Rose Tree Media SD District Level Plan 07/01/2015 ‐ 06/30/2018 2
District Profile Demographics 308 N Olive St Media, PA 19063 (610)627‐6000 Superintendent: James Wigo Assistant Superintendent for Curriculum & Instruction: Steve Taylor Director of Special Education: Eleanor DiMarino‐Linnen Director of Human Resources: Anne Callahan Director of Technology: Patti Linden Direction of Management Services: Grace Eves Planning Process In Spring 2014, a group of 27 stakeholders came together to examine the educational environment and make recommendations for possible action steps. The focus of the group was the educational environment over the next few years, and the analysis took place without data walk throughs. In August and September 2014, principals of all six buildings worked with their staffs to complete the school‐level portions of the plans. In September and October 2014, groups of stakeholders came together to complete the district‐level elements of the plan, including the data walk throughs, identification of accomplishments and concerns, systems analysis, alignment of concerns with systemic challenges, and development of action plans. All other reports, such as the Safe and Supportive Schools section and the Professional Education section, were completed at this time. The complete plan was reviewed by the School Board at the October 8, 2014 Curriculum & Instruction Committee meeting, published for public review and comment for 28 days, and approved at the November 20, 2014 Legislative meeting. Planning Committee Name Desiree Barnes Meg Barney Tiffany Bendistis Fran Blanchette Julie Bond Role Elementary School Teacher ‐ Regular Education Elementary School Teacher ‐ Regular Education Middle School Teacher ‐ Special Education Elementary School Teacher ‐ Regular Education Parent 3
Eric Bucci Anne Callahan Suzanne Carroll Lindsi Ciuffetelli Ben Danson Jeff Davies Julia Davis Julie Denton Carley Dillon Eleanor DiMarino‐Linnen Josephine Dizon William Dougherty Joseph Fisher Tracey Fritch Joseph Fuhr Nancy Gheysens Aaron Goldfarb Berit Haahr Mark Homan Patti Jackson Hans Kalbach Charles Keeler Bonnie Keiles Amy Kleimann Kimberly LaCoste Bridget Laubach Jason Lazarow Administrator Administrator Parent Elementary School Teacher ‐ Regular Education Secondary School Teacher ‐ Regular Education Elementary School Teacher ‐ Regular Education Elementary School Teacher ‐ Special Education Elementary School Teacher ‐ Regular Education Secondary School Teacher ‐ Regular Education Special Education Director/Specialist Middle School Teacher ‐ Regular Education Administrator Middle School Teacher ‐ Regular Education Instructional Coach/Mentor Librarian Administrator Elementary School Teacher ‐ Regular Education Elementary School Teacher ‐ Regular Education Elementary School Teacher ‐ Regular Education Middle School Teacher ‐ Regular Education Elementary School Teacher ‐ Regular Education Elementary School Teacher ‐ Regular Education Elementary School Teacher ‐ Regular Education Administrator Parent Administrator Middle School Teacher ‐ Regular Education Middle School Teacher ‐ Regular Education Patti Linden Tina Loveland‐Smith Heather Ludwig Brian Lynch Toni Lyons Kathy Maguire Fern Mathis Concetta Mattioni Jean McPheeters Brenda Millette Kim Morris Carin Newsome Administrator Elementary School Teacher ‐ Regular Education Secondary School Teacher ‐ Regular Education Middle School Teacher ‐ Regular Education Middle School Teacher ‐ Regular Education Middle School Teacher ‐ Regular Education Ed Specialist ‐ Other Secondary School Teacher ‐ Regular Education Ed Specialist ‐ School Counselor Elementary School Teacher ‐ Regular Education Middle School Teacher ‐ Regular Education Middle School Teacher ‐ Regular Education 4
Paul Norris Lisa Parkinson Joseph Peleckis Kelly Piecara Rachael Pinsley Julie Plater Cathy Poulos Kimberly Riviere Jenny Robinson Robert Salladino Christine Seeley Phoebe Simmington Lee Sitkowski Craig Snyder Diane Stern Enoch Stevenson Dana Sudall Sharon Sweeney Mary Ann Sycz Steve Taylor Debbie Taylor Maureen VanZant Jeanette Verdeur Paula Voshell James Wigo Sue Williamson David Woods Middle School Teacher ‐ Regular Education Elementary School Teacher ‐ Regular Education Secondary School Teacher ‐ Regular Education Middle School Teacher ‐ Regular Education Elementary School Teacher ‐ Regular Education Elementary School Teacher ‐ Regular Education Elementary School Teacher ‐ Regular Education Secondary School Teacher ‐ Regular Education Administrator Administrator Administrator Middle School Teacher ‐ Regular Education Elementary School Teacher ‐ Regular Education Secondary School Teacher ‐ Regular Education Middle School Teacher ‐ Regular Education Secondary School Teacher ‐ Regular Education Secondary School Teacher ‐ Regular Education Administrator Middle School Teacher ‐ Regular Education Administrator Ed Specialist ‐ School Nurse Elementary School Teacher ‐ Regular Education Elementary School Teacher ‐ Regular Education Administrator Administrator Elementary School Teacher ‐ Regular Education Elementary School Teacher ‐ Regular Education Michele Woodward Secondary School Teacher ‐ Special Education 5
Core Foundations Modification and Accommodations Explain how planned instruction contains modifications and accommodations that allow all students at all mental and physical ability levels to access and master a rigorous standards aligned curriculum. Modifications and accommodations are provided to all students who require these supports to access, participate, and make progress in standards aligned curriculum. Modifications include using materials at a student's instructional level to teach the grade level standards. Accommodations are provided by changes in the presentation of material, providing specialized formats, setting, size of instructional grouping, assessment format, and the form in which students exhibit mastery of material, including the use of assistive technology when needed. Students with significant cognitive impairment work on state approved alternate standards to achieve functional skills which lead to post‐secondary outcomes as outlined in their individualized education plans. Special educations, related service providers, and specialists work collaboratively with the general education faculty to support students in achieving mastery of standards aligned curriculum through models of consultation, direct service to students, and co‐teaching models. Responsiveness to Student Needs Elementary Education‐Primary Level Instructional Practices Structured grouping practices are used to meet student needs. Flexible instructional time or other schedule‐related practices are used to meet student needs. Differentiated instruction is used to meet student needs. Status Full Implementation Full Implementation Full Implementation A variety of practices that may include structured grouping, flexible Full scheduling and differentiated instruction are used to meet the needs of Implementation gifted students. If necessary, provide further explanation. (Required explanation if column selected was This narrative is empty. Elementary Education‐Intermediate Level Instructional Practices Structured grouping practices are used to meet student needs. Status Full 6
Flexible instructional time or other schedule‐related practices are used to meet student needs. Differentiated instruction is used to meet student needs. Implementation
Full Implementation Full Implementation A variety of practices that may include structured grouping, flexible Full scheduling and differentiated instruction are used to meet the needs of Implementation gifted students. If necessary, provide further explanation. (Required explanation if column selected was This narrative is empty. Middle Level Instructional Practices Structured grouping practices are used to meet student needs. Flexible instructional time or other schedule‐related practices are used to meet student needs. Differentiated instruction is used to meet student needs. Status Full Implementation Full Implementation Full Implementation A variety of practices that may include structured grouping, flexible Full scheduling and differentiated instruction are used to meet the needs of Implementation gifted students. If necessary, provide further explanation. (Required explanation if column selected was This narrative is empty. High School Level Instructional Practices Structured grouping practices are used to meet student needs. Flexible instructional time or other schedule‐related practices are used to meet student needs. Differentiated instruction is used to meet student needs. Status Full Implementation Full Implementation Implemented in 50% or more of district classrooms A variety of practices that may include structured grouping, flexible Full scheduling and differentiated instruction are used to meet the needs of Implementation gifted students. If necessary, provide further explanation. (Required explanation if column selected was This narrative is empty. 7
Methods and Measures Summative Assessments Summative Assessments PSSA: Reading, Math, Writing, Science NWEA: Measure of Academic Performance Keystone Exams: Algebra, Literature, Biology EEP EEI ML HS X X X X X X X X EEP EEI ML HS X X X X X X EEP EEI ML HS X X X X EEP EEI ML HS X X X X X X X X X X X X X X X X X X X X X X X EEP EEI ML HS Benchmark Assessments Benchmark Assessments Dynamic Indicator of Basic Early Literacy Skills Tools for Success Teachers College Record: Fountas and Pinnell Formative Assessments Formative Assessments Dynamic Indicator of Basic Early Literacy Skills Curriculum based math inventories Teachers College Record: Fountas and Pinnell Diagnostic Assessments Diagnostic Assessments Woodcock Johnson Tests of Achievement Wechsler Individual Achievement Test Qualitative Reading Inventory Kauffman Test of Educational Achievement Group Reading Assessment and Diagnostic Evaluation Group Math Assessment and Diagnostic Evaluation Comprehensive Test of Phonological Processing Test of Word Reading Fluency Validation of Implemented Assessments Validation Methods External Review Intermediate Unit Review LEA Administration Review Building Supervisor Review 8
