lancaster sd · the school district of lancaster is committed to providing a comprehensive academic...

Lancaster SD

District Level Plan

07/01/2019 - 06/30/2022

2

District Profile

Demographics

1020 Lehigh Ave Lancaster, PA 17602-2452 717-291-6121 Superintendent: Damaris Rau Director of Special Education: John Moslander

Planning Process The School District of Lancaster is governed by a Board of nine School Directors. The School Board of Directors has identified three goals for the district:

1. Ensure all students have equitable opportunities

2. Identify what our graduates should know and be able to do

3. Develop a systematic approach to professional development

Beginning in Spring 2017, the School District of Lancaster identified five Strategic Priorities that now serve as a guide for work of the local education agency. These areas of focus include:

1. Inspire broader and deeper local ownership of district outcomes by cultivating and leveraging relationships with parents, community leaders and leadership groups.

2. Create a culture of higher expectations for all students and staff. 3. Redefine and elevate the roles of all building leaders and teachers and empower them to adapt a

leadership mindset. 4. Redesign and enhance central office processes for creativity and innovation to model the change

we seek throughout the district. 5. Meet critical performance standards.

Occurring concurrently, the initial meeting of the District Improvement Planning Team was convened, bringing business partners, community partners, parents and external stakeholders together to learn about the elements of the Comprehensive Plan, develop an understanding of how the strategic priorities fit in and how student achievement and growth impact decision making.

In an effort to develop a District Level Comprehensive Plan that identified areas of support necessary for student achievement, allowed for the professional growth of instructional staff members and responded to community need, the School District of Lancaster committed itself to a process that was inclusive of all

3

stakeholders. Parents, community members, teachers and administrators worked collaboratively as participants on seven subcommittees reflective of the plan components.

Additionally, a completion timeline was developed and coordinated that allowed for investigation, analysis, identification of priority areas and plan generation. The period of Public Comment and a protocol for Board Review were also included.

Beginning in Fall 2017, each plan was created based on student needs and systemic challenges, each subcommittee, facilitated by a Content Area/Curriculum/Program Coordinator, engaged in a thorough examination of student data and a review of current program offerings. Following this process, teams were charged with identifying gaps in service and developing an action sequence to ensure that the needs of all students are met.

As a result, the District Level Comprehensive Plan will provide direction for school improvement with the content reflective in each School Level Plan. In addition, it will provide the framework for defining the Portrait of a Graduate which will be released to the full district community when the final approved Comprehensive Plan is published.

Mission Statement To ensure every child receives an excellent education.

Vision Statement Every child will be academically and emotionally prepared to successfully enter college or the workforce.

Shared Values We Believe:

1. The role of the school community is to educate students ensuring that all children reach their fullest social/emotional and academic potential.

2. Our community honors its strength in diversity and promotes growth, empowerment, academic success and social inclusivity through an equitable learning environment.

3. A collaborative approach to learning embraces the whole child, whole school and the whole community.

4. Respect, trust and honest communication are at the foundation of successful and productive relationships.

5. Every individual in our district contributes to student success.

4

6. All students are capable of meeting high expectations.

Educational Community

Established in 1836, the School District of Lancaster is the second oldest district in the Commonwealth of Pennsylvania. The School District of Lancaster serves a diverse population of approximately 11,300 students: 60.09% Hispanic, 16.93% African American, 13.4% Caucasian, 9.58% Asian/other.

The District's twelve elementary schools, four middle schools, one K-8 building, one high school campus, a cyber program, an alternative program and an over aged program are home to approximately 1,551 staff members, including administrators, teachers, counselors and support staff. The nine-member Board of Directors governs District activities with a total operating budget of approximately $210 million.

The School District of Lancaster is committed to providing a comprehensive academic program that meets the needs of our diverse learners. Students in twelve elementary schools and one K-8 school are instructed in language arts, math, science, social studies, health/physical education, art and music. The high school campus affords students both opportunity and choice, through the selection of a Small Learning Community, one of which options is Career and Technical Education. Career pathways include: Accounting Technology/Technician and Bookkeeping, Administrative Assistance and Secretarial Science, General (Business), Building/Property Maintenance, Cosmetology, Child Care and Support Services Management (Early Childhood), Drafting and Design Technology/Technician, Health/Medical Assisting Services, Other (Health Careers).

Planning Committee Name Role

Erin Conahan Administrator : Professional Education Lisa Hardwig Administrator : Professional Education Mark Holman Administrator Cheryl Horn Administrator Christopher Keeler Administrator : Special Education Linda Long Administrator : Professional Education Lisa Marshall Administrator : Professional Education Brian McDonald Administrator : Professional Education Carol Powell Administrator : Professional Education Matt Przywara Administrator Jeremy Raff Administrator Damaris Rau Administrator : Professional Education Holly Rubick Administrator : Professional Education Michael Slechta Administrator : Professional Education Karen Wynn Administrator : Professional Education

5

Salina Almanzar Board Member Mara Creswell McGrann Board Member Harvey Miller Board Member David Parry Board Member Candace Roper Board Member Barbara Andrews Building Principal Amy Berkley Building Principal : Professional Education Michele Byers Building Principal : Professional Education Marian Grill Building Principal Karen Hess Building Principal : Professional Education Gary Hess Building Principal Stacy Kain Building Principal Florence Krane Building Principal : Professional Education Phil Ludwig Building Principal : Professional Education Melanie Martinez Building Principal Ashley Mercado Building Principal Ryan Schlinkman Building Principal : Professional Education Melinda Wells Building Principal Katie Wiercinski Building Principal Tracy Brunke Business Representative : Professional Education Amanda McFerran Business Representative Alice Yoder Business Representative : Professional Education Dan Jurman Community Representative : Professional

Education Arelis Perez Community Representative : Professional

Education Audrey Banzhaf Ed Specialist - Other Charles Hample Ed Specialist - Other : Professional Education Talia Mylin Ed Specialist - Other : Professional Education Jason Shay Ed Specialist - Other : Professional Education Brittany Spisak Ed Specialist - Other Theresa Kirchner Ed Specialist - School Counselor Erik Kirchner Ed Specialist - School Psychologist : Special

Education Kim Brandstedter Elementary School Teacher - Regular Education :

Professional Education Jacalyn Good-Mullin Elementary School Teacher - Regular Education :

Professional Education Dominique Gordon Elementary School Teacher - Regular Education :

6

Professional Education Susan Hagle Elementary School Teacher - Regular Education :

Professional Education Heather Huber Elementary School Teacher - Regular Education :

Professional Education Nathan Miller Elementary School Teacher - Regular Education :

Professional Education Jeanne Oakes Elementary School Teacher - Regular Education :

Professional Education Elizabeth O'Brien Elementary School Teacher - Regular Education :

Professional Education Lisa Pannone Elementary School Teacher - Regular Education :

Professional Education Jill Ranck Elementary School Teacher - Regular Education :

Professional Education Sue Stathopulos Elementary School Teacher - Regular Education :

Professional Education Jaclyn Bloch Elementary School Teacher - Special Education :

Special Education Kelly Grove Elementary School Teacher - Special Education :

Special Education Erikka Bishop High School Teacher - Regular Education :

Professional Education Eva Shore High School Teacher - Regular Education :

Professional Education Sherri Weaver High School Teacher - Regular Education :

Professional Education Allison Mummert High School Teacher - Special Education :

Professional Education Special Education Terry Tippett Information Technology Manager : Professional

Education Chantelle Delaney Middle School Teacher - Regular Education :

Professional Education John Doe Middle School Teacher - Regular Education :

Professional Education Julie Williams Middle School Teacher - Regular Education :

Professional Education Kristen Houtz Middle School Teacher - Special Education : Special

Education Matt Shindel Network Engineer I : Professional Education

7

Mike Zagorski Network Engineer II : Professional Education Daisy Beamer Parent : Professional Education Bianca Cordova Parent : Professional Education Alma Gantz Parent Willonda McCloud Parent : Professional Education Beth Campagna Special Education Director/Specialist : Special

Education Stephanie Milazzo Special Education Director/Specialist : Special

Education John Moslander Special Education Director/Specialist : Special

Education Jay Butterfield Student Curriculum Director/Specialist :

Professional Education Josh Keene Student Curriculum Director/Specialist :

Professional Education Jessica Sherman Student Curriculum Director/Specialist : Special

Education Chris Lopez Student Services Director/Specialist Jason Mello Systems Engineer I : Professional Education John Shank Systems Engineer II : Professional Education

8

Core Foundations

Standards

Mapping and Alignment

Elementary Education-Primary Level

Standards Mapping Alignment

Arts and Humanities Accomplished Accomplished

Career Education and Work Needs Improvement

Needs Improvement

Civics and Government Needs Improvement

Needs Improvement

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

PA Core Standards: Mathematics Developing Developing Economics Non Existent Non Existent Environment and Ecology Developing Developing Family and Consumer Sciences Non Existent Non Existent

Geography Needs Improvement

Needs Improvement

Health, Safety and Physical Education Accomplished Accomplished

History Needs Improvement

Needs Improvement

Science and Technology and Engineering Education Developing Developing Alternate Academic Content Standards for Math Developing Developing Alternate Academic Content Standards for Reading Developing Developing American School Counselor Association for Students Developing Developing Early Childhood Education: Infant-Toddler⟶Second Grade Developing Developing

English Language Proficiency Developing Developing Interpersonal Skills Developing Developing School Climate Developing Developing Explanation for standard areas checked "Needs Improvement" or "Non Existent":

At this time, Social Studies PA Core Standards are not developed for the elementary level. The School District of Lancaster is exploring options for a unit based Social Studies curriculum that will address the gaps that exist when aligning content to the prior standards.

9

Courses specific to Family and Consumer Sciences are not offered at this time.

Elementary Education-Intermediate Level


Arts and Humanities Accomplished Accomplished

Career Education and Work Needs Improvement

Needs Improvement

Civics and Government Needs Improvement

Needs Improvement

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

PA Core Standards: Mathematics Developing Developing

Economics Needs Improvement

Needs Improvement

Environment and Ecology Developing Developing Family and Consumer Sciences Non Existent Non Existent


Needs Improvement

Health, Safety and Physical Education Accomplished Accomplished

History Needs Improvement

Needs Improvement

Science and Technology and Engineering Education Developing Developing Alternate Academic Content Standards for Math Developing Developing Alternate Academic Content Standards for Reading Developing Developing American School Counselor Association for Students Developing Developing English Language Proficiency Developing Developing

Interpersonal Skills Needs Improvement

Needs Improvement

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

At this time, Social Studies PA Core Standards are not developed for the elementary level. The School District of Lancaster is exploring options for a unit based Social Studies curriculum that will address the gaps that exist when aligning content to the prior standards.


Middle Level


Arts and Humanities Accomplished Accomplished Career Education and Work Developing Developing

10

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

PA Core Standards: Mathematics Developing Developing Economics Non Existent Non Existent Environment and Ecology Developing Developing Family and Consumer Sciences Non Existent Non Existent


Needs Improvement

Health, Safety and Physical Education Accomplished Accomplished History Developing Developing Science and Technology and Engineering Education Developing Developing Alternate Academic Content Standards for Math Developing Developing Alternate Academic Content Standards for Reading Developing Developing American School Counselor Association for Students Developing Developing English Language Proficiency Developing Developing

Interpersonal Skills Needs Improvement

Needs Improvement

School Climate Needs Improvement

Needs Improvement

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

Economics is not taught at the Middle Level. Course offerings exist for learners following matriculation to the High School.


As middle level buildings continue to implement PBIS, interpersonal skills and school climate are strengthened.

High School Level


Arts and Humanities Developing Developing Career Education and Work Developing Developing Civics and Government Developing Developing PA Core Standards: English Language Arts Developing Developing PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Developing Developing

PA Core Standards: Mathematics Developing Developing Economics Developing Developing

11

Environment and Ecology Developing Developing Family and Consumer Sciences Non Existent Non Existent Geography Developing Developing Health, Safety and Physical Education Accomplished Accomplished History Developing Developing Science and Technology and Engineering Education Developing Developing Alternate Academic Content Standards for Math Developing Developing Alternate Academic Content Standards for Reading Developing Developing American School Counselor Association for Students Developing Developing English Language Proficiency Developing Developing Interpersonal Skills Developing Developing School Climate Developing Developing

World Language Needs Improvement

Needs Improvement

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


World Language courses are currently being strengthened through the implementation of the International Baccalaureate Program.

Adaptations


Checked answers None.

Unchecked answers None.


Checked answers None.


Middle Level

Checked answers

• Arts and Humanities • Civics and Government • PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects

12

• PA Core Standards: Mathematics • History • Science and Technology and Engineering Education


High School Level

Checked answers

• Arts and Humanities • Civics and Government • PA Core Standards: English Language Arts • PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects • PA Core Standards: Mathematics • Environment and Ecology • History • Science and Technology and Engineering Education


Explanation for any standards checked:

The School District of Lancaster expands content area standards through honors courses and the implementation of the International Baccalaureate Program and Project Lead the Way.

Curriculum

Planned Instruction


Curriculum Characteristics Status

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

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

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

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

Processes used to ensure Accomplishment:

13

At this time, the School District of Lancaster is writing standards based units to be included as part of the Curriculum and Instruction Guide. Materials, activities and procedures for measurement will be detailed.

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

N/A








At this time, the School District of Lancaster is writing standards based units to be included as part of the Curriculum and Instruction Guide. Materials, activities and procedures for measurement will be detailed.


N/A

Middle Level







14

At this time, the School District of Lancaster is writing standards based units to be included as part of the Curriculum and Instruction Guide. Materials, activities and procedures for measurement will be detailed. Additionally, opportunities for professional staff to participate in cross-curricular planning ensure interdisciplinary alignment and cohesion of content.


N/A

High School Level


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

Needs Improvement

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

Needs Improvement

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

Needs Improvement

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

Needs Improvement


Core Courses: At this time, the School District of Lancaster is writing standards based units to be included as part of the Curriculum and Instruction Guide. Materials, activities and procedures for measurement will be detailed.

Elective Courses: At this time, elective courses have limited planned course details. Additionally, opportunities for professional staff to participate in cross-curricular planning ensure interdisciplinary alignment and cohesion of content.


N/A

Modification and Accommodations

Explain how planned instruction contains modifications and accommodations that allow all students at all mental and physical ability levels to access and master a rigorous standards aligned curriculum.

Instructional practice in the School District of Lancaster is grounded in the Curriculum and Instruction Guides. These content specific tools align standards with curricular resources and

15

provide examples of differentiation for both enrichment and remediation. For those students requiring more assistance than is received in the traditional classroom, push in and pull out options are available and determined based upon learner need and can be detailed in the Individual Education Plan.

Instruction

Instructional Strategies

Checked Answers • 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 • Department Supervisors • Instructional Coaches

Unchecked Answers • Not Reviewed

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

Through the Observation, Supervision, and Evaluation process all teachers are evaluated formally at least one time a year by either a building administrator or a curriculum coordinator. In addition, teachers are observed during unscheduled walkthroughs, anecdotal visits, and informal observations. Building administrators, curriculum coordinators and instructional coaches provide support in lesson planning.

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

N/A

Responsiveness to Student Needs


Instructional Practices Status

Structured grouping practices are used to meet student needs. Implemented in

16

50% or more of district

classrooms

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

Implemented in 50% or more of

district classrooms

Differentiated instruction is used to meet student needs.

Implemented in less than 50% of

district classrooms

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


district classrooms

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

There continues to be a gap between professional development content and application. Increased supervision and monitoring are necessary to ensure that the transfer of knowledge results in a change in teacher behavior.



Structured grouping practices are used to meet student needs.


district classrooms



district classrooms



district classrooms



district classrooms


There continues to be a gap between professional development content and application. Increased supervision and monitoring are necessary to ensure that the transfer of knowledge results in a change in teacher behavior.

Middle Level

17




district classrooms



district classrooms



district classrooms



district classrooms


There continues to be a gap between professional development content and application. Increased supervision, monitoring and coaching are necessary to ensure that the transfer of knowledge results in a change in teacher behavior.

High School Level




district classrooms



district classrooms



district classrooms



district classrooms


There continues to be a gap between professional development content and application. Increased supervision, monitoring and coaching are necessary to ensure that the transfer of knowledge results in a change in teacher behavior.

18

Recruitment

Describe the process you implement to recruit and assign the most effective and highly qualified teachers in order to meet the learning needs of students who are below proficiency or are at risk of not graduating.

The teacher recruitment process ensures that there are an adequate number of highly qualified applicants for posted vacancies. Identifying and selecting highly qualified teachers to facilitate learning in a productive and academically enriching classroom environment is critical. The recruitment pipeline includes diverse university partnerships that focus on district need and teaching excellence and active promotion within the district for non-certificated employees. Additionally, relationships with talent and recruitment organizations, participation in career fairs and job postings beyond the geographical area contribute to the success of the recruitment process. The multi-step interview process includes an initial interview conducted by building leaders and curriculum coordinators and a second meeting where a demonstration lesson is delivered. This allows all interviewers to see firsthand the strengths and areas for growth of each applicant. This process supports teacher assignment with the highest consideration given to the learning needs of students.

