ephrata area sd · 2018. 6. 4. · 2 district profile demographics 803 oak blvd ephrata, pa 17522...

EphrataAreaSD

DistrictLevelPlan

07/01/2018‐06/30/2021

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DistrictProfile

Demographics

803 Oak Blvd Ephrata, PA 17522 (717)721‐1513 Superintendent: Brian Troop Director of Special Education: Susan Summers‐Steffy

PlanningProcessTheComprehensivePlanningprocessbeganwhenDistrictpersonnelattendedstate‐sponsoredtrainingonthenewprocessforPhase2schooldistricts.

Asteeringcommitteeofkeypersonnelwasselectedtoleadtheprocessofdevelopingthefive(5)plansthatcomprisetheoverallComprehensivePlan.MembersoftheDistrictplanningcommitteereflectthemanystakeholdersintheEphrataAreaSchoolDistrict.Committeemembersincluded:teachers,guidancecounselors,aspecialeducationteacher,administrators,assistantsuperintendents,thesuperintendent,principals,assistantprincipals,andaninstructionalcoach.

UtilizingthematerialsprovidedbythestateforComprehensivePlanningasourguide,wedevelopedatimelineforthecompletion.Threeafter‐school/eveningmeetings,whichincludedtheComprehensivePlanningcommittee,wereheldduringtheprocess.Throughouttheinitialthree‐yearimplementationperiod,continueddialogueisplannedtoincludesmallercommitteegroups,departmentrepresentatives,andallstaff.

WhiletheDistrictMission,Vision,andBeliefstatementsremainconstant,theDistrictcommitteewasabletoutilizedataandotherinformationtohelpformulateprioritiesandsupportDistrictleadershiptomakenecessaryupdatesandchangestoDistrictgoals.

TheoriginalplanwaspresentedtotheEphrataAreaBoardofSchoolDirectorsforapprovalinOctober,2013.ThethreeyearreviewoftheplanwillbepresentedtotheBoardofSchoolDirectorsinOctober2016andOctober2017.

MissionStatementInordertoaccomplishourvision,itisthemissionoftheEphrataAreaSchoolDistricttoprovideallstudentsasecurelearningenvironmentandexemplaryacademicprogramsthatinspireallstudentstoreachtheirfullpotential.

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VisionStatementAchievingSuccessOneStudentataTime

SharedValuesWebelieve:

allstudentscanlearn

ourstudentsarealwaysatthecenterofourthoughtsandactions

literacyandmatharekeycomponentsoflearninginallcurricularareas

educationisthesharedresponsibilityofstudent,family,school,andcommunity

datafrommanysourcesprovidevitalinformationfordecision‐making

ahighlyqualifiedanddedicatedstaffisessentialtothelearningprocess

facilitiesshouldbedesignedandmaintainedtosupportteachingandlearning

consistentuseofresearch‐basedinstructionalpracticesincreasesstudentachievement

intheon‐goingdevelopmentofaprofessionallearningcommunity

technologyisanintegralpartoftheorganization,communication,teaching,andlearning

EducationalCommunityTheEphrataAreaSchoolDistrictisasuburban/ruralcommunitylocatedinnorthernLancasterCounty,approximately40mileseastofHarrisburgand15milesnorthofLancaster.TheDistrictstretchesover43squaremiles.TheDistricthasapproximately33,000residentsinfourmunicipalities‐‐AkronandEphrataboroughsandClayandEphratatownships.EphrataBorough's13,400residentsmakeitthesecondlargestdowntowncommunityinLancasterCounty,secondonlytoLancastercity.Theregionprovidesacommercialareawithawideassortmentofretailoutlets,culturalandrecreationalfacilities,andresidentialsections.

EphrataAreaSchoolDistricthasacohortgraduationrateof89.7percent,andadropoutrateoflessthan3percent.Inaddition,nearly70percentofDistrictstudentspursueapost‐secondaryeducation.Thelastreportedschoolperformanceprofileforourdistrictwas95.3atEphrataHighSchool,whichwasthehighestsuchscoreintheIU13.

EphrataAreaSchoolDistricthassixclassroombuildings.

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FourelementarybuildingshouseKindergartenthroughGrade4(approximately1,660students).

EphrataIntermediate/MiddleSchooleducatesapproximately1240studentsinGrades5through8.

EphrataHighSchooleducatesapproximately1,220studentsinGrades9through12.

Allofoureducationalfacilitieshaveundergonesomerenovationwithinthepastfivetotenyears.Eachoneofourschoolsoperateswithatemperaturecontrolledclimateandmodernizedfacilities.

PlanningCommitteeName Role

Stephanie Gingrich Administrative Assistant to the Superintendent

Jacy Clugston Hess Administrator : Professional Education Special

Education

Joy Darkes Administrator : Professional Education

Kevin Deemer Administrator : Professional Education Special

Education

Brett Esbenshade Administrator : Professional Education

Scott Galen Administrator : Professional Education

Russ Garman Administrator

Richard Hornberger Administrator : Professional Education

Sheri Horner Administrator : Professional Education

Peter Kishpaugh Administrator

Josh McCracken Administrator : Professional Education

Gregg Shulenberger Administrator : Professional Education

Dr. Brian Troop Administrator

Rebecca Gallagher Business Representative : Professional Education

Jenny La Business Representative : Professional Education

Gil Sager Business Representative

Carol Frysinger Community Representative : Professional

Education

Jenny Miller Community Representative

Sonia Straley Community Representative : Professional

Education

Chris Weber Community Representative

Jane Englert Ed Specialist ‐ Instructional Technology :

Professional Education

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Ben Rossman Ed Specialist ‐ Instructional Technology :


Steve Habowski Ed Specialist ‐ School Counselor : Special Education

Beth Lyons Ed Specialist ‐ School Counselor : Professional

Education

Emily Burkholder Elementary School Teacher ‐ Regular Education :


Sue Doub Elementary School Teacher ‐ Regular Education :

Special Education

Chris Hagen Elementary School Teacher ‐ Regular Education :


Kati Prudente Elementary School Teacher ‐ Regular Education :


Connie Reber Elementary School Teacher ‐ Regular Education

Jonelle Shenk Elementary School Teacher ‐ Regular Education

David Trout Elementary School Teacher ‐ Regular Education :


Adam Zeni Elementary School Teacher ‐ Regular Education

Jessica Chrusch Elementary School Teacher ‐ Special Education :

Special Education

Jason Buck High School Teacher ‐ Regular Education :


Stacie Burkey High School Teacher ‐ Regular Education :


Larry Hagen High School Teacher ‐ Regular Education

Jenna Ginder High School Teacher ‐ Special Education :

Professional Education Special Education

Ashley Stamets High School Teacher ‐ Special Education : Special

Education

Michelle Perry Instructional Coach/Mentor Librarian

Nicole Thomas Intermediate Unit Staff Member : Special Education

Josh Haupt Middle School Teacher ‐ Regular Education :


Cindy Jones Middle School Teacher ‐ Regular Education :


Todd Ream Middle School Teacher ‐ Regular Education :


Michelle Bock Parent : Special Education

Tara Deiter Parent : Special Education

Donna Hollinger Parent : Special Education

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Sandy Jones Parent : Special Education

Crystal Loose Parent : Professional Education

Donna Schlinkman Parent

Tanya Weaver Parent : Professional Education

Stephanie Weber Parent

Sean Zeimer Student : Special Education

Jenna Ginder Student Services Director/Specialist : Special

Education

Sue Summers-Steffy Student Services Director/Specialist : Special

Education

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CoreFoundations

Standards

MappingandAlignment

ElementaryEducation‐PrimaryLevel

Standards Mapping Alignment

ArtsandHumanities Accomplished AccomplishedCareerEducationandWork Developing DevelopingCivicsandGovernment Accomplished AccomplishedPACoreStandards:EnglishLanguageArts Accomplished AccomplishedPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Accomplished Accomplished

PACoreStandards:Mathematics Developing DevelopingEconomics Developing DevelopingEnvironmentandEcology Accomplished AccomplishedFamilyandConsumerSciences NonExistent NonExistentGeography Developing DevelopingHealth,SafetyandPhysicalEducation Accomplished AccomplishedHistory Accomplished AccomplishedScienceandTechnologyandEngineeringEducation Accomplished AccomplishedAlternateAcademicContentStandardsforMath Accomplished AccomplishedAlternateAcademicContentStandardsforReading Accomplished AccomplishedAmericanSchoolCounselorAssociationforStudents Accomplished AccomplishedEarlyChildhoodEducation:Infant‐Toddler⟶SecondGrade Accomplished Accomplished

EnglishLanguageProficiency Accomplished AccomplishedInterpersonalSkills Accomplished AccomplishedSchoolClimate Accomplished AccomplishedExplanationforstandardareaschecked"NeedsImprovement"or"NonExistent":

FamilyandConsumerSciencesarenottaughtattheelementarylevel.

ElementaryEducation‐IntermediateLevel


ArtsandHumanities Accomplished AccomplishedCareerEducationandWork Accomplished AccomplishedCivicsandGovernment Accomplished AccomplishedPACoreStandards:EnglishLanguageArts Accomplished AccomplishedPACoreStandards:LiteracyinHistory/SocialStudies, Accomplished Accomplished

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ScienceandTechnicalSubjectsPACoreStandards:Mathematics Accomplished AccomplishedEconomics Accomplished AccomplishedEnvironmentandEcology Accomplished AccomplishedFamilyandConsumerSciences Accomplished AccomplishedGeography Accomplished AccomplishedHealth,SafetyandPhysicalEducation Accomplished AccomplishedHistory Accomplished AccomplishedScienceandTechnologyandEngineeringEducation Accomplished AccomplishedAlternateAcademicContentStandardsforMath Accomplished AccomplishedAlternateAcademicContentStandardsforReading Accomplished AccomplishedAmericanSchoolCounselorAssociationforStudents Accomplished AccomplishedEnglishLanguageProficiency Accomplished AccomplishedInterpersonalSkills Developing AccomplishedSchoolClimate Developing DevelopingExplanationforstandardareaschecked"NeedsImprovement"or"NonExistent":

Thisnarrativeisempty.

MiddleLevel


ArtsandHumanities Accomplished AccomplishedCareerEducationandWork Accomplished AccomplishedCivicsandGovernment Accomplished AccomplishedPACoreStandards:EnglishLanguageArts Accomplished AccomplishedPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Accomplished Accomplished

PACoreStandards:Mathematics Accomplished AccomplishedEconomics Accomplished AccomplishedEnvironmentandEcology Accomplished AccomplishedFamilyandConsumerSciences Accomplished AccomplishedGeography Accomplished AccomplishedHealth,SafetyandPhysicalEducation Accomplished AccomplishedHistory Accomplished AccomplishedScienceandTechnologyandEngineeringEducation Accomplished AccomplishedAlternateAcademicContentStandardsforMath Accomplished AccomplishedAlternateAcademicContentStandardsforReading Accomplished AccomplishedAmericanSchoolCounselorAssociationforStudents Accomplished AccomplishedEnglishLanguageProficiency Accomplished AccomplishedInterpersonalSkills Developing AccomplishedSchoolClimate Developing DevelopingWorldLanguage Accomplished Accomplished

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Explanationforstandardareaschecked"NeedsImprovement"or"NonExistent":


HighSchoolLevel


ArtsandHumanities Accomplished AccomplishedCareerEducationandWork Accomplished AccomplishedCivicsandGovernment Accomplished AccomplishedPACoreStandards:EnglishLanguageArts Accomplished AccomplishedPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Accomplished Accomplished

PACoreStandards:Mathematics Accomplished AccomplishedEconomics Accomplished AccomplishedEnvironmentandEcology Accomplished AccomplishedFamilyandConsumerSciences Accomplished AccomplishedGeography Accomplished AccomplishedHealth,SafetyandPhysicalEducation Accomplished AccomplishedHistory Accomplished AccomplishedScienceandTechnologyandEngineeringEducation Accomplished AccomplishedAlternateAcademicContentStandardsforMath Accomplished AccomplishedAlternateAcademicContentStandardsforReading Accomplished AccomplishedAmericanSchoolCounselorAssociationforStudents Accomplished AccomplishedEnglishLanguageProficiency Accomplished AccomplishedInterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingWorldLanguage Accomplished AccomplishedExplanationforstandardareaschecked"NeedsImprovement"or"NonExistent":


Adaptations


Checkedanswers

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

PA Core Standards: Mathematics

Environment and Ecology

Geography

Health, Safety and Physical Education

History

Science and Technology and Engineering Education

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Uncheckedanswers

None.


Checkedanswers

Career Education and Work Civics and Government

PA Core Standards: English Language Arts

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



Family and Consumer Sciences

Geography


History


Uncheckedanswers

None.

MiddleLevel

Checkedanswers

Arts and Humanities Career Education and Work

Civics and Government






Geography


History


Uncheckedanswers

None.

HighSchoolLevel

Checkedanswers

Arts and Humanities Career Education and Work




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Economics



Geography


History


Uncheckedanswers

None.

Explanationforanystandardschecked:

OurDistrictCurriculumRevisionCyclefocusesonPennsylvaniaCoreStandardsandanynecessarystaterevisionsthatneedtobeincludedinourlocalcurriculumrevisions.

Curriculum

PlannedInstruction


CurriculumCharacteristics Status

Objectivesofplannedcourses,instructionalunitsorinterdisciplinarystudiestobeachievedbyallstudentsareidentifiedforeachsubjectarea. Accomplished

Content,includingmaterialsandactivitiesandestimatedinstructionaltimetobedevotedtoachievingtheacademicstandardsareidentified. Accomplished

Therelationshipbetweentheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesandacademicstandardsareidentified.

Accomplished

Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesareidentified. Accomplished

ProcessesusedtoensureAccomplishment:

Contentandestimatedinstructionaltimeallottedtoachievingtheacademicstandards

Schoollevelplanninghasbeendoneinaccordancewithstatestandardsusedasthedrivingformulatingforce.ThiswasledbyDepartmentSupervisorsandteacherswithinthespecificcontentareas.

Anacademicclassschedulehasbeenimplementedtoensureinstructionaltimeisdevotedtoachievingthestandards.

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Objectivesofplannedcourses,instructionalunits,orinterdisciplinarystudiestobeachievedbyallstudentsareidentifiedforeachsubjectarea.

TeamsofteacherssupervisedbyDepartmentSupervisorshavewrittenthecurriculumtoincludeplannedcourseoutlines,includingoutcomesbasedontheformulatedobjectives.

Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunit,orinterdisciplinarystudiesareidentified.

ThisisaccomplishedaccordingtoweightingassignmentsincurriculardisciplinesandtheDistrict‐approvedgradingscaleusedinKindergartenthroughGrade12.ThereisadeliberatefocusontheuseofCommonUnitAssessmentsasamasterymeasurementinallcourses.

Therelationshipbetweentheobjectivesofaplannedcourse,instructionalunit,orinterdisciplinarystudiesandacademicstandardsareidentified.

Thecurriculumplanningprocessstandardswereusedtodetermineobjectivesofeachdiscipline.PlannedcourseoutlinesweredevelopedthatwerealignedtothestandardsandthencheckedforObjective/Instructional/Assessment/StandardAlignment.

Explanationforanystandardsareaschecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:







Accomplished


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Schoollevelplanninghasbeendoneinaccordancewithstatestandardsusedasthedrivingformulatingforce.



Teamsofteachershavewrittenthecurriculumtoincludeplannedcourseoutlines,includingoutcomesbasedontheformulatedobjectives.

Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunit,orinterdisciplinarystudiesareidentified.

ThisisaccomplishedaccordingtoweightingassignmentsincurriculardisciplinesandtheDistrict‐approvedgradingscaleusedinKindergartenthroughGrade12.





MiddleLevel



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Accomplished








Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesareidentified.

Thisisaccomplishedaccordingtoweightingassignmentsincurriculardisciplinesandthedistrict‐approvedgradingscaleusedinKindergartenthroughGrade12.ThereisadeliberatefocusontheuseofCommonUnitAssessmentsasamasterymeasurementinallcourses.



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HighSchoolLevel





Accomplished








Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesareidentified.

Thisisaccomplishedaccordingtoassignmentweightingincurriculardisciplinesandthedistrict‐approvedgradingscaleusedinKindergartenthroughGrade12.ThereisadeliberatefocusontheuseofCommonUnitAssessmentsasamasterymeasurementinallcourses.

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ModificationandAccommodations

Explainhowplannedinstructioncontainsmodificationsandaccommodationsthatallowallstudentsatallmentalandphysicalabilitylevelstoaccessandmasterarigorousstandardsalignedcurriculum.

ThecurriculumisdesignedwithanLFS(LearningFocusedSchool)focusandimplementsdifferentiationintheclassroom.Teachersareawareofthestrengthsandneedsofallstudents.AtalllevelsanysupplementaryaidesandservicesneededareconsideredtoallowfullaccesstothegeneraleducationcurriculumforallstudentsintheDistrict.Theuseofactivatingstrategiesandsummarizingtechniquesallowsstudentsofallabilitylevelstobenefitfromthecurriculumbyallowingthestafftoseeareasofneedduringinstruction.Thecurriculumisalignedtothestatestandards,whicharepre‐andre‐taughtasneededwithvaryinglevelsofsupportthroughouttheyeartoaideinmasteryofthekeyconceptsinthecurriculum.Inelementaryandmiddlelevels,thecurriculumisdesignedwithtieredinterventionstosupplementtheprimaryinstructionintheclassroom.Thesetieredlevelsofsupportfocusinthestandardsthatwilldevelopthebasisforconceptmastery.Inthesecondarylevel,thecurriculumisalignedtothestatestandards,whicharepre‐andre‐taughtasneededwithvaryinglevelsofsupportthroughouttheyeartoaideinmasteryofthekeyconceptsinthecurriculum.

Instruction

InstructionalStrategies

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CheckedAnswers Formal classroom observations focused on instruction Walkthroughs targeted on instruction

Annual Instructional evaluations

Instructional Coaching

Unchecked Answers

Peer evaluation/coaching

Regular Lesson Plan Review

Checked Answers

Administrators

Department Supervisors

Instructional Coaches

Unchecked Answers

Building Supervisors

Not Reviewed

ProvidebriefexplanationofLEA'sprocessforincorporatingselectedstrategies.

Supervisorsandadministratorsconductwalk‐throughobservationstocheckforhighqualityinstructionalpractices.

Formalobservationsareusedaspartoftheevaluationofteacherpractices.

PDEevaluationformsandrequirementssetbythestateareusedtoevaluateinstructors'educationpractices.

LiteracyCoachesworkwithteachersonanongoingbasistoimprovetheirinstructionalpractices.

Staffsubmitweeklylessonplansforreviewbyprincipalsandsupervisorstoensurecurriculum‐driveninstruction.

ProvidebriefexplanationforstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation.

Wehavelaunchedapeercoaching/lessonstudyprocessinGrades5‐8andimplementedtheuseofdepartmentandgrade‐levelmeetingstofocusinstructionintheclassroom.

