jenkintown-sd comprehensive-plan 6-12-2018 · 2018. 6. 12. · 6 the 2015-2016 general fund budget...

JenkintownSD

DistrictLevelPlan

07/01/2017-06/30/2020

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DistrictProfile

DemographicsWest and Highland Avenues Jenkintown, PA 19046 (215)885-3722 Superintendent: Jill Takacs Director of Special Education: Michele Glennon

PlanningProcessTheplanningteamconsistedofadministrators,teachers,parents,students,communitymembers

andbusinessowners.Theteachersvolunteeredtoserveontheplanningteamandconsistedofa

varietyofdisciplines.Thestudentswereselectedbyteachersbasedontheirages.Theparents

wereselectedbecausetheyhavestudentscurrentlyenrolledintheschooldistrict.Themembers

whoparticipatedreflectedtheinstitution’sstakeholdergroupsbecauseoftheinstitutionsthey

represented,andbecausetheycollectivelyservedasrepresentativesforthediversepopulationof

ourschoolconcerningchildrenwithspecialneeds,giftedchildren,andage.

Process:

TheadminstrativeteammetwithaconsultantfromtheBucksCountyIntermediateunittodevelopa

timelineforthecompletionoftheplan.Multiplemeetingswerescheduledforthepurposeofgetting

inputfromallstakeholders,includinganeveningforumwiththecommunity.Outofthesemeetingsa

PlanningTeamwasdeveloped.Thisteamconsistedofadministrators,teachers,parents,community

members,boardrepresentatives,andstudents.

ThePlanningTeamwillmeetonaregularbasistoreviewprogresstowardobjectives,andvalidate

currentgoalsandactionsplans.Thereviewprocesswillincludeanevaluationofongoingactivities

todeterminewhatchangesneedtobemade,andtooffernewsuggestionsandideasinorderto

achievesuccess.

BecauseJenkintownissuchasmallschooldistrict,manyofthemembersoftheplanningteamare

alsopartoftheactionplan/implementationteam.Thissharedmembershipensurestheaccuracyof

communicationbetweenthevariousteams.

Progresstowardstheobjectiveswillbecelebratedthroughannualreportsatschoolboardmeetings

andwillthenbeavailableontheschoolwebsite.

Theadministrativeteamwasactivelyinvolvedintheplanningprocess.Theyattendedallofthe

meetings,organizedtheplanningteam,compiledinformationanddataaboutthedistrict,and

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facilitateddiscussionconcerningthevariousstagesofstrategicplanning,includingareviewofthe

districtvisionandmissionstatement,identifyinggaps,developingactionsteps.

Thesuperintendentwillcontinuetoprovidereportsanddraftsinvariousmeetingsthroughoutthe

process.Theseupdatesserveasonewaytofostercommunicationwithinthecommunity.Sincea

memberofeachgroupservesontheplanningteam,thisrepresentativecanshareinformationwith

thegroupaswell.

MissionStatementDistrictMission

Asthecenterofasmall,uniquelyengagedcommunity,theSchoolDistrictofJenkintownis

committedtoprovidingasafeandnurturingenvironmentwithdiverse,challenginglearning

opportunitiesforallstudentstoacquirethemotivation,knowledgeandskillstoachieveacademic

excellencewhilecompetinginandcontributingtoarapidlychangingglobalsociety.

VisionStatementVisionStatement

JenkintownSchoolsfosteracademic,social,andemotionalgrowthofallstudentswithinasmall,

nurturingcommunitygroundedintradition.Wecultivatecharacter,encourageparticipation,

celebratelearning,andinspiremindstoachievepersonalexcellencethrougheffortandcreative

exploration.Ourstudentswillthriveinanacademicallychallengingenvironmentthatvalues

diversity,respectandresponsibility.Ourstudentswillbecomelifelonglearners,creativeproblem

solvers,criticalthinkers,andeffectivecommunicators.

SharedValuesBeliefStatement

Webelieve:

1. allstudentscanlearn

2. ourschoolcommunityshouldpromotemanyco-curricularactivitiesthatgivestudentsavarietyofexperiencespromotingself-confidenceandcompetence

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3. inculturalexperiencesthatfosterstudents’abilitytoset,reviseandachievetheireducationalgoalsresultinginthecreationofproductivecitizens

4. intheimportanceofthecommunitywhichincludeinteractionsofteachers,staff,parents,students,residentsandbusiness

5. learningshouldprovidetheskillsnecessaryforcontinuedgrowthandsuccessinthefuturethrougheducationalexperiencesthatarechallenging,exciting,anddiverse

6. intheimportanceofinspiredteaching

7. theschoolexperienceexposesstudentstotheacademic,vocational,emotional,physical,andsocialopportunities,thatresultinaworthwhileandrewardinglife

8. effectivecommunicationisessential

9. smallclasssizecanenhanceandfostertheeducationofstudentsbecauseofthepositiveeffectonlearning

10. theartsareacriticalcomponentofourcomprehensiveeducationalexperience

11. inaninclusiveenvironmenttomeettheneedsofallstudents

EducationalCommunityOrganizationOverview

TheSchoolDistrictofJenkintownislocatedinsuburbanMontgomeryCounty,threemilesnorthof

Philadelphia.Thepopulationoftheonesquaremilecommunityisapproximately4,473.

ThepopulationcharacteristicsofJenkintownhavebeenratherstableoverthepasttenyears.Taken

fromtheOctober2016enrollmentreport,theschooldistrict'senrollmentis681students.Withthe

downsizingofseniorcitizenstoapartments,condominiums,orrelocationthenumberofsingle

parentfamilieshasincreased.Thegeographicalboundariesoftheborough(andtheschooldistrict)

havenotchangedsince1990,andmostlandisusedinsinglestorydwellingswithsomecommercial

developmentinofficebuildingsandastripofstoresandbusinesseslocatedalongStateRoute611.

Themedianageis45yearsoldwithintheagedistributionofJenkintownandtheoverallpopulation

rateisprojectedtoremainconsistent.

SincetheamountofstatefundingisminimalandthedistrictworkswiththecontraintsofthetheAct

1index,thegenerationofrevenuestocoverincreasingeducationalcostsisaconcern.Additional

concernsincludethefinancialburdenonthedistrictforexpensessuchasreducedassessment

values,increasedPSERS,healthcare,andbenefitcosts.

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TheBoroughofJenkintownandtheSchoolDistrictofJenkintownisamiddletomiddle-upperclass

neighborhoodsituatedneartheCityofPhiladelphiaandidentifiedasoneofitsmoredesirable

suburbs.Thedistricthasareputationforexcellenceanditsstudentshavebeensuccessfulincollege

andprofessionalsettings.

TheSchoolDistrictofJenkintownsharesthesameboundariesofJenkintownBoroughlocatedin

southernMontgomeryCounty.Itisquiteasmallarea,comprisinglessthanasquaremile.Itis

borderedonthesouthbythecommunityofCheltenhamandonthenorthbyAbington.TheBorough

issomewhathillyandalmostalllandisoccupied.Theregionalrailsystemhasamajorstationin

Jenkintown,whichservesfivedifferentrailroutes.Jenkintownwasincorporatedin1875andthe

firstBoardofEducationwasorganizedthesameyear.Thehighschoolbuildingandtheelementary

buildingareonaunifiedcampussurroundedbyaresidentialarea.

ThemainrecreationalfacilitiesavailabletotheJenkintowncommunityarethoselocatedonschool

districtproperty.Therefore,theschools,gyms,andfieldsarethehubofthecommunity.Themany

organizationsthatusethefacilitiesareScouts,boosterclubs,theCatholicYouthOrganization(CYO),

neighborhoodrecreationalgroups,alocaldancestudio,andtheJenkintownMusicTheater,an

organizationofcommunityadultsandstudents.

ThebuildingsarealsousedforoccasionalBoroughmeetingsandaspollingplacesonelectiondays.

Thedistrictorganizesandstaffsbothsummerandwinterrecreationalprograms.

TheSchoolDistrictofJenkintowniscloseproximitytoamultitudeofpost-secondaryacademic

institutions.WithinminutesoftheboroughareArcadiaUniversity,ManorJuniorCollege,Temple

University’sTylerSchoolofArtandtheAbingtoncampusofthePennsylvaniaStateUniversity.When

expandingtheradiusoutto20miles,therearedozensofthenation’sfinestuniversitiesin

Philadelphiaanditssuburbs,includingtheUniversityofPennsylvaniaandTemple

University.EightyfivetoninetypercentofJenkintownstudentshistoricallyattendpost-secondaryeducation.

TheSchoolDistrictofJenkintownhas1superintendent,1elementaryschoolprincipal,1

middle/highschoolprincipal,1directorofathletics,1directorofspecialeducation/studentservices,

1directoroftechnology,1nurse,and1businessmanager.Theschooldistricthasapproximately70

teachers,and25additionalstaff.FacilitiesaremanagedbyAramarkEducationalServicesand

cafeteriaservicesismanagedandstaffedbyMetzCulinaryCorporation.EveryteacherinSchool

DistrictofJenkintownwasratedasHighlyQualifiedforthe2015-2016schoolyear.Theschool

districthasalsoimplementedadifferentiatedsupervisionmodelofprofessionaldevelopmentthat

focusesonevaluationandprofessionalgrowth.

OneofthemostcompellingreasonsforJenkintown’ssuccessisthetalented,experienced

professionalstaff.Manyofourteachersarerecognizedprofessionalleaderswhoparticipateand

presentatconferences,contributetocurricularrevisions,participateinstaffdevelopment,andtake

graduatelevelcourseworktoenrichtheirprofessionalpractice.

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The2015-2016GeneralFundBudgetfortheSchoolDistrictofJenkintownissupportedprimarily

throughlocalrevenuesandhasexpendituresinexcessof$15,000,000,whicharemostlyfunded

throughlocaltaxefforts.Staterevenuesandfederalfundsrepresentapproximately14%ofthe

District’stotalrevenue.Themajorityofthedistrict'sbudgetisonexpendedonpersonel,healthcare

costsandfringebenefits.

TheAnnualBudgetispresentedinproposedformtothecommunityataregularmeetingofthe

SchoolBoardandmailedtoeveryaddressintheSchoolDistrict.ApublicHearingisthenconducted

priortothefinaladoptionoftheBudget.

PlanningCommitteeName Role

Jim Cummins Administrator : Professional Education

Zorian Dubenko Administrator : Professional Education

Keith Purcaro Administrator : Professional Education Special

Education

Tom Roller Administrator : Professional Education Special

Education

Jill Takacs Administrator : Professional Education Special

Education

Nancy Campbell Board Member : Professional Education

Maya Cheek Board Member : Professional Education

Carolyn Riley Board Member : Professional Education

Patrick Wicks Board Member : Professional Education

John DiBenedetto Business Representative : Professional Education

Bob Firth Business Representative : Professional Education

Kevin Godshal Business Representative : Professional Education

Rob Wilson Business Representative : Professional Education

Mary Fitzgerald Community Representative : Professional

Education

David Fitzgerald Community Representative

Carolyn Riley Community Representative : Professional

Education

Debra Sines-Pancoe Community Representative : Professional

Education

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James Cummins Ed Specialist - Instructional Technology :

Professional Education

Ken Rodoff Ed Specialist - Instructional Technology :


Dick Grear Ed Specialist - Other : Professional Education

Kristen McNamara Ed Specialist - Other : Professional Education

Josette Reid Ed Specialist - Other : Professional Education

Jill Toye Ed Specialist - Other : Professional Education

Joyce Valenza Ed Specialist - Other : Professional Education

Christina Kafkalas Ed Specialist - School Counselor : Professional

Education

Anna Millili Elementary School Teacher - Regular Education :


Teresa Morretta Elementary School Teacher - Regular Education :


Jenna Rocco Elementary School Teacher - Regular Education :

Special Education

Megan Knox Elementary School Teacher - Special Education :

Special Education

Mark Stover Elementary School Teacher - Special Education :


Amy Dewees High School Teacher - Regular Education :


Andrew Spiegler High School Teacher - Regular Education :


Bonnie Kelman High School Teacher - Special Education :


JoAnn Perotti-Bucks County IU #22 - External Facilitator

Intermediate Unit Staff Member : Professional

Education Special Education

Luke Ashenbrenner Middle School Teacher - Regular Education :


Andrew Zetts Middle School Teacher - Regular Education :


Bonnye Kelman Middle School Teacher - Special Education :

Professional Education Special Education

Sue Medina Middle School Teacher - Special Education :


John Beauchamp Parent : Professional Education

Adrienne Brockwell Parent : Professional Education

Katie Costandino Parent : Professional Education

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Alyson Lester Parent : Professional Education

Amy McCandilish Parent : Professional Education

Beth McKeown Parent : Professional Education

Ellen O'Brien Parent : Professional Education

Greg Pellathy Parent : Professional Education

Kevin Poirot Parent : Professional Education

Jaclyn Rosenzweig Parent : Professional Education

Nina Russakoff Parent : Professional Education

Lisa Smith Parent : Professional Education

Lori Sullivan Parent : Professional Education

Louisa Terry-Garrido Parent : Professional Education

Stephen Tippett Parent : Professional Education

Anthony Tomaccio Parent : Professional Education

Steven Charlemagne Student : Professional Education

Jackson Cummings Student : Professional Education

Samantha DiPasquale Student : Professional Education

Michele Glennon Student Services Director/Specialist : Special

Education

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CoreFoundations

Standards

MappingandAlignment

ElementaryEducation-PrimaryLevel

Standards Mapping AlignmentArtsandHumanities Developing Developing

CareerEducationandWork Developing Developing

CivicsandGovernment Developing Developing

PACoreStandards:EnglishLanguageArts Accomplished Accomplished

PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects

Accomplished Accomplished

PACoreStandards:Mathematics Accomplished Accomplished

Economics Developing Developing

EnvironmentandEcology Developing Developing

FamilyandConsumerSciences NonExistent NonExistent

Geography Developing Developing

Health,SafetyandPhysicalEducation Developing Developing

History Developing Developing

ScienceandTechnologyandEngineeringEducation Developing Developing

AlternateAcademicContentStandardsforMath Developing Developing

AlternateAcademicContentStandardsforReading Developing Developing

AmericanSchoolCounselorAssociationforStudents Developing Developing

EarlyChildhoodEducation:Infant-Toddler⟶SecondGrade

Developing Developing

EnglishLanguageProficiency Accomplished Accomplished

InterpersonalSkills Accomplished Accomplished

SchoolClimate Accomplished Accomplished

Explanationforstandardareaschecked"NeedsImprovement"or"NonExistent":

Theelementaryschooldoesnotteachfamilyandconsumersciences.

ElementaryEducation-IntermediateLevel





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EnvironmentandEcology Accomplished Accomplished

FamilyandConsumerSciences NonExistent NonExistent

Geography Accomplished Accomplished

Health,SafetyandPhysicalEducation Accomplished Accomplished

History Accomplished Accomplished

ScienceandTechnologyandEngineeringEducation Accomplished Accomplished



AmericanSchoolCounselorAssociationforStudents Accomplished Accomplished





Theintermediategradesdonotteachfamilyandconsumersciences.

MiddleLevel










FamilyandConsumerSciences Developing Developing







AmericanSchoolCounselorAssociationforStudents Accomplished Accomplished




WorldLanguage Accomplished Accomplished

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Thisnarrativeisempty.

HighSchoolLevel










FamilyandConsumerSciences Developing Developing







AmericanSchoolCounselorAssociationforStudents Developing Developing




WorldLanguage Accomplished Accomplished



Adaptations


Checkedanswers

• Health, Safety and Physical Education

Uncheckedanswers

None.


Checkedanswers

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Uncheckedanswers

None.

MiddleLevel

Checkedanswers


Uncheckedanswers

None.

HighSchoolLevel

Checkedanswers


Uncheckedanswers

None.

Explanationforanystandardschecked:

ThePEprogramhasbeenadaptedatalllevelstoaccomodatethediffereringneedsofour

students.

Curriculum

PlannedInstruction


CurriculumCharacteristics StatusObjectivesofplannedcourses,instructionalunitsorinterdisciplinarystudiestobeachievedbyallstudentsareidentifiedforeachsubjectarea.

