masd comprehensive plan
TRANSCRIPT
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Middletown Area SD
District Level Plan
07/01/2013 - 06/30/2016
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District Profile
Demographics
55 W Water St
Middletown, PA 17057-1448
(717) 948-3300
Superintendent: Dr. Lori Suski
Planning ProcessIn October 2011, the Board of School Directors appointed School Board members, community members,
local business representatives, parents, and students to participate on the Middletown Area School
District's Comprehensive Planning Committee. All school and district administrators were named to the
committee. Teachers were selected by their peers to participate on the committee. A total of 45individuals comprised the full committee.
On November 7, 2011, the Committee met for the first time. An overview of the new comprehensive
planning process was provided by the former Assistant Superintendent (now Superintendent of Schools).
Subcommittees for Special Education, Professional Education, Technology, and Safe & Supportive Schools
were formed during this meeting.
The full committee continued to meet monthly from December 2011 - May 2012. Subcommittee work
occurred between full committee meetings. Each month the full committee would meet to review the
work done by the various subcommittees. Goals and action plans were developed by a subcommitteeand taken to the full committee for review and feedback. The full committee met again on September 17
and October 15, 2012 to review the finalized plans.
The comprehensive plan was presented to the Middletown Area School District Board of Education on
October 22, 2012. The plan was then available for public inspection until November 19, 2012. The plan
will be approved by the Board on November 19 and submitted to the PA Department of Education by
November 30, 2012 in compliance with Chapter 4 regulations.
Mission StatementThe mission of the Middletown Area School District is to educate students so that they value learning,are socially responsible, and are prepared to lead productive and successful lives.
Vision StatementThe vision of the Middletown Area School District is for all students to graduate equipped with the
knowledge and skills that will enable them to thrive in a rapidly changing world.
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Shared ValuesWe believe that
all students can learn.
we can teach all students.
curriculum, instruction, and assessment should be continually monitored and adapted to ensureeducational excellence.
all individuals have value and deserve respect.
a safe, orderly, nurturing, and bully-free environment promotes effective teaching and learning.
continuous training and development enables employees to improve their knowledge and skillsto meet the needs of the organization.
we must prepare students to be ready for a career and have the ability to access the necessarypost-secondary training to be successful.
co-curricular and extra-curricular activities are part of a well-rounded educational experience.
public education is a shared responsibility of the entire community.
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we can provide a quality educational program consistent with these values while being fiscallyresponsible.
Educational CommunityMiddletown Area School District is located in the southern portion of Dauphin County, ten miles east of
the city of Harrisburg. The District encompasses approximately 17 square miles, including Lower Swatara
Township, The Borough of Royalton, and the Borough of Middletown.
Lower Swatara Township is comprised of 14.8 square miles and has a population of 8,268. The medianhome value is $171,420, and the home ownership rate is 90%. The average household income is $57,314.
The ethnic makeup of Lower Swatara Township is as follows:
Ethnicity Percentage
White 92.6
Black 3.0
Asian 1.6
Two or More .9Hispanic 1.9
The Borough of Royalton is comprised of .35 square miles, with a population of 907. The median home
value is $75,700, with a homeownership rate of 62.9%. The average household income in Royalton is
$44, 166. The ethnic makeup of the Borough of Royalton is as follows:
Ethnicity Percentage
White 87.7
Black 2.7Asian .2
Two or More 4.3
Indian .8
Hispanic 4.3
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The Borough of Middletown is comprised of 2.04 square miles with a population of 8,901. The median
home value is $119,779 and the homeownership rate is 50%. The average household income is $50,212.
The ethnic makeup of the Borough of Middletown is as follows:
Ethnicity Percentage
White 81.3
Black 7.9
Asian 1.8
Two or More 3.0
Indian .3
Hispanic 5.7
The District operates three elementary schools, one middle school, and one high school. Over the past
twelve years, student enrollment has experienced a steady decrease. The present enrollment of 2,349
students represents a decrease of 435 students (a 15.6% decrease) since the year 2000.
The overall percentage of students enrolled in the District receiving free or reduced lunch has increased
significantly over the past twelve years as illustrated by the chart below.
YearPercentage of Students Receiving Free/Reduced
Lunch
2000 20.2
2008 32.92
2012 43.1
At Fink Elementary School, 67% of the students currently receive a free or reduced lunch.
Support services are available to meet the diverse needs of the Districts student population. In addition
to traditional teaching and administrative positions, the following employees are maintained to assist
students and families: social worker, student and family services specialist, school resource officer, three
school psychologists, and a career coordinator. The District partners with the community to offer
Communities That Care. Through this initiative, the District provides after school and evening activities
and programs for youth and their families to promote healthy behaviors.
Full day kindergarten is provided for all kindergarten age students in the District, and numerous
supplemental reading programs, including Read 180 and Study Island, are available through federal,
state, and local funding at all grades. After school tutoring is available to students in grades kindergarten
through twelve. A broad spectrum of special education programs are provided to meet the needs of
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Planning Committee
Name Role
Paula Alcock Parent
Ross Berger Business Representative
Susan Blatt Middle School Teacher - Special Education
Earl Bright IV Administrator
John Brougher Instructional Technology Director/Specialist
Michael Carnes Administrator
David Coffey Middle School Teacher - Regular Education
Kevin Cook Administrator
Joe Crown Community Representative
Julie Deibler Parent
Rebecca DeLisio Special Education Director/Specialist
Lori DeVelin Parent
Marie Drazenovich Student Services Director/Specialist
David Franklin Administrator
Bethany Fratus Ed Specialist - School Psychologist
Alexis Giulivo StudentAndrea Holtry Secondary School Teacher - Regular Education
Ashley Houseal Elementary School Teacher - Regular Education
Patrick Hruz Administrator
Dr. Chelton Hunter Administrator
David John Board Member
Gail Jones Elementary School Teacher - Regular Education
Barbara Layne Board Member
Dr. Julie Lombardi Business Representative
Michael MacDonald Elementary School Teacher - Regular Education
Amy McPhilemy Ed Specialist - Social Restoration
William Meiser Administrator
William Mills Administrator
Marianne Moore Elementary School Teacher - Regular Education
Jennifer Moore Middle School Teacher - Regular Education
Christine Mostoller Student Curriculum Director/Specialist
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Jodi Neuschwander Ed Specialist - School Nurse
Pablo Orellana Student
Pamela Price Board Member
Christopher Sattele Administrator
Thomas Shaffer Administrator
Ray Shearer Secondary School Teacher - Regular Education
Justin Smith Elementary School Teacher - Regular Education
John Soubik Business Representative
Robert Stitt Secondary School Teacher - Regular Education
Dr. Lori Suski Administrator
Richard Swartz Community Representative
Jan Zeager Secondary School Teacher - Special Education
Heidi Zula Administrator
Michael Zupanovic Middle School Teacher - Regular Education
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Core Foundations
Standards
Mapping and Alignment
Elementary Education Primary Level
Standards Mapping Alignment
Arts and Humanities Accomplished Accomplished
Career Education and Work Accomplished Accomplished
Civics and Government Accomplished Accomplished
Economics Accomplished Accomplished
English Language Arts Developing Developing
Environment and Ecology Accomplished Accomplished
Family and Consumer Sciences Needs
Improvement
Needs
Improvement
Geography Accomplished Accomplished
Health, Safety and Physical Education Accomplished Accomplished
History Accomplished Accomplished
Literacy in History/Social Studies, Science and Technical
Subjects
Non Existent Non Existent
Mathematics Developing Developing
Science and Technology Accomplished AccomplishedAlternate Academic Content Standards for Math Developing Developing
Alternate Academic Content Standards for Reading Developing Developing
American School Counselor Association for Students Accomplished Accomplished
Early Childhood Education: Infant-ToddlerSecond Grade Accomplished Accomplished
English Language Proficiency Accomplished Accomplished
Interpersonal Skills Accomplished Accomplished
School Climate Non Existent Non Existent
Explanation for standard areas checked "Needs Improvement" or "Non Existent":
Curriculum is under review due to the recently adopted Common Core Standards.
