Chambersburg Area SD
District Level Plan
07/01/2016 - 06/30/2019
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District Profile
Demographics
435 Stanley Ave Chambersburg, PA 17201 (717)263-9281 Superintendent: Joseph Padasak Director of Special Education: Janet Foor
Planning Process The Chambersburg Area School District developed a league of thirty people to create the
comprehensive school plan. The league consists of 4 teams. (Professional Education, Pupil Services,
Safety and Technology) . Each team attended a kick off work session about vision, mission and
beliefs. During this kick off session, we reviewed old strategic plans and processes and discussed the
future plan with many ideas.
We reviewed the offline comprehensive school plan (CSP) tool to use over the summer months of
2012. Throughout the spring and summer of 2012 there were a series of emails, work sessions and
small group meetings to gather feedback from the community and school district. A contest to
create the Vision for the district using CASD as an acronym to win an IPAD was deployed to create
buy-in. An online town hall was created to gather public thoughts as well as employee input.
Each team then completed the off line CSP tool to prepare for the online tool in late summer. We
received access to the online tool in late fall (September) to start entering the content.
We will be finalized the CSP plan components during the fall of 2012 and presenting to the board of
Education in October after the required 30 day public review.
Mission Statement Chambersburg Area School District will provide a safe, nurturing, and engaging environment where
students will receive a rigorous and responsive education that will empower them to compete
globally.
Vision Statement Creating the future
Achieving success
Solving problems in a
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Diverse world
Shared Values Promote equity in education
Create global learners
Accept our communities diversity
Every student learns and values education
Know the learner and guide
Foster perseverance toward high standards
Educational Community The Chambersburg Area School District (CASD) is located in rural south-central Pennsylvania and
covers more than 250 square miles. With more than 9,000 students, CASD is the 22nd largest
district (out of 553 including charters) in Pennsylvania. CASD elementary schools serve 4100
students and CASD's high school serves 2,541 students in grades 9-12. The remaining students
attend other alternative placements, homeschooled, cyberschooled and private schools. The student
body is a unique mix of rural and urban kids, combining those from farms and rural hollows with
minority students who live in an inner-city environment. The district has pockets of deep poverty
reflected best in the 13 elementary school free & reduced lunch percentages which range from a
high of 93% to a low of 32%, with the average being 56% in Elementary (Secondary students tend
not to register for free and reduced lunch, so the high school percentage does not accurately reflect
the poverty of these students.). The district average for students receiving free and reduced lunch is
approximately 45%. The CASD population continues to become more diverse by serving 550
English Language Learners (ELLs), 10% Hispanic, 8% Black, 4% Multi Racial, 1% Asian, .5%
American Indian and 76.5% White.
According to the 2006 estimate of the 2000 U.S. Census, the Borough of Chambersburg has a
population of 17,946. The areas adjacent to the Borough (and the areas of the Chambersburg Area
School District), comprised by Greene, Guilford, Hamilton, Letterkenny and Lurgan townships, have
38,421 residents, bringing the total population of the greater Chambersburg area to 56,283. The
CASD area is now considered urban according to the 2010 census data. Chambersburg is located in
Franklin County, which serves as the county seat. Franklin County reported its population in the
2000 U. S. Census as 129,313, In addition to Chambersburg, other boroughs in the county are
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Greencastle, population of 3,722; Mercersburg, population of 1,540; and Waynesboro, population of
9,614. The Borough of Shippensburg is partially in Franklin County and partially in Cumberland
County; its population is 5,586. The greater Chambersburg area comprises about 44% of Franklin
County’s population. Franklin County is 774 square miles, Chambersburg is 6.58 square miles, and
the greater Chambersburg area is 285 square miles.
The manufacturing and distribution industries remain strong in the greater Chambersburg area.
Chambersburg is home to the Chambers-5 Business Park, a premiere, 350-acre park along the
Interstate 81 corridor and the Cumberland Valley Business Park, located adjacent to Letterkenny
Army Depot. It is home to a good sampling of the area’s industries--Ventura Foods, Target
Distribution, Olympic Steel, Vogele America, Kmart Regional Specialty Center, and Ozburn-Hessey
Logistics. Letterkenny Army Depot and Summit Health are the top employers, followed by
employment in the fields of education and government. Agriculture is another key industry in the
county. Nearly half of Franklin County’s land is dedicated to agriculture.
Prior to 1995, manufacturing was the leading industrial sector in Franklin
County, but the steady growth of the service and retail sectors surpassed manufacturing. The top 20
employers in Franklin County reflect the trend.
1. Letterkenny Army Depot/tenants
2. Summit Health
3. Chambersburg Area School District
4. Franklin County Government
5. Volvo/Ingersoll Rand
6. Shippensburg University
7. Target Distribution Center
8. Menno Haven
9. Martin's Famous Pastry Shoppe
10. Wal-Mart
11. T.B. Wood's Inc.
12. Ingram Book Co.
13. JLG Industries
14. Sears Holdings/Kmart Distribution
15. Ventura Foods
16. Valley Quarries Inc.
17. Liberty Property Trust Inc.
18. Eldorado Stone
19. Keystone HealthCare Network
20. Orrstown Bank
The Early Head Start Program provides comprehensive, year-round, child and family development
services to low-income families with children, prenatal to three years old. During weekly home visits
and parent-toddler activity groups, trained Early Head Start staff plan activities with families to
foster the child's development, increase family literacy, promote healthy parent-child relationships,
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provide parenting support and education, and assist expectant families in preparing for their new
baby. Parents are assisted with transitioning their children into Head Start or other preschool
programs when the child reaches age three. Families are linked to community resources such as
food, clothing, housing, child care, employment, English classes, health care and mental health
counseling. This Program is funded by a Federal grant from the U.S. Department of Health and
Human Services. Please see the services page for more information.
Risk Factors % in LEA County % in Pennsylvania
Living in economically at-risk families, up to 300% of
poverty 62.8% 58.3%
Births to mothers without early prenatal care 24.9% 20.4%
Births to mothers with less than a high school diploma 24.3% 16.1%
This district has made Adequate Yearly Progress (AYP) 4 out of the 6 years during the last strategic
plan. Making progress or AYP in 2008,2009,2010 and 2011. The district did not make progress or
AYP in 2007 and 2012. When looking at all schools, out of the 16 buildings, 5 have struggled with
making AYP consistently over the past 6 years. Eleven schools have never had an issue with making
AYP.
The high school has been struggling the past 7 years to make AYP and has been in Corrective Action
since 2005. The district has been working diligently to enhance options for its students and will be
opening a college and career magnet school, with STEM focus, in 2012.. To date, 424 students
are currently enrolled in the Career Magnet School. This project seeks to transform STEM
education across grades 9-12 by expanding learning options for students with cutting edge methods
and models, integrating technology, and providing intensive and embedded professional
development.
The Chambersburg Area and School District is seeing growth and diversity as the cornerstones of the
past 6 years. Changes in the community businesses, education, families, culture and surrounding
area seem to be a pattern or theme. Adjusting to these changes is critical to continued success of the
area. Planning and building the community for the future that supports continued growth, while
maintaining the local values and beliefs will be challenging. By continually reviewing past, present,
and future needs we can create a community that adjusts to the changing times.
Planning Committee Name Role
Chris Barnabei Elementary School Teacher - Regular Education
Susan Berrier Parent
Susan Breslin Community Representative
Heather Brindle Parent
Donna Brooks Middle School Teacher - Regular Education
Lisa Crouse Business Representative
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Catherine Dusman Administrator
Jared Faith Middle School Teacher - Regular Education
Janet Foor Special Education Director/Specialist
Joanne Hammond Instructional Coach/Mentor Librarian
Michelle Holtry Secondary School Teacher - Special Education
Jason Kibbe Secondary School Teacher - Special Education
Carole Kirkpatrick Business Representative
Sharon Love Administrator
Marybeth Maloskey Instructional Coach/Mentor Librarian
Erica McDonald Special Education Director/Specialist
Erica McDonald Parent
Teresa Metzger Middle School Teacher - Regular Education
Jonathan Michael Secondary School Teacher - Regular Education
Dr. Eric Michael Administrator
Michele Natale Middle School Teacher - Special Education
Amy Pastorak Special Education Director/Specialist
Karim Powanda Elementary School Teacher - Regular Education
Brandy Rosenberry Middle School Teacher - Special Education
Brandy Rosenberry Middle School Teacher - Special Education
Mark Scheitle Parent
Jean Squires Elementary School Teacher - Regular Education
Lauren Stickell Middle School Teacher - Regular Education
Chad White Elementary School Teacher - Regular Education
Christine Wolgemuth Instructional Technology Director/Specialist
Christine Wolgemuth Community Representative
Pauline Zozos Special Education Director/Specialist
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Core Foundations
Standards
Mapping and Alignment
Elementary Education-Primary Level
Standards Mapping Alignment
Arts and Humanities Developing Developing
Career Education and Work Non Existent Non Existent
Civics and Government Non Existent Non Existent
Common Core Standards: English Language Arts Developing Developing
Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Needs Improvement
Developing
Common Core Standards: Mathematics Non Existent Non Existent
Economics Non Existent Non Existent
Environment and Ecology Needs
Improvement Needs
Improvement
Family and Consumer Sciences Non Existent Non Existent
Geography Needs
Improvement Needs
Improvement
Health, Safety and Physical Education Accomplished Accomplished
History Needs
Improvement Needs
Improvement
Science and Technology and Engineering Education Needs
Improvement Needs
Improvement
Alternate Academic Content Standards for Math Non Existent Non Existent
Alternate Academic Content Standards for Reading Non Existent Non Existent
American School Counselor Association for Students Non Existent Non Existent
Early Childhood Education: Infant-Toddler→Second Grade
Non Existent Non Existent
English Language Proficiency Developing Developing
Interpersonal Skills Non Existent Non Existent
School Climate Non Existent Non Existent
Explanation for standard areas checked "Needs Improvement" or "Non Existent":
Aligned to PA (ELA)
We have coaching and have worked w/INV and Power-teaching (Math)
We are working on what instruction should look like (Math)
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Some teachers are beginning to incorporate the Common Core activities that are
included in teacher editions (Math)
Only essential PA History, Geography, Economics & Civics standards were
incorporated into ELA - there are no stand-alone SS in K-1 and limited in 2nd grade (Social
Studies)
At the primary level, all science instruction is embedded into ELA instruction – with
no dedicated time to devote to science, students do not have the opportunity to gain deep
understanding of science standards (Science)
Elementary Education-Intermediate Level
Standards Mapping Alignment
Arts and Humanities Developing Developing
Career Education and Work Non Existent Non Existent
Civics and Government Needs
Improvement Needs
Improvement
Common Core Standards: English Language Arts Needs
Improvement Needs
Improvement
Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Needs Improvement
Needs Improvement
Common Core Standards: Mathematics Needs
Improvement Developing
Economics Non Existent Non Existent
Environment and Ecology Developing Developing
Family and Consumer Sciences Non Existent Non Existent
Geography Accomplished Accomplished
Health, Safety and Physical Education Accomplished Accomplished
History Accomplished Accomplished
Science and Technology and Engineering Education Accomplished Accomplished
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 Developing Developing
School Climate Developing Developing
Explanation for standard areas checked "Needs Improvement" or "Non Existent":
Overall we are beginning (2012) our transition to the PA Common Core standards thus "restarting" and adjusting current curriculum, standards and practices to match. This is why we are ranking CASD as in NE or NI ion many areas.
Aligned to PA (ELA)
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We included the Common Core Standards w/elementary curriculum tweaks when
we adjusted/aligned w/INV last year (Math)
Not all the SS content embedded into ELA align w/PA Standards (Social Studies)
Nothing has been done formally to integrate science common core standards
(Science)
Middle Level
Standards Mapping Alignment
Arts and Humanities Developing Developing
Career Education and Work Accomplished Accomplished
Civics and Government Needs
Improvement Needs
Improvement
Common Core Standards: English Language Arts Needs
Improvement Needs
Improvement
Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Needs Improvement
Needs Improvement
Common Core Standards: Mathematics Non Existent Non Existent
Economics Needs
Improvement Needs
Improvement
Environment and Ecology Developing Developing
Family and Consumer Sciences Accomplished Accomplished
Geography Accomplished Accomplished
Health, Safety and Physical Education Accomplished Accomplished
History Accomplished Accomplished
Science and Technology and Engineering Education Accomplished Accomplished
Alternate Academic Content Standards for Math Needs
Improvement Needs
Improvement
Alternate Academic Content Standards for Reading Needs
Improvement Needs
Improvement
American School Counselor Association for Students Needs
Improvement Needs
Improvement
English Language Proficiency Developing Developing
Interpersonal Skills Needs
Improvement Needs
Improvement
School Climate Needs
Improvement Needs
Improvement
World Language Needs
Improvement Needs
Improvement
Explanation for standard areas checked "Needs Improvement" or "Non Existent":
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We have introduced Common Core (CC) standards to staff but have not discussed
the implementation of CC into curriculum (Math) until 2012.
Middle School Social Studies focuses on Geography & History – which are aligned
well. Economics & Civics are not a focal point (Social Studies)
Nothing formally has been done to integrate science as a means of demonstrating
ELA common core standards (Science)
Added World Language to the curriculum for middle schools starting in 2012
High School Level
Standards Mapping Alignment
Arts and Humanities Developing Developing
Career Education and Work Accomplished Accomplished
Civics and Government Accomplished Accomplished
Common Core Standards: English Language Arts Needs
Improvement Needs
Improvement
Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Needs Improvement
Needs Improvement
Common Core Standards: Mathematics Non Existent Non Existent
Economics Developing Developing
Environment and Ecology Developing Developing
Family and Consumer Sciences Developing Developing
Geography Needs
Improvement Needs
Improvement
Health, Safety and Physical Education Accomplished Accomplished
History Accomplished Accomplished
Science and Technology and Engineering Education Accomplished Accomplished
Alternate Academic Content Standards for Math Needs
Improvement Needs
Improvement
Alternate Academic Content Standards for Reading Needs
Improvement Needs
Improvement
American School Counselor Association for Students Needs
Improvement Needs
Improvement
English Language Proficiency Developing Developing
Interpersonal Skills Needs
Improvement Needs
Improvement
School Climate Needs
Improvement Needs
Improvement
World Language Developing Developing
Explanation for standard areas checked "Needs Improvement" or "Non Existent":
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Overall we are beginning (2012) our transition to the PA Common Core standards thus "restarting" and adjusting current curriculum, standards and practices to match. The challenge at the high school level is balancing between Common Core Standards and Keystone (End of Course Finals) as a guide to curriculum development.
We have introduced Common Core (CC) standards to staff but have not discussed
the implementation of CC into curriculum (Math) until 2012.
Again, high school SS focuses on History, Economics & Civics w/less focus on
Geography since it was a focal point in middle school (Social Studies)
o Nothing formally has been done to integrate science as a means of
demonstrating ELA common core standards (Science)
Adaptations
Elementary Education-Primary Level
Civics and Government
Common Core Standards: English Language Arts
Economics
Geography
History
Elementary Education-Intermediate Level
Civics and Government
Common Core Standards: English Language Arts
Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Economics
Geography
History
Science and Technology and Engineering Education
Middle Level
Career Education and Work
Civics and Government
Common Core Standards: English Language Arts
Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Economics
Geography
History Science and Technology and Engineering Education
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High School Level
Career Education and Work
Civics and Government
Common Core Standards: English Language Arts Common Core Standards: Literacy in History/Social Studies, Science and Technical
Subjects
Economics
Geography
Health, Safety and Physical Education
History
Science and Technology and Engineering Education
Explanation for any standards checked:
Converted standards into LEQs (ML, HS) (Science)
Common assessments aligned to LEQs which are aligned to standards and
assessment anchors (ML, HS) (Science)
Agreement on common vocabulary & definitions using age-appropriate language
(EEI, ML, HS) (Science)
Teachers expand on PA Standards w/National Standards & Industry Standards
(Unified Arts)
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.
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:
When checking characteristics we had to average the rating when looking through the lenses of Math, ELA, Science, SS, Technology, Music, Art and PE at this level.
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Re-evaluate & align (ELA) with Common Core (Summer with teacher and througout
the year with instructional specialists)
We have assessments/benchmarks @ primary level (Math) teacher developed and
we are piloting a diagnostic assessment at two elementary schools for validatiy and
reliability
Committees of teachers have met to agree on a common curriculum for primary
classes in (Science)
Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How
the LEA plans to address their incorporation:
Re-evaluate & align (ELA) (Summer with teacher and througout the year with
instructional specialists)
SS in primary is embedded in ELA – no separate curricular assessments exits
for (Social Studies)
Common assessments for science content do not exist at the primary level for
(Science)
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.
Needs Improvement
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.
Needs Improvement
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:
When checking characteristics we had to average the rating when looking through the lenses of Math, ELA, Science, SS, Technology, Music, Art and PE at this level.
Re-evaluate & align (ELA) (Summer with teacher and througout the year with
instructional specialists)
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Committees of teachers have met to agree on a common curriculum for primary
classes for (Science)
Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How
the LEA plans to address their incorporation:
Re-evaluate & align (ELA)
We need to provide better PD / know how on the INV bench assessment (Math)
Curriculum is aligned well – no assessments exist (Social Studies)
Common activities for science have not been agreed upon at this level (Science)
Also no common assessments (Science)
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.
Needs Improvement
Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified.
Needs Improvement
The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified.
Needs Improvement
Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified.
Needs Improvement
Processes used to ensure Accomplishment:
When checking characteristics we had to average the rating when looking through the lenses of Math, ELA, Science, Social Studies, Technology, Music, Art and PE at this level
Re-do (ELA) starting in 2012 to align to the Common Core during Professional
Learning Community time, Summer Academies, Utilize Instructional Specialists througout
the year.
Teachers met several times over 3 years to develop common science curriculum at
the middle school level. This curriculum is based on standards and assessment anchors.
Curriculum was then used to plan common activities and assessments. (Science)
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Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How
the LEA plans to address their incorporation:
Once curriculum is developed, assessments will be generated for (ESL)
We need to continue to develop the strategies/activities with each unit in (Math)
We need to adjust curriculum to CC (Math)
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.
Needs Improvement
Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified.
Needs Improvement
The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified.
Needs Improvement
Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified.
Needs Improvement
Processes used to ensure Accomplishment:
When checking characteristics we had to average the rating when through the lenses of the 13 approved State Standards.
Teachers will use Professional Learning Community Time, Summer Academies,
Instructional Specialists and paid stipends to develop the Curriculum Characteristics. An
Acadmic Princpal was recently named at the High School level to accomplish this task
Teachers met several times over 3 years to develop common science curriculum at
the high schol level. This curriculum is based on standards and assessment anchors.
Curriculum was then used to plan common activities and assessments. (Science)
Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How
the LEA plans to address their incorporation:
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• Regular Ed. & Special Ed. collaborate & plan (ELA)
• We have not aligned with CC (Math)
• We have these components aligned w/current PA standards, but not w/CC (Math)
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.
• Once curriculum is developed, assessments will be generated in (ESL)
• Co-teaching and previewing classes in science classrooms (Science)
• Aides assigned to classrooms with higher #s of LS, ES, ESL students (Science)
• Curriculum for special ed. science classes was written by combining science curriculum
w/alternative standards (Science)
• Special ed. co-teachers and preview teachers are highly qualified in science (Science)
• Adjustments made to learning activities & variety of instructional methods. Collaboration
with teachers of record in development of activities (Unified Arts)
Instruction
Instructional Strategies
Formal classroom observations focused on instruction
Walkthroughs targeted on instruction
Annual Instructional evaluations
Peer evaluation/coaching
Instructional Coaching
Regular Lesson Plan Review
Administrators
Building Supervisors
Department Supervisors
Not Reviewed
Provide brief explanation of LEA's process for incorporating selected strategies.
• Limited professional development (ELA) • Yearly observations of select staff to offer feedback, walkthroughs occur at building level. An ESL coach works with ESL content teachers as needed (ESL) • Coaching (Math) • Supervision / evaluation plan, lesson plan templates, walkthrough process (Unified Arts)
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Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation.
• Inconsistent – lack of admin. support (ELA) • PD offered to ESL teachers yearly related to delivery of curriculum (ESL) • Teachers share lesson plans during observations pre/post conferences (Math) • Teachers in our district are not required to submit lesson plans except for a formal classroom observation (Science) • Coaching exists in other content areas but not in science (Science)
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 scheduling and differentiated instruction are used to meet the needs of gifted students.