Department Supervisor Review Professional Learning Community Review Instructional Coach Review Teacher Peer Review Provide brief explanation of your process for reviewing assessments. This narrative is empty. Data Informed Instruction Describe how information from the assessments is used to assist students who have not demonstrated achievement of the academic standards at a proficient level or higher. At the elementary level, three data conferences (fall, winter, and spring) are held each year for each grade level. A standard set of data points‐ which include summative, benchmark, and formative assessments‐are reviewed for each student by the core instructional team composed of the classroom teacher, building administrator, psychologist, speech and language therapist, occupational therapist, nurse, guidance counselor, and response to Intervention and instruction teacher. Data is analyzed to evaluate fidelity to core curriculum and instruction as well as individual student performance. When data indicates that students are not meeting benchmarks, interventions aligned with particular skill areas are selected with a plan for intervention which includes the person designated to deliver the intervention, the frequency of delivery of the selected intervention, and the method of progress monitoring that will be utilized to evaluate the efficacy of the intervention. A RTII model is used for all students who require intervention and formal intervention plans are implemented for all Tier II and TIer III students in the areas of reading, math, writing, and behavior. Safe and Supportive Schools Assisting Struggling Schools Describe your entity’s process for assisting schools that either do not meet the annual student achievement targets or experience other challenges, which deter student attainment of academic standards at a proficient level or higher. If your entity has no struggling schools, explain how you will demonstrate continued growth in student achievement. Although we have no struggling schools, each school proactively completes school‐level action plans using the Comprehensive Planning tool. Consequently, each school's plan addresses specific targets based on the most current data. Principals work with their respective faculties 9
to implement the steps of the action plan, and the principals' annual evaluations include an assessment of each school's progress. Programs, Strategies and Actions Programs, Strategies and Actions EEP EEI ML HS Biennially Updated and Executed Memorandum of X X X X Understanding with Local Law Enforcement School‐wide Positive Behavioral Programs X X X X Conflict Resolution or Dispute Management X X X X Peer Helper Programs X X X X Safety and Violence Prevention Curricula X X X X Student Codes of Conduct X X X X Comprehensive School Safety and Violence Prevention X X X X Plans Purchase of Security‐related Technology X X X X Student, Staff and Visitor Identification Systems X X X X Placement of School Resource Officers X Student Assistance Program Teams and Training X X X X Counseling Services Available for all Students X X X X Internet Web‐based System for the Management of X X X X Student Discipline Explanation of strategies not selected and how the LEA plans to address their incorporation: The District does not utilize school resource officers at the elementary and middle school level. The District is able to provide a safe and supportive climate at these levels without the use of school resource officers. Identifying and Programming for Gifted Students 1. Describe your entity's process for identifying gifted children. 2. Describe your gifted special education programs offered. The RTMSD Gifted Screening, Referral, and Identification Processes are based on the Chapter 16 Regulations for Gifted Learners, best practice, and current research. All students are screened in second grade with a culture‐fair, nonverbal assessment of cognitive functioning. Strong performance on this measure and/or on academic performance results in an evaluation to determine eligibility and need for gifted support services. A comprehensive assessment is conducted which includes multiple criteria for determining gifted eligibility in accordance with Pa. Department of Education, Chapter 16 regulations. Multiple criteria that are considered along with a student's level of cognitive functioning include the following: the student displaying a year or more above grade achievement level; rates of acquisition and retention of learned 10
material; early and measured use of higher level thinking skills, academic creativity, leadership skills, intense academic interest areas, communication skills, foreign language aptitude, or technology expertise; demonstrated achievement, performance, or expertise in one or more academic areas evidenced by excellence of products, portfolio, research, as well as criterion‐ referenced team judgment.; teacher recommendations; and parent recommendations. If the Gifted Multidisciplinary Team determined that the student meets eligibility as a gifted student according to PA Department of Education, Chapter 16 regulations, the Gifted Individual Education Plan Team determines if the student is in need of gifted support services. Gifted children receive a Gifted Individualized Education Plan (GIEP) with goals and specially designed instruction to meet their individual needs as outlined in the GIEP. Services may occur inside the classroom (push‐in) and/or outside the classroom (pullout). The design of each student’s program depends on the student’s strengths and needs. At the elementary level, the district provides gifted education services through a variety of models including differentiated, small group instruction in the regular classroom enrichment program with the Gifted Support teacher in grades 1 and 2 in the regular classroom, and seminars in grades 3 – 5, which provides a parallel curriculum to the regular education standards‐ aligned curriculum. Students may also participate in an accelerated math program if appropriate to their needs. Based on the student's area of strength, compaction of curriculum and enrichment/extension activities are provided. At the middle school level, gifted students focus on particular areas of strength and interest to pursue further study during a core extension period with opportunities for interaction with other gifted peers. Students may cycle through semester‐long strands of interest and focus in the areas of math, science, social studies, technology, and language arts during 6th through 8th grade. Differentiated instruction continues to occur in the regular education program including compaction of curriculum and enrichment/extension activities. Students may also enter or continue to participate in an accelerated math curriculum. At the high school level, a gifted seminar is offered for an intense year‐long study of a particular area of strength or interest. Students also participate in advanced academic offerings including advanced placement courses and dual enrollment with local universities. Developmental Services Developmental Services Academic Counseling Attendance Monitoring Behavior Management Programs Bullying Prevention Career Awareness Career Development/Planning EEP EEI ML HS X X X X X X X X X X X X X X X X X X X 11
Coaching/Mentoring Compliance with Health Requirements –i.e., Immunization Emergency and Disaster Preparedness Guidance Curriculum Health and Wellness Curriculum Health Screenings Individual Student Planning Nutrition Orientation/Transition RtII Wellness/Health Appraisal Explanation of developmental services: X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X The District is focusing on student's developing persistence, and the acceptance of mistakes and challenge as essential components to the learning process. This initiative is embedded throughout daily instruction by teacher expectation, through formal lessons delivered in responsive classroom meetings, and through the delivery of an executive functioning curriculum which targets at‐risk students to develop greater organizational skills as well as task engagement and commitment. Lessons are being developed around the themes of initiative, motivation to achieve individual potential, and becoming a self‐directed and independent learner. Diagnostic, Intervention and Referral Services Diagnostic, Intervention and Referral Services Accommodations and Modifications Administration of Medication Assessment of Academic Skills/Aptitude for Learning Assessment/Progress Monitoring Casework Crisis Response/Management/Intervention Individual Counseling Intervention for Actual or Potential Health Problems Placement into Appropriate Programs Small Group Counseling‐Coping with life situations Small Group Counseling‐Educational planning Small Group Counseling‐Personal and Social Development Special Education Evaluation Student Assistance Program Explanation of diagnostic, intervention and referral services: EEP EEI ML HS X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X 12
The District provides a comprehensive range of supports from K‐12 to identify students who may require additional supports and interventions. Support personnel including nurses, guidance counselors, speech and language therapists, occupational therapists, physical therapists, psychologists, therapeutic facilitators, reading and math specialists, and academic interventionists are present in each of the District's school buildings to provide diagnostic and intervention services and supports. The District also employs a Home and School Visitor to identify and support students and their families. Each elementary school and the middle school have a Response to Instruction and Intervention teacher. Evaluations for special education services follow the requirements of the Individuals with Disabilities Education Act and PA Chapter 14 regulations including all guidelines for Child FInd, evaluation, and identification. There is a core team of individuals in each of the District's buildings that have been formally trained in the Student Assistance Program and monthly SAP meetings are held at the secondary level. SAP intervention is integrated into RTII team meetings at the elementary level. Consultation and Coordination Services Consultation and Coordination Services EEP EEI ML HS Alternative Education Case and Care Management Community Liaison Community Services Coordination (Internal or External) Coordinate Plans Coordination with Families (Learning or Behavioral) Home/Family Communication Managing Chronic Health Problems Managing IEP and 504 Plans Referral to Community Agencies Staff Development Strengthening Relationships Between School Personnel, Parents and Communities System Support Truancy Coordination Explanation of consultation and coordination services: X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X The District has many systems in place for the coordination and care of students. Each building has a child support/RTII team which coordinates services to students and families in need, including working with outside medical/mental health providers, community agencies, and the juvenile justice system. Guidance counselors at each building manage and coordinate the implementation of 504 plans for students. Coordination of students with 504 plans for chronic health/medical condition is managed by the school nurse. Each student with an IEP has an assigned case manager who coordinates supports and the implementation of the IEP. There is also an elementary and a secondary special education supervisor to provide oversight. When necessary, the District works with the Delaware County Intermediate Unit to coordinate interagency support. Each building has an established parent‐teacher group that meets monthly. Parents also meet monthly with the building principal and Superintendent through Parent 13
