health Liaison SAP School Police Dept. Character Education
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Strategies for Success and Covey's 7 Habits Guidance Counselors Drug and Alcohol prevention specialist Mental Health Liaison Child Study Teams ESL School Psychologist County Agencies District Provided Social Work Second Step curriculum Red Ribbon Week Therapy Dog Smart Futures curriculum High School Guidance Counselors Drug and Alcohol prevention specialist Mental Health Liaison SAP School Police Dept Keystone Intervention SAT Preparation Classes Guidance Counselors Drug and Alcohol prevention specialist Data Teams Child Study Teams ESL School Psychologist County Agencies District Provided Social Work Red Ribbon Week Therapy Dog Beyond Violence curriculum Too Good for Drugs curriculum Smart Futures curriculum
Diagnostic, Intervention and Referral Services
Diagnostic, Intervention and Referral Services EEP EEI ML HS
Accommodations and Modifications X X X X
Administration of Medication X X X X
Assessment of Academic Skills/Aptitude for Learning X X X X
Assessment/Progress Monitoring X X X X
Casework X X X X
Crisis Response/Management/Intervention X X X X
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Individual Counseling X X X X
Intervention for Actual or Potential Health Problems X X X X
Placement into Appropriate Programs X X X X
Small Group Counseling-Coping with life situations X X X X
Small Group Counseling-Educational planning X X X X
Small Group Counseling-Personal and Social Development
X X X X
Special Education Evaluation X X X X
Student Assistance Program X X X X
Explanation of diagnostic, intervention and referral services:
EEP and EEI Data Teams Child Study Teams Performance Tracker IEP Builder (electronic) Title I Reading Math and Reading tutoring program ESL Guidance Counselors Pre School through Title I Family Center School Psychologist County Agencies SAP Second Step curriculum Middle School Guidance Counselors Drug and Alcohol prevention specialist Mental Health Liaison SAP Data Teams Child Study Teams ESL School Psychologist County Agencies BASD Police Dept Family Center Second Step curriculum High School
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Guidance Counselors Drug and Alcohol prevention specialist Mental Health Liaison SAP BASD Police Dept Data Teams Child Study Teams ESL School Psychologist County Agencies Too Good for Drugs curriculum
Consultation and Coordination Services
Consultation and Coordination Services EEP EEI ML HS
Alternative Education X X
Case and Care Management X X X X
Community Liaison X X X X
Community Services Coordination (Internal or External)
X X X X
Coordinate Plans X X X X
Coordination with Families (Learning or Behavioral) X X X X
Home/Family Communication X X X X
Managing Chronic Health Problems X X X X
Managing IEP and 504 Plans X X X X
Referral to Community Agencies X X X X
Staff Development X X X X
Strengthening Relationships Between School Personnel, Parents and Communities
X X X X
System Support X X X X
Truancy Coordination X X X X
Explanation of consultation and coordination services:
The Berwick Area School District recognizes that certain students need to find alternative educational placements. On-site we have an alternative education program for the secondary students that provides for their educational, social, and emotional needs. We acknowledge that some students will seek the services of a cyber or charter school however it is our hope that we can keep them in the Berwick Area School District. Students who seek online education are encouraged to register in the Berwick Area School District Cyber School. Placements that include intervention for some of our students are the New Story programs, BSI, and Children Service Center.
Communication of Educational Opportunities
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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
Letters to Parents/Guardians X X X X
Local Media Reports X X X X
Website X X X X
Meetings with Community, Families and Board of Directors
X X X X
Mass Phone Calls/Emails/Letters X X X X
Newsletters X X
Press Releases X X X X
School Calendar X X X X
Student Handbook X X X X
District Wide Public Relations Brochure X X X X
District Twitter Account X X X X
High School Facebook Account X
Communication of Student Health Needs
Communication of Student Health Needs EEP EEI ML HS
Individual Meetings X X X X
Individual Screening Results X X X X
Letters to Parents/Guardians X X X X
Website X X X X
Meetings with Community, Families and Board of Directors
X X X X
Newsletters X X X X
School Calendar
Student Handbook X X X X
Frequency of Communication
Elementary Education - Primary Level
More than once a month
Elementary Education - Intermediate Level
More than once a month
Middle Level
Monthly
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High School Level
More than once a month
Collaboration for Interventions
Describe the collaboration between classroom teachers and individuals providing interventions regarding differing student needs and academic progress.
Screenings To identify students who may be eligible for special education, various screening
activities are conducted. Mandated periodic hearing and vision screenings are conducted
by the district health services staff. Speech and language concerns are screened during
kindergarten registration as well as on a referral basis. Teachers continually assess gross-
motor, fine-motor, academic and social/emotional skills.
Child Study Team
Concerns that arise regarding a child's functioning in school may result in a referral to the
Child Study Team (CST), which consists of the child's parent or guardian, teacher(s), school
counselor, principal, and other appropriate school personnel (school psychologist, nurse,
etc.). The CST then meets to discuss the nature of the concerns that exist, consider any
relevant screening information, and develop possible courses of action that are likely to
help. The CST may recommend adaptations and accommodations that can be implemented
within the context of the regular classroom environment. Should the need exist, the CST
may recommend that a child be evaluated for special education eligibility.
MDE/IEP
If adequate progress is not made with the involvement of the Child Study Team, the District
will seek parental consent to conduct a Multidisciplinary Evaluation (MDE). The team will
make recommendations for interventions to meet the student’s specific needs, and this
requires parental involvement. Parents are invited to participate in the development of the
evaluation process and the development of the Individualized Education Program (IEP) for
the purpose of determining eligibility, specially-designed instruction, and appropriate
educational placement. If parents disagree with the recommendations of the IEP Team, they
may initiate due process procedures by noting disapproval on the Notice of Recommended
Educational Placement (NOREP).
Services for Preschool Children
Act 212, The Early Intervention Services System Act, entitles all preschool children with
disabilities (ages three to the age of district enrollment) to appropriate early intervention
special education services. The Pennsylvania Department of Education is responsible for
providing programs and services to children. Further inquiries should be directed to the
Central Susquehanna Intermediate Unit (CSIU) Preschool Program at 570-523-1155, ext.
2221.
Community Coordination
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Describe how you accomplish coordination with community operated infant and toddler centers, as well as preschool early intervention programs. In addition, describe the community coordination with the following before or after school programs and services for all grade levels, including pre-kindergarten, if offered, through grade 12.
1. Child care 2. After school programs 3. Youth workforce development programs 4. Tutoring
Child care:
Berwick Area School District has partnered with our local child care facilities in several
ways.
The district takes part in yearly transition meetings between Head Start and the
kindergarten teachers. Each spring teachers from Head Start meet with Kindergarten
teachers and parents to discuss individual student strengths and weaknesses.
The past two years our district has hosted and coordinated a "Pre-K Day" where local
agencies collaborate to prepare information for parents in our community. We also have
invite Child Care Information Services of Columbia Couty (CCIS) to participate in this event.
CCIS provides families with resources to get parents in touch with private child-care
providers. After the event, the participating agencies share information to get kids into the
best fit for Pre-K. Our goal is to have every four-year-old in Berwick enrolled in some sort
of organized Pre-K.
Our district supports two half-day Pre-K classes. Our pre-k teacher shares resources with
Kindergarten and speaks regularly with our teachers about curricular concerns. The
classrooms are located directly accross the hall from one another.
Lastly, our district has recently hosted a Pre-K counts classroom which serves middle-
income families. This program is 5.5. per day. This classroom is also located in one of our
elementary buildings and the teacher is able to speak regularly with kindergarten teachers.
Our district plans to continue such measures and extend the invitation to more child-care
providers with the hopes of future collaboration and consultation.
After school programs
The Berwick SD offers several after-school activities for students. One such program is
S.O.A.R. This is a non-competitive program with a focus on all aspects of health. Becoming
healthy physically and mentally is our goal. We encourage the students to: make healthier
food choices, become more/stay active, set goals in both fitness and academics, all in order
to build confidence and self-esteem. This is all done in hopes of lowering discipline
problems/referrals, decreasing absenteeism, increasing their GPA, and raising their level of
fitness.
The 21st Century Community Learning Center grant provides federal funding to the
Berwick Area School District to provide academic enrichment opportunities to help
students meet state and local standards in core academic subjects. The after school program
provides students a broad array of enrichment activities that are aligned with their regular
academic program to assist students through the year with their current knowledge and
skills and build upon those skills. Each course that is selected to be taught throughout the
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program are aligned with content standards and focused on STEM courses to provide
students with hands-on problem-based learning.
Youth workforce development programs
The Berwick SD has created and continues to work closely with the Local Advisory
Committee. This committee is made up of area business leaders. Through this committee,
the district has been able to establish 2 CTE courses at the high school, secure summer work
opportunities for more than 50 students, and add to the partnerships establish through the
co-op program. Mark Hauch a workforce specialist from PA Career Link is stationed at the
Berwick High School to provide assistance for students seeking employement.
Tutoring
Tutoring takes place in several forms throughout the district. Each year's students in
grades 3-8 are othered tutoring in math and reading. The tutors are made up of district
employees and is funded by the district. Career tutoring is establish through professional
internships, co-op programs, and career awareness days held at the high school.
The Berwick Area School District is very fortunate to have a high rate of parent
and community involvement. The community is extremely supportive of the
School District as well as the School Board.