Assessments

Local Graduation Requirements

Course Completion SY 19/20 SY 20/21 SY 21/22

Total Courses 26.00 26.00 26.00 English 4.00 4.00 4.00 Mathematics 4.00 4.00 4.00 Social Studies 4.00 4.00 4.00 Science 3.00 3.00 3.00 Physical Education 2.00 2.00 2.00 Health 2.00 2.00 2.00 Music, Art, Family & Consumer Sciences, Career and Technical Education

2.00 2.00 2.00

Electives 5.00 5.00 5.00 Minimum % Grade Required for Credit (Numerical Answer)

60.00 60.00 60.00

Graduation Requirement Specifics

19

We affirm that our entity requires demonstration of proficiency or above in each of the following State academic standards: English Language Arts and Mathematics, Science and Technology and Environment and Ecology, as determined through any one or a combination of the following: Checked answers

• Completion of secondary level coursework in English Language Arts (Literature), Algebra I and Biology in which a student demonstrates proficiency on the associated Keystone Exam or related project-based assessment if § 4.4(d)(4) (relating to general policies) applies.

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

Unchecked answers

• Locally approved and administered assessments, which shall be independently and objectively validated once every 6 years. Local assessments may be designed to include a variety of assessment strategies listed in 4.52(c) and may include the use of one or more Keystone Exams. Except for replacement of individual test items that have a similar level of difficulty, a new validation is required for any material changes to the assessment. Validated local assessments must meet the following standards:

I. Alignment with the following State academic standards: English Language Arts (Literature and Composition); Mathematics (Algebra I) and Environment and Ecology (Biology).

II. Performance level expectations and descriptors that describe the level of performance required to achieve proficiency comparable to that used for the Keystone Exams.

III. Administration of the local assessment to all students, as a requirement for graduation, except for those exempted by their individualized education program under subsection (g), regarding special education students, or gifted individualized education plan as provided in 16.32 (relating to GIEP).

IV. Subject to appropriations provided by law, the cost to validate local assessments shall be evenly divided between the school district, AVTS or charter school, including a cyber-charter school, and the Department. If the Department does not provide sufficient funding to meet its share, local assessments submitted for validation shall be deemed valid until a new validation is due to the Department.

20

V. The Department will establish a list of entities approved to perform independent validations of local assessments in consultation with the Local Assessment Validation Advisory Committee as provided in 4.52(f).

VI. School boards shall only approve assessments that have been determined to meet the requirements of this subsection by an approved entity performing the independent validation. If a school district, AVTS or charter school, including a cyber-charter school, uses a local assessment that has not been independently validated, the Secretary will direct the school entity to discontinue its use until the local assessment is approved through independent validation by an approved entity.

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

Local Assessments

Standards WA TD NAT DA PSW Other

Arts and Humanities X X X X Career Education and Work X X X Civics and Government X X X PA Core Standards: English Language Arts X X X X X

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

X X X X

PA Core Standards: Mathematics X X X X Economics X X X Environment and Ecology X X Family and Consumer Sciences X Geography X X Health, Safety and Physical Education X X X

History X X X Science and Technology and Engineering Education X X X

World Language X X X

Methods and Measures

Summative Assessments

Summative Assessments EEP EEI ML HS

Unit Test X X X X

21

Advanced Placement Test X International Baccalaureate Exam X PSSA X X X PASA X X X X Keystone Exam X X NOCTI X IRLA X X PSAT/SAT X APEX X

Benchmark Assessments

Benchmark Assessments EEP EEI ML HS

ACCESS X X X X Constructed Response X X X X Unit End Assessments Aligned to Achievement Benchmarks X X X X

SRI X X SPI X X IRLA X X

Formative Assessments

Formative Assessments EEP EEI ML HS

Weekly/Chapter Tests X X X X easyCBM X X Curriculum/Teacher Based Assessment X X X X R Skills X X Study Island X X X X Genesis X Think Through Math X X X Edison X NOCTI X K-2 Writing Prompt X APEX X X

Diagnostic Assessments

Diagnostic Assessments EEP EEI ML HS

CDT X X X easyCBM X X Study Island X X X X

22

Think Through Math X X X Edison X APEX X X

Validation of Implemented Assessments

Validation Methods EEP EEI ML HS

External Review Intermediate Unit Review LEA Administration Review X X X X Building Supervisor Review X X X X Department Supervisor Review X X X X Professional Learning Community Review X X X X Instructional Coach Review X X X X Teacher Peer Review X X X X Provide brief explanation of your process for reviewing assessments.

The School District of Lancaster reviews assessments while updating the Curriculum and Instruction Guides. This process includes district administrators, classroom teachers and may include curricular resource publishers. In addition, at the high school level, assessments are validated by the AP/IB review process and by the College Board.

Development and Validation of Local Assessments

If applicable, explain your procedures for developing locally administered assessments and how they are independently and objectively validated every six years.

At this time, mid-term and final exams are not administered.

Unit based assessment is resource driven and/or teacher developed and aligned to the course specific Curriculum and Instruction Guide.

Collection and Dissemination

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

Performance Tracker serves as the data mining tool. This resource allows curriculum coordinators, building principals, teachers and instructional coaches to review individual student performance against his/her peers, other classes and across the district. The information provided expands beyond the surface and allows instructors to drill down to the underlying need of each student per standard.

23

Data Informed Instruction

Describe how information from the assessments is used to assist students who have not demonstrated achievement of the academic standards at a proficient level or higher.

The School District of Lancaster utilizes formative student assessment to identify and provide remediation to students who have not demonstrated achievement at the proficient/advanced levels. This information is used for tiered placement in MTSS, guided reading groups and small group differentiation across all subjects targeting areas for additional growth. Additionally, correlational reports are reviewed that detail student performance on an assessment, alignment to standards and content represented in classroom work.

Assessment Data Uses

Assessment Data Uses EEP EEI ML HS

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

Instructional practices are identified that are linked to student success in mastering specific PA assessment anchors, eligible content or standards-aligned learning objectives.

X X X X

Specific PA assessment anchors, eligible content or standards-aligned learning objectives are identified for those students who did not demonstrate sufficient mastery so that teachers can collaboratively create and/or identify instructional strategies likely to increase mastery.

X X X X

Instructional practices modified or adapted to increase student mastery. X X X X

Provide brief explanation of the process for incorporating selected strategies.

The School District of Lancaster applies the following strategies in the use of assessment data.

• Observation/Supervision/Evaluation Process

• School Level Data Dialogue/Data Team Meetings (PVAAS)

• PerformanceTracker

• 1 on 1: Student/Teacher

• 1 on 1: Teacher/Principal

• 1 on 1: Principal/Administrator

• SAS Strategy Implementation

24

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

N/A

Distribution of Summative Assessment Results

Distribution Methods EEP EEI ML HS

Course Planning Guides X X Directing Public to the PDE & other Test-related Websites X X X X

Individual Meetings X X X X Letters to Parents/Guardians X X X X Local Media Reports X X X X Website X X X X Meetings with Community, Families and School Board X X X X Mass Phone Calls/Emails/Letters X X X X Newsletters X X X X Press Releases X X X X School Calendar X X X X Student Handbook X X School Brochure X X X X Spanish Radio X X X X Provide brief explanation of the process for incorporating selected strategies.

The School District of Lancaster is committed to the timely dissemination of summative assessment data. Results are shared in a variety of languages through numerous media outlets.

Consistently, five methods of communication are employed: newsletter, letter home, US mail, face to face and public/social media. Additionally, this information is shared at annual Title 1 Parent Meetings, during School Improvement Planning Meetings and other school and district level presentations to parents, the community and other relevant stakeholders.

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

N/A

Safe and Supportive Schools

25

Assisting Struggling Schools

Describe your entity’s process for assisting schools that either do not meet the annual student achievement targets or experience other challenges, which deter student attainment of academic standards at a proficient level or higher.

If your entity has no struggling schools, explain how you will demonstrate continued growth in student achievement.

The School District of Lancaster is committed to supporting struggling schools. Schools that have been assigned a designation receive additional assistance to support meeting annual student achievement targets and continued growth. Each school develops a comprehensive School Improvement Plan detailing specific strategies and action steps that align with the District Improvement Plan. Detailed in the improvement plans are specific steps for teacher and staff including those associated with professional development, curricular alignment, common assessment development and administration, data analysis, lesson planning and delivery and diagnosis and application of appropriate interventions. Instructional Coaches are provided to all school buildings. Principals receive regular professional development in that supports the growth and development of the teaching staff.

The School District of Lancaster’s Office of Student Services promotes the prevention, intervention, transition and receipt of follow up support for all enrolled students and families. The department provides comprehensive assistance to students and their families so that all learners will come to school, stay in school, engage in learning, promote appropriate behavior and help families access community service as needed, to increase the chances for school success. Student service professionals provide direct services for all children and youth, especially those who are experiencing problems that create barriers to learning. Direct services are provided by means such as education, counseling, consultation and individual assessment. In addition, student services personnel provide in-service training, parent education, community collaboration and carry out student service program management.

To further support these efforts, most schools implement Positive Behavior Intervention and Support (PBIS) as an effective and proactive process for improving social competence and academic achievement for all students. Positive Behavioral Intervention and Support (PBIS) is a process for creating safer and more effective schools. PBIS is a systems approach to enhancing the capacity of schools to educate all children by developing research-based, school-wide and classroom discipline systems. The process focuses on improving a school's ability to teach and support positive behavior for all students. PBIS is a team-based process for systemic problem-solving, planning and evaluation. It is an approach for creating an environment within which school-based teams of educators are trained in: systems change, effective behavior management principles and practices and applications of research-validated instructional and management practices.

26

Additionally, the Office of Students Services implements the following initiatives that support learners in all district schools.

• The School Counseling Program supports the academic mission of the School District of Lancaster by promoting and enhancing the learning process for all students through an integration of academic, personal/social and career development.

• The Student Assistance Program provides services to help students succeed who are struggling academically and/or behaviorally. Case management and/or mentoring are provided. Additional suggestions may include after-school programs, community-based programs, tutoring, school-based counseling (individual and/or group) or other outpatient counseling that would benefit the student's well-being.

• The Families in Transition Program identifies homeless students within the School District of Lancaster and ensures that these students are enrolled in school, the educational needs are assured, disruptions to attendance and academic programs are minimized, and there are no barriers to accessing education or extracurricular activities.

• The School Based Behavioral Health Partnerships ensure that eligible students with severe mental health or behavioral health concerns participate in onsite voluntary behavioral health services.

• The District Parent Involvement Committee coordinates broad based district-wide opportunities that provide for family engagement, parent education and promote graduation.

The School District of Lancaster recognizes that early intervention is the key to growing strong learners. As a result, district-wide, schools have developed and implemented policies and practices that consistently promote the delivery of meaningful and responsive student support services. In addition to the global efforts listed above, district schools have instituted the following efforts to maximize learning in all students:

• Implement prevention-oriented programs and services promoting a positive school climate in which individuals feel connected, safe and supported, such as Tier I Positive Behavior Interventions and Supports (PBIS).

• Develop effective strategies in reducing the prevalence of high risk behaviors.

• Support the implementation of integrated support services in all schools including student success plans addressing the academic and social-emotional wellness of students.

• Implement special education-related services consistent with each student’s individualized education program.

• Expand coordination and collaboration among staff providing regular education and special education services through scientific, research-based interventions and tiered supports addressing primary, secondary and tertiary efforts.

27

• Develop whole-school and classroom-based positive behavioral supports that encourage appropriate role modeling among adults; responsibility, initiative and integrity among students; and an atmosphere of mutual respect and consideration for one another.

• Establish school-based, community based and districtwide teams to assess the health and mental health needs of the school community and coordinate the delivery of services that includes prevention, early intervention and crisis response.

• Use culturally responsive language that respects families, cultures, backgrounds and strengths.

• Engage parents as partners in meeting the needs of individual students and the student body as a whole.

While each school is unique, it is critical that all students receive the necessary education, tools and resources that combined make a ready learner. The opportunities and partnerships listed below work in collaboration with the Office of Student Services, schools and community partners ensuring these opportunities.

• Full Service Community Schools: Burrowes Elementary (Communities In Schools of PA), Fulton Elementary (Communities In Schools of PA), Washington Elementary (Boys and Girls Club), King Elementary (Communities In Schools of PA) Lincoln Middle School (Communities In Schools of PA), and Reynolds Middle School (Lancaster-Lebanon IU 13).

• School Based Behavioral Health: All schools within the School District of Lancaster receive behavioral health services from one of three providers: TW Ponessa, Community Services Group and PA Counseling Services.

• Student Family Resource Specialists (SFRS): District employed licensed mental health professionals that provide supports for students and their families who need additional behavioral or emotional supports.

• Home-School Visitors: Provide supports to families that promote school attendance. Parents and students are visited in the home to address truancy concerns and support the return of students and regular school attendance. There is one social worker assigned to the high school special education program and one other social worker assigned to support the high school campus general population.

• Tutoring: Offered before and after the school day, evening and summer, across all content and developmental areas.

• GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs): Collaborative effort that seeks to increase the college preparedness, readiness and success of the graduating classes of 2017 and 2018 by providing rigorous academic instruction, college awareness and preparedness, academic and non-academic supports for students and parent engagement opportunities.

28

• Buehrle Alternative School: Operated by Camelot (an outside provider), supports students recommended for expulsion attend Buehrle and receive transition services when they have met all goals to return to home school. All services continue to be available to students while in this placement.

• Phoenix Academy: Operated by Camelot (an outside provider), provide differentiated instructional strategies are implemented to reach students who have not been successful in the traditional classroom.

• ELECT: Supports pregnant and parenting teens.

• Lancaster REC: Child care center available on campus for teen parents.

• School Based Health Clinics in partnership with LGH/PENN Medicine and South East Lancaster Health Services at five school sites.

Additionally, the School District of Lancaster utilizes an integrated approach to perform diagnostics and interventions that help each student succeed. This allows schools to develop supportive interventions specific to mental health, student behavior and other barriers to learning. Multiple educational options (cyber, alternative education and credit recovery) are offered that promote school attendance, participation and promotion.

Programs, Strategies and Actions

Programs, Strategies and Actions EEP EEI ML HS

Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement X X X X

School-wide Positive Behavioral Programs X X X X Conflict Resolution or Dispute Management X X X X Peer Helper Programs X X X X Safety and Violence Prevention Curricula X X X X Student Codes of Conduct X X X X Comprehensive School Safety and Violence Prevention Plans X X X X

Purchase of Security-related Technology X X X X Student, Staff and Visitor Identification Systems X X X X Placement of School Resource Officers X X X X Student Assistance Program Teams and Training X X X X Counseling Services Available for all Students X X X X Internet Web-based System for the Management of Student Discipline X X X X

Explanation of strategies not selected and how the LEA plans to address their incorporation:

29

N/A

Screening, Evaluating and Programming for Gifted Students

Describe your entity’s awareness activities conducted annually to inform the public of the gifted education services and programs offered (newspaper, student handbooks, school website, etc.)

The School District of Lancaster conducts awareness activities to inform the public of gifted education services and the manner by which to request these programs and services. These activities are designed to reach parents of students enrolled in the district and within the community at large. Awareness activities are conducted annually and provide information in the form of an annual notice, through the district calendar, "Standards and Expectations" handbook, gifted brochures made available in all sites within the parent resource centers and through information posted on the school district's website. Additional awareness activities include a gifted blog, parent conferences, parent trainings, and frequent parent and community communications through a variety of media outlets, such as newsletters, emails and phone calls. Through these efforts, the district attempts to locate and identify all students within the district who are thought to be gifted and in need of specially designed instruction.

Describe your entity’s process for locating students who are thought to be gifted and may be in need of specially designed instruction (screening). The School District of Lancaster locates students who appear to have gifted abilities through a screening and evaluation process which meets the requirements of Chapter 16. When a student is referred for gifted eligibility, the Kauffman Brief Intelligence Test - 2 (KBIT-2) is administered as a brief IQ screening tool to determine if a child may be an appropriate candidate for a comprehensive gifted evaluation. Based upon their performance on the KBIT-2 they may be referred for a full gifted multidisciplinary evaluation.

In an effort to locate and identify underrepresented students with gifted abilities from culturally and linguistically diverse backgrounds, the School District of Lancaster has begun to implement the Cognitive Abilities Test (CogAT) to students at the end of their 1st grade year in order to identify individuals who may have masked abilities and potentially qualify as mentally gifted.

Describe your entity’s procedures for determining eligibility (through multiple criteria) and need (based on academic strength) for potentially mentally gifted students (evaluation). The School District of Lancaster has established specific procedures to determine whether a student is mentally gifted through the use of multiple criteria. Procedures include cognitive ability testing, standardized achievement testing, input from the educational team including parents, classroom observations and a review of records and data. All of this information is reviewed by the gifted multidisciplinary evaluation team in order to determine eligibility.