Some FCS standards are included in Social Studies and Science curriculum but not mapped K-2.
School Climate standards are still under development.
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Elementary Education Intermediate Level
Standards Mapping Alignment
Arts and Humanities Accomplished Accomplished
Career Education and Work Accomplished Accomplished
Civics and Government Accomplished Accomplished
Economics Accomplished Accomplished
English Language Arts Developing Developing
Environment and Ecology Accomplished Accomplished
Family and Consumer Sciences Needs
Improvement
Needs
Improvement
Geography Accomplished Accomplished
Health, Safety and Physical Education Accomplished Accomplished
History Accomplished Accomplished
Literacy in History/Social Studies, Science and Technical
Subjects
Non Existent Non Existent
Mathematics Developing Developing
Science and Technology Accomplished Accomplished
Alternate Academic Content Standards for Math Developing Developing
Alternate Academic Content Standards for Reading Developing Developing
American School Counselor Association for Students Accomplished Accomplished
English Language Proficiency Accomplished Accomplished
Interpersonal Skills Accomplished Accomplished
School Climate Non Existent Non Existent
Explanation for standard areas checked "Needs Improvement" or "Non Existent":Curriculum is under review due to the recently adopted Common Core Standards.
Some FCS standards are included in Social Studies and Science curriculum but not mapped K-2.
School Climate standards are still under development.
Middle Level
Standards Mapping Alignment
Arts and Humanities Accomplished Accomplished
Career Education and Work Accomplished Accomplished
Civics and Government Accomplished Accomplished
Economics Developing Developing
English Language Arts Developing Developing
Environment and Ecology Accomplished Accomplished
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Family and Consumer Sciences Accomplished Accomplished
Geography Accomplished Accomplished
Health, Safety and Physical Education Accomplished Accomplished
History Accomplished Accomplished
Literacy in History/Social Studies, Science and Technical
Subjects
Developing Developing
Mathematics Developing Developing
Science and Technology Accomplished Accomplished
Alternate Academic Content Standards for Math Accomplished Accomplished
Alternate Academic Content Standards for Reading Accomplished Accomplished
American School Counselor Association for Students Accomplished Accomplished
English Language Proficiency Accomplished Accomplished
Interpersonal Skills Accomplished Developing
School Climate Non Existent Non Existent
World Language Non Existent Non Existent
Explanation for standard areas checked "Needs Improvement" or "Non Existent":
Common Core standards have not yet been implemented.
World Language instruction begins at Grade 9.
School Climate standards have not yet been adopted.
High School LevelStandards Mapping Alignment
Arts and Humanities Accomplished Accomplished
Career Education and Work Accomplished Accomplished
Civics and Government Accomplished Accomplished
Economics Accomplished Accomplished
English Language Arts Developing Developing
Environment and Ecology Accomplished Accomplished
Family and Consumer Sciences Accomplished Accomplished
Geography Accomplished AccomplishedHealth, Safety and Physical Education Accomplished Accomplished
History Accomplished Accomplished
Literacy in History/Social Studies, Science and Technical
Subjects
Needs
Improvement
Needs
Improvement
Mathematics Developing Developing
Science and Technology Accomplished Accomplished
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Alternate Academic Content Standards for Math Accomplished Accomplished
Alternate Academic Content Standards for Reading Accomplished Accomplished
American School Counselor Association for Students Accomplished Accomplished
English Language Proficiency Accomplished Accomplished
Interpersonal Skills Developing Developing
School Climate Non Existent Non Existent
World Language Accomplished Accomplished
Explanation for standard areas checked "Needs Improvement" or "Non Existent":
Common Core standards have not yet been implemented. Curriculum is aligned to PA Academic
Standards.
School Climate standards have not yet been adopted.
Adaptations
Elementary Education Primary Level
Arts and Humanities Career Education and Work Civics and Government Economics English Language Arts Environment and Ecology
Geography Health, Safety and Physical Education History Mathematics Science and Technology
Elementary Education Intermediate Level
Arts and Humanities Career Education and Work Civics and Government
Economics English Language Arts Environment and Ecology Geography Health, Safety and Physical Education History Mathematics
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Science and TechnologyMiddle Level
Arts and Humanities Career Education and Work Civics and Government English Language Arts Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education History Mathematics Science and Technology
High School Level Arts and Humanities Career Education and Work Civics and Government Economics English Language Arts Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education History Mathematics Science and Technology
Explanation for any standards checked:
All curriculum areas have been mapped and aligned to the PA Academic Standards.
Curriculum
Planned Instruction
Elementary Education Primary Level
Curriculum Characteristics Status
Content, including materials and activities and estimated instructional time to be Accomplished
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devoted to achieving the academic standards are identified.
Objectives of planned courses, instructional units or interdisciplinary studies to be
achieved by all students are identified for each subject area.
Accomplished
Procedures for measurement of mastery of the objectives of a planned course,
instructional unit or interdisciplinary studies are identified.
Accomplished
The relationship between the objectives of a planned course, instructional unit or
interdisciplinary studies and academic standards are identified.
Accomplished
Processes used to ensure Accomplishment:
Curriculum mapping provides objectives, content, materials, activities, and assessments for each subject
area.
Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the District
plans to address their incorporation:
N/A
Elementary Education Intermediate Level
Curriculum Characteristics Status
Content, including materials and activities and estimated instructional time to be
devoted to achieving the academic standards are identified.
Accomplished
Objectives of planned courses, instructional units or interdisciplinary studies to be
achieved by all students are identified for each subject area.
Accomplished
Procedures for measurement of mastery of the objectives of a planned course,
instructional unit or interdisciplinary studies are identified.
Accomplished
The relationship between the objectives of a planned course, instructional unit orinterdisciplinary studies and academic standards are identified.
Accomplished
Processes used to ensure Accomplishment:
Curriculum mapping provides objectives, content, materials, activities, and assessments for each subject
area.
Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the District
plans to address their incorporation:
N/A
Middle Level
Curriculum Characteristics Status
Content, including materials and activities and estimated instructional time to be
devoted to achieving the academic standards are identified.
Accomplished
Objectives of planned courses, instructional units or interdisciplinary studies to be
achieved by all students are identified for each subject area.
Accomplished
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Procedures for measurement of mastery of the objectives of a planned course,
instructional unit or interdisciplinary studies are identified.
Accomplished
The relationship between the objectives of a planned course, instructional unit or
interdisciplinary studies and academic standards are identified.
Accomplished
Processes used to ensure Accomplishment:
Curriculum mapping provides objectives, content, materials, activities, and assessments for each subject
area.
Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the District
plans to address their incorporation:
N/A
High School Level
Curriculum Characteristics Status
Content, including materials and activities and estimated instructional time to be
devoted to achieving the academic standards are identified.
Accomplished
Objectives of planned courses, instructional units or interdisciplinary studies to be
achieved by all students are identified for each subject area.
Accomplished
Procedures for measurement of mastery of the objectives of a planned course,
instructional unit or interdisciplinary studies are identified.