Parents, community members and businesses participate in the following ways:
Parent/Teacher Organizations in K-8
School Holiday Activities
Parent Chaperones on field trips
Classroom Volunteers
Booster Groups
Classroom Tutors
Open House Night
Sporting Events
Parent Teacher Conferences
Orientation Programs
Chorus and Band Programs
Artist in Residence Programs
Art Shows
Co-curricular and extra-curricular activities
Child Student and SAP Teams
Title I Parent Meetings Gifted IEP Meetings
Strategic Planning Committee
Professional Development Committee
Work Study Partnerships with local businesses
Service Organizations like Rotary, Lions, Elks, UNICO Etc.
Educational Improvement Tax Credit Program
Scholarship Programs
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Theatre Performances
Coaching and Advisors
Classroom Career Speakers
Central Susquehanna Community Foundation and Berwick Health and Wellness
Foundation
Responses to Survey
High School Co-op program
Established and Developing CTE Programs at the High School
Establishment of a Local Advisory Committee (LAC)
Preschool Agency Coordination
Explain how the LEA coordinates with agencies that serve preschool age children with disabilities.
1. Address coordination activities designed to identify and serve children with disabilities and the supports and accommodations available to ensure both physical and programmatic access.
2. Address pre-kindergarten programs operated directly by the LEA and those operated by community agencies under contract from the LEA.
3. Describe how the LEA provides for a smooth transition from the home setting and any early childhood care or educational setting the students attend, to the school setting.
Child Find
Each school district, along with other public agencies in the Commonwealth, must establish
and implement procedures to identify, locate and evaluate all children who need special
education programs and related services because of their disabilities (Chapter 14,
Pennsylvania Regulations 14.121; Part 300 Federal Regulations 300.125). The public
awareness effort must include information regarding potential signs of developmental
delays and other risk factors that could indicate disabilities. Furthermore, Federal
Regulations under Individuals with Disability Education Act require child find from birth to
21 years of age. This notice is to help find these children, offer assistance to parents and
describes the parents' rights with regard to confidentiality of information that will be
obtained during this process.
Identification Activity
Child find refers to activities undertaken by public education agencies to locate and identify
children residing in the state, including children attending private schools, charter schools
and county jails, who are suspected of having disabilities, regardless of the severity of their
disability, and determine the child's need for special education and related services. The
purpose is to locate these children so that a free appropriate public education (FAPE) can be
made available. The types of disabilities to cause a child to need services are: autism, deaf-
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blindness, deafness, emotional disturbance, hearing impairment, mental retardation,
multiple disabilities, orthopedic impairment, other health impairment due to chronic or
acute health problems, specific learning disabilities, speech or language, traumatic brain
injury and visual impairment including blindness, and in the case of a child that is of
preschool age, developmental delay. Our school district provides annual public notification,
adequate to notify parents throughout the school district of child identification activities
and of the procedures followed to ensure confidentiality of information pertaining to
students with disabilities or eligible young children.
Identification activities are performed to find a child who is suspected as having a disability
that would interfere with his or her learning unless special education programs and
services are made available. These activities are sometimes called screening activities. The
district has established a system of screening, which includes early intervening services.
The activities include: review of group data, conducting hearing and vision screening,
assessment of student's academic functioning, observation of the student displaying
difficulty in behavior and determining the student's response to attempted remediation.
Input from parents is also an information source for identification. After a child is identified
as a suspected child with a disability, he or she is evaluated, but not before parents give
permission for their child to be evaluated
Services for Protected Handicapped Students
Students who are not eligible to receive special education programs and services may
qualify as protected handicapped students and therefore be protected by other federal and
state laws intended to prevent discrimination. The district ensures that protected
handicapped students have equal opportunity to participate in the school program and
extracurricular activities to the maximum extent appropriate for each individual student. In
compliance with state and federal law, the district will provide to each protected
handicapped student, without discrimination or cost to the student or family, those related
aids, services or accommodations that are needed to provide equal opportunity to
participate in and obtain the benefits of the school program and extracurricular activities to
the maximum extent appropriate to the student's abilities. To qualify as a protected
handicapped student, the child must be of school age with a physical or mental disability
that substantially limits or prohibits participation in or access to an aspect of the school
program.
These services and protections for protected handicapped students may be distinct from
those applicable to exceptional or thought-to-be exceptional students. The district or
parents may initiate an evaluation if they believe a student is a protected handicapped
student. For further information on the evaluation procedures and provision of services to
protected handicapped students, parents should contact the special education contact
person on the accompanying list. A parent may file a written complaint alleging that the
rights described in this notice were not provided:
Early Intervention Identification
In Pennsylvania, a child between 3 years of age and the school district's age to begin school
39
who has a developmental delay or one or more of the physical or mental conditions listed
above is identified as an eligible young child. The parents of these children have the same
rights described above.
In early February of each year we send information to all the daycare and preschools in our
school district regarding kindergarten registration. All parents are required to call for
appointments for kindergarten registration that occurs during the latter part of February
and early part of March. Information is also published in the local newspaper. Poster are
placed in all the grocery stores in the school district as well as banners placed at either end
of town.
The child accounting office keeps an up-to-date list of area preschools that is given to
parents who request information on preschools. We also refer them to the Head Start office
located in our building for early intervention programs.
Materials and Resources
Description of Materials and Resources
Elementary Education-Primary Level
Material and Resources Characteristics Status
Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills
Developing
A robust supply of high quality aligned instructional materials and resources available
Accomplished
Accessibility for students and teachers is effective and efficient Developing
Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs
Developing
Provide explanation for processes used to ensure Accomplishment.
The Berwick School District has ensured that all teachers are provided with the materials and resources needed to provide all students with an appropriate education. The Director of Curriculum and Instruction works with the principals and teachers to purchase materials and resources as needed. This is an ongoing process which has the funding and flexibility to change with our students' needs. Materials and resources are evaluated on a yearly basis and changes are made when deemed necessary.
Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:
This narrative is empty.
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Elementary Education-Intermediate Level
Material and Resources Characteristics Status
Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills
Developing
A robust supply of high quality aligned instructional materials and resources available
Accomplished
Accessibility for students and teachers is effective and efficient Developing
Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs
Developing
Provide explanation for processes used to ensure Accomplishment.
The Berwick School District has ensured that all teachers are provided with the materials and resources needed to provide all students with an appropriate education. The Director of Curriculum and Instruction works with the principals and teachers to purchase materials and resources as needed. This is an ongoing process which has the funding and flexibility to change with our students' needs. Materials and resources are evaluated on a yearly basis and changes are made when deemed necessary.
Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:
This narrative is empty.
Middle Level
Material and Resources Characteristics Status
Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills
Developing
A robust supply of high quality aligned instructional materials and resources available
Accomplished
Accessibility for students and teachers is effective and efficient Developing
Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs
Developing
Provide explanation for processes used to ensure Accomplishment.
The Berwick School District has ensured that all teachers are provided with the materials and resources needed to provide all students with an appropriate education. The Director of Curriculum and Instruction works with the principals and teachers to purchase materials and resources as needed. This is an ongoing process which has the funding and flexibility to change with our students' needs. Materials and resources are evaluated on a yearly basis and changes are made when deemed necessary.
Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:
This narrative is empty.
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High School Level
Material and Resources Characteristics Status
Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills
Developing
A robust supply of high quality aligned instructional materials and resources available
Accomplished
Accessibility for students and teachers is effective and efficient 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.
The Berwick School District has ensured that all teachers are provided with the materials and resources needed to provide all students with an appropriate education. The Director of Curriculum and Instruction works with the principals and teachers to purchase materials and resources as needed. This is an ongoing process which has the funding and flexibility to change with our students' needs. Materials and resources are evaluated on a yearly basis and changes are made when deemed necessary.
Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:
This narrative is empty.
