Owen J Roberts SD...Career education Health, Safety and physical education Family and Consumer Science World Languages Process Information Problem solve Work independently Collaborate

Owen J Roberts SD

District Level Plan

07/01/2019 - 06/30/2022

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District Profile

Demographics

901 Ridge Rd Pottstown, PA 19465-8402 610-469-5100 Superintendent: Susan Lloyd Director of Special Education: Holly Acosta

Planning Process Training was available for completing the Comprehensive Plan and the leadership team participated

in the webinar. Plans include working through the process with the superintendent and members of

the administrative team. It was decided to develop responses to the questions and individual plans

by small groups and school groups. As the groups completed sections, they shared their plans during

the school year during regular administrative meetings. The timeline provided by the training was

used as a guide for our district planning. September to November was used for completing the initial

questions. December was used for the needs assessment and district planning. The plan will be

communicated to the Board in the late winter. The Board will receive updates through the

Curriculum Committee during monthly meetings. The full Board will receive updates prior to

approval and submission to PDE. The members of the comprehensive planning team include the

Pupil Services Director, the Assistant Superintendent, the Superintendent, and the Director of

Instruction.

Mission Statement Mission Statement: The Owen J. Roberts School District Community: Inspiring Each Student for

Success Today And Greatness Tomorrow

Vision Statement The Owen J. Roberts School District has a vision of moving from "Good to Great". Our focus is to, "Do

the right thing at the right time for the right reason."

The District has a vision which includes student success (academic, social, and wellness) at the

center of all work. Around student success, there are four key areas with equal importance which

influence student success. These include Curriculum, Instruction, Assessment, and Resources. This

represents "A Caring and Collaborative Culture."

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Shared Values Together with parents, families, and community, the Owen J. Roberts School District commits to

provide opportunities for students to obtain the following academic values to acquire necessary

knowledge and skills to be successful in their school, community, and the world:

Reading, writing, speaking and listening

Mathematics

Science and Technology

Environment and Ecology

Social Studies

Arts and Humanities

Career education

Health, Safety and physical education

Family and Consumer Science

World Languages

Process Information

Problem solve

Work independently

Collaborate with others

Adapt to change

Serve their Community

Think Globally

Educational Community The Owen J. Roberts School District is located 35 miles west of Philadelphia in historic Chester

County. The District encompasses an area of one hundred eleven square miles with a population

over 24,500. The seven townships that constitute the district are: East Coventry, East Nantmeal, East

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Vincent, North Coventry, South Coventry, Warwick, and West Vincent. The environment of the

District is a combination of suburban and rural. The northern and eastern areas are the most

populous, while the remainder of the area is characterized by open country. Small business and

industry are located throughout the the district.

The District serves over 5300 students in seven schools. Students have opportunities in academic,

athletic, and club activities. The District provides a sound academic program with increasing

numbers of students meeting or exceeding the state benchmarks for success on the PSSA, SAT, and

AP tests. Students may participate in interscholastic sports at the middle and high school level.

Intramural athletics are offered at the elementary, middle, and high school levels. Clubs are provided

in all schools for a range of interests for students.

Planning Committee Name Role

Holly Acosta Administrator : Special Education

Geoffrey Ball Administrator : Special Education

Cristin Burke Administrator : Professional Education Special

Education

Lehmann Heidi Administrator : Professional Education

Susan Lloyd Administrator : Professional Education

Joseph Milnes Administrator : Special Education

Ryan Monaghan Administrator : Professional Education

Kathy Soeder Administrator : Professional Education

Kathleen Hocker Community Representative : Professional

Education

Pamela Wolfe Community Representative : Professional

Education

Kellie Bean Ed Specialist - Other : Professional Education

Dana Emery Ed Specialist - Other : Special Education

Marianne Galligan Ed Specialist - School Nurse : Professional

Education

Lori Palmer Elementary School Teacher - Regular Education :

Professional Education

Stone Stafford Elementary School Teacher - Regular Education :


Adrienne Andres High School Teacher - Regular Education :


Dawn Galambos High School Teacher - Regular Education :


Lynn Kiesel High School Teacher - Special Education : Special

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Education

Brad Creswell Middle School Teacher - Regular Education :


Laura Frank Middle School Teacher - Regular Education :


Lauren Bold Parent : Professional Education

Kristen Horton Parent : Professional Education

Laura Moravinski Parent : Special 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 Developing

Civics and Government Accomplished Accomplished

PA Core Standards: English Language Arts Accomplished Accomplished

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

Accomplished Accomplished

PA Core Standards: Mathematics Accomplished Accomplished

Economics Developing Developing

Environment and Ecology Accomplished Accomplished

Family and Consumer Sciences Developing Developing

Geography Accomplished Accomplished

Health, Safety and Physical Education Accomplished Accomplished

History Accomplished Accomplished

Science and Technology and Engineering Education Accomplished Accomplished

Alternate Academic Content Standards for Math Accomplished Developing

Alternate Academic Content Standards for Reading Accomplished Accomplished

American School Counselor Association for Students Developing Developing

Early Childhood Education: Infant-Toddler⟶Second Grade

Developing Developing

English Language Proficiency Accomplished Accomplished

Interpersonal Skills Accomplished Accomplished

School Climate Accomplished Developing

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

This narrative is empty.

Elementary Education-Intermediate Level






PA Core Standards: Literacy in History/Social Studies, Accomplished Accomplished

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Science and Technical Subjects




Family and Consumer Sciences Developing Developing





Alternate Academic Content Standards for Math Accomplished Developing





School Climate Developing Developing



Middle Level











Family and Consumer Sciences Accomplished Accomplished





Alternate Academic Content Standards for Math Accomplished Accomplished





School Climate Accomplished Accomplished

World Language Accomplished Accomplished

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High School Level



Career Education and Work Accomplished Accomplished






Economics Accomplished Accomplished


Family and Consumer Sciences Accomplished Accomplished





Alternate Academic Content Standards for Math Accomplished Accomplished


American School Counselor Association for Students Accomplished Accomplished



School Climate Accomplished Accomplished

World Language Accomplished Accomplished



Adaptations


Checked answers

Arts and Humanities

Career Education and Work

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

PA Core Standards: Mathematics


Health, Safety and Physical Education

Science and Technology and Engineering Education

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Unchecked answers

None.


Checked answers

Arts and Humanities Career Education and Work

PA Core Standards: English Language Arts




Geography


History


Unchecked answers

None.

Middle Level

Checked answers

Arts and Humanities


Civics and Government




Economics


Family and Consumer Sciences

Geography


History


Unchecked answers

None.

High School Level

Checked answers

Arts and Humanities


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

Economics

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Geography

Health, Safety and Physical Education History


Unchecked answers

None.

Explanation for any standards checked:

We have significantly developed standards beyond the state requirements in a number of academic areas. We have a coprehensive curriculum revision process including a regular cycle of audit, revision, assessment, and planning resources for every course in a 5 year period. We revised the ELA and Mathematics curriculum prior to the PA Core Standard adoption. We made changes to the science curriculum to be aligned with the Next Generation Science Standards. We have tried to remain current in all areas. The current ELA curriculum requires integration with other subjects and the use of digital tools to produce digital content in the EEP and EEI levels. We have been developing these projects to grow with the students and will continue this curriculum for ML and HS students. For science, we have revised and enhanced the curriculum for all levels and added a research and inquiry component. This year, Health, Safety, and Physical Educaiton was revised with updated resources for cyber safety, sleep hygine, and opioid and prescription drug abuse.

Curriculum

Planned Instruction


Curriculum Characteristics Status

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

Accomplished

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

Accomplished

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

Accomplished

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

Developing

Processes used to ensure Accomplishment:

We make use of a regular curriculum revision cycle. During the revision process, instructional units are realigned to the latest standards and an estimated time is allotted for the instruction. Assessments are developed along with the curriculum and refined in the following year. Prior to new materials being purchased, the units of instruction are audited for alignment and assessments are aligned to standards.

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





Accomplished


Accomplished


Accomplished


Accomplished


These courses make use of the same curriculum cycle for the district. These tasks are accomplished during each subject's revision time as outlined in the above section.



Middle Level



Accomplished


Accomplished


Accomplished


Developing


These courses make use of the same curriculum cycle for the district. These tasks are accomplished during each subject's revision time as outlined in the above section. In addition to the curriculum cycle, middle level teachers make use of Team Time to plan interdisciplinary units.

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High School Level



Accomplished


Accomplished


Accomplished


Accomplished


These courses make use of the same curriculum cycle for the district. These tasks are accomplished during each subject's revision time as outlined in the above section.