Describe the gifted programs* being offered that provide opportunities for acceleration, enrichment or both. *The word "programs" refers to the continuum of services, not one particular option. The School District of Lancaster offers a continuum of services for students identified as mentally gifted. There are opportunities for both individual and small group instruction within

30

the general education setting as well as outside the classroom. Services include enrichment assignments, specialized instruction based on learning styles and need for acceleration, enrichment experiences for real life learning through skill application and an accelerated curriculum through academic advancement and the district's cyber program. Students are provided an array of services, instruction and opportunities based on individual strengths.

Monthly trips and experiences are scheduled to have gifted learners from across the district interface while participating in unique learning experiences and academic competitions. Experiences are based upon students’ interests, strengths and potential career selection. The School District of Lancaster offers advanced placement, honors and International Baccalaureate courses which provide other options for gifted learners.

The Gifted Facilitators, along with the Exceptional Student Specialists, deliver supports and monitor the instruction of the students.

Professional development opportunities are offered to general education teachers in order to help them know how to best meet the gifted needs of their students through the use of enrichment, curriculum compacting and acceleration. The district's Gifted Facilitators offer in service training for staff which focus upon referral and evaluation procedures, characteristics of gifted students as well as enrichment and acceleration opportunities available within the building and district.

Gifted Facilitators meet monthly throughout the year to discuss a variety of topics including Chapter 16, specific student needs, best practices for acceleration and enrichment which are based upon teacher training and student needs.

The School District of Lancaster encourages our Gifted Facilitators to participate in the IU 13 Gifted Network that meets quarterly to provide ongoing professional development training and workshops as well as opportunities to network with others in similar positions throughout the county.

The Gifted Facilitators provide information regarding gifted education, services and enrichment experiences on the district gifted blog.

Developmental Services

Developmental Services EEP EEI ML HS

Academic Counseling X X X X Attendance Monitoring X X X X Behavior Management Programs X X X X Bullying Prevention X X X X Career Awareness X X X X Career Development/Planning X X X X Coaching/Mentoring X X X X Compliance with Health Requirements –i.e., Immunization X X X X

Emergency and Disaster Preparedness X X X X Guidance Curriculum X X X X Health and Wellness Curriculum X X X X

31

Health Screenings X X X X Individual Student Planning X X X X Nutrition X X X X Orientation/Transition X X X X RTII/MTSS X X X X Wellness/Health Appraisal X X X X Explanation of developmental services:

Certified School Nurses and Health Room Nurses are in all of the schools in the district. The nurses monitor immunizations for compliance, treat acute and chronic health needs and complete mandated screenings. State law provides for screening activities to assess the health status of students and to discover health needs and problems. The following services are provided to students:

• Height, weight and age appropriate vision are screened annually. Growth referrals are sent to students with low or high BMI percentages. Any child failing any part of the vision screening is referred for correction by letter to the parent.

• Hearing is tested by a health services team in grades K3, K4, K5, 1, 2, 3, 7, 11 and special classes. Any child who fails rapid screening testing is retested establishing a threshold of hearing ability. If the threshold test is failed a medical referral is sent to the parent.

• Physical examinations are required in Kindergarten or first entry to school in addition to grades 6 and 11. A Certified Registered Nurse Practitioner is available to provide physical exams for any student not receiving a physical from a private physician. Written parental permission is required for the exam.

• All students in grades 6, 7 and special classes are screened for scoliosis as required by the Pennsylvania Department of Health. Students with abnormal findings are referred to their parents for medical care.

• Medications and treatments are administered and documented according to district policy following the direct orders of the family physician and with the written permission of the parent.

• Emergency care for illness and injury is provided following the written orders of the district consulting physician.

• Exclusion from school due to communicable health problems follow the direction of Pennsylvania Department of Health and district policy for the protection of all students and staff.

• There is continuing immunization surveillance to assure that each student is adequately protected as required by the Immunization Law of Pennsylvania and district policy. Immunization status of students is monitored by the Pennsylvania Department of Health.

32

• A comprehensive health record is maintained for each student.

School District of Lancaster school psychologists use problem solving techniques to improve the educational outcomes for individual students, as well as for whole classes, schools, and districts. They work with students individually and in groups based on student need with topics ranging from anxiety to self-regulation, coping with grief and social skills instruction. They also develop programs to train teachers and parents about effective teaching and learning strategies, techniques to manage behavior at home and in the classroom, work with students with disabilities or with special talents, and prevent and manage crises. The following tasks are specific to developmental services:

• Evaluate the effectiveness of academic and behavior management programs.

• Identify and implement programs and strategies to improve schools.

• Use evidence-based research to develop and/or recommend effective interventions.

School counselors support the School District of Lancaster by promoting and enhancing the learning process for all students through a comprehensive school counseling curriculum that focuses on academic, personal/social and career development. Counselors work with individual, small groups and large groups of students to ensure equitable access to a rigorous education, to promote social/emotional development, and to prepare them for future success via college and career readiness initiatives that incorporate goal setting and planning. They are also instrumental in bullying prevention programming, implementing systems of PBIS and other Tier I initiatives, in addition to playing a key role in system level support at Tiers II and III.

Diagnostic, Intervention and Referral Services

Diagnostic, Intervention and Referral Services EEP EEI ML HS

Accommodations and Modifications X X X X Administration of Medication X X X X Assessment of Academic Skills/Aptitude for Learning X X X X Assessment/Progress Monitoring X X X X Casework X X X X Crisis Response/Management/Intervention X X X X Individual Counseling X X X X Intervention for Actual or Potential Health Problems X X X X Placement into Appropriate Programs X X X X Small Group Counseling-Coping with life situations X X X X Small Group Counseling-Educational planning X X X X Small Group Counseling-Personal and Social Development X X X X

Special Education Evaluation X X X X

33

Student Assistance Program X X X X Explanation of diagnostic, intervention and referral services:

The School District of Lancaster utilizes a multi-tiered system of support (MTSS) model to provide additional support to students who are struggling academically, behaviorally or emotionally. This collaborative process identifies barriers to learning and removes them by accessing internal (school-based) and external (community-based) resources. At the core of this process, the classroom teacher analyzes the strengths and learning needs of students and adapts the instruction and the environment to create optimal learning conditions. For both those students who qualify for special education and those whose needs are met in the regular education classroom, an integrated approach is utilized to perform diagnostic and intervention strategies. Decisions about student supports primarily occur through a referral process to a Student Services Team. Data collection, progress monitoring and documentation are critical in this process.

Tier 1: Core programming is provided to all students. Tier 2: Additional time and supports are provided to students, often in a small group setting. Tier 3: More intensive time and supports are provided to students, often individualized.

If there is evidence that a student needs evaluated or a parent requests the student be evaluated (to determine if they meet the criteria for special education services) a multi-disciplinary evaluation is conducted. The Exceptional Student Specialist in each site serves as the point person for students experiencing need. Parents are issued a Permission to Evaluate and articulated the types of assessments and information being collected during the evaluation period. The information is based on what needs are being evidenced; academic, social, behavioral or medical. The team conducts assessments and collects data to determine if the student meets the criteria for services. Based on the conclusion of the team, an Individual Education Plan may be developed to meet the needs of the student.

A. School Counseling

Counseling of individuals and groups occurs in a variety of contexts and supports learners academically, socially and/or emotionally, as well as in career development. School counselors maintain relationships with outside mental health providers to support the whole child through appropriate referrals to these services as well as for ethical maintenance of student records and cases.

Partnerships have been developed in an effort to ensure equitable access to mental health services for all students. The School District of Lancaster currently partners with three local agencies that provide onsite outpatient mental health services.

B. Health Health education and counseling is provided through group and individual settings for students and staff. Referrals for treatment of health problems depend upon parent

34

education and cooperation, contact with local clinics, physicians and community agencies.

• Any child failing any part of the vision screening is referred for correction by letter to the parent.

• Any child who fails rapid screening testing is retested establishing a threshold of hearing ability. If the threshold test is failed a medical referral is sent to the parent.

• A Certified Registered Nurse Practitioner is available to provide physical exams for any student not receiving a physical from a private physician. Written parental permission is required for the exam.

• Students with abnormal scoliosis findings are referred to their parents for medical care.

• Medications and treatments are administered and documented according to district policy following the direct orders of the family physician and with the written permission of the parent.

• Emergency care for illness and injury is provided following the written orders of the district consulting physician.

• There is continuing immunization surveillance to assure that each student is adequately protected as required by the Immunization Law of Pennsylvania and district policy. Immunization status of students is monitored by the Pennsylvania Department of Health.

• A comprehensive health record is maintained for each student.

• Comprehensive vision care is available to all district students at one school that has an ophthalmologist provider, KinderSee Eye Clinic

• Five school based health clinics that address acute and sexual health needs for students and staff in partnership with LGH/PENN Medicine and South East Lancaster Health Services

C. Psychologist Provides support to Student Support Teams and RTII Teams to support students who may not respond to universal developmental services. Specific tasks include: Evaluation

• Evaluate eligibility for special education services.

• Assess academic skills and aptitude for learning.

• Determine social-emotional development and mental health status.

• Evaluate learning environments.

35

Intervention

• Provide psychological support to help resolve issues that may be interfering with school performance.

• Work with students to develop better social skills and anger management skills.

• Help families and schools through crisis situations, such as death or community trauma.

Prevention

• Design programs for children at risk of educational or behavioral difficulties.

• Promote tolerance, understanding, and appreciation of diversity within schools.

• Develop programs to make schools safer and more effective learning environments.

• Collaborate with school staff and community agencies to enable services aimed at improving the mental health of students and families.

To support eligible students, each school convenes a Student Assistance Team. Through this model, students receive services that range from case management to a behavioral health assessment which may result in possible referral for outside, more intensive, treatment services.

.

Consultation and Coordination Services

Consultation and Coordination Services EEP EEI ML HS

Alternative Education X X Case and Care Management X X X X Community Liaison X X X X Community Services Coordination (Internal or External) X X X X Coordinate Plans X X X X Coordination with Families (Learning or Behavioral) X X X X Home/Family Communication X X X X Managing Chronic Health Problems X X X X Managing IEP and 504 Plans X X X X Referral to Community Agencies X X X X Staff Development X X X X Strengthening Relationships Between School Personnel, Parents and Communities X X X X

System Support Truancy Coordination X X X X Explanation of consultation and coordination services:

36

Counselors, Student Family Resource Specialists, SAP Facilitator, Case Managers, Nurses, and Home School Visitors must consult with teachers, staff members and parents regularly in order to provide information to support the school community and to receive feedback on the emerging needs of students. To support these efforts, the district works cooperatively within and among agencies and service providers to meet the needs of all students. The district strives to establish relationships with various organizations and agencies to meet the unique needs and challenges of our students and families. Training for instructional staff on available services occurs on an ongoing basis. Additionally, community partners are kept apprised to district information that helps to support and connect the work they are performing to support academic success of our students. The School District of Lancaster currently has six Full Service Community Schools in conjunction with the Boys and Girls Club, Communities In Schools of PA, and Intermediate Unit 13. Expansion of our Community School efforts will continue as we seek to continue to collaborate and align services and supports for students.

Additional examples of our Consultation and Coordination Services are listed below. 1. Provide and maintain safe school environments. 2. Reduce incidents of alcohol/drug use and violence among students. 3. Increase student and family access to and use of mental health services. 4. Increase child and family access to and use of psychological and emotional development services. 5. Establish and maintain strong school and community partnerships with nonprofits, faith based, higher education and business organizations. 6. Develop coordinated policies that support safe and healthy development of children.

To further support families, the Special Education Social Workers serve as a community liaison for students eligible for services. They connect families to support services in the community and provide communication back to the site. They support referrals to community agencies and foster the working relationship between the entities and the district. They support the truancy initiatives by doing home visits, filing with the court system, and representing the district in hearings. They work collaboratively with the families to remove barriers to school attendances and to reduce referrals to the court truancy system.

Additionally, the SDOL Families In Transition program hosts a quarterly Homeless Task Force meeting. The Task Force members are made up of community agencies and other school district staff who interface with homeless students. Communication about school and community services is provided to families at the Fall & Spring Parent Academy, monthly district and school level Parent Advisory Meetings.

Communication of Educational Opportunities

Communication of Educational Opportunities EEP EEI ML HS

Course Planning Guides X X Directing Public to the PDE & Test-related Websites X X X X Individual Meetings X X X X Letters to Parents/Guardians X X X X Local Media Reports X X X X

37

Website X X X X Meetings with Community, Families and Board of Directors X X X X

Mass Phone Calls/Emails/Letters X X X X Newsletters X X X X Press Releases X X X X School Calendar X X X X Student Handbook X X X X

Communication of Student Health Needs

Communication of Student Health Needs EEP EEI ML HS

Individual Meetings X X X X Individual Screening Results X X X X Letters to Parents/Guardians X X X X Website X X X X Meetings with Community, Families and Board of Directors X X X X

Newsletters School Calendar X X X X Student Handbook

Frequency of Communication

Elementary Education - Primary Level

• More than once a month

Elementary Education - Intermediate Level


Middle Level


High School Level


Collaboration for Interventions

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

38

Collaborations between classroom teachers and individuals providing interventions regarding differing student needs are critical to the success of the initiative. Numerous examples of these partnerships exist within the School District of Lancaster.

• Data dialogues are an integral component of the support and intervention planning process in the School District of Lancaster. Each school develops a data meeting schedule that allows teachers and the leadership team to review student progress. As a result, students are grouped and re-grouped based on performance in particular intervention and/or enrichment programs. These conversations allow for coordination of efforts and communication between the classroom teacher and intervention teachers.

• Tutors in the Extended Day Program are district employed teachers that teach in the same building during the day. These tutors participate in school and district level professional development and are knowledgeable about student IEP goals and performance levels and other student instructional needs. In the case where a tutor is not the student’s school day teacher, email and informal conferences are used to align intervention and/or enrichment programming to instruction which occurs during the school day. In most cases, the Lead Tutor is an identified teacher leader, who has in-depth understanding of individual student achievement data, content standards, district curriculum, effective assessment and best practices unique to that school. To ensure instructional alignment, building principals play an integral role in the selection and training of the tutoring program staff and the choice of intervention materials and assessment tools used in the Extended Day Program.

• The School District of Lancaster's Cyber Program maintains ongoing communication with all secondary level cyber students, counselors, parents, cyber program teachers and vendor teachers regarding individual needs of students for intervention. The primary method of intervention is provided through Blackboard Elluminate sessions. However, when necessary, intervention sessions are provided in the Cyber Program office on a scheduled basis or through home visits.

• Eighteen licensed mental health professionals, Student Family Resource Specialists (SFRS), were hired as School District of Lancaster employees. The SFRS's provide group and individual counseling, complete home visits, provide parent engagement support, connect families to social services in the community, and case manage families and students as needed. They provide interventions within the Multi-Tiered Systems of Supports.

Community Coordination

Describe how you accomplish coordination with community operated infant and toddler centers, as well as preschool early intervention programs. In addition, describe the community coordination with the following before or after school programs and services for all grade levels, including pre-kindergarten, if offered, through grade 12.

39

1. Child care 2. After school programs 3. Youth workforce development programs 4. Tutoring

The Early Childhood program in the School District of Lancaster works closely with the Lancaster Lebanon IU13 and mental health providers to identify and provide appropriate services for students prior to enrollment in kindergarten. Coordination is achieved through numerous activities at the early childhood centers and through transition activities involving enrollment, screening, and orientation to the kindergarten program.

Preschool Agency Coordination

Explain how the LEA coordinates with agencies that serve preschool age children with disabilities.

1. Address coordination activities designed to identify and serve children with disabilities and the supports and accommodations available to ensure both physical and programmatic access.

2. Address pre-kindergarten programs operated directly by the LEA and those operated by community agencies under contract from the LEA.

3. Describe how the LEA provides for a smooth transition from the home setting and any early childhood care or educational setting the students attend, to the school setting.

The School District of Lancaster operates a K4 Early Childhood Program for those students who are at the greatest risk of school failure. In addition to classroom instruction across all domains of learning, the program includes optional before and after school care, back to school activities, comprehensive screenings, intervention and mental health and learning support services.

Because the district maintains a waiting list in excess of 800 students, the School District of Lancaster works collaboratively with other early childhood providers, including the Community Action Program and Head Start, to place as many students as possible in high quality programming prior to the entrance to kindergarten.

Within the community, the School District of Lancaster facilitates the Kindergarten Transition Task Force. Through this group, a Transition to Kindergarten Survey is disseminated, parent involvement activities are planned and transition events are held.

The School District of Lancaster partners with the Lancaster-Lebanon IU 13 for the screening, evaluation and service provision of special education of students under the age of kindergarten entrance. If a student meets the eligibility criteria, Intermediate Unit 13 provides the necessary supports and accommodations either in school, in the home or in the community, based on student need.

40

A formal Transition Plan exists between the School District of Lancaster and Lancaster-Lebanon IU 13. As students transition to school age services, the school district and IU convene transition meetings with parents where they sign an Intent to Register. During this meeting, information is exchanged and the team determines if a re-evaluation is necessary. When a re-evaluation is required to determine school age eligibility, an MDE team conducts the assessments and reconvenes to discuss the results and develop the Individual Education Plan.