Advisory Board meetings. Communication with families is achieved in multiple ways: through weekly electronic newsletters, informational postings on the District's web page, e‐alerts, newsletters, and global connect phone messages. Communication of Educational Opportunities Communication of Educational Opportunities Course Planning Guides Directing Public to the PDE & Test‐related Websites Individual Meetings Letters to Parents/Guardians Local Media Reports Website Meetings with Community, Families and Board of Directors Mass Phone Calls/Emails/Letters Newsletters Press Releases School Calendar Student Handbook EEP EEI ML HS X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X EEP EEI ML HS X X X X X X X X X X X X X X X X X X X X X X X X Communication of Student Health Needs Communication of Student Health Needs Individual Meetings Individual Screening Results Letters to Parents/Guardians Website Meetings with Community, Families and Board of Directors Newsletters School Calendar Student Handbook Frequency of Communication Elementary Education ‐ Primary Level  Quarterly Elementary Education ‐ Intermediate Level  Quarterly 14
Middle Level  Quarterly High School Level  More than once a month Collaboration for Interventions Describe the collaboration between classroom teachers and individuals providing interventions regarding differing student needs and academic progress. Each building has a core team of support personnel to assist struggling students and to provide interventions. Members include the classroom teacher, response to intervention specialist at the elementary and middle school level, reading specialists, math specialists, academic interventionists, psychologists, speech and language therapists, occupational therapists, guidance counselors, and the school nurse. Each building has a structure and process in place to ensure that students who are struggling are identified and provided with additional interventions to support the student. Team meetings which include the classroom teacher are held on a regular basis to review the student's performance, identify and select needed interventions, identify the personnel who will be providing the interventions, and coordinate the implementation of the student's intervention plan. Community Coordination Describe how you accomplish coordination with community operated infant and toddler centers, as well as preschool early intervention programs. In addition, describe the community coordination with the following before or after school programs and services for all grade levels, including pre‐kindergarten, if offered, through grade 12. 1.
2.
3.
4.
Child care After school programs Youth workforce development programs Tutoring Before and after school care is available on‐site in each of the District's four elementary schools. In addition, the District provides transportation to the child care facilities within the District's boundaries to transport students to and from school to the day care facility. After‐school tutoring help is available at all levels‐‐elementary and secondary‐‐to assist students who are struggling academically. The District also provides learning opportunities for students to prepare them for high school graduation, post‐secondary education, and a future of self‐sufficiency. These activities include: formal career awareness assessment through a career software program, Naviance; job readiness training through collaboration with the Delaware County Intermediate Unit's vocational training program; college application workshops; and guidance 15
counseling services to assist with the college /technical school search and application processes as well as transition to post‐high school employment. Preschool Agency Coordination Explain how the LEA coordinates with agencies that serve preschool age children with disabilities. 1. Address coordination activities designed to identify and serve children with disabilities and the supports and accommodations available to ensure both physical and programmatic access. 2. Address pre‐kindergarten programs operated directly by the LEA and those operated by community agencies under contract from the LEA. 3. Describe how the LEA provides for a smooth transition from the home setting and any early childhood care or educational setting the students attend, to the school setting. The District contracts with the Delaware County Intermediate Unit to find, identify, and provide services for preschool children with disabilities. Children are provided identified supports through a birth to 2‐year old program and a three‐to‐five year old program. A formal process is in place to transition students from preschool services to school age services. Transition meetings are held in the month of February prior to the student's entrance to kindergarten. Transition meetings consist of the DCIU transition coordinator, the child's parents, and the entire school support team including the elementary special education supervisor, school psychologist, speech and language therapist, occupational therapist, and guidance counselor. The needs of the student are reviewed and discussed and a process of formal evaluation to determine the need and type of school‐age special education services is initiated. Once an evaluation is completed, if the student is determined to be eligible and in need of special education services, an Individualized Education Plan is developed for the student. A 504 plan may also be developed for those students who may be found as having a handicapping condition but not eligible for special education services. Students with disabilities participate in the same kindergarten orientation activities that are offered to students without disabilities. Materials and Resources SAS Incorporation Elementary Education‐Primary Level Standards Arts and Humanities Career Education and Work Civics and Government Status Not answered Not Applicable Not answered 16
Common Core Standards: English Language Arts Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Common Core Standards: Mathematics Economics Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education History Science and Technology and Engineering Education Alternate Academic Content Standards for Math Alternate Academic Content Standards for Reading American School Counselor Association for Students Early Childhood Education: Infant‐Toddler→Second Grade English Language Proficiency Interpersonal Skills School Climate Further explanation for columns selected " Not answered Not answered Not answered Not answered Not answered Not answered Not answered Not answered Not answered Not answered Not Applicable Not Applicable Not Applicable Not Applicable Not answered Full Implementation Not Applicable Career and Education Standards begin at third grade. There are no Materials and Resources related to Alternate Academic Content Standards in Math or Reading, the American School Counselor Association for Students, Early Childhood Education, or School Climate in the SAS portal. The District utilizes other materials and resources to implement Standards in these areas. Elementary Education‐Intermediate Level Standards Arts and Humanities Career Education and Work Civics and Government Common Core Standards: English Language Arts Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Common Core Standards: Mathematics Economics Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education Status Not answered Implemented in less than 50% of district classrooms Not answered Not answered Not answered Not answered Not answered Not answered Not answered Not answered Not answered 17
History Science and Technology and Engineering Education Alternate Academic Content Standards for Math Alternate Academic Content Standards for Reading American School Counselor Association for Students English Language Proficiency Interpersonal Skills School Climate Further explanation for columns selected " Not answered Not answered Not Applicable Not Applicable Not Applicable Not answered Full Implementation Not Applicable The District has not utilized the resources in SAS to meet the Career and Education Standards. The District does utilize other resources to educate students on these Standards. There are no Materials and Resources related to Alternate Academic Content Standards in Math or Reading, the American School Counselor Association for Students, or School Climate in the SAS portal. The District utilizes other materials and resources to implement Standards in these areas. Middle Level Standards Arts and Humanities Career Education and Work Civics and Government Common Core Standards: English Language Arts Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Common Core Standards: Mathematics Economics Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education History Science and Technology and Engineering Education Alternate Academic Content Standards for Math Alternate Academic Content Standards for Reading American School Counselor Association for Students English Language Proficiency Interpersonal Skills School Climate Status Not answered Implemented in less than 50% of district classrooms Not answered Not answered Not answered Not answered Not answered Not answered Not answered Not answered Not answered Not answered Not answered Not Applicable Not Applicable Not Applicable Not answered Full Implementation Not Applicable 18