Modification and Accommodations

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

When curriculum is revised, modifications and adaptations are listed within the scope and

sequence documents. Students who need a modified curriculum receive differentiated

instruction based on content, process, or required products. Accommodations are made by

the individual teacher for specific students requiring additional support.

Instruction

Instructional Strategies

Checked Answers Formal classroom observations focused on instruction

Walkthroughs targeted on instruction

Annual Instructional evaluations

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Peer evaluation/coaching

Instructional Coaching

Regular Lesson Plan Review

Checked Answers Administrators

Department Supervisors

Unchecked Answers

Building Supervisors

Instructional Coaches

Not Reviewed

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

We have a scheduled system for classroom observations and walkthrough visits. Observations are both announced and unannounced and teachers are placed on three differentiated supervision programs. Walkthroughs are completed by subject area in order to inform professional development needs. Both teachers and administrators participate in walkthroughs. Administrators review lesson plans for teachers who have demonstrated an instructional need related to planning. This may be for a short period of time or for an entire school year.

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


Responsiveness to Student Needs


Instructional Practices Status

Structured grouping practices are used to meet student needs. Full

Implementation

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

Full Implementation

Differentiated instruction is used to meet student needs. Full

Implementation

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

Implemented in 50% or more of

district classrooms

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



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Implementation


Full Implementation


Implementation


Full Implementation



Middle Level



Implementation


Full Implementation


Implementation


Full Implementation



High School Level



Implementation


Full Implementation


Implementation


Full Implementation



Recruitment

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

All teachers in the Owen J. Roberts School District participate in the following process: A description of the position and the credentials necessary for the position are generated and posted. Applicants apply through an online system and applications are reviewed by the administrator for that school. Applications are screened by multiple administrators and the interview committee is formed. Questions are planned for the first and second round interviews. Candidates interview with the principal, department chair or academic coach, instructional supervisor, and another teacher (in some cases). Successful candidates are asked to provide a demonstration lesson for a group of students. Two successful candidates are asked to a second interview with the Assistant Superintendent or Director of Pupil Services (for special education teachers). A third round interview is scheduled for the finalist after all Human Resource paperwork is complete, including clearances, references, and transcripts. If the candidate is successful during the third round interview, the candidate is recommended for the Board to approve at the next available Board meeting.

Assessments

Local Graduation Requirements

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

Total Courses 28.00 28.00 28.00

English 4.00 4.00 4.00

Mathematics 4.00 4.00 4.00

Social Studies 3.00 3.00 3.00

Science 3.00 3.00 3.00

Physical Education 4.00 4.00 4.00

Health 2.00 2.00 2.00

Music, Art, Family & Consumer Sciences, Career and Technical Education

0.00 0.00 0.00

Electives 8.00 8.00 8.00

Minimum % Grade Required for Credit (Numerical Answer)

65.00 65.00 65.00

Graduation Requirement Specifics

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

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Completion of secondary level coursework in English Language Arts (Literature),

Algebra I and Biology in which a student demonstrates proficiency on the associated

Keystone Exam or related project-based assessment if § 4.4(d)(4) (relating to

general policies) applies.

Locally approved and administered assessments, which shall be independently and

objectively validated once every 6 years. Local assessments may be designed to

include a variety of assessment strategies listed in ? 4.52(c) and may include the use

of one or more Keystone Exams. Except for replacement of individual test items that

have a similar level of difficulty, a new validation is required for any material

changes to the assessment. Validated local assessments must meet the following

standards:

I. Alignment with the following State academic standards: English Language

Arts (Literature and Composition); Mathematics (Algebra I) and

Environment and Ecology (Biology).

II. Performance level expectations and descriptors that describe the level of

performance required to achieve proficiency comparable to that used for the

Keystone Exams.

III. Administration of the local assessment to all students, as a requirement for

graduation, except for those exempted by their individualized education

program under subsection (g), regarding special education students, or

gifted individualized education plan as provided in ? 16.32 (relating to

GIEP).

IV. Subject to appropriations provided by law, the cost to validate local

assessments shall be evenly divided between the school district, AVTS or

charter school, including a cyber-charter school, and the Department. If the

Department does not provide sufficient funding to meet its share, local

assessments submitted for validation shall be deemed valid until a new

validation is due to the Department.

V. The Department will establish a list of entities approved to perform

independent validations of local assessments in consultation with the Local

Assessment Validation Advisory Committee as provided in ? 4.52(f).

VI. School boards shall only approve assessments that have been determined to

meet the requirements of this subsection by an approved entity performing

the independent validation. If a school district, AVTS or charter school,

including a cyber-charter school, uses a local assessment that has not been

independently validated, the Secretary will direct the school entity to

discontinue its use until the local assessment is approved through

independent validation by an approved entity.

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Completion of an Advanced Placement exam or International Baccalaureate exam

that includes academic content comparable to the appropriate Keystone Exam at a

score established by the Secretary to be comparable to the proficient level on the

appropriate Keystone Exam.

Unchecked answers

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

Local Assessments

Standards WA TD NAT DA PSW Other

Arts and Humanities X X X

Career Education and Work X X X

Civics and Government X X X


X X X X X X


X X X X X

PA Core Standards: Mathematics X X X X

Economics X X X

Environment and Ecology X X X X X

Family and Consumer Sciences X

Geography X X


X X

History X X X


X X X X X

World Language X X X X

Methods and Measures

Summative Assessments

Summative Assessments EEP EEI ML HS

Keystones, unit assessments, mid terms and final assessments

X

PSSA and Keystones, unit assessments, common quarterly assessments

X X X

PSSA, unit assessments, common trimester performance tasks

X

Unit assessments X X X X

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Benchmark Assessments

Benchmark Assessments EEP EEI ML HS

Study Island, CDT X

Study Island, CDT, reading inventory, world language common assessment for placement

X X

CDT, DIBELS, STAR MATH, F and P assessments X

DIBELS, STAR MATH, F and P assessments, COW and CAP, HFSW

X

Formative Assessments

Formative Assessments EEP EEI ML HS

Unit assessments, mid term assessments, teacher developed tests, common quarterly labs or essays

X

Unit assessments, classwork, common lab or essays X

Unit assessments X X

Diagnostic Assessments

Diagnostic Assessments EEP EEI ML HS

CDT, Study Island, reading and specialized testing as needed

X X

STAR MATH, DIBELS, Reading assessments X X

Validation of Implemented Assessments

Validation Methods EEP EEI ML HS

External Review X

Intermediate Unit Review

LEA Administration Review X X X X

Building Supervisor Review X X X X

Department Supervisor Review X X X X

Professional Learning Community Review

Instructional Coach Review X X

Teacher Peer Review X

Provide brief explanation of your process for reviewing assessments.

Assessments that are used with all students are reviewed by the Curriculum Supervisor. These would include formative and summative assessments. In addition, common assessments are reviewed by the secondary department chair. These would include unit assessments and midterms/finals. Building principals may review individual assessments of teachers as needed, as part of a plan of improvement, or for school data. At the high school,

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some courses have college endorsements for content and assessments. As well, some outside businesses and organizations review content in courses.

Development and Validation of Local Assessments

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


Collection and Dissemination

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

We currently use a data warehouse to collect and create reports for student data. Teachers

and administrators have access to student data. Curriculum Supervisors also make use of

the data warehouse to review information, consider program effectiveness, and plan

professional development.

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.

Students who do not demonstrate proficiency on an assessment may be placed in an

intervention group for additional instruction. At the elementary level, this is most

commonly done as part of data team meetings where multiple assessments are used to

monitor student progress. Based on instruction and available assessment data, students

may be moved into specific intervention groups. At the middle level, students who need

additional instruction may get assistance individually from a teacher or peer. These

students may have the opportunity to retake an assessment and demonstrate

understanding of the information. At the high school level, students who are not proficient

on the Keystone exams are provided with remedial or supplemental instruction and are

able to retest for the Keystones.

Assessment Data Uses

Assessment Data Uses EEP EEI ML HS

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

X X X X

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

X X X X

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learning objectives.

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

X X X

Instructional practices modified or adapted to increase student mastery.

X X X X

Provide brief explanation of the process for incorporating selected strategies.

We have a system in place for reviewing instructional practices after professional development. Training is provided that is content specific, research based, and aligned to best teaching practices. Teachers are provided with rubrics for these walk throughs. In addition, students at the elementary level receive assessment feedback which is aligned to the PA Core Standards.

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


Distribution of Summative Assessment Results

Distribution Methods EEP EEI ML HS

Course Planning Guides X X X X

Directing Public to the PDE & other Test-related Websites

X X X X

Individual Meetings X X X X

Letters to Parents/Guardians X X X X

Local Media Reports X X X X

Website X X X X

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

Mass Phone Calls/Emails/Letters X X X X

Newsletters X X X X

Press Releases X X X X

School Calendar X X X X

Student Handbook X X X X

Provide brief explanation of the process for incorporating selected strategies.

