state college area school district v-c …
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STATE COLLEGE AREA SCHOOL DISTRICT V-CADMINISTRATION OFFICES
240 VILLA CREST DRIVE • STATE COLLEGE PENNSYLVANIA • 16801 TELEPHONE: 814-231-1016 -- FAX: 814023104130
To: Board of Directors From: Robert O’Donnell & Jason Perrin Re: PA Department of Education(PDE) Comprehensive Plan Date: November 28, 2016 Please find the attached draft of the District’s 2017-2020 Comprehensive Plan that is viewable on our web site at http://www.scasd.org/Page/32130 . As per PDE requirement and our memo to the board on November 14, this plan must be board approved and submitted on or before November 30, 2016. On November 9-10, we began the more extensive and inclusive process of updating our District’s Strategic Plan through meetings with representative district stakeholders and instructional team members. Any changes that result from this process and are included in the board approved Strategic Plan in Spring 2017, will be included in future Comprehensive Plan edits/updates.
StateCollegeAreaSD
DistrictLevelPlan
07/01/2017-06/30/2020
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DistrictProfile
Demographics131WNittanyAveStateCollege,PA16801(814)231-1011Superintendent:RobertO'DonnellDirectorofSpecialEducation:SharonSalter
PlanningProcessThedistrict'sspecialeducationplanwasdevelopedamongstakeholderslistedintheplanningcommitteandsubmittedinSpringof2016.
AlongwiththePDErequiredComprehensivePlanandupdateofourProfessionalEducationPlan,whichwillbeapprovedandsubmittedpriortothedealineof
November30,2016;weareagainembarkingonalargerStrategicPlanningeffortsimilartoourprocessthatresultedinour2014-2017plan.
Thecomprehensiveplanfor2017-2020willbeupdatedspecifictotheProfessionalEducationPlan,alongwiththedistrictlevelsections
relatedtoactionplans,strategies,andimplementationsteps.WewillagainbecontractingwithPerformanceFactInc.,fromOaklandCalifornia,andthefacilitatorwillbeMutiuFagbayi.
Theplanningprocessforthiseffortisoutlinedbelow:
Nov9:DistrictSteeringCommittee
Nov10:DistrictInstructionalLeadershipTeam
Nov10:BoardofSchoolDirectors
November-February:DistrictOutreach
February-March:DistrictSteeringCommittee
February-March:DistrictInstructionalTeam
March:PublicWorkSession
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March:ReviewbyDistrictLeadershipTeam
April:PublicReviewoflargerStrategicPlanandApprovalByBoard
June:Implementation
MissionStatementOurMission:Topreparestudentsforlifelongsuccessthroughexcellenceineducation
GoalsforAllStudents
i. Significantacademicandpersonalgrowthforeverystudent
ii. College-andcareer-readygraduates
iii. AchievementinArts,Sports,ClubsorActivities
iv. Safeandsupportedlearners
v. Demonstratedstudent’scommitmenttoself,communityandglobalcitizenship
VisionStatementOurCommitment/Vision:
AtSCASD,weexhibit/demonstrateapassionforempoweringeverystudent–everyday–withindividualizedopportunitiesforgrowthandsuccessinaconnectedworld.
SharedValuesTheStateCollegeAreaSchoolDistrictbelievesthattheeducationofyouthisasharedtaskinvolvingparents,communitygroups,theschools,andthestudentsthemselves.Asaprimarymemberofthateducationteam,thedistrictservesbothdirectlyintheinstructionandguidanceofitsstudentsandindirectlyinassistingandsupportingtheeffortsoftheothermembersoftheteam.
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Infulfillingitsresponsibility,thedistrictassertsanuncompromisingcommitmenttoeducationalexcellencethatwillbereflectedinthecontent,materials,activities,andmethodsemployedintheclassroom,inthefairandequitabletreatmentofallindividualswithintheschoolsystem,andinthemaintenanceofaflexibleandresponsiveschoolsystemorganization.Excellencecannotbeattainedunlesstheidealsofequalityandhumandignityarehonoredandpromoted.Thus,thequestforeducationalexcellencewillbecomplementedbyacorrespondingcommitmenttothefundamentalprinciplesofourdemocraticsociety.Finally,incarryingoutthesefunctions,thedistrictwillseektodevelopeffectivepartnershipswithparents,citizens,andthecommunity,businesses,vocationaltraininginstitutions,andtheuniversitytoenrichthetotaleducationofitsstudents.
EducationalCommunityAboutStateCollegeAreaSchoolDistrict
StateCollegeAreaSchoolDistrict(“SCASD”)enrolledapproximately6,800studentsinkindergartenthroughgrade12duringthe2015-2016schoolyear.Thedistricthasnineelementaryschools,twomiddleschools(grades6-8),analternativeprogram(Delta),andonehighschool(grades9-12).
Thedistrict’sdiversestudentpopulationreflectsthecommunitiesthatitserves.Duringthe2015-2016schoolyear:
• 81outofevery100students(81%)werenon-HispanicWhite.
• 8outofevery100students(8.0%)wereAsian.
• Approximately2outofevery100students(2.0%)wereBlackorAfricanAmerican.
• 3outofevery100students(3.0%)wereLatino/Hispanic.
• About5outofevery100students(5.0%)wereMultiracial(MixedRace).
• Lessthan1outofevery100studentswereNativeAmericanorPacificIslander.
• About11outofevery100students(10.6%)wereSpecialEducationstudents.
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• 17outofevery100students(16.5%)camefromsocio-economicallydisadvantaged,orlow-income,homes.
• About3outofevery100students(3.4%)wereEnglishLanguageLearners.
• Outofevery100students,about51%wereMale,and49%Female.
StateCollegeAreaSchoolDistrictemployedabout1,204facultyandstaff;approximately644ofthemwereteachersandadministrators.Anine-memberBoardofSchoolDirectorsgovernsthedistrict.
PlanningCommitteeName Role
Vernon Bock Administrator:ProfessionalEducationLinda Colangelo Administrator:ProfessionalEducationKris Dewitt Administrator:ProfessionalEducationJon Downs Administrator:ProfessionalEducationCurtis Johnson Administrator:ProfessionalEducationRobert O'Donnell Administrator:ProfessionalEducationKathy Pechtold Administrator:ProfessionalEducationJason Perrin Administrator:ProfessionalEducationSharon Perry Administrator:ProfessionalEducationChris Rosenblum Administrator:ProfessionalEducationKaren Wiser Administrator:ProfessionalEducationCharlotte Zmyslo Administrator:SpecialEducationAmy Bader BoardMember:ProfessionalEducationGretchen Brandt BoardMember:ProfessionalEducationAmber Concepcion BoardMember:ProfessionalEducationMary Jenn Dorman BoardMember:ProfessionalEducationDan Duffy BoardMember:ProfessionalEducationPenni Fishbaine BoardMember:ProfessionalEducationScott Fozard BoardMember:ProfessionalEducationDavid Hutchinson BoardMember:ProfessionalEducationJim Leous BoardMember:ProfessionalEducationLaurel Zydney BoardMember:ProfessionalEducationGus Colangelo BusinessRepresentative:ProfessionalEducation
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Sharon Herlocker BusinessRepresentative:ProfessionalEducationJonathan Keim BusinessRepresentative:ProfessionalEducationThomas Minichiello BusinessRepresentative:ProfessionalEducationDavid Monk BusinessRepresentative:ProfessionalEducationVern Squier BusinessRepresentative:ProfessionalEducationCathi Alloway CommunityRepresentative:Professional
EducationJohn Arrington CommunityRepresentative:Professional
EducationMike Curley CommunityRepresentative:Professional
EducationSpyros Degleris CommunityRepresentative:Professional
EducationEd Fuller CommunityRepresentative:Professional
EducationGreg Kelly CommunityRepresentative:Professional
EducationMJ Kitt CommunityRepresentative:Professional
EducationFred Zheng CommunityRepresentative:Professional
EducationGail Romig ElementarySchoolTeacher-RegularEducation:
ProfessionalEducationNicole Titus ElementarySchoolTeacher-RegularEducation:
ProfessionalEducationBill Harrington HighSchoolTeacher-RegularEducation:
ProfessionalEducationPaul Leskowicz HighSchoolTeacher-RegularEducation:
ProfessionalEducationTod McPherson HighSchoolTeacher-RegularEducation:
ProfessionalEducationChristine Merritt HighSchoolTeacher-RegularEducation:
ProfessionalEducationEugene Ruocchio HighSchoolTeacher-RegularEducation:
ProfessionalEducationJackie Saylor HighSchoolTeacher-RegularEducation:
ProfessionalEducationLydia Everhart HighSchoolTeacher-SpecialEducation:Special
EducationPaige Davis InstructionalCoach/MentorLibrarian:Professional
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EducationDotty Delafield InstructionalCoach/MentorLibrarian:Professional
EducationLeslyn Radomsky InstructionalTechnologyDirector/Specialist:
SpecialEducationNicole Steele InstructionalTechnologyDirector/Specialist:
ProfessionalEducationKristen Hall MiddleSchoolTeacher-RegularEducation:
ProfessionalEducationRick Polka MiddleSchoolTeacher-RegularEducation:
ProfessionalEducationDavid Rockower MiddleSchoolTeacher-RegularEducation:
ProfessionalEducationHeather Hunter Parent:ProfessionalEducationAnne Kerber Parent:ProfessionalEducationNalini Kumara Parent:ProfessionalEducationRichard Lally Parent:ProfessionalEducationMarie LeMay Parent:ProfessionalEducationRebecca Lundin Parent:ProfessionalEducationJulia Muhfouz Parent:ProfessionalEducationDana Saylor Parent:SpecialEducationCarlos Wiley Parent:ProfessionalEducationTara Wykoff Parent:ProfessionalEducationPatrick Moore SpecialEducationDirector/Specialist:Special
EducationSharon Salter SpecialEducationDirector/Specialist:Special
EducationKeegan Dean Student:ProfessionalEducationLars DeLorenzi Student:ProfessionalEducationAlice Hamilton Student:ProfessionalEducationJustin Kurtz Student:ProfessionalEducationVictoria Lenze Student:ProfessionalEducationDeirdre Bauer StudentCurriculumDirector/Specialist:Special
EducationJennifer Lucas StudentCurriculumDirector/Specialist:Special
EducationJacque Martin StudentCurriculumDirector/Specialist:
ProfessionalEducationJeanne Knouse StudentServicesDirector/Specialist:Professional
Education
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Jackie Wynkoop StudentServicesDirector/Specialist:ProfessionalEducation
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CoreFoundations
Standards
MappingandAlignment
ElementaryEducation-PrimaryLevel
Standards Mapping AlignmentArtsandHumanities Developing DevelopingCareerEducationandWork Developing DevelopingCivicsandGovernment Developing DevelopingPACoreStandards:EnglishLanguageArts Developing DevelopingPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Developing Developing
PACoreStandards:Mathematics Developing DevelopingEconomics Developing DevelopingEnvironmentandEcology Developing DevelopingFamilyandConsumerSciences Developing DevelopingGeography Developing DevelopingHealth,SafetyandPhysicalEducation Developing DevelopingHistory Developing DevelopingScienceandTechnologyandEngineeringEducation Developing DevelopingAlternateAcademicContentStandardsforMath Developing DevelopingAlternateAcademicContentStandardsforReading Developing DevelopingAmericanSchoolCounselorAssociationforStudents Developing DevelopingEarlyChildhoodEducation:Infant-Toddler⟶SecondGrade NonExistent NonExistent
EnglishLanguageProficiency Developing DevelopingInterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingExplanationforstandardareaschecked"NeedsImprovement"or"NonExistent":
StateCollegeAreaSchoolDistrictdoesnothaveapre-Kprogram.
ElementaryEducation-IntermediateLevel
Standards Mapping AlignmentArtsandHumanities Developing DevelopingCareerEducationandWork Developing DevelopingCivicsandGovernment Developing DevelopingPACoreStandards:EnglishLanguageArts Developing DevelopingPACoreStandards:LiteracyinHistory/SocialStudies, Developing Developing
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ScienceandTechnicalSubjectsPACoreStandards:Mathematics Developing DevelopingEconomics Developing DevelopingEnvironmentandEcology Developing DevelopingFamilyandConsumerSciences Developing DevelopingGeography Developing DevelopingHealth,SafetyandPhysicalEducation Developing DevelopingHistory Developing DevelopingScienceandTechnologyandEngineeringEducation Developing DevelopingAlternateAcademicContentStandardsforMath Developing DevelopingAlternateAcademicContentStandardsforReading Developing DevelopingAmericanSchoolCounselorAssociationforStudents Developing DevelopingEnglishLanguageProficiency Developing DevelopingInterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingExplanationforstandardareaschecked"NeedsImprovement"or"NonExistent":
AllareasareatthedevelopingstageasindciatedbyourK-12curriculumdevelopmentcycle.
MiddleLevel
Standards Mapping Alignment
ArtsandHumanities Developing DevelopingCareerEducationandWork Developing DevelopingCivicsandGovernment Developing DevelopingPACoreStandards:EnglishLanguageArts Developing DevelopingPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Developing Developing
PACoreStandards:Mathematics Developing DevelopingEconomics Developing DevelopingEnvironmentandEcology Developing DevelopingFamilyandConsumerSciences Developing DevelopingGeography Developing DevelopingHealth,SafetyandPhysicalEducation Developing DevelopingHistory Developing DevelopingScienceandTechnologyandEngineeringEducation Developing DevelopingAlternateAcademicContentStandardsforMath Developing DevelopingAlternateAcademicContentStandardsforReading Developing DevelopingAmericanSchoolCounselorAssociationforStudents Developing DevelopingEnglishLanguageProficiency Developing DevelopingInterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingWorldLanguage Developing Developing
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Explanationforstandardareaschecked"NeedsImprovement"or"NonExistent":
AllareasareatthedevelopingstageasindciatedbyourK-12curriculumdevelopmentcycle.
HighSchoolLevel
Standards Mapping Alignment
ArtsandHumanities Developing DevelopingCareerEducationandWork Developing DevelopingCivicsandGovernment Developing DevelopingPACoreStandards:EnglishLanguageArts Developing DevelopingPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Developing Developing
PACoreStandards:Mathematics Developing DevelopingEconomics Developing DevelopingEnvironmentandEcology Developing DevelopingFamilyandConsumerSciences Developing DevelopingGeography Developing DevelopingHealth,SafetyandPhysicalEducation Developing DevelopingHistory Developing DevelopingScienceandTechnologyandEngineeringEducation Developing DevelopingAlternateAcademicContentStandardsforMath Developing DevelopingAlternateAcademicContentStandardsforReading Developing DevelopingAmericanSchoolCounselorAssociationforStudents Developing DevelopingEnglishLanguageProficiency Developing DevelopingInterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingWorldLanguage Developing DevelopingExplanationforstandardareaschecked"NeedsImprovement"or"NonExistent":
AllareasareatthedevelopingstageasindciatedbyourK-12curriculumdevelopmentcycle.
Adaptations
ElementaryEducation-PrimaryLevel
Checkedanswers• PACoreStandards:EnglishLanguageArts• PACoreStandards:Mathematics
Uncheckedanswers None.
ElementaryEducation-IntermediateLevel
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Checkedanswers• PACoreStandards:EnglishLanguageArts• PACoreStandards:Mathematics
Uncheckedanswers None.
MiddleLevel
Checkedanswers• PACoreStandards:EnglishLanguageArts
Uncheckedanswers None.
HighSchoolLevel
Checkedanswers None.
Uncheckedanswers None.
Explanationforanystandardschecked:
WritingcurriculumhasbeenwrittentobemappedandalignedtothePennsylvaniaCommonCoreStandardsattheK-6level.ThesamehasbeencompletedformathatK-5.ThedistrictisenteringintoaCurriculumDevelopmentProcess.ThisstatementfromtheplandemonstratesthecommitmentandprocessthedistricthastowardmappingandaligningK-12curriculum.
The purpose of a Curriculum Development Process is to allow for thoughtful and purposeful development and alignment of curriculum. The plan provides a process that allows for continuous program/curriculum evaluation. During the phases of this process, curriculum is researched, written, implemented, monitored, evaluated, and revised. This process is driven by data, which informs in regard to curriculum effectiveness, student response, and state and federal requirements. Adopting this approach will allow for K-12 articulation that ensures continuity of learning as students matriculate through our system.
Curriculum
PlannedInstruction
ElementaryEducation-PrimaryLevel
CurriculumCharacteristics StatusObjectivesofplannedcourses,instructionalunitsorinterdisciplinary Developing
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studiestobeachievedbyallstudentsareidentifiedforeachsubjectarea.Content,includingmaterialsandactivitiesandestimatedinstructionaltimetobedevotedtoachievingtheacademicstandardsareidentified. Developing
Therelationshipbetweentheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesandacademicstandardsareidentified.
Developing
Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesareidentified. Developing
ProcessesusedtoensureAccomplishment:
ThedistrictisenteringaK-12curriculumrevisioncycle.Weareworkingtoimproveourcurriculumsothatitisorganizedaroundessentialcontentandgoals;focusedonstudentunderstanding;andengagingforallstudents.Theplanisamulti-yearprocessthatincludescontentareateachersandadminstratorsfromallgradelevels,specialeducation,learningenrichment/gifted,ELL,counselors,career&technology,etc.Thisprocessbeginswithareviewofourexistingcurriculumsothatappropriateimprovementscanbemadetoexistingpieces.CurriculumiscurrentlybeingalignedtotheCommonCoreStateStandards.
Explanationforanystandardsareaschecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:
Thisnarrativeisempty.
ElementaryEducation-IntermediateLevel
CurriculumCharacteristics StatusObjectivesofplannedcourses,instructionalunitsorinterdisciplinarystudiestobeachievedbyallstudentsareidentifiedforeachsubjectarea. Developing
Content,includingmaterialsandactivitiesandestimatedinstructionaltimetobedevotedtoachievingtheacademicstandardsareidentified. Developing
Therelationshipbetweentheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesandacademicstandardsareidentified.
Developing
Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesareidentified. Developing
ProcessesusedtoensureAccomplishment:
ThedistrictisenteringaK-12curriculumrevisioncycle.Weareworkingtoimproveourcurriculumsothatitisorganizedaroundessentialcontentandgoals;focusedonstudentunderstanding;andengagingforallstudents.Theplanisamulti-yearprocessthatincludescontentareateachersandadminstratorsfromallgradelevels,specialeducation,learningenrichment/gifted,ELL,counselors,career&technology,etc.Thisprocessbeginswithareviewofourexistingcurriculumsothatappropriateimprovementscanbemadetoexistingpieces.CurriculumiscurrentlybeingalignedtotheCommonCoreStateStandards.
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Explanationforanystandardsareaschecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:
Thisnarrativeisempty.
MiddleLevel
CurriculumCharacteristics StatusObjectivesofplannedcourses,instructionalunitsorinterdisciplinarystudiestobeachievedbyallstudentsareidentifiedforeachsubjectarea. Developing
Content,includingmaterialsandactivitiesandestimatedinstructionaltimetobedevotedtoachievingtheacademicstandardsareidentified. Developing
Therelationshipbetweentheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesandacademicstandardsareidentified.
Developing
Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesareidentified. Developing
ProcessesusedtoensureAccomplishment:
ThedistrictisenteringaK-12curriculumrevisioncycle.Weareworkingtoimproveourcurriculumsothatitisorganizedaroundessentialcontentandgoals;focusedonstudentunderstanding;andengagingforallstudents.Theplanisamulti-yearprocessthatincludescontentareateachersandadminstratorsfromallgradelevels,specialeducation,learningenrichment/gifted,ELL,counselors,career&technology,etc.Thisprocessbeginswithareviewofourexistingcurriculumsothatappropriateimprovementscanbemadetoexistingpieces.CurriculumiscurrentlybeingalignedtotheCommonCoreStateStandards.
Explanationforanystandardsareaschecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:
Thisnarrativeisempty.
HighSchoolLevel
CurriculumCharacteristics StatusObjectivesofplannedcourses,instructionalunitsorinterdisciplinarystudiestobeachievedbyallstudentsareidentifiedforeachsubjectarea. Developing
Content,includingmaterialsandactivitiesandestimatedinstructionaltimetobedevotedtoachievingtheacademicstandardsareidentified. Developing
Therelationshipbetweentheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesandacademicstandardsareidentified.
Developing
Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesareidentified. Developing
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ProcessesusedtoensureAccomplishment:
ThedistrictisenteringaK-12curriculumrevisioncycle.Weareworkingtoimproveourcurriculumsothatitisorganizedaroundessentialcontentandgoals;focusedonstudentunderstanding;andengagingforallstudents.Theplanisamulti-yearprocessthatincludescontentareateachersandadminstratorsfromallgradelevels,specialeducation,learningenrichment/gifted,ELL,counselors,career&technology,etc.Thisprocessbeginswithareviewofourexistingcurriculumsothatappropriateimprovementscanbemadetoexistingpieces.CurriculumiscurrentlybeingalignedtotheCommonCoreStateStandards.
Explanationforanystandardsareaschecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:
Thisnarrativeisempty.
ModificationandAccommodations
Explainhowplannedinstructioncontainsmodificationsandaccommodationsthatallowallstudentsatallmentalandphysicalabilitylevelstoaccessandmasterarigorousstandardsalignedcurriculum.
ThedistrictisworkingtowardatotalK-12commitmenttodifferentiationandresponsiveteaching.Severalongoinginitiativesillustratethis.ReadingApprenticeshipisaninstructionalmodelfocusedonimprovingreadingcomprehensionbybringingmetacognitionandthinkingtothesurface.Thedistricthasbeguntrainingteachersingrades5-12intheprinciplesofReadingApprenticeship.InstructionalleadersandteachershavebeenattendingtheBestPracticesInstitutesattheUniversityofVirginia.ThepresentationsledbyCarolAnnTomlinsonhaveprovidedlearningaboutdifferentiatingandrespondingtotheneedsofalllearners.Thistoowillcontinue.AcurrentplanhasCarolAnnTomlinsonaddressingtheentiredistrictstaffinAugust2013.Thecurriculumrepresentsthetargetsforallchildren.Howteachersgettothetargetsisflexibleinordertoaccomodatethementalandphysicalabilitiesofallstudents.Increasedattentionhasbeenbroughttoaligningtheworkofinstructionalcoaches,specialeducatorsandlearningenrichmentteacherssothatcore/classroomteachersimprovetheirskillsandknowledgetoberesponsiveeducators.Digitaltoolsarestartingtobeemployedtomakethecurriculummorecoherentandaccessibleforallstakeholders.
Instruction
InstructionalStrategies
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CheckedAnswers• Formalclassroomobservationsfocusedoninstruction• Walkthroughstargetedoninstruction• AnnualInstructionalevaluations• Peerevaluation/coaching• InstructionalCoaching
RegularLessonPlanReview
CheckedAnswers• NotReviewed
UncheckedAnswers• Administrators• BuildingSupervisors• DepartmentSupervisors• InstructionalCoaches
ProvidebriefexplanationofLEA'sprocessforincorporatingselectedstrategies.
Thedistrictfollowsthecurrentteacherevaluationplanandisintheprocessoftransitioningtothenewmodel.Principalsandotherdistrictleveladministratorsarebeingtrainedtousethenewplanwiththe2017-2018 schoolyear. ThedistrictemploysaninstructionalcoachingmodelingradesK-6.Principalsareinanongoingprocessoflearningaboutandutilizingwalk-throughs.Asapartofthenewteachereffectivenessmodel,thedistrictplanincludesacomprehensivedifferentiatedsupervisionprocessthatincludespeercoaching,actionresearch,lessonstudy,studygroup,processportfolio,reflectionjournal,etc.aroundamodelofinquiry.
ProvidebriefexplanationforstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation.
LessonPlansarereviewedinaregularsystematicmanner.Withtheimplementationofthenewteacherevaluationtool,alllessonplanswillbereviewedbysupervisors.OurK-6instructionalcoachinitiativedoesnothavedutiesinthistypeofsupervisoryrole.
ResponsivenesstoStudentNeeds
ElementaryEducation-PrimaryLevel
InstructionalPractices Status
Structuredgroupingpracticesareusedtomeetstudentneeds.
Implementedin50%ormoreof
districtclassrooms
Flexibleinstructionaltimeorotherschedule-relatedpracticesareusedtomeetstudentneeds.
Implementedin50%ormoreof
districtclassrooms
Differentiatedinstructionisusedtomeetstudentneeds. Implementedin
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50%ormoreofdistrict
classrooms
Avarietyofpracticesthatmayincludestructuredgrouping,flexibleschedulinganddifferentiatedinstructionareusedtomeettheneedsofgiftedstudents.
Implementedin50%ormoreof
districtclassrooms
Ifnecessary,providefurtherexplanation.(Requiredexplanationifcolumnselectedwas
Differentiationisaphilosophyofdistrictfocus.Overall,ourteachersemploymanyofthepracticeslisted.Weareworkingtobuilddifferentiationasamindsetandsystemicpracticeforall.
ElementaryEducation-IntermediateLevel
InstructionalPractices Status
Structuredgroupingpracticesareusedtomeetstudentneeds.