ResponsivenesstoStudentNeeds


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InstructionalPractices Status

Structuredgroupingpracticesareusedtomeetstudentneeds. FullImplementation

Flexibleinstructionaltimeorotherschedule‐relatedpracticesareusedtomeetstudentneeds.

FullImplementation

Differentiatedinstructionisusedtomeetstudentneeds. FullImplementation

Avarietyofpracticesthatmayincludestructuredgrouping,flexibleschedulinganddifferentiatedinstructionareusedtomeettheneedsofgiftedstudents.

FullImplementation

Ifnecessary,providefurtherexplanation.(Requiredexplanationifcolumnselectedwas

Attheelementarylevel,wehavefocusedontheimplementationoftheMTSSmodeltosupportstudentsintheareasofELA,Math,andBehavior.

MathandReadingcoreinstructionaltimeisstructuredaroundDaily5andDaily3toensuresmallgroupinstruction.



Structuredgroupingpracticesareusedtomeetstudentneeds. FullImplementation


FullImplementation

Differentiatedinstructionisusedtomeetstudentneeds. FullImplementation


FullImplementation



MiddleLevel


Structuredgroupingpracticesareusedtomeetstudentneeds.

Implementedin50%ormoreof

districtclassrooms


FullImplementation

Differentiatedinstructionisusedtomeetstudentneeds. Implementedin50%ormoreof

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districtclassrooms



districtclassrooms


Wehaveprovided5yearsoffocuseddifferentiatedinstructiontrainingthatincludedin‐housetrainingsandalsotrainingfromexperts,suchasJessicaHockettandCindyStrickland.

WehavecreatedanewEISandEMSschedulethatbestmeetsstudents'needs.

HighSchoolLevel


Structuredgroupingpracticesareusedtomeetstudentneeds.


districtclassrooms


FullImplementation

Differentiatedinstructionisusedtomeetstudentneeds.


districtclassrooms



districtclassrooms


Wehaveprovided5yearsoffocuseddifferentiatedinstructiontrainingthatincludedin‐housetrainingsandalsotrainingfromexperts,suchasJessicaHockettandCindyStrickland.

Recruitment

Describetheprocessyouimplementtorecruitandassignthemosteffectiveandhighlyqualifiedteachersinordertomeetthelearningneedsofstudentswhoarebelowproficiencyorareatriskofnotgraduating.

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TheDistrictdoesnotimplementspecialprocedurestohirestaffmemberstoworkwithourhigherneedsstudents.Instead,theDistrictemploysastricthiringprocessthatguaranteesallpositionsarefilledbyhighlyqualifiedteachersusingthesamerigidprocess.PositionsarecreatedandpostedthroughtheAppliTracksystem.Buildingprincipalsdeterminethecriteriafortheopenposition,andtheHumanResourcesofficescreenscandidatesandschedulesinterviews.AfterthefirstroundofinterviewsusingStrong’squestioningsuggestions,twofinalistsareinterviewedbyDistrictAdministrators.TheAssistantSuperintendentsthendiscusswiththeprincipalsthebestcandidatefortheopenposition,andajobofferismade.Wefollowthisprocessforanyopeningasthereisnomoreimportantdeterminationthanthepersonweplaceinfrontofourstudents,regardlessofhis/heracademicstrengthsorneeds.

Assessments

LocalGraduationRequirements

CourseCompletion SY18/19 SY19/20 SY20/21

TotalCourses 25.50 25.50 25.50English 4.00 4.00 4.00Mathematics 4.00 4.00 4.00SocialStudies 3.00 3.00 3.00Science 3.00 3.00 3.00PhysicalEducation 3.00 3.00 3.00Health 0.00 0.00 0.00Music,Art,Family&ConsumerSciences,CareerandTechnicalEducation

8.50 8.50 8.50

Electives 0.00 0.00 0.00Minimum%GradeRequiredforCredit(NumericalAnswer)

50.00 50.00 50.00

GraduationRequirementSpecifics

WeaffirmthatourentityrequiresdemonstrationofproficiencyoraboveineachofthefollowingStateacademicstandards:EnglishLanguageArtsandMathematics,ScienceandTechnologyandEnvironmentandEcology,asdeterminedthroughanyoneoracombinationofthefollowing:Checkedanswers

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

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CompletionofanAdvancedPlacementexamorInternationalBaccalaureateexamthatincludesacademiccontentcomparabletotheappropriateKeystoneExamatascoreestablishedbytheSecretarytobecomparabletotheproficientlevelontheappropriateKeystoneExam.

Uncheckedanswers

Locallyapprovedandadministeredassessments,whichshallbeindependentlyandobjectivelyvalidatedonceevery6years.Localassessmentsmaybedesignedtoincludeavarietyofassessmentstrategieslistedin?4.52(c)andmayincludetheuseofoneormoreKeystoneExams.Exceptforreplacementofindividualtestitemsthathaveasimilarlevelofdifficulty,anewvalidationisrequiredforanymaterialchangestotheassessment.Validatedlocalassessmentsmustmeetthefollowingstandards:

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

II. PerformancelevelexpectationsanddescriptorsthatdescribethelevelofperformancerequiredtoachieveproficiencycomparabletothatusedfortheKeystoneExams.

III. Administrationofthelocalassessmenttoallstudents,asarequirementforgraduation,exceptforthoseexemptedbytheirindividualizededucationprogramundersubsection(g),regardingspecialeducationstudents,orgiftedindividualizededucationplanasprovidedin?16.32(relatingtoGIEP).

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

V. TheDepartmentwillestablishalistofentitiesapprovedtoperformindependentvalidationsoflocalassessmentsinconsultationwiththeLocalAssessmentValidationAdvisoryCommitteeasprovidedin?4.52(f).

VI. Schoolboardsshallonlyapproveassessmentsthathavebeendeterminedtomeettherequirementsofthissubsectionbyanapprovedentityperformingtheindependentvalidation.Ifaschooldistrict,AVTSorcharterschool,includingacyber‐charterschool,usesalocalassessmentthathasnotbeenindependentlyvalidated,theSecretarywilldirecttheschoolentityto

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discontinueitsuseuntilthelocalassessmentisapprovedthroughindependentvalidationbyanapprovedentity.

NotApplicable.OurLEAdoesnotofferHighSchoolcourses.

LocalAssessments

Standards WA TD NAT DA PSW Other

ArtsandHumanities X X X CareerEducationandWork X X CivicsandGovernment X X PACoreStandards:EnglishLanguageArts X X X

PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects

X X

PACoreStandards:Mathematics X X XEconomics X X EnvironmentandEcology X FamilyandConsumerSciences X X Geography X Health,SafetyandPhysicalEducation X X

History X ScienceandTechnologyandEngineeringEducation X X

WorldLanguage X X

MethodsandMeasures

SummativeAssessments

SummativeAssessments EEP EEI ML HS

LocalizedassessmentsgivenineachcurricularareabasedonPACoreStandardswhenapplicable. X X X X

BenchmarkAssessments

BenchmarkAssessments EEP EEI ML HS

WegivetheDevelopmentalReadingAssessment(DRA)severaltimesayearattheK‐4level X

USEOFDIBELSforuseasbenchmarkingforstudents X X DistrictWritingpromptgiven3timesperyear. X X X

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FormativeAssessments

FormativeAssessments EEP EEI ML HS

CommonUnitAssessmentsbasedongradelevelorcoursespecificstandards. X X X X

DiagnosticAssessments

DiagnosticAssessments EEP EEI ML HS

DIBELS X X DiagnosticOnlineMathematicalAssessment(DOMA) X ClassroomDiagnosticTOOLinELA,Algebra(whereapplicable)andMath X X X

ClasssroomDiagnosticToolinMath X

ValidationofImplementedAssessments

ValidationMethods EEP EEI ML HS

ExternalReview IntermediateUnitReview LEAAdministrationReview X X X XBuildingSupervisorReview X X X XDepartmentSupervisorReview X X X XProfessionalLearningCommunityReview X InstructionalCoachReview X X X TeacherPeerReview X Providebriefexplanationofyourprocessforreviewingassessments.

Attheelementarylevel(EEPandEEI),teachers,theAssistantSuperintendentforElementary,principals,andinstructionalcoachesreviewassessmentstoensuretheyarealignedwithstandardsandstandardizedtesting.

AtthesecondaryLevel(MLandHS),DepartmentSupervisors,theAssistantSuperintendentforSecondary,principals,andassistantprincipalsreviewassessmentsandmakechangesbasedonitemanalysisandalignmentwithstatetestingandstandards.

DevelopmentandValidationofLocalAssessments

Ifapplicable,explainyourproceduresfordevelopinglocallyadministeredassessmentsandhowtheyareindependentlyandobjectivelyvalidatedeverysixyears.

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Weusethestatestandardsandeligiblecontenttodevelopandreviseourcurriculumandassessmentsineachcurriculum.WefollowacurriculumcycletoensurewearemakingrevisionsbasedonthestandardandincorporatingPennsylvaniaCoreStandardsintoeveryaspectofourcurriculum.Thecurriculum,andassessmentswhichcoincidewithit,areexaminedforalignmentwhennecessarybyteachers,DepartmentSupervisors,administrators,andtheIntermediateUnit.

CollectionandDissemination

Describeyoursystemtocollect,analyzeanddisseminateassessmentdataefficientlyandeffectivelyforusebyLEAleadersandinstructionalteams.

Oursystemofdatacollectionanddisseminationrevolvearoundmakingthedataaccessiblequicklytoleadersanddatateams.OurAssessmentTrackersoftwarecanbreakdowndatabystudent,sub‐group,andclassroomforteamstouseforinstructionaldecisions.Theteamsthenanalyzethedataforstudentweakness/need/strengthduringdatateamandinstructionalmeetingsandplaninstructionaccordingly.

DataInformedInstruction

Describehowinformationfromtheassessmentsisusedtoassiststudentswhohavenotdemonstratedachievementoftheacademicstandardsataproficientlevelorhigher.

WeuseaMultiTieredSystemsofSupport(MTSS)modelinKindergartenthroughGrade6thatrevolvesaroundidentifyingstudentweaknessesandthenplanninginstructionindedicatedblocksoftimeforstudentswhoneedfocusedinstruction.

AttheMiddleSchoolwehaveinterventionandenrichmentblockstohelpmeetstudents'needs.

AttheHighSchoollevelAcademicCoachingTimeisusedtoaddressstudentweaknesses.

Datateamsateachlevelexaminestudentdataontheclassroom,grade,andschoolleveltodetermineindividualneeds,classinstructionalweaknesses,andcommonschooltrends.Thedataisthenusedasaplanningspringboardforinterventions.

AssessmentDataUses

AssessmentDataUses EEP EEI ML HS

AssessmentresultsarereportedoutbyPAassessmentanchororstandards‐alignedlearningobjective.

X X X X

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InstructionalpracticesareidentifiedthatarelinkedtostudentsuccessinmasteringspecificPAassessmentanchors,eligiblecontentorstandards‐alignedlearningobjectives.

X X X X

SpecificPAassessmentanchors,eligiblecontentorstandards‐alignedlearningobjectivesareidentifiedforthosestudentswhodidnotdemonstratesufficientmasterysothatteacherscancollaborativelycreateand/oridentifyinstructionalstrategieslikelytoincreasemastery.

X X X X

Instructionalpracticesmodifiedoradaptedtoincreasestudentmastery. X X X X

Providebriefexplanationoftheprocessforincorporatingselectedstrategies.

Wereportstatetestingdatatoourcommunityofstudents,parents,andcommunitymemberswithinthetimeframesestablishedbythePennsylvaniaDepartmentofEducation.Wecontinuallyaddinstructionalstrategiestoourteachingpractices,asevidencedbyourwebsiteandcoachingofteachers.Instructorsusedatatodeterminestudentweaknessesandplanprescriptivelessonsforstudentswhoareinneedofacademicintervention.

Providebriefexplanationforstrategiesnotselectedandhowyouplantoaddresstheirincorporation.


DistributionofSummativeAssessmentResults

DistributionMethods EEP EEI ML HS

CoursePlanningGuides XDirectingPublictothePDE&otherTest‐relatedWebsites X X X X

IndividualMeetings X X LetterstoParents/Guardians X X X XLocalMediaReports X X X XWebsite X X XMeetingswithCommunity,FamiliesandSchoolBoard X X X XMassPhoneCalls/Emails/Letters X X X XNewsletters X X X XPressReleases X X X XSchoolCalendar X X X XStudentHandbook X X X XProvidebriefexplanationoftheprocessforincorporatingselectedstrategies.

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Weutilizemedia,mailings,newsletters,meetings,andourwebsitetoensureourpublicisawareofthetypesofassessmentsandinformationpertainingtothemandtheirchildren.WehaveaplanforsharingthisinformationattheDistrictandschoollevel.

ProvidebriefexplanationforstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation.

WewillbeusingourDistrictwebsiteandonlinecalendarmoreeffectivelytoensurethatwearereachingmoreofourcommunitywithnewsofDistrictachievementsandtheDistrictasawhole.

SafeandSupportiveSchools

AssistingStrugglingSchools

Describeyourentity’sprocessforassistingschoolsthateitherdonotmeettheannualstudentachievementtargetsorexperienceotherchallenges,whichdeterstudentattainmentofacademicstandardsataproficientlevelorhigher.

Ifyourentityhasnostrugglingschools,explainhowyouwilldemonstratecontinuedgrowthinstudentachievement.

Throughanannualprocessofreviewingstudentperformancedata,areasoffocusforeachschoolinourDistrictareidentified.Principalsandtheirbuildingteamsdevelopactionplanstargetingareasofrelativeweaknessforimprovement.Districtsupportisofferedthroughtheallocationoftimeandresourcestohelpanalyzedataandidentifytrendsandrootcausessothatschool‐basedeffortsyieldpositiveoutcomesforstudents.BiweeklymeetingswiththeDistrictAdministrationareanadditionalsourceofcollaborationaimedataddressingissuesthatariseatthebuildinglevel.

Programs,StrategiesandActions

Programs,StrategiesandActions EEP EEI ML HS

BienniallyUpdatedandExecutedMemorandumofUnderstandingwithLocalLawEnforcement X X X X

School‐widePositiveBehavioralPrograms X X X XConflictResolutionorDisputeManagement X X X XPeerHelperPrograms X X X XSafetyandViolencePreventionCurricula X X X XStudentCodesofConduct X X X XComprehensiveSchoolSafetyandViolencePreventionPlans X X X X

PurchaseofSecurity‐relatedTechnology X X X XStudent,StaffandVisitorIdentificationSystems X X X X

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PlacementofSchoolResourceOfficers X X X XStudentAssistanceProgramTeamsandTraining X X XCounselingServicesAvailableforallStudents X X X XInternetWeb‐basedSystemfortheManagementofStudentDiscipline X X X X

ExplanationofstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation:

SafetyandViolencePreventionCurriculaOurSchoolResourceOfficerisanactivememberofourleadershipteam.SomeSafetyandViolenceitemsareincludedinpiecesofthecurriculum.Preventioncurriculummustbedeliberatelyembeddedateachlevel.StudentAssistanceProgramTeams‐thoughaformalSAPteamisnotfunctioningattheelementarylevel,multipleteamswithineachelementarybuildingregularlyreviewindividualstudentprogressacademicallyandsocially/emotionally.TheyareabletoaddressthesameconcernsthatwouldbeaddressedbySAPteamsattheuppergradelevels.

Screening,EvaluatingandProgrammingforGiftedStudents

Describeyourentity’sawarenessactivitiesconductedannuallytoinformthepublicofthegiftededucationservicesandprogramsoffered(newspaper,studenthandbooks,schoolwebsite,etc.)

SCREENINGPROCESSInaccordancewithPDEregulationsregardinggiftedscreening,theEphrataAreaSchoolDistrictadministerstestingforgiftedidentificationduringthewinterofgrade1.Forgrades2‐12,testingsfacilitatedthroughparentrequestand/orteacherrecommendation.Aftertheinitialtestingingrade1orafterreceivingagiftedscreeningreferral,thefollowingstepswillbefollowed:

1. TheOtis‐LennonSchoolAbilityTest(OLSAT),agroupadministeredassessment,willbegiveningrade1toallstudents.Studentsingrades2‐12willbegivenanindividualstandardizedcognitivetestsuchastheKauffmanBriefIntelligenceTestSecondEdition(KBIT2)oranotherselectedmeasure.

2. Ifthescoreis125oraboveonOLSATorKBIT2,theguidancecounselorwillcompletetheguidancematrixtodeterminethepresenceofascoreof130orabove.

3. Ifthescoreis130orabove,theguidancecounselorwillcompletearequestforafullevaluationtobecompletedbytheschoolpsychologist.

4. Ifthescoreisnot130orabove,theguidancecounselorwillsendtheScreeningMatrix/ParentLettertoinformparentsofthescreeningoutcome.Acopywillalsobeplacedinthechild’scumulativefile.

5. Atanytime,teachersand/orparentsmayrequestascreeningforachildingradesK‐12.GuidancecounselorswilladministertheKBITZandcompletesteps2‐4above.

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IDENTIFICATIONANDPLACEMENTStudentswhohaveachievedtheappropriatenumberofpointsonthescreeningmatrixarereferredforaGiftedMultidisciplinaryEvaluation(GMDE)nolaterthan60schooldaysafterparentpermissionisreceived.Theteammembersmayincludetheschoolpsychologist,buildingprincipal,classroomteacher,parentordesignee,andtheguidancecounselor.Theteammakesthedecisionoftheservicestobeoffered.AschoolpsychologistwillthencompleteanevaluationmatrixandgenerateastudentprofileintheformofaGiftedWrittenReport(GWR).AGWRmustbewrittenwithin10schooldaysaftertheGMDEiscompleted.AcopyoftheGWRwillbegiventotheparentswithin5schooldaysafteritscompletion.InaccordancewithPDEregulations,theEphrataAreaSchoolDistrictofferstestingforgiftedidentificationbasedonmultiplecriteria.Anindividualintelligencetestwillbeadministeredtodeterminethestudent’soverallcognitiveability.Anindividualachievementmeasurewillbeadministeredtodeterminethestudent’sabilitylevelinreading,writtenexpression,andmath.Additionally,parentandteacherratingformswillbegathered.Theseformsallowthedistricttogaininputoninformationsuchasrateofacquisition/retention,demonstratedachievement,etc.Thedeterminationofeligibilitywillbebasedonanevaluationmatrix.Thematrixincludesfactorsthatcouldbemaskinggiftedability,advancedachievementinreading,writtenexpressionormath,ascoreontheteacherandparentratingforms,rateofacquisition/retention,andcognitiveabilityscore.Ascoreof130oraboveisneededtobeeligibleforthegiftedprogram.Followingthegiftedassessment,theschoolpsychologistwillconveneaGMDETeammeetingtopresenttheevaluationresults.Ifthestudentisrecommendedforplacementinthegiftedprogram,thegiftedteacherwillconveneameetingwiththeGMDEteammembersnolaterthan30calendardaysfromtheGMDEdatetoreviewtheproposed

TheGIEPshallbedevelopedwithin30calendardaysoftheGWR.

