MASD Comprehensive Plan

7/27/2019 MASD Comprehensive Plan

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Middletown Area SD

District Level Plan

07/01/2013 - 06/30/2016


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District Profile

Demographics

55 W Water St

Middletown, PA 17057-1448

(717) 948-3300

Superintendent: Dr. Lori Suski

Planning ProcessIn October 2011, the Board of School Directors appointed School Board members, community members,

local business representatives, parents, and students to participate on the Middletown Area School

District's Comprehensive Planning Committee. All school and district administrators were named to the

committee. Teachers were selected by their peers to participate on the committee. A total of 45individuals comprised the full committee.

On November 7, 2011, the Committee met for the first time. An overview of the new comprehensive

planning process was provided by the former Assistant Superintendent (now Superintendent of Schools).

Subcommittees for Special Education, Professional Education, Technology, and Safe & Supportive Schools

were formed during this meeting.

The full committee continued to meet monthly from December 2011 - May 2012. Subcommittee work

occurred between full committee meetings. Each month the full committee would meet to review the

work done by the various subcommittees. Goals and action plans were developed by a subcommitteeand taken to the full committee for review and feedback. The full committee met again on September 17

and October 15, 2012 to review the finalized plans.

The comprehensive plan was presented to the Middletown Area School District Board of Education on

October 22, 2012. The plan was then available for public inspection until November 19, 2012. The plan

will be approved by the Board on November 19 and submitted to the PA Department of Education by

November 30, 2012 in compliance with Chapter 4 regulations.

Mission StatementThe mission of the Middletown Area School District is to educate students so that they value learning,are socially responsible, and are prepared to lead productive and successful lives.

Vision StatementThe vision of the Middletown Area School District is for all students to graduate equipped with the

knowledge and skills that will enable them to thrive in a rapidly changing world.


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Shared ValuesWe believe that

all students can learn.

we can teach all students.

curriculum, instruction, and assessment should be continually monitored and adapted to ensureeducational excellence.

all individuals have value and deserve respect.

a safe, orderly, nurturing, and bully-free environment promotes effective teaching and learning.

continuous training and development enables employees to improve their knowledge and skillsto meet the needs of the organization.

we must prepare students to be ready for a career and have the ability to access the necessarypost-secondary training to be successful.

co-curricular and extra-curricular activities are part of a well-rounded educational experience.

public education is a shared responsibility of the entire community.


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we can provide a quality educational program consistent with these values while being fiscallyresponsible.

Educational CommunityMiddletown Area School District is located in the southern portion of Dauphin County, ten miles east of

the city of Harrisburg. The District encompasses approximately 17 square miles, including Lower Swatara

Township, The Borough of Royalton, and the Borough of Middletown.

Lower Swatara Township is comprised of 14.8 square miles and has a population of 8,268. The medianhome value is $171,420, and the home ownership rate is 90%. The average household income is $57,314.

The ethnic makeup of Lower Swatara Township is as follows:

Ethnicity Percentage

White 92.6

Black 3.0

Asian 1.6

Two or More .9Hispanic 1.9

The Borough of Royalton is comprised of .35 square miles, with a population of 907. The median home

value is $75,700, with a homeownership rate of 62.9%. The average household income in Royalton is

$44, 166. The ethnic makeup of the Borough of Royalton is as follows:


White 87.7

Black 2.7Asian .2

Two or More 4.3

Indian .8

Hispanic 4.3


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The Borough of Middletown is comprised of 2.04 square miles with a population of 8,901. The median

home value is $119,779 and the homeownership rate is 50%. The average household income is $50,212.

The ethnic makeup of the Borough of Middletown is as follows:


White 81.3

Black 7.9

Asian 1.8

Two or More 3.0

Indian .3

Hispanic 5.7

The District operates three elementary schools, one middle school, and one high school. Over the past

twelve years, student enrollment has experienced a steady decrease. The present enrollment of 2,349

students represents a decrease of 435 students (a 15.6% decrease) since the year 2000.

The overall percentage of students enrolled in the District receiving free or reduced lunch has increased

significantly over the past twelve years as illustrated by the chart below.

YearPercentage of Students Receiving Free/Reduced

Lunch

2000 20.2

2008 32.92

2012 43.1

At Fink Elementary School, 67% of the students currently receive a free or reduced lunch.

Support services are available to meet the diverse needs of the Districts student population. In addition

to traditional teaching and administrative positions, the following employees are maintained to assist

students and families: social worker, student and family services specialist, school resource officer, three

school psychologists, and a career coordinator. The District partners with the community to offer

Communities That Care. Through this initiative, the District provides after school and evening activities

and programs for youth and their families to promote healthy behaviors.

Full day kindergarten is provided for all kindergarten age students in the District, and numerous

supplemental reading programs, including Read 180 and Study Island, are available through federal,

state, and local funding at all grades. After school tutoring is available to students in grades kindergarten

through twelve. A broad spectrum of special education programs are provided to meet the needs of


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Planning Committee

Name Role

Paula Alcock Parent

Ross Berger Business Representative

Susan Blatt Middle School Teacher - Special Education

Earl Bright IV Administrator

John Brougher Instructional Technology Director/Specialist

Michael Carnes Administrator

David Coffey Middle School Teacher - Regular Education

Kevin Cook Administrator

Joe Crown Community Representative

Julie Deibler Parent

Rebecca DeLisio Special Education Director/Specialist

Lori DeVelin Parent

Marie Drazenovich Student Services Director/Specialist

David Franklin Administrator

Bethany Fratus Ed Specialist - School Psychologist

Alexis Giulivo StudentAndrea Holtry Secondary School Teacher - Regular Education

Ashley Houseal Elementary School Teacher - Regular Education

Patrick Hruz Administrator

Dr. Chelton Hunter Administrator

David John Board Member

Gail Jones Elementary School Teacher - Regular Education

Barbara Layne Board Member

Dr. Julie Lombardi Business Representative

Michael MacDonald Elementary School Teacher - Regular Education

Amy McPhilemy Ed Specialist - Social Restoration

William Meiser Administrator

William Mills Administrator

Marianne Moore Elementary School Teacher - Regular Education

Jennifer Moore Middle School Teacher - Regular Education

Christine Mostoller Student Curriculum Director/Specialist


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Jodi Neuschwander Ed Specialist - School Nurse