World Language Further explanation for columns selected " Not answered The District has not utilized the resources in SAS to meet the Career and Education Standards. The District does utilize other resources to educate students on these Standards. There are no Materials and Resources related to Alternate Academic Content Standards in Math or Reading, the American School Counselor Association for Students, or School Climate in the SAS portal. The District utilizes other materials and resources to implement Standards in these areas. High School Level Standards Arts and Humanities Career Education and Work Civics and Government Common Core Standards: English Language Arts Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Common Core Standards: Mathematics Economics Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education History Science and Technology and Engineering Education Alternate Academic Content Standards for Math Alternate Academic Content Standards for Reading American School Counselor Association for Students English Language Proficiency Interpersonal Skills School Climate World Language Further explanation for columns selected " Status Not answered Implemented in less than 50% of district classrooms Not answered Not answered Not answered Not answered Not answered Not answered Not answered Not answered Not answered Not answered Not answered Not Applicable Not Applicable Not Applicable Not answered Full Implementation Not Applicable Not answered The District has not utilized the resources in SAS to meet the Career and Education Standards. The District does utilize other resources to educate students on these Standards. There are no Materials and Resources related to Alternate Academic Content Standards in Math or Reading, the American School Counselor Association for Students, or School Climate in the SAS portal. The District utilizes other materials and resources to implement Standards in these areas. 19
Professional Education Characteristics District’s Professional Education Characteristics Enhances the educator’s content knowledge in the area of the educator’s certification or assignment. Increases the educator’s teaching skills based on effective practice research, with attention given to interventions for struggling students. Increases the educator's teaching skills based on effective practice research, with attention given to interventions for gifted students. Provides educators with a variety of classroom‐based assessment skills and the skills needed to analyze and use data in instructional decision making. Empowers educators to work effectively with parents and community partners. District’s Professional Education Characteristics EEP EEI ML HS X X X X X X X X X X X X X X X X X X EEP EEI ML HS Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching X X X materials and interventions for struggling students are aligned to each other, as well as to Pennsylvania’s academic standards. Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for gifted students are aligned to each other, as well as to Pennsylvania's academic standards. Provides leaders with the ability to access and use X X X appropriate data to inform decision making. Empowers leaders to create a culture of teaching and X X X learning, with an emphasis on learning. Instructs the leader in managing resources for effective X X X results. Provide brief explanation of your process for ensuring these selected characteristics. X X X X The district's professional education program encompasses a variety of delivery systems. Each year's academic year calendar includes a number of days, usually close to ten, for professional development for staff members. Two days are devoted to the flex program, which enables teachers to take self‐selected workshops totaling 15 hours outside of contracted time in exchange for two days off during the year. Thus the district‐designated days, along with the flex days, provide many opportunities for professional development. Beyond those, the district 20
provides each building with conference days that allow teachers to attend workshops, conferences, and seminars outside the district. The district's supervisory options program is another way in which teachers can grow in professional practice and differentiate their professional development. Finally, on some occasions, the district uses release time to bring teachers together during a normal school day in order to receive training on a particular topic of relevance. This system provides ample opportunity for teachers to enhance their knowledge and skills, as well as to deepen their content knowledge. While the programs on the district‐
designated days often focus on topics of relevance for all teachers, the other parts of the program allow for differentiation and individualization. In 2014‐2015, with the advent of the PDE SAS learning modules, the ability to individualize has become even greater. In terms of the specific topics in the checklists, the district has done a great deal since the adoption of NCLB to address the needs of struggling students, especially the disaggregated subgroups. Equal attention has not been paid to students at the high‐end of the learning spectrum, however, who have not been disaggregated in the accountability measures for NCLB. One or two workshops have been offered to both teachers and administrators, but the district's program has not typically broken out gifted students as a focal group for professional development. Finally, in light of the number of changes coming to the district from the state level, such as a new observational rubric, teacher‐specific data requirements, Student Learning Objectives (SLOs), and new Core Standards requiring changes to curriculum, materials, and instruction, more professional development time is warranted. Provide brief explanation for strategies not selected and how you plan to address their incorporation. Addressing needs of gifted students more directly will be accomplished through the system described above: by offering direct training on district‐designated days, by offering workshops through the flex program, by making action research with gifted students part of the supervisory options program, and by incorporating strategies for working with the gifted into routine meetings, such as monthly faculty meetings. Strategies Ensuring Fidelity  Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target instructional areas that need strengthening.  Using disaggregated student data to determine educators’ learning priorities.  Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target curricular areas that need further alignment.  Professional Development activities are developed that support implementation of strategies identified in your action plan.  Clear expectations in terms of teacher practice are identified for staff implementation.  The LEA has a systemic process that is used to validate whether or not providers have the capacity to present quality professional development.  Administrators participate fully in all professional development sessions targeted for their faculties.  Every Professional development initiative includes components that provide ongoing support to teachers regarding implementation. 21
 The LEA has an ongoing monitoring system in place (i.e. walkthroughs, classroom observations).  Professional Education is evaluated to show its impact on teaching practices and student learning. Provide brief explanation of your process for ensuring these selected characteristics. Goals for the professional development program depend largely on data derived from various assessments, whether PSSAs and Keystone Exams, MAP tests, PSAT's, SATs, or AP Exam scores. Teachers and administrators analyze these data exhaustively in order to target areas for improvement in curriculum and instruction. Once the areas of concern have been identified, professional development activities are put in place to address them, and clear expectations for effective practice are established. Putting new curricula in place effectively or ensuring that existing curricula are implemented with fidelity takes a high priority among responses to areas of concern observed in the data. Building administrators play a key role in any effective professional development, participating fully in sessions, often leading, setting clear and high expectations for implementation, and monitoring progress. When hiring outside providers for professional development, the district tries to use representatives of reputable, well‐established publishers or university‐based consultants. Recommendations from colleagues in other districts also play an important role. In terms of evaluation, in a data‐driven environment, professional development is assessed on the basis of whether it improves desired outcomes. We do not have a separate, formal system to evaluate professional development outside of student performance indicators and teacher evaluation results. Provide brief explanation for strategies not selected and how you plan to address their incorporation. As noted above, evaluation of the professional development system per se is not separate from evaluation of student and teacher performance. Moving ahead, it will be possible to try to unpack the effects of each piece of a broad‐based initiative to try to determine the specific effects of professional development. Induction Program 
Inductees will know, understand and implement instructional practices validated by the LEA as known to improve student achievement. 
Inductees will know the basic details and expectations related to LEA‐wide initiatives, practices, policies and procedures. 
Inductees will know the basic details and expectations related to school initiatives, practices and procedures. 
Inductees will be able to access state curriculum frameworks and focus lesson design on leading students to mastery of all state academic standards, assessment anchors and eligible content (where appropriate) identified in the LEA's curricula. 22
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Inductees will know and apply LEA endorsed classroom management strategies. 
Inductees will take advantage of opportunities to engage personally with other members of the faculty in order to develop a sense of collegiality and camaraderie. 
Inductees will know the basic details of Individualized Education Plans and 504 Plans. 
Inductees will know the hardware and technology systems needed to function in our schools. 