Implemented in less than 50% of
district classrooms
If necessary, provide further explanation. (Required explanation if column selected was
• Students not identified – Teacher responsible (ELA) • These practices are evident in places (Math) • Mostly determined by ELA data – not SS data (Social Studies) • Science is embedded in ELA instruction & therefore only measured by ELA assessments (Science) • Elementary – Art/PE informal grouping practices (Unified Arts)
Elementary Education-Intermediate Level
Instructional Practices Status
Structured grouping practices are used to meet student needs.
Implemented in less than 50% of
district classrooms
Flexible instructional time or other schedule-related practices are used Implemented in
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to meet student needs. less than 50% of district
classrooms
Differentiated instruction is used to meet student needs.
Implemented in less than 50% 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 less than 50% of
district classrooms
If necessary, provide further explanation. (Required explanation if column selected was
• Limited curriculum resources (ELA) • These practices are evident in places, but not consistently (Math) • Mostly determined by ELA data – not SS data (Social Studies) • Science instruction varies a great deal between elementary buildings. Some schools have dedicated time every day all year, some have science for half a year (Science) • Elementary – Art/PE informal grouping practices (Unified Arts)
Middle Level
Instructional Practices Status
Structured grouping practices are used to meet student needs.
Implemented in less than 50% of
district classrooms
Flexible instructional time or other schedule-related practices are used to meet student needs.
Implemented in less than 50% of
district classrooms
Differentiated instruction is used to meet student needs.
Implemented in less than 50% 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 less than 50% of
district classrooms
If necessary, provide further explanation. (Required explanation if column selected was
• Lack of accountability (ELA) • We need to improve on the different practices similiar to power teacing (Math) • Beginning to create & analyze data – not yet using it fully to design instruction (Social Studies) • Students have 60 min. of science every day (Science) • Teachers group students but not normally (Science) • Little to no differentiation (Science) • Gifted functions as its own department (Science)
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• Art, PE, Business, Tech Ed., Ag Ed. informal grouping practices used (Unified Arts)
High School Level
Instructional Practices Status
Structured grouping practices are used to meet student needs. Level of
Implementation is Unknown
Flexible instructional time or other schedule-related practices are used to meet student needs.
Implemented in less than 50% of
district classrooms
Differentiated instruction is used to meet student needs.
Implemented in less than 50% 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 less than 50% of
district classrooms
If necessary, provide further explanation. (Required explanation if column selected was
• New curriculum, scheduling in (ELA) • We have double periods in (Math) • Beginning to create & analyze data – not yet using it fully to design instruction (Social Studies) • Students have 60 min. of science every day (Science) • Teachers group students but not normally (Science) • Little to no differentiation (Science) • Gifted functions as its own department (Science) • Business, Tech Ed., Ag Ed. PE, Health, FCS, FL, Art, Music informal grouping practices (Unified Arts)
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.
• Interview process with certification requirements (ELA) • Use of Applitrack System (ESL) • Typically interview & hire science teachers from applicants for jobs – for more difficult areas, contact local universities (Science)
Assessments
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Local Graduation Requirements
Course Completion
SY 13-14
SY 14-15
SY 15-16
SY 16-17
SY 17-18
SY 18-19
Total Courses 23.50
23.50
23.50
23.50
23.50
23.50
English 4.50
4.50
4.50
4.50
4.50
4.50
Mathematics 4.00
4.00
4.00
4.00
4.00
4.00
Social Studies 3.50
3.50
3.50
3.50 3.50
3.50
Science 3.00 3.00
3.00
3.00
3.00
3.00
Physical Education 1.50 1.50
1.50
1.50
1.50
1.50
Health 0.50
0.50
0.50
0.50
0.50
0.50
Music, Art, Family & Consumer Sciences, Career and Technical Education
0.50
0.50
0.50
0.50
0.50
0.50
Electives 6.00
6.00
6.00
6.00
6.00
6.00
Minimum % Grade Required for Credit (Numerical Answer) 0.65
0.65
0.65
0.65
0.65
0.65
2014 Graduation Specifics
Identify the method(s) used for determining graduation proficiency for the following sets of standards. (Check all that apply)
Reading
Proficiency on State Assessments
Local Assessments aligned with State Standards
Writing
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Proficiency on State Assessments
Mathematics
Proficiency on State Assessments
Local Assessments aligned with State Standards
Local Assessments
Standards WA
TD
NAT
DA
PSW
Other
Arts and Humanities X X X
Career Education and Work X X
Civics and Government X
Common Core Standards: English Language Arts
X X X
Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Common Core Standards: Mathematics
X X
Economics X
Environment and Ecology
Family and Consumer Sciences X X X
Geography X
Health, Safety and Physical Education X X
History X
Science and Technology and Engineering Education X X
World Language X X
2015 and beyond Graduation Requirement Specifics
Identify the method(s) used for determining graduation proficiency for the following sets of standards. (Check all that apply)
English Language and Composition
Completion of Course Work with Keystone Exam as final exam Scoring Proficiency
(Stand alone option)
Students are allowed to test out of required courses.
Successfully complete Advanced Placement or Independent Baccalaureate Courses
including "passing" a course exam.
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English Literature
Students are allowed to test out of required courses.
Successfully complete Advanced Placement or Independent Baccalaureate Courses
including "passing" a course exam.
Mathematics
Completion of Course Work with Keystone Exam as final exam Scoring Proficiency
(Stand alone option)
Students are allowed to test out of required courses.
Successfully complete Advanced Placement or Independent Baccalaureate Courses
including "passing" a course exam.
Science & Technology
Completion of Course Work with Keystone Exam as final exam Scoring Proficiency
(Stand alone option)
Students are allowed to test out of required courses.
Successfully complete Advanced Placement or Independent Baccalaureate Courses
including "passing" a course exam.
Environment & Ecology
Completion of Course Work with Keystone Exam as final exam Scoring Proficiency (Stand alone option)
Students are allowed to test out of required courses.
2017 and beyond Graduation Requirement Specifics
Identify the method(s) used for determining graduation proficiency for the following sets of standards. (Check all that apply)
Biology or Chemistry
Completion of Course Work with Keystone Exam as final exam Scoring Proficiency
(Stand alone option)
Students are allowed to test out of required courses.
Successfully complete Advanced Placement or Independent Baccalaureate Courses
including "passing" a course exam.
American History, Civics/Government, or World History
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Completion of Course Work with Keystone Exam as final exam Scoring Proficiency
(Stand alone option)
Students are allowed to test out of required courses.
Successfully complete Advanced Placement or Independent Baccalaureate Courses
including "passing" a course exam.
Methods and Measures
Summative Assessments
Summative Assessments EEP EEI ML HS
Common Assessments (ELA) X
PSSA (ELA) X X X
WIDA Access (Annual State Assessment) ESL X X X X
ESL Report Card (K-5) X X
INV Assessment (Math) X X
Teacher created Assessments (Math) X X
INV open-ended (Math) X X
PSSA (Math) X X X
Mid-term exams (Social Studies) X X
Final exams (Social Studies) X X
Projects (Social Studies) X X X
End of course test - final (Science) X X
Benchmark Assessments
Benchmark Assessments EEP EEI ML HS
4-Sights (ELA) X
ISIP - Imagination Station (ELA) X X
Locally Developed Assessment (ESL) X X
INV Benchmark (Math) X X
Benchmark Standards based (Social Studies) X X
Projects (Social Studies) X X X
Formative Assessments
Formative Assessments EEP EEI ML HS
ISIP (ELA) X X
Common ELA Assessments (ELA) X
Individual Teacher Assessments (ESL) X X X X
Pre-Post Assessment - Teacher created (Math) X X
4-Sights (Math) X X X
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Various classroom-based informal (Math) X X X X
Benchmark Standards based (Social Studies) X X
Common pre/post assessments (Science) X X
Common writing assignments (Science) X X
Common lab activities (Science) X X
Diagnostic Assessments
Diagnostic Assessments EEP EEI ML HS
W-APT (Placement Assessment) X X X X
Pre-Algebra Screening Assessment 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 X X X X
Instructional Coach Review
Teacher Peer Review
Provide brief explanation of your process for reviewing assessments.
• Limited (ELA) • Teacher PLCs work to edit and develop assessments in (ESL) • Teacher PLC and supervisor review in (Math) • Teacher created – reviewed by supervisor & in some cases building & district administration in (Social Studies) • Teachers create assessment, administer & make revisions as necessary (Science) • We do not have a formal process (Unified Arts)
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.
• Teachers piloted assessments, validation? (ESL)
• N/A (Unified Arts)
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CASD creates local "common assessments" but they are not independently evaluated due to
financial costs.
Collection and Dissemination
Describe your system to collect, analyze and disseminate assessment data efficiently and effectively for use by LEA leaders and instructional teams.
• Building Core teams used to share performance data quarterly.
• Performance Tracker houses all district data for all content areas. Each teacher has access
to their data for specific assignments, courses and classes taught.
• The district requires BOY, MOY and EOY of data days to review data and share with
buildings
Instructional Rounds process is used 2-3 times per year to gather instrucional core
data and share with buildings
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.
• Teachers use differentiated instruction & re-teaching (ELA)
• Teachers use data to pinpoint areas of need and instruct or target those areas (ESL)
• Not done yet in SS – they do look at pre-tests to determine BOY instruction (Social Studies)
Assessment Data Uses
Assessment Data Uses EEP EEI ML HS
Assessment results are reported out by PA assessment anchor or standards-aligned learning objective.
X X X X
Instructional practices are identified that are linked to student success in mastering specific PA assessment anchors, eligible content or standards-aligned learning objectives.
X X X X
Specific PA assessment anchors, eligible content or standards-aligned learning objectives are identified for those students who did not demonstrate sufficient mastery so that teachers can collaboratively create and/or identify instructional strategies likely to increase mastery.
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Instructional practices modified or adapted to increase student mastery.
X X X X
Provide brief explanation of the process for incorporating selected strategies.
• Year 1 Common Assessments (ELA) • ACCESS data helps to form student groups & meet individual student needs (ESL) • PLC discuss and share activities / we compare strategies within classes (Math) • Strategies are discussed in PLCs (Science)
Provide brief explanation for strategies not selected and how you plan to address their incorporation.
• We have not drilled down to individual standards as the standards are very generalized (ES)
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 X X X X
Press Releases
School Calendar
Student Handbook
Provide brief explanation of the process for incorporating selected strategies.
Since no state assessments for Social Studies exist, results from these are not mass
communicated.
Report science PSSA data w/other PSSA data in Science
Report Cards sent home to families
Each teacher maintains a class/course website
Student handbooks/agendas must be signed by all parents and students
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School board presentations and local newspaper articles that are timely with
release of data
District has a public relations person and budget to support communincation
Provide brief explanation for strategies not selected and how the LEA plans to address their
incorporation.
District has a public relations person and budget to support communincation
through formal press releases.
Due to the timeline of the student handbooks, course planning guides and
calendars it is not practical to communicate data in this format.
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.
Schools that struggle to make academic progress get more support and a direct focus from
central office staff. By more supports, we will assign instructional coaches, allocate more
resources for technology, provide additional adminstrative support for discipline and
management, require more frequent assessments and implement more fidelity checks
processes. We have moved leadership out of buildings for low performance or switched
administrators depending on the strengths and weakness of the leaders. In addition, we are
not opposed to moving teaching staff around as a last resort if it is part of a system
problem. In most cases, a more prescriptive or "top down" approach is taken in a struggling
school.
Programs, Strategies and Actions
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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 X
Peer Helper Programs X 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
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
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:
This narrative is empty.
Identifying and Programming for Gifted Students
1. Describe your entity's process for identifying gifted children. 2. Describe your gifted special education programs offered.
The Chambersburg Area School District has examined and defined the evaluation
procedures to ensure the necessary and valid assessments are part of the process of
identifying all students in need of Special Education for the Mentally Gifted.
Determination of gifted will not be based on IQ score alone. A student having an IQ score
lower than 130 may be admitted to gifted programs with other educational/intellectual
criteria in the profile of the student strongly indicating gifted ability. Determination of
mentally gifted includes full assessment and a comprehensive report by a school
psychologist which includes, but are not limited to:
Achievement
Rate of Acquisition, Rate of Retention
Demonstrated Achievement
Early Skill Development
Intervening Factors Masking Giftedness
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Students are referred for evaluation by parents or school personnel when:
Students instructional assessment indicates high potential
Students performance levels exceed students in regular classrooms
Students exhibit a majority of characteristics associated with the mentally gifted
Student s are highly creative
Developmental Services
Developmental Services EEP EEI ML HS
Academic Counseling 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
Career Development/Planning X
Coaching/Mentoring X X X X
Compliance with Health Requirements –i.e., Immunization
X X X X
Emergency and Disaster Preparedness X X X X
Guidance Curriculum X X X X
Health and Wellness Curriculum X X X X
Health Screenings X X X X
Individual Student Planning
Nutrition X X X X
Orientation/Transition X X X
RtII X X
Wellness/Health Appraisal X X X X
Explanation of developmental services:
This narrative is empty.
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
Assessment/Progress Monitoring X X X
Casework X X X
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Crisis Response/Management/Intervention X X X X
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:
This narrative is empty.
Consultation and Coordination Services
Consultation and Coordination Services EEP EEI ML HS
Alternative Education X X X
Case and Care Management X X X
Community Liaison
Community Services Coordination (Internal or External)
Coordinate Plans
Coordination with Families (Learning or Behavioral)
Home/Family Communication
Managing Chronic Health Problems
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
System Support
Truancy Coordination X X X X
Explanation of consultation and coordination services:
This narrative is empty.
Communication of Educational Opportunities
Communication of Educational Opportunities EEP EEI ML HS
Course Planning Guides X X
Directing Public to the PDE & Test-related Websites X X X X
Individual Meetings X X X X
Letters to Parents/Guardians X X X X
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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 X X
Press Releases X X X X
School Calendar X X X X
Student Handbook X X X X
Communication of Student Health Needs
Communication of Student Health Needs EEP EEI ML HS
Individual Meetings
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
Newsletters X X X X
School Calendar
Student Handbook
Frequency of Communication
Elementary Education - Primary Level
Quarterly
Elementary Education - Intermediate Level
Quarterly
Middle Level
Yearly
High School Level
Yearly
Collaboration for Interventions
Describe the collaboration between classroom teachers and individuals providing interventions regarding differing student needs and academic progress.
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There is some planning or professional learning community time allocated for regular and
special education co planning. Teachers collaborate on "previewing" the material to
students prior to teaching the material. In addition, small intervention group data is
provided to the "regular" classroom teacher on weekly and monthly basis via email or face
to face meetings depending on the building and staff available.
Community Coordination
Describe how you accomplish coordination with community operated infant and toddler centers, as well as preschool early intervention programs. In addition, describe the community coordination with the following before or after school programs and services for all grade levels, including pre-kindergarten, if offered, through grade 12.
1. Child care 2. After school programs 3. Youth workforce development programs 4. Tutoring
CASD coordinates with infant and toddler centers as part of the Preschool Collaboration
Group. Toddler teachers also attend the meetings and receive ideas for building early
literacy skills that tie to the PA standards for young children. The group also works with the
Child Development classes at the High School to provide information and resources that
support young mothers as well. The Group also works with local agencies to provide
toddler and Kindergarten readiness calendars and a spring literacy fair as part of the
partnership for young children to build to school success. District specialists also provide
instructional support for the after school tutoring program sponsored by a local church for
Pre-K to gr 5 age students. Members of this group are represented by staff from the United
Cerebral Palsy Agency, local colleges (Wilson and Shipp) who are preparing future PreK and
primary teachers, Headstart, Coyle and Grove library, Migrant Program, Franklin County
Literacy Council, Franklin County Reading Council and private school preschools. Title I also
provides a 7 week summer school program for Preschoolers getting ready to enter
Kindergarten at the Ben Chambers’ School.
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.
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3. Describe how the LEA provides for a smooth transition from the home setting and any early childhood care or educational setting the students attend, to the school setting.
The CASD partners with local preschools, daycare agencies, and Headstart classes in a
collaborative group called the Preschool Collaboration Committee. This partnership is part
of our Title I program that helps build bridges between preschool and district Kindergarten
programs. The group meets monthly and provides resources (Title I funding) and activities
that tie directly to the PA Early Learning Standards in all subject areas with special
emphasis on literacy skill buildings. Preschool teachers, child care directors, and district
Kindergarten teachers attend these meetings, share information and receive materials for
immediate use in the classroom to build literacy skills. Discussions focus on building skills
that help prepare children to transition to Kindergarten. Teachers interact with district
Kindergarten teachers and share many ideas. The Preschools are also invited to visit local
Kindergarten classes at the end of their preschool year to help with this transition.
Mission statement and goals of the group:
The purpose of the Pre-School Collaboration Group is as follows:
Building early literacy, math, social studies, and science skills in young children.
Networking between Childcare and Educational organizations.
Promoting cooperation/coordination of services between school districts and care
providers.
Helping students successfully transition from Pre-school to Kindergarten.
Promoting consistent learning and development activities for daily instruction of
the pre-school student.
Building strong parent involvement in pre-school, school and community.
Sharing and implementation of best research based instructional methodologies and
practices in the development and instruction of children.
Utilizing the Pa State Early Learning Standards into daily practice for student
learning.
Building successful living and learning experiences for every child starting in pre-
school.
#1 The CASD operates four Pre-K classrooms in partnership through the Franklin County
Head Start. Pre K classrooms are located at Ben Chambers (2) classrooms, Stevens (1)
classroom and Fayetteville (1) classroom. The Pre-K classrooms are enrolled to include
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students with disabilities. Students are serviced with Individual Education Plans (IEP)
to address student needs. Students with disabilities in Pre-K are serviced with a Support
Teacher in the classroom.
To identify students with disabilities:
Early intervention screening regarding speech/language, physical motor activity,
mental health, learning delays along with several work sampling diagnostics regarding early
learning performance are utilized to identify students with disabilities. Students have access
to all services related to specific needs with qualified professional staff.
The Family Service Managers interview parent/ guardians regarding any known
existing disability during registration
Transition planning from the Early Infants and Toddlers program is utilized to
service students with disabilities.
#2 CASD developed a partnership with the Franklin County Head Start (FCHS) to provide
services to Pre- K students. CASD lead agency contacts works closely with the FCHS to
monitor program outcomes, establish data driven goals, and maximize fiscal planning.
#3 The district provides the following services to help transition students from home to
school through the following, by means of the FCHS:
During student registration information regarding the school and Pre-K program
are reviewed with the family
Family Service Manager, classroom teachers and bus drivers visit the homes and
make personal contact with family prior to school
Prior to the first day of school, students and parents are invited to an Open House to
orient students and families to school and classroom.
All Students in the(4) Pre-K classroom are assigned to their neighborhood school.
This allows for a smooth transition into kindergarten through daily interactions in the
school building with the kindergarten teachers.
During kindergarten registration in March, students with current IEP
are transitioned into kindergarten through Pupil Personnel Services with the CASD.
Furthermore, the FCHS Case Managers meet with CASD Supervisor of Special Education
prior to the start of school to discuss students needing service through an IEP.
Materials and Resources
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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
Developing
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 district is significantly investing in mobile technology and outfit as many students and classrooms with access to educational content. In addition, each classroom is developing classroom libraries at all levels.
Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:
This narrative is empty.
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
Developing
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 district is significantly investing in mobile technology and outfit as many students and classrooms with access to educational content. In addition, each classroom is developing classroom libraries at all levels.
Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:
We struggle with the amount of materials and resources between title 1 schools and non title schools.
Middle Level
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Material and Resources Characteristics Status
Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills
Developing
A robust supply of high quality aligned instructional materials and resources available
Developing
Accessibility for students and teachers is effective and efficient 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 district is significantly investing in mobile technology and outfit as many students and classrooms with access to educational content. In addition, each classroom is developing classroom libraries at all levels.
Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:
This narrative is empty.
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
Developing
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 district is significantly investing in mobile technology and outfit as many students and classrooms with access to educational content. In addition, each classroom is developing classroom libraries at all levels.
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
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Arts and Humanities
Implemented in 50% or more of
district classrooms
Career Education and Work Not Applicable
Civics and Government Not Applicable
Common Core Standards: English Language Arts
Implemented in 50% or more of
district classrooms
Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Implemented in 50% or more of
district classrooms
Common Core Standards: Mathematics
Implemented in 50% or more of
district classrooms
Economics Not Applicable
Environment and Ecology Not Applicable
Family and Consumer Sciences Not Applicable
Geography Not Applicable
Health, Safety and Physical Education
Implemented in 50% or more of
district classrooms
History
Implemented in 50% or more of
district classrooms
Science and Technology and Engineering Education
Implemented in 50% or more of
district classrooms
Alternate Academic Content Standards for Math Not Applicable
Alternate Academic Content Standards for Reading Not Applicable
American School Counselor Association for Students Not Applicable
Early Childhood Education: Infant-Toddler→Second Grade Not Applicable
English Language Proficiency
Implemented in 50% or more of
district classrooms
Interpersonal Skills Not Applicable
School Climate Not Applicable
Further explanation for columns selected "
Not all content areas above are taught in the prmiary grades thus leading to N/A or less than 50% rating.
