STATE COLLEGE AREA SCHOOL DISTRICT V-C …

STATE COLLEGE AREA SCHOOL DISTRICT V-CADMINISTRATION OFFICES

240 VILLA CREST DRIVE • STATE COLLEGE PENNSYLVANIA • 16801 TELEPHONE: 814-231-1016 -- FAX: 814023104130

To: Board of Directors From: Robert O’Donnell & Jason Perrin Re: PA Department of Education(PDE) Comprehensive Plan Date: November 28, 2016 Please find the attached draft of the District’s 2017-2020 Comprehensive Plan that is viewable on our web site at http://www.scasd.org/Page/32130 . As per PDE requirement and our memo to the board on November 14, this plan must be board approved and submitted on or before November 30, 2016. On November 9-10, we began the more extensive and inclusive process of updating our District’s Strategic Plan through meetings with representative district stakeholders and instructional team members. Any changes that result from this process and are included in the board approved Strategic Plan in Spring 2017, will be included in future Comprehensive Plan edits/updates.

http://www.scasd.org/Page/32130

StateCollegeAreaSD

DistrictLevelPlan

07/01/2017-06/30/2020

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DistrictProfile

Demographics131WNittanyAveStateCollege,PA16801(814)231-1011Superintendent:RobertO'DonnellDirectorofSpecialEducation:SharonSalter

PlanningProcessThedistrict'sspecialeducationplanwasdevelopedamongstakeholderslistedintheplanningcommitteandsubmittedinSpringof2016.

AlongwiththePDErequiredComprehensivePlanandupdateofourProfessionalEducationPlan,whichwillbeapprovedandsubmittedpriortothedealineof

November30,2016;weareagainembarkingonalargerStrategicPlanningeffortsimilartoourprocessthatresultedinour2014-2017plan.

Thecomprehensiveplanfor2017-2020willbeupdatedspecifictotheProfessionalEducationPlan,alongwiththedistrictlevelsections

relatedtoactionplans,strategies,andimplementationsteps.WewillagainbecontractingwithPerformanceFactInc.,fromOaklandCalifornia,andthefacilitatorwillbeMutiuFagbayi.

Theplanningprocessforthiseffortisoutlinedbelow:

Nov9:DistrictSteeringCommittee

Nov10:DistrictInstructionalLeadershipTeam

Nov10:BoardofSchoolDirectors

November-February:DistrictOutreach

February-March:DistrictSteeringCommittee

February-March:DistrictInstructionalTeam

March:PublicWorkSession

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March:ReviewbyDistrictLeadershipTeam

April:PublicReviewoflargerStrategicPlanandApprovalByBoard

June:Implementation

MissionStatementOurMission:Topreparestudentsforlifelongsuccessthroughexcellenceineducation

GoalsforAllStudents

i. Significantacademicandpersonalgrowthforeverystudent

ii. College-andcareer-readygraduates

iii. AchievementinArts,Sports,ClubsorActivities

iv. Safeandsupportedlearners

v. Demonstratedstudent’scommitmenttoself,communityandglobalcitizenship

VisionStatementOurCommitment/Vision:

AtSCASD,weexhibit/demonstrateapassionforempoweringeverystudent–everyday–withindividualizedopportunitiesforgrowthandsuccessinaconnectedworld.

SharedValuesTheStateCollegeAreaSchoolDistrictbelievesthattheeducationofyouthisasharedtaskinvolvingparents,communitygroups,theschools,andthestudentsthemselves.Asaprimarymemberofthateducationteam,thedistrictservesbothdirectlyintheinstructionandguidanceofitsstudentsandindirectlyinassistingandsupportingtheeffortsoftheothermembersoftheteam.

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Infulfillingitsresponsibility,thedistrictassertsanuncompromisingcommitmenttoeducationalexcellencethatwillbereflectedinthecontent,materials,activities,andmethodsemployedintheclassroom,inthefairandequitabletreatmentofallindividualswithintheschoolsystem,andinthemaintenanceofaflexibleandresponsiveschoolsystemorganization.Excellencecannotbeattainedunlesstheidealsofequalityandhumandignityarehonoredandpromoted.Thus,thequestforeducationalexcellencewillbecomplementedbyacorrespondingcommitmenttothefundamentalprinciplesofourdemocraticsociety.Finally,incarryingoutthesefunctions,thedistrictwillseektodevelopeffectivepartnershipswithparents,citizens,andthecommunity,businesses,vocationaltraininginstitutions,andtheuniversitytoenrichthetotaleducationofitsstudents.

EducationalCommunityAboutStateCollegeAreaSchoolDistrict

StateCollegeAreaSchoolDistrict(“SCASD”)enrolledapproximately6,800studentsinkindergartenthroughgrade12duringthe2015-2016schoolyear.Thedistricthasnineelementaryschools,twomiddleschools(grades6-8),analternativeprogram(Delta),andonehighschool(grades9-12).

Thedistrict’sdiversestudentpopulationreflectsthecommunitiesthatitserves.Duringthe2015-2016schoolyear:

• 81outofevery100students(81%)werenon-HispanicWhite.

• 8outofevery100students(8.0%)wereAsian.

• Approximately2outofevery100students(2.0%)wereBlackorAfricanAmerican.

• 3outofevery100students(3.0%)wereLatino/Hispanic.

• About5outofevery100students(5.0%)wereMultiracial(MixedRace).

• Lessthan1outofevery100studentswereNativeAmericanorPacificIslander.

• About11outofevery100students(10.6%)wereSpecialEducationstudents.

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• 17outofevery100students(16.5%)camefromsocio-economicallydisadvantaged,orlow-income,homes.

• About3outofevery100students(3.4%)wereEnglishLanguageLearners.

• Outofevery100students,about51%wereMale,and49%Female.

StateCollegeAreaSchoolDistrictemployedabout1,204facultyandstaff;approximately644ofthemwereteachersandadministrators.Anine-memberBoardofSchoolDirectorsgovernsthedistrict.

PlanningCommitteeName Role

Vernon Bock Administrator:ProfessionalEducationLinda Colangelo Administrator:ProfessionalEducationKris Dewitt Administrator:ProfessionalEducationJon Downs Administrator:ProfessionalEducationCurtis Johnson Administrator:ProfessionalEducationRobert O'Donnell Administrator:ProfessionalEducationKathy Pechtold Administrator:ProfessionalEducationJason Perrin Administrator:ProfessionalEducationSharon Perry Administrator:ProfessionalEducationChris Rosenblum Administrator:ProfessionalEducationKaren Wiser Administrator:ProfessionalEducationCharlotte Zmyslo Administrator:SpecialEducationAmy Bader BoardMember:ProfessionalEducationGretchen Brandt BoardMember:ProfessionalEducationAmber Concepcion BoardMember:ProfessionalEducationMary Jenn Dorman BoardMember:ProfessionalEducationDan Duffy BoardMember:ProfessionalEducationPenni Fishbaine BoardMember:ProfessionalEducationScott Fozard BoardMember:ProfessionalEducationDavid Hutchinson BoardMember:ProfessionalEducationJim Leous BoardMember:ProfessionalEducationLaurel Zydney BoardMember:ProfessionalEducationGus Colangelo BusinessRepresentative:ProfessionalEducation

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Sharon Herlocker BusinessRepresentative:ProfessionalEducationJonathan Keim BusinessRepresentative:ProfessionalEducationThomas Minichiello BusinessRepresentative:ProfessionalEducationDavid Monk BusinessRepresentative:ProfessionalEducationVern Squier BusinessRepresentative:ProfessionalEducationCathi Alloway CommunityRepresentative:Professional

EducationJohn Arrington CommunityRepresentative:Professional

EducationMike Curley CommunityRepresentative:Professional

EducationSpyros Degleris CommunityRepresentative:Professional

EducationEd Fuller CommunityRepresentative:Professional

EducationGreg Kelly CommunityRepresentative:Professional

EducationMJ Kitt CommunityRepresentative:Professional

EducationFred Zheng CommunityRepresentative:Professional

EducationGail Romig ElementarySchoolTeacher-RegularEducation:

ProfessionalEducationNicole Titus ElementarySchoolTeacher-RegularEducation:

ProfessionalEducationBill Harrington HighSchoolTeacher-RegularEducation:

ProfessionalEducationPaul Leskowicz HighSchoolTeacher-RegularEducation:

ProfessionalEducationTod McPherson HighSchoolTeacher-RegularEducation:

ProfessionalEducationChristine Merritt HighSchoolTeacher-RegularEducation:

ProfessionalEducationEugene Ruocchio HighSchoolTeacher-RegularEducation:

ProfessionalEducationJackie Saylor HighSchoolTeacher-RegularEducation:

ProfessionalEducationLydia Everhart HighSchoolTeacher-SpecialEducation:Special

EducationPaige Davis InstructionalCoach/MentorLibrarian:Professional

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EducationDotty Delafield InstructionalCoach/MentorLibrarian:Professional

EducationLeslyn Radomsky InstructionalTechnologyDirector/Specialist:

SpecialEducationNicole Steele InstructionalTechnologyDirector/Specialist:

ProfessionalEducationKristen Hall MiddleSchoolTeacher-RegularEducation:

ProfessionalEducationRick Polka MiddleSchoolTeacher-RegularEducation:

ProfessionalEducationDavid Rockower MiddleSchoolTeacher-RegularEducation:

ProfessionalEducationHeather Hunter Parent:ProfessionalEducationAnne Kerber Parent:ProfessionalEducationNalini Kumara Parent:ProfessionalEducationRichard Lally Parent:ProfessionalEducationMarie LeMay Parent:ProfessionalEducationRebecca Lundin Parent:ProfessionalEducationJulia Muhfouz Parent:ProfessionalEducationDana Saylor Parent:SpecialEducationCarlos Wiley Parent:ProfessionalEducationTara Wykoff Parent:ProfessionalEducationPatrick Moore SpecialEducationDirector/Specialist:Special

EducationSharon Salter SpecialEducationDirector/Specialist:Special

EducationKeegan Dean Student:ProfessionalEducationLars DeLorenzi Student:ProfessionalEducationAlice Hamilton Student:ProfessionalEducationJustin Kurtz Student:ProfessionalEducationVictoria Lenze Student:ProfessionalEducationDeirdre Bauer StudentCurriculumDirector/Specialist:Special

EducationJennifer Lucas StudentCurriculumDirector/Specialist:Special

EducationJacque Martin StudentCurriculumDirector/Specialist:

ProfessionalEducationJeanne Knouse StudentServicesDirector/Specialist:Professional

Education

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Jackie Wynkoop StudentServicesDirector/Specialist:ProfessionalEducation

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CoreFoundations

Standards

MappingandAlignment

ElementaryEducation-PrimaryLevel

Standards Mapping AlignmentArtsandHumanities Developing DevelopingCareerEducationandWork Developing DevelopingCivicsandGovernment Developing DevelopingPACoreStandards:EnglishLanguageArts Developing DevelopingPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Developing Developing

PACoreStandards:Mathematics Developing DevelopingEconomics Developing DevelopingEnvironmentandEcology Developing DevelopingFamilyandConsumerSciences Developing DevelopingGeography Developing DevelopingHealth,SafetyandPhysicalEducation Developing DevelopingHistory Developing DevelopingScienceandTechnologyandEngineeringEducation Developing DevelopingAlternateAcademicContentStandardsforMath Developing DevelopingAlternateAcademicContentStandardsforReading Developing DevelopingAmericanSchoolCounselorAssociationforStudents Developing DevelopingEarlyChildhoodEducation:Infant-Toddler⟶SecondGrade NonExistent NonExistent

EnglishLanguageProficiency Developing DevelopingInterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingExplanationforstandardareaschecked"NeedsImprovement"or"NonExistent":

StateCollegeAreaSchoolDistrictdoesnothaveapre-Kprogram.

ElementaryEducation-IntermediateLevel

Standards Mapping AlignmentArtsandHumanities Developing DevelopingCareerEducationandWork Developing DevelopingCivicsandGovernment Developing DevelopingPACoreStandards:EnglishLanguageArts Developing DevelopingPACoreStandards:LiteracyinHistory/SocialStudies, Developing Developing

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ScienceandTechnicalSubjectsPACoreStandards:Mathematics Developing DevelopingEconomics Developing DevelopingEnvironmentandEcology Developing DevelopingFamilyandConsumerSciences Developing DevelopingGeography Developing DevelopingHealth,SafetyandPhysicalEducation Developing DevelopingHistory Developing DevelopingScienceandTechnologyandEngineeringEducation Developing DevelopingAlternateAcademicContentStandardsforMath Developing DevelopingAlternateAcademicContentStandardsforReading Developing DevelopingAmericanSchoolCounselorAssociationforStudents Developing DevelopingEnglishLanguageProficiency Developing DevelopingInterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingExplanationforstandardareaschecked"NeedsImprovement"or"NonExistent":

AllareasareatthedevelopingstageasindciatedbyourK-12curriculumdevelopmentcycle.

MiddleLevel

Standards Mapping Alignment

ArtsandHumanities Developing DevelopingCareerEducationandWork Developing DevelopingCivicsandGovernment Developing DevelopingPACoreStandards:EnglishLanguageArts Developing DevelopingPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Developing Developing

PACoreStandards:Mathematics Developing DevelopingEconomics Developing DevelopingEnvironmentandEcology Developing DevelopingFamilyandConsumerSciences Developing DevelopingGeography Developing DevelopingHealth,SafetyandPhysicalEducation Developing DevelopingHistory Developing DevelopingScienceandTechnologyandEngineeringEducation Developing DevelopingAlternateAcademicContentStandardsforMath Developing DevelopingAlternateAcademicContentStandardsforReading Developing DevelopingAmericanSchoolCounselorAssociationforStudents Developing DevelopingEnglishLanguageProficiency Developing DevelopingInterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingWorldLanguage Developing Developing

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Explanationforstandardareaschecked"NeedsImprovement"or"NonExistent":


HighSchoolLevel

Standards Mapping Alignment

ArtsandHumanities Developing DevelopingCareerEducationandWork Developing DevelopingCivicsandGovernment Developing DevelopingPACoreStandards:EnglishLanguageArts Developing DevelopingPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Developing Developing

PACoreStandards:Mathematics Developing DevelopingEconomics Developing DevelopingEnvironmentandEcology Developing DevelopingFamilyandConsumerSciences Developing DevelopingGeography Developing DevelopingHealth,SafetyandPhysicalEducation Developing DevelopingHistory Developing DevelopingScienceandTechnologyandEngineeringEducation Developing DevelopingAlternateAcademicContentStandardsforMath Developing DevelopingAlternateAcademicContentStandardsforReading Developing DevelopingAmericanSchoolCounselorAssociationforStudents Developing DevelopingEnglishLanguageProficiency Developing DevelopingInterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingWorldLanguage Developing DevelopingExplanationforstandardareaschecked"NeedsImprovement"or"NonExistent":


Adaptations


Checkedanswers• PACoreStandards:EnglishLanguageArts• PACoreStandards:Mathematics

Uncheckedanswers None.


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Checkedanswers• PACoreStandards:EnglishLanguageArts• PACoreStandards:Mathematics


MiddleLevel

Checkedanswers• PACoreStandards:EnglishLanguageArts


HighSchoolLevel

Checkedanswers None.


Explanationforanystandardschecked:

WritingcurriculumhasbeenwrittentobemappedandalignedtothePennsylvaniaCommonCoreStandardsattheK-6level.ThesamehasbeencompletedformathatK-5.ThedistrictisenteringintoaCurriculumDevelopmentProcess.ThisstatementfromtheplandemonstratesthecommitmentandprocessthedistricthastowardmappingandaligningK-12curriculum.

The purpose of a Curriculum Development Process is to allow for thoughtful and purposeful development and alignment of curriculum. The plan provides a process that allows for continuous program/curriculum evaluation. During the phases of this process, curriculum is researched, written, implemented, monitored, evaluated, and revised. This process is driven by data, which informs in regard to curriculum effectiveness, student response, and state and federal requirements. Adopting this approach will allow for K-12 articulation that ensures continuity of learning as students matriculate through our system.

Curriculum

PlannedInstruction


CurriculumCharacteristics StatusObjectivesofplannedcourses,instructionalunitsorinterdisciplinary Developing

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studiestobeachievedbyallstudentsareidentifiedforeachsubjectarea.Content,includingmaterialsandactivitiesandestimatedinstructionaltimetobedevotedtoachievingtheacademicstandardsareidentified. Developing

Therelationshipbetweentheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesandacademicstandardsareidentified.

Developing

Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesareidentified. Developing

ProcessesusedtoensureAccomplishment:

ThedistrictisenteringaK-12curriculumrevisioncycle.Weareworkingtoimproveourcurriculumsothatitisorganizedaroundessentialcontentandgoals;focusedonstudentunderstanding;andengagingforallstudents.Theplanisamulti-yearprocessthatincludescontentareateachersandadminstratorsfromallgradelevels,specialeducation,learningenrichment/gifted,ELL,counselors,career&technology,etc.Thisprocessbeginswithareviewofourexistingcurriculumsothatappropriateimprovementscanbemadetoexistingpieces.CurriculumiscurrentlybeingalignedtotheCommonCoreStateStandards.

Explanationforanystandardsareaschecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:

Thisnarrativeisempty.


CurriculumCharacteristics StatusObjectivesofplannedcourses,instructionalunitsorinterdisciplinarystudiestobeachievedbyallstudentsareidentifiedforeachsubjectarea. Developing

Content,includingmaterialsandactivitiesandestimatedinstructionaltimetobedevotedtoachievingtheacademicstandardsareidentified. Developing


Developing




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MiddleLevel




Developing






HighSchoolLevel




Developing


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ModificationandAccommodations

Explainhowplannedinstructioncontainsmodificationsandaccommodationsthatallowallstudentsatallmentalandphysicalabilitylevelstoaccessandmasterarigorousstandardsalignedcurriculum.

ThedistrictisworkingtowardatotalK-12commitmenttodifferentiationandresponsiveteaching.Severalongoinginitiativesillustratethis.ReadingApprenticeshipisaninstructionalmodelfocusedonimprovingreadingcomprehensionbybringingmetacognitionandthinkingtothesurface.Thedistricthasbeguntrainingteachersingrades5-12intheprinciplesofReadingApprenticeship.InstructionalleadersandteachershavebeenattendingtheBestPracticesInstitutesattheUniversityofVirginia.ThepresentationsledbyCarolAnnTomlinsonhaveprovidedlearningaboutdifferentiatingandrespondingtotheneedsofalllearners.Thistoowillcontinue.AcurrentplanhasCarolAnnTomlinsonaddressingtheentiredistrictstaffinAugust2013.Thecurriculumrepresentsthetargetsforallchildren.Howteachersgettothetargetsisflexibleinordertoaccomodatethementalandphysicalabilitiesofallstudents.Increasedattentionhasbeenbroughttoaligningtheworkofinstructionalcoaches,specialeducatorsandlearningenrichmentteacherssothatcore/classroomteachersimprovetheirskillsandknowledgetoberesponsiveeducators.Digitaltoolsarestartingtobeemployedtomakethecurriculummorecoherentandaccessibleforallstakeholders.

Instruction

InstructionalStrategies

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CheckedAnswers• Formalclassroomobservationsfocusedoninstruction• Walkthroughstargetedoninstruction• AnnualInstructionalevaluations• Peerevaluation/coaching• InstructionalCoaching

RegularLessonPlanReview

CheckedAnswers• NotReviewed

UncheckedAnswers• Administrators• BuildingSupervisors• DepartmentSupervisors• InstructionalCoaches

ProvidebriefexplanationofLEA'sprocessforincorporatingselectedstrategies.

Thedistrictfollowsthecurrentteacherevaluationplanandisintheprocessoftransitioningtothenewmodel.Principalsandotherdistrictleveladministratorsarebeingtrainedtousethenewplanwiththe2017-2018 schoolyear. ThedistrictemploysaninstructionalcoachingmodelingradesK-6.Principalsareinanongoingprocessoflearningaboutandutilizingwalk-throughs.Asapartofthenewteachereffectivenessmodel,thedistrictplanincludesacomprehensivedifferentiatedsupervisionprocessthatincludespeercoaching,actionresearch,lessonstudy,studygroup,processportfolio,reflectionjournal,etc.aroundamodelofinquiry.

ProvidebriefexplanationforstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation.

LessonPlansarereviewedinaregularsystematicmanner.Withtheimplementationofthenewteacherevaluationtool,alllessonplanswillbereviewedbysupervisors.OurK-6instructionalcoachinitiativedoesnothavedutiesinthistypeofsupervisoryrole.

ResponsivenesstoStudentNeeds


InstructionalPractices Status

Structuredgroupingpracticesareusedtomeetstudentneeds.

Implementedin50%ormoreof

districtclassrooms

Flexibleinstructionaltimeorotherschedule-relatedpracticesareusedtomeetstudentneeds.


districtclassrooms

Differentiatedinstructionisusedtomeetstudentneeds. Implementedin

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50%ormoreofdistrict

classrooms

Avarietyofpracticesthatmayincludestructuredgrouping,flexibleschedulinganddifferentiatedinstructionareusedtomeettheneedsofgiftedstudents.


districtclassrooms

Ifnecessary,providefurtherexplanation.(Requiredexplanationifcolumnselectedwas

Differentiationisaphilosophyofdistrictfocus.Overall,ourteachersemploymanyofthepracticeslisted.Weareworkingtobuilddifferentiationasamindsetandsystemicpracticeforall.





districtclassrooms



districtclassrooms

Differentiatedinstructionisusedtomeetstudentneeds.


districtclassrooms



districtclassrooms



MiddleLevel




districtclassrooms



districtclassrooms

Differentiatedinstructionisusedtomeetstudentneeds. Implementedin

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50%ormoreofdistrict

classrooms



districtclassrooms



HighSchoolLevel




districtclassrooms



districtclassrooms

Differentiatedinstructionisusedtomeetstudentneeds.


districtclassrooms



districtclassrooms



Recruitment

Describetheprocessyouimplementtorecruitandassignthemosteffectiveandhighlyqualifiedteachersinordertomeetthelearningneedsofstudentswhoarebelowproficiencyorareatriskofnotgraduating.

Allteachersinthedistrictareclassifiedashighlyqualified.Arigorousinterviewprocessisusedtoidentifythebestcandidatesforanyposition.Teachersareplacedbasedonneedofstudentsandcertificationandskilloftheeducator.