Accomplished

Content,includingmaterialsandactivitiesandestimatedinstructionaltimetobedevotedtoachievingtheacademicstandardsareidentified.

Accomplished

Therelationshipbetweentheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesandacademicstandardsareidentified.

Accomplished

Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesareidentified.

Accomplished

ProcessesusedtoensureAccomplishment:

ThedistrictusesCurriculumMappertoalignandhousedistrictcurricula.Acombinationof

teachergeneratedaswellasstardardizedassessmentsareusedtomeasuremasteryof

objectives.

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Explanationforanystandardsareaschecked"NeedsImprovement"or"NonExistent".How

theLEAplanstoaddresstheirincorporation:




Accomplished


Accomplished


Accomplished


Accomplished




objectives.




MiddleLevel


Accomplished


Accomplished


Accomplished


Accomplished




objectives.

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HighSchoolLevel


Accomplished


Accomplished


Accomplished


Accomplished




objectives.




ModificationandAccommodations

Explainhowplannedinstructioncontainsmodificationsandaccommodationsthatallowall

studentsatallmentalandphysicalabilitylevelstoaccessandmasterarigorousstandards

alignedcurriculum.

Studentsareprovidedleveledcoursesandinstructionisdifferentiatedbasedonstudents

needs.Thedistrictpilotingasoftwareprogramthatwillpermitteacherstoidentifystudent

individualneedsandaIndividualStudentImprovementPlanwillbedevelopedbytheir

teacher.

Instruction

InstructionalStrategies

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CheckedAnswers

• Formal classroom observations focused on instruction• Walkthroughs targeted on instruction • Annual Instructional evaluations • Peer evaluation/coaching • Instructional Coaching

Regular Lesson Plan Review

Checked Answers • Administrators • Building Supervisors

Unchecked Answers • Department Supervisors • Instructional Coaches • Not Reviewed

ProvidebriefexplanationofLEA'sprocessforincorporatingselectedstrategies.

Meetingsbetweenteachersandadminstratorsidentifycommonpracticesthatleadto

instructionalsuccess.Teachersandadministratorsworktocompilestudentinstructional

objectives.Thecommonpracticesaresharedamongalllevels.

ProvidebriefexplanationforstrategiesnotselectedandhowtheLEAplanstoaddresstheir

incorporation.

Allareaswereselected.Weanticipatethatwewillimprovingourapproachtowalk

throughsandpeercoachinginthenextsupervisorcycle.

ResponsivenesstoStudentNeeds


InstructionalPractices Status

Structuredgroupingpracticesareusedtomeetstudentneeds.Full

Implementation

Flexibleinstructionaltimeorotherschedule-relatedpracticesareusedtomeetstudentneeds.

FullImplementation

Differentiatedinstructionisusedtomeetstudentneeds.

Implementedin50%ormoreof

districtclassrooms

Avarietyofpracticesthatmayincludestructuredgrouping,flexibleschedulinganddifferentiatedinstructionareusedtomeettheneedsofgiftedstudents.

FullImplementation

Ifnecessary,providefurtherexplanation.(Requiredexplanationifcolumnselectedwas


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Structuredgroupingpracticesareusedtomeetstudentneeds.Full

Implementation


FullImplementation



districtclassrooms


FullImplementation



MiddleLevel


Structuredgroupingpracticesareusedtomeetstudentneeds.


districtclassrooms



districtclassrooms



districtclassrooms



districtclassrooms



HighSchoolLevel


Structuredgroupingpracticesareusedtomeetstudentneeds.


districtclassrooms


FullImplementation

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Differentiatedinstructionisusedtomeetstudentneeds.Full

Implementation


FullImplementation



Recruitment

Describetheprocessyouimplementtorecruitandassignthemosteffectiveandhighly

qualifiedteachersinordertomeetthelearningneedsofstudentswhoarebelow

proficiencyorareatriskofnotgraduating.

Foreachpositionidentifiedthebuildingleveladministratordevelopsaprofileforthe

position.

Theprofiletakesintoaccountthegradelevelneeds(strengthinmathematicsorscience

etc.),academicbackgroundandareasofinstructionalcertification.

Abroadpoolofcandidatesissolicitedbasedontheprofileandthebroadjobdescription.

AdvertisementispostedonPAREAPandothersourcesbasedontheposition.

Allapplicantswillbereviewedbythebuildingleveladministratorandallqualified

candidateswillbereviewedbyacommitteeofteachers.Emphasiswillbeplacedand

preferencegiventohighlyqualifiedminoritycandidates

Finalcandidateswillbeinterviewedbythecommitteeofteachersandthebuildinglevel

administrator.

Final3candidateswillbeinterviewedbytheadministrativeteamandthesuperintendent.

Allrelevantdocumentswillbecompiledandthefinalcandidatewillberecommendedtothe

BoardofDirectors.

Assessments

LocalGraduationRequirements

CourseCompletion SY21/22 SY22/23 SY23/24TotalCourses 28.50 28.50 28.50

English 4.00 4.00 4.00

Mathematics 4.00 4.00 4.00

SocialStudies 4.00 4.00 4.00

Science 4.00 4.00 4.00

PhysicalEducation 4.00 4.00 4.00

Health 1.00 1.00 1.00

Music,Art,Family&ConsumerSciences,

0.00 0.00 0.00

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CareerandTechnicalEducation

Electives 7.50 7.50 7.50

Minimum%GradeRequiredforCredit(NumericalAnswer)

60.00 60.00 60.00

GraduationRequirementSpecifics

Weaffirmthatourentityrequiresdemonstrationofproficiencyoraboveineachofthe

followingStateacademicstandards:EnglishLanguageArtsandMathematics,Scienceand

TechnologyandEnvironmentandEcology,asdeterminedthroughanyoneora

combinationofthefollowing:Checkedanswers

• CompletionofsecondarylevelcourseworkinEnglishLanguageArts(Literature),

AlgebraIandBiologyinwhichastudentdemonstratesproficiencyontheassociated

KeystoneExamorrelatedproject-basedassessmentif§4.4(d)(4)(relatingto

generalpolicies)applies.

• Locallyapprovedandadministeredassessments,whichshallbeindependentlyand

objectivelyvalidatedonceevery6years.Localassessmentsmaybedesignedto

includeavarietyofassessmentstrategieslistedin?4.52(c)andmayincludetheuse

ofoneormoreKeystoneExams.Exceptforreplacementofindividualtestitemsthat

haveasimilarlevelofdifficulty,anewvalidationisrequiredforanymaterial

changestotheassessment.Validatedlocalassessmentsmustmeetthefollowing

standards:

I. AlignmentwiththefollowingStateacademicstandards:EnglishLanguage

Arts(LiteratureandComposition);Mathematics(AlgebraI)and

EnvironmentandEcology(Biology).

II. Performancelevelexpectationsanddescriptorsthatdescribethelevelofperformancerequiredtoachieveproficiencycomparabletothatusedforthe

KeystoneExams.

III. Administrationofthelocalassessmenttoallstudents,asarequirementforgraduation,exceptforthoseexemptedbytheirindividualizededucation

programundersubsection(g),regardingspecialeducationstudents,or

giftedindividualizededucationplanasprovidedin?16.32(relatingto

GIEP).

IV. Subjecttoappropriationsprovidedbylaw,thecosttovalidatelocalassessmentsshallbeevenlydividedbetweentheschooldistrict,AVTSor

charterschool,includingacyber-charterschool,andtheDepartment.Ifthe

Departmentdoesnotprovidesufficientfundingtomeetitsshare,local

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assessmentssubmittedforvalidationshallbedeemedvaliduntilanew

validationisduetotheDepartment.

V. TheDepartmentwillestablishalistofentitiesapprovedtoperformindependentvalidationsoflocalassessmentsinconsultationwiththeLocal

AssessmentValidationAdvisoryCommitteeasprovidedin?4.52(f).

VI. Schoolboardsshallonlyapproveassessmentsthathavebeendeterminedtomeettherequirementsofthissubsectionbyanapprovedentityperforming

theindependentvalidation.Ifaschooldistrict,AVTSorcharterschool,

includingacyber-charterschool,usesalocalassessmentthathasnotbeen

independentlyvalidated,theSecretarywilldirecttheschoolentityto

discontinueitsuseuntilthelocalassessmentisapprovedthrough

independentvalidationbyanapprovedentity.

Uncheckedanswers

• Completion of an Advanced Placement exam or International Baccalaureate exam that includes academic content comparable to the appropriate Keystone Exam at a score established by the Secretary to be comparable to the proficient level on the appropriate Keystone Exam.

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

LocalAssessments

Standards WA TD NAT DA PSW OtherArtsandHumanities X X X X

CareerEducationandWork X X

CivicsandGovernment X

PACoreStandards:EnglishLanguageArts

X X X X X


X X X X

PACoreStandards:Mathematics X X X X X

Economics X

EnvironmentandEcology X

FamilyandConsumerSciences

Geography X X

Health,SafetyandPhysicalEducation

X X

History X X X X X

ScienceandTechnologyandEngineeringEducation

X X X X

WorldLanguage X X X

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MethodsandMeasures

SummativeAssessments

SummativeAssessments EEP EEI ML HSPSSA X X X

KeystoneExam X

SAT X

ACT X

UnitTests X X X X

TeacherDevelopedTests X X X X

GraduationProject X

AdvancedPlacementExams X

NAEP X

BenchmarkAssessments

BenchmarkAssessments EEP EEI ML HSReadingAssessment X X X

MathematicsAssessments X X X

ScienceAssessments X X

DAZE X X

DIBELS X

WritingAssessment X X X X

ConstructedResponse X X X X

ScienceAssessment X X X

FormativeAssessments

FormativeAssessments EEP EEI ML HSDiagnosticAssessments(DRS's,DIBELS) X X X X

ExitSlips X X X X

ProgressMonitoring X X X X

Studentwrittenwork X X X X

Classroomresponses X X X X

PreAssessments X X X X

Checkingforunderstanding X X X X

ScienceNotebooks X X X X

PhysicalEducationfinesslevelassessments X X X

DiagnosticAssessments

DiagnosticAssessments EEP EEI ML HSDRAs X X

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DIBELS X

DAZE X X

WritingPrompts X X X X

MathematicsAssessments X X X X

ValidationofImplementedAssessments

ValidationMethods EEP EEI ML HSExternalReview X X

IntermediateUnitReview

LEAAdministrationReview X X X X

BuildingSupervisorReview X X X X

DepartmentSupervisorReview X X

ProfessionalLearningCommunityReview X X X X

InstructionalCoachReview X X X X

TeacherPeerReview X X X X

Providebriefexplanationofyourprocessforreviewingassessments.

Assessmentsaredesignedbyteachersforthecoursetheyareteaching.Teacherswork

collabaroativelywithbuildingleveladministratorsanddepartmentheadsaspartofthe

developmentprocess.Allassessmentsareanalyzedasimplementedandingreatdepth

annually.

DevelopmentandValidationofLocalAssessments

Ifapplicable,explainyourproceduresfordevelopinglocallyadministeredassessmentsand

howtheyareindependentlyandobjectivelyvalidatedeverysixyears.

Alllocalassessmentsaredevelopedbyteachers,thereareproceduresinplacetovalidate

usingoutsidesources.

CollectionandDissemination

Describeyoursystemtocollect,analyzeanddisseminateassessmentdataefficientlyand

effectivelyforusebyLEAleadersandinstructionalteams.

Dataisanalyzedbybuildingleveladministratorsandreportedtothesuperintendent.The

resultsofindividualmeetingsarethencompiledintoadistrictlevelreportthatisreviewed

withtheBoardofDirectorsatapublicmeeting.Assessmentsdataisthenreviewedwith

gradelevelclustersasappropriateandusedinthereviewofinstructionalplansforthe

followingyear.Emphasisisplaceonareasidentifiedashavingneed.

DataInformedInstruction

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Describehowinformationfromtheassessmentsisusedtoassiststudentswhohavenot

demonstratedachievementoftheacademicstandardsataproficientlevelorhigher.

Interventionprotocolsaredevelopedasaresultofdatareview.Individualstudent

improvementplansareinformedbydataassessment.

AssessmentDataUses

AssessmentDataUses EEP EEI ML HSAssessmentresultsarereportedoutbyPAassessmentanchororstandards-alignedlearningobjective.

X X X X

InstructionalpracticesareidentifiedthatarelinkedtostudentsuccessinmasteringspecificPAassessmentanchors,eligiblecontentorstandards-alignedlearningobjectives.

X X X X

SpecificPAassessmentanchors,eligiblecontentorstandards-alignedlearningobjectivesareidentifiedforthosestudentswhodidnotdemonstratesufficientmasterysothatteacherscancollaborativelycreateand/oridentifyinstructionalstrategieslikelytoincreasemastery.

X X X X

Instructionalpracticesmodifiedoradaptedtoincreasestudentmastery.

X X X X

Providebriefexplanationoftheprocessforincorporatingselectedstrategies.

Asaresultofreviewofassessmentresultsteachersadjusttheirprotocolsforthe

implementationofcurricularmaterial.Curricularareasareidentifiedashavinganeedif

assessementresultsareconsistentlylowerovermultipleyears.

Providebriefexplanationforstrategiesnotselectedandhowyouplantoaddresstheir

incorporation.

n/a

DistributionofSummativeAssessmentResults

DistributionMethods EEP EEI ML HSCoursePlanningGuides X X X

DirectingPublictothePDE&otherTest-relatedWebsites

X X X X

IndividualMeetings X X X X

LetterstoParents/Guardians X X X X

LocalMediaReports X X X X

Website X X X X

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MeetingswithCommunity,FamiliesandSchoolBoard

X X X X

MassPhoneCalls/Emails/Letters X X X X

Newsletters X X X X

PressReleases X X X X

SchoolCalendar

StudentHandbook

E-mailtoparentswithinformationaboutresultsofevlautionsattached.

X X X X

Providebriefexplanationoftheprocessforincorporatingselectedstrategies.

Currentreportingpracticesareappropriateforourcommunity.Ourdistrictutilizesmultiple

mediasourcestocommunicateassessmentresultswiththecommunity.

ProvidebriefexplanationforstrategiesnotselectedandhowtheLEAplanstoaddresstheir

incorporation.

Wedonotutilizethedistrictcalendarorhandbookstoreportstudentdataasthosearenot

appropriatevehiclesbywhichweshoulddisseminatethattypeofinformation.

SafeandSupportiveSchools

AssistingStrugglingSchools

Describeyourentity’sprocessforassistingschoolsthateitherdonotmeettheannual

studentachievementtargetsorexperienceotherchallenges,whichdeterstudent

attainmentofacademicstandardsataproficientlevelorhigher.

Ifyourentityhasnostrugglingschools,explainhowyouwilldemonstratecontinued

growthinstudentachievement.

Thedistrictwillcontinuetosupportcontinuedgrowthbyimplementingscientificallybased

educationalprograms/curriculumandbyprovidingthenecessarysupportasdescribedin

thestudentservicesplantoassiststudentsthatareatriskorinneed.Curriculumbased

assessmentsandstandardizedassessmentssuchasthePSSA'sandKeystoneExamswill

showevidenceofourstudents'continuedgrowth.

Programs,StrategiesandActions

Programs,StrategiesandActions EEP EEI ML HSBienniallyUpdatedandExecutedMemorandumofUnderstandingwithLocalLawEnforcement

X X X X

School-widePositiveBehavioralPrograms X X X X

ConflictResolutionorDisputeManagement X X X X

24

PeerHelperPrograms X X X X

SafetyandViolencePreventionCurricula X X X X

StudentCodesofConduct X X X X

ComprehensiveSchoolSafetyandViolencePreventionPlans

X X X X

PurchaseofSecurity-relatedTechnology X X X X

Student,StaffandVisitorIdentificationSystems X X X X

PlacementofSchoolResourceOfficers

StudentAssistanceProgramTeamsandTraining X X X X

CounselingServicesAvailableforallStudents X X X X

InternetWeb-basedSystemfortheManagementofStudentDiscipline

X X X X

ExplanationofstrategiesnotselectedandhowtheLEAplanstoaddresstheir

incorporation:

Thedistrictaddressesschoolsafetywithouthavingaschoolresourceofficerbyhavinga

collaborativerelationshipwiththepolicedepartment.Thedistrictaddressesneedsthrough

theprograms,strategies,andactionsimplementedinthelistabove.Thedistrict'sSafety

Committeemember'sinclude:theSuperintendent,ElementaryPrincipal,Middle/High

SchoolPrincipal,aTeacher,aBoardMember,aParent,theChiefofPolice,andtheDirector

ofSpecialEductionandStudentServices.Thecommitteemeetsfivetimesayeartodiscuss

thesafetyneedsandproceduresofthedistrictandmakesadditionsand/orchangesto

currentpractices.ThedistrictutilizesthepolicedepartmentandtheMontgomeryCounty

SchoolSafetyCoordinatoronanongoingbasis.