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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 Not Applicable
Civics and Government Not Applicable
Common Core Standards: English Language Arts
Implemented in 50% or more of
district classrooms
Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Implemented in 50% or more of
district classrooms
Common Core Standards: Mathematics
Implemented in 50% or more of
district classrooms
Economics Not Applicable
Environment and Ecology Not Applicable
Family and Consumer Sciences Not Applicable
Geography Not Applicable
Health, Safety and Physical Education
Implemented in 50% or more of
district classrooms
History
Implemented in 50% or more of
district classrooms
Science and Technology and Engineering Education
Implemented in 50% or more of
district classrooms
Alternate Academic Content Standards for Math Not Applicable
Alternate Academic Content Standards for Reading Not Applicable
American School Counselor Association for Students Not Applicable
English Language Proficiency
Implemented in 50% or more of
district classrooms
Interpersonal Skills Not Applicable
School Climate Not Applicable
Further explanation for columns selected "
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Not all content areas above are taught in the intermediate grades thus leading to N/A or less than 50% rating.
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 Level of
Implementation is Unknown
Common Core Standards: English Language Arts
Implemented in 50% or more of
district classrooms
Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Implemented in 50% or more of
district classrooms
Common Core Standards: Mathematics
Implemented in 50% or more of
district classrooms
Economics Level of
Implementation is Unknown
Environment and Ecology
Implemented in 50% or more of
district classrooms
Family and Consumer Sciences Level of
Implementation is Unknown
Geography
Implemented in 50% or more of
district classrooms
Health, Safety and Physical Education
Implemented in 50% or more of
district classrooms
History
Implemented in 50% or more of
district classrooms
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Science and Technology and Engineering Education
Implemented in 50% or more of
district classrooms
Alternate Academic Content Standards for Math
Implemented in 50% or more of
district classrooms
Alternate Academic Content Standards for Reading
Implemented in 50% or more of
district classrooms
American School Counselor Association for Students Not Applicable
English Language Proficiency
Implemented in 50% or more of
district classrooms
Interpersonal Skills Not Applicable
School Climate Not Applicable
World Language Not Applicable
Further explanation for columns selected "
Civics and Government, Family Consumer Science and Economics are not explicitly taught in the middle school as stand alone classes. We have embedded lessons and units in applicable courses but it is unknown to the level and degree in which teachers use the SAS system.
High School 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
Common Core Standards: English Language Arts
Implemented in 50% or more of
district classrooms
Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Implemented in 50% or more of
district classrooms
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Common Core Standards: Mathematics
Implemented in 50% or more of
district classrooms
Economics
Implemented in 50% or more of
district classrooms
Environment and Ecology
Implemented in 50% or more of
district classrooms
Family and Consumer Sciences
Implemented in 50% or more of
district classrooms
Geography
Implemented in 50% or more of
district classrooms
Health, Safety and Physical Education
Implemented in 50% or more of
district classrooms
History
Implemented in 50% or more of
district classrooms
Science and Technology and Engineering Education
Implemented in 50% or more of
district classrooms
Alternate Academic Content Standards for Math
Implemented in 50% or more of
district classrooms
Alternate Academic Content Standards for Reading
Implemented in 50% or more of
district classrooms
American School Counselor Association for Students Not Applicable
English Language Proficiency
Implemented in 50% or more of
district classrooms
Interpersonal Skills Not Applicable
School Climate Not Applicable
World Language Implemented in 50% or more of
district
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classrooms
Further explanation for columns selected "
Not all standards are develped in the high school thus creating 3 categories with a NA rating.
Current Technology Services
Required for LEA applying for eRate Priority 2 Funding
Describe your current telecommunications services, hardware, software and other services used to implement education. What strengths and weaknesses, related to technology, have been identified by staff, students or parents?
Students learn best through active engagement, group participation, frequent feedback and
interactions, and connections to real-world experts. At Chambersburg Area School District,
"we believe that technology can have the greatest impact when it aligns with curriculum
goals and objectives, provides opportunities for student collaboration, integrates into a
typical instructional day, engages students in meaningful projects, receives support from
teachers, the school community and school and district administrators, and allows students
to work independently at their own pace , while receiving frequent feedback from adults
and peers” (Center for Applied Research in Educational Technology Studies 200-2005.) We
have built our network infrastructure to support student learning in a 21st century learning
environment where teachers effectively use technology to enhance learning and
authentically embed the development of 21st skills into their lesson planning.
Chambersburg Area School District’s wide area network (WAN) infrastructure is comprised
of a fiber-based network with 100 Megabytes from each building and 1 gigabyte from the
District Administrative offices, which serves as the District’s main server and data storage
hub. The 100 MB layer 2 Ethernet connections are provided by CenturyLink. The High
School is directly connected to the CASD Administrative Building by a 1 GB fiber link. The
Franklin County Career and Technology Center is connected over the internet via a Virtual
Private Network to the Cisco PIX Firewall that is in the CASD Administrative Building. All
buildings are connected using district-owned and maintained Cisco routers. The District
currently has 10 physical servers and two storage area networks, one located at the main
District Administrative office and one at the Disaster Recovery site at Chambersburg Area
Middle School South. The District has a VMWare environment housed on five physical
servers, three at the administrative Building and two of the servers being used at the
Disaster Recovery site. Additionally, we have 40 virtualized servers running off the hosts or
physical servers and four virtualized servers at the Disaster Recovery site.
Within CASD’s local area network (LAN), each district building has a 1 GB network
backbone with 100 MB connections to each classroom. Currently, the following schools
have wireless access: Andrew Buchanan Elementary, Benjamin Chambers Elementary,
Falling Spring Elementary, Fayetteville Elementary, Grandview Elementary, Guilford Hills
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Elementary, Hamilton Heights Elementary, Lurgan Elementary, Scotland Elementary, South
Hamilton Elementary, Thaddeus Stevens Elementary, Chambersburg Area Middle School
North, Chambersburg Area Middle School South, Chambersburg Area Senior High School
and the Career Magnet School. Currently, a limited number of access points are the
Administrative offices and both New Franklin Elementary and Marion Elementary do not
have wireless access. New Franklin Elementary will be renovated this upcoming year and
there is a plan to upgrade the building for wireless access. The access to wireless is needed
in buildings as the District uses more mobile devices such as iPads to provide an engaging
and interactive 21st century learning environment.
The infrastructure describe above is provided over an Ethernet connection to the students
and staff of Chambersburg Area School District. CASD shares one Internet connection with
all of our schools. The LEA Head End connection for our WAN is at a District owned
buildings located at the Administrative Offices. The primary Transport Access provider for
our WAN is CenturyLink. The primary Transport type for the LEA head is public fiber. The
transport capacity is 100 MB.
Currently, the District receives 100 MB of Internet access through the Lincoln Learning
Network administered by the Lincoln IU. The primary Internet Service Provider is Level 3
communications into the Lincoln Learning Network. The District has access to Internet2
through MAGPI, a consortium supported by University of Pennsylvania and currently share
an Internet2 connection through the Lincoln IU and Capital Area IU. As part of the LLN,
Chambersburg Area School District has access Pennsylvania Association of Intermediate
Units’ statewide network linking every IU and their respective districts to each other.
PAIUnet delivers key educational and instructional resources to District with its connection
to the Lincoln Learning Network.
For security of our network and student data, CASD has a firewall, antivirus protection, and
uses Websense to filter websites and email. The District firewall has been configured to
provide a very secure environment for both public and private network communications.
The firewall provides a higher level of security needed in an educational environment and
provides an elevated level of security against internal threats by blocking all outbound
traffic except the traffic that has been deemed necessary for specific business and
educational purposes. The District uses McAfee VirusScan for each of their servers as an
end point, antivirus package and uses Websense Email Security and Antivirus to scan
inbound email messages for SPAM and security threats. Websense Web Security is used as
our web security solution and provides more 100 security and web categories plus
advanced web application and protocol controls on all ports. Additionally, we use
Websense for our Internet filtering solution to ensure compliance, productivity, and
bandwidth control.
Voice Over Internet Protocol (VOIP) has been implemented at every school and building
throughout the District to provide connectivity and opportunities for communication and
collaboration. Sage Technology Solutions provides the managed telecommunications
service. The IP phones connect through the District’s local area network and Internet
Service Provider through the IU 12 connection. The IP phones being used are Shoretel
phones that allow local survivability should our LAN or ISP fail. They also provide scalable
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connectivity for local analog ports for building paging, fax, and analog failover. The District
also utilizes cell phone use for District administrators and supervisors. Our cellular phone
provider is Verizon.
The District has a hosted web solution through SchoolCenter. Edline is the parent company
of SchoolCenter. The solution hosts our District website located at
www.chambersburg.k12.pa.us or www.casdonline.org. All District schools have access and
a presence on the website. All teachers have access and a website as well as the ability to
post handouts, assignments, information regarding classes and contact information. The
website also provides an area for teaches to enter grades through our TeacherLogic
program and parents and students to view grades, attendance, and assignments in the
HomeLogic program.
Chambersburg Area School District has 6000 computers in the District. Computers, tablets
and eReaders are available at a ratio of 68% of our student population. A majority of the
computers available for instructional use are classified as either high or mid capacity
computers. Per definition a high capacity computer is 2 years or old or newer, contains a
10/100/1000Mb network card and can run data intensive, graphic, and video rendering
applications such as CASD, web design, video production, etc. Mid capacity computers are
defined as 5 years or newer that contain a 10/100/1000mb network card and can run
integrated applications such as Microsoft Office Suite, etc. At the elementary level, each
teacher has a desktop computer that is used for instructional and administrative tasks. In
addition, each elementary room classroom has a minimum of two workstations for student
use in each classroom. At the secondary level each teacher has a laptop for instructional
administrative use and each classroom has a minimum of one workstation for student user
per classroom. Both elementary and secondary buildings have instructional labs in place
that can be scheduled for team teaching and specific classes. Additionally, each building has
mobile laptop carts available for use. This allows the technology to come to the teachers
and turn any room into a mobile lab.
Currently, SMART Boards are scattered throughout the District in various buildings and
classrooms. There are SMART Boards in every classroom at the High School, Benjamin
Chambers Elementary School, and Steven Elementary Schools. The rest of the buildings
have a mix of mounted and mobile SMART Boards available. The District currently has an
Elementary Equity plan in place to address the needs of providing the same equipment at all
elementary schools as well as at the middle school levels. SMART Boards are effective
teaching tools when used to provide whole class engagement and interactivity. The District
also has a 1:1 iPad school (the Career Magnet School) that is using the iPads the same way
as the SMART Board. They are a 21st century teaching that provide higher order thinking
through a variety of applications. The District is also leveraging this technology throughout
the District at all levels.
Other tools used that are used and available to our teachers include data projectors,
classroom performance units (CPS) as a means for instant feedback and learning tool,
centralized copiers that allow scanning, copying and printing, digital cameras, digital video
cameras, webcams, videoconferencing equipment, scanners, eReaders (Kindles), and
wireless slates (WACOM Boards). All of these are to help with the instructional delivery of
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lessons in order to enhance teaching and student learning.
The District uses both standalone software programs in addition to web-based program.
For the use with mobile devices, the District would like to move to web-based software so
students can access resources anytime, anywhere. Standard software used by the District
includes: Websense, VMware, McAfee AntiVirus, Office 2010 (Microsoft Word, Excel,
PowerPoint, Access, & Publisher), Photostory, Adobe Reader, Performance Tracker,
SchoolLogic Student Information System, TeacherLogic (grade entry), HomeLogic (students
and parents to enter grades), Classroom Performance System, iTunes, SMART Notebook,
Google Earth, and Skype. The District also has many curriculum specific software packages
used by different disciplines such as CAD, Inspiration, Adobe CS2, Frontpage, and many
more.
Strengths
1. CASD has a robust network with a 1 GB backbone. Only 40% of LEA’s have a
connection speed of 1 GB or greater.
2. 15 of 17 schools at CASD have wireless access allowing mobile devices to be integrated
into the environment for anytime, anywhere learning.
3. Chambersburg has a "robust and reliable network communications infrastructure"
(Global Data, 2009).
a. 10 physical servers, 40 virtualized servers and 2 large SANs that provides
infrastructure over an Ethernet connection along with a Disaster Recovery site.
b. 6000+ Computers - thin client coming down the road
c. VOIP at all buildings provides connectivity and opportunities for communication and
collaboration
d. Standardization in SMART Technologies (Interactive Whiteboards), Wireless Slates,
Sympodiums, and student response systems
e. 600+ iPads distributed this school year.
4. "Chambersburg Area School District has established a very good technology foundation
for the future" CSIU Technology Group (2008).
a. eLearning that benefits students through engagement, academic achievements, and
21st century skills development
b. Ongoing “Summer Academies” and workshops on Technology Professional
Development
c. Videoconferencing opportunities for students and staff
d. Multicasting video technologies
e. Career Magnet School - mobile learning; 1:1 iPad school
5. There are many online opportunities for communication for students, parents, and
staff.
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a. District website and teacher web pages with extensive resources
b. Parent and student portal (HomeLogic) for reviewing grades, attendance, discipline,
schedules, scheduling requests, and viewing standards-based report cards for elementary
students
c. Online grade book for teachers (TeacherLogic)
d. Technology eNewsletter as well as a technology website with extensive resources.
e. District and Community eNewsletter
f. Global Connect – automatically calls our students and staff with District messages for
delays or other critical notifications
6. Adminstrators and staff are skilled in using technology to gather, analyze, and interpret
data to drive instruction.
Weaknesses
1. While our population continues to grow from 8500 a few years ago to 8977, it affects
our ratio of equipment in the District with a budget that has also decreased. Surveyed
administrators would like to see 100% availability of devices for all students.
2. 76% of LEA’s have an Intranet available, CASD does not provide an Intranet to our
staff, but does provide resources on a public folder and on the District website.
3. “People expect to work, learn, and study wherever and whenever they want to”
(Horizon, 2010). As such, CASD needs to continue to provide the infrastructure to do this by
continuing to provide wireless access in buildings that currently do not have access points
and also by providing a cloud services such as eBackpack to access files across devices. This
is needed to provide anytime, anywhere access. As computers and digital devices become
more powerful, portable and inexpensive, their educational uses grow. A variety of mobile
devices already make it possible for students and teachers to access information, create
content, and communicate with peers, teachers, and community members outside the
traditional classroom and school day. Students and staff survey would like to see this
available.
4. Referencing our Mile Guide assessment data, CASD needs more instructional
technologies supports to move “student knowledge and skills” and “educational leadership”
from the early stages to the transitional stages. Both “policy making” and “partnering” are
in the transitional stage while educational support systems is close to the 21st century stage
and “continuous improvement” is in the 21st century stage. While we provide numerous
professional development opportunities on technology, we need to move to teaching how to
integrate that technology into the curriculum so the PD is not about the technology, but how
use it to support the curriculum. 100% of survey administrators, 90% of teachers and 88%
of parents surveyed felt effective implementation of instructional technology is important to
CASD’s core mission.
Future Technology Services
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Required for LEA applying for eRate Priority 2 Funding
Describe what specific telecommunications services, hardware, software and other services will be needed to improve education? (Address how you plan to take advantage of emerging technologies to improve education. Be sure to include the acquisition or implementation of such services/equipment within your Action Plans.)
As our focus continues to be anytime, anywhere learning, our telecommunications and
infrastructures continues to take center stage. The technology infrastructure uses fiber to
each building at 100 MB connections and at the administration building a one gigabyte
network is in place. Plans for future growth in bandwidth will need to be assessed and
reviewed yearly in order to maintain the flow for uninterrupted data and demand on the
system by Voice Over Internet Protocol communications in addition to the proliferation of
mobile devices such as iPads. Using the LAN for communication purposes will enable the
district to broadcast and support applications for students and staff. Examples of necessary
software applications utilized by the District include Performance Tracker for assessing
student data and differentiating instruction, Blackboard, used as our content management
system for eLearning, TeacherLogic, a grading program for teachers, HomeLogic, for
students and parents to check grades, attendance, and assignments, and SchoolCenter, a
hosted solution for District website to communicate District news, events, and provide links
to needed information. Global Connect is also as our instant phone notification system to
alert parents, staff, and students of important and timely information.
The continuation of PAUInet, a Statewide Wide Area Network of Telecommunications
Services that connects existing and future RWANs, Intermediate Units, and School Districts
will continue to be utilized to provide additional resources to students and teachers. The
Lincoln Learning Network is the supplier of technical and infrastructure support for the
RWAN. Internet2 is also provided by the LLN and used within the district to promote higher
educational opportunities for students. This will allow CASD to enhance the education
experience of our students by providing innovative resources and state of the art tools for
learning.
Mobile learning and iPads, in particular have become a disruptive technology for the
District. It has transformed the way we view technology. It is not a device, but a necessary
tool for delivery of information. It has combined the goals of both technology and
curriculum. Web 2.0, social media and their respective apps allow students to connect and
learn about other cultures and perspectives, sharing, and empowering our students to
connect, not with computers, but with people. Teachers facilitate this learning in a
meaningful and safe way. As the District continues to invest in mobile technology, we will
also need to assess the infrastructure and increase access points in buildings if moving to a
customized one to one environment. These learning tools will continue to transcend the
traditional learning arena at CASD into a global learning atmosphere in a flat world and will
reform the culture and pedagogy of our District to reflect 21st century skills.
Professional development and training will be necessary to move teachers, administrators
and staff up the continuum of technology skills. The district will follow the National
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Educational Technology Standards (NETS) for administrators, teachers, and students. The
standards will give each person the levels of attainment within technology in order to be a
representation for learning in the 21st century skill model. A 2-year study found that
instructional technology professional development “that is closely aligned to a program’s
core conceptual foundations can lead to positive teacher and student outcomes.” (EDC,
2010). We will continue to focus on this goal and provide additional training, eLearning
opportunities and coaching in the integration of technology into the curriculum. We are
excited to bring to students the interactivity that emerging technologies bring to the
classroom while enhancing their curricular endeavors.
Along with learning anytime, anywhere staff will need to have accessibility to access work,
data and files across devices and when needed. The District is using a safe and secure, made
for education, cloud storage solution from eBackpack to meet this need. eBackpack is an
assignment, storage, and collaboration service that provides teachers, students, and
administrators personal and group storage for assignments, handouts, and homework. It
also provides work flow and collaboration through homework drop boxes supporting
student turn in, teacher review, sharing, ePortfolios and online discussion. It is accessible
24/7 from any internet connected computer and also has an app for mobile use. This allows
the seamless access to information from home, school or on the go and the need to wait for
files to upload to a flash drive or having to email files for access at school or home are
eliminated. We will see success as instructional materials and content are available to
students for review when needed and also the availability of materials will give teachers
more flexibility while creating lessons and content.
As we continue to add devices and services that provide flexible learning opportunities, the
District will move towards a thin client network which offers advantages over other
infrastructure models in its ability to support an effective technology-rich learning
environment. The consistent and uniform delivery offered by thin clients in the schools
increases teacher and pupil confidence in using information, communication, and
technology (ICT). Additionally, thin clients can decrease the cost of maintaining the network
and dealing with hardware obsolescence while using less energy, producing less heat and
noise than standard PCs, producing a pleasant learning environment for students and staff.
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.
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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.
Provides leaders with the ability to access and use appropriate data to inform decision making.
X X X X
Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
X X X X
Instructs the leader in managing resources for effective results.
X X X X
Provide brief explanation of your process for ensuring these selected characteristics.
Currently, we address the selected characteristics through professional learning communities, Act 80 hours, after-school workshops, summer professional development opportunities, limited online learning, reimbursement of college tuition, peer observations, content area coaching, limited attendance at professional conferences, supplemental training , limited opportunities for self-study and peer collaborative action research projects.
Provide brief explanation for strategies not selected and how you plan to address their incorporation.
Continue with existing strategies and add: increased online learning; increased opportunities for peer observation to include all teachers in all subject areas; increased participation in self-study and peer collaboration projects; increased opportunities to attend professional workshops and conferences Add more flexible options for teacher growth and earning Act 48 hours through concepts of critical friends; lesson studies; book/study groups; case discussions; action research. Enhance educators’ ability to effectively work with parents and community partners through providing resources, participating in book studies, scheduling flexibly to increase opportunities for parents, educators, and community partners to communicate and meet Provide training for teachers in the development and use of formative assessments.