Accomplished
The relationship between the objectives of a planned course, instructional unit or
interdisciplinary studies and academic standards are identified.
Accomplished
Processes used to ensure Accomplishment:
Curriculum mapping provides objectives, content, materials, activities, and assessments for each subjectarea.
Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the District
plans to address their incorporation:
N/A
Modifications 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.
Through the use of IEP and Chapter 15 (504) teams, appropriate modifications and accommodations are
developed to ensure that students needing specially designed instruction receive all modifications and
accommodations appropriate, so that they may be educated in the least restrictive environment.
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Instruction
Instructional Strategies
Annual Instructional evaluations Formal classroom observations focused on instruction Peer evaluation/coaching Walkthroughs targeted on instructionRegular Lesson Plan Review
Building Supervisors District Administrators
Provide brief explanation of District's process for incorporating selected strategies.
Administrators adhere to procedures and protocols for supervision and evaluation as prescribed in the
District's Supervision and Evaluation Plan.
Provide brief explanation for strategies not selected and how the District plans to address their
incorporation.
The District does not have Department Supervisors or Instructional Coaches who would review lesson
plans, so this is not an option.
Responsiveness to Student Needs
Elementary Education
Primary Level
Instructional Practices Status
A variety of practices that may include structured grouping, flexible scheduling and
differentiated instruction are used to meet the needs of gifted students.
Full
Implementation
Differentiated instruction is used to meet student needs. Full
Implementation
Flexible instructional time or other schedule-related practices are used to meet
student needs.
Full
Implementation
Structured grouping practices are used to meet student needs. Full
Implementation
Elementary Education Intermediate Level
Instructional Practices Status
A variety of practices that may include structured grouping, flexible scheduling and
differentiated instruction are used to meet the needs of gifted students.
Full
Implementation
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Differentiated instruction is used to meet student needs. Full
Implementation
Flexible instructional time or other schedule-related practices are used to meet
student needs.
Full
Implementation
Structured grouping practices are used to meet student needs. Full
Implementation
Middle Level
Instructional Practices Status
A variety of practices that may include structured grouping, flexible scheduling and
differentiated instruction are used to meet the needs of gifted students.
Full
Implementation
Differentiated instruction is used to meet student needs. Full
Implementation
Flexible instructional time or other schedule-related practices are used to meet
student needs.
Full
Implementation
Structured grouping practices are used to meet student needs. Full
Implementation
High School Level
Instructional Practices Status
A variety of practices that may include structured grouping, flexible scheduling and
differentiated instruction are used to meet the needs of gifted students.
Implemented in
50% or more of
district classrooms
Differentiated instruction is used to meet student needs. Implemented in
50% or more of
district classrooms
Flexible instructional time or other schedule-related practices are used to meet
student needs.
Implemented in
less than 50% of
district classrooms
Structured grouping practices are used to meet student needs. Implemented in
50% or more of
district classrooms
If necessary, provide further explanation. (Required explanation if column selected was
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instruction or support relative to student needs. The gifted support program is addressed primarily
through higher level courses which are available to students.
Recruitment
Describe the process the District implements to recruit and assign the most effective and highly qualifiedteachers in order to meet the learning needs of students who are below proficiency or are at risk of not
graduating.
The District hires highly qualified teachers with appropriate certification. Annual consideration is given to
the reassignment of teachers to meet the needs of struggling learners.
Assessments
Local Graduation Requirements
Course Completion SY 13-14 SY 14-15 SY 15-16 SY 16-17 SY 17-18 SY 18-19
Electives 8.00 8.00 8.00 8.00 8.00 8.00
English 5.00 5.00 5.00 5.00 5.00 5.00
Health 2.00 2.00 2.00 2.00 2.00 2.00
Mathematics 3.00 3.00 3.00 3.00 3.00 3.00
Minimum % Grade
Required for Credit
(Numerical Answer)
70.00 70.00 70.00 70.00 70.00 70.00
Music, Art, Family &
Consumer Sciences, Career
and Technical Education
1.00 1.00 1.00 1.00 1.00 1.00
Physical Education 4.00 4.00 4.00 4.00 4.00 4.00
Science 3.00 3.00 3.00 3.00 3.00 3.00
Social Studies 4.00 4.00 4.00 4.00 4.00 4.00
Total Courses 30.00 30.00 30.00 30.00 30.00 30.00
2014 Graduation Specifics
Reading
Local Assessments aligned with State Standards Proficiency on State Assessments
Writing
Local Assessments aligned with State Standards
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Proficiency on State AssessmentsMathematics
Local Assessments aligned with State Standards Proficiency on State Assessments
2015 and beyond Graduation Requirement Specifics
English Language and Composition
Completion of Course Work with Keystone Exam as final exam (1/3 of final grade) Students are allowed to test out of required courses. Successfully complete Advanced Placement or Independent Baccalaureate Courses including
"passing" a course exam.
English Literature
Completion of Course Work with Keystone Exam as final exam (1/3 of final grade) Students are allowed to test out of required courses. Successfully complete Advanced Placement or Independent Baccalaureate Courses including
"passing" a course exam.
Mathematics
Completion of Course Work with Keystone Exam as final exam (1/3 of final grade) Students are allowed to test out of required courses. Successfully complete Advanced Placement or Independent Baccalaureate Courses including
"passing" a course exam.
Science & Technology Completion of Course Work with Keystone Exam as final exam (1/3 of final grade) Students are allowed to test out of required courses. Successfully complete Advanced Placement or Independent Baccalaureate Courses including
"passing" a course exam.
Environment & Ecology
Completion of Course Work with Keystone Exam as final exam (1/3 of final grade) Students are allowed to test out of required courses. Successfully complete Advanced Placement or Independent Baccalaureate Courses including
"passing" a course exam.
2017 and beyond Graduation Requirement Specifics
Biology or Chemistry
Completion of Course Work with Keystone Exam as final exam (1/3 of final grade) Students are allowed to test out of required courses.
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Successfully complete Advanced Placement or Independent Baccalaureate Courses including"passing" a course exam.
American History, Civics/Government or World History
Completion of Course Work with Keystone Exam as final exam (1/3 of final grade) Students are allowed to test out of required courses. Successfully complete Advanced Placement or Independent Baccalaureate Courses including
"passing" a course exam.
Local Assessments
Standards WA TD NAT DA PSW Other
Arts and Humanities X X X
Career Education and Work X X X X
Civics and Government X X X
Economics X X X
English Language Arts
Environment and Ecology X X
Family and Consumer Sciences X X X
Geography X X X
Health, Safety and Physical Education X X X X
History X X X
Literacy in History/Social Studies,
Science and Technical Subjects
Mathematics
Science and Technology X X XWorld Language X X X
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Methods and Measures
Summative Assessments EEP EEI ML HS
Evaluation of Portfolios of Student Work X
Keystone Exams X X
Locally Validated Standards Aligned Assessments XNAEP X X
Scientific Experiments X X X
PASA X X X
PSSA X X X
PSSA-M X X X
Teacher developed CBA's X X X X
Teacher Assessments X X X X
Works of Art, Musical, Theatrical, or Dance Performance X X X X
Written Work by Students X X X X
Benchmark Assessments EEP EEI ML HS
Zaner-Bloser Benchmark Reading Assessments X
LEA Reading Series X X X
AIMSweb X X X X
DIBELS X
Study Island X X X
LEA Mathematics Series X X X X
Textbook Assessments X X X X
Formative Assessments EEP EEI ML HS
Demonstration, performances, products, and projects X X X X
Diagnostic Assessments X X X X
Evaluations of Portfolios of Student Work X X X X
Exit Tickets X X X X
Fitness Assessments X X X
Progress Monitoring X X X X
Response Cards X X X X
Scientific Experiments X X X
Teacher developed CBA's X X X X
Textbook Assessments X X X XWorks of art, musical, theatrical, or dance performances X X X X
Written work by students X X X X
Diagnostic Assessments EEP EEI ML HS
Adapted Physical Education Assessments X X X X
Classroom Diagnostic Tools (CDT) X X X
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DRAs X X
Running Records X X
Textbook Assessments X X X X
Validation of Implemented Assessments
Validation Methods EEP EEI ML HS
Building Supervisor Review X X X X
Department Supervisor Review
District Administration Review X X X X
External Review
Instructional Coach Review
Intermediate Unit Review
Professional Learning Community Review X X X X
Teacher Peer Review X X X X
Provide brief explanation of District's process for reviewing assessments.