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Assessments

LocalGraduationRequirementsCourseCompletion SY17/18 SY18/19 SY19/20

TotalCourses English Mathematics SocialStudies Science PhysicalEducation Health Music,Art,Family&ConsumerSciences,CareerandTechnicalEducation

Electives Minimum%GradeRequiredforCredit(NumericalAnswer)

GraduationRequirementSpecifics

WeaffirmthatourentityrequiresdemonstrationofproficiencyoraboveineachofthefollowingStateacademicstandards:EnglishLanguageArtsandMathematics,ScienceandTechnologyandEnvironmentandEcology,asdeterminedthroughanyoneoracombinationofthefollowing:CheckedanswersNone.

Uncheckedanswers• CompletionofsecondarylevelcourseworkinEnglishLanguageArts(Literature),

AlgebraIandBiologyinwhichastudentdemonstratesproficiencyontheassociatedKeystoneExamorrelatedproject-basedassessmentif§4.4(d)(4)(relatingtogeneralpolicies)applies.

• Locallyapprovedandadministeredassessments,whichshallbeindependentlyandobjectivelyvalidatedonceevery6years.Localassessmentsmaybedesignedtoincludeavarietyofassessmentstrategieslistedin?4.52(c)andmayincludetheuseofoneormoreKeystoneExams.Exceptforreplacementofindividualtestitemsthathaveasimilarlevelofdifficulty,anewvalidationisrequiredforanymaterialchangestotheassessment.Validatedlocalassessmentsmustmeetthefollowingstandards:

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I. AlignmentwiththefollowingStateacademicstandards:EnglishLanguageArts(LiteratureandComposition);Mathematics(AlgebraI)andEnvironmentandEcology(Biology).

II. PerformancelevelexpectationsanddescriptorsthatdescribethelevelofperformancerequiredtoachieveproficiencycomparabletothatusedfortheKeystoneExams.

III. Administrationofthelocalassessmenttoallstudents,asarequirementforgraduation,exceptforthoseexemptedbytheirindividualizededucationprogramundersubsection(g),regardingspecialeducationstudents,orgiftedindividualizededucationplanasprovidedin?16.32(relatingtoGIEP).

IV. Subjecttoappropriationsprovidedbylaw,thecosttovalidatelocalassessmentsshallbeevenlydividedbetweentheschooldistrict,AVTSorcharterschool,includingacyber-charterschool,andtheDepartment.IftheDepartmentdoesnotprovidesufficientfundingtomeetitsshare,localassessmentssubmittedforvalidationshallbedeemedvaliduntilanewvalidationisduetotheDepartment.

V. TheDepartmentwillestablishalistofentitiesapprovedtoperformindependentvalidationsoflocalassessmentsinconsultationwiththeLocalAssessmentValidationAdvisoryCommitteeasprovidedin?4.52(f).

VI. Schoolboardsshallonlyapproveassessmentsthathavebeendeterminedtomeettherequirementsofthissubsectionbyanapprovedentityperformingtheindependentvalidation.Ifaschooldistrict,AVTSorcharterschool,includingacyber-charterschool,usesalocalassessmentthathasnotbeenindependentlyvalidated,theSecretarywilldirecttheschoolentitytodiscontinueitsuseuntilthelocalassessmentisapprovedthroughindependentvalidationbyanapprovedentity.

• CompletionofanAdvancedPlacementexamorInternationalBaccalaureateexamthatincludesacademiccontentcomparabletotheappropriateKeystoneExamatascoreestablishedbytheSecretarytobecomparabletotheproficientlevelontheappropriateKeystoneExam.

• NotApplicable.OurLEAdoesnotofferHighSchoolcourses.

LocalAssessmentsStandards WA TD NAT DA PSW Other

ArtsandHumanities CareerEducationandWork CivicsandGovernment

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PACoreStandards:EnglishLanguageArts

PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects

PACoreStandards:Mathematics Economics EnvironmentandEcology FamilyandConsumerSciences Geography Health,SafetyandPhysicalEducation

History ScienceandTechnologyandEngineeringEducation

WorldLanguage

MethodsandMeasures

SummativeAssessments

SummativeAssessments EEP EEI ML HSPSSA X X KeystoneExams X X

BenchmarkAssessments

BenchmarkAssessments EEP EEI ML HSAIMSwebFluency X

FormativeAssessments

FormativeAssessments EEP EEI ML HS

RunningRecords X MeasuresofAcademicProgressinReadingandMath X X Teachergeneratedauthenticassessments X X X X

DiagnosticAssessments

DiagnosticAssessments EEP EEI ML HS

MeasuresofAcademicProgressinReadingandMath X X ClassroomDiagnosticTools X X

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ValidationofImplementedAssessmentsValidationMethods EEP EEI ML HS

ExternalReview IntermediateUnitReview LEAAdministrationReview X X X XBuildingSupervisorReview X X X XDepartmentSupervisorReview X XProfessionalLearningCommunityReview X X X XInstructionalCoachReview X X X TeacherPeerReview Providebriefexplanationofyourprocessforreviewingassessments.

Assessmentsarereviewedwithinindividualdepartmentsandwithinlearningcommunities.Theprocessvariesacrossbuildingsandlevels.

DevelopmentandValidationofLocalAssessments

Ifapplicable,explainyourproceduresfordevelopinglocallyadministeredassessmentsandhowtheyareindependentlyandobjectivelyvalidatedeverysixyears.

Recently,thedistrictbeganeliminatinglocallycreatedassessmentsinfavorofusingmorestandardizedandnormativeassessments.ExampleswouldbeMAPthroughNWEAandtheCDTs.Increasedemphasisisalsobeingplacedonusingformativeassessmenttoguideandinforminstruction.Someoftheseformativeassessmentsaredevelopedattheclassroomandteamlevel.Anothergoalistoincreasecollaborationbetweenandamongteachers.Thiscanoccurastheresultofformativeassessments.

CollectionandDissemination

Describeyoursystemtocollect,analyzeanddisseminateassessmentdataefficientlyandeffectivelyforusebyLEAleadersandinstructionalteams.

Thedistricthaspurchasedadatatool(PerformanceTracker)tohousestudentdata.Thispurchasewasmadeinthe2012-2013schoolyear.Trainingforusebyschoolanddistrictstaffisongoing.

DataInformedInstruction

Describehowinformationfromtheassessmentsisusedtoassiststudentswhohavenotdemonstratedachievementoftheacademicstandardsataproficientlevelorhigher.

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Everybuildinghasadatateamthatregularlyandsystematicallyexaminesstudentdata.Theseteamsmakedecisionsinregardtocoreinstructionandtheuseofinterventionstoenablestudentstomeetgradelevelbenchmarksandcloseachievementgaps.

AssessmentDataUsesAssessmentDataUses EEP EEI ML HS

AssessmentresultsarereportedoutbyPAassessmentanchororstandards-alignedlearningobjective.

X X X X

InstructionalpracticesareidentifiedthatarelinkedtostudentsuccessinmasteringspecificPAassessmentanchors,eligiblecontentorstandards-alignedlearningobjectives.

X X X X

SpecificPAassessmentanchors,eligiblecontentorstandards-alignedlearningobjectivesareidentifiedforthosestudentswhodidnotdemonstratesufficientmasterysothatteacherscancollaborativelycreateand/oridentifyinstructionalstrategieslikelytoincreasemastery.

X X X X

Instructionalpracticesmodifiedoradaptedtoincreasestudentmastery. X X X X

Providebriefexplanationoftheprocessforincorporatingselectedstrategies.

ThroughtheuseofdatatoolssuchasPerformanceTracker,teachersareabletoidentifystandardsandeligiblecontentinwhichtrendsindicateinsufficientachievement.ThedistrictalsousesMAP(anNWEAassessmenttool)andCDTstomonitorstudentachievementandidentifyareasofneedandgrowth.Armedwiththisinformation,instructionisstrengthenedormodified.Districtleadershipisleadinginitiativestohaveallstaffunderstandandusedifferentiatedpractices.Differentiationisacommonthreadincorporatedintoallprofessionaldevelopmentopportunities.Withdifferentiationasthefocus,coreinstructionalpracticesinreadingandmathareshiftingtoaworkshopapproach.ReadingApprenticeshipisalearningfocusforall5-12teachers.Thisprogramincorporatesthecharacteristicsandqualitiesofdifferentiationinallcontentareaswithanemphasisonreadingandunderstandingtextinanyandallcontrentareas.

Providebriefexplanationforstrategiesnotselectedandhowyouplantoaddresstheirincorporation.

NotApplicable

DistributionofSummativeAssessmentResultsDistributionMethods EEP EEI ML HS

CoursePlanningGuides XDirectingPublictothePDE&otherTest-relatedWebsites X X X X

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IndividualMeetings LetterstoParents/Guardians X X X XLocalMediaReports X X X XWebsite X X X XMeetingswithCommunity,FamiliesandSchoolBoard MassPhoneCalls/Emails/Letters X X X XNewsletters X X X PressReleases SchoolCalendar X X X XStudentHandbook Providebriefexplanationoftheprocessforincorporatingselectedstrategies.

Thedistrictgoalistoprovideparentsandthecommunitywithallrelevantinformationinatimelymannerandinmultipleformats.Withalargestudentpopulationitisnecessarytoprovideinformationbroadly(district)andlocally(school/classroom).

ProvidebriefexplanationforstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation.

Asobjectionscontinuetorisetotheuseofstandardizedassessmentsthedistrictisexploringwaystoprovideforumswithinsmallerlearningcommunitiestosharedistrictuseofsuchandotherassessments.

SafeandSupportiveSchools

AssistingStrugglingSchools

Describeyourentity’sprocessforassistingschoolsthateitherdonotmeettheannualstudentachievementtargetsorexperienceotherchallenges,whichdeterstudentattainmentofacademicstandardsataproficientlevelorhigher.

Ifyourentityhasnostrugglingschools,explainhowyouwilldemonstratecontinuedgrowthinstudentachievement.

StateCollegeAreaSchoolDistrictdemonstratescontinuedgrowthinstudentachievementinthefollowingways:*Buildstrustandrelationshipswithopencommunicationthatpromoteseffectivecollaborationamongallpartnersintheteachingandlearningcommunity.-Teachersworkcollegiallytoenhancepracticesthatpromoteahigh-achieving,caring,supportiveenvironment.-Teacherscommunicateregularlywithparentsasequalpartnersinsupportingstudent'seducationandwell-being.-Leadershipteamprovidedtime,resourcesandsupporttoteachersregardingmindset

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andskillsforeffectivecollaboration.-Leadershipteamdemonstratedconsistancyandfairnesstoprovideastructureofopencommunicationthatfosterscollaborativepartneringandshareddecision-making.-School/districtleadershipprovidetrainingandopportunitiesforstaff,parentsandcommunityoncollaborativepartneringandshareddecision-making.-School/districtleadershipdevelopstructuresforregularoneandtwo-waycommunicationamongallpartnersintheteachingandlearningcommunity.*Curriculum,instructionandlearningareshapedbyagrowthmindsetandguidedbyprinciplesofdifferentiation.-Teachersusevariedmaterials,toolsandresourcestosupportinstructionandtoengagestudentsinmeaningfullearning.-Teachersadaptcurricularcontent,processandproductstosupportstudents'readiness,interestsandlearningstyles.-Leadershipteamensuresthatteachershaveaccesstoinstructionalresourcesandvariedassessments.-Leadershipteamdesignsprofessionaldevelopment,withteacherinput,fortheeffectiveimplementationofresponsiveteachingandlearning.-School/districtleadersallocatetimefortraining,collegialcollaborationandpreparationforresponsiveinstruction.-School/districtleadersengageinscheduledyear-rounddiscourseandreflectiononinstructionalpractices.*Beliefsandpracticesreflectuniversallyheldhighstandardsandsharedresponsibilityforcontinuousgrowthandimprovement-Teachersestablishcontinuousprofessionallearninggoalsandseekoutopportunitiesforgrowthanddevelopment-Teacherscommunicaterealisticallyhighexpectationsforallstudentsandensurehighstudentengagementinlearning.-Leadershipteamsscheduleandprotect"sacredtime"forstaffinstructionalplanning,datadrivencollaboration,andprofessionaldevelopment.-Leadershipteamsfrequentlyemphasizeinclassrooms,atstaffmeetings,allschoolgatherings,andparentconferencesthateffectiveinstructionandstudentlearningarethehighestpriorityforeveryone.-School/districtdevelopacadreofschoolanddistrictleaderswhohaveattainedmasteryofcoreleadershippracticesandwillfacilitatethelearningofotheradministratorsandteachers.-School/districtleadersensurethatfamiliesandcommunityareawareoftheschoolsvisionandexpectationforlearning.*Learningoccursinsafeenvironmentsthatsupporttheneedsofallstudentandadultsandprovideawelcomingenvironmentwherepositiveacademicandprudentpersonalrisk-takingareencouraged-Teachersandstaffprovideasafeandacceptingenvironment.-Teachersprovidethetime,encouragementandstrategiesnecessarytohepallstudentbeconnected

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-Leadershipteamsannuallyassessandrespondtodataaboutschoolclimatefromstudent,parents,andschoolpersonnel.-Leadershipteamsassurethateverystudentisconnectedtoacaringadult.-District&communitywillbuildsystemstolinkeducators,students,parentsandcaregiverstocreateaschoolclimatethatissafe,acceptingandcaring.-School/districtdevelopanintegratedsystemofinterventionstopromotesacademiclearningandhealthydevelopmentforallmembersoftheschoolcommunity.

Programs,StrategiesandActionsPrograms,StrategiesandActions EEP EEI ML HS

BienniallyUpdatedandExecutedMemorandumofUnderstandingwithLocalLawEnforcement X X X X

School-widePositiveBehavioralPrograms X X X XConflictResolutionorDisputeManagement X X X XPeerHelperPrograms X X X XSafetyandViolencePreventionCurricula X X X XStudentCodesofConduct X X X XComprehensiveSchoolSafetyandViolencePreventionPlans X X X X

PurchaseofSecurity-relatedTechnology X X X XStudent,StaffandVisitorIdentificationSystems X X X XPlacementofSchoolResourceOfficers X XStudentAssistanceProgramTeamsandTraining X XCounselingServicesAvailableforallStudents X X X XInternetWeb-basedSystemfortheManagementofStudentDiscipline X X X X

ExplanationofstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation:

SchoolResourceOfficersattheElementaryLevel-CurrentlytheStateCollegeAreaSchoolDistrictdoesnothaveSROattheelementarylevelandthereisnotaplanforimplementationbuteachelementaryschoolPrincipalworksverycloselywiththelocallawenforcementwhoprovidesupport,oversight,collaborationandfrequentvisitstoeachschoolSchoolWidePositiveBehaviorProgramsatMiddleandHighSchool-Duringthe2012-2013schoolyeartheDistrictadoptedafocusforaK-12SchoolWidePositiveBehaviorProgram.Thefocusduringthefirstyearwasattheelementarylevelandduringthe2013-2014schoolyearitwillbeattheMiddleandHighSchoollevelwithfullimplementationK-12atthestartofthe2014schoolyear.StudentAssistanceProgramTeamsandTrainingattheElementaryLevel-Eachofthe9elementaryschoolintheStateCollegeAreaSchoolDistrictImplementannInstructionalSupportProgramleadbyanInstructionalSupportTeacher.TheInstructionalSupportTeamincludestheInstructionalSupportTeacheraswellastheclassroomteacher,thebuildingprincipal,aswellasmanyofthefollowingeducationalspecialists:School

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Psychologist,GuidanceCounselor,SpeechandLanguageSpecialist,OccupationalTherapist,EmotionalSupportTeacher,Title1teacher,ESLteacheraswellasanyotherspecialiststhatmaybeworkingwiththestudentonanasneededorregularbasis.AlloftheelementaryISTteachersandtheelementaryschoolcounselorshavegonethroughSAPtraining.Theteam'smake-upwillvarydependingontheneedsofthestudent,however,oneofthemostimportantmembersoftheteam,isthechild'sparentorguardian.ThephilosophyoftheInstructionalSupportTeamprocessisonethatalwaysstartswithsharingeachteammember'sobservationsaboutwhatachildissuccessfulatdoing,andwhattheyenjoy,andhowtheylearnbest.Thentheteamidentifythechild'sneedsandstruggles,explainingindetailthekindsofskillsandbehaviorsthatthechildexhibitsthatindicatethatthestudentneedsextrahelpinsomeway.AllmembersoftheISTeamthencontributeaccordingtotheirownareasofspecialtyandexperiences,andtheteammakesdecisionabouthowtobestassistthechild.

Screening,EvaluatingandProgrammingforGiftedStudents

Describeyourentity’sawarenessactivitiesconductedannuallytoinformthepublicofthegiftededucationservicesandprogramsoffered(newspaper,studenthandbooks,schoolwebsite,etc.)TheGiftedPublicNoticeisprovidedtofamliesresidingintheStateCollegeAreaSchoolDisrictinthefollowinglocations:TheCentreDailyTimes,K-12StudentHandbooksandtheDistrictWebssiteathttp://www.scasd.org/Page/21167.

Describeyourentity’sprocessforlocatingstudentswhoarethoughttobegiftedandmaybeinneedofspeciallydesignedinstruction(screening).UniversalScreeningProcessLevelsofAssessmentLevelI-GradeLevelScreening2nd4thand6thgradersaregivenbenchmarkassessments.4thand6thgradeinSeptembereachyearand2ndgradeinJanuary.Studentswhoscoreinthetop10%oftheDistrictbygradelevelontheassessmentswillmovetoLevelIIofthescreeningprocess.LevelII-Top10%ofMeasuresAllstudentsachievinginthetop10%oftheDistrictwillbegivenanOLSAT.Ifastudentachieves126orbetterontheOLSATthewillbeadministeredaKBIT.StudentachievementontheKBITwilldeterminemovementtoLevelIIIScreeningofGiftedIdentification.LevelIII-GiftedIdentificationProcessInitialEvaluation(datagathering)

Describeyourentity’sproceduresfordeterminingeligibility(throughmultiplecriteria)andneed(basedonacademicstrength)forpotentiallymentallygiftedstudents(evaluation).Gifted Multidisciplinary Evaluation (GMDE)Gifted Student - This term includes a person who has an IQ of 130 or higher or when multiple criteria as set forth in chapter 16 and in Department Guidelines indicate gifted ability.

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Determination of gifted ability shall not be based on IQ score alone. Deficits in memory or processing speed, as indicated by testing, cannot be the sole basis upon which a student is determined to be ineligible for gifted special education. A person with an IQ score lower than 130 may be admitted to gifted programs when other educational criteria in the profile of the person strongly indicate gifted ability. Determination of mentally gifted will include an assessment by a certified school psychologist.

Multiple criteria indicating gifted ability include:

(1) A year or more above grade achievement level for the normal age group in one or more subjects as measured by Nationally normed and validated achievement tests able to accurately reflect gifted performance. Subject results shall yield academic instruction levels in all academic subject areas.

(2) An observed or measured rate of acquisition/retention of new academic content or skills that reflect gifted ability.

(3) Demonstrated achievement, performance or expertise in one or more academic areas as evidenced by excellence of products, portfolio or research, as well as criterion-referenced team judgment.

(4) Early and measured use of high level thinking skills, academic creativity, leadership skills, intense academic interest areas, communications skills, foreign language aptitude or technology expertise.

(5) Documented, observed, validated or assessed evidence that intervening factors such as English as a second language, disabilities defined in 34 CFR 300.8 (relating to child with a disability), gender or race bias, or socio/cultural deprivation are masking gifted abilities.

Describethegiftedprograms*beingofferedthatprovideopportunitiesforacceleration,enrichmentorboth.*Theword"programs"referstothecontinuumofservices,notoneparticularoption.SCASDGiftedProgramPhilosophyTheStateCollegeAreaSchoolDistrictiscommittedtonurturingthediversestrengthsofitsstudents.Therefore,itrecognizesthatsomestudentsmayrequireSpeciallyDesignedInstructionnotordinarilyprovidedinthegeneraleducationprogram.Thesestudentsperformat,ordisplaypotentialtoperformat,outstandinglevelsofintellectualandcreativeability.Theseabilitiesmayfallinspecificand/oracrossacademicareas,whencomparedtosameagepeers.SCASDGiftedProgrammingGoalsTheStateCollegeAreaSchoolDistrictwilladdressthespecificlearningstrengthsofgiftedstudentsby

• ProvidingappropriatetypesofaccelerationandenrichmentingradesK-12whicharebasedonindividualstudent’sarea(s)ofstrength

• Providingappropriatelevelsofchallengebasedonassessmentdata

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• Implementingcurriculumthatsupplements,andinuniquecasessupplants,thecorecurriculum

• Supportingsocialandemotionaldevelopmentthroughschoolcounselingandcollegeandcareerservices

GiftedWrittenReport(GWR)TheinformationgatheredbytheGMDEiscompiledintoaGiftedWrittenReport.Thereportbringstogetherthetestinginformation,scholasticinformation,andotherrelevantinformationconcerningthestudent’seducationalneedsandstrengths.Thereportmustmakerecommendationsutilizingthe“twoprong”approachastowhetherthestudentisgifted(prong1)andinneedofspeciallydesignedinstruction(prong2),indicatethebasisforthoserecommendations,includerecommendationsforthestudent’sprogrammingandindicatethenamesandpositionsofthemembersoftheGMDT.ThereportmakesrecommendationsastowhetherornotthestudentshouldreceiveSpeciallyDesignedInstructionforgiftededucationorwhethertheyshouldremainintheirpresentregulareducationalprogram.GiftedIndividualizedEducationProgram(GIEP)TheGIEPiswrittentoensurethestudenthasanappropriately-designedprogrambasedupontheirstrengths.TheGIEPteamiscomprisedofindividualswhoareabletointerprettheGMDEandevaluationdataandmakedecisionsregardingprogrammingneeds.ThisteamwillcommonlyhavethesamemembersastheGMDEteamwiththeadditionofthegiftedsupportteacherandpossiblythegiftededucationcoordinator.Allmembersshouldactivelyparticipatetocreateprogramthatisindividualizedforthestudent.