Implementedin50%ormoreof
districtclassrooms
Flexibleinstructionaltimeorotherschedule-relatedpracticesareusedtomeetstudentneeds.
Implementedin50%ormoreof
districtclassrooms
Differentiatedinstructionisusedtomeetstudentneeds.
Implementedin50%ormoreof
districtclassrooms
Avarietyofpracticesthatmayincludestructuredgrouping,flexibleschedulinganddifferentiatedinstructionareusedtomeettheneedsofgiftedstudents.
Implementedin50%ormoreof
districtclassrooms
Ifnecessary,providefurtherexplanation.(Requiredexplanationifcolumnselectedwas
Differentiationisaphilosophyofdistrictfocus.Overall,ourteachersemploymanyofthepracticeslisted.Weareworkingtobuilddifferentiationasamindsetandsystemicpracticeforall.
MiddleLevel
InstructionalPractices Status
Structuredgroupingpracticesareusedtomeetstudentneeds.
Implementedin50%ormoreof
districtclassrooms
Flexibleinstructionaltimeorotherschedule-relatedpracticesareusedtomeetstudentneeds.
Implementedin50%ormoreof
districtclassrooms
Differentiatedinstructionisusedtomeetstudentneeds. Implementedin
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50%ormoreofdistrict
classrooms
Avarietyofpracticesthatmayincludestructuredgrouping,flexibleschedulinganddifferentiatedinstructionareusedtomeettheneedsofgiftedstudents.
Implementedin50%ormoreof
districtclassrooms
Ifnecessary,providefurtherexplanation.(Requiredexplanationifcolumnselectedwas
Differentiationisaphilosophyofdistrictfocus.Overall,ourteachersemploymanyofthepracticeslisted.Weareworkingtobuilddifferentiationasamindsetandsystemicpracticeforall.
HighSchoolLevel
InstructionalPractices Status
Structuredgroupingpracticesareusedtomeetstudentneeds.
Implementedin50%ormoreof
districtclassrooms
Flexibleinstructionaltimeorotherschedule-relatedpracticesareusedtomeetstudentneeds.
Implementedin50%ormoreof
districtclassrooms
Differentiatedinstructionisusedtomeetstudentneeds.
Implementedin50%ormoreof
districtclassrooms
Avarietyofpracticesthatmayincludestructuredgrouping,flexibleschedulinganddifferentiatedinstructionareusedtomeettheneedsofgiftedstudents.
Implementedin50%ormoreof
districtclassrooms
Ifnecessary,providefurtherexplanation.(Requiredexplanationifcolumnselectedwas
Differentiationisaphilosophyofdistrictfocus.Overall,ourteachersemploymanyofthepracticeslisted.Weareworkingtobuilddifferentiationasamindsetandsystemicpracticeforall.
Recruitment
Describetheprocessyouimplementtorecruitandassignthemosteffectiveandhighlyqualifiedteachersinordertomeetthelearningneedsofstudentswhoarebelowproficiencyorareatriskofnotgraduating.
Allteachersinthedistrictareclassifiedashighlyqualified.Arigorousinterviewprocessisusedtoidentifythebestcandidatesforanyposition.Teachersareplacedbasedonneedofstudentsandcertificationandskilloftheeducator.
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Assessments
LocalGraduationRequirementsCourseCompletion SY17/18 SY18/19 SY19/20
TotalCourses English Mathematics SocialStudies Science PhysicalEducation Health Music,Art,Family&ConsumerSciences,CareerandTechnicalEducation
Electives Minimum%GradeRequiredforCredit(NumericalAnswer)
GraduationRequirementSpecifics
WeaffirmthatourentityrequiresdemonstrationofproficiencyoraboveineachofthefollowingStateacademicstandards:EnglishLanguageArtsandMathematics,ScienceandTechnologyandEnvironmentandEcology,asdeterminedthroughanyoneoracombinationofthefollowing:CheckedanswersNone.
Uncheckedanswers• CompletionofsecondarylevelcourseworkinEnglishLanguageArts(Literature),
AlgebraIandBiologyinwhichastudentdemonstratesproficiencyontheassociatedKeystoneExamorrelatedproject-basedassessmentif§4.4(d)(4)(relatingtogeneralpolicies)applies.
• Locallyapprovedandadministeredassessments,whichshallbeindependentlyandobjectivelyvalidatedonceevery6years.Localassessmentsmaybedesignedtoincludeavarietyofassessmentstrategieslistedin?4.52(c)andmayincludetheuseofoneormoreKeystoneExams.Exceptforreplacementofindividualtestitemsthathaveasimilarlevelofdifficulty,anewvalidationisrequiredforanymaterialchangestotheassessment.Validatedlocalassessmentsmustmeetthefollowingstandards:
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I. AlignmentwiththefollowingStateacademicstandards:EnglishLanguageArts(LiteratureandComposition);Mathematics(AlgebraI)andEnvironmentandEcology(Biology).
II. PerformancelevelexpectationsanddescriptorsthatdescribethelevelofperformancerequiredtoachieveproficiencycomparabletothatusedfortheKeystoneExams.
III. Administrationofthelocalassessmenttoallstudents,asarequirementforgraduation,exceptforthoseexemptedbytheirindividualizededucationprogramundersubsection(g),regardingspecialeducationstudents,orgiftedindividualizededucationplanasprovidedin?16.32(relatingtoGIEP).
IV. Subjecttoappropriationsprovidedbylaw,thecosttovalidatelocalassessmentsshallbeevenlydividedbetweentheschooldistrict,AVTSorcharterschool,includingacyber-charterschool,andtheDepartment.IftheDepartmentdoesnotprovidesufficientfundingtomeetitsshare,localassessmentssubmittedforvalidationshallbedeemedvaliduntilanewvalidationisduetotheDepartment.
V. TheDepartmentwillestablishalistofentitiesapprovedtoperformindependentvalidationsoflocalassessmentsinconsultationwiththeLocalAssessmentValidationAdvisoryCommitteeasprovidedin?4.52(f).
VI. Schoolboardsshallonlyapproveassessmentsthathavebeendeterminedtomeettherequirementsofthissubsectionbyanapprovedentityperformingtheindependentvalidation.Ifaschooldistrict,AVTSorcharterschool,includingacyber-charterschool,usesalocalassessmentthathasnotbeenindependentlyvalidated,theSecretarywilldirecttheschoolentitytodiscontinueitsuseuntilthelocalassessmentisapprovedthroughindependentvalidationbyanapprovedentity.
• CompletionofanAdvancedPlacementexamorInternationalBaccalaureateexamthatincludesacademiccontentcomparabletotheappropriateKeystoneExamatascoreestablishedbytheSecretarytobecomparabletotheproficientlevelontheappropriateKeystoneExam.
• NotApplicable.OurLEAdoesnotofferHighSchoolcourses.
LocalAssessmentsStandards WA TD NAT DA PSW Other
ArtsandHumanities CareerEducationandWork CivicsandGovernment
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PACoreStandards:EnglishLanguageArts
PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects
PACoreStandards:Mathematics Economics EnvironmentandEcology FamilyandConsumerSciences Geography Health,SafetyandPhysicalEducation
History ScienceandTechnologyandEngineeringEducation
WorldLanguage
MethodsandMeasures
SummativeAssessments
SummativeAssessments EEP EEI ML HSPSSA X X KeystoneExams X X
BenchmarkAssessments
BenchmarkAssessments EEP EEI ML HSAIMSwebFluency X
FormativeAssessments
FormativeAssessments EEP EEI ML HS
RunningRecords X MeasuresofAcademicProgressinReadingandMath X X Teachergeneratedauthenticassessments X X X X
DiagnosticAssessments
DiagnosticAssessments EEP EEI ML HS
MeasuresofAcademicProgressinReadingandMath X X ClassroomDiagnosticTools X X
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ValidationofImplementedAssessmentsValidationMethods EEP EEI ML HS
ExternalReview IntermediateUnitReview LEAAdministrationReview X X X XBuildingSupervisorReview X X X XDepartmentSupervisorReview X XProfessionalLearningCommunityReview X X X XInstructionalCoachReview X X X TeacherPeerReview Providebriefexplanationofyourprocessforreviewingassessments.
Assessmentsarereviewedwithinindividualdepartmentsandwithinlearningcommunities.Theprocessvariesacrossbuildingsandlevels.
DevelopmentandValidationofLocalAssessments
Ifapplicable,explainyourproceduresfordevelopinglocallyadministeredassessmentsandhowtheyareindependentlyandobjectivelyvalidatedeverysixyears.
Recently,thedistrictbeganeliminatinglocallycreatedassessmentsinfavorofusingmorestandardizedandnormativeassessments.ExampleswouldbeMAPthroughNWEAandtheCDTs.Increasedemphasisisalsobeingplacedonusingformativeassessmenttoguideandinforminstruction.Someoftheseformativeassessmentsaredevelopedattheclassroomandteamlevel.Anothergoalistoincreasecollaborationbetweenandamongteachers.Thiscanoccurastheresultofformativeassessments.
CollectionandDissemination
Describeyoursystemtocollect,analyzeanddisseminateassessmentdataefficientlyandeffectivelyforusebyLEAleadersandinstructionalteams.
Thedistricthaspurchasedadatatool(PerformanceTracker)tohousestudentdata.Thispurchasewasmadeinthe2012-2013schoolyear.Trainingforusebyschoolanddistrictstaffisongoing.
DataInformedInstruction
Describehowinformationfromtheassessmentsisusedtoassiststudentswhohavenotdemonstratedachievementoftheacademicstandardsataproficientlevelorhigher.
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Everybuildinghasadatateamthatregularlyandsystematicallyexaminesstudentdata.Theseteamsmakedecisionsinregardtocoreinstructionandtheuseofinterventionstoenablestudentstomeetgradelevelbenchmarksandcloseachievementgaps.
AssessmentDataUsesAssessmentDataUses EEP EEI ML HS
AssessmentresultsarereportedoutbyPAassessmentanchororstandards-alignedlearningobjective.
X X X X
InstructionalpracticesareidentifiedthatarelinkedtostudentsuccessinmasteringspecificPAassessmentanchors,eligiblecontentorstandards-alignedlearningobjectives.
X X X X
SpecificPAassessmentanchors,eligiblecontentorstandards-alignedlearningobjectivesareidentifiedforthosestudentswhodidnotdemonstratesufficientmasterysothatteacherscancollaborativelycreateand/oridentifyinstructionalstrategieslikelytoincreasemastery.
X X X X
Instructionalpracticesmodifiedoradaptedtoincreasestudentmastery. X X X X
Providebriefexplanationoftheprocessforincorporatingselectedstrategies.
ThroughtheuseofdatatoolssuchasPerformanceTracker,teachersareabletoidentifystandardsandeligiblecontentinwhichtrendsindicateinsufficientachievement.ThedistrictalsousesMAP(anNWEAassessmenttool)andCDTstomonitorstudentachievementandidentifyareasofneedandgrowth.Armedwiththisinformation,instructionisstrengthenedormodified.Districtleadershipisleadinginitiativestohaveallstaffunderstandandusedifferentiatedpractices.Differentiationisacommonthreadincorporatedintoallprofessionaldevelopmentopportunities.Withdifferentiationasthefocus,coreinstructionalpracticesinreadingandmathareshiftingtoaworkshopapproach.ReadingApprenticeshipisalearningfocusforall5-12teachers.Thisprogramincorporatesthecharacteristicsandqualitiesofdifferentiationinallcontentareaswithanemphasisonreadingandunderstandingtextinanyandallcontrentareas.
Providebriefexplanationforstrategiesnotselectedandhowyouplantoaddresstheirincorporation.
NotApplicable
DistributionofSummativeAssessmentResultsDistributionMethods EEP EEI ML HS
CoursePlanningGuides XDirectingPublictothePDE&otherTest-relatedWebsites X X X X
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IndividualMeetings LetterstoParents/Guardians X X X XLocalMediaReports X X X XWebsite X X X XMeetingswithCommunity,FamiliesandSchoolBoard MassPhoneCalls/Emails/Letters X X X XNewsletters X X X PressReleases SchoolCalendar X X X XStudentHandbook Providebriefexplanationoftheprocessforincorporatingselectedstrategies.
Thedistrictgoalistoprovideparentsandthecommunitywithallrelevantinformationinatimelymannerandinmultipleformats.Withalargestudentpopulationitisnecessarytoprovideinformationbroadly(district)andlocally(school/classroom).
ProvidebriefexplanationforstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation.
Asobjectionscontinuetorisetotheuseofstandardizedassessmentsthedistrictisexploringwaystoprovideforumswithinsmallerlearningcommunitiestosharedistrictuseofsuchandotherassessments.
SafeandSupportiveSchools
AssistingStrugglingSchools
Describeyourentity’sprocessforassistingschoolsthateitherdonotmeettheannualstudentachievementtargetsorexperienceotherchallenges,whichdeterstudentattainmentofacademicstandardsataproficientlevelorhigher.
Ifyourentityhasnostrugglingschools,explainhowyouwilldemonstratecontinuedgrowthinstudentachievement.
StateCollegeAreaSchoolDistrictdemonstratescontinuedgrowthinstudentachievementinthefollowingways:*Buildstrustandrelationshipswithopencommunicationthatpromoteseffectivecollaborationamongallpartnersintheteachingandlearningcommunity.-Teachersworkcollegiallytoenhancepracticesthatpromoteahigh-achieving,caring,supportiveenvironment.-Teacherscommunicateregularlywithparentsasequalpartnersinsupportingstudent'seducationandwell-being.-Leadershipteamprovidedtime,resourcesandsupporttoteachersregardingmindset
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andskillsforeffectivecollaboration.-Leadershipteamdemonstratedconsistancyandfairnesstoprovideastructureofopencommunicationthatfosterscollaborativepartneringandshareddecision-making.-School/districtleadershipprovidetrainingandopportunitiesforstaff,parentsandcommunityoncollaborativepartneringandshareddecision-making.-School/districtleadershipdevelopstructuresforregularoneandtwo-waycommunicationamongallpartnersintheteachingandlearningcommunity.*Curriculum,instructionandlearningareshapedbyagrowthmindsetandguidedbyprinciplesofdifferentiation.-Teachersusevariedmaterials,toolsandresourcestosupportinstructionandtoengagestudentsinmeaningfullearning.-Teachersadaptcurricularcontent,processandproductstosupportstudents'readiness,interestsandlearningstyles.-Leadershipteamensuresthatteachershaveaccesstoinstructionalresourcesandvariedassessments.-Leadershipteamdesignsprofessionaldevelopment,withteacherinput,fortheeffectiveimplementationofresponsiveteachingandlearning.-School/districtleadersallocatetimefortraining,collegialcollaborationandpreparationforresponsiveinstruction.-School/districtleadersengageinscheduledyear-rounddiscourseandreflectiononinstructionalpractices.*Beliefsandpracticesreflectuniversallyheldhighstandardsandsharedresponsibilityforcontinuousgrowthandimprovement-Teachersestablishcontinuousprofessionallearninggoalsandseekoutopportunitiesforgrowthanddevelopment-Teacherscommunicaterealisticallyhighexpectationsforallstudentsandensurehighstudentengagementinlearning.-Leadershipteamsscheduleandprotect"sacredtime"forstaffinstructionalplanning,datadrivencollaboration,andprofessionaldevelopment.-Leadershipteamsfrequentlyemphasizeinclassrooms,atstaffmeetings,allschoolgatherings,andparentconferencesthateffectiveinstructionandstudentlearningarethehighestpriorityforeveryone.-School/districtdevelopacadreofschoolanddistrictleaderswhohaveattainedmasteryofcoreleadershippracticesandwillfacilitatethelearningofotheradministratorsandteachers.-School/districtleadersensurethatfamiliesandcommunityareawareoftheschoolsvisionandexpectationforlearning.*Learningoccursinsafeenvironmentsthatsupporttheneedsofallstudentandadultsandprovideawelcomingenvironmentwherepositiveacademicandprudentpersonalrisk-takingareencouraged-Teachersandstaffprovideasafeandacceptingenvironment.-Teachersprovidethetime,encouragementandstrategiesnecessarytohepallstudentbeconnected
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-Leadershipteamsannuallyassessandrespondtodataaboutschoolclimatefromstudent,parents,andschoolpersonnel.-Leadershipteamsassurethateverystudentisconnectedtoacaringadult.-District&communitywillbuildsystemstolinkeducators,students,parentsandcaregiverstocreateaschoolclimatethatissafe,acceptingandcaring.-School/districtdevelopanintegratedsystemofinterventionstopromotesacademiclearningandhealthydevelopmentforallmembersoftheschoolcommunity.
Programs,StrategiesandActionsPrograms,StrategiesandActions EEP EEI ML HS
BienniallyUpdatedandExecutedMemorandumofUnderstandingwithLocalLawEnforcement X X X X
School-widePositiveBehavioralPrograms X X X XConflictResolutionorDisputeManagement X X X XPeerHelperPrograms X X X XSafetyandViolencePreventionCurricula X X X XStudentCodesofConduct X X X XComprehensiveSchoolSafetyandViolencePreventionPlans X X X X
PurchaseofSecurity-relatedTechnology X X X XStudent,StaffandVisitorIdentificationSystems X X X XPlacementofSchoolResourceOfficers X XStudentAssistanceProgramTeamsandTraining X XCounselingServicesAvailableforallStudents X X X XInternetWeb-basedSystemfortheManagementofStudentDiscipline X X X X
ExplanationofstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation:
SchoolResourceOfficersattheElementaryLevel-CurrentlytheStateCollegeAreaSchoolDistrictdoesnothaveSROattheelementarylevelandthereisnotaplanforimplementationbuteachelementaryschoolPrincipalworksverycloselywiththelocallawenforcementwhoprovidesupport,oversight,collaborationandfrequentvisitstoeachschoolSchoolWidePositiveBehaviorProgramsatMiddleandHighSchool-Duringthe2012-2013schoolyeartheDistrictadoptedafocusforaK-12SchoolWidePositiveBehaviorProgram.Thefocusduringthefirstyearwasattheelementarylevelandduringthe2013-2014schoolyearitwillbeattheMiddleandHighSchoollevelwithfullimplementationK-12atthestartofthe2014schoolyear.StudentAssistanceProgramTeamsandTrainingattheElementaryLevel-Eachofthe9elementaryschoolintheStateCollegeAreaSchoolDistrictImplementannInstructionalSupportProgramleadbyanInstructionalSupportTeacher.TheInstructionalSupportTeamincludestheInstructionalSupportTeacheraswellastheclassroomteacher,thebuildingprincipal,aswellasmanyofthefollowingeducationalspecialists:School
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Psychologist,GuidanceCounselor,SpeechandLanguageSpecialist,OccupationalTherapist,EmotionalSupportTeacher,Title1teacher,ESLteacheraswellasanyotherspecialiststhatmaybeworkingwiththestudentonanasneededorregularbasis.AlloftheelementaryISTteachersandtheelementaryschoolcounselorshavegonethroughSAPtraining.Theteam'smake-upwillvarydependingontheneedsofthestudent,however,oneofthemostimportantmembersoftheteam,isthechild'sparentorguardian.ThephilosophyoftheInstructionalSupportTeamprocessisonethatalwaysstartswithsharingeachteammember'sobservationsaboutwhatachildissuccessfulatdoing,andwhattheyenjoy,andhowtheylearnbest.Thentheteamidentifythechild'sneedsandstruggles,explainingindetailthekindsofskillsandbehaviorsthatthechildexhibitsthatindicatethatthestudentneedsextrahelpinsomeway.AllmembersoftheISTeamthencontributeaccordingtotheirownareasofspecialtyandexperiences,andtheteammakesdecisionabouthowtobestassistthechild.
Screening,EvaluatingandProgrammingforGiftedStudents
Describeyourentity’sawarenessactivitiesconductedannuallytoinformthepublicofthegiftededucationservicesandprogramsoffered(newspaper,studenthandbooks,schoolwebsite,etc.)TheGiftedPublicNoticeisprovidedtofamliesresidingintheStateCollegeAreaSchoolDisrictinthefollowinglocations:TheCentreDailyTimes,K-12StudentHandbooksandtheDistrictWebssiteathttp://www.scasd.org/Page/21167.
Describeyourentity’sprocessforlocatingstudentswhoarethoughttobegiftedandmaybeinneedofspeciallydesignedinstruction(screening).UniversalScreeningProcessLevelsofAssessmentLevelI-GradeLevelScreening2nd4thand6thgradersaregivenbenchmarkassessments.4thand6thgradeinSeptembereachyearand2ndgradeinJanuary.Studentswhoscoreinthetop10%oftheDistrictbygradelevelontheassessmentswillmovetoLevelIIofthescreeningprocess.LevelII-Top10%ofMeasuresAllstudentsachievinginthetop10%oftheDistrictwillbegivenanOLSAT.Ifastudentachieves126orbetterontheOLSATthewillbeadministeredaKBIT.StudentachievementontheKBITwilldeterminemovementtoLevelIIIScreeningofGiftedIdentification.LevelIII-GiftedIdentificationProcessInitialEvaluation(datagathering)
Describeyourentity’sproceduresfordeterminingeligibility(throughmultiplecriteria)andneed(basedonacademicstrength)forpotentiallymentallygiftedstudents(evaluation).Gifted Multidisciplinary Evaluation (GMDE)Gifted Student - This term includes a person who has an IQ of 130 or higher or when multiple criteria as set forth in chapter 16 and in Department Guidelines indicate gifted ability.
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Determination of gifted ability shall not be based on IQ score alone. Deficits in memory or processing speed, as indicated by testing, cannot be the sole basis upon which a student is determined to be ineligible for gifted special education. A person with an IQ score lower than 130 may be admitted to gifted programs when other educational criteria in the profile of the person strongly indicate gifted ability. Determination of mentally gifted will include an assessment by a certified school psychologist.
Multiple criteria indicating gifted ability include:
(1) A year or more above grade achievement level for the normal age group in one or more subjects as measured by Nationally normed and validated achievement tests able to accurately reflect gifted performance. Subject results shall yield academic instruction levels in all academic subject areas.
(2) An observed or measured rate of acquisition/retention of new academic content or skills that reflect gifted ability.
(3) Demonstrated achievement, performance or expertise in one or more academic areas as evidenced by excellence of products, portfolio or research, as well as criterion-referenced team judgment.
(4) Early and measured use of high level thinking skills, academic creativity, leadership skills, intense academic interest areas, communications skills, foreign language aptitude or technology expertise.
(5) Documented, observed, validated or assessed evidence that intervening factors such as English as a second language, disabilities defined in 34 CFR 300.8 (relating to child with a disability), gender or race bias, or socio/cultural deprivation are masking gifted abilities.
Describethegiftedprograms*beingofferedthatprovideopportunitiesforacceleration,enrichmentorboth.*Theword"programs"referstothecontinuumofservices,notoneparticularoption.SCASDGiftedProgramPhilosophyTheStateCollegeAreaSchoolDistrictiscommittedtonurturingthediversestrengthsofitsstudents.Therefore,itrecognizesthatsomestudentsmayrequireSpeciallyDesignedInstructionnotordinarilyprovidedinthegeneraleducationprogram.Thesestudentsperformat,ordisplaypotentialtoperformat,outstandinglevelsofintellectualandcreativeability.Theseabilitiesmayfallinspecificand/oracrossacademicareas,whencomparedtosameagepeers.SCASDGiftedProgrammingGoalsTheStateCollegeAreaSchoolDistrictwilladdressthespecificlearningstrengthsofgiftedstudentsby
• ProvidingappropriatetypesofaccelerationandenrichmentingradesK-12whicharebasedonindividualstudent’sarea(s)ofstrength
• Providingappropriatelevelsofchallengebasedonassessmentdata
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• Implementingcurriculumthatsupplements,andinuniquecasessupplants,thecorecurriculum
• Supportingsocialandemotionaldevelopmentthroughschoolcounselingandcollegeandcareerservices
GiftedWrittenReport(GWR)TheinformationgatheredbytheGMDEiscompiledintoaGiftedWrittenReport.Thereportbringstogetherthetestinginformation,scholasticinformation,andotherrelevantinformationconcerningthestudent’seducationalneedsandstrengths.Thereportmustmakerecommendationsutilizingthe“twoprong”approachastowhetherthestudentisgifted(prong1)andinneedofspeciallydesignedinstruction(prong2),indicatethebasisforthoserecommendations,includerecommendationsforthestudent’sprogrammingandindicatethenamesandpositionsofthemembersoftheGMDT.ThereportmakesrecommendationsastowhetherornotthestudentshouldreceiveSpeciallyDesignedInstructionforgiftededucationorwhethertheyshouldremainintheirpresentregulareducationalprogram.GiftedIndividualizedEducationProgram(GIEP)TheGIEPiswrittentoensurethestudenthasanappropriately-designedprogrambasedupontheirstrengths.TheGIEPteamiscomprisedofindividualswhoareabletointerprettheGMDEandevaluationdataandmakedecisionsregardingprogrammingneeds.ThisteamwillcommonlyhavethesamemembersastheGMDEteamwiththeadditionofthegiftedsupportteacherandpossiblythegiftededucationcoordinator.Allmembersshouldactivelyparticipatetocreateprogramthatisindividualizedforthestudent.