Screening,EvaluatingandProgrammingforGiftedStudents

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

fromdirectinstructiontomonitoringandconsultation.Studentsmaybereferredas

possiblecandidatesforservicesbyschoolpersonnelorparents.Atthistime,thereisatwo-

tieredevaluationprocess.ThecandidateisgivenascreeningbytheGiftedSupportteacher,

intheformoftheScreeningAssessmentforGiftedElementaryStudents(SAGES),ora

SlossonFullRangeIntelligenceTest(S-FRIT).Dependingonthescoresfromthese

instruments,arecommendationforamorecomprehensiveevaluationmayfollow.This

evaluationconsistsofanindividualintellectualassessmentandindividualachievement

testsadministeredbytheschoolpsychologist.Parentsalsohavetherighttorequestafull

evaluationwithoutwaitingfortheresultsoftheSAGES.

StudentsareidentifiedaccordingtoPennsylvaniastatestandardsas“mentallygifted”

throughtheuseofmultiplecriteria.Ascoreof130oraboveonanindividualintellectual

assessment,andothereducationalcriteriaindicatinggiftedabilityarecomponentsofstate

andlocaldistricts’processesforidentification.InJenkintown,theothercriteriamayinclude

scoresfromgroupstandardizedachievementtests,inputfromclassroomteachers,

specialists,andotherschoolstaff,andinformationreportedbyparents.Considerationis

alsogiventoethnicity,socio-economicstatus,anddisabilities.Thisinformationiscompiled

25

intoaGiftedWrittenReport(GWR),andreviewedbyschoolpersonnelandparents.

Ifthedeterminationismadethatthestudentismentallygiftedandinneedof

speciallydesignedinstruction,theGiftedIndividualizedEducationProgram(GIEP)Team

meetstodiscussprogramimplications.Thisteamconsistsofschoolpersonnel,parents,and

thestudent(ifthestudentchoosestoattend).Atthismeeting,aGiftedIndividualized

EducationProgram(GIEP)isdevelopedcollectivelybyteammembers,baseduponthe

strengthsandneedsofthestudent.Goalsandobjectivesarearticulatedinthisplan,along

withspeciallydesignedinstructionthatwillhelptoensurethatthegiftedstudent’s

individualneedsarebeingmet.

ThephilosophyoftheoverallGiftedSupportProgramreflectsthedistrict’sbeliefthat

theschool,home,andcommunityareresponsibleforourstudents’educationand

enrichment.Thereisongoingcollaborationbetweenthegiftedsupportteacherandgeneral

educationteacherstoensurecontinuityindifferentiatinginstructionforthestudentsinthe

generaleducationenvironment.Inaddition,thereareopportunitiesforcommunication

betweenparentsandthegiftedsupportteacheratelementary,middleandhighschool

levelsatreportcardconferencetimesandannualGIEPreviewmeetings.Duringthisschool

year,thegiftedsupportteacherishousedintheElementarySchoolandisavailableto

addressindividualconcerns.

Inadditiontoindividualneeds,therearecertaincomponentsofgiftedprogramming

thatareinherentinenrichmentforallgiftedstudents,including:

·Developmentofhigherorderthinkingskills

·Refinementofbothoralandwrittencommunicationskills

·Developmentofeffectivegroupprocessskills

·Research/independentinvestigationsofbothinterestandtheme-basedtopics

·Curriculumcompacting

·Accelerationwhenappropriate

·Leadershipskilldevelopment

·Organizationandtimemanagement

Thesecomponentsareaddressedweeklyindirect,small-groupinstructionatthe

elementaryandmiddleschoollevels.Throughconsultationwiththegiftedsupportteacher,

individualizedsupportisavailableatthehighschoollevelonanongoingbasis.

Describeyourentity’sprocessforlocatingstudentswhoarethoughttobegiftedandmaybeinneedofspeciallydesignedinstruction(screening).TheSAGES2screeningtoolisadministeredtoall2ndgradestudents.Afullcomprehensive

evaluationisconductedbytheSpecialEducationDepartmentforanyparentalrequestfora

giftedscreeming.

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

26

IntelligenceQuotient

AcademicAchievement

ComprehensiveEvaluation.

Describethegiftedprograms*beingofferedthatprovideopportunitiesforacceleration,enrichmentorboth.*Theword"programs"referstothecontinuumofservices,notoneparticularoption.Studentsidentifiedasgiftedreceiveservicesinmultipleways.Smallgroupseminars,large

groupactivities/events,push-inprogramsattheESandMS/HSlevelaswellasweeklyand

monthlyseminars.

DevelopmentalServices

DevelopmentalServices EEP EEI ML HSAcademicCounseling X X X X

AttendanceMonitoring X X X X

BehaviorManagementPrograms X X X X

BullyingPrevention X X X X

CareerAwareness X X X X

CareerDevelopment/Planning X X X

Coaching/Mentoring X X X

CompliancewithHealthRequirements–i.e.,Immunization

X X X X

EmergencyandDisasterPreparedness X X X X

GuidanceCurriculum X X X X

HealthandWellnessCurriculum X X X X

HealthScreenings X X X X

IndividualStudentPlanning X X X X

Nutrition X X X X

Orientation/Transition X X X X

RTII/MTSS X X

Wellness/HealthAppraisal X X X X

Explanationofdevelopmentalservices:

The School District of Jenkintown provides a variety of developmental services to meet the needs of all students. The elementary school has implemented a school wide positive behavior support program called the CARES program. This program is to help create an educational environment that allows children to succeed academically, socially, and emotionally. The schools program emphasizes social, emotional, and academic growth in a strong and safe school community. The goal is to enable optimal student learning. Teachers and administrators have high expectations for all students and through this approach are unified in dealing with their behavioral and social needs. The elementary guidance counselor and school psychologist provide individual and group counseling services to students who require support with such things as anger management, social skills, frustration tolerance, as well as other issues. The elementary school also implements the Instructional Support Team process to maximize individual student success in the regular classroom while at the same time serving as a screening

27

process for students who may require more intensive interventions. IST is a positive, success-oriented program, which uses specific assessment and intervention techniques to help remove educational, behavioral, or emotional stumbling blocks for all students in the regular classroom. Members of the IST include principal, the student’s classroom teacher, the guidance counselor, the reading specialist, a primary teacher, an intermediate teacher, the Director of Special Education and Student Services, and the school psychologist. Parents are encouraged to participate as active partners in the process. The nurse, related service providers, a special education teacher, and representatives from community agencies might also serve on the IST team depending on the student’s needs. The middle/high school provides support to students by having school rules and expecting that all students follow them. Students are giving a handbook in the beginning of the year outlining expectations, rules, board policies, and all stakeholders' responsibilities.The administration implements a progressive discipline approach in dealing with consequences. The middle school and high school guidance counselors, school psychologist, and the two school social workers provide individual and group counseling services to students that require emotional, behavioral, social, and academic support. The SAP team is also used as an IST team to address the needs of students in the same way that it is used at the elementary school. The middle school guidance counselor holds a semester long advisory class for seventh graders that deals with common issues students may face in the transition to middle school. Conflict resolution, peer pressure, time management skills, and bullying are some of the issues addressed in this class. The counselors also hold Individual Growth Plan (IGP) meetings with sixth to twelfth grade students and their parents. The Individual Growth Plan process ensures that every student has been provided with developmentally appropriate academic and social skills planning. The IGP meetings occur annually and provide an opportunity for counselors, students, and parents to work together to review and plan for individual progress. Some of the main component areas include: course selection, transition activities, career development, standardized testing, post-secondary educational planning, and job readiness skills. Parent meetings and workshops are held on a variety of subjects that will support them in helping their children.

Diagnostic,InterventionandReferralServices

Diagnostic,InterventionandReferralServices EEP EEI ML HSAccommodationsandModifications X X X X

AdministrationofMedication X X X X

AssessmentofAcademicSkills/AptitudeforLearning

X X X X

Assessment/ProgressMonitoring X X X X

Casework X X X X

CrisisResponse/Management/Intervention X X X X

IndividualCounseling X X X X

InterventionforActualorPotentialHealthProblems X X X X

PlacementintoAppropriatePrograms X X X X

SmallGroupCounseling-Copingwithlifesituations X X X X

SmallGroupCounseling-Educationalplanning X X X X

SmallGroupCounseling-PersonalandSocialDevelopment

X X X X

SpecialEducationEvaluation X X X X

StudentAssistanceProgram X X X X

28

Districtwillreferparentsandstudentstooutsideagencies.

X X X X

Explanationofdiagnostic,interventionandreferralservices:

The district uses the SAP process at all levels to diagnose, intervene, and refer students who are experiencing problems in school. Through this process the team including the parent implements a variety of interventions depending on the need(s) of the student to support success in school. It is through this process that the team may refer students for a psychological evaluation to determine if Chapter 15, 504 services or special education services are needed. The district consults with outside agencies (ie. Creekwood/Aldersgate) if students are referred for outside resources. The district also consults with students' outside therapist, psychologists, and psychiatrists with parent permission.

ConsultationandCoordinationServices

ConsultationandCoordinationServices EEP EEI ML HSAlternativeEducation X X

CaseandCareManagement X X X X

CommunityLiaison X X X X

CommunityServicesCoordination(InternalorExternal)

X X X X

CoordinatePlans X X X X

CoordinationwithFamilies(LearningorBehavioral) X X X X

Home/FamilyCommunication X X X X

ManagingChronicHealthProblems X X X X

ManagingIEPand504Plans X X X X

ReferraltoCommunityAgencies X X X X

StaffDevelopment X X X X

StrengtheningRelationshipsBetweenSchoolPersonnel,ParentsandCommunities

X X X X

SystemSupport X X X X

TruancyCoordination X X X X

Consultationandcollaborationwithoutsideagencies,mentalhealthprovidersand/ormedicalinstitutions.

Explanationofconsultationandcoordinationservices:

The district makes every effort to keep regular and special education students in the district. The district's goal has been to provide differentiated education and instruction for students. All staff members have been trained in this area on an ongoing basis. Administrators ensure that identified methods of differentiated instruction is happening in classrooms when completing informal and formal observations of teachers. Other regular intervention service providers that are used to address students' needs are the reading specialist, ESL teacher, guidance counselors, school psychologists, and social workers. However, there are some students who require an alternative education program to make educational progress. The district does contract with schools such as Lakeside School to support these students. Extensive support, services,and interventions are tried in the student's neighborhood school before a recommendation for an alternative school is made.

29

The IEP process is used to determine a special education student's program. Goals and objectives, specially designed instruction, related services, and support for school personnel are addressed first before determining where special education services will take place. It is only when supplementary aides and services can't be provided in the general education classroom that the student is removed from this environment. The district has the occupational therapist, emotional support teacher, and the speech and language therapist providing services in and out of the general education environment. Instructional assistants support the inclusion of special education students in the regular education classroom. There are also students that receive support in a special education classroom. The special education teachers work with students on curriculum that is being taught in the regular education classroom to the greatest extent possible. The extent that students are pulled from the general education environment is determined on an individual basis and based upon need. All special education students participate in the general education environment for Art,Music, Physical Education, Lunch, Library, and Recess(elementary level). The students attend their neighborhood school. There are students that receive services out of the district. If the LEA cannot appropriately program for a student within the district than every effort is made to provide services in a neighboring school district or an approved private school close to Jenkintown

CommunicationofEducationalOpportunities

CommunicationofEducationalOpportunities EEP EEI ML HSCoursePlanningGuides X X X X

DirectingPublictothePDE&Test-relatedWebsites X X X X

IndividualMeetings X X X X


LocalMediaReports X X X X

Website X X X X

MeetingswithCommunity,FamiliesandBoardofDirectors

X X X X

MassPhoneCalls/Emails/Letters X X X X

Newsletters X X X X

PressReleases X X X X

SchoolCalendar X X X X

StudentHandbook X X X X

CommunicationofStudentHealthNeeds

CommunicationofStudentHealthNeeds EEP EEI ML HSIndividualMeetings X X X X

IndividualScreeningResults X X X X


Website X X X X

MeetingswithCommunity,FamiliesandBoardofDirectors

X X X X

Newsletters X X X X

SchoolCalendar

StudentHandbook X X X X

30

Nurseprovidesongoingcommunicationtoparentsofchiddenwithchronichealthneeds(phonecalls,emails,504meetings,etc).

X X X X

FrequencyofCommunication

Elementary Education - Primary Level

• More than once a month

Elementary Education - Intermediate Level


Middle Level


High School Level


CollaborationforInterventions

Describethecollaborationbetweenclassroomteachersandindividualsproviding

interventionsregardingdifferingstudentneedsandacademicprogress.

Thereisongoingcommunicationandcollaborationbetweenclassroomteachers,student

servicesstaff,andspecialeducationstafftomeettheneedsofstudentsandtoensure

meaningfuleducationalprogress.

The district’s Student Services team consists of three guidance counselors, a school psychologist, a nurse, and two social workers. These highly trained professionals: counsel youngsters and their family, connect children and caregivers to programs and services, provide ongoing assessment levels of learning, support the physical and mental health of youngsters, and provide training for staff throughout the district to better interact to benefit children and their families. These services are provided to meet the needs of all students. The district has a full-time registered nurse who provides services to all students in the district. She performs hearing screenings for students in Kindergarten through eighth grade as well as eleventh graders. Vision screenings and height and weight measures are performed on all students. Hair and scalp exams are performed when necessary. Scoliosis screenings are giving to sixth and seventh grade students. The district complies with Pennsylvania state law requiring that students have a physical exam upon entry into school and in grades six and eleven either by a private health care provider or the school doctor. Dental exams are also required upon entry to school and in grades three and seven either by a private health care provider or the school dentist.The school psychologist provides direct and indirect services to all students, parents, and teachers. The psychologist works closely with the Instructional Support team and the Student Assistance Program team in a collaborative effort to address student needs in the general education program. If the team or parent believes that a student may be exceptional and is in

31

need of special education services or Chapter 15, 504 services, the psychologist coordinates the Multi-Disciplinary Evaluation (MDE) process. This includes gathering information from parents and teachers, completing classroom observations, administering psychological and educational assessments, and assisting in the development of an Individualized Education Program (IEP). She also provides individual counseling, facilitates counseling groups, assesses student eligibility for Gifted Services, and coordinates the re-evaluation process of special education students and all other activities conducted by a school psychologist.

The district has an elementary, middle, and high school counselor that provides services to students. The guidance program meets with students individually and in small groups throughout the school year to address social, emotional, and educational concerns. The Counselors are available to help children develop a positive attitude towards school, peers, self, and society and can assist parents and teachers with special concerns upon request. The Guidance Counselors participate in parent conferences and serves as a resource for special programs and services for children and families in the community. They facilitate IST, the SAP process, new student orientation, academic screenings, and the administration of standardized assessments. The Counselors also hold Individual Growth Plan (IGP) meetings with 6th to 12th grade students and their parents. The Individual Growth Plan process ensures that every student has been provided with developmentally appropriate academic and social skills planning. The IGP meetings occur annually and provide an opportunity for counselors, students, and parents to work together to review and plan for individual progress. Some of the main component areas include: course selection, transition activities, career development, standardized testing, post-secondary educational planning, and job readiness skills. The district has two certified social workers that work with special and regular education students at the middle/high school. The social workers provides psychological services in the way of individual and group counseling, provides counseling to parents, and is a member of the SAP team. The social workers are a resource to all staff members and provide support to students in crisis.Special education teachers and related service providers support and consult with classroom teachers as described in a student's IEP to meet their needs in the general education classroom and curriculum.