Inductees will know basic principles of respect and responsibility in the workplace. Provide brief explanation of your process for ensuring these selected characteristics. Our new teacher induction program covers three years, with the most intense experiences during the first year, when new teachers work five extra days. The first three occur prior to the start of school, when they work with district and building administrators, as well as their mentors, to become familiar with procedures, expectations, technology, routines, curriculum, and assessment practices. Direct instruction occurs on many aspects of the district's technology, including the infrastructure, hardware, and most common applications; on best practice for instruction; on effective classroom management; on working effectively with students with special needs; and on district and building procedures. Job‐alike sessions with their mentors round out these days, and the mentors provide more detailed descriptions of curricula, instruction, and assessments. The fourth day of Induction is spread out over the year and involves workshops on IEPs and 504s and training on Respect and Responsibility. For their fifth extra day, the new teachers may choose from among any of the offerings in the district's flex catalogue. New teachers and their mentors also observe each other on a monthly basis, with specific areas of focus. At the high school, the assistant principal continues to meet with the new teachers monthly to refine their skills in classroom management. In their second year, Inductees work three extra days, one of which must involve a curriculum workshop, and the other two of which involve workshops chosen from any in the flex catalogue. The main project during the second year is an action research project resulting in the compilation of a portfolio. During their third year, Inductees present the findings of their research to colleagues during an in service day. Over the course of these three years and multiple induction experiences, the new teachers develop the competencies listed above. Provide brief explanation for strategies not selected and how you plan to address their incorporation. Inductees are reminded of the importance both of providing challenging work and of meeting the needs of diverse learners, but they are not formally trained in providing challenging work to diverse populations. One of our assumptions is that what used to be Differentiated Instruction, a topic all its own, has become differentiated instruction, a routine classroom practice. Further, 23
we assume new teachers have been taught in their pre‐service programs how to differentiate for diverse populations. Since under the current model, all five days of Induction are filled for the first year, we will re‐orient the portfolio created by inductees in Year 2 around an action research project aimed at challenging diverse learners to think at high levels. Exposure to the SAS website will be incorporated into one of the first three days, which feature a good amount of training on technology. Assisting students in crisis will be added to the information provided about students with special needs, such as students with IEPs, 504 plans, and ESL designations. Needs of Inductees 
Frequent observations of inductee instructional practice by a coach or mentor to identify needs. 
Frequent observations of inductee instructional practice by supervisor to identify needs. 
Regular meetings with mentors or coaches to reflect upon instructional practice to identify needs. 
Student PSSA data. 
Standardized student assessment data other than the PSSA. 
Classroom assessment data (Formative & Summative). 
Inductee survey (local, intermediate units and national level). 
Review of inductee lesson plans. 
Review of written reports summarizing instructional activity. 
Submission of inductee portfolio. 
Knowledge of successful research‐based instructional models. 
Information collected from previous induction programs (e.g., program evaluations and second‐year teacher interviews). 
Feedback from mentors Provide brief explanation of your process for ensuring these selected characteristics. As noted above, inductees observe their mentors or are observed by their mentors every month during their first year of service. During this same period, supervisors visit inductees' classrooms frequently to provide feedback and supervise them formally. The district's expectations for mentors include meeting at least half an hour every week, if not more often. Building principals 24
take the pulse of inductees on a frequent basis to see if they can be providing additional resources to ensure the inductees' success. Formal evaluations of the Induction Program occur at the end of the year, and the results are used to inform subsequent years' programs. To assess the effectiveness of inductees, the district uses multiple measures, such as PSSA or Keystone Exam scores, MAP scores, midterm and final exams, and other curriculum‐based measures, including SLOs as of the 2014‐2015 school year. Weekly lesson plans provide additional indicators of the inductees' planning processes and instructional effectiveness. Over the course of the three‐year Induction Program, starting with the first few days of Induction, the inductees are exposed to the district's expectations for effective instruction, including research‐
based best practices. During their second year, inductees work on an action research project that culminates in a portfolio and portfolio presentation to colleagues. Provide brief explanation for strategies not selected and you plan to address their incorporation. None selected Mentor Characteristics 
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Pool of possible mentors is comprised of teachers with outstanding work performance. Potential mentors have similar certifications and assignments. Potential mentors must model continuous learning and reflection. Potential mentors must have knowledge of LEA policies, procedures and resources. Potential mentors must have demonstrated ability to work effectively with students and other adults.  Potential mentors must be willing to accept additional responsibility.  Potential mentors should work in the same building as their inductees Provide brief explanation of your process for ensuring these selected characteristics. Mentors are assigned to all inductees for their first years of service. Mentors receive additional compensation as per the RTMEA contract for working with their inductees. Building principals assign mentors to inductees based on a number of qualities, such as their work performance, certifications and schedules, experience in the profession and district, skills in working with stakeholders, communication and listening skills, coaching skills, and problem solving. High priority in making these selections is placed on similar schedules. Preference is always given to a mentor within the inductee's building, but if a suitable mentor cannot be found in the building, the principals will reach outside. Provide brief explanation for characteristics not selected and how you plan to address their incorporation. At a time when the district had a full time Director of Professional Development, there was a training program for the mentors, but that program has not been in place for a number of years, as personnel resources for the Induction program have diminished as a result of budget cuts (the Director of Professional Development position was eliminated, the teacher on assignment 25
for Induction position was eliminated, and the secretary who supported the Induction Program was eliminated). As noted above, principals make every effort to select mentors who have experience with mentoring and, more to the point, have the skills that would be taught in a formal mentor‐training program. Induction Program Timeline Topics Code of Professional Practice and Conduct for Educators Assessments Best Instructional Practices Safe and Supportive Schools Standards Curriculum Instruction Accommodations and Adaptations for diverse learners Data informed decision making Materials and Resources for Instruction If necessary, provide further explanation. Aug‐ Oct‐ Dec‐ Feb‐ Apr‐ Jun‐
Sep Nov Jan Mar May Jul X X X X X X X X X X X X X X These topics are introduced during the three days of Induction week, both through formal presentations and informal job‐alike sessions with mentors. They are reinforced in sessions with entire faculties, and they are further developed through workshops just for the new teachers. Through the district's professional development program, which includes designated professional development days and an additional two days of discretionary workshops each year, inductees may also enhance their knowledge of any of these topics, depending on the trainings and workshops offered in a given year. The items checked above are the ones definitely covered in the formal program or certain to be reviewed by building principals. Monitoring Evaluating and Induction Program Identify the procedures for monitoring and evaluating the Induction program. The Assistant Superintendent for Curriculum & Instruction leads the Induction Program and monitors it directly, participating in all Induction sessions, leading many, working directly with the inductees over three years, and observing their classroom performance both formally and informally. Mentors themselves and building principals provide formal and informal feedback on the performance of the inductees. If an inductee is struggling, the principal intervenes as early as possible to provide additional supports. The program is evaluated through informal feedback from all parties: inductees, mentors, principals, the Director of Human Resources, and the Assistant Superintendent. 26
Recording Process Identify the recording process for inductee participation and program completion. (Check all that apply) 
Mentor documents his/her inductee's involvement in the program. 
A designated administrator receives, evaluates and archives all mentor records. 
School/LEA maintains accurate records of program completion and provide a certificate or statement of completion to each inductee who has completed the program. 
LEA administrator receives, tallies, and archives all LEA mentor records. 