DevelopmentalServicesDevelopmentalServices EEP EEI ML HS
AcademicCounseling X X X XAttendanceMonitoring X X X XBehaviorManagementPrograms X X X XBullyingPrevention X X X XCareerAwareness X X X XCareerDevelopment/Planning X X X XCoaching/Mentoring X X X XCompliancewithHealthRequirements–i.e.,Immunization X X X X
EmergencyandDisasterPreparedness X X X X
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GuidanceCurriculum X X X XHealthandWellnessCurriculum X X X XHealthScreenings X X X XIndividualStudentPlanning X X X XNutrition X X X XOrientation/Transition X X X XRTII/MTSS X X Wellness/HealthAppraisal X X X XExplanationofdevelopmentalservices:
StateCollegeAreaSchoolDistrict’scurrentandplanneddevelopmentalservicesareintegratedintothedistrict’sactionplaninsupportofthedistrict’sinstructionalgoalsinthefollowingways:•Thenursingstaffprovidesmandatorymedicalexaminations.Thecurrentandplannedservicesinclude:schoolphysicals-schedulingappointments,providecurrenthealthimmunizationandscreeninginformationtoschools,collaboratewithschoolphysicianontheimplementationofphysicalexam,followupwithparentsregardingschoolphysicalrecommendations,obtainprivatephysicalexamforthosestudentsnotrequestingaschoolphysical.•Thenursingstaffprovidesannualhealthscreening.Thecurrentandplannedservicesinclude:coordinationandimplementationofvisionscreening(includingfarvisualactivity,nearvisualactivity,contactlenstest,colorvision,stereo-depthperception),coordinationandimplementationofhearingscreeningforstudentsinK-3,7th,and11thgrades,heightandweightcalculationsforBMIandBMI%,scoliosisscreeningmandatedfor6thand7thgradersandreferforfollowupwhereindicated.•Thenursingstaffprovidesadministrationandmanagementofmedicationatschool.Thecurrentandplannedservicesinclude:administeringmedicationsstoredinhealthroom,obtainparentalconsentandMDordersformedication,monitoruseofselfadministeredmedicationanddiabeticsuppliesnotificationtoteachers(andotherappropriatestaff)whenmedicationsareorderedanddiscontinued.•Theschoolpsychologistparticipatesindevelopmentalacademiccounseling,studentevaluations,attendancemonitoring,careerdevelopmentandwellness.Thecurrentandplannedservicesinclude:providingindividualcounselingandconsultantserviceswithmiddleschoolandhighschoolstudentsregardingtheirinstructionalneeds,courseselectionandstudyhabits,individualcounselingwithelementarystudentstoincreaseself-knowledgeandawarenessabouthowastudents’decisionsaffecttheirlearning,participationondataanalysisteams,instructionalsupportteams,casingteamsandotherstudentserviceteamsforgathering,analyzing,andinterpretingindividualandgroupdata,assiststudentservicesteamsinthedesignandimplementationofinterventionsincludingassessmentactivities,assiststudentsandfamiliesinthedevelopmentofappropriatepostsecondaryplans,withparticularfocusonthetransitionofastudentwithadisabilitytopostsecondarytraining,educationandemployment,consultwithschoolstaff,individualstudentsandtheirfamiliesonactivitiesthatsupportselfknowledgeandselfadvocacyskills,careerplanningandeducationalorvocationdevelopments,participateinthedesignanddeliveryofprogramsandactivitiesfor
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allstudentsinpromotingpositivecopingskillsandhealthybehaviors.•Theschoolcounselorsprovidestudentstheopportunitytoacquiretheskillstoinvestigatetheworldofworkinrelationtoknowledgeofselftomakeinformedcareerdecisionswiththefollowingcurrentandplannedservices:SATworkshops,ACTworkshops,supervisingcollegeandmilitaryvisits,coordinatingcollegefairs,classroomcareerlessons,andprovidingforfieldtripsandspeakers.•Theschoolcounselorsprovidestudentstheopportunitytoacquiretheknowledge,attitudesandinterpersonalskillstohelpthemunderstandandrespectselfandothersthroughthefollowingcurrentandplannedactivities;socialskillsgroups,changingfamilygroups,studentmentorprogram,friendshipgroups,culturalawarenessgroups,anti-substancegroups,studentwellnessgroups,teambuildingactivities,anti-bullyinginterventions,peermediationprogram,andSWPBS.•Theschoolcounselorsassiststudentsinthedistrictwhentheychangelevelsorschoolsandassistnewstudentsastheymoveintothedistrictorcurrentstudentswhowillbemovingtoanewdistrict.Tomakethetransitionasseamlessaspossiblethefollowingcurrentandplannedactivitiesareimplemented:counselorinformationdays,juniorcollegeunit,meetingwith8thgradestudents,supervisecollege/militaryvisits,classroomlessons,newstudentgroups,courseselectionregistrations,staffconsultationandcollaboration,kindergartenintroductoryactivities,andreferraltoresourcesasneeded.•Theschoolcounselorsprovidestudentstheopportunitytoacquiretheattitudes,knowledgeandskillsthatcontributetoeffectivelearninginschoolandacrossthelifespanthroughthefollowingcurrentandplannedactivities:studentobservations,parent/teacherconferences,family/counselormeetings,academicstudyskillsgroups,individualcounseling,parentletterstopreventfailure,tutoringhomeboundarrangements,summerschoolassistance,correspondencecourseassistance,staffconsultationandcollaboration,studentmentorprogram,IST,andreferralstotutoring.
Diagnostic,InterventionandReferralServicesDiagnostic,InterventionandReferralServices EEP EEI ML HS
AccommodationsandModifications X X X XAdministrationofMedication X X X XAssessmentofAcademicSkills/AptitudeforLearning X X X XAssessment/ProgressMonitoring X X X XCasework X X X XCrisisResponse/Management/Intervention X X X XIndividualCounseling X X X XInterventionforActualorPotentialHealthProblems X X X XPlacementintoAppropriatePrograms X X X XSmallGroupCounseling-Copingwithlifesituations X X X XSmallGroupCounseling-Educationalplanning X X X XSmallGroupCounseling-PersonalandSocialDevelopment X X X X
SpecialEducationEvaluation X X X X
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StudentAssistanceProgram X XExplanationofdiagnostic,interventionandreferralservices:
StateCollegeAreaSchoolDistrict’scurrentandplanneddiagnostic,interventionandreferralservicesareintegratedintothedistrict’sactionplaninsupportofthedistrict’sinstructionalgoalsinthefollowingways:•Thenursingstaffprovidesstaffcommunicationtoinformteachersofhealthconditionsofstudentswhichmayaffectbehavior,attendance,appearanceoracademicperformancewithinformationofsignsandsymptoms,treatmentandprognosisandclassroommanagementstrategies.•Thenursingstaffprovidesparentscommunication.Thecurrentandplannedservicesinclude;sharingresultsofhealthscreening,findingsandrecommendationsfromschoolphysician,notificationofBMIandBMI%,referralsfollowingnursingassessmentforcomplaintsofillnessorinjuryandinformingparentsofatriskstudentsoranyspecialhealthconcernsintheschoolenvironment.•ThenursingstaffparticipatesinInstructionalSupportTeammeetings,StudentAssistanceProgrammeetings,casingsmeetinganddistrictcommittees.Thecurrentandplannedservicesinclude;reviewinghealthrecordsandsharingpertinentinformationthatcouldposeabarriertolearningandsocialdevelopment,providingmedicaldefinitionsandexplanationsofmedicationsanddiagnosistoteamandtheimpacttheymayhaveonlearningandtheyadvocateforstudents.•Thecounselingstaffprovidestransitionservicestoassiststudentsinthedistrictastheychangelevelsorschoolsandtoassistnewstudentsastheymoveintothedistrict,andforcurrentstudentswhowillbemovingtoanewdistrict.Thegoaloftransitionservicesistomakethechangeforthestudentandfamilyasseamlessaspossible.Thecurrentandplannedservicesinclude:thecounselorsattenduniquecasesmeetings,registerstudentsforclasses,refertostandardizedtestingforclassplacement,attendtransitionmeetings,plannewstudentparentorientations,provideIEPconsultation,arrange5thinto6thgradeparentnight,6thgradeorientation,family/counselormeetings,andnewstudentadvising.•Thecounselingstaffprovidestheserviceofpersonalandsocialskilldevelopmenttogivestudentstheopportunityto“acquiretheknowledge,attitudesandinterpersonalskillstohelpthemunderstandandrespectselfandothers.Thecurrentandplannedservicesinclude:counselorsattendanceatcasingsmeetingsandadvisoryconsultation,referringstudentsandfamiliestoagencies,provideindividualcounseling,familyreferralsandadvising,provideprogramreferralsandpositivereferrals,provideSBMHindividualandgroupcounseling,SAPgroups,MRCconsultationandcollaboration,staffconsultationandcollaborations,classroomguidanceandparentconsultation,consultwithmedicalprofessionalsanddevelopbehaviormanagementplans.•Thecounselingstaffprovidescareerandeducationalplanningtoprovidestudentstheopportunitytoacquiretheskillstoinvestigatetheworldofworkinrelationtoknowledgeofselfinordertomakeinformedcareerdecisions.Thecurrentandplannedservicesinclude:registeringstudentsforclasses,teachingajuniorcollegeunit,participatingontheuniquecasescommittee,meetingwith8thgradestudents,standardizedtesting,transcriptchecks,test
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interpretation,backtoschoolnight,IEPconsultation,individualcounseling,groupcounseling,mentorshipprograms,familyconsultationandadvising,IST,MDE504plan,IEPparticipation,andconsultationswithmedicalprofessionals.•Thecounselingstaffcollaborateswithschooladministrationstaff,colleagues,andcommunityagenciesinresponsetoemergencycrisissituations.Schoolcounselorsalsoprovideinterventionandreferralstostudentsandfamiliesfollowingcrises,emergenciesandtraumaticevents,throughtraumaticeventsteam,safetycommittee,individualcounseling,familyinterventions,staffadvisingandcollaboration,assistinginemergencies,andprovidingreferralsinemergencies.•TheHomeSchoolVisitorwilladviseandassistintheprocessingoftruancyoffensesbyconsultingwithstaffandadministration,maintaininglog/recordofoffensesfiled,obtainingadministrator’ssignatureofoffenses,filedanddelivertodistrictjustice,providefamilysupporttopreventtruancyissues,referfamiliestoagenciesforconsultationandsupport.•TheHomeSchoolVisitorwillattendhearingsdealingwithtruancyandnotifystaffofhearingtimes/locations,andmakerecommendationstojudgebasedoneffortsattemptedbyfamily.•Theschoolcounselorscollaboratewithschooladministration,staff,colleagues,families,andthecommunitytopromoteasafe,secure,andnurturingenvironment.Schoolcounselorsprovidedirectservicestostudents,staffandthecommunityinanefforttoreachthisobjective.Thecurrentandplannedservicesinclude:uniquecasesteammeetings,newstudentgroups,SAPteam,littleLionAmbassadors,advisingmediationprocess,casings,backtoschoolnight,introductionofcounselingservicetonewteachers,newstudentparentorientation,IEPconsultation,referstudent/familiestoagencies,collaboratewithbuildingadministrators,counselorpublications,SWPBS,peermediationprograms,anti-bullyinginterventions,coordinateMixitUPDay,teambuildingactivities,studentmentorprogram,citizensadvisorycommittee—safetycommittee,curriculumwritingandrevising,staffconsultantandcollaboration,conductJudgeSharpcontest,individualcounseling,groupcounseling,emergencydrillleadership,communitybuildingactivities,wellnessactivities,IEPandMDEmeetings,studentobservations,behaviormanagementplans,referralstoHEARTS,referralstoSchoolBasedMentalHealth(IMH),TraumaticEventsTeam,referralstoSTRIDES,andreferralstoRIT.•Theschoolcounselorscollaboratewithparents,guardians,andotherfamilymemberstohelpstudentsbuildrapportandrelationshipsandtofacilitatethesuccessofthestudent.Thecurrentandplannedservicesinclude:financialaidnight,lettersofrecommendations,alumniday,SATnight,SAPTeam,coordinatingcollegefair,casings,backtoschoolnight,newstudentparentorientation,IEPconsultation,referstudents/familiestoagencies,collaboratewithbuildingadministrators,counselorpublications,staffconsultationandcollaboration,writearticlesforparentpublications,parentletterstopreventfailure,parentconsultingandadvising,parentingprograms,assistwithfinancialissues,parentteachermeetings,attendteammeetings,coordinateparentinfomeetings,principalluncheon,conductJudgeSharpcontest,individualandgroupcounselingforchangingfamilies,assistparentinaccessingFamilyOutreachlibrary,andIST.•Theschoolcounselorscollaboratewithagencies,organizations,andindividualsinthecommunityinthebestinterestofstudentsandwithoutregardtopersonalrewardandremunerations.Thecurrentandplannedservicesinclude:PHEAAworkshop,counselorInformationDays,FinancialAid
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night,letterofrecommendations,alumniDay,SATnight,supervisecounselinginterns,servicesofferedpresentations,SAPteam,supervisingcollege/militaryvisits,coordinatingcollegefair,backtoschoolnight,newstudentparentorientation,referstudent/familiestoagencies,counselorpublications,consultwithagencies,applyforstudentscholarships,coordinateserviceprojects,provideparentingprograms,collaboratewithPSUprograms,consultwithmedicalprofessionals,consultwithprobationofficers,connectfamiliestotutoring,mentorandsummerprograms,andattendcommunity-basedconference/programs.•Theschoolpsychologistwillprovidediagnostic,interventionandreferralservicesforstudentswhoareexperiencingproblemsattainingeducationalachievementappropriatetotheirleaningpotentialthroughthefollowingcurrentandplannedactivities:counseling(individualorsmallgroup),assessment(schoolpsychologistcanemployawidearrayofassessmentmethodsandprocedures),intervention(assistinthedesignandimplementationofinterventionswithindividualstudentorgroupsofstudentincollaborationwithschoolteams),placement(assistinmatchingstudentsprogramsandplacements),communityreferral(psychologistparticipatewithotherteammembersinidentifyingstudentswithextensiveneedswhorequiresreferraltocommunityresources).
ConsultationandCoordinationServicesConsultationandCoordinationServices EEP EEI ML HS
AlternativeEducation X X X XCaseandCareManagement X X X XCommunityLiaison X X X XCommunityServicesCoordination(InternalorExternal) X X X X
CoordinatePlans X X X XCoordinationwithFamilies(LearningorBehavioral) X X X XHome/FamilyCommunication X X X XManagingChronicHealthProblems X X X XManagingIEPand504Plans X X X XReferraltoCommunityAgencies X X X XStaffDevelopment X X X XStrengtheningRelationshipsBetweenSchoolPersonnel,ParentsandCommunities X X X X
SystemSupport X X X XTruancyCoordination X X X XExplanationofconsultationandcoordinationservices:
TheStateCollegeAreaSchoolDistrict’scurrentandplannedconsultationandcoordinationservicesareintegratedintothedistrict’sactionplaninsupportofthedistrict’sinstructionalgoalsinthefollowingways.•Theschoolnurseswillserveasadvisorstostaff,studentandfamilieswithregardtomedical,psycho-socialandimmunizationservices.Thecurrentandplannedservicesinclude:initiateand
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implementIHCandcoordinateemergencyprocedures,provideinformationsheetsoncommonchildhoodillnessesandaccidents,shareinformationregardingcamps,specialeventsandsupportgroups,orientguestnursesandprovideongoingsupervision.•Theschoolcounselorspartakeinvariousactivitiesthroughouttheyeartostaycurrentwithtrendsandissuesinrelationtotheschoolcounselingprofession.Schoolcounselorswillalsoreviewservicesgiventostudentsinanefforttomakethemostefficientuseoftheirtimeandresources.Thecurrentandplannedservicesinclude:PHEAAworkshop,SATworkshop,ACTworkshop,counselorinformationdays,meetingwith8thgradestudents,B.A.T.meetings,attendconferences,readprofessionalliterature,staffconsultationandadvising,CACforsafety,SWPBScommittee,classroomlessondevelopment/revision,traumaticevents,nurturingcommittee,strategicplanningcommittee,administrativecollaboration,K-12counselingmeetings,K-12servicesmeetings,recordscommittee,communityservicecommittee,publishscholarlyarticles,publisharticlesforcommunityanddistrict,evaluateprograms,providein-serviceforstaff,participateinadvisorycommittees,assistindevelopingpolicy,reviewsofstudent/counselorratios,budgetforappropriatematerials,individuallymanagetimeandtasks.•TheStudentServicestaffwillparticipateonappropriateschooldistrictandcommunityadvisorycommitteesandboards.Thecurrentandplannedservicesinclude:SAPdistrictcouncil,CommunitiesThatCareKeyLeaders,CampusandCommunityAgainstDangerousDrinking,StraightTalkTaskForce.•TheHomeSchoolVisitorwillconsultwithstaffaboutattendance/truancyissues.Thecurrentandplannedservicesinclude;explanationofimportanceofgoodattendance,developeffectivemethodsofimprovingastudent’sattendance,explaintheconsequencesofpoorattendance/truancytoincludethelegalramifications,conducthomevisits,makephonecontacts,explaintruancyandattendancelawandpolicy.Liaisonbetweenschoolandfamilyre:concernsaboutstudentsuccess,behavior,attendance,truancyconcerns,Meetw/parents/studentsre:theseconcernsandestablishappropriateinterventiontohelpstudentachievesuccess.•TheHomeSchoolVisitorwillleadadistrict-widestafftrainingplanonchildabuse.Thecurrentandplannedservicesinclude:usingthepolicyandprocedureforidentifyingandreportingchildabuse,schedulingstafftrainingtoincludeallstaff(busdrivers,foodservice,faculty,staff,maintenanceetc.),incorporateanon-lineoptionforlearning,developafacultymeetingpresentationtobepresentedannually,incorporateatrackingprocesstomanagewhohasbeentrained.LiaisonbetweenschoolandCYSregardingallreportstoCYS.•TheHomeSchoolVisitorwilldeliverIEP’sforparentsignature.Thecurrentandplannedservicesinclude:contact,meetwithandexplaintheIEPtoparentswhodonotattendIEPconferenceandobtainparentpermissionandsignaturefortheIEPprocess.•Theschoolpsychologistprovidesconsultationandcoordinationofservicesforstudentwhoareexperiencingchronicproblemsthatrequiremultipleservicesbyteamorspecialist.Thecurrentandplannedservicesinclude:casemanagement,communityliaison,home/familycommunications,staffdevelopmentandparenteducationbytheschoolpsychologist.
CommunicationofEducationalOpportunities
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CommunicationofEducationalOpportunities EEP EEI ML HSCoursePlanningGuides X X X XDirectingPublictothePDE&Test-relatedWebsites X X X XIndividualMeetings X X X XLetterstoParents/Guardians X X X XLocalMediaReports X X X XWebsite X X X XMeetingswithCommunity,FamiliesandBoardofDirectors X X X X
MassPhoneCalls/Emails/Letters X X X XNewsletters X X X XPressReleases X X X XSchoolCalendar X X X XStudentHandbook X X X X
CommunicationofStudentHealthNeedsCommunicationofStudentHealthNeeds EEP EEI ML HS
IndividualMeetings X X X XIndividualScreeningResults X X X XLetterstoParents/Guardians X X X XWebsite X X X XMeetingswithCommunity,FamiliesandBoardofDirectors X X X X
Newsletters X X X XSchoolCalendar X X X XStudentHandbook X X X X
FrequencyofCommunicationElementaryEducation-PrimaryLevel
• Morethanonceamonth
ElementaryEducation-IntermediateLevel
• Morethanonceamonth
MiddleLevel
• Morethanonceamonth
HighSchoolLevel
• Morethanonceamonth
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CollaborationforInterventions
Describethecollaborationbetweenclassroomteachersandindividualsprovidinginterventionsregardingdifferingstudentneedsandacademicprogress.
TheStateCollegeAreaSchoolDistrictprovidesthefollowingcollaborationopportunitiesforclassroomteachersandindividualsprovidinginterventionsregardingdifferingstudentneeds:StudentAssistanceTeamsEachschool(secondary)maintainsitsownStudentAssistanceTeam.Theorganizationoftheteamisbasedontheneedsoftheschoolsandconsistofteachers,administrators,counselors,andschoolpsychologists,incollaborationwiththelocalmentalhealthauthority.Theteamisdesignedtoassistwithvariousclassroominterventionsbasedonteacherobservation,studentbehavior,classroomperformance,andtestdata.Theteamalsomakesrecommendationsformoreintensiveintervention,includingbutnotlimitedtoreferraltotheSBMHprogramorcommunity-basedmentalhealthservicesand/ordrugandalcoholservices.Theseinterventionsmaybereflectiveofanyoneorcombinationofthesystemofsupportsdescribedabove.CasingsTeamsEachschool(secondary)maintainsaninterdisciplinaryteamconsistingoffacultyandstafftoaddressacademicconcerns.Theteamassiststeachers,parentsandstudentstoreachacademicsuccesswithinterventionsincluding,butnotlimitedto;monitoring,datacollection,consultation,andtesting.Often,studentswhoareperformingundertheiracademiccapabilitiesareexperiencingemotionaldistress.InstructionalSupportTeamsEachschool(elementary)maintainsaninterdisciplinaryteamconsistingofSchoolPsychologist,GuidanceCounselor,SpeechandLanguageSpecialist,OccupationalTherapist,EmotionalSupportTeacher,Title1teacher,ESLteacheraswellasanyotherspecialiststhatmaybeworkingwiththestudentonanasneededorregularbasis.ThepurposeoftheInstructionalSupportTeamprocessistoidentifythechild'sneedsandstruggles,explainingindetailthekindsofskillsandbehaviorsthatthechildexhibitsthatindicatethatthestudentneedsextrahelpinsomeway.AllmembersoftheISTeamthencontributeaccordingtotheirownareasofspecialtyandexperiences,andtheteammakesdecisionabouthowtobestassistthechildkeepingmeticulousrecordsofgrowthandservicesoveraspecifiedtimeframeandthentheteamwillreconveneanddiscussthechild'sprogressandnextsteps.IntegratedMentalHealth(IMH)ServicesTheDistrictpartnerswiththelocalmentalhealthauthorityandvariousprivatementalhealthproviderstoservethebehavioralhealthneedsofstudentswithintheschoolwhowouldotherwisenotbeabletoaccessservicesinthecommunity.Thesepartnerships
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includeCentreCountyOfficeofMentalHealth,IntellectualDisabilities,andDrugandAlcohol,PennStatePsychologicalClinic,AMindfulVillageChildDevelopmentCenter,andHomeNursingAgency.Theseservicesarereflectiveoftargeted,asappropriate,andintensivesupports.Teachershaveaccesstothisteamthroughanon-linereferralandpresentationprocess.DailyCommunication:RegularEducationteachersandindividualsprovidinginterventionsregardingdifferingstudentneedsandacademicprogresscollaboratebeyondtheaboveoptionsinthefollowingways:Commonplantime,emailcorrespondence,inclusionmeetings,afterschoolmeetings,electroniccontinuousprogressmonitoringformat,Eschoolscourseworkcompletionandgrades.
CommunityCoordination
Describehowyouaccomplishcoordinationwithcommunityoperatedinfantandtoddlercenters,aswellaspreschoolearlyinterventionprograms.Inaddition,describethecommunitycoordinationwiththefollowingbeforeorafterschoolprogramsandservicesforallgradelevels,includingpre-kindergarten,ifoffered,throughgrade12.
1. Childcare2. Afterschoolprograms3. Youthworkforcedevelopmentprograms4. Tutoring
StateCollegeAreaSchoolDistrictcoordinatesserviceswithlocalpre-Kprograms.Thefamilyoutreachspecialist,StudentServicesdepartment,isamemberoftheCentreCountyLocalChildren’sTeam.Representativesfromcommunityoperatedinfantandtoddlercentersandpreschoolearlyinterventionprogramsarealsomembersofthisgroup.TheLocalChildren’sTeammeetsmonthlyandprovidesanopportunityformemberstoshareinformationaboutservicesavailabletochildrenandfamiliesandaddressissuesofconcernrelatedtotheseservices.Itbeganinthelate1970’sthroughamandatetocountiesfromtheOfficeofMentalRetardationunderPADepartmentofPublicWelfareandcontinuesvoluntarilyinCentreCountyasitdoesinsomeothercommunities.ThisgroupfacilitatescommunicationamongagenciesviaacomprehensiveLISTSERVandmeetingopportunities.Additionally,SCASDhasbegunhostingtwoothertransitionmeetings:CoffeeandConversationswithDistrictCurriculumAdministratorsandPreschoolCEO’sandTeachersandanannualPreschoolFairincollaborationwiththeStateCollegeMothersandMoregroup.BothoftheseeventshaveenhancedcommunicationwithprovidersofPre-Kprogramsinthecommunity.CEELisaBeforeandAfterSchoolExtendedLearningProgramwithFull-TimeandPart-Timeoptionsopentoallelementarystudents!ProgramsoperateatEasterlyParkway*,FergusonTownship,GraysWoods,MountNittany,ParkForest,andRadioParkElementarySchools!