To support families as they transition into a new educational setting, the School District of Lancaster provides tours and meetings with future teachers. All services, OT/PT/SL are coordinated to ensure they are provided at the start of the school year. Accommodations are determined in collaboration with Special Education Elementary Coordinator, IU13 Special Education providers, classroom teachers and parents/guardians. Additionally, mental health services are coordinated in conjunction with elementary school psychologists, mental health service providers, classroom teachers and parents/guardians and outlined in Behavioral Health Plans as appropriate.

Materials and Resources

Description of Materials and Resources


Material and Resources Characteristics Status

Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills Developing

A robust supply of high quality aligned instructional materials and resources available Developing

Accessibility for students and teachers is effective and efficient Developing Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs Developing

Provide explanation for processes used to ensure Accomplishment.

The School District of Lancaster utilizes a text review process to ensure alignment between core instructional materials and standards. Additionally, this examination includes attention to the needs of ELD and special education students. Curriculum and Instruction Guides are generated to draw connections between eligible content, resources, standards, interventions and assessments.

The Central Purchasing Process ensures that all schools have access to all materials. Think Central (Literacy and Math) and Pearson REALIZE (Science) are used as platforms for students, teachers and parents to access curricular resources electronically.

41

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

N/A








The Central Purchasing Process ensures that all schools have access to all materials. Think Central (Literacy and Math) and Pearson REALIZE (Science) are used as platforms for students, teachers and parents to access curricular resources electronically.


N/A

Middle Level






42


The Central Purchasing Process ensures that all schools have access to all materials. Class zone (ELA), Read 180 (ELA), System 44 (ELA), Think Central (ELA and Math), Big Ideas (Math), Science Fusions and myHRW (SS) are used as platforms for students, teachers and parents to access curricular resources electronically.


N/A

High School Level







The Central Purchasing Process ensures that all schools have access to all materials. Read 180 (ELA), System 44 (ELA), Think Central (ELA and Math), Big Ideas (Math), Science Fusions and myHRW (SS) are used as platforms for students, teachers and parents to access curricular resources electronically.


N/A

43

SAS Incorporation


Standards Status

Arts and Humanities


district classrooms

Career Education and Work


district classrooms

Civics and Government


district classrooms

PA Core Standards: English Language Arts


district classrooms

PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Not Applicable

PA Core Standards: Mathematics


district classrooms

Economics


district classrooms

Environment and Ecology


district classrooms

Family and Consumer Sciences Not Applicable

Geography


district classrooms

Health, Safety and Physical Education


district classrooms

History


district classrooms

Science and Technology and Engineering Education Implemented in

44

less than 50% of district

classrooms

Alternate Academic Content Standards for Math


district classrooms

Alternate Academic Content Standards for Reading


district classrooms

American School Counselor Association for Students


district classrooms

Early Childhood Education: Infant-Toddler→Second Grade


district classrooms

English Language Proficiency


district classrooms

Interpersonal Skills


district classrooms

School Climate


district classrooms

Further explanation for columns selected

Family and Consumer Science Standards begin at Grade 3. History and Social Studies standards alignment does not begin until grade 6. Additional professional development is necessary to ensure that a greater number of teachers are accessing the resources available on the SAS website.


Standards Status

Arts and Humanities


district classrooms

Career Education and Work Implemented in less than 50% of

district

45

classrooms



district classrooms



district classrooms

PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Not Applicable



district classrooms

Economics


district classrooms



district classrooms


Geography


district classrooms



district classrooms

History


district classrooms

Science and Technology and Engineering Education


district classrooms



district classrooms



district classrooms

46



district classrooms



district classrooms



district classrooms

School Climate


district classrooms


Family and Consumer Science Standards begin at Grade 3. History and Social Studies standards alignment does not begin until grade 6. Additional professional development is necessary to ensure that a greater number of teachers are accessing the resources available on the SAS website.

Middle Level

Standards Status

Arts and Humanities


district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

PA Core Standards: Mathematics Implemented in less than 50% of

district

47

classrooms

Economics


district classrooms



district classrooms


Geography


district classrooms



district classrooms

History


district classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

School Climate Implemented in less than 50% of

district

48

classrooms

World Language


district classrooms


Economics and Family and Consumer Science are not offered at the Middle School level. Additional professional development is necessary to ensure that a greater number of teachers are accessing the resources available on the SAS website.

High School Level

Standards Status

Arts and Humanities


district classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

Economics


district classrooms



district classrooms

Family and Consumer Sciences Not Applicable Geography Implemented in

49

less than 50% of district

classrooms



district classrooms

History


district classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

School Climate


district classrooms

World Language


district classrooms


Courses with a <50% rating have not yet been re-written. This will occur as they come up in the six year curricular review cycle. Family and Consumer Science is not taught at the High School level.

50

Additional professional development is necessary to ensure that a greater number of teachers are accessing the resources available on the SAS website.

Early Warning System

The free PA Educator Dashboard Early Warning System and Intervention Catalog (PA EWS/IC) utilizes the metrics of Attendance, Behavior and Course grades to identify students who may be on a path to dropping out of school. Please indicate your selection of the following options.

Yes, we are interested in the PA EWS/IC for our district, and would like more information regarding the process.

Professional Education

Characteristics

District’s Professional Education Characteristics EEP EEI ML HS

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

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

X X X

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

X X

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

X X

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

District’s Professional Education Characteristics EEP EEI ML HS

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

X X

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

X X

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

51

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

Instructs the leader in managing resources for effective results.

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

The School District of Lancaster begins providing professional development to all instructional staff through the Induction/Mentoring Process. Ongoing professional learning opportunities occur at both the building and district levels through monthly early release training, in service days dedicated to professional development, Summer Content Institutes and the Voluntary Professional Development Model. Topics include but are not limited to: standards aligned instruction, core curricular resources, PA Core Standards and Shifts, Marzano Instructional Look Fors (effective instructional practice), ELD Modules, instructional technology skills and application and School Wide Positive Behavior Support Programs. Additionally, each school has the opportunity to bring in professional developers focused on specific building need. These providers include, but are not limited to, Lancaster-Lebanon IU 13, Literacy Design Collaborative and Learning Sciences International.

Program administrators and district leaders also receive ongoing professional development. Opportunities for growth include: monthly Leadership Meetings, Principal Academy, Leadership Week, NISL and various external opportunities for growth. To ensure the best use of data in informing decision making, district leaders are supported by the Coordinator of Assessment, Evaluation and Research, Performance Tracker, external project evaluators and the electronic early warning system attached to the student data portal. These resources are then utilized with instructional staff in the implementation of MTSS, the development of School Improvement Plans and in the use of Curriculum and Instruction Guides. Ongoing monitoring occurs through the Teacher Effectiveness, tracked through iObservation and with the use of the Marzano template, and Principal Effectiveness Plans.


In an effort to meet the needs of teachers of students in grades six through twelve, professional development will:

• Be sustained and classroom-focused

• Be provided over time

• Improve the teaching of academic subjects by increasing teachers’ knowledge and understanding of standards and the development of rigorous tasks

• Provide training in the use of effective instructional strategies for a diverse student population, helping to close the achievement gap

• Be focused in the sustained and strategic use of data

52

Educator Discipline Act 126, 71

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

Questions The LEA has conducted the required training on: 2/2/2015 6/6/2016 3/6/2017 All completed by 07.01.2017 Provides educators with four (4) hours of professional development in youth suicide awareness and prevention every five (5) years for professional educators in grades six through twelve as outlined in Act 71.

Questions The LEA has conducted the training on: 4/27/2016 8/17/2016 2/16/2017 All completed by 05.31.2017 Provides educators with four (4) hours of professional development every five (5) years for professional educators that are teaching the curriculum in which the Child Exploitation Awareness Education program is incorporated as outlined in Act 71.

Questions The LEA has conducted the training on: 4/27/2016 8/17/2016 2/16/2017 All completed by 05.31.2017

Strategies Ensuring Fidelity

Checked answers

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

• Using disaggregated student data to determine educators’ learning priorities. • Clear expectations in terms of teacher practice are identified for staff implementation. • Administrators participate fully in all professional development sessions targeted for

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

observations).

53

Unchecked answers

• 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.

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

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

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

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


District and building level leadership use student performance data and formative observation reports to identify professional development needs and areas for continued growth.

Additionally, formal needs assessments are utilized to gain a better understanding of staff perceptions specific to the identification of training topics. Following professional development, implementation of training topics is monitored through walk throughs, anecdotal visits and formative observations. Ongoing data monitoring allows all stakeholders to reflect upon the change in practice and the impact on student instruction.


The Coordinator of Assessment, Evaluation and Research will be responsible for aggregating both student achievement data and teacher performance as measured by the teacher effectiveness tracking system. This information will be combined with Professional Development Survey results to inform future teacher training and areas of focus for instructional coaching.

Induction Program

Checked answers

• Inductees will know, understand and implement instructional practices validated by the LEA as known to improve student achievement.

• Inductees will know the basic details and expectations related to LEA-wide initiatives, practices, policies and procedures.

• Inductees will know the basic details and expectations related to school initiatives, practices and procedures.

54

• Inductees will be able to access state curriculum frameworks and focus lesson design on leading students to mastery of all state academic standards, assessment anchors and eligible content (where appropriate) identified in the LEA's curricula.

• Inductees will effectively navigate the Standards Aligned System website.

• Inductees will know and apply LEA endorsed classroom management strategies.

• Inductees will take advantage of opportunities to engage personally with other members of the faculty in order to develop a sense of collegiality and camaraderie.

• Inductees will know and understand the foundations of curriculum, instruction and assessment.

• Inductees will understand the purpose and opportunities for Parent Engagement.

• Inductees become familiar with Educator Effectiveness and the Observation/Supervision/Evaluation process.

• Inductees will know how to manage the student information system.

• Inductees will learn strategies to engage students and embed formative assessment.

Unchecked answers

• Inductees will assign challenging work to diverse student populations. • Inductees will know and utilize school/LEA resources that are available to assist students

in crisis.


The district has a formalized Induction Process that is offered three times per year for all new employees to the district. New Teacher Support Meetings are also offered on a monthly basis in order to provide teachers with information pertaining to the Educator Effectiveness Model and the Marzano Framework. Inductees are assigned a mentor who exemplifies excellence in teaching and demonstrates competencies which are desirable for outstanding educators. Inductees meet with their mentors on a bi-weekly basis and specific goals for these meetings are established. The inductee completes an Induction Matrix and the mentor completes a mentor log detailing the topics covered throughout the school year. Documentation of this process is maintained throughout the year and then submitted to the Coordinator of Professional Development at the end of the school year. The induction process is available and utilized for those inductees who may require additional intervention and support into their second year.


New teachers would benefit from training sessions specific to:

55

• Providing standards aligned instruction to historically underperforming students

• Supporting struggling students through the implementation of a Positive Behavior Support System and the integration of trauma informed practice

Needs of Inductees

Checked answers

• Frequent observations of inductee instructional practice by a coach or mentor to identify needs.

• Frequent observations of inductee instructional practice by supervisor to identify needs.

• Regular meetings with mentors or coaches to reflect upon instructional practice to identify needs.

• Student PSSA data.

• Standardized student assessment data other than the PSSA.

• Classroom assessment data (Formative & Summative).

• Inductee survey (local, intermediate units and national level).

• Review of inductee lesson plans.

• Review of written reports summarizing instructional activity.

• Submission of inductee portfolio.

• Knowledge of successful research-based instructional models.

• Information collected from previous induction programs (e.g., program evaluations and second-year teacher interviews).

• N/A



The Coordinator of Professional Development provides clear and direct oversight of the Induction Program. Principals, curriculum coordinators, mentors and coaches monitor the implementation of induction content continuously focusing on the needs of new inductees. District administrators provide ongoing monitoring of each inductees' progress within the

56

teaching assignment. Formal and informal data sources are utilized to monitor the inductees, with intervention and remediation provided as necessary.

Provide a brief explanation for strategies not selected and your plan to address their incorporation.

N/A

Mentor Characteristics

Checked answers

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

Unchecked answers

• Potential mentors have similar certifications and assignments. • Mentors and inductees must have compatible schedules so that they can meet

regularly.


• Interested candidates must meet all qualification requirements and complete the Mentor Application Form

• Candidates must be approved by their building principal

• Candidates submit the application to the Coordinator of Professional Development

• Approved applicants must attend Mentor Certification Training which is valid for three years

• Mentors must attend a Mentor Support Meeting annually

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

57

Aligning mentor and mentee certification continues to be a challenge within the district. To increase the mentor pool, opportunities for mentor certification occur throughout the calendar year. Specific attention will be given to ensuring there are educational specialists across all areas certified as mentors.

Induction Program Timeline

Topics Aug-Sep

Oct-Nov

Dec-Jan

Feb-Mar

Apr-May

Jun-Jul

Code of Professional Practice and Conduct for Educators X X X X X X

Assessments X X X X X X Best Instructional Practices X X X X X X Safe and Supportive Schools X 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 Accommodations and Adaptations for diverse learners X X X X X X

Data informed decision making X X X X X X Materials and Resources for Instruction X X X X X X If necessary, provide further explanation.

N/A

Monitoring and Evaluating the Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

Administrators, who supervise new teachers and mentors, monitor the inductee throughout the school year. Monthly New Teacher Support Meetings occur to provide inductees an opportunity to interact with peers and to learn strategies for standards aligned, effective instructional practice. Bi-weekly meetings with a mentor and completion of the Induction Matrix help to ensure focused conversations and provide opportunities for reflection. At the end of the year, both the inductee and the mentor complete an evaluation which looks at the value and effectiveness of the induction process. These evaluations are used to assess the effectiveness of the Induction program and to inform areas for improvement.

Recording Process

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

• Mentor documents his/her inductee's involvement in the program.

58

• A designated administrator receives, evaluates and archives all mentor records.

• School/LEA maintains accurate records of program completion and provide a certificate or statement of completion to each inductee who has completed the program.

• LEA administrator receives, tallies, and archives all LEA mentor records.

• Completion is verified by the LEA Chief Executive Officer on the Application for Level 2 Certification.


Special Education

Special Education Students

Total students identified: 1934

Identification Method

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

The School District of Lancaster uses the discrepancy model for identifying students with specific learning disabilities. Students at all levels are referred for a special education evaluation after receiving intensive academic support services. The data collected by the child's team is an integral part of the consideration for specific learning disability along with the evaluation measures and input from the school psychologist. Data gathered through multi-tiered systems of support including universal screening, progress monitoring, formal and informal formative assessments, and other documentation are used in making these eligibility decisions. At this time, the discrepancy model is primarily used in making the SLD determination for students.

Enrollment

Review the Enrollment Difference Status. If necessary, describe how your district plans to address any significant disproportionalities.

The data is publicly available via the Penn Data website. You can view your most recent report. The link is: https://penndata.hbg.psu.edu/PublicReporting/DataataGlance/tabid/2523/Default.aspx

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

59

The data for Enrollment Differences is based upon 2016-2017 school year as reported through Child Count and available on the Special Education Data Report. Enrollment Differences evaluate disproportionate representation of students based upon race/ethnicity and disability category. The School District of Lancaster appears to be disproportionate in the following areas: identification of Hispanic children receiving special education services (4.4%), students identified as having a Speech or Language Impairment (6.0%) and Intellectual Disabilities (3.4%) all of which are above the state and/or local average. We attribute some of these enrollment differences to the transient population of students that are identified out of state and/or within neighboring districts who relocate and enroll within our district boundaries. Additionally, the increase in the enrollment difference within the area of Speech and Language may also be attributed to the decrease in the percentage of other disability categories including SLD, OHI and ED especially at a young age. Based upon an eligibility determination of Speech and/or Language Impairment, the district is able to provide intensive supports to students early in their schooling in order to address all of the needs presented by the student under the Speech and Language disability category. This may result in decreased referrals for evaluation under other disability categories.

In order to address these enrollment differences, the district has a pre-referral process in each site which is based upon a multi-tiered system of support tailored to the unique needs of students. Interventions are used to provide increased or intensive supports to struggling students prior to making a referral for special education evaluations. In order to address the difference in students identified as speech and language impaired, the district will establish a set of evaluation guidelines to ensure that all speech therapists are utilizing the same criteria to determine student eligibility. Additionally, the district will work closely with English Learner Department to provide specific training to staff on cultural differences. Lastly, the district is looking to develop a mechanism to track students internally who are identified as Speech and/or Language or Intellectual Disability.

Non-Resident Students Oversight

1. How does the District meet its obligation under Section 1306 of the Public School Code as the host District at each location?

2. How does the District ensure that students are receiving a free appropriate public education (FAPE) in the least restrictive environment (LRE)?

3. What problems or barriers exist which limit the District's ability to meet its obligations under Section 1306 of the Public School Code?

For students living in 1306 facilities within SDoL boundaries, we follow the same process as our resident district. Students enroll in our district and we request records from their previous educational institution. We meet as an Individualized Education Planning Team to discuss the current IEP from the previous school. The team determines the most appropriate services to meet the student's needs, make any necessary revisions to the current IEP, and issue a NOREP

60

to initiate district services. The majority of the students attend programs offered within our schools. If students reside within the Youth Intervention Center - Shelter, and they are deemed to be a flight risk, educational programming and services are provided at the shelter. If students do not pose a flight risk we provide transportation from the shelter to our programs in order to ensure that the student's educational needs are being met.