Completion is verified by the LEA Chief Administrator on the Application for Level 2 Certification. Special Education Special Education Students Total students identified: 588 Identification Method Identify the District's method for identifying students with specific learning disabilities. In accordance with the Individual with Disabilities Education Act (IDEA), the Rose Tree Media School District provides, without cost to parents, screenings and evaluations, appropriate programs and services to all students thought to be exceptional and in need of specially designed instruction. Parents may also request that their child be evaluated to determine if they have a child with a disability in need of special education services. Response to Instruction and Intervention/Academic Intervention Teams: The LEA is committed to every student achieving one year’s growth over the course of an academic year. At the elementary level, a visitor to any of our classrooms will see differentiation occurring through flexible grouping and learning activities designed to maximize a student’s potential for academic growth. Students’ learning needs are formally reviewed through the process of data conferences which are held three times a year. The instructional team at each elementary school reviews the performance of each student on universal screeners in the areas of reading, math, writing, and behavior. Focused interventions and instructional accommodations are then implemented for those students who are found to need remediation, 27
enrichment, or additional services. Classroom teachers, specialists, and paraprofessionals work collaboratively to meet each student’s needs. In the case of struggling learners, scaffolded, coordinated instruction is delivered in homogeneous small groups at students’ instructional levels. Students are instructed in the same fundamental skills as their grade‐level peers, but receive additional instructional time, explicit and direct instruction, teacher‐modeling and directed guided practice. Gradually, the release of responsibility moves from teacher to student. Students’ progress is more frequently monitored and, based on the student’s assessments, instructional strategies are altered as necessary. Teachers make informed curricular decisions and identify individual student’s strengths and needs using multiple data points including universal screeners such as PSSA and MAP as well as district benchmark assessments and curriculum‐based assessment. At‐risk students’ specific needs are targeted through the review of data results on each of the aforesaid assessments. A diagnostic‐to‐prescriptive action plan of tiered intervention is instituted and monitored. To improve student performance, highly trained interventionists implement the students’ action plans, which typically include the following: push‐in classroom support, structured core extension periods that focus on remediation, and small group instruction. Identification of a learning disabled student usually begins with building‐based Response to Instruction and Intervention/Academic Intervention Teams. These teams review a student's presenting needs, performance data/information, other relevant information and previous interventions in the student's educational program. Additional interventions are then attempted to address the student's needs. After a designated period of time (approximately 6 to 8 weeks), the intervention data/information is reviewed and additional support services and accommodations may be suggested. Teams also may suggest that a student be referred for a multidisciplinary evaluation to determine eligibility and need for special education services. Psychoeducational Testing: A comprehensive psychoeducational assessment is completed for a student, in accordance with IDEA specifications, which includes information regarding interventions, which have been previously attempted, and their success rates to address the student's presenting needs. A discrepancy model of identification for learning disabilities continues to be used to identify a learning disabled student in the district. Enrollment Review the Enrollment Difference Status. If necessary, describe how your district plans to address any significant disproportionalities. 28
The data is publicly available via the PennData website. You can view your most recent report. The link is: http://penndata.hbg.psu.edu/BSEReports Not significantly disproportionate. Non‐Resident Students Oversight 1. How does the District meet its obligation under Section 1306 of the Public School Code as the host District at each location? 2. How does the District ensure that students are receiving a free appropriate public education (FAPE) in the least restrictive environment (LRE)? 3. What problems or barriers exist which limit the District's ability to meet its obligations under Section 1306 of the Public School Code? Host School District Obligations: As the host district, the Rose Tree Media School District provides support for pupils placed at Elwyn Institute, Inc. An Elwyn staff member completes a Rose Tree Media School District registration packet. These documents usually include a current Evaluation Report/Reevaluation Report, Individualized Education Program and other documents, such as Psychological/Psychiatric information. If these documents are missing or have expired, the District maintains contact with Elwyn Institute to ensure the most recent records are obtained. After a review of the documents, referrals are made to school programs, which appear appropriate in addressing the student's educational needs identified in the documents. Prior to school program referrals, a contact with the student's family is attempted to discuss school placement recommendations/options and to obtain permission for school program referrals. Once a student is identified for a school program through the IEP process, a Notice of Recommended Educational Placement (NOREP) is issued for the appropriate school program and transportation is scheduled for the student, if applicable. Each Elwyn Institute, Inc. student registered with the district is provided the same opportunities to those students who reside within the district boundaries. Generally, once the student begins to attend the new school program, within thirty days, an Individualized Education Program (IEP) Meeting is requested to create a new IEP for the student. A district local educational agent (LEA) attends all meetings for the student to determine that the student's needs are appropriately addressed, as well as to assure a free, appropriate, public education (FAPE) in the least restrictive environment. The district Special Education Supervisor is identified as the contact person regarding the student's school program, which includes establishing a special education file, maintaining all special education records, participating in IEP meetings, initiating reporting functions for the student, including but not limited to notifying the state of student restraints, and assisting with the Extended School Year (ESY) placement process for the student. Assurance of FAPE in the Least Restrictive Environment: 29
Given a review of previous school programming information for students residing at Elwyn Institute, Inc., every effort is made to replicate the student's educational program, based on the student's previous IEP and to insure that the student is provided a free, appropriate, public education (FAPE). Assessing the least restrictive environment for the student is part of this review process. Since a district local educational agent (LEA) attends all school meetings for the student, FAPE in the least restrictive environment is addressed in these meetings. Barriers to Meeting Host District Obligations: Currently, no barriers exist that prevent the district from meeting its obligations under Section 1306 of the Public School Code. A district local educational agent (LEA) attends all meetings for the host students. Incarcerated Students Oversight Describe the system of oversight the District would implement to ensure that all incarcerated students who may be eligible for special education are located, identified, evaluated and when deemed eligible, are offered a free appropriate public education (FAPE). The Rose Tree Media School District serves as host district for the Be Proud Program and the Delaware County Juvenile Detention Center. Students adjudicated to the Be Proud program may remain in this program for one or more school years. While incarceration at the Delaware County Juvenile Detention Center is usually brief, some students may remain in the facility for several months, while awaiting adjudication or placement. The Rose Tree Media School District contracts with the Delaware County Intermediate Unit (DCIU) to provide regular education and special education services to incarcerated students in the Be Proud Program and the Delaware County Juvenile Detention Center. Delaware County Intermediate Unit (DCIU) issues the 4605 Form to identify the home district and obtains educational records. The DCIU conducts child find activities, completes the Individualized Education Program (IEP) process, and provides required special education services for special education students. Staff from the DCIU and Rose Tree Media School District collaborate throughout the year to review enrollment, programs, and service delivery to incarcerated students. Least Restrictive Environment 1. Describe the District procedures, which ensure that, to the maximum extent appropriate, children with disabilities, including those in private institutions, are educated with non‐disabled children, and that removal from the regular education environment only occurs when education in that setting with supplementary aids and services, cannot be achieved satisfactorily. 2. Describe how the District is replicating successful programs, evidence‐based models, and other PDE sponsored initiatives to enhance or expand the continuum of supports/services and education placement options available within the District to support students with disabilities access the general education curriculum in the least 30
restrictive environment (LRE). (Provide information describing the manner in which the District utilizes site‐based training, consultation and technical assistance opportunities available through PDE/PaTTAN, or other public or private agencies.) 3. Refer to and discuss the SPP targets and the district's percentages in the Indicator 5 section ‐ Educational Environments. Also discuss the number of students placed out of the district and how those placements were determined to assure that LRE requirements are met. Ensuring Maximum Integration Programming of Special Education Students for Maximum Integration: At each IEP meeting, the IEP Team always reviews the student's present educational levels, needs, and goals to determine if these needs and goals can be met in the regular classroom setting, with supplementary aids and services, based on the student's current performance. Additional classroom support may include paraprofessional support, support from related service providers. special education teacher support, or other certified teacher support. If it is determined that the student requires a more specialized educational program, then the student may be programmed for in a more restrictive environment so that they may be provided instruction required for he/she to make meaningful progress. Those students instructed outside the general education setting require scientific, research‐based remedial curriculum and/ or an extensively modified curriculum. Elementary: Supports are provided to students on an intensifying level through a data informed decision‐