Pablo Orellana Student

Pamela Price Board Member

Christopher Sattele Administrator

Thomas Shaffer Administrator

Ray Shearer Secondary School Teacher - Regular Education

Justin Smith Elementary School Teacher - Regular Education

John Soubik Business Representative

Robert Stitt Secondary School Teacher - Regular Education

Dr. Lori Suski Administrator

Richard Swartz Community Representative

Jan Zeager Secondary School Teacher - Special Education

Heidi Zula Administrator

Michael Zupanovic Middle School Teacher - Regular Education


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Core Foundations

Standards

Mapping and Alignment

Elementary Education Primary Level

Standards Mapping Alignment

Arts and Humanities Accomplished Accomplished

Career Education and Work Accomplished Accomplished

Civics and Government Accomplished Accomplished

Economics Accomplished Accomplished

English Language Arts Developing Developing

Environment and Ecology Accomplished Accomplished

Family and Consumer Sciences Needs

Improvement

Needs

Improvement

Geography Accomplished Accomplished

Health, Safety and Physical Education Accomplished Accomplished

History Accomplished Accomplished

Literacy in History/Social Studies, Science and Technical

Subjects

Non Existent Non Existent

Mathematics Developing Developing

Science and Technology Accomplished AccomplishedAlternate Academic Content Standards for Math Developing Developing

Alternate Academic Content Standards for Reading Developing Developing

American School Counselor Association for Students Accomplished Accomplished

Early Childhood Education: Infant-ToddlerSecond Grade Accomplished Accomplished

English Language Proficiency Accomplished Accomplished

Interpersonal Skills Accomplished Accomplished

School Climate Non Existent Non Existent

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

Curriculum is under review due to the recently adopted Common Core Standards.

Some FCS standards are included in Social Studies and Science curriculum but not mapped K-2.

School Climate standards are still under development.


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Elementary Education Intermediate Level








Family and Consumer Sciences Needs

Improvement

Needs

Improvement





Subjects

Non Existent Non Existent


Science and Technology Accomplished Accomplished

Alternate Academic Content Standards for Math Developing Developing

Alternate Academic Content Standards for Reading Developing Developing



Interpersonal Skills Accomplished Accomplished


Explanation for standard areas checked "Needs Improvement" or "Non Existent":Curriculum is under review due to the recently adopted Common Core Standards.

Some FCS standards are included in Social Studies and Science curriculum but not mapped K-2.

School Climate standards are still under development.

Middle Level





Economics Developing Developing




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Family and Consumer Sciences Accomplished Accomplished





Subjects

Developing Developing



Alternate Academic Content Standards for Math Accomplished Accomplished

Alternate Academic Content Standards for Reading Accomplished Accomplished



Interpersonal Skills Accomplished Developing


World Language Non Existent Non Existent


Common Core standards have not yet been implemented.

World Language instruction begins at Grade 9.

School Climate standards have not yet been adopted.

High School LevelStandards Mapping Alignment







Family and Consumer Sciences Accomplished Accomplished

Geography Accomplished AccomplishedHealth, Safety and Physical Education Accomplished Accomplished



Subjects

Needs

Improvement

Needs

Improvement




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Alternate Academic Content Standards for Math Accomplished Accomplished

Alternate Academic Content Standards for Reading Accomplished Accomplished



Interpersonal Skills Developing Developing


World Language Accomplished Accomplished


Common Core standards have not yet been implemented. Curriculum is aligned to PA Academic

Standards.

School Climate standards have not yet been adopted.

Adaptations


Arts and Humanities Career Education and Work Civics and Government Economics English Language Arts Environment and Ecology

Geography Health, Safety and Physical Education History Mathematics Science and Technology


Arts and Humanities Career Education and Work Civics and Government

Economics English Language Arts Environment and Ecology Geography Health, Safety and Physical Education History Mathematics


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Science and TechnologyMiddle Level

Arts and Humanities Career Education and Work Civics and Government English Language Arts Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education History Mathematics Science and Technology

High School Level Arts and Humanities Career Education and Work Civics and Government Economics English Language Arts Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education History Mathematics Science and Technology

Explanation for any standards checked:

All curriculum areas have been mapped and aligned to the PA Academic Standards.

Curriculum

Planned Instruction


Curriculum Characteristics Status

Content, including materials and activities and estimated instructional time to be Accomplished


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devoted to achieving the academic standards are identified.

Objectives of planned courses, instructional units or interdisciplinary studies to be

achieved by all students are identified for each subject area.

Accomplished

Procedures for measurement of mastery of the objectives of a planned course,

instructional unit or interdisciplinary studies are identified.

Accomplished

The relationship between the objectives of a planned course, instructional unit or

interdisciplinary studies and academic standards are identified.

Accomplished

Processes used to ensure Accomplishment:

Curriculum mapping provides objectives, content, materials, activities, and assessments for each subject

area.

Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the District

plans to address their incorporation:

N/A



Content, including materials and activities and estimated instructional time to be


Accomplished



Accomplished



Accomplished

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

Accomplished



area.



N/A

Middle Level




Accomplished



Accomplished


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Accomplished



Accomplished



area.



N/A

High School Level




Accomplished



Accomplished



Accomplished



Accomplished


Curriculum mapping provides objectives, content, materials, activities, and assessments for each subjectarea.



N/A

Modifications and Accommodations

Explain how planned instruction contains modifications and accommodations that allow all students at all

mental and physical ability levels to access and master a rigorous standards aligned curriculum.

Through the use of IEP and Chapter 15 (504) teams, appropriate modifications and accommodations are

developed to ensure that students needing specially designed instruction receive all modifications and

accommodations appropriate, so that they may be educated in the least restrictive environment.


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Instruction

Instructional Strategies

Annual Instructional evaluations Formal classroom observations focused on instruction Peer evaluation/coaching Walkthroughs targeted on instructionRegular Lesson Plan Review

Building Supervisors District Administrators

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

Administrators adhere to procedures and protocols for supervision and evaluation as prescribed in the

District's Supervision and Evaluation Plan.

Provide brief explanation for strategies not selected and how the District plans to address their

incorporation.

The District does not have Department Supervisors or Instructional Coaches who would review lesson

plans, so this is not an option.

Responsiveness to Student Needs

Elementary Education

Primary Level

Instructional Practices Status

A variety of practices that may include structured grouping, flexible scheduling and

differentiated instruction are used to meet the needs of gifted students.

Full

Implementation

Differentiated instruction is used to meet student needs. Full

Implementation

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

student needs.

Full

Implementation

Structured grouping practices are used to meet student needs. Full

Implementation





Full

Implementation


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Implementation


student needs.

Full

Implementation


Implementation

Middle Level




Full

Implementation


Implementation


student needs.