The SDoL follows the guiding questions for all IEP meetings to ensure that students are educated in the least restrictive environment regardless of whether they are residents of the district or 1306 students.

Some barriers to meeting the obligations under Section 1306 is the crossing of county boundaries and limited funding. We provide all students attending our schools the most appropriate education, however, reimbursement for 1306 students is not at 100% and reimbursement is often delayed to the detriment of our tax base.

A second barrier is the educational guardian. Students often have been through many systems and the parent or guardian with educational rights is not always clear. At times, we need to communicate via attorney ad litems' who are not present at the meetings or we have to try to locate parents that are many counties away. As a result, we have seen an increase in the need for appointing educational surrogates.

The recent influx of refugee and students from Puerto Rico has significantly impacted establishing student residency, as well as meeting the needs of students and maintaining compliance to the special education process. The district has established a set of procedures for determining the services that a student receives even if the special education records and/or documents are not readily available upon enrollment to the district.

Incarcerated Students Oversight

Describe the system of oversight the District would implement to ensure that all incarcerated students who may be eligible for special education are located, identified, evaluated and when deemed eligible, are offered a free appropriate public education (FAPE).

The School District of Lancaster provides educational services to students at the Lancaster County Prison and Youth Intervention Center. The supervision of the program and staff is a joint responsibility of the Supervisor of Special Education and the Director of Student Services.

Prison Procedures

61

The prison teacher receives weekly lists of students that enter the prison. It is his/her responsibility to survey each student to see if they would like to participate in schooling. The students under the age of 17 are required to attend class. Records are requested from the state for out of district students and from the district for SDoL students. If no records are available, then the district begins the re-evaluation process. If a student is in isolation, the teacher provides services within the cell. The teacher provides instruction in all academic areas.

Youth Intervention Procedures

When a student enters the Youth Intervention Center, the district requests records from the student's home school immediately. If the school district of residence indicates that the student receives special education services, the district acquires the documentation. SDoL provides the services to the students. The district has a speech/language pathologist assigned there as well as other related service providers. Additionally, there are Paraeducators assigned to these programs to support the students.

In both programs, if a student is suspected of needing special education services and has not been evaluated yet, the same procedures occur within the placement as it does for the school based students. Permission is secured, a multidisciplinary evaluation is completed, and eligibility is determined. Services are initiated if students are deemed eligible.

A barrier to accessing services is the mobility of the students in the Youth Intervention Center. The average stay is three days. Many times, by the time SDoL has communicated with the home district or residence and receives the paperwork, the student has left the center. It is also challenging to provide a variety of services within the confines and jurisdiction of the court placement system. These procedures are reviewed and revised annually.

Least Restrictive Environment

1. Describe the District procedures, which ensure that, to the maximum extent appropriate, children with disabilities, including those in private institutions, are educated with non-disabled children, and that removal from the regular education environment only occurs when education in that setting with supplementary aids and services, cannot be achieved satisfactorily.

2. Describe how the District is replicating successful programs, evidence-based models, and other PDE sponsored initiatives to enhance or expand the continuum of supports/services and education placement options available within the District to support students with disabilities access the general education curriculum in the least restrictive environment (LRE). (Provide information describing the manner in which the District utilizes site-based training, consultation and technical assistance opportunities available through PDE/PaTTAN, or other public or private agencies.)

3. Refer to and discuss the SPP targets and the district's percentages in the Indicator 5 section - Educational Environments. Also discuss the number of students placed out of

62

the district and how those placements were determined to assure that LRE requirements are met.

1. The School District of Lancaster uses the Pennsylvania Department of Education's Academic Standards to drive instruction at all levels. Given modifications and specially designed instruction, this focus provides all students with greater access to the general education curriculum. Moreover, it facilitates the inclusion of students within general education and for students with disabilities from special education services to transition smoothly to the least restrictive environment. The Exceptional Student Specialist (ESS) and the Case Manager work in collaboration to ensure that students with disabilities are provided the same educational opportunities and access that all students without disabilities are provided. Special Education Coordinators support the efforts of principals and teachers to provide services to students with disabilities within the general education environment. This collaboration results in many students with disabilities being successfully integrated into the general education setting alongside their non-disabled peers. Instruction is designed from the PA Core Standards for replacement classes. This allows the general education teachers and the special education teachers to collaborate and provide educational opportunities that are Core aligned and prepare all students for the Pennsylvania State Standards Aligned Assessment and Keystone Exams. Students have access to an array of supplementary aids and services as determined by the IEP team to support their progress and involvement in the general education class. Supplemental Aids and Services are included in the list below which is a sampling and should not be considered an exhaustive list: 1. Use of assistive technology such as IPAD and Smartboards 2. Use of augmentative communication systems 3. Use of Braille or enlarged print 4. Modification of curriculum 5. Modified midterms and finals 6. Instructional process changes such as oral assessments or reading tests allowed 7. Use of support teacher in the room to provide additional instruction 8. Co-planning time for instructional design 9. Personal Care assistance 10. Social Skills Instruction 11. Executive Functioning instruction and support 12. Preteaching of vocabulary and content 13. Highlighting essential information 14. Graphic Organizers 15. Adapted physical education curriculum 16. Adapted seating 17. Preferential Seating 18. Adjustable desks 19. Sensory Fidgets

63

20. Weighted Vests 21. Counseling Supports 22. Social Skills groups/instruction 23. Skyping for our students not cleared by physicians to attend school

Before a more restrictive environment is considered, the IEP is reviewed to determine if a revision will facilitate improved results. If the revision is insufficient, a reevaluation is completed. The Special Education Coordinators and Exceptional Student Specialists work with staff during the IEP review and reevaluation to ensure success.

SDoL has reduced out of district referrals significantly over the past two years by offering more programs within district. The only referrals to outside of district have been due to students having significant emotional and aggressive needs. These students pose a danger to themselves and others if not receiving intensive social, emotional and behavioral supports. This decision is made after all other least restrictive options have been considered or attempted without success. 2. Plans to address the identified needs to ensure that students with disabilities are educated with non-disabled peers are described below:

• Implementation of School-Wide Positive Behavior Intervention and Supports within several school sites throughout the district. To support this initiative School and Family Resource Specialists (SFRS) as well as Behavior Specialists have been implemented to address the increasing mental health and behavioral needs of students across the district.

• Extensive professional development on the topic of inclusive practices and for students with significant disabilities will continue to be provided for administrators, regular education and special education staff as well as Paraeducators throughout the school district. Professional development on classroom management and instructional practices for general education teachers allow implementation of a wide array of practices that minimize loss of instructional time and systemically influences best practices rooted in research on behavioral supports to ensure engaging and meaningful instruction of all students. Additionally, our professional development repertoire has a specific focus on LRE for all low incidence programs.

• The district provides programming and service delivery options for students within Autistic Support Classrooms and Multiple Disabilities Support Classrooms (K - 21) in order to reduce the number of transitions that these students experience throughout their schooling.

• An autistic support team of experts designed to address the unique needs of students with autism has been established within the district.

• The district has added two Itinerant Autistic Support teachers in order to provide students with autism a continuum of services.

64

• Special Education Coordinators and Exceptional Student Specialists will provide consultation to general education and special education staff in regard to Least Restrictive Environment and the use of Supplementary Aids and Services (SAS) toolkit. The ESS works closely with classroom teachers to monitor barriers to instruction such as behavior or complex needs. They provide recommendations and consultation, enhancing the opportunity for success.

• The district has implemented an adapted Girls on the Run program called Girls on the Run Empowered.

• Continue to consult with IU TaC teams for further ideas to include students with significant disabilities in the general education curriculum and setting.

• Active involvement of parents as members of decision-making teams at the site level will increase through parent trainings and district-wide PTO initiatives. There is a consistent presence of special education topics at Parent Academies during the fall and spring sessions each year.

• The district continues to implement best practices and educational strategies developed through the Include Me from the Start Initiative through the Arc of Lancaster County and Project MAX through PaTTAN to improve the LRE practices for our students with more complex needs.

• The Adapted Physical Education department is facilitating track and field participation with general education students through the formal Interscholastic Unified Sports Program.

• The district has blended programming for students in Cyber and Center-Based programs so that they continue to have access to the general education curriculum within their neighborhood schools.

• The School District has partnered with the IU 13 Training and Assistance Team as well as other members of the medical community to support students with Traumatic Brain Injury to fully acquire LRE.

• The School District of Lancaster continues to operate a Multiple Disabilities Classroom in a Pediatric Facility within the city. This facility has partnered with various schools and programs to bring students into the facility as peers and volunteers. Substantial growth has been made in order to provide students access to their education in a regular school building.

• Students receiving special education programming are offered opportunities within their school buildings and the community as noted: LSS/ES/AS/MDS participate in the Intermediate Unit's Winter and Spring Bazaar; LSS/AS/MDS popcorn cart at Middle and High School in the regular cafeteria; AS students in school store at the HS level; AS/ES/LSS coffee cart at Middle and High School Level; Focused participation in content instruction for ES and LS/AS at the elementary level.

65

• Community participation is a focus of our special education programming as evidenced by our Lancaster Living Apartment Program. A social skills group has been developed for high functioning students with Autism to facilitate the application of communication skills within the community setting. Job trainers are working with all populations at the high school level.

• Life Skills Support classes at all levels engage in community based field trips to local educational and recreational sites.

• Our Emotional Support classes have the opportunity to earn monthly incentives based on their classroom behavior plan. A behavior specialist with focused support to our emotional support programs is working to design and build consistency in behavioral interventions across all levels.

• Special Education Leadership and instructional staff actively participate and implement district level instructional initiatives including Learning Sciences International (LSI), Middle Years Baccalaureate (MYB) and American Reading Company (ARC).

• The School District has developed a partnership with local post-secondary institutions and employers to provide college and career pathways for students with special needs.

• Students at the elementary, middle and high school level (all exceptionalities and levels of special education programming) are provided opportunities to be fully included in various initiatives including field trips, field day, morning meetings, guidance activities/programs, and general education content inclusion per a child’s IEP.

• Co-teaching is promoted between general and special education teachers, and the building Exceptional Student Specialist and Instructional Coach. Building administration consistently reviews and revises the building instructional schedule to include common planning and collaboration time for co-teaching teams. In addition, building administration and the leadership team provide professional development on the use of technology (i.e., iPads, laptop computers, educational websites, SmartBoards, ELMO projectors, etc.) and instructional strategies which enable teachers to further differentiate instruction in order to promote skills and engage all students in learning activities.

3. The SPP targets reflect that the district is above the state average for students educated in a more restrictive setting. This is a direct relationship to our literacy initiative providing direct research based reading instruction to all students in need. Due to the schedule, providing two classes of direct instruction in reading and/or math require the students to be educated in the 20-80% range of services. The district examines every opportunity to have students educated with their non-disabled peers, however, is unwilling to compromise the instructional integrity of the programs to ensure best results for our students with the need to improve their reading skills through targeted intensive instruction. We anticipate in time, this trend will shift as students no longer need the services. The district is currently updating the literacy initiative and its impact upon LRE.

66

Behavior Support Services

1. Provide a summary of the District policy on behavioral support services including, but not limited to, the school wide positive behavior supports (PBS).

2. Describe training provided to staff in the use of positive behavior supports, de-escalation techniques and responses to behavior that may require immediate intervention.

3. If the district also has School-Based Behavioral Health Services, please discuss it.

Summary of District Behavioral Support Policy The Individualized Education Program (IEP) of each student who exhibits behaviors which interfere with his/her ability to learn or with the learning of others must include provisions for positive behavior support. The purpose of this policy is to establish direction for formulating behavior support plans for eligible students with disabilities. Behavior support programs and techniques used with students with disabilities should be varied and individually designed to promote the development and maintenance of skills that will enable students to receive a free and appropriate public education (FAPE). Positive rather than negative measures shall form the basis of the district’s behavior support programs. District personnel shall work collaboratively with parents/guardians and other support personnel to provide appropriate behavioral supports for eligible students with disabilities who exhibit behaviors that interfere with the student’s ability to learn or the learning of others. Behavior support programs shall include a variety of techniques to develop and maintain skills that will enhance opportunities for learning and self-fulfillment. The methods of intervention chosen for a particular student shall be the least intrusive necessary. Aversive techniques, restraints or discipline procedures shall not be used as a substitute for a positive behavior support plan. For any student with a disability who has a positive behavior support plan, upon notification to a local police department that a student with a disability has committed an infraction listed in section 1303-A(b)(4.1) or (4.2) of the Safe Schools Act, the district shall act in accordance with its positive behavior support program. For any student with a disability who does not have a positive behavior support plan, upon notification to a local police department that a student with a disability has committed an incident listed in section 1303-A(b)(4.1) or (4.2) of the Safe Schools Act, the district shall convene the student's IEP team. At this meeting, the IEP team shall consider whether a positive behavior support plan should be developed to address the student's behavior. Behavior Specialists The School District of Lancaster has restructured our two existing behavior specialist positions and added a third position to support our special education programs across the district.

Autistic Support Behavior Specialist

67

The Behavior Specialist for the Autistic Support programs functions as a consultant for teachers and building staff on a consistent basis. A focus is on developing programming respective to students’ developmental levels, as well as assisting and monitoring best practices for managing the classroom environment in regards to behavior reduction strategies and behavior acquisition strategies.

The primary focus of this position is to support the Autistic Support Teams across all educational levels in the district. Support is provided on protocols for managing the classroom environment, the classroom schedule and programming for individual students with progress monitoring. During consultation visits, data are collected to monitor the implementation of various teaching protocols in the classroom. These data are then reviewed with the teams, and fidelity checks are completed to monitor that the teaching procedures were implemented appropriately. Following the consult visits, the consultant will document observations with specific data, along with recommendations from observations. The consultant will follow up with the team members on the implementation of these recommendations.

The Behavior Specialist for Autistic Support conducts monthly trainings with the Autistic Support Teams as a whole. Trainings are conducted to be interactive, and incorporate role playing scenarios as well as opportunities to learn protocols and strategies to fluency. Emotional Support Behavior Specialist - District The Behavior Specialist for the Emotional Support programs will function as a support/consultant for teachers and building staff as well as provide crisis intervention when needed. The Behavior Specialist will consult on a consistent basis with assigned Emotional Support Teachers to develop and monitor programming for classroom management, organization and positive behavior supports. In addition, the Behavior Specialist will consult on cases involving students who are not identified in order to provide proactive recommendations/supports.

The Behavior Specialist’s role has a two prong approach for delivery of supports and services. The primary focus is to support the Emotional Support teams at the Elementary and Middle School level (4 elementary classes and 4 middle school classes). Support has been provided first with an overall classroom review checklist of environment, behavior management systems and crisis intervention methods for all classrooms. Following the checklist, key priorities were identified as a starting point for services (i.e. behavior management systems, behavior point sheets, social skills instruction). The next initiative for Emotional Support classrooms will be implementing behavior response models in the form of a visual resource for teachers/staff/administration. The behavior response models will serve as a reference tool to implement CPI strategies on a daily basis and communication for all staff entering the classroom

68

to intervene/support students.

The secondary focus is to provide consultation to staff regarding the various needs of students within the general education setting. Initial meetings are scheduled with associated staff and the behavior specialist to review general background information, potential interventions and identify level of support and services required of the Behavior Specialist. Supports and services have included the following: consultation only, consultation/observation/recommendation, consultation/observation/intervention, individual informal FBA, individual formal FBA and classroom intervention.

The Behavior Specialist for the Emotional Support programs provides monthly trainings to staff in regards to positive behavior supports, behavior management strategies and effective de-escalation strategies. The trainings provided are interactive and focus upon the needs observed within our buildings. Emotional Support Behavior Specialist - Developing Academic and Social Health (DASH) Program The Behavior Specialist for the Emotional Support Program at DASH functions as a support/consultant for all staff and students related to school wide positive behavior support, behavior plans and progress monitoring. The Behavior Specialist assists staff in defining and measuring behavior, teaching replacement behaviors, implementing strategies for weakening undesirable behaviors as well as identifying antecedents to student behavior. This role works with individual teachers, small groups of teachers and/or the entire staff at DASH on issues such as crisis intervention, learning and collaboration issues and factors that affect development and implementation of interventions. The use of ongoing assessments and data collection is required of this position in order to document and maintain a record of student progress. Modeling effective research based strategies as well as social skills instruction for new staff is also a vital requirement of this position.

The Behavior Specialist for the emotional support program at DASH provides onsite trainings to staff on a daily, weekly and monthly basis related to the development of Functional Behavior Assessments, Individual Behavior Plans, and specialized contracts. These trainings are often interactive and focused upon the needs of students attending the program. Social Workers The School District of Lancaster has three Special Education Social Workers who are dedicated to supporting students at the Elementary, Middle and High School who are receiving Special Education Services, this includes students who are receiving services with Multiple Disabilities,

69

Autistic Support, Emotional Support and Learning Support.