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Strategies Ensuring Fidelity
Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target instructional areas that need strengthening.
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 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.
Provide brief explanation of your process for ensuring these selected characteristics.
Use of data gathered through walkthroughs, academic performance, classroom observations, post-workshop surveys and feedback, data warehouse, NWEA/MAP (Measures of Academic Progress); School Improvement Plans; some Professional Learning Communities; meetings with K-12 content area supervisors and monthly administrative PLC meetings ensure many of the characteristics are evident and in place.
Provide brief explanation for strategies not selected and how you plan to address their incorporation.
In teams, use disaggregated student data to determine educators’ learning priorities; building administrators will be directed to participate fully in all professional development sessions targeted for their faculties for the duration of all sessions; provide ongoing support of professional development initiatives; create an evaluation which is used to validate the overall effectiveness of professional development initiatives
Induction Program
Inductees will know, understand and implement instructional practices validated by
the LEA as known to improve student achievement.
Inductees will assign challenging work to diverse student populations.
Inductees will know the basic details and expectations related to LEA-wide
initiatives, practices, policies and procedures.
Inductees will know the basic details and expectations related to school initiatives,
practices and procedures.
Inductees will be able to access state curriculum frameworks and focus lesson
design on leading students to mastery of all state academic standards, assessment
anchors and eligible content (where appropriate) identified in the LEA's curricula.
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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.
Provide brief explanation of your process for ensuring these selected characteristics.
Research regarding the importance of induction programs is compelling. Holloway (2001)
stated that a focused, structured and systematic induction program has a positive influence
on the performance of new educators - and is advantageous to mentors as well. Matching
veteran educators with their less experienced colleagues provides valuable professional
development for both parties. Charlotte Danielson (1999) found that this type of program,
when coupled with reflective activities and professional conversations, helps new teachers
improve teaching practices and assume responsibility for their classrooms. In addition,
well-designed programs also lower the attrition rate of new teachers (National Association
of State Boards of Eduction, 1998). Numerous studies (Boyer, 1999; Storm, Wing, Jinks,
Banks and Cavazos, 2000; Evertson & Smithey, 2000; Scott, 1999) found that programs
designed to meet the varied needs of new educators play a significant role in their
professional growth, assist them in honing planning and management skills and encourage
them to reflect on the effectiveness of their instruction.
Further research indicates that there are some general concerns faced by all beginning
teachers in terms of informational needs regarding building/district policies, procedures,
and resources as well as needs related to classroom organization and management.
Veenman (1984) identified the following most frequently perceived problems of beginning
teachers:
Rank Order Problems
1 Classroom Discipline
2 Motivating Students
3 Dealing with Individual Differences
4 Assessing Students' Work
5 Relations with Parents
6 Organization of Class Work
7 Insufficient Materials and Supplies
8 Dealing with Problems of Individual Students
Provide brief explanation for strategies not selected and how you plan to address their
incorporation.
This narrative is empty.
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Needs of Inductees
Frequent observations of inductee instructional practice by a coach or mentor to
identify needs.
Frequent observations of inductee instructional practice by supervisor to identify
needs.
Regular meetings with mentors or coaches to reflect upon instructional practice to
identify needs.
Student PSSA data.
Standardized student assessment data other than the PSSA.
Classroom assessment data (Formative & Summative).
Review of inductee lesson plans.
Review of written reports summarizing instructional activity.
Provide brief explanation of your process for ensuring these selected characteristics.
Teacher induction workshops and seminars conducted by the Chambersburg Area School
District Teacher Induction Program are designed to address some of the general concerns
faced by all beginning teachers. These seminars, scheduled throughout the school year,
provide opportunities to meet and share first year experiences with beginning teachers and
their mentors.
Specific needs of individual beginning teachers should be addressed at the building level
both formally and informally periodically throughout the school year.
Provide brief explanation for strategies not selected and you plan to address their
incorporation.
The district plans to implement an inductee survey to further address issues as requested
by the mentees. The survey will also include mentor teachers to provide additional
feedback.
The district provides an exemplary portfolio for our new teachers. We encourage new
teachers to compile a portfolio as documentation to obtain their instructional level II
certificate.
Mentor Characteristics
Pool of possible mentors is comprised of teachers with outstanding work performance.
Potential mentors have similar certifications and assignments.
Potential mentors must model continuous learning and reflection.
Potential mentors must have knowledge of LEA policies, procedures and resources.
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Potential mentors must have demonstrated ability to work effectively with students and other adults.
Potential mentors must be willing to accept additional responsibility.
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.
Provide brief explanation of your process for ensuring these selected characteristics.
Mentor teachers are selected by building principals and content supervisors that have an instructional level II certificate, received satisfactory ratings and are certified in like content areas. Potential mentor teachers receive an explanation of their expected responsibilities and time committments. They receive a stipend and also have the opportunity to decline accepting a mentor position.
Provide brief explanation for characteristics not selected and how you plan to address their incorporation.
This narrative is empty.
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
Safe and Supportive Schools X
Standards X X
Curriculum X
Instruction X X X
Accommodations and Adaptations for diverse learners X X X
Data informed decision making X X X
Materials and Resources for Instruction X X
If necessary, provide further explanation.
In order to provide the above resources and strategies for the teachers to be able to use throughout the year, the district frontloads our induction program in the school calendar.
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Throughout the school year the new teachers have on-going weekly meetings with their mentors and monthly meetings with their building administrators or direct supervisors.
Monitoring Evaluating and Induction Program
Identify the procedures for monitoring and evaluating the Induction program.
Each beginning teacher is expected to attend all workshops, seminars, district induction activities, and building induction team meetings; meet district expectations regarding peer visitation and maintain a log of induction activities which provides the documentary base for entries on the Beginning Teacher Criteria for Completion Form. This form, located in the "Recordkeeping" Section of the Beginning Teachers Manual, is to be completed and signed by the beginning teacher. Signatures of the mentor, building administrator/supervisor, and district representative are also required prior to the filing of this form at the district level. Participants in each workshop and seminar are asked to evaluate the effectiveness of consortium activities. All beginning teachers, mentors, and building administrators/supervisors are surveyed at the end of each year to determine the effectiveness of building level induction activities. Summaries of the responses to these evaluations are reviewed annually by district representatives as a means of making recommendations for program improvements.
Recording Process
Identify the recording process for inductee participation and program completion. (Check all that apply)
Mentor documents his/her inductee's involvement in the program.
A designated administrator receives, evaluates and archives all mentor records.
School/LEA maintains accurate records of program completion and provide a
certificate or statement of completion to each inductee who has completed the
program.
LEA administrator receives, tallies, and archives all LEA mentor records.
Completion is verified by the LEA Chief Administrator on the Application for Level 2
Certification.
Special Education
Special Education Students
Total students identified: 1254
Identification Method
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Identify the District's method for identifying students with specific learning disabilities.
The Chambersburg Area School district uses the Discrepancy Model, district wide in all
school buildings, for the identification of students with Specific Learning Disabilities. Rtl is
being used at the elementary level for the purpose of intervention, but not identification.
There is no definite timeline established by the district to move towards Rtl for the
determination of SLD.
Enrollment
Review the Enrollment Difference Status. If necessary, describe how your district plans to address any significant disproportionalities.
The data is publicly available via the PennData website. You can view your most recent report. The link is: http://penndata.hbg.psu.edu/BSEReports
Not significantly disproportionate.
Non-Resident Students Oversight
1. How does the District meet its obligation under Section 1306 of the Public School Code as the host District at each location?
2. How does the District ensure that students are receiving a free appropriate public education (FAPE) in the least restrictive environment (LRE)?
3. What problems or barriers exist which limit the District's ability to meet its obligations under Section 1306 of the Public School Code?
The Chambersburg Area School District contracts with the (LIU) Lincoln Intermediate Unit
#12 to identify and provide an education to all eligible non-resident students at the current
facility Children's Aide Society. This LIU certified special education teacher writes the RRs,
IEPs and conducts progress monitoring. All original paperwork is on file at the CASD
district office.
Incarcerated Students Oversight
Describe the system of oversight the District would implement to ensure that all incarcerated students who may be eligible for special education are located, identified, evaluated and when deemed eligible, are offered a free appropriate public education (FAPE).
The Chambersburg Area School district contracts with the (LIU) Lincoln Intermediate Unit
#12 to identify and provide an education to all eligible incarcerated students. This LIU
certified special education teacher writes the RRs, IEPs and conducts progress monitoring.
All original paperwork is on file at the CASD district office.
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Least Restrictive Environment
1. Describe the District procedures, which ensure that, to the maximum extent appropriate, children with disabilities, including those in private institutions, are educated with non-disabled children, and that removal from the regular education environment only occurs when education in that setting with supplementary aids and services, cannot be achieved satisfactorily.
2. Describe how the District is replicating successful programs, evidence-based models, and other PDE sponsored initiatives to enhance or expand the continuum of supports/services and education placement options available within the District to support students with disabilities access the general education curriculum in the least restrictive environment (LRE). (Provide information describing the manner in which the District utilizes site-based training, consultation and technical assistance opportunities available through PDE/PaTTAN, or other public or private agencies.)
3. Refer to and discuss the SPP targets and the district's percentages in the Indicator 5 section - Educational Environments. Also discuss the number of students placed out of the district and how those placements were determined to assure that LRE requirements are met.
The degree to which students with special needs are educated with nondisabled peers in
the Chambersburg Area School District (CASD) is based upon the individual needs of each
student. The district's goal is for each student to be educated in the regular educational
environment, with non-disabled peers, to the greatest extent possible.
The CASD continues to provide a full continuum of services, based upon the needs of the
student, as determined by the MDT/IEP team. The team always begins the discussion by
working at the least restrictive level of intervention. Regular education with supplementary
aids and supports is the first consideration. Placement decisions are data driven with team
input. The grouping of students, level of intervention, and location of intervention, as well
as the development of specific goals for meaningful progress are all considered. Student
progress is continually monitored and used to aid in decision making. For students in more
restrictive settings, a CASD representative from the Special Education Department works
closely with agencies/other school settings to ensure that the student is successfully
transitioned back to a less restrictive setting as soon as possible.
At the beginning of the 12-13 school year, the CASD opened four district operated
alternative education classrooms, with the goal of expanding the continuum of services
available to students. These TAP (Transition Assistance Program) classes have increased
the successful transition from more restrictive settings back to the regular public school. A
counselor works with these classes on a weekly basis and meetings are held to review
student progress. Students return to the regular education setting one or two classes at a
time, yet retain the support of the alt ed teacher, classroom assistant and counselor. Full
integration is the goal.
The district also has established life skills and autism classes in our elementary, middle and
secondary levels. The district will now educate any future elementary students identified as
needing life skills and autism will remain in the district for those services. For the 13-14
and 14-15 school years, the district will continue professional development of our special
education staff teaching life skills and autism in cooperation with PATTAN and LIU 12 to
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further enhance the program and meet the needs of those students. The district will also
begin to bring back district students from LIU Fairshare Lifeskills and autism programs. We
will also continue to monitor those students' progress and make program and professional
development changes as needed in years 2013-14 and 2014-15.
With ongoing training provided via the LIU and PATTAN, the district has increased inclusive
practices during the last school years by implementing more co-teaching at both the
secondary and elementary level. This has enabled students to have the opportunity of an
itinerant level of services from a certified special education teacher within the regular
education environment. As of the December 1, 2011 Child Count, the CASD was below the
state average for students in the regular setting for more than 80% of their day.
Individualized goals for itinerant students are developed by reviewing progress monitoring
data.
Across the district, K-12, training of special education teachers re: the regular education
curriculum has occurred. Member of the district's Curriculum Department have worked
closely with members of the Special Education department to ensure that all students are
being exposed to the regular ed curriculum, state standards and the common core
curriculum. There is no longer a dual, or separate, system of curricular delivery. Students
are therefore able to be more successfully integrated into the regular ed environment.
A team from CASD including a central office administrator, building level administrator,
parent, regular education teacher and special education teacher attended PATTAN
sponsored training re: LRE. This team has continued to communicate re: LRE practices.
The Director of Special Education attends LIU Special Education Advisory Council monthly
meetings and utilizes LIU faculty to provide direct training for faculty and families.
Assistive technology and positive behavior supports are two of the many LIU consultative
services utilized.
The district works collaboratively with the LIU to provide services to students from low
incidence populations. The district is active in "fair share".
Behavior Support Services
Provide a summary of the District policy on behavioral support services including, but not limited to, the school wide positive behavior supports (PBS). Describe training provided to staff in the use of positive behavior supports, de-escalation techniques and responses to behavior that may require immediate intervention. If the district also has School-Based Behavioral Health Services, please discuss it.
The district's philosophy is to be proactive, preventative and positive. It is the goal of the
CASD to limit the number of times a staff member has to go "hands on" with a student. We
believe that proper training and solid communication are key.
The CASD has accessed SWPBS training from the LIU for teams in various buildings. Over
the course of the next three years, the district will train teams from the remaining schools.
58
We are still in the initial stages of data collection regarding office referrals and suspension.
We will continue to collect data and refine the SWPBS programs in each of the buildings.
Safe Crisis Management (SCM) training teams have been established in each building. Each
year the district will recertify members of the SCM team and add to the crisis team as
members leave. The district is offering de-escalation training to staff throughout our
summer academies and in-service programs as time permits. CASD has sent a core team of
individuals to be certified as trainers through SCM. The core team of trainers provides the
inservice training and recertification to the staff members throughout the year. In the
2013-14 school year, support and additional training will be provided concerning SCM. In
the 2014-15 school year, the district will continue to monitor and provide additional
training as needed.
The district continues to employ one Emotional Support Counselor. This individual is a
valuable member of the school team and is a resource for behavioral supports and
interventions. In the event that a restraint is used, the district Special Education
Department will use the Restraint Information System Collection (RISC), as directed by the
state Bureau of Special Education.
The district has also employed a certified Behavior Specialist with experience in autism.
This specialist provides inservice for staff and also reviews all functional behavioral
assessments. This individual provides behavioral support and strategies to teachers as
needed and is a member of the SCM crisis team and a certified trainer. The district will
implement training in the development of Functional Behavior Assessments (FBA) and a
process to be used consistently throughout the district in developing FBA's and Positive
Behavior Support Plans in the 2012-13 school year. In the 2013-14 school year additional
training and support will be provided to counselors and administrators along with all
special education teachers. In the 2014-15 school year, the district will monitor the
progress and make adjustments and provide additional training as needed.
We recognize the increasing behavioral health needs of our students, and also recognize the
impact that these needs have on a student's daily life, both in and out of school. The district
continues to employ a social worker to assist the district's Home School Visitor. The district
also contracts with Franklin County Juvenile Probation to employ three school based
probation officers. The district has ongoing meetings with local Children in Youth and the
presiding juvenile judge to discuss mutual concerns and issues.
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.
59
3. Discuss any expansion of the continuum of services planned during the life of this plan.
The Chambersburg Area School District is often challenged to provide FAPE for secondary
aged students with severe emotional, social and/or behavioral needs. Over 200 students
with IEPs move into our district per school year, many of them with severe emotional and
behavioral needs. Some of these students have attended multiple schools (and therefore
have gaps in the credits that they have earned), have lived in multiple homes and have more
than one primary need. Franklin County has a high number of foster care/therapeutic
foster care/CRR agencies, and we often get these "hard to place" youth from surrounding
counties.
Although the regular education classroom with SAS, and the continuum of emotional
support classes in the regular school are considered, many of these students present a
danger to themselves or others and need a more restrictive setting. The district has begun
working more integrally with agencies such as Children and Youth, Meadows, MH/MR, the
LIU, BHRS and others. We participate in interagency meetings at the local, county level and
invite agencies to our MDT/IEP meetings. Together, the district generated IEP and agency
generated Treatment Plan share similar goals.
Together as a team, we discuss options for these students. The district has increased the
number of outside placements for these "move-ins", but has been able to successfully meet
individual student needs. At the beginning of the 08-09 school year, the district opened
three TPA (transition) classes. These classes have been used to transition students from
these more restrictive settings back into the regular school. In 2011 the district expanded
TAP to four classrooms, one high school, two middle school and one elementary.
We have also found a challenge in providing FAPE to a few students with Autism. A handful
of our elementary aged students were having social, behavioral and sensory challenges in
the regular education environment with a PCA, but were "too high functioning" for the LIU
operated PDD/AS classes. The district has expanded Autistic services to four elementary
classrooms, 2 middle school classrooms and one high school classroom. Within a small
group setting, and with the addition of social stories, a sensory area, structure, visual
schedules, etc. these students have met with great success.
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 Special Education Department of the Chambersburg Area School district operates
under the belief that all children can learn and be successful. With the joint leadership of
the district's administration and the support of our School Board, we are able to provide a
quality educational program to all of our special education students. The special education
program is led by a Director of Special Education and three Supervisors. The Special
Education Department also includes a Department Secretary, a Secretary to the School
60
Psychologists and an ACCESS Coordinator.
We offer a full continuum of special education services, from the Itinerant to the
Supplemental level. The district operates Learning Support, Emotional Support and Autistic
Support classes, and offers speech and language support. The CASD contracts with the LIU
for Life Skills Support, Multiple Disabilities Support, Autistic Support, NI (specialized LS)
Support, Hearing, and Vision Support. We contract with PT, Etc. for our PT and OT services.
The Chambersburg Area School District meets the unique challenges of providing
appropriate special education services to each of 13 neighborhood elementary schools,
covering 250 square miles and 3 secondary buildings. Much thought and consideration is
given to the location of programs and services in all of the school buildings.
The strength of our program lies in our dedicated and well-trained, highly qualified staff of
both special education and regular education teachers, who deliver high quality services
every day. We use a team collaboration approach in working with all of our students. Our
programs are highlighted by our willingness to be flexible, resourceful and creative. We do
a great deal of "out-of-the-box" problem solving. The special education program is
enhanced by the cooperation and communication between special education teachers and
regular education teachers, with the main goal of making our special education students
successful. The addition of supplementary aids and supports enable many of our students
to meet with success in the regular classroom setting. Regular education teachers welcome
students with a variety of levels of need and challenges into their classes and diligently
work with their special education colleagues to identify the most meaningful strategies to
help ensure success for our students.
The Chambersburg Area School District continually collaborates with the families of special
needs learners, to ensure the most appropriate and least restrictive environment. A
continuum of learning opportunities is available. We have well established and cooperative
professional relationships with the community agencies in Franklin County. Our district
also partners with other agencies to provide the best educational environment for
individual students.
One challenge we are meeting is our "move in" population of students with special needs.
We have approximately 200 students with IEPs move into our district each year. This
challenge really taxes our existing programs, resources and space. Our staff is to be
commended for welcoming all of these students into our district and for providing them
with a quality education based on their individual needs.
Parents/guardians (foster parents, grandparents) are essential partners in the educational
process in the Chambersburg Area School District's special education programming. We
strive to develop and maintain positive relationships with parents and guardians. They are
welcome participants in MDT/IEP meetings, and are involved in the decision making
process. The district offers trainings for parents. Parents, community agency personnel
and school district employees work together to meet individual student needs.
61
Assurances
Safe and Supportive Schools Assurances No policies or procedures have been identified.
Special Education Assurances No policies or procedures have been identified.