TheGIEPmustbeimplementednomorethan10schooldaysafteritissignedor,ifanewGIEP,atthestartofthefollowingschoolyearifcompletedlessthan30schooldaysbeforethelastdayofscheduledclasses.

Parentshave10calendardaystorespondtoaNORAsentbymailor5calendardaystoaNORApresentedinpersonattheGIEPconference.

Ifparentsreceivethenoticeinpersonandapprovewithin5calendardays,thedistrictmaynotimplementtheGIEPforatleast5calendardays.

Describeyourentity’sprocessforlocatingstudentswhoarethoughttobegiftedandmaybeinneedofspeciallydesignedinstruction(screening).

EphrataAreaSchoolDistrictisalwayslookingforstudentswhomayneedspeciallydesignedinstructionwhetheritisforgiftedservicesorspecialeducationservices.WecurrentlyareusingMTSSandPLCstoworktogetherwithgradelevelstoensureallstudentsaregettingwhattheyneedtomeettheirpotential.Thedistrictcurrentlyconductsascreenerduringthemiddleofthe1stgradeyear(theOLSAT);thistestisusedtolocateany

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studentwhoisclosegiftedcriteria.Oncetheyarerecommendedfromthescreenerandtheirguidancecounselor,afullevaluationisgivenbytheschoolpsychologist.Othertimesscreenersareusedisifanyparent,teacher,oradministratorfeelsastudentmaybeinneedofgiftedservices/speciallydesignedinstruction.Ifthereisachancethestudentmanyscorebelowneededlevelsduetoadisabilityoralanguagebarrier;wemakesuretheseareasdonotaffecttheoutcome

Describeyourentity’sproceduresfordeterminingeligibility(throughmultiplecriteria)andneed(basedonacademicstrength)forpotentiallymentallygiftedstudents(evaluation).

Onceourdistrictidentifiesthepotentialgiftedstudenttheschoolpsychologistthencollectsmultipleformsofdata:IQ;achievementwithspecificareastodeterminewherethestudentispossiblyhighlysuperior,superior,highaverage,andsoon;outcomesandpercentagesofhighstaketestingsuchasPSSAorKeystonetests,outcomeoflocaltests,rateoflearning(1repetitionormore)ratedbybothteachersandparents,andalsoifthereisacharacteristicthatwouldhidepotentialgiftednesssuchasadisability,Englishasa2ndLanguage,oranextremeincidentwithinthestudent’slife.AllthesepiecesofdataareassignedanumberwithinamatrixsothattheIQalonedoesnotdeterminegiftedness.Oncethestudentisdeemedgifted,theteamthendecidesinwhatareathegiftednessispresentandwhetherornotthisareawouldneedenrichment,accelerationorboth.

Describethegiftedprograms*beingofferedthatprovideopportunitiesforacceleration,enrichmentorboth.*Theword"programs"referstothecontinuumofservices,notoneparticularoption.

EphrataAreaSchoolDistrictpridesitselfwithitsabilitytoofferacontinuumofservicesforstudentswhoaredeemedgifted.TheGiftedWrittenReport(GWR)gathersallthedataonthestudentandshowsthroughdatawhatareasthestudentisgiftedandneedsspeciallydesignedinstruction.Ifastudentis1or2timesabovetheirpeersinacertainareathatstudentiseligibleforenrichmentinthisarea.Mosttimesthegeneraleducationteacherthatismostcloselyrelatedtothatareaofgiftednesswilldelivertheenrichment,butsomeareasofgiftednessmaycrossmultiplesubjectareasandthusteacherswillenrichthestudentacrossthecurriculumworkingtogethertoprovidethestudentwithauniqueexperiencetopushthestudenttoreachhis/herpotential.Ifastudentis3yearsaheadoftheirpeerinasubjectareathenaccelerationisappropriate.Thiscantakemanyformssuchastestingoutofcertainunitstogodeeperorwider,givenacurriculumthatisdeeperinitsentirety,joinstudentsorpeersinamoreadvancedsubjectarea.TheseSDI’sarealldeterminedbytheGIEPteam.Ifastudentisdeemed3yearsaheadinmultiplesubjectareas,theteamwillconsidergradeskipping.Thisdoesnothappenoftenduetoconcernsofemotionaldevelopment.Thesedecisionsaremadewithallpossibleteammembersandtheirinput.

DevelopmentalServices

DevelopmentalServices EEP EEI ML HS

AcademicCounseling X XAttendanceMonitoring X X X XBehaviorManagementPrograms X X X XBullyingPrevention X X X X

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CareerAwareness X X XCareerDevelopment/Planning X XCoaching/Mentoring X X X XCompliancewithHealthRequirements–i.e.,Immunization X X X X

EmergencyandDisasterPreparedness X X X XGuidanceCurriculum X X X XHealthandWellnessCurriculum X X X XHealthScreenings X X X XIndividualStudentPlanning X X X XNutrition X X X XOrientation/Transition X X X XRTII/MTSS X X X XWellness/HealthAppraisal X X X XExplanationofdevelopmentalservices:

Wehaveidentifiedstudentsocialandacademicneedsateachlevelforstudentsandassistancethatisappropiateforstudentsonanindividualbasis.

Diagnostic,InterventionandReferralServices

Diagnostic,InterventionandReferralServices EEP EEI ML HS

AccommodationsandModifications X X X XAdministrationofMedication X X X XAssessmentofAcademicSkills/AptitudeforLearning X X X XAssessment/ProgressMonitoring X X X XCasework X X X XCrisisResponse/Management/Intervention X X X XIndividualCounseling X X X XInterventionforActualorPotentialHealthProblems X X X XPlacementintoAppropriatePrograms X X X XSmallGroupCounseling‐Copingwithlifesituations X X X XSmallGroupCounseling‐Educationalplanning X X X XSmallGroupCounseling‐PersonalandSocialDevelopment X X X X

SpecialEducationEvaluation X X X XStudentAssistanceProgram X X XExplanationofdiagnostic,interventionandreferralservices:

EachandeveryEASDstudentisseenasauniqueandimportantindividualinwhichtheentireschoolteamcoordinatestomakeprogrammingindividualizedwhenneeded.Studentsareassuredthefollowingatalllevels:

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a.StudentswithIEPsor504’smayrequireaccommodationsandmodifications.Ateammakesthesedecisionsandtherequirementsaredeterminedthroughtheteamstoallowaccesstothestudent’seducationbybothanIEP/504.

b.Policyexiststhatstudentscanhavemedicationsgivenatschoolaslongasparentsnotifytheschoolnurseandthereisaprescriptionwiththemedicationhandeddirectlytothenurse.Thedistrictwillprovidethemedicalservicesofmedicationdeliverytostudentswhoneeditandhavetheproperdocuments.

c.Thedistrictconstantlyisassessingstudentsforskillsandtheiraptitudeforlearning.Thisisonesteptowardsseeinghoweachindividualstudentlearnsandtoseeiftheymayneedanintervention.

d.Allstudentsareassessedforcurrentskillsorneededskillsaswellastheiraptitudeforlearning.Ifteachers/teamsseeadifficultyamulti‐tieredinterventionsystemisusedtoaddresssuchneeds.

e.AllstudentareassignedaguidancecounselorwhoisthesamecounselorforgradesK‐4,5‐8,andthen9‐12.Ifastudentthenisidentifiedasastudentwithadisabilitytheyalsoareassignedacasemanagertoworkwithaplan(IEP)toassisttheminputtingintoplacegoals,SDIs,andneededtransition.Ifastudentiseligiblefora504,thisiswrittenbytheirguidancecounselorandreviewedannually.

f.Studentswhoneedindividualcrisismanagementorinterventionsreceivethissupportthroughvariousmethodssuchasguidanceinterventions,teammeetings,crisisplanimplementation,SAPreferrals,andaconstantcontactwithfamily.

g.ThemissionoftheEphrataAreaSchoolDistrict’sSchoolCounselingProgramistodeliveracomprehensiveprogramthatprovidesequityandaccesswhileaddressingtheacademic,career,andsocial/emotionaldevelopmentalneedsofallstudents.Theprogramsupportstheschooldistrict’smissionstatementthroughcollaborationwithschoolpersonnel,families,communitystakeholders,andpost‐secondarypartners.Thiswillencouragestudentstoreachtheirfullestpotentialinpreparationforachievingfuturegoals.

h.Wholeschoolactivitiesaredeliveredtovariousgradesand/orstudentbodiestoensurethemostrelevanthealthtopicsarediscussed.Healthclassesthroughoutallgradesgivestudentsmorespecificinstructionandinterventionmethodsofcurrenthealthissues.Whenastudenthasaspecifichealthissueahealthplanor504iswrittentoassistwiththatparticularstudentsotheycanaccesstheireducation.Asastudentwithsuchasituationnearscollegeage,theguidancedepartmentandstudentservicesdiscusswaysforthestudenttotransitiontocollege.Ifastudentsuffersfromdrugoralcoholaddictiontheguidancecounselorsandateamofprofessionalsassistthestudent/familyintheirendeavortowardsobriety.Thiscouldmeanrecommendationsofclasses,counseling,oratreatmentfacility.

i.Whenastudenthasaspecifichealthissueahealthplanor504iswrittentoassistwiththatparticularstudentsotheycanaccesstheireducation.Asastudentwithsucha

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situationnearscollegeage,theguidancedepartmentandstudentservicesdiscusswaysforthestudenttotransitiontocollege.Ifastudentsuffersfromdrugoralcoholaddictiontheguidancecounselorsandateamofprofessionalsassistthestudent/familyintheirendeavortowardsobriety.Thiscouldmeanrecommendationsofclasses,counseling,oratreatmentfacility.

j.Smallgroupcounselingforlifesituations,education,orpersonal/socialissuesisavailablethroughourguidancedepartment.Ateverylevelwithintheschooldistrictcounselorsareactivelyinvolvedinensuringgroupsareformedandinformation/supportaredeliveredforstudentswhofitinanyofthesituationsabove.Thedistricthaspartneredwithseveraloutsidesupport/counselingagenciestoprovideadditionalsupportsothatallstudentsreceivetheassistancetheyneedtomoveontothenextstageintheirlife.

k.Specialeducationreferralsandevaluationshappenthroughouttheyearafterteamsatallbuildingsworkwithstudents,teamtoassiststudents,andtrialinterventions.Whentheschoolteamsuspectsastudentmayhaveadisabilityorparentsrequestanevaluation,areferralissubmittedtothespecialservicesofficesandtheprocessbegins

l.SAPiscurrentlyactiveingrades5‐12,teamsofteachersandaSAPcounselorworktogethertoidentifyandmentorstudentwhoneedsuchsupport.

ConsultationandCoordinationServices

ConsultationandCoordinationServices EEP EEI ML HS

AlternativeEducation X XCaseandCareManagement X X X XCommunityLiaison X X X XCommunityServicesCoordination(InternalorExternal) X X X X

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

SystemSupport X X X XTruancyCoordination X X X XExplanationofconsultationandcoordinationservices:

EphrataAreaSchoolDistrictiscommittedtomakesureeachandeverystudentreceivesthesupportbotheducational,socially,andemotionallyneededtomaintainapositiveacademiclife.Throughoutthestudentsyearsinpublicschoolithasbecomeapparentthatadditional

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trainingandsupportisneededforpartsorallofthestudentbodytobesuccessful.Theguidancedepartmentisattheforefrontinprovidingadditionalservicesandknowingwhentoconnectwithoutsideagencies.Ateachbuildinglevelexistsateamthatlooksateachstudenttoexaminetheirneedswhetheritmightbeeducational,social,emotional,orhealthrelated.Ifastudentisidentifiedwithaneedoneormoreofthefollowingcouldoccur:

‐Guidancesupportinasmallgroupwithlikepeers

‐Individualbehaviororhealthplansarewritten

‐Oneononecounselingwithaninternalguidancecounselororacounselorfromanagency

‐SocialskillsinstructionthroughguidanceorItinerantAutisticSupport

‐ConnectionwithoutsidecounselingwhichcouldinvolveTSS,BHDS,MT,etc.

‐ReferralstoplacementsRegardlessthepaththattheteamdecides;oneofthemostimportantpartsoftheteamistheparent.EASDisdedicatedtomakingsureparentsarepartoftheteamsothatstudentsunderstandweareaunitedfront.Communicationwiththefamilyiscriticalateverystagetoensureon‐goingprogressismaderegardlessoftheidentifiedneed.Inthecaseofbehavioralneedsthatareon‐goingandtheschoolhasexhaustedallpossibleavenuesandthestudentdoesnotfitthecriteriaforanIEP,alternativeeducationisconsidered.Onanygivenyearthenumberofstudentsinalternativeeducationschoolsarefew.Theintentisalwaysforthestudenttolearnneededcopingskillsandreturntohis/herhomeschool.Thisdecisionisalwaysmadebyateamwhichhastheparentatthetable.Ifastudentisidentifiedaseligiblefora504oranIEP,oneortheotheriswrittenandmanagedthroughouttheschoolsystem.Ateam(includingparents)writeseachdocumentandreviewsitannually.TheIEPcasemanagertracksthestudentsandquarterlyprogressisreportedtoparents.Ifastudentisdeemedtruant,ateam(includingparent)isgatheredtowriteaTruancyEliminationPlan(TEP).Theteamconsistsofguidance,HomeSchoolVisitor(HSV),Principal,andParent.TheHSVandguidancecounselorcontinuetotrackthestudentandprovidesupportforthestudenttoattendschool.Ifattendancecontinuestobeanissuedespitethesesupports,theschoolteamwillactiivateinvolvementofthecourtsystem.

CommunicationofEducationalOpportunities

CommunicationofEducationalOpportunities EEP EEI ML HS

CoursePlanningGuides X X X XDirectingPublictothePDE&Test‐relatedWebsites X X X XIndividualMeetings X X X XLetterstoParents/Guardians X X X XLocalMediaReports X X X XWebsite X X X X

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MeetingswithCommunity,FamiliesandBoardofDirectors X X X X

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

CommunicationofStudentHealthNeeds

CommunicationofStudentHealthNeeds EEP EEI ML HS

IndividualMeetings X X X XIndividualScreeningResults X X X XLetterstoParents/Guardians X X X XWebsite X X X XMeetingswithCommunity,FamiliesandBoardofDirectors X X X X

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

FrequencyofCommunication Elementary Education ‐ Primary Level

Quarterly

Elementary Education ‐ Intermediate Level

Quarterly

Middle Level

Quarterly

High School Level

Quarterly

CollaborationforInterventions

Describethecollaborationbetweenclassroomteachersandindividualsprovidinginterventionsregardingdifferingstudentneedsandacademicprogress.

ThereareChildStudyand/ordatateammeetingsateveryleveltodeterminecoursesandinterventionsneededforstudentswhoarestruggling.Inaddition,therearedatateam

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meetingsandChildStudyteammeetings(dependingonthelevel)todetermineacademicadvancementforstudentsaswell.

CommunityCoordination

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

1. Childcare2. Afterschoolprograms3. Youthworkforcedevelopmentprograms4. Tutoring

TherearenumerousprogramsestablishedbytheDistrictinthecommunitytolinktheschoolstoourcommunity.LettheLearningBeginandMini‐Mountsaretwoareasofearlyreadingandmathinterventionforstudentswhoareofpre‐kindergartenage.Therearealsotutoringprogramsandtimesforteachersandstudentstolinkregardingacademicsduringandaftertheschoolday.

PreschoolAgencyCoordination

ExplainhowtheLEAcoordinateswithagenciesthatservepreschoolagechildrenwithdisabilities.

1. Addresscoordinationactivitiesdesignedtoidentifyandservechildrenwithdisabilitiesandthesupportsandaccommodationsavailabletoensurebothphysicalandprogrammaticaccess.

2. Addresspre‐kindergartenprogramsoperateddirectlybytheLEAandthoseoperatedbycommunityagenciesundercontractfromtheLEA.

3. DescribehowtheLEAprovidesforasmoothtransitionfromthehomesettingandanyearlychildhoodcareoreducationalsettingthestudentsattend,totheschoolsetting.

FamilyLiteracyActivities

LettheLearningBegin

ConnectionwithELLparents

Mini‐MountsMomentsofDiscovery

Parent‐to‐Parentmentors,aconnectionwithpreschoolparents

CommunityregistrationdrivesandeventsforincomingKindergartenstudents

PlanttheSeedofLearning:PurposefulPlay

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MaterialsandResources

DescriptionofMaterialsandResources


MaterialandResourcesCharacteristics Status

Alignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills Accomplished

Arobustsupplyofhighqualityalignedinstructionalmaterialsandresourcesavailable Accomplished

Accessibilityforstudentsandteachersiseffectiveandefficient AccomplishedDifferentiatedandequitablyallocatedtoaccommodatediverselevelsofstudentmotivation,performanceandeducationalneeds Developing

ProvideexplanationforprocessesusedtoensureAccomplishment.

Wearefocusedonprovidinghighqualitymaterialsthatmeettheneedsofallstudents.Eachyear,theDistrictismonitoringachievementdataandworkingwithteacherstoensurethattheyhavethematerialsneededtodelivereffectiveinstruction.

Explanationforanyrowchecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:








Arobustsupplyofhighqualityalignedinstructionalmaterialsandresourcesavailable.

Thereareitems,suchasamulti‐copylibraryonsite,thatincludefictionandnon‐fictionchoicesforteachersandstudents.Also,theuseofhands‐onmaterialstoteachstandardshasbeenimplemented.Lastly,weutilizeBoard‐approvedcurriculumthathas

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statestandardsengrainedinitandmanipulativesandsupplementalmaterialstofosterstudentskillmastery.

Accessibilityforstudentsandteachersiseffectiveandefficient.

Allstudentsareabletoaccesstheregulareducationcurriculuminallenvironments.TherearematerialsavailableforthosewhoneedextrasupportandanRtII(ResponsetoInterventionandInstruction)modelforstudentswhoneedasafetynettoachievesuccess.

Alignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills.

TheacademicstandardsarethemainfocusofallmaterialsandcurriculumusedintheDistrict.Thecurriculaarescaffoldedtoensurethatthereiscoherenceasonegradelevelfeedsintothenextgradelevelappropriately.

Differentiatedandequitablyallocatedtoaccommodatediverselevelsofstudentmotivation,performanceandeducationalneeds.


Theeducationconveyedtoallstudentsinoursystemisbasedonthestatestandardsandgiventostudentsinawaywheremasteryisexpected,andtherearedifferentmeansofinstructionforthosewhoarediverselearners.Wehaveusedcomputerprograms,researchbasedinterventions,andothermeansofeducatingstudentstoreachtheirfullestacademicpotential.



MiddleLevel



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Arobustsupplyofhighqualityalignedinstructionalmaterialsandresourcesavailable.