CommunityCoordination

Describehowyouaccomplishcoordinationwithcommunityoperatedinfantandtoddler

centers,aswellaspreschoolearlyinterventionprograms.Inaddition,describethe

communitycoordinationwiththefollowingbeforeorafterschoolprogramsandservices

forallgradelevels,includingpre-kindergarten,ifoffered,throughgrade12.

1. Childcare2. Afterschoolprograms3. Youthworkforcedevelopmentprograms4. Tutoring

The elementary school holds a Kindergarten registration day to meet with parents and to assess children

using a Kindergarten screening tool which provides diagnostic information on what basic academic skills a child has going in to Kindergarten. The district will ask for an exchange of information in order to speak

with a student's pre-school in order to get a better idea of their strengths and needs if needed.

32

The district coordinates with the Montgomery County Intermediate Unit to identify and serve children with disabilities as they transition from Early Intervention services to a school-age program. The IEP team

consults with the child's current teachers and services providers and observes the student at their pre-school.

MontgomeryEarlyLearningCenter(MELC)providesbeforeandaftercareservicesfor

studentsinJenkintown.Theprogramislocatedintheelementaryschoolbutisn'trunbythe

schooldistrict.ThedistrictandMELChaveongoingcommunicationandcollaborationwhen

givingparentagreementtodiscussastudent'sstrengthsand/orneeds.

Thedistrictcollaboratesandrecommendstostudentsyouthworkforcedevelopment

programswhenappropriate.Thedistrictrequesttheparentstosignanexchangeof

informationinorderforustobeabletocommunicatewiththeprogramandtocoordinate

services.

Thedistricthasprovidedinformationtotutorswhengivingparentpermission.Themiddle-

highschoolhasadailyhomeworkclub,MondaythroughThursdayafterschoolforstudents

togethelpandsupportfromtheirteachers.TheNationalHonorSocietyprovidestutorsfor

elementaryschoolstudents.

PreschoolAgencyCoordination

ExplainhowtheLEAcoordinateswithagenciesthatservepreschoolagechildrenwith

disabilities.

1. Addresscoordinationactivitiesdesignedtoidentifyandservechildrenwithdisabilitiesandthesupportsandaccommodationsavailabletoensurebothphysical

andprogrammaticaccess.

2. Addresspre-kindergartenprogramsoperateddirectlybytheLEAandthoseoperatedbycommunityagenciesundercontractfromtheLEA.

3. DescribehowtheLEAprovidesforasmoothtransitionfromthehomesettingandanyearlychildhoodcareoreducationalsettingthestudentsattend,totheschool

setting.

ThedistrictcoordinateswiththeMontgomeryCountyIntermediateUnittoidentifyand

servechildrenwithdisabilitiesastheytransitionfromEarlyInterventionservicestoa

school-ageprogram.ThedistrictholdsameetingwiththeIUandparentstodiscussoptions

iftheyplantoregistertheirchild.Allchildrencurrentlyeligibleforspecialeducationin

PreschoolEarlyInterventionandareregisteredwiththeschooldistrictremaineligiblefor

specialeducationunlesstheLEAfindsthestudentineligibleforservicesbasedupthere-

evaluationreport.AnIEPmeetingisheldafterthere-evaluationiscompletedtooffera

programthatwillmeetthestudent'seducationalneeds.Theprogramandservicesarein

placebythebeginningoftheschoolyear.Thedistrictoffersthestudentandparentavisit

priortothebeginningoftheschoolyearinordertotourtheschool,meetteachers,andto

answeranyquestions.ThedistrictalsoholdsafollowupIEPmeetingbythe2ndmarking

periodtodiscussanychanges/additionsthatneedtobeaddedtobestmeettheneedsofthe

33

student.

Thedistrictdoesn'toperateanypre-kindergartenprograms.

MaterialsandResources

DescriptionofMaterialsandResources


MaterialandResourcesCharacteristics StatusAlignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills

Accomplished

Arobustsupplyofhighqualityalignedinstructionalmaterialsandresourcesavailable

Accomplished

Accessibilityforstudentsandteachersiseffectiveandefficient Accomplished

Differentiatedandequitablyallocatedtoaccommodatediverselevelsofstudentmotivation,performanceandeducationalneeds

Accomplished

ProvideexplanationforprocessesusedtoensureAccomplishment.

Theelementaryschoolhasaninquirybasedsciencecurriculum.

AnEverydayMathematicscurriculumthatincludesmanipulativesandisinquirybased.

TheSocialStudiesAlivecurriculumprovidesanonlinecomponentwithsimulationsand

otherhandsonactivitiestoteachaboutlocalandglobalcommunities.

Thecurriculumisalsoenhancedbymanyotheronlinebasedresources,suchasImagine

Learning,ReadingA-Z,RazzKids,andmultipleotherwebsites.

Explanationforanyrowchecked"NeedsImprovement"or"NonExistent".HowtheLEA

planstoaddresstheirincorporation:




Accomplished


Accomplished



Accomplished


34

Attheintermediateleveltheschoolhasaninquirybasedsciencecurriculum.

AnEverydayMathematicscurriculumthatincludesmanipulativesandisinquirybased.

TheSocialStudiesAlivecurriculumprovidesanonlinecomponentwithsimulationsand

otherhandsonactivitiestoteachaboutlocalandglobalcommunities.

Thecurriculumisalsoenhancedbymanyotheronlinebasedresources,suchasImagine

Learning,ReadingA-Z,RazzKids,andmultipleotherwebsites.




MiddleLevel


Accomplished


Accomplished



Accomplished


1:1ChromebookprogramisusedincollaborationwithGoogleAppsforEducationto

providebothfacultyandstudentswithresourcesandtoolsforlearning,productivityand

engagement.

GALEDatabasesforuniversitylevelresearchinadditontootherprimaryandsecondary

sources.




HighSchoolLevel


Accomplished


Accomplished



Accomplished

35


1:1ChromebookprogramisusedincollaborationwithGoogleAppsforEducationto

providebothfacultyandstudentswithresourcesandtoolsforlearning,productivityand

engagement.

GALEDatabasesforuniversitylevelresearchinadditontootherprimaryandsecondary

sources.




SASIncorporation


Standards Status

ArtsandHumanities


districtclassrooms

CareerEducationandWork


districtclassrooms

CivicsandGovernment


districtclassrooms

PACoreStandards:EnglishLanguageArtsFull

Implementation



districtclassrooms

PACoreStandards:Mathematics


districtclassrooms

Economics


districtclassrooms

EnvironmentandEcology


districtclassrooms

36



districtclassrooms

Geography


districtclassrooms



districtclassrooms

History


districtclassrooms



districtclassrooms

AlternateAcademicContentStandardsforMath


districtclassrooms

AlternateAcademicContentStandardsforReading


districtclassrooms

AmericanSchoolCounselorAssociationforStudents


districtclassrooms

EarlyChildhoodEducation:Infant-Toddler→SecondGrade


districtclassrooms

EnglishLanguageProficiency


districtclassrooms

InterpersonalSkills


districtclassrooms

SchoolClimate


districtclassrooms

Furtherexplanationforcolumnsselected"

37



Standards Status

ArtsandHumanities


districtclassrooms



districtclassrooms

CivicsandGovernment


districtclassrooms


Implementation



districtclassrooms



districtclassrooms

Economics


districtclassrooms



districtclassrooms



districtclassrooms

Geography


districtclassrooms



districtclassrooms

History


districtclassrooms

38



districtclassrooms



districtclassrooms



districtclassrooms



districtclassrooms



districtclassrooms

InterpersonalSkills


districtclassrooms

SchoolClimate


districtclassrooms



MiddleLevel

Standards Status

ArtsandHumanities


districtclassrooms



districtclassrooms

CivicsandGovernment


districtclassrooms


Implementation

39



districtclassrooms



districtclassrooms

Economics


districtclassrooms



districtclassrooms



districtclassrooms

Geography


districtclassrooms



districtclassrooms

History


districtclassrooms



districtclassrooms



districtclassrooms



districtclassrooms



districtclassrooms

EnglishLanguageProficiencyImplementedin50%ormoreof

40

districtclassrooms

InterpersonalSkills


districtclassrooms

SchoolClimate


districtclassrooms

WorldLanguage


districtclassrooms



HighSchoolLevel

Standards Status

ArtsandHumanities


districtclassrooms



districtclassrooms

CivicsandGovernment


districtclassrooms


Implementation



districtclassrooms



districtclassrooms

Economics


districtclassrooms

EnvironmentandEcologyImplementedin50%ormoreof

41

districtclassrooms



districtclassrooms

Geography


districtclassrooms



districtclassrooms

History


districtclassrooms



districtclassrooms



districtclassrooms



districtclassrooms



districtclassrooms



districtclassrooms

InterpersonalSkills


districtclassrooms

SchoolClimate


districtclassrooms

WorldLanguage


districtclassrooms

42



EarlyWarningSystem

ThefreePAEducatorDashboardEarlyWarningSystemandInterventionCatalog(PA

EWS/IC)utilizesthemetricsofAttendance,BehaviorandCoursegradestoidentifystudents

whomaybeonapathtodroppingoutofschool.Pleaseindicateyourselectionofthe

followingoptions.

Notanswered

ProfessionalEducation

Characteristics

District’sProfessionalEducationCharacteristics EEP EEI ML HSEnhancestheeducator’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 HSProvidestheknowledgeandskillstothinkandplanstrategically,ensuringthatassessments,curriculum,instruction,staffprofessionaleducation,teachingmaterialsandinterventionsforstrugglingstudentsarealignedtoeachother,aswellastoPennsylvania’sacademicstandards.

X X X X

Providestheknowledgeandskillstothinkandplanstrategically,ensuringthatassessments,curriculum,instruction,staffprofessionaleducation,teachingmaterialsandinterventionsforgiftedstudentsare

X X X X

43

alignedtoeachother,aswellastoPennsylvania'sacademicstandards.

Providesleaderswiththeabilitytoaccessanduseappropriatedatatoinformdecisionmaking.

X X X X

Empowersleaderstocreateacultureofteachingandlearning,withanemphasisonlearning.

X X X X

Instructstheleaderinmanagingresourcesforeffectiveresults.

X X X X

Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.

Arangeofmodelsisutilizedincludingprofessionaldevelopmentdays,flexibleteacher

determinedlearning,classroomapplicationsofskillsandprofessionallearning

communities.


incorporation.

n/a

EducatorDisciplineAct126,71

Provideseducatorswithmandatedreportertraining,totaling3hours,every5yearsas

outlinedinAct126.

QuestionsTheLEAhasconductedtherequiredtrainingon:

11/10/2015

Provideseducatorswithfour(4)hoursofprofessionaldevelopmentinyouthsuicide

awarenessandpreventioneveryfive(5)yearsforprofessionaleducatorsingradessix

throughtwelveasoutlinedinAct71.

QuestionsTheLEAhasconductedthetrainingon:

1/15/2016

Provideseducatorswithfour(4)hoursofprofessionaldevelopmenteveryfive(5)yearsfor

professionaleducatorsthatareteachingthecurriculuminwhichtheChildExploitation

AwarenessEducationprogramisincorporatedasoutlinedinAct71.

QuestionsTheLEAhasconductedthetrainingon:

11/10/2015

StrategiesEnsuringFidelity

44

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. • 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.

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

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

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

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

Uncheckedanswers

None.


Qualityofourpracticesisevalautedbytheadminstrativeteamcontiuoslyforeffectiveness.

Areasofconcernareidentifiedandchangedasidentified.


incorporation.

n/a

InductionProgram

Checkedanswers

• Inducteeswillknow,understandandimplementinstructionalpracticesvalidatedby

theLEAasknowntoimprovestudentachievement.

• Inducteeswillassignchallengingworktodiversestudentpopulations.

• InducteeswillknowthebasicdetailsandexpectationsrelatedtoLEA-wide

initiatives,practices,policiesandprocedures.

45

• Inducteeswillknowthebasicdetailsandexpectationsrelatedtoschoolinitiatives,

practicesandprocedures.

• Inducteeswillbeabletoaccessstatecurriculumframeworksandfocuslesson

designonleadingstudentstomasteryofallstateacademicstandards,assessment

anchorsandeligiblecontent(whereappropriate)identifiedintheLEA'scurricula.

• InducteeswilleffectivelynavigatetheStandardsAlignedSystemwebsite.

• InducteeswillknowandapplyLEAendorsedclassroommanagementstrategies.

• Inducteeswillknowandutilizeschool/LEAresourcesthatareavailabletoassist

studentsincrisis.

• Inducteeswilltakeadvantageofopportunitiestoengagepersonallywithother

membersofthefacultyinordertodevelopasenseofcollegialityandcamaraderie.

Uncheckedanswers

None.


Theinductionprogramisreviewedbyacommitteeofstaffandadminstration

annually.Adjustmentsaremadetoimprovetheprogrambasedonfeedbackfrom

inductees.


incorporation.

n/a

NeedsofInductees

Checkedanswers

• Frequentobservationsofinducteeinstructionalpracticebyacoachormentorto

identifyneeds.

• Frequentobservationsofinducteeinstructionalpracticebysupervisortoidentify

needs.

• Regularmeetingswithmentorsorcoachestoreflectuponinstructionalpracticeto

identifyneeds.

• StudentPSSAdata.

• StandardizedstudentassessmentdataotherthanthePSSA.

• Classroomassessmentdata(Formative&Summative).

46

• Inducteesurvey(local,intermediateunitsandnationallevel).

• Reviewofinducteelessonplans.

• Reviewofwrittenreportssummarizinginstructionalactivity.

• Submissionofinducteeportfolio.

• Knowledgeofsuccessfulresearch-basedinstructionalmodels.

• Informationcollectedfrompreviousinductionprograms(e.g.,programevaluations

andsecond-yearteacherinterviews).

Uncheckedanswers

None.


Theinductionprogramisreviewedannuallyandasaresultoffeedbackfromtheinduction

committeeandadminstration.

Provideabriefexplanationforstrategiesnotselectedandyourplantoaddresstheir

incorporation.

n/a

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 must complete mentor training or have previous related experience (e.g.,

purpose of induction program and role of mentor, communication and listening skills, coaching and conferencing skills, problem-solving skills and knowledge of adult learning and development).

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

Uncheckedanswers

None.


47

Ourinductionprogramhasbeenjudgedverysuccessfulbytheinductioncommittee,

administrationandteachersgoingthroughtheprocess.

Providebriefexplanationforcharacteristicsnotselectedandhowyouplantoaddresstheir

incorporation.

n/a

InductionProgramTimeline

Topics Aug-Sep

Oct-Nov

Dec-Jan

Feb-Mar

Apr-May

Jun-Jul

CodeofProfessionalPracticeandConductforEducators

X X

Assessments X X X X X X

BestInstructionalPractices X X X X X X

SafeandSupportiveSchools X X X X X

Standards X X X X X X

Curriculum X X X X X X

Instruction X X X X X X

AccommodationsandAdaptationsfordiverselearners

X X X X X X

Datainformeddecisionmaking X X X X X X

MaterialsandResourcesforInstruction X X X X X X

Ifnecessary,providefurtherexplanation.

n/a

MonitoringandEvaluatingtheInductionProgram

IdentifytheproceduresformonitoringandevaluatingtheInductionprogram.

Theinductionprogramhasbeenjudgedsuccessfulbytheinductioncommitteeandthose

goingthroughtheinduction.

RecordingProcess

Identifytherecordingprocessforinducteeparticipationandprogramcompletion.(Check

allthatapply)Checkedanswers

• Mentordocumentshis/herinductee'sinvolvementintheprogram.

• Adesignatedadministratorreceives,evaluatesandarchivesallmentorrecords.

48

• School/LEAmaintainsaccuraterecordsofprogramcompletionandprovidea

certificateorstatementofcompletiontoeachinducteewhohascompletedthe

program.

• LEAadministratorreceives,tallies,andarchivesallLEAmentorrecords.

• CompletionisverifiedbytheLEAChiefExecutiveOfficerontheApplicationfor

Level2Certification.

Uncheckedanswers

None.