24 P.S. §1306 and §1306.2 Facilities
Facility Name Facility Type Services Provided By Student Count
Children's Aide Society Nonresident Lincoln Intermediate Unit #12
3
Franklin County Prison Incarcerated Lincoln Intermediate Unit #12
1
Least Restrictive Environment Facilities
Facility Name Type of Facility Type of Service Number of Students Placed
Greencastle-Antrim School District
Neighboring School Districts
Life Skills Support 3
Tuscarora School District
Neighboring School Districts
Life Skills Support, Autistic Support, Neurologically Impaired (specialized LS)
8
Franklin Learning Center
Special Education Centers
Emotional Support; Life Skills Support; Multiple Disabilites Support; Visually Impaired Support
75
Instruction in the Home
Instruction in the Home
Learning Support/Emotional Support
6
Manito, Inc. Other Learning Support/Emotional Support
32
Waynesboro Area School District
Neighboring School Districts
Supplemental Support 1
The Meadows Other Emotional Support 11
62
Scranton School for the Deaf
Other Deaf and Hard of Hearing/Hearing Impaired Support
1
Yellow Breeches Other Emotional Support 7
Vista School Approved Private Schools
Autistic Support 1
Royer-Greaves School for the Blind
Approved Private Schools
Visually Impaired Support
1
NHS (Northwestern Human Services) Autism School
Neighboring School Districts
Autistic Support 5
Special Education Program Profile Program Position #1
Operator: School District
PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Ben Chambers Elementary
An Elementary School Building
A building in which General Education programs are operated
Itinerant Learning Support
5 to 9 20 1
Justification: Waiver approved on IEP
Program Position #2
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Ben Chambers Elementary
An Elementary School Building
A building in which General Education programs are operated
Itinerant Learning Support
6 to 10 20 1
Justification: Waiver approved on IEP
Program Position #3
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
South Hamilton Elementary
An Elementary School Building
A building in which General Education programs are operated
Itinerant Learning Support
7 to 8 10 1
63
Program Position #4
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
South Hamilton Elementary
An Elementary School Building
A building in which General Education programs are operated
Itinerant Learning Support
9 to 10 18 1
Program Position #5
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Guilford Hills Elementary
An Elementary School Building
A building in which General Education programs are operated
Itinerant Learning Support
7 to 10 14 1
Program Position #6
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Scotland Elementary
An Elementary School Building
A building in which General Education programs are operated
Itinerant Learning Support
6 to 10 14 1
Justification: Waiver approved on IEP
Program Position #7
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Scotland Elementary
An Elementary School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Emotional Support
5 to 7 7 1
Program Position #8
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
64
Scotland Elementary
An Elementary School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Emotional Support
9 to 10
10 1
Program Position #9
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Scotland Elementary
An Elementary School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Emotional Support
7 to 8 8 1
Program Position #10
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Career Magnet School
A Junior/Senior High School Building
A building in which General Education programs are operated
Itinerant Learning Support
14 to 15
20 1
Program Position #11
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Career Magnet School
A Junior/Senior High School Building
A building in which General Education programs are operated
Itinerant Learning Support
15 to 16
22 1
Program Position #12
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Career Magnet School
A Junior/Senior High School Building
A building in which General Education programs are operated
Itinerant Learning Support
16 to 17
25 1
Program Position #13
Operator: School District
65
PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Career Magnet School
A Junior/Senior High School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support
14 to 17
11 1
Program Position #14
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Chambersburg Area Senior High School
A Junior/Senior High School Building
A building in which General Education programs are operated
Itinerant Learning Support
14 to 15
12 1
Program Position #15
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Career Magnet School
A Junior/Senior High School Building
A building in which General Education programs are operated
Itinerant Learning Support
17 to 18
24 1
Program Position #16
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Chambersburg Area Senior High School
A Junior/Senior High School Building
A building in which General Education programs are operated
Itinerant Learning Support
14 to 15
14 1
Program Position #17
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Chambersburg Area Senior High School
A Junior/Senior High School Building
A building in which General Education programs
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support
15 to 17
13 1
66
are operated
Program Position #18
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Chambersburg Area Senior High School
A Junior/Senior High School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support
15 to 17
13 1
Program Position #19
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Chambersburg Area Senior High School
A Junior/Senior High School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support
14 to 15
12 1
Program Position #20
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Chambersburg Area Senior High School
A Junior/Senior High School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Emotional Support
14 to 17
7 1
Program Position #21
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Chambersburg Area Senior High School
A Junior/Senior High School Building
A building in which General Education programs are operated
Itinerant Learning Support
15 to 17
34 1
Program Position #22
67
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Chambersburg Area Senior High School
A Junior/Senior High School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Autistic Support
14 to 17
8 1
Program Position #23
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Chambersburg Area Senior High School
A Junior/Senior High School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Emotional Support
14 to 17
11 1
Program Position #24
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Chambersburg Area Senior High School
A Junior/Senior High School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Emotional Support
14 to 17
10 1
Program Position #25
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Chambersburg Area Senior High School
A Junior/Senior High School Building
A building in which General Education programs are operated
Itinerant Learning Support
15 to 16
14 1
Program Position #26
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Age Caseload FTE
68
Type Range
Chambersburg Area Senior High School
A Junior/Senior High School Building
A building in which General Education programs are operated
Itinerant Learning Support
15 to 16
13 1
Program Position #27
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Chambersburg Area Senior High School
A Junior/Senior High School Building
A building in which General Education programs are operated
Itinerant Learning Support
15 to 16
14 1
Program Position #28
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Chambersburg Area Senior High School
A Junior/Senior High School Building
A building in which General Education programs are operated
Itinerant Learning Support
16 to 17
13 1
Program Position #29
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Chambersburg Area Senior High School
A Junior/Senior High School Building
A building in which General Education programs are operated
Itinerant Learning Support
16 to 17
14 1
Program Position #30
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Chambersburg Area Senior High School
A Junior/Senior High School Building
A building in which General Education programs are operated
Itinerant Learning Support
16 to 17
12 1
Program Position #31
Operator: School District
69
PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Fayetteville Elementary
An Elementary School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Autistic Support
5 to 8 8 1
Program Position #32
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Fayetteville Elementary
An Elementary School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Autistic Support
9 to 10 8 1
Program Position #33
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Fayetteville Elementary
An Elementary School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support
5 to 9 10 1
Justification: Waiver approved on IEP
Program Position #34
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Fayetteville Elementary
An Elementary School Building
A building in which General Education programs are operated
Itinerant Learning Support
8 to 10 12 1
Program Position #35
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Fayetteville Elementary
An Elementary
A building in which General
Itinerant Learning Support
9 to 10 10 1
70
School Building
Education programs are operated
Program Position #36
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Hamilton Heights Elementary
An Elementary School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Autistic Support
5 to 8 9 1
Justification: Waiver approved on IEP
Program Position #37
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Hamilton Heights Elementary
An Elementary School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Autistic Support
7 to 10 9 1
Justification: Waiver approved on IEP
Program Position #38
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Grandview Elementary
An Elementary School Building
A building in which General Education programs are operated
Itinerant Learning Support
7 to 10 11 1
Program Position #39
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Lurgan Elementary An Elementary School Building
A building in which General Education programs are operated
Itinerant Learning Support
5 to 10 9 1
Justification: Waiver approved on IEP
71
Program Position #40
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Chambersburg Area Middle School North
A Middle School Building
A building in which General Education programs are operated
Itinerant Learning Support
13 to 14
10 1
Program Position #41
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Chambersburg Area Middle School North
A Middle School Building
A building in which General Education programs are operated
Itinerant Learning Support
12 to 13
12 1
Program Position #42
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Chambersburg Area Middle School North
A Middle School Building
A building in which General Education programs are operated
Itinerant Learning Support
11 to 12
16 1
Program Position #43
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Chambersburg Area Middle School North
A Middle School Building
A building in which General Education programs are operated
Itinerant Learning Support
13 to 14
11 1
Program Position #44
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Chambersburg Area Middle School North
A Middle School Building
A building in which General Education
Supplemental (Less Than 80% but More Than 20%)
Emotional Support
11 to 13
11 1
72
programs are operated
Program Position #45
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Chambersburg Area Middle School North
A Middle School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Emotional Support
11 to 13
11 1
Program Position #46
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Chambersburg Area Middle School North
A Middle School Building
A building in which General Education programs are operated
Itinerant Learning Support
12 to 13
15 1
Program Position #47
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Chambersburg Area Middle School South
A Middle School Building
A building in which General Education programs are operated
Itinerant Learning Support
13 to 14
11 1
Program Position #48
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Chambersburg Area Middle School South
A Middle School Building
A building in which General Education programs are operated
Itinerant Learning Support
13 to 14
10 1
Program Position #49
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Age Caseload FTE
73
Type Range
Chambersburg Area Middle School South
A Middle School Building
A building in which General Education programs are operated
Itinerant Learning Support
12 to 13
15 1
Program Position #50
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Chambersburg Area Middle School South
A Middle School Building
A building in which General Education programs are operated
Itinerant Learning Support
12 to 13
16 1
Program Position #51
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Chambersburg Area Middle School South
A Middle School Building
A building in which General Education programs are operated
Itinerant Learning Support
11 to 12
15 1
Program Position #52
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Chambersburg Area Middle School South
A Middle School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Autistic Support
11 to 12
7 1
Program Position #53
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Chambersburg Area Middle School South
A Middle School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Autistic Support
10 to 11
2 1
Program Position #54
Operator: School District
74
PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Chambersburg Area Middle School South
A Middle School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Autistic Support
11 to 13
9 1
Justification: Waiver approved on IEP
Program Position #55
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Chambersburg Area Middle School South
A Middle School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support
11 to 13
13 1
Program Position #56
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Chambersburg Area Middle School South
A Middle School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support
11 to 13
16 1
Program Position #57
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Chambersburg Area Middle School South
A Middle School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support
11 to 13
7 0.75
Chambersburg Area Middle School South
A Middle School Building
A building in which General Education programs are operated
Itinerant Learning Support
11 to 12
5 0.25
Program Position #58
Operator: Intermediate Unit PROGRAM SEGMENTS
75
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Chambersburg Area Middle School North
A Middle School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Learning Support
11 to 13
9 1
Program Position #59
Operator: Intermediate Unit PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Chambersburg Area Senior High School
A Junior/Senior High School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Autistic Support
17 to 19
2 1
Program Position #60
Operator: Intermediate Unit PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Chambersburg Area Senior High School
A Junior/Senior High School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Learning Support
15 to 18
10 1
Program Position #61
Operator: Intermediate Unit PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Hamilton Heights Elementary
An Elementary School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Autistic Support
8 to 10 4 1
Program Position #62
Operator: Intermediate Unit PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Benjamin Chambers Elementary
An Elementary
A building in which
Supplemental (Less Than 80%
Learning Support
9 to 11 6 1
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School Building
General Education programs are operated
but More Than 20%)
Program Position #63
Operator: Intermediate Unit PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Greencastle-Antrim Elementary
An Elementary School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Emotional Support
9 to 9 1 1
Program Position #64
Operator: Intermediate Unit PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Greencastle Antrim Primary
An Elementary School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Emotional Support
5 to 5 1 1
Program Position #65
Operator: Intermediate Unit PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
James Buchanan Middle School
A Middle School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Autistic Support
11 to 11
2 1
Program Position #66
Operator: Intermediate Unit PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Franklin Learning Center
A Junior/Senior High School Building
A special education Center in which no general education programs are operated
Full-Time Special Education Class
Autistic Support
11 to 20
2 1
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Justification: Waiver approved on IEP
Program Position #67
Operator: Intermediate Unit PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Franklin Learning Center
An Elementary School Building
A special education Center in which no general education programs are operated
Full-Time Special Education Class
Autistic Support
5 to 11 3 1
Justification: Waiver approved on IEP
Program Position #68
Operator: Intermediate Unit PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Franklin Learning Center
A Junior/Senior High School Building
A special education Center in which no general education programs are operated
Full-Time Special Education Class
Emotional Support
14 to 17
4 1
Program Position #69
Operator: Intermediate Unit PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Franklin Learning Center
A Middle School Building
A special education Center in which no general education programs are operated
Full-Time Special Education Class
Emotional Support
11 to 12
2 1
Program Position #70
Operator: Intermediate Unit PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Franklin Learning Center
An Elementary School Building
A special education Center in which no general education
Full-Time Special Education Class
Multiple Disabilities Support
6 to 8 3 1
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programs are operated
Program Position #71
Operator: Intermediate Unit PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Franklin Learning Center
A Senior High School Building
A special education Center in which no general education programs are operated
Full-Time Special Education Class
Multiple Disabilities Support
15 to 18
5 1
Program Position #72
Operator: Intermediate Unit PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Franklin Learning Center
A Middle School Building
A special education Center in which no general education programs are operated
Full-Time Special Education Class
Life Skills Support
11 to 13
7 1
Program Position #73
Operator: Intermediate Unit PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Franklin Learning Center
A Junior/Senior High School Building
A special education Center in which no general education programs are operated
Full-Time Special Education Class
Multiple Disabilities Support
12 to 18
3 1
Justification: Waiver approved on IEP
Program Position #74
Operator: Intermediate Unit PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Franklin Learning Center
A Middle School Building
A special education Center in which no general education programs are
Full-Time Special Education Class
Emotional Support
12 to 12
1 1
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operated
Program Position #75
Operator: Intermediate Unit PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Franklin Learning Center
A Junior/Senior High School Building
A special education Center in which no general education programs are operated
Full-Time Special Education Class
Life Skills Support
16 to 16
1 1
Program Position #76
Operator: Intermediate Unit PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Franklin Learning Center
An Elementary School Building
A special education Center in which no general education programs are operated
Full-Time Special Education Class
Life Skills Support
9 to 10 4 1
Program Position #77
Operator: Intermediate Unit PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Franklin Learning Center
A Senior High School Building
A special education Center in which no general education programs are operated
Full-Time Special Education Class
Life Skills Support
16 to 19
3 1
Program Position #78
Operator: Intermediate Unit PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Franklin Learning Center
A Junior High School Building
A special education Center in which no general education programs are operated
Full-Time Special Education Class
Multiple Disabilities Support
14 to 16
3 1
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Program Position #79
Operator: Intermediate Unit PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Franklin Learning Center
A Senior High School Building
A special education Center in which no general education programs are operated
Full-Time Special Education Class
Life Skills Support
17 to 20
8 1
Program Position #80
Operator: Intermediate Unit PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Franklin Learning Center
A Middle School Building
A special education Center in which no general education programs are operated
Full-Time Special Education Class
Multiple Disabilities Support
11 to 18
4 1
Justification: Waiver approved on IEP
Program Position #81
Operator: Intermediate Unit PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Franklin Learning Center
An Elementary School Building
A special education Center in which no general education programs are operated
Full-Time Special Education Class
Multiple Disabilities Support
5 to 16 5 1
Justification: Waiver approved on IEP
Program Position #82
Operator: Intermediate Unit PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Franklin Learning Center
A Junior/Senior High School Building
A special education Center in which no general education programs are operated
Full-Time Special Education Class
Emotional Support
14 to 17
4 1
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Program Position #83
Operator: Intermediate Unit PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Franklin Learning Center
A Junior/Senior High School Building
A special education Center in which no general education programs are operated
Full-Time Special Education Class
Autistic Support
12 to 20
2 1
Justification: Waiver approved on IEP
Program Position #84
Operator: Intermediate Unit PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Franklin Learning Center
An Elementary School Building
A special education Center in which no general education programs are operated
Full-Time Special Education Class
Autistic Support
6 to 11 3 1
Justification: Waiver approved on IEP
Program Position #85
Operator: Intermediate Unit PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Franklin Learning Center
A Junior High School Building
A special education Center in which no general education programs are operated
Full-Time Special Education Class
Multiple Disabilities Support
15 to 15
1 1
Program Position #86
Operator: Intermediate Unit PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Franklin Learning Center
A Middle School Building
A special education Center in which no general education programs are
Full-Time Special Education Class
Multiple Disabilities Support
13 to 16
5 1
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operated
Program Position #87
Operator: Intermediate Unit PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Franklin Learning Center
A Junior/Senior High School Building
A special education Center in which no general education programs are operated
Full-Time Special Education Class
Life Skills Support
14 to 16
5 1
Program Position #88
Operator: Intermediate Unit PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Franklin Learning Center
An Elementary School Building
A special education Center in which no general education programs are operated
Full-Time Special Education Class
Life Skills Support
6 to 9 9 1
Special Education Support Services
Support Service Location Teacher FTE
Speech Therapist Chambersburg Area Senior High School
0.5
Speech Therapist Chambersburg Area Middle School South
0.5
Speech Therapist Scotland Elementary 0.33
Speech Therapist Hamilton Heights Elementary 0.33
Speech Therapist Chambersburg Area Middle School North
0.33
Speech Therapist Ben Chambers Elementary 0.75
Speech Therapist Fayetteville Elementary 0.25
Speech Therapist Guilford Hills Elementary 0.25
Speech Therapist Falling Spring Elementary 0.25
Speech Therapist Grandview Elementary 0.25
Speech Therapist Lurgan Elementary 0.25
Speech Therapist Hamilton Heights Elementary 0.5
Speech Therapist South Hamilton Elementary 0.5
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Speech Therapist Stevens Elementary 0.2
Speech Therapist Andrew Buchanan Elementary 0.2
Speech Therapist Marion Elementary 0.2
Speech Therapist New Franklin Elementary 0.2
Speech Therapist Chambersburg Area Middle School North
0.2
Psychologists Chambersburg Area Senior High School
0.8
Psychologists Chambersburg Career Magnet School
0.2
Psychologists Chambersburg Area Middle School North
0.5
Psychologists Chambersburg Area Middle School South
0.5
Psychologists Ben Chambers Elementary 0.25
Psychologists Andrew Buchanan Elementary 0.25
Psychologists South Hamilton Elementary 0.25
Psychologists Stevens Elementary 0.25
Psychologists Falling Spring Elementary 0.2
Psychologists Fayetteville Elementary 0.2
Psychologists Marion Elementary 0.2
Psychologists New Franklin Elementary 0.2
Psychologists Grandview Elementary 0.25
Psychologists Hamilton Heights Elementary 0.25
Psychologists Lurgan Elementary 0.25
Psychologists Scotland Elementary 0.25
Special Education Contracted Services
Special Education Contracted Services
Operator Amt of Time per Week
Physical Therapy, Etc. Physical Therapy
Outside Contractor 40 Hours
Physical Therapy, Etc. Occupational Therapy
Outside Contractor 40 Hours
Links to Care Outside Contractor 30 Hours
Advanta Therapy Etc. Outside Contractor 1 Hours
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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:
Patterns:
1. Each school is struggling with the implementation fidelity of best practices around the
Standards Aligned System. In addition, the fidelity issue is primarily focused on the changing of
practices after some form of formative or summative assessments.
2. School level plans indicate a need to focus resources on a few goals and strategies. The focus
of allocating resources around a few primary goals would improve the fidelity of implementation
around pattern number 1 above.
District Accomplishments
Accomplishment #1:
Chambersburg Area School District has a complete curriculum that is easily accessible based on
standards for all classrooms and subjects.
Accomplishment #2:
The district made AYP in 4 of the 6 years from the last strategic plan (2006-2012). In 2006 and 2012
the district did not make AYP.
Accomplishment #3:
20% more students received a passing score of 3,4 or 5 on Advanced Placement tests.
Accomplishment #4:
Using the growth model, 5 Elementary buildings had more than 90% of their students advanced or
proficient in Math during the 2011-2012 school year.
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Accomplishment #5:
Starting in 2012-2013, all Kindergarten through seventh grade math and literacy teachers are
required to follow the instructional frameworks developed and provided to teachers. (Readers and
Writers Workshop, Investigations and Powerteaching)
Accomplishment #6:
All teachers in Grades K-3 that work in "struggling schools" identified by title 1 programming have
been trained using a literacy approach called CLI- Children's Literacy Initiative.
Accomplishment #7:
In schools where supports and resources are provided we see evidence of growth. Mainly, all Title 1
schools that have received monies, resources and supports have made growth against AYP targets.
We have seen the non-title schools lose funding, resources and supports and thus performance has
flatlined or declined.
Accomplishment #8:
CASD balanced the budget and cut many programs and is still maintaining a quality education but
we did not make AYP in 2012. While this is a financial success it could be a trend or pattern with
performance in the future.
Accomplishment #9:
Kidwriting has been implemented has been very successful throughout all elementary schools.
Accomplishment #10:
The energy conservation program has been a smashing success saving the district and taxpayers
millions of dollars.
District Concerns
Concern #1:
We do not have a system of interventions in place K-12 due to budgetary cuts starting in 2009.
Concern #2:
Fidelity of implementation around goals and strategies is our primary concern. Another way to
phrase the same problem would be that CASD struggles with going to scale with goals and
strategies. We often find a strategy that works in 1 or 2 schools and then as we go from pilot to
scale we lose quality and fidelity of implementation.
Concern #3:
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Our data trends indicate we have been moving our below basic, basic and non-proficient students up
in performance but not nearly quick enough over time. In addition, our proficient and advanced
students have stagnated in their growth and performance.
Concern #4:
Professional Learning Communities PLC, Professional Development, Flex Days, Sub Days, In-Service,
Act 80 days have provided the much needed time to implement strategies and goals. A concern
about the time allotted is that we are not focused on learning in the classroom. What we mean by
learning, is that all time associated above must be focused on the ideas of lesson study, classroom
practices, teaching and learning and less about curriculum, document creation, timelines, and the
like.
Concern #5:
As our population changes so do the challenges. We believe that our classrooms are struggling with
implementing best practices around equity for all types of learners in the classroom.
Concern #6:
Preparing for the future of technology in classrooms is a challenge as the pace of technology changes
continues to get faster.
Prioritized Systemic Challenges
No prioritized systemic challenges have been identified.
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District Level Plan
Action Plans
Goal #1: Significantly improve communication within and throughout the district.
Related Challenges:
Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students.
Establish a district system that fully ensures professional development is focused, comprehensive and implemented with fidelity.