SAS Incorporation
Elementary Education-Primary Level
Standards Status
Arts and Humanities
Implemented in 50% or more of
district classrooms
Career Education and Work
Implemented in 50% or more of
district classrooms
Civics and Government
Implemented in 50% or more of
district classrooms
PA Core Standards: English Language Arts Full
Implementation
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Full Implementation
PA Core Standards: Mathematics Full
Implementation
Economics Full
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Implementation
Environment and Ecology Full
Implementation
Family and Consumer Sciences Full
Implementation
Geography Full
Implementation
Health, Safety and Physical Education Full
Implementation
History Full
Implementation
Science and Technology and Engineering Education Full
Implementation
Alternate Academic Content Standards for Math Full
Implementation
Alternate Academic Content Standards for Reading Full
Implementation
American School Counselor Association for Students Full
Implementation
Early Childhood Education: Infant-Toddler→Second Grade Full
Implementation
English Language Proficiency Full
Implementation
Interpersonal Skills Full
Implementation
School Climate Full
Implementation
Further explanation for columns selected "
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Elementary Education-Intermediate Level
Standards Status
Arts and Humanities
Implemented in 50% or more of
district classrooms
Career Education and Work
Implemented in 50% or more of
district classrooms
Civics and Government
Implemented in 50% or more of
district classrooms
PA Core Standards: English Language Arts Full
Implementation
PA Core Standards: Literacy in History/Social Studies, Science and Full
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Technical Subjects Implementation
PA Core Standards: Mathematics Full
Implementation
Economics Full
Implementation
Environment and Ecology Full
Implementation
Family and Consumer Sciences Full
Implementation
Geography Full
Implementation
Health, Safety and Physical Education Full
Implementation
History Full
Implementation
Science and Technology and Engineering Education Full
Implementation
Alternate Academic Content Standards for Math Full
Implementation
Alternate Academic Content Standards for Reading Full
Implementation
American School Counselor Association for Students Full
Implementation
English Language Proficiency Full
Implementation
Interpersonal Skills
Implemented in 50% or more of
district classrooms
School Climate
Implemented in 50% or more of
district classrooms
Further explanation for columns selected "
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Middle Level
Standards Status
Arts and Humanities
Implemented in 50% or more of
district classrooms
Career Education and Work
Implemented in 50% or more of
district classrooms
Civics and Government Full
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Implementation
PA Core Standards: English Language Arts Full
Implementation
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Full Implementation
PA Core Standards: Mathematics Full
Implementation
Economics Full
Implementation
Environment and Ecology Full
Implementation
Family and Consumer Sciences Full
Implementation
Geography Full
Implementation
Health, Safety and Physical Education Full
Implementation
History Full
Implementation
Science and Technology and Engineering Education Full
Implementation
Alternate Academic Content Standards for Math Full
Implementation
Alternate Academic Content Standards for Reading Full
Implementation
American School Counselor Association for Students Full
Implementation
English Language Proficiency Full
Implementation
Interpersonal Skills Full
Implementation
School Climate
Implemented in 50% or more of
district classrooms
World Language
Implemented in 50% or more of
district classrooms
Further explanation for columns selected "
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High School Level
Standards Status
Arts and Humanities Implemented in 50% or more of
district
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classrooms
Career Education and Work
Implemented in 50% or more of
district classrooms
Civics and Government Full
Implementation
PA Core Standards: English Language Arts Full
Implementation
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Full Implementation
PA Core Standards: Mathematics Full
Implementation
Economics Full
Implementation
Environment and Ecology Full
Implementation
Family and Consumer Sciences Full
Implementation
Geography Full
Implementation
Health, Safety and Physical Education Full
Implementation
History Full
Implementation
Science and Technology and Engineering Education Full
Implementation
Alternate Academic Content Standards for Math Full
Implementation
Alternate Academic Content Standards for Reading Full
Implementation
American School Counselor Association for Students Full
Implementation
English Language Proficiency Full
Implementation
Interpersonal Skills Full
Implementation
School Climate
Implemented in 50% or more of
district classrooms
World Language
Implemented in 50% or more of
district classrooms
Further explanation for columns selected "
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Early Warning System
The free PA Educator Dashboard Early Warning System and Intervention Catalog (PA EWS/IC) utilizes the metrics of Attendance, Behavior and Course grades to identify students who may be on a path to dropping out of school. Please indicate your selection of the following options.
Yes, we are interested in the PA EWS/IC for our district, and would like more information regarding the process.
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 X X X X
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learning, with an emphasis on learning.
Instructs the leader in managing resources for effective results.
X X X X
Provide brief explanation of your process for ensuring these selected characteristics.
The BASD provides the professional staff with the opportunity to provide feedback on professional need assessment disbursed annually. The return of surveys has increased over the providing a comprehension sampling of what is needed for our administration and staff. Courses, workshops, modules, and trainings are offered to address the needs of the assessment which are provided in a variety of learning venues. Each year we prepare a time frame for new initiatives that need to be implemented as we begin the process of designing our professional development contractual days. Opportunities that have been presented to both staff and administration and those which will be presented include the PVASS, PA Core, SAS, Emetric, SLO, Developing SMART goals, Fundations, TDA training, ALICE Safety, Stop the Bleed, Google Docs, Virtual Reality, wide range of technology, Developing a standards based report card, specific technology courses, Wilson Reading, LETRS, Common Core training with new curriculum upgrades, Career Prep, CTE programs, AP, Grading practices, etc. In addition any professional seeking additional professional development is granted the opportunity to utilize resources from various vendors outside of the school district. It is our goal to provide all staff with ongoing support and the tools necessary to create a learning environment in which all children have the chance to succeed.
Provide brief explanation for strategies not selected and how you plan to address their incorporation.
Our gifted teacher has been exploring ways to provide acceleration for our students who are high achieving. Last year we began to explore ways to provide more opportunities for STEM to be implemented at all levels. We provided a STEM Magnet program in conjunction with Bloomsburg University, increased our AP courses at the High School, been accepted as a Capstone High School, added acceleration at the Middle School in both math and Language Arts, and providing instruction to our professional staff on common core and standards based reporting which will assist us in providing us with the data to differentiate instruction to those higher level students.
Educator Discipline Act 126, 71
Provides educators with mandated reporter training, totaling 3 hours, every 5 years as outlined in Act 126.
Questions
The LEA has conducted the required training on:
1/20/2014 District Training
The LEA plans to conduct the required training on approximately:
11/12/2018 Act 126 is mandated for all new employees and current employees will receive updated training in June 2019.
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Provides educators with four (4) hours of professional development in youth suicide awareness and prevention every five (5) years for professional educators in grades six through twelve as outlined in Act 71.
Questions
The LEA has conducted the training on:
8/31/2016 Secondary Staff (Minding Your Mind)
2/27/2017 Secondary Students (Minding Your Mind)
2/27/2017 HS SAP TEAM consultation with Minding Your Mind
The LEA plans to conduct the training on approximately:
8/19/2019 Staff Training (Minding Your Mind)
9/2/2019 Student Training (Minding Your Mind)
Not Applicable for our school entity
Provides educators with four (4) hours of professional development every five (5) years for professional educators that are teaching the curriculum in which the Child Exploitation Awareness Education program is incorporated as outlined in Act 71.
Questions
Not Applicable for our school entity
Strategies Ensuring Fidelity
Checked answers
Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target instructional areas that need strengthening.
Using disaggregated student data to determine educators’ learning priorities.
Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target curricular areas that need further alignment.
Professional Development activities are developed that support implementation of strategies identified in your action plan.
Clear expectations in terms of teacher practice are identified for staff implementation.
The LEA has a systemic process that is used to validate whether or not providers have the capacity to present quality professional development.
Administrators participate fully in all professional development sessions targeted for their faculties.
Every Professional development initiative includes components that provide ongoing support to teachers regarding implementation.
The LEA has an ongoing monitoring system in place (i.e. walkthroughs, classroom observations).
Professional Education is evaluated to show its impact on teaching practices and student learning.
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Unchecked answers
An implementation evaluation is created, based upon specific expectations related to changes in teacher practice, which is used to validate the overall effectiveness of the professional development initiative.
Provide brief explanation of your process for ensuring these selected characteristics.
To ensure we are meeting the needs of our faculty and staff, we conduct a needs assessment and then offer professional development opportunities based on the results of the survey. The professional opportunities are offered at various times and through various venues. These training are conducted by the professional staff and outside providers as needed. Through the use of PVAAS and other data collected we establish necessary programs of study for all levels. We meet with all stakeholders to determine instructional goals. Our district has implemented a formal evaluation, as well as the Differentiated Supervision Model for approximately 75% of our staff. In the differentiated supervision model teachers create and are accountable for SMART goals. These goals are approved and reviewed mid-year and are part of the year end evaluation. In addition to the SMART goals, this year each teacher will be responsible for a Student Learning Outcome (SLO). Training for the creation and implementation of SLOs will be provided at the beginning of the school year at all levels. These will be approved, reviewed mid-year, and evaluated as part of the educators' final evaluation. Those not participating in the differentiated supervision model (approximately 25%) are on a cycle of formal evaluations through PA-Etep. All faculty and staff are informally observed through walkthroughs and classroom observations throughout the year. Professional development requests go through an approval process, beginning at the building level to the curriculum and district offices. This process takes into consideration the need of the requesting party and the quality of the providers solicited.
Provide brief explanation for strategies not selected and how you plan to address their incorporation.
In an effort to initiate an evaluative process for our district's professional develop, three steps will be implemented. 1. Surveys for our professional development sessions will be instituted to determine the success of each session offered; 2. Administrative meetings will include professional development dialogue to promote better communication among administrators assuring the professional development plan is fulfilling the district's needs; and 3. Annual survey results will be shared with all administrators and faculty.
Induction Program
Checked answers
Inductees will know, understand and implement instructional practices validated by
the LEA as known to improve student achievement.
Inductees will assign challenging work to diverse student populations.
Inductees will know the basic details and expectations related to LEA-wide
initiatives, practices, policies and procedures.
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Inductees will know the basic details and expectations related to school initiatives,
practices and procedures.
Inductees will be able to access state curriculum frameworks and focus lesson
design on leading students to mastery of all state academic standards, assessment
anchors and eligible content (where appropriate) identified in the LEA's curricula.
Inductees will effectively navigate the Standards Aligned System website.
Inductees will know and apply LEA endorsed classroom management strategies.
Inductees will know and utilize school/LEA resources that are available to assist
students in crisis.
Inductees will take advantage of opportunities to engage personally with other
members of the faculty in order to develop a sense of collegiality and camaraderie.
Inductees will participate in regular professional development to enhance
knowledge in initiatives, practices and procedures.
Unchecked answers
None.
Provide brief explanation of your process for ensuring these selected characteristics.
GOALS AND COMPETENCIES Operations and Information (payroll, insurance, transportation, personnel, contract, etc) Legal Rights Pennsylvania Core Standards Crisis management District Policy Community Culture Professional Resources Professional Relationships with School Staff, Peers, and Community Professional Development District Resource Personnel Technology Specific to Teaching Assignment Specific Building Orientation Specific Building Requirements Classroom Management Communicating with Parents Needs of Students Standardized Testing Current Curriculum Current “Best Teaching Practices” Teacher Observation / Evaluation / Act 82 Danielson Model / PA-etep
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Needs will continually be determined and adjusted as needed by inductees, mentors, and administration. This plan will follow a specific format over a two year period. The inductee will attend an initial training period of one to three days prior to the first in-service day, will meet regularly with his/her appointed mentor, and will be required to keep a journal documenting all trainings, presentations, and meetings. A portfolio will be compiled throughout the first year displaying various samples of work designed or used by the new teacher.