Thereareitems,suchasamulti‐copylibraryonsite,thatincludesfictionandnon‐fictionchoicesforteachersandstudents.Also,theuseofhands‐onmaterialstoteachstandardshasbeenimplemented.Lastly,weutilizeBoard‐approvedcurriculumthathasstatestandardsengrainedinitandmanipulativesandsupplementalmaterialstofosterstudentskillmastery.

Accessibilityforstudentsandteachersiseffectiveandefficient.

Allstudentsareabletoaccesstheregulareducationcurriculuminallenvironments.TherearematerialsavailableforthosewhoneedextrasupportandanRtII(ResponsetoInterventionandInstruction)modelforstudentswhoneedasafetynettoachievesuccess.

Alignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills.

TheacademicstandardsarethemainfocusofallmaterialsandcurriculumusedintheDistrict.Thecurriculaarescaffoldedtoensurethatthereiscoherenceasonegradelevelfeedsintothenextgradelevelappropriately.

Differentiatedandequitablyallocatedtoaccommodatediverselevelsofstudentmotivation,performanceandeducationalneeds.


Theeducationconveyedtoallstudentsinoursystemisbasedonthestatestandardsandgiventostudentsinawaywheremasteryisexpectedandtherearedifferentmeansofinstructionforthosewhoarediverselearners.Wehaveusedcomputerprograms,researchbasedinterventions,andothermeansofeducatingstudentstoreachtheirfullestacademicpotential.

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HighSchoolLevel









SASIncorporation


Standards Status

ArtsandHumanities


districtclassrooms

CareerEducationandWork


districtclassrooms

CivicsandGovernment


districtclassrooms

PACoreStandards:EnglishLanguageArts Full

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ImplementationPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects

FullImplementation

PACoreStandards:Mathematics FullImplementation

Economics


districtclassrooms

EnvironmentandEcology


districtclassrooms

FamilyandConsumerSciences NotApplicable

Geography


districtclassrooms

Health,SafetyandPhysicalEducation FullImplementation

History FullImplementation

ScienceandTechnologyandEngineeringEducation FullImplementation

AlternateAcademicContentStandardsforMath FullImplementation

AlternateAcademicContentStandardsforReading FullImplementation

AmericanSchoolCounselorAssociationforStudents FullImplementation

EarlyChildhoodEducation:Infant‐Toddler→SecondGrade FullImplementation

EnglishLanguageProficiency FullImplementation

InterpersonalSkills FullImplementation

SchoolClimate FullImplementation

Furtherexplanationforcolumnsselected"

OurcurriculumattheelementaryleveldoesnotincludeformalinstructioninEconomicsandFamilyandConsumerScience.


Standards Status

ArtsandHumanitiesImplementedin50%ormoreof

district

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classrooms



districtclassrooms

CivicsandGovernment FullImplementation

PACoreStandards:EnglishLanguageArts FullImplementation


FullImplementation


Economics


districtclassrooms

EnvironmentandEcology FullImplementation

FamilyandConsumerSciences NotApplicable

Geography


districtclassrooms








InterpersonalSkills FullImplementation

SchoolClimate FullImplementation



MiddleLevel

Standards Status

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ArtsandHumanities


districtclassrooms

CareerEducationandWork FullImplementation





districtclassrooms


Economics


districtclassrooms


FamilyandConsumerSciences FullImplementation

Geography


districtclassrooms






AmericanSchoolCounselorAssociationforStudents


districtclassrooms


InterpersonalSkills


districtclassrooms

SchoolClimate Implementedin

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50%ormoreofdistrict

classrooms

WorldLanguage


districtclassrooms



HighSchoolLevel

Standards Status

ArtsandHumanities FullImplementation



districtclassrooms




FullImplementation


Economics FullImplementation


FamilyandConsumerSciences FullImplementation

Geography FullImplementation







EnglishLanguageProficiency Full

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Implementation

InterpersonalSkills


districtclassrooms

SchoolClimate


districtclassrooms

WorldLanguage FullImplementation



EarlyWarningSystem

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

Notanswered

ProfessionalEducation

Characteristics

District’sProfessionalEducationCharacteristics EEP EEI ML HS

Enhancestheeducator’scontentknowledgeintheareaoftheeducator’scertificationorassignment. X X X X

Increasestheeducator’steachingskillsbasedoneffectivepracticeresearch,withattentiongiventointerventionsforstrugglingstudents.

X X X X

Increasestheeducator'steachingskillsbasedoneffectivepracticeresearch,withattentiongiventointerventionsforgiftedstudents.

X X X X

Provideseducatorswithavarietyofclassroom‐basedassessmentskillsandtheskillsneededtoanalyzeandusedataininstructionaldecisionmaking.

X X X X

Empowerseducatorstoworkeffectivelywithparentsandcommunitypartners. X X X X

District’sProfessionalEducationCharacteristics EEP EEI ML HS

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Providestheknowledgeandskillstothinkandplanstrategically,ensuringthatassessments,curriculum,instruction,staffprofessionaleducation,teachingmaterialsandinterventionsforstrugglingstudentsarealignedtoeachother,aswellastoPennsylvania’sacademicstandards.

X X X X

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

X X X X

Providesleaderswiththeabilitytoaccessanduseappropriatedatatoinformdecisionmaking. X X X X

Empowersleaderstocreateacultureofteachingandlearning,withanemphasisonlearning. X X X X

Instructstheleaderinmanagingresourcesforeffectiveresults. X X X X

Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.

WhiletheProfessionalDevelopmentsessionofferingswillvarybasedontheindividualbuildingneeds,ourDistrictplansforwellthoughtout,purposefulstaffdevelopmentsessionsthataregearedtowardprovidingtimelyinformationthatwillenhancetheskillsofourinstructionalstaffmembersinaconcertedefforttoincreaseouroverallstudentachievementlevels.Inplanningthiswefrequentlylooktoleadteacherstoworkbesideouradministrators.



EducatorDisciplineAct126,71Provideseducatorswithmandatedreportertraining,totaling3hours,every5yearsasoutlinedinAct126.

QuestionsTheLEAhasconductedtherequiredtrainingon:8/22/2013TheLEAplanstoconducttherequiredtrainingonapproximately:8/22/2016OnlineasnewstaffarehiredProvideseducatorswithfour(4)hoursofprofessionaldevelopmentinyouthsuicideawarenessandpreventioneveryfive(5)yearsforprofessionaleducatorsingradessixthroughtwelveasoutlinedinAct71.

Questions

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TheLEAhasconductedthetrainingon:2/12/20163hoursoftrainingforallGrades5‐12staffTheLEAplanstoconductthetrainingonapproximately:8/21/2017Onlinetrainingonehourperyearmovingforward Provideseducatorswithfour(4)hoursofprofessionaldevelopmenteveryfive(5)yearsforprofessionaleducatorsthatareteachingthecurriculuminwhichtheChildExploitationAwarenessEducationprogramisincorporatedasoutlinedinAct71.

QuestionsNotApplicableforourschoolentity

StrategiesEnsuringFidelity

Checkedanswers

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

Using disaggregated student data to determine educators’ learning priorities.

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

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

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

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

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

Uncheckedanswers

An implementation evaluation is created, based upon specific expectations related to changes in teacher practice, which is used to validate the overall effectiveness of the professional development initiative.

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

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

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


SurveyMonkeyhasbecomeapopulartooltosolicitfeedbackfromstaff,students,andparents,dependingonthetopic.Weuseneedsassessmentsmorefrequentlyintheareasofliteracyandschoolsafety,buttheconceptisequallypowerfulinallcourses.Ourstudentdataisuniqueinhelpingustoidentifyinstructionalneedsinclassroomsandbuildings,aswellasmakingtrendsknownK‐12.Administratorsareinattendanceatallstaff

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developmenteventsandareoftenkeypresenters,sharinginformationandtheresultingexpectations.AdministratorsfollowtheDistrictProfessionalDevelopmentPlaninreviewingandapprovingindividualplans,conductingformalandinformalobservations,andcompletingallevaluationprocesses.


ThroughtheComprehensivePlanningprocess,specificneedshavebeenidentifiedandwillbeincludedintherevisionstoourProfessionalEducationPlan,whichwillreplaceourcurrentProfessionalDevelopmentPlanandwillincorporatethePennsylvaniaDepartmentofEducationnewteacherevaluationcomponents.OurDistrictwillalsobeutilizingOasystomanageourevaluationcomponents,andouradministratorsarecurrentlyengagedinthatprofessionaldevelopmentcomponent.WeareexcitedthatthroughtheOasysprocesswewillhaveabettertooltovalidatetheeffectivenessofwhatwedototrulyimpactteachingpracticesandstudentlearning.

InductionProgram

Checkedanswers

Inducteeswillknow,understandandimplementinstructionalpracticesvalidatedbytheLEAasknowntoimprovestudentachievement.

Inducteeswillassignchallengingworktodiversestudentpopulations.

InducteeswillknowthebasicdetailsandexpectationsrelatedtoLEA‐wideinitiatives,practices,policiesandprocedures.

Inducteeswillknowthebasicdetailsandexpectationsrelatedtoschoolinitiatives,practicesandprocedures.

Inducteeswillbeabletoaccessstatecurriculumframeworksandfocuslessondesignonleadingstudentstomasteryofallstateacademicstandards,assessmentanchorsandeligiblecontent(whereappropriate)identifiedintheLEA'scurricula.

InducteeswilleffectivelynavigatetheStandardsAlignedSystemwebsite.

InducteeswillknowandapplyLEAendorsedclassroommanagementstrategies.

Inducteeswillknowandutilizeschool/LEAresourcesthatareavailabletoassiststudentsincrisis.

Inducteeswilltakeadvantageofopportunitiestoengagepersonallywithothermembersofthefacultyinordertodevelopasenseofcollegialityandcamaraderie.

InducteeswillhaveanunderstandingofLFS(LearningFocusedSchools)backgroundandplanningcomponents(EATS).

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Uncheckedanswers

None.


OurDistrictprovidesnewteacherswiththreefulldaysoftherequiredInduction;anassignedmentorfortheyear;amonthlychecklistofactivitiestobecompletedanddiscussed;foureveningNewTeacherTrainingmeetings,whicharerequiredforthefirstthreeyearsofemploymentinourDistrict;andaninductionsurveythatiscompletedbeforetheInductioncertificateisawarded.WeareveryconfidentthatourInductionprogramismeetingtheneedsofnewteachersandpreparingthemforsuccessfulcareers.


Whilenotanindicatedareaofneed,weareoccasionallyunabletosecureanappropriatementoratthesamegradeorsubjectlevelforallnewhires.Whenthisoccurs,wetrytobecreativetomakethestrongestconnectionstosupportthenewteacher.

NeedsofInductees

Checkedanswers

Frequentobservationsofinducteeinstructionalpracticebyacoachormentortoidentifyneeds.

Frequentobservationsofinducteeinstructionalpracticebysupervisortoidentifyneeds.

Regularmeetingswithmentorsorcoachestoreflectuponinstructionalpracticetoidentifyneeds.

StudentPSSAdata.

StandardizedstudentassessmentdataotherthanthePSSA.

Classroomassessmentdata(Formative&Summative).

Inducteesurvey(local,intermediateunitsandnationallevel).

Reviewofinducteelessonplans.

Knowledgeofsuccessfulresearch‐basedinstructionalmodels.

Informationcollectedfrompreviousinductionprograms(e.g.,programevaluationsandsecond‐yearteacherinterviews).

MonthlyChecklistofActivities

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Uncheckedanswers

Review of written reports summarizing instructional activity. Submission of inductee portfolio.


Supervisorsandprincipalsmustobserveininducteeclassroomsmorefrequently.Meetingswithcoachesand/ordepartmentsupervisorsarealreadyorganizedandheldonaregularbasis.Thepurposeofthesemeetingsistodiscusslessonplanning,assessmentdata,andresearchbasedinstructionalstrategies.

Provideabriefexplanationforstrategiesnotselectedandyourplantoaddresstheirincorporation.

Wedonotrequireourmentorteacherstodofrequentobservationsoftheirinductee,althoughwedoencouragethesekindsofpeerobservations.WhiletherearenospecificwrittenreportsorportfoliosrequiredthroughourInductionprogram,wedorequirethecompletionofamonthlychecklist,whichcoversmuchofthesame.

MentorCharacteristics

Checkedanswers

Pool of possible mentors is comprised of teachers with outstanding work performance. Potential mentors have similar certifications and assignments.

Potential mentors must model continuous learning and reflection.

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

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

Potential mentors must be willing to accept additional responsibility.

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

Mentors must have a solid understanding of LFS lesson planning and strategies.

Uncheckedanswers

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


Mentorsareselectedbasedontheirownsuccessintheclassroom,similarcertifications,andteachingassignments.Selectedindividualshavedemonstratedacommitmenttotheteachingprofessionandlife‐longlearning.MentorsmusthaveapositivestandingintheDistrictwithsatisfactoryobservationsandevaluations.Theseindividualsareleadersintheirschools,teacherswhoareexemplifyingcompetencyinalllevels.

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Providebriefexplanationforcharacteristicsnotselectedandhowyouplantoaddresstheirincorporation.

Ourcurrentmentortrainingprovidesanoverviewofwhattheyshouldaccomplishduringtheyear.AswereviseourmoredetailedDistrictProfessionalDevelopmentPlan,wewillenhancethissectionwithmorespecificguidanceforselectedmentors.

InductionProgramTimeline

Topics Aug‐Sep

Oct‐Nov

Dec‐Jan

Feb‐Mar

Apr‐May

Jun‐Jul

CodeofProfessionalPracticeandConductforEducators X

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

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

Wehaveathoroughmonthlychecklistthatinducteesmustfollowandcompletethroughthecourseoftheirfirstyear.

MonitoringandEvaluatingtheInductionProgram

IdentifytheproceduresformonitoringandevaluatingtheInductionprogram.

OurInductionprogrambeginswiththreefulldaysinAugustbeforethefirstProfessionalDevelopmentday.Onthesethreedays,inducteesareintroducedtokeyDistrictstaffandprovidedoverviewstotheinductionrequirements,includingthemonthlychecklistandnewteachertrainingrequirementsandtheProfessionalCodeofConduct.OtherpresentationsareprovidedbytheBusinessServicesoffice,StudentSupportServicesDepartment,CommunityRelationsCoordinator,HealthServicesDepartment,Library/MediaServicesSupervisor,andatouroftheDistrictfacilities.

Informationisalsopresentedonthefirstdaysofschool,professionalpracticeandevaluation,andteachercertification.Timeisallottedforinducteestomeetwiththeirmentorandbuildingprincipaltoreviewexpectations.DistrictTechnologyisdefinedthroughourAUP,Sapphire,AESOP,MyLearningPlan,SAS,andquickintroductionstoavailableITproductsandservices.TheEducationAssociationPresidenttakestimeto

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reviewthenegotiatedteachercontractandAssociationdues.AhistoryofLearningFocusedSchoolsissharedalongwiththeEATSlessonplanningprocess.

Attendanceatthefirstthreedaysisrequired,andtheInductioncertificateisnotawardeduntilthisiscompleted.Duringtheyear,theinducteeandhis/hermentorandbuildingprincipal(s)completethemonthlychecklistsanddocumentadditionalactivitiescompleted,includingclassroomobservations,participationinschooleventsandactivities,andpersonalreflections.Principalsand/orsupervisorscompleteaminimumoffourformalobservationsannuallyforthefirstthreeyears.Twoevaluationsarealsocompletedbythebuildingprincipal,followingPDErequirements.Informalobservationsandclassroomwalk‐throughsoccurmorefrequentlyduringthesefirstthreeyearsaswell.OurnegotiatedcontractalsoallowsforfournewteachertrainingsessionseachyearforthefirstthreeyearsofteachinginourDistrict.

Attheconclusionofthefirstyear,inducteesmeetwiththeassistantsuperintendenttosubmittheirpaperwork,includinganevaluationoftheInductionprogram.AnnualchangestotheInductionprogramaremadebasedontheinformationfromthesesurveys.WhilethisComprehensivePlanningprocesswillallowustoevaluateourentireprofessionaldevelopmentactivities,theInductionprogramisonethatweareproudofandfeelconfidentthatitismeetingtheneedsofournewlyhiredteachers.

RecordingProcess

Identifytherecordingprocessforinducteeparticipationandprogramcompletion.(Checkallthatapply)Checkedanswers

Mentordocumentshis/herinductee'sinvolvementintheprogram.

Adesignatedadministratorreceives,evaluatesandarchivesallmentorrecords.

School/LEAmaintainsaccuraterecordsofprogramcompletionandprovideacertificateorstatementofcompletiontoeachinducteewhohascompletedtheprogram.

LEAadministratorreceives,tallies,andarchivesallLEAmentorrecords.

CompletionisverifiedbytheLEAChiefExecutiveOfficerontheApplicationforLevel2Certification.

Uncheckedanswers

None.

SpecialEducation

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SpecialEducationStudentsTotal students identified: 754

IdentificationMethod

IdentifytheDistrict'smethodforidentifyingstudentswithspecificlearningdisabilities.

TheEphrataAreaSchoolDistrictusesacombinedapproachofthediscrepancymodelandresponse‐to‐intervention(RTI)modelfortheidentificationofstudentswithaSpecificLearningDisability(SLD).Specifically,theprocessinvolvesseveralsteps.First,astudentistoreceivearesearch‐basedinterventionorstrategyintheareaofacademicdifficultywiththeintensityanddurationtobedeterminedbyPennsylvaniaRTIrecommendations.Forexample,ifastudentisthoughttohavedifficultywithreadingfluency(asdefinedbynotachievingadequatelyonstateapprovedgradelevelstandards)and80%ofthesamegradegeneraleducationstudentsdonothavethisproblem,thenthestudentistoreceiveTierII,anadditional20‐30minutesofevidence–basedintervention4x/week.Ifafter8‐10weeksormorethestudentdoesnotmaketheintendedrateofimprovement,thenthestudentistoreceiveTierIII,anadditional20‐30minutesofevidence‐basedintervention4x/week.Meanwhile,thestudentisdiscussedinChildStudytoassurethatotherSLDexclusionaryfactors(i.e.absenteeism,vision,motor,culture,poormotivation,speech/language,environment,MentalRetardation,EmotionalDisturbance,etc.)arenotsignificantlyimpactingthestudent’sacademicperformance.Ifthestudentdoesrespond,thenthestudentismaintainedwiththatlevelofserviceandmonitored.Shouldthestudentnotrespondtotheseinterventions,thestudentisthenreferredforanevaluation.Todaywearestartingtheprocessofusing(MTSS)orMulti‐TierSystemofSupports.ThisenhancedsystemallowsustouseeverythingwehavelearnedfromRtiandRtiiandextenditsothateverystudents'dataisdiscussedbyteamsofteacherssothatwecan"together"lookatwhatworksbestforsomestudentsandapplyittoothers.Ourhopesarethatthroughconstantcommunicationateachgradelevel,wegiveallstudentstheverybestandaftertryingmanytargetedinterventionswethenlookagainattheindividualstudenttoseewhatneedsstillexist.Ifindeedtheydoexist,thestudentissentontothenextlevelwhichmayincludeanevaluation.Thisisdiscussedindetailwithparentswhohavebeenontheteamsincethebeginning.Theevaluationincludesanumberofsteps.Thepsychologistorguidancecounselorwillconductaclassroomobservation.Thepsychologistcollectsandreviewsexistingdata(e.g.parentinput,currentdistrictassessments,currentstateassessments,teacherinput,nursereports,interventiondataandschoolrecords).Thepsychologistconductsacognitiveandachievementassessmenttodeterminethepatternofstrengthsandweaknessesrelativetointellectualability.Thepsychologistwillthenlookforasignificantdiscrepancybetweenintellectualabilityandachievementrelativetoage/grade.Thepsychologistmaycollectbehaviorratingscalesonacontinuumbasedonanybehavioral(e.g.anxiety,depression,self‐image,lackoffocus,motivation,organization,etc.)factorthatmaybeadverselyimpactingeducationalperformanceorthatmayprovideaddedinsightformorespecific

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recommendations.Lastly,thepsychologistwritesanevaluationreportthattakesintoaccountallcollecteddataandChapter14guidelines.