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.
Establish a district system that fully ensures students who are academically at risk are identified early and are supported by a process that provides interventions based upon student needs and includes procedures for monitoring effectiveness.
Indicators of Effectiveness:
Type: Annual
Data Source: K-12 Insight Feedback Reports
Specific Targets: Employees and the public will be more engaged and involved in critical issues surrounding Chambersburg Area School Distirct. Improved engagement survey results of staff, students and the community will be used to change/enhance strategies.
Type: Annual
Data Source: Data usage will be collected to assess the public use of telecommunications, web hosting, and communication software.
Specific Targets: Employees and the public will have more means and access to information using our current systems.
Type: Annual
Data Source: Brightbytes
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Specific Targets: Increase in communicating results related to the 21st Century Framework for Learning in each of the 17 schools in the disrict. Leadership evaluations will reflect necessary behavior changes required to improve data results from brightbytes metric.
Type: Annual
Data Source: PATI Survey
Specific Targets: Communicate data results in principal, teacher, and student utilization of district technology resources (inventory). Principal and central office evaluations will reflect added strategies pending results.
Strategies:
Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing
Description: Using Student Achievement Data to Support Instructional Decision Making provides a WWC reporting of various strategies related to the acquisition, analysis, and application of student data. (Source: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf )
SAS Alignment: Assessment, Instruction
Instructional Coaching
Description: The purpose of Instructional Coaching is to bring evidence-based practices into classrooms by working with teachers and other school leaders. The Pennsylvania Institute for Instructional Coaching focuses on evidence-based literacy strategies and claims instructional coaching has a positive impact upon student achievement. (Source: http://piic.pacoaching.org/index.php/piic-coaching/what-is-an-instructional-coach ) WWC has identified at least one instructional coaching model that has a positive impact on achievement at the secondary level. )Source: http://ies.ed.gov/ncee/wwc/pdf/quick_reviews/myteachingpartner_022212.pdf )
SAS Alignment: Instruction
Substantial Professional Development
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Description: The Southwest Regional Educational Laboratory found that substantial professional development showed a positive impact upon student achievement (substantial = greater than 14 hours of focused professional development delivered via workshops or summer institutes, supported by follow-up sessions and all delivered by professional developers rather than train-the-trainer approaches). (Source: http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033.pdf )
SAS Alignment: Instruction
Technology Infrastructure Enhancement/Technology Access and Training Increase
Description: The International Society for Technology in Education cites research that indicates an increase in access to technology has a positive effect on student achievement. (Source: http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement.pdf )
SAS Alignment: Instruction, Materials & Resources
Instructional (Distributed) Leadership Capacity Building
Description: Support of the relationship of distributive leadership with student achievement is anecdotal and inferential and substantially reported. (Sources: http://www.learningpt.org/pdfs/leadership_turnaround_schools.pdf , and http://www.pakeys.org/docs/SL%20PP%201.pdf )
SAS Alignment: Safe and Supportive Schools
Implementation Steps:
Principal and Teacher Effectiveness Frameworks
Description:
Teams of building staff will collaboratively work as a PLC to develop high leverage equity strategies for school wide implementation using teacher and principal effectiveness frameworks.
Walk-through data, teacher effectiveness reviews, instructional rounds data and student achivevment data will indicate changes in daily classroom practices.
Start Date: 7/8/2013 End Date: 6/12/2016
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Program Area(s): Professional Education, Educational Technology
Supported Strategies:
Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data
Warehousing
Instructional Coaching
Substantial Professional Development
Instructional (Distributed) Leadership Capacity Building
Data, Feedback and Communication will be enhanced to involve
more stakeholders and make decisions through the use of K-12
Insight.
Description:
Regular consistent feedback from a larger portion of employees and community members through the use of K-12 Insights company.
Utilization of this feedback to make decisions regarding programming.
Improved quality of communication around teaching and learning.
Start Date: 8/1/2013 End Date: 7/31/2016
Program Area(s): Professional Education, Educational Technology
Supported Strategies:
Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data
Warehousing
Instructional Coaching
Substantial Professional Development
Instructional (Distributed) Leadership Capacity Building
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Brightbytes Evaluation
Description:
Evaluation of CASE reports (classroom, access, skills and environment) which are a research-based framework outlining the essential factors needed in order to improve learning through the use of technology. The environment includes the 3P’s which are policy, practices, and procedures; support and PD. The classroom includes the 4C’s which are communication, creativity, critical thinking and collaboration, digital citizenship, assessment and assistive technology. The skills examined include beliefs, foundational, online and multimedia. Access examined includes teachers at home, teachers at school, students at home and students at school.
Start Date: 11/1/2013 End Date: 6/30/2017
Program Area(s): Educational Technology
Supported Strategies:
Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data
Warehousing
Technology Infrastructure Enhancement/Technology Access and Training Increase
Collaborate with Agencies and Institutions
Description:
Provide training sessions on Internet Safety, FERPA, CIPA, and learn about data privacy, confidentiality, and security practices related to student-level longitudinal data systems and other uses of student data. Training and possible agencies/institutions for collaboration includes the Department of Education (PTAC), Gettysburg College and Franklin County District Attornies.
Start Date: 7/1/2014 End Date: 6/30/2015
Program Area(s): Professional Education, Educational Technology
Supported Strategies:
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Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data
Warehousing
Substantial Professional Development
Technology Infrastructure Enhancement/Technology Access and Training Increase
Increase access to technology and related services for all 17
buildings.
Description:
All 17 schools will have quality wirless internet and speed to suppot anytime and anwhere learing within the scool. Teachers and students will have equitable access to technology regadless of school location by increasing the ratio of devices to students in the classroom. The equity plan in the school district highlighs the phase in of the wireless access enhancements as well as increses in devices to students.
Start Date: 7/1/2013 End Date: 6/30/2016
Program Area(s): Student Services, Educational Technology
Supported Strategies:
Technology Infrastructure Enhancement/Technology Access and Training Increase
Goal #2: Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.
Related Challenges:
Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students.
Establish a district system that fully ensures classrooms are staffed with highly qualified teachers.
Establish a district system that fully ensures professional development is focused, comprehensive and implemented with fidelity.
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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.
Establish a district system that fully ensures students who are academically at risk are identified early and are supported by a process that provides interventions based upon student needs and includes procedures for monitoring effectiveness.
Indicators of Effectiveness:
Type: Annual
Data Source: Standarized Tests Data, Walk Through Data, Teacher Effectiveness Observations
K-12 In-sight Data
Specific Targets: Diverse populations will see improvements to the overall quality and performance of their education.
Type: Annual
Data Source: Observations, Walk-Throughs, Instructional Rounds, Peer Observations
Specific Targets: All students in all classrooms will be reading and writing for 60% of their school day.
Type: Annual
Data Source: PATI Survey Data
Specific Targets: Data indicates an increase in teacher/student utilization of district technology resources (inventory).
Type: Annual
Data Source: Brightbytes
Specific Targets: Increase in learning outcomes related to the 21st Century Framework for Learning in each of the 17 schools in the disrict.
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Type: Annual
Data Source: MAPS/NWEA Assessment
Specific Targets: Decrease the percent o students needing services prior to entering Kindergarten.
Type: Annual
Data Source: MAPS/NWEA
Specific Targets: All students grades K-7 in reading and math will show growth on MAPS data.
Strategies:
Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing
Description: Using Student Achievement Data to Support Instructional Decision Making provides a WWC reporting of various strategies related to the acquisition, analysis, and application of student data. (Source: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf )
SAS Alignment: Assessment, Instruction
Instructional Coaching
Description: The purpose of Instructional Coaching is to bring evidence-based practices into classrooms by working with teachers and other school leaders. The Pennsylvania Institute for Instructional Coaching focuses on evidence-based literacy strategies and claims instructional coaching has a positive impact upon student achievement. (Source: http://piic.pacoaching.org/index.php/piic-coaching/what-is-an-instructional-coach ) WWC has identified at least one instructional coaching model that has a positive impact on achievement at the secondary level. )Source: http://ies.ed.gov/ncee/wwc/pdf/quick_reviews/myteachingpartner_022212.pdf )
SAS Alignment: Instruction
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Substantial Professional Development
Description: The Southwest Regional Educational Laboratory found that substantial professional development showed a positive impact upon student achievement (substantial = greater than 14 hours of focused professional development delivered via workshops or summer institutes, supported by follow-up sessions and all delivered by professional developers rather than train-the-trainer approaches). (Source: http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033.pdf )
SAS Alignment: Instruction
Technology Infrastructure Enhancement/Technology Access and Training Increase
Description: The International Society for Technology in Education cites research that indicates an increase in access to technology has a positive effect on student achievement. (Source: http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement.pdf )
SAS Alignment: Instruction, Materials & Resources
Instructional (Distributed) Leadership Capacity Building
Description: Support of the relationship of distributive leadership with student achievement is anecdotal and inferential and substantially reported. (Sources: http://www.learningpt.org/pdfs/leadership_turnaround_schools.pdf , and http://www.pakeys.org/docs/SL%20PP%201.pdf )
SAS Alignment: Safe and Supportive Schools
Online Learning Opportunities
Description: On average, students in online learning conditions perform modestly better than those receiving face-to-face instruction. This is based upon a small number of studies and caution is required in transferring findings to the K-12 population because the results are derived for the most part from studies in other settings (e.g. medical training, higher education). http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
SAS Alignment: Instruction, Materials & Resources
Implementation Steps:
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Reading NCLB #1
Description:
*Kid Writing: Writing Workshop
*Development of ELA (English and Language Arts Curriculum)
*3rd Grade Standards, Content, Curriculum, and Report Cards
*DRA Focus
*System 44 T raining
*Preview/Acceleration Model Training
Start Date: 7/1/2012 End Date: 6/30/2015
Program Area(s): Professional Education, Teacher Induction, Special Education
Supported Strategies:
Instructional Coaching
Substantial Professional Development
Principal and Teacher Effectiveness Frameworks
Description:
Teams of building staff will collaboratively work as a PLC to develop high leverage equity strategies for school wide implementation using teacher and principal effectiveness frameworks.
Walk-through data, teacher effectiveness reviews, instructional rounds data and student achivevment data will indicate changes in daily classroom practices.
Start Date: 7/8/2013 End Date: 6/12/2016
Program Area(s): Professional Education, Educational Technology
Supported Strategies:
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Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data
Warehousing
Instructional Coaching
Substantial Professional Development
Instructional (Distributed) Leadership Capacity Building
Data, Feedback and Communication will be enhanced to involve
more stakeholders and make decisions through the use of K-12
Insight.
Description:
Regular consistent feedback from a larger portion of employees and community members through the use of K-12 Insights company.
Utilization of this feedback to make decisions regarding programming.
Improved quality of communication around teaching and learning.
Start Date: 8/1/2013 End Date: 7/31/2016
Program Area(s): Professional Education, Educational Technology
Supported Strategies:
Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data
Warehousing
Instructional (Distributed) Leadership Capacity Building
Equity Monitor deployed every 2-3 years to measure the
effectiveness and responsiveness to our changing population of
learners.
Description:
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Every 2 to 3 years an equity monitoring process will be used to measure the effectiveness of our implementation.
Start Date: 8/14/2013 End Date: 6/8/2015
Program Area(s): Professional Education
Supported Strategies:
Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data
Warehousing
Instructional (Distributed) Leadership Capacity Building
All classrooms (where possible) in the district will require students
to read and write for 60% of their class time.
Description:
Ipad Deployment throughout the district along with classroom libraries in each class.
Peer Observations will indicate significant reading and writing in all classrooms.
Walk-through data will reveal changes where students will be interacting with text.
Classroom Observations will show evidence of lesson planning and classroom practices focused on reading and writing.
Student achievement results in reading and writing around the Common Core standards will be above the state and national average.
Start Date: 8/5/2013 End Date: 7/29/2016
Program Area(s): Professional Education, Educational Technology
Supported Strategies:
Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data
Warehousing
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Instructional Coaching
Substantial Professional Development
Instructional (Distributed) Leadership Capacity Building
Instructional Technology Coaching
Description:
We will transition a literacy coach position to a technology integration position. The technology integrator will work closely with Pre K-5 teachers as we roll out infomation technology resources, MAPS assessment system, and data tools to ensure best practie.
Start Date: 9/1/2013 End Date: 6/1/2017
Program Area(s): Professional Education, Teacher Induction, Educational
Technology
Supported Strategies:
Instructional Coaching
Increase access to technology and related services for all 17 buildings.
Description:
All 17 schools will have quality wirless internet and speed to suppot anytime and anwhere learing within the scool. Teachers and students will have equitable access to technology regadless of school location by increasing the ratio of devices to students in the classroom. The equity plan in the school district highlighs the phase in of the wireless access enhancements as well as increses in devices to students.
Start Date: 7/1/2013 End Date: 6/30/2016
Program Area(s): Student Services, Educational Technology
Supported Strategies:
100
Technology Infrastructure Enhancement/Technology Access and Training Increase
Goal #3: Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates.
Related Challenges:
Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students.
Establish a district system that fully ensures professional development is focused, comprehensive and implemented with fidelity.
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.
Establish a district system that fully ensures students who are academically at risk are identified early and are supported by a process that provides interventions based upon student needs and includes procedures for monitoring effectiveness.
Indicators of Effectiveness:
Type: Annual
Data Source: Standarized Test Data, Walk Throughs, Effectiveness Feedback Observations
K-12 In Sight Data
Specific Targets: More students will be receiving needed interventions after requiring best practices. Data systems will be in place to monitor performance.
Student achievement data will show students exceeding one year of growth.
Type: Annual
Data Source: Clarity / Brightbytes
SPP School Performance Profile
101
Specific Targets: All buildings will have wireless access as reported by school building administration, teachers, and students.
All K-5 classroom teachers will have interactive Smart projectors.
Students will be highly engaged through the use and access to technology and thus result in an increase in student achievement on SPP building profiles.
Strategies:
Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing
Description: Using Student Achievement Data to Support Instructional Decision Making provides a WWC reporting of various strategies related to the acquisition, analysis, and application of student data. (Source: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf )
SAS Alignment: Assessment, Instruction
Instructional Coaching
Description: The purpose of Instructional Coaching is to bring evidence-based practices into classrooms by working with teachers and other school leaders. The Pennsylvania Institute for Instructional Coaching focuses on evidence-based literacy strategies and claims instructional coaching has a positive impact upon student achievement. (Source: http://piic.pacoaching.org/index.php/piic-coaching/what-is-an-instructional-coach ) WWC has identified at least one instructional coaching model that has a positive impact on achievement at the secondary level. )Source: http://ies.ed.gov/ncee/wwc/pdf/quick_reviews/myteachingpartner_022212.pdf )
SAS Alignment: Instruction
Substantial Professional Development
Description: The Southwest Regional Educational Laboratory found that substantial professional development showed a positive impact upon student achievement (substantial = greater than 14 hours of focused professional development delivered via workshops or summer institutes, supported by follow-up sessions and all delivered by professional
102
developers rather than train-the-trainer approaches). (Source: http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033.pdf )
SAS Alignment: Instruction
Technology Infrastructure Enhancement/Technology Access and Training Increase
Description: The International Society for Technology in Education cites research that indicates an increase in access to technology has a positive effect on student achievement. (Source: http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement.pdf )
SAS Alignment: Instruction, Materials & Resources
Instructional (Distributed) Leadership Capacity Building
Description: Support of the relationship of distributive leadership with student achievement is anecdotal and inferential and substantially reported. (Sources: http://www.learningpt.org/pdfs/leadership_turnaround_schools.pdf , and http://www.pakeys.org/docs/SL%20PP%201.pdf )
SAS Alignment: Safe and Supportive Schools
Implementation Steps:
Paraprofessional
Description:
*Chapter 14 Twenty-Four Hour Portfolio
*Sign-In Sheets from In-Service Days
*Verification of completion of training requirements letter
Start Date: 7/1/2012 End Date: 6/30/2015
Program Area(s): Professional Education, Special Education
Supported Strategies:
Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data
Warehousing
103
Substantial Professional Development
Transition
Description:
Transition
Indicator of Implementation
Evidence that will the Action Step has been implemented.
The Chambersburg Area School District (CASD) recently completed in June 2012 a Bureau of Special Education Focused Monitoring on Secondary Transition Services. The Report of Findings and the district’s Facilitated Self-Assessment (FSA) has provided a foundation for a Corrective Action Verification Plan. The district has initiated action steps to improve transition services with training for special education personnel development in the following areas: Age Appropriate Assessment, IEP Transition Requirements, Parent Training, *Personnel Training, and Development of the Summary of Academic Achievement and Functional Performance.
Age Appropriate Assessment - *Personnel Training
CASD Act 80 Two-hour In-service Training on September 25, 2012 for secondary special education teachers, psychologists, administrators, etc. on Vocation Assessments. Presentation of PaTTAN Webinar on Vocational Assessments. Intended outcomes of the training:
o Review basics of academic, functional, and career interest assessments o Determine how to gain information from multiple sources, including youth
and families o Examine the assessment process for Secondary Transition o Identify methods of interpreting and utilizing assessment data o Knowledge of other assessment tools such as: Bridges Interest Inventory,
Student Transition Survey or Interview, Kuder General Interest Survey (KGIS), COIN Career Guidance System of Assessment, Keys2Work, Pacareerzone.org (free), Observations (Home/School/Community), Parent Survey/Interview, Functional Behavioral Assessment, Career Scope, Career Cruising, etc.
104
CASD Act 80 Two-hour In-service Training on October 30, 2012 for secondary special education teachers, psychologists, administrators, etc. on the WIN–Worldwide Interactive Network – Keys to Work Vocational Assessment. The presenter with Career Links & PA South Central Workforce Investment Board will train participants on:
o Utilization of the Vocational Assessment software o Software Components for the students with low reading levels or the non-
reader o Interpretation of Interests, Aptitudes and Abilities Scales o Established Administrative and Student Account for this (free) Vocational
Assessment Tool
IEP Transition Requirements - *Personnel Training
Two CASD Three-hour In-service Trainings on October 9 & 11, 2012 for secondary special education teachers, psychologists, administrators, etc. for Indicator 13 Training for Cohort #5 2012-2012. The training by Lincoln Intermediate Unit’s Transition Coordinators will focus on the following intended outcomes:
o Individualized guided practice for all staff members who write/contribute to IEPs for students age 14 or older
o Indicator 13 IEP Checklist Pre- Reviews and Post-Reviews. o As a result of this training series, participants will be able to develop IEPs
that include: Post-secondary goals that are based upon age appropriate transition
assessments Clearly written Present Levels of Academic Achievement and
Functional Performance Meaningful transition services and activities that will help the
student to achieve his/her post-secondary goals Measurable Annual Goals that address skill deficits and provide for
progress monitoring o PA Exit Survey - Completed students who have dropped out, graduated, aged
out or obtained a GED between September 1, 2012 and February 28, 2013
Parent Training
CASD will hold three evening trainings for parents / guardians to assist in the understanding of essential information to acquire the necessary skills that will allow them to support the implementation of transitional planning, goals, and activities of their son / daughter’s IEP. Trainings will be specific to middle level grades 6-8 students at CASD Middle School South and North locations; and also for students attending the
105
Chambersburg Area Senior High School in grades 9-12 in the 2012-2013 Academic Year.
Trainings will focus on topics such as: o The secondary transition process for students age 14-21 with an IEP o Post-secondary education and training o Specific school based-transition programs o Community agencies and supports for integrated life outcomes o Self-Determination / self-advocacy
Summary of Academic Achievement and Functional Performance - *Personnel Training
CASD provide for each special education teacher six professional IEP writing days. Teachers select one day from four designated days in IEP Writing Day cycles through the academic calendar to write IEPs. Teachers are to write the IEP’s and/or evaluation reports at the district’s administration building computer lab so they have full access to each student’s cumulative file. Special education supervisory personnel are available for each IEP writing day to provide both training and technical assistance.