Full

Implementation


Implementation

High School Level




Implemented in

50% or more of

district classrooms

Differentiated instruction is used to meet student needs. Implemented in

50% or more of

district classrooms


student needs.

Implemented in

less than 50% of

district classrooms

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

50% or more of

district classrooms

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


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instruction or support relative to student needs. The gifted support program is addressed primarily

through higher level courses which are available to students.

Recruitment

Describe the process the District implements to recruit and assign the most effective and highly qualifiedteachers in order to meet the learning needs of students who are below proficiency or are at risk of not

graduating.

The District hires highly qualified teachers with appropriate certification. Annual consideration is given to

the reassignment of teachers to meet the needs of struggling learners.

Assessments

Local Graduation Requirements

Course Completion SY 13-14 SY 14-15 SY 15-16 SY 16-17 SY 17-18 SY 18-19

Electives 8.00 8.00 8.00 8.00 8.00 8.00

English 5.00 5.00 5.00 5.00 5.00 5.00

Health 2.00 2.00 2.00 2.00 2.00 2.00

Mathematics 3.00 3.00 3.00 3.00 3.00 3.00

Minimum % Grade

Required for Credit

(Numerical Answer)

70.00 70.00 70.00 70.00 70.00 70.00

Music, Art, Family &

Consumer Sciences, Career

and Technical Education

1.00 1.00 1.00 1.00 1.00 1.00

Physical Education 4.00 4.00 4.00 4.00 4.00 4.00

Science 3.00 3.00 3.00 3.00 3.00 3.00

Social Studies 4.00 4.00 4.00 4.00 4.00 4.00

Total Courses 30.00 30.00 30.00 30.00 30.00 30.00

2014 Graduation Specifics

Reading

Local Assessments aligned with State Standards Proficiency on State Assessments

Writing

Local Assessments aligned with State Standards


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Proficiency on State AssessmentsMathematics

Local Assessments aligned with State Standards Proficiency on State Assessments

2015 and beyond Graduation Requirement Specifics

English Language and Composition

Completion of Course Work with Keystone Exam as final exam (1/3 of final grade) Students are allowed to test out of required courses. Successfully complete Advanced Placement or Independent Baccalaureate Courses including

"passing" a course exam.

English Literature



Mathematics



Science & Technology Completion of Course Work with Keystone Exam as final exam (1/3 of final grade) Students are allowed to test out of required courses. Successfully complete Advanced Placement or Independent Baccalaureate Courses including


Environment & Ecology



2017 and beyond Graduation Requirement Specifics

Biology or Chemistry

Completion of Course Work with Keystone Exam as final exam (1/3 of final grade) Students are allowed to test out of required courses.


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Successfully complete Advanced Placement or Independent Baccalaureate Courses including"passing" a course exam.

American History, Civics/Government or World History



Local Assessments

Standards WA TD NAT DA PSW Other

Arts and Humanities X X X

Career Education and Work X X X X

Civics and Government X X X

Economics X X X

English Language Arts

Environment and Ecology X X

Family and Consumer Sciences X X X

Geography X X X

Health, Safety and Physical Education X X X X

History X X X

Literacy in History/Social Studies,

Science and Technical Subjects

Mathematics

Science and Technology X X XWorld Language X X X


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Methods and Measures

Summative Assessments EEP EEI ML HS

Evaluation of Portfolios of Student Work X

Keystone Exams X X

Locally Validated Standards Aligned Assessments XNAEP X X

Scientific Experiments X X X

PASA X X X

PSSA X X X

PSSA-M X X X

Teacher developed CBA's X X X X

Teacher Assessments X X X X

Works of Art, Musical, Theatrical, or Dance Performance X X X X

Written Work by Students X X X X

Benchmark Assessments EEP EEI ML HS

Zaner-Bloser Benchmark Reading Assessments X

LEA Reading Series X X X

AIMSweb X X X X

DIBELS X

Study Island X X X

LEA Mathematics Series X X X X

Textbook Assessments X X X X

Formative Assessments EEP EEI ML HS

Demonstration, performances, products, and projects X X X X

Diagnostic Assessments X X X X

Evaluations of Portfolios of Student Work X X X X

Exit Tickets X X X X

Fitness Assessments X X X

Progress Monitoring X X X X

Response Cards X X X X

Scientific Experiments X X X

Teacher developed CBA's X X X X

Textbook Assessments X X X XWorks of art, musical, theatrical, or dance performances X X X X

Written work by students X X X X

Diagnostic Assessments EEP EEI ML HS

Adapted Physical Education Assessments X X X X

Classroom Diagnostic Tools (CDT) X X X


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DRAs X X

Running Records X X

Textbook Assessments X X X X

Validation of Implemented Assessments

Validation Methods EEP EEI ML HS

Building Supervisor Review X X X X

Department Supervisor Review

District Administration Review X X X X

External Review

Instructional Coach Review

Intermediate Unit Review

Professional Learning Community Review X X X X

Teacher Peer Review X X X X

Provide brief explanation of District's process for reviewing assessments.

District administrators review assessment results. The data is then reviewed and analyzed by building

data teams. The information is shared with school staff in curriculum and department meetings.

Development and Validation of Local Assessments

If applicable, explain the District's procedures for developing locally administered assessments and how

they are independently and objectively validated every six years.

Local assessments are developed by teachers in grade level teams at the elementary level and by

curriculum area departments at the secondary level. In order to construct assessments, teachers use

state standards, assessment anchors, eligible content, and curriculum materials. Assessments are

reviewed and revised when the curriculum is updated every six years or sooner if necessary.

Collection and Dissemination

Describe the District's system to collect, analyze and disseminate assessment data efficiently and

effectively for use by District leaders and instructional teams.

District administrators have access to state assessment and benchmark data. Central office

administrators assist building principals in obtaining and interpreting data. Building principals share data

with building data teams. The building teams analyze data and report findings and recommendations to

school staff.


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Data Informed Instruction

Describe how information from the assessments is used to assist students who have not demonstrated

achievement of the academic standards at a proficient level or higher.

Building data teams develop recommendations to address the needs of students based on assessment

data. These recommendations are shared with teachers who assist in developing plans to provide

instruction and intervention to students. Information from assessments is also used to identify students

for after school tutoring and summer programs.

Assessment Data Uses

Assessment Data Uses EEP EEI ML HS

Assessment results are reported out by assessment anchor or

standards-aligned learning objective.

X X X X

Instructional practices are identified that are linked to studentsuccess in mastering specific assessment anchors, eligible

content or standards-aligned learning objectives.