Enrollment

ReviewtheEnrollmentDifferenceStatus.Ifnecessary,describehowyourdistrictplanstoaddressanysignificantdisproportionalities.

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

ThestaffoftheEphrataAreaSchoolDistricttakeprideintheirabilitytobuildasysteminwhicheachstudentistreatedasanindividual,regardlessofrace,gender,orindividualdifferences.Studentsareidentifiedintoprogramsastheirneedsqualifythem,whethertheprogramsareforlearningsupportsorgifted.Studentsmayhavespecificneedsforbehavioralinterventionsorsupport.RecentPennDatainformationsuggeststheDistrictidentifiesstudentsproportionallytotheDistrictmakeup.Whenlookingatthestateaverages,therearetwoDistrictareasthatarenotproportionaltostateaverages.ThesetwoareasareinSpeechandLanguageandOtherHealthImpaired(OHI).TheDistricthasbeenlookingcloselyatSpeechandLanguageforseveralyears.TheDistricthadmuchhigherratesinthepastbuthasdonethefollowingtoreducethisnumber:

1. Hiredadditionalspeechandlanguagepathologistsandmetasadepartmenttolookatthisdisparity

2. Helddepartmentmeetingsmonthlytodiscusscurrenttrendsandideastomeettheneedsofourpopulationanddismissstudentsataquickerratewhengoalsaremastered

3. HeldameetingonceeverysixweeksbetweeneachtherapistandtheCoordinatorofStudentSupportServicestodiscusscaseloadandneeds

Inthefuture,thefollowingwilloccurtofurtheraddressspeechandlanguageandloweringdisproportion:

1. TheDistrictwillbehiringanadditional.5speechtherapistinanefforttointerveneearlier,whichcansupportreturningstudentstogeneraleducationsooner.

2. TheSpeechandLanguagedepartmentisdesigninginterventionsforKindergartenthroughGrade2tosupportstudentswhomaynotyetbeinneedofspeechandlanguageservicesbutareinneedofsometypeofinterventionbeforetimeandnaturalprogressionmakethingsworse.

3. TheDistricttherapistswilleachbespendingadayvisitingotherdistrictsthathavebeenverysuccessfulatinterveningearlyanddismissingstudentssoontoidentifychangesthatcanbemadeintheEphrataAreaSchoolDistrict.

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4. Thespeechtherapistteamwillmeetforthreedaysnextsummertodiscusshowtomeetstudents’needsmoreefficiently.

IntermsofstudentswhoareidentifiedwithOtherHealthImpairments,theDistricthasdeterminedthattherearemanythingstheDistrictwantstoaccomplishtobringthisnumberdown:

1. TheDistrictwantstoconsiderthestudentswhoaredeterminedtobeonthespectrumandensuretheyareidentifiedassuchinsteadofOHI.Inthepast,parentsweremuchmorewillingtoacceptOHIasalabelratherthanautism,buteducationinthisareahasallowedtheword"autism"tobemuchmoreaccepted.

2. TheDistrictwouldliketoconsiderstudentswiththeOHIlabelandensurethatthesestudentsdonotrequirea504PlaninsteadofanIndividualizedEducationPlan(IEP).TheDistricthasdeterminedthatoftenafterindividualizedinstructioninsocialareashasbeengiven,theIEPnolongerneedstobeinplace,buta504Planwouldaddressthestudent'sneeds.

3. SomestudentswhoaredeterminedtobeinneedofspecialeducationwithOHIarestudentswithADHDorADD;theDistrictislookingmorecloselyatthisandmakingsurethosewhoareidentifyingthestudentsarelookingcloselyatneedsandconsideringalloptions.

4. Tohelpwithplanningforthefuture,Districtstaffmetinthesummerof2016tolookateachOHIstudenttoseehowthestudentwasdeterminedtobeOHIandwhatthecurrentneedsare.

5. Anothergrowingpopulationarestudentswhoareidentifiedwithneedingservicesforautism.Thishasincreasedeachofthepastfiveyears.TheDistrictisinvestigatingthisneedandprogrammingtoensureallstudentsreceivetheneededsupportwhileprovidingprofessionaldevelopmenttoteacherstoworkwithstudentswhomaybeonthespectrum.

TheDistrictfeelswithinthenextseveralyearstheOHI,SpeechandLanguage,andautismrateswithintheDistrictwillbedeemedproportionaltothestate.TheDistrictiscommittedtoensuringeachstudentreceiveswhatheorsheneedstosucceedandlookingatallpossiblewaystoachievethis.

Non‐ResidentStudentsOversight

1. HowdoestheDistrictmeetitsobligationunderSection1306ofthePublicSchoolCodeasthehostDistrictateachlocation?

2. HowdoestheDistrictensurethatstudentsarereceivingafreeappropriatepubliceducation(FAPE)intheleastrestrictiveenvironment(LRE)?

3. WhatproblemsorbarriersexistwhichlimittheDistrict'sabilitytomeetitsobligationsunderSection1306ofthePublicSchoolCode?

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CurrentlyEphrataAreaSchoolDistrictdoesnothaveanyplacementswithinitsschoolareathatprovidefor1306students.Ifbychance,inthefuturethisweretohappenwewouldtakeaveryactiveroleinmakingsureeachchildreceivedtheeducationtheyneededtosucceed.Dependingonhowthe1306situationwereset‐up,Ephratawouldassistinnumerouswayssuchas‐workwithIU#13toprovideteachersandresources‐serveasLEAandworkwithstudent'sschooldistricttokeeptheminformedtoprogress,credits,IEP,RRs,ERs(allpaperwork)‐whenstudentsreturntotheirhomedistricts,Ephratawouldhelpmakeasuccessfultransitionbysharinginformationandmakingsuggestions‐whenthestateneededinformationsuchasforsocialsecurity,wewouldbeabletoassistinfilingoutthepaperwork‐ifstudentswereable,dependingonthereasonforthe1306;studentscouldpossiblytakepartinsomeofthesocialnetworkingatthedistrictEphratawoulddoeverythingtheycould,alsoreachingouttoPATTANandtheIU,tomakesurethesestudentsmadeprogress.

IncarceratedStudentsOversight

DescribethesystemofoversighttheDistrictwouldimplementtoensurethatallincarceratedstudentswhomaybeeligibleforspecialeducationarelocated,identified,evaluatedandwhendeemedeligible,areofferedafreeappropriatepubliceducation(FAPE).

TheYouthInterventionCenter(YIC)andtheLancasterCountyPrisoncontactEphrataAreaSchoolDistrictwheneverastudentisplacedinoneofthelocationsandisinneedofservices.IU#13andtheSchoolDistrictofLancasterprovidespecialeducationteachersandservicesatbothfacilitiestodeliverspecialeducationservices.AsLEA,theCoordinatorofStudentServices,theAssistantCoordinatorofStudentServices,ortheDistrict'sHomeSchoolVisitorattendIEPmeetings,reevaluations,andmonitorstudentprogressandoversightforallincarceratedstudents.Ifastudentwhodoesnotfallunderspecialeducationservicesisthoughttohaveadisability,personnelateitherfacilitycontactEphrataAreaSchoolDistricttostarttheprocessofidentification.ThisprocesscanbecompletedbyeithertheEphrataAreaSchoolDistrict,theSchoolDistrictofLancaster,orIU#13.Ifandwhenanewstudentisidentified,thestudentwouldbegintoreceiveservicesaccordingtotheIEPthroughLancasterSchoolDistrictorIU#13.

LeastRestrictiveEnvironment

1. DescribetheDistrictprocedures,whichensurethat,tothemaximumextentappropriate,childrenwithdisabilities,includingthoseinprivateinstitutions,areeducatedwithnon‐disabledchildren,andthatremovalfromtheregulareducationenvironmentonlyoccurswheneducationinthatsettingwithsupplementaryaidsandservices,cannotbeachievedsatisfactorily.

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

3. RefertoanddiscusstheSPPtargetsandthedistrict'spercentagesintheIndicator5section‐EducationalEnvironments.AlsodiscussthenumberofstudentsplacedoutofthedistrictandhowthoseplacementsweredeterminedtoassurethatLRErequirementsaremet.

TheEphrataAreaSchoolDistrictprovidesprogramsforstudentsintheleastrestrictiveenvironment(LRE).Thegeneraleducationclassroomisthefirstconsiderationfordeliveryofservicesforallstudents.AllstudentsattendingclasseswithintheDistrictareincludedinsomelevelofthegeneraleducationenvironmentwithappropriatesupports.Thefollowingareusedtoensurestudentswithdisabilitiesareabletobesuccessfulintheregulareducationenvironment:

TheDistrictprovidesparaeducatorsinsomeofthegeneraleducationenvironmentsassistingwithaccommodationdelivery,assistinggeneraleducationteacherswithspecificmodificationsdelivery,andprovidingstudentswithopportunitiestobecometheirownself‐advocates.

TheDistrictusesavarietyofco‐teachingclassesorsessionswhichallowforseveraldifferenttypesofinstruction;instructionthroughadditionalmodalities,abilitytobreaktheclassroomintosmallunitstoworkonspecificpartsofinstruction,andthecreationofassessmentsthatarenotonlyuserfriendly,butallowsallstudentstodemonstratetheirknowledgeofsubjectmatterthroughdifferentways.

TheDistrictprovidesspecializedtrainingtoteacherswhohavenotordinarilyreceivedpre‐servicetrainingintheareasofautism,emotionaldisturbance,andotherdisabilitiesoflowincident.Specialistssuchasartteachers,PEteachers,FamilyandConsumerScienceteachers,musicteachers,andothershavebeengiveninhousetraining,senttoIU#13trainings,andPATTANtrainingstoensuretheyunderstandasmuchastheycanaboutstudentswithdisabilities(thatmightbeintheclassroomandarecomfortablewithgivingsupplementaryaidesandservices.)

TheDistrictcontinuestoevaluateprogrammingandthestructuresofeachclassroomtobestmeettheneedsofallstudentsintheleastrestrictiveenvironment.

StudentswhoareinIUprogramsorotherpublicorprivateeducationalsettingsarereviewedonatri‐annualbasistoseeiftherearewaystomeettheiruniqueneedsbackinthedistrictwithsupplementalaidesandservices.Thesemeetingsallowforallpartiestoassistinmakingtransitiontolessrestrictiveenvironmentspossible.

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Ephratahasbeenverysuccessfuloverthepastseveralyearsinbringingcertainpopulationsbacktothedistrictforprogramming.ThisallowsEphratatobeagreaterpartoftheirprogram,havestudentswithintheirdistrictandcommunity,andensureallaspectsofLRE.

TheEphrataAreaSchoolDistrictisalsoworkingwithneighboringdistrictstoprovideprogrammingforstudentswithlowincidentdisabilitiessothattheirprogrammingcanbetheleastrestrictiveenvironmentclosesttotheirhome.

Indicator5EducationalEnvironments(ages6‐21)EphrataAreaSchoolDistrictiscommittedtomakingsureallstudentsareeducatedintheLREwheneverpossible.ThiscanbeshownbyourIndicator5targetsovertime.Intheschoolyear2009to2010,56.7percentofourstudentswithdisabilitieswereintheregulareducationenvironmentmorethan80percentofthetime.Thefollowingyearthisamountgrewto58.4%.Althoughwearestillfallingshortofthestatetargets,wearemakingslowandsteadyprogresstowardtheexpectedrates.WehavehoweverdecreasedournumberofstudentsinOtherSchoolSettingsin2009‐2010of3.4%(target3.5%)to2.1%(target3.3%)in2010‐11.Thishasoccurredduetoourcommitmenttoeducatingourstudentswithinourdistrict.Studentswhooncewereinothersettingsarenowbeingdiscussedtri‐yearlytoseeiftheycanbeeducatedinalessrestrictiveenvironment.Asthisnumberdecreased,thenumberofstudentsinsidetheregulareducationsettinglessthan40%isincreasing.Althoughwehavenotmettargetsinthisarea,itisconsideredasteptowardsLREaswebringthestudentsbackfrommorerestrictivesettings.Mostrecentlywith(datafrom2014‐15)EphrataAreaSchoolDistricthasmadegainsinallareasoftheLREspectrum.CurrentdatahasEphratastudentswithdisabilitiesinregulareducationsettingslessthan20%ofthedayat1.9%comparedtothestateaverageof4.8%.Thishasbeenamajorenhancementasstudentswithseveredisabilitiesarereceivinginstructionwiththeirregulareducationpeerstoalargerdegree.Studentswithdisabilitiesreceivingtheireducationintheregulareducationsettinglessthan40%ofthetimeis10.6%comparedtothestateaverageof9.5%,whichhasnarrowedthegapsubstantiallyfromthepastandeventherecentpast.Ephratahasalsocelebratedanewhighof67.1%ofstudentswithdisabilitiesreceivingtheireducationintheregulareducationsettingmorethan80%ofthedaycomparedtothestateaverageof62%.Infiveshortyearsthisnumberhasincreasedover10%,whichisquiteanaccomplishment.Ephratahasalsoenjoyedachangeinstudentseducatedoutsideofourdistricttolessthan1.5%whichcoincideswiththegoalofeducatingourstudentswithinourdistrictwheneverpossible.Studentswhoareplacedoutofdistrictaredonesoinoneofthefollowingways:

Thestudentshavemovedintoourdistrictwithan"outofdistrictplacement".Asageneralrulewecontinuethisplacementuntilweknowthestudentbetterandsetupprogrammingtoassisthim/herinmovementtowardslessrestrictiveenvironments.

Thestudenthasbeenidentifiedasastudentwithspecialeducationneedsandstartstoreceiveservices.Aswemonitorsuccessandneed,theIEPteamcontinuestoincreaseorchangeprogrammingtoassistthestudenttobesuccessful.Whendatasuggeststhatthe

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currentplacementisnotworking,welookatmorerestrictivesettings.Thisisonlydonewhentheteamandtheparentshaveexhaustedallpossiblesupports.Ephratahasalsofoundanincreaseinstudentswithmentalhealthneedsthatrequirespecificprogramming.Movementtoamorerestrictivesettingonlyoccurswhentheteamconcursthatachangeisnecessarytoallowforthestudenttomeetsuccess.

TheEphrataAreaSchoolDistrictisreplicatingsuccessfulprograms,evidence‐basedmodels,andotherPDEsponsoredinitiativestoenhanceorexpandthecontinuumofsupports/servicesandeducationplacementoptionsavailablewithintheDistricttosupportstudentswithdisabilitiesaccesstothegeneraleducationcurriculumintheLRE.ThedistrictislookingatapartnershipwithotherdistrictsandIU#13togaininsightsintomoreefficientprogrammingforstudentswithuniquedisabilities.CurrentlyweareworkingwiththeAutismToolboxwiththehelpofIU#13toensurestudentsonthespectrumareabletoparticipatewiththeirregulareducationpeersbyplanningaheadfortheirprogramming.AleaderinthefieldworkswiththeEphratateamtolookatourcurrentprogramming,identifypossiblebarriers,andplantoeliminatethebarriersorputprogramminginplacetosupportindividualchildgrowthdespitebarriers.ThesemeetingsandworkdonebytheteamsthatsupporttheindividualstudentallowforsuccessintheLREandhelptoplanforthefuture.Thetoolboxandthecommitmentofthefamily,thestaff,andtheleadershipthroughtheIU#13allowforcontinuedsuccessonallfronts.MorerecentlywehavepartneredwithPATTANforourownclassroomforstudentswhoareonthespectrumandneedtohaveVB(VerbalBehavior)instructionasamajorpartoftheirday.ThesestudentsarenowgettingtheessentialacademicsthroughoversitebyPattanwhileenjoyingtheabilitytobeintheirowndistrictandschools.Theseteachersareprogrammingsothatinclusionishappeninginsomanyways(typicalandreverse).Reverseinclusionoccurswhentypcialstudentsspendpartoftheirdayinthespecialeducationclassroomtobetterunderstandandmakeconnectionswiththeclassroomanditsstudents.Thisbuildsasenseofcommunityandfostersmoreinclusionopportunities.Wehavepartneredwithneighboringschooldistrictswhohaveverysuccessfulprogramsforstudentswithautism.EasternLancasterCountySchoolDistricthasallowedustoprogramforstudentswithgreaterneedsonthespectrumwithinthelocalarea.ThishasalsoallowedEphratatobegintoreplicatetheirsuccessfulsysteminourownschools.TheadditionofanitinerantautismsupportteacherhasalsoallowedtheEphrataAreaSchoolDistricttoincreasetheabilityforstudentstoremainintheLRE.Thisteacherisabletoconsultonindividualprogramming,teachgroupsofteachersorindividualteachermethodsthatsupportLRE,andteachindividualstudentssotheyknowwhatisexpectedandarereadytoperformintheclassroom.EvidencebasedreadingprogramssuchasWilson,SRA,andschoolwidebehaviorplans,suchasSWEBS,allowforallstudentstobesuccessfulandcontinueprovidingprogrammingintheLREforindividualstudentswhohaveuniqueneeds.EphrataalsotakesadvantageofourlocalIU#13forconsultationforstudentsforeverythingfrombehaviortotechnologysuggestions.TheIU#13hashighlyskilledindividualswhopartnerwithustomakesureweknowthelatestintheresearchfields,thenewest

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strategies,andnewesttechnologytomakesureeachstudenthastheopportunitytobeeducatedintheLRE.TheEphrataAreaSchoolDistrictisconsistentlylookingforwaystoimproveLREnumbersbylookingateachindividualstudent,examiningtheirprogram,anddecidingwhatisneededtomakesurethestudenthasallopportunitiespossibletoreceivemeaningfulinstructioningeneraleducationclasseswiththeirtypicalpeers.