Provide brief explanation for strategies not selected and how you plan to address their incorporation.
All strategies will be incorporated in the Induction Plan.
Needs of Inductees
Checked answers
Frequent observations of inductee instructional practice by a coach or mentor to
identify needs.
Frequent observations of inductee instructional practice by supervisor to identify
needs.
Regular meetings with mentors or coaches to reflect upon instructional practice to
identify needs.
Student PSSA data.
Standardized student assessment data other than the PSSA.
Classroom assessment data (Formative & Summative).
Inductee survey (local, intermediate units and national level).
Review of inductee lesson plans.
Review of written reports summarizing instructional activity.
Submission of inductee portfolio.
Knowledge of successful research-based instructional models.
Information collected from previous induction programs (e.g., program evaluations
and second-year teacher interviews).
Unchecked answers
None.
Provide brief explanation of your process for ensuring these selected characteristics.
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The goal of the induction plan is to create a successful transition from a student into the role of professional educator and/ or to provide support to a veteran teacher new to the Berwick Area School District. With this goal in mind, the plan is designed with flexibility to meet the varying needs of each individual teacher. The plan outlines basic areas that would be common for all teachers. The role of the mentor is to establish a rapport with the inductee and help that new teacher in the identification of needs and to meet those needs. If the identified needs are beyond the scope of the mentor, they will be advised of the building representative, administrator or other personnel responsible for providing support for those needs. The building administration also helps assess and meet the needs of the mentee. This is done through ongoing observations and interactions with the mentee. Administration may suggest activities and strategies that will be of benefit to each inductee. The mentor and mentee will meet regularly at a mutually agreeable time. A journal will be kept by the inductee to document items discussed and reviewed and any other issues the inductee needed advice in handling. A portfolio of samples of inductee’s work will be shared at the conclusion of first year of the induction period. The portfolio may include but is not limited to: materials such as unit and lesson plans as well as means to implement the plans, samples of parent correspondence, assessment philosophy with examples, classroom management policies, listing of professional development activities, long and short term goals, and examples of student data analysis. Monthly dialog sessions will be held to specifically discuss concerns with the entire group of mentors and first year teachers. Among other topics to be presented are books such as Ehancing Professional Practice A Framework for Teaching by Charlotte Danielson and The First Days of School by Harry Wong. A simple questionnaire (See part 6) will be given to mentees at the conclusion of their first year of teaching to determine the specifics of subsequent needs of the cohort of teachers. New teachers are given time at regular meetings to ask questions or discuss situations they werre involved with and suggestions by fellow inductee's and administrators are provided. The time commitment into the success of each inductee in the initial phase is more than offset by the benefits of establishing a solid basis that will benefit the teacher and their students for their entire career.
Provide a brief explanation for strategies not selected and your plan to address their incorporation.
This narrative is empty.
Mentor Characteristics
Checked answers
Pool of possible mentors is comprised of teachers with outstanding work performance.
Potential mentors have similar certifications and assignments.
Potential mentors must model continuous learning and reflection.
Potential mentors must have knowledge of LEA policies, procedures and resources.
Potential mentors must have demonstrated ability to work effectively with students and other adults.
Potential mentors must be willing to accept additional responsibility.
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Mentors must complete mentor training or have previous related experience (e.g., purpose of induction program and role of mentor, communication and listening skills, coaching and conferencing skills, problem-solving skills and knowledge of adult learning and development).
Mentors and inductees must have compatible schedules so that they can meet regularly.
Application process will take place prior to assignment of mentors.
Unchecked answers
None.
Provide brief explanation of your process for ensuring these selected characteristics.
Mentor Selection Mentor candidates will be received through an application process (sample below) and then appointed by the induction committee. Each mentor candidate:
Should possess a Level II Certification with no less than three years of employment
in the Berwick Area School District.
Should be willing to maintain a two year commitment to their assigned mentee.
Will be encouraged to attend programs with inductees during the school year as
needed.
Must meet with inductee before the start of the school year.
Will attend a training session at the beginning of the school year.
Shall possess a commitment to the teaching profession and demonstrate willingness
toward professional growth.
It is preferable that the mentor candidate is assigned to the same building and department
and has a compatible schedule as the mentee. If suitable mentors are available; each
mentor will have no more than one inductee at the same time.
BERWICK AREA SCHOOL DISTRICT
NEW TEACHER MENTOR APPLICATION
(sample)
NAME- _______________
DATE- ______________
ASSIGNED BUILDING - _____________________
GRADE/LEVEL AND SUBJECT TAUGHT - ____________________________
AREAS OF CERTIFICATION - _________________________
1. The term “mentor” implies a trusting, supportive relationship between a more
experienced member of an organization and a less experienced member. Explain what the
role of a mentor teacher means to you.
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2. What are five real needs that you believe a new teacher might have
3. List five important qualities a mentor must exhibit in the induction process.
4. As a mentor, what strengths do you believe you can bring to the induction process?
Provide brief explanation for characteristics not selected and how you plan to address their
incorporation.
N/A
Induction Program Timeline
Topics Aug-Sep
Oct-Nov
Dec-Jan
Feb-Mar
Apr-May
Jun-Jul
Code of Professional Practice and Conduct for Educators
X
Assessments X
Best Instructional Practices X X X X X
Safe and Supportive Schools X
Standards X X
Curriculum X X
Instruction X X
Accommodations and Adaptations for diverse learners
X
Data informed decision making X X
Materials and Resources for Instruction X X X X X X
If necessary, provide further explanation.
Prior to the start of school: Session A –
Introductions of inductees
Meeting with Superintendent
Operations Information – Central Office Personnel
Description of Induction Program
Tour of the schools and community
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Session B –
Review of programs, and processes that should be established on the first day of
school.
Review of First Days of School – Wong
Session C –
Meeting and instruction session with district technology staff to review passwords,
programs, etcc
Session D –
Overview of schedule and requirements placed on the mentees to complete for the
induction plan.
Question and Answer period.
Meeting with BAEA President
Meeting with mentor teachers
Topics discussed in sessions throughout the first year may include:
Classroom management
Parent Conferences, Home/School Communication
Student Assessment
Differentiated Instruction
Using Data to drive instruction
Elements of Effective Practice – Danielson
Use of technology in instruction
Teacher observation/evaluation
IEP’s, SLO’s, Section 504 plans.
Necessary requirements to meet ACT 48 and Instructional II levels.
Additional topics may arise due to Federal, State, or local mandates and initiatives.
Sessions in year two will be offered quarterly and include a cohort discussion of current
issues and/ or needs expressed by the group.
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Monitoring and Evaluating the Induction Program
Identify the procedures for monitoring and evaluating the Induction program.
Evaluation and Monitoring The induction plan will be monitored through regular journal entries, discussions with mentor teacher, as well as end-of-the year evaluation. New teachers and mentors will use the process throughout their two years in induction. A questionnaire will be given to the mentor and mentee at the end of each year. Evaluation – Inductee
1. Did the Induction Plan provide the support you needed to make the transition to the
teaching position at Berwick?
2. What items would you suggest the district add to the plan which would help a new
teacher?
3. What items would you suggest be removed from the plan?
1. To what extent were the following objectives met by the plan?
Good Fair Poor
Improvement of teaching skills ______ _____ ______
Adjustment to district ______ _____ ______
Adjustment to building ______ _____ ______
Adjustment to student needs ______ ______ ______
Professional development ______ ______ ______
Evaluation – Mentor
1. Do you feel this plan helped provide adequate support to the inductee? Explain.
2. What items would you suggest be added to the plan to aid new teachers?
3. What items in the plan should be dropped because they are of little value?
4. To what extent were the following objectives met by the plan?
o
Improvement of teaching skills _____ _____ _____
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Adjustment to district _____ _____ _____
Adjustment to building _____ _____ ______
Adjustment to student needs _____ _____ _____
Professional development _____ _____ _____
Recording Process
Identify the recording process for inductee participation and program completion. (Check all that apply)Checked answers
Mentor documents his/her inductee's involvement in the program.
A designated administrator receives, evaluates and archives all mentor records.
School/LEA maintains accurate records of program completion and provide a
certificate or statement of completion to each inductee who has completed the
program.
LEA administrator receives, tallies, and archives all LEA mentor records.
Completion is verified by the LEA Chief Executive Officer on the Application for
Level 2 Certification.
Unchecked answers
None.
Special Education
Special Education Students
Total students identified: 576
Identification Method
Identify the District's method for identifying students with specific learning disabilities.
The Berwick Area School District utilizes the Severe Discrepancy process as part of the
evaluation of students referred for multidisciplinary evaluation/reevaluation in order to
determine special education eligibility under the category of Specific Learning Disability.
This method involves determining the extent to which the student exhibits a pattern of
strengths and weaknesses in performance, achievement or both relative to age, standards
or intellectual development. Underachievement is not a result of a child's lack of
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instruction in reading or mathematics, and repeated assessments/screening of achievement
were conducted by the District at regular intervals.
Enrollment
Review the Enrollment Difference Status. If necessary, describe how your district plans to address any significant disproportionalities.