X X X X

Instructional practices modified or adapted to increase

student mastery.

X X X X

Specific assessment anchors, eligible content or standards-

aligned learning objectives are identified for those students

who did not demonstrate sufficient mastery so that teachers

can collaboratively create and/or identify instructional

strategies likely to increase mastery.

X X X


Building data teams review assessment data and identify areas of strength and need. This information is

shared with grade level teams and curriculum area departments. Teachers collaborate to develop plans

to modify instructional practices to increase student mastery of standards.

Provide brief explanation for strategies not selected and how the District plans to address theirincorporation.

The district will more fully develop the process of identifying student needs and adapting instruction at

the high school level. This will occur through data teams sharing information with curriculum area

departments. Teachers will develop plans to address student needs.


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Distribution of Summative Assessment Results

Distribution Methods EEP EEI ML HS

Course Planning Guides X

Directing Public to the PDE & AYP Websites X X X X

District Website X X X

Individual Meetings X X X X

Letters to Parents/Guardians X X X

Local Media Reports X X X

Mass Phone Calls/Emails/Letters

Meetings with Community, Families and School Board X X X

Newsletters X X

Press Releases

School Calendar X X X

Student Handbook

Quarterly Report Cards X X X X


The district shares the results of state assessments with the public in several ways. NCLB Report Cards for

the district and each school are posted on the district website. Directions on how to obtain more

information at PDE and AYP websites are included. PSSA results are presented at a school board meeting

each year. The results are also shared with the local newspapers.

The district also uses several methods to share state assessment results with parents. Letters reporting

state assessment results are sent out to families in the summer. More detailed Individual Student Reports

are sent home after the school term begins. Individual student results may also be discussed at meetings

and conferences with parents. The results of assessments are shared in various district publications

including newsletters.


incorporation.

The district will explore additional methods of communicating assessment results with parents and with

the public. Mass phone calls and emails could be used to alert parents that assessment results have been

sent home. Assessment results could be included in additional district publications including student

handbooks. The district may also generate additional press releases for the news media.


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Safe and Supportive Schools

Assisting Struggling Schools

Describe your entitys process for assisting schools that either do not meet the annual student

achievement targets or experience other challenges, which deter student attainment of academic

standards at a proficient level or higher.

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

achievement.

The District does not currently have any schools in School Improvement or Corrective Action. The District

is currently in Warning status for the 2012 school year. The Middle School and High School are both in

Warning status. Although not required by the PA Department of Education, all District schools will engage

in annual school improvement planning. Student achievement data will be reviewed and analyzed by

building level teams. Strengths and weaknesses will be identified. Goals and action plans will be

developed for implementation to assist students who are struggling to meet established benchmarks.

Various interventions will be initiated to support students both during the school day and via after-school

tutoring programs.

Programs, Strategies and Actions


Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement Comprehensive District-wide School Safety and Violence Prevention Plans Conflict Resolution or Dispute Management Internet Web-based System for the Management of Student Discipline Purchase of Security-related Technology Safety and Violence Prevention Curricula School-wide Positive Behavioral Programs Student Assistance Program Teams and Training Student Codes of Conduct Student, Staff and Visitor Identification Systems


Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement Comprehensive District-wide School Safety and Violence Prevention Plans Conflict Resolution or Dispute Management Internet Web-based System for the Management of Student Discipline Purchase of Security-related Technology Safety and Violence Prevention Curricula


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School-wide Positive Behavioral Programs Student Assistance Program Teams and Training Student Codes of Conduct Student, Staff and Visitor Identification Systems

Middle Level Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement Comprehensive District-wide School Safety and Violence Prevention Plans Conflict Resolution or Dispute Management Counseling Services for Students Enrolled in Alternative Education Programs Internet Web-based System for the Management of Student Discipline Peer Helper Programs Purchase of Security-related Technology Safety and Violence Prevention Curricula Student Assistance Program Teams and Training Student Codes of Conduct Student, Staff and Visitor Identification Systems

High School Level

Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement Comprehensive District-wide School Safety and Violence Prevention Plans Counseling Services for Students Enrolled in Alternative Education Programs Internet Web-based System for the Management of Student Discipline Peer Helper Programs Placement of School Resource Officers Purchase of Security-related Technology Safety and Violence Prevention Curricula School-wide Positive Behavioral Programs Student Assistance Program Teams and Training Student Codes of Conduct Student, Staff and Visitor Identification Systems

Explanation of strategies not selected and how the District Plans to address their incorporation:

N/A - No elementary students are enrolled in alternative education programs.

The District will consider conflict resolution training for high school students.

The District has one School Resource Officer housed at the high school. The officer can assist with issues

at the middle school as well as both Kunkel and Reid Elementary Schools which are located in the same

municipality.


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Identifying Gifted Students

Describe your entitys process for identifying gifted children.

Students may be considered for gifted identification as a result of staff referrals or parent requests. The

process begins with collection and analysis of assessment data, parent and teacher input, and screening

conducted by the school counselor or school psychologist. The information is analyzed to determine if astudent is recommended to receive a Gifted Multidisciplinary Evaluation (GMDE).

The GMDE is a process for gathering the information used to determine if a student qualifies for gifted

education services. Part of this process includes an evaluation by a certified school psychologist.

The Gifted Multidisciplinary Team (GMDT) reviews the compiled information and prepares a GiftedWritten Report (GWR) which indicates whether a student is gifted and in need of specially designed

instruction. Gifted identification is not based on IQ score alone. Students may also be included in gifted

programs when other educational criteria strongly indicates gifted ability.

Once a student is identified as gifted and in need of specially designed instruction, a Gifted Individualized

Education Plan (GIEP) is developed by the GIEP team. The GIEP, a written plan that describes the

student's educational programming, is reviewed/revised at least annually. Goals and objectives are

written based on the individual students areas of giftedness, skills, interests, and talents.