BehaviorSupportServices

1. ProvideasummaryoftheDistrictpolicyonbehavioralsupportservicesincluding,butnotlimitedto,theschoolwidepositivebehaviorsupports(PBS).

2. Describetrainingprovidedtostaffintheuseofpositivebehaviorsupports,de‐escalationtechniquesandresponsestobehaviorthatmayrequireimmediateintervention.

3. IfthedistrictalsohasSchool‐BasedBehavioralHealthServices,pleasediscussit.

SchoolBoardpolicy113.2outlinesallrequiredcomponentsoftheEphrataAreaSchoolDistrict(EASD)BehaviorSupportPlans(BSP).TheEASDbelievesthatrestraintsshouldbeutilizedasameasureoflastresortandaftertheuseoflessrestrictivemeasuresincludingde‐escalationtechniques.EASDPolicyincludestherequirementfortheLEAtotrainorretrainstaffasneededtoimplementBSPstrategies,methodsandtechniques.ThispolicyhasbeensupportedthroughthetrainingofStaffthroughIU‐13(K‐12),Covey's7Habit'straining(5‐8),andCPINon‐violentCrisisPrevention(K‐12).Thedistricthas3certifiedtrainersinCPI(trainedingeneralCPIandCPI‐autismstrand)andplanstoincreasethisby2trainersbythe2016‐17schoolyear.SpecificteamsofteachersreceiveCPItrainingtogethertobettermeettheneedsoftheirparticularpopulation.ThedistrictusesPBSPastheprimarymethodofaddressingbehaviorsasevidencedbystaffknowledgeandpractices.Thedistrictalsohastheoutsideagenciesthatprovideindividualcounselingtostudentswhoseneedsrequireadditionalsupport(TWPonessa)aswellasotheragencieswhoprovidespecificinstructionalgroupssuchassharingandcaring,socialskills,copingskills,friendshipskills,andrefusalskills.SchoolpsychologistsareavailabletocompleteFunctionalBehavioralAssessments(FBA)toassistteachersandstaffwithcreatingpositivebehaviorsupportplans.Additionallythedistricthasemployed3full‐timesocialworkerswhoworkwithfamiliestoconnectthemtoadditionalsupportswithinthecountywhenneeded.EASDreportsallrestraints.Anyrestraintthatresultsininjuryisreportedwithinthreedaysofincidentasrequiredbylaw.Ifarestraintisused,theCoordinatorofStudentSupportServicesordesigneenotifiestheparent/guardianassoonaspossibleoftheuseofrestrainttocontroltheaggressivebehaviorandtheIEPteamwillconvenewithin10schooldays.Parentshavetheabilitytowaivethemeetinganddosobywrittendocumentation.Parentsaregivennoticewhenarestraintisusedand,unlesswaivedinwriting;ameetingtakesplacewithin10schooldays.PBSPplansarepartofanystudent'sIEPwherehis/herbehaviorsimpactthelearningofself

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orothers.StudentswhohavetheuseofrestraintsintheirIEPshavedocumentedintheirBSPplansand/orIEPhowtherestraintwillbeusedinconjunctionwiththeteachingofsociallyacceptablealternativeskills.Students'IEPsthatincludetheuseofrestraintsexplainhowrestraintswillbeusedonlywithspecificcomponentelementsofBSP,inconjunctionwiththeteachingofsociallyacceptablealternativeskills.EmployeetrainingsinCPIhavebeenheldthroughoutthepasttwoyearsandwillbecontinuedtobeavailablethroughouttheupcomingyears.AllIU#13staffresponsibleforEASDstudentsaretrainedinNon‐violentCrisisInterventiontechniques.Overthirty‐ninepercentofdistrictstaffhavebeentrainedinCPINon‐ViolentCrisisInterventionwithanincreaseeachyear.InsituationswherestudentshaverestraintsintheirIEPs,aplanforeliminatingthemfromuseisoutlinedintheirIEPsand/orBSPplan.PronerestraintsareprohibitedandneverusedasdocumentedinPolicy113.2.Currenttrainingsarebeingheldtorevisitboardpolicyconcerningthereferraltolawenforcementandtheappropriatemeasurestakentoensurethestudent'sneedsarebeingaddressedappropriately.Whenastudentisreferredtolawenforcement,anIEPmeetingisheld,aFunctionalBehavioralAssessmentisupdatedordeveloped,andaBSPplanisdeveloped/revisedbytheteam.SpecificstaffateachschoolaredeemednecessarytotakeadditionaltrainingclassesthroughIU#13orPATTANtoassistEASDwithdevelopmentofbehaviorplansbothschool‐wideandindividually.Additionally,EphratahasdecidedtohireanadditionalItinerantAutisticSupportTeacherandaBehaviorSpecialistforthe2016‐17schoolyear.Thiswillallowthedistricttofurthersupportstudentswithindividualneedsfordirectinstruction,creationofnewPBSP,ortrainingforteacherswhohelpprogramforstudentswhohavebehaviorsthatmayaffecttheirlearning.ThedistrictalsohasapartnershipwithTWPonessaaschool‐basedbehaviorhealthservicewhichallowsstudentstorecieveadditionalmentalhealthservicesduringschooltime.Parentsareinsupportofthisideaduetotheirownlimitationsoftransportationandtime.Wehaveenjoyedthispartnershipandhaveseenanimprovementinmanystudents.WealsocontractwithTWPonessatogivegroupcounselingtoaselectgroupofindividualswhorequiremoredirectinstructiononalargerscale.

IntensiveInteragency/EnsuringFAPE/HardtoPlaceStudents

1. IftheLEAishavingdifficultyensuringFAPEforanindividualstudentoraparticulardisabilitycategory,describetheproceduresandanalysismethodsusedtodeterminegapsinthecontinuumofspecialeducationsupports,servicesandeducationplacementoptionsavailableforstudentswithdisabilities.

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

3. Discussanyexpansionofthecontinuumofservicesplannedduringthelifeofthisplan.

EphrataAreaSchoolDistrictiscurrentlyabletoprovideFAPEforalmostallstudentswithdisabilities.Whenasituationariseswherefurtherorlessservicesmaybeneededfora

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student,thedistrictconvenesateam.Theteamoftenincludesadvocates,agencypersonnel,socialworkers,andallrequiredteammemberstotheprocess.Ifanalternativeplacementisconsidered,theteamwillinvolvethepossibleplacementintheprocess.Membersoftheteamandtheparentswillvisittheplacement.ThedistrictalsocollaborateswiththeIU#13andotherneighboringdistrictsandagenciestoprovideFAPEforallstudentswithdisabilities.Duringthisplan(thenext3years)Ephrataishopingtoexpanditscontinuumofservicesbycreatingaemotionalsupportclassroomforstudentsingrades5‐6atourIntermediateSchool.Whichoccuredduringthe2016‐17schoolyear.Anotherareatoexploreinthenext3yearswouldbeexpandinglifeskillsservicesbycreatingalifeskillsclassroomfor5thand6thgrade(possibleyear2018‐19).Thiswillbedeterminedinthenearfuture.

StrengthsandHighlights

Describethestrengthsandhighlightsofyourcurrentspecialeducationservicesandprograms.Includeinthissectiondirectionsonhowthedistrictprovidestrainingsforstaff,facultyandparents.

TheEphrataAreaSchoolDistrictworksinconjunctionwithLancaster‐LebanonIntermediateUnit#13andneighboringeducationalpartnerstoprovideservicesforstudentswithdisabilitiestomeeteverychild’suniqueeducationalneeds.RecentlytheDistricthasdonethefollowingtoenhanceprogramming:

1. CreatedanewprogramcalledProjectBuildaBetterFuture(PBaBF).ThisprogramisforstudentswhohaveIEPsandareinoneoftheirfinalyearsofschool.Themainpurposeofthisprogramistoprovideeveryopportunitytothestudenttopreparehimorherfortherealworld.TheDistrictgoalistoensuretheirlastdaybeforegraduationisnodifferentthantheirfirstdayofpost‐graduation.Thismeanssomethingdifferenttoeachstudent,andthatiswhattheprogramisallabout.Theprogramtakesplaceatalocationthatispartofourhighschoolbutamileawayinaseparatebuilding.Thisgivesthestudentsthesenseofmovingtoadulthood.Theprogramfocusesonwhatinstructionthestudentsneed,suchascooking,cleaning,shopping,makingappointments,coordinatingtransportation,connectingtoagencies,applyingforwaivers,andapplyingforjobs(supportive,supported,orcompetitive).Theprogramhasbeenendorsedbythecommunity,andmanystudentsarewellontheirwaytobeingindependent,whichmightnothavebeenthecaseinprioryears.

2. CompleteditscontinuumofclassesfromKindergartenthroughGrade12in2016‐2017toassiststudentswhohavebehaviorsthatinterferewiththeireducation.ThisgivestheDistricttheabilitytoworkcloselywithstudentsandtheirparentsthroughoutthestudents’entirecareer.Districtstaffareworkingtoenhancethecontinuumofservicesinseveralareas.

3. BeganplanningtoestablishanEmotionalSupportprogramforstudentsingradesfiveandsix.StaffbelieveifstudentscanbeservedwithintheDistricttheirneedsandtheir

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parents’needscanbebettermet.TheDistrictisworkingtoensuretheDistrictteamhasreceivedadequatetrainingtosupportthesestudentsandthisprogram.

4. Beganplanningtocompletethecontinuuminthe2017‐18schoolyearforstudentswhoneedsupportwithlifeskills.ThiswillbetterallowDistrictstafftoprovideprogrammingwhichwillprovideadditionalleastrestrictiveenvironment(LRE)opportunitiesandallowstudentstoremainwithintheDistrictwiththeirpeers.

5. BeganworktoplaceinterventionsinKindergartenandGrade1forspeecharticulationandbasicoccupationalneeds,suchashowtogripapencilandwritelegibly.TheDistricthasalsobeenbuildingcapacityinearlygradesbygivinginterventionsinspeechandlanguagesothatstudentswhorequireonlyextraattentioncanreceiveitimmediatelyinsteadofwaitinguntilthereisalargegap.Thesenewserviceshavedecreasedthepercentageofstudentswithspeechandlanguagefromover23percentto19.1percent.

6. Beganenhancingitsitinerantautisticteachersupportduetothegrowingnumberofstudentswhoaredeemedontheautismspectrumtomeettheneedtoteachdirectlessonsinsocialskills,behavioralstrategies,andindividualbodyawareness.TheDistricthascommittedtodoublingitsteachingforceinthisareaandwillcontinuetomonitorstatisticstoseehowandwhentheDistrictmustrespondtothiswithadditionalsupports.TheDistricthascreatedanewteachingpositiontogiveitinerantsupportindirectteachingorsupportingteacherstobettersupportstudentsonthespectrum.

7. JoinedtheAutismPaTTANInitiativein2016‐2017.TheteamvisitsandratestheEphrataAreaSchoolDistrictelementaryprogram,makessuggestions,andfollowsDistrictstudents'progress.Thispartnershipallowstheprogramtobecomeelevatedinprogramming,knowledgeofprocess,andtheabilitytotrainstafftomeettheneedsofthispopulation.

8. Continuestoworkonexecutivefunctioningcurriculumingrades5‐8.Thegoalistodirectlyinstructstudentswhohaveanexecutiveskillsdeficittohelpthemlearntheappropriateskillsneededtobesuccessfulinhighschoolandposthighschool.

9. HascommittedtosendingateamtothetransitionconferenceatPennStateUniversityinthesummerof2018.ThisconferencewillallowtheDistricttoobtaininformationaboutthenewestwaystomeetstudentneedsintheareaoftransition.Whileattheconference,teamswillbeworkingtocreateadditionaloptionsintheareaoftransitionandcreatetrainingforteacherswhodonotattendtheconference.

10. Continuestobecommittedtoensuringeachstudentwithadisabilityhasacompleteandsuccessfultransitionplan.Theseplansensurethebestpossibleoptionsforaftergraduation,suchascompetitivejobs,college,tradeschools,part‐timejobs,andevenshelteredworkshops.EachstudentpartnerswithhisorherparentstoplanforthefuturewithDistrictstaff,includingjobtrainers,toensureeachstudentseesandreacheshisorherfullestpotential.

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TrainingforStaff,Faculty,andParents:TheEphrataAreaSchoolDistrictiscommittedtoensuringeachstaffmemberreceivesconsistentandon‐goingtrainingtomeettheneedsofanever‐changingpopulation.Eachyearagroup,whichconsistsofstaff,administrators,andparents,determinesneededtrainingforfutureyears.Thegroupalsodetermineswhetherthetrainingisneededimmediately,inthefuture,oron‐going.Thefollowingoccursonanannualbasis:

Trainingonalltypesofdisabilities(autism,behaviordisturbances,learningdisabilities,andvisualandhearingdelays)‐‐Thesetrainingsoccurannuallyandasneededforspecifictargets,suchasatfacultyand/orPTAmeetings.

Twice‐a‐yeareventsareheldafterschoolhoursforanyparentsinthecountywhohaveaninterestinlearningmoreaboutstudentswithgiftedneeds.TheseworkshopsoccurwithintheDistrict.Othergiftedopportunitiesareavailableforstudentsinthegiftedprogramandtheirparentsbothinsideandoutsideofthecounty.

TheDistricthasseveralin‐housespecialistswhocanprovidetrainingsandcertificationsinareassuchasCrisisPreventionInstitute(CPI),whichgivesparticipantstheabilitytode‐escalatechildrenverballybeforeanythingphysicaliswarranted;Level1WilsonSpecialistswhoareabletoprovidepreciselanguageinstructiontomeettheneedsofindividualstudentsandassistotherteacherswithimplementationofreadingprograms;CPRandfirstaid;andspecializedworkshopstoallowparaprofessionalstogaincertificationfromthestate.

Agroupforpeoplewhoareinvolvedwithstudentswithinthespectrumbeganmeetinginthe2016‐17schoolyearandwillexpandfurthereachyear.Thisgroupwillprovideaforumforparentstoprovidesupport,advice,andinformationforeachother.ADistrictbuildingwillhostthegroup.

Specifictrainingsintheareaoftransitionandautismareavailableforparents,staff,andstudentsthroughPaTTANworkshops.TheDistrictencouragesparentstoattendthesesessionsatPennStateUniversityoverthesummer.TheDistrictalsosendsateamofteacherstoeachconferenceasoftenaspossible.Whentheteamsreturn,theycompleteplans,whichhelptoenhancetheserviceswithintheDistrict.

TheDistrictjobtrainersarecontinuallycreatingtrainingsforparents,students,andstaff.ThesetopicsofthesetrainingaredeterminedbytheuseofsurveysanddiscussionswithparentsatIEPmeetings.

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Assurances

SafeandSupportiveSchoolsAssurancesThe LEA has verified the following Assurances:

ImplementationofacomprehensiveandintegratedK‐12programofstudentservicesbasedontheneedsofitsstudents.(incompliancewith§12.41(a))

FreeEducationandAttendance(incompliancewith§12.1)

SchoolRules(incompliancewith§12.3)

Collection,maintenanceanddisseminationofstudentrecords(incompliance§12.31(a)and§12.32)

Discrimination(incompliancewith§12.4)

CorporalPunishment(incompliancewith§12.5)

ExclusionfromSchool,Classes,Hearings(incompliancewith§12.6,§12.7,§12.8)

FreedomofExpression(incompliancewith§12.9)

FlagSaluteandPledgeofAllegiance(incompliancewith§12.10)

HairandDress(incompliancewith§12.11)

ConfidentialCommunications(incompliancewith§12.12)

Searches(incompliancewith§12.14)

EmergencyCareandAdministrationofMedicationandTreatment(incompliancewith35P.S.§780‐101—780‐144)

Parentsorguardiansareinformedregardingindividualsurveystudentassessmentsandprovidedaprocessforrefusaltoparticipate(consistentwith§445oftheGeneralEducationProvisionsAct(20U.S.C.A.§1232h)andincompliancewith§12.41(d))

Personsdeliveringstudentservicesshallbespecificallylicensedorcertifiedasrequiredbystatuteorregulation(incompliancewith§12.41(e))

DevelopmentandImplementationofLocalWellnessProgram(incompliancewithPublicLaw108‐265,Section204)

EarlyInterventionServicesSystemAct(ifapplicable)(11P.S.§875‐101—875‐503)

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EstablishmentandImplementationofStudentAssistanceProgramsatalloflevelsoftheschoolsystem(incompliancewith24PS§15‐1547)

AcceptableUsePolicyforTechnologyResources

Providingcareerinformationandassessmentssothatstudentsandparentsorguardiansmightbecomeawareoftheworldofworkandcareeroptionsavailable.

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

Implementationofafullrangeofservices,programsandalternativeplacementsavailabletotheschooldistrictforplacementandimplementationofthespecialeducationprogramsintheschooldistrict.

Implementationofachildfindsystemtolocate,identifyandevaluateyoungchildrenandchildrenwhoarethoughttobeachildwithadisabilityeligibleforspecialeducationresidingwithintheschooldistrict'sjurisdiction.Childfinddataiscollected,maintainedandusedindecision‐making.Childfindprocessandproceduresareevaluatedforitseffectiveness.TheDistrictimplementsmechanismstodisseminatechildfindinformationtothepublic,organizations,agenciesandindividualsonatleastanannualbasis.

Assurancesofstudentswithdisabilitiesareincludedingeneraleducationprogramsandextracurricularandnon‐academicprogramsandactivitiestothemaximumextentappropriateinaccordancewithanIndividualizedEducationProgram.

CompliancewiththePADepartmentofEducation,BureauofSpecialEducation'sreportrevisionnoticeprocess.

Followingthestateandfederalguidelinesforparticipationofstudentswithdisabilitiesinstateanddistrict‐wideassessmentsincludingthedeterminationofparticipation,theneedforaccommodations,andthemethodsofassessingstudentsforwhomregularassessmentisnotappropriate.

Assuranceoffundsreceivedthroughparticipationinthemedicalassistancereimbursementprogram,ACCESS,willbeusedtoenhanceorexpandthecurrentlevelofservicesandprogramsprovidedtostudentswithdisabilitiesinthislocaleducationagency.

24P.S.§1306and§1306.2FacilitiesTherearenofacilities.

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LeastRestrictiveEnvironmentFacilitiesFacilityName TypeofFacility TypeofService NumberofStudents

PlacedDevereuxCares SpecialEducation

CentersAutisticSupport 1

Kid'sPeace Other MentalHeath 0Guadenzia Other DrugandAlcohol 0RiverRock SpecialEducation

CentersEmotionalSupport 2

ManosHouse Other DandA 1ConcernTreatmentforUnityforBoys

Other D&A'andEmotionalSupport

1

SpecialEducationProgramProfileProgram Position #1 ‐ Proposed Program

Operator: School District

PROPOSED PROGRAM INFORMATION

Type: Position

Implementation Date: February 13, 2015

Justification: Compliance for proximity to home, classroom design (for instruction),

classroom external noise, classroom accessibility, classroom location, classroom size

was marked as inappropriate.