We make use of a variety of communications to share assessment information with the public. We plan a public, annual meeting to share assessment results for every school along with school goals. We send newsletters and mass emails about testing information. The student handbooks, program of studies, parent conferences, and committee meetings are all venues for communication about assessments.

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


Safe and Supportive Schools

Assisting Struggling Schools

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

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

The Owen J. Roberts School District is comprised of seven schools with a strong academic

program. Each school demonstrates strengths and weaknesses. As a district, we support all

schools through professional development, ongoing curriculum revision, and instructional

coaching. We have academic coaches in each school, content supervisors, special education

supervisors, and a strong central office team. These people assist school administrators and

teachers in maintaining high achievement and growth. When needed, additional assessment

and support is offered in areas of need.

Programs, Strategies and Actions

Programs, Strategies and Actions EEP EEI ML HS

Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement

X X X X

School-wide Positive Behavioral Programs X X X

Conflict Resolution or Dispute Management X X X X

Peer Helper Programs X X X X

Safety and Violence Prevention Curricula X X X X

Student Codes of Conduct X X X X

Comprehensive School Safety and Violence Prevention Plans

X X X X

Purchase of Security-related Technology X X X X

Student, Staff and Visitor Identification Systems X X X X

Placement of School Resource Officers X X X X

Student Assistance Program Teams and Training X X X X

Counseling Services Available for all Students X X X X

Internet Web-based System for the Management of Student Discipline

X X X X

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

All strategies were selected

Screening, Evaluating and Programming for Gifted Students

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

Information on gifted education services is available on the district website and is published annually in local newspapers.

Describe your entity’s process for locating students who are thought to be gifted and may be in need of specially designed instruction (screening).

The district implemented a universal screening process that begins in second grade. The initial level of screening is based on curriculum measures. The second phase includes a brief cognitive ability measure (e.g., SAGES) is administered by the building team to all students identified by the Level I screening process. Move-in students perceived to have mentally gifted potential, as well as other students in later grades, also may be referred at this time.

Describe your entity’s procedures for determining eligibility (through multiple criteria) and need (based on academic strength) for potentially mentally gifted students (evaluation).

Results of the annual district's curriculum based measures is utilized by the building team, which consists of the guidance counselor, gifted support teacher, school psychologist and principal to identify those students who have earned enough points in Level 1 of the screening to move on to Level 2. Level 2 consists of the brief cognitive ability. Those students who earn the required points are sent forward to request Permission to Evaluate for Gifted services. The Parental Input form is gathered for those students in the evaluation process and utilized as a qualitative measure for writing of the Gifted Individualized Education Plan if the student qualifies. Based on the results of the evaluation and the cumulative points earned through Level 1 & 2 of the screening process, a student is qualified for the gifted education program.

Describe the gifted programs* being offered that provide opportunities for acceleration, enrichment or both. *The word "programs" refers to the continuum of services, not one particular option.

Students complete GIEP goals based on their area of strength. Students have access to a Teacher of the Gifted in each school. Students complete projects, participate in enrichment and acceleration activities and attend district wide gifted student events. Services are coordinated for students who may also need learning support services. Teachers of the gifted students plan with regular education teachers so that the continuum of services is beneficial to students within and beyond their regular classes. Students attend both regular and gifted classes.

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Developmental Services

Developmental Services EEP EEI ML HS

Academic Counseling X X X

Attendance Monitoring X X X X

Behavior Management Programs X X X X

Bullying Prevention X X X X

Career Awareness X X X X

Career Development/Planning X X X X

Coaching/Mentoring X X X

Compliance with Health Requirements –i.e., Immunization

X X X X

Emergency and Disaster Preparedness X X X X

Guidance Curriculum X X X X

Health and Wellness Curriculum X X X X

Health Screenings X X X X

Individual Student Planning X X X X

Nutrition X X X X

Orientation/Transition X X X X

RTII/MTSS X X X X

Wellness/Health Appraisal X X X X

Explanation of developmental services:


Diagnostic, Intervention and Referral Services

Diagnostic, Intervention and Referral Services EEP EEI ML HS

Accommodations and Modifications X X X X

Administration of Medication X X X X

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

Assessment/Progress Monitoring X X X X

Casework X X X X

Crisis Response/Management/Intervention X X X X

Individual Counseling X X X X

Intervention for Actual or Potential Health Problems X X X X

Placement into Appropriate Programs X X X X

Small Group Counseling-Coping with life situations X X X X

Small Group Counseling-Educational planning X X X X

Small Group Counseling-Personal and Social Development

X X X X

Special Education Evaluation X X X X

Student Assistance Program X X

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Explanation of diagnostic, intervention and referral services:


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

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

Explanation of consultation and coordination services:


Communication of Educational Opportunities

Communication of Educational Opportunities EEP EEI ML HS

Course Planning Guides X X X

Directing Public to the PDE & Test-related Websites X X X X



Local Media Reports X X X X

Website X X X X

Meetings with Community, Families and Board of Directors

X X X X

Mass Phone Calls/Emails/Letters X X X X

Newsletters X X X X

Press Releases X X X X



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Communication of Student Health Needs

Communication of Student Health Needs EEP EEI ML HS


Individual Screening Results X X X X


Website X X X X

Meetings with Community, Families and Board of Directors

X X X X

Newsletters X X X X



Frequency of Communication

Elementary Education - Primary Level

More than once a month

Elementary Education - Intermediate Level


Middle Level


High School Level


Collaboration for Interventions

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

Teachers meet weekly to discuss students' needs. These meetings take place during

common grade level planning time and include the support staff assigned to the group of

students. At the middle level, teachers meet in subject teams and at the high school level,

teachers meet for Child Study meetings. Plans are made to address specific concerns and

instructional needs for the students. If initial planning is found to be in need of more

support, then the team reconvenes and develops a plan for increased support depending on

the individual need of the student.

Community Coordination

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

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

We currently offer a child care provider in each elementary school as an option for parents

for before, after, and kindergarten support for students. We coordinate with outside child

care agencies to provide information on transition and registering for kindergarten. We

coordinate with the county IU for Early Intervention programming. For special education

students, we coordinate with several agencies for youth workforce programs. For all

students, we have some community based businesses which hire high school students as

part of our work-school program. We offer peer tutoring at the high school level before and

after school. At the middle school level, we offer peer tutoring during the student day.

Preschool Agency Coordination

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

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

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

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

The District coordinates with the CCIU to ensure that preschool students with disabilities

that are currently receiving services transition to school-age services with no break in

services. The District offers kindergarten orientation activities in the spring and before the

start of the school year that allow for building staff to identify students that may be in need

of additional support at the start of the school year.

The District partners with local daycare centers through the Pre-K Counts grant to provide

pre-school educational services to students. The CCIU operates 2 preschool classrooms

within the district and the District also hosts speech and language pathologists through the

CCIU who provide itinerant services to preschool students.

The District coordinates a parent information night in the fall of the year prior to

kindergarten to raise awareness of district special education programming. Through the

months of January and February, the District coordinates with the CCIU to hold transition

meetings with all current families of students transitioning to school-age services. On a

27

student by student basis, the District conducts reevaluations if needed to determine school-

aged services and programming. There is a Special Education Supervisor who acts as LEA

and coordinates the transition process for families.

Materials and Resources

Description of Materials and Resources


Material and Resources Characteristics Status

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

Accomplished

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

Accomplished

Accessibility for students and teachers is effective and efficient 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.

Each year, we review and revise one curricular core area and one curricular special area. At the conclusion of that review, materials are selected to align with current standards and meet new instructional needs. If course requirements change, materials are updated using the curriculum review cycle as a guide.

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





Accomplished


Accomplished



Accomplished


Each year, we review and revise one curricular core area and one curricular special area. At the conclusion of that review, materials are selected to align with current standards and

28

meet new instructional needs. If course requirements change, materials are updated using the curriculum review cycle as a guide.