Developmental Services

Developmental Services EEP EEI ML HS

Academic Counseling X X X XAttendance Monitoring X X X X

Behavior Management Programs X X X X

Bullying Prevention X X X X

Career Awareness X X X X

Career Development/Planning X X X X

Coaching/Mentoring X X X X


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Compliance with Health Requirementsi.e., Immunization X X X X

Emergency and Disaster Preparedness X X X X

Guidance Curriculum X X X X

Health and Wellness Curriculum X X X X

Health Screenings X X X X

Individual Student Planning X X X X

Nutrition X X X X

Orientation/Transition X X X X

RtII X X X X

Wellness/Health Appraisal X X X X

Diagnostic, Intervention and Referral Services

Diagnostic, Intervention and Referral Services EEP EEI ML HSAccommodations and Modifications X X X X

Administration of Medication X X X X

Assessment of Academic Skills/Aptitude for Learning X X X X

Assessment/Progress Monitoring X X X X

Casework X X X X

Crisis Response/Management/Intervention X X X X

Individual Counseling X X X X

Intervention for Actual or Potential Health Problems X X X X

Placement into Appropriate Programs X X X XSmall Group Counseling-Coping with life situations X X X X

Small Group Counseling-Educational planning X X X X

Small Group Counseling-Personal and Social Development X X X X

Special Education Evaluation X X X X

Student Assistance Program X X X X

Consultation and Coordination Services

Consultation and Coordination Services EEP EEI ML HS

Alternative Education X X X X

Case and Care Management X X X X

Community Liaison X X X X

Community Services Coordination (Internal or External) X X X X

Coordinate Plans X X X X


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Coordination with Families (Learning or Behavioral) X X X X

Home/Family Communication X X X X

Managing Chronic Health Problems X X X X

Managing IEP and 504 Plans X X X X

Referral to Community Agencies X X X X

Staff Development X X X X

Strengthening Relationships Between School Personnel,

Parents and Communities

X X X X

System Support X X X X

Truancy Coordination X X X X

Communication of Educational Opportunities

Communication of Educational Opportunities EEP EEI ML HSCourse Planning Guides X X

Directing Public to the PDE & AYP Websites X X X X

District Website X X X X

District-wide Phone Calls/Emails/Letters X X X X


Letters to Parents/Guardians X X X X

Local Media Reports X X X X

Meetings with Community, Families and School Board X X X X

Newsletters X X X X

Press Releases

School Calendar X X X X

Student Handbook X X X X

Social Media (Facebook, Twitter) X X X X

Evening Parent Programs (Back-to-School Night, Dual

Enrollment)

X X X X

Communication of Student Health Needs

Communication of Student Health Needs EEP EEI ML HS

District Website X X X X


Individual Screening Results X X X X

Letters to Parents/Guardians X X X X

Meetings with Community, Families and School Board X X X X

Newsletters X X X X


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School Calendar X X X X

Student Handbook X X X X

Frequency of Communication


MonthlyElementary Education Intermediate Level

MonthlyMiddle Level

MonthlyHigh School Level

MonthlyCollaboration for Interventions

Describe the collaboration between classroom teachers and individuals providing interventions regarding

differing student needs and academic progress.

Classroom teachers regularly collaborate with support service professionals such as the District social

worker, school counselors, the student and family services specialist, and members of the student

assistance team. Special Education teachers regularly consult with regular education teachers to

coordinate interventions and monitor student progress.

Community Coordination

Describe how the District accomplishes coordination with community operated infant and toddler

centers, as well as preschool early intervention programs. In addition, describe the community

coordination with the following before or after school programs and services for all grade levels,

including pre-kindergarten, if offered, through grade 12.

1. Child care2. After school programs3. Youth workforce development programs4. Tutoring

All preschool early intervention programs are overseen by the Capital Area Intermediate Unit 15 (CAIU)

as they are the approved MAWA for the District.


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Preschool Agency Coordination

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

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

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

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

Direct coordination of preschool agencies serving disabled students is overseen by the Capital Area

Intermediate Unit 15 (CAIU) as the approved MAWA for the District.

Beginning at age 3, students are evaluated and programming recommendations are made (when

applicable) under the Early Intervention regulations set forth by DPW. All services are outlined in a

preschool IEP program and executed by the CAIU or a contracted provider by the CAIU. As students are

in their transition year of service, transition planning begins between the CAIU and the school district. A

parent overview meeting of the transition process is scheduled for November at which time, the general

process that will occur is reviewed and parents have the ability to ask global questions about the process.

No student specific questions are answered as the District has not learned about the students needs.

Following this meeting, all eligible students' parents are provided the Intent to Register Form, where they

note if they intend to register their student for kindergarten, have them stay in early intervention

programming another year, intend to register in a private school or intend to homeschool their student.They are also asked to sign a release of information form for the CAIU to share the students records with

the District. Upon receipt of the early intervention records, the Director of Special Education reviews all

documents provided and shares key information about each student with the transition team. The team

may consist of the following district members: school psychologist, special education consultant, director

of special education, speech therapist, occupational therapist, social worker and physical therapist, based

upon the student's current services and outlined needs. Transition meetings are scheduled in the spring

of the year proceeding kindergarten admissions. At these meetings, the students current team provides

updated information on the students strengths and needs and progress on the current IEP goals. These

meetings are facilitated by the CAIU. At the meetings, the District proposes what process needs to be

followed to acquire necessary information about the student to program for kindergarten. This may be afull psychoeducational evaluation, a review of records and isolated domain testing, observation and input

from the current providers, adopting the current IEP with revisions, or the student may already be on

consultation from the early intervention providers as they no longer demonstrate a delay in their skills, so

the District would not complete any testing an allow the NOREP to be issued by the CAIU exiting the

student from services. If the student requires any testing or paperwork written, the process is completed

prior to the end of the school year and the IEP for kindergarten is written by the end of June for the


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student to enter kindergarten in August of the same year. All parents have an active plan in place and

knowledge of the recommended programming for their student months before entering kindergarten,

enabling them to make an informed decision about placement and programming options.

The District does not operate or contract for any pre-kindergarten programs at this time.

Materials and Resources

Description of Materials and Resources


Material and Resources Characteristics Status

A robust supply of high quality aligned instructional materials and resources

available

Accomplished

Accessibility for students and teachers is effective and efficient Accomplished

Aligned and supportive of academic standards, progresses level to level and

demonstrates relationships among fundamental concepts and skills

Accomplished

Differentiated and equitably allocated to accommodate diverse levels of student

motivation, performance and educational needs

Accomplished

Provide explanation for processes used to ensure Accomplishment.

Annual review and requisition of supplies and educational resources.




available

Accomplished




Accomplished



Accomplished


Annual review and requisition of supplies and educational resources.


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Middle Level



available

Accomplished




Accomplished



Accomplished


Materials and supplies are purchased on a cycle relative to curriculum development.

High School Level



available

Developing




Developing



Developing


Materials and supplies are purchased on a cycle relative to curriculum development.