DevelopmentalServicesDevelopmentalServices EEP EEI ML HS

AcademicCounseling X X X XAttendanceMonitoring X X X XBehaviorManagementPrograms X X X XBullyingPrevention X X X XCareerAwareness X X X XCareerDevelopment/Planning X X X XCoaching/Mentoring X X X XCompliancewithHealthRequirements–i.e.,Immunization X X X X

EmergencyandDisasterPreparedness X X X X

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GuidanceCurriculum X X X XHealthandWellnessCurriculum X X X XHealthScreenings X X X XIndividualStudentPlanning X X X XNutrition X X X XOrientation/Transition X X X XRTII/MTSS X X Wellness/HealthAppraisal X X X XExplanationofdevelopmentalservices:

StateCollegeAreaSchoolDistrict’scurrentandplanneddevelopmentalservicesareintegratedintothedistrict’sactionplaninsupportofthedistrict’sinstructionalgoalsinthefollowingways:•Thenursingstaffprovidesmandatorymedicalexaminations.Thecurrentandplannedservicesinclude:schoolphysicals-schedulingappointments,providecurrenthealthimmunizationandscreeninginformationtoschools,collaboratewithschoolphysicianontheimplementationofphysicalexam,followupwithparentsregardingschoolphysicalrecommendations,obtainprivatephysicalexamforthosestudentsnotrequestingaschoolphysical.•Thenursingstaffprovidesannualhealthscreening.Thecurrentandplannedservicesinclude:coordinationandimplementationofvisionscreening(includingfarvisualactivity,nearvisualactivity,contactlenstest,colorvision,stereo-depthperception),coordinationandimplementationofhearingscreeningforstudentsinK-3,7th,and11thgrades,heightandweightcalculationsforBMIandBMI%,scoliosisscreeningmandatedfor6thand7thgradersandreferforfollowupwhereindicated.•Thenursingstaffprovidesadministrationandmanagementofmedicationatschool.Thecurrentandplannedservicesinclude:administeringmedicationsstoredinhealthroom,obtainparentalconsentandMDordersformedication,monitoruseofselfadministeredmedicationanddiabeticsuppliesnotificationtoteachers(andotherappropriatestaff)whenmedicationsareorderedanddiscontinued.•Theschoolpsychologistparticipatesindevelopmentalacademiccounseling,studentevaluations,attendancemonitoring,careerdevelopmentandwellness.Thecurrentandplannedservicesinclude:providingindividualcounselingandconsultantserviceswithmiddleschoolandhighschoolstudentsregardingtheirinstructionalneeds,courseselectionandstudyhabits,individualcounselingwithelementarystudentstoincreaseself-knowledgeandawarenessabouthowastudents’decisionsaffecttheirlearning,participationondataanalysisteams,instructionalsupportteams,casingteamsandotherstudentserviceteamsforgathering,analyzing,andinterpretingindividualandgroupdata,assiststudentservicesteamsinthedesignandimplementationofinterventionsincludingassessmentactivities,assiststudentsandfamiliesinthedevelopmentofappropriatepostsecondaryplans,withparticularfocusonthetransitionofastudentwithadisabilitytopostsecondarytraining,educationandemployment,consultwithschoolstaff,individualstudentsandtheirfamiliesonactivitiesthatsupportselfknowledgeandselfadvocacyskills,careerplanningandeducationalorvocationdevelopments,participateinthedesignanddeliveryofprogramsandactivitiesfor

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allstudentsinpromotingpositivecopingskillsandhealthybehaviors.•Theschoolcounselorsprovidestudentstheopportunitytoacquiretheskillstoinvestigatetheworldofworkinrelationtoknowledgeofselftomakeinformedcareerdecisionswiththefollowingcurrentandplannedservices:SATworkshops,ACTworkshops,supervisingcollegeandmilitaryvisits,coordinatingcollegefairs,classroomcareerlessons,andprovidingforfieldtripsandspeakers.•Theschoolcounselorsprovidestudentstheopportunitytoacquiretheknowledge,attitudesandinterpersonalskillstohelpthemunderstandandrespectselfandothersthroughthefollowingcurrentandplannedactivities;socialskillsgroups,changingfamilygroups,studentmentorprogram,friendshipgroups,culturalawarenessgroups,anti-substancegroups,studentwellnessgroups,teambuildingactivities,anti-bullyinginterventions,peermediationprogram,andSWPBS.•Theschoolcounselorsassiststudentsinthedistrictwhentheychangelevelsorschoolsandassistnewstudentsastheymoveintothedistrictorcurrentstudentswhowillbemovingtoanewdistrict.Tomakethetransitionasseamlessaspossiblethefollowingcurrentandplannedactivitiesareimplemented:counselorinformationdays,juniorcollegeunit,meetingwith8thgradestudents,supervisecollege/militaryvisits,classroomlessons,newstudentgroups,courseselectionregistrations,staffconsultationandcollaboration,kindergartenintroductoryactivities,andreferraltoresourcesasneeded.•Theschoolcounselorsprovidestudentstheopportunitytoacquiretheattitudes,knowledgeandskillsthatcontributetoeffectivelearninginschoolandacrossthelifespanthroughthefollowingcurrentandplannedactivities:studentobservations,parent/teacherconferences,family/counselormeetings,academicstudyskillsgroups,individualcounseling,parentletterstopreventfailure,tutoringhomeboundarrangements,summerschoolassistance,correspondencecourseassistance,staffconsultationandcollaboration,studentmentorprogram,IST,andreferralstotutoring.

Diagnostic,InterventionandReferralServicesDiagnostic,InterventionandReferralServices EEP EEI ML HS

AccommodationsandModifications X X X XAdministrationofMedication X X X XAssessmentofAcademicSkills/AptitudeforLearning X X X XAssessment/ProgressMonitoring X X X XCasework X X X XCrisisResponse/Management/Intervention X X X XIndividualCounseling X X X XInterventionforActualorPotentialHealthProblems X X X XPlacementintoAppropriatePrograms X X X XSmallGroupCounseling-Copingwithlifesituations X X X XSmallGroupCounseling-Educationalplanning X X X XSmallGroupCounseling-PersonalandSocialDevelopment X X X X

SpecialEducationEvaluation X X X X

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StudentAssistanceProgram X XExplanationofdiagnostic,interventionandreferralservices:

StateCollegeAreaSchoolDistrict’scurrentandplanneddiagnostic,interventionandreferralservicesareintegratedintothedistrict’sactionplaninsupportofthedistrict’sinstructionalgoalsinthefollowingways:•Thenursingstaffprovidesstaffcommunicationtoinformteachersofhealthconditionsofstudentswhichmayaffectbehavior,attendance,appearanceoracademicperformancewithinformationofsignsandsymptoms,treatmentandprognosisandclassroommanagementstrategies.•Thenursingstaffprovidesparentscommunication.Thecurrentandplannedservicesinclude;sharingresultsofhealthscreening,findingsandrecommendationsfromschoolphysician,notificationofBMIandBMI%,referralsfollowingnursingassessmentforcomplaintsofillnessorinjuryandinformingparentsofatriskstudentsoranyspecialhealthconcernsintheschoolenvironment.•ThenursingstaffparticipatesinInstructionalSupportTeammeetings,StudentAssistanceProgrammeetings,casingsmeetinganddistrictcommittees.Thecurrentandplannedservicesinclude;reviewinghealthrecordsandsharingpertinentinformationthatcouldposeabarriertolearningandsocialdevelopment,providingmedicaldefinitionsandexplanationsofmedicationsanddiagnosistoteamandtheimpacttheymayhaveonlearningandtheyadvocateforstudents.•Thecounselingstaffprovidestransitionservicestoassiststudentsinthedistrictastheychangelevelsorschoolsandtoassistnewstudentsastheymoveintothedistrict,andforcurrentstudentswhowillbemovingtoanewdistrict.Thegoaloftransitionservicesistomakethechangeforthestudentandfamilyasseamlessaspossible.Thecurrentandplannedservicesinclude:thecounselorsattenduniquecasesmeetings,registerstudentsforclasses,refertostandardizedtestingforclassplacement,attendtransitionmeetings,plannewstudentparentorientations,provideIEPconsultation,arrange5thinto6thgradeparentnight,6thgradeorientation,family/counselormeetings,andnewstudentadvising.•Thecounselingstaffprovidestheserviceofpersonalandsocialskilldevelopmenttogivestudentstheopportunityto“acquiretheknowledge,attitudesandinterpersonalskillstohelpthemunderstandandrespectselfandothers.Thecurrentandplannedservicesinclude:counselorsattendanceatcasingsmeetingsandadvisoryconsultation,referringstudentsandfamiliestoagencies,provideindividualcounseling,familyreferralsandadvising,provideprogramreferralsandpositivereferrals,provideSBMHindividualandgroupcounseling,SAPgroups,MRCconsultationandcollaboration,staffconsultationandcollaborations,classroomguidanceandparentconsultation,consultwithmedicalprofessionalsanddevelopbehaviormanagementplans.•Thecounselingstaffprovidescareerandeducationalplanningtoprovidestudentstheopportunitytoacquiretheskillstoinvestigatetheworldofworkinrelationtoknowledgeofselfinordertomakeinformedcareerdecisions.Thecurrentandplannedservicesinclude:registeringstudentsforclasses,teachingajuniorcollegeunit,participatingontheuniquecasescommittee,meetingwith8thgradestudents,standardizedtesting,transcriptchecks,test

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interpretation,backtoschoolnight,IEPconsultation,individualcounseling,groupcounseling,mentorshipprograms,familyconsultationandadvising,IST,MDE504plan,IEPparticipation,andconsultationswithmedicalprofessionals.•Thecounselingstaffcollaborateswithschooladministrationstaff,colleagues,andcommunityagenciesinresponsetoemergencycrisissituations.Schoolcounselorsalsoprovideinterventionandreferralstostudentsandfamiliesfollowingcrises,emergenciesandtraumaticevents,throughtraumaticeventsteam,safetycommittee,individualcounseling,familyinterventions,staffadvisingandcollaboration,assistinginemergencies,andprovidingreferralsinemergencies.•TheHomeSchoolVisitorwilladviseandassistintheprocessingoftruancyoffensesbyconsultingwithstaffandadministration,maintaininglog/recordofoffensesfiled,obtainingadministrator’ssignatureofoffenses,filedanddelivertodistrictjustice,providefamilysupporttopreventtruancyissues,referfamiliestoagenciesforconsultationandsupport.•TheHomeSchoolVisitorwillattendhearingsdealingwithtruancyandnotifystaffofhearingtimes/locations,andmakerecommendationstojudgebasedoneffortsattemptedbyfamily.•Theschoolcounselorscollaboratewithschooladministration,staff,colleagues,families,andthecommunitytopromoteasafe,secure,andnurturingenvironment.Schoolcounselorsprovidedirectservicestostudents,staffandthecommunityinanefforttoreachthisobjective.Thecurrentandplannedservicesinclude:uniquecasesteammeetings,newstudentgroups,SAPteam,littleLionAmbassadors,advisingmediationprocess,casings,backtoschoolnight,introductionofcounselingservicetonewteachers,newstudentparentorientation,IEPconsultation,referstudent/familiestoagencies,collaboratewithbuildingadministrators,counselorpublications,SWPBS,peermediationprograms,anti-bullyinginterventions,coordinateMixitUPDay,teambuildingactivities,studentmentorprogram,citizensadvisorycommittee—safetycommittee,curriculumwritingandrevising,staffconsultantandcollaboration,conductJudgeSharpcontest,individualcounseling,groupcounseling,emergencydrillleadership,communitybuildingactivities,wellnessactivities,IEPandMDEmeetings,studentobservations,behaviormanagementplans,referralstoHEARTS,referralstoSchoolBasedMentalHealth(IMH),TraumaticEventsTeam,referralstoSTRIDES,andreferralstoRIT.•Theschoolcounselorscollaboratewithparents,guardians,andotherfamilymemberstohelpstudentsbuildrapportandrelationshipsandtofacilitatethesuccessofthestudent.Thecurrentandplannedservicesinclude:financialaidnight,lettersofrecommendations,alumniday,SATnight,SAPTeam,coordinatingcollegefair,casings,backtoschoolnight,newstudentparentorientation,IEPconsultation,referstudents/familiestoagencies,collaboratewithbuildingadministrators,counselorpublications,staffconsultationandcollaboration,writearticlesforparentpublications,parentletterstopreventfailure,parentconsultingandadvising,parentingprograms,assistwithfinancialissues,parentteachermeetings,attendteammeetings,coordinateparentinfomeetings,principalluncheon,conductJudgeSharpcontest,individualandgroupcounselingforchangingfamilies,assistparentinaccessingFamilyOutreachlibrary,andIST.•Theschoolcounselorscollaboratewithagencies,organizations,andindividualsinthecommunityinthebestinterestofstudentsandwithoutregardtopersonalrewardandremunerations.Thecurrentandplannedservicesinclude:PHEAAworkshop,counselorInformationDays,FinancialAid

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night,letterofrecommendations,alumniDay,SATnight,supervisecounselinginterns,servicesofferedpresentations,SAPteam,supervisingcollege/militaryvisits,coordinatingcollegefair,backtoschoolnight,newstudentparentorientation,referstudent/familiestoagencies,counselorpublications,consultwithagencies,applyforstudentscholarships,coordinateserviceprojects,provideparentingprograms,collaboratewithPSUprograms,consultwithmedicalprofessionals,consultwithprobationofficers,connectfamiliestotutoring,mentorandsummerprograms,andattendcommunity-basedconference/programs.•Theschoolpsychologistwillprovidediagnostic,interventionandreferralservicesforstudentswhoareexperiencingproblemsattainingeducationalachievementappropriatetotheirleaningpotentialthroughthefollowingcurrentandplannedactivities:counseling(individualorsmallgroup),assessment(schoolpsychologistcanemployawidearrayofassessmentmethodsandprocedures),intervention(assistinthedesignandimplementationofinterventionswithindividualstudentorgroupsofstudentincollaborationwithschoolteams),placement(assistinmatchingstudentsprogramsandplacements),communityreferral(psychologistparticipatewithotherteammembersinidentifyingstudentswithextensiveneedswhorequiresreferraltocommunityresources).

ConsultationandCoordinationServicesConsultationandCoordinationServices EEP EEI ML HS

AlternativeEducation X X X XCaseandCareManagement X X X XCommunityLiaison X X X XCommunityServicesCoordination(InternalorExternal) X X X X

CoordinatePlans X X X XCoordinationwithFamilies(LearningorBehavioral) X X X XHome/FamilyCommunication X X X XManagingChronicHealthProblems X X X XManagingIEPand504Plans X X X XReferraltoCommunityAgencies X X X XStaffDevelopment X X X XStrengtheningRelationshipsBetweenSchoolPersonnel,ParentsandCommunities X X X X

SystemSupport X X X XTruancyCoordination X X X XExplanationofconsultationandcoordinationservices:

TheStateCollegeAreaSchoolDistrict’scurrentandplannedconsultationandcoordinationservicesareintegratedintothedistrict’sactionplaninsupportofthedistrict’sinstructionalgoalsinthefollowingways.•Theschoolnurseswillserveasadvisorstostaff,studentandfamilieswithregardtomedical,psycho-socialandimmunizationservices.Thecurrentandplannedservicesinclude:initiateand

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implementIHCandcoordinateemergencyprocedures,provideinformationsheetsoncommonchildhoodillnessesandaccidents,shareinformationregardingcamps,specialeventsandsupportgroups,orientguestnursesandprovideongoingsupervision.•Theschoolcounselorspartakeinvariousactivitiesthroughouttheyeartostaycurrentwithtrendsandissuesinrelationtotheschoolcounselingprofession.Schoolcounselorswillalsoreviewservicesgiventostudentsinanefforttomakethemostefficientuseoftheirtimeandresources.Thecurrentandplannedservicesinclude:PHEAAworkshop,SATworkshop,ACTworkshop,counselorinformationdays,meetingwith8thgradestudents,B.A.T.meetings,attendconferences,readprofessionalliterature,staffconsultationandadvising,CACforsafety,SWPBScommittee,classroomlessondevelopment/revision,traumaticevents,nurturingcommittee,strategicplanningcommittee,administrativecollaboration,K-12counselingmeetings,K-12servicesmeetings,recordscommittee,communityservicecommittee,publishscholarlyarticles,publisharticlesforcommunityanddistrict,evaluateprograms,providein-serviceforstaff,participateinadvisorycommittees,assistindevelopingpolicy,reviewsofstudent/counselorratios,budgetforappropriatematerials,individuallymanagetimeandtasks.•TheStudentServicestaffwillparticipateonappropriateschooldistrictandcommunityadvisorycommitteesandboards.Thecurrentandplannedservicesinclude:SAPdistrictcouncil,CommunitiesThatCareKeyLeaders,CampusandCommunityAgainstDangerousDrinking,StraightTalkTaskForce.•TheHomeSchoolVisitorwillconsultwithstaffaboutattendance/truancyissues.Thecurrentandplannedservicesinclude;explanationofimportanceofgoodattendance,developeffectivemethodsofimprovingastudent’sattendance,explaintheconsequencesofpoorattendance/truancytoincludethelegalramifications,conducthomevisits,makephonecontacts,explaintruancyandattendancelawandpolicy.Liaisonbetweenschoolandfamilyre:concernsaboutstudentsuccess,behavior,attendance,truancyconcerns,Meetw/parents/studentsre:theseconcernsandestablishappropriateinterventiontohelpstudentachievesuccess.•TheHomeSchoolVisitorwillleadadistrict-widestafftrainingplanonchildabuse.Thecurrentandplannedservicesinclude:usingthepolicyandprocedureforidentifyingandreportingchildabuse,schedulingstafftrainingtoincludeallstaff(busdrivers,foodservice,faculty,staff,maintenanceetc.),incorporateanon-lineoptionforlearning,developafacultymeetingpresentationtobepresentedannually,incorporateatrackingprocesstomanagewhohasbeentrained.LiaisonbetweenschoolandCYSregardingallreportstoCYS.•TheHomeSchoolVisitorwilldeliverIEP’sforparentsignature.Thecurrentandplannedservicesinclude:contact,meetwithandexplaintheIEPtoparentswhodonotattendIEPconferenceandobtainparentpermissionandsignaturefortheIEPprocess.•Theschoolpsychologistprovidesconsultationandcoordinationofservicesforstudentwhoareexperiencingchronicproblemsthatrequiremultipleservicesbyteamorspecialist.Thecurrentandplannedservicesinclude:casemanagement,communityliaison,home/familycommunications,staffdevelopmentandparenteducationbytheschoolpsychologist.

CommunicationofEducationalOpportunities

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CommunicationofEducationalOpportunities EEP EEI ML HSCoursePlanningGuides X X X XDirectingPublictothePDE&Test-relatedWebsites X X X XIndividualMeetings X X X XLetterstoParents/Guardians X X X XLocalMediaReports X X X XWebsite X X X XMeetingswithCommunity,FamiliesandBoardofDirectors X X X X

MassPhoneCalls/Emails/Letters X X X XNewsletters X X X XPressReleases X X X XSchoolCalendar X X X XStudentHandbook X X X X

CommunicationofStudentHealthNeedsCommunicationofStudentHealthNeeds EEP EEI ML HS

IndividualMeetings X X X XIndividualScreeningResults X X X XLetterstoParents/Guardians X X X XWebsite X X X XMeetingswithCommunity,FamiliesandBoardofDirectors X X X X

Newsletters X X X XSchoolCalendar X X X XStudentHandbook X X X X

FrequencyofCommunicationElementaryEducation-PrimaryLevel

• Morethanonceamonth



MiddleLevel


HighSchoolLevel


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CollaborationforInterventions

Describethecollaborationbetweenclassroomteachersandindividualsprovidinginterventionsregardingdifferingstudentneedsandacademicprogress.

TheStateCollegeAreaSchoolDistrictprovidesthefollowingcollaborationopportunitiesforclassroomteachersandindividualsprovidinginterventionsregardingdifferingstudentneeds:StudentAssistanceTeamsEachschool(secondary)maintainsitsownStudentAssistanceTeam.Theorganizationoftheteamisbasedontheneedsoftheschoolsandconsistofteachers,administrators,counselors,andschoolpsychologists,incollaborationwiththelocalmentalhealthauthority.Theteamisdesignedtoassistwithvariousclassroominterventionsbasedonteacherobservation,studentbehavior,classroomperformance,andtestdata.Theteamalsomakesrecommendationsformoreintensiveintervention,includingbutnotlimitedtoreferraltotheSBMHprogramorcommunity-basedmentalhealthservicesand/ordrugandalcoholservices.Theseinterventionsmaybereflectiveofanyoneorcombinationofthesystemofsupportsdescribedabove.CasingsTeamsEachschool(secondary)maintainsaninterdisciplinaryteamconsistingoffacultyandstafftoaddressacademicconcerns.Theteamassiststeachers,parentsandstudentstoreachacademicsuccesswithinterventionsincluding,butnotlimitedto;monitoring,datacollection,consultation,andtesting.Often,studentswhoareperformingundertheiracademiccapabilitiesareexperiencingemotionaldistress.InstructionalSupportTeamsEachschool(elementary)maintainsaninterdisciplinaryteamconsistingofSchoolPsychologist,GuidanceCounselor,SpeechandLanguageSpecialist,OccupationalTherapist,EmotionalSupportTeacher,Title1teacher,ESLteacheraswellasanyotherspecialiststhatmaybeworkingwiththestudentonanasneededorregularbasis.ThepurposeoftheInstructionalSupportTeamprocessistoidentifythechild'sneedsandstruggles,explainingindetailthekindsofskillsandbehaviorsthatthechildexhibitsthatindicatethatthestudentneedsextrahelpinsomeway.AllmembersoftheISTeamthencontributeaccordingtotheirownareasofspecialtyandexperiences,andtheteammakesdecisionabouthowtobestassistthechildkeepingmeticulousrecordsofgrowthandservicesoveraspecifiedtimeframeandthentheteamwillreconveneanddiscussthechild'sprogressandnextsteps.IntegratedMentalHealth(IMH)ServicesTheDistrictpartnerswiththelocalmentalhealthauthorityandvariousprivatementalhealthproviderstoservethebehavioralhealthneedsofstudentswithintheschoolwhowouldotherwisenotbeabletoaccessservicesinthecommunity.Thesepartnerships

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includeCentreCountyOfficeofMentalHealth,IntellectualDisabilities,andDrugandAlcohol,PennStatePsychologicalClinic,AMindfulVillageChildDevelopmentCenter,andHomeNursingAgency.Theseservicesarereflectiveoftargeted,asappropriate,andintensivesupports.Teachershaveaccesstothisteamthroughanon-linereferralandpresentationprocess.DailyCommunication:RegularEducationteachersandindividualsprovidinginterventionsregardingdifferingstudentneedsandacademicprogresscollaboratebeyondtheaboveoptionsinthefollowingways:Commonplantime,emailcorrespondence,inclusionmeetings,afterschoolmeetings,electroniccontinuousprogressmonitoringformat,Eschoolscourseworkcompletionandgrades.