Middle Level



Accomplished


Accomplished



Accomplished





High School Level



Accomplished


Accomplished



Accomplished



29



SAS Incorporation


Standards Status

Arts and Humanities Full

Implementation



district classrooms

Civics and Government Full

Implementation

PA Core Standards: English Language Arts Full

Implementation



district classrooms

PA Core Standards: Mathematics Full

Implementation

Economics


district classrooms

Environment and Ecology Full

Implementation



district classrooms

Geography Full

Implementation

Health, Safety and Physical Education Full

Implementation

History Full

Implementation

Science and Technology and Engineering Education Full

Implementation

Alternate Academic Content Standards for Math


district classrooms

30

Alternate Academic Content Standards for Reading


district classrooms

American School Counselor Association for Students


district classrooms

Early Childhood Education: Infant-Toddler→Second Grade


district classrooms

English Language Proficiency Full

Implementation

Interpersonal Skills


district classrooms

School Climate


district classrooms

Further explanation for columns selected "

The district has curriculum written to the PA Core Standards. Some fo the materials and resources have come from the SAS examples others are from different aligned sources (publishers, department created, etc.). Some of the areas listed above do not have extensive materials and resources available on the SAS site.


Standards Status


Implementation



district classrooms


Implementation


Implementation



district classrooms


Implementation

Economics Implemented in 50% or more of

31

district classrooms


Implementation



district classrooms

Geography Full

Implementation


Implementation

History Full

Implementation


Implementation



district classrooms



district classrooms



district classrooms


Implementation

Interpersonal Skills


district classrooms

School Climate


district classrooms



Middle Level

Standards Status


Implementation

32



district classrooms


Implementation


Implementation


Full Implementation


Implementation

Economics


district classrooms


Implementation

Family and Consumer Sciences Full

Implementation

Geography Full

Implementation


Implementation

History Full

Implementation


Implementation



district classrooms



district classrooms



district classrooms


Implementation

Interpersonal Skills Full

Implementation

School Climate Full

Implementation

World Language Full

Implementation

33



High School Level

Standards Status


Implementation

Career Education and Work Full

Implementation


Implementation


Implementation


Full Implementation


Implementation

Economics Full

Implementation


Implementation

Family and Consumer Sciences Full

Implementation

Geography Full

Implementation


Implementation

History Full

Implementation


Implementation



district classrooms



district classrooms



district classrooms


Implementation

34

Interpersonal Skills Full

Implementation

School Climate Full

Implementation

World Language Full

Implementation


The district has curriculum written to the PA Core Standards. Some of the materials and resources have come from the SAS examples others are from different aligned sources (publishers, department created, etc.). Some of the areas listed above do not have extensive materials and resources available on the SAS site.

Early Warning System

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

No, we have another early warning system that we are currently utilizing.


Characteristics

District’s Professional Education Characteristics EEP EEI ML HS

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

X X X X

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

X X X X

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

X 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

Empowers educators to work effectively with parents and community partners.

X X X X

District’s Professional Education Characteristics EEP EEI ML HS

Provides the knowledge and skills to think and plan X X X X

35

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

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

X X X X

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

X X X X

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

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

The professional education plan includes opportunities for enhancing content knowledge, producing products that are useful for teachers, analyzing student data, and working with parents. The plan offers school leaders opportunities to use district curriculum supervisors, academic coaches, department chairs, and other administrators for professional education sessions.


There are no areas not selected.

Educator Discipline Act 126, 71

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

Questions

The LEA has conducted the required training on:

2/14/2014

Provides educators with four (4) hours of professional development in youth suicide awareness and prevention every five (5) years for professional educators in grades six through twelve as outlined in Act 71.

Questions

The LEA has conducted the training on:

2/17/2017

36

Provides educators with four (4) hours of professional development every five (5) years for professional educators that are teaching the curriculum in which the Child Exploitation Awareness Education program is incorporated as outlined in Act 71.

Questions

The LEA has conducted the training on:

8/30/2018

Strategies Ensuring Fidelity

Checked answers

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

Using disaggregated student data to determine educators’ learning priorities.

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

Professional Development activities are developed that support implementation of strategies identified in your action plan.

Clear expectations in terms of teacher practice are identified for staff implementation.

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

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

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

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

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

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

Unchecked answers

None.


Professional development sessions are planned based on district and school goals and specific teacher needs. Teachers evaluate professional development throughout the year so that plans can remain flexible and needs met. Teachers are monitored throughout the year regarding making use of new instructional skills and meeting student needs.


37

All strategies were selected.

Induction Program

Checked answers

Inductees will know, understand and implement instructional practices validated by

the LEA as known to improve student achievement.

Inductees will assign challenging work to diverse student populations.

Inductees will know the basic details and expectations related to LEA-wide

initiatives, practices, policies and procedures.

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

practices and procedures.

Inductees will be able to access state curriculum frameworks and focus lesson

design on leading students to mastery of all state academic standards, assessment

anchors and eligible content (where appropriate) identified in the LEA's curricula.

Inductees will effectively navigate the Standards Aligned System website.

Inductees will know and apply LEA endorsed classroom management strategies.

Inductees will know and utilize school/LEA resources that are available to assist

students in crisis.

Inductees will take advantage of opportunities to engage personally with other

members of the faculty in order to develop a sense of collegiality and camaraderie.

Inductees will reflect on instructional practices and develop goals for themselves

and students.

Inductees will use digital tools for their own learning and to enhance the learning of

their students.

Unchecked answers

None.


The district has a comprehensive plan for Induction. This includes professional development for content, procedures, and district initiatives. New teachers attend professional development prior to the start of the school year as well as during the year. These teachers have additional meeting requirements at the school and district level in order to provide support. Activities for these teachers include producing digital products, demonstrating skills, and creating new goals.

38



Needs of Inductees

Checked answers

Frequent observations of inductee instructional practice by a coach or mentor to

identify needs.

Frequent observations of inductee instructional practice by supervisor to identify

needs.

Regular meetings with mentors or coaches to reflect upon instructional practice to

identify needs.

Student PSSA data.

Standardized student assessment data other than the PSSA.

Classroom assessment data (Formative & Summative).

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

Review of inductee lesson plans.

Review of written reports summarizing instructional activity.

Submission of inductee portfolio.

Knowledge of successful research-based instructional models.

Information collected from previous induction programs (e.g., program evaluations

and second-year teacher interviews).

Unchecked answers

None.


All new teachers are involved in the strategies listed above over the course of their non-tenured years. These teachers are observed multiple times by the principals, curriculum supervisors, and special education supervisors. All teachers participate in informal monitoring with walk throughs. Teachers complete an instructional portfolio in preparation for applying for their Instructional II certificate.

39

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


Mentor Characteristics

Checked answers

Pool of possible mentors is comprised of teachers with outstanding work performance. Potential mentors have similar certifications and assignments.

Potential mentors must model continuous learning and reflection.

Potential mentors must have knowledge of LEA policies, procedures and resources.

Potential mentors must have demonstrated ability to work effectively with students and other adults.

Potential mentors must be willing to accept additional responsibility.

Mentors must complete mentor training or have previous related experience (e.g., purpose of induction program and role of mentor, communication and listening skills, coaching and conferencing skills, problem-solving skills and knowledge of adult learning and development).

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

Unchecked answers

None.


Mentors for our new teachers are department chairs, academic coaches, or other department teachers. These teachers have demonstrated leadership, ability to accept additional responsibility, and a nuturing manner. These teachers are selected to work with peers in a coaching capacity.

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


Induction Program Timeline

Topics Aug-Sep

Oct-Nov

Dec-Jan

Feb-Mar

Apr-May

Jun-Jul

Code of Professional Practice and Conduct for Educators

X X

Assessments X X X

Best Instructional Practices X X X X X

Safe and Supportive Schools X X X X X X

Standards X X X X X X

40

Curriculum X X X X X X

Instruction X X X X X X

Accommodations and Adaptations for diverse learners

X X

Data informed decision making X X X

Materials and Resources for Instruction X X

If necessary, provide further explanation.


Monitoring and Evaluating the Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

The Induction program in evaluated throughout the school year. Teachers participating in the program provide feedback after each district and building level session. This feedback is used to plan successive sessions. At the mid year and end of year points, teachers provide a more comprehensive evaluation, including a reflection of their goals in the program to date. These evaluations are also used to plan for the program. Monthly, principals are given information about the progress of their teachers in the program. This provides a monitoring opportunity. These teachers are then asked to use new skills in their classes and the principals observe these lessons.

Recording Process

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

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

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

School/LEA maintains accurate records of program completion and provide a

certificate or statement of completion to each inductee who has completed the

program.

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

Completion is verified by the LEA Chief Executive Officer on the Application for

Level 2 Certification.

Unchecked answers

None.

Special Education

41

Special Education Students

Total students identified: 1050

Identification Method

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

At the present time the Owen J Roberts School District utilizes a discrepancy model between

cognitive ability and academic achievement in order to identify students with specific

learning disabilities. Progress monitoring data collected from the various interventions

implemented is utilized in the referral and identification process.