SpecialEducation

SpecialEducationStudents

Total students identified: 93

IdentificationMethod

IdentifytheDistrict'smethodforidentifyingstudentswithspecificlearningdisabilities.

Thedistrict'sschoolpsychologistdiagnosesastudentwithaspecificlearningdisability

usingthediscrepancymodel.Thereisastatisticaldifference(ofequaltoorgreaterthan

99%notduetoerrorp=.01)betweenthestudent'sobtainedFullScaleIQscoreona

comprehensivemeasureofcognitiveabilityandtheobtainedStandardScoresona

standardized,individuallyadministeredmeasureofachievement.

Enrollment

ReviewtheEnrollmentDifferenceStatus.Ifnecessary,describehowyourdistrictplansto

addressanysignificantdisproportionalities.

ThedataispubliclyavailableviathePennDatawebsite.Youcanviewyourmostrecent

report.Thelinkis:

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

Therearenosignificantdisproportionalities.

Non-ResidentStudentsOversight

1. HowdoestheDistrictmeetitsobligationunderSection1306ofthePublicSchool

CodeasthehostDistrictateachlocation?

49

2. HowdoestheDistrictensurethatstudentsarereceivingafreeappropriatepubliceducation(FAPE)intheleastrestrictiveenvironment(LRE)?

3. WhatproblemsorbarriersexistwhichlimittheDistrict'sabilitytomeetitsobligationsunderSection1306ofthePublicSchoolCode?

JenkintownSchoolDistrictdoesn'thaveanyobligationsunderSection1306ofthePuclic

SchoolCodeatthistimebecausetherearenoshelters,facilities,orinstitutionsintheLEA's

boundaries.

IncarceratedStudentsOversight

DescribethesystemofoversighttheDistrictwouldimplementtoensurethatall

incarceratedstudentswhomaybeeligibleforspecialeducationarelocated,identified,

evaluatedandwhendeemedeligible,areofferedafreeappropriatepubliceducation

(FAPE).

Therearenocorrectionalfacilitieswithintheschooldistrict'sboundaries.Thedistrict

workscloselywiththeIntermediateUnit,HostDistricts,CorrectionalFacilities,andother

agenciestoensurestudentsreceiveafreeappropriatepubliceducationbyattendingIEP

meetings,reviewingprogressreportsandeducationalrecords,andcommunicatingwiththe

necessarypartiestoaddressthestudents'needs.TheIEPteamwouldmeetforanystudent

returningtothedistricttodeterminewhatserviceswouldbeneededtoensureasuccessful

transition.

LeastRestrictiveEnvironment

1. DescribetheDistrictprocedures,whichensurethat,tothemaximumextent

appropriate,childrenwithdisabilities,includingthoseinprivateinstitutions,are

educatedwithnon-disabledchildren,andthatremovalfromtheregulareducation

environmentonlyoccurswheneducationinthatsettingwithsupplementaryaids

andservices,cannotbeachievedsatisfactorily.2. DescribehowtheDistrictisreplicatingsuccessfulprograms,evidence-based

models,andotherPDEsponsoredinitiativestoenhanceorexpandthecontinuumof

supports/servicesandeducationplacementoptionsavailablewithintheDistrictto

supportstudentswithdisabilitiesaccessthegeneraleducationcurriculuminthe

leastrestrictiveenvironment(LRE).(Provideinformationdescribingthemannerin

whichtheDistrictutilizessite-basedtraining,consultationandtechnicalassistance

opportunitiesavailablethroughPDE/PaTTAN,orotherpublicorprivateagencies.)

3. RefertoanddiscusstheSPPtargetsandthedistrict'spercentagesintheIndicator5section-EducationalEnvironments.Alsodiscussthenumberofstudentsplacedout

50

ofthedistrictandhowthoseplacementsweredeterminedtoassurethatLRE

requirementsaremet.

TheIEPteammakeseveryefforttomaintaintheleastrestrictiveenvironmentforeach

studenttothemaximumextentpossiblebyaddressingthefourquestionslistedunder

SectionVIIoftheIEPregardingEducationalPlacement.TheIEPteamrecommendsthe

maximumlevelofsupplementaryaidsandservicestobeprovidedintheregulareducation

settingforastudentbeforeconsiderationtoamorerestrictiveplacementisdetermined.

TheLEAhasmettheStatePerformancePlantargetforIndicator5duetothespecially

designedinstructionandsupplementaryaidsandservicesimplementedforstudents.The

teamdiscussesthisatIEPmeetingsprovidingdocumentationofspeciallydesigned

instructionusedintheregulareducationclassroomandrevisingtheIEPifnecessaryto

meetthestudent'sneeds.ThespecialeducationteachersutilizethePennsylvania

DepartmentofEducation’sStandardAlignedSystemtodrivedirectinstructionandto

formulateIEPgoalsandobjectives.Goalsandobjectives,speciallydesignedinstruction,

relatedservices,transitionservices,andsupportforschoolpersonnelareaddressedfirst

beforedeterminingwhatspecialeducationservicesareneeded.Are-evaluationis

completedifastudenthasmettheirIEPgoalsandobjectivesandaremakingmeaningful

educationprogressintheregulareducationcurriculum.Astudentwillbeexitedfrom

receivingspecialeducationifitisdeterminedthattheynolongerrequiresSDIandservices

tomakemeaningfuleducationalprogress.

Directlearningsupportservicesareusedtosupportstudentsthroughreviewandrepetition

ofskillslearnedintheregularclassroomand/orifsignificantmodificationstothe

curriculumareneededtoensurethatastudentismakingmeaningfuleducationalprogress

intheareasofReadingandMath.Thedistrictalsoprovidesautisticsupportandlifeskills

supportforstudentsthatrequiretheseservicesinordertomeettheireducationalneeds.

Thedistrictcurrentlyhastheoccupationaltherapist,physicaltherapist,andspeechand

languagetherapistprovidingservicesinandoutoftheregulareducationclassroom.The

relatedserviceprovidersmakeitaprioritytogointotheregulareducationclassroomin

ordertosupportstudentswiththegeneraleducationcurriculumand/ortohelpstudents

accesstothegeneraleducationsetting.Studentsreceiveadaptedphysicaleducationby

havingthephysicaltherapistoverseetheinstructionthephysicaleducationteacheris

providingtothestudentsifneeded.Allspecialeducationstudentsinthedistrictareinthe

regulareducationsettingforScience,SocialStudies,Art,Music,PhysicalEducation,

ElectivesattheMiddle/HighSchool,Library,Lunch,Extra-curricularactivitiesand

ElementarySchoolRecess.

Theregulareducationteachersreceivecopiesofspecialeducationstudents’specially

designedinstructionandreceiveconsultationsupportfromthespecialeducationteachers

andrelatedserviceproviders.TheDirectorofSpecialEducationandStudentServices,

specialeducationteachers,socialworkers,relatedservicesproviders,andschool

psychologistalsoconsultwithstudents’outsidetherapists,doctors,and/orrelatedservices

providersinordertocollaborateonhowtobestmeettheneedsofstudents.Thedistrict

hasanexcellentIEPmeetingattendancerateforparents/caregiversandregulareducation

51

teachers.Atmiddle/highschoolIEPmeetings,itisverycommonforallofastudent’s

teacherstoattendthemeeting,whichcanbeupwardsofeightregulareducationstaff

members.Thespecialeducationteacherssendoutspecificquestionsaboutastudent’s

strengthsandneedsinaparticularclassandthestudentsuseofspeciallydesigned

instructionbeforethemeetinginordertogetteacherinput.Ateacherwillprovideinputif

theyareunabletomakeanIEPmeeting.Thedistrict'stwoprincipalsalsopromoteLREand

meetingtheneedsofallstudents:bytheirleadershipandcommitmenttoinclusion,meeting

theirstaff'sprofessionaldevelopmentneeds,coordinatingwiththeDirectorofSpecial

Educationandbyholdingteachersaccountableinimplementingspeciallydesigned

instruction.Thedistricthasseveninstructionalassistantsattheelementaryschoolandfive

instructionalassistantsatthemiddle/highschooltosupporttheinclusionofspecial

educationstudentsintheregulareducationclassroomandcurriculum.Specialeducation

studentsareencouragedandsoughtaftertoparticipateinextra-curricularactivitiesas

muchaspossible.Studentsparticipateintheelementaryandhighschoolplay,sports,choir,

andvariousafterschoolclubs.Aninstructionalassistantwillattendtheactivitywitha

student.ifnecessary

Theschoolpsychologistorsocialworkerprovidesemotionalsupportservicesthrough

individualandgroupcounseling.Theseservicestakeplaceoutsideoftheregulareducation

environmentduetotheconfidentialnatureofwhatisbeingdiscussed.However,thedistrict

runssocialskillstrainingwithgeneraleducationandspecialeducationstudentsinagroup

withtheguidancecounselorand/orschoolpsychologistwhenpossible.Theelementary

schoolusesSocialThinkingstrategiesintheregulareducationclassroom.Themiddle/high

schoolstartedaCharacterCountsprogramthatstartedinSeptember2015.

TheLEAonlyplacesstudentsatoutofdistrictplacementsifitcannotappropriately

programforthestudentensuringthattheywillmakemeaningfuleducationalprogress.The

districtcurrentlyhaslessthantenstudentsinoutofdistrictplacements.TheLEAcontracts

withLakesideSchool,LifeworksALternativeSchool,WoodsServices,andtheMontgomery

CountyIntermediateUnittomeettheneedsofthesestudents.TheDirectorofSpecial

EducationattendsalloutofdistrictIEPmeetingstoensureLREisalwaysconsidered.The

Directorisalsoinongoingcommunicationwiththeoutofdistrictserviceproviders

monitoringthestudents'progress.

Thespecialeducationplanningcommitteebrainstormedthefollowinginterventions,

methodologies,andstrategiesthatsupportstudentsintheleastrestrictiveenvironment:

-BeforeandafterschoolteacherconsultationattheMiddleandHighSchool

-AfterschoolteacherconsultationattheElementarySchool

-NationalHonorSocietyhighschooltutorsforstudents

-Useofinstructionalassistants,specialist,andspecialeducationteachersintheregular

educationclassroom

-Useofassitivetechnologywithstudentswhenappropriate(e.g.Proloque2go,iPAD,SETT

meetings)

-Useoftechnologyforallstudents(Chromebooks,iPAds)

-UseofAppliedBehaviorAnalysis

-UseofFundationsreadingprograminKindergartenthrough2ndgrade

52

-UseoftheWilsonreadingProgramatallgradelevelswhenappropriate

-Useofresearch-basedcurriculum

-Useofevidencebasedpractices

-Professionaldevelopment

-Focusonself-advocacyskills

-Ongoingcommunicationandinputwithparents

-Startingtransition/lifeskillsintheelementaryschool

-Extensivetransitionservicesforstudents14yearsandolder(Lifeskills,Interviewtraining,

Resumewriting,Softskillsneededforjobinterviews,CommunityBasedInstruction,Travel

training,teachingselfadvocacyskills,Guidancecounselorsupportwhenstudentsare

applyingforcollege,collaborationwiththeOfficeofVocationalRehabilitation)

-Opportunitiesfortransitionagedstudentstoparticipateinworksites

-OpportunitiesfortransitionagedstudentstoparticipateatEasternCenterforArtsand

Technology

-UseofRTIIattheelementaryschoollevel

-SAPprocessattheelementarylevelandmiddle/highschoollevel

-Generationofdatatosupportplacementdecisionstomovestudentsinandoutof

classroom

-Useofbehavioralinterventions-positivebehaviorinterventionplans,classroom

managementsystem,MichelleGarciaWinner’sSocialthinkingapproach

-TheCARES(Cooperation,Respect,EagernessandStayingSafe)school-widepositive

behaviorprogramattheelementaryschool

-CharacterCountsEducationInitiativeattheMiddle/HighSchool

-Consultationandcollaborationwithstudents’therapist,psychologist,agencies,doctors

-Push-insupportbythereadingspecialist

-Speciallydesignedinstructiontailoredtomeetstudents’needs

-Manipulatingenvironmentalfactors

-VerbalandNon-verbalprompting

-RelatedServicestoincludecounseling,nursing,speechandlanguage,occupationaltherapy,

visionservices,hearingsupport,adaptedphysicaleducation,andphysicaltherapy

-Sensorydietsandstrategies

-Useofmodifiedtests,assignments,andhomework,

-Flexiblegroupingintheclassroombasedinstructionallevelsforguidedreading

-Differentiatedinstruction

-Regulareducationguidedstudyclasseswithlearningsupportservicesatthemiddle/high

school

53

BehaviorSupportServices

1. ProvideasummaryoftheDistrictpolicyonbehavioralsupportservicesincluding,

butnotlimitedto,theschoolwidepositivebehaviorsupports(PBS).2. Describetrainingprovidedtostaffintheuseofpositivebehaviorsupports,de-

escalationtechniquesandresponsestobehaviorthatmayrequireimmediate

intervention.

3. IfthedistrictalsohasSchool-BasedBehavioralHealthServices,pleasediscussit.

TheIEPteamreviewsspecialeducationstudents’social,emotional,andbehavioralneedsto

ensurethattheyaremakingmeaningfulprogress.Theschoolpsychologistadministers

behavior-ratingscaleswhenneededtodetermineastudent’sneedsasapartofthe

evaluationprocess.Theelementaryschoolhasaschool-widepositivebehaviorsupport

program.TheschoolalsousesMichelleGarciaWinner’sSocialThinkingapproach,whichis

excellentinmeetingthesocialneedsofallstudents.Themiddle/highschoolimplementsa

restorativepracticeapproachtobehaviorandacharactercountsprogram.Thedistrictis

alsoimplementingmindfulnessstrategies.

ThedistrictusestheCOPINGCATprogramforstudentsthathavegeneralizedanxiety,social

phobia,andseparationanxiety.TheCopingCatsisacognitive-behavioralapproachtotreat

anxietydisordersinstudentsbetween8and14yearsold.Theprogramispresentedin16

individualtherapysessions.Thetreatmentprogramincludeseducation,copingskills

training,andgradedexposureactivities,allcoupledwithaworkbookusedforin-session

andhomeworkactivities.TheoverallgoalofCOPINGCATistoteachchildrentorecognize

signsofanxiousarousalandusethesesignsascuestoapplyanxietymanagement

strategies.

Functionalbehavioralassessmentsareconductedandpositivebehaviorinterventionplans

areimplementedwhennecessarytomeetstudentneeds.Guidancecounselors,special

educationteachers,theschoolpsychologist,andthecertifiedschoolsocialworkersmeet

students’social,emotional,andbehavioralneedsbyprovidingcounselingandsocialskills

trainingtoregularandspecialeducationstudents.Administrators,generaleducation

teachers,andparentsarepartnersinthisprocesswiththespecialeducationandstudent

servicesstaff.Thespecialeducationstaffalsoconsultswithoutsideagencies,therapistsand

psychologiststomeettheneedsofstudents.

Thedistrict'sboardpolicystatesthat"studentswithdisabilitiesshallbeeducatedinthe

leastrestrictiveenvironmentandshallonlybeplacedinsettingsotherthantheregular

educationclasswiththeuseofsupplementaryaidsandservicescannotbeachieved

satisfactorily.TheIEPteamshalldevelopapositivebehaviorsupportplanifthestudent

requiresspecificinterventiontoaddressbehaviorthatinterfereswithlearningin

accordancewithstateandfederallawsandregulations.Thebehaviorsupportprograms

54

shallbebasedonpositiveratherthannegativemeasurestoensurethestudentsshallbe

freefromdemeaningtreatmentandunreasonableuseofrestraintsorotheraversive

techniques.Behaviorsupportprogramsandplansshallbebasedonafunctionalassessment

ofbehaviorandshallincluderesearch-basedpracticesandtechniquestodevelopand

maintainskillsthatwillenhancestudents'opportunityforlearningandselffulfillment."

IntensiveInteragency/EnsuringFAPE/HardtoPlaceStudents

1. IftheLEAishavingdifficultyensuringFAPEforanindividualstudentoraparticular

disabilitycategory,describetheproceduresandanalysismethodsusedto

determinegapsinthecontinuumofspecialeducationsupports,servicesand

educationplacementoptionsavailableforstudentswithdisabilities.2. Includeinformationdetailingsuccessfulprograms,services,educationplacements

aswellasidentifiedgapsincurrentprograms,services,andeducationplacements

notavailablewithintheLEA.Includeanoverviewofservicesprovidedthrough

interagencycollaborationwithintheLEA.