The data is publicly available via the PennData website. You can view your most recent report. The link is: https://penndata.hbg.psu.edu/PublicReporting/DataataGlance/tabid/2523/Default.aspx
Based on current enrollment statistics, there are no disproportionate differences to address.
The data from 2016-17 indicates the enrollment in the category of speech & language
impairment is higher than the State data. In 2017-18 date there is a reduction of enrollment
numbers in this category by 25 students based on the districts MTSS approach. Due to the
overage of students identified as SLI indicating that we have local special circumstances in
that we are a very low socioeconomic area. There is a known correlations between decrease
language development and a low socioeconomic status.
Non-Resident Students Oversight
1. How does the District meet its obligation under Section 1306 of the Public School Code as the host District at each location?
2. How does the District ensure that students are receiving a free appropriate public education (FAPE) in the least restrictive environment (LRE)?
3. What problems or barriers exist which limit the District's ability to meet its obligations under Section 1306 of the Public School Code?
Berwick Area School District does not service any students under Section 1306.
The District ensures compliance with students receiving a free and appropriate education
(FAPE) in the least restrictive environment by participating and utilizing an IEP team
approach and considering the full continuum of services. The team considers available
supplemental aids and services in regards to the individual needs of each student. The
district is informed through training about the latest technological supports to include some
of the following considerations: iPads, notebook computers, IPod nanos with books, FM
Amplication devices, smartboards, talk to text readers, and Earobics. In addition, all options
are explored such as a modifications to the class/assignment, and remedial supports.
Barriers to ensuring FAPE in the LRE are physical distance with the residence and host
district as well as communication with team members and the host district.
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Incarcerated Students Oversight
Describe the system of oversight the District would implement to ensure that all incarcerated students who may be eligible for special education are located, identified, evaluated and when deemed eligible, are offered a free appropriate public education (FAPE).
Facility Name Provider of Educational Services # of Students Receiving Srvcs as of Dec 1
No facilities are located in our District No facilities are located in our District 0
The District contracts with the Central Susquehanna Intermediate Unit to
locate, identify, evaluate, and provide incarcerated youth with a free and
appropriate public education. The CSIU maintains daily communication with
the Columbia County Prison to confirm if any eligible student has been
detained in the facility. The facility will continually post the annual child find
and services notice in a public place. The CSIU will make personal contact to
any school age eligible youth for assessment of special education services. The
Director of Special Education for the District acts as LEA and holds IEP
meetings at the Prison for eligible students. The CSIU accompanies the
Director to said meetings and plans for implementation of the IEP.
Least Restrictive Environment
1. Describe the District procedures, which ensure that, to the maximum extent appropriate, children with disabilities, including those in private institutions, are educated with non-disabled children, and that removal from the regular education environment only occurs when education in that setting with supplementary aids and services, cannot be achieved satisfactorily.
2. Describe how the District is replicating successful programs, evidence-based models, and other PDE sponsored initiatives to enhance or expand the continuum of supports/services and education placement options available within the District to support students with disabilities access the general education curriculum in the least restrictive environment (LRE). (Provide information describing the manner in which the District utilizes site-based training, consultation and technical assistance opportunities available through PDE/PaTTAN, or other public or private agencies.)
3. Refer to and discuss the SPP targets and the district's percentages in the Indicator 5 section - Educational Environments. Also discuss the number of students placed out of the district and how those placements were determined to assure that LRE requirements are met.
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Approximately 80% of our special education students are being educated in the general
education environment for 80% or more of the school day. We focus on the the supports
that can be provided in the general education environment with the use of supplementary
aides and services, professional development, and parent partnering. The foundation of
our success comes from the practice that we first consider the regular classroom when
considering placement for students with disabilities. If after the provision of
supplementary aids and services, the student is not being successful, the team may consider
other options. The emphasis is on the team process to determine how the student needs
can best be met. Parents are encouraged to bring anyone they feel would be helpful in this
process. All of the inclusive practices are supported by all district level administrators.
Where the needs of the student dictate a more restrictive environment, the district makes
an effort to bring regular education students into the special education classroom for
interaction. This approach is used in classes where the student may be in a self-contained
classroom for at least 70% of the day. Regardless of the PennData it should be noted that
even if a student may be listed in a full-time program all our students are integrated in parts
of the school day as the student acclimates to the environment.
For eligible students that the team has determined a more restrictive placement outside the
Berwick Area School District a representative, LEA of the school district participates in the
IEP meeting to ensure FAPE for that student. The IEP team including a the District LEA
review progress monitoring while the student is in the alternate setting. If and when the
decision is made by the IEP team to return the student to a less restrictive setting the IEP
team makes a transition plan for the student to transition back to the school setting.
Supplementary aides and services are considered when determining level of support a
student needs to be successful. Some of the aids and services are listed below and fit into
the categories of
Collaborative
Co-teaching has been utilized for over eleven years in grades 4-12,
co-planning, team meetings,
paraprofessional support
school personnel collaboration in the implementation of SAS that the team feels is
appropriate
Instructional
specially designed instruction is provided to student in the appropriate setting that
the team determines promotes success for the student in all developmental areas.
students have access to assistive technology and materials via ipads, Chrome books,
at the HS one to one laptops and whatever the team deems necessary for the student to be
successful.
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alternate means of demonstrating learning is provided to all students as regular
education teachers were trained for over two years in differentiated instruction. This
includes but is not limited to test modification, curriculum modifications, and instructional
adaptations such as repeating directions and use of examples
Physical
All of our district employees operate with student needs first. All of our building
and grounds staff are quick to attend to room changes and modifications that need to be
made.
The entire district is ADA compliant.
All students have adapted equipment needed to be successful and access the entire
school environment.
Social-Behavioral
The district operates with an Intervention Team consisting of an Intervention
specialist who coordinates agencies and services, education specialist who is a contracted
employee half district funded half county funded who is the liaison between agencies and
offers group and individual counseling, a district behavior support specialist, and and
attendance officer.
Peer tutoring is a credited class at our high school for regular education students to
learn skills to work with our special education population and for the special education
students to maintain a relationship with non-disabled peers.
The district develops Individualized behavior support plans based on information
obtained from an FBA.
All administrators work with IEP teams to modify rules and expectations.
Where appropriate, personal care providers are assigned to make sure integration
to the maximum extent is achieved..
Students in a more restrictive setting still are integrated into at least one social
setting (lunch) and one related arts class when appropriate
Transition students are provided opportunities to be incorporated within the local
business community through training experiences, mentoring and job placements
Career Link is provided an office at our High School to support students finding
part-time employment
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Percentages of Autistic, Life-Skills and Emotional Support students who are in a self-
contained setting remain significantly below the state average in grades K-3
The district employs a professional to assist in the processing and billing of Medical
ACCESS for students with special needs. We bill for approximately 200 students and are
ranked #4 for monies received of districts our size
A full continuum of services are provided to meet the needs of all students
Students attending private institutions are represented at District meetings to
guarantee FAPE
Dual enrollment is offered to students attending private schools
Contracts with neighboring schools enable the District to provide FAPE for all
disabilities when it is not feasible for our District to provide.
Berwick Area School District continues to provide staff development to both regular
education staff, special education staff, paraprofessionals, and parents to meet student
needs and to improve on inclusive practices
During the two year Induction program, time and workshops are dedicated for staff
development on inclusive practices.
Professional development continues for all staff annually by in-house and
contracted provides such as PATTAN, the CSIU, and outside providers.
The Berwick Area School District has met all SPP targets for the provision of services in the
least restrictive environment. The district first considers the regular classroom when
considering placement for students with disabilities.
Behavior Support Services
1. Provide a summary of the District policy on behavioral support services including, but not limited to, the school wide positive behavior supports (PBS).
2. Describe training provided to staff in the use of positive behavior supports, de-escalation techniques and responses to behavior that may require immediate intervention.
3. If the district also has School-Based Behavioral Health Services, please discuss it.
The Berwick Area School District Policy #113.2 addresses the utilization of positive
behavior supports. All Elementary schools utilize the character education program entitled
the “Leader in Me”. This program addresses behavior from the Convey 7 Habits of highly
effective people. This program provides an instructional perspective. It also reinforces
positive behavior supports. Two out of our four elementary schools are “Lighthouse”
schools.
The Berwick School District (BASD) has been trained and participates in Rachel's Challenge
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at the secondary level. This program is evidenced based and supports a positive school
climate, tobacco, alcohol and bullying.
BASD employs four district personnel who are trained in the Safe Crisis Management
techniques and are certified to train other employees. The techniques are utilized for de-
escalation, crisis management, behavior supports and physical interventions. Our in-house
trainers provide annual courses on physical and non-physical use of SCM. Administrators,
teachers, paraprofessional in high risk classrooms are trained in Safe Crisis Management as
well as Safety Care. Recertification occurs every year to two years.
Berwick Area Elementary School utilizes a Positive Behavior Intervention Support Tier 1, 2,
3
BASD has a close relationship with two nearby facilities that provide partial hospital
supports to students with mental health needs.
BASD hosts every other month Interagency meetings involving all local agencies to share
information with each other. The support that the District and local agencies have with one
another is strong.
Berwick’s administration, faculty and staff utilize CASSP meetings when necessary to
address mental health and family needs.
BASD has partnered with the county to share the expense of a school based Educational
Specialist that serves as a liaison for the district and agencies. The position provides
counseling on an individual basis and group settings throughout the entire district. Topics
that can be addressed with this employee are not limited to: social skills, anger
management and interpersonal communications.