District administrators review assessment results. The data is then reviewed and analyzed by building
data teams. The information is shared with school staff in curriculum and department meetings.
Development and Validation of Local Assessments
If applicable, explain the District's procedures for developing locally administered assessments and how
they are independently and objectively validated every six years.
Local assessments are developed by teachers in grade level teams at the elementary level and by
curriculum area departments at the secondary level. In order to construct assessments, teachers use
state standards, assessment anchors, eligible content, and curriculum materials. Assessments are
reviewed and revised when the curriculum is updated every six years or sooner if necessary.
Collection and Dissemination
Describe the District's system to collect, analyze and disseminate assessment data efficiently and
effectively for use by District leaders and instructional teams.
District administrators have access to state assessment and benchmark data. Central office
administrators assist building principals in obtaining and interpreting data. Building principals share data
with building data teams. The building teams analyze data and report findings and recommendations to
school staff.
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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.
Building data teams develop recommendations to address the needs of students based on assessment
data. These recommendations are shared with teachers who assist in developing plans to provide
instruction and intervention to students. Information from assessments is also used to identify students
for after school tutoring and summer programs.
Assessment Data Uses
Assessment Data Uses EEP EEI ML HS
Assessment results are reported out by assessment anchor or
standards-aligned learning objective.
X X X X
Instructional practices are identified that are linked to studentsuccess in mastering specific assessment anchors, eligible
content or standards-aligned learning objectives.
X X X X
Instructional practices modified or adapted to increase
student mastery.
X X X X
Specific 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
Provide brief explanation of District's process for incorporating selected strategies.
Building data teams review assessment data and identify areas of strength and need. This information is
shared with grade level teams and curriculum area departments. Teachers collaborate to develop plans
to modify instructional practices to increase student mastery of standards.
Provide brief explanation for strategies not selected and how the District plans to address theirincorporation.
The district will more fully develop the process of identifying student needs and adapting instruction at
the high school level. This will occur through data teams sharing information with curriculum area
departments. Teachers will develop plans to address student needs.
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Distribution of Summative Assessment Results
Distribution Methods EEP EEI ML HS
Course Planning Guides X
Directing Public to the PDE & AYP Websites X X X X
District Website X X X
Individual Meetings X X X X
Letters to Parents/Guardians X X X
Local Media Reports X X X
Mass Phone Calls/Emails/Letters
Meetings with Community, Families and School Board X X X
Newsletters X X
Press Releases
School Calendar X X X
Student Handbook
Quarterly Report Cards X X X X
Provide brief explanation of District's process for incorporating selected strategies.
The district shares the results of state assessments with the public in several ways. NCLB Report Cards for
the district and each school are posted on the district website. Directions on how to obtain more
information at PDE and AYP websites are included. PSSA results are presented at a school board meeting
each year. The results are also shared with the local newspapers.
The district also uses several methods to share state assessment results with parents. Letters reporting
state assessment results are sent out to families in the summer. More detailed Individual Student Reports
are sent home after the school term begins. Individual student results may also be discussed at meetings
and conferences with parents. The results of assessments are shared in various district publications
including newsletters.
Provide brief explanation for strategies not selected and how the District plans to address their
incorporation.
The district will explore additional methods of communicating assessment results with parents and with
the public. Mass phone calls and emails could be used to alert parents that assessment results have been
sent home. Assessment results could be included in additional district publications including student
handbooks. The district may also generate additional press releases for the news media.
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Safe and Supportive Schools
Assisting Struggling Schools
Describe your entitys 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 District does not currently have any schools in School Improvement or Corrective Action. The District
is currently in Warning status for the 2012 school year. The Middle School and High School are both in
Warning status. Although not required by the PA Department of Education, all District schools will engage
in annual school improvement planning. Student achievement data will be reviewed and analyzed by
building level teams. Strengths and weaknesses will be identified. Goals and action plans will be
developed for implementation to assist students who are struggling to meet established benchmarks.
Various interventions will be initiated to support students both during the school day and via after-school
tutoring programs.
Programs, Strategies and Actions
Elementary Education Primary Level
Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement Comprehensive District-wide School Safety and Violence Prevention Plans Conflict Resolution or Dispute Management Internet Web-based System for the Management of Student Discipline Purchase of Security-related Technology Safety and Violence Prevention Curricula School-wide Positive Behavioral Programs Student Assistance Program Teams and Training Student Codes of Conduct Student, Staff and Visitor Identification Systems
Elementary Education Intermediate Level
Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement Comprehensive District-wide School Safety and Violence Prevention Plans Conflict Resolution or Dispute Management Internet Web-based System for the Management of Student Discipline Purchase of Security-related Technology Safety and Violence Prevention Curricula
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School-wide Positive Behavioral Programs Student Assistance Program Teams and Training Student Codes of Conduct Student, Staff and Visitor Identification Systems
Middle Level Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement Comprehensive District-wide School Safety and Violence Prevention Plans Conflict Resolution or Dispute Management Counseling Services for Students Enrolled in Alternative Education Programs Internet Web-based System for the Management of Student Discipline Peer Helper Programs Purchase of Security-related Technology Safety and Violence Prevention Curricula Student Assistance Program Teams and Training Student Codes of Conduct Student, Staff and Visitor Identification Systems
High School Level
Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement Comprehensive District-wide School Safety and Violence Prevention Plans Counseling Services for Students Enrolled in Alternative Education Programs Internet Web-based System for the Management of Student Discipline Peer Helper Programs Placement of School Resource Officers Purchase of Security-related Technology Safety and Violence Prevention Curricula School-wide Positive Behavioral Programs Student Assistance Program Teams and Training Student Codes of Conduct Student, Staff and Visitor Identification Systems
Explanation of strategies not selected and how the District Plans to address their incorporation:
N/A - No elementary students are enrolled in alternative education programs.
The District will consider conflict resolution training for high school students.
The District has one School Resource Officer housed at the high school. The officer can assist with issues
at the middle school as well as both Kunkel and Reid Elementary Schools which are located in the same
municipality.
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Identifying Gifted Students
Describe your entitys process for identifying gifted children.
Students may be considered for gifted identification as a result of staff referrals or parent requests. The
process begins with collection and analysis of assessment data, parent and teacher input, and screening
conducted by the school counselor or school psychologist. The information is analyzed to determine if astudent is recommended to receive a Gifted Multidisciplinary Evaluation (GMDE).
The GMDE is a process for gathering the information used to determine if a student qualifies for gifted
education services. Part of this process includes an evaluation by a certified school psychologist.