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*CorlStreetstudentsareinvitedtoattendtheEasterlyParkwayprogram.Thebefore-schooloptionisheldatCorlStreet.BeforeschoolstudentsmustbedroppedoffatCorlStreet,transportationisprovidedtoEasterlyParkwayatthestartoftheschoolday.AfterschoolstudentswillbetransportedfromCorlStreettoEasterlyParkway,andparentsareresponsibleforpickupfromEasterlyParkway.
**Lemont/HouservillestudentsareinvitedtoattendtheMountNittanyprogram.BeforeschoolstudentsmustbedroppedoffatMountNittany,transportationisprovidedtoLemont/Houservilleatthestartoftheschoolday.AfterschoolstudentswillbetransportedfromLemont/HouservilletoMountNittanyandparentsareresponsibleforpickupfromMountNittany.StateCollegeAreaSchoolDistricthasanextensiveCommunityEducationProgram.TheCommunityEducationProgramisaresourceforlearnersofallagesandprovidesyear-roundprogrammingwithongoingsessionsbeginninginSeptember,January,marchandJune.Byparticipatinginacourse,familiesstrengthentiesbyparticipatingtogether,youthstayconnectedwithafterschoolenrichment,adultsenhanceworkplaceskillsordevelopnewhobbies,andeveryonefostersastrongerconnectionwithourcommunity.Thereareplentyofreliableprogramsofferedthroughouttheschoolyeartoincludecourseslike:DigitalPhotography,woodworking,adultliteracy,afterschoolenrichment,computercourses,parenteducationcourses,personaldevelopmentcourse,SATPreparation,DriversEducation,etc.TheVolunteersinPublicSchools(VIPS)programprovidesstudentsintheStateCollegeAreaSchoolDistrict,gradesK-12,withtutoring/mentoringassistance.TheVIPSprogrambenefitsallmembersoftheSCASDcommunitythroughacollaborativeapproachthatencouragesresponsibility,buildsself-esteem,andimproveslearningskills.OurgoalistobrokerarelationshipbetweenvolunteersintheStateCollege/PSUcommunitiesandSCASDteachers/studentsbyencouraginginteractioninaneducationalcontext.SCASDstaffandstudentsbenefitfromtheskillsandencouragementoftheirclassroomaidesandtutorswhilevolunteersarerewardedthroughgivingbacktotheircommunitiesand/orfulfillingtheireducationalrequirements.TheVIPSprogramoffersseveralafter-schooltutoringoptionsforstudentsintheSCASDcommunity,includingtheHighSchoolNorthTutoringCenter,whichmeetsbiweeklyonWednesdaysandThursdaysfrom3:30-6:00fromOctoberthroughthefirstweekinMayandisopentoallK-12students.SCASDprovidesYouthWorkforceandDevelopmentProgramsforgrades9-12.TheCareerTechnologyProgramofferscourses,mentorships,internshipsandhigheducationalopportunitiesinacomprehensiveCareerTechnologyEnvironment.Theareasthatstudentscanparticipateininclude:accounting/Finance,AgriculturalScience,AutomotiveTechnology,BuildingConstruction,CulinaryArts,CISCOnetworkingacademy,DiversifiedOccupations,DraftingandDesign,EarlyChildhoodEducation,Engineering,HealthProfessions,MarketingandSupplyChainManagement.
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SCASDhascareerdevelopmentandexploratoryprogramstomeettheneedsofallstudentsinthedistrict.AsignificantaspectofthecareerdevelopmentandexplorationprogramistoprovidegeneralinformationabouttheCTC’scourseofferingsandprogramssothatstudentsmaydevelopaneffectiveandwell-informededucationalplan,whichisspecificallytailoredtomeettheirownbuddingcareerplans.Forsomestudentsatourhighschool,concentrationinaCTCprogramisanappropriatechoice,forothers,participationinCTCprogramsmaybelimitedornon-existent.Thegoalistohelpstudentsselectcoursesandprogramsappropriatefortheirinterestsandfutureplans.HighSchoolInitiativesA.Severalgrade-levelappropriatepresentationsaremadebycounselorstostudentseachyearofstudents‘highschoolcareers,discussingcourseselectionandregistration,andpost-secondaryplanning.Thisisdonewithmultipleclassroomsatatimeinanauditoriumsetting,and/orasingleclassroom.B.TheCTCcounselorprovidesclassroomcareerexplorationlessonsuponteacherrequestandastimeconstraintsallow.C.StudentsinterestedinaCTCclassorprogramcanvisitaclassofinterestthroughcoordinationwiththeirgrade-levelcounselor,CTCcounselor,andsendingandreceivingteacher.D.Grade-levelcounselorshaveindividualmeetingswithstudentsregardingcareerexploration,collegeplanning,andcourseselectionappropriatetotheseplans.CounselorsreferstudentstotheCTCcounselorformoredetaileddiscussionsofwhatparticularCTCprogramshavetooffer.E.StudentsareintroducedtovariousfreeresourcesforcareerplanningandexplorationandthedistrictsubscribestoCareerCruising,acareerexplorationanddiscoverytoolwhichhasassessmentsforstudentstolearnmoreaboutthemselvesandcareerprofilestolearnmoreaboutjobsandtheircharacteristics.F.IntheCourseSelectionGuide,whichisavailableonlineorinprint,studentsareprovideddescriptionsofCTCcourseofferingsforreferenceduringcourseregistrationtime.ThisprovidesanopportunityforpotentialstudentsandtheirparentstocomparehighschoolcourseelectiveswithCTCprograms.G.CTCprogramteachersprepareindustry-specificcareerlessons,guestspeakers,andfieldtripssostudentscangainexposuretoprofessionsintheirfields.H.AnannualCTCProgramGuidebookiscreatedandmailedtointroducerising9thand10thgradeparentstotheCTC’sprograms,CTSO’s,andaccomplishments.Hereprogramandcoursedescriptions,actionpictures,anddetailedcaptionshighlighteachprogramandlinkthemtopostsecondaryschooloptionandcareers,allowingstudentsandparentstomakeinformeddecisionsabouttheappropriatenessofaCTCprogramfortheirchildren.Studentprojectsareshownandexplainedandunder-representedgroupsarehighlightedasarecruitingtool.I.Unpaidpublicrelations:Newsstoriescoveringspecialprojectsorstudentsuccessstories.Materialissubmittedbyteachersandstafforarrangedthroughmediarepresentatives.J.ParentNightandElectiveShowcaseoccursinFebruaryeachyearinwhichCTCprograms
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arerepresentedwithfacultymembersandinformationaldisplays.Atthisevent,parentsandstudentscantalktoCTCteachersandlearnaboutthecoursesandCTSOopportunitiesavailabletothemthroughparticipationinourprograms.MiddleLevelInitiativesA.8thGradetoursoftheCTCareheldinthewinter,andclassroomdiscussionsaboutthetourswithcounselorsensuefollowingthetours.Studentsparticipatein8-minutepresentationsfromeachoftheprogram'steachersandstudents,aswellasanoverviewCTCvideoandwelcomefromCTCstudentleaders.Demonstrationsandexplanationsbyteachersandcurrentstudentsareutilizedtoemphasizeprogrambenefitsandfeatures,successfulstudents,careeropportunities,etc.Informationrelativetonon-traditionalemploymentopportunitiesisgivenduringpresentations.B.Counselorsalsoconductindividualmeetingswithstudentsaboutscheduling,inwhichstudentsareguidedtoconsiderwhichCTCprogram,ifany,isappropriatefortheirinterests.C.StudentsparticipateinCareerDay,duringwhich2-year,4-yeardegreeoccupationsarerepresentedbyprofessionalsinthecommunity.Approximately40differentcareerswererepresentedin2012.5sessionswereheldthateachstudentsparticipatesin,withalmost10presenterstochoosefromforeachsession.D.LessonsintroducingandusingPACareerZone(acareerexplorationwebsite)aredelivered.Studentsthenuseditinanexploratorymanner,justtoletkidsknowit'saresourceandhowtonavigatethesite.Counselorsleadstudentsthroughanexercisewhertheyhadkidsexploreacareerandplacecharacteristicstheylearnedaboutitintotheirelectronicportfolio.E.TheDeltaProgramisaschoolofchoiceforsecondaryschoolstudentsinthedistrictIn8thgrade,studentshavetheopportunitytoattendDeltaandshadowastudentforthedaytoseeifthedifferingapproachestoteachingandlearning,aswellastheuniqueschoolclimate,isbettersuitedtostudentsinterestsandneeds.Findingaworkenvironmentbest-suitedtostudentsuniqueneedsisessentialforsuccessinhighschoolandintheworkplace.F.TheUniversalEncouragementProgram(UEP)Surveyisatime-savingonlinetoolthatwillgatherandreportcriticaldatatoinformguidanceservices,programdevelopment,andschoolimprovementefforts.ESIofferstheUEPatnocosttoschoolsandeducationsupportprograms.TheUniversalEncouragementProgram(UEP)isanonlineguidanceassessment,reporting,andcommunicationssystemdesignedtohelpcounselorsandothereducationsupportprofessionalsdocumentandrespondtostudents'careerandeducationneeds,interests,andexperiences.ESIhasdesignedtheassessmentsforthepurposeofinformingguidanceandencouragementeffortsthatleadtoimprovededucationalattainmentandcareerdecision-making.Studentstakethissurveyin8thgrade.G.Inthespring,highschoolandDeltacounselorspresentto8thgradersregardinghowtoselecthighschoolcourses,whatoptionsareavailabletothem,andhowbesttomakeappropriatecourseselectionchoicesbasedontheirinterestsandgoals.Electivecourses
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andCTCprogramsarediscussed,asistheDeltaprogram.ElementaryLevelInitiativesA.KindergartenstudentsallcompleteaninitialportfoliothatincludesacareercomponentwithcounselorB.GuestspeakersincareersrelatedtounitsofstudyC.FieldtripstoplacesofbusinessD.AssemblieswithpeoplefromthecommunityinvariousoccupationsE.Kindergartenschoolscavengerhunt-studentsvisit/learnresponsibilitiesofnurse,librarian,counselor,principalF.Kindergartenon-goingcareerexploration:firefighter,policeofficer,dentist,farmer,transportationCareerCruisingImplementationPlan:CareerCruisingconnectstherealworldtotheclassroomwiththelatestcareerandlabormarketinformation,salaries,andeducationalpathways–allwritteninawaythat’seasytounderstand.Studentsalsolearnessential21st-centuryskillslikefinancialliteracyandgoal-settingthroughvideointerviews,role-playingactivities,andmore.http://https://public.careercruising.com/en/our-solutions/k-12/SCASDhasidentified5objectivestofocusonfortheCareerCruisingImplementationPlan:
• Toensurestudentswillcompleteacareerportfolio
• Toassisttransitioningstudents/studentwithspecialneeds
• Toensurestudentarecareerready
• Toensurestudentsarecollegeready
• Toprovideaplatformforstudenttobuildanelectronicportfoliotocarrywiththemthroughgraduation
Utilizingthe5objectivestheDistrictidentifiedthefollowing:
• Whatneededtobedoneateachlevel
• Howsuccesswillbemeasured
• Thetimelineforimplementation
• Thepersonnelresponsibleforimplementation
• Theresourcesrequiredtodoso.
PreschoolAgencyCoordination
ExplainhowtheLEAcoordinateswithagenciesthatservepreschoolagechildrenwithdisabilities.
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1. Addresscoordinationactivitiesdesignedtoidentifyandservechildrenwithdisabilitiesandthesupportsandaccommodationsavailabletoensurebothphysicalandprogrammaticaccess.
2. Addresspre-kindergartenprogramsoperateddirectlybytheLEAandthoseoperatedbycommunityagenciesundercontractfromtheLEA.
3. DescribehowtheLEAprovidesforasmoothtransitionfromthehomesettingandanyearlychildhoodcareoreducationalsettingthestudentsattend,totheschoolsetting.
1.Addresscoordinationactivitiesdesignedtoidentifyandservechildrenwithdisabilitiesandthesupportsandaccommodationsavailabletoensurebothphysicalandprogrammaticaccess.Evaluation,supports,servicesandaccommodationsforpreschoolagechildrenwithdisabilitiesiscoordinatedandcompletedbytheCIU-10.WhenparentscontactSCASDregardingtheirpreschoolagechild,areferralismadetotheCIU-10EarlyInterventionDirectortorequestanevaluation.Thereareavarietyof[private]preschoolprogramswithintheSCASDdistrictthatfamiliesaccess,andtheCIU-10providesthesupports,servicesandaccommodationstoidentifiedstudentsinthosesettingsvianEarlyIntervention(EI)IEP.IfastudentreceivesEIsupportsandservices,isofkindergartenage,butwillcontinueintheEIprogramforanotheryear,theCIU-10notifiestheSCASDDepartmentofSpecialEducationoftheparentsdecision,andSCASDpaysfortheEIcostsforthosestudents.2.Addresspre-kindergartenprogramsoperateddirectlybytheLEAandthoseoperatedbycommunityagenciesundercontractfromtheLEA.SCASDdoesnotoperateanypre-kindergartenprograms,norhaveanycontractswithcommunityagenciestooperatepre-kindergartenprogramming.3.DescribehowtheLEAprovidesforasmoothtransitionfromthehomesettingandanyearlychildhoodcareoreducationalsettingthestudentsattend,totheschoolsetting.SCASDmeetsannually,inNovemberofeachschoolyear,withtheEarlyInterventionproviderstoreceiveinformationregardingpotentialin-comingkindergartenerswithdisabilitiesforthenextschoolyear.Atthattime,withsignedparentpermissionobtainedbytheEIproviders,SCASDreceivescopiesofthecurrentEIspecialeducationpaperwork(IEPandEvaluationReport),andascheduleisestablishedforEITransitionMeetingsduringanidentifiedweekinFebruary.InFebruaryofeachschoolyear,individualEITransitionmeetingsareheldwiththeparent(s),EIproviders(DevelopmentalEducationTeachers,OTs,PTs,SpeechTherapists,VisionSupport,HearingSupport,etc.),CommunityAgencymembers(whenappropriate),andSCASDpersonnel(DirectororAssistantDirectorofSpecialEducation,SchoolPsychologist,SpeechTherapist,OT,PT,etc.)todiscusseachincomingkindergarteneranddevelopaplanforreevaluationforpurposesofdeterminingschoolageeligibility.CurrentEIspecialeducationpaperworkissharedwithSCASD.InsteadofindividualtransitionmeetingsforstudentswhoareonlyreceivingEISpeechTherapy,agroupmeetingisheldforthosestudents'parentsandtheEISpeechTherapistsregardingthetransitionoftheirchildintokindergarten.Parents,EISpeechTherapistsandSCASDSpeechTherapistsareinvitedtotheparentmeeting.Theprocessforreevaluationof
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theirchildforschoolagespeechservicesisexplainedandquestionsareanswered.CurrentEIspecialeducationpaperworkissharedwithSCASD.Duringthesummerpriortoastudententeringkindergarten,studentsandfamiliesareinvitedtoattendanOpenHouseattheirchild'snewschool.Theelementarybuildingsalsooffera"KindergartenCamp"thatincomingstudentsattendtolearnaboutattendingschoolandwhattoexpectinkindergarten.Forsomeincomingkindergartenerswithdisabilities,theSCASDspecialeducationteacherwilldevelopatransitionplantohelpthechildgainknowledgeandskillsabouttheirnewschoolenvironment.Forexample,forastudentidentifiedwithAutism,his/herSCASDspecialeducationteacherwoulddevelopasocialstorythatincludesphotosofnewteachers,therapists,principal,nurse,secretary,andsoon,alongwithwhattheschooldaywilllooklikeforthatstudent.ThesetypesoftransitionsupportsareindividualizedanddevelopedbytheIEPteam,andimplementedpriortothestartoftheschoolyearbytheSCASDspecialeducationteacher.Foradditionalinformationonourkindergartenprogrammingandthetransitionprocessforallstudents,pleasevisitthelinkbelow.http://www.scasd.org/site/Default.aspx?PageID=13
MaterialsandResources
DescriptionofMaterialsandResources
ElementaryEducation-PrimaryLevel
MaterialandResourcesCharacteristics StatusAlignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills Developing
Arobustsupplyofhighqualityalignedinstructionalmaterialsandresourcesavailable Developing
Accessibilityforstudentsandteachersiseffectiveandefficient DevelopingDifferentiatedandequitablyallocatedtoaccommodatediverselevelsofstudentmotivation,performanceandeducationalneeds Developing
ProvideexplanationforprocessesusedtoensureAccomplishment.
Thedistrictisfocusedondifferentiation.Thiswillrequireshiftingenergiesandresourcestobesurethatallstudentsaredemonstratingachievementgrowth.ByindicatingDevelopinginallareasshowsthedistrict'sbeliefincontinuousimprovement.
Explanationforanyrowchecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:
AllareasareatthedevelopingstageasindciatedbyourK-12curriculumdevelopmentcycle,whichincludesresourceallocation.
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ElementaryEducation-IntermediateLevel
MaterialandResourcesCharacteristics StatusAlignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills Developing
Arobustsupplyofhighqualityalignedinstructionalmaterialsandresourcesavailable Developing
Accessibilityforstudentsandteachersiseffectiveandefficient DevelopingDifferentiatedandequitablyallocatedtoaccommodatediverselevelsofstudentmotivation,performanceandeducationalneeds Developing
ProvideexplanationforprocessesusedtoensureAccomplishment.
Thedistrictisfocusedondifferentiation.Thiswillrequireshiftingenergiesandresourcestobesurethatallstudentsaredemonstratingachievementgrowth.ByindicatingDevelopinginallareasshowsthedistrict'sbeliefincontinuousimprovement.
Explanationforanyrowchecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:
AllareasareatthedevelopingstageasindciatedbyourK-12curriculumdevelopmentcycle,whichincludesresourceallocation.
MiddleLevel
MaterialandResourcesCharacteristics StatusAlignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills Developing
Arobustsupplyofhighqualityalignedinstructionalmaterialsandresourcesavailable Developing
Accessibilityforstudentsandteachersiseffectiveandefficient DevelopingDifferentiatedandequitablyallocatedtoaccommodatediverselevelsofstudentmotivation,performanceandeducationalneeds Developing
ProvideexplanationforprocessesusedtoensureAccomplishment.
Thedistrictisfocusedondifferentiation.Thiswillrequireshiftingenergiesandresourcestobesurethatallstudentsaredemonstratingachievementgrowth.ByindicatingDevelopinginallareasshowsthedistrict'sbeliefincontinuousimprovement.
Explanationforanyrowchecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:
AllareasareatthedevelopingstageasindciatedbyourK-12curriculumdevelopmentcycle,whichincludesresourceallocation.
HighSchoolLevel
MaterialandResourcesCharacteristics Status
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Alignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills Developing
Arobustsupplyofhighqualityalignedinstructionalmaterialsandresourcesavailable Developing
Accessibilityforstudentsandteachersiseffectiveandefficient DevelopingDifferentiatedandequitablyallocatedtoaccommodatediverselevelsofstudentmotivation,performanceandeducationalneeds Developing
ProvideexplanationforprocessesusedtoensureAccomplishment.
Thedistrictisfocusedondifferentiation.Thiswillrequireshiftingenergiesandresourcestobesurethatallstudentsaredemonstratingachievementgrowth.ByindicatingDevelopinginallareasshowsthedistrict'sbeliefincontinuousimprovement.
Explanationforanyrowchecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:
AllareasareatthedevelopingstageasindciatedbyourK-12curriculumdevelopmentcycle,whichincludesresourceallocation.
SASIncorporation
ElementaryEducation-PrimaryLevel
Standards Status
ArtsandHumanities
Implementedinlessthan50%of
districtclassrooms
CareerEducationandWork
Implementedinlessthan50%of
districtclassrooms
CivicsandGovernment
Implementedinlessthan50%of
districtclassrooms
PACoreStandards:EnglishLanguageArts
Implementedinlessthan50%of
districtclassrooms
PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects
Implementedinlessthan50%of
districtclassrooms
PACoreStandards:Mathematics
Implementedinlessthan50%of
districtclassrooms
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Economics
Implementedinlessthan50%of
districtclassrooms
EnvironmentandEcology
Implementedinlessthan50%of
districtclassrooms
FamilyandConsumerSciences
Implementedinlessthan50%of
districtclassrooms
Geography
Implementedinlessthan50%of
districtclassrooms
Health,SafetyandPhysicalEducation
Implementedinlessthan50%of
districtclassrooms
History
Implementedinlessthan50%of
districtclassrooms
ScienceandTechnologyandEngineeringEducation
Implementedinlessthan50%of
districtclassrooms
AlternateAcademicContentStandardsforMath
Implementedinlessthan50%of
districtclassrooms
AlternateAcademicContentStandardsforReading
Implementedinlessthan50%of
districtclassrooms
AmericanSchoolCounselorAssociationforStudents
Implementedinlessthan50%of
districtclassrooms
EarlyChildhoodEducation:Infant-Toddler→SecondGrade
Implementedinlessthan50%of
districtclassrooms
EnglishLanguageProficiency
Implementedinlessthan50%of
districtclassrooms
InterpersonalSkillsImplementedinlessthan50%of
district
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classrooms
SchoolClimate
Implementedinlessthan50%of
districtclassrooms
Furtherexplanationforcolumnsselected"
ProfessionaldevelopmentisongoingfortheuseoftoolssuchasSAS.OtherassessmenttoolsareemployedatthislevelwithnotalldirectlyalignedtoSAS.
ElementaryEducation-IntermediateLevel
Standards Status
ArtsandHumanities
Implementedinlessthan50%of
districtclassrooms
CareerEducationandWork
Implementedinlessthan50%of
districtclassrooms
CivicsandGovernment
Implementedinlessthan50%of
districtclassrooms
PACoreStandards:EnglishLanguageArts
Implementedinlessthan50%of
districtclassrooms
PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects
Implementedinlessthan50%of
districtclassrooms
PACoreStandards:Mathematics
Implementedinlessthan50%of
districtclassrooms
Economics
Implementedinlessthan50%of
districtclassrooms
EnvironmentandEcology
Implementedinlessthan50%of
districtclassrooms
FamilyandConsumerSciences
Implementedinlessthan50%of
districtclassrooms
Geography Implementedin
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lessthan50%ofdistrict
classrooms
Health,SafetyandPhysicalEducation
Implementedinlessthan50%of
districtclassrooms
History
Implementedinlessthan50%of
districtclassrooms
ScienceandTechnologyandEngineeringEducation
Implementedinlessthan50%of
districtclassrooms
AlternateAcademicContentStandardsforMath
Implementedinlessthan50%of
districtclassrooms
AlternateAcademicContentStandardsforReading
Implementedinlessthan50%of
districtclassrooms
AmericanSchoolCounselorAssociationforStudents
Implementedinlessthan50%of
districtclassrooms
EnglishLanguageProficiency
Implementedinlessthan50%of
districtclassrooms
InterpersonalSkills
Implementedinlessthan50%of
districtclassrooms
SchoolClimate
Implementedinlessthan50%of
districtclassrooms
Furtherexplanationforcolumnsselected"
ProfessionaldevelopmentisongoingfortheuseoftoolssuchasSAS.OtherassessmenttoolsareemployedatthislevelwithnotalldirectlyalignedtoSAS.Thesetools,suchasMAPfromNWEAprovidesimliarformativeinformation.AdoptingCDTsatthesegradelevelswillbeconsideredinthefuture.WiththismovetherewillbeadirectconnectiontoSAS.
MiddleLevel
Standards Status
50
ArtsandHumanities
Implementedinlessthan50%of
districtclassrooms
CareerEducationandWork
Implementedinlessthan50%of
districtclassrooms
CivicsandGovernment
Implementedinlessthan50%of
districtclassrooms
PACoreStandards:EnglishLanguageArts
Implementedin50%ormoreof
districtclassrooms
PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects
Implementedinlessthan50%of
districtclassrooms
PACoreStandards:Mathematics
Implementedin50%ormoreof
districtclassrooms
Economics
Implementedinlessthan50%of
districtclassrooms
EnvironmentandEcology
Implementedinlessthan50%of
districtclassrooms
FamilyandConsumerSciences
Implementedinlessthan50%of
districtclassrooms
Geography
Implementedinlessthan50%of
districtclassrooms
Health,SafetyandPhysicalEducation
Implementedinlessthan50%of
districtclassrooms
History
Implementedin50%ormoreof
districtclassrooms
ScienceandTechnologyandEngineeringEducationImplementedin50%ormoreof
district
51
classrooms
AlternateAcademicContentStandardsforMath
Implementedinlessthan50%of
districtclassrooms
AlternateAcademicContentStandardsforReading
Implementedinlessthan50%of
districtclassrooms
AmericanSchoolCounselorAssociationforStudents
Implementedinlessthan50%of
districtclassrooms
EnglishLanguageProficiency
Implementedinlessthan50%of
districtclassrooms
InterpersonalSkills
Implementedinlessthan50%of
districtclassrooms
SchoolClimate
Implementedinlessthan50%of
districtclassrooms
WorldLanguage
Implementedinlessthan50%of
districtclassrooms
Furtherexplanationforcolumnsselected"
ProfessionaldevelopmentisongoingfortheuseoftoolssuchasSAS.OtherassessmenttoolsareemployedatthislevelwithnotalldirectlyalignedtoSAS.Thesetools,suchasMAPfromNWEAprovidesimliarformativeinformation.CDTsarecurrentlyinusestartingingrade7.Considerationisbeinggiventousingthistoolat6thgradeinfutureyears.ThiswillprovideatighterconnectiontoSAS.