CommunityCoordination

Describehowyouaccomplishcoordinationwithcommunityoperatedinfantandtoddlercenters,aswellaspreschoolearlyinterventionprograms.Inaddition,describethecommunitycoordinationwiththefollowingbeforeorafterschoolprogramsandservicesforallgradelevels,includingpre-kindergarten,ifoffered,throughgrade12.

1. Childcare2. Afterschoolprograms3. Youthworkforcedevelopmentprograms4. Tutoring

StateCollegeAreaSchoolDistrictcoordinatesserviceswithlocalpre-Kprograms.Thefamilyoutreachspecialist,StudentServicesdepartment,isamemberoftheCentreCountyLocalChildren’sTeam.Representativesfromcommunityoperatedinfantandtoddlercentersandpreschoolearlyinterventionprogramsarealsomembersofthisgroup.TheLocalChildren’sTeammeetsmonthlyandprovidesanopportunityformemberstoshareinformationaboutservicesavailabletochildrenandfamiliesandaddressissuesofconcernrelatedtotheseservices.Itbeganinthelate1970’sthroughamandatetocountiesfromtheOfficeofMentalRetardationunderPADepartmentofPublicWelfareandcontinuesvoluntarilyinCentreCountyasitdoesinsomeothercommunities.ThisgroupfacilitatescommunicationamongagenciesviaacomprehensiveLISTSERVandmeetingopportunities.Additionally,SCASDhasbegunhostingtwoothertransitionmeetings:CoffeeandConversationswithDistrictCurriculumAdministratorsandPreschoolCEO’sandTeachersandanannualPreschoolFairincollaborationwiththeStateCollegeMothersandMoregroup.BothoftheseeventshaveenhancedcommunicationwithprovidersofPre-Kprogramsinthecommunity.CEELisaBeforeandAfterSchoolExtendedLearningProgramwithFull-TimeandPart-Timeoptionsopentoallelementarystudents!ProgramsoperateatEasterlyParkway*,FergusonTownship,GraysWoods,MountNittany,ParkForest,andRadioParkElementarySchools!

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*CorlStreetstudentsareinvitedtoattendtheEasterlyParkwayprogram.Thebefore-schooloptionisheldatCorlStreet.BeforeschoolstudentsmustbedroppedoffatCorlStreet,transportationisprovidedtoEasterlyParkwayatthestartoftheschoolday.AfterschoolstudentswillbetransportedfromCorlStreettoEasterlyParkway,andparentsareresponsibleforpickupfromEasterlyParkway.

**Lemont/HouservillestudentsareinvitedtoattendtheMountNittanyprogram.BeforeschoolstudentsmustbedroppedoffatMountNittany,transportationisprovidedtoLemont/Houservilleatthestartoftheschoolday.AfterschoolstudentswillbetransportedfromLemont/HouservilletoMountNittanyandparentsareresponsibleforpickupfromMountNittany.StateCollegeAreaSchoolDistricthasanextensiveCommunityEducationProgram.TheCommunityEducationProgramisaresourceforlearnersofallagesandprovidesyear-roundprogrammingwithongoingsessionsbeginninginSeptember,January,marchandJune.Byparticipatinginacourse,familiesstrengthentiesbyparticipatingtogether,youthstayconnectedwithafterschoolenrichment,adultsenhanceworkplaceskillsordevelopnewhobbies,andeveryonefostersastrongerconnectionwithourcommunity.Thereareplentyofreliableprogramsofferedthroughouttheschoolyeartoincludecourseslike:DigitalPhotography,woodworking,adultliteracy,afterschoolenrichment,computercourses,parenteducationcourses,personaldevelopmentcourse,SATPreparation,DriversEducation,etc.TheVolunteersinPublicSchools(VIPS)programprovidesstudentsintheStateCollegeAreaSchoolDistrict,gradesK-12,withtutoring/mentoringassistance.TheVIPSprogrambenefitsallmembersoftheSCASDcommunitythroughacollaborativeapproachthatencouragesresponsibility,buildsself-esteem,andimproveslearningskills.OurgoalistobrokerarelationshipbetweenvolunteersintheStateCollege/PSUcommunitiesandSCASDteachers/studentsbyencouraginginteractioninaneducationalcontext.SCASDstaffandstudentsbenefitfromtheskillsandencouragementoftheirclassroomaidesandtutorswhilevolunteersarerewardedthroughgivingbacktotheircommunitiesand/orfulfillingtheireducationalrequirements.TheVIPSprogramoffersseveralafter-schooltutoringoptionsforstudentsintheSCASDcommunity,includingtheHighSchoolNorthTutoringCenter,whichmeetsbiweeklyonWednesdaysandThursdaysfrom3:30-6:00fromOctoberthroughthefirstweekinMayandisopentoallK-12students.SCASDprovidesYouthWorkforceandDevelopmentProgramsforgrades9-12.TheCareerTechnologyProgramofferscourses,mentorships,internshipsandhigheducationalopportunitiesinacomprehensiveCareerTechnologyEnvironment.Theareasthatstudentscanparticipateininclude:accounting/Finance,AgriculturalScience,AutomotiveTechnology,BuildingConstruction,CulinaryArts,CISCOnetworkingacademy,DiversifiedOccupations,DraftingandDesign,EarlyChildhoodEducation,Engineering,HealthProfessions,MarketingandSupplyChainManagement.

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SCASDhascareerdevelopmentandexploratoryprogramstomeettheneedsofallstudentsinthedistrict.AsignificantaspectofthecareerdevelopmentandexplorationprogramistoprovidegeneralinformationabouttheCTC’scourseofferingsandprogramssothatstudentsmaydevelopaneffectiveandwell-informededucationalplan,whichisspecificallytailoredtomeettheirownbuddingcareerplans.Forsomestudentsatourhighschool,concentrationinaCTCprogramisanappropriatechoice,forothers,participationinCTCprogramsmaybelimitedornon-existent.Thegoalistohelpstudentsselectcoursesandprogramsappropriatefortheirinterestsandfutureplans.HighSchoolInitiativesA.Severalgrade-levelappropriatepresentationsaremadebycounselorstostudentseachyearofstudents‘highschoolcareers,discussingcourseselectionandregistration,andpost-secondaryplanning.Thisisdonewithmultipleclassroomsatatimeinanauditoriumsetting,and/orasingleclassroom.B.TheCTCcounselorprovidesclassroomcareerexplorationlessonsuponteacherrequestandastimeconstraintsallow.C.StudentsinterestedinaCTCclassorprogramcanvisitaclassofinterestthroughcoordinationwiththeirgrade-levelcounselor,CTCcounselor,andsendingandreceivingteacher.D.Grade-levelcounselorshaveindividualmeetingswithstudentsregardingcareerexploration,collegeplanning,andcourseselectionappropriatetotheseplans.CounselorsreferstudentstotheCTCcounselorformoredetaileddiscussionsofwhatparticularCTCprogramshavetooffer.E.StudentsareintroducedtovariousfreeresourcesforcareerplanningandexplorationandthedistrictsubscribestoCareerCruising,acareerexplorationanddiscoverytoolwhichhasassessmentsforstudentstolearnmoreaboutthemselvesandcareerprofilestolearnmoreaboutjobsandtheircharacteristics.F.IntheCourseSelectionGuide,whichisavailableonlineorinprint,studentsareprovideddescriptionsofCTCcourseofferingsforreferenceduringcourseregistrationtime.ThisprovidesanopportunityforpotentialstudentsandtheirparentstocomparehighschoolcourseelectiveswithCTCprograms.G.CTCprogramteachersprepareindustry-specificcareerlessons,guestspeakers,andfieldtripssostudentscangainexposuretoprofessionsintheirfields.H.AnannualCTCProgramGuidebookiscreatedandmailedtointroducerising9thand10thgradeparentstotheCTC’sprograms,CTSO’s,andaccomplishments.Hereprogramandcoursedescriptions,actionpictures,anddetailedcaptionshighlighteachprogramandlinkthemtopostsecondaryschooloptionandcareers,allowingstudentsandparentstomakeinformeddecisionsabouttheappropriatenessofaCTCprogramfortheirchildren.Studentprojectsareshownandexplainedandunder-representedgroupsarehighlightedasarecruitingtool.I.Unpaidpublicrelations:Newsstoriescoveringspecialprojectsorstudentsuccessstories.Materialissubmittedbyteachersandstafforarrangedthroughmediarepresentatives.J.ParentNightandElectiveShowcaseoccursinFebruaryeachyearinwhichCTCprograms

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arerepresentedwithfacultymembersandinformationaldisplays.Atthisevent,parentsandstudentscantalktoCTCteachersandlearnaboutthecoursesandCTSOopportunitiesavailabletothemthroughparticipationinourprograms.MiddleLevelInitiativesA.8thGradetoursoftheCTCareheldinthewinter,andclassroomdiscussionsaboutthetourswithcounselorsensuefollowingthetours.Studentsparticipatein8-minutepresentationsfromeachoftheprogram'steachersandstudents,aswellasanoverviewCTCvideoandwelcomefromCTCstudentleaders.Demonstrationsandexplanationsbyteachersandcurrentstudentsareutilizedtoemphasizeprogrambenefitsandfeatures,successfulstudents,careeropportunities,etc.Informationrelativetonon-traditionalemploymentopportunitiesisgivenduringpresentations.B.Counselorsalsoconductindividualmeetingswithstudentsaboutscheduling,inwhichstudentsareguidedtoconsiderwhichCTCprogram,ifany,isappropriatefortheirinterests.C.StudentsparticipateinCareerDay,duringwhich2-year,4-yeardegreeoccupationsarerepresentedbyprofessionalsinthecommunity.Approximately40differentcareerswererepresentedin2012.5sessionswereheldthateachstudentsparticipatesin,withalmost10presenterstochoosefromforeachsession.D.LessonsintroducingandusingPACareerZone(acareerexplorationwebsite)aredelivered.Studentsthenuseditinanexploratorymanner,justtoletkidsknowit'saresourceandhowtonavigatethesite.Counselorsleadstudentsthroughanexercisewhertheyhadkidsexploreacareerandplacecharacteristicstheylearnedaboutitintotheirelectronicportfolio.E.TheDeltaProgramisaschoolofchoiceforsecondaryschoolstudentsinthedistrictIn8thgrade,studentshavetheopportunitytoattendDeltaandshadowastudentforthedaytoseeifthedifferingapproachestoteachingandlearning,aswellastheuniqueschoolclimate,isbettersuitedtostudentsinterestsandneeds.Findingaworkenvironmentbest-suitedtostudentsuniqueneedsisessentialforsuccessinhighschoolandintheworkplace.F.TheUniversalEncouragementProgram(UEP)Surveyisatime-savingonlinetoolthatwillgatherandreportcriticaldatatoinformguidanceservices,programdevelopment,andschoolimprovementefforts.ESIofferstheUEPatnocosttoschoolsandeducationsupportprograms.TheUniversalEncouragementProgram(UEP)isanonlineguidanceassessment,reporting,andcommunicationssystemdesignedtohelpcounselorsandothereducationsupportprofessionalsdocumentandrespondtostudents'careerandeducationneeds,interests,andexperiences.ESIhasdesignedtheassessmentsforthepurposeofinformingguidanceandencouragementeffortsthatleadtoimprovededucationalattainmentandcareerdecision-making.Studentstakethissurveyin8thgrade.G.Inthespring,highschoolandDeltacounselorspresentto8thgradersregardinghowtoselecthighschoolcourses,whatoptionsareavailabletothem,andhowbesttomakeappropriatecourseselectionchoicesbasedontheirinterestsandgoals.Electivecourses

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andCTCprogramsarediscussed,asistheDeltaprogram.ElementaryLevelInitiativesA.KindergartenstudentsallcompleteaninitialportfoliothatincludesacareercomponentwithcounselorB.GuestspeakersincareersrelatedtounitsofstudyC.FieldtripstoplacesofbusinessD.AssemblieswithpeoplefromthecommunityinvariousoccupationsE.Kindergartenschoolscavengerhunt-studentsvisit/learnresponsibilitiesofnurse,librarian,counselor,principalF.Kindergartenon-goingcareerexploration:firefighter,policeofficer,dentist,farmer,transportationCareerCruisingImplementationPlan:CareerCruisingconnectstherealworldtotheclassroomwiththelatestcareerandlabormarketinformation,salaries,andeducationalpathways–allwritteninawaythat’seasytounderstand.Studentsalsolearnessential21st-centuryskillslikefinancialliteracyandgoal-settingthroughvideointerviews,role-playingactivities,andmore.http://https://public.careercruising.com/en/our-solutions/k-12/SCASDhasidentified5objectivestofocusonfortheCareerCruisingImplementationPlan:

• Toensurestudentswillcompleteacareerportfolio

• Toassisttransitioningstudents/studentwithspecialneeds

• Toensurestudentarecareerready

• Toensurestudentsarecollegeready

• Toprovideaplatformforstudenttobuildanelectronicportfoliotocarrywiththemthroughgraduation

Utilizingthe5objectivestheDistrictidentifiedthefollowing:

• Whatneededtobedoneateachlevel

• Howsuccesswillbemeasured

• Thetimelineforimplementation

• Thepersonnelresponsibleforimplementation

• Theresourcesrequiredtodoso.

PreschoolAgencyCoordination

ExplainhowtheLEAcoordinateswithagenciesthatservepreschoolagechildrenwithdisabilities.

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1. Addresscoordinationactivitiesdesignedtoidentifyandservechildrenwithdisabilitiesandthesupportsandaccommodationsavailabletoensurebothphysicalandprogrammaticaccess.

2. Addresspre-kindergartenprogramsoperateddirectlybytheLEAandthoseoperatedbycommunityagenciesundercontractfromtheLEA.

3. DescribehowtheLEAprovidesforasmoothtransitionfromthehomesettingandanyearlychildhoodcareoreducationalsettingthestudentsattend,totheschoolsetting.

1.Addresscoordinationactivitiesdesignedtoidentifyandservechildrenwithdisabilitiesandthesupportsandaccommodationsavailabletoensurebothphysicalandprogrammaticaccess.Evaluation,supports,servicesandaccommodationsforpreschoolagechildrenwithdisabilitiesiscoordinatedandcompletedbytheCIU-10.WhenparentscontactSCASDregardingtheirpreschoolagechild,areferralismadetotheCIU-10EarlyInterventionDirectortorequestanevaluation.Thereareavarietyof[private]preschoolprogramswithintheSCASDdistrictthatfamiliesaccess,andtheCIU-10providesthesupports,servicesandaccommodationstoidentifiedstudentsinthosesettingsvianEarlyIntervention(EI)IEP.IfastudentreceivesEIsupportsandservices,isofkindergartenage,butwillcontinueintheEIprogramforanotheryear,theCIU-10notifiestheSCASDDepartmentofSpecialEducationoftheparentsdecision,andSCASDpaysfortheEIcostsforthosestudents.2.Addresspre-kindergartenprogramsoperateddirectlybytheLEAandthoseoperatedbycommunityagenciesundercontractfromtheLEA.SCASDdoesnotoperateanypre-kindergartenprograms,norhaveanycontractswithcommunityagenciestooperatepre-kindergartenprogramming.3.DescribehowtheLEAprovidesforasmoothtransitionfromthehomesettingandanyearlychildhoodcareoreducationalsettingthestudentsattend,totheschoolsetting.SCASDmeetsannually,inNovemberofeachschoolyear,withtheEarlyInterventionproviderstoreceiveinformationregardingpotentialin-comingkindergartenerswithdisabilitiesforthenextschoolyear.Atthattime,withsignedparentpermissionobtainedbytheEIproviders,SCASDreceivescopiesofthecurrentEIspecialeducationpaperwork(IEPandEvaluationReport),andascheduleisestablishedforEITransitionMeetingsduringanidentifiedweekinFebruary.InFebruaryofeachschoolyear,individualEITransitionmeetingsareheldwiththeparent(s),EIproviders(DevelopmentalEducationTeachers,OTs,PTs,SpeechTherapists,VisionSupport,HearingSupport,etc.),CommunityAgencymembers(whenappropriate),andSCASDpersonnel(DirectororAssistantDirectorofSpecialEducation,SchoolPsychologist,SpeechTherapist,OT,PT,etc.)todiscusseachincomingkindergarteneranddevelopaplanforreevaluationforpurposesofdeterminingschoolageeligibility.CurrentEIspecialeducationpaperworkissharedwithSCASD.InsteadofindividualtransitionmeetingsforstudentswhoareonlyreceivingEISpeechTherapy,agroupmeetingisheldforthosestudents'parentsandtheEISpeechTherapistsregardingthetransitionoftheirchildintokindergarten.Parents,EISpeechTherapistsandSCASDSpeechTherapistsareinvitedtotheparentmeeting.Theprocessforreevaluationof

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theirchildforschoolagespeechservicesisexplainedandquestionsareanswered.CurrentEIspecialeducationpaperworkissharedwithSCASD.Duringthesummerpriortoastudententeringkindergarten,studentsandfamiliesareinvitedtoattendanOpenHouseattheirchild'snewschool.Theelementarybuildingsalsooffera"KindergartenCamp"thatincomingstudentsattendtolearnaboutattendingschoolandwhattoexpectinkindergarten.Forsomeincomingkindergartenerswithdisabilities,theSCASDspecialeducationteacherwilldevelopatransitionplantohelpthechildgainknowledgeandskillsabouttheirnewschoolenvironment.Forexample,forastudentidentifiedwithAutism,his/herSCASDspecialeducationteacherwoulddevelopasocialstorythatincludesphotosofnewteachers,therapists,principal,nurse,secretary,andsoon,alongwithwhattheschooldaywilllooklikeforthatstudent.ThesetypesoftransitionsupportsareindividualizedanddevelopedbytheIEPteam,andimplementedpriortothestartoftheschoolyearbytheSCASDspecialeducationteacher.Foradditionalinformationonourkindergartenprogrammingandthetransitionprocessforallstudents,pleasevisitthelinkbelow.http://www.scasd.org/site/Default.aspx?PageID=13

MaterialsandResources

DescriptionofMaterialsandResources


MaterialandResourcesCharacteristics StatusAlignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills Developing

Arobustsupplyofhighqualityalignedinstructionalmaterialsandresourcesavailable Developing

Accessibilityforstudentsandteachersiseffectiveandefficient DevelopingDifferentiatedandequitablyallocatedtoaccommodatediverselevelsofstudentmotivation,performanceandeducationalneeds Developing

ProvideexplanationforprocessesusedtoensureAccomplishment.

Thedistrictisfocusedondifferentiation.Thiswillrequireshiftingenergiesandresourcestobesurethatallstudentsaredemonstratingachievementgrowth.ByindicatingDevelopinginallareasshowsthedistrict'sbeliefincontinuousimprovement.

Explanationforanyrowchecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:

AllareasareatthedevelopingstageasindciatedbyourK-12curriculumdevelopmentcycle,whichincludesresourceallocation.

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MiddleLevel








HighSchoolLevel

MaterialandResourcesCharacteristics Status

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Alignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills Developing







SASIncorporation


Standards Status

ArtsandHumanities

Implementedinlessthan50%of

districtclassrooms

CareerEducationandWork


districtclassrooms

CivicsandGovernment


districtclassrooms



districtclassrooms



districtclassrooms

PACoreStandards:Mathematics


districtclassrooms

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Economics


districtclassrooms

EnvironmentandEcology


districtclassrooms

FamilyandConsumerSciences


districtclassrooms

Geography


districtclassrooms

Health,SafetyandPhysicalEducation


districtclassrooms

History


districtclassrooms

ScienceandTechnologyandEngineeringEducation


districtclassrooms

AlternateAcademicContentStandardsforMath


districtclassrooms

AlternateAcademicContentStandardsforReading


districtclassrooms

AmericanSchoolCounselorAssociationforStudents


districtclassrooms

EarlyChildhoodEducation:Infant-Toddler→SecondGrade


districtclassrooms

EnglishLanguageProficiency


districtclassrooms

InterpersonalSkillsImplementedinlessthan50%of

district

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classrooms

SchoolClimate


districtclassrooms

Furtherexplanationforcolumnsselected"

ProfessionaldevelopmentisongoingfortheuseoftoolssuchasSAS.OtherassessmenttoolsareemployedatthislevelwithnotalldirectlyalignedtoSAS.


Standards Status

ArtsandHumanities


districtclassrooms



districtclassrooms

CivicsandGovernment


districtclassrooms



districtclassrooms



districtclassrooms



districtclassrooms

Economics


districtclassrooms



districtclassrooms



districtclassrooms

Geography Implementedin

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lessthan50%ofdistrict

classrooms



districtclassrooms

History


districtclassrooms



districtclassrooms



districtclassrooms



districtclassrooms



districtclassrooms



districtclassrooms

InterpersonalSkills


districtclassrooms

SchoolClimate


districtclassrooms


ProfessionaldevelopmentisongoingfortheuseoftoolssuchasSAS.OtherassessmenttoolsareemployedatthislevelwithnotalldirectlyalignedtoSAS.Thesetools,suchasMAPfromNWEAprovidesimliarformativeinformation.AdoptingCDTsatthesegradelevelswillbeconsideredinthefuture.WiththismovetherewillbeadirectconnectiontoSAS.

MiddleLevel

Standards Status

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ArtsandHumanities


districtclassrooms



districtclassrooms

CivicsandGovernment


districtclassrooms



districtclassrooms



districtclassrooms



districtclassrooms

Economics


districtclassrooms



districtclassrooms



districtclassrooms

Geography


districtclassrooms



districtclassrooms

History


districtclassrooms

ScienceandTechnologyandEngineeringEducationImplementedin50%ormoreof

district

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classrooms



districtclassrooms



districtclassrooms



districtclassrooms



districtclassrooms

InterpersonalSkills


districtclassrooms

SchoolClimate


districtclassrooms

WorldLanguage


districtclassrooms


ProfessionaldevelopmentisongoingfortheuseoftoolssuchasSAS.OtherassessmenttoolsareemployedatthislevelwithnotalldirectlyalignedtoSAS.Thesetools,suchasMAPfromNWEAprovidesimliarformativeinformation.CDTsarecurrentlyinusestartingingrade7.Considerationisbeinggiventousingthistoolat6thgradeinfutureyears.ThiswillprovideatighterconnectiontoSAS.