PROGRAM SEGMENTS

TypeofSupport

LevelofSupport AgeRange Caseload FTE

Itinerant LearningSupport 8to10 25 0.5Locations: AkronElementary

AnElementarySchoolBuilding

AbuildinginwhichGeneralEducationprogramsareoperated

TypeofSupport LevelofSupport AgeRange Caseload FTE

Supplemental(LessThan80%butMoreThan20%)

LearningSupport 8to10 10 0.5

Locations: AkronElementary AnElementary

SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated

Program Position #2 ‐ Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

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Type: Position Implementation Date: February 5, 2015 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

TypeofSupport


Itinerant LearningSupport 5to10 15 0.3Justification:Teacherservesstudentsintheschoolwithagreateragespan,butthereisneveraclassthathasstudentsinitthathavemorethana3yearagespan.Locations: ClayElementary AnElementarySchool

BuildingAbuildinginwhichGeneralEducationprogramsareoperated




Justification:Theteacherneverhasstudentsinaclassthataregreaterthan3yearsagedifference.Locations: ClayElementary AnElementary




Type: ClassandPosition Implementation Date: September 1, 2014 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS


Full‐TimeSpecialEducationClass

AutisticSupport 6to10 6 0.75

Justification:AgewaiverintheIEPsofstudentswhoareoutsidethe3yearrule.Parentshavebeennotified.Studentsareoflikeneeds.Locations: ClayElementary AnElementarySchool




AutisticSupport 6to10 1 0.14

Justification:AgewaiversareintheIEPsandparentshavebeennotified.Studentsthatarelearningtogetherhavethesamegeneralneeds.Locations: ClayElementary AnElementary


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TypeofSupport


Itinerant AutisticSupport 6to10 1 0.1Justification:StudentshaveagewaiversintheirIEP.Parentshavebeennotifiedandstudentsinclasstogetherhavelikeneeds.Locations: ClayElementary





Type: Position Implementation Date: September 2, 2014 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

TypeofSupport


Itinerant SpeechandLanguageSupport

5to10 65 1

Justification:Studentsaregiventherapyindividuallyorinagroup.Thereisnogroupthathasanagerangehigherthan2years.Locations: ClayElementary





Type: ClassandPosition Implementation Date: February 2, 2015 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS


Itinerant LearningSupport 7to10 25 0.5Locations: HighlandElementary






Locations: HighlandElementary AnElementary


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Type: Class Implementation Date: August 28, 2017 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS



EmotionalSupport 6to9 8 0.67

Locations: HighlandElementary AnElementarySchool





Locations: HighlandElementary AnElementary


TypeofSupport


Itinerant EmotionalSupport 6to9 4 0.08Locations: Highland AnElementarySchool





PROGRAM SEGMENTS




Locations: FultonElementary AnElementarySchool





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Locations: FultonElementary AnElementary


Program Position #8 Operator: School District PROGRAM SEGMENTS



LearningSupport 7to10 20 1





Type: ClassandPosition Implementation Date: December 2, 2014 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

TypeofSupport


Itinerant LearningSupport 7to10 30 0.8Locations: FultonElementary











PROGRAM SEGMENTS

TypeofSupport


Itinerant SpeechandLanguage 5to10 65 1

71

SupportJustification:Speechtherapyisheldinindividualsessionsorgroupsessions.Nogroupshavehigherthanatwoyearagespan.Locations: FultonElementary





Type: Class Implementation Date: September 11, 2017 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

TypeofSupport



6to10 45 0.7

Justification:SpeechTherapyisgiventoindividualsorgroups.Groupstherapyisnevergiventoagroupthathasanagespanofmorethan2years.Locations: AkronElementary



TypeofSupport



5to8 9 0.15

Locations: ClayElementary



TypeofSupport



17to20 9 0.15

Locations: HighSchool ASeniorHighSchool





PROGRAM SEGMENTS

72


Itinerant LearningSupport 10to12 40 1Locations: EphrataIntermediateSchool

AMiddleSchoolBuilding


Program Position #13

Operator: School District PROGRAM SEGMENTS


Itinerant LearningSupport 10to12 24 0.8Locations: EphrataIntermediateSchool



TypeofSupport LevelofSupport

AgeRange Caseload FTE


LearningSupport

10to12 4 0.2

Locations: EphrataIntermediateSchool AMiddleSchool






LearningSupport

10to12 20 1






PROGRAM SEGMENTS


Itinerant LearningSupport 10to13 2 0.05Locations: EphrataIntermediateSchool



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LearningSupport

10to13 12 0.6






Locations: EphrataIntermediateSchool






11to13 65 1

Locations: EphrataIntermediateSchool






PROGRAM SEGMENTS



LifeSkillsSupport 12to15 6 1

Locations: EphrataMiddleSchool AMiddleSchool




Type: ClassandPosition Implementation Date: December 1, 2015 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

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EmotionalSupport

12to14 4 0.2




Itinerant EmotionalSupport 12to14 6 0.2Locations: EphrataMiddleSchool





Itinerant LearningSupport 11to13 22 0.8Locations: EphrataMiddleSchool






LearningSupport

11to13 4 0.2






PROGRAM SEGMENTS


Itinerant LearningSupport 13to15 30 1Locations:

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EphrataMiddleSchool






PROGRAM SEGMENTS


Itinerant LearningSupport 12to14 1 0.2Locations: EphrataMiddleSchool






LearningSupport

12to14 10 0.8





Type: ClassandPosition Implementation Date: August 28, 2014

PROGRAM SEGMENTS


Itinerant LearningSupport 16to20 25 0.8Locations: EphrataHighSchool

ASeniorHighSchoolBuilding





Locations: EphrataHighSchool ASeniorHigh




Type: ClassandPosition

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Implementation Date: August 28, 2014 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS



15to17 10 0.3

Justification:Speechtherapyisgiveninindividualsessionsoringroups;groupshavenomorethan3yearsgradespan.Locations: EphrataHighSchool





5to10 40 0.7

Justification:Speechisgiveninsmallgroupsandstudentsareneveringroupsthatareoutoftheagerange.Locations: HighlandElementary






PROGRAM SEGMENTS


Itinerant LearningSupport 12to15 25 1Locations: EphrataMiddleSchool





Type: Class Implementation Date: August 26, 2014 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS


Itinerant LearningSupport 14to17 25 1Locations:

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EphrataHighSchool




Operator: School District PROGRAM SEGMENTS












Type: ClassandPosition Implementation Date: August 28, 2014 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS













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PROGRAM SEGMENTS













PROGRAM SEGMENTS


Itinerant LearningSupport 17to18 20 1Locations: EphrataSeniorHighSchool






PROGRAM SEGMENTS



LifeSkillsSupport 14to20 3 0.15

Justification:Lifeskillstudentsareabletoattenduntiltheyareagedoutofprogramwhichis21,thusafewstudentswhoare20areinourtransitionclasses;andhaveagewaiverswithintheIEPandNOREPLocations: EphrataHighSchool ASeniorHigh



Itinerant LearningSupport 14to20 1 0.05

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Justification:AgewaiverissignedbyparentsandtheyunderstandsometransitionclassesbringtogetherstudentswithlifeskillswhohavethesameneedsandhaveagewaiverswithintheIEPandNOREP.Locations: EphrataHighSchool





LifeSkillsSupport 14to20 12 0.8

Justification:AgewaiversaresignedandparentsunderstandthatsomestudentaretogetherforcertaintransitionclasseswhoneedlifeskillssupportandhaveagewaiverswithintheIEPandNOREP.Locations: EphrataHighSchool ASeniorHighSchool











Locations: EphrataSeniorHighSchool




Itinerant EmotionalSupport 16to18 2 0.16Locations: EphrataSeniorHighSchool



Program Position #32 Operator: Intermediate Unit PROGRAM SEGMENTS



DeafandHearingImpairedSupport

6to8 8 1

Locations: AkronElementaryBuidling




Operator: School District

80

PROPOSED PROGRAM INFORMATION Type: ClassandPosition Implementation Date: November 17, 2014 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS




Justification:StudentshaveagewaiversintheirIEPandparentsunderstandtheneedforthisprogrammingduetothespecificneedsofeachstudent.Locations: ClayElementary AnElementarySchool



Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION

Type: ClassandPosition Implementation Date: October 1, 2014 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS



EmotionalSupport 14to18 12 1

Locations: EphrataHighSchool ASeniorHighSchool





PROGRAM SEGMENTS






81





Program Position #36 Operator: Intermediate Unit PROGRAM SEGMENTS

TypeofSupport



11to13 32 0.5

Locations: MiddleSchool AMiddleSchool



Operator: Intermediate Unit PROGRAM SEGMENTS

TypeofSupport


Itinerant DeafandHearingImpairedSupport

15to18 2 0.2

Locations: HighSchool ASeniorHighSchool




11to13 2 0.2

Locations: MiddleSchoolandEIS

AMiddleSchoolBuilding AbuildinginwhichGeneralEducationprogramsareoperated

TypeofSupport



6to8 2 0.2

Locations: AkronElementary





Type: Position Implementation Date: October 15, 2015 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

82

PROGRAM SEGMENTS

TypeofSupport


Itinerant AutisticSupport 6to8 2 0.25Locations: AkronElementary



TypeofSupport


Itinerant AutisticSupport 6to8 2 0.17Locations: Highland AnElementarySchool


TypeofSupport


Itinerant AutisticSupport 6to8 2 0.17Locations: Fulton AnElementarySchool


TypeofSupport


Itinerant AutisticSupport 10to12 2 0.17Locations: MiddleSchool AMiddleSchool


TypeofSupport


Itinerant AutisticSupport 14to17 2 0.17Locations: HighSchool ASeniorHighSchool




Type: ClassandPosition Implementation Date: September 2, 2014

PROGRAM SEGMENTS




Locations: ClayElementary AnElementary


83

TypeofSupport


Itinerant LearningSupport 7to10 5 0.1Locations: ClayElementary





Type: ClassandPosition Implementation Date: August 24, 2015 Justification: Compliance for classroom location was marked as inappropriate. Explain any unchecked boxes for facilities questions: This classroom is a new class that is designed for student 18‐21 years old. It is located at our off‐campus building that holds two different classroom types. One is this life skills classroom for transition purposes and the other classroom is general education students who receive instruction through a combination of computer based and teacher based delivery.

PROGRAM SEGMENTS




Locations: EphrataHighSchoolatWashington






PROGRAM SEGMENTS



EmotionalSupport

10to12 12 0.63




Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: November 1, 2015

84

Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate. Explain any unchecked boxes for facilities questions: This is a regular education classroom that is a general education K classroom

PROGRAM SEGMENTS

TypeofSupport


Itinerant BlindorVisuallyImpairedSupport

4to5 1 0.1

Locations: FultonElementary



SpecialEducationSupportServicesSupportService Location Teacher

FTECoordinatorofStudentServices DistrictWide 1AssistantCoordinatorofStudentServices

DistrictWide 1

HomeSchoolVisitor ElementarySchools 1HomeSchoolVisitor MiddleSchool 1HomeSchoolVisitor HighSchool 1SchoolPsychologists HighlandElementary 0.5SchoolPsychologist EIS 0.5SchoolPsychologist AkronElementaryandFulton

Elementary1

SchoolPsychologist HighSchoolandMiddleSchool 1SchoolPsychologist Clay 0.5Paraprofessional Clay 8.19Paraprofessional Fulton 8.56Paraprofessional EphrataIntermediate/MiddleSchool 17.25Paraprofessional EphrataHighSchool 13Paraprofessional HighlandElementary 2.88Paraprofessional Akron 1.31SpecialEducationConsultant DistrictWide 0.5SupervisorofSpecialEducation DistrictWide 1BehaviorSpecialist DistrictWide 1ItinerantAutisticSupport DistrictWide 1

85

SpecialEducationContractedServicesSpecialEducationContractedServices Operator AmtofTimeperWeek

GroupTherapists OutsideContractor 6HoursOTperAustills OutsideContractor 17.38HoursOTperAustills OutsideContractor 23HoursOTperAustills OutsideContractor 22.5HoursOTperAustills OutsideContractor 19.5HoursPTperAustills OutsideContractor 12.66HoursPTperAustills OutsideContractor 5.32HoursTeacheroftheDeafandHardofHearing IntermediateUnit 2DaysTeacheroftheBlindandVisuallyImpaired IntermediateUnit 0.5DaysOrientationandMobilitySpecialists IntermediateUnit 1DaysJobTrainer IntermediateUnit 5DaysJobTrainer IntermediateUnit 3DaysJobTrainer IntermediateUnit 5DaysItinerantAutisticSupportTeacher IntermediateUnit 6DaysItinerantDeafandHardofHearingSupportTeacher OutsideContractor 2Hours

86

NeedsAssessment

RecordSchoolPatterns

Question:Afterreviewingschoollevelaccomplishmentsandsystemicchallenges,whatpatternscanyouidentifyamongyourschools?

Whatotherinformationdoyoustillneedtoassess?

Answer:Wehaveseenthat,althoughourschool‐baseddataisabovethestateaverages,thereareareasthatwefocusedontoimproveourstudentexperienceacademicallyandextra‐curricularwise.Inordertomakedatadrivendecisionsforthedurationofthisplan,weneedthemostup‐to‐datedata.Thisisneededtouseprescriptivetechniquesfordatadrivendecisionmaking.

DistrictAccomplishments

Accomplishment#1:Ourgrowthasadistricthasbeenclearlydocumentedon2014‐2015PVAASdata.

Accomplishment#2:WehaveexceededtheStateaverageinachievementasdemonstratedonthePSSAinallbutonesubjectacrossallgradelevels.

DistrictConcerns

Concern#1:Establishasystemwithintheschoolthatfullyensureseachmemberoftheschoolcommunitypromotes,enhances,andsustainsasharedvisionofpositiveschoolclimate.

Concern#2:Establishasystemwithintheschoolthatfullyensuresschoolstaffmembersmonitorstudentparticipationinthelearningprocessandrespondwithmorepersonalizedinstructionbasedontheneedsofstudentsasreflectedbystudentachievementdata.

87

PrioritizedSystemicChallenges

SystemicChallenge#1(GuidingQuestion#0)Establishadistrictsystemthatfullyensurestheschoolpartnerswithfamiliesandthecommunitytosustainapositiveschoolclimateinwhichstudentsengageinthelearningprocess.

AlignedConcerns:

Establishasystemwithintheschoolthatfullyensureseachmemberoftheschoolcommunitypromotes,enhances,andsustainsasharedvisionofpositiveschoolclimate.

Establishasystemwithintheschoolthatfullyensuresschoolstaffmembersmonitorstudentparticipationinthelearningprocessandrespondwithmorepersonalizedinstructionbasedontheneedsofstudentsasreflectedbystudentachievementdata.

SystemicChallenge#2(GuidingQuestion#2)Establishadistrictsystemthatfullyensurestheconsistentimplementationofeffectiveinstructionalpracticesacrossallclassroomsineachschool.

AlignedConcerns:

Establishasystemwithintheschoolthatfullyensuresschoolstaffmembersmonitorstudentparticipationinthelearningprocessandrespondwithmorepersonalizedinstructionbasedontheneedsofstudentsasreflectedbystudentachievementdata.

88

DistrictLevelPlan

ActionPlans

Goal#1:Establishadistrictsystemthatfullyensurestheschoolpartnerswithfamiliesandthecommunitytosustainapositiveschoolclimateinwhichstudentsengageinthelearningprocess.

RelatedChallenges:

Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.

Indicators of Effectiveness:

Type: Annual

Data Source: Parent and community surveys along with graduation rates and student performance on local, state and national assessments.

Specific Targets: Overall positive feedback from the survey and scoring in the 90 percent range on performance, growth, and graduation rate.

Strategies:

Family Literacy Activities

Description: FamilyLiteracyActivitiesincludethoseactivitieswhereparentinvolvementinliteracyacquisitionisnarrowlydefinedtoincludeparent‐childactivitiesthatfocusonreading.Ameta‐analysisof14interventionstudiesindicatesthatfamilyliteracyactivitieshaveahigheffectsizeonreadingskillacquisitioningradesK‐3.(Sources:http://lincs.ed.gov/publications/pdf/lit_interventions.pdf,http://www.getreadytoread.org/early‐learning‐childhood‐basics/early‐literacy/promoting‐family‐literacy‐raising‐ready‐readers,http://www.readwritethink.org/classroom‐resources/calendar‐activities/celebrate‐national‐family‐literacy‐20681.html,http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/WWC_Shared_Book_092806.pdf)

SAS Alignment: Instruction

Substantial Professional Development

89

Description: TheSouthwestRegionalEducationalLaboratoryfoundthatsubstantialprofessionaldevelopmentshowedapositiveimpactuponstudentachievement(substantial=greaterthan14hoursoffocusedprofessionaldevelopmentdeliveredviaworkshopsorsummerinstitutes,supportedbyfollow‐upsessionsandalldeliveredbyprofessionaldevelopersratherthantrain‐the‐trainerapproaches).(Source:http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033.pdf)Resource:http://effectivestrategies.wiki.caiu.org/Professional+Development


Emphasize parent and staff participation in community‐school events

Description:

ForEphrataAreaSchoolDistricttoremainasuccessfulsystemforstudents,itispertinentthattheDistrictmakeanefforttoensureasolidconnectionwithparentsandthecommunityoftheschooldistrict.

Someexamplesofhowtoaccomplishthisare:

FamilyLiteracyActivitieswillbeconductedthreetimesayearattheprimarylevelforstudentsineachelementaryschool.

EphrataHighSchoolstaffwillconductInformationNightsregardinghighereducation,financialaidforhighereducation,courseselectionforincoming9thgradestudents,etc.

EachschoolwillconductanOpenHouseinthefirstquarteroftheschoolyearandincludetrainingsessionsforparentswhennecessary(i.e.ParentPortaltraining)

Parent/TeacherconferenceswillbeconductedinKindergartenthroughGrade8anduponrequestofparentsorprofessionalstaff.

Kindergartenstudent/parentorientationsessionswillbeheld. TheDistrictwillconnectwithareapreschoolprogramsandparentstohelp

prepareincomingkindergartnerswithworkshopsandactivities. Middle/IntermediateSchoolParentOpenForumswillbeheldtoreview

upcomingevents,sharedatawithparents,andreviewbuildingandDistrictpolicies.

SAS Alignment: Safe and Supportive Schools

Continued Improvement of Instructional Practices

Description:

90

AsaDistrictthatcontinuestostrivetoimprovestudentperformanceandtheartandscienceofteaching,itisessentialthatwedonotwaiveroracceptthestatusquointherealmofimprovinginstructionalpracticeinKindergartenthroughGrade12andeverysubject.Wewillcontinuetoidentifyprofessionaldevelopmentopportunitiesthatwillhaveapositiveimpactonstudentachievementandemotionalwell‐being.