SAS Incorporation


Standards Status

Arts and Humanities Implemented in

less than 50% of

district classroomsCareer Education and Work Implemented in

less than 50% of

district classrooms

Civics and Government Implemented in

less than 50% of

district classrooms


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Economics Implemented in

less than 50% of

district classrooms

English Language Arts Implemented in

less than 50% of

district classrooms

Environment and Ecology Implemented in

less than 50% of

district classrooms

Family and Consumer Sciences Implemented in

less than 50% of

district classrooms

Geography Implemented in

less than 50% of

district classrooms

Health, Safety and Physical Education Implemented in

less than 50% of

district classrooms

History Implemented in

less than 50% of

district classrooms

Literacy in History/Social Studies, Science and Technical Subjects Implemented in

less than 50% of

district classrooms

Mathematics Implemented inless than 50% of

district classrooms

Science and Technology Implemented in

less than 50% of

district classrooms

Alternate Academic Content Standards for Math Implemented in

less than 50% of

district classrooms

Alternate Academic Content Standards for Reading Implemented in

less than 50% of

district classrooms

American School Counselor Association for Students Implemented in

less than 50% of

district classrooms

Early Childhood Education: Infant-ToddlerSecond Grade Implemented in


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less than 50% of

district classrooms

English Language Proficiency Implemented in

less than 50% of

district classrooms

Interpersonal Skills Implemented in

less than 50% of

district classrooms

School Climate Not Applicable

Further explanation for columns selected "


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less than 50% of

district classrooms


less than 50% of

district classrooms


less than 50% of

district classrooms

Mathematics Implemented in

less than 50% of

district classrooms


less than 50% of

district classrooms


less than 50% of

district classrooms


less than 50% of

district classrooms

American School Counselor Association for Students Implemented in

less than 50% of

district classrooms

English Language Proficiency Implemented inless than 50% of

district classrooms


less than 50% of

district classrooms




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district classrooms

Career Education and Work Full

Implementation

Civics and Government Implemented in

less than 50% of

district classrooms

Economics Implemented in

less than 50% of

district classrooms

English Language Arts Implemented in

less than 50% of

district classrooms

Environment and Ecology Implemented in

less than 50% of

district classroomsFamily and Consumer Sciences Implemented in

less than 50% of

district classrooms

Geography Implemented in

less than 50% of

district classrooms


less than 50% of

district classrooms

History Implemented inless than 50% of

district classrooms


less than 50% of

district classrooms


less than 50% of

district classrooms


less than 50% of

district classrooms


less than 50% of

district classrooms



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less than 50% of

district classrooms

American School Counselor Association for Students Full

Implementation

English Language Proficiency Implemented in

less than 50% of

district classrooms


less than 50% of

district classrooms


World Language Not Applicable



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less than 50% of

district classrooms


less than 50% of

district classrooms


less than 50% of

district classrooms


less than 50% of

district classrooms


less than 50% of

district classrooms

Science and Technology Implemented inless than 50% of

district classrooms


less than 50% of

district classrooms


less than 50% of

district classrooms

American School Counselor Association for Students Full

ImplementationEnglish Language Proficiency Implemented in

less than 50% of

district classrooms


less than 50% of

district classrooms


World Language Implemented in

less than 50% of

district classrooms



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Current Technology Services

Required for LEA applying for eRate Priority 2 Funding

Describe the District's current telecommunications services, hardware, software and other services used

to implement education. What strengths and weaknesses, related to technology, have been identified by

staff, students or parents?

Information Technology (IT) at the Middletown Area School District plays a vital role in supporting the

everyday functions of the business and education operations. IT provides end-to-end services, including:

network services, data services, desktop services, and printer services, that provide users with the

appropriate hardware, software and network connectivity to perform their daily job or classroom

functions.

The district provides a Windows desktop or laptop computer to all teachers and staff, whether stationary

in a single classroom or office or mobile moving between classrooms. Students have access to multiple

computer labs, including both desktop computer labs and mobile laptop computer labs that can be used

in any classroom. All computers are connected to the districts Local Area Network (LAN) through a wired

or wireless connection so that they can gain access to network storage, network printers, and other

network peripherals. The LAN provides access to Internet, Internet2, and PAIUnet through a Wide Area

Network (WAN) Connection to IU13. These connections give teachers access to a variety of educational

tools and resources, such as Discover Educations United Streaming, Moodle, and Study Island.

While the district provides a great deal of technology to both staff and students we have identified the

following areas of need:

Professional staff needs to be more thoroughly trained in using technology to enhance the learning for

their students. Training should include both basic computing and classroom integration.

The amount of instructional time lost due to the use of technology needs to be improved. The lost time

is mainly caused by slow computer startup and login procedures.

The district needs to have a more consistent set of expectations of how technology should be used to

enhance a students education.

Technology staff need to work with teachers and administration to develop better work flows to

address tasks such as printing, saving data, and communication.

Future Technology Services

Required for LEA applying for eRate Priority 2 Funding

Describe what specific telecommunications services, hardware, software and other services will be

needed to improve education? (Address how the District plans to take advantage of emerging

technologies to improve education. Be sure to include the acquisition or implementation of such

services/equipment within the District Action Plans.)

Over the next few years the district hopes to address the needs above by implementing the following:

Change our computing environment to utilize Apple computers, both laptops and iPads. IPads are

instant on devices and will greatly decrease lost instructional time.

Take advantage of Apple Professional Services to assist us in training all teaching staff in best practices


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for integrating technology into our educational culture.

Provide a personal computing device to all students in grades 6-12 and provide a centers-based

approach in each elementary classroom.

Change our training practices from optional to required training. This will ensure that all staff are

trained in a consistent way.

Clearly communicate the districts expectation for technology integration and provide supports for

struggling staff.

The district believes that technology should play a major role in the educational culture for our students.

Technology gives students instant access to information and tools that can be used to solve problems in

both a critical and creative way. By providing students will 24/7 access to iPads the district believes

students will be more engaged and take more ownership in their own learning. Teaching staff will be able

to challenge students in new and more meaningful ways, while bringing a new level of rigor to each

lesson. We believe by retooling our staff with the best professional development we can move away from

the traditional styles of education and begin reforming ourselves to provide students with a learning

culture that is both collaborative and personalized.

Professional Education

Characteristics

Districts Professional Education Characteristics EEP EEI ML HS

Empowers educators to work effectively with parents and

community partners.

X X X X

Enhances the educators content knowledge in the area of the

educators certification or assignment.

X X X X

Increases the educators teaching skills based on effective

practice research, with attention given to interventions for

struggling students.

X X X

Provides educators with a variety of classroom-based

assessment skills and the skills needed to analyze and use

data in instructional decision making.