HighSchoolLevel

Standards Status

ArtsandHumanities


districtclassrooms



districtclassrooms

CivicsandGovernment Implementedinlessthan50%of

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districtclassrooms



districtclassrooms



districtclassrooms



districtclassrooms

Economics


districtclassrooms



districtclassrooms



districtclassrooms

Geography


districtclassrooms



districtclassrooms

History


districtclassrooms



districtclassrooms



districtclassrooms



districtclassrooms

AmericanSchoolCounselorAssociationforStudents Implementedin

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lessthan50%ofdistrict

classrooms



districtclassrooms

InterpersonalSkills


districtclassrooms

SchoolClimate


districtclassrooms

WorldLanguage


districtclassrooms


ProfessionaldevelopmentisongoingfortheuseoftoolssuchasSAS.ThecoresubjectareasarefurtheraheadintheiruseofSAS.Withprofessionaldevelopmentfocusingonformativeassessmentdevelopmentanduse,toolssuchasSASwillfindgreateruseintheinstructionalplanningofallteachers.

ProfessionalEducation

CharacteristicsDistrict’sProfessionalEducationCharacteristics EEP EEI ML HSEnhancestheeducator’scontentknowledgeintheareaoftheeducator’scertificationorassignment. X X X X

Increasestheeducator’steachingskillsbasedoneffectivepracticeresearch,withattentiongiventointerventionsforstrugglingstudents.

X X X X

Increasestheeducator'steachingskillsbasedoneffectivepracticeresearch,withattentiongiventointerventionsforgiftedstudents.

X X X X

Provideseducatorswithavarietyofclassroom-basedassessmentskillsandtheskillsneededtoanalyzeandusedataininstructionaldecisionmaking.

X X X X

Empowerseducatorstoworkeffectivelywithparentsandcommunitypartners. X X X X

District’sProfessionalEducationCharacteristics EEP EEI ML HSProvidestheknowledgeandskillstothinkandplan X X X X

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strategically,ensuringthatassessments,curriculum,instruction,staffprofessionaleducation,teachingmaterialsandinterventionsforstrugglingstudentsarealignedtoeachother,aswellastoPennsylvania’sacademicstandards.Providestheknowledgeandskillstothinkandplanstrategically,ensuringthatassessments,curriculum,instruction,staffprofessionaleducation,teachingmaterialsandinterventionsforgiftedstudentsarealignedtoeachother,aswellastoPennsylvania'sacademicstandards.

X X X X

Providesleaderswiththeabilitytoaccessanduseappropriatedatatoinformdecisionmaking. X X X X

Empowersleaderstocreateacultureofteachingandlearning,withanemphasisonlearning. X X X X

Instructstheleaderinmanagingresourcesforeffectiveresults. X X X X

Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.

Thedistricthasasixphasecurriculumdevelopmentcycle.Eachphasehaskeycomponentstoenhancetheimplementationofthecurriculumfromresearchtocurriculumwritingtoprofessaiondevelopmentandevaluation.Asnewcurriculumisenacted,professionaldevelopmentisprovidedtosupportinstructionalstrategies,includingtheintegrationofinstrutionaltechnologytosupportstudentlearning.Inaddition,thedistrictcontinuesitsworkwithsupportingdataliteracy,especiallyasitrelatestothecurriculumthroughtheuseofinstructionalcoaches,instructionaltechnologycoaches,contentcoordinators,andprofessionallearningcommunities.


Allstrategiesareselectedandwillbeincorporated.

EducatorDisciplineAct126,71Provideseducatorswithmandatedreportertraining,totaling3hours,every5yearsasoutlinedinAct126.

QuestionsTheLEAhasconductedtherequiredtrainingon:4/15/2015Educatorsparticipateinthistrainingonvariousdatestotaling3hoursevery5yearsforallcurrentandnewemployeeswillcompletethetrainingwhenhired.TheLEAplanstoconducttherequiredtrainingonapproximately:8/1/2016Allnewemployeeswillcompletethisonlinecourse.Provideseducatorswithfour(4)hoursofprofessionaldevelopmentinyouthsuicideawarenessandpreventioneveryfive(5)yearsforprofessionaleducatorsingradessixthroughtwelveasoutlinedinAct71.

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QuestionsTheLEAhasconductedthetrainingon:8/1/2016Allcurrentprofessionaleducatorsofgrades6-12completedfourhoursoftrainingviaanonlinecourse.TheLEAplanstoconductthetrainingonapproximately:8/1/2016Allnewemployeescompletethiscourseduringtheirfirstyearasanewemployee.Provideseducatorswithfour(4)hoursofprofessionaldevelopmenteveryfive(5)yearsforprofessionaleducatorsthatareteachingthecurriculuminwhichtheChildExploitationAwarenessEducationprogramisincorporatedasoutlinedinAct71.

QuestionsNotApplicableforourschoolentity

StrategiesEnsuringFidelity

Checkedanswers• ProfessionalDevelopmentactivitiesarebasedupondetailedneedsassessmentsthat

utilizestudentassessmentresultstotargetinstructionalareasthatneedstrengthening.• Usingdisaggregatedstudentdatatodetermineeducators’learningpriorities.• ProfessionalDevelopmentactivitiesarebasedupondetailedneedsassessmentsthat

utilizestudentassessmentresultstotargetcurricularareasthatneedfurtheralignment.

• ProfessionalDevelopmentactivitiesaredevelopedthatsupportimplementationofstrategiesidentifiedinyouractionplan.

• Clearexpectationsintermsofteacherpracticeareidentifiedforstaffimplementation.• Animplementationevaluationiscreated,baseduponspecificexpectationsrelatedto

changesinteacherpractice,whichisusedtovalidatetheoveralleffectivenessoftheprofessionaldevelopmentinitiative.

• TheLEAhasasystemicprocessthatisusedtovalidatewhetherornotprovidershavethecapacitytopresentqualityprofessionaldevelopment.

• Administratorsparticipatefullyinallprofessionaldevelopmentsessionstargetedfortheirfaculties.

• EveryProfessionaldevelopmentinitiativeincludescomponentsthatprovideongoingsupporttoteachersregardingimplementation.

• TheLEAhasanongoingmonitoringsysteminplace(i.e.walkthroughs,classroomobservations).

• ProfessionalEducationisevaluatedtoshowitsimpactonteachingpracticesandstudentlearning.



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Professionaldevelopmentisreviewedeachyear.Thereisamixofongoinginitiativesthatallteachersattend(suchasReadingApprenticeship)andalsoawidearrayofchoicethatisresponsivetotheuniqueneedsofindividualeducators.Recently,thedistrictbeganusinga"tradeday"concept.Teacherscanearnupto6hoursof"tradetime"throughapprovedprofessionaldevelopment.Everysessionisevaluatedbytheattendees.Thisinformationisusedtoadaptandchangetheindividualsession,eliminateunproductivesessions,andtodevelopnewsessions.Professionaldevelopmentisalsoprovidedwitheachcurriculuarareaasitisrevisedbyusinginstuctionalcoaches,instructionaltechnologycoaches,andcontentcoordinators.Administratorsensuretheeffectiveimplementationofcurriculumandinstructionalstrategies.


Allstrategieswereselected.

InductionProgram

Checkedanswers• Inducteeswillknow,understandandimplementinstructionalpracticesvalidatedby

theLEAasknowntoimprovestudentachievement.

• Inducteeswillassignchallengingworktodiversestudentpopulations.

• InducteeswillknowthebasicdetailsandexpectationsrelatedtoLEA-wideinitiatives,practices,policiesandprocedures.

• Inducteeswillknowthebasicdetailsandexpectationsrelatedtoschoolinitiatives,practicesandprocedures.

• Inducteeswillbeabletoaccessstatecurriculumframeworksandfocuslessondesignonleadingstudentstomasteryofallstateacademicstandards,assessmentanchorsandeligiblecontent(whereappropriate)identifiedintheLEA'scurricula.

• InducteeswilleffectivelynavigatetheStandardsAlignedSystemwebsite.

• InducteeswillknowandapplyLEAendorsedclassroommanagementstrategies.

• Inducteeswillknowandutilizeschool/LEAresourcesthatareavailabletoassiststudentsincrisis.

• Inducteeswilltakeadvantageofopportunitiestoengagepersonallywithothermembersofthefacultyinordertodevelopasenseofcollegialityandcamaraderie.

• Aprimarygoalofthedistrictinductionprogramistoestablishamindsetofcontinuouslearningbyallparticipants.

Uncheckedanswers

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None.


Theinductionprogramisevaluatedeachyear.Thisoccursthroughsurveysandfocusgroups.Allstakeholdersprovideinput.Thisincludesinductionleaders,inductees,andmentors.


Alllstrategieswereselected.

NeedsofInductees

Checkedanswers• Frequentobservationsofinducteeinstructionalpracticebyacoachormentorto

identifyneeds.

• Frequentobservationsofinducteeinstructionalpracticebysupervisortoidentifyneeds.

• Regularmeetingswithmentorsorcoachestoreflectuponinstructionalpracticetoidentifyneeds.

• StudentPSSAdata.

• StandardizedstudentassessmentdataotherthanthePSSA.

• Classroomassessmentdata(Formative&Summative).

• Inducteesurvey(local,intermediateunitsandnationallevel).

• Reviewofinducteelessonplans.

• Reviewofwrittenreportssummarizinginstructionalactivity.

• Submissionofinducteeportfolio.

• Knowledgeofsuccessfulresearch-basedinstructionalmodels.

• Informationcollectedfrompreviousinductionprograms(e.g.,programevaluationsandsecond-yearteacherinterviews).



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Theinductionprogramismonitoredinitseffectivenesseachyearthroughsurveyorfocusgroupconversation.Buildingprincipalsalsotakeonresponsibilitytoensurethatnewteachersaredevelopingandgrowingwithintheprofession.

Provideabriefexplanationforstrategiesnotselectedandyourplantoaddresstheirincorporation.

Allstragtegieswereselected.

MentorCharacteristics

Checkedanswers• Poolofpossiblementorsiscomprisedofteacherswithoutstandingworkperformance.• Potentialmentorshavesimilarcertificationsandassignments.• Potentialmentorsmustmodelcontinuouslearningandreflection.• PotentialmentorsmusthaveknowledgeofLEApolicies,proceduresandresources.• Potentialmentorsmusthavedemonstratedabilitytoworkeffectivelywithstudentsand

otheradults.• Potentialmentorsmustbewillingtoacceptadditionalresponsibility.• Mentorsmustcompletementortrainingorhavepreviousrelatedexperience(e.g.,

purposeofinductionprogramandroleofmentor,communicationandlisteningskills,coachingandconferencingskills,problem-solvingskillsandknowledgeofadultlearninganddevelopment).

• Mentorsandinducteesmusthavecompatibleschedulessothattheycanmeetregularly.



Theinductionprogramandtheprocessforselectingandthecriteriaformentoringisreviewedeachyear.Curriculumdirectorstakeontheresponsibilityforleadinginductionandhelpingtoprovidetoolsformentors.Buildingprincipalsselectmentorsbasedontheprescribedcriteria.

Providebriefexplanationforcharacteristicsnotselectedandhowyouplantoaddresstheirincorporation.

Allcharacteristicswereselected.

InductionProgramTimeline

Topics Aug-Sep

Oct-Nov

Dec-Jan

Feb-Mar

Apr-May

Jun-Jul

CodeofProfessionalPracticeandConductforEducators X

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Assessments X BestInstructionalPractices X X X X X SafeandSupportiveSchools X X Standards X X X X X Curriculum X X X X X Instruction X X X X X AccommodationsandAdaptationsfordiverselearners X X X X X

Datainformeddecisionmaking X X X X X MaterialsandResourcesforInstruction X X XIfnecessary,providefurtherexplanation.

Theinductionprogramhasthreeprimarygoals:1.Establishingadispositionforcontinuouslearning2.Introductiontothecurriculumandpedagogicalpractices3.Orientationtothedistrict

MonitoringandEvaluatingtheInductionProgram

IdentifytheproceduresformonitoringandevaluatingtheInductionprogram.

Theinductionprogramisevaluatedeachyear.Thisoccursthroughmonitoriingtheperformanceofournewteachersviaourdistrict'steachersupervisionandevaluationprocess.Specifically,theevidencedbasedperformanceevaluationsarereviewedbyboththerespectiveteachers'principalsandthedistrictleveladministratorswholeadourinductionprogram.Additionally,weutilizeformativefeedbackfrominvolvedstakeholders(inductees/new&mentorteachers)viasurveysandfocusgroups.Allstakeholdersprovideinput.Thisincludesinductionleaders,inductees,andmentors.

RecordingProcess

Identifytherecordingprocessforinducteeparticipationandprogramcompletion.(Checkallthatapply)Checkedanswers

• Mentordocumentshis/herinductee'sinvolvementintheprogram.

• Adesignatedadministratorreceives,evaluatesandarchivesallmentorrecords.

• School/LEAmaintainsaccuraterecordsofprogramcompletionandprovideacertificateorstatementofcompletiontoeachinducteewhohascompletedtheprogram.

• LEAadministratorreceives,tallies,andarchivesallLEAmentorrecords.

• CompletionisverifiedbytheLEAChiefExecutiveOfficerontheApplicationforLevel2Certification.

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UncheckedanswersNone.

SpecialEducation

SpecialEducationStudentsTotalstudentsidentified:755

IdentificationMethod

IdentifytheDistrict'smethodforidentifyingstudentswithspecificlearningdisabilities.

Beginningwiththe2010/2011schoolyear,alleightSCASDelementarybuildingsgainedapprovalfromPDEtouseResponsetoInstructionandIntervention(RtII)forSLDDeterminationinReadingforK-3.Alleightelementaryschoolshaverecentlyreappliedforapprovalinaccordancewiththeevery6yearcertificationrequirementfromPDE.RtIIattheK-3levelhasbeenverysuccessfulinprovidingat-riskstudentswithinterventionstheyneedtobesuccessfulandclosethegap.RtIIisnowanintegralpartofourcultureandeachyearwecontinuetorefineourprocesstoprovideaproactiveapproachtomeetingtheneedsofat-risklearners.IntheSCASD,theschoolpsychologistsandadministratorshaveattendedtrainingsessions(PaTTAN,IU,ASPandNASP)outliningthePAGuidelinesforSLDidentification.TheseguidelinesareusedfortheidentificationofastudentwithaSpecificLearningDisabilityK-12.TheschoolpsychologistsprovideongoingworkshopsforthetrainingofelementarystaffontheprocessandcriteriaforidentificationofaSpecificLearningDisabilityusingourPDEapprovedRtIImodel.TheuseofRtIIfortheidentificationofstudentswithaSpecificLearningDisabilityinreadingK-3willcontinuetobeutilizedforthedurationofthisplan.Atthesametime,wecontinueexploringthepossibilityofexpandingits'usetoadditionalelementarygrades.MDEteamsdeterminewhetherachildexhibitsapatternofstrengthsandweaknessesrelativetointellectualabilityasdefinedbyaseverediscrepancybetweenintellectualabilityandachievementrelativetoageorgradefortheidentificationofstudentswithaSpecificLearningDisability(SLD)inreadinggrades4-12andforallothereligibledisabilitycategories.RtIIBuildingTeammeetingsareheld3timesayeartoreviewthedatafromanentiregrade-level,todiscussastudent’sresponsetoinstructionandintervention(RtII),andtodeterminewhethertheinterventionswereappropriateanddeliveredwithfidelityandintegrity.GradeLevelDataTeamsmeetmonthlyandreviewdatafromStrategicMonitoringaswellastheProgressMonitoringdata,whichisreviewedatleastbiweeklybytheinterventionist(s).Thesemeetingsmaybescheduledbasedonthedataandnotjustatscheduledtimes.Whenreviewingthedataofastudent'sresponsetointervention,thestaffoftheGradeLevelDataTeam:(a)examinethedevelopmentofskillsovertime,(b)examinetherate/slopeofthestudent’sresponsetotheintervention(s),and(c)discusstheamount

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andintensityofresourcesthatmaybenecessarytocreateorsustainapositiveresponse.Studentswhoarenon-respondersarereferredtotheBuildingLevelDataTeamwherethestudent’sperformancelevelasindicatedbythebenchmarkdatacollection,themedianofthefinalthreeprogressmonitoringdatapoints,andotherassessmentdataisreviewedleadingtothedevelopmentofindividualgoalsandresearch-basedinterventionsidentifiedtoamelioratethetargetskill(s)/deficit(s).Theneedforanyadditionalmeetingsandassessmentsisdiscussedandestablishedasnecessary.Thestudent’srateofincrease(orslope)iscomparedtothestudent’sclassroom,gradelevel,andnationalnormativeratesofincreasetodetermineifitissufficienttoattaintheexpectedlevelofachievement.Ifthestudent’srateofincreaseislessthan2timestheexpectedrateofincrease(EROI)thenitisconsideredtobeinsufficienttoclosetheachievementgap.Tobeconsideredforapossiblelearningdisability,a2timesdeficientexpectedrateofincreasemustbepresent.FurtherDecisionRulescanbefoundinAppendixAonpage14intheSCASDRtIImanuallocatedonthedistrictwebsiteunderAcademics.Aspartofeveryevaluationprocess,dataarecollectedfromparentsregardingmedicalstatus(e.g.,vision,hearing,orothermedicalconditionsthatcouldimpactlearning),theprimaryhomelanguage,andanysocial/emotionalorbehavioralconcerns.Additionally,theschoolnurseprovidesinformationregardingthemedicalstatusofthestudentwithanyconcernsforhowitmayimpactlearning.Cumulativefilesareconsultedasacheckonhomelanguagestatus.Classroomobservationsareconducted,alongwithteacherinterviewstoruleoutsocial/emotional,speech/language,orbehavioralconcerns.Finally,datafromongoingfidelitychecksaregatheredontheassessments,aswellascoreprogramming,Tier2andTier3interventionstoruleoutpossiblelackofeffectiveinstruction.

Enrollment

ReviewtheEnrollmentDifferenceStatus.Ifnecessary,describehowyourdistrictplanstoaddressanysignificantdisproportionalities.

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

ThemostrecentSpecialEducationDataReportavailableisfrom2014-2015.Therearenoareasofsignificantdisproportionality.

Non-ResidentStudentsOversight

1. HowdoestheDistrictmeetitsobligationunderSection1306ofthePublicSchoolCodeasthehostDistrictateachlocation?

2. HowdoestheDistrictensurethatstudentsarereceivingafreeappropriatepubliceducation(FAPE)intheleastrestrictiveenvironment(LRE)?

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3. WhatproblemsorbarriersexistwhichlimittheDistrict'sabilitytomeetitsobligationsunderSection1306ofthePublicSchoolCode?

TherearenofacilitiesunderSection1306ofthePublicSchoolCodeintheStateCollegeAreaSchoolDistrict.IntheeventthatafacilitymovesintotheStateCollegeAreaSchoolDistrict,thedistrictwillfullycomplywiththerequirementsofIDEA2004andPAChapter14tomeetitsobligationsunderSection1306ofthePublicSchoolCode.Ifafacilityprovidingservicesto1306studentsweretomoveintotheSCASD,wewouldfollowthestateguidelinesbelow.EducationalProgramsforStudentsin"Non-Educational"Placements22Pa.CodeSection14.102(a)(2)(xiii)HOSTSCHOOLDISTRICTRESPONSIBILITIESUnderSection1306ofthePennsylvaniaSchoolCode,thehostschooldistrict(theschooldistrictwherethechildren’sinstitutionisphysicallylocated)isrequiredtoallowanonresidentstudentinachildren'sinstitutiontoattendthepublicschoolsofthehostschooldistrictuntilthestudentreceivesadiplomaorcompletestheschoolterminwhichtheyturn21.Thehostdistrictisresponsibleforprovidingtheeducationalprogramforstudents,includingstudentswithdisabilitieswhoareplacedinthatfacility,andforensuringtheprovisionofa“freeappropriatepubliceducation”foreligiblechildrenwithIndividualizedEducationPrograms(IEPs)inaccordancewiththeIndividualswithDisabilitiesEducationAct(IDEA)andfor“qualifiedhandicappedstudents”withServiceAgreementsinaccordancewith§504oftheRehabilitationActof1973and22PACodeChapter15.Thehostschooldistrictcannotrefusetoeducateastudentinaregularorspecialeducationprograminaregularpublicschoolunless1)acourtorderrequiresthatthechildbeeducatedattheresidentialfacility;2)acurrentIEPandNOREP,oraserviceagreementunder22PACodeChapter15,requiresadifferentplacement;3)thechildiscurrentlyexpelledfromhisorherlasteducationalplacementduetoaweaponsoffense(see,24P.S.§13-1317.2(e.1))or4)thestudentisinan“interimalternativeeducationalsetting”andplacedinaccordancewiththeIDEA(see,34C.F.R.§300.530(c),(d)(5),and(g).Studentsmaynotbepresumptivelyassignedtoalternativeeducationprogramsfordisruptiveyouth;suchplacementsmustbemadeinaccordancewithfederalandstatedisciplinaryprotectionsreferencedintheBECs;(1)AlternativeEducationforDisruptiveYouth(http://www.education.state.pa.us/portal/server.pt/community/purdon%27s_statutes/7503/alternative_education_for_disruptive_youth/507342),and(2)EnrollmentofStudents(http://www.education.state.pa.us/portal/server.pt/community/purdon%27s_stat