The Gifted Multidisciplinary Team (GMDT) reviews the compiled information and prepares a GiftedWritten Report (GWR) which indicates whether a student is gifted and in need of specially designed
instruction. Gifted identification is not based on IQ score alone. Students may also be included in gifted
programs when other educational criteria strongly indicates gifted ability.
Once a student is identified as gifted and in need of specially designed instruction, a Gifted Individualized
Education Plan (GIEP) is developed by the GIEP team. The GIEP, a written plan that describes the
student's educational programming, is reviewed/revised at least annually. Goals and objectives are
written based on the individual students areas of giftedness, skills, interests, and talents.
Developmental Services
Developmental Services EEP EEI ML HS
Academic Counseling X X X XAttendance Monitoring X X X X
Behavior Management Programs X X X X
Bullying Prevention X X X X
Career Awareness X X X X
Career Development/Planning X X X X
Coaching/Mentoring X X X X
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Compliance with Health Requirementsi.e., Immunization X X X X
Emergency and Disaster Preparedness X X X X
Guidance Curriculum X X X X
Health and Wellness Curriculum X X X X
Health Screenings X X X X
Individual Student Planning X X X X
Nutrition X X X X
Orientation/Transition X X X X
RtII X X X X
Wellness/Health Appraisal X X X X
Diagnostic, Intervention and Referral Services
Diagnostic, Intervention and Referral Services EEP EEI ML HSAccommodations 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 XSmall Group Counseling-Coping with life situations X X X X
Small Group Counseling-Educational planning X X X X
Small Group Counseling-Personal and Social Development X X X X
Special Education Evaluation X X X X
Student Assistance Program X X X X
Consultation and Coordination Services
Consultation and Coordination Services EEP EEI ML HS
Alternative Education X X 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
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Coordination with Families (Learning or Behavioral) X X X X
Home/Family Communication X X X X
Managing Chronic Health Problems X X X X
Managing IEP and 504 Plans X X X X
Referral to Community Agencies X X X X
Staff Development X X X X
Strengthening Relationships Between School Personnel,
Parents and Communities
X X X X
System Support X X X X
Truancy Coordination X X X X
Communication of Educational Opportunities
Communication of Educational Opportunities EEP EEI ML HSCourse Planning Guides X X
Directing Public to the PDE & AYP Websites X X X X
District Website X X X X
District-wide Phone Calls/Emails/Letters 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
Meetings with Community, Families and School Board X X X X
Newsletters X X X X
Press Releases
School Calendar X X X X
Student Handbook X X X X
Social Media (Facebook, Twitter) X X X X
Evening Parent Programs (Back-to-School Night, Dual
Enrollment)
X X X X
Communication of Student Health Needs
Communication of Student Health Needs EEP EEI ML HS
District Website X X X X
Individual Meetings X X X X
Individual Screening Results X X X X
Letters to Parents/Guardians X X X X
Meetings with Community, Families and School Board X X X X
Newsletters X X X X
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School Calendar X X X X
Student Handbook X X X X
Frequency of Communication
Elementary Education Primary Level
MonthlyElementary Education Intermediate Level
MonthlyMiddle Level
MonthlyHigh School Level
MonthlyCollaboration for Interventions
Describe the collaboration between classroom teachers and individuals providing interventions regarding
differing student needs and academic progress.
Classroom teachers regularly collaborate with support service professionals such as the District social
worker, school counselors, the student and family services specialist, and members of the student
assistance team. Special Education teachers regularly consult with regular education teachers to
coordinate interventions and monitor student progress.
Community Coordination
Describe how the District accomplishes coordination with community operated infant and toddler
centers, as well as preschool early intervention programs. In addition, describe the community
coordination with the following before or after school programs and services for all grade levels,
including pre-kindergarten, if offered, through grade 12.
1. Child care2. After school programs3. Youth workforce development programs4. Tutoring
All preschool early intervention programs are overseen by the Capital Area Intermediate Unit 15 (CAIU)
as they are the approved MAWA for the District.
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Preschool Agency Coordination
Explain how the District coordinates with agencies that serve preschool age children with disabilities.
1. Address coordination activities designed to identify and serve children with disabilities and thesupports and accommodations available to ensure both physical and programmatic access.
2. Address pre-kindergarten programs operated directly by the District and those operated bycommunity agencies under contract from the District.
3. Describe how the District provides for a smooth transition from the home setting and any earlychildhood care or educational setting the students attend, to the school setting.
Direct coordination of preschool agencies serving disabled students is overseen by the Capital Area
Intermediate Unit 15 (CAIU) as the approved MAWA for the District.
Beginning at age 3, students are evaluated and programming recommendations are made (when
applicable) under the Early Intervention regulations set forth by DPW. All services are outlined in a
preschool IEP program and executed by the CAIU or a contracted provider by the CAIU. As students are
in their transition year of service, transition planning begins between the CAIU and the school district. A
parent overview meeting of the transition process is scheduled for November at which time, the general
process that will occur is reviewed and parents have the ability to ask global questions about the process.
No student specific questions are answered as the District has not learned about the students needs.
Following this meeting, all eligible students' parents are provided the Intent to Register Form, where they
note if they intend to register their student for kindergarten, have them stay in early intervention
programming another year, intend to register in a private school or intend to homeschool their student.They are also asked to sign a release of information form for the CAIU to share the students records with
the District. Upon receipt of the early intervention records, the Director of Special Education reviews all
documents provided and shares key information about each student with the transition team. The team
may consist of the following district members: school psychologist, special education consultant, director
of special education, speech therapist, occupational therapist, social worker and physical therapist, based
upon the student's current services and outlined needs. Transition meetings are scheduled in the spring
of the year proceeding kindergarten admissions. At these meetings, the students current team provides
updated information on the students strengths and needs and progress on the current IEP goals. These
meetings are facilitated by the CAIU. At the meetings, the District proposes what process needs to be
followed to acquire necessary information about the student to program for kindergarten. This may be afull psychoeducational evaluation, a review of records and isolated domain testing, observation and input
from the current providers, adopting the current IEP with revisions, or the student may already be on
consultation from the early intervention providers as they no longer demonstrate a delay in their skills, so
the District would not complete any testing an allow the NOREP to be issued by the CAIU exiting the
student from services. If the student requires any testing or paperwork written, the process is completed
prior to the end of the school year and the IEP for kindergarten is written by the end of June for the
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student to enter kindergarten in August of the same year. All parents have an active plan in place and
knowledge of the recommended programming for their student months before entering kindergarten,
enabling them to make an informed decision about placement and programming options.
The District does not operate or contract for any pre-kindergarten programs at this time.
Materials and Resources
Description of Materials and Resources
Elementary Education Primary Level
Material and Resources Characteristics Status
A robust supply of high quality aligned instructional materials and resources
available
Accomplished
Accessibility for students and teachers is effective and efficient Accomplished
Aligned and supportive of academic standards, progresses level to level and
demonstrates relationships among fundamental concepts and skills
Accomplished
Differentiated and equitably allocated to accommodate diverse levels of student
motivation, performance and educational needs
Accomplished
Provide explanation for processes used to ensure Accomplishment.
Annual review and requisition of supplies and educational resources.
Elementary Education Intermediate Level
Material and Resources Characteristics Status
A robust supply of high quality aligned instructional materials and resources
available
Accomplished
Accessibility for students and teachers is effective and efficient Accomplished
Aligned and supportive of academic standards, progresses level to level and
demonstrates relationships among fundamental concepts and skills
Accomplished
Differentiated and equitably allocated to accommodate diverse levels of student
motivation, performance and educational needs
Accomplished
Provide explanation for processes used to ensure Accomplishment.