From the PA Guidelines - Assessing Patterns of Strengths and Weaknesses (Discrepancy

Model)

Districts that choose not to utilize an assessment of a student’s RtI in the SLD identification

process must use “…a process that examines whether a child exhibits a pattern of strengths

and weaknesses, relative to intellectual ability as defined by a severe discrepancy between

ability and achievement (Discrepancy Model) or relative to age or grade.”

(§14.125[a][2][ii]) The analysis of strengths and weaknesses will identify whether the

student has a severe discrepancy between intellectual ability and achievement or whether

the student has a severe discrepancy relative to age or grade. Evaluation teams using

assessment of patterns of strengths and weaknesses to determine the discrepancy between

ability and achievement would continue to administer tests of intelligence to determine a

student's IQ as well as norm-referenced tests of academic achievement so that the

discrepancy between scores from the two measures can be appraised. Neither the federal

or state regulations delineate the extent of the discrepancy that is needed for eligibility

under the SLD designation. It remains the school district's responsibility to assure

parameters for judging the extent of the discrepancy required for eligibility. The existence

of an ability- achievement discrepancy is not sufficient to determine eligibility as

SLD. Rather, to be identified with SLD, a student must not only display an ability-

achievement discrepancy but must also be achieving significantly below age or grade level

standards. Evaluation teams using assessment of patterns of strengths and weaknesses to

determine the discrepancy relative to age or grade must examine and document the extent

to which the student’s achievement or performance is discrepant from grade or age. For

example the team may find that a student’s reading standard scores on a nationally normed

achievement test are significantly below his/her math, writing, and language scores. It

remains the school district's responsibility to assure parameters for judging the extent of

the pattern discrepancy required for eligibility. A possible criterion might be that the

confidence intervals of the lower scores do not overlap the confidence intervals of the

higher scores, thus indicating a significant difference in achievement. To be identified with

SLD, a student must not only display a significant discrepancy in pattern of scores but must

also be achieving significantly below age or grade level.

42

Enrollment

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

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

Based on the 2016-2017 numbers, the district had 211 students with an Other Health

Impairment diagnosis. This was 20.8% of the total district special education population and

the state average was 14.9%. Of the 211 students, 11 students moved into the district with

that diagnosis which is 5.2% of the total number. When that 5.2% is removed, the district

percentage is 15.6% which is in-line with the state average.

Non-Resident Students Oversight

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

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

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

1. There are currently no 1306 facilities in the Owen J Roberts School District.

2. If however, there was a facility within the school district, then the Owen J Roberts School

District would ensure that students are receiving a Free Appropriate Public Education

(FAPE) in the least restrict environment (LRE) through contracting with the CCIU service

coordinators. The district would rely on the CCIU service coordinators to monitor the

student progress at the 1306 facility and communicate with families. The service

coordinator would be arranging formal IEP meetings if needed to ensure the student is

accessing their educational program. Lastly, the service coordinator would work with the

IEP team to explore less restrictive placement options where appropriate.

3. The barriers to implementing the school district's ability to meet its obligations under

1306 are:

Timely access to educational records

Determination of residency

Length of stay in the Residential Treatment Facility (RTF)

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

43

School Board Policy titled: Eligibility of Nonresident Students 202

https://www.boarddocs.com/pa/ojrsd/Board.nsf/vpublic?open#

Incarcerated Students Oversight

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

There are no facilities that house incarcerated students located within the boundaries of the

Owen J Roberts School District. Under Sections 1306, 1306.1, and 1306.2 of the

Pennsylvania Public School Code of 1949, the school districts in which juvenile and adult

detention facilities are located ("host districts") are responsible for finding, identifying, and

providing special education services to children with disabilities who are committed

thereto. The Owen J Roberts School District facilitates this process by ensuring that all

education records and other information necessary to enable the various host districts to

conduct evaluations or reevaluations and develop and implement special education

programs for adjudicated residents of the District who are or are thought to be disabled are

transferred in a timely manner. The host district contracts with the Chester County

Intermediate Unit (CCIU) to provide educational services to our adjudicated students. On-

going communication with the CCIU staff continues while the students are incarcerated to

ensure the Owen J Roberts School District is knowledgeable of the current status of each

adjudicated youth and maintains parent contact while their child is incarcerated. When

students who are identified as disabled are scheduled to be released from detention, the

District makes every effort to schedule meetings at or near the time of discharge to ensure

that these students re-enter public school programs with minimal disruption to their

special education services.

For those students that are moved to other correctional facilities, the CCIU #24 collaborates

with the Juvenile Justice Staff to ensure that incarcerated students receive a Free and

Appropriate Public Education. Should the incarcerated student complete the requirements

for graduate, the student is issued an Owen J Roberts School District diploma in June of that

school year.

Least Restrictive Environment

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

44

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

3. Refer to and discuss the SPP targets and the district's percentages in the Indicator 5 section - Educational Environments. Also discuss the number of students placed out of the district and how those placements were determined to assure that LRE requirements are met.

1. The Owen J Roberts School District recognizes the legal requirements of Least

Restrictive Environment (LRE) and utilizes a team approach when considering placements

for students with disabilities, beginning with the neighborhood school. Inclusion in the

home school setting is always the first option, and includes a discussion among IEP team to

determine whether or not building level supports are sufficient to meet the student’s needs.

A continuum of services is available in each school building, however in the elementary

buildings specialized programs including autistic support, emotional support and life skill

support are provided in specific elementary buildings for the entire grade span of K-6.

Additionally supplemental supports and related services are offered within each of the

school buildings in order to maximize inclusion, including IU supports through the Training

and Consultation (TAC) department for student-specific training in areas like behavioral

interventions, autism, assistive technology or vision/hearing. If the student's neighborhood

building is not able to provide sufficient supports and services, the team looks to other

elementary schools in the district in order to determine whether or not specialized in-

district programs can meet the student’s needs. If the team determines that the student’s

needs are such that inclusion in the neighborhood school building would be inappropriate,

the team may then review programs outside of the district’s buildings, which may include

IU programs in specialized centers, cross-district classrooms, or in some cases, APS

placements. In all of these extreme situations, district Special Education Supervisors are

closely involved with the process in order to ensure that every effort is made to include the

student in the neighborhood school where appropriate through the completion of the IEP

process.

2. The Owen J Roberts School District provides a full continuum of services within

the district's buildings. At the elementary level, the district has specialized programming in

3 elementary buildings to support students in the areas of Autistic Support, Life Skills

Support and Emotional Support, whose needs rise above that which can be met at the

building level. At the Middle School Level, those specialized classrooms continue with Life

Skills Support, Autistic Support and Emotional Support. For grades 9- 12+, the District

continues the varied supports with the High School in the areas of Autistic Support,

Emotional Support, Life Skills Support and a pre-Vocational Life Skills support classroom.

The Owen J Roberts School District has 9 classrooms, 7 at the elementary level and 2 at the

secondary level supported through the PaTTAN Autism Initiative. The elementary

classrooms are in year 4 of the program and the secondary classrooms are in year 3. These

45

classrooms benefit from support of BCBAs that consult with teachers and staff on individual

programming for the students in the class. They also assist with providing professional

development as needed to professional and paraprofessional staff.

The Owen J Roberts School District utilizes the Training and Consulting*TAC) services of the

Chester County Intermediate Unit for consultative and site-based support in the areas

of autism, assistive technology, crisis intervention, behavior, curriculum and instructional

practices. Training and support is provided throughout the year and is offered to

paraprofessionals, teachers, administrators, support staff (transportation), IEP teams, and

parents.

3. Educational Environments indicate that the District has met SPP indices in both the areas

of SE Inside Regular Class 80% or More and SE Inside Regular Class Less Than 40%. The

District fell 0.2% of the SPP index for SE in Other Settings, however, we did perform better

than the State average by 0.1%.

Currently 97 out of 1050 students are attending outside placements, 10.8% of special

education students. It is important to note that in 2012, at the time this report was last

written, 82 out of 892 students attended outside placements, 8% of special education.

Currently 53, the largest number of special education students attending outside

placements are those students attending the Chester County Center for Arts and Technology

(vocational educational setting). The table below illustrates the number of special education

students in kindergarten through 13+ grades attending an outside placement.