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utes/7503/enrollment_ofstudents/507350).ForachildwithadisabilitywithanIEPorServiceAgreement,whennotprohibitedbycourtorder,thehostdistrictmustconsidertheeducationalplacementoptionstoeducatethestudentinthehostdistrict’spublicschools.IfthehostdistrictandparentthroughtheIEPorServiceAgreementprocessdeterminethatanalternativeeducationalsettingwillappropriatelyaddressthestudent’seducationalneeds,thehostschooldistrictisresponsibleforprovidingthestudentwithaFreeAppropriatePublicEducation(FAPE)andanyneededspecialeducationorservicesconsistentwith22PACodeChapter14andtheIDEAorwith22PACodeChapter15and§504oftheRehabilitationAct.ForstudentseligibleforservicesunderChapter14,thismeansthehostschooldistrictisresponsibleformakingdecisionsregardingthegoals,speciallydesignedinstruction,andeducationalplacementforeachstudentthroughtheIEPTeamprocess.Similarly,thehostschooldistrictisresponsibleforconferringormeetingwiththefamilyandfordevelopingaServiceAgreementfora“qualifiedhandicappedstudent”pursuanttoChapter15.ChildFindResponsibilityInadditiontoensuringthatanappropriateeducationalprogramisprovided,thehostschooldistricthasChildFindresponsibilityforchildren“thought-to-be”eligibleforspecialeducationservicesand/oraccommodationswithinthehostschooldistrict’sjurisdiction.Thisresponsibilityincludeslocating,identifying,andevaluatingall§1306studentswithsuspecteddisabilities,includingbutnotlimitedtoevaluatingstudentsforwhomarequestforanevaluationhasbeenmade.InfulfillingtheChildFindobligation,thehostschooldistrictcannotrelyentirelyoninformationfromthefacility,butmustmakeindependenteffortstoascertainwhethereligiblestudentsarepresent.IfahostschooldistrictsuspectsthatachildmaybeeligibleforspecialeducationorforaServiceAgreementunder22PACodeChapter15,thehostdistrictmustseekinformedconsenttoinitiateevaluationproceduresfromanindividualwhomeetsthedefinitionofparentintheIDEA,asurrogateparentappointedbythehostdistrict,orapersonappointedbyacourttoprovidesuchconsent.Ifachildwhois“handicapped”underSection504orisidentifiedbyaschooldistrictasthought-to-bedisabledandinpossibleneedofspeciallydesignedinstructionunderIDEAandChapter14,thehostschooldistrictshouldprocedurallymoveforwardwithaspecialeducationevaluationunderIDEAandChapter14.Oneindicationthatachildisthoughtto-be-eligiblemayincludeadeterminationbythehostdistrict,parent,oraprofessionalthatthechild’seducationalneedscannotbemetinaregularpublicschoolsetting.ForchildrensuspectedasIDEAeligiblestudents,thehostdistrictisresponsibleformaintainingcontactwiththestudent’sdistrictofresidenceforthepurposeofkeepingthedistrictofresidenceinformedofitsplansforeducatingthestudentand

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seekingtheadviceofthatdistrictwithrespecttothestudent.EducationalDecision-makersIfneithertheparentofachildwhoiseligibleorthought-to-be-eligibleforspecialeducationnoranindividualwhomeetsthedefinitionofparentintheIDEAcanbelocated,thehostdistrictmustappointasurrogateparent.TransferringStudentsDuringthe§1306student’stenureinthechildren’sinstitution,thehostschooldistrictmustensurethat:allstudentshaveaccesstoeducation;studentswithdisabilitiesreceiveFAPEinaccordancewiththeirIEPsorServiceAgreements;andallmandatedproceduralprotectionsareprovided.HostanddistrictofresidencemayagreeinwritingtoadifferentarrangementforthedivisionofeducationalandproceduralresponsibilitiesforstudentsidentifiedasIDEAeligible,buttheymustreceiveapprovalbyPDEafternoticetoandanopportunityforcommentbytheparentsofthestudentIfthestudenthasanIEPfromthepreviousschooldistrict,thehostschooldistrictmustwithoutdelayconveneanIEPmeetingtodeterminewhetherthechild’sIEPshouldberevised,whetherthestudentcanbeeducatedinthepublicschoolsofthehostdistrict,orwhethersomeotherplacementoptionisappropriateforthechild.Ifthechild’sparentcannotattendtheIEPmeetinginperson,thehostschooldistrictmusttakestepstoensurethattheparentsareincludedintheIEPmeeting,includinginformingparentstheycanparticipatethroughateleconferencecallorotherappropriatemeansinthesamewaythehostschooldistrictwouldfacilitatetheparticipationoftheparentsofitsresidentchildren.UntilanewIEPisdevelopedforthechildbytheIEPteamincludingtheparent,thechildmustreceiveservicescomparabletothoseintheexistingIEP.Thehostdistrictisresponsibleformonitoringtheeducationalprogressandreviewingeducationalservicesforthestudentonacontinuousbasisandatleastasoftenasreportcardsareissued.Thehostschooldistrictisalsoresponsibleformaintainingcontactwiththeresidentschooldistrictwithrespecttothestudent’splacementandprogress.Theparentandthehostdistrictshould,iffeasible,makeadecisionastotheappropriateeducationalplacementofthechildbeforethestudentarrivesatthefacility.However,inanycase,thestudentmustbeattendingaschoolprogramwithinfiveschooldaysofthestudent’sadmissiontotheinstitution.Iftheinformationoranindividualnecessarytomakeaninformeddecisionabouttheappropriateeducationalplacementofthechildisnotavailablewithinthe5-dayperiod,andiftheparentagrees,thehostschooldistrictcanarrangefororauthorizethechild’seducationataschoolprogramlocatedatthefacilityuntilthehostdistrictandparentcanmakeaformaldecisionregardingthestudent’seducational

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placement.Ifnoparentcanbeidentified,thechildcantemporarilybeeducatedatthefacilityifthereisaclinicalrecommendationthatthechildshouldnotattendpublicschool.Ineithercase,thefinaldecisionregardingthechild’seducationplacementmustbemadewithoutdelay.Inordertofacilitateasmoothtransition,iftheresidentialfacilityprovidesnoticethatastudentistobereleasedfromthefacility,thehostdistrictshouldattempttoworkwiththeresidentschooldistricttoprepareforthestudent’sdischargefromtheinstitutionatleast2weekspriortothestudent’splanneddischargefromtheresidentialprogram,ifpossible.If,insteadofreturninghome,thestudentismovingtoaresidentialfacilityinanotherschooldistrict,thesecontactsshouldbemadewiththenewhostdistrict.Inmakingadecisionaboutwheretoeducateastudent,considerationshouldbegiventothecoursesthatwouldbeavailabletothechildintheproposedprogram,thequalificationsofthestaff,theprogram’sabilitytoprovideFAPEandcomplywiththeotherrequirementsofIDEAandChapter14or§504oftheRehabilitationActandChapters15or16ofTitle22ofthePennsylvaniaCode(asapplicabletotheindividualchild),andwhethertheprogramwillpreparethestudenttomeetanyapplicablepromotionand/orgraduationrequirements.

IncarceratedStudentsOversight

DescribethesystemofoversighttheDistrictwouldimplementtoensurethatallincarceratedstudentswhomaybeeligibleforspecialeducationarelocated,identified,evaluatedandwhendeemedeligible,areofferedafreeappropriatepubliceducation(FAPE).

TherearenoprisonfacilitieswithintheStateCollegeAreaSchoolDistrict.TheStateCollegeAreaSchoolDistrictfullycomplieswiththerequirementsofIDEA2004andPAChapter14regardingtheidentification,evaluation,placementandprovisionofspecialeducationservicestoalleligibleschoolageindividualswhohavebeenincarcerated.OncetheStateCollegeAreaSchoolDistrictisinformedofstudentsinanincarcerationfacility,thedistrictforwardstothefacilitytheeducationalrecordsincludingthemostrecentevaluation/reevaluationreport,aswellastheIEP.Eligiblestudentsreceivespecialeducationwhentheyarechargedwithacriminaloffense,areawaitingtrial,andaftertheyareconvictedofacriminaloffense.

LeastRestrictiveEnvironment

1. DescribetheDistrictprocedures,whichensurethat,tothemaximumextentappropriate,childrenwithdisabilities,includingthoseinprivateinstitutions,are

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educatedwithnon-disabledchildren,andthatremovalfromtheregulareducationenvironmentonlyoccurswheneducationinthatsettingwithsupplementaryaidsandservices,cannotbeachievedsatisfactorily.

2. DescribehowtheDistrictisreplicatingsuccessfulprograms,evidence-basedmodels,andotherPDEsponsoredinitiativestoenhanceorexpandthecontinuumofsupports/servicesandeducationplacementoptionsavailablewithintheDistricttosupportstudentswithdisabilitiesaccessthegeneraleducationcurriculumintheleastrestrictiveenvironment(LRE).(ProvideinformationdescribingthemannerinwhichtheDistrictutilizessite-basedtraining,consultationandtechnicalassistanceopportunitiesavailablethroughPDE/PaTTAN,orotherpublicorprivateagencies.)

3. RefertoanddiscusstheSPPtargetsandthedistrict'spercentagesintheIndicator5section-EducationalEnvironments.AlsodiscussthenumberofstudentsplacedoutofthedistrictandhowthoseplacementsweredeterminedtoassurethatLRErequirementsaremet.

TheStateCollegeAreaSchoolDistrictprovidesafullcontinuumofserviceandsupportoptionsforstudentswithdisabilities.Thestartingpointonthecontinuumisthegeneraleducationcurriculumandprogramofferings.Accommodationsandmodificationstothegeneraleducationcurriculumaremadewhenappropriatetoalloweachstudenttoparticipateinthesegeneraleducationofferings.Supplementalaidesandservicesareprovidedaccordingtotheneedsidentifiedinastudent’sIndividualEducationPlantosupporthis/herparticipationandmeaningfuleducationalbenefitintheleastrestrictiveenvironment.Inaddition,LearningEnrichmentisanoptionavailabletoanystudentinneedofenrichmentand/oradvancementinageneraleducationprogram.Thedistricthasconsistentlydedicatedresourcestomaintainstudentswithdisabilitiesintheleastrestrictiveenvironment.ThisisevidencedbyourconsistentlyhigherthanstateaveragepercentageofstudentswithdisabilitiesingeneraleducationreflectedonIndicator5oftheStatePerformancePlanforEducationalEnvironments.SCASDmetallthreetargetedareas-SEInsideRegularClass80%67.9%,SEInsideRegularClasslessthan40%3.3%&SEinOtherSettings1.8%-accordingtothe2013/2014SpecialEducationDataReport.AframeworkusedtoassistIEPteamsinconsideringthefullrangeofsupplementaryaidsandservicesincludesfourcategoriesofsupplementaryaidsandservicesforconsideration:Collaborative,Instructional,Physical,andSocial-Behavioral.WithinthefourcategoriesIEPteamsmayemploytheuseofparaprofessionalsupport,itinerantin-classsupportbyprofessionalstaff,alternatematerialsandassistivetechnology,augmentativecommunicationdevices,collaboration,co-teaching,differentiatedinstruction,instructionaladaptations,responsetoinstructionandintervention(research-basedsupplementalmaterials),thematicunits,modifiedcurriculum,materialsandassessment,environmentalmodifications,socialskillstraining,schoolwidepositivebehaviorsupport,andindividualizedbehaviorsupportplans.thesearesomeofthesupplementalaidesandservicesprovidedtostudentssotheycanremaininthegeneraleducationenvironmentwiththeirnon-disabledpeers.TheIEPteam,withconsiderationofallappropriateSupplementalAidesandServices,remainsthevehiclethatguidesteammembersindevelopingleastrestrictiveplacementsforallchildrenwithdisabilities.Itisonlyafter

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exhaustingallthepossiblesupports,services,andaidesalongwithrigorousdocumentationanddatacollectionthatateamwouldbegintoentertainthepossibilityoftheneedtolookforanoutofdistrictplacement.Specifically,thereareseveralinitiativesoverthepastseveralyearsthathaveandaresupportingahighpercentageofstudentswithdisabilitiesinthegeneraleducationenvironment.TheCollaborativeTeachingInitiative(CTI)atthehighschoolandmiddleschool,KeystonePartnerships,ResponsetoInstructionandIntervention(RtII),theCompetentLearnerModel,theMembership,ParticipationandLearninginitiative,UniversalDesignforLearning,andSchoolWidePositiveBehaviorSupportinitiativeallsupportstudentswithdisabilitieswithparticipationinthegeneraleducationenvironment.CTIatthehighschoolisnowinitsfourteenthyearofcollaborationprovidingtwoadults-contentareateacherandaspecialeducationteacher,readingspecialist,PDSintern,orparaprofessional-providinginstructiontoasmall,heterogenousgroupofstudentsfromspecialeducation,at-risk,andnon-identifiedstudents.CTIhasevolvedtoberemarkablyeffectiveandsuccessfulaswellasanintegralpartofthecultureatthehighschool.Inthepastfiveyears,wehavebeenmovingthissamecollaborativeandcoteachinginitiativeintothemiddleschoolsforEnglishandmathematicswithverysimilarsuccessforstudents.AnotherveryexcitingandsuccessfulcollaborativeendeavoroccurswithinourResponsetoInstructionandIntervention(RtII)framework.In2005theStateCollegeAreaSchoolDistrictstartedontheroadtoplananddevelopanRtIImodelforreadingattheelementarylevel.OurprogresswiththeimplementationofResponsetoInstructionandInterventionattheelementarylevelnow;1)emphasizesuniversalscreeningofallstudentsK-3intheareaofreadingliteracyandinKformath2)makeseffectiveuseofallexistingresourcesincludingallstaffandservices3)assessesstudentstrengthsandweaknessesbasedonacademicperformanceinthegeneraleducationenvironment4)deliversresearch-basedearlyinterventionsinthegeneraleducationenvironmentthatarebasedonobservable,reliable,andmeasurableinformation5)frequentlyanddirectlymonitorsandchartsstudentresponsestoinstructionandinterventions6)de-emphasizescategoriesandlabelswhileencouragingcreativity,problemsolving,andproactivesupporttoat-riskstudentsTheCompetentLearnerModel(CLM)isanintegralpartofinstructioninourautisticsupportclassroomsthroughoutthedistrict.SCASDhasachievedfullaccreditationinOctober2012asaCLMsitefromTucciLearning,Inc.AllstudentswhohavebeenexposedtothisprogramandinvolvedwiththecurriculumhaveexperiencedthebenefitsofthestructuredscopeandsequenceofCLM.CLMenhancesthelivesofourstudentsthrougheducationandlifeskills,andtherepertoirespresentedintheCLMcurriculumprovideusawaytoachievethatgoalandpromotetheskillsnecessaryforstudentswithautismtoparticipateandbenefitfromtheireducationacrossenvironments.TheMembership,ParticipationandLearning(MLP):InclusivePracticesforStudentswith

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ComplexSupportNeedsstartedasathreeyearplandesignedtoprovidedistrictadministrators,teachersandfamilieswiththetrainingandsupportnecessarytodevelophighquality,individualizedinclusiveeducationalpracticesfortheirstudentswithcomplexsupportneeds.MLPstartedinoneofourelementaryschoolsandhasnowexpandedtoanotherelementaryschoolandoneofthemiddleschools.Trainingandtechnicalassistancewereprovidedbyteamsconsistingof:PaTTANconsultants;localIUTrainingandConsultative(TaC)staff,aswellasBSEAdvisers.Someofthegeneraloutcomesexperiencedinclude

·Studentswithcomplexsupportneedswillbeeffectivelyeducatedingeneraleducationclassroomsandsettingswithsupplementaryaidsandservicesandwillmreceivemeaningfuleducationalbenefit.

·Generalandspecialeducationteacherswillcollaboratetoprovidemeaningfuleducationalbenefittostudentswithcomplexsupportneedsingeneraleducationclassroomsandsettings.

·Schooladministratorswilldemonstrateleadershipskillsinstrumentalinpromotinganinclusiveschoolcommunity.

·Parentsarewelcomepartnerswithschooldistrictsinthesupportofinclusiveeducationfortheirchild.

·SchoolDistrictteamswillimplementplansforsustainabilityandexpansionofpractices.OverthenextseveralyearsUniversalDesignforLearning(UDL)willbemoreandmoreincludedasaframeworkinourcurriculumdevelopmentprocess.UDLfocusesondevelopingflexiblecurriculathatprovidesstudentswithmultiplewaysofaccessingcontent,multiplemeansofexpressingwhattheylearn,andmultiplepathwaysforengagingtheirinterestandmotivation.Curriculum,asdefinedintheUDLliterature,hasfourparts:instructionalgoals,methods,materials,andassessments.UDLisintendedtoincreaseaccesstolearningbyreducingphysical,cognitive,intellectual,andorganizationalbarrierstolearning,aswellasotherobstacles.UDLprinciplesalsolendthemselvestoimplementinginclusionarypracticesintheclassroomasUDLisaboutlookingfornaturalconnectionstowhatoneisalreadydoingthatcanhelpdiversifyinstruction.UDLisaboutstrategicthinkingandplanningwithallstudentsinmind.

BehaviorSupportServices

1. ProvideasummaryoftheDistrictpolicyonbehavioralsupportservicesincluding,butnotlimitedto,theschoolwidepositivebehaviorsupports(PBS).

2. Describetrainingprovidedtostaffintheuseofpositivebehaviorsupports,de-escalationtechniquesandresponsestobehaviorthatmayrequireimmediateintervention.

3. IfthedistrictalsohasSchool-BasedBehavioralHealthServices,pleasediscussit.

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BEHAVIORSUPPORTPOLICY

ThepolicyoftheSCASDistoadheretothespecialeducationregulationsdelineatedin22Pa.CodeChapter14asamendedandeffectivein2008.Theregulationsrequirethatbehaviorsupportprogramsandplansforstudentswithdisabilitiesarebasedonafunctionalbehavioralassessment(FBA).FollowinganFBA,IEPteamsdevelopaPositiveBehaviorSupportPlanforthestudent.PositiveBehaviorSupportPlansincludeavarietyoftechniquestodevelopandmaintainskillsthatwillenhanceanindividualstudent'sopportunityforlearningandself-fulfillment.Potentialcausesofbehaviorproblems,suchasphysicalormedicalconditions,environmentalfactors,staffingandprogramconcerns,shallbereviewedandaddressedpriortoandduringthedevelopmentofabehaviorsupportprogram.Foreacheligiblestudentoryoungchildwhoexhibitsbehaviorproblemswhichinterferewiththestudent'sabilitytolearn,includingstudentsidentifiedwithemotionaldisturbance,theIEPshallincludeprovisionsforaprogramofbehaviorsupportandmanagement.Positivemeasures(e.g.effectiveuseofattention,consistency,incentives,etc)ratherthanpunitiveornegativemeasures(e.g.ineffectiveuseofattention,lackofreplacementbehaviors,etc.)shallformthebasisofbehaviorsupportplans.Proactivemeasuresofpreventionofproblembehaviorswillbeutilized.Aversivetechniques,restraintsordisciplineproceduresmaynotbeusedasasubstituteforabehaviorinterventionprogram.Facultyandstaffaretrainedinpositivesupports,useofpositivereinforcement,de-escalation,andsafetechniquesandrisksassociatedwiththeuseofrestraint.Intheeventphysicalrestraintisrequiredtoensurethesafetyofthestudentand/orothers,safetechniquesareutilizedbytrainedstaff,theincidentisdocumented,theparent/guardianisnotifiedthedayoftheuseofrestraint,theofferisextendedtoconvenetheIEPteamwithin10days,andtherequiredinformationisrecordedintheRestraintInformationSystemCollection(RISC)within10daysoftheoccurrence.

PositiveBehavioralSupportcantargetanindividualoranentireschool.Byafocusonthestudent'sindividualneeds,situationalcontextsandoutcomesofbehavior,itispossibletodeterminetheaccuratefunctionsofthebehavior,maketheproblembehaviorlesseffectiveandefficient,andmakethedesiredbehaviormorefunctional.Thisofteninvolveschangingsystems,alteringenvironmentsandteachingnewskills,aswellasfocusingontheidentifiedtargetedbehaviorbehavior.FortheindividualthemostimportantpartfordevelopingaPBSistheFunctionalBehavioralAssessmentwhichrevealsinformationabouttheantecedents,consequences,andfrequencyofthepresentingbehavioraswellasanyco-occurringvariables.PBSplansneedtobeindividualized,data-basedandincludeproceduresformonitoring,evaluatingandreassessing.PBSaremosteffectivewhentheyaredeveloped

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collaboratively(teachers,parents,student,agencies,etc)andwithahighemphasisonthefidelityofimplementation.WhilePBScanbeveryeffectiveitcanoftenbeareactivemeasure.OnestrategytobemoreproactivewithPBSistoaddressanyconcernsschoolwideviaSchoolWidePositiveBehavioralSupports(SWPBS).

School-WidePBSistheapplicationofevidence-basedstrategies&systemstoassistschoolstodecreaseproblembehavior,increaseacademicperformance,increasesafetyandestablishpositiveschoolclimate.SWPBSaimstoprovideeffectiveenvironmentsinwhichpositivebehaviorismoreeffectivethanproblembehavior,isacollaborative,assessment-basedapproachtodevelopingeffectiveinterventionsforproblembehaviorandemphasizestheuseofpreventative,teaching,andreinforcement-basedstrategiestoachievemeaningfulanddurablebehaviorandlifestyleoutcomes.

ThedistrictusesSWPBSandPositiveBehavioralSupportinitsapproachtoaddressingthebehavioral,social,emotionalfunctioningofstudents,focusingonthedevelopmentofpositiveenvironments-safe,respectful,andresponsible-forallstudentsatalllevels.AttheelementaryleveleachschoolhasbeentrainedandsignedtheAssuranceagreementforthefidelityofimplementationofSWPBS.Inaddition,thedistrictemploysa“team”approach,InstructionalSupportTeams(IST)attheelementarylevel,CasingsTeamsatthemiddleschoollevelandPupilStudyteamsatthehighschool,thatfunctionasBehaviorSupportTeamswhenthetargetinquestionisbehavioral.Whenadditionalattentionisrequiredtheseteamswouldimplementincreasedindividualizedreinforcementschedules,behavioralcontracts,conductindividuallytailoredFunctionalBehavioralAssessments,and/orprovidecounselinggroupprograms.Atthislevelofinterventiontheplansarehighlyindividualized,datadrivenandfollowanRtIIframework.Coreteammemberscanincludeadministrator,behavioralspecialist,schooland/orclinicalpsychologist,counselor,teacherandinmanyinstancesparent/guardian.