X X X X

Districts Professional Education Characteristics EEP EEI ML HS

Empowers leaders to create a culture of teaching and

learning, with an emphasis on learning.

X X X X

Instructs the leader in managing resources for effective

results.

X X X X

Provides leaders with the ability to access and use appropriate X X X X


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data to inform decision making.

Provides the knowledge and skills to think and plan

strategically, ensuring that assessments, curriculum,

instruction, staff professional education, teaching materials

and interventions for struggling students are aligned to each

other, as well as to Pennsylvanias academic standards.

X X X X

Provide brief explanation of District's process for ensuring these selected characteristics.

The District provides opportunities for differentiated professional development in order to meet the

various needs of the staff. Many of these opportunities are self-selected by teachers and

paraprofessionals, while others are arranged by administrators based on data and research based

practice. Each school has a data team which is led by the principal, and teams spend time analyzing the

schools data and developing appropriate plans to address individual student deficiencies as well as

patterns of strengths and weaknesses as evidenced by the building data.


incorporation.

At the High School level, there are pockets of interventions occurring; however, there is more work to be

done in the area of providing specific skill intervention for struggling students. More performance-based

assessments would be valuable as an instructional tool.

Strategies Ensuring Fidelity

Building administrators participate fully in all professional development sessions targeted fortheir faculties.

Clear expectations in terms of teacher practice are identified for staff implementation. District has an ongoing monitoring system in place (i.e. walkthroughs, classroom observations). Every Professional development initiative includes components that provide ongoing support to

teachers regarding implementation.

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

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

Professional Development activities are developed that support implementation of strategiesidentified in the District Level Plan.

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

Using disaggregated student data to determine educators learning priorities.Provide brief explanation of District's process for ensuring these selected characteristics.


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Professional development activities are planned based upon assessment and perceptual data. A variety

of presenters and facilitators are utilized in staff development, many of which are staff members with

areas of expertise relative to presentation topics. Following each professional development session in

which staff members participate, a survey is distributed to the participants, which is utilized to determine

their level of understanding, ability to implement their new knowledge, and their needs for additional

professional development. This information is used by central office and building administrators to

support teachers as initiatives are implemented. Additionally, building level and central office

administrators engage in walk through and formalized observations to monitor implementation of best

practice instructional and assessment strategies. Information from these observations is utilized by

building principals in their buildings Professional Learning Communities.


incorporation.

Evaluation of implementation of professional development must be more clearly defined so that teachers

fully understand the expectations and are held accountable for implementation.

Induction Program

Inductees will assign challenging work to diverse student populations. Inductees will be able to access state curriculum frameworks and focus lesson design on leading

students to mastery of all state academic standards, assessment anchors and eligible content

(where appropriate) identified in District curricula.

Inductees will effectively navigate the Standards Aligned System website. Inductees will know and apply District endorsed classroom management strategies. Inductees will know and utilize school resources that are available to assist students in crisis. Inductees will know the basic details and expectations related to District-wide initiatives,

practices, policies and procedures.

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

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

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


All inductees participate in a three year induction program which is outlined in the District Induction

Plan. Two intensive days of instruction and information are provided in August (prior to the first day of

school). Information regarding District practices and policies is shared, in addition to planning,

instructional, and assessment practices which are expected of all professional staff members. Each

inductee is assigned a mentor, who works with the inductee to ensure understanding and


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Mentor Characteristics

Mentors must complete mentor training or have previous related experience (e.g., purpose ofinduction program and role of mentor, communication and listening skills, coaching and

conferencing skills, problem-solving skills and knowledge of adult learning and development). Pool of possible mentors is comprised of teachers with outstanding work performance. Potential mentors have similar certifications and assignments. Potential mentors must be willing to accept additional responsibility. Potential mentors must have demonstrated ability to work effectively with students and other

adults.

Potential mentors must have knowledge of District/School policies, procedures and resources. Potential mentors must model continuous learning and reflection.


Mentors are selected via an application process which is outlined in the District Induction Plan. There is a

description of desirable characteristics of a mentor included in the Induction Plan, including experience inclassroom management, expertise in curriculum and instruction, and demonstration of high levels of

professionalism. From the pool of applicants, mentors are selected by the building principal and central

office administration. Responsibilities of the mentor are clearly outlined in the District Induction Plan,

and mentors are provided the opportunity to reflect upon their experiences and provide feedback to

administration which will improve the induction process.


incorporation.

It is best to have the mentor and inductee on the same schedule in order to meet regularly. The DistrictInduction Plan will be reviewed during the 2012-13 school year to determine the effectiveness of the

program and make changes to address any weaknesses.

Induction Program Timeline

Topics Aug-Sep Oct-Nov Dec-Jan Feb-Mar Apr-May Jun-Jul

Accommodations and

Adaptations for diverse

learners

X X X X X X

Assessments X X X X X X

Best Instructional Practices X X X X X X

Code of Professional Practice

and Conduct for Educators

X X X X X X

Curriculum X X X X X X


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Data informed decision

making

X X X X X X

Instruction X X X X X X

Materials and Resources for

Instruction

X X X X X X

Safe and Supportive Schools X X X X X X

Standards X X X X X X

If necessary, provide further explanation.

The Districts Induction Plan provides a specific timeline for discussion topics between the mentor and

inductee and the mentor and building principal. Each topic (or a facet of the topic) is specifically

addressed in the plan and addressed in August or September. However, guidelines for each monthly

meeting state that the topics discussed in the previous months will be reviewed in order for the inductee

to pose questions he/she has. Additionally, many of these topics are addressed on an ongoing basis by

the Districts professional development (much of which takes place in June and August), faculty meetings,and Professional Learning Communities.

Monitoring Evaluating and Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

The administration regularly monitors the effectiveness of the District's Induction program by consulting

with inductees and mentors to evaluate progress toward stated goals. At the conclusion of the school

year, inductees and mentors are responsible to complete evaluation forms to provide feedback on the

effectiveness of the Induction program. This feedback is used to recommend changes to the existing

program.

Recording Process

Building administrator receives, evaluates and archives all school mentor records. Completion is verified by the Superintendent on the Application for Level 2 Certification. District administrator receives, tallies, and archives all District mentor records. Mentor documents his/her inductee's involvement in the program. Schools maintain accurate records of program completion and provide a certificate or statement

of completion to each inductee who has completed the program.