Grade

Number of Students

13+ 10

12 18

11 13

10 33

9 7

8 2

7 12

6 1

5 2

4 2

3 3

2 2

1 2

K 1

46

Behavior Support Services

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

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

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

1. The Owen J. Roberts incorporates all of the requirements and limitations of Section 14.133 of

the regulations of the State Board of Education, 22 Pa. Code Sec. 14.133, as the policy of the

District and ensures that the Superintendent or his or her designee "shall provide for the regular

training and re-training, as needed, of personnel in the use of specific procedures, methods, and

techniques that those personnel will be expected to employ in the implementation of behavior

supports or interventions in accordance with the IEP[s] of ... child[ren] with disabilities." Behavior support programs include a variety of techniques to develop and maintain skills that will

enhance an individual student’s opportunity for learning and self-fulfillment. Potential causes of

behavior problems, such as physical or medical conditions, environmental factors, staffing and

program concerns, are reviewed and addressed prior to development of a behavior management

program. For each student with a disability who exhibits behavior problems which interfere with

the student’s ability to learn or that of others to learn, the Individualized Education Program (IEP)

shall include provisions for a program of behavior management in accordance with Chapter 14

(relating to special education services and programs). Within the district buildings, a variety of Positive Behavior Supports (PBS) exist. One elementary

school implements School-wide Positive Behavior Interventions and Supports (SWPBIS) and has

for over 10-years. By next year, an additional school will be operating SWPBIS. Other buildings

implement Olweus Anti-Bullying Programs. Positive rather than negative measures form the basis of behavior support programs. The types

of intervention chosen for a particular student shall be the least intrusive necessary and shall be

in accordance with Chapter 14. The Owen J. Roberts School District emphasizes a team

approach in providing behavior support to students. The range of behavioral support services

varies depending on the individual needs of each student, and may encompass consultation

through direct intervention. Team membership may be comprised of psychologists, guidance

counselors, parents, regular and special education teachers, building administrators, instructional

support teachers, community-based therapists, etc. By utilizing the professional and personal

expertise of team members, the School District is able to provide an appropriate level of

positively-based, least restrictive, behavioral intervention measures. All students with disabilities who have behaviors that impede their learning or that of others have

specially designed instruction and or goals which address identified behaviors of concern. The

IEP team may recommend a Functional Behavior Assessment (FBA) in order to determine the

target behaviors of concern. Once the behaviors are identified, the team analyzes the antecedent

behaviors that occurred prior to the behavior being exhibited. Consequences to the students'

behaviors are also documented. The team then analyzes all the shared information. Upon

completion of the FBA, the team creates a positive Behavior Support Plan (BSP). This plan

systematically addresses the behaviors of concern and reinforces newly learned, appropriate

replacement skills using positive reinforcement. The BSP is shared with all staff working with the

student to ensure consistent implementation of the plan across all environments. 2. The Training and Consulting (TaC) Team of the Intermediate Unit (IU) provides the support of

a Board Certified Behavior Analyst (BCBA) and other specialized consultants in the areas of

47

behavior and autism to the district when requested. Consultants are available to support the IEP

team by conducting FBAs and observations. The consultant and other TaC team consultants are

also available to provide professional development in the areas of writing and implementing

BSPs, crisis prevention and implementing behavioral strategies. Aversive techniques, restraints or discipline procedures may not be used as a substitute for a

behavior support program. The use of physical restraining methods is permitted only when it is

necessary to control acute or episodic behaviors that present a danger to the child or others and

only when less restrictive measures have proven to be or are ineffective. Such restraints are

never used for the convenience of staff, as a substitute for an educational program, or as

punishment. When specified in a student’s IEP, social skills training is provided through various staff members

such as guidance counselors, student assistance, psychologists, instructional support teachers,

autistic support personnel, mental health specialists and special education teachers. In addition,

consultants are available through the IU in regard to specific social skills training programs. 3. Working in conjunction with the local base service unit, Creative Health, the School District

provides both direct service and referral opportunities for mental health support on a kindergarten

to age 21 basis for students with special needs. At the elementary and secondary levels, the

direct services of three mental health specialists are utilized for interventions with both at risk and

students with special education needs. These services, if required on an ongoing basis, are

specified in the student’s IEP. Furthermore, in conjunction with student assistance teams, these

specialists provide a link to additional community based mental health services. Individual and group counseling services are available from kindergarten to age 21 for students

with special education needs. When required these services are specified in the student’s IEP,

and typically are provided by guidance counselors, psychologists, or mental health specialists.

Goals for individual students may range from developing strategies to maximize learning and

academic development, facilitate interpersonal and intrapersonal skills, and preparation for

recognizing options/choices in vocational and academic educational planning. School Board Policy No. 113.1 Discipline of Students with Disabilities:

http://ojrsd.com/modules/groups/homepagefiles/cms/1654530/File/Policies/Policy%20113.1%20D

iscipline%20of%20Students%20with%20Disabilities.pdf School Board Policy No.113.2 Behavior Support for Students Receiving Special

Education:

http://ojrsd.com/modules/groups/homepagefiles/cms/1654530/File/Policies/Policy%20113.2%20B

ehavior%20Support%20for%20Students%20Receiving%20Special%20Education%20Services.p

df

Intensive Interagency/Ensuring FAPE/Hard to Place Students

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

2. Include information detailing successful programs, services, education placements as well as identified gaps in current programs, services, and education placements

http://ojrsd.com/modules/groups/homepagefiles/cms/1654530/File/Policies/Policy%20113.1%20Discipline%20of%20Students%20with%20Disabilities.pdf

http://ojrsd.com/modules/groups/homepagefiles/cms/1654530/File/Policies/Policy%20113.1%20Discipline%20of%20Students%20with%20Disabilities.pdf

http://ojrsd.com/modules/groups/homepagefiles/cms/1654530/File/Policies/Policy%20113.2%20Behavior%20Support%20for%20Students%20Receiving%20Special%20Education%20Services.pdf



48

not available within the LEA. Include an overview of services provided through interagency collaboration within the LEA.

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

At this time the Owen J. Roberts School District is able to ensure FAPE for students in any

disability category. However, the Owen J. Roberts School District solicits access for some

student services through the utilization of the Chester County Home, School and Community

Council and its component agencies. The agencies included in the makeup of the Chester

County Home, School and Community Council includes:

1. Human Services of Chester County, Inc., for areas concerning students with mental health

or adjustment problems

2. Children, Youth and Family Services from the student's county of residence for social

services

3. Representation from the Association of Retarded Citizens when needed

4. Juvenile Probation from the student's county of residence when needed

5. Representatives from Mental Health and Mental Retardation from the student's county of

residence when needed

6. Parent mentors when needed

7. Social Workers and Intensive Case Managers from Hospitals such as DuPont or Children's

Hospital of Philadelphia when needed

8. Office of Vocational Rehabilitation when needed

9. Other organizations and agencies are brought to the table when needed

The Director of the Chester County Home, School and Community Council is employed by

the Chester County Intermediate Unit. Monthly meetings are scheduled each school year

and emergency meetings may be scheduled at other times, if needed. The Owen J. Roberts

School District's Supervisor of Special Education, with parental written permission, will

make referrals to the Council's director. Together they determine which agencies are

needed at that meeting and the appropriate agencies are invited. At the Home, School and

Community Council meeting the student's areas of concern are discussed and an action

plan, with responsibilities delegated to the appropriate agencies, is developed. Follow up

meetings are scheduled as needed.

Strengths and Highlights

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

The Owen J. Roberts School District is proud to boast a full continuum of special education

services that range from itinerant level learning support to autistic and life skill support

through a comprehensive adult transition program. Working collaboratively with local and

49

state stakeholders the Owen J Roberts School District has established a culture of

acceptance and tolerance with a strong focus on Inspiring ALL Students for Success Today

and Greatness Tomorrow. We remain committed to working collaboratively with parents,

as well as, any relevant stakeholders, service providers, and facilities licensed to serve

special education students in order to achieve this mission. We believe firmly that students

have the right to be educated with their peers in the community with which they reside and

we work diligently with our School Board of Directors to maximize our resources in order

to provide meaningful, relevant opportunities for our students in the Least Restrictive

Environment.

Highlights of the Owen J. Roberts School District Special Education services include:

Continuum of programs in autistic, emotional, learning and life skill support are

provide kindergarten through twelfth grades which are supported by state initiatives such

as PaTTAN Autism Initiative and Maximizing Access.

Special Education, English Language Arts, Science and Math district supervisors

work collaboratively and with building principals to ensure that all students have equal

access to grade level curriculum and standards, integrating technology such as digital books

or virtual platforms for learning.

IEP Facilitators to serve as mentors for special education teachers, modeling

instructional and behavioral strategies, reviewing IEP documents for compliance, and

providing feedback on student data to better inform IEP development.

Rigorous progress monitoring utilizing AIMSweb and other curriculum-based

assessments guide pre-referral and IEP teams in determining academic progress, as well as

guiding IEP teams in planning and implementing appropriate instructional strategies and

interventions.

Community Connections Program provides functional living and academic skills

with vocational training required to prepare students who are within three years of their

anticipated program completion date for the transition from school to work and community

living.