Each IEP Writing Day has a one-hour in-service topic relevant to development of the IEP.
o Writing the Standards Aligned IEP o Writing Measurable Annual Goals for Academic Progress, Transition
Planning, and Positive Behavior Support Plans o Writing Re-Evaluation Reports and the Summary of Academic Progress &
Functional Performance o A variety of resources are utilized for the one-hour professional
development topics: Pa Department of Education Standards Aligned System PA Career to Work Standards PaTTAN Training’s, Resources, and Webinars: i. Vocational Assessments ii. Post-Secondary Education Training iii. Standards Aligned IEPs – Annotated SAS IEPs iv. Writing the Re-Evaluation Report – Annotate Re-Evaluation
Report
Start Date: 7/1/2012 End Date: 6/30/2015
Program Area(s): Professional Education, Special Education, Student Services
Supported Strategies:
106
Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data
Warehousing
Substantial Professional Development
Behavior Support
Description:
*Sign in sheets for trainings
*Completion of FBA's and PBSP's
*Summaries of classroom and student observations completed by behavior specialist
Start Date: 6/4/2012 End Date: 6/30/2015
Program Area(s): Professional Education, Teacher Induction, Special Education
Supported Strategies:
Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data
Warehousing
Substantial Professional Development
Autism
Description:
*Autism awareness activity completed with students in April
*Completion of 4 part Autism Awareness series....parent and community training
*Autism training for para-professionals, special education teachers and related arts teachers
*Participation in PATTAN Autism Initiative Training series
107
Start Date: 6/1/2012 End Date: 6/30/2015
Program Area(s): Professional Education, Special Education, Student Services
Supported Strategies:
Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data
Warehousing
Substantial Professional Development
Reading NCLB #1
Description:
*Kid Writing: Writing Workshop
*Development of ELA (English and Language Arts Curriculum)
*3rd Grade Standards, Content, Curriculum, and Report Cards
*DRA Focus
*System 44 T raining
*Preview/Acceleration Model Training
Start Date: 7/1/2012 End Date: 6/30/2015
Program Area(s): Professional Education, Teacher Induction, Special Education
Supported Strategies:
Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data
Warehousing
Substantial Professional Development
Principal and Teacher Effectiveness Frameworks
Description:
108
Teams of building staff will collaboratively work as a PLC to develop high leverage equity strategies for school wide implementation using teacher and principal effectiveness frameworks.
Walk-through data, teacher effectiveness reviews, instructional rounds data and student achivevment data will indicate changes in daily classroom practices.
Start Date: 7/8/2013 End Date: 6/12/2016
Program Area(s): Professional Education, Educational Technology
Supported Strategies:
Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data
Warehousing
Instructional Coaching
Substantial Professional Development
Instructional (Distributed) Leadership Capacity Building
Data, Feedback and Communication will be enhanced to involve
more stakeholders and make decisions through the use of K-12
Insight.
Description:
Regular consistent feedback from a larger portion of employees and community members through the use of K-12 Insights company.
Utilization of this feedback to make decisions regarding programming.
Improved quality of communication around teaching and learning.
Start Date: 8/1/2013 End Date: 7/31/2016
Program Area(s): Professional Education, Educational Technology
Supported Strategies:
109
Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data
Warehousing
Instructional (Distributed) Leadership Capacity Building
Equity Monitor deployed every 2-3 years to measure the
effectiveness and responsiveness to our changing population of
learners.
Description:
Every 2 to 3 years an equity monitoring process will be used to measure the effectiveness of our implementation.
Start Date: 8/14/2013 End Date: 6/8/2015
Program Area(s): Professional Education
Supported Strategies:
Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data
Warehousing
Instructional (Distributed) Leadership Capacity Building
Instructional Technology Coaching
Description:
We will transition a literacy coach position to a technology integration position. The technology integrator will work closely with Pre K-5 teachers as we roll out infomation technology resources, MAPS assessment system, and data tools to ensure best practie.
Start Date: 9/1/2013 End Date: 6/1/2017
Program Area(s): Professional Education, Teacher Induction, Educational
Technology
Supported Strategies:
110
Instructional Coaching
Collaborate with Agencies and Institutions
Description:
Provide training sessions on Internet Safety, FERPA, CIPA, and learn about data privacy, confidentiality, and security practices related to student-level longitudinal data systems and other uses of student data. Training and possible agencies/institutions for collaboration includes the Department of Education (PTAC), Gettysburg College and Franklin County District Attornies.
Start Date: 7/1/2014 End Date: 6/30/2015
Program Area(s): Professional Education, Educational Technology
Supported Strategies:
Technology Infrastructure Enhancement/Technology Access and Training Increase
Increase access to technology and related services for all 17 buildings.
Description:
All 17 schools will have quality wirless internet and speed to suppot anytime and anwhere learing within the scool. Teachers and students will have equitable access to technology regadless of school location by increasing the ratio of devices to students in the classroom. The equity plan in the school district highlighs the phase in of the wireless access enhancements as well as increses in devices to students.
Start Date: 7/1/2013 End Date: 6/30/2016
Program Area(s): Student Services, Educational Technology
Supported Strategies:
Technology Infrastructure Enhancement/Technology Access and Training Increase
111
112
Appendix: Professional Development Implementation
Step Details
LEA Goals Addressed:
#1 Significantly improve communication within and throughout the district.
#2 Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.
#3 Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates.
Strategy #1: Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing
Strategy #2: Instructional Coaching
Strategy #3: Substantial Professional Development
Strategy #4: Instructional (Distributed) Leadership Capacity Building
Start End Title Description
7/8/2013 6/12/2016 Principal and Teacher
Effectiveness Frameworks
Teams of building staff will collaboratively work as a PLC to develop high leverage
equity strategies for school wide implementation using teacher and principal
effectiveness frameworks.
Walk-through data, teacher effectiveness reviews, instructional rounds data and
student achivevment data will indicate changes in daily classroom practices.
Person Responsible SH S EP Provider Type App. Joseph Padasak, Bill
Hodge, Chris Bigger, Eric Michael and Cathy Dusman (District Central Office Cabinet)
6.0 60 30 CASD and Partner TBD School Entity
Yes
Knowledge Participants will be well trained about teacher and principal effectiveness. Administrators and teachers will
113
have a deeper understanding of effective practices that promote equity in the classroom for all learners.
Particpants will be able to talk about what the practices look like in action..
Supportive Research
Charlotte Danielson and Teachscape program around teacher effectiveness.
2012
Measures of Effective Teaching Project
2011
Rethinking Teacher Evaluation in Chicago: Lessons Learned from Classroom Observations, Principal-
Teacher Conferences, and District Implementation, Consortium on Chicago School Research at the
University of Chicago Urban
Education Institute, November 2011
2010
"Identifying Effective Classroom Practices Using Student Achievement Data" Kane, et. al.
This paper combines information from classroom-based observations and measures of teachers' ability
to improve student achievement as a step toward addressing these challenges. Classroom based
measures of teaching effectiveness are related in substantial ways to student achievement growth.
Results point to the promise of teacher evaluation systems that would use information from both
classroom observations and student test scores to identify effective teachers. Results also offer
information on the types of practices that are most effective at raising achievement. Read more
114
Leadership training around the following 3 studies.
Rand Study: http://www.rand.org/content/dam/rand/pubs/technical_reports/2012/RAND_TR1191.pdfPages:
XI & XV
Wallace Study http://www.wallacefoundation.org/knowledge-center/school-leadership/effective-
principal-leadership/Documents/The-School-Principal-as-Leader-Guiding-Schools-to-Better-Teaching-
and- Learning.pdf
Calder Center Policy Brief: www.caldercenter.org/publications/calder-policy-brief-8.cfm.
Designed to Accomplish
For classroom teachers, school counselors and education specialists:
Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.
Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.
For school and district administrators, and other educators seeking leadership roles:
Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.
Provides leaders with the ability to access and use appropriate data to inform decision-making.
Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
Training Format LEA Whole Group Presentation
115
Series of Workshops
Online-Synchronous Professional Learning Communities
Participant Roles
Classroom teachers
Principals / Asst. Principals
Supt / Ast Supts / CEO / Ex Dir
New Staff
Grade Levels
Elementary - Primary (preK - grade 1)
Elementary - Intermediate (grades 2-5)
Middle (grades 6-8)
High (grades 9-12)
Follow-up Activities
Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers
Analysis of student work, with administrator and/or peers
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
Classroom student assessment data
Walk through Data, Teacher Effectivess Observations
LEA Goals Addressed:
#1 Significantly improve communication within and throughout the district.
#2 Establish a district system that fully ensures barriers to student learning are addressed in order to increase student
Strategy #1: Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing
Strategy #2: Substantial Professional Development
116
achievement and graduation rates. Strategy #3: Technology Infrastructure Enhancement/Technology Access and Training Increase
Start End Title Description
7/1/2014 6/30/2015 Collaborate with Agencies and
Institutions
Provide training sessions on Internet Safety, FERPA, CIPA, and learn about data
privacy, confidentiality, and security practices related to student-level longitudinal
data systems and other uses of student data. Training and possible
agencies/institutions for collaboration includes the Department of Education
(PTAC), Gettysburg College and Franklin County District Attornies.
Person Responsible SH S EP Provider Type App. Christine Wolgemuth
(Director of Technology) and Joseph Padasak (Superintendent)
3.0 3 20 Gettysburg College or
University
No
Knowledge Services provided would center around internet safet, student privacy related to data. Administrators and staff
will gain insight on navigating the world of security through policy and legal interpretations.
Supportive Research
The parnership is guided by the following federal and state policies:
AUP- Acceptable Use Policy implementation - Policy 815
Social Media Policy - 815.1
FERPA-Federal Educatioanal Records Privacy Act
PA Child Internet Protection Act – 24 P.S. § 4601 et seq.
Digital Millennium Copyright Act - 17 U.S.C. § 512, 1202
117
Enhancing Education Through Technology Act of 2001 – 20 U.S.C. § 6777
Federal Children’s Internet Protection Act – 47 U.S.C. § 25
Gettysburg College has an Internet Safety Alliance plan in place that the use with surrounding districts in our
area.
Designed to Accomplish
For classroom teachers, school counselors and education specialists:
Empowers educators to work effectively with parents and community partners.
For school and district administrators, and other educators seeking leadership roles:
Provides leaders with the ability to access and use appropriate data to inform decision-making.
Training Format
Series of Workshops
Live Webinar
Participant Roles
Principals / Asst. Principals
Supt / Ast Supts / CEO / Ex Dir
School counselors
Other educational specialists
Grade Levels
Elementary - Primary (preK - grade 1)
Elementary - Intermediate (grades 2-5)
Middle (grades 6-8)
High (grades 9-12)
118
Follow-up Activities
Journaling and reflecting
Internet Safety Committee, Policy and Handbook Updates
Evaluation Methods
Participant survey
Safety and discipline analysis by building related to data, internet safety and social media behavior.
LEA Goals Addressed:
#1 Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.
#2 Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates.
Strategy #1: Instructional Coaching
Strategy #2: Substantial Professional Development
Start End Title Description
7/1/2012 6/30/2015 Reading NCLB #1
*Kid Writing: Writing Workshop
*Development of ELA (English and Language Arts Curriculum)
*3rd Grade Standards, Content, Curriculum, and Report Cards
*DRA Focus
*System 44 T raining
*Preview/Acceleration Model Training
Person Responsible SH S EP Provider Type App. Janet D. Foor,
Director of Special Education
3.0 24 80 Chambersburg Area School District School Entity
No
119
Knowledge
Kindergarten teachers were provided with training about the Kid Writing. All other elementary teachers
received training about Writing Workshop. This initiative was done to create consistency across all classrooms
in the district.
The participants gained knowledge about the ELA Curriculum, the resources available on the district website,
and the ELA guiding documents.
During the 2 day training the participants were provided with updates regarding the Common Core Standards,
curriculum, report card information, and instructional models for their grade level.
Teacher will learn how to administer and use test results to make data based decisions. This initiative was done
to create consistency across all classrooms in the district.
System 44 is a foundational reading and phonics intervention technology program for challenged readers. The
district utilizes System 44 in our Life Skills programs grades 6-12. Teachers learned how to utilize adaptive
technology and direct, explicit foundational reading and phonics instruction with high-interest print materials.
Training and implementation of this program provides students with practice and structure in reading, writing,
and spelling.
Teachers were trained in instruction of critical content vocabulary, terminology and broad content skills prior to
their scheduled core content lessons. Teachers will provide students with a preview of the essential lesson
components in designated core content areas in order to accelerate their preparation for new concepts and
lesson expectations. Pre-reading and targeted vocabulary instruction will be key components of the
Preview/Acceleration model to assist students in overall comprehension of the core content areas.
Supportive Research
The Chambersburg Area School District provides research based writing instruction in order to improve student
learning and achievement.
The Chambersburg Area School District’s ELA Curriculum is aligned with the state standards. The ELA
Curriculum provides greater consistency of instruction and improves student learning and achievement by
120
using research based practices and interventions.
The Chambersburg Area School District is using the DRA, a research based assessment, which will provide
valuable evidence on which to base instruction
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.
Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.
Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.
For school and district administrators, and other educators seeking leadership roles:
Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.
Empowers leaders to create a culture of teaching and learning, with an emphasis on
121
learning.
Training Format
School Whole Group Presentation
Department Focused Presentation
Participant Roles
Classroom teachers
Principals / Asst. Principals
Supt / Ast Supts / CEO / Ex Dir
New Staff Other educational
specialists
Grade Levels
Elementary - Primary (preK - grade 1)
Elementary - Intermediate (grades 2-5)
Follow-up Activities
Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers
Analysis of student work, with administrator and/or peers
Creating lessons to meet varied student learning styles
Peer-to-peer lesson discussion
Lesson modeling with mentoring
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
Classroom student assessment data
Review of written reports summarizing instructional activity
122
LEA Goals Addressed:
#1 Significantly improve communication within and throughout the district.
#2 Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.
#3 Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates.
Strategy #1: Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing
Strategy #2: Instructional Coaching
Strategy #3: Substantial Professional Development
Strategy #4: Instructional (Distributed) Leadership Capacity Building
Start End Title Description
7/8/2013 6/12/2016 Principal and Teacher
Effectiveness Frameworks
Teams of building staff will collaboratively work as a PLC to develop high leverage
equity strategies for school wide implementation using teacher and principal
effectiveness frameworks.
Walk-through data, teacher effectiveness reviews, instructional rounds data and
student achivevment data will indicate changes in daily classroom practices.
Person Responsible SH S EP Provider Type App. Joseph Padasak, Bill
Hodge, Chris Bigger, Eric Michael and Cathy Dusman (District Central Office Cabinet)
6.0 60 30 CASD and Partner TBD School Entity
Yes
Knowledge
Participants will be well trained about teacher and principal effectiveness. Administrators and teachers will
have a deeper understanding of effective practices that promote equity in the classroom for all learners.
Particpants will be able to talk about what the practices look like in action..
Supportive Research
Charlotte Danielson and Teachscape program around teacher effectiveness.
123
2012
Measures of Effective Teaching Project
2011
Rethinking Teacher Evaluation in Chicago: Lessons Learned from Classroom Observations, Principal-
Teacher Conferences, and District Implementation, Consortium on Chicago School Research at the
University of Chicago Urban
Education Institute, November 2011
2010
"Identifying Effective Classroom Practices Using Student Achievement Data" Kane, et. al.
This paper combines information from classroom-based observations and measures of teachers' ability
to improve student achievement as a step toward addressing these challenges. Classroom based
measures of teaching effectiveness are related in substantial ways to student achievement growth.
Results point to the promise of teacher evaluation systems that would use information from both
classroom observations and student test scores to identify effective teachers. Results also offer
information on the types of practices that are most effective at raising achievement. Read more
Leadership training around the following 3 studies.
Rand Study: http://www.rand.org/content/dam/rand/pubs/technical_reports/2012/RAND_TR1191.pdfPages:
XI & XV
124
Wallace Study http://www.wallacefoundation.org/knowledge-center/school-leadership/effective-
principal-leadership/Documents/The-School-Principal-as-Leader-Guiding-Schools-to-Better-Teaching-
and- Learning.pdf
Calder Center Policy Brief: www.caldercenter.org/publications/calder-policy-brief-8.cfm.
Designed to Accomplish
For classroom teachers, school counselors and education specialists:
Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.
Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.
For school and district administrators, and other educators seeking leadership roles:
Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.
Provides leaders with the ability to access and use appropriate data to inform decision-making.
Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
Training Format
LEA Whole Group Presentation
Series of Workshops
Online-Synchronous
Professional Learning Communities
125
Participant Roles
Classroom teachers
Principals / Asst. Principals
Supt / Ast Supts / CEO / Ex Dir
New Staff
Grade Levels
Elementary - Primary (preK - grade 1)
Elementary - Intermediate (grades 2-5)
Middle (grades 6-8)
High (grades 9-12)
Follow-up Activities
Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers
Analysis of student work, with administrator and/or peers
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
Classroom student assessment data
Walk through Data, Teacher Effectivess Observations
LEA Goals Addressed:
#1 Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.
#2 Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates.
Strategy #1: Instructional Coaching
Start End Title Description
126
9/1/2013 6/1/2017 Instructional Technology
Coaching
We will transition a literacy coach position to a technology integration position.
The technology integrator will work closely with Pre K-5 teachers as we roll out
infomation technology resources, MAPS assessment system, and data tools
to ensure best practie.
Person Responsible SH S EP Provider Type App. Technology Director 6.0 5 25 Technolog Integrator School
Entity Yes
Knowledge Utilization of best practices in using technolgy.
Supportive Research
NETS- National Educational Technology Standards
21st Century Learning Framework
Designed to Accomplish
For classroom teachers, school counselors and education specialists:
Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.
Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.
Empowers educators to work effectively with parents and community partners.
For school and district administrators, and other educators seeking leadership roles:
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
School Whole Group Presentation Professional Learning Communities
127
Participant Roles
Classroom teachers
Principals / Asst. Principals
New Staff
Grade Levels
Elementary - Primary (preK - grade 1)
Elementary - Intermediate (grades 2-5)
Follow-up Activities
Peer-to-peer lesson discussion
Lesson modeling with mentoring
Joint planning period activities
Evaluation Methods
Standardized student assessment data other than the PSSA
Participant survey
Review of written reports summarizing instructional activity
LEA Goals Addressed:
#1 Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates.
Strategy #1: Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing
Strategy #2: Substantial Professional Development
Start End Title Description
7/1/2012 6/30/2015 Paraprofessional
*Chapter 14 Twenty-Four Hour Portfolio
*Sign-In Sheets from In-Service Days
*Verification of completion of training requirements letter
Person Responsible SH S EP Provider Type App.
128
Lauren Zima, Behavioral Specialist
3.0 15 83 Chambersburg Area School District School Entity
No
Knowledge
*Autism Awareness
*Behavioral Strategies and Interventions
*Safe Crisis Management
*Introduction to IEP's
*Communication Skills
*Data Collection
*Use of Technology
*Verbal De-Escalation Techniques
Supportive Research
Applied Behavioral Analysis
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.
Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.
Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.
Empowers educators to work effectively with parents and community partners.
129
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.
Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
Instructs the leader in managing resources for effective results.
Training Format
Series of Workshops
Live Webinar
Online-Asynchronous
Participant Roles
Paraprofessional
New Staff
Grade Levels
Elementary - Primary (preK - grade 1)
Elementary - Intermediate (grades 2-5)
Middle (grades 6-8)
Follow-up Activities
Analysis of student work, with administrator and/or peers
Evaluation Methods
Participant survey
Portfolio
LEA Goals Addressed:
#1 Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates.
Strategy #1: Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing
Strategy #2: Substantial Professional
130
Development
Start End Title Description
7/1/2012 6/30/2015 Transition
Transition
Indicator of Implementation
Evidence that will the Action Step has been implemented.
The Chambersburg Area School District (CASD) recently completed in June 2012 a
Bureau of Special Education Focused Monitoring on Secondary Transition Services.
The Report of Findings and the district’s Facilitated Self-Assessment (FSA) has
provided a foundation for a Corrective Action Verification Plan. The district has
initiated action steps to improve transition services with training for special
education personnel development in the following areas: Age Appropriate
Assessment, IEP Transition Requirements, Parent Training, *Personnel Training, and
Development of the Summary of Academic Achievement and Functional
Performance.
Age Appropriate Assessment - *Personnel Training
CASD Act 80 Two-hour In-service Training on September 25, 2012 for
secondary special education teachers, psychologists, administrators, etc. on
Vocation Assessments. Presentation of PaTTAN Webinar on Vocational
Assessments. Intended outcomes of the training:
o Review basics of academic, functional, and career interest
assessments
o Determine how to gain information from multiple sources,
131
including youth and families
o Examine the assessment process for Secondary Transition
o Identify methods of interpreting and utilizing assessment data
o Knowledge of other assessment tools such as: Bridges Interest
Inventory, Student Transition Survey or Interview, Kuder General
Interest Survey (KGIS), COIN Career Guidance System of
Assessment, Keys2Work, Pacareerzone.org (free), Observations
(Home/School/Community), Parent Survey/Interview, Functional
Behavioral Assessment, Career Scope, Career Cruising, etc.