SAS Alignment: Assessment, Curriculum Framework, Instruction

Improve a preventive system to increase student attendance

Description:

Studentattendanceisoneofthemostimportantfactorsinstudentacademicandsocialsuccess.Itisimperativethatstudentscometoschool,anditisthedutyoftheDistricttoensureasolidsystemisinplacetoassistparentsandstudentsatalllevelsinattendingschoolinaccordancewithcompulsoryeducation.

SAS Alignment: None selected

Implementation Steps:

Early Literacy Initiatives

Description:

TheseactivitiesaregearedtowardimprovingthereadingskillsofallstudentsintheDistrictthroughtargetedprogramsandinitiatives.

Start Date: 7/1/2014 End Date: 6/30/2017

Program Area(s):

Supported Strategies:



Secondary Team Training

Description:

91

Providemiddleandhighschoolteammemberswithtrainingtotargetat‐riskstudentsthroughouttheschoolsystemandsetupopportunitiesforinstructionalengagementandstudentsuccess.(ProfessionalDevelopmentinInstructionalEngagementandtheuseofDepthofKnowledge)


Program Area(s):




Improve parent access to online information

Description:

Developaformatfortestscorereportingtoparents/guardianswithexplanations(i.e.PSSAsandPennsylvaniaKeystoneExams)

Postprogressreportsonline(curriculum‐basedassessmentsandgradelevelprogress).

Postreadinglevels,progressmonitoringdata,DRA(DiagnosticReadingAssessment),andDIBELS(DynamicIndicatorsofBasicEarlyLiteracySkills).Thesereportswillbeaccessibleforparentsalongwithexplanationsofeachpieceofdata.

UseSchoologytoposthomeworkandinformationforteacher/student/parentconnections

ProvideaccesstoE‐textbooksforstudentandparentuseathome


Program Area(s): Educational Technology




Description:

92

FamilyLiteracyActivitieswillbeconductedthreetimesayearattheprimarylevelforstudentsineachelementaryschool.

EphrataHighSchoolstaffwillconductInformationNightsregardinghighereducation,financialaidforhighereducation,courseselectionforincoming9thgradestudents,etc.

EachschoolwillconductanOpenHouseinthefirstquarteroftheschoolyearandincludetrainingsessionsforparentswhennecessary(i.e.ParentPortaltraining)

Parent/TeacherconferenceswillbeconductedinKindergartenthroughGrade8anduponrequestofparentsorprofessionalstaff.

Kindergartenstudent/parentorientationsessionswillbeheld. TheDistrictwillconnectwithareapreschoolprogramsandparentstohelp

prepareincomingkindergartnerswithworkshopsandactivities.


Program Area(s):



Professional Development on teaching diverse learners in an inclusive setting

Description:

1.Collaborativeworkwithteachersandspecialeducationteachers

2.InserviceSessionforrelatedartsteachers


Program Area(s): Professional Education, Special Education




Professional development in the area of language and literacy acquisition for all students

93

Description:

1.OngoingcontactwithKindergartenCoordinatorandLiteracyCoordinatorforcoachingintheareaofliteracy

2.Professionaldevelopmentsessionsintheareaofdifferentiation

3.OngoingteachersupportduringPLCanddatameetings

4.Professionaldevelopmentsessionsonkidwriting,writingworkshop,textdependentanalysis,andclosereading


Program Area(s): Professional Education





Goal#2:Establishadistrictsystemthatfullyensurestheconsistentimplementationofeffectiveinstructionalpracticesacrossallclassroomsineachschool.

Related Challenges:

Establish a district system that fully ensures the school partners with families and the community to sustain a positive school climate in which students engage in the learning process.

Indicators of Effectiveness:

Type: Annual

Data Source: Walk throughs and Observation Data

Specific Targets: All lessons will contain instruction that is differentiated based on the needs and/or interests of students

Strategies:

94


Description: TheSouthwestRegionalEducationalLaboratoryfoundthatsubstantialprofessionaldevelopmentshowedapositiveimpactuponstudentachievement(substantial=greaterthan14hoursoffocusedprofessionaldevelopmentdeliveredviaworkshopsorsummerinstitutes,supportedbyfollow‐upsessionsandalldeliveredbyprofessionaldevelopersratherthantrain‐the‐trainerapproaches).(Source:http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033.pdf)Resource:http://effectivestrategies.wiki.caiu.org/Professional+Development



Description:

AsaDistrictthatcontinuestostrivetoimprovestudentperformanceandtheartandscienceofteaching,itisessentialthatwedonotwaiveroracceptthestatusquointherealmofimprovinginstructionalpracticeinKindergartenthroughGrade12andeverysubject.Wewillcontinuetoidentifyprofessionaldevelopmentopportunitiesthatwillhaveapositiveimpactonstudentachievementandemotionalwell‐being.

SAS Alignment: Assessment, Curriculum Framework, Instruction

Standardized Tests and Curricular Success

Description:

TheEphrataAreaSchoolDistrictwillusehighleverageinterventionsanduniqueprogramswithfidelitytoensuresuccessforstudentsinallgradesandatalllevelsofperformance.ItiscriticaltocontinuetoestablishasystemthatwillfocusonstudentsuccessonstandardizedtestsandwithintheDistrict‐approvedcurriculum.


Pervasive use of student data to ensure student academic growth

Description:

Ourprofessionalstaffwillcontinuetousedata(StandardizedTestdataandLocalAssessmentdata)tofocusinstructionandenhancestudent

95

learningforeverystudenttocontinuethefocusonourDistrictVisionStatement:"AchievingSuccessOneStudentataTime!"


PLCs ‐ Professional Learning Communities

Description:

RichardDuFour,Barth,R.(1991).Restructuringschools:Somequestionsforteachersandprincipals.PhiDeltaKappan,73(2),123–128.Marzano,R.(2003).Whatworksinschools:Translatingresearchintoaction.Alexandria,VA:ASCD.LearningForward(2014).3KeystoKeepLearningCommunitiesFocusedontheLearning.(Sources:http://effectivestrategies.wiki.caiu.org/file/view/Transforming%20Professional%20Learning.pdf/543104478/Transforming%20Professional%20Learning.pdf,http://www.ascd.org/publications/educational‐leadership/may04/vol61/num08/What‐Is‐a‐Professional‐Learning‐Community%C2%A2.aspx)Resources:http://effectivestrategies.wiki.caiu.org/Using+Data,http://effectivestrategies.wiki.caiu.org/Professional+Development

SAS Alignment: Assessment, Instruction

Implementation Steps:

Intervention Strategies

Description:

MTSSmodel(GradesK‐8) AcademicCoachingTime(Grades9‐12)(Anafter‐schoolprogram) KeystoneStudyIslandRemediation Continuedanalysisofstudentfailurestodetermineacademicand

interventionpathforindividualstudents. StarIntervention(GradesK‐4)andTutorial/Intervention/PASS

(PrescriptiveAcademicSuccessforStudents)(Grades5‐8) LettheLearningBegin/PlanttheSeedinitiatives(earlychildhoodlevel) Covey"LeaderinMe"program(Grades5‐8)andSWPBS(GradesK‐8) CareerCruising,CareerChoices,andAdvisoryPeriod(Grades7‐12) Partnership(s)withlocalagenciesregardingstudentattendance(COBYS,

DistrictJustice)


Program Area(s):

96






Description:

Focusondifferentiationineverycontentareaandgradelevel ImplementaCoreSixbookstudyandstrategyinGrades7‐12 PracticeLessonStudyinGrades5and6 Practiceinstructionalcoaching(Oasys,Danielson) ConductIndicator14follow‐upsurveys Examineandimplementonlinelearningopportunities Cataloghighlyeffectivestudentengagementtechniquesandmakethe

informationeasilyaccessible(withexamples)forteacheruse


Program Area(s):





Professional Development on teaching diverse learners in an inclusive setting

Description:

1.Collaborativeworkwithteachersandspecialeducationteachers

2.InserviceSessionforrelatedartsteachers


Program Area(s): Professional Education, Special Education

97




Professional development in the area of language and literacy acquisition for all students

Description:

1.OngoingcontactwithKindergartenCoordinatorandLiteracyCoordinatorforcoachingintheareaofliteracy

2.Professionaldevelopmentsessionsintheareaofdifferentiation

3.OngoingteachersupportduringPLCanddatameetings

4.Professionaldevelopmentsessionsonkidwriting,writingworkshop,textdependentanalysis,andclosereading


Program Area(s): Professional Education



Standardized Tests and Curricular Success



Professional Learning Communities (PLC) development

Description:

ContinuedworkonPLCdevelopmentthroughadditionalPLCprofessionaldevelopmentandcreatingopportunitiestoshareinstructionalstrategiestobestmeettheneedsofstudents


98

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

Education, Student Services, Educational Technology



PLCs ‐ Professional Learning Communities

99

Appendix:ProfessionalDevelopmentImplementationStepDetails

LEA Goals Addressed:

Establish a district system that fully ensures the school partners with families and the community to sustain a positive school climate in which students engage in the learning process.

Strategy #1: Substantial Professional Development Strategy #2: Emphasize parent and staff participation in community-school events

Start End Title Description

7/1/2014 6/30/2017 Secondary Team Training

Provide middle and high school team members with training to target at‐risk

students throughout the school system and set up opportunities for instructional

engagement and student success. (Professional Development in Instructional

Engagement and the use of Depth of Knowledge)

Person Responsible SH S EP Provider Type App. Rick Hornberger 7.0 4 8 PaTTAN - HBG PaTTAN Yes

Knowledge Family involvement strategies for secondary schools

Supportive Research Family involvement levels show a strong correlation to student learning.

Designed to Accomplish

For classroom teachers, school counselors and education specialists:

Empowers educators to work effectively with parents and community partners.

100

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

Instructs the leader in managing resources for effective results.

Training Format Series of Workshops

Participant Roles

Classroom teachers Principals / Asst. Principals

Supt / Ast Supts / CEO / Ex Dir

Parents

Grade Levels

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

Evaluation Methods

Review of written reports summarizing instructional activity


Establish a district system that fully ensures the school partners with families and the community to sustain a positive school climate in which students engage in the learning process. Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.

Strategy #1: Substantial Professional Development Strategy #2: Continued Improvement of Instructional Practices

101


8/29/2016 6/12/2021 Professional Development on

teaching diverse learners in an inclusive setting

1. Collaborative work with teachers and special education teachers

2. Inservice Session for related arts teachers

Person Responsible SH S EP Provider Type App. Building Principals,

Coordinator of Student Services, Assistant Superintendent

6.0 1 15 Ephrata Area School District School Entity

No

Knowledge Equips regular classroom teachers to address the needs of special needs students in their classrooms

Supportive Research Inclusion of students in regular education classrooms



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

Training Format LEA Whole Group Presentation

Participant Roles Classroom teachers Grade Levels Elementary ‐ Primary (preK ‐ grade 1)

102

Principals / Asst. Principals

Elementary ‐ Intermediate (grades 2‐5)



Evaluation Methods

Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.



Strategy #1: Family Literacy Activities Strategy #2: Substantial Professional Development Strategy #3: Continued Improvement of Instructional Practices


6/3/2016 6/12/2021

Professional development in the area of language and literacy acquisition for all

students

1. Ongoing contact with Kindergarten Coordinator and Literacy Coordinator for

coaching in the area of literacy

2. Professional development sessions in the area of differentiation

3. Ongoing teacher support during PLC and data meetings

4. Professional development sessions on kidwriting, writing workshop, text

103

dependent analysis, and close reading


Literacy Coordinator 6.0 4 25 Ephrata Area School District School

Entity No

Knowledge Instructional Practice in the area of literacy

Supportive Research Emphasis on data driven instructional decision making and small group differentiated instruction



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




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

Training Format

Department Focused Presentation Professional Learning Communities

Participant Roles Classroom teachers Principals / Asst. Principals Grade Levels

Elementary ‐ Primary (preK ‐ grade 1) Elementary ‐ Intermediate (grades 2‐5)

104



Creating lessons to meet varied student learning styles

Peer‐to‐peer lesson discussion

Evaluation Methods


Student PSSA data

Standardized student assessment data other than the PSSA

LEA Goals Addressed: Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.

Strategy #1: Substantial Professional Development Strategy #2: Pervasive use of student data to ensure student academic growth Strategy #3: Continued Improvement of Instructional Practices


7/1/2014 7/1/2021 Intervention Strategies

MTSS model (Grades K‐8)

Academic Coaching Time (Grades 9‐12) (An after‐school program)

Keystone Study Island Remediation

Continued analysis of student failures to determine academic and

intervention path for individual students.

105

Star Intervention (Grades K‐4) and Tutorial/ Intervention/PASS (Prescriptive

Academic Success for Students) (Grades 5‐8)

Let the Learning Begin/Plant the Seed initiatives (early childhood level)

Covey "Leader in Me" program (Grades 5‐8) and SWPBS (Grades K‐8)

Career Cruising, Career Choices, and Advisory Period (Grades 7‐12)

Partnership(s) with local agencies regarding student attendance (COBYS,

District Justice)

Person Responsible SH S EP Provider Type App. Assistant

Superintendents, Building Principals


No

Knowledge Staff will gain knowledge on developing high quality programs for students using data and data points to

examine the program

Supportive Research

Research and best practices will be used in efficient ways with Differientated Instruction, MTSS, Student

Engagement and Data driven instruction.





For school and district Provides the knowledge and skills to think and plan strategically, ensuring that

106

administrators, and other educators seeking leadership roles:

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.


Training Format

LEA Whole Group Presentation Series of Workshops

Participant Roles



School counselors

New Staff

Grade Levels


Middle (grades 6‐8)

High (grades 9‐12)



Analysis of student work, with administrator and/or peers

Evaluation Methods

Student PSSA data Standardized student assessment

data other than the PSSA

Review of participant lesson plans

LEA Goals Addressed: Establish a district system that fully ensures the consistent implementation of effective

Strategy #1: Substantial Professional Development

107

instructional practices across all classrooms in each school.

Strategy #2: Pervasive use of student data to ensure student academic growth Strategy #3: Continued Improvement of Instructional Practices


7/1/2014 7/1/2021 Continued Improvement of

Instructional Practices

Focus on differentiation in every content area and grade level

Implement a Core Six book study and strategy in Grades 7‐12

Practice Lesson Study in Grades 5 and 6

Practice instructional coaching (Oasys, Danielson)

Conduct Indicator 14 follow‐up surveys

Examine and implement online learning opportunities

Catalog highly effective student engagement techniques and make the

information easily accessible (with examples) for teacher use

Person Responsible SH S EP Provider Type App. Assistant

Superintendents, Building Principals, Literacy Coordinator, Department Supervisors

6.0 6 230 Ephrata Area school District School Entity

Yes

Knowledge Teachers will become better instructors because of the professional development provided in the area of high

quality instruction.

108

Supportive Research

Best practices in instruction will be a major factor in the Professional Developemnt supplied by the district to

ensure high quality teaching practices for each teacher and in each classroom.







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.



Training Format

LEA Whole Group Presentation Series of Workshops

School Whole Group Presentation

Department Focused Presentation

Participant Roles



Grade Levels


Middle (grades 6‐8)

High (grades 9‐12)

109

School counselors

New Staff



Analysis of student work, with administrator and/or peers

Lesson modeling with mentoring

Joint planning period activities

Evaluation Methods


Student PSSA data


Classroom student assessment data



Strategy #1: Substantial Professional Development Strategy #2: Continued Improvement of Instructional Practices


110

8/29/2016 6/12/2021 Professional Development on

teaching diverse learners in an inclusive setting

1. Collaborative work with teachers and special education teachers

2. Inservice Session for related arts teachers


Coordinator of Student Services, Assistant Superintendent


No

Knowledge Equips regular classroom teachers to address the needs of special needs students in their classrooms

Supportive Research Inclusion of students in regular education classrooms







Training Format LEA Whole Group Presentation

Participant Roles Classroom teachers Principals / Asst. Principals Grade Levels


111



Evaluation Methods




Strategy #1: Substantial Professional Development Strategy #2: Standardized Tests and Curricular Success Strategy #3: Pervasive use of student data to ensure student academic growth Strategy #4: Continued Improvement of Instructional Practices


6/3/2016 6/12/2021

Professional development in the area of language and literacy acquisition for all

students

1. Ongoing contact with Kindergarten Coordinator and Literacy Coordinator for

coaching in the area of literacy

2. Professional development sessions in the area of differentiation

3. Ongoing teacher support during PLC and data meetings

4. Professional development sessions on kidwriting, writing workshop, text

dependent analysis, and close reading

Person Responsible SH S EP Provider Type App.

112

Building Principals, Literacy Coordinator


No

Knowledge Instructional Practice in the area of literacy

Supportive Research Emphasis on data driven instructional decision making and small group differentiated instruction








Training Format

Department Focused Presentation Professional Learning Communities

Participant Roles


Grade Levels


Follow-up Activities Team development and Evaluation Methods Classroom observation focusing on

113

sharing of content‐area lesson implementation outcomes, with involvement of administrator and/or peers

Creating lessons to meet varied student learning styles

Peer‐to‐peer lesson discussion

factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.

Student PSSA data


114

DistrictLevelAffirmations

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

WeaffirmthattheresponsesintheProfessionalEducationCoreFoundationsandtheProfessionalDevelopmentImplementationStepsfocusonthelearningneedsofeachstaffmembertoenableallstaffmembersmeetorexceedthePennsylvaniaacademicstandardsineachofthecoresubjectareas.

AffirmedbyTimStayeron11/27/2017

BoardPresident

AffirmedbyBrianTroopon11/21/2017

Superintendent/ChiefExecutiveOfficer

115

SpecialEducationAffirmations

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

1. Thereareafullrangeofservices,programsandalternativeplacementsavailabletotheschooldistrictforplacementandimplementationofthespecialeducationprogramsintheschooldistrict.

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

3. Theschooldistricthasadoptedpoliciesandproceduresthatassurethatstudentswithdisabilitiesareincludedingeneraleducationprogramsandextracurricularandnon‐academicprogramsandactivitiestothemaximumextentappropriateinaccordancewithanIndividualizedEducationProgram.

4. TheschooldistrictwillcomplywiththePADepartmentofEducation,BureauofSpecialEducation'srevisionnoticeprocess.

5. Theschooldistrictfollowsthestateandfederalguidelinesforparticipationofstudentswithdisabilitiesinstateanddistrict‐wideassessmentsincludingthedeterminationofparticipation,theneedforaccommodations,andthemethodsofassessingstudentsforwhomregularassessmentisnotappropriate.

6. TheschooldistrictaffirmsthePennsylvaniaDepartmentofEducationthatfundsreceivedthroughparticipationinthemedicalassistancereimbursementprogram,ACCESS,willbeusedtoenhanceorexpandthecurrentlevelofservicesandprogramsprovidedtostudentswithdisabilitiesinthislocaleducationagency.

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

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ephrata area sd · 2018. 6. 4. · 2 district profile demographics 803 oak blvd ephrata, pa 17522...

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