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Assurances

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

Implementation of a comprehensive and integrated K-12 program of student services based

on the needs of its students. (in compliance with § 12.41(a))

Free Education and Attendance (in compliance with § 12.1)

School Rules (in compliance with § 12.3)

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

§ 12.32)

Discrimination (in compliance with § 12.4)

Corporal Punishment (in compliance with § 12.5)

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

Freedom of Expression (in compliance with § 12.9)

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

Hair and Dress (in compliance with § 12.11)

Confidential Communications (in compliance with § 12.12)

Searches (in compliance with § 12.14)

Emergency Care and Administration of Medication and Treatment (in compliance with 35

P.S. § 780-101—780-144)

Parents or guardians are informed regarding individual survey student assessments and

provided a process for refusal to participate (consistent with § 445 of the General Education

Provisions Act (20 U.S.C.A. § 1232h) and in compliance with § 12.41(d))

Persons delivering student services shall be specifically licensed or certified as required by

statute or regulation (in compliance with § 12.41(e))

Development and Implementation of Local Wellness Program (in compliance with Public

Law 108-265, Section 204)

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

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















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


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

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



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

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


51

Establishment and Implementation of Student Assistance Programs at all of levels of the

school system (in compliance with 24 PS § 15-1547)

Acceptable Use Policy for Technology Resources

Providing career information and assessments so that students and parents or guardians

might become aware of the world of work and career options available.

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

Implementation of a full range of services, programs and alternative placements available to

the school district for placement and implementation of the special education programs in

the school district.

Implementation of a child find system to locate, identify and evaluate young children and

children who are thought to be a child with a disability eligible for special education residing

within the school district's jurisdiction. Child find data is collected, maintained and used in

decision-making. Child find process and procedures are evaluated for its effectiveness. The

District implements mechanisms to disseminate child find information to the public,

organizations, agencies and individuals on at least an annual basis.

Assurances of students with disabilities are included in general education programs and

extracurricular and non-academic programs and activities to the maximum extent

appropriate in accordance with an Individualized Education Program.

Compliance with the PA Department of Education, Bureau of Special Education's report

revision notice process.

Following the state and federal guidelines for participation of students with disabilities in

state and district-wide assessments including the determination of participation, the need

for accommodations, and the methods of assessing students for whom regular assessment is

not appropriate.

Assurance of funds received through participation in the medical assistance reimbursement

program, ACCESS, will be used to enhance or expand the current level of services and

programs provided to students with disabilities in this local education agency.

24 P.S. §1306 and §1306.2 Facilities There are no facilities.


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Least Restrictive Environment Facilities

Facility Name Type of Facility Type of Service

Number of Students Placed

The Learning Center Special Education Centers

ES 1

Project Search (Phx. Hospital) Other LS 1

Progressions Other ES 1

Devereux Mapleton Beneto Approved Private Schools

ES 1

Devereux Day School Special Education Centers

AS 1

Child Development Center Special Education Centers

Learning Support

3

Changes Program Special Education Centers

ES 1

Bald Eagles Boys Camp Other Non-Public 1

West Mont Christian Other LS 1

Vanguard School Approved Private Schools

ES 1

Vanguard School Approved Private Schools

AS 2

The Learning Center Special Education Centers

LS 3

Reach Program Other ES 1

Project Search (Phx. Hospital) Other LS 2

Progressions Other LS 1

New Story School Other AS and ES 3

Gateways Brandywine College/High School Technology School

Other ES 1

Devereux Mapleton Beneto Approved Private Schools

AS 1

Devereux Kanner Center Approved Private Schools

AS 2

Childway/Easter Seals Special Education Centers

MDS 1


MDS 4


LSS 2


AS 3

Technical College High School-Pickering Other ES 3

Technical College High School-Pickering Other LS 49

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Camphill School Approved Private Schools

Life Skills 7

Buxmont Academy - Pottstown Other ES 3

Special Education Program Profile Program Position #1

Operator: School District

PROGRAM DETAILS

Type:

Implementation Date:

PROGRAM SEGMENTS

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Learning Support 5 to 8 20 1

Locations:

East Coventry An Elementary School Building

A building in which General Education programs are operated

Program Position #2

Operator: School District PROGRAM DETAILS

Type: Implementation Date:

PROGRAM SEGMENTS

Type of Support



Locations:



Program Position #3



PROGRAM SEGMENTS

Type of Support



Locations:



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Program Position #4



PROGRAM SEGMENTS

Type of Support


Itinerant Emotional Support 5 to 8 20 1

Locations:



Program Position #5



PROGRAM SEGMENTS

Type of Support



Locations:



Program Position #7



PROGRAM SEGMENTS

Type of Support



Locations:

East Vincent An Elementary School Building


Program Position #8



PROGRAM SEGMENTS

Type of Support



Locations:

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Program Position #9



PROGRAM SEGMENTS

Type of Support


Itinerant Speech and Language Support

5 to 12 65 1

Justification: The speech and language therapist provides therapy to students of the same age in groups or pushes into a grade level classroom to address speech and language needs in the general education environment and or provides individualized therapy to students

Locations:



Program Position #10



PROGRAM SEGMENTS

Type of Support



Locations:

French Creek An Elementary School Building





PROGRAM SEGMENTS

Type of Support



Locations:





Type:

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Implementation Date: PROGRAM SEGMENTS

Type of Support



Locations:






PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

Full-Time Special Education Class

Life Skills Support 9 to 12 10 1

Locations:






PROGRAM SEGMENTS


Full-Time Special Education Class


Locations:





Type: ClassandPosition Implementation Date: September 2, 2014

PROGRAM SEGMENTS


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

Autistic Support 5 to 8 5 1

Locations:




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PROGRAM SEGMENTS

Type of Support



Locations:

North Coventry

An Elementary School Building





PROGRAM SEGMENTS

Type of Support



Locations:

North Coventry






PROGRAM SEGMENTS

Type of Support



Locations:

North Coventry






PROGRAM SEGMENTS

Type of Support


Itinerant Learning Support 9 to 12 20 0.5

Locations:

North An Elementary School A building in which General Education

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Coventry Building programs are operated




PROGRAM SEGMENTS

Type of Support



Locations:

West Vincent An Elementary School Building





PROGRAM SEGMENTS

Type of Support



Locations:






PROGRAM SEGMENTS

Type of Support



Locations:





Type: Class Implementation Date: August 29, 2016 Reason for the proposed change: Shift in building needs due to Early intervention numbers transitioning to Kindergarten

PROGRAM SEGMENTS

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Locations:






PROGRAM SEGMENTS




Locations:






PROGRAM SEGMENTS




Locations:






PROGRAM SEGMENTS




Locations:





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PROGRAM SEGMENTS




Locations:





Type: ClassandPosition Implementation Date: August 28, 2018 Reason for the proposed change: Reflect current programming needs

PROGRAM SEGMENTS

Type of Support Level of Support

Age Range Caseload FTE



Locations:

Owen J Roberts Middle School A Middle School Building





PROGRAM SEGMENTS




Life Skills Support

12 to 14 12 1

Locations:






PROGRAM SEGMENTS



Locations:

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Owen J Roberts Middle School

A Middle School Building





PROGRAM SEGMENTS




Learning Support

12 to 14 20 1

Locations:






PROGRAM SEGMENTS




Learning Support

12 to 14 20 1

Locations:






PROGRAM SEGMENTS




Learning Support

12 to 14 20 1

Locations:





Type:

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Implementation Date: PROGRAM SEGMENTS



Locations:







PROGRAM SEGMENTS



Locations:







PROGRAM SEGMENTS


Itinerant Autistic Support 14 to 18 12 1

Locations:

Owen J Roberts High School

A Senior High School Building





PROGRAM SEGMENTS




Locations:

Owen J Roberts High School A Senior High School Building




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PROGRAM SEGMENTS




Locations:






PROGRAM SEGMENTS



Learning Support 14 to 18 20 1

Locations:

Owen J Roberts School District A Senior High School Building





PROGRAM SEGMENTS



Learning Support 14 to 18 20 1

Locations:






PROGRAM SEGMENTS



Locations:





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PROGRAM SEGMENTS



Locations:







PROGRAM SEGMENTS



Locations:







PROGRAM SEGMENTS



Locations:

Owen J Roberts School District






PROGRAM SEGMENTS



Locations:





65



PROGRAM SEGMENTS



Locations:

Oewn J Roberts High School






PROGRAM SEGMENTS



Locations:







PROGRAM SEGMENTS



Locations:







PROGRAM SEGMENTS



Emotional Support 14 to 18 20 1

Locations:



66




PROGRAM SEGMENTS

Type of Support



5 to 12 65 1

Justification: Services are provided individually or to a group of students in the same grade/age.