3. Discussanyexpansionofthecontinuumofservicesplannedduringthelifeofthisplan.

TherearecurrentlynoissueswithprovidingFAPEtoallofthedistrict'sspecialeducation

students.Thespecialeducationstaffandrelatedserviceprovidersarehighlyskilledin

meetingtheneedsofstudentsandareverycreativeindoingthistothegreatestextent

possibleintheleastrestrictiveenvironment.TheDirectorofSpecialEducationalsoisadept

inusingotherdistricts,theIUandPaTTANstaffasaresource.Thedistrictusesservicesand

programsbytheIntermediateUnit,ApprovedPrivateSchools,andPrivateSchoolsto

servicestudentswithintensiveneeds.

TheIEPteamwouldcometogethertodeterminewhatthenextstepshouldbe,ifadifficult

casewouldarise.Thiscouldbemodifyingthestudent'scurrentIEPorrecommendingare-

evaluationinordertogathermoredata.Thedistrictwouldcontactit'sinteragency

representativeifitwasstillhavedifficultymeetingastudent'sneedsandprovidingFAPE.

Thedistricthasusedthisprocessinthepast.

StrengthsandHighlights

Describethestrengthsandhighlightsofyourcurrentspecialeducationservicesand

programs.Includeinthissectiondirectionsonhowthedistrictprovidestrainingsforstaff,

facultyandparents.

TheSchoolDistrictofJenkintownisaverysmallsuburbanschooldistrictwithan

enrollmentof680students.Theelementaryschoolandmiddle/highschoolareaconnected

buildingonthesamecampus.TheboroughofJenkintownis.6squaremileareasoit’ssize

hasmadetheschooldistrictthecenterofthecommunitywhichalsopromotescollaboration

betweentheschool,parents,andothercommunitymembers.

55

Thedistrictprovidestheleastrestrictiveenvironmentforallspecialstudentsbyofferingan

arrayofservicestomeettheirneeds.Currentlythedistrictprovides:learningsupport,life

skills,andautisticsupportservices,counselingbytheguidancecounselorsandcertified

schoolsocialworkers,psychologicalservices,nursingservices,hearingsupport,vision

support,adaptedphysicaleducation,speechandlanguageservices,physicaltherapy,and

occupationaltherapy.Thespecialeducationstudentsareincludedinthegeneraleducation

settingandcurriculumtothemaximumextentpossible.InorderforthistohappentheIEP

teamreviewstheframeworkofSupplementaryAidsandServiceswhichincludethe

followingfourcategories:physical,socialandemotional,instructional,andcollaborative.

Thesecategoriesareconsideredinordertopromotetheleastrestrictiveenvironment.The

generaleducationteachersareverycommittedtosupportingtheneedsofspecialeducation

studentsbyparticipatingintheIEPprocess,implementingspeciallydesignedinstruction,

andhavingongoingconsultationwiththespecialeducationstaff.Thegiftedsupportteacher

isveryinvolvedwiththespecialeducationteachersbecauseofhavingduallydiagnosed

studentsonhiscaseload.Thereareseveninstructionalassistantsattheelementaryschool

andsixatthemiddle/highschoolthatsupportstudentsinthegeneralandspecialeducation

classroomaswellasactasaliaisonbetweenteachers.Theinstructionalassistantsalso

supportstudentswhenparticipatinginextracurricularactivitiesincludingplaypracticeand

sports.Specialeducationteachershavecaseloadsbelowthestatelimit,whichallows

studentsthenecessarysupporttomakemeaningfulprogressontheirIEPgoals.Thisalso

allowsteacherstimetoconsultwithparents,teachers,relatedservicesstaff,and

administratorsinproblemsolvingtheneedsoftheirstudents.Duetothedistrict'ssmall

sizetheschoolteamcaneasilytargetstudentsthatarehavingdifficultyandprovidethe

necessaryintervention(s).Thedistrictisverydedicatedtoimplementeffectiveinclusive

practicesandcontinuestotrainstaffongoinginthisarea.Thedistrictalsohasa

parent/guardiangroupknownastheParentResourceNetworkthatofferstrainingforall

caregivers.Thereisahighlevelofparentandguardianinvolvementwhichisagreat

resourcetostudents,staff,andadministration.Thedistrictcontinuestomakegreateffortto

providetheappropriateprogramforstudentsintheirhomeschoolbutifthiscannotoccur

thenservicesareprovidedwithinaneighboringdistrictthroughtheIntermediateUnitor

bylocalapprovedprivateschools.Thedistrictcontinuestostriveinreturningoutofdistrict

studentssothattheycanbeinvolvedwiththeirhomeschoolandcommunity.Thereare

currentlyeightstudentsinoutofdistrictplacements.

Asamplingofthedistrict’ssupports,programs,interventions,andservicesthattakeplace

topromoteLREare:extensiveChildFindactivities,StudentAssistanceProgramatthe

elementaryandmiddle/highschool,RTIIinKindergartenandfirstgrade,readingsupport

providedbythereadingspecialistwhichisavailabletoallstudents,apositiveschoolwide

behaviorprogramattheelementaryschool,positivebehaviorsupportplans,Social

Thinkingstrategies,charactercountsandrestorativepracticesatthemiddle/highschool,

afterschoolhomeworksupportforstudentsKindergartenthroughtwelfthgrade,

collaborationbetweenschoolandparents/guardians,scientificallybasedreadingandmath

programstomeettheeducationalneedsofallstudents,interagencycollaboration,

collaborationwithoutsideagencies,andavarietyofdifferentsupplementaryaidsand

56

services.

Theelementaryspecialeducationteachersuseavarietyofscientificallybasedresearch

practicestomeettheneedsofourstudentincludingtheWilsonReadingprogram,Saxon

Mathprogram,SocialThinkingstrategies,andeffectiveinclusivepracticestosupport

studentsinthegeneraleducationsettingandcurriculum.Thespeechandlanguage

therapistsupportsstudentswitharticulationandlanguageneeds.Thespecialeducation

andrelatedservicesstaffisagreatresourcetoregulareducationteachersbygivingthem

strategiesonhowtosupportstudentsintheregulareducationsetting.Theelementary

specialeducationteachersbegintransitionservicesasearlyasKindergartenbypromoting

self-advocacyandself-determinationskills.Theelementaryspecialeducationteachersgive

ourstudentsthefoundationsneededastheytransitiontomiddleschool.Thereisagreat

collaborationbetweenthetwoschoolsinordertoensureasuccessfultransition.

Themiddle/highschoolspecialeducationteachersandsocialworkersarefocusedin

supportingthestudentsinthegeneraleducationclassroomtothemaximumextent

appropriateaswellassupportingstudentswithtransitiongoals.Thedistrict’stransition

servicescontinuetogrowinordertofocusonstudents’post-secondaryschoolgoals.The

districtprovidescomprehensivetransitionservices,whichbeginswithpersoncentered

planningthatdirectstheservicesastudentwillreceivebaseduponastudent’sinterests,

aptitudes,goals,strengths,andneeds.Transitionservicesthatareprovidedare:

independentlivingskills,communitybasedinstruction,jobexploration,jobshadowing,job

coaching,post-secondarycareer,education,andvocationaltraining.Studentsthatare

interestedinEasternCenterforArtsandTechnologyareassessedin9thgradethroughthe

SkillsAssessmentforGeneralEmployability(SAGE)asastartingpointfordevelopingaplan

fortransitioningfromschooltowork.Thedistrict’sspecialeducationteachersalsoassess

studentsusingavarietyofinformalandformaltransitionassessments.Thetransition

servicesprimarygoalistosupportstudentsbypromotingself-advocacyandself-

determinationskillssotheyhavethenecessaryskillstoaccomplishtheirgoalswhenthey

leavehighschool.Specialeducationteachersreceiveongoingtrainingintheareaof

transitionservices.Weincludethedistrict’selementaryspecialeducationteacherssothat

theycanimplementpre-transitionskillsintotheircurriculum.Webegintoinvitestudents

totheirIEPmeetingsasearlyasfourthgradetopromoteself-advocacyskills.Thedistrict

beginstodiscussatmiddleschoolIEPmeetingsthedifferencebetweenschoolageservices

andservicesthatareofferedatthecollege/universitylevel.Literatureandtrainingare

givingtoparents/caregiversandstudentsontheAmerican’swithDisabilityActinorderto

preparethemforthechangeinapost-secondaryschool'slegalobligation.Thedistrict

contractswiththeIntermediateUnitfortheworkstudyprogram.Thedistrictisalso

activelyinvolvedwiththeOfficeofVocationalRehabilitationandAHEDD,andotheroutside

agenciesinordertomakeastudent’stransitiontotherealworldasseamlessaspossible.

Jenkintownadoptsthelatestresearchandproveninstructionalstrategiesinorder

maximizetheeducationalgrowthofourstudents.Teachersareprovidedavarietyof

professionaldevelopmentonresearch-drivenpracticesthatarefoundcrucialineducating

ourstudents.Thespecialeducationteacherscollectandanalyzedataonanongoingbasisto

determinestudentprogressontheirIEPgoalsandobjectivesandtodetermineifthere

57

needstobeachangeinservices,programming,and/orinterventionsduetoalackof

progress.Thedistrictutilizesavarietyoforganizationsandagenciestosupportwith

professionaldevelopment.ThedistrictrecentlybecameamemberoftheDelawareValley

ConsortiumforExcellenceandEquity,whichisanorganizationthatiscommittedto

enhancetheachievementandwell-beingofallstudents,andmostspecifically,toincrease

theacademicperformance,engagement,andfuturesuccessoftheirstudentsofcolor.

Thedistrictprovidestheopportunityforintegrationoftechnologyintoinstruction

including:Chromebooksforallstudentsfromfourthtotwelfthgrade,iPadsforspecial

educationstudents,SmartBoards,computerizedresearch-basedreadingandmath

interventionprograms,theCopingCatsprogramforstudentswithanxiety,accesstodigital

andaudiobooksfromBookshare.ThedistrictutilizestheSETTprocessfromtheMCIU

whenappropriatetodeterminetheassistivetechnologyneedsofstudents.

Jenkintownhasanimpressivegraduationratewitheachspecialeducationstudentreceiving

wellthoughtouttransitionservicestofacilitatesuccessafterhighschool.Servicesare

offeredtostudentstotheageoftwenty-onewhenappropriate.

58

Assurances

SafeandSupportiveSchoolsAssurancesNo policies or procedures have been identified.

SpecialEducationAssurancesNo policies or procedures have been identified.

24P.S.§1306and§1306.2FacilitiesFacilityName

FacilityType

ServicesProvidedBy StudentCount

Other Nonresident Theschooldistrictwilldeterminetheneedsofthestudentandrecommendtheappropriateprogram.

0

Other Incarcerated Theschooldistrictwilldeterminetheneedsofthestudentandrecommendtheappropriateprogram.

0

LeastRestrictiveEnvironmentFacilitiesFacilityName Typeof

FacilityTypeofService Numberof

StudentsPlaced

WoodsServices Other Residentialtreatmentfacilityandschoolprovidingservicesforastudentwithmultipledisabilitiesinclusingautismandmentalretardation.

1

LakesideSchool

Other PrivateAlternativeSchool 3

WyncoteAcademy

Other SupplementalLearningSupportServicesataPrivateFacility

1

LifeworksAlternativeSchool

Other SupplementalEmotionalSupport 1

CheltenhamHighSchool

NeighboringSchoolDistricts

Full-timeAutisticSupportClassroom,MontgomeryCountyIntermediateUnit

1

WyncoteElementarySchool

NeighboringSchoolDistricts

Full-timeAutisticSupportClassroom,MontgomeryCountyIntermediateUnit

1

59

SpecialEducationProgramProfileProgram Position #1 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: March 18, 2016

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

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

was marked as inappropriate.

PROGRAM SEGMENTS

TypeofSupport LevelofSupport AgeRange Caseload FTE

Supplemental(LessThan80%butMoreThan20%)

LearningSupport 6to9 15 1

Justification:Thestudentsreceivespecialeducationserviceswithotherstudentswithinthethreeyearmandatoryagerange.

Locations:

JenkintownElementaryBuilding

AnElementarySchoolBuilding

AbuildinginwhichGeneralEducationprogramsareoperated

Program Position #2 - Proposed Program


Type: Position Implementation Date: March 18, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE



Locations:

JenkintownElementarySchool







60

Itinerant SpeechandLanguageSupport

5to13 14 1

Justification:Thestudentsreceivespecialeducationserviceswithotherstudentswithinthethreeyearmandatoryagerange.

Locations:










Locations:

JenkintownMiddle/HighSchool

AJunior/SeniorHighSchoolBuilding








Locations:







61




Justification:Thestudentsreceivespecialeducationserviceswithotherstudentswithinthefouryearmandatoryagerange.

Locations:






Type: Position Implementation Date: September 2, 2014




Locations:




SpecialEducationSupportServicesSupportService Location Teacher

FTEDirectorofSpecialEducationandStudentServices

JenkintownSchoolDistrict 1

SchoolPsychologist JenkintownSchoolDistrict 1

InstructionalAssistant JenkintownElementarySchool 5

InstructionalAssistant JenkintownMiddle/HighSchool

6

SocialWorker JenkintownMiddle/HighSchool

1.3

SpecialEducationContractedServicesSpecialEducationContractedServices Operator AmtofTimeperWeek

OccupationalTherapist OutsideContractor 2Days

PhysicalTherapist OutsideContractor 112Minutes

62

NeedsAssessment

RecordSchoolPatterns

Question:Afterreviewingschoollevelaccomplishmentsandsystemicchallenges,whatpatternscanyou

identifyamongyourschools?

Whatotherinformationdoyoustillneedtoassess?

Answer:WhencomparedwithschoolsacrosstheCommonwealth,Jenkintowncontinuestoseepositive

assessmentresultssignificantlyabovestateaverages.However,systemicconcernssuchasan

increaseintransientpopulationaswellasanincreasedspecialeducationpopulationpresentnew

challengestoourdistrict.Thenumberofeconomicallydisadvantagedstudentsbaseduponfree-

reducedlunchdata,alsoservesasaconcernasweplanforthefuture.Inaddition,theshifttothe

CommonCoreStandardshasledtodrasticallyreducedassessmentscoresacrossthestateandthis

hasimpactedJenkintownintermsofSPPscores.

DistrictAccomplishments

Accomplishment#1:HighAchievingDistrict-alwaysrankedasoneofthehighestachievingdistrictsinthestatewhen

datafromSAT's,PSSA's,KeystoneExams,andAPscoresareanalyzed.Thesehaveledtoveryhigh

rankingsbothstatewideandnationallyinpublicationssuchasUSNewsandWorldReports.

Accomplishment#2:Districtisingoodfinancialcondition-theschoolboardandadministrationhasworkedhardto

maintainhighstandardsoffiscalrespomsitibilitywhileprovidingarigorousacademicprogramfor

allstudents.Thishasledtothedistricthavingafundbalancethathasresultedinaverypositive

ratingbylenderssothatcapitalimprovementprojectscanbeaccomplishedwithverylowinterest

rates.

Accomplishment#3:ComprehensiveCourseOfferingsatalllevels-thecurriculumisalignedtostatecorestandardsand

materialsandresourcesreflectinstructionaimedatprducingproblemsolversandcriticalthinkers

inatechnologicalsociety.

Accomplishment#4:

63

Stableleadershipatalllevels-therehasbeenverylittleturnoverintheleadershipofthe

administrativeteam.Thecurrentadministrativeteamhasworkedtogetherfor8yearsandwejust

nowhadachangeinSuperintendent.

Accomplishment#5:Supportiveeducationalenvironmentthatisstudentoriented-acompehensivestudentsupport

programinvolvingguidancecounselors,socialworkers,specialeducationteachersand

paraprofessionals,aschoolpsychologistanditinerantserviceprovideforanoutstanding

educationalenvironmentforstrugglingstudents.