The Special Education Social Workers provide support to the school, specific classrooms based upon need, individual counseling to students as needed, completes individual student assessments and makes recommendations for services and referrals to community agencies, acts as a liaison between the district, students and community agencies to ensure students’ needs are being met, meets with families and provides support as needed, connects families with community agencies and various resources.

The school social workers also respond in crisis situations and offer assistance and support ensuring the collaboration of services in an expeditious manner. They also assist with deescalating students, facilitating conversation between individuals and the local police department/crisis intervention workers, mental health facilities, counseling agencies, supporting families in making difficult decisions about how to best help their children and with the admission process at local emergency rooms in order to make the process go smoothly and ensure that all pertinent information is communicated clearly and in a timely manner. Interagency Connections The School District of Lancaster's special education team work collaboratively with various agencies and families daily. If our families do not have services, then we help to facilitate access to the appropriate agencies and or services. School Wide Positive Behavior Intervention and Supports Several sites within the School District of Lancaster have begun to implement School-Wide Positive Behavior Support (SWPBS) which is based on a three-tiered model of prevention and intervention aimed at creating safe and effective schools. Emphasis is placed on teaching and reinforcing important social skills and data-based problem-solving to address existing behavior concerns. Additionally, it is utilized to systematically teach and reinforce positive behaviors to students and provide additional support to those students who may require further instruction in the areas of social, emotional and behavioral development and support based upon their individual performance in school. The district has hired an administrator (Lead Intervention Specialist) and the special education team works collaboratively with all initiatives from this department. Bullying Prevention There are various bullying prevention programs implemented within buildings throughout the district such as "The Oleos Program". The special education teams work collaboratively with all other staff in buildings where these programs are present.

70

School Based Behavioral Health The district also offers school-based behavioral health services in each of the schools. This service is available to all students and their families. Additionally, counselors, psychologists, and three social workers offer support to individuals and small groups of students. Nonviolent Physical Crisis Intervention Training Within the district, four individuals have been trained to provide staff with professional development opportunities in verbal de-escalation strategies through the use of Nonviolent Physical Crisis Intervention through the Crisis Prevention Institute (CPI). The district is providing increased training opportunities to district staff to become certified in these strategies.

Intensive Interagency/Ensuring FAPE/Hard to Place Students

1. If the LEA is having difficulty ensuring FAPE for an individual student or a particular disability category, describe the procedures and analysis methods used to determine gaps in the continuum of special education supports, services and education placement options available for students with disabilities.

2. Include information detailing successful programs, services, education placements as well as identified gaps in current programs, services, and education placements not available within the LEA. Include an overview of services provided through interagency collaboration within the LEA.

3. Discuss any expansion of the continuum of services planned during the life of this plan.

The School District of Lancaster has noticed a rise in the intensity level of students behavioral health needs. After assessing the severity of these needs, the school district work is working in partnership with family agencies and other community resources to find a least restrictive environment in order to fully support the needs of our students. This has resulted in a slight increase in private placement outside of the local district.

The district participates on the County CASSP Committee to help develop county programs to support students with Mental Health needs. This collaboration has allowed SDOL to voice needs and concerns with current community options.

The School District of Lancaster also contracts with New Story Licensed Private School and other local providers to serve our students with intensive behavioral support related to Autism Spectrum Disorder and Emotional Disturbance. The collaboration between New Story, local providers and SDOL has helped to support students demonstrate significant behavioral and

71

emotional progress. SDoL has experienced success with transition planning when students are prepared to transition back to a Less Restrictive Environment.

Strengths and Highlights

Describe the strengths and highlights of your current special education services and programs. Include in this section directions on how the district provides trainings for staff, faculty and parents.

Exceptional Student Specialist A position of strength in the School District of Lancaster is the Exceptional Student Specialist. These positions were created to provide more intensified special education supports directly to the buildings. Each building has a .5 or a 1.0 Exceptional Student Specialists whose role is to maintain compliance, make educational recommendations, design/provide programming decisions, recommend placement decisions, and serve as LEA for IEP meetings. These positions have strengthened our ability to provide direct special education expertise to building principals and staff. They are considered a part of building leadership and ensure special education is considered in all decisions. The ESS position builds a bridge between special education and general education facilitating conversations and best practices. They provide curricular supports as well as day to day classroom supports for specially designed instruction and classroom management. General Education teachers report "their leadership has helped with the development of curricular assessments, general education classroom design, and other significant resources that benefit the students with disabilities and the classroom as a whole". Behavior Specialists The Behavior Specialist positions were created to provide intensified supports to students and staff in each of the programs that they have been assigned to. A Behavior Specialist position has been assigned to assist our students and staff in the Autistic Support, Emotional Support and DASH programs. These positions provide continuous support to the overall educational environment by providing ongoing behavior intervention strategies for all students across all educational settings. Special Education Social Workers The SDOL has three special education social workers which has improved our ability to connect parents to agency supports, provide more consistent communication to our parents, and provide training to our staff. The social worker has also enhanced our ability to provide individual and small group social skills instruction to our students, as well as training to our staff.

72

Parent Academy The SDOL provides two Parent Academies sessions each year. These academies consist of parent trainings on a variety of topics including an Overview of Special Education services and Programs, Specially Designed Instruction, Interventions, Agency Connections, Gifted and Parenting Strategies. Autism Parent Newsletter The behavior specialist and the special education teachers collaboratively develop a monthly parent newsletter. The focus of this newsletter is to teach parents the skills and methodologies being implemented in the verbal behavior classroom for implementation in the home setting. Professional Development The School District of Lancaster offers a variety of job-specific professional development opportunities for all of our specialists including Adapted Physical Education Teachers, Speech Therapists, Psychologists, and Teachers of our Low Incidence Populations, Social Workers and Personal Care Paraprofessional staff. The School District of Lancaster utilizes resident experts and works collaborative with Lancaster Lebanon IU13's Training and Consultation team to provide customized trainings to meet the needs of our staff. These sessions are offered every second Wednesday of the month. Additionally, the district provides two full days of professional development to instructional staff annually. A wide variety of professional development opportunities are offered on these days. The topics include Verbal Behavior, Increasing Rigorous Instruction, Restorative Practices, Language Difference Versus Disorders, Writing Effective Special Education Documents, Poverty/Trauma and Apraxia of Speech. We also offer monthly trainings to our Personal Care Paraprofessionals. The topics align with their particular population of service and/or personal needs. We offer literacy and math supports, community agency supports, Nonviolent Physical Crisis Intervention, CPR, Autism training, Multiple Disabilities trainings, and Youth Mental Health First Aid. These individuals receive over 20 hours of mandated professional development a year offered by Intermediate Unit 13 staff, district staff, and community agency participation.

Special Education Fellowship

For the 2017-2018 school year, the SDOL has had the privilege of having one of their coordinators participate the PA Special Education Leadership Fellowship. This has proven to be an excellent opportunity to bring best practices back to the district. Girls on the Run Team with Empowered This is a continuation of an initiative that SDoL had begun along with the National Girls on the

73

Run Campaign. We have had many students with disabilities participate in our extra-curricular activities. We have had a few students with complex needs participate in the Girls on the Run program and are working to continue to expand the program. The district is also partnering with Girls on the Run to further develop their ability to have students with disabilities participate effectively. Aquatics Program The School District of Lancaster offers an aquatics program to students receiving special education services within the district. The program focuses on water education, developing water safety skills and swimming skills. Group swim lessons and individual exercise time provides an emphasis on strengths and the unique attributes of each swimmer. The aquatics program is offered to each population of students in four sessions throughout the course of the year. HACC - Bridges Program The School District of Lancaster has forged a partnership with Harrisburg Area Community College to create a "dual enrollment" opportunity which provides students with disabilities access to college courses while completing their high school programs. Secondary Community Social Skills Program High school students with autism are given the opportunity to practice communication and social skills in a variety of community settings. These social skills can be practiced in a recreational or daily living setting. Lancaster Living School District of Lancaster offers an apartment program which serves students from ages 18-21 who require instruction in daily living skills within a real world setting. The apartment program provides students an opportunity to generalize taught skills in a setting that replicates post high school life. The skills developed include cooking, making appointments, arranging transportation to and from jobs, laundry, and other everyday living skills. Emotional Support Program Enhancements DASH (Developing Academic and Social Health) The DASH program has been in operation since January of 2008. Dash is a district-operated full time emotional support program based in the community to serve students with significant

74

behavioral and emotional disorders. Currently, Dash is operating four high school classes, two middle school classrooms, and three elementary classrooms.

The purpose of the DASH program is to provide intensified support to students who have not been successful with support in the regular school setting. The goal of the program is to model and teach students with emotional needs the pro-social end self-regulation strategies necessary to transition to a less restrictive setting and to ultimately become college or career ready. The students have access to the same curriculum used throughout the district with supplemental materials to meet their individual IEP needs. A reading intervention teacher has been added in response to the students’ academic needs.

DASH operates a school-wide positive behavior support program in addition to the individual positive behavior support plans incorporated in the students' IEPs. The students at DASH have access to counseling services through an outside agency and all of the students have music therapy in their classrooms once a week. The middle and high school classrooms have access to job training services. The high school classes have also participated in work crews and interview workshops. In addition, the program has developed a relationship with community partners (Benchmark and YMCA) to provide pro-social leisure skill instruction for secondary students. All DASH students participate in morning group meetings and Wellness Works (Kinder Associates), and all DASH employees are CPI trained.

Kinder Associates

Kinder Associates is a Mindful Education program that is used in all of our emotional support classes, autistic support classes, life skills support classes and some learning support classes. They teach self-regulation behaviors through relaxation and education of mind functions. Students participate in weekly mindful sessions to learn breathing techniques and alternatives to acting in anger. This provides lifelong strategies to self-regulate behaviors. General Education teachers can apply the same principles of this training into their classes to support student learning styles through their lesson planning. It becomes a resource or strategy within their tool box to use when necessary and appropriate.

School-Based Behavioral Health Services

The School District of Lancaster offers School Based Behavioral Health Services across the district through partnerships with five local mental health providers and the County Mental Health/Mental Retardation Office. Services are available, on-site at school for any student, in the form of individual, group, and family therapy sessions throughout the school year and summer. The district leverages funds with mental health partners to offset the cost of services for students who are under or non-insured, to ensure that all students can receive services if necessary. Autism Initiatives

75

The School District of Lancaster has been partnered with PaTTAN in the Verbal Behavior Project. PaTTAN has been instrumental in supplying high level of support to our classes and we have experienced high levels of success for our students. We have provided training to our staff and buildings. We use our teachers to provide training to our general education teachers which builds capacity from within. Transition Initiatives Within the Transition to Work program, the district operates its own School to Work (STW) program. Students in the program receive intensified instruction related to the world of work. The School to Work program connects instruction to the students’ transition path of work after high school through instructional tools including (but not limited to) Life-Centered Career Education Curriculum (LCCE), the Practical Assessment Exploration System (PAES), Functional Academics (with a focus on reading in the community and workplace and money management), Daily Living Skills, and intensive job training services. LCCE provides instruction in areas to enhance independent living, personal-social skills and occupational guidance and preparation. PAES is a comprehensive, hands-on work development curriculum that focuses on Training, Assessment, Exploration, and Work Behavior Development--skills needed for successful transition to adult life. The most notable aspect of this program is that it enhances the District's efforts to engage students in meaningful instruction to prepare them for their transition goal of work after high school as well as a means for maintaining enrollment in school and achieving graduation. Having well-defined transition plans is a key for all students with disabilities. The School to Work Program is a small, personalized program for students needing this service as determined by the individualized education planning process. In addition to the aforementioned curriculums, students also receive pre-employment preparation, mock interview experiences, transportation and pedestrian training.

Job training services are provided to the middle school students that are in need of it through the IEP process. These services provide students with early work exposure and experiences which has improved their preparedness for the transition services they receive when they are promoted to high school. Activities have included making and selling crafts at a Bizarre, work site tours, guest speakers, transportation/pedestrian training, and other community based activities.

Additional services that are provided to enhance the program include: social work services, community based instruction, guest speakers, and community agency partner support, work simulation, simulated work with evaluations daily, domestic skill instruction and service learning.

This program is also enhanced by having services from Kinder associates, social work services, community based instruction, guest speakers and community partner support, work simulation, simulated work evaluation daily, domestic skill instruction and service learning.

76

Extra-Curricular Participation We continue to maintain our effort to support and encourage students with disabilities to participate in extra-curricular activities. Assistive Technology We continue to expand/develop our assistive technology library. We currently supply all speech therapists and low incidence teachers with IPads to support their instruction and therapy. We have an array of software designed to enhance the students' ability to access text and develop their writing including Solo 6 suite, Dragon Naturally Speaking, and Co-Writer. We are also members of the Bookshare organization. Community Business Partnership/Pathway One (Employability/Career Readiness) services include classroom based instruction related to employability skills and participation in various types of work-based educational experiences. Actual extended work site training and coaching are provided through the use of a vocational special education teacher and/or job trainer. Services will be provided in SDoL special education program classrooms as well as within the local community. SDoL Classroom Based Instruction shall be provided with a vocational rehabilitation focus. Instruction will be competency-based and highly individualized with support services provided. OVR eligible students with disabilities will receive instruction on job seeking and keeping skills including: Application preparation, Résumé development, Portfolio development, Interviewing techniques, Work Ethic/Work Values, Workplace Communications, Interpersonal Relationships, Grooming & Hygiene, Mobility training, Workplace readiness training, Benefits and Work Incentive Planning Assistance. A work-based experience will be an extended number of consistent weeks with a consistent schedule in identified work-sites with the goal of learning job specific skills and obtaining employment. In addition, work-based experiences could also include visits and tours of various employment and community sites, job shadowing, internships and/or paid cooperative education experiences. This is currently in collaboration with the Marriott College Course Based Experiences/Pathway Two College Course Based Experiences is a chosen college course for the duration of one full semester with direct coaching and support from the vocational education special education teacher. The students will be present on the college campus for approximately 3.5 hours daily. This instructional time will be one-part college course taught by a professor of that institution and one-part college/career readiness taught by the vocational special education teacher. SDoL Classroom Based Instruction (held on the college campus) – College and Career Readiness shall be provided with a vocational rehabilitation focus. Instruction will be competency-based and highly individualized with support services provided and will be provided in the following areas: Library Research, Assistive technology, Blackboard, Campus safety, Drug and alcohol, Nutrition,

77

Syllabus, Terminology, Advocacy, Public speaking, Stress management, Campus Offices and Navigation, Admissions, Essay development, Time management, Appropriate use of social media and Financial Math Literacy. This is currently a partnership forged with Harrisburg Area Community College.

78

Assurances

Safe and Supportive Schools Assurances The LEA has verified the following Assurances:

• Implementation of a comprehensive and integrated K-12 program of student services based on the needs of its students. (in compliance with § 12.41(a))

• Free Education and Attendance (in compliance with § 12.1)

• School Rules (in compliance with § 12.3)

• Collection, maintenance and dissemination of student records (in compliance § 12.31(a) and § 12.32)

• Discrimination (in compliance with § 12.4)

• Corporal Punishment (in compliance with § 12.5)

• Exclusion from School, Classes, Hearings (in compliance with § 12.6, § 12.7, § 12.8)

• Freedom of Expression (in compliance with § 12.9)

• Flag Salute and Pledge of Allegiance (in compliance with § 12.10)

• Hair and Dress (in compliance with § 12.11)

• Confidential Communications (in compliance with § 12.12)

• Searches (in compliance with § 12.14)

• Emergency Care and Administration of Medication and Treatment (in compliance with 35 P.S. § 780-101—780-144)

• Parents or guardians are informed regarding individual survey student assessments and provided a process for refusal to participate (consistent with § 445 of the General Education Provisions Act (20 U.S.C.A. § 1232h) and in compliance with § 12.41(d))

• Persons delivering student services shall be specifically licensed or certified as required by statute or regulation (in compliance with § 12.41(e))

• Development and Implementation of Local Wellness Program (in compliance with Public Law 108-265, Section 204)

• Early Intervention Services System Act (if applicable) (11 P.S. § 875-101—875-503)

http://www.pacode.com/secure/data/022/chapter12/s12.41.html
















http://government.westlaw.com/linkedslice/default.asp?SP=PAC-1000


http://www2.ed.gov/policy/elsec/leg/esea02/pg122.html

http://www2.ed.gov/policy/elsec/leg/esea02/pg122.html



http://www.fns.usda.gov/cnd/governance/legislation/historical/pl_108-265.pdf

http://www.fns.usda.gov/cnd/governance/legislation/historical/pl_108-265.pdf


79

• Establishment and Implementation of Student Assistance Programs at all of levels of the school system (in compliance with 24 PS § 15-1547)

• Acceptable Use Policy for Technology Resources

• Providing career information and assessments so that students and parents or guardians might become aware of the world of work and career options available.

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

• Implementation of a full range of services, programs and alternative placements available to the school district for placement and implementation of the special education programs in the school district.

• Implementation of a child find system to locate, identify and evaluate young children and children who are thought to be a child with a disability eligible for special education residing within the school district's jurisdiction. Child find data is collected, maintained and used in decision-making. Child find process and procedures are evaluated for its effectiveness. The District implements mechanisms to disseminate child find information to the public, organizations, agencies and individuals on at least an annual basis.