Locations:






PROGRAM SEGMENTS

Type of Support



5 to 12 65 1


Locations:






PROGRAM SEGMENTS

Type of Support



5 to 12 65 1


Locations:

North Coventry






67

PROGRAM SEGMENTS

Type of Support



5 to 12 65 1


Locations:




Operator: Outside Contractor for the School District PROGRAM DETAILS

Type: ClassandPosition Implementation Date: August 29, 2016 Reason for the proposed change: Shift in building speech and language needs related to specialized classes in those buildings

PROGRAM SEGMENTS

Type of Support



5 to 12 25 0.4


Locations:



Type of Support



5 to 12 25 0.4


Locations:





Type: Position Implementation Date: August 29, 2016 Reason for the proposed change: Shift in building support needs between elementary and secondary buildings.

PROGRAM SEGMENTS

Type of Support



12 to 14 30 0.5

Locations:

Owen J A Middle School A building in which General Education

68

Roberts Building programs are operated

Type of Support



15 to 21 30 0.5


Locations:

Owen J Roberts




Operator: Intermediate Unit PROGRAM DETAILS


PROGRAM SEGMENTS

Type of Support


Itinerant Deaf and Hearing Impaired Support

5 to 12 5 0.1

Justification: The hearing therapist provides therapy to individual students.

Locations:

District An Elementary School Building





PROGRAM SEGMENTS

Type of Support


Itinerant Deaf and Hearing Impaired Support

12 to 18 10 0.2

Justification: The hearing therapist provides therapy to individual students.

Locations:

Secondary Buildings

A Junior/Senior High School Building





PROGRAM SEGMENTS


Itinerant Blind or Visually Impaired Support

5 to 12 10 0.2

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Justification: The vision therapist provides therapy to individual students.

Locations:

Elementary Buildings






PROGRAM SEGMENTS

Type of Support


Itinerant Blind or Visually Impaired Support

12 to 18 10 0.2

Justification: The vision therapist provides therapy and services to individual students.

Locations:

Secondary Buildings

A Junior/Senior High School Building




Type: ClassandPosition Implementation Date: August 29, 2016 Justification: Compliance for classroom size was marked as inappropriate. Explain any unchecked boxes for facilities questions: The caseload and schedule of the position allows for small group instruction to occur.

PROGRAM SEGMENTS

Type of Support



Locations:





Type: ClassandPosition Implementation Date: August 28, 2017 Justification: Compliance for classroom size was marked as inappropriate. Explain any unchecked boxes for facilities questions: The schedule of the caseload allows for small group instruction to occur in this setting.

PROGRAM SEGMENTS

Type of Support



Locations:

70





Type: ClassandPosition Implementation Date: August 28, 2017 Justification: Compliance for classroom size was marked as inappropriate. Explain any unchecked boxes for facilities questions: This classroom and schedule supports small group instruction.

PROGRAM SEGMENTS

Type of Support



Justification: The schedule supports that students outside the age range are not in the classroom at the same time.

Locations:





Type: ClassandPosition Implementation Date: August 29, 2017

PROGRAM SEGMENTS



Locations:




Special Education Support Services

Support Service Location Teacher FTE

Director of Pupil Services Owen J. Roberts School District 1

Supervisors of Special Education Owen J Roberts School District 3

IEP Facilitators Owen J. Roberts School District 2

School Psychologists Owen J. Roberts School District 3.6

Paraprofessional Owen J Roberts School District 93.6

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Special Education Contracted Services

Special Education Contracted Services Operator Amt of Time per Week

Occupational Therapy Outside Contractor 200 Days

Physical Therapy Outside Contractor 200 Days

Mental Health Clinicians Outside Contractor 200 Days

Social Worker Intermediate Unit 200 Days

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Needs Assessment

Record School Patterns

Question:

After reviewing school level accomplishments and systemic challenges, what patterns can you

identify among your schools?

What other information do you still need to assess?

Answer:

All of the schools have reviewed academic data and all schools have specific academic goals.

District Accomplishments

Accomplishment #1:

The Owen J. Roberts School District continues to earn high achievement and growth

on many standardized tests.

Accomplishment #2:

The Owen J Roberts School District offers courses to enhance student experiences in arts, music,

STEM, and academic electives. The schools have an award winning music program, a growing

athletic program, and many choices for grade level and advanced level learning.

Accomplishment #3:

The Owen J Roberts High School has an AP program, an IB Career Program, and a Dual Enrollment

program.

District Concerns

Concern #1:

Based on survey data, the schools are at different places related to school safety. Safety plans need to

updated for all schools.

Concern #2:

Based on survey data, the schools need to commit to updated safety procedures and strive toward

greater communication during safety drills.

73

Concern #3:

Based on survey data, there is a need to provide additional training on student social and emotional

health.

Prioritized Systemic Challenges

Systemic Challenge #1 (Guiding Question #9) Establish a district system that fully ensures each

member of the district community promotes, enhances and sustains a shared vision of positive

school climate and ensures family and community support of student participation in the learning

process.

Aligned Concerns:

Based on survey data, the schools are at different places related to school safety. Safety

plans need to updated for all schools.

Based on survey data, the schools need to commit to updated safety procedures and strive

toward greater communication during safety drills.

Based on survey data, there is a need to provide additional training on student social and

emotional health.

74

District Level Plan

Action Plans

Goal #1: Establish a district system that fully ensures each member of the district

community promotes, enhances and sustains a shared vision of positive school climate and

ensures family and community support of student participation in the learning process.

Indicators of Effectiveness:

Type: Annual

Data Source: Survey data from the school community

Specific Targets: Comparing school safety survey data before and after

updating safety manuals, conducting drills, and after additional social and

emotional learning would demonstrate growth for this goal.

Strategies:

School Safety

Description:

Based on survey data, schools need to update safety manuals for each school. Schools need to conduct various safety drills. Schools need to continue to address social and emotional health of the students.

SAS Alignment: Safe and Supportive Schools

Implementation Steps:

75

District Level Affirmations

We affirm that this District Level Plan was developed in accordance, and will comply with the

applicable provisions of 22 Pa. Code, Chapters 4, 12, 16, and 49. We also affirm that the contents are

true and correct and that the plan was placed for public inspection in the school district/AVTS

offices and in the nearest public library until the next regularly scheduled meeting of the board or

for a minimum or 28 days whichever comes first.

We affirm that the responses in the Professional Education Core Foundations and the Professional

Development Implementation Steps focus on the learning needs of each staff member to enable all

staff members meet or exceed the Pennsylvania academic standards in each of the core subject

areas.

No signature has been provided

Board President


Superintendent/Chief Executive Officer

76

Special Education Affirmations

We also affirm our understanding that any requests for any deviations from the Chapter 14

regulations, standards, policies, and procedures must be made in writing to the Pennsylvania

Department of Education. The school district understands that the Special Education Component of

the District Level Plan will be approved by PDE in accordance with the following criteria as set forth

in 22 Pa. School Code § 14.104 and as part of the District Level Plan:

1. There are a full range of services, programs and alternative placements available to the

school district for placement and implementation of the special education programs in the

school district.

2. The school district has adopted a child find system to locate, identify and evaluate young

children and children who are thought to be a child with a disability eligible for special

education residing within the school district's jurisdiction. Child find data is collected,

maintained, and used in decision-making. Child find process and procedures are evaluated

for its effectiveness. The school district implements mechanisms to disseminate child find

information to the public, organizations, agencies, and individuals on at least an annual basis.

3. The school district has adopted policies and procedures that assure that students with

disabilities are included in general education programs and extracurricular and non-

academic programs and activities to the maximum extent appropriate in accordance with an

Individualized Education Program.

4. The school district will comply with the PA Department of Education, Bureau of Special

Education's revision notice process.

5. The school district follows the state and federal guidelines for participation of students with

disabilities in state and district-wide assessments including the determination of

participation, the need for accommodations, and the methods of assessing students for

whom regular assessment is not appropriate.

6. The school district affirms the Pennsylvania Department of Education that funds received

through participation in the medical assistance reimbursement program, ACCESS, will be

used to enhance or expand the current level of services and programs provided to students

with disabilities in this local education agency.

We affirm that the school district has completed a 28 day public inspection and comment period as

required under 22 PA Code § 4.13 (d) prior to the school entity's governing board approval and

submission to the Department of Education (Bureau of Special Education).


77

Board President


Superintendent/Chief Executive Officer

Documents

Owen J Roberts SD...Career education Health, Safety and physical education Family and Consumer Science World Languages Process Information Problem solve Work independently Collaborate