BASD now has the Student Assistance Program in all buildings. Administrators, counselors,
teachers and staff members meet weekly. Discussions take place on current concerns for
individual students. Concerns come from a referral system that is in place. Multiple areas
of concerns can be addressed such as family issues, drop in grade, overall attitudes, drug
use etc. Agencies are involved when needed. Parents are also involved.
Beginning in the 2013-2014 school year an attendance officer was added to our District.
This position allows intensive review of attendance reports and tardy issues. The officer
meets with students and parents regarding the multiple issues surrounding attendance.
Attendance contracts have been developed to assist students with improving their school
attendance. Positive attendance routines will assist our students with their future
endeavors.
As of 2014 the District has employed two school police officers who are retired State Police.
These positions have had a positive impact on our students as they interact with students in
positive situations daily creating a respectful and trusting relationship.
Special Education students are educated within district operated classrooms, located in the
general education school environments. Emotional Support classrooms are located in the
general education school buildings. These environments offer assistance for students at all
grade levels. These classes focus on utilizing positive behavior supports for students to be
successful in a variety of school settings. Functional behavior assessments are completed to
drive the PBSP.
BASD provides behavior support training to families via a district trained employee in the
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Strengthening Families Program (SFP) which is an evidenced based program for high-risk
and general population families. The focus is to improve parenting skills and relationships,
reduce problem behaviors including drug and alcohol use as well as improving social skills
and school performance.l
Discipline and Change in Placement
The guidelines as set forth in IDEA and PA State Regulations are followed with all
exclusions, suspensions or expulsions. If removal would be applied to a student without
disabilities, school personal may order the removal of a student with a disability from the
student’s current placement for not more than ten consecutive days for violation of school
rules as stated in the school board approved handbooks or outlines of conduct. Additional
removals within the same school year for separate incidents of misconduct can take place as
long as the removals do not constitute a change of placement. The school district follows
the manifestation determination as required by IDEA when considering the exclusion of a
student with a disability that constitutes a disciplinary change of placement.
Intensive Interagency/Ensuring FAPE/Hard to Place Students
1. If the LEA is having difficulty ensuring FAPE for an individual student or a particular disability category, describe the procedures and analysis methods used to determine gaps in the continuum of special education supports, services and education placement options available for students with disabilities.
2. Include information detailing successful programs, services, education placements as well as identified gaps in current programs, services, and education placements not available within the LEA. Include an overview of services provided through interagency collaboration within the LEA.
3. Discuss any expansion of the continuum of services planned during the life of this plan.
The Berwick Area School District is able to provide FAPE to all students who are residents
of the school district.
Through current special education programs and services, the District is able to
maintain most students in their neighborhood school.
The District conducts interagency meetings every other month all year. This meeting
involves all agencies that are involved in supports students and families that attend our
district. These agencies include but are not limited to: Columbia County Children and
Youth, Luzerne County Children and Youth, CMSU MH/MR, Central Susquehanna IU, The
Women's Center, New Story, KidsPeace, Columbia County Juvenile Probation, and Northeast
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Counseling. The support from these agencies includes: wrap around services, consultation
with behavioral specialists, social work services, abuse counseling and anger management
counseling. In some cases when needed as prescribed by a qualified medical practitioner
community agencies also provide school programs such as partial hospitalization
programs. When this happens the district takes responsibility for ensuring FAPE for the
students placed in such treatment facilities.
Should the need arise, the District will seek the assistance from the CASSP system at the
County level. Berwick School District spans two different counties and has a very good
working relationship with both county agencies. The agencies provide supports such as
wrap around services, consultation with behavioral specialists, and mental health
counseling.
The Berwick Area School District is aware of the required reporting obligations under the
Cordero Court order of 1993 for any student who is receiving instruction in the home or
homebound instruction.
The District employs an attendance officer
BASD has a prevention intervention team comprised of an Education Specialist (liaison with
agencies), intervention specialist (coordinates everything within the district), attendance
officer and a behavior support specialist.
Strengths and Highlights
Describe the strengths and highlights of your current special education services and programs. Include in this section directions on how the district provides trainings for staff, faculty and parents.
The Berwick Are School District is committed to providing a continuum of special
educational support services and programs to meet the needs of students and ensure
compliance with IDEA.
The Berwick Area School District uses a child-find system to locate, identify and evaluate
young children and children who are thought to be a child with a disability eligible for
special education services residing within the school district's jurisdiction. Child-find data
is collected, maintained, and used in decision-making. Child-find processes and procedures
are evaluated for appropriateness and effectiveness. The school district implements
mechanisms to disseminate child-find information to the public, organizations, agencies,
and individuals on at least an annual basis. This information is provided in the school
calendar, student/parent handbooks and on the school district website. Our Child Study
Team (pre-referral educational support team) is comprised of classroom teachers, school
counselors, and parents. Building principals, Title I teachers, special education teachers,
school psychologists, related service providers, the Assistant to the Superintendent for
Student Services, and any other relevant school staff may also participate as deemed
appropriate/necessary.
This team approach is used to identify the local resources and services that are available to
students in regular education that may help them to be more successful. The district
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utilizes Title I, ESL, co-teaching, tutoring, resource classes, and summer programs based on
student need. Teachers monitor student progress and make adaptations for those students
who need more individualized instruction.
Each year as part of the induction program for new teachers, the Assistant to the
Superintendent for Student Services and School Psychologists review the child-find process
along with the Child Study Team process.
We have an electronic warehouse for student data, which has been in operation for over 10
years. We have an extensive assessment portfolio for each student. We continue to refine
this system.
Administration at central office and building principals are first to model acceptance of an
inclusive culture everywhere in the district.
All of our special education teachers and regular education teachers are Highly Qualified.
We currently have 12 teachers that are Nationally Board Certified.
All IEP meetings and parent meetings are a place where everyone comes together for the
needs of the identified student.
Current program strengths and highlights: Resources used that staff development has been
provided to teachers and will continue throughout the duration of this plan. Staff
development is provided on five in-service days throughout the school year as well as
embedded half day training during the school day.
Unique, News-2-You, and SymbolStix programs used in our Life Skills, Supplemental
and Autistic Support Classrooms.
Continued use of the Wilson Reading program- one district person is a certified
trainer, 13 special education and Title 1 teacher are certified Wilson Reading instructors.
Fundations- part of the Wilson Reading Program
Use of Read Naturally as an intervention for students who have difficulty with
reading fluency
New District Wide reading series - Wonders with Wonderworks as the resource
used for struggling students
Everyday Math
Text Dependent Analysis
DIBELS
Moby Max
IXL Learning
Handwriting without Tears
Fundations Handwriting
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All curricular changes are made with the inclusion of the Director of Special education.
When materials are purchased most companies offer the manipulative and differentiated
lessons.
Staff development is for all
the teachers
District Special Education Programs and Services:
The District offers a continuum of service at all grade level
K-12 Life Skills Support
K-12 Emotional Support program
K-12 Learning Support
K- 8 Autistic Support
District operated psychological services
District operated Speech/Language support
District operated Occupational Therapy
District operated Physical Therapy
Prevention/Intervention Specialist
Reading specialist in each building
Education Specialist
District operated Occupational Therapy Support and Physical Therapy support- as of
2013/14
Kindergarten screening that includes speech screening during the first marking period of
the school year as observed by speech and language staff in the classroom
Classroom screening done as per teacher or parent request. This model allows for more of
an MTSS approach to help students who would not qualify until later. This approach
decreases the amount of students that qualify at a later date.
Inclusive Practices
Inclusion practices at all buildings and grade levels
Co-Teaching Model grades 4-12
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Our teachers have common planning time
Peer Tutoring at High School Level -Credited course for regular education students
to accompany life skills students to regular education classes. Peer Tutors also assist with
collection of recyclable materials from both our High School and Middle School.
Collaboration with regular education and special education teachers
Differentiated Instruction
K-3 inclusion
Increased use of manipulative materials in the regular education classrooms
Technology:
Surface Pros
Chrome books
Assistive technology specific to student needs such as TOBII
student specific apps
ipads
Smartboards
Response Systems
Projection Cameras
Laptops
IEP software created by our district and four others, each section has annotated
comments
Transition Services
All teachers trained for Indicator 13
Special Education student run coffee shop. Not only does it teach student job skills ,
it is a successful operation in that it is making a profit that is supporting other community
service activities or interests.
Recycling program district-wide in conjunction with a local business Team Green
The Dawg House Laundry is a community service program. Funds from the coffee
shop allow students from the special education program and a regular entrepreneur class
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provide laundry service for families of students with special education needs as well as
senior citizens who are ill and unable to do their own laundry.
Job coaches are available for students that need the additional support
Approximately 30 special education students attend our regional vocational-
technical school
Transition clinic conducted at our high school for each eligible student
Attendance at regional transition conference at Bloomsburg University
Visits to regional community colleges
Goals aligned with student outcomes and senior projects
Staff Development:
Additional information from the above mentioned:
Student centered training is provided for all teachers- We have a web-based staff
trip request center. All trainings that are requested by an administrator or teacher are
monitored through this system. The school board monitors these requests. They have been
supported when data is shown that the training is necessary for student growth
Staff development for regular education as well as special education teachers
and paraprofessionals is for autism, behavior support, speech, OT, PT, a new reading series,
a new math series, using manipulative, etc
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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)
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Establishment and Implementation of Student Assistance Programs at all of levels of the
school system (in compliance with 24 PS § 15-1547)
Acceptable Use Policy for Technology Resources
Providing career information and assessments so that students and parents or guardians
might become aware of the world of work and career options available.