Accomplishment#6:Cohesiverelationshipbetweenstaff,adminstrationandBoardofDirectors

Accomplishment#7:Differentiatedsupervisonmodelforstaff-whileutilizingtheDanielsonFrameworkasatollfor

classroomobservations,thedistricthassuccessfullyimpleemntedadifferentiatedsupervision

modelthatallowsfordeeperexplorationofcurricularideas/strategies.Self-directedprojectshave

resultedinadditionalcourseofferings,andincreaseinthenumberofAPcoursesofferedattheHS

levelandaninquiry-basedhandsonScienceprogramintheelementaryschool.

Accomplishment#8:Safeschools-cameras,greeters,upgradedalarmsystem,collaborativerelationshipwithlocalpolice

(MemorandumofUnderstanding),accessforpoliceofschoolfacilities,

DistrictConcerns

Concern#1:Sizeofdistrict-limitedstaffingresultsinadministratorsperformingmanyday-to-daydutiesthat

impacttheirabilitytospendtimeanalyzingandassessingdata.

Concern#2:Limitedresourcesbasedonsize-weneedtoutilizecreativesolutionstoprovidingresourcesforour

teachersandstudents.Weneedtofocusonutiliznggrantmoney,FederalFunding,andother

fundingmeanstomeettheneedsofallstudents.

Concern#3:Limitedstaffbasedonsize-Toaddresstheneedsofourstudentsinthenewcommoncoremath

standards,districthasidenitifedtheneedforaK-8mathspecialist.

64

Concern#4:Assessedvaluationofthecommunity

FundingandBudgetcontraints

PSERS

MedicalBenefits

SalaryIncrease

Concern#5:Increaseinthenumberoflowsocio-economicstudentsenteringthedistrictasidentifiedbythe

numberoffree/reducedlunchmembers.

Concern#6:Space-Anincreasedstudentpopulationhaspresentedthedistrictwithchallengersforinstructional

learningspace.Partofthisplanwillincludeacomprehensivestudyofpossiblelocationstoincrease

classroomspacesothatlowclasssizecanbemaintained.

PrioritizedSystemicChallenges

SystemicChallenge#1(GuidingQuestion#1)Establishadistrictsystemthatfullyensuresconsistentimplementationofstandardsalignedcurriculaacrossallschoolsforallstudents.

AlignedConcerns:

Sizeofdistrict-limitedstaffingresultsinadministratorsperformingmanyday-to-day

dutiesthatimpacttheirabilitytospendtimeanalyzingandassessingdata.

Limitedresourcesbasedonsize-weneedtoutilizecreativesolutionstoproviding

resourcesforourteachersandstudents.Weneedtofocusonutiliznggrantmoney,

FederalFunding,andotherfundingmeanstomeettheneedsofallstudents.

Limitedstaffbasedonsize-Toaddresstheneedsofourstudentsinthenewcommon

coremathstandards,districthasidenitifedtheneedforaK-8mathspecialist.

65

Assessedvaluationofthecommunity


PSERS

MedicalBenefits

SalaryIncrease

Increaseinthenumberoflowsocio-economicstudentsenteringthedistrictasidentified

bythenumberoffree/reducedlunchmembers.

SystemicChallenge#2(GuidingQuestion#7)Establishadistrictsystemthatfullyensuresstudentswhoareacademicallyatriskareidentifiedearlyandaresupportedbyaprocessthatprovides

interventionsbaseduponstudentneedsandincludesproceduresformonitoringeffectiveness.

AlignedConcerns:







SystemicChallenge#3(GuidingQuestion#2)Establishadistrictsystemthatfullyensurestheconsistentimplementationofeffectiveinstructionalpracticesacrossallclassroomsineachschool.

AlignedConcerns:



66





Space-Anincreasedstudentpopulationhaspresentedthedistrictwithchallengersfor

instructionallearningspace.Partofthisplanwillincludeacomprehensivestudyof

possiblelocationstoincreaseclassroomspacesothatlowclasssizecanbemaintained.

SystemicChallenge#4(GuidingQuestion#9)Establishadistrictsystemthatfullyensureseachmemberofthedistrictcommunitypromotes,enhancesandsustainsasharedvisionofpositive

schoolclimateandensuresfamilyandcommunitysupportofstudentparticipationinthelearning

process.

AlignedConcerns:








SystemicChallenge#5(GuidingQuestion#10)Establishadistrictsystemthatfullyensuresprofessionaldevelopmentisfocused,comprehensiveandimplementedwithfidelity.

AlignedConcerns:



67





PSERS

MedicalBenefits

SalaryIncrease



SystemicChallenge#6(GuidingQuestion#13)Establishasystemthatfullyensuresthedistrict'sresourceseffectivelyaddressinstructionalprioritiesalignedwiththedistrict'svisionandmission

andfullyensuresthattheexpenditureandaccountingoffundsmeetsalllegalandethical

requirementswithintheparametersofgenerallyacceptedaccountingpractices.

AlignedConcerns:

Limitedresourcesbasedonsize-weneedtoutilizecreativesolutionstoproviding

resourcesforourteachersandstudents.Weneedtofocusonutiliznggrantmoney,

FederalFunding,andotherfundingmeanstomeettheneedsofallstudents.



PSERS

MedicalBenefits

SalaryIncrease



68




69

DistrictLevelPlan

ActionPlans

Goal#1:Goal#1:StudentAchievementandSuccess

RelatedChallenges:

• Establishadistrictsystemthatfullyensuresconsistentimplementationofstandards

alignedcurriculaacrossallschoolsforallstudents.

• Establishadistrictsystemthatfullyensurestheconsistentimplementationof

effectiveinstructionalpracticesacrossallclassroomsineachschool.

• Establishadistrictsystemthatfullyensuresstudentswhoareacademicallyatrisk

areidentifiedearlyandaresupportedbyaprocessthatprovidesinterventions

baseduponstudentneedsandincludesproceduresformonitoringeffectiveness.

• Establishadistrictsystemthatfullyensureseachmemberofthedistrictcommunity

promotes,enhancesandsustainsasharedvisionofpositiveschoolclimateand

ensuresfamilyandcommunitysupportofstudentparticipationinthelearning

process.

• Establishadistrictsystemthatfullyensuresprofessionaldevelopmentisfocused,

comprehensiveandimplementedwithfidelity.

• Establishasystemthatfullyensuresthedistrict'sresourceseffectivelyaddress

instructionalprioritiesalignedwiththedistrict'svisionandmissionandfully

ensuresthattheexpenditureandaccountingoffundsmeetsalllegalandethical


IndicatorsofEffectiveness:

Type:Annual

DataSource:PSSA,SAT,Keystones,GraduationRates,APEquityData,

CollegeAcceptancerates

SpecificTargets:80%ofstudentstoscoreproficientoradvancedonPSSA

MeanSATscoreof1100foreachcohortofstudents

80%ofstudentsscoreproficientoradvancedonKeystoneExams

70

Maintainorexceed30%APEquityRateforgraduatingseniors

90%ofgraduatingseniorstoattend2or4yearcolleges

Strategies:

STEMEducation

Description:

IncreaseSTEMopportunitiesinthecorecurriculumaswellasthrough

extra-curricularSTEMbasedactivities.Providedifferentiatedprofessional

developmentopportunitiesforstaffmeetingtheindividualneedsofthe

staff.OntinuetoincreasetheEngineeringIsElementary(EIE)unitsatthe

elementaryschoollevel.Introducea1markingperiodroboticscourseat

themiddleschoollevel.Createnewclubsandactivitiesbeyondtheschool

daythatfocusonSTEMatalllevels.Createaprotocolforstudentsto

engageinadvancedmathcoursesbeyondthenormalcourseofcurriculum

(e.g.APComputerScience).

SASAlignment:Standards,Assessment,CurriculumFramework,Instruction,Materials&Resources,SafeandSupportiveSchools

MaintainandexploreNewCo-CurricularActivitiesOutsideofthe

Classroom

Description:

Researchshowsthatextra-curricularactivitiesmayimproveeducational

outcomes.Thedistrictwilloffernewco-curricularactivitiesforstudents

withafocusonSTEMbasedopportunities.Someoftheseopportunities

include,butarenotlimitedto,aCodingClub,BiologyClub,Environmental

Club,MathClubs,etc.


PromoteAcademicAchievementandGrowth

Description:

Thedistrictwillutilizeaninclusion-basedprogramcenteredaround

differentiatedinstructiontopromoteacademicachievementandgrowth

71

forallstudents.Continuedstaffdevelopment,gradelevelmeetings,

departmentalmeetings,middleschoolmeetings,andongoinganalysisof

studentdatawillallbeusedtoimpleemntthisstrategy.


Multi-tieredApproachtoidentifystrugglingstudents

Description:

Thedistrictwillutilizecomprehensivechildfindactivitiesandutlize

resourcessuchasStudentAssistancePrograms,datareview(PSSA,

BenchmarkData,classroomassessments,)toidentifystudentswhoare

struggling.Districtwillusedepartmentalteamsandgrade-levelteamsto

assessstudentperformanceandmakenecessarychangestoinstruction

baseduponstudentachievementlevels.


ImplementationSteps:

DesignaMulti-TieredApproachtoIdentifyandSupport

StrugglingStudents

Description:

Useofdistrict-createdentryassessmentsforstudentsenteringthedistrictfromotherschools/programs

Presentatfacultymeetingsanddevelopacommittee–leadteachers–(January2017)

Developtheassessmentsforeachcontentareadesired–(Summer/Fall2017)

Creatematrixusedtoplacestudents–standardizedtests,reportcards,pre-assessments(Summer/Fall2017)

72

ESLevaluationaspartoftheprocess–(Fall2017)

PilotImplementation–(2017-2018)

FullImplementation–(2018-2019)

StartDate:1/18/2017EndDate:9/6/2019

ProgramArea(s):ProfessionalEducation,TeacherInduction,SpecialEducation,StudentServices,GiftedEducation,EducationalTechnology

SupportedStrategies:

• Multi-tiered Approach to identify struggling students

STEM Education

Description:

IncreaseSTEMopportunitiesinthecorecurriculumaswellasthrough

extra-curricularSTEMbasedactivities.Providedifferentiatedprofessional

developmentopportunitiesforstaffmeetingtheindividualneedsofthe

staff.ContinuetoincreasetheEngineeringIsElementary(EIE)unitsatthe

elementaryschoollevel.Introducea1markingperiodroboticscourseat

themiddleschoollevel.Createnewclubsandactivitiesbeyondtheschool

daythatfocusonSTEMatalllevels.Createaprotocolforstudentsto

engageinadvancedmathcoursesbeyondthenormalcourseofcurriculum

(e.g.APComputerScience).

Start Date: 8/29/2016 End Date: 9/6/2019

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

Education, Student Services, Gifted Education, Educational Technology

Supported Strategies:

• STEM Education

73

Maintain and Explore New Co-Curricular Activities Outside of the Classroom

Description:

Researchshowsthatextra-curricularactivitiesmayimproveeducational

outcomes.Thedistrictwilloffernewco-curricularactivitiesforstudents

withafocusonSTEMbasedopportunities.Someoftheseopportunities

include,butarenotlimitedto,aCodingClub,BiologyClub,Environmental

Club,MathClubs,etc.





• Maintain and explore New Co-Curricular Activities Outside of the Classroom

Promote Academic Achievement and Growth

Description:

1)PromoteAcademicAchievementandGrowthforallLearnersthroughtheImplementationofaRigorousAcademicProgram

DepartmentLevelMeetings

Pre-requisitesforeachcourse?

Honors’LevelsFirstatGrade10inEnglish&SocialStudies

ExplorationofpossibleAPcourses

APInstitutesforteachers

74

ApprovalofAPSyllabus

Honors’LevelEnglishandSSinGrade10for2018-2019schoolyear

2)UtilizationofAlternativePathwaysinMathattheEStosupportdifferentiation

Hiringofmathspecialist

CurriculumCompacting

ProfessionalDevelopmentforteachersondifferentiatingwithintheEverydayMathProgram

Co-teachingpossibilitiesforunitsandclasseswithstudentswhoneedsupportandstudentswhoarereadytoadvance/excel

Exploreamathclub–games,activities,challenges

3)K-12ProfessionalDevelopmentintheAreaofDifferentiatedInstructionandExplorationofStudySkillsCourse

Discussfeasibilityofstudyskillscoursewithstaffatafacultymeeting

Createacommitteethatwouldexplorethespecificskills/curriculumtobetaught

75

Explorewhetherthecoursewouldbeofferedtoallorjusttothoserequestingit

Potentialinfusionoftheseskillsintoadvisorycurriculum–co-teachingofadvisory–socialskills/learningwithstudyskills

Peermentorshipprogramwherestudentshelpotherstudentsduringstudyhalls/guidedstudyperiods





• Promote Academic Achievement and Growth

Language and Literacy Acquisition

Description:

Thedistricthasareadingspecialisttoenhancethefoundationsofreading

andwritingtofosterhigheracquisitionoflanguageskills.

K-6readingspecialistsaresupportinginterventionsandaretraining

teachersandsupportstaffinresearchbasedinterventions.

Inaddition,thedistricthasaWilsonCertifiedTeacherandutilizesWilso

FundationsinK-2.





• Promote Academic Achievement and Growth

76

Teaching Diverse Learners in an Inclusive Setting

Description:

Thedistricthastakenmanystepstoimplementteachingdiverselearners

inaninclusivesetting.TheyaremembersoftheUniversityofPennsylvania

"ExcellentinEquity"Consortium.Thisconsortiumprovidescurrent

trainingtothedistrictstaff.Inaddition,thedistrictisinvolvedwiththe

Anti-DefamationLeaguewhichhasprovidedtrainingtostaffandstudents.

ThedistricthasimplementedTraumaSensitiveTrainingforstaffandchild

findandstudentassistancetraining.





• Multi-tiered Approach to identify struggling students

Goal#2:Goal#2:CommunicationandTechnology

Related Challenges:

• Establishadistrictsystemthatfullyensuresconsistentimplementationofstandards

alignedcurriculaacrossallschoolsforallstudents.

• Establishadistrictsystemthatfullyensurestheconsistentimplementationof

effectiveinstructionalpracticesacrossallclassroomsineachschool.

• Establishadistrictsystemthatfullyensuresstudentswhoareacademicallyatrisk

areidentifiedearlyandaresupportedbyaprocessthatprovidesinterventions

baseduponstudentneedsandincludesproceduresformonitoringeffectiveness.

• Establishadistrictsystemthatfullyensureseachmemberofthedistrictcommunity

promotes,enhancesandsustainsasharedvisionofpositiveschoolclimateand

ensuresfamilyandcommunitysupportofstudentparticipationinthelearning

process.

77

• Establishadistrictsystemthatfullyensuresprofessionaldevelopmentisfocused,

comprehensiveandimplementedwithfidelity.





Indicators of Effectiveness:

Type: Annual

Data Source: Website and social media metrics

One Call Now System user data

Parent/Student useage logs from Parent Portal

Needs assessment results

Evaluations

Specific Targets: Increase number of parent users that sign up for our Parent

Portal.

Increase number of parents that user One Call Now system to over a 90%

useage rate.

Increase number of followers across district social media accounts.

Increase number of visitors to district website.

Strategies:

Improve Communication

Description:

Increase and broaden involvement of students, parents, school board, government, community members, and local

78

businesses by improving communications, facility use, and public awareness of school district events.

SAS Alignment: Materials & Resources

Technology Staff Development

Description:

Increase technology training opportunities K-12 for faculty and staff.

SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction,

Materials & Resources

21st Century Teaching and Learning Initiative

Description:

Through personalized, authentic, and collaborative learning experiences, students will engage in real-world problem solving through an inquiry approach to learning.

SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction, Materials & Resources, Safe and Supportive Schools

Implementation Steps:

Develop District Communications Plan

Description:

Thedistrictwillformacommunicationplanningcommitteetodevelopa

communicationsplanthatwillfocusonthefollowingfourareascrisis

communications,internalcommunications,mediaandcommunity

relations,andparentengagement.

79


Program Area(s): Teacher Induction, Special Education, Student Services,

Gifted Education, Educational Technology


• Improve Communication

Stakeholder Outreach

Description:

Investigatetransitionprogramopportunitieswithlocalbusinesses.