HighSchoolLevel
Standards Status
ArtsandHumanities
Implementedinlessthan50%of
districtclassrooms
CareerEducationandWork
Implementedinlessthan50%of
districtclassrooms
CivicsandGovernment Implementedinlessthan50%of
52
districtclassrooms
PACoreStandards:EnglishLanguageArts
Implementedin50%ormoreof
districtclassrooms
PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects
Implementedinlessthan50%of
districtclassrooms
PACoreStandards:Mathematics
Implementedin50%ormoreof
districtclassrooms
Economics
Implementedinlessthan50%of
districtclassrooms
EnvironmentandEcology
Implementedinlessthan50%of
districtclassrooms
FamilyandConsumerSciences
Implementedinlessthan50%of
districtclassrooms
Geography
Implementedinlessthan50%of
districtclassrooms
Health,SafetyandPhysicalEducation
Implementedinlessthan50%of
districtclassrooms
History
Implementedin50%ormoreof
districtclassrooms
ScienceandTechnologyandEngineeringEducation
Implementedin50%ormoreof
districtclassrooms
AlternateAcademicContentStandardsforMath
Implementedinlessthan50%of
districtclassrooms
AlternateAcademicContentStandardsforReading
Implementedinlessthan50%of
districtclassrooms
AmericanSchoolCounselorAssociationforStudents Implementedin
53
lessthan50%ofdistrict
classrooms
EnglishLanguageProficiency
Implementedinlessthan50%of
districtclassrooms
InterpersonalSkills
Implementedinlessthan50%of
districtclassrooms
SchoolClimate
Implementedinlessthan50%of
districtclassrooms
WorldLanguage
Implementedinlessthan50%of
districtclassrooms
Furtherexplanationforcolumnsselected"
ProfessionaldevelopmentisongoingfortheuseoftoolssuchasSAS.ThecoresubjectareasarefurtheraheadintheiruseofSAS.Withprofessionaldevelopmentfocusingonformativeassessmentdevelopmentanduse,toolssuchasSASwillfindgreateruseintheinstructionalplanningofallteachers.
ProfessionalEducation
CharacteristicsDistrict’sProfessionalEducationCharacteristics EEP EEI ML HSEnhancestheeducator’scontentknowledgeintheareaoftheeducator’scertificationorassignment. X X X X
Increasestheeducator’steachingskillsbasedoneffectivepracticeresearch,withattentiongiventointerventionsforstrugglingstudents.
X X X X
Increasestheeducator'steachingskillsbasedoneffectivepracticeresearch,withattentiongiventointerventionsforgiftedstudents.
X X X X
Provideseducatorswithavarietyofclassroom-basedassessmentskillsandtheskillsneededtoanalyzeandusedataininstructionaldecisionmaking.
X X X X
Empowerseducatorstoworkeffectivelywithparentsandcommunitypartners. X X X X
District’sProfessionalEducationCharacteristics EEP EEI ML HSProvidestheknowledgeandskillstothinkandplan X X X X
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strategically,ensuringthatassessments,curriculum,instruction,staffprofessionaleducation,teachingmaterialsandinterventionsforstrugglingstudentsarealignedtoeachother,aswellastoPennsylvania’sacademicstandards.Providestheknowledgeandskillstothinkandplanstrategically,ensuringthatassessments,curriculum,instruction,staffprofessionaleducation,teachingmaterialsandinterventionsforgiftedstudentsarealignedtoeachother,aswellastoPennsylvania'sacademicstandards.
X X X X
Providesleaderswiththeabilitytoaccessanduseappropriatedatatoinformdecisionmaking. X X X X
Empowersleaderstocreateacultureofteachingandlearning,withanemphasisonlearning. X X X X
Instructstheleaderinmanagingresourcesforeffectiveresults. X X X X
Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.
Thedistricthasasixphasecurriculumdevelopmentcycle.Eachphasehaskeycomponentstoenhancetheimplementationofthecurriculumfromresearchtocurriculumwritingtoprofessaiondevelopmentandevaluation.Asnewcurriculumisenacted,professionaldevelopmentisprovidedtosupportinstructionalstrategies,includingtheintegrationofinstrutionaltechnologytosupportstudentlearning.Inaddition,thedistrictcontinuesitsworkwithsupportingdataliteracy,especiallyasitrelatestothecurriculumthroughtheuseofinstructionalcoaches,instructionaltechnologycoaches,contentcoordinators,andprofessionallearningcommunities.
Providebriefexplanationforstrategiesnotselectedandhowyouplantoaddresstheirincorporation.
Allstrategiesareselectedandwillbeincorporated.
EducatorDisciplineAct126,71Provideseducatorswithmandatedreportertraining,totaling3hours,every5yearsasoutlinedinAct126.
QuestionsTheLEAhasconductedtherequiredtrainingon:4/15/2015Educatorsparticipateinthistrainingonvariousdatestotaling3hoursevery5yearsforallcurrentandnewemployeeswillcompletethetrainingwhenhired.TheLEAplanstoconducttherequiredtrainingonapproximately:8/1/2016Allnewemployeeswillcompletethisonlinecourse.Provideseducatorswithfour(4)hoursofprofessionaldevelopmentinyouthsuicideawarenessandpreventioneveryfive(5)yearsforprofessionaleducatorsingradessixthroughtwelveasoutlinedinAct71.
55
QuestionsTheLEAhasconductedthetrainingon:8/1/2016Allcurrentprofessionaleducatorsofgrades6-12completedfourhoursoftrainingviaanonlinecourse.TheLEAplanstoconductthetrainingonapproximately:8/1/2016Allnewemployeescompletethiscourseduringtheirfirstyearasanewemployee.Provideseducatorswithfour(4)hoursofprofessionaldevelopmenteveryfive(5)yearsforprofessionaleducatorsthatareteachingthecurriculuminwhichtheChildExploitationAwarenessEducationprogramisincorporatedasoutlinedinAct71.
QuestionsNotApplicableforourschoolentity
StrategiesEnsuringFidelity
Checkedanswers• ProfessionalDevelopmentactivitiesarebasedupondetailedneedsassessmentsthat
utilizestudentassessmentresultstotargetinstructionalareasthatneedstrengthening.• Usingdisaggregatedstudentdatatodetermineeducators’learningpriorities.• ProfessionalDevelopmentactivitiesarebasedupondetailedneedsassessmentsthat
utilizestudentassessmentresultstotargetcurricularareasthatneedfurtheralignment.
• ProfessionalDevelopmentactivitiesaredevelopedthatsupportimplementationofstrategiesidentifiedinyouractionplan.
• Clearexpectationsintermsofteacherpracticeareidentifiedforstaffimplementation.• Animplementationevaluationiscreated,baseduponspecificexpectationsrelatedto
changesinteacherpractice,whichisusedtovalidatetheoveralleffectivenessoftheprofessionaldevelopmentinitiative.
• TheLEAhasasystemicprocessthatisusedtovalidatewhetherornotprovidershavethecapacitytopresentqualityprofessionaldevelopment.
• Administratorsparticipatefullyinallprofessionaldevelopmentsessionstargetedfortheirfaculties.
• EveryProfessionaldevelopmentinitiativeincludescomponentsthatprovideongoingsupporttoteachersregardingimplementation.
• TheLEAhasanongoingmonitoringsysteminplace(i.e.walkthroughs,classroomobservations).
• ProfessionalEducationisevaluatedtoshowitsimpactonteachingpracticesandstudentlearning.
Uncheckedanswers None.
Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.
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Professionaldevelopmentisreviewedeachyear.Thereisamixofongoinginitiativesthatallteachersattend(suchasReadingApprenticeship)andalsoawidearrayofchoicethatisresponsivetotheuniqueneedsofindividualeducators.Recently,thedistrictbeganusinga"tradeday"concept.Teacherscanearnupto6hoursof"tradetime"throughapprovedprofessionaldevelopment.Everysessionisevaluatedbytheattendees.Thisinformationisusedtoadaptandchangetheindividualsession,eliminateunproductivesessions,andtodevelopnewsessions.Professionaldevelopmentisalsoprovidedwitheachcurriculuarareaasitisrevisedbyusinginstuctionalcoaches,instructionaltechnologycoaches,andcontentcoordinators.Administratorsensuretheeffectiveimplementationofcurriculumandinstructionalstrategies.
Providebriefexplanationforstrategiesnotselectedandhowyouplantoaddresstheirincorporation.
Allstrategieswereselected.
InductionProgram
Checkedanswers• Inducteeswillknow,understandandimplementinstructionalpracticesvalidatedby
theLEAasknowntoimprovestudentachievement.
• Inducteeswillassignchallengingworktodiversestudentpopulations.
• InducteeswillknowthebasicdetailsandexpectationsrelatedtoLEA-wideinitiatives,practices,policiesandprocedures.
• Inducteeswillknowthebasicdetailsandexpectationsrelatedtoschoolinitiatives,practicesandprocedures.
• Inducteeswillbeabletoaccessstatecurriculumframeworksandfocuslessondesignonleadingstudentstomasteryofallstateacademicstandards,assessmentanchorsandeligiblecontent(whereappropriate)identifiedintheLEA'scurricula.
• InducteeswilleffectivelynavigatetheStandardsAlignedSystemwebsite.
• InducteeswillknowandapplyLEAendorsedclassroommanagementstrategies.
• Inducteeswillknowandutilizeschool/LEAresourcesthatareavailabletoassiststudentsincrisis.
• Inducteeswilltakeadvantageofopportunitiestoengagepersonallywithothermembersofthefacultyinordertodevelopasenseofcollegialityandcamaraderie.
• Aprimarygoalofthedistrictinductionprogramistoestablishamindsetofcontinuouslearningbyallparticipants.
Uncheckedanswers
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None.
Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.
Theinductionprogramisevaluatedeachyear.Thisoccursthroughsurveysandfocusgroups.Allstakeholdersprovideinput.Thisincludesinductionleaders,inductees,andmentors.
Providebriefexplanationforstrategiesnotselectedandhowyouplantoaddresstheirincorporation.
Alllstrategieswereselected.
NeedsofInductees
Checkedanswers• Frequentobservationsofinducteeinstructionalpracticebyacoachormentorto
identifyneeds.
• Frequentobservationsofinducteeinstructionalpracticebysupervisortoidentifyneeds.
• Regularmeetingswithmentorsorcoachestoreflectuponinstructionalpracticetoidentifyneeds.
• StudentPSSAdata.
• StandardizedstudentassessmentdataotherthanthePSSA.
• Classroomassessmentdata(Formative&Summative).
• Inducteesurvey(local,intermediateunitsandnationallevel).
• Reviewofinducteelessonplans.
• Reviewofwrittenreportssummarizinginstructionalactivity.
• Submissionofinducteeportfolio.
• Knowledgeofsuccessfulresearch-basedinstructionalmodels.
• Informationcollectedfrompreviousinductionprograms(e.g.,programevaluationsandsecond-yearteacherinterviews).
Uncheckedanswers None.
Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.
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Theinductionprogramismonitoredinitseffectivenesseachyearthroughsurveyorfocusgroupconversation.Buildingprincipalsalsotakeonresponsibilitytoensurethatnewteachersaredevelopingandgrowingwithintheprofession.
Provideabriefexplanationforstrategiesnotselectedandyourplantoaddresstheirincorporation.
Allstragtegieswereselected.
MentorCharacteristics
Checkedanswers• Poolofpossiblementorsiscomprisedofteacherswithoutstandingworkperformance.• Potentialmentorshavesimilarcertificationsandassignments.• Potentialmentorsmustmodelcontinuouslearningandreflection.• PotentialmentorsmusthaveknowledgeofLEApolicies,proceduresandresources.• Potentialmentorsmusthavedemonstratedabilitytoworkeffectivelywithstudentsand
otheradults.• Potentialmentorsmustbewillingtoacceptadditionalresponsibility.• Mentorsmustcompletementortrainingorhavepreviousrelatedexperience(e.g.,
purposeofinductionprogramandroleofmentor,communicationandlisteningskills,coachingandconferencingskills,problem-solvingskillsandknowledgeofadultlearninganddevelopment).
• Mentorsandinducteesmusthavecompatibleschedulessothattheycanmeetregularly.
Uncheckedanswers None.
Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.
Theinductionprogramandtheprocessforselectingandthecriteriaformentoringisreviewedeachyear.Curriculumdirectorstakeontheresponsibilityforleadinginductionandhelpingtoprovidetoolsformentors.Buildingprincipalsselectmentorsbasedontheprescribedcriteria.
Providebriefexplanationforcharacteristicsnotselectedandhowyouplantoaddresstheirincorporation.
Allcharacteristicswereselected.
InductionProgramTimeline
Topics Aug-Sep
Oct-Nov
Dec-Jan
Feb-Mar
Apr-May
Jun-Jul
CodeofProfessionalPracticeandConductforEducators X
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Assessments X BestInstructionalPractices X X X X X SafeandSupportiveSchools X X Standards X X X X X Curriculum X X X X X Instruction X X X X X AccommodationsandAdaptationsfordiverselearners X X X X X
Datainformeddecisionmaking X X X X X MaterialsandResourcesforInstruction X X XIfnecessary,providefurtherexplanation.
Theinductionprogramhasthreeprimarygoals:1.Establishingadispositionforcontinuouslearning2.Introductiontothecurriculumandpedagogicalpractices3.Orientationtothedistrict
MonitoringandEvaluatingtheInductionProgram
IdentifytheproceduresformonitoringandevaluatingtheInductionprogram.
Theinductionprogramisevaluatedeachyear.Thisoccursthroughmonitoriingtheperformanceofournewteachersviaourdistrict'steachersupervisionandevaluationprocess.Specifically,theevidencedbasedperformanceevaluationsarereviewedbyboththerespectiveteachers'principalsandthedistrictleveladministratorswholeadourinductionprogram.Additionally,weutilizeformativefeedbackfrominvolvedstakeholders(inductees/new&mentorteachers)viasurveysandfocusgroups.Allstakeholdersprovideinput.Thisincludesinductionleaders,inductees,andmentors.
RecordingProcess
Identifytherecordingprocessforinducteeparticipationandprogramcompletion.(Checkallthatapply)Checkedanswers
• Mentordocumentshis/herinductee'sinvolvementintheprogram.
• Adesignatedadministratorreceives,evaluatesandarchivesallmentorrecords.
• School/LEAmaintainsaccuraterecordsofprogramcompletionandprovideacertificateorstatementofcompletiontoeachinducteewhohascompletedtheprogram.
• LEAadministratorreceives,tallies,andarchivesallLEAmentorrecords.
• CompletionisverifiedbytheLEAChiefExecutiveOfficerontheApplicationforLevel2Certification.
60
UncheckedanswersNone.
SpecialEducation
SpecialEducationStudentsTotalstudentsidentified:755
IdentificationMethod
IdentifytheDistrict'smethodforidentifyingstudentswithspecificlearningdisabilities.
Beginningwiththe2010/2011schoolyear,alleightSCASDelementarybuildingsgainedapprovalfromPDEtouseResponsetoInstructionandIntervention(RtII)forSLDDeterminationinReadingforK-3.Alleightelementaryschoolshaverecentlyreappliedforapprovalinaccordancewiththeevery6yearcertificationrequirementfromPDE.RtIIattheK-3levelhasbeenverysuccessfulinprovidingat-riskstudentswithinterventionstheyneedtobesuccessfulandclosethegap.RtIIisnowanintegralpartofourcultureandeachyearwecontinuetorefineourprocesstoprovideaproactiveapproachtomeetingtheneedsofat-risklearners.IntheSCASD,theschoolpsychologistsandadministratorshaveattendedtrainingsessions(PaTTAN,IU,ASPandNASP)outliningthePAGuidelinesforSLDidentification.TheseguidelinesareusedfortheidentificationofastudentwithaSpecificLearningDisabilityK-12.TheschoolpsychologistsprovideongoingworkshopsforthetrainingofelementarystaffontheprocessandcriteriaforidentificationofaSpecificLearningDisabilityusingourPDEapprovedRtIImodel.TheuseofRtIIfortheidentificationofstudentswithaSpecificLearningDisabilityinreadingK-3willcontinuetobeutilizedforthedurationofthisplan.Atthesametime,wecontinueexploringthepossibilityofexpandingits'usetoadditionalelementarygrades.MDEteamsdeterminewhetherachildexhibitsapatternofstrengthsandweaknessesrelativetointellectualabilityasdefinedbyaseverediscrepancybetweenintellectualabilityandachievementrelativetoageorgradefortheidentificationofstudentswithaSpecificLearningDisability(SLD)inreadinggrades4-12andforallothereligibledisabilitycategories.RtIIBuildingTeammeetingsareheld3timesayeartoreviewthedatafromanentiregrade-level,todiscussastudent’sresponsetoinstructionandintervention(RtII),andtodeterminewhethertheinterventionswereappropriateanddeliveredwithfidelityandintegrity.GradeLevelDataTeamsmeetmonthlyandreviewdatafromStrategicMonitoringaswellastheProgressMonitoringdata,whichisreviewedatleastbiweeklybytheinterventionist(s).Thesemeetingsmaybescheduledbasedonthedataandnotjustatscheduledtimes.Whenreviewingthedataofastudent'sresponsetointervention,thestaffoftheGradeLevelDataTeam:(a)examinethedevelopmentofskillsovertime,(b)examinetherate/slopeofthestudent’sresponsetotheintervention(s),and(c)discusstheamount
61
andintensityofresourcesthatmaybenecessarytocreateorsustainapositiveresponse.Studentswhoarenon-respondersarereferredtotheBuildingLevelDataTeamwherethestudent’sperformancelevelasindicatedbythebenchmarkdatacollection,themedianofthefinalthreeprogressmonitoringdatapoints,andotherassessmentdataisreviewedleadingtothedevelopmentofindividualgoalsandresearch-basedinterventionsidentifiedtoamelioratethetargetskill(s)/deficit(s).Theneedforanyadditionalmeetingsandassessmentsisdiscussedandestablishedasnecessary.Thestudent’srateofincrease(orslope)iscomparedtothestudent’sclassroom,gradelevel,andnationalnormativeratesofincreasetodetermineifitissufficienttoattaintheexpectedlevelofachievement.Ifthestudent’srateofincreaseislessthan2timestheexpectedrateofincrease(EROI)thenitisconsideredtobeinsufficienttoclosetheachievementgap.Tobeconsideredforapossiblelearningdisability,a2timesdeficientexpectedrateofincreasemustbepresent.FurtherDecisionRulescanbefoundinAppendixAonpage14intheSCASDRtIImanuallocatedonthedistrictwebsiteunderAcademics.Aspartofeveryevaluationprocess,dataarecollectedfromparentsregardingmedicalstatus(e.g.,vision,hearing,orothermedicalconditionsthatcouldimpactlearning),theprimaryhomelanguage,andanysocial/emotionalorbehavioralconcerns.Additionally,theschoolnurseprovidesinformationregardingthemedicalstatusofthestudentwithanyconcernsforhowitmayimpactlearning.Cumulativefilesareconsultedasacheckonhomelanguagestatus.Classroomobservationsareconducted,alongwithteacherinterviewstoruleoutsocial/emotional,speech/language,orbehavioralconcerns.Finally,datafromongoingfidelitychecksaregatheredontheassessments,aswellascoreprogramming,Tier2andTier3interventionstoruleoutpossiblelackofeffectiveinstruction.
Enrollment
ReviewtheEnrollmentDifferenceStatus.Ifnecessary,describehowyourdistrictplanstoaddressanysignificantdisproportionalities.
ThedataispubliclyavailableviathePennDatawebsite.Youcanviewyourmostrecentreport.Thelinkis:https://penndata.hbg.psu.edu/PublicReporting/DataataGlance/tabid/2523/Default.aspx
ThemostrecentSpecialEducationDataReportavailableisfrom2014-2015.Therearenoareasofsignificantdisproportionality.
Non-ResidentStudentsOversight
1. HowdoestheDistrictmeetitsobligationunderSection1306ofthePublicSchoolCodeasthehostDistrictateachlocation?
2. HowdoestheDistrictensurethatstudentsarereceivingafreeappropriatepubliceducation(FAPE)intheleastrestrictiveenvironment(LRE)?
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3. WhatproblemsorbarriersexistwhichlimittheDistrict'sabilitytomeetitsobligationsunderSection1306ofthePublicSchoolCode?