making model. Data meetings occur three times throughout the school year to review the progress of all students by analyzing benchmark data from universal screeners that indicate if students are making appropriate progress. Students who are deemed to not be making adequate progress are provided Tier II interventions which are designed to provide more intensive interventions with frequent progress monitoring to evaluate the effectiveness of the interventions. When progress monitoring data indicates that the student is not making appropriate progress, interventions are intensified which may include referral for a multidisciplinary evaluation. When students are evaluated and found to be eligible and in need of specially designed instruction, the IEP team convenes to discuss the individual needs of the student and the appropriate level of intervention for the IEP to be implemented in the least restrictive environment (LRE). This discussion begins with a consideration of the regular education environment with the supports of supplementary aids and services. The district provides a full continuum of services including itinerant, supplemental, and full time support. Students who receive an itinerant level of support receive the majority of support in the regular education classroom. The individual needs of each student in the areas of reading, writing, math, and 31
social/emotional development are addressed through an inclusion model, as well as a pull out model. The District also provides a supplemental level of support to students who require a more intensive level of support to meet their needs. This level of support includes a developmental kindergarten program, a developmental primary program, as well as learning support services. These programs also ensure participation in a typical grade‐appropriate classroom program to support instruction in the least restrictive environment. Establishment of these specialized district programs has reduced the need to refer students to more restrictive educational placements. All district staff have participated in staff development offerings regarding Autism Spectrum Disorder. DCIU Behavioral Specialists, DCIU Mobile Therapy Team, DCIU Assisted Technology Coordinator (SETT Process), DCIU Hearing Support Therapist, DCIU Audiologist, DCIU Vision Therapist, and contracted therapeutic facilitators have participated with district staff and parents to address the needs of specific students in the least restrictive environment. The Developmental Kindergarten and Primary programs also receive the contracted services of therapists for music and art. The District also receives collaborative and consultative support through Elwyn's technical and training program for students with autism. Secondary: When students are evaluated and found to be eligible and in need of specially designed instruction, the IEP team convenes to discuss the individual needs of the student and the appropriate level of intervention for the IEP to be implemented in the least restrictive environment (LRE). This discussion begins with a consideration of the regular education environment with the supports of supplementary aids and services. The district provides a full continuum of services including itinerant, supplemental, and full time support. Students who receive an itinerant level of support receive the majority of support in the regular education classroom. The individual needs of each student in the areas of reading, writing, math, and social/emotional development are addressed through an inclusion model as well as a pull out model. Remedial instruction is provided through scientific research based programs including Write to Learn, Soar to Success, Read 180, and the Premier Executive Functioning Program. Additional software programs are also available to assist those students who need reinforcement of instruction to make adequate progress. Collaborative and consultative support through Elwyn's technical and training program for students with autism is also available at the secondary level. The District has also established a flexible high school program, The Simon Youth Rose Tree Media Academy, to address the needs of regular education and special education students who have difficulty managing a traditional high school program. This program has reduced the need to refer high school students to more restrictive educational placements outside the district and has supported a 99.9% graduation rate. Secondary special education teachers have participated in training to improve literacy and 32
mathematics including Read 180 and System 44 trainings. As with elementary special education teachers, DCIU Behavioral Specialists, DCIU Mobile Therapy Team, DCIU Assisted Technology Coordinator (SETT Process), DCIU Hearing Therapist, DCIU Audiologist, contracted therapeutic facilitators, and DCIU Vision Therapist have participated with district staff and parents to address the needs of specific students in the least restrictive environment. The District has participated in Indicator 13 Transition training and has launched a new initiative to improve the transitional support services to students ages 14 to 21. The District continues to evaluate the LRE percentages of special education students and to work diligently to meet Indicator 5 targets on the State Performance Plan. This has resulted in a LRE percentage of 60% for the 2012‐2013 school year for those students educated inside the regular class 80% or more of the time. This is an improvement over the 2011‐2012 percentage of 54.5%.The 2011‐2012 state target for this Indicator is 62.2% and the SPP target is 65%.The District will continue to support efforts in meeting the SPP target in this area by reviewing the resource room model at the middle school. In addition, the district also continue to make progress in reducing the number of students educated in other settings. The current percentage of 7.5% for the 2012‐2013 school year is an improvement over the 9.3% in 2011‐2012 and 10.9% in 2010‐2011.The Special Education Supervisors attend IEP meetings for each student in educational placements outside the District. At each of the IEP meetings, programming in the least restrictive environment with supplementary aids and services to meet the student’s needs is addressed. The IEP team discusses the student’s return to district programming when appropriate. Supplementary Aides and Services Utilized By the Rose Tree Media School District: Collaborative : Adults working together to support students 
Scheduled time for coplanning and team meetings 
Instructional arrangements that support collaboration (e.g., coteaching, 
paraeducator support) 
Professional development related to collaboration Instructional: Development and delivery of instruction that addresses diverse learning needs 
Providing modified curricular goals 
Providing alternate ways for students to demonstrate learning 33

Providing test modification 
Providing alternate materials 
Changing method of presentation 
Using reader services 
Providing research‐based supplementary materials 
Providing instructional adaptations (e.g., preteaching, repeating 
directions, extra examples and nonexamples) Physical : Adaptations and modifications to the physical environment 
Furniture arrangement in environments 
Specific seating arrangements 
Individualized desk, chair, etc. 
Adaptive equipment 
Structural Aids (e.g., wheelchair accessibility, trays, grab bars) Social‐Behavioral Supports and services to increase appropriate behavior and reduce disruptive or interfering behavior 
Social skills instruction 
Counseling supports 
Individualized behavior support plans 
Modification of rules and expectations 
Cooperative learning strategies Action Items to take place 7‐1‐14 to 6‐30‐17 to Facilitate Increased Inclusion in Home School District, Neighborhood School and General Education Setting: 34
Special Education Supervisors will attend IEP meetings of student currently attending programs outside of the school district. Extensive review of current programs and supports needed will enable special education supervisors to facilitate the return of students to the school district. So far we are in the process of returning 9 students to district in September 2014. Provision of special education programming in house for students transitioning to the school district from early intervention. The school district in is the process of transitioning 26/28 early intervention students to in district programs. Development of a core extension support block in the secondary schools to ensure supports are provided to all students without missing initial instruction. This will enable students with IEPs to receive support along side of their general education peers thus lower their percent of time in a special education setting. This will begin in September 2014. The schedule to facilitate this change is in process. Extensive review of PSSA scores and the IEPs of students who scored near proficient or proficient will be done summer 2014, summer 2015, summer 2016 and summer 2017. IEPs will be revised to reflect the general education setting for proficiency or near proficiency area subjects. The school district has hired a transition coordinator so transition programming can take place in district. The district is developing partnerships with community business to offer students career coaching opportunities in the community by school district staff, not the IU. The school district is in the process of building an in district apartment to assist students in developing independent living skills. Executive functioning training will be provided to all middle school students over the next three years. One middle school team is beginning this year, the others will follow. Staff and Parent Training Related to these initiatives: Flex workshops and inservices offered to parents, administrators, related services providers, guidance counselors, general education teachers, special education teachers, paraprofessional and other relevant school personnel related to the inclusion of students with significant learning, behavioral, emotional and medical needs. Flex workshops and inservices offered to parents, administrators, related services providers, guidance counselors, general education teachers, special education teachers, paraprofessional and other relevant school personnel related the education of students performing below a kindergarten level. Flex workshops and inservices offered to parents, general education teachers and paraprofessional related to accommodations and modifications in the general education setting using the general education curriculum. 35
Flex workshops and inservices offered to parents, general education teachers, special education teachers, paraprofessional and other relevant school personnel related differentiated instruction and flexible grouping. Flex workshops and inservices offered to parents, administrators, related services providers, guidance counselors, general education teachers, special education teachers, paraprofessional and other relevant school personnel related to the development of post secondary education, employment and independent living. Flex workshops and inservices offered to parents, general education teachers, special education teachers, paraprofessional and other relevant school personnel related executive functioning training. Special Education Administrators will attend workshops offered by PDE and PATTAN so turn around trainings on all of the above topics can be provided. Behavior Support Services Provide a summary of the District policy on behavioral support services including, but not limited to, the school wide positive behavior supports (PBS). Describe training provided to staff in the use of positive behavior supports, de‐escalation techniques and responses to behavior that may require immediate intervention. If the district also has School‐Based Behavioral Health Services, please discuss it. The Rose Tree Media School District School Board PBSP Policy 113.1 includes all the required regulatory components including the use of research based practices and techniques, training and retraining of school personnel on the use of PBSP, de‐escalation techniques, and emergency responses. The LEA utilizes effective techniques to teach socially appropriate alternative skills and reduce problem behaviors. A school wide positive behavior support program is in place in the schools to reinforce universal behaviors around three themes: Be Ready, Be Responsible, Be Respectful. The LEA reports all incidences of the use of restraints through leaderservices.com as required by PDE and notifies parents when a restraint is used and offers an IEP meeting within 10 days of the restraint. Student files for those students who have experienced a restraint include all appropriate documentation. When the IEP team checks that the student exhibits behavior that impedes his/her learning or the learning of others under Special Considerations on the IEP, the student has a behavior support plan. The PBSP is developed based on a FBA and becomes part of the student's IEP. When the use of restraints are indicated in a student's IEP as part of a PBSP plan, the IEP outlines when a restraint will be used in conjunction with the teaching of socially acceptable alternative behaviors. The district provides annual training for a team to be trained in Crisis Prevention Intervention training. Using a train‐the‐trainer model, other school personnel are trained in crisis prevention 36