Special Education Assurances The Local Education Agency (District) has verified the following Assurances:
Implementation of a full range of services, programs and alternative placements available to
the school district for placement and implementation of the special education programs in
the school district.
Implementation of a child find system to locate, identify and evaluate young children and
children who are thought to be a child with a disability eligible for special education residing
within the school district's jurisdiction. Child find data is collected, maintained and used in
decision-making. Child find process and procedures are evaluated for its effectiveness. The
District implements mechanisms to disseminate child find information to the public,
organizations, agencies and individuals on at least an annual basis.
Assurances of students with disabilities are included in general education programs and
extracurricular and non-academic programs and activities to the maximum extent
appropriate in accordance with an Individualized Education Program.
Compliance with the PA Department of Education, Bureau of Special Education's report
revision notice process.
Following the state and federal guidelines for participation of students with disabilities in
state and district-wide assessments including the determination of participation, the need
for accommodations, and the methods of assessing students for whom regular assessment is
not appropriate.
Assurance of funds received through participation in the medical assistance reimbursement
program, ACCESS, will be used to enhance or expand the current level of services and
programs provided to students with disabilities in this local education agency.
24 P.S. §1306 and §1306.2 Facilities There are no facilities.
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Least Restrictive Environment Facilities
Facility Name Type of Facility Type of Service Number of Students Placed
New Story Special Education Centers
Autistic Support, Emotional support, Learning Support
6
BSI Special Education Centers
Partial Hospitalization 2
Children's Service Center
Special Education Centers
Partial Hospitalization 2
Adelphi Special Education Centers
Partial Hospitalization 1
PA Mentor Other Therapeutic Foster Care 1
Abraxas Other Residential 1
Devereux Other Residential 1
Hoffman Homes Other Residential 1
Kidspeace Other Partial Hospitalization 2
Pedia Manor Other Residential 1
Residential Rehab Other Residential 2
Vision Quest Other Residential 3
Special Education Program Profile Program Position #1 - Proposed Program
Operator: School District
PROPOSED PROGRAM INFORMATION
Type: ClassandPosition
Implementation Date: September 6, 2016
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 9 to 12 24 1
Locations:
West Berwick Elementary
An Elementary School Building
A building in which General Education programs are operated
Program Position #2 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2016
73
Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Emotional Support 5 to 10 10 1
Justification: The IEP team of each student have determined that this is the appropriate grouping for this student.
Locations:
Nescopeck Elem An Elementary School Building
A building in which General Education programs are operated
Program Position #3 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2016
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 6 to 10 25 1
Justification: This position supports k-3. The students are not in the room at the same time.
Locations:
West Berwick Elementary
An Elementary School Building
A building in which General Education programs are operated
Program Position #4 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: ClassandPosition Implementation Date: September 6, 2016
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 10 to 12 22 1
Justification: Students are seen individually or in small groups within age range requirements.
Locations:
Berwick Area Middle School
A Middle School Building
A building in which General Education programs are operated
Program Position #5 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS
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Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 6 to 10 22 1
Justification: Students are scheduled in the learning support classroom based on age and grade level. The students in the room at the same time do not exceed the age limit
Locations:
Salem Elem An Elementary School Building
A building in which General Education programs are operated
Program Position #6 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Autistic Support 5 to 11 7 1
Justification: The IEP team of each student have determined that this is the appropriate grouping for this student.
Locations:
Salem Elem An Elementary School Building
A building in which General Education programs are operated
Program Position #7 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: ClassandPosition Implementation Date: September 6, 2016
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 10 to 12 21 1
Locations:
Berwick Area Middle School
A Middle School Building
A building in which General Education programs are operated
Program Position #8 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
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Supplemental (Less Than 80% but More Than 20%)
Life Skills Support 5 to 12 11 1
Justification: The IEP team of each student have determined that this is the appropriate grouping for this student.
Locations:
Salem Elem An Elementary School Building
A building in which General Education programs are operated
Program Position #9 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 7 to 11 9 1
Justification: Students are seen individually or in small groups within age range requirements.
Locations:
Nescopeck Elem
An Elementary School Building
A building in which General Education programs are operated
Program Position #10 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: ClassandPosition Implementation Date: September 6, 2016
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 6 to 11 10 1
Justification: The IEP team of each student have determined that this is the appropriate grouping for this student.
Locations:
West Berwick Elementary An Elementary School Building
A building in which General Education programs are operated
Program Position #11
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 11 to 13 20 1
Locations:
Berwick Middle
A Middle School Building
A building in which General Education programs are operated
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Program Position #12
Operator: School District PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 11 to 13 19 1
Locations:
Berwick Midle School
A Middle School Building
A building in which General Education programs are operated
Program Position #13
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 12 to 14 15 1
Locations:
Berwick Middle
A Middle School Building
A building in which General Education programs are operated
Program Position #14
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 12 to 14 13 1
Locations:
Berwick Middle
A Middle School Building
A building in which General Education programs are operated
Program Position #15
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 13 to 15 15 1
Locations:
Berwick Middle
A Middle School Building
A building in which General Education programs are operated
Program Position #16
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 13 to 15 14 1
Locations:
Berwick Middle
A Middle School Building
A building in which General Education programs are operated
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Program Position #17 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
10 to 14 16 1
Locations:
Berwick Middle A Middle School Building
A building in which General Education programs are operated
Program Position #18 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support
10 to 17 7 1
Justification: Careful attention is given to scheduling of the students in the classroom. Based on specials schedules, and lunches students that are in the room at the same time do not exceed the age limit. Parents are made aware of the age range and a waiver is signed
Locations:
Berwick Middle A Middle School Building
A building in which General Education programs are operated
Program Position #19 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Emotional Support
10 to 16 11 1
Justification: Careful consideration is given to student scheduling. Based on specials and lunches and classes
78
that the students are included in students in the classroom do not exceed the age range limit. Parents are informed of the age range limit and that the classroom exceeds it. Parents sign an age waiver
Locations:
Berwick Middle A Middle School Building
A building in which General Education programs are operated
Program Position #20 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 16 14 1
Locations:
Berwick Senior High
A Senior High School Building
A building in which General Education programs are operated
Program Position #21
Operator: School District PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 16 10 1
Locations:
Berwick Senior High
A Senior High School Building
A building in which General Education programs are operated
Program Position #22
Operator: School District PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 15 to 17 24 1
Locations:
Berwick Senior High
A Senior High School Building
A building in which General Education programs are operated
Program Position #23
Operator: School District PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 16 to 18 19 1
Locations:
Berwick Senior High
A Senior High School Building
A building in which General Education programs are operated
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Program Position #24
Operator: School District PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 15 to 17 15 1
Locations:
Berwick Senior High
A Senior High School Building
A building in which General Education programs are operated
Program Position #25 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 18 to 19 21 1
Locations:
Berwick Senior High
A Senior High School Building
A building in which General Education programs are operated
Program Position #26
Operator: School District PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 17 to 18 18 1
Locations:
Berwick Senior High
A Senior High School Building
A building in which General Education programs are operated
Program Position #27 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 16 to 21 15 1
Justification: Students are seen individually or in small groups within age range requirements.
Locations:
Berwick Senior High A Senior High A building in which General
80
School Building Education programs are operated
Program Position #28 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Emotional Support 15 to 18 16 1
Locations:
Berwick Senior High
A Senior High School Building
A building in which General Education programs are operated
Program Position #29 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
5 to 11 22 1
Justification: Students are seen individually or in small groups within age range requirements.
Locations:
Nescopeck An Elementary School Building
A building in which General Education programs are operated
Program Position #30 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
10 to 16 49 0.75
Justification: Grades 6-8 Students are seen individually or in small groups within age range requirements.
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Locations:
Berwick Middle School
A Middle School Building
A building in which General Education programs are operated
Program Position #31 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: ClassandPosition Implementation Date: September 6, 2016 Justification: Compliance for classroom size was marked as inappropriate. Explain any unchecked boxes for facilities questions: This is a speech pull out room for small 1-5 group instruction
PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
5 to 12 63 1
Justification: Students are seen individually or in small groups within age range requirements.
Locations:
West Berwick An Elementary School Building
A building in which General Education programs are operated
Program Position #32 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
5 to 12 59 1
Justification: Students are seen individually or in small groups within age range requirements.
Locations:
Salem Elementary
An Elementary School Building
A building in which General Education programs are operated
Program Position #33
Operator: Intermediate Unit PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Deaf and Hearing Impaired Support
6 to 11 3 0.1
Justification: Students are seen individually or in small groups within age range requirements.
Locations:
Salem An Elementary School A building in which General Education
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Elementary Building programs are operated
Program Position #34 - Proposed Program
Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION
Type: ClassandPosition Implementation Date: September 6, 2016
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Autistic Support 11 to 13 2 0.2
Justification: Students are seen individually or in small groups within age range requirements.
Locations:
Berwick Area Middle School
A Middle School Building
A building in which General Education programs are operated
Program Position #35
Operator: School District PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Full-Time Special Education Class
Multiple Disabilities Support
5 to 10 6 1
Justification: Students are in groupings that exceeds the age range. The IEP teams have determined it is appropriate grouping.