Reachoutthealumniforpossiblecareerconnectionsandinternships.

Invitelocalbusinessleadersatleastonceayeartomeetwithdistrict

administrationandstaffforpotentialpartnershipopportunities.

Createlocalbusinessdirectorysectionondistrictwebsite.

Informationonfacilityuse.

Investigatethecreationofaunifieddistrictcalendar.


Program Area(s): Professional Education, Special Education, Student Services,

Gifted Education, Educational Technology


• Improve Communication

Create District Technology Coach Position

Description:

ReplacecurrentdistrictnetworkadministratorpositionwithaK-12

technologycoach.Theresponsibilitiesofthedistricttechnologycoach

willbeasfollows:

80

•Collaboratewithteachersincomposingeffectivetechnology-infused,

content-basedlessons,andsupportstheteachersastheyimplementthe

lessonsintheirclassrooms.

•Promoteandmodelinstructionalpracticesandtheroleoftechnologyin

them.

•Articulateappropriateinstructionaltechnologypracticesasdescribedin

theNETStechnologystandardsforstudentsandteachers.

•Provideassistanceandtrainingtobuildinginstructionalstaffinthe

integrationoftechnologytosupportstudentachievement.Thisincludes

planningandimplementingjobembeddedprofessionaldevelopmentand

workshopsforindividuals,smallgroups,andlargegroups.Collaboratesin

theevaluation,selection,andimplementationofinstructionaltechnology

materialsandsoftware.

•Workwithstafftodevelopandimplementtechnologyenhanced

curriculumintegrationprojects.

•Conductresearchaboutadvancementsintechnologytoolsandresources

toinformdecisionmaking.

•Gatheranddisseminateinformation(e.g.,grants,policies,professional

developmentopportunities)relevanttoinstructionaltechnology.

•Participateinongoingprofessionaldevelopmentrelatedtojob

responsibilitiesandmaintainingexpertiseinthefield.

•Workcloselywithclassroomteachersinthedevelopmentoflessonplans

thatencompasstheuseoftechnology.

•Coordinateallactivitiessurroundingtheprofessionaltechnological

developmentofadministrativestaffmembersandfaculty.

•Providedirectsupporttoteachersthroughclassroom

visitation,instructionalcoaching,andmentoring.

•Facilitateeffectiveuseoflearningtimebyprovidingprofessional

developmentrelatedtomaximizingincreasedinstructionaltechnology

timefocusedonstudentacademicneedsandincreasingachievement.

•Reviewmaterials/programs/servicesandimplementstrategies

pertainingtotheuseoftechnologyintheteaching/learningenvironment.

•Useeffectiveandpositiveinterpersonalcommunicationskills.

81

•Createlearningresourcesforteacher,staff,andstudents.Thesemay

includeWebsites,tutorials,interactiveprograms,anddatabasesthat

supportteachersinintegratingtechnology.

•Providebasictechnologysupporttoclassroomteachersand

administratorsasdirectedbytheDirectorofTechnology.





• Technology Staff Development

Technology Needs Assessment

Description:

Districtadministrationwillcreateandimplementatechnologystaff

developmentneedsassessmentusingGoogleformsforfacultyandstaff.





• Technology Staff Development

Authentic Learning Opportunities

Description:

RenovateMS/HSlibrarytobecomeastate-of-the-artlibrary/mediacenter.

CreationofaK-12makerspaceavailabletoallstudentsinthedistrict.

Creationofelementaryschoolcodingclub.

82

Creationoftechnologysupportteammadeupofstudents.

Creationofadistricttechnologyfair.

ExpandtechnologyintegrationusingSAMRmodel

ImplementdigitalcitizenshipcoursesK-12.

Workwithfacultytoprovideadditionalproblembasedlearning

opportunitiesacrossthecurriculumforallstudents.

InvestigatethecreationofadditionalSTEMcourseofferings.

InvestigatepartnershipswithAppleandGoogle.

Providelearningopportunitieswithdifferentprojectmanagement

applications.

Provideoutreachopportunitiestolocalbusinessesforstudentstohelp

providetechnologydrivensolutions.

Strategicfocusonblendingspecificskills,contentknowledge,area

expertise,andliteracieswithinnovativesupportsystems,tohelpstudents

mastermultidimensionalabilitiesrequiredtobecollegeandcareerready.


Program Area(s): Professional Education, Teacher Induction, Special Education, Student Services, Gifted Education, Educational Technology


• 21st Century Teaching and Learning Initiative

Goal#3:Goal#3:FacilitiesUpgrades

Related Challenges:





83

Indicators of Effectiveness:

Type: Annual

Data Source: Enrollment Data; Safe Schools Report; Emergency Drills; Student

Achievement Data- e.g.: AP reports, Keystones, PSSAs, classroom assessment

data

Specific Targets: Increase in student achievement data scores; Additional

classroom space will yield lower class sizes in first grade; Safe Schools data

remains constant or decreases.

Strategies:

Update Current Facilities to Accommodate Student and Staff Educational Needs

Description:

Newinternalconstructionwillyieldtwogeneraleducationclassroomsand

onesmallgroupclassroom.Additionally,wewillrennovatethecurrent

MS/HSmediacentertoproduceastateoftheartMS/HSmediacenter.

Thiswillrequireustorelocateafacultyroom.Thisconstructionproject

willallowustoreduceclasssizeinoneofourgradelevelsandprovideus

withanadditionalgeneraleducationclassroomifneededforanother

gradelevel.Thenewmediacenterwillallowustoincreasetechnology

initiatives,studentresearch,collaborativelearning,inquiryandproblem

solving.Thesmallgroupspacewillrelocatespecialeducationstudents

closertoagerelatedpeers.

SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction,

Materials & Resources, Safe and Supportive Schools

Upgrade Security Measures to Ensure a Safe Environment for Students and Staff

84

Description:

Oneofourfacilitiesobjectivesistoincreaseoursecurityprocedures,

protocols,andequipment.Wewillbeupgradingourcamerasandlighting,

aswellasinstallinganentryidentificationsystemforvisitors.Thiswill

improvethesafetyandsecurityofourdistrict.

SAS Alignment: Materials & Resources, Safe and Supportive Schools

Increase Fund-raising and Sponsorship to Mitigate Financial Burden to the District

Description:

Weareincreasingourfundraisingeffortsanddonations/sponsorship

opportunitiestoreducethebudgetaryimpactofourfacilitiesinitiatives.

Someofourideasinclude,namingrightstocertainfacilitiesprojectsfor

doners,studentfundraisers,and/oranengravedbrickfundraiserfor

outsideourfootballstadium.

SAS Alignment: Materials & Resources

Implementation Steps:

Update Current Facilities to Accommodate Student and Staff Educational Needs

Description:

Createadditionalelementaryclassroomspaceforgrowingstudent

population.

Developadditionalsmallgroupspacesforofficesandspecialeducation

classes.

UpdateMS/HSmediacentertocreateadynamicstudentcenteredlearning

environmentwithcurrenttechnologyandresources.

RelocateMS/HSfacultyroomtoexpandmediacenter.


85




• Update Current Facilities to Accommodate Student and Staff Educational Needs

Upgrade Security Measures to Ensure a Safe Environment for Students and Staff

Description:

Upgradesecuritycamerasandlightingthroughoutthedistrict.

Improveentryandegressproceduresandsecuritythroughoutthedistrict.





• Upgrade Security Measures to Ensure a Safe Environment for Students and Staff

Increase Fund-raising and Sponsorship to Mitigate Financial Burden to the District

Description:

Increasesponosorhipeffortsbymailandelectronicmediatooff-setcapital

projectcoststhroughalumniandresidentdonations.

Increasefund-raisingeffortstogeneratealterntivesourcesofrevenue.

Examplescouldinclude:BrickFundraiser,5KRun,GiftAuctionetc.


86




• Increase Fund-raising and Sponsorship to Mitigate Financial Burden to the District

87

Appendix:ProfessionalDevelopmentImplementationStepDetails

LEA Goals Addressed: Goal #1: Student Achievement and Success Strategy #1: Multi-tiered Approach to identify struggling students

Start End Title Description

1/18/2017 9/6/2019 Design a Multi-Tiered

Approach to Identify and Support Struggling Students

Use of district-created entry assessments for students entering the district from

other schools/programs

Present at faculty meetings and develop a committee – lead teachers – (January

2017)

Develop the assessments for each content area desired –(Summer/Fall 2017)

Create matrix used to place students – standardized tests, report cards, pre-

assessments (Summer/Fall2017)

ESL evaluation as part of the process – (Fall 2017)

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Pilot Implementation – (2017-2018)

Full Implementation – (2018-2019) Person Responsible SH S EP Provider Type App. AdministrativeTeam 3.0 2 20 SchoolDistrict School

Entity Yes

Knowledge Training will focus on creation of valid assessment tools to accurately place students into courses and programs to maximize their success. Review of essential skills needed for each grade level and for placement into each course at the secondary level.

Supportive Research

Differentaited Instruction

Tiered Assignments

Inclusionary Practices Designed to Accomplish

For classroom teachers, school counselors and education specialists:

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

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

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

• Empowers educators to work effectively with parents and community partners.

For school and district administrators, and other

• Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for

89

educators seeking leadership roles:

struggling students are aligned to each other as well as to Pennsylvania’s academic standards.

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

• Empowers leaders to create a culture of teaching and learning, with an emphasis on learning. • Instructs the leader in managing resources for effective results.

Training Format

• Series of Workshops • School Whole Group Presentation

Participant Roles

• Classroom teachers • Principals / Asst. Principals • Supt / Ast Supts / CEO / Ex Dir • School counselors • Paraprofessional • New Staff • Other educational specialists

Grade Levels

• Elementary - Primary (preK - grade 1) • Elementary - Intermediate (grades 2-5) • Middle (grades 6-8) • High (grades 9-12)

Follow-up Activities

• Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers

• Analysis of student work, with administrator and/or peers

Evaluation Methods

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

• Student PSSA data • Standardized student assessment data

other than the PSSA • Classroom student assessment data

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LEA Goals Addressed: Goal #1: Student Achievement and Success Strategy #1: Promote Academic Achievement and Growth

Start End Title Description

8/28/2017 9/6/2019 Promote Academic Achievement and Growth

1) Promote Academic Achievement and Growth for all Learners through the

Implementation of a Rigorous Academic Program

Department Level Meetings

Pre-requisites for each course?

Honors’ Levels First at Grade 10 in English & Social Studies

Exploration of possible AP courses

AP Institutes for teachers

Approval of AP Syllabus

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Honors’ Level English and SS in Grade 10 for 2018-2019 school year

2) Utilization of Alternative Pathways in Math at the ES to support differentiation

Hiring of math specialist

Curriculum Compacting

Professional Development for teachers on differentiating within the Everyday

Math Program

Co-teaching possibilities for units and classes with students who need support and

students who are ready to advance/excel

Explore a math club – games, activities, challenges

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3) K-12 Professional Development in the Area of Differentiated Instruction and

Exploration of Study Skills Course

Discuss feasibility of study skills course with staff at a faculty meeting

Create a committee that would explore the specific skills/curriculum to be taught

Explore whether the course would be offered to all or just to those requesting it

Potential infusion of these skills into advisory curriculum – co-teaching of advisory

– social skills/learning with study skills

Peer mentorship program where students help other students during study

halls/guided study periods

Person Responsible SH S EP Provider Type App. AdministrativeTeam 3.0 3 80 District and Differentiated Instruction Expert School

Entity Yes

Knowledge Strategies for addressing the individual needs of students in an inclusionary setting

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Supportive Research

Differentiated Instruction

Inclusion

Rigorous Curriculum Designed to Accomplish

For classroom teachers, school counselors and education specialists:

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

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

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

• Empowers educators to work effectively with parents and community partners.

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

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

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

• Empowers leaders to create a culture of teaching and learning, with an emphasis on learning. • Instructs the leader in managing resources for effective results.

Training Format • LEA Whole Group Presentation

Participant Roles • Classroom teachers • Principals / Asst. Principals Grade Levels • Elementary - Primary (preK - grade 1)

• Elementary - Intermediate (grades 2-5)

94

• Supt / Ast Supts / CEO / Ex Dir • School counselors • Paraprofessional • Other educational specialists

• Middle (grades 6-8) • High (grades 9-12)

Follow-up Activities

• Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers

• Analysis of student work, with administrator and/or peers

• Peer-to-peer lesson discussion • Lesson modeling with mentoring

Evaluation Methods

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

• Standardized student assessment data other than the PSSA

• Classroom student assessment data

95

DistrictLevelAffirmations

WeaffirmthatthisDistrictLevelPlanwasdevelopedinaccordance,andwillcomplywiththe

applicableprovisionsof22Pa.Code,Chapters4,12,16,and49.Wealsoaffirmthatthecontentsare

trueandcorrectandthattheplanwasplacedforpublicinspectionintheschooldistrict/AVTS

officesandinthenearestpubliclibraryuntilthenextregularlyscheduledmeetingoftheboardor

foraminimumor28dayswhichevercomesfirst.

WeaffirmthattheresponsesintheProfessionalEducationCoreFoundationsandtheProfessional

DevelopmentImplementationStepsfocusonthelearningneedsofeachstaffmembertoenableall

staffmembersmeetorexceedthePennsylvaniaacademicstandardsineachofthecoresubject

areas.

Nosignaturehasbeenprovided

BoardPresident


Superintendent/ChiefExecutiveOfficer

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SpecialEducationAffirmations

WealsoaffirmourunderstandingthatanyrequestsforanydeviationsfromtheChapter14

regulations,standards,policies,andproceduresmustbemadeinwritingtothePennsylvania

DepartmentofEducation.TheschooldistrictunderstandsthattheSpecialEducationComponentof

theDistrictLevelPlanwillbeapprovedbyPDEinaccordancewiththefollowingcriteriaassetforth

in22Pa.SchoolCode§14.104andaspartoftheDistrictLevelPlan:

1. Thereareafullrangeofservices,programsandalternativeplacementsavailabletotheschooldistrictforplacementandimplementationofthespecialeducationprogramsinthe

schooldistrict.

2. Theschooldistricthasadoptedachildfindsystemtolocate,identifyandevaluateyoungchildrenandchildrenwhoarethoughttobeachildwithadisabilityeligibleforspecial

educationresidingwithintheschooldistrict'sjurisdiction.Childfinddataiscollected,

maintained,andusedindecision-making.Childfindprocessandproceduresareevaluated

foritseffectiveness.Theschooldistrictimplementsmechanismstodisseminatechildfind

informationtothepublic,organizations,agencies,andindividualsonatleastanannualbasis.

3. Theschooldistricthasadoptedpoliciesandproceduresthatassurethatstudentswithdisabilitiesareincludedingeneraleducationprogramsandextracurricularandnon-

academicprogramsandactivitiestothemaximumextentappropriateinaccordancewithan

IndividualizedEducationProgram.

4. TheschooldistrictwillcomplywiththePADepartmentofEducation,BureauofSpecialEducation'srevisionnoticeprocess.

5. Theschooldistrictfollowsthestateandfederalguidelinesforparticipationofstudentswithdisabilitiesinstateanddistrict-wideassessmentsincludingthedeterminationof

participation,theneedforaccommodations,andthemethodsofassessingstudentsfor

whomregularassessmentisnotappropriate.

6. TheschooldistrictaffirmsthePennsylvaniaDepartmentofEducationthatfundsreceivedthroughparticipationinthemedicalassistancereimbursementprogram,ACCESS,willbe

usedtoenhanceorexpandthecurrentlevelofservicesandprogramsprovidedtostudents

withdisabilitiesinthislocaleducationagency.

Weaffirmthattheschooldistricthascompleteda28daypublicinspectionandcommentperiodas

requiredunder22PACode§4.13(d)priortotheschoolentity'sgoverningboardapprovaland

submissiontotheDepartmentofEducation(BureauofSpecialEducation).


97

BoardPresident


Superintendent/ChiefExecutiveOfficer

jenkintown-sd comprehensive-plan 6-12-2018 · 2018. 6. 12. · 6 the 2015-2016 general fund budget...

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