TheStateCollegeAreaSchoolDistricthasinplacesince1993asystemforofferingIntegratedMentalHealth(IMH)services(formerlySchoolBasedMentalHealth),thebulkofwhichconsistsofreferral-baseddirectservicessuchasindividualassessment,referral,andintervention(individualandgroup)forchildrenandadolescents,andbehavioralconsultation(withteachers,counselors,specialeducationstaff,schoolpsychologists,andbuildingadministrators)onanasneededbasistargetingaspecificchildoremergingthemewithinthedistrict(e.g.,severeaggression,persistentinternalizingproblems,anddevelopmentaldisorders).ThecurrentIMHteamincludesdistrictrepresentativesfromspecialeducation,guidanceandcounselingstaff.Additionally,thecurrentIMHteamincludesCountyMentalHealth/MentalRetardationrepresentative(children’sservices/CASSPCoordinator),localCommunityMentalHealthCenter(CMHC)representatives(whichishousedwithinPennStatePsychologyDepartment),and

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representativesfromotherlocalprivatementalhealthproviders,mostnotablyMidStepChildDevelopmentCenterInc.andHomeNursingAgency.Duringagivenschoolyear,theteammeetsapproximatelyevery2weekstoreviewnewreferralsandprovideupdatesregardingactivecases.AdditionalinformationonourIntegratedMentalHealthservicescanbefoundontheSCASDwebpageunderStudentServices.

IntegratedMentalHealthservicesarecommittedtoensuringthatstudentsintheStateCollegeAreaSchoolDistricthaveaccesstocomprehensivementalhealthservicesandsupportsandthatthefamilyissupportedintheprocess.Servicesprimarilyincludeassessmentandevaluation,consultationandcollaboration,individualandgroupinterventions,andtargetedtrainings.Servicesprovidersincludepsychologists,therapists,counselors,primarycarephysiciansandotherswithanarrayofrelevantexpertise.Servicesstrivetobehighquality,strengthbased,developmentallysensitive,dataandevidencedriven,youthguidedandfamilydriven,andwillutilizeaninterdisciplinaryandsystemsapproach.IntegratedMentalHealthservicesmaybeavailabletostudents,families,andfaculty/staffintheStateCollegeAreaSchoolDistrict.

ForthedurationofthisplanourIMHsystemwillcontinuetheeffortsoftheSUMMITprojectwhichhadthegoaltoimprovestudents’accesstoacontinuumofmentalhealthservicesandsupportsfrompreventionthroughintervention,andtopromotecollaborationbetweenschool,communityagencies,families,andstudents.TheSUMMITisafederallyfundedtwoyearMentalHealthgrant.DuringthegrantSCASDhasbeenableto

• Createdistrictwidepoliciesandproceduresforaddressingthementalhealthneedsofstudents.

• Increaseknowledgeofmentalhealthpromotionstrategies,howmentalhealthimpactslearning,andtheimportanceofexpendedschoolmentalhealthservices.

• Establishstrongrelationshipsbetweenschoolandcommunitymentalhealthandchild-servingagencies

• Implementprocessesthatfacilitatecontinuousimprovementofservicesandsupportswhilefurtherincreasingaccess.

SCASDprovidesapartialhospitalizationprogramservingelementarystudents(HEARTS)andamiddlelevelAEDY(STRIDES)andahighschoollevelAEDY(RIT)program.Theseprogramsareprovidedinconjunctionwithacommunitymentalhealthprovider(HomeNursingAgency,Inc.).Therearealsoindividualandgroupsupportsofferedthroughthearrayofguidanceandspecialeducationpersonnelinthedistrict.Aswithmanydistrictsthroughoutthestate,thereareSBMHresourcesintheformofBHRSservices(i.e.TherapeuticStaffSupport,MobileTherapy,andBehaviorSpecialistServices),aswellasan

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arrayofcommunitysupportservicesinteractingwithstudents,families,andthedistrictonadailybasis(e.g.FamilyBased,FamilyPreservation/Reunification,DrugandAlcoholServices,JuvenileProbation,ChildrenandYouthServices,etc.).Theseprogramsandservicesareoftensignificantandcriticalresourcesforstudentsandfamilieswithinthedistrict.

IntensiveInteragency/EnsuringFAPE/HardtoPlaceStudents

1. IftheLEAishavingdifficultyensuringFAPEforanindividualstudentoraparticulardisabilitycategory,describetheproceduresandanalysismethodsusedtodeterminegapsinthecontinuumofspecialeducationsupports,servicesandeducationplacementoptionsavailableforstudentswithdisabilities.

2. Includeinformationdetailingsuccessfulprograms,services,educationplacementsaswellasidentifiedgapsincurrentprograms,services,andeducationplacementsnotavailablewithintheLEA.IncludeanoverviewofservicesprovidedthroughinteragencycollaborationwithintheLEA.

3. Discussanyexpansionofthecontinuumofservicesplannedduringthelifeofthisplan.

Atpresent,theschooldistrictisnothavingdifficultywithensuringFAPEforanindividualstudentoraparticulardisabilitycategory.Thedistrictoffersthefullcontinuumofservices,supports,andprogramstostudentswithdisabilitiesandwillcreatenewprogramsoracquirenewservicesandsupportsshouldtheneedarise.TheSCASDisawareofitsresponsibilitytocontacttheRegionalInteragencyCoordinator(RIC)currentlylocatedatPaTTANHarrisburgshouldtheneedariseregardingaquestionofaCordero-typeplacementchallenge.Oneexampleiswhenwesawtheneedacoupleofyearsagoinourautisticsupportclassroomsforamorecoordinatedandeducationallydevelopmentalapproachtoskillsacquisitionforourmorechallengedlearners,wepetitionedPaTTANtopartnerwithusintheimplementationoftheCompetentLearnerModel(CLM).Thispartnershipandinitiativeinourclassroomshasnotonlybeensuccessfulbutcontinuestoexpandintootherenvironmentswithinthedistrictinprovidingourstudentswiththenecessaryskillstosuccessfullyengageintheireducation.ThereareplansoverthenextseveralyearstoexpandCLM,MPLandSWPBStoadditionalclassrooms,gradesandschools.Thisisanew

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andexcitingintegrationofinitiativestopromotetheinclusionandsuccessofourstudents.TheStateCollegeAreaSchoolDistricthasalwaysmaintainedcollaborativerelationshipswithPaTTAN,IU10,countyagencies,privateproviders,adjoiningschooldistricts,nonpublicschoolsand,mostimportantly,parents,guardiansandstudents.FacultyandstaffaretrainedtocollaboratewithparentsandintrainingstudentsinStudent-ledIEPs.Thisparticularcollaborationiseffectiveinpromotingthedevelopmentofself-advocacyskillsforthestudentandinestablishingtheirrelationshipwiththeproviderstheymayneedfollowinggraduation.Theschooldistrictcommitsbothfinancialandstaffresourcestoworkcollaborativelywithlocalagenciestobettercoordinateservicesforeligiblechildren.ExamplesincludeEarlyInterventionTransition,IntegratedMentalHealth,StudentAssistanceProgram,CASSP,theTransitionCoordinatingCouncil,theArc,OfficeofVocationalRehabilitation,StrawberryFields,andtheOfficeofMentalHealthandIntellectualDisabilities.Duringeachschoolyearseveralactivitiesandprogramsdesignedtofacilitatethetransitionofstudentsfromschooltopostsecondaryprogramsoccur.Someactivitiesarecareerdays,aTransitionFair,presentationanddiscussoverlunchwithparents,postsecondaryinstitutionvisits,andsupportsprovidedincludingbutnotlimitedtojobcoaching,theLifeLinkApartmentTransitionLabandLifeLinkPSUprogram.

StrengthsandHighlights

Describethestrengthsandhighlightsofyourcurrentspecialeducationservicesandprograms.Includeinthissectiondirectionsonhowthedistrictprovidestrainingsforstaff,facultyandparents.

TheSpecialEducationDepartmentprovidesprogramsandservicesinaccordwiththeIndividualswithDisabilitiesEducationAct(IDEA2004)andPAChapter14SpecialEducationProgramsforstudentswithdisabilities.Astudentwithadisabilitymeansastudentwhoastheresultofamultidisciplinaryevaluationisdeterminedtomeetthecriteriainoneormoreofthefollowingcategories:intellectualdisability,ahearingimpairmentincludingdeafness,aspeechorlanguageimpairment,avisualimpairmentincludingblindness,seriousemotionaldisturbance,anorthopedicimpairment,autism,traumaticbraininjury,otherhealthimpairment,aspecificlearningdisability,deaf-blindness,ormultipledisabilitiesandwhoisdeterminedtoneedSpeciallyDesignedInstructionandrelatedservices.Examplesofrelatedservicesarespeechandlanguagetherapy,occupationaltherapy,physicaltherapy,nursingservices,audiologistservices,counseling,andfamilytraining.TheStateCollegeAreaSchoolDistrictprovidesavarietyofopportunitiesforthescreeningandevaluationofstudentsthoughttohavedisabilities.Inkindergarten,allstudentsreceivescreeningsonreadinessandstandardizedindicatorsofearlyliteracyinreadingareutilizedthroughUniversalScreeningsK-5.AllElementaryschoolsinthedistricthaveanidentifiedandtrainedInstructionalSupportTeam(IST).TheInstructionalSupportTeamworkswithschoolstafftoprovidescreeninginvariousareas(cognitive,emotional,social,

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communication,motor,visionandhearing).ParentsmayrequestISTconsiderationthroughthebuildingprincipal.TheISTprocesscanrecommendinterventions,furtherscreeningand/orareferralformultidisciplinaryevaluation(MDE)forspecialeducationservices.Atthemiddleandhighschoollevel,theseteamsareintheformofChildandPupilStudyTeams.Inaddition,thedistrictconductsscreeningstoidentifystudentswhomayneedspecialeducationthroughuniversalscreens,healthscreens,groupintelligencetestsandachievementtests.Amultidisciplinaryevaluation(MDE)canberequestedatanylevelbyschoolteamsand/orparentsifastudentisthoughttobeastudentwithadisabilityandinneedofspecialeducationservices.OnceastudentisidentifiedtobeastudentwithadisabilityandinneedofSpeciallyDesignedInstructionanIndividualEducationPlan(IEP)isdevelopedandreviewedannuallytoofferthenecessarysupportsandservices.Thisplanwouldincludeallthenecessarysupplementalaidesandservicesforthestudenttomakemeaningfuleducationalprogress.HighlightsofSCASDspecialeducationprogramsandservicesavailabletostudentswithdisabilitiesinclude:

• Fullrangeofdistrictoperatedspecialeducationprograms

• 100%CertifiedandHighlyQualifiedprofessionals

• 100%HighlyQualifiedparaprofessionals

• CollaborativeandCo-TeachingpartnershipsK-12

• FulltimeBehaviorSpecialist

• FulltimeAssistiveTechnologyCoordinator

• FulltimeTransitionCoordinator

• FulltimeCurriculumSupportSpecialist

• LifeLinkTransitionApartmentProgram

• LifeLinkPennStateUniversityProgram

• Scientific,evidenced-baseddirectinstructionprograms

• School-basedIntegratedMentalHealthServices

• HEARTSprogramforelementarylevelstudentswithsignificantbehavioral&emotionalchallenges

• STRIDESprogramformiddlelevelstudentswithsignificantbehavioral&emotionalchallenges

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• LREplacementsofstudentswithdisabilitiesingeneraleducationclasseshigherthanthestateaverage

• Fullcontinuumofresearch-basedprogramsforstudentswithautism

• CompetentLearnerModelinourclassroom-basedautisticsupportclassrooms

• ResponsetoInstructionandInterventionK-3forreadingandKformath

• EvidencedbasedBehaviorSupportProgram

• SchoolWidePositiveBehaviorSupportattheelementarylevel

• ComprehensiveEarlyInterventiontransitiontokindergartenprocess

• Research-baseddisabilityidentificationprocessforCulturally&LinguisticallyDiverseLearners

• Standards-basedIEPsandStudent-ledIEPs

• SCASDSpecialEducationDepartmentpartnershipwithPSUSchoolPsychologyDepartmentforaProfessionalDevelopmentSchoolforschoolpsychologistsandsupportforRtII.

Thecurriculumwithinthespecialeducationdepartmentincludesresearchbasedmaterialstomeetthespecializedneedsofourstudents.Eachofthesupplementalandreplacementprogramsiseitherresearch-basedorresearch-validated.Highlyemphasizedisourprofessionaldevelopmentscheduleofferingtrainingandsupportsessionstoenableourteacherstoimplementtheprogramswithfidelityandconfidence.Oneresultoftheresearch-basedprogramsandcommitmenttothefidelityofimplementationisaclosingofthegapforourstudents.Thisisevidencedbyincreasingnumberofstudentsreturningtothegeneraleducationclassroomafteracoupleyearsofintensiveintervention.Ourdataalsoreflectsagrowingpercentageofstudentssuccessfullyexitingspecialeducation.Matchingresearched-basedinterventionswiththeskilldeficit(s)areasofthestudentandteachingtheinterventionwithfidelityismeetingwithsuccessinoursupportclassrooms.AdditionalinformationabouttheSpecialEducationDepartmentandsupportsandservicesavailabletostudentswithdisabilities,parents,teachers,andparaprofessionalscanbefoundatwww.scasd.org.GotoServicesandclickonSpecialEducation.

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Assurances

SafeandSupportiveSchoolsAssurancesTheLEAhasverifiedthefollowingAssurances:

• ImplementationofacomprehensiveandintegratedK-12programofstudentservicesbasedontheneedsofitsstudents.(incompliancewith§12.41(a))

• FreeEducationandAttendance(incompliancewith§12.1)

• SchoolRules(incompliancewith§12.3)

• Collection,maintenanceanddisseminationofstudentrecords(incompliance§12.31(a)and§12.32)

• Discrimination(incompliancewith§12.4)

• CorporalPunishment(incompliancewith§12.5)

• ExclusionfromSchool,Classes,Hearings(incompliancewith§12.6,§12.7,§12.8)

• FreedomofExpression(incompliancewith§12.9)

• FlagSaluteandPledgeofAllegiance(incompliancewith§12.10)

• HairandDress(incompliancewith§12.11)

• ConfidentialCommunications(incompliancewith§12.12)

• Searches(incompliancewith§12.14)

• EmergencyCareandAdministrationofMedicationandTreatment(incompliancewith35P.S.§780-101—780-144)

• Parentsorguardiansareinformedregardingindividualsurveystudentassessmentsandprovidedaprocessforrefusaltoparticipate(consistentwith§445oftheGeneralEducationProvisionsAct(20U.S.C.A.§1232h)andincompliancewith§12.41(d))

• Personsdeliveringstudentservicesshallbespecificallylicensedorcertifiedasrequiredbystatuteorregulation(incompliancewith§12.41(e))

• DevelopmentandImplementationofLocalWellnessProgram(incompliancewithPublicLaw108-265,Section204)

• EarlyInterventionServicesSystemAct(ifapplicable)(11P.S.§875-101—875-503)

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• EstablishmentandImplementationofStudentAssistanceProgramsatalloflevelsoftheschoolsystem(incompliancewith24PS§15-1547)

• AcceptableUsePolicyforTechnologyResources

• Providingcareerinformationandassessmentssothatstudentsandparentsorguardiansmightbecomeawareoftheworldofworkandcareeroptionsavailable.

SpecialEducationAssurancesTheLocalEducationAgency(District)hasverifiedthefollowingAssurances:

• Implementationofafullrangeofservices,programsandalternativeplacementsavailabletotheschooldistrictforplacementandimplementationofthespecialeducationprogramsintheschooldistrict.

• Implementationofachildfindsystemtolocate,identifyandevaluateyoungchildrenandchildrenwhoarethoughttobeachildwithadisabilityeligibleforspecialeducationresidingwithintheschooldistrict'sjurisdiction.Childfinddataiscollected,maintainedandusedindecision-making.Childfindprocessandproceduresareevaluatedforitseffectiveness.TheDistrictimplementsmechanismstodisseminatechildfindinformationtothepublic,organizations,agenciesandindividualsonatleastanannualbasis.

• Assurancesofstudentswithdisabilitiesareincludedingeneraleducationprogramsandextracurricularandnon-academicprogramsandactivitiestothemaximumextentappropriateinaccordancewithanIndividualizedEducationProgram.

• CompliancewiththePADepartmentofEducation,BureauofSpecialEducation'sreportrevisionnoticeprocess.

• Followingthestateandfederalguidelinesforparticipationofstudentswithdisabilitiesinstateanddistrict-wideassessmentsincludingthedeterminationofparticipation,theneedforaccommodations,andthemethodsofassessingstudentsforwhomregularassessmentisnotappropriate.

• Assuranceoffundsreceivedthroughparticipationinthemedicalassistancereimbursementprogram,ACCESS,willbeusedtoenhanceorexpandthecurrentlevelofservicesandprogramsprovidedtostudentswithdisabilitiesinthislocaleducationagency.

24P.S.§1306and§1306.2FacilitiesTherearenofacilities.

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LeastRestrictiveEnvironmentFacilitiesFacilityName Typeof

FacilityTypeofService NumberofStudents

Placed

SoaringHeights Other AutisticSupport 3NorthwesternHumanServices

Other AutisticandEmotionalSupport

3

SpecialEducationProgramProfileProgramPosition#1-ProposedProgram

Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION

Type:ClassImplementationDate:September1,2015Averagesquarefeetinregularclassrooms:sq.ft.Squarefootageofthisclassroom:sq.ft.(feetlongxfeetwide)Justification:Complianceforproximitytohome,classroomdesign(forinstruction),classroomexternalnoise,classroomaccessibility,classroomlocation,classroomsizewasmarkedasinappropriate.

PROGRAMSEGMENTSLocation/Building Grade Building

TypeTypeofSupport

LevelofSupport

AgeRange

Caseload FTE

MountNittanyElementary

AnElementarySchoolBuilding

AbuildinginwhichGeneralEducationprogramsareoperated

Supplemental(LessThan80%butMoreThan20%)

AutisticSupport

5to8 5 1

ProgramPosition#2-ProposedProgram


Type:ClassImplementationDate:January4,2016Averagesquarefeetinregularclassrooms:sq.ft.Squarefootageofthisclassroom:sq.ft.(feetlongxfeetwide)Justification:Complianceforproximitytohome,classroomdesign(forinstruction),classroomexternalnoise,classroomaccessibility,classroomlocation,classroomsizewasmarkedasinappropriate.

PROGRAMSEGMENTSLocation/Building Grade Building Typeof Levelof Age Caseload FTE

79

Type Support Support RangeParkForestElementary




AutisticSupport

8to10 7 1





TypeTypeofSupport Levelof

SupportAgeRange

Caseload FTE

ParkForestMiddleSchool

AMiddleSchoolBuilding



AutisticSupport

11to13

6 1

ProgramPosition#4

Operator:SchoolDistrictPROGRAMSEGMENTS

Location/Building Grade BuildingType

TypeofSupport LevelofSupport

AgeRange

Caseload FTE

HighSchoolSouth ASeniorHighSchoolBuilding



AutisticSupport

14to17

7 1





TypeTypeofSupport Levelof

SupportAgeRange

Caseload FTE

80




AutisticSupport

18to21

2 1

ProgramPosition#6


Location/Building Grade BuildingType TypeofSupport

LevelofSupport

AgeRange

Caseload FTE



Itinerant AutisticSupport

14to16

12 1



Type:PositionImplementationDate:September1,2015Averagesquarefeetinregularclassrooms:sq.ft.Squarefootageofthisclassroom:sq.ft.(feetlongxfeetwide)Justification:Complianceforproximitytohome,classroomdesign(forinstruction),classroomexternalnoise,classroomaccessibility,classroomlocation,classroomsizewasmarkedasinappropriate.


TypeTypeofSupport

LevelofSupport

AgeRange

Caseload FTE

MountNittanyElementaryandMountNittanyMiddle



Itinerant EmotionalSupport

6to12 14 0.5

Justification:Studentsareservedinanitinerantmodelandarenotgroupedtogetherforinstructionacrossgradelevels.MountNittanyMiddle AMiddle

SchoolBuilding



11to13

5 0.5

Justification:ServicesareprovidedinanItinerantmodelwithinthegeneraleducationenvironmentanddonotbringstudentsofdifferentgradelevelstogetherforinstructionorsupport.ProgramPosition#8



LevelofSupport

AgeRange

Caseload FTE

CorlStreet AnElementarySchool

AbuildinginwhichGeneralEducationprogramsare


6to10 4 0.5

81

Building operatedJustification:Studentsareservedinanitinerantmodelandarenotgroupedtogetherforinstructionacrossgradelevels.CorlStreet An

ElementarySchoolBuilding



6to10 6 0.5

Justification:Studentsareservedinanitinerantmodelandarenotgroupedtogetherforinstructionacrossgradelevels.ProgramPosition#9-ProposedProgram



PROGRAMSEGMENTSLocation/Building Grade BuildingType Typeof

SupportLevelofSupport

AgeRange

Caseload FTE

Gray'sWoods AnElementarySchoolBuilding



8to10 9 0.8




9to9 4 0.2






AgeRange

Caseload FTE

RadioPark&CorlStreet




6to10 9 0.75

82

Justification:Studentsareservedinanitinerantmodelanddonotreceiveserviceswithotheridentifiedstudents.RadioParkandCorlStreet




6to10 9 0.25

Justification:Itinerantmodelofindividualservicenotgroupedacrossgradelevels.ProgramPosition#11



LevelofSupport

AgeRange

Caseload FTE

Lemont&Houserville




6to8 3 0.3

Lemont&Houserville




8to10 2 0.2






AgeRange

Caseload FTE

FergusonTownship




7to10 9 0.75

FergusonTownship




8to10 6 0.25



Type:PositionImplementationDate:September1,2015

83

Averagesquarefeetinregularclassrooms:sq.ft.Squarefootageofthisclassroom:sq.ft.(feetlongxfeetwide)Justification:Complianceforproximitytohome,classroomdesign(forinstruction),classroomexternalnoise,classroomaccessibility,classroomlocation,classroomsizewasmarkedasinappropriate.



AgeRange

Caseload FTE

ParkForestMiddle AMiddleSchoolBuilding



11to13

5 0.1

ParkForestMiddle AMiddleSchoolBuilding



12to12

11 0.9






AgeRange

Caseload FTE

Delta ASeniorHighSchoolBuilding



14to17

10 0.8

Delta AMiddleSchoolBuilding



11to14

9 0.2



Type:PositionImplementationDate:September1,2015Averagesquarefeetinregularclassrooms:sq.ft.Squarefootageofthisclassroom:sq.ft.(feetlongxfeetwide)

84

Justification:Complianceforproximitytohome,classroomdesign(forinstruction),classroomexternalnoise,classroomaccessibility,classroomlocation,classroomsizewasmarkedasinappropriate.