TherearenofacilitiesunderSection1306ofthePublicSchoolCodeintheStateCollegeAreaSchoolDistrict.IntheeventthatafacilitymovesintotheStateCollegeAreaSchoolDistrict,thedistrictwillfullycomplywiththerequirementsofIDEA2004andPAChapter14tomeetitsobligationsunderSection1306ofthePublicSchoolCode.Ifafacilityprovidingservicesto1306studentsweretomoveintotheSCASD,wewouldfollowthestateguidelinesbelow.EducationalProgramsforStudentsin"Non-Educational"Placements22Pa.CodeSection14.102(a)(2)(xiii)HOSTSCHOOLDISTRICTRESPONSIBILITIESUnderSection1306ofthePennsylvaniaSchoolCode,thehostschooldistrict(theschooldistrictwherethechildren’sinstitutionisphysicallylocated)isrequiredtoallowanonresidentstudentinachildren'sinstitutiontoattendthepublicschoolsofthehostschooldistrictuntilthestudentreceivesadiplomaorcompletestheschoolterminwhichtheyturn21.Thehostdistrictisresponsibleforprovidingtheeducationalprogramforstudents,includingstudentswithdisabilitieswhoareplacedinthatfacility,andforensuringtheprovisionofa“freeappropriatepubliceducation”foreligiblechildrenwithIndividualizedEducationPrograms(IEPs)inaccordancewiththeIndividualswithDisabilitiesEducationAct(IDEA)andfor“qualifiedhandicappedstudents”withServiceAgreementsinaccordancewith§504oftheRehabilitationActof1973and22PACodeChapter15.Thehostschooldistrictcannotrefusetoeducateastudentinaregularorspecialeducationprograminaregularpublicschoolunless1)acourtorderrequiresthatthechildbeeducatedattheresidentialfacility;2)acurrentIEPandNOREP,oraserviceagreementunder22PACodeChapter15,requiresadifferentplacement;3)thechildiscurrentlyexpelledfromhisorherlasteducationalplacementduetoaweaponsoffense(see,24P.S.§13-1317.2(e.1))or4)thestudentisinan“interimalternativeeducationalsetting”andplacedinaccordancewiththeIDEA(see,34C.F.R.§300.530(c),(d)(5),and(g).Studentsmaynotbepresumptivelyassignedtoalternativeeducationprogramsfordisruptiveyouth;suchplacementsmustbemadeinaccordancewithfederalandstatedisciplinaryprotectionsreferencedintheBECs;(1)AlternativeEducationforDisruptiveYouth(http://www.education.state.pa.us/portal/server.pt/community/purdon%27s_statutes/7503/alternative_education_for_disruptive_youth/507342),and(2)EnrollmentofStudents(http://www.education.state.pa.us/portal/server.pt/community/purdon%27s_stat
63
utes/7503/enrollment_ofstudents/507350).ForachildwithadisabilitywithanIEPorServiceAgreement,whennotprohibitedbycourtorder,thehostdistrictmustconsidertheeducationalplacementoptionstoeducatethestudentinthehostdistrict’spublicschools.IfthehostdistrictandparentthroughtheIEPorServiceAgreementprocessdeterminethatanalternativeeducationalsettingwillappropriatelyaddressthestudent’seducationalneeds,thehostschooldistrictisresponsibleforprovidingthestudentwithaFreeAppropriatePublicEducation(FAPE)andanyneededspecialeducationorservicesconsistentwith22PACodeChapter14andtheIDEAorwith22PACodeChapter15and§504oftheRehabilitationAct.ForstudentseligibleforservicesunderChapter14,thismeansthehostschooldistrictisresponsibleformakingdecisionsregardingthegoals,speciallydesignedinstruction,andeducationalplacementforeachstudentthroughtheIEPTeamprocess.Similarly,thehostschooldistrictisresponsibleforconferringormeetingwiththefamilyandfordevelopingaServiceAgreementfora“qualifiedhandicappedstudent”pursuanttoChapter15.ChildFindResponsibilityInadditiontoensuringthatanappropriateeducationalprogramisprovided,thehostschooldistricthasChildFindresponsibilityforchildren“thought-to-be”eligibleforspecialeducationservicesand/oraccommodationswithinthehostschooldistrict’sjurisdiction.Thisresponsibilityincludeslocating,identifying,andevaluatingall§1306studentswithsuspecteddisabilities,includingbutnotlimitedtoevaluatingstudentsforwhomarequestforanevaluationhasbeenmade.InfulfillingtheChildFindobligation,thehostschooldistrictcannotrelyentirelyoninformationfromthefacility,butmustmakeindependenteffortstoascertainwhethereligiblestudentsarepresent.IfahostschooldistrictsuspectsthatachildmaybeeligibleforspecialeducationorforaServiceAgreementunder22PACodeChapter15,thehostdistrictmustseekinformedconsenttoinitiateevaluationproceduresfromanindividualwhomeetsthedefinitionofparentintheIDEA,asurrogateparentappointedbythehostdistrict,orapersonappointedbyacourttoprovidesuchconsent.Ifachildwhois“handicapped”underSection504orisidentifiedbyaschooldistrictasthought-to-bedisabledandinpossibleneedofspeciallydesignedinstructionunderIDEAandChapter14,thehostschooldistrictshouldprocedurallymoveforwardwithaspecialeducationevaluationunderIDEAandChapter14.Oneindicationthatachildisthoughtto-be-eligiblemayincludeadeterminationbythehostdistrict,parent,oraprofessionalthatthechild’seducationalneedscannotbemetinaregularpublicschoolsetting.ForchildrensuspectedasIDEAeligiblestudents,thehostdistrictisresponsibleformaintainingcontactwiththestudent’sdistrictofresidenceforthepurposeofkeepingthedistrictofresidenceinformedofitsplansforeducatingthestudentand
64
seekingtheadviceofthatdistrictwithrespecttothestudent.EducationalDecision-makersIfneithertheparentofachildwhoiseligibleorthought-to-be-eligibleforspecialeducationnoranindividualwhomeetsthedefinitionofparentintheIDEAcanbelocated,thehostdistrictmustappointasurrogateparent.TransferringStudentsDuringthe§1306student’stenureinthechildren’sinstitution,thehostschooldistrictmustensurethat:allstudentshaveaccesstoeducation;studentswithdisabilitiesreceiveFAPEinaccordancewiththeirIEPsorServiceAgreements;andallmandatedproceduralprotectionsareprovided.HostanddistrictofresidencemayagreeinwritingtoadifferentarrangementforthedivisionofeducationalandproceduralresponsibilitiesforstudentsidentifiedasIDEAeligible,buttheymustreceiveapprovalbyPDEafternoticetoandanopportunityforcommentbytheparentsofthestudentIfthestudenthasanIEPfromthepreviousschooldistrict,thehostschooldistrictmustwithoutdelayconveneanIEPmeetingtodeterminewhetherthechild’sIEPshouldberevised,whetherthestudentcanbeeducatedinthepublicschoolsofthehostdistrict,orwhethersomeotherplacementoptionisappropriateforthechild.Ifthechild’sparentcannotattendtheIEPmeetinginperson,thehostschooldistrictmusttakestepstoensurethattheparentsareincludedintheIEPmeeting,includinginformingparentstheycanparticipatethroughateleconferencecallorotherappropriatemeansinthesamewaythehostschooldistrictwouldfacilitatetheparticipationoftheparentsofitsresidentchildren.UntilanewIEPisdevelopedforthechildbytheIEPteamincludingtheparent,thechildmustreceiveservicescomparabletothoseintheexistingIEP.Thehostdistrictisresponsibleformonitoringtheeducationalprogressandreviewingeducationalservicesforthestudentonacontinuousbasisandatleastasoftenasreportcardsareissued.Thehostschooldistrictisalsoresponsibleformaintainingcontactwiththeresidentschooldistrictwithrespecttothestudent’splacementandprogress.Theparentandthehostdistrictshould,iffeasible,makeadecisionastotheappropriateeducationalplacementofthechildbeforethestudentarrivesatthefacility.However,inanycase,thestudentmustbeattendingaschoolprogramwithinfiveschooldaysofthestudent’sadmissiontotheinstitution.Iftheinformationoranindividualnecessarytomakeaninformeddecisionabouttheappropriateeducationalplacementofthechildisnotavailablewithinthe5-dayperiod,andiftheparentagrees,thehostschooldistrictcanarrangefororauthorizethechild’seducationataschoolprogramlocatedatthefacilityuntilthehostdistrictandparentcanmakeaformaldecisionregardingthestudent’seducational
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placement.Ifnoparentcanbeidentified,thechildcantemporarilybeeducatedatthefacilityifthereisaclinicalrecommendationthatthechildshouldnotattendpublicschool.Ineithercase,thefinaldecisionregardingthechild’seducationplacementmustbemadewithoutdelay.Inordertofacilitateasmoothtransition,iftheresidentialfacilityprovidesnoticethatastudentistobereleasedfromthefacility,thehostdistrictshouldattempttoworkwiththeresidentschooldistricttoprepareforthestudent’sdischargefromtheinstitutionatleast2weekspriortothestudent’splanneddischargefromtheresidentialprogram,ifpossible.If,insteadofreturninghome,thestudentismovingtoaresidentialfacilityinanotherschooldistrict,thesecontactsshouldbemadewiththenewhostdistrict.Inmakingadecisionaboutwheretoeducateastudent,considerationshouldbegiventothecoursesthatwouldbeavailabletothechildintheproposedprogram,thequalificationsofthestaff,theprogram’sabilitytoprovideFAPEandcomplywiththeotherrequirementsofIDEAandChapter14or§504oftheRehabilitationActandChapters15or16ofTitle22ofthePennsylvaniaCode(asapplicabletotheindividualchild),andwhethertheprogramwillpreparethestudenttomeetanyapplicablepromotionand/orgraduationrequirements.
IncarceratedStudentsOversight
DescribethesystemofoversighttheDistrictwouldimplementtoensurethatallincarceratedstudentswhomaybeeligibleforspecialeducationarelocated,identified,evaluatedandwhendeemedeligible,areofferedafreeappropriatepubliceducation(FAPE).
TherearenoprisonfacilitieswithintheStateCollegeAreaSchoolDistrict.TheStateCollegeAreaSchoolDistrictfullycomplieswiththerequirementsofIDEA2004andPAChapter14regardingtheidentification,evaluation,placementandprovisionofspecialeducationservicestoalleligibleschoolageindividualswhohavebeenincarcerated.OncetheStateCollegeAreaSchoolDistrictisinformedofstudentsinanincarcerationfacility,thedistrictforwardstothefacilitytheeducationalrecordsincludingthemostrecentevaluation/reevaluationreport,aswellastheIEP.Eligiblestudentsreceivespecialeducationwhentheyarechargedwithacriminaloffense,areawaitingtrial,andaftertheyareconvictedofacriminaloffense.
LeastRestrictiveEnvironment
1. DescribetheDistrictprocedures,whichensurethat,tothemaximumextentappropriate,childrenwithdisabilities,includingthoseinprivateinstitutions,are
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educatedwithnon-disabledchildren,andthatremovalfromtheregulareducationenvironmentonlyoccurswheneducationinthatsettingwithsupplementaryaidsandservices,cannotbeachievedsatisfactorily.
2. DescribehowtheDistrictisreplicatingsuccessfulprograms,evidence-basedmodels,andotherPDEsponsoredinitiativestoenhanceorexpandthecontinuumofsupports/servicesandeducationplacementoptionsavailablewithintheDistricttosupportstudentswithdisabilitiesaccessthegeneraleducationcurriculumintheleastrestrictiveenvironment(LRE).(ProvideinformationdescribingthemannerinwhichtheDistrictutilizessite-basedtraining,consultationandtechnicalassistanceopportunitiesavailablethroughPDE/PaTTAN,orotherpublicorprivateagencies.)
3. RefertoanddiscusstheSPPtargetsandthedistrict'spercentagesintheIndicator5section-EducationalEnvironments.AlsodiscussthenumberofstudentsplacedoutofthedistrictandhowthoseplacementsweredeterminedtoassurethatLRErequirementsaremet.
TheStateCollegeAreaSchoolDistrictprovidesafullcontinuumofserviceandsupportoptionsforstudentswithdisabilities.Thestartingpointonthecontinuumisthegeneraleducationcurriculumandprogramofferings.Accommodationsandmodificationstothegeneraleducationcurriculumaremadewhenappropriatetoalloweachstudenttoparticipateinthesegeneraleducationofferings.Supplementalaidesandservicesareprovidedaccordingtotheneedsidentifiedinastudent’sIndividualEducationPlantosupporthis/herparticipationandmeaningfuleducationalbenefitintheleastrestrictiveenvironment.Inaddition,LearningEnrichmentisanoptionavailabletoanystudentinneedofenrichmentand/oradvancementinageneraleducationprogram.Thedistricthasconsistentlydedicatedresourcestomaintainstudentswithdisabilitiesintheleastrestrictiveenvironment.ThisisevidencedbyourconsistentlyhigherthanstateaveragepercentageofstudentswithdisabilitiesingeneraleducationreflectedonIndicator5oftheStatePerformancePlanforEducationalEnvironments.SCASDmetallthreetargetedareas-SEInsideRegularClass80%67.9%,SEInsideRegularClasslessthan40%3.3%&SEinOtherSettings1.8%-accordingtothe2013/2014SpecialEducationDataReport.AframeworkusedtoassistIEPteamsinconsideringthefullrangeofsupplementaryaidsandservicesincludesfourcategoriesofsupplementaryaidsandservicesforconsideration:Collaborative,Instructional,Physical,andSocial-Behavioral.WithinthefourcategoriesIEPteamsmayemploytheuseofparaprofessionalsupport,itinerantin-classsupportbyprofessionalstaff,alternatematerialsandassistivetechnology,augmentativecommunicationdevices,collaboration,co-teaching,differentiatedinstruction,instructionaladaptations,responsetoinstructionandintervention(research-basedsupplementalmaterials),thematicunits,modifiedcurriculum,materialsandassessment,environmentalmodifications,socialskillstraining,schoolwidepositivebehaviorsupport,andindividualizedbehaviorsupportplans.thesearesomeofthesupplementalaidesandservicesprovidedtostudentssotheycanremaininthegeneraleducationenvironmentwiththeirnon-disabledpeers.TheIEPteam,withconsiderationofallappropriateSupplementalAidesandServices,remainsthevehiclethatguidesteammembersindevelopingleastrestrictiveplacementsforallchildrenwithdisabilities.Itisonlyafter
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exhaustingallthepossiblesupports,services,andaidesalongwithrigorousdocumentationanddatacollectionthatateamwouldbegintoentertainthepossibilityoftheneedtolookforanoutofdistrictplacement.Specifically,thereareseveralinitiativesoverthepastseveralyearsthathaveandaresupportingahighpercentageofstudentswithdisabilitiesinthegeneraleducationenvironment.TheCollaborativeTeachingInitiative(CTI)atthehighschoolandmiddleschool,KeystonePartnerships,ResponsetoInstructionandIntervention(RtII),theCompetentLearnerModel,theMembership,ParticipationandLearninginitiative,UniversalDesignforLearning,andSchoolWidePositiveBehaviorSupportinitiativeallsupportstudentswithdisabilitieswithparticipationinthegeneraleducationenvironment.CTIatthehighschoolisnowinitsfourteenthyearofcollaborationprovidingtwoadults-contentareateacherandaspecialeducationteacher,readingspecialist,PDSintern,orparaprofessional-providinginstructiontoasmall,heterogenousgroupofstudentsfromspecialeducation,at-risk,andnon-identifiedstudents.CTIhasevolvedtoberemarkablyeffectiveandsuccessfulaswellasanintegralpartofthecultureatthehighschool.Inthepastfiveyears,wehavebeenmovingthissamecollaborativeandcoteachinginitiativeintothemiddleschoolsforEnglishandmathematicswithverysimilarsuccessforstudents.AnotherveryexcitingandsuccessfulcollaborativeendeavoroccurswithinourResponsetoInstructionandIntervention(RtII)framework.In2005theStateCollegeAreaSchoolDistrictstartedontheroadtoplananddevelopanRtIImodelforreadingattheelementarylevel.OurprogresswiththeimplementationofResponsetoInstructionandInterventionattheelementarylevelnow;1)emphasizesuniversalscreeningofallstudentsK-3intheareaofreadingliteracyandinKformath2)makeseffectiveuseofallexistingresourcesincludingallstaffandservices3)assessesstudentstrengthsandweaknessesbasedonacademicperformanceinthegeneraleducationenvironment4)deliversresearch-basedearlyinterventionsinthegeneraleducationenvironmentthatarebasedonobservable,reliable,andmeasurableinformation5)frequentlyanddirectlymonitorsandchartsstudentresponsestoinstructionandinterventions6)de-emphasizescategoriesandlabelswhileencouragingcreativity,problemsolving,andproactivesupporttoat-riskstudentsTheCompetentLearnerModel(CLM)isanintegralpartofinstructioninourautisticsupportclassroomsthroughoutthedistrict.SCASDhasachievedfullaccreditationinOctober2012asaCLMsitefromTucciLearning,Inc.AllstudentswhohavebeenexposedtothisprogramandinvolvedwiththecurriculumhaveexperiencedthebenefitsofthestructuredscopeandsequenceofCLM.CLMenhancesthelivesofourstudentsthrougheducationandlifeskills,andtherepertoirespresentedintheCLMcurriculumprovideusawaytoachievethatgoalandpromotetheskillsnecessaryforstudentswithautismtoparticipateandbenefitfromtheireducationacrossenvironments.TheMembership,ParticipationandLearning(MLP):InclusivePracticesforStudentswith
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ComplexSupportNeedsstartedasathreeyearplandesignedtoprovidedistrictadministrators,teachersandfamilieswiththetrainingandsupportnecessarytodevelophighquality,individualizedinclusiveeducationalpracticesfortheirstudentswithcomplexsupportneeds.MLPstartedinoneofourelementaryschoolsandhasnowexpandedtoanotherelementaryschoolandoneofthemiddleschools.Trainingandtechnicalassistancewereprovidedbyteamsconsistingof:PaTTANconsultants;localIUTrainingandConsultative(TaC)staff,aswellasBSEAdvisers.Someofthegeneraloutcomesexperiencedinclude
·Studentswithcomplexsupportneedswillbeeffectivelyeducatedingeneraleducationclassroomsandsettingswithsupplementaryaidsandservicesandwillmreceivemeaningfuleducationalbenefit.
·Generalandspecialeducationteacherswillcollaboratetoprovidemeaningfuleducationalbenefittostudentswithcomplexsupportneedsingeneraleducationclassroomsandsettings.
·Schooladministratorswilldemonstrateleadershipskillsinstrumentalinpromotinganinclusiveschoolcommunity.
·Parentsarewelcomepartnerswithschooldistrictsinthesupportofinclusiveeducationfortheirchild.
·SchoolDistrictteamswillimplementplansforsustainabilityandexpansionofpractices.OverthenextseveralyearsUniversalDesignforLearning(UDL)willbemoreandmoreincludedasaframeworkinourcurriculumdevelopmentprocess.UDLfocusesondevelopingflexiblecurriculathatprovidesstudentswithmultiplewaysofaccessingcontent,multiplemeansofexpressingwhattheylearn,andmultiplepathwaysforengagingtheirinterestandmotivation.Curriculum,asdefinedintheUDLliterature,hasfourparts:instructionalgoals,methods,materials,andassessments.UDLisintendedtoincreaseaccesstolearningbyreducingphysical,cognitive,intellectual,andorganizationalbarrierstolearning,aswellasotherobstacles.UDLprinciplesalsolendthemselvestoimplementinginclusionarypracticesintheclassroomasUDLisaboutlookingfornaturalconnectionstowhatoneisalreadydoingthatcanhelpdiversifyinstruction.UDLisaboutstrategicthinkingandplanningwithallstudentsinmind.
BehaviorSupportServices
1. ProvideasummaryoftheDistrictpolicyonbehavioralsupportservicesincluding,butnotlimitedto,theschoolwidepositivebehaviorsupports(PBS).
2. Describetrainingprovidedtostaffintheuseofpositivebehaviorsupports,de-escalationtechniquesandresponsestobehaviorthatmayrequireimmediateintervention.
3. IfthedistrictalsohasSchool-BasedBehavioralHealthServices,pleasediscussit.
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BEHAVIORSUPPORTPOLICY
ThepolicyoftheSCASDistoadheretothespecialeducationregulationsdelineatedin22Pa.CodeChapter14asamendedandeffectivein2008.Theregulationsrequirethatbehaviorsupportprogramsandplansforstudentswithdisabilitiesarebasedonafunctionalbehavioralassessment(FBA).FollowinganFBA,IEPteamsdevelopaPositiveBehaviorSupportPlanforthestudent.PositiveBehaviorSupportPlansincludeavarietyoftechniquestodevelopandmaintainskillsthatwillenhanceanindividualstudent'sopportunityforlearningandself-fulfillment.Potentialcausesofbehaviorproblems,suchasphysicalormedicalconditions,environmentalfactors,staffingandprogramconcerns,shallbereviewedandaddressedpriortoandduringthedevelopmentofabehaviorsupportprogram.Foreacheligiblestudentoryoungchildwhoexhibitsbehaviorproblemswhichinterferewiththestudent'sabilitytolearn,includingstudentsidentifiedwithemotionaldisturbance,theIEPshallincludeprovisionsforaprogramofbehaviorsupportandmanagement.Positivemeasures(e.g.effectiveuseofattention,consistency,incentives,etc)ratherthanpunitiveornegativemeasures(e.g.ineffectiveuseofattention,lackofreplacementbehaviors,etc.)shallformthebasisofbehaviorsupportplans.Proactivemeasuresofpreventionofproblembehaviorswillbeutilized.Aversivetechniques,restraintsordisciplineproceduresmaynotbeusedasasubstituteforabehaviorinterventionprogram.Facultyandstaffaretrainedinpositivesupports,useofpositivereinforcement,de-escalation,andsafetechniquesandrisksassociatedwiththeuseofrestraint.Intheeventphysicalrestraintisrequiredtoensurethesafetyofthestudentand/orothers,safetechniquesareutilizedbytrainedstaff,theincidentisdocumented,theparent/guardianisnotifiedthedayoftheuseofrestraint,theofferisextendedtoconvenetheIEPteamwithin10days,andtherequiredinformationisrecordedintheRestraintInformationSystemCollection(RISC)within10daysoftheoccurrence.
PositiveBehavioralSupportcantargetanindividualoranentireschool.Byafocusonthestudent'sindividualneeds,situationalcontextsandoutcomesofbehavior,itispossibletodeterminetheaccuratefunctionsofthebehavior,maketheproblembehaviorlesseffectiveandefficient,andmakethedesiredbehaviormorefunctional.Thisofteninvolveschangingsystems,alteringenvironmentsandteachingnewskills,aswellasfocusingontheidentifiedtargetedbehaviorbehavior.FortheindividualthemostimportantpartfordevelopingaPBSistheFunctionalBehavioralAssessmentwhichrevealsinformationabouttheantecedents,consequences,andfrequencyofthepresentingbehavioraswellasanyco-occurringvariables.PBSplansneedtobeindividualized,data-basedandincludeproceduresformonitoring,evaluatingandreassessing.PBSaremosteffectivewhentheyaredeveloped
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collaboratively(teachers,parents,student,agencies,etc)andwithahighemphasisonthefidelityofimplementation.WhilePBScanbeveryeffectiveitcanoftenbeareactivemeasure.OnestrategytobemoreproactivewithPBSistoaddressanyconcernsschoolwideviaSchoolWidePositiveBehavioralSupports(SWPBS).
School-WidePBSistheapplicationofevidence-basedstrategies&systemstoassistschoolstodecreaseproblembehavior,increaseacademicperformance,increasesafetyandestablishpositiveschoolclimate.SWPBSaimstoprovideeffectiveenvironmentsinwhichpositivebehaviorismoreeffectivethanproblembehavior,isacollaborative,assessment-basedapproachtodevelopingeffectiveinterventionsforproblembehaviorandemphasizestheuseofpreventative,teaching,andreinforcement-basedstrategiestoachievemeaningfulanddurablebehaviorandlifestyleoutcomes.
ThedistrictusesSWPBSandPositiveBehavioralSupportinitsapproachtoaddressingthebehavioral,social,emotionalfunctioningofstudents,focusingonthedevelopmentofpositiveenvironments-safe,respectful,andresponsible-forallstudentsatalllevels.AttheelementaryleveleachschoolhasbeentrainedandsignedtheAssuranceagreementforthefidelityofimplementationofSWPBS.Inaddition,thedistrictemploysa“team”approach,InstructionalSupportTeams(IST)attheelementarylevel,CasingsTeamsatthemiddleschoollevelandPupilStudyteamsatthehighschool,thatfunctionasBehaviorSupportTeamswhenthetargetinquestionisbehavioral.Whenadditionalattentionisrequiredtheseteamswouldimplementincreasedindividualizedreinforcementschedules,behavioralcontracts,conductindividuallytailoredFunctionalBehavioralAssessments,and/orprovidecounselinggroupprograms.Atthislevelofinterventiontheplansarehighlyindividualized,datadrivenandfollowanRtIIframework.Coreteammemberscanincludeadministrator,behavioralspecialist,schooland/orclinicalpsychologist,counselor,teacherandinmanyinstancesparent/guardian.
TheStateCollegeAreaSchoolDistricthasinplacesince1993asystemforofferingIntegratedMentalHealth(IMH)services(formerlySchoolBasedMentalHealth),thebulkofwhichconsistsofreferral-baseddirectservicessuchasindividualassessment,referral,andintervention(individualandgroup)forchildrenandadolescents,andbehavioralconsultation(withteachers,counselors,specialeducationstaff,schoolpsychologists,andbuildingadministrators)onanasneededbasistargetingaspecificchildoremergingthemewithinthedistrict(e.g.,severeaggression,persistentinternalizingproblems,anddevelopmentaldisorders).ThecurrentIMHteamincludesdistrictrepresentativesfromspecialeducation,guidanceandcounselingstaff.Additionally,thecurrentIMHteamincludesCountyMentalHealth/MentalRetardationrepresentative(children’sservices/CASSPCoordinator),localCommunityMentalHealthCenter(CMHC)representatives(whichishousedwithinPennStatePsychologyDepartment),and
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representativesfromotherlocalprivatementalhealthproviders,mostnotablyMidStepChildDevelopmentCenterInc.andHomeNursingAgency.Duringagivenschoolyear,theteammeetsapproximatelyevery2weekstoreviewnewreferralsandprovideupdatesregardingactivecases.AdditionalinformationonourIntegratedMentalHealthservicescanbefoundontheSCASDwebpageunderStudentServices.
IntegratedMentalHealthservicesarecommittedtoensuringthatstudentsintheStateCollegeAreaSchoolDistricthaveaccesstocomprehensivementalhealthservicesandsupportsandthatthefamilyissupportedintheprocess.Servicesprimarilyincludeassessmentandevaluation,consultationandcollaboration,individualandgroupinterventions,andtargetedtrainings.Servicesprovidersincludepsychologists,therapists,counselors,primarycarephysiciansandotherswithanarrayofrelevantexpertise.Servicesstrivetobehighquality,strengthbased,developmentallysensitive,dataandevidencedriven,youthguidedandfamilydriven,andwillutilizeaninterdisciplinaryandsystemsapproach.IntegratedMentalHealthservicesmaybeavailabletostudents,families,andfaculty/staffintheStateCollegeAreaSchoolDistrict.
ForthedurationofthisplanourIMHsystemwillcontinuetheeffortsoftheSUMMITprojectwhichhadthegoaltoimprovestudents’accesstoacontinuumofmentalhealthservicesandsupportsfrompreventionthroughintervention,andtopromotecollaborationbetweenschool,communityagencies,families,andstudents.TheSUMMITisafederallyfundedtwoyearMentalHealthgrant.DuringthegrantSCASDhasbeenableto
• Createdistrictwidepoliciesandproceduresforaddressingthementalhealthneedsofstudents.
• Increaseknowledgeofmentalhealthpromotionstrategies,howmentalhealthimpactslearning,andtheimportanceofexpendedschoolmentalhealthservices.
• Establishstrongrelationshipsbetweenschoolandcommunitymentalhealthandchild-servingagencies
• Implementprocessesthatfacilitatecontinuousimprovementofservicesandsupportswhilefurtherincreasingaccess.
SCASDprovidesapartialhospitalizationprogramservingelementarystudents(HEARTS)andamiddlelevelAEDY(STRIDES)andahighschoollevelAEDY(RIT)program.Theseprogramsareprovidedinconjunctionwithacommunitymentalhealthprovider(HomeNursingAgency,Inc.).Therearealsoindividualandgroupsupportsofferedthroughthearrayofguidanceandspecialeducationpersonnelinthedistrict.Aswithmanydistrictsthroughoutthestate,thereareSBMHresourcesintheformofBHRSservices(i.e.TherapeuticStaffSupport,MobileTherapy,andBehaviorSpecialistServices),aswellasan
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arrayofcommunitysupportservicesinteractingwithstudents,families,andthedistrictonadailybasis(e.g.FamilyBased,FamilyPreservation/Reunification,DrugandAlcoholServices,JuvenileProbation,ChildrenandYouthServices,etc.).Theseprogramsandservicesareoftensignificantandcriticalresourcesforstudentsandfamilieswithinthedistrict.