• Assurances of students with disabilities are included in general education programs and extracurricular and non-academic programs and activities to the maximum extent appropriate in accordance with an Individualized Education Program.

• Compliance with the PA Department of Education, Bureau of Special Education's report revision notice process.

• Following the state and federal guidelines for participation of students with disabilities in state and district-wide assessments including the determination of participation, the need for accommodations, and the methods of assessing students for whom regular assessment is not appropriate.

• Assurance of funds received through participation in the medical assistance reimbursement program, ACCESS, will be used to enhance or expand the current level of services and programs provided to students with disabilities in this local education agency.


80

24 P.S. §1306 and §1306.2 Facilities Facility Name Facility

Type Services Provided By Student

Count

Lancaster County Prison Incarcerated School District of Lancaster

11

Lancaster County Youth Intervention Center-Detention

Incarcerated School District of Lancaster

42

Milagros House Nonresident School District of Lancaster

0

Lancaster YWCA Shelter Nonresident School District of Lancaster

1

Water Street Rescue Mission Nonresident School District of Lancaster

3

Glass House Nonresident School District of Lancaster

0

Vantage House Nonresident School District of Lancaster

0

TLC Transitional Living Nonresident School District of Lancaster

3

Domestic Violence Center Nonresident School District of Lancaster

1

Clare House Nonresident School District of Lancaster

0

Pediatric Specialty Hospital Nonresident School District of Lancaster

22

Prescott House Incarcerated Prescott House 0 Jubilee House Nonresident School District of

Lancaster 0

Bridging House Nonresident School District of Lancaster

0

Lancaster County Youth Intervention Center-Shelter

Nonresident School District of Lancaster

14

Valley Youth House Nonresident School District of Lancaster

1

Least Restrictive Environment Facilities Facility Name Type of Facility Type of Service Number of

Students Placed New Story Special Education

Centers Autistic Support 7

Community School South East

Special Education Centers

Emotional Support 2

81

DASH Program Special Education Centers

Emotional Support 63

Valley Road Education Center

Special Education Centers

Emotional Support/Autistic Support

4

Fairland Educational Center Special Education Centers

Emotional Support 8

Western Pennsylvania School for the Deaf

Approved Private Schools

Deaf and Hard of Hearing 1

Pediatric Specialty Hospital Other Multiple Disabilities Support 2 John Beck Elementary School

Neighboring School Districts


Manheim Central Middle School

Neighboring School Districts


Mulberry Street Special Education Centers

Emotional Support 4

Turning Point Other Emotional Support 5 Warwick High School Neighboring School

Districts Deaf and Hard of Hearing 2

Deveraux Facility Approved Private Schools

Emotional Support 2

Landisville Middle School Neighboring School Districts

Multiple Disabilities Support 1

Friendship Community Special Education Centers

Life Skills Support / Basic Occupational Skills

1

Special Education Program Profile Program Position #1

Operator: School District PROGRAM DETAILS

Type: Implementation Date:

PROGRAM SEGMENTS Type of Support Level of Support Age Range Caseload FTE

Full-Time Special Education Class

Autistic Support 5 to 8 8 1

Locations: Carter MacRae An Elementary School

Building A building in which General Education programs are operated

Program Position #2


Type: Position

82

Implementation Date: August 28, 2017 Reason for the proposed change: Change in numbers of caseload


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

Learning Support 9 to 12 13 1

Locations: Carter MacRae An Elementary

School Building A building in which General Education programs are operated

Program Position #2


Type: Position Implementation Date: August 28, 2017 Reason for the proposed change: Change in numbers of caseload






Program Position #2








Program Position #2






83



Program Position #2








Program Position #3






Locations: Carter MacRae Elementary School

An Elementary School Building

A building in which General Education programs are operated

Program Position #4


Type: Class Implementation Date: August 28, 2017 Reason for the proposed change: Relocation of classroom







Program Position #5


84

Type: Class Implementation Date: August 28, 2017 Reason for the proposed change: Change in numbers on caseload



Multiple Disabilities Support

5 to 8 8 1




Program Position #5






5 to 8 8 1




Program Position #5






5 to 8 8 1




Program Position #5




Supplemental (Less Than 80% Multiple Disabilities 5 to 8 8 1

85

but More Than 20%) Support Locations: Carter MacRae Elementary School



Program Position #6


Type: Class and Position Implementation Date: August 28, 2017 Reason for the proposed change: Changes in caseload and staffing



Learning Support 9 to 12 10 0.5



Type of Support Level of Support Age Range Caseload FTE

Itinerant Learning Support 5 to 8 10 0.5 Locations: Carter MacRae Elementary School



Program Position #7














Program Position #8


Type: Class and Position

86

Implementation Date: August 28, 2017 Reason for the proposed change: Larger space for students




Locations: Price Elementary School An Elementary School


Program Position #9


Type: Class and Position Implementation Date: August 28, 2017 Reason for the proposed change: Offering autistic support services K-8 at Martin to eliminate transitions for students between buildings.




Locations: E.R. Martin (K-8) School An Elementary School


Program Position #10






Locations: Price Elementary School An Elementary






Itinerant Learning Support 5 to 8 10 0.5 Locations: Price Elementary An Elementary School A building in which General Education

87

School Building programs are operated


Itinerant Learning Support 9 to 12 10 0.5 Locations: Price Elementary School




















Itinerant Learning Support 5 to 8 7 0.5 Locations: Buchanan Elementary School




Itinerant Learning Support 9 to 12 8 0.5 Locations: Buchanan Elementary School




Operator: School District

88

PROGRAM DETAILS Type: Implementation Date:




Locations: Buchanan Elementary School An Elementary





Locations: Buchanan Elementary School An Elementary







Emotional Support 9 to 12 12 1

Locations: Burrowes Elementary School







Itinerant Learning Support 5 to 8 10 0.5 Locations: Burrowes Elementary School




Itinerant Learning Support 9 to 12 10 0.5 Locations: Burrowes Elementary An Elementary School A building in which General Education

89

School Building programs are operated Program Position #17






Locations: Burrowes Elementary School An Elementary





Locations: Burrowes Elementary School An Elementary







Emotional Support

12 to 15 12 1

Locations: Hand Middle School A Middle School






Itinerant Learning Support 12 to 15 12 1 Locations: Hand Middle School

A Middle School Building



90






12 to 16 8 1

























91




















Itinerant Learning Support 5 to 8 6 0.5 Locations: Fulton Elementary School




Itinerant Learning Support 9 to 12 9 0.5 Locations: Fulton Elementary School





Type:

92

Implementation Date: PROGRAM SEGMENTS




Locations: Fulton Elementary School An Elementary





















Locations: Hamilton Elementary School An Elementary





Locations: Hamilton Elementary School An Elementary


93

Program Position #30 Operator: School District PROGRAM DETAILS



Itinerant Learning Support 5 to 8 10 0.5 Locations: Hamilton Elementary School




Itinerant Learning Support 9 to 12 10 0.5 Locations: Hamilton Elementary School









Locations: Hamilton Elementary School









Locations: King Elementary School An Elementary




Type:

94



Itinerant Learning Support 5 to 8 10 0.5 Locations: King Elementary School




Itinerant Learning Support 9 to 12 10 0.5 Locations: King Elementary School





















Life Skills Support 5 to 8 12 1

Locations: Lafayette Elementary School An Elementary



95




















Itinerant Learning Support 5 to 8 6 0.5 Locations: Lafayette Elementary School




Itinerant Learning Support 9 to 12 10 0.5 Locations: Lafayette Elementary School






96















Itinerant Learning Support 5 to 8 6 0.5 Locations: Ross Elementary School




Itinerant Learning Support 9 to 12 6 0.5 Locations: Ross Elementary School









Locations: Ross Elementary School An Elementary



Supplemental (Less Than 80% Learning Support 9 to 12 5 0.5

97

but More Than 20%) Locations: Ross Elementary School An Elementary






Itinerant Learning Support 5 to 8 15 1 Locations: Washington Elementary School







Itinerant Learning Support 9 to 12 20 1 Locations: Washington Elementary School





Type: Class and Position Implementation Date: August 28, 2017 Reason for the proposed change: Relocation of an existing emotional support class to a larger instructional area outside of the main artery in the building.




Locations: Washington Elementary School An Elementary





Locations:

98

Washington Elementary School An Elementary School Building




Type: Class Implementation Date: August 28, 2017 Reason for the proposed change: Increased classroom space out of the main artery of the building.




Locations: Washington Elementary School An Elementary






Itinerant Learning Support 5 to 8 6 0.5 Locations: Wickersham Elementary School




Itinerant Learning Support 9 to 11 9 0.5 Locations: Wickersham Elementary School









Locations: Wickersham Elementary School An Elementary A building in which General

99

School Building Education programs are operated




Locations: Wickersham Elementary School An Elementary






Itinerant Learning Support 5 to 8 4 0.5 Locations: Wharton Elementary School




Itinerant Learning Support 9 to 11 9 0.5 Locations: Wharton Elementary School





Type: Class Implementation Date: August 28, 2017 Reason for the proposed change: Room Reassignment




Locations: Wharton Elementary School An Elementary





Locations: Wharton Elementary School An Elementary


100



PROGRAM SEGMENTS Type of Support

Level of Support Age Range Caseload FTE

Itinerant Learning Support 5 to 8 10 0.5 Locations: Martin School An Elementary School


Type of Support


Itinerant Learning Support 9 to 12 10 0.5 Locations: Martin School An Elementary School







Itinerant Learning Support 11 to 15 10 0.5 Locations: Martin School A Middle School





Locations: Martin School A Middle School






Supplemental (Less Than 80% Learning Support 5 to 8 10 0.5

101

but More Than 20%) Locations: Martin School An Elementary





Locations: Martin School An Elementary








Locations: DASH Program An Elementary

School Building A special education Center in which no general education programs are operated







Locations: DASH Program An Elementary

School Building A special education Center in which no general education programs are operated






Emotional Support

11 to 14 7 1

Locations:

102

Dash Program A Middle School Building

A special education Center in which no general education programs are operated






Emotional Support

12 to 15 7 1

Locations: DASH Program A Middle School

Building A special education Center in which no general education programs are operated






Emotional Support 14 to 18 6 0.5

Locations: DASH Program A Senior High School




Emotional Support 17 to 21 6 0.5









5 to 21 6 0.5

Justification: This is a hospital. Students are too medically fragile to attend school. We have a teacher that provides homebound individually to each student daily. The age range varies greatly based on who is a resident at the hospital at the time. Locations:

103

Pediatric Specialty Hospital

A Junior/Senior High School Building






Itinerant Learning Support 11 to 15 10 1 Locations: Wheatland Middle School





















Itinerant Learning Support 11 to 15 12 1

104

Locations: Wheatland Middle School









Locations: Wheatland Middle School A Middle School















Emotional Support

11 to 15 12 1






105


Itinerant Learning Support 11 to 15 12 1 Locations: Reynolds Middle School


























Type:

106





Locations: Reynolds Middle School A Middle School















Emotional Support

11 to 15 12 1











107




Itinerant Learning Support 11 to 15 25 1 Locations: Lincoln Middle School









Locations: Lincoln Middle School A Middle School
















Locations:

108

Lincoln Middle School A Middle School Building























Emotional Support

11 to 15 13 1






PROGRAM SEGMENTS

109




Locations: McCaskey Campus A Senior High



























Operator: School District

110

PROGRAM DETAILS Type: Implementation Date:




















15 to 19 4 0.5

Locations: McCaskey Campus A Senior High School





17 to 21 4 0.5





Type:

111



Itinerant Life Skills Support 17 to 21 14 1 Locations: Lancaster Living Program

A Senior High School Building








Locations: McCaskey Campus-STW A Senior High



















112












Itinerant Learning Support 17 to 21 19 1 Locations: McCaskey Campus


















113



























Itinerant Learning Support 17 to 21 17 1 Locations:

114

McCaskey Campus






























115






























116





























Type:

117






















Type: Class Implementation Date: August 25, 2014



Autistic Support 14 to 18 4 0.5




Full-Time Special Autistic Support 17 to 21 4 0.5

118

Education Class Locations: McCaskey Campus A Senior High School








Locations: Lancaster County Youth Intervention Center-Detention









Locations: Lancaster County Youth Intervention Center-Detention









Locations: Lancaster County Youth Intervention Center-Shelter






119




Locations: Lancaster County Youth Intervention Center-Shelter







Itinerant Learning Support 14 to 18 10 0.5 Locations: McCaskey Campus Cyber School




Itinerant Learning Support 18 to 21 10 0.5 Locations: McCaskey Campus Cyber School









Locations: Lancaster County Prison A Senior High School



Operator: Outside Contractor for the School District PROGRAM DETAILS




Itinerant Learning Support 11 to 14 6 0.5

120

Locations: Phoenix Academy



Type of Support


Itinerant Learning Support 15 to 19 25 0.5 Locations: Phoenix Academy








Itinerant Learning Support 14 to 18 35 1 Locations: Phoenix Academy








Itinerant Learning Support 17 to 21 40 1 Locations: Phoenix Academy







Itinerant Learning Support 12 to 15 15 0.5 Locations: Buehrle Alternative School



121


Itinerant Learning Support 15 to 19 25 0.5 Locations: Buehrle Alternative School







Itinerant Speech and Language Support

5 to 8 30 0.5






9 to 12 30 0.5









5 to 8 30 0.5

Locations: Price Elementary School





9 to 12 30 0.5





122





5 to 8 20 0.5

Locations: Ross Elementary School





9 to 12 20 0.5

Locations: Ross Elementary School








5 to 8 10 0.25

Locations: Wharton Elementary School





9 to 12 17 0.25

Locations: Wharton Elementary School





5 to 8 10 0.25

Locations: Buchanan Elementary School




Itinerant Speech and Language 9 to 12 17 0.25

123

Support Locations: Buchanan Elementary School








5 to 8 25 0.5






9 to 12 25 0.5










5 to 8 12 0.25

Locations: Martin School A Middle School Building A building in which General Education programs

are operated

Type of Support



9 to 12 25 0.5


are operated

Type of Support


124


13 to 15 17 0.25


are operated






5 to 8 25 0.5

Locations: Lafayette Elementary School





9 to 12 25 0.5









5 to 8 25 0.5

Locations: King Elementary School





9 to 12 25 0.5

Locations: King Elementary School





125




5 to 8 25 0.5

Locations: Washington Elementary School





9 to 12 25 0.5









8 to 11 45 1









5 to 8 20 0.5

Locations: Burrowes Elementary School





5 to 8 30 0.5

Locations: Wickersham Elementary An Elementary School A building in which General Education

126

School Building programs are operated Program Position #136





12 to 15 32 0.5

Locations: Reynolds Middle School





12 to 15 33 0.5

Locations: Wheatland Middle School








12 to 15 33 0.5

Locations: Lincoln Middle School

A Middle School Building A building in which General Education programs are operated



12 to 15 32 0.5

Locations: Hand Middle School

A Middle School Building A building in which General Education programs are operated




PROGRAM SEGMENTS

127



14 to 18 65 1

Locations: McCaskey Campus








17 to 21 45 0.8

Locations: McCaskey Campus





19 to 21 8 0.2

Locations: Lancaster Living Program









5 to 8 2 0.05

Locations: DASH Program



Type of Support



9 to 12 2 0.05




128

Type of Support



13 to 17 3 0.05




Type of Support



18 to 21 2 0.05





12 to 16 2 0.05

Locations: Youth Intervention Center





16 to 18 2 0.05

Locations: Youth Intervention Center





5 to 8 2 0.05

Locations: Pediatric Specialty Hospital





9 to 12 2 0.05






13 to 17 3 0.05




129



18 to 21 2 0.05









7 to 10 20 0.5






8 to 11 30 0.5









5 to 8 30 1








130


5 to 8 12 0.3






5 to 8 20 0.4






Type: Class and Position Implementation Date: August 29, 2016












5 to 8 4 0.5

Locations: Carter & MacRae Elementary






9 to 12 4 0.5

Locations: Carter & MacRae Elementary





131





Locations: Martin School (K-8) A Middle School




Type: Class and Position Implementation Date: January 17, 2017



Life Skills Support 14 to 18 6 0.5





Life Skills Support 17 to 21 6 0.5





Type: Class Implementation Date: August 28, 2017




Locations: E.R. Martin (K-8) School An Elementary



Operator: Intermediate Unit PROGRAM DETAILS


132




Locations: John W. Price Elementary School An Elementary




Type: Class and Position Implementation Date: August 28, 2017 Reason for the proposed change: Larger room space for student / staff to accommodate belongings, academics and changing Present Class Location: A126 Proposed Class Location: A117 Length of time class has been in present location: less than 1 year




14 to 17 6 1





Type: Class and Position Implementation Date: August 28, 2017 Reason for the proposed change: Larger room space for student / staff to accommodate belongings, academics and changing Present Class Location: A126 Proposed Class Location: A117 Length of time class has been in present location: less than 1 year




14 to 17 6 1



133

Special Education Support Services Support Service Location Teacher FTE

Personal Care Assistants All Buildings 21 Speech and Language Pathology All Buildings 17 Supervisor of Special Education District 1 Coordinator of Special Education District 3 Special Education Social Workers Each Level 3 School Psychologists All Buildings 8 Paraprofessionals All Buildings 22 Adapted Physical Education Teachers Each Level 3 Exceptional Student Specialists All Buildings 21 Behavioral Specialist District 3 Special Education Project Specialist District 1 Special Education Nurse District 4 Building Assistant DASH Program 1 Personal Care Paraprofessionals All Buildings 79 Special Education Secretary District 4.5 Psychology Project Specialist District 1

Special Education Contracted Services Special Education Contracted Services Operator Amt of Time per Week

Austill's Rehabilitation Services Outside Contractor 5 Days Community School South East Intermediate Unit 5 Days Fairland Educational Center Intermediate Unit 5 Days Valley Road Education Center Intermediate Unit 5 Days New Story Outside Contractor 5 Days Cumberland Therapy Services Outside Contractor 5 Days Elevation Health Care Services Outside Contractor 5 Days Janus School Outside Contractor 5 Days Vista School Outside Contractor 5 Days Susquehanna Waldorf School Outside Contractor 5 Days

134

Needs Assessment

Record School Patterns

Question: After reviewing school level accomplishments and systemic challenges, what patterns can you identify among your schools?