Annual review and requisition of supplies and educational resources.
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Middle Level
Material and Resources Characteristics Status
A robust supply of high quality aligned instructional materials and resources
available
Accomplished
Accessibility for students and teachers is effective and efficient Accomplished
Aligned and supportive of academic standards, progresses level to level and
demonstrates relationships among fundamental concepts and skills
Accomplished
Differentiated and equitably allocated to accommodate diverse levels of student
motivation, performance and educational needs
Accomplished
Provide explanation for processes used to ensure Accomplishment.
Materials and supplies are purchased on a cycle relative to curriculum development.
High School Level
Material and Resources Characteristics Status
A robust supply of high quality aligned instructional materials and resources
available
Developing
Accessibility for students and teachers is effective and efficient Accomplished
Aligned and supportive of academic standards, progresses level to level and
demonstrates relationships among fundamental concepts and skills
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.
Materials and supplies are purchased on a cycle relative to curriculum development.
SAS Incorporation
Elementary Education Primary Level
Standards Status
Arts and Humanities Implemented in
less than 50% of
district classroomsCareer Education and Work Implemented in
less than 50% of
district classrooms
Civics and Government Implemented in
less than 50% of
district classrooms
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Economics Implemented in
less than 50% of
district classrooms
English Language Arts Implemented in
less than 50% of
district classrooms
Environment and Ecology Implemented in
less than 50% of
district classrooms
Family and Consumer Sciences Implemented in
less than 50% of
district classrooms
Geography Implemented in
less than 50% of
district classrooms
Health, Safety and Physical Education Implemented in
less than 50% of
district classrooms
History Implemented in
less than 50% of
district classrooms
Literacy in History/Social Studies, Science and Technical Subjects Implemented in
less than 50% of
district classrooms
Mathematics Implemented inless than 50% of
district classrooms
Science and Technology Implemented in
less than 50% of
district classrooms
Alternate Academic Content Standards for Math Implemented in
less than 50% of
district classrooms
Alternate Academic Content Standards for Reading Implemented in
less than 50% of
district classrooms
American School Counselor Association for Students Implemented in
less than 50% of
district classrooms
Early Childhood Education: Infant-ToddlerSecond Grade Implemented in
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less than 50% of
district classrooms
English Language Proficiency Implemented in
less than 50% of
district classrooms
Interpersonal Skills Implemented in
less than 50% of
district classrooms
School Climate Not Applicable
Further explanation for columns selected "
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Health, Safety and Physical Education Implemented in
less than 50% of
district classrooms
History Implemented in
less than 50% of
district classrooms
Literacy in History/Social Studies, Science and Technical Subjects Implemented in
less than 50% of
district classrooms
Mathematics Implemented in
less than 50% of
district classrooms
Science and Technology Implemented in
less than 50% of
district classrooms
Alternate Academic Content Standards for Math Implemented in
less than 50% of
district classrooms
Alternate Academic Content Standards for Reading Implemented in
less than 50% of
district classrooms
American School Counselor Association for Students Implemented in
less than 50% of
district classrooms
English Language Proficiency Implemented inless than 50% of
district classrooms
Interpersonal Skills Implemented in
less than 50% of
district classrooms
School Climate Not Applicable
Further explanation for columns selected "
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district classrooms
Career Education and Work Full
Implementation
Civics and Government Implemented in
less than 50% of
district classrooms
Economics Implemented in
less than 50% of
district classrooms
English Language Arts Implemented in
less than 50% of
district classrooms
Environment and Ecology Implemented in
less than 50% of
district classroomsFamily and Consumer Sciences Implemented in
less than 50% of
district classrooms
Geography Implemented in
less than 50% of
district classrooms
Health, Safety and Physical Education Implemented in
less than 50% of
district classrooms
History Implemented inless than 50% of
district classrooms
Literacy in History/Social Studies, Science and Technical Subjects Implemented in
less than 50% of
district classrooms
Mathematics Implemented in
less than 50% of
district classrooms
Science and Technology Implemented in
less than 50% of
district classrooms
Alternate Academic Content Standards for Math Implemented in
less than 50% of
district classrooms
Alternate Academic Content Standards for Reading Implemented in
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less than 50% of
district classrooms
American School Counselor Association for Students Full
Implementation
English Language Proficiency Implemented in
less than 50% of
district classrooms
Interpersonal Skills Implemented in
less than 50% of
district classrooms
School Climate Not Applicable
World Language Not Applicable
Further explanation for columns selected "
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less than 50% of
district classrooms
Health, Safety and Physical Education Implemented in
less than 50% of
district classrooms
History Implemented in
less than 50% of
district classrooms
Literacy in History/Social Studies, Science and Technical Subjects Implemented in
less than 50% of
district classrooms
Mathematics Implemented in
less than 50% of
district classrooms
Science and Technology Implemented inless than 50% of
district classrooms
Alternate Academic Content Standards for Math Implemented in
less than 50% of
district classrooms
Alternate Academic Content Standards for Reading Implemented in
less than 50% of
district classrooms
American School Counselor Association for Students Full
ImplementationEnglish Language Proficiency Implemented in
less than 50% of
district classrooms
Interpersonal Skills Implemented in
less than 50% of
district classrooms
School Climate Not Applicable
World Language Implemented in
less than 50% of
district classrooms
Further explanation for columns selected "
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Current Technology Services
Required for LEA applying for eRate Priority 2 Funding
Describe the District's current telecommunications services, hardware, software and other services used
to implement education. What strengths and weaknesses, related to technology, have been identified by
staff, students or parents?
Information Technology (IT) at the Middletown Area School District plays a vital role in supporting the
everyday functions of the business and education operations. IT provides end-to-end services, including:
network services, data services, desktop services, and printer services, that provide users with the
appropriate hardware, software and network connectivity to perform their daily job or classroom
functions.
The district provides a Windows desktop or laptop computer to all teachers and staff, whether stationary
in a single classroom or office or mobile moving between classrooms. Students have access to multiple
computer labs, including both desktop computer labs and mobile laptop computer labs that can be used
in any classroom. All computers are connected to the districts Local Area Network (LAN) through a wired
or wireless connection so that they can gain access to network storage, network printers, and other
network peripherals. The LAN provides access to Internet, Internet2, and PAIUnet through a Wide Area
Network (WAN) Connection to IU13. These connections give teachers access to a variety of educational
tools and resources, such as Discover Educations United Streaming, Moodle, and Study Island.
While the district provides a great deal of technology to both staff and students we have identified the
following areas of need:
Professional staff needs to be more thoroughly trained in using technology to enhance the learning for
their students. Training should include both basic computing and classroom integration.
The amount of instructional time lost due to the use of technology needs to be improved. The lost time
is mainly caused by slow computer startup and login procedures.
The district needs to have a more consistent set of expectations of how technology should be used to
enhance a students education.
Technology staff need to work with teachers and administration to develop better work flows to
address tasks such as printing, saving data, and communication.
Future Technology Services
Required for LEA applying for eRate Priority 2 Funding
Describe what specific telecommunications services, hardware, software and other services will be
needed to improve education? (Address how the District plans to take advantage of emerging
technologies to improve education. Be sure to include the acquisition or implementation of such
services/equipment within the District Action Plans.)
Over the next few years the district hopes to address the needs above by implementing the following:
Change our computing environment to utilize Apple computers, both laptops and iPads. IPads are
instant on devices and will greatly decrease lost instructional time.
Take advantage of Apple Professional Services to assist us in training all teaching staff in best practices
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for integrating technology into our educational culture.