IntensiveInteragency/EnsuringFAPE/HardtoPlaceStudents
1. IftheLEAishavingdifficultyensuringFAPEforanindividualstudentoraparticulardisabilitycategory,describetheproceduresandanalysismethodsusedtodeterminegapsinthecontinuumofspecialeducationsupports,servicesandeducationplacementoptionsavailableforstudentswithdisabilities.
2. Includeinformationdetailingsuccessfulprograms,services,educationplacementsaswellasidentifiedgapsincurrentprograms,services,andeducationplacementsnotavailablewithintheLEA.IncludeanoverviewofservicesprovidedthroughinteragencycollaborationwithintheLEA.
3. Discussanyexpansionofthecontinuumofservicesplannedduringthelifeofthisplan.
Atpresent,theschooldistrictisnothavingdifficultywithensuringFAPEforanindividualstudentoraparticulardisabilitycategory.Thedistrictoffersthefullcontinuumofservices,supports,andprogramstostudentswithdisabilitiesandwillcreatenewprogramsoracquirenewservicesandsupportsshouldtheneedarise.TheSCASDisawareofitsresponsibilitytocontacttheRegionalInteragencyCoordinator(RIC)currentlylocatedatPaTTANHarrisburgshouldtheneedariseregardingaquestionofaCordero-typeplacementchallenge.Oneexampleiswhenwesawtheneedacoupleofyearsagoinourautisticsupportclassroomsforamorecoordinatedandeducationallydevelopmentalapproachtoskillsacquisitionforourmorechallengedlearners,wepetitionedPaTTANtopartnerwithusintheimplementationoftheCompetentLearnerModel(CLM).Thispartnershipandinitiativeinourclassroomshasnotonlybeensuccessfulbutcontinuestoexpandintootherenvironmentswithinthedistrictinprovidingourstudentswiththenecessaryskillstosuccessfullyengageintheireducation.ThereareplansoverthenextseveralyearstoexpandCLM,MPLandSWPBStoadditionalclassrooms,gradesandschools.Thisisanew
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andexcitingintegrationofinitiativestopromotetheinclusionandsuccessofourstudents.TheStateCollegeAreaSchoolDistricthasalwaysmaintainedcollaborativerelationshipswithPaTTAN,IU10,countyagencies,privateproviders,adjoiningschooldistricts,nonpublicschoolsand,mostimportantly,parents,guardiansandstudents.FacultyandstaffaretrainedtocollaboratewithparentsandintrainingstudentsinStudent-ledIEPs.Thisparticularcollaborationiseffectiveinpromotingthedevelopmentofself-advocacyskillsforthestudentandinestablishingtheirrelationshipwiththeproviderstheymayneedfollowinggraduation.Theschooldistrictcommitsbothfinancialandstaffresourcestoworkcollaborativelywithlocalagenciestobettercoordinateservicesforeligiblechildren.ExamplesincludeEarlyInterventionTransition,IntegratedMentalHealth,StudentAssistanceProgram,CASSP,theTransitionCoordinatingCouncil,theArc,OfficeofVocationalRehabilitation,StrawberryFields,andtheOfficeofMentalHealthandIntellectualDisabilities.Duringeachschoolyearseveralactivitiesandprogramsdesignedtofacilitatethetransitionofstudentsfromschooltopostsecondaryprogramsoccur.Someactivitiesarecareerdays,aTransitionFair,presentationanddiscussoverlunchwithparents,postsecondaryinstitutionvisits,andsupportsprovidedincludingbutnotlimitedtojobcoaching,theLifeLinkApartmentTransitionLabandLifeLinkPSUprogram.
StrengthsandHighlights
Describethestrengthsandhighlightsofyourcurrentspecialeducationservicesandprograms.Includeinthissectiondirectionsonhowthedistrictprovidestrainingsforstaff,facultyandparents.
TheSpecialEducationDepartmentprovidesprogramsandservicesinaccordwiththeIndividualswithDisabilitiesEducationAct(IDEA2004)andPAChapter14SpecialEducationProgramsforstudentswithdisabilities.Astudentwithadisabilitymeansastudentwhoastheresultofamultidisciplinaryevaluationisdeterminedtomeetthecriteriainoneormoreofthefollowingcategories:intellectualdisability,ahearingimpairmentincludingdeafness,aspeechorlanguageimpairment,avisualimpairmentincludingblindness,seriousemotionaldisturbance,anorthopedicimpairment,autism,traumaticbraininjury,otherhealthimpairment,aspecificlearningdisability,deaf-blindness,ormultipledisabilitiesandwhoisdeterminedtoneedSpeciallyDesignedInstructionandrelatedservices.Examplesofrelatedservicesarespeechandlanguagetherapy,occupationaltherapy,physicaltherapy,nursingservices,audiologistservices,counseling,andfamilytraining.TheStateCollegeAreaSchoolDistrictprovidesavarietyofopportunitiesforthescreeningandevaluationofstudentsthoughttohavedisabilities.Inkindergarten,allstudentsreceivescreeningsonreadinessandstandardizedindicatorsofearlyliteracyinreadingareutilizedthroughUniversalScreeningsK-5.AllElementaryschoolsinthedistricthaveanidentifiedandtrainedInstructionalSupportTeam(IST).TheInstructionalSupportTeamworkswithschoolstafftoprovidescreeninginvariousareas(cognitive,emotional,social,
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communication,motor,visionandhearing).ParentsmayrequestISTconsiderationthroughthebuildingprincipal.TheISTprocesscanrecommendinterventions,furtherscreeningand/orareferralformultidisciplinaryevaluation(MDE)forspecialeducationservices.Atthemiddleandhighschoollevel,theseteamsareintheformofChildandPupilStudyTeams.Inaddition,thedistrictconductsscreeningstoidentifystudentswhomayneedspecialeducationthroughuniversalscreens,healthscreens,groupintelligencetestsandachievementtests.Amultidisciplinaryevaluation(MDE)canberequestedatanylevelbyschoolteamsand/orparentsifastudentisthoughttobeastudentwithadisabilityandinneedofspecialeducationservices.OnceastudentisidentifiedtobeastudentwithadisabilityandinneedofSpeciallyDesignedInstructionanIndividualEducationPlan(IEP)isdevelopedandreviewedannuallytoofferthenecessarysupportsandservices.Thisplanwouldincludeallthenecessarysupplementalaidesandservicesforthestudenttomakemeaningfuleducationalprogress.HighlightsofSCASDspecialeducationprogramsandservicesavailabletostudentswithdisabilitiesinclude:
• Fullrangeofdistrictoperatedspecialeducationprograms
• 100%CertifiedandHighlyQualifiedprofessionals
• 100%HighlyQualifiedparaprofessionals
• CollaborativeandCo-TeachingpartnershipsK-12
• FulltimeBehaviorSpecialist
• FulltimeAssistiveTechnologyCoordinator
• FulltimeTransitionCoordinator
• FulltimeCurriculumSupportSpecialist
• LifeLinkTransitionApartmentProgram
• LifeLinkPennStateUniversityProgram
• Scientific,evidenced-baseddirectinstructionprograms
• School-basedIntegratedMentalHealthServices
• HEARTSprogramforelementarylevelstudentswithsignificantbehavioral&emotionalchallenges
• STRIDESprogramformiddlelevelstudentswithsignificantbehavioral&emotionalchallenges
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• LREplacementsofstudentswithdisabilitiesingeneraleducationclasseshigherthanthestateaverage
• Fullcontinuumofresearch-basedprogramsforstudentswithautism
• CompetentLearnerModelinourclassroom-basedautisticsupportclassrooms
• ResponsetoInstructionandInterventionK-3forreadingandKformath
• EvidencedbasedBehaviorSupportProgram
• SchoolWidePositiveBehaviorSupportattheelementarylevel
• ComprehensiveEarlyInterventiontransitiontokindergartenprocess
• Research-baseddisabilityidentificationprocessforCulturally&LinguisticallyDiverseLearners
• Standards-basedIEPsandStudent-ledIEPs
• SCASDSpecialEducationDepartmentpartnershipwithPSUSchoolPsychologyDepartmentforaProfessionalDevelopmentSchoolforschoolpsychologistsandsupportforRtII.
Thecurriculumwithinthespecialeducationdepartmentincludesresearchbasedmaterialstomeetthespecializedneedsofourstudents.Eachofthesupplementalandreplacementprogramsiseitherresearch-basedorresearch-validated.Highlyemphasizedisourprofessionaldevelopmentscheduleofferingtrainingandsupportsessionstoenableourteacherstoimplementtheprogramswithfidelityandconfidence.Oneresultoftheresearch-basedprogramsandcommitmenttothefidelityofimplementationisaclosingofthegapforourstudents.Thisisevidencedbyincreasingnumberofstudentsreturningtothegeneraleducationclassroomafteracoupleyearsofintensiveintervention.Ourdataalsoreflectsagrowingpercentageofstudentssuccessfullyexitingspecialeducation.Matchingresearched-basedinterventionswiththeskilldeficit(s)areasofthestudentandteachingtheinterventionwithfidelityismeetingwithsuccessinoursupportclassrooms.AdditionalinformationabouttheSpecialEducationDepartmentandsupportsandservicesavailabletostudentswithdisabilities,parents,teachers,andparaprofessionalscanbefoundatwww.scasd.org.GotoServicesandclickonSpecialEducation.
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Assurances
SafeandSupportiveSchoolsAssurancesTheLEAhasverifiedthefollowingAssurances:
• ImplementationofacomprehensiveandintegratedK-12programofstudentservicesbasedontheneedsofitsstudents.(incompliancewith§12.41(a))
• FreeEducationandAttendance(incompliancewith§12.1)
• SchoolRules(incompliancewith§12.3)
• Collection,maintenanceanddisseminationofstudentrecords(incompliance§12.31(a)and§12.32)
• Discrimination(incompliancewith§12.4)
• CorporalPunishment(incompliancewith§12.5)
• ExclusionfromSchool,Classes,Hearings(incompliancewith§12.6,§12.7,§12.8)
• FreedomofExpression(incompliancewith§12.9)
• FlagSaluteandPledgeofAllegiance(incompliancewith§12.10)
• HairandDress(incompliancewith§12.11)
• ConfidentialCommunications(incompliancewith§12.12)
• Searches(incompliancewith§12.14)
• EmergencyCareandAdministrationofMedicationandTreatment(incompliancewith35P.S.§780-101—780-144)
• Parentsorguardiansareinformedregardingindividualsurveystudentassessmentsandprovidedaprocessforrefusaltoparticipate(consistentwith§445oftheGeneralEducationProvisionsAct(20U.S.C.A.§1232h)andincompliancewith§12.41(d))
• Personsdeliveringstudentservicesshallbespecificallylicensedorcertifiedasrequiredbystatuteorregulation(incompliancewith§12.41(e))
• DevelopmentandImplementationofLocalWellnessProgram(incompliancewithPublicLaw108-265,Section204)
• EarlyInterventionServicesSystemAct(ifapplicable)(11P.S.§875-101—875-503)
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• EstablishmentandImplementationofStudentAssistanceProgramsatalloflevelsoftheschoolsystem(incompliancewith24PS§15-1547)
• AcceptableUsePolicyforTechnologyResources
• Providingcareerinformationandassessmentssothatstudentsandparentsorguardiansmightbecomeawareoftheworldofworkandcareeroptionsavailable.
SpecialEducationAssurancesTheLocalEducationAgency(District)hasverifiedthefollowingAssurances:
• Implementationofafullrangeofservices,programsandalternativeplacementsavailabletotheschooldistrictforplacementandimplementationofthespecialeducationprogramsintheschooldistrict.
• Implementationofachildfindsystemtolocate,identifyandevaluateyoungchildrenandchildrenwhoarethoughttobeachildwithadisabilityeligibleforspecialeducationresidingwithintheschooldistrict'sjurisdiction.Childfinddataiscollected,maintainedandusedindecision-making.Childfindprocessandproceduresareevaluatedforitseffectiveness.TheDistrictimplementsmechanismstodisseminatechildfindinformationtothepublic,organizations,agenciesandindividualsonatleastanannualbasis.
• Assurancesofstudentswithdisabilitiesareincludedingeneraleducationprogramsandextracurricularandnon-academicprogramsandactivitiestothemaximumextentappropriateinaccordancewithanIndividualizedEducationProgram.
• CompliancewiththePADepartmentofEducation,BureauofSpecialEducation'sreportrevisionnoticeprocess.
• Followingthestateandfederalguidelinesforparticipationofstudentswithdisabilitiesinstateanddistrict-wideassessmentsincludingthedeterminationofparticipation,theneedforaccommodations,andthemethodsofassessingstudentsforwhomregularassessmentisnotappropriate.
• Assuranceoffundsreceivedthroughparticipationinthemedicalassistancereimbursementprogram,ACCESS,willbeusedtoenhanceorexpandthecurrentlevelofservicesandprogramsprovidedtostudentswithdisabilitiesinthislocaleducationagency.
24P.S.§1306and§1306.2FacilitiesTherearenofacilities.
78
LeastRestrictiveEnvironmentFacilitiesFacilityName Typeof
FacilityTypeofService NumberofStudents
Placed
SoaringHeights Other AutisticSupport 3NorthwesternHumanServices
Other AutisticandEmotionalSupport
3
SpecialEducationProgramProfileProgramPosition#1-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:ClassImplementationDate:September1,2015Averagesquarefeetinregularclassrooms:sq.ft.Squarefootageofthisclassroom:sq.ft.(feetlongxfeetwide)Justification:Complianceforproximitytohome,classroomdesign(forinstruction),classroomexternalnoise,classroomaccessibility,classroomlocation,classroomsizewasmarkedasinappropriate.
PROGRAMSEGMENTSLocation/Building Grade Building
TypeTypeofSupport
LevelofSupport
AgeRange
Caseload FTE
MountNittanyElementary
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Supplemental(LessThan80%butMoreThan20%)
AutisticSupport
5to8 5 1
ProgramPosition#2-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:ClassImplementationDate:January4,2016Averagesquarefeetinregularclassrooms:sq.ft.Squarefootageofthisclassroom:sq.ft.(feetlongxfeetwide)Justification:Complianceforproximitytohome,classroomdesign(forinstruction),classroomexternalnoise,classroomaccessibility,classroomlocation,classroomsizewasmarkedasinappropriate.
PROGRAMSEGMENTSLocation/Building Grade Building Typeof Levelof Age Caseload FTE
79
Type Support Support RangeParkForestElementary
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Supplemental(LessThan80%butMoreThan20%)
AutisticSupport
8to10 7 1
ProgramPosition#3-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:ClassImplementationDate:September1,2015Averagesquarefeetinregularclassrooms:sq.ft.Squarefootageofthisclassroom:sq.ft.(feetlongxfeetwide)Justification:Complianceforproximitytohome,classroomdesign(forinstruction),classroomexternalnoise,classroomaccessibility,classroomlocation,classroomsizewasmarkedasinappropriate.
PROGRAMSEGMENTSLocation/Building Grade Building
TypeTypeofSupport Levelof
SupportAgeRange
Caseload FTE
ParkForestMiddleSchool
AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Supplemental(LessThan80%butMoreThan20%)
AutisticSupport
11to13
6 1
ProgramPosition#4
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType
TypeofSupport LevelofSupport
AgeRange
Caseload FTE
HighSchoolSouth ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Supplemental(LessThan80%butMoreThan20%)
AutisticSupport
14to17
7 1
ProgramPosition#5-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:ClassImplementationDate:September1,2015Averagesquarefeetinregularclassrooms:sq.ft.Squarefootageofthisclassroom:sq.ft.(feetlongxfeetwide)Justification:Complianceforproximitytohome,classroomdesign(forinstruction),classroomexternalnoise,classroomaccessibility,classroomlocation,classroomsizewasmarkedasinappropriate.
PROGRAMSEGMENTSLocation/Building Grade Building
TypeTypeofSupport Levelof
SupportAgeRange
Caseload FTE
80
HighSchoolSouth ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Supplemental(LessThan80%butMoreThan20%)
AutisticSupport
18to21
2 1
ProgramPosition#6
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
HighSchoolSouth ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant AutisticSupport
14to16
12 1
ProgramPosition#7-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:PositionImplementationDate:September1,2015Averagesquarefeetinregularclassrooms:sq.ft.Squarefootageofthisclassroom:sq.ft.(feetlongxfeetwide)Justification:Complianceforproximitytohome,classroomdesign(forinstruction),classroomexternalnoise,classroomaccessibility,classroomlocation,classroomsizewasmarkedasinappropriate.
PROGRAMSEGMENTSLocation/Building Grade Building
TypeTypeofSupport
LevelofSupport
AgeRange
Caseload FTE
MountNittanyElementaryandMountNittanyMiddle
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant EmotionalSupport
6to12 14 0.5
Justification:Studentsareservedinanitinerantmodelandarenotgroupedtogetherforinstructionacrossgradelevels.MountNittanyMiddle AMiddle
SchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant AutisticSupport
11to13
5 0.5
Justification:ServicesareprovidedinanItinerantmodelwithinthegeneraleducationenvironmentanddonotbringstudentsofdifferentgradelevelstogetherforinstructionorsupport.ProgramPosition#8
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
CorlStreet AnElementarySchool
AbuildinginwhichGeneralEducationprogramsare
Itinerant AutisticSupport
6to10 4 0.5
81
Building operatedJustification:Studentsareservedinanitinerantmodelandarenotgroupedtogetherforinstructionacrossgradelevels.CorlStreet An
ElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant EmotionalSupport
6to10 6 0.5
Justification:Studentsareservedinanitinerantmodelandarenotgroupedtogetherforinstructionacrossgradelevels.ProgramPosition#9-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:PositionImplementationDate:September1,2015Averagesquarefeetinregularclassrooms:sq.ft.Squarefootageofthisclassroom:sq.ft.(feetlongxfeetwide)Justification:Complianceforproximitytohome,classroomdesign(forinstruction),classroomexternalnoise,classroomaccessibility,classroomlocation,classroomsizewasmarkedasinappropriate.
PROGRAMSEGMENTSLocation/Building Grade BuildingType Typeof
SupportLevelofSupport
AgeRange
Caseload FTE
Gray'sWoods AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant AutisticSupport
8to10 9 0.8
Gray'sWoods AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant EmotionalSupport
9to9 4 0.2
ProgramPosition#10-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:PositionImplementationDate:September1,2015Averagesquarefeetinregularclassrooms:sq.ft.Squarefootageofthisclassroom:sq.ft.(feetlongxfeetwide)Justification:Complianceforproximitytohome,classroomdesign(forinstruction),classroomexternalnoise,classroomaccessibility,classroomlocation,classroomsizewasmarkedasinappropriate.
PROGRAMSEGMENTSLocation/Building Grade BuildingType Typeof
SupportLevelofSupport
AgeRange
Caseload FTE
RadioPark&CorlStreet
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant AutisticSupport
6to10 9 0.75
82
Justification:Studentsareservedinanitinerantmodelanddonotreceiveserviceswithotheridentifiedstudents.RadioParkandCorlStreet
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant EmotionalSupport
6to10 9 0.25
Justification:Itinerantmodelofindividualservicenotgroupedacrossgradelevels.ProgramPosition#11
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
Lemont&Houserville
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant AutisticSupport
6to8 3 0.3
Lemont&Houserville
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant EmotionalSupport
8to10 2 0.2
ProgramPosition#12-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:PositionImplementationDate:September1,2015Averagesquarefeetinregularclassrooms:sq.ft.Squarefootageofthisclassroom:sq.ft.(feetlongxfeetwide)Justification:Complianceforproximitytohome,classroomdesign(forinstruction),classroomexternalnoise,classroomaccessibility,classroomlocation,classroomsizewasmarkedasinappropriate.
PROGRAMSEGMENTSLocation/Building Grade BuildingType Typeof
SupportLevelofSupport
AgeRange
Caseload FTE
FergusonTownship
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant AutisticSupport
7to10 9 0.75
FergusonTownship
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant EmotionalSupport
8to10 6 0.25
ProgramPosition#13-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:PositionImplementationDate:September1,2015
83
Averagesquarefeetinregularclassrooms:sq.ft.Squarefootageofthisclassroom:sq.ft.(feetlongxfeetwide)Justification:Complianceforproximitytohome,classroomdesign(forinstruction),classroomexternalnoise,classroomaccessibility,classroomlocation,classroomsizewasmarkedasinappropriate.
PROGRAMSEGMENTSLocation/Building Grade BuildingType Typeof
SupportLevelofSupport
AgeRange
Caseload FTE
ParkForestMiddle AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant EmotionalSupport
11to13
5 0.1
ParkForestMiddle AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant AutisticSupport
12to12
11 0.9
ProgramPosition#14-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:PositionImplementationDate:September1,2015Averagesquarefeetinregularclassrooms:sq.ft.Squarefootageofthisclassroom:sq.ft.(feetlongxfeetwide)Justification:Complianceforproximitytohome,classroomdesign(forinstruction),classroomexternalnoise,classroomaccessibility,classroomlocation,classroomsizewasmarkedasinappropriate.
PROGRAMSEGMENTSLocation/Building Grade BuildingType Typeof
SupportLevelofSupport
AgeRange
Caseload FTE
Delta ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant AutisticSupport
14to17
10 0.8
Delta AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant EmotionalSupport
11to14
9 0.2
ProgramPosition#15-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:PositionImplementationDate:September1,2015Averagesquarefeetinregularclassrooms:sq.ft.Squarefootageofthisclassroom:sq.ft.(feetlongxfeetwide)
84
Justification:Complianceforproximitytohome,classroomdesign(forinstruction),classroomexternalnoise,classroomaccessibility,classroomlocation,classroomsizewasmarkedasinappropriate.
PROGRAMSEGMENTSLocation/Building Grade BuildingType Typeof
SupportLevelofSupport
AgeRange
Caseload FTE
HighSchool ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant AutisticSupport
14to18
1 0.2
HighSchool ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant EmotionalSupport
14to18
9 0.8
ProgramPosition#16
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType
TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
RadioPark AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Supplemental(LessThan80%butMoreThan20%)
LearningSupport
8to11 18 1
ProgramPosition#17
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType
TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
Gray'sWoods AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Supplemental(LessThan80%butMoreThan20%)
LearningSupport
8to11 8 1
ProgramPosition#18
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType
TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
CorlStreet AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Supplemental(LessThan80%butMoreThan20%)
LearningSupport
6to10 9 1
Justification:Studentsarenotgroupedtogetherforinstructionacrossgradelevels.
85
ProgramPosition#19-ProposedProgramOperator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:PositionImplementationDate:September1,2015Averagesquarefeetinregularclassrooms:sq.ft.Squarefootageofthisclassroom:sq.ft.(feetlongxfeetwide)Justification:Complianceforproximitytohome,classroomdesign(forinstruction),classroomexternalnoise,classroomaccessibility,classroomlocation,classroomsizewasmarkedasinappropriate.
PROGRAMSEGMENTSLocation/Building Grade Building
TypeTypeofSupport
LevelofSupport
AgeRange
Caseload FTE
EasterlyParkway AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Supplemental(LessThan80%butMoreThan20%)
LearningSupport
6to10 14 0.8
Justification:Studentsarenotgroupedtogetherforinstructionacrossgradelevels.EasterlyParkway An
ElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant AutisticSupport
6to10 2 0.2
Justification:Studentsarenotgroupedtogetherforinstructionacrossgradelevels.ProgramPosition#20-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:ClassImplementationDate:February1,2016Averagesquarefeetinregularclassrooms:sq.ft.Squarefootageofthisclassroom:sq.ft.(feetlongxfeetwide)Justification:Complianceforproximitytohome,classroomdesign(forinstruction),classroomexternalnoise,classroomaccessibility,classroomlocation,classroomsizewasmarkedasinappropriate.
PROGRAMSEGMENTSLocation/Building Grade Building
TypeTypeofSupport
LevelofSupport
AgeRange
Caseload FTE
Houserville AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Supplemental(LessThan80%butMoreThan20%)
LearningSupport
8to11 12 0.6
HouservilleElementary
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant AutisticSupport
8to11 3 0.4
86
ProgramPosition#21
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType
TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
MountNittany AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Supplemental(LessThan80%butMoreThan20%)
LearningSupport
6to10 19 1
Justification:Studentsarenotgroupedtogetherforinstructionacrossgradelevels.ProgramPosition#22-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:ClassandPositionImplementationDate:September1,2015Averagesquarefeetinregularclassrooms:sq.ft.Squarefootageofthisclassroom:sq.ft.(feetlongxfeetwide)Justification:Complianceforproximitytohome,classroomdesign(forinstruction),classroomexternalnoise,classroomaccessibility,classroomlocation,classroomsizewasmarkedasinappropriate.