Special Education

Special Education Students


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Total students identified: 363

Identification Method

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

Currently, the District uses a process that rules out lack of exposure to appropriate reading and math

instruction as the primary cause of academic performance deficits. In addition, for students who have

had adequate exposure to instruction in District schools, the District determines, as part of its pre-referral

assessment process, the extent to which the child has responded to core and remedial academic

instruction. When the team is able to rule out lack of exposure, and when the student has not responded

to core and academic instruction at levels likely to enable him or her to meet age and grade-appropriate

standards, the District conducts norm-referenced tests of intelligence and achievement that enable us to

perform a valid cognitive profile analysis and to compare relative weaknesses in the cognitive profile with

significant weaknesses in the achievement profile. Such weaknesses, if established, are compared to

instructional data to establish ecological validity. When significant weaknesses in the cognitive-

achievement profile align with weaknesses in performance in the classroom, the student is identified ashaving a specific learning disability in the affected areas.

When a student is referred for an evaluation , the school psychologist reviews all of the submitted data

and makes a recommendation as to which assessments should be listed on the Permission to Evaluate

and is sent to the parents with their Prior Written Notice. Some examples of the assessments used by the

school psychologists are: WISC-IV, Stanford-Binet:5, CAS, WRIT, RIST, WNV, WIAT-II, KTEA-II, NEAT, OWLS,

TEWL-2. TOWL-3.

Once the Permission to Evaluate is received, the school psychologist will request input from the parents

in the form of a district created parent input questionnaire, input from the regular education staffworking with the child, attendance records, PSSA data, report cards and discipline records. At the

elementary level, we have implemented a 3-ties model of Response to Intervention. We do not proceed

to evaluation on any referral without having the necessary data on deficit area(s) and the interventions

and response data to those interventions provided to us. If parents make a referral for their student, we

immediately schedule a meeting with the students current educational team and review all data to

determine if testing is warranted. If the team determines the need for testing, a Permission to Evaluate is

issued to the parent for approval along with the Prior Written Notice, if the reviewed data does not show

need for testing, a meeting is held with the parents explaining the recommendations and a Notice of

Recommended Educational Placementis issued denying the request for testing.

All testing is completed within the 60 day calendar timelines.

Enrollment


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

significant disproportionalities.

Taken from the 2011-2012 Special Education Data Report, there is no statistical enrollment differences

noted for the District. The LEA has 15.0% of it's total population identified as special education compared

to the state average of 15.1%. Autism identifications at 8.0% for the LEA compared to 7.9% for the state.Emotional Disturbance identification is slightly higher than the state average with the LEA at 11.0% versus

8.6% for the state but still within statistical acceptance. The remaining categories of Mental Retardation

(Intellectually Disabled) has the LEA at 6.6% and state at 7.1%, Other Health Impaired at 8.0% for the LEA

compared to the state of 10.1%, Specific Learning Disability of 48.5% for the LEA to the state average of

46.9% and Speech and Langauge Impaired at 14.3% for the LEA compared to the state average of 16.2%.

Non-Resident Students Oversight

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

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

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

The District provides a continuum of intervention levels and placement options for its students with

disabilities. The District joins with the Capital Area Intermediate Units and its neighboring Districts

through the Dauphin County Consortium, to provide programs for all students with disabilities in theleast restrictive environment. Middletown Area School District operates learning support, emotional

support, life skills support, multiple disabilities support, autistic support and speech and language

services for students within the District. These programs are provided through the use of resource

rooms, supplemental classes, full-time classes, and itinerant support. Most students attend their

neighborhood schools. Some students choose to attend the Dauphin County Technical School.

Special education students within the Middletown Area School District have always had access to the

general education curriculum and the general education class, regardless of the severity of their

disability. Over the last several years, however, the district has carefully studied its implementation of

special education services and recognized that with careful consideration, we could provide specialeducation services in a more inclusive manner. The district has implemented a variety of strategies and

programs to support the provision of special education services in the LRE. Examples of these programs

include:

1. Co-teaching of selected high school courses

2. Response to Intervention Model


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3. Decrease in replacement classes and resource rooms with increase in itinerant support. The

district is focusing on providing additional academic support to students with disabilities, rather than

replacing the general education core curriculum

Children in our Life Skills programs and Multiple Disabilities support programs have frequent

opportunities to participate in academic and non-academic subjects with their peers. In addition, manyof our regular education students participate in reverse mainstreaming activities with students with

severe disabilities.

In an effort to provide support for students with lower incidence disabilities, the district has continued to

expand its district operated programs in the areas of autism, life skills, and multiple disabilities.

The District is not currently a host to any 1306 facilities or families. As with all students, any student who

would enroll in the District under 1306 would be afforded FAPE. Each student's paperwork is reviewed

and programming recommendations are made accordingly. If the District would not be able to program

for the 1306 student within its currently identified programs and unable to build an appropriate program,the District would utilize the current consortium programming available or look to the CAIU for other

programming options. As far as barriers or problems with 1306 students, not receiving all of the students

records and/or potential extraordinary costs to the District that were not in the budget, can be problems

that the District must overcome. No matter the barriers, FAPE is always provided to the student so that

they may access their education in a successful manner.

Incarcerated Students Oversight

Describe the system of oversight the District would implement to ensure that all incarcerated studentswho may be eligible for special education are located, identified, evaluated and when deemed eligible,

are offered a free appropriate public education (FAPE).

The Middletown Area School District recognizes our operational responsibility to offer FAPE to each

student who is eligible for special education until the student or students who turn 21 during the school

term are entitled to finish that school term, whichever occurs first.

Although no correctional institution is located in the district, if one did exist, the district would comply

fully with the requirements of the IDEA and Chapter 14 regarding the identification, evaluation,

placement and provision of special education services to all eligible school-age individuals housedtherein. Eligible students are entitled to receive special education both when they are charged with a

criminal offense and are awaiting trial and after they have been convicted of a criminal offense.

Specifically, school districts providing special education services to incarcerated school-age individuals

are required to:


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1. comply with the "child-find" obligations of IDEA

2. utilize appropriate evaluation procedures and diagnostic/screening instruments to determine the

eligibility and educational needs of inmates

3. implement timely review and/or develop Individualized Education Programs ("IEPs") for eligible

students in accordance with state and federal laws and regulations, including compliance with procedural

safeguards; and

4. provide FAPE in conformity with the IEP.

Further, if a correctional institution were located in the MASD, the district would have a responsibility to

adopt and use a system to locate and identify all students within the district's jurisdiction who are

thought to be eligible and to determine those students' needs through a screening and evaluation

process, which meets the requirements of Chapter 14. Part of this responsibility is to provide annual

Documents

MASD Comprehensive Plan