Provide a personal computing device to all students in grades 6-12 and provide a centers-based
approach in each elementary classroom.
Change our training practices from optional to required training. This will ensure that all staff are
trained in a consistent way.
Clearly communicate the districts expectation for technology integration and provide supports for
struggling staff.
The district believes that technology should play a major role in the educational culture for our students.
Technology gives students instant access to information and tools that can be used to solve problems in
both a critical and creative way. By providing students will 24/7 access to iPads the district believes
students will be more engaged and take more ownership in their own learning. Teaching staff will be able
to challenge students in new and more meaningful ways, while bringing a new level of rigor to each
lesson. We believe by retooling our staff with the best professional development we can move away from
the traditional styles of education and begin reforming ourselves to provide students with a learning
culture that is both collaborative and personalized.
Professional Education
Characteristics
Districts Professional Education Characteristics EEP EEI ML HS
Empowers educators to work effectively with parents and
community partners.
X X X X
Enhances the educators content knowledge in the area of the
educators certification or assignment.
X X X X
Increases the educators teaching skills based on effective
practice research, with attention given to interventions for
struggling students.
X X X
Provides educators with a variety of classroom-based
assessment skills and the skills needed to analyze and use
data in instructional decision making.
X X X X
Districts Professional Education Characteristics EEP EEI ML HS
Empowers leaders to create a culture of teaching and
learning, with an emphasis on learning.
X X X X
Instructs the leader in managing resources for effective
results.
X X X X
Provides leaders with the ability to access and use appropriate X X X X
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data to inform decision making.
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 Pennsylvanias academic standards.
X X X X
Provide brief explanation of District's process for ensuring these selected characteristics.
The District provides opportunities for differentiated professional development in order to meet the
various needs of the staff. Many of these opportunities are self-selected by teachers and
paraprofessionals, while others are arranged by administrators based on data and research based
practice. Each school has a data team which is led by the principal, and teams spend time analyzing the
schools data and developing appropriate plans to address individual student deficiencies as well as
patterns of strengths and weaknesses as evidenced by the building data.
Provide brief explanation for strategies not selected and how the District plans to address their
incorporation.
At the High School level, there are pockets of interventions occurring; however, there is more work to be
done in the area of providing specific skill intervention for struggling students. More performance-based
assessments would be valuable as an instructional tool.
Strategies Ensuring Fidelity
Building administrators participate fully in all professional development sessions targeted fortheir faculties.
Clear expectations in terms of teacher practice are identified for staff implementation. District has an ongoing monitoring system in place (i.e. walkthroughs, classroom observations). Every Professional development initiative includes components that provide ongoing support to
teachers regarding implementation.
Professional Development activities are based upon detailed needs assessments that utilizestudent assessment results to target curricular areas that need further alignment.
Professional Development activities are based upon detailed needs assessments that utilizestudent assessment results to target instructional areas that need strengthening.
Professional Development activities are developed that support implementation of strategiesidentified in the District Level Plan.
Professional Education is evaluated to show its impact on teaching practices and studentlearning.
Using disaggregated student data to determine educators learning priorities.Provide brief explanation of District's process for ensuring these selected characteristics.
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Professional development activities are planned based upon assessment and perceptual data. A variety
of presenters and facilitators are utilized in staff development, many of which are staff members with
areas of expertise relative to presentation topics. Following each professional development session in
which staff members participate, a survey is distributed to the participants, which is utilized to determine
their level of understanding, ability to implement their new knowledge, and their needs for additional
professional development. This information is used by central office and building administrators to
support teachers as initiatives are implemented. Additionally, building level and central office
administrators engage in walk through and formalized observations to monitor implementation of best
practice instructional and assessment strategies. Information from these observations is utilized by
building principals in their buildings Professional Learning Communities.
Provide brief explanation for strategies not selected and how the District plans to address their
incorporation.
Evaluation of implementation of professional development must be more clearly defined so that teachers
fully understand the expectations and are held accountable for implementation.
Induction Program
Inductees will assign challenging work to diverse student populations. 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 District curricula.
Inductees will effectively navigate the Standards Aligned System website. Inductees will know and apply District endorsed classroom management strategies. Inductees will know and utilize school resources that are available to assist students in crisis. Inductees will know the basic details and expectations related to District-wide initiatives,
practices, policies and procedures.
Inductees will know the basic details and expectations related to school initiatives, practices andprocedures.
Inductees will know, understand and implement instructional practices validated by the Districtas known to improve student achievement.
Inductees will take advantage of opportunities to engage personally with other members of thefaculty in order to develop a sense of collegiality and camaraderie.
Provide brief explanation of District's process for ensuring these selected characteristics.
All inductees participate in a three year induction program which is outlined in the District Induction
Plan. Two intensive days of instruction and information are provided in August (prior to the first day of
school). Information regarding District practices and policies is shared, in addition to planning,
instructional, and assessment practices which are expected of all professional staff members. Each
inductee is assigned a mentor, who works with the inductee to ensure understanding and
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Mentor Characteristics
Mentors must complete mentor training or have previous related experience (e.g., purpose ofinduction program and role of mentor, communication and listening skills, coaching and
conferencing skills, problem-solving skills and knowledge of adult learning and development). Pool of possible mentors is comprised of teachers with outstanding work performance. Potential mentors have similar certifications and assignments. Potential mentors must be willing to accept additional responsibility. Potential mentors must have demonstrated ability to work effectively with students and other
adults.
Potential mentors must have knowledge of District/School policies, procedures and resources. Potential mentors must model continuous learning and reflection.
Provide brief explanation of District's process for ensuring these selected characteristics.
Mentors are selected via an application process which is outlined in the District Induction Plan. There is a
description of desirable characteristics of a mentor included in the Induction Plan, including experience inclassroom management, expertise in curriculum and instruction, and demonstration of high levels of
professionalism. From the pool of applicants, mentors are selected by the building principal and central
office administration. Responsibilities of the mentor are clearly outlined in the District Induction Plan,
and mentors are provided the opportunity to reflect upon their experiences and provide feedback to
administration which will improve the induction process.
Provide brief explanation for strategies not selected and how the District plans to address their
incorporation.
It is best to have the mentor and inductee on the same schedule in order to meet regularly. The DistrictInduction Plan will be reviewed during the 2012-13 school year to determine the effectiveness of the
program and make changes to address any weaknesses.
Induction Program Timeline
Topics Aug-Sep Oct-Nov Dec-Jan Feb-Mar Apr-May Jun-Jul
Accommodations and
Adaptations for diverse
learners
X X X X X X
Assessments X X X X X X
Best Instructional Practices X X X X X X
Code of Professional Practice
and Conduct for Educators
X X X X X X
Curriculum X X X X X X
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Data informed decision
making
X X X X X X
Instruction X X X X X X
Materials and Resources for
Instruction
X X X X X X
Safe and Supportive Schools X X X X X X
Standards X X X X X X
If necessary, provide further explanation.
The Districts Induction Plan provides a specific timeline for discussion topics between the mentor and
inductee and the mentor and building principal. Each topic (or a facet of the topic) is specifically
addressed in the plan and addressed in August or September. However, guidelines for each monthly
meeting state that the topics discussed in the previous months will be reviewed in order for the inductee
to pose questions he/she has. Additionally, many of these topics are addressed on an ongoing basis by
the Districts professional development (much of which takes place in June and August), faculty meetings,and Professional Learning Communities.
Monitoring Evaluating and Induction Program
Identify the procedures for monitoring and evaluating the Induction program.