Locations:
Salem Elementary An Elementary School Building
A building in which General Education programs are operated
Program Position #36
Operator: School District PROGRAM SEGMENTS
Program Position #37 Operator: School District PROGRAM SEGMENTS
Program Position #38 Operator: School District PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
14 to 21 8 0.13
Justification: Students are seen individually or in small groups within age range requirements.
Locations:
Berwick Area High School
A Senior High School Building
A building in which General Education programs are operated
Program Position #39 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: ClassandPosition Implementation Date: September 6, 2016
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Justification: Compliance for classroom size was marked as inappropriate. Explain any unchecked boxes for facilities questions: This is a pull out room for small group instruction of 1-5 students
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
5 to 11 18 0.29
Justification: Students are seen individually or in small groups within age range requirements.
Locations:
West Berwick Elementary
An Elementary School Building
A building in which General Education programs are operated
Program Position #40 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: ClassandPosition Implementation Date: September 6, 2016
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Deaf and Hearing Impaired Support
7 to 9 1 0.1
Locations:
West Berwick Elementary
An Elementary School Building
A building in which General Education programs are operated
Program Position #41 - Proposed Program
Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: September 6, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Blind or Visually Impaired Support
12 to 15 2 0.1
Locations:
Berwick Area Middle School
A Middle School Building
A building in which General Education programs are operated
Program Position #42
Operator: School District PROGRAM SEGMENTS
Program Position #43 - Proposed Program Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: September 6, 2016
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Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Blind or Visually Impaired Support
5 to 12 1 0.1
Justification: The IEP team of each student have determined that this is the appropriate grouping for this student.
Locations:
Salem Elementary
An Elementary School Building
A building in which General Education programs are operated
Program Position #44 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: September 6, 2016
PROGRAM SEGMENTS Program Position #45 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Autistic Support 11 to 15 1 0.1
Justification: Students are seen individually or in small groups within age range requirements.
Locations:
Berwick Area Middle School
A Middle School Building
A building in which General Education programs are operated
Program Position #47 - Proposed Program
Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION
Type: ClassandPosition Implementation Date: September 6, 2016
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Autistic Support 14 to 18 1 0.1
Locations:
Berwick Senior High School
A Senior High School Building
A building in which General Education programs are operated
Program Position #48 - Proposed Program
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Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: September 6, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Deaf and Hearing Impaired Support
11 to 15 2 0.1
Locations:
Berwick Area Middle School
A Middle School Building
A building in which General Education programs are operated
Program Position #49
Operator: School District PROGRAM SEGMENTS
Special Education Support Services
Support Service Location Teacher FTE
Paraprofessional Salem Elementary 7.5
Paraprofessional West Berwick Elementary 6
Paraprofessional Nescopeck Elementary 3.5
Paraprofessional Middle School 11
Paraprofessional High School 11
School Psychologist District Wide 1
Access Coordinator District Wide 1
Special Education Secretary District Wide 1
Director of Student Services District Wide 1
Occupational Therapist West Berwick/Middle School/Vo-Tech 1
Occupational Therapist Nescopeck/Salem/High School/ 1
Physial Therapist District Wide 1
Special Education Contracted Services
Special Education Contracted Services Operator Amt of Time per Week
No contracted services- we employ our own OT and PT
Intermediate Unit
1 Minutes
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Needs Assessment
Record School Patterns
Question:
After reviewing school level accomplishments and systemic challenges, what patterns can you
identify among your schools?
What other information do you still need to assess?
Answer:
This question has not been answered.
District Accomplishments
Accomplishment #1:
The Berwick High School was named a Blue Ribbon High School in 2017.
Accomplishment #2:
BASD has added SAP teams to the elementary level district wide.
Accomplishment #3:
BASD has created a Berwick Area School District Police Force. The district has also establish a safety
committee to evaluate and recommend safety improvements.
Accomplishment #4:
BASD has created a Local Advisory Committee to evaluate CTE programs and establish a strong
partnership with local businesses.
Accomplishment #5:
BASD build a new elementary school West Berwick Elementary. This building incorporated students
from the former Orange Street and 14th Street Elementary Schools.
District Concerns
Concern #1:
District wide curriculum is not completed or housed on a platform which is readily accessable to all
faculty and staff members.
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Concern #2:
The Berwick Area School District will continue to evaluate and improve the PBS.
Concern #3:
The Berwick Area School District will continue to add secondary CTE programs which are supported
by the LAC.
Concern #4:
The Berwick Area School District will partner with Smart Futures to establish a career awareness
program K-12.
Prioritized Systemic Challenges
Systemic Challenge #1 (Guiding Question #1) Establish a district system that fully ensures
consistent implementation of standards aligned curricula across all schools for all students.
Aligned Concerns:
District wide curriculum is not completed or housed on a platform which is readily
accessable to all faculty and staff members.
The Berwick Area School District will continue to add secondary CTE programs which are
supported by the LAC.
The Berwick Area School District will partner with Smart Futures to establish a career
awareness program K-12.
Systemic Challenge #2 (Guiding Question #6) Establish a district system that fully ensures specially
designed instruction is provided to meet the unique learning needs of children with disabilities at no
cost to a parent.
Aligned Concerns:
The Berwick Area School District will continue to evaluate and improve the PBS.
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District Level Plan
Action Plans
Goal #1: Establish a district system that fully ensures consistent implementation of
standards aligned curricula across all schools for all students.
Related Challenges:
Establish a district system that fully ensures specially designed instruction is provided to meet the unique learning needs of children with disabilities at no cost to a parent.
Indicators of Effectiveness:
Type: Annual
Data Source: Google Docs
Specific Targets: A google doc is developed which houses curriculum for grades K-12.
Strategies:
Understanding by Design
Description:
The Understanding by Design® framework (UbD™ framework) offers a planning process and structure to guide curriculum, assessment, and instruction. Its two key ideas are contained in the title: 1) focus on teaching and assessing for understanding and learning transfer, and 2) design curriculum "backward" from those ends. (Sources: Understanding by Design)
SAS Alignment: Curriculum Framework
Implementation Steps:
Curriculum Storage
Description:
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The director of curriculum and instruction is currently working with department heads and the technology specialist to develop a google document to store curriculum. The curriculum design with be established by the department heads. This design with be used in all curriculums.
Start Date: 11/1/2018 End Date: 8/20/2020
Program Area(s): Professional Education
Supported Strategies:
Understanding by Design
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Appendix: Professional Development Implementation
Step Details
LEA Goals Addressed:
Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students.
Strategy #1: Understanding by Design
Start End Title Description
11/1/2018 8/20/2020 Curriculum Storage
The director of curriculum and instruction is currently working with department
heads and the technology specialist to develop a google document to store
curriculum. The curriculum design with be established by the department heads.
This design with be used in all curriculums.
Person Responsible SH S EP Provider Type App. Director of
Curriculum and Instruction
3.0 2 15 District Administration Non-profit
Organization
Yes
Knowledge Curriculum Design
Supportive Research
Understanding by Design
Designed to Accomplish
For classroom teachers, school counselors and education specialists:
Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.
Provides educators with a variety of classroom-based assessment skills and the skills
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needed to analyze and use data in instructional decision-making.
For school and district administrators, and other educators seeking leadership roles:
Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.
Provides leaders with the ability to access and use appropriate data to inform decision-making.
Instructs the leader in managing resources for effective results.
Training Format
Series of Workshops
Participant Roles
Classroom teachers
Principals / Asst. Principals
Other educational specialists
Grade Levels
Elementary - Primary (preK - grade 1)
Elementary - Intermediate (grades 2-5)
Middle (grades 6-8)
High (grades 9-12)
Follow-up Activities
Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers
Creating lessons to meet varied student learning styles
Lesson modeling with mentoring
Evaluation Methods
Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.
Student PSSA data
Standardized student assessment data other than the PSSA
Review of participant lesson plans
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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
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Special Education Affirmations
We also affirm our understanding that any requests for any deviations from the Chapter 14
regulations, standards, policies, and procedures must be made in writing to the Pennsylvania
Department of Education. The school district understands that the Special Education Component of
the District Level Plan will be approved by PDE in accordance with the following criteria as set forth
in 22 Pa. School Code § 14.104 and as part of the District Level Plan:
1. There are a full range of services, programs and alternative placements available to the
school district for placement and implementation of the special education programs in the
school district.
2. The school district has adopted a child find system to locate, identify and evaluate young
children and children who are thought to be a child with a disability eligible for special
education residing within the school district's jurisdiction. Child find data is collected,
maintained, and used in decision-making. Child find process and procedures are evaluated
for its effectiveness. The school district implements mechanisms to disseminate child find
information to the public, organizations, agencies, and individuals on at least an annual basis.
3. The school district has adopted policies and procedures that assure that students with
disabilities are included in general education programs and extracurricular and non-
academic programs and activities to the maximum extent appropriate in accordance with an
Individualized Education Program.
4. The school district will comply with the PA Department of Education, Bureau of Special
Education's revision notice process.
5. The school district follows the state and federal guidelines for participation of students with
disabilities in state and district-wide assessments including the determination of
participation, the need for accommodations, and the methods of assessing students for
whom regular assessment is not appropriate.
6. The school district affirms the Pennsylvania Department of Education that funds received
through participation in the medical assistance reimbursement program, ACCESS, will be
used to enhance or expand the current level of services and programs provided to students
with disabilities in this local education agency.
We affirm that the school district has completed a 28 day public inspection and comment period as
required under 22 PA Code § 4.13 (d) prior to the school entity's governing board approval and
submission to the Department of Education (Bureau of Special Education).
Affirmed by Susy Wiegand on 6/5/2018