What other information do you still need to assess?

Answer: While there have been gains across most schools both overall and in subgroups for Reading and Math, the ELL and Special Education subgroups consistently underperform the other subgroups, especially in Reading.

Prioritized Systemic Challenges

Systemic Challenge #1 (Guiding Question #1) Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students.

Systemic Challenge #2 (Guiding Question #2) Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.

Systemic Challenge #3 (Guiding Question #7) Establish a district system that fully ensures students who are academically at risk are identified early and are supported by a process that provides interventions based upon student needs and includes procedures for monitoring effectiveness.

Systemic Challenge #4 (Guiding Question #3) Establish a district system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices.

Systemic Challenge #5 (Guiding Question #12) Establish a district system that fully ensures classrooms are staffed with highly qualified teachers.

135

District Level Plan

Action Plans

Goal #1: Establish a district system that fully ensures students who are academically at risk are identified early and are supported by a process that provides interventions based upon student needs and includes procedures for monitoring effectiveness.

Related Challenges:

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

• Establish a district system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices.

Indicators of Effectiveness:

Type: Interim

Data Source: Common District Assessments

Classroom/Grade Level Assessments

IRLA

Specific Targets: 70% of students will demonstrate grade level proficiency on common district assessments, classroom assessments and the IRLA.

Type: Annual

Data Source: ELA and Math PSSA

Specific Targets: The total number of students scoring Proficient/Advanced on the ELA PSSA will increase by 2.3%.

The total number of students scoring Proficient/Advanced on the Math PSSA will increase by 2.7%.

Type: Annual

Data Source: Keystone Exams

Specific Targets: The total number of students scoring Proficient/Advances on the Literature Keystone will increase by 2.3%.

136

The total number of students scoring Proficient/Advances on the Algebra Keystone will increase by 2.5%.

The total number of students scoring Proficient/Advances on the Biology Keystone will increase by 2.8%.

Type: Annual

Data Source: 2017-2018 Graduation Rate

Specific Targets: The district graduation rate (4 year cohort) will increase by 2%.

Strategies:

Professional Development on Data Analysis and Intervention

Description:

All instructional staff will receive professional development on methods of formative assessment, progress monitoring, data analysis and the subsequent planning of needs-based intervention.

Strategic Priority Alignment:

Inspire broader and deeper local ownership of district outcomes by cultivating and leveraging relationships with parents, community leaders and leadership groups.

Create a culture of higher expectations for all students and staff.

Meet critical performance standards.

SAS Alignment: Assessment, Instruction, Standards, Curriculum Framework

Data Analysis, Identification and Intervention

Description:

Administrators and teachers will analyze formative assessment and progress monitoring data to identify students eligible for tiered intervention. This specialized instruction will be targeted, intentional and specific to student need. Ongoing progress monitoring will track student achievement through the intervention cycle.

137





SAS Alignment: Assessment

Referral to Supportive Services

Description:

Students in need of additional supportive services will be referred to the Multi-Tiered System of Support Team. At this level, building leaders, teachers, intervention specialists and special education and ESL staff will coordinate efforts to ensure that students are receiving all eligible ancillary supports.





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

Pathways to Support College and Career Readiness of At Risk Students

Description:

Expose learners to high interest careers and post-secondary pathways resulting in student goal setting.

138





SAS Alignment: None selected

Implementation Steps:

Conduct Professional Development for All Staff on Data Analysis and Intervention

Description:

Professional Development will be provided for all staff on progress monitoring and data driven decision making and its use in informing instruction and intervention.

Start Date: 7/1/2019 End Date: 6/30/2021

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

Supported Strategies:

• Professional Development on Data Analysis and Intervention • Data Analysis, Identification and Intervention • Referral to Supportive Services

Implement Progress Monitoring and Conduct Data Analysis

Description:

Building Level Data Teams will analyze formative assessment and progress monitoring outcomes. Intervention groups for acceleration and remediation will be defined.


139

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


• Data Analysis, Identification and Intervention

Utilize Multi-Tiered Intervention Model

Description:

All teachers will implement a tiered system of instruction designed to meet the needs of all learners. Whole group, differentiated small group and individualized instructional segments will be planned in response to student performance data. Ongoing progress monitoring and the use of flexible grouping will ensure that each student is receiving planned intervention at his/her instructional level.

Those students who are unable to attain success through small group intervention will be referred to the Multi-Tiered System of Support Team for additional services.


Program Area(s): Special Education, Student Services


• Data Analysis, Identification and Intervention • Referral to Supportive Services

Refer At-Risk Learners for Additional Supportive Services

Description:

Multi-Tiered System of Support Teams will meet to review student performance and growth data. If classroom based interventions prove unsuccessful, students may be recommended for additional support. Referring programs include, but are not limited to Special Education, ESL, Behavioral Health and Physical Health.


140

Program Area(s): Special Education, Student Services


• Data Analysis, Identification and Intervention • Referral to Supportive Services

Assess the Current College Going Culture

Description:

The School District of Lancaster will utilize a nationally recognized self-assessment to evaluate the current climate.


Program Area(s): Student Services


• Data Analysis, Identification and Intervention • Pathways to Support College and Career Readiness of At Risk Students

Utilize Self-Assessment Results to Strengthen the College Going Culture

Description:

Following survey completion, three areas for action will be identified that will provide intensive academic and college going support.


Program Area(s): Student Services


• Professional Development on Data Analysis and Intervention • Data Analysis, Identification and Intervention • Referral to Supportive Services • Pathways to Support College and Career Readiness of At Risk Students

141

Goal #2: Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students.

Related Challenges:



Type: Interim


Classroom/Grade Level Assessments

IRLA


Type: Annual

Data Source: ELA PSSA

Math PSSA



Type: Annual





142

Strategies:

PA Core Standards-Aligned Curricula

Description:

Curriculum Teams will revise and align existing curricula to the PA Core Standards. Reading and Writing standards will be embedded across content areas. Curriculum & Instruction Guides will be published to provide a framework for core instruction across schools and classrooms.


Redefine and elevate the roles of all building leaders and teaches and empower them to adapt a leadership mindset.


Redesign and enhance central office processes for creativity and innovation to model the change we seek throughout the district.

SAS Alignment: Standards, Curriculum Framework, Instruction, Materials & Resources

Professional Development Focused on the Consistent Implementation of a Standards Aligned Curriculum

Description:

Administrators and instructional staff will engage in professional development to increase their knowledge of the PA Core Standards and the alignment to the School District of Lancaster Curricular Framework.

Structures for Professional Development include:

• District level professional development driven by a needs analysis and designed by Curriculum Coordinators

• Principal/Assistant Principal led professional development • Teacher led professional development and collaborative planning • Instructional Coaching • Peer to Peer Observation

All professional development will be framed around the tenets of communication, collaboration, continuity and action planning. These themes

143

will also drive coaching and feedback specific to the implementation of a standards aligned curriculum.





SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction, Materials & Resources

District Observation, Supervision, and Evaluation: Standards Aligned Curriculum and Effective Instructional Practice

Description:

Clearly defined expectations for the implementation of a standards aligned curriculum will be communicated. Curriculum Walks, conducted by district administrators and building leadership teams, will occur on an ongoing basis to monitor the fidelity of the implementation of a standards aligned curriculum.

Feedback will be provided both formally and informally by building leadership, district administrators and instructional coaches.





SAS Alignment: Standards, Assessment, Instruction, Curriculum Framework


Develop and Implement a Standards Aligned Curriculum

144

Description:

Curriculum Teams, comprised of Content Area Coordinators, building leaders and teachers, will work collaboratively to revise and align curricula to the PA Core Standards, Perks-Grade 12. Standards aligned curricular units will be generated for all core courses with ELA standards embedded throughout each core content area. District-adopted programs will be embedded as resources. Modifications for Special Education and EL students, along with enrichment for high-achieving students, will be integrated in the written curricula. These documents will be published for implementation across all schools and classrooms.


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


• PA Core Standards-Aligned Curricula • Professional Development Focused on the Consistent Implementation of

a Standards Aligned Curriculum

Develop a Professional Development Cycle

Description:

Develop a continuous professional development cycle that defines what every teacher must know, understand and implement ensuring that all teachers in the district are able to ground their instructional practice in:

• A rigorous instructional framework • Formative and summative assessment • Standards driven lessons within units • Integration of Instructional Technology • Trauma Informed Practice


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


145



Implement Professional Development Cycle

Description:

Implement a continuous professional development cycle that defines what every teacher must know, understand and implement ensuring that all teachers in the district are able to ground their instructional practice in:







Provide Professional Development Focused on the Consistent Implementation of a Standards Aligned Curriculum

Description:

Professional development on the consistent implementation of a standards aligned curriculum will take place in two segments.

1. Curriculum Teams will be trained on creating standards aligned units, PreK-Grade 12. These units will then be compiled to create the core curriculum.

2. Building leaders and classroom teachers will be trained on the implementation of these units across all content areas. Opportunities for vertical and horizontal alignment will be embedded.

146

Both district and building level professional development will be grounded in the implementation of a standards aligned curriculum. These sessions will offer opportunities for instructional staff to process and synthesize the core curriculum, continuously building capacity.


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




Redefine and Redevelop Secondary Professional Development Culture

Description:

To ensure that professional development provided to secondary teachers is rigorous, relevant and timely, the following strategies will be implemented:

• Plan conference style professional development with keynote and differentiated sessions

• Utilize teacher facilitators/engage teacher leaders • Use data to inform and justify training session selection • Survey content area teachers to identify need


Program Area(s): Professional Education, Special Education, Gifted Education, Educational Technology




Implement the Observation/Supervision/Evaluation (O/S/E) Process

147

Description:

Teachers will demonstrate their understanding and ability to implement a standards aligned curriculum through the use of effective instructional practice during formal and informal classroom observations. Fidelity of implementation will be monitored and measured by the Observation/Supervision/Evaluation (O/S/E) process which is aligned to Pennsylvania's Teacher Effectiveness Model.

Teacher practice will be monitored using the Marzano Framework for Instruction. Look fors will include:

• Is the teacher identifying learning targets, tracking student progress, and celebrating success?

• Is the teacher helping students effectively interact with new knowledge? • Is the teacher helping students practice and deepen their understanding of new

knowledge? • Are the students generating and testing hypotheses about new knowledge? • Are the students engaged? • Is the teacher communicating high expectations for all students? • Are the lessons developed into effective lessons organized in a cohesive unit?

Results of the O/S/E process will be aggregated to determine the consistency of implementation across all classrooms in all schools. Data specific to the implementation of a standards aligned curriculum and the use of effective instructional practice will be used to inform future professional development.


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


• Professional Development Focused on the Consistent Implementation of a Standards Aligned Curriculum

Goal #3: Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.

Related Challenges:

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

148


• Establish a district system that fully ensures students who are academically at risk are identified early and are supported by a process that provides interventions based upon student needs and includes procedures for monitoring effectiveness.


Type: Interim


Classroom/Level Assessments

IRLA


Type: Annual

Data Source: ELA PSSA

Math PSSA



Type: Annual





149

Strategies:

District Observation, Supervision, and Evaluation: Standards Aligned Curriculum and Effective Instructional Practice

Description:

Clearly defined expectations for the implementation of a standards aligned curriculum will be communicated. Curriculum Walks, conducted by district administrators and building leadership teams, will occur on an ongoing basis to monitor the fidelity of the implementation of a standards aligned curriculum.

Feedback will be provided both formally and informally by building leadership, district administrators and instructional coaches.





SAS Alignment: Standards, Assessment, Instruction, Curriculum Framework

Effective Instructional Practices

Description:

Teachers will design lessons that embed effective instructional practices across all content areas, while ensuring standards alignment. Each lesson is part of a broader unit that has been developed to ensure access to and mastery of eligible content.




150


SAS Alignment: Standards, Curriculum Framework, Instruction, Materials & Resources

Professional Development Focused on the Consistent Implementation of Effective Instructional Practice

Description:

Professional development on the consistent implementation of effective instructional practice will take place in coordination with training on the use of a standards aligned curriculum. Content will be focused on the Marzano Framework for Instruction.





SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction, Materials & Resources


Develop a Three Year Professional Development Cycle

Description:

Develop a continuous three year professional development cycle that defines what every teacher must know, understand and implement ensuring that all teachers in the district are able to ground their instructional practice in:


151




• Effective Instructional Practices • Professional Development Focused on the Consistent Implementation of

Effective Instructional Practice

Implement Three Year Professional Development Cycle

Description:

Implement a continuous three year professional development cycle that defines what every teacher must know, understand and implement ensuring that all teachers in the district are able to ground their instructional practice in:







Provide Professional Development on Effective Instructional Practice: Marzano Framework

Description:

152

Professional Development on effective instructional practice will be grounded in the work of Robert Marzano. Content will include the areas detailed below.

Standards-Based Planning

Planning Standards Based Lessons/Units

Aligning Resources to Standards

Planning to Close the Achievement Gap Using Data

Standards-Based Instruction

Identifying Critical Content from the Standards

Previewing New Content

Helping Students Process New Content

Using Questions to Help Students Elaborate on Content

Reviewing Content

Helping Students Practice Skills, Strategies, and Processes

Helping Students Examine Similarities and Differences

Helping Students Examine Their Reasoning

Helping Students Revise Knowledge

Helping Students Engage in Cognitively Complex Tasks






153

Redefine and Redevelop Secondary Professional Development Culture

Description:

To ensure that professional development provided to secondary teachers is rigorous, relevant and timely, the following strategies will be implemented:

• Plan conference style professional development with keynote and differentiated sessions

• Utilize teacher facilitators/engage teacher leaders • Use data to inform and justify training session selection • Survey content area teachers to identify need


Program Area(s): Professional Education, Special Education, Gifted Education, Educational Technology




Implement Effective Instructional Practice: Literacy/ELA

Description:

Teacher implementation will be reflected in lesson plans, unit plans, strategic choice of resources and instructional delivery. Teachers will:

• Utilize the pedagogy of the literacy processes: reading, writing, speaking and listening overlay

• Analyze data to inform instructional decision making • Utilize standards to identify learning targets • Consider text complexity to ensure rigor when planning for instruction • Scaffold and support students to read independently at or above grade level:

fluency and comprehension • Ensure lessons are prepared using a variety of leveled texts • Pose challenging questions • Create opportunities for students to provide contextual evidence to support

answers both orally and in writing

154




• District Observation, Supervision, and Evaluation: Standards Aligned Curriculum and Effective Instructional Practice

• Effective Instructional Practices

Implement Effective Instructional Practice: ELA/Literacy for Historically Under-Performing Students

Description:

Elements of effective literacy instruction include:

• Increase opportunities for language production and peer interaction • Teach vocabulary and structures • Build background knowledge to increase comprehension • Increase writing opportunities • Provide daily opportunities for students to interact with high interest and

appropriately leveled texts


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



• Effective Instructional Practices

Implement the Observation/Supervision/Evaluation (O/S/E) Process

Description:

Teachers will demonstrate their understanding and ability to implement a standards aligned curriculum through the use of effective instructional

155

practice during formal and informal classroom observations. Fidelity of implementation will be monitored and measured by the Observation/Supervision/Evaluation (O/S/E) process which is aligned to Pennsylvania's Teacher Effectiveness Model.

Teacher practice will be monitored using the Marzano Framework for Instruction. Look fors will include:

• Is the teacher identifying learning targets, tracking student progress, and celebrating success?

• Is the teacher helping students effectively interact with new knowledge? • Is the teacher helping students practice and deepen their understanding of new

knowledge? • Are the students generating and testing hypotheses about new knowledge? • Are the students engaged? • Is the teacher communicating high expectations for all students? • Are the lessons developed into effective lessons organized in a cohesive unit?

Results of the O/S/E process will be aggregated to determine the consistency of implementation across all classrooms in all schools. Data specific to the implementation of a standards aligned curriculum and the use of effective instructional practice will be used to inform future professional development.