AgeRange

Caseload FTE

HighSchool ASeniorHighSchoolBuilding



14to18

1 0.2




14to18

9 0.8

ProgramPosition#16



TypeofSupport

LevelofSupport

AgeRange

Caseload FTE

RadioPark AnElementarySchoolBuilding



LearningSupport

8to11 18 1

ProgramPosition#17



TypeofSupport

LevelofSupport

AgeRange

Caseload FTE




LearningSupport

8to11 8 1

ProgramPosition#18



TypeofSupport

LevelofSupport

AgeRange

Caseload FTE

CorlStreet AnElementarySchoolBuilding



LearningSupport

6to10 9 1

Justification:Studentsarenotgroupedtogetherforinstructionacrossgradelevels.

85

ProgramPosition#19-ProposedProgramOperator:SchoolDistrictPROPOSEDPROGRAMINFORMATION



TypeTypeofSupport

LevelofSupport

AgeRange

Caseload FTE

EasterlyParkway AnElementarySchoolBuilding



LearningSupport

6to10 14 0.8

Justification:Studentsarenotgroupedtogetherforinstructionacrossgradelevels.EasterlyParkway An




6to10 2 0.2

Justification:Studentsarenotgroupedtogetherforinstructionacrossgradelevels.ProgramPosition#20-ProposedProgram


Type:ClassImplementationDate:February1,2016Averagesquarefeetinregularclassrooms:sq.ft.Squarefootageofthisclassroom:sq.ft.(feetlongxfeetwide)Justification:Complianceforproximitytohome,classroomdesign(forinstruction),classroomexternalnoise,classroomaccessibility,classroomlocation,classroomsizewasmarkedasinappropriate.


TypeTypeofSupport

LevelofSupport

AgeRange

Caseload FTE

Houserville AnElementarySchoolBuilding



LearningSupport

8to11 12 0.6

HouservilleElementary




8to11 3 0.4

86

ProgramPosition#21



TypeofSupport

LevelofSupport

AgeRange

Caseload FTE

MountNittany AnElementarySchoolBuilding



LearningSupport

6to10 19 1

Justification:Studentsarenotgroupedtogetherforinstructionacrossgradelevels.ProgramPosition#22-ProposedProgram


Type:ClassandPositionImplementationDate:September1,2015Averagesquarefeetinregularclassrooms:sq.ft.Squarefootageofthisclassroom:sq.ft.(feetlongxfeetwide)Justification:Complianceforproximitytohome,classroomdesign(forinstruction),classroomexternalnoise,classroomaccessibility,classroomlocation,classroomsizewasmarkedasinappropriate.


TypeTypeofSupport

LevelofSupport

AgeRange

Caseload FTE

ParkForest AnElementarySchoolBuilding



LearningSupport

9to10 10 0.8




6to10 1 0.2

Justification:Studentsarenotgroupedtogetherforinstructionacrossgradelevels.ProgramPosition#23



TypeofSupport

LevelofSupport

AgeRange

Caseload FTE




LearningSupport

6to8 10 1

87

ProgramPosition#24Operator:SchoolDistrictPROGRAMSEGMENTS


TypeofSupport

LevelofSupport

AgeRange

Caseload FTE

FergusonTownship




LearningSupport

6to10 10 1

Justification:Studentsarenotgroupedtogetherforinstructionacrossgradelevels.ProgramPosition#25



LevelofSupport

AgeRange

Caseload FTE

ParkForest AMiddleSchoolBuilding


Itinerant LearningSupport

11to12

11 1

ProgramPosition#26



LevelofSupport

AgeRange

Caseload FTE




11to12

11 1

ProgramPosition#27



LevelofSupport

AgeRange

Caseload FTE




12to13

12 1

ProgramPosition#28



LevelofSupport

AgeRange

Caseload FTE




12to13

13 1

88

ProgramPosition#29



LevelofSupport

AgeRange

Caseload FTE




13to14

9 1

ProgramPosition#30



LevelofSupport

AgeRange

Caseload FTE




13to14

11 1

ProgramPosition#31


Location/Building Grade BuildingType TypeofSupport LevelofSupport

AgeRange

Caseload FTE




LearningSupport

11to13

13 1

ProgramPosition#32



LevelofSupport

AgeRange

Caseload FTE

MountNittany AMiddleSchoolBuilding



11to12

14 1



Type:PositionImplementationDate:September1,2015Averagesquarefeetinregularclassrooms:sq.ft.Squarefootageofthisclassroom:sq.ft.(feetlongxfeetwide)

89

Justification:Complianceforproximitytohome,classroomdesign(forinstruction),classroomexternalnoise,classroomaccessibility,classroomlocation,classroomsizewasmarkedasinappropriate.



AgeRange

Caseload FTE

Delta AMiddleSchoolBuilding



11to13

10 1

ProgramPosition#34



LevelofSupport

AgeRange

Caseload FTE




12to13

13 1

ProgramPosition#35



LevelofSupport

AgeRange

Caseload FTE




12to13

16 1

ProgramPosition#36



LevelofSupport

AgeRange

Caseload FTE




13to14

13 1

ProgramPosition#37



LevelofSupport

AgeRange

Caseload FTE




13to14

15 1

ProgramPosition#38

90



LevelofSupport

AgeRange

Caseload FTE




14to15

15 1

ProgramPosition#39



LevelofSupport

AgeRange

Caseload FTE

HighSchoolSouth AJuniorHighSchoolBuilding



14to15

19 1

ProgramPosition#40



LevelofSupport

AgeRange

Caseload FTE




14to15

15 1

ProgramPosition#41



LevelofSupport

AgeRange

Caseload FTE




15to16

14 1

ProgramPosition#42



LevelofSupport

AgeRange

Caseload FTE




15to16

16 1

91

ProgramPosition#43



LevelofSupport

AgeRange

Caseload FTE




15to16

16 1

ProgramPosition#44



LevelofSupport

AgeRange

Caseload FTE

HighSchoolNorth ASeniorHighSchoolBuilding



16to17

15 1

ProgramPosition#45



LevelofSupport

AgeRange

Caseload FTE




16to17

15 1

ProgramPosition#46



LevelofSupport

AgeRange

Caseload FTE




17to18

15 1

ProgramPosition#47



LevelofSupport

AgeRange

Caseload FTE

HighSchoolNorth ASeniorHighSchool

AbuildinginwhichGeneral


17to18

12 1

92

Building Educationprogramsareoperated

ProgramPosition#48



TypeofSupport LevelofSupport

AgeRange

Caseload FTE




LearningSupport

16to19

7 1

ProgramPosition#49



LevelofSupport

AgeRange

Caseload FTE

HUB-RobesonCenter

ASeniorHighSchoolBuilding



18to21

12 1

ProgramPosition#50



LevelofSupport

AgeRange

Caseload FTE

Delta ASeniorHighSchoolBuilding



14to18

20 1

ProgramPosition#51



TypeofSupport

LevelofSupport

AgeRange

Caseload FTE




MultipleDisabilitiesSupport

6to10

7 0.8

Justification:StudentsbeyondtheagerangehaveexceptionstatementswrittenintotheirIEPs.EasterlyParkway An


AbuildinginwhichGeneralEducation


LifeSkillsSupport

7to10

2 0.2

93

programsareoperated

ProgramPosition#52



TypeofSupport

LevelofSupport

AgeRange

Caseload FTE





11to14

4 0.5




LifeSkillsSupport

11to13

2 0.5

ProgramPosition#53



TypeofSupport

LevelofSupport

AgeRange

Caseload FTE





14to18

2 0.5




LifeSkillsSupport

14to18

4 0.5

ProgramPosition#54



TypeofSupport

LevelofSupport

AgeRange

Caseload FTE

ParkForest&MountNittany




BlindorVisuallyImpairedSupport

11to13

3 0.6

MountNittanyElementary


AbuildinginwhichGeneralEducationprograms

Itinerant BlindorVisuallyImpairedSupport

8to8 1 0.4

94

areoperatedProgramPosition#55



LevelofSupport

AgeRange

Caseload FTE

District-wide AnElementarySchoolBuilding


Itinerant DeafandHearingImpairedSupport

6to10 3 0.3

Justification:Studentsareservedinanitinerantmodelandarenotgroupedtogetherforinstructionacrossgradelevels.District-wide AMiddle

SchoolBuilding



11to13

2 0.3




14to18

3 0.4

ProgramPosition#56



LevelofSupport

AgeRange

Caseload FTE



Itinerant SpeechandLanguageSupport

6to10 5 1

Justification:Studentsareservedinanitinerantmodelandarenotgroupedtogetherforinstructionacrossgradelevels.ProgramPosition#57



LevelofSupport

AgeRange

Caseload FTE




6to10 17 1



95


LevelofSupport

AgeRange

Caseload FTE




14to21

9 1




LevelofSupport

AgeRange

Caseload FTE




6to10 16 1




LevelofSupport

AgeRange

Caseload FTE




6to10 13 1




LevelofSupport

AgeRange

Caseload FTE

ParkForest&MountNittany




11to13

6 1

ProgramPosition#62



LevelofSupport

AgeRange

Caseload FTE

RadioPark& An Abuildingin Itinerant Speechand 6to10 10 1

96

Lemont ElementarySchoolBuilding

whichGeneralEducationprogramsareoperated

LanguageSupport




LevelofSupport

AgeRange

Caseload FTE




6to10 11 1

Justification:Studentsareservedinanitinerantmodelandarenotgroupedtogetherforinstructionacrossgradelevels.

SpecialEducationSupportServicesSupportService Location TeacherFTE

BehaviorSpecialist Districtwide 1Title1&ReadingSpecialists District-wide 11.5InstructionalSupportTeacher District-wide 7.5Paraprofessionals District-wide 135CurriculumSupportSpecialist District-wide 1TransitionCoordinator District-wide 1AssistiveTechnologySpecialists District-wide 1SchoolPsychologist District-wide 7.5AssistantDirectorofSpecialEducation District-wide 1DirectorofSpecialEducation District-wide 1

SpecialEducationContractedServicesSpecialEducationContractedServices Operator AmtofTimeperWeek

OccupationalTherapist OutsideContractor 110HoursPhysicalTherapist OutsideContractor 25HoursVisionSupportTeacher IntermediateUnit 24HoursHearingSupportTeacher IntermediateUnit 7Hours

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NeedsAssessment

RecordSchoolPatterns

Question:Afterreviewingschoollevelaccomplishmentsandsystemicchallenges,whatpatternscanyouidentifyamongyourschools?

Whatotherinformationdoyoustillneedtoassess?

Answer:Eachschoolhasadatateamandsetbuildinggoalsthroughaplanningprocessateachsite.BuildingsGOALSarealignedtotheDistrictGOALsandourFOURPILLARSof"ProfessionalPractice".

DistrictAccomplishments

Accomplishment#1:DistrictAccomplishments:

AssessmentofCurrentState

InthisChapter,wehighlightkeyfindingsfromassessmentsofthecurrentstateofstudentlearning,professionalpractices,andseveralaspectsofdistrict-levelservices,operationsandsupports.

AnalysisofStudentData

TheDistrictSteeringCommitteeanalyzedthecurrentstateofstudentachievementbasedondatafromavarietyofstateandlocalassessments(Figures1to7).Thecommitteeidentifiedareasofstrengthandareasofconcernbasedonlongitudinal(three-year)studentdataincoresubjectsandacrossstudentsubgroups.

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Highlightsofthedataanalysisincludedthefollowing:

• District-wide,nearly18outofevery20students(88%)wereproficient/advancedonthestatewidereadingandmathematicstestsin2012.

• Atthehighschoollevel,about16outofevery20studentswereproficient/advancedonthemathematicstests(78%)andreadingtests(81%).

• Acrosselementaryschools,thepercentagesofstudentsproficient/advancedinmathematicsrangedfrom84%to96%;inreading,therangeacrosselementaryschoolswas78%to90%.

• Severalstudentsubgroups–mostnotably,AfricanAmerican,Hispanics,EnglishLanguageLearners,specialeducationstudents,andstudentsfromlowsocio-economicbackgroundsperformedatsignificantlylowerlevelsthantheirWhiteandAsiancounterparts,acrossmostgradelevels(basedon2012results).

• ComparedtothemeanscoresforPennsylvaniaandUSA,SCASDstudentsscoredabout50pointshigherontheSATcriticalreading,mathematics,andwritingexaminations.

• Duringthepastthreeyears,SCASDstudentsscoredhigherontheACTthanthestatewideaverageinEnglish,mathematics,reading,andscience.TheACTexaminationsmeasurestudent’sreadinessforsuccessduringfirstyearofcollege.

Acomprehensiveanalysisofstudentachievementanddevelopment–includingthePennsylvaniaYouthSurvey–isavailableasaddendatothisstrategicplandocument.

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DistrictConcerns

Concern#1:Allstudentsarenotmakingayear'sworthofgrowthusingformativeandsummativeassessments.

Concern#2:Communicationoutsidethedistrictneedstobemoreconsistenttoreachallstakeholders.

Concern#3:Betterarticulationofourgiftedsupportservicesandincreasedinformationaccesstoparents.

Concern#4:NeedtomaximizetechnologyaccesstoallstudentsK-12tosupportlearning.

Concern#5:Inreaseprofessionaldevelopmentaccessthroughnon-traditionalmeans;(suchastradetime).

Concern#6:Focusonclosingtheachievementgapbetweensub-groupsofstudents.

Concern#7:Makingsurethatweareevidencingcollegeandcareerreadygraduates.

Concern#8:Makingsurethatwearesupportingthetransitionsforallstudentstoandfrom,eachorganizationallevel.

Concern#9:Supportive21stcenturylearningthroughmaximizingcriticalthinking,collaboration,andproblemsolving.

Concern#10:Makingsurethatcurriculumisstandardsaligned,movingtocommoncore,andaccessibletoallstakeholdersthroughtechnologicalmeans.

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PrioritizedSystemicChallenges

SystemicChallenge#1(GuidingQuestion#1)Establishadistrictsystemthatfullyensuresconsistentimplementationofstandardsalignedcurriculaacrossallschoolsforallstudents.

AlignedConcerns:

Allstudentsarenotmakingayear'sworthofgrowthusingformativeandsummativeassessments.

Communicationoutsidethedistrictneedstobemoreconsistenttoreachallstakeholders.

NeedtomaximizetechnologyaccesstoallstudentsK-12tosupportlearning.

Focusonclosingtheachievementgapbetweensub-groupsofstudents.

Makingsurethatweareevidencingcollegeandcareerreadygraduates.

Supportive21stcenturylearningthroughmaximizingcriticalthinking,collaboration,andproblemsolving.

Makingsurethatcurriculumisstandardsaligned,movingtocommoncore,andaccessibletoallstakeholdersthroughtechnologicalmeans.

SystemicChallenge#2(GuidingQuestion#2)Establishadistrictsystemthatfullyensurestheconsistentimplementationofeffectiveinstructionalpracticesacrossallclassroomsineachschool.

AlignedConcerns:


Betterarticulationofourgiftedsupportservicesandincreasedinformationaccesstoparents.

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Makingsurethatwearesupportingthetransitionsforallstudentstoandfrom,eachorganizationallevel.



SystemicChallenge#3(GuidingQuestion#3)Establishadistrictsystemthatfullyensuresstaffmembersineveryschoolusestandardsalignedassessmentstomonitorstudentachievementandadjustinstructionalpractices.

AlignedConcerns:



NeedtomaximizetechnologyaccesstoallstudentsK-12tosupportlearning.



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SystemicChallenge#4(GuidingQuestion#5)Establishadistrictsystemthatfullyensuresbarrierstostudentlearningareaddressedinordertoincreasestudentachievementandgraduationrates.

AlignedConcerns:






SystemicChallenge#5(GuidingQuestion#10)Establishadistrictsystemthatfullyensuresprofessionaldevelopmentisfocused,comprehensiveandimplementedwithfidelity.

AlignedConcerns:


Inreaseprofessionaldevelopmentaccessthroughnon-traditionalmeans;(suchastradetime).

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SystemicChallenge#6(GuidingQuestion#12)Establishadistrictsystemthatfullyensuresclassroomsarestaffedwithhighlyqualifiedteachers.

AlignedConcerns:



104

DistrictLevelPlan

ActionPlans

Goal#1:ProvidecohesiveandrigorousK-12curriculumtoallstudentsinallcontentareas.

RelatedChallenges:

• Establishadistrictsystemthatfullyensuresconsistentimplementationofstandardsalignedcurriculaacrossallschoolsforallstudents.

• Establishadistrictsystemthatfullyensurestheconsistentimplementationofeffectiveinstructionalpracticesacrossallclassroomsineachschool.

• Establishadistrictsystemthatfullyensuresstaffmembersineveryschoolusestandardsalignedassessmentstomonitorstudentachievementandadjustinstructionalpractices.

• Establishadistrictsystemthatfullyensuresbarrierstostudentlearningareaddressedinordertoincreasestudentachievementandgraduationrates.

• Establishadistrictsystemthatfullyensuresprofessionaldevelopmentisfocused,comprehensiveandimplementedwithfidelity.

• Establishadistrictsystemthatfullyensuresclassroomsarestaffedwithhighlyqualifiedteachers.

IndicatorsofEffectiveness:

Type:Interim

DataSource:StudenttestscoresfromPSSA,MeasuresofAcademicProgress,CDTs,PVAAS,Keystone,curriculumbasedunitassessments,benchmarkassessments.

SpecificTargets:ClosingtheachievementgapforallstudentsandsubgroupsingraduatedincrementsasdeterminedbytheSPP.

Strategies:

CurriculumDevelopment

Description:

Utilize"understandingbydesign"methodologytoaligncurriculumtostate/commoncorestandards.

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FollowdistrictcreatedsixyearcurriculumdevelopmentcycleaccordingtoBoardPolicy.

SASAlignment:Standards,Assessment,CurriculumFramework,Instruction,Materials&Resources

CommonCoreAlignment

Description:

Alignmentofcurriculumtocommoncorestandardsinreleventareas.


LiteracyFocus

Description:

ImplementK-12curriculumprocessaccordingtoBoardapporvedsixyearcurriculumcycle.

Focusonprofessionaldevelopmentaroundliteracy:ReadingApprenticeshipandReader'sWorkshop.

ImplementRead180forstudentsbelowgradelevel.

PDEapprovedRtIIprogramatK-3

AcademicLiteracycoursesingrades7and8


ImplementationSteps:

K-12CurriculumCycle

Description:

K-12sixyearcurriculumcycle.OngoingmonitoringofdevelopmentandimplementationaccordingtotheBoardapprovedcurriculumcycle.

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StartDate:8/27/2013EndDate:6/30/2020

ProgramArea(s):ProfessionalEducation,TeacherInduction,SpecialEducation,GiftedEducation,EducationalTechnology

SupportedStrategies:

• CurriculumDevelopment• CommonCoreAlignment• LiteracyFocus

Goal#2:ProvideProfessionalDevelopmentexperiencesthatsupportresponsiveteachingandlearningstrategies.

RelatedChallenges:







Type:Interim

DataSource:Classroomobservationsandwalk-throughs.

SpecificTargets:Improvedteachingandlearning.

Strategies:

DifferentiatedInstructionandbestpracticesevidencedinallclassrooms.

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Description:

UtilizepartnershipwithUVAasguidestofurtherthiseffortinthedistrict.


DataLiteracy

Description:

Interpret,analyze,andusemultipledatasetstoinforminstructioninourclassroomsandschoolsthroughtechnology.

SASAlignment:Assessment

AcademicLiteracyandRAFrameworkforClassroomEnvironment

Description:

Continueworkintheseareasutilizinginternalandexternalexpertise.


WorkshipModelforElementaryELAinstruction

Description:

Continuedworkonthisinitativeusingworkshopmodelsinbothreadingandwriting.


InstructionalCoaching

Description:

CoachinginitiativeforK-6isinplace;goalforexpansionthroughuppergradesaspartofthisplan.

SASAlignment:Instruction,Materials&Resources

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AcademicLiteracyandRAProfessionalDevelopment

Description:

ProfessionaldevelopenttosupporteffortsforliteracyenhancementthroughRAstrategies.


ProgramArea(s):ProfessionalEducation,SpecialEducation,GiftedEducation,EducationalTechnology


• DifferentiatedInstructionandbestpracticesevidencedinallclassrooms.• AcademicLiteracyandRAFrameworkforClassroomEnvironment• WorkshipModelforElementaryELAinstruction• InstructionalCoaching

Goal#3:Provideresponsiveteachingandlearningforallstudentsthroughdataliteracyforallstakeholders.

RelatedChallenges:







Type:Interim

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DataSource:Improvedteachingandlearningasevidencedthroughqualitativeandquantitativemeasures.

SpecificTargets:Evidencedplannedinstructionbasedondataanalysisofstudentstrengthsandchallenges.

Strategies:

CurriculumDevelopmentProcess

Description:

ProfessonaldevelopmentforusingUBD.


CommonCoreAlignment

Description:

ProfessionalDevelopmentforcommoncorealignment.


DataLiteracy

Description:

Continuedprofessionaldevelopmentforuseofdatabyallinstructionalteammembers.

SASAlignment:Assessment

TeacherEffectivenessSystem

Description:

Professionaldevelopmentforallstakeholders,bothteachersandadministrators.

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SASAlignment:Standards,Assessment,CurriculumFramework,Instruction,Materials&Resources,SafeandSupportiveSchools

K-12Induction

Description:

UseofInductiontomeetstaterequirementsanddistrictlevelgoals.

SASAlignment:Standards,Assessment,CurriculumFramework,Instruction,Materials&Resources,SafeandSupportiveSchools

TechnologyUsetosupportinstructionalstrategies

Description:

Continuedprofessionaldevelopmentusingtechnologytosupportinstruction.

SASAlignment:Instruction,Materials&Resources

ReadingApprenticeship

Description:

Continuedtrainingandprofessionaldevelopmentassociatedwithreadingapprenticeshipatappropriategradelevels.

SASAlignment:Assessment,Instruction,Materials&Resources


DifferentiatedSupervisiontoimproveteachingandlearning

Description:

Useofdifferentiatedsupervisionthroughtheteachereffectivenessprogramtoimproveteachingandlearning.


ProgramArea(s):ProfessionalEducation,TeacherInduction,SpecialEducation,GiftedEducation,EducationalTechnology

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• CurriculumDevelopmentProcess• CommonCoreAlignment• TeacherEffectivenessSystem• K-12Induction• TechnologyUsetosupportinstructionalstrategies• ReadingApprenticeship

Documents

STATE COLLEGE AREA SCHOOL DISTRICT V-C …