PROGRAMSEGMENTSLocation/Building Grade Building
TypeTypeofSupport
LevelofSupport
AgeRange
Caseload FTE
ParkForest AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Supplemental(LessThan80%butMoreThan20%)
LearningSupport
9to10 10 0.8
ParkForest AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant AutisticSupport
6to10 1 0.2
Justification:Studentsarenotgroupedtogetherforinstructionacrossgradelevels.ProgramPosition#23
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType
TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
Gray'sWoods AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Supplemental(LessThan80%butMoreThan20%)
LearningSupport
6to8 10 1
87
ProgramPosition#24Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType
TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
FergusonTownship
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Supplemental(LessThan80%butMoreThan20%)
LearningSupport
6to10 10 1
Justification:Studentsarenotgroupedtogetherforinstructionacrossgradelevels.ProgramPosition#25
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
ParkForest AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant LearningSupport
11to12
11 1
ProgramPosition#26
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
ParkForest AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant LearningSupport
11to12
11 1
ProgramPosition#27
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
ParkForest AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant LearningSupport
12to13
12 1
ProgramPosition#28
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
ParkForest AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant LearningSupport
12to13
13 1
88
ProgramPosition#29
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
ParkForest AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant LearningSupport
13to14
9 1
ProgramPosition#30
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
ParkForest AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant LearningSupport
13to14
11 1
ProgramPosition#31
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType TypeofSupport LevelofSupport
AgeRange
Caseload FTE
ParkForest AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Supplemental(LessThan80%butMoreThan20%)
LearningSupport
11to13
13 1
ProgramPosition#32
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
MountNittany AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant LearningSupport
11to12
14 1
ProgramPosition#33-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:PositionImplementationDate:September1,2015Averagesquarefeetinregularclassrooms:sq.ft.Squarefootageofthisclassroom:sq.ft.(feetlongxfeetwide)
89
Justification:Complianceforproximitytohome,classroomdesign(forinstruction),classroomexternalnoise,classroomaccessibility,classroomlocation,classroomsizewasmarkedasinappropriate.
PROGRAMSEGMENTSLocation/Building Grade BuildingType Typeof
SupportLevelofSupport
AgeRange
Caseload FTE
Delta AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant LearningSupport
11to13
10 1
ProgramPosition#34
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
MountNittany AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant LearningSupport
12to13
13 1
ProgramPosition#35
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
MountNittany AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant LearningSupport
12to13
16 1
ProgramPosition#36
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
MountNittany AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant LearningSupport
13to14
13 1
ProgramPosition#37
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
MountNittany AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant LearningSupport
13to14
15 1
ProgramPosition#38
90
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
HighSchoolSouth ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant LearningSupport
14to15
15 1
ProgramPosition#39
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
HighSchoolSouth AJuniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant LearningSupport
14to15
19 1
ProgramPosition#40
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
HighSchoolSouth ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant LearningSupport
14to15
15 1
ProgramPosition#41
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
HighSchoolSouth ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant LearningSupport
15to16
14 1
ProgramPosition#42
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
HighSchoolSouth ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant LearningSupport
15to16
16 1
91
ProgramPosition#43
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
HighSchoolSouth ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant LearningSupport
15to16
16 1
ProgramPosition#44
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
HighSchoolNorth ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant LearningSupport
16to17
15 1
ProgramPosition#45
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
HighSchoolNorth ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant LearningSupport
16to17
15 1
ProgramPosition#46
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
HighSchoolNorth ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant LearningSupport
17to18
15 1
ProgramPosition#47
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
HighSchoolNorth ASeniorHighSchool
AbuildinginwhichGeneral
Itinerant LearningSupport
17to18
12 1
92
Building Educationprogramsareoperated
ProgramPosition#48
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType
TypeofSupport LevelofSupport
AgeRange
Caseload FTE
HighSchoolNorth ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Supplemental(LessThan80%butMoreThan20%)
LearningSupport
16to19
7 1
ProgramPosition#49
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
HUB-RobesonCenter
ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant LearningSupport
18to21
12 1
ProgramPosition#50
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
Delta ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant LearningSupport
14to18
20 1
ProgramPosition#51
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType
TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
EasterlyParkway AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Supplemental(LessThan80%butMoreThan20%)
MultipleDisabilitiesSupport
6to10
7 0.8
Justification:StudentsbeyondtheagerangehaveexceptionstatementswrittenintotheirIEPs.EasterlyParkway An
ElementarySchoolBuilding
AbuildinginwhichGeneralEducation
Supplemental(LessThan80%butMoreThan20%)
LifeSkillsSupport
7to10
2 0.2
93
programsareoperated
ProgramPosition#52
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType
TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
MountNittany AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Supplemental(LessThan80%butMoreThan20%)
MultipleDisabilitiesSupport
11to14
4 0.5
MountNittany AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Supplemental(LessThan80%butMoreThan20%)
LifeSkillsSupport
11to13
2 0.5
ProgramPosition#53
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType
TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
HighSchoolSouth ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Supplemental(LessThan80%butMoreThan20%)
MultipleDisabilitiesSupport
14to18
2 0.5
HighSchoolSouth ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Supplemental(LessThan80%butMoreThan20%)
LifeSkillsSupport
14to18
4 0.5
ProgramPosition#54
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType
TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
ParkForest&MountNittany
AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Supplemental(LessThan80%butMoreThan20%)
BlindorVisuallyImpairedSupport
11to13
3 0.6
MountNittanyElementary
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprograms
Itinerant BlindorVisuallyImpairedSupport
8to8 1 0.4
94
areoperatedProgramPosition#55
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
District-wide AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant DeafandHearingImpairedSupport
6to10 3 0.3
Justification:Studentsareservedinanitinerantmodelandarenotgroupedtogetherforinstructionacrossgradelevels.District-wide AMiddle
SchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant DeafandHearingImpairedSupport
11to13
2 0.3
HighSchool ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant DeafandHearingImpairedSupport
14to18
3 0.4
ProgramPosition#56
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
EasterlyParkway AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant SpeechandLanguageSupport
6to10 5 1
Justification:Studentsareservedinanitinerantmodelandarenotgroupedtogetherforinstructionacrossgradelevels.ProgramPosition#57
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
District-wide AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant SpeechandLanguageSupport
6to10 17 1
Justification:Studentsareservedinanitinerantmodelandarenotgroupedtogetherforinstructionacrossgradelevels.ProgramPosition#58
Operator:SchoolDistrictPROGRAMSEGMENTS
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Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
HighSchool ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant SpeechandLanguageSupport
14to21
9 1
Justification:Studentsareservedinanitinerantmodelandarenotgroupedtogetherforinstructionacrossgradelevels.ProgramPosition#59
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
District-wide AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant SpeechandLanguageSupport
6to10 16 1
Justification:Studentsareservedinanitinerantmodelandarenotgroupedtogetherforinstructionacrossgradelevels.ProgramPosition#60
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
ParkForest AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant SpeechandLanguageSupport
6to10 13 1
Justification:Studentsareservedinanitinerantmodelandarenotgroupedtogetherforinstructionacrossgradelevels.ProgramPosition#61
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
ParkForest&MountNittany
AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant SpeechandLanguageSupport
11to13
6 1
ProgramPosition#62
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
RadioPark& An Abuildingin Itinerant Speechand 6to10 10 1
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Lemont ElementarySchoolBuilding
whichGeneralEducationprogramsareoperated
LanguageSupport
Justification:Studentsareservedinanitinerantmodelandarenotgroupedtogetherforinstructionacrossgradelevels.ProgramPosition#63
Operator:SchoolDistrictPROGRAMSEGMENTS
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
District-wide AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant SpeechandLanguageSupport
6to10 11 1
Justification:Studentsareservedinanitinerantmodelandarenotgroupedtogetherforinstructionacrossgradelevels.
SpecialEducationSupportServicesSupportService Location TeacherFTE
BehaviorSpecialist Districtwide 1Title1&ReadingSpecialists District-wide 11.5InstructionalSupportTeacher District-wide 7.5Paraprofessionals District-wide 135CurriculumSupportSpecialist District-wide 1TransitionCoordinator District-wide 1AssistiveTechnologySpecialists District-wide 1SchoolPsychologist District-wide 7.5AssistantDirectorofSpecialEducation District-wide 1DirectorofSpecialEducation District-wide 1
SpecialEducationContractedServicesSpecialEducationContractedServices Operator AmtofTimeperWeek
OccupationalTherapist OutsideContractor 110HoursPhysicalTherapist OutsideContractor 25HoursVisionSupportTeacher IntermediateUnit 24HoursHearingSupportTeacher IntermediateUnit 7Hours
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NeedsAssessment
RecordSchoolPatterns
Question:Afterreviewingschoollevelaccomplishmentsandsystemicchallenges,whatpatternscanyouidentifyamongyourschools?
Whatotherinformationdoyoustillneedtoassess?
Answer:Eachschoolhasadatateamandsetbuildinggoalsthroughaplanningprocessateachsite.BuildingsGOALSarealignedtotheDistrictGOALsandourFOURPILLARSof"ProfessionalPractice".
DistrictAccomplishments
Accomplishment#1:DistrictAccomplishments:
AssessmentofCurrentState
InthisChapter,wehighlightkeyfindingsfromassessmentsofthecurrentstateofstudentlearning,professionalpractices,andseveralaspectsofdistrict-levelservices,operationsandsupports.
AnalysisofStudentData
TheDistrictSteeringCommitteeanalyzedthecurrentstateofstudentachievementbasedondatafromavarietyofstateandlocalassessments(Figures1to7).Thecommitteeidentifiedareasofstrengthandareasofconcernbasedonlongitudinal(three-year)studentdataincoresubjectsandacrossstudentsubgroups.
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Highlightsofthedataanalysisincludedthefollowing:
• District-wide,nearly18outofevery20students(88%)wereproficient/advancedonthestatewidereadingandmathematicstestsin2012.
• Atthehighschoollevel,about16outofevery20studentswereproficient/advancedonthemathematicstests(78%)andreadingtests(81%).
• Acrosselementaryschools,thepercentagesofstudentsproficient/advancedinmathematicsrangedfrom84%to96%;inreading,therangeacrosselementaryschoolswas78%to90%.
• Severalstudentsubgroups–mostnotably,AfricanAmerican,Hispanics,EnglishLanguageLearners,specialeducationstudents,andstudentsfromlowsocio-economicbackgroundsperformedatsignificantlylowerlevelsthantheirWhiteandAsiancounterparts,acrossmostgradelevels(basedon2012results).
• ComparedtothemeanscoresforPennsylvaniaandUSA,SCASDstudentsscoredabout50pointshigherontheSATcriticalreading,mathematics,andwritingexaminations.
• Duringthepastthreeyears,SCASDstudentsscoredhigherontheACTthanthestatewideaverageinEnglish,mathematics,reading,andscience.TheACTexaminationsmeasurestudent’sreadinessforsuccessduringfirstyearofcollege.
Acomprehensiveanalysisofstudentachievementanddevelopment–includingthePennsylvaniaYouthSurvey–isavailableasaddendatothisstrategicplandocument.
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DistrictConcerns
Concern#1:Allstudentsarenotmakingayear'sworthofgrowthusingformativeandsummativeassessments.
Concern#2:Communicationoutsidethedistrictneedstobemoreconsistenttoreachallstakeholders.
Concern#3:Betterarticulationofourgiftedsupportservicesandincreasedinformationaccesstoparents.
Concern#4:NeedtomaximizetechnologyaccesstoallstudentsK-12tosupportlearning.
Concern#5:Inreaseprofessionaldevelopmentaccessthroughnon-traditionalmeans;(suchastradetime).
Concern#6:Focusonclosingtheachievementgapbetweensub-groupsofstudents.
Concern#7:Makingsurethatweareevidencingcollegeandcareerreadygraduates.
Concern#8:Makingsurethatwearesupportingthetransitionsforallstudentstoandfrom,eachorganizationallevel.
Concern#9:Supportive21stcenturylearningthroughmaximizingcriticalthinking,collaboration,andproblemsolving.
Concern#10:Makingsurethatcurriculumisstandardsaligned,movingtocommoncore,andaccessibletoallstakeholdersthroughtechnologicalmeans.
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PrioritizedSystemicChallenges
SystemicChallenge#1(GuidingQuestion#1)Establishadistrictsystemthatfullyensuresconsistentimplementationofstandardsalignedcurriculaacrossallschoolsforallstudents.
AlignedConcerns:
Allstudentsarenotmakingayear'sworthofgrowthusingformativeandsummativeassessments.
Communicationoutsidethedistrictneedstobemoreconsistenttoreachallstakeholders.
NeedtomaximizetechnologyaccesstoallstudentsK-12tosupportlearning.
Focusonclosingtheachievementgapbetweensub-groupsofstudents.
Makingsurethatweareevidencingcollegeandcareerreadygraduates.
Supportive21stcenturylearningthroughmaximizingcriticalthinking,collaboration,andproblemsolving.
Makingsurethatcurriculumisstandardsaligned,movingtocommoncore,andaccessibletoallstakeholdersthroughtechnologicalmeans.
SystemicChallenge#2(GuidingQuestion#2)Establishadistrictsystemthatfullyensurestheconsistentimplementationofeffectiveinstructionalpracticesacrossallclassroomsineachschool.
AlignedConcerns:
Allstudentsarenotmakingayear'sworthofgrowthusingformativeandsummativeassessments.
Betterarticulationofourgiftedsupportservicesandincreasedinformationaccesstoparents.
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Focusonclosingtheachievementgapbetweensub-groupsofstudents.
Makingsurethatweareevidencingcollegeandcareerreadygraduates.
Makingsurethatwearesupportingthetransitionsforallstudentstoandfrom,eachorganizationallevel.
Supportive21stcenturylearningthroughmaximizingcriticalthinking,collaboration,andproblemsolving.
Makingsurethatcurriculumisstandardsaligned,movingtocommoncore,andaccessibletoallstakeholdersthroughtechnologicalmeans.
SystemicChallenge#3(GuidingQuestion#3)Establishadistrictsystemthatfullyensuresstaffmembersineveryschoolusestandardsalignedassessmentstomonitorstudentachievementandadjustinstructionalpractices.
AlignedConcerns:
Allstudentsarenotmakingayear'sworthofgrowthusingformativeandsummativeassessments.
Betterarticulationofourgiftedsupportservicesandincreasedinformationaccesstoparents.
NeedtomaximizetechnologyaccesstoallstudentsK-12tosupportlearning.
Focusonclosingtheachievementgapbetweensub-groupsofstudents.
Makingsurethatweareevidencingcollegeandcareerreadygraduates.
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Supportive21stcenturylearningthroughmaximizingcriticalthinking,collaboration,andproblemsolving.
Makingsurethatcurriculumisstandardsaligned,movingtocommoncore,andaccessibletoallstakeholdersthroughtechnologicalmeans.
SystemicChallenge#4(GuidingQuestion#5)Establishadistrictsystemthatfullyensuresbarrierstostudentlearningareaddressedinordertoincreasestudentachievementandgraduationrates.
AlignedConcerns:
Betterarticulationofourgiftedsupportservicesandincreasedinformationaccesstoparents.
Focusonclosingtheachievementgapbetweensub-groupsofstudents.
Makingsurethatweareevidencingcollegeandcareerreadygraduates.
Supportive21stcenturylearningthroughmaximizingcriticalthinking,collaboration,andproblemsolving.
Makingsurethatcurriculumisstandardsaligned,movingtocommoncore,andaccessibletoallstakeholdersthroughtechnologicalmeans.
SystemicChallenge#5(GuidingQuestion#10)Establishadistrictsystemthatfullyensuresprofessionaldevelopmentisfocused,comprehensiveandimplementedwithfidelity.
AlignedConcerns:
Allstudentsarenotmakingayear'sworthofgrowthusingformativeandsummativeassessments.
Inreaseprofessionaldevelopmentaccessthroughnon-traditionalmeans;(suchastradetime).
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Focusonclosingtheachievementgapbetweensub-groupsofstudents.
Makingsurethatweareevidencingcollegeandcareerreadygraduates.
Supportive21stcenturylearningthroughmaximizingcriticalthinking,collaboration,andproblemsolving.
Makingsurethatcurriculumisstandardsaligned,movingtocommoncore,andaccessibletoallstakeholdersthroughtechnologicalmeans.
SystemicChallenge#6(GuidingQuestion#12)Establishadistrictsystemthatfullyensuresclassroomsarestaffedwithhighlyqualifiedteachers.
AlignedConcerns:
Focusonclosingtheachievementgapbetweensub-groupsofstudents.
Makingsurethatweareevidencingcollegeandcareerreadygraduates.
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DistrictLevelPlan
ActionPlans
Goal#1:ProvidecohesiveandrigorousK-12curriculumtoallstudentsinallcontentareas.
RelatedChallenges:
• Establishadistrictsystemthatfullyensuresconsistentimplementationofstandardsalignedcurriculaacrossallschoolsforallstudents.
• Establishadistrictsystemthatfullyensurestheconsistentimplementationofeffectiveinstructionalpracticesacrossallclassroomsineachschool.
• Establishadistrictsystemthatfullyensuresstaffmembersineveryschoolusestandardsalignedassessmentstomonitorstudentachievementandadjustinstructionalpractices.
• Establishadistrictsystemthatfullyensuresbarrierstostudentlearningareaddressedinordertoincreasestudentachievementandgraduationrates.
• Establishadistrictsystemthatfullyensuresprofessionaldevelopmentisfocused,comprehensiveandimplementedwithfidelity.
• Establishadistrictsystemthatfullyensuresclassroomsarestaffedwithhighlyqualifiedteachers.
IndicatorsofEffectiveness:
Type:Interim
DataSource:StudenttestscoresfromPSSA,MeasuresofAcademicProgress,CDTs,PVAAS,Keystone,curriculumbasedunitassessments,benchmarkassessments.
SpecificTargets:ClosingtheachievementgapforallstudentsandsubgroupsingraduatedincrementsasdeterminedbytheSPP.
Strategies:
CurriculumDevelopment
Description:
Utilize"understandingbydesign"methodologytoaligncurriculumtostate/commoncorestandards.
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FollowdistrictcreatedsixyearcurriculumdevelopmentcycleaccordingtoBoardPolicy.
SASAlignment:Standards,Assessment,CurriculumFramework,Instruction,Materials&Resources
CommonCoreAlignment
Description:
Alignmentofcurriculumtocommoncorestandardsinreleventareas.
SASAlignment:Standards,Assessment,CurriculumFramework,Instruction,Materials&Resources
LiteracyFocus
Description:
ImplementK-12curriculumprocessaccordingtoBoardapporvedsixyearcurriculumcycle.
Focusonprofessionaldevelopmentaroundliteracy:ReadingApprenticeshipandReader'sWorkshop.
ImplementRead180forstudentsbelowgradelevel.
PDEapprovedRtIIprogramatK-3
AcademicLiteracycoursesingrades7and8
SASAlignment:Standards,Assessment,CurriculumFramework,Instruction,Materials&Resources
ImplementationSteps:
K-12CurriculumCycle
Description:
K-12sixyearcurriculumcycle.OngoingmonitoringofdevelopmentandimplementationaccordingtotheBoardapprovedcurriculumcycle.
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StartDate:8/27/2013EndDate:6/30/2020
ProgramArea(s):ProfessionalEducation,TeacherInduction,SpecialEducation,GiftedEducation,EducationalTechnology
SupportedStrategies:
• CurriculumDevelopment• CommonCoreAlignment• LiteracyFocus
Goal#2:ProvideProfessionalDevelopmentexperiencesthatsupportresponsiveteachingandlearningstrategies.
RelatedChallenges:
• Establishadistrictsystemthatfullyensuresconsistentimplementationofstandardsalignedcurriculaacrossallschoolsforallstudents.
• Establishadistrictsystemthatfullyensurestheconsistentimplementationofeffectiveinstructionalpracticesacrossallclassroomsineachschool.
• Establishadistrictsystemthatfullyensuresstaffmembersineveryschoolusestandardsalignedassessmentstomonitorstudentachievementandadjustinstructionalpractices.
• Establishadistrictsystemthatfullyensuresbarrierstostudentlearningareaddressedinordertoincreasestudentachievementandgraduationrates.
• Establishadistrictsystemthatfullyensuresprofessionaldevelopmentisfocused,comprehensiveandimplementedwithfidelity.
IndicatorsofEffectiveness:
Type:Interim
DataSource:Classroomobservationsandwalk-throughs.
SpecificTargets:Improvedteachingandlearning.
Strategies:
DifferentiatedInstructionandbestpracticesevidencedinallclassrooms.
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Description:
UtilizepartnershipwithUVAasguidestofurtherthiseffortinthedistrict.
SASAlignment:Standards,Assessment,CurriculumFramework,Instruction,Materials&Resources
DataLiteracy
Description:
Interpret,analyze,andusemultipledatasetstoinforminstructioninourclassroomsandschoolsthroughtechnology.
SASAlignment:Assessment
AcademicLiteracyandRAFrameworkforClassroomEnvironment
Description:
Continueworkintheseareasutilizinginternalandexternalexpertise.
SASAlignment:Standards,Assessment,CurriculumFramework,Instruction,Materials&Resources
WorkshipModelforElementaryELAinstruction
Description:
Continuedworkonthisinitativeusingworkshopmodelsinbothreadingandwriting.
SASAlignment:Standards,Assessment,CurriculumFramework,Instruction,Materials&Resources
InstructionalCoaching
Description:
CoachinginitiativeforK-6isinplace;goalforexpansionthroughuppergradesaspartofthisplan.
SASAlignment:Instruction,Materials&Resources
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ImplementationSteps:
AcademicLiteracyandRAProfessionalDevelopment
Description:
ProfessionaldevelopenttosupporteffortsforliteracyenhancementthroughRAstrategies.
StartDate:8/27/2013EndDate:6/30/2017
ProgramArea(s):ProfessionalEducation,SpecialEducation,GiftedEducation,EducationalTechnology
SupportedStrategies:
• DifferentiatedInstructionandbestpracticesevidencedinallclassrooms.• AcademicLiteracyandRAFrameworkforClassroomEnvironment• WorkshipModelforElementaryELAinstruction• InstructionalCoaching
Goal#3:Provideresponsiveteachingandlearningforallstudentsthroughdataliteracyforallstakeholders.
RelatedChallenges:
• Establishadistrictsystemthatfullyensuresconsistentimplementationofstandardsalignedcurriculaacrossallschoolsforallstudents.
• Establishadistrictsystemthatfullyensurestheconsistentimplementationofeffectiveinstructionalpracticesacrossallclassroomsineachschool.
• Establishadistrictsystemthatfullyensuresstaffmembersineveryschoolusestandardsalignedassessmentstomonitorstudentachievementandadjustinstructionalpractices.
• Establishadistrictsystemthatfullyensuresbarrierstostudentlearningareaddressedinordertoincreasestudentachievementandgraduationrates.
• Establishadistrictsystemthatfullyensuresprofessionaldevelopmentisfocused,comprehensiveandimplementedwithfidelity.
IndicatorsofEffectiveness:
Type:Interim
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DataSource:Improvedteachingandlearningasevidencedthroughqualitativeandquantitativemeasures.
SpecificTargets:Evidencedplannedinstructionbasedondataanalysisofstudentstrengthsandchallenges.
Strategies:
CurriculumDevelopmentProcess
Description:
ProfessonaldevelopmentforusingUBD.
SASAlignment:Standards,Assessment,CurriculumFramework,Instruction,Materials&Resources
CommonCoreAlignment
Description:
ProfessionalDevelopmentforcommoncorealignment.
SASAlignment:Standards,Assessment,CurriculumFramework,Instruction,Materials&Resources
DataLiteracy
Description:
Continuedprofessionaldevelopmentforuseofdatabyallinstructionalteammembers.
SASAlignment:Assessment
TeacherEffectivenessSystem
Description:
Professionaldevelopmentforallstakeholders,bothteachersandadministrators.
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SASAlignment:Standards,Assessment,CurriculumFramework,Instruction,Materials&Resources,SafeandSupportiveSchools
K-12Induction
Description:
UseofInductiontomeetstaterequirementsanddistrictlevelgoals.
SASAlignment:Standards,Assessment,CurriculumFramework,Instruction,Materials&Resources,SafeandSupportiveSchools
TechnologyUsetosupportinstructionalstrategies
Description:
Continuedprofessionaldevelopmentusingtechnologytosupportinstruction.
SASAlignment:Instruction,Materials&Resources
ReadingApprenticeship
Description:
Continuedtrainingandprofessionaldevelopmentassociatedwithreadingapprenticeshipatappropriategradelevels.
SASAlignment:Assessment,Instruction,Materials&Resources
ImplementationSteps:
DifferentiatedSupervisiontoimproveteachingandlearning
Description:
Useofdifferentiatedsupervisionthroughtheteachereffectivenessprogramtoimproveteachingandlearning.
StartDate:8/27/2013EndDate:6/30/2017
ProgramArea(s):ProfessionalEducation,TeacherInduction,SpecialEducation,GiftedEducation,EducationalTechnology
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SupportedStrategies:
• CurriculumDevelopmentProcess• CommonCoreAlignment• TeacherEffectivenessSystem• K-12Induction• TechnologyUsetosupportinstructionalstrategies• ReadingApprenticeship