CASD Act 80 Two-hour In-service Training on October 30, 2012 for
secondary special education teachers, psychologists, administrators, etc. on
the WIN–Worldwide Interactive Network – Keys to Work Vocational
Assessment. The presenter with Career Links & PA South Central Workforce
Investment Board will train participants on:
o Utilization of the Vocational Assessment software
o Software Components for the students with low reading levels or
the non-reader
o Interpretation of Interests, Aptitudes and Abilities Scales
o Established Administrative and Student Account for this (free)
Vocational Assessment Tool
132
IEP Transition Requirements - *Personnel Training
Two CASD Three-hour In-service Trainings on October 9 & 11, 2012 for
secondary special education teachers, psychologists, administrators, etc. for
Indicator 13 Training for Cohort #5 2012-2012. The training by Lincoln
Intermediate Unit’s Transition Coordinators will focus on the following
intended outcomes:
o Individualized guided practice for all staff members who
write/contribute to IEPs for students age 14 or older
o Indicator 13 IEP Checklist Pre- Reviews and Post-Reviews.
o As a result of this training series, participants will be able to develop
IEPs that include:
Post-secondary goals that are based upon age appropriate
transition assessments
Clearly written Present Levels of Academic Achievement
and Functional Performance
Meaningful transition services and activities that will help
the student to achieve his/her post-secondary goals
Measurable Annual Goals that address skill deficits and
provide for progress monitoring
o PA Exit Survey - Completed students who have dropped out,
graduated, aged out or obtained a GED between September 1, 2012
133
and February 28, 2013
Parent Training
CASD will hold three evening trainings for parents / guardians to assist in
the understanding of essential information to acquire the necessary skills
that will allow them to support the implementation of transitional planning,
goals, and activities of their son / daughter’s IEP. Trainings will be specific to
middle level grades 6-8 students at CASD Middle School South and North
locations; and also for students attending the Chambersburg Area Senior
High School in grades 9-12 in the 2012-2013 Academic Year.
Trainings will focus on topics such as:
o The secondary transition process for students age 14-21 with an IEP
o Post-secondary education and training
o Specific school based-transition programs
o Community agencies and supports for integrated life outcomes
o Self-Determination / self-advocacy
Summary of Academic Achievement and Functional Performance - *Personnel
Training
134
CASD provide for each special education teacher six professional IEP writing
days. Teachers select one day from four designated days in IEP Writing Day
cycles through the academic calendar to write IEPs. Teachers are to write
the IEP’s and/or evaluation reports at the district’s administration building
computer lab so they have full access to each student’s cumulative file.
Special education supervisory personnel are available for each IEP writing
day to provide both training and technical assistance.
Each IEP Writing Day has a one-hour in-service topic relevant to
development of the IEP.
o Writing the Standards Aligned IEP
o Writing Measurable Annual Goals for Academic Progress, Transition
Planning, and Positive Behavior Support Plans
o Writing Re-Evaluation Reports and the Summary of Academic
Progress & Functional Performance
o A variety of resources are utilized for the one-hour professional
development topics:
Pa Department of Education Standards Aligned System
PA Career to Work Standards
PaTTAN Training’s, Resources, and Webinars:
i. Vocational Assessments
ii. Post-Secondary Education Training
iii. Standards Aligned IEPs – Annotated SAS IEPs
135
iv. Writing the Re-Evaluation Report – Annotate Re-
Evaluation Report
Person Responsible SH S EP Provider Type App. Janet Foor, Director
of Special Education 3.0 4 2 80 School
Entity Yes
Knowledge
Vocational Assessments
o Review basics of academic, functional, and career interest assessments
o Determine how to gain information from multiple sources, including youth and families
o Examine the assessment process for Secondary Transition
o Identify methods of interpreting and utilizing assessment data
o Knowledge of other assessment tools such as: Bridges Interest Inventory, Student Transition Survey or
Interview, Kuder General Interest Survey (KGIS), COIN Career Guidance System of Assessment,
Keys2Work, Pacareerzone.org (free), Observations (Home/School/Community), Parent
Survey/Interview, Functional Behavioral Assessment, Career Scope, Career Cruising, etc.
WIN Vocational Assessment
o Utilization of the Vocational Assessment software
o Software Components for the students with low reading levels or the non-reader
o Interpretation of Interests, Aptitudes and Abilities Scales
o Established Administrative and Student Account for this (free) Vocational Assessment Tool
136
Indicator 13 Training
o Individualized guided practice for all staff members who write/contribute to IEPs for students age 14 or
older
o Indicator 13 IEP Checklist Pre- Reviews and Post-Reviews.
o As a result of this training series, participants will be able to develop IEPs that include:
o Post-secondary goals that are based upon age appropriate transition assessments
o Clearly written Present Levels of Academic Achievement and Functional Performance
o Meaningful transition services and activities that will help the student to achieve his/her post-
secondary goals
o Measurable Annual Goals that address skill deficits and provide for progress monitoring
o PA Exit Survey - Completed students who have dropped out, graduated, aged out or obtained a GED
between September 1, 2012 and February 28, 2013
IEP In-Service One Hour Mini-Module
o Writing the Standards Aligned IEP
o Writing Measurable Annual Goals for Academic Progress, Transition Planning, and Positive
Behavior Support Plans
o Writing Re-Evaluation Reports and the Summary of Academic Progress & Functional
Performance
o A variety of resources are utilized for the one-hour professional development topics:
Pa Department of Education Standards Aligned System
137
PA Career to Work Standards
PaTTAN Training’s, Resources, and Webinars:
i. Vocational Assessments
ii. Post-Secondary Education Training
iii. Standards Aligned IEPs – Annotated SAS IEPs
iv. Writing the Re-Evaluation Report – Annotate Re-Evaluation Report
Supportive Research
o Utilization of the Standards Aligned System
o Standards Aligned IEPs
o Criterion Referenced and Standards Aligned Measurable Annual Goals (MAGs) for Progress Monitoring
of Academic Growth, Functional Performance, and Mastery of Transitional Goals
o SAS IEPs and MAGs to Bridge Achievement Gaps Between Grade Levels and Instructional Levels
o Full Range of Supplemental Aides and Services to Support Progress in the General Education Curriculum
and Least Restrictive Environments
o Differentiated Strategies Specific to Student Learning Modalities to Facilitate Mastery of Essential
Content in Academics, Career Preparation and Work Experiences, and Secondary Technical Training
Programs
Designed to Accomplish
138
For classroom teachers, school counselors and education specialists:
Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.
Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.
Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.
Empowers educators to work effectively with parents and community partners.
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.
Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
Instructs the leader in managing resources for effective results.
Training Format
Series of Workshops School Whole Group Presentation
Live Webinar
Participant Roles
Classroom teachers Principals / Asst. Principals
School counselors
New Staff
Other educational specialists
Related Service Personnel
Grade Levels
Middle (grades 6-8)
High (grades 9-12)
139
Parents
Follow-up Activities
Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers
Analysis of student work, with administrator and/or peers
Creating lessons to meet varied student learning styles
Peer-to-peer lesson discussion
Lesson modeling with mentoring
Journaling and reflecting
Evaluation Methods
Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.
Student PSSA data
Standardized student assessment data other than the PSSA
Classroom student assessment data
Participant survey Review of participant lesson plans
Review of written reports summarizing instructional activity
Portfolio
*PASA Student Data, Varied CASD Vocational Assessments: Functional Life Skills Assessments, WIN Vocational Assessment, MECA (Microcomputer Evaluation of Careers and Academics) an age-appropriate transition, career exploration, career assessment and vocational assessment system related to training, education and employment, Teacher Participant in Indicator 13 Training Pre and Post IEP Development on Transition Planning through the 2012-2013 Academic Year, Student Exit and Post-Secondary Education Surveys, Students’ Summaries of Academic Progress and Functional Behavior Assessments, Student Work Samples, Skills
140
and Competencies Checklists for Community Work Experiences
LEA Goals Addressed:
#1 Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates.
Strategy #1: Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing
Strategy #2: Substantial Professional Development
Start End Title Description
6/4/2012 6/30/2015 Behavior Support
*Sign in sheets for trainings
*Completion of FBA's and PBSP's
*Summaries of classroom and student observations completed by behavior
specialist
Person Responsible SH S EP Provider Type App. Janet Foor, Director
of Special Education and Lauren Zima, Behavioral Specialist
6.0 5 100 Chambersburg Area School District School Entity
No
Knowledge
*Data Collection Techniques
*Functional Behavioral Assessment Processes
*Development and Implementation of PBSP's
*Verbal De-Escalation Techniques
141
*Safe Crisis Management
Supportive Research
*Applied Behavior Analysis
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.
Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.
Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.
For school and district administrators, and other educators seeking leadership roles:
Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.
Provides leaders with the ability to access and use appropriate data to inform decision-making.
Training Format
LEA Whole Group Presentation
Series of Workshops
Department Focused Presentation
Participant Roles
Classroom teachers
Principals / Asst. Principals Supt / Ast Supts / CEO / Ex
Dir
School counselors
Other educational
Grade Levels
Elementary - Primary (preK - grade 1)
Elementary - Intermediate (grades 2-5)
Middle (grades 6-8)
High (grades 9-12)
142
specialists
Related Service Personnel
Follow-up Activities
Overview of all FBA's
completed by the Behavior
Specialist
Evaluation Methods
Standardized student assessment data other than the PSSA
FBA Data, Behavioral Progress Monitoring Data
LEA Goals Addressed:
#1 Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates.
Strategy #1: Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing
Strategy #2: Substantial Professional Development
Start End Title Description
6/1/2012 6/30/2015 Autism
*Autism awareness activity completed with students in April
*Completion of 4 part Autism Awareness series....parent and community training
*Autism training for para-professionals, special education teachers and related arts
teachers
*Participation in PATTAN Autism Initiative Training series
Person Responsible SH S EP Provider Type App. Lauren Zima,
Behavioral Specialist and Janet For,
18.0
12 100 Chambersburg Area School District School Entity
No
143
Director of Special Education
Knowledge
*Fundamental Knowledge regarding characteristics of diagnosis
*Applied Behavior Analysis Training
*Asperger's Training
Supportive Research
*Applied Behavior Analysis
Designed to Accomplish
For classroom teachers, school counselors and education specialists:
Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.
Empowers educators to work effectively with parents and community partners.
For school and district administrators, and other educators seeking leadership roles:
Provides leaders with the ability to access and use appropriate data to inform decision-making.
Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
Training Format
Series of Workshops
School Whole Group Presentation
Department Focused Presentation Offsite Conferences
Participant Roles Classroom teachers Grade Levels Elementary - Primary (preK - grade 1)
144
Principals / Asst. Principals
Supt / Ast Supts / CEO / Ex Dir
School counselors
Paraprofessional
New Staff
Related Service Personnel
Parents
Elementary - Intermediate (grades 2-5)
Middle (grades 6-8)
Follow-up Activities
Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers
Evaluation Methods
Participant survey
LEA Goals Addressed:
#1 Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.
#2 Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates.
Strategy #1: Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing
Strategy #2: Substantial Professional Development
Start End Title Description
7/1/2012 6/30/2015 Reading NCLB #1 *Kid Writing: Writing Workshop
145
*Development of ELA (English and Language Arts Curriculum)
*3rd Grade Standards, Content, Curriculum, and Report Cards
*DRA Focus
*System 44 T raining
*Preview/Acceleration Model Training
Person Responsible SH S EP Provider Type App. Janet D. Foor,
Director of Special Education
3.0 24 80 Chambersburg Area School District School Entity
No
Knowledge
Kindergarten teachers were provided with training about the Kid Writing. All other elementary teachers
received training about Writing Workshop. This initiative was done to create consistency across all classrooms
in the district.
The participants gained knowledge about the ELA Curriculum, the resources available on the district website,
and the ELA guiding documents.
During the 2 day training the participants were provided with updates regarding the Common Core Standards,
curriculum, report card information, and instructional models for their grade level.
Teacher will learn how to administer and use test results to make data based decisions. This initiative was done
to create consistency across all classrooms in the district.
System 44 is a foundational reading and phonics intervention technology program for challenged readers. The
district utilizes System 44 in our Life Skills programs grades 6-12. Teachers learned how to utilize adaptive
technology and direct, explicit foundational reading and phonics instruction with high-interest print materials.
Training and implementation of this program provides students with practice and structure in reading, writing,
146
and spelling.
Teachers were trained in instruction of critical content vocabulary, terminology and broad content skills prior to
their scheduled core content lessons. Teachers will provide students with a preview of the essential lesson
components in designated core content areas in order to accelerate their preparation for new concepts and
lesson expectations. Pre-reading and targeted vocabulary instruction will be key components of the
Preview/Acceleration model to assist students in overall comprehension of the core content areas.
Supportive Research
The Chambersburg Area School District provides research based writing instruction in order to improve student
learning and achievement.
The Chambersburg Area School District’s ELA Curriculum is aligned with the state standards. The ELA
Curriculum provides greater consistency of instruction and improves student learning and achievement by
using research based practices and interventions.
The Chambersburg Area School District is using the DRA, a research based assessment, which will provide
valuable evidence on which to base instruction
Designed to Accomplish
147
For classroom teachers, school counselors and education specialists:
Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.
Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.
Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.
For school and district administrators, and other educators seeking leadership roles:
Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.
Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
Training Format
School Whole Group Presentation
Department Focused Presentation
Participant Roles
Classroom teachers
Principals / Asst. Principals
Supt / Ast Supts / CEO / Ex Dir
New Staff
Other educational specialists
Grade Levels
Elementary - Primary (preK - grade 1)
Elementary - Intermediate (grades 2-5)
Follow-up Activities Team development and
sharing of content-area lesson Evaluation Methods
Classroom observation focusing on factors such as planning and preparation,
148
implementation outcomes, with involvement of administrator and/or peers
Analysis of student work, with administrator and/or peers
Creating lessons to meet varied student learning styles
Peer-to-peer lesson discussion
Lesson modeling with mentoring
knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.
Student PSSA data Classroom student assessment data
Review of written reports summarizing instructional activity
LEA Goals Addressed:
#1 Significantly improve communication within and throughout the district.
#2 Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.
#3 Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates.
Strategy #1: Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing
Strategy #2: Instructional Coaching
Strategy #3: Substantial Professional Development
Strategy #4: Instructional (Distributed) Leadership Capacity Building
Start End Title Description
7/8/2013 6/12/2016 Principal and Teacher
Effectiveness Frameworks
Teams of building staff will collaboratively work as a PLC to develop high leverage
equity strategies for school wide implementation using teacher and principal
effectiveness frameworks.
Walk-through data, teacher effectiveness reviews, instructional rounds data and
student achivevment data will indicate changes in daily classroom practices.
149
Person Responsible SH S EP Provider Type App. Joseph Padasak, Bill
Hodge, Chris Bigger, Eric Michael and Cathy Dusman (District Central Office Cabinet)
6.0 60 30 CASD and Partner TBD School Entity
Yes
Knowledge
Participants will be well trained about teacher and principal effectiveness. Administrators and teachers will
have a deeper understanding of effective practices that promote equity in the classroom for all learners.
Particpants will be able to talk about what the practices look like in action..
Supportive Research
Charlotte Danielson and Teachscape program around teacher effectiveness.
2012
Measures of Effective Teaching Project
2011
Rethinking Teacher Evaluation in Chicago: Lessons Learned from Classroom Observations, Principal-
Teacher Conferences, and District Implementation, Consortium on Chicago School Research at the
University of Chicago Urban
Education Institute, November 2011
2010
"Identifying Effective Classroom Practices Using Student Achievement Data" Kane, et. al.
This paper combines information from classroom-based observations and measures of teachers' ability
to improve student achievement as a step toward addressing these challenges. Classroom based
measures of teaching effectiveness are related in substantial ways to student achievement growth.
150
Results point to the promise of teacher evaluation systems that would use information from both
classroom observations and student test scores to identify effective teachers. Results also offer
information on the types of practices that are most effective at raising achievement. Read more
Leadership training around the following 3 studies.
Rand Study: http://www.rand.org/content/dam/rand/pubs/technical_reports/2012/RAND_TR1191.pdfPages:
XI & XV
Wallace Study http://www.wallacefoundation.org/knowledge-center/school-leadership/effective-
principal-leadership/Documents/The-School-Principal-as-Leader-Guiding-Schools-to-Better-Teaching-
and- Learning.pdf
Calder Center Policy Brief: www.caldercenter.org/publications/calder-policy-brief-8.cfm.
Designed to Accomplish
For classroom teachers, school counselors and education specialists:
Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.
Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.
For school and district administrators, and other educators seeking leadership
Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and
151
roles: 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.
Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
Training Format
LEA Whole Group Presentation
Series of Workshops
Online-Synchronous
Professional Learning Communities
Participant Roles
Classroom teachers
Principals / Asst. Principals
Supt / Ast Supts / CEO / Ex Dir
New Staff
Grade Levels
Elementary - Primary (preK - grade 1)
Elementary - Intermediate (grades 2-5)
Middle (grades 6-8) High (grades 9-12)
Follow-up Activities
Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers
Analysis of student work, with administrator and/or peers
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
Classroom student assessment data
Walk through Data, Teacher Effectivess Observations
152
LEA Goals Addressed:
#1 Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.
#2 Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates.
Strategy #1: Instructional Coaching
Start End Title Description
9/1/2013 6/1/2017 Instructional Technology
Coaching
We will transition a literacy coach position to a technology integration position.
The technology integrator will work closely with Pre K-5 teachers as we roll out
infomation technology resources, MAPS assessment system, and data tools
to ensure best practie.
Person Responsible SH S EP Provider Type App. Technology Director 6.0 5 25 Technolog Integrator School
Entity Yes
Knowledge Utilization of best practices in using technolgy.
Supportive Research
NETS- National Educational Technology Standards
21st Century Learning Framework
Designed to Accomplish
For classroom teachers, school counselors and education specialists:
Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.
Provides educators with a variety of classroom-based assessment skills and the skills
153
needed to analyze and use data in instructional decision-making.
Empowers educators to work effectively with parents and community partners.
For school and district administrators, and other educators seeking leadership roles:
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
School Whole Group Presentation
Professional Learning Communities
Participant Roles
Classroom teachers
Principals / Asst. Principals
New Staff
Grade Levels
Elementary - Primary (preK - grade 1)
Elementary - Intermediate (grades 2-5)
Follow-up Activities
Peer-to-peer lesson discussion
Lesson modeling with mentoring
Joint planning period activities
Evaluation Methods
Standardized student assessment data other than the PSSA
Participant survey
Review of written reports summarizing instructional activity
LEA Goals Addressed: #1 Significantly improve communication within and throughout the district.
Strategy #1: Technology Infrastructure Enhancement/Technology Access and
154
#2 Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates.
Training Increase
Start End Title Description
7/1/2014 6/30/2015 Collaborate with Agencies and
Institutions
Provide training sessions on Internet Safety, FERPA, CIPA, and learn about data
privacy, confidentiality, and security practices related to student-level longitudinal
data systems and other uses of student data. Training and possible
agencies/institutions for collaboration includes the Department of Education
(PTAC), Gettysburg College and Franklin County District Attornies.
Person Responsible SH S EP Provider Type App. Christine Wolgemuth
(Director of Technology) and Joseph Padasak (Superintendent)
3.0 3 20 Gettysburg College or
University
No
Knowledge Services provided would center around internet safet, student privacy related to data. Administrators and staff
will gain insight on navigating the world of security through policy and legal interpretations.
Supportive Research
The parnership is guided by the following federal and state policies:
AUP- Acceptable Use Policy implementation - Policy 815
Social Media Policy - 815.1
FERPA-Federal Educatioanal Records Privacy Act
PA Child Internet Protection Act – 24 P.S. § 4601 et seq.
155
Digital Millennium Copyright Act - 17 U.S.C. § 512, 1202
Enhancing Education Through Technology Act of 2001 – 20 U.S.C. § 6777
Federal Children’s Internet Protection Act – 47 U.S.C. § 25
Gettysburg College has an Internet Safety Alliance plan in place that the use with surrounding districts in our
area.
Designed to Accomplish
For classroom teachers, school counselors and education specialists:
Empowers educators to work effectively with parents and community partners.
For school and district administrators, and other educators seeking leadership roles:
Provides leaders with the ability to access and use appropriate data to inform decision-making.
Training Format
Series of Workshops
Live Webinar
Participant Roles
Principals / Asst. Principals
Supt / Ast Supts / CEO / Ex Dir
School counselors
Other educational specialists
Grade Levels
Elementary - Primary (preK - grade 1)
Elementary - Intermediate (grades 2-5)
Middle (grades 6-8) High (grades 9-12)
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Follow-up Activities
Journaling and reflecting
Internet Safety Committee, Policy and Handbook Updates
Evaluation Methods
Participant survey
Safety and discipline analysis by building related to data, internet safety and social media behavior.
157
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
Chief School Administrator
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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.
No signature has been provided
Board President
No signature has been provided
159
Chief School Administrator