The administration regularly monitors the effectiveness of the District's Induction program by consulting
with inductees and mentors to evaluate progress toward stated goals. At the conclusion of the school
year, inductees and mentors are responsible to complete evaluation forms to provide feedback on the
effectiveness of the Induction program. This feedback is used to recommend changes to the existing
program.
Recording Process
Building administrator receives, evaluates and archives all school mentor records. Completion is verified by the Superintendent on the Application for Level 2 Certification. District administrator receives, tallies, and archives all District mentor records. Mentor documents his/her inductee's involvement in the program. Schools maintain accurate records of program completion and provide a certificate or statement
of completion to each inductee who has completed the program.
Special Education
Special Education Students
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Total students identified: 363
Identification Method
Identify the District's method for identifying students with specific learning disabilities.
Currently, the District uses a process that rules out lack of exposure to appropriate reading and math
instruction as the primary cause of academic performance deficits. In addition, for students who have
had adequate exposure to instruction in District schools, the District determines, as part of its pre-referral
assessment process, the extent to which the child has responded to core and remedial academic
instruction. When the team is able to rule out lack of exposure, and when the student has not responded
to core and academic instruction at levels likely to enable him or her to meet age and grade-appropriate
standards, the District conducts norm-referenced tests of intelligence and achievement that enable us to
perform a valid cognitive profile analysis and to compare relative weaknesses in the cognitive profile with
significant weaknesses in the achievement profile. Such weaknesses, if established, are compared to
instructional data to establish ecological validity. When significant weaknesses in the cognitive-
achievement profile align with weaknesses in performance in the classroom, the student is identified ashaving a specific learning disability in the affected areas.
When a student is referred for an evaluation , the school psychologist reviews all of the submitted data
and makes a recommendation as to which assessments should be listed on the Permission to Evaluate
and is sent to the parents with their Prior Written Notice. Some examples of the assessments used by the
school psychologists are: WISC-IV, Stanford-Binet:5, CAS, WRIT, RIST, WNV, WIAT-II, KTEA-II, NEAT, OWLS,
TEWL-2. TOWL-3.
Once the Permission to Evaluate is received, the school psychologist will request input from the parents
in the form of a district created parent input questionnaire, input from the regular education staffworking with the child, attendance records, PSSA data, report cards and discipline records. At the
elementary level, we have implemented a 3-ties model of Response to Intervention. We do not proceed
to evaluation on any referral without having the necessary data on deficit area(s) and the interventions
and response data to those interventions provided to us. If parents make a referral for their student, we
immediately schedule a meeting with the students current educational team and review all data to
determine if testing is warranted. If the team determines the need for testing, a Permission to Evaluate is
issued to the parent for approval along with the Prior Written Notice, if the reviewed data does not show
need for testing, a meeting is held with the parents explaining the recommendations and a Notice of
Recommended Educational Placementis issued denying the request for testing.
All testing is completed within the 60 day calendar timelines.
Enrollment
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Review the Enrollment Difference Status. If necessary, describe how your district plans to address any
significant disproportionalities.
Taken from the 2011-2012 Special Education Data Report, there is no statistical enrollment differences
noted for the District. The LEA has 15.0% of it's total population identified as special education compared
to the state average of 15.1%. Autism identifications at 8.0% for the LEA compared to 7.9% for the state.Emotional Disturbance identification is slightly higher than the state average with the LEA at 11.0% versus
8.6% for the state but still within statistical acceptance. The remaining categories of Mental Retardation
(Intellectually Disabled) has the LEA at 6.6% and state at 7.1%, Other Health Impaired at 8.0% for the LEA
compared to the state of 10.1%, Specific Learning Disability of 48.5% for the LEA to the state average of
46.9% and Speech and Langauge Impaired at 14.3% for the LEA compared to the state average of 16.2%.
Non-Resident Students Oversight
1. How does the District meet its obligation under Section 1306 of the Public School Code as thehost 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 underSection 1306 of the Public School Code?
The District provides a continuum of intervention levels and placement options for its students with
disabilities. The District joins with the Capital Area Intermediate Units and its neighboring Districts
through the Dauphin County Consortium, to provide programs for all students with disabilities in theleast restrictive environment. Middletown Area School District operates learning support, emotional
support, life skills support, multiple disabilities support, autistic support and speech and language
services for students within the District. These programs are provided through the use of resource
rooms, supplemental classes, full-time classes, and itinerant support. Most students attend their
neighborhood schools. Some students choose to attend the Dauphin County Technical School.
Special education students within the Middletown Area School District have always had access to the
general education curriculum and the general education class, regardless of the severity of their
disability. Over the last several years, however, the district has carefully studied its implementation of
special education services and recognized that with careful consideration, we could provide specialeducation services in a more inclusive manner. The district has implemented a variety of strategies and
programs to support the provision of special education services in the LRE. Examples of these programs
include:
1. Co-teaching of selected high school courses
2. Response to Intervention Model
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3. Decrease in replacement classes and resource rooms with increase in itinerant support. The
district is focusing on providing additional academic support to students with disabilities, rather than
replacing the general education core curriculum
Children in our Life Skills programs and Multiple Disabilities support programs have frequent
opportunities to participate in academic and non-academic subjects with their peers. In addition, manyof our regular education students participate in reverse mainstreaming activities with students with
severe disabilities.
In an effort to provide support for students with lower incidence disabilities, the district has continued to
expand its district operated programs in the areas of autism, life skills, and multiple disabilities.
The District is not currently a host to any 1306 facilities or families. As with all students, any student who
would enroll in the District under 1306 would be afforded FAPE. Each student's paperwork is reviewed
and programming recommendations are made accordingly. If the District would not be able to program
for the 1306 student within its currently identified programs and unable to build an appropriate program,the District would utilize the current consortium programming available or look to the CAIU for other
programming options. As far as barriers or problems with 1306 students, not receiving all of the students
records and/or potential extraordinary costs to the District that were not in the budget, can be problems
that the District must overcome. No matter the barriers, FAPE is always provided to the student so that
they may access their education in a successful manner.
Incarcerated Students Oversight
Describe the system of oversight the District would implement to ensure that all incarcerated studentswho may be eligible for special education are located, identified, evaluated and when deemed eligible,
are offered a free appropriate public education (FAPE).
The Middletown Area School District recognizes our operational responsibility to offer FAPE to each
student who is eligible for special education until the student or students who turn 21 during the school
term are entitled to finish that school term, whichever occurs first.
Although no correctional institution is located in the district, if one did exist, the district would comply
fully with the requirements of the IDEA and Chapter 14 regarding the identification, evaluation,
placement and provision of special education services to all eligible school-age individuals housedtherein. Eligible students are entitled to receive special education both when they are charged with a
criminal offense and are awaiting trial and after they have been convicted of a criminal offense.
Specifically, school districts providing special education services to incarcerated school-age individuals
are required to:
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1. comply with the "child-find" obligations of IDEA
2. utilize appropriate evaluation procedures and diagnostic/screening instruments to determine the
eligibility and educational needs of inmates
3. implement timely review and/or develop Individualized Education Programs ("IEPs") for eligible
students in accordance with state and federal laws and regulations, including compliance with procedural
safeguards; and
4. provide FAPE in conformity with the IEP.
Further, if a correctional institution were located in the MASD, the district would have a responsibility to
adopt and use a system to locate and identify all students within the district's jurisdiction who are
thought to be eligible and to determine those students' needs through a screening and evaluation
process, which meets the requirements of Chapter 14. Part of this responsibility is to provide annual