and intervention. Paraprofessionals are also trained by consulting and district school psychologists in the implementation of crisis prevention and intervention. For those students whose IEP’s indicate the use of restraints, a plan is in place to eliminate the use of restraints through the application of PBSP. The IEP teams of students who require the use of restraints are aware that prone restraints are prohibited. Current training reflects the most up‐to‐date regulations regarding the use of safe techniques for the use of physical restraints. The District has also participated in professional development related to SWPBS offered by PATTAN. Through a partnership with Elwyn Technical Services Division, the district provides two clinical psychologists as a service to students needing school‐based psychological services. The psychologists provide individual and group counseling services as determined by the IEP team. These psychologists also facilitate the implementation of social skills in the emotional support program. At the elementary level, a clinical psychologist is also contracted through Support Source, LLC to provide these services. Guidance counselors at the elementary level are also SAP trained. There is a SAP coordinator contracted through Holcomb Behavioral Health at the secondary level. Additionally, the four district school psychologists evaluate students for services and provide consultation to teachers about specific students. In some cases, they also conduct individual and/or group counseling sessions related to specific issues. The school psychologists also conduct FBAs, develop Behavior Plans, and provide crisis intervention support, as needed. Intensive Interagency/Ensuring FAPE/Hard to Place Students 1. If the LEA is having difficulty ensuring FAPE for an individual student or a particular disability category, describe the procedures and analysis methods used to determine gaps in the continuum of special education supports, services and education placement options available for students with disabilities. 2. Include information detailing successful programs, services, education placements as well as identified gaps in current programs, services, and education placements not available within the LEA. Include an overview of services provided through interagency collaboration within the LEA. 3. Discuss any expansion of the continuum of services planned during the life of this plan. 1. If the LEA is having difficulty ensuring FAPE for an individual student or a particular disability category, describe the procedures and analysis methods used to determine gaps in the continuum of special education supports, services and education placement options available for students with disabilities. The District offers a full continuum of services including placements in programs offered by the Intermediate Unit and approved private schools and is able to successfully program for all students. 2. information detailing successful programs, services, education placements as well as identified gaps in current programs, services, and education placements not available within 37
the LEA. Include an overview of services provided through interagency collaboration within the LEA. Elementary Students: The Rose Tree Media School District is able to provide programming for students with a wide range of educational needs. Students identified with intellectual disabilities, autism ,sensory impairments, orthopedic impairments, specific learning disabilities, speech and language impairments, other health impairments, and/or emotional disturbance are programmed for through a comprehensive learning support model. Varying levels of support include a developmental kindergarten program, a developmental primary program, as well as learning support services. These programs also ensure participation in a typical grade‐appropriate classroom program, to support inclusion and instruction in the least restrictive environment. Establishment of these specialized district programs has reduced the need to refer students to more restrictive educational placements. Secondary Students: The Rose Tree Media School District is able to provide programming for students with a wide range of educational needs. Students identified with intellectual disabilities, autism, specific learning disabilities, speech and language impairments, orthopedic impairments, other health impairment, sensory impairments, and/or emotional disturbance are programmed for through a comprehensive model of supports including learning support, emotional support, and life skills. At the high school level, students may also participate in a flexible high school program at the Simon Youth Rose Tree Media Academy. This program offers a greater level of individualized attention, self‐paced learning using a web‐based curriculum aligned with the Common Core Standards and intensive transition supports through contracted services. The District also hired a new special education transition coordinator to facilitate activities allowing students ages 14 to 21 to explore post‐secondary education, employment, and independent living options. At the elementary and secondary levels, the District continues to face challenges in programming for students with multiple disabilities, severe autism, and severe emotional disturbance. The limited number of students in each of these categories makes it difficult to effectively and efficiently program for these students in district with regard to the level of specialized services that they require to appropriately meet their educational needs. The District continues to be challenged with developing programs under the fiscal restraints of Act I. In order to meet the needs of students identified with social and emotional needs, the District has interagency relationships with Crozer‐Chester, Elwyn, Holcomb, and Child Guidance. Thorough collaboration with these agencies, the District is able to work cooperatively to meet the needs of the students who require these services. 3. Information regarding expansion of the continuum of services planned during the life of this plan. 38
Elementary: At the elementary level, the District is developing an intensive learning support program for students with significant cognitive impairments. A review of appropriate curriculum and methodologies for these students will be fully explored. In addition, the use of related service providers in an inclusive co‐teaching model will be implemented to provide a fully integrated program. Secondary: At the secondary level, the District is exploring the ability to provide greater in‐district opportunities for students of transition age to explore post‐secondary education, employment, and independent living options. In addition, the district is committed to implementing scientifically research‐based curriculum in all special education programs K‐12 to ensure that students receive the maximum educational benefit. Strengths and Highlights Describe the strengths and highlights of your current special education services and programs. Include in this section directions on how the district provides trainings for staff, faculty and parents. Curriculum Delivery Information: The general education curriculum is the foundation for all instruction in the District. Elementary and secondary special education teachers participate with regular education teachers in grade level, team and/or department meetings, as well as curriculum training opportunities. Special education teachers participate in curriculum training with their respective grade level, team, and/or department content area teachers throughout the school year. When a new textbook adoption occurs, special education teachers participate with regular education teachers in the selection of the new program and are trained in its use. All students are included in the regular education classroom for science and social studies. Support by a special education co‐teacher or paraprofessional may also be provided for those students who require additional support in these classes. Common Core Standards are addressed in regular education and special education language arts and math classes, with individualized instruction for each student as needed. Specialized instruction in reading, writing, and mathematics is offered to students who perform below benchmarks on universal screeners. 39
In addition to the core content classes, intensive support is also offered at the secondary level in the areas of work completion and study skills for those students who need this type of support. The District implements a data informed, decision making model for general and special education students. This model ensures that the core curriculum is effective for at least 80% of the student population and that the core curriculum is implemented with fidelity. In the general education environment, this includes the RTII model, data conferencing, and benchmark meetings. In the special education program, progress‐monitoring data is utilized to evaluate if instruction is effective in supporting students to achieve their individualized goals as stated in their Individualized Education Program (IEP). Training for the special education teachers has included: Read 180, Soar to Success, The Wilson Reading System, Project TEACCH, Responsive Classroom, Teachers College Readers and Writers workshop, Project READ, Write to Learn, AIMS WEB, DIBELS, Kurzweil, and Indicator 13. As new curriculum is chosen, training for special education teachers is implemented to ensure delivery with fidelity. Developmental Kindergarten and Primary Programs: A full‐day kindergarten program, Developmental Kindergarten, is available to district kindergarten students with identified disabilities in communication skills, social/emotional/behavior skills, gross/fine motor skills, academic skills, and/or self‐help skills. A Developmental Primary program is also available to support students with the above listed needs in grades 1‐3. These students are gradually included in the typical grade‐level programs, with the goal of returning them to their home school grade‐level programs. The Simon Youth Rose Tree Media Academy (SYA): The Simon Youth Rose Tree Media Academy (SYA) is flexible high school program located in the district that serves regular education and special education district students who are identified as not profiting from the traditional high school program. The SYA provides a web‐based curriculum delivery model supported by regular and special education teachers and additional supports for post‐secondary planning, including SAT prep and college/employment opportunities to assist with post‐secondary planning. Students may also participate in internship opportunities to earn additional credits towards graduation. Group and individual counseling, as well as art, physical education, and world language instruction are also provided to the students. Autism Training: Elementary and secondary special education teachers continue to be trained in intensive Project TEACCH Training, offered through The Timothy School Academy, Elwyn Institute, or the Devereux Foundation. The District receives support through Elwyn Training and Technical Institute to maximize professional capacity in meeting the needs of students identified with autism. Emotional Support Programs: 40
At the elementary level, a district school psychologist is assigned to two elementary schools. A contracted clinical psychologist supports the district's four elementary buildings to provide individualized counseling services that are identified as needs through the IEP process. The middle school and high school each have full‐time district school psychologists. In addition, a clinical psychologist is contracted for each building to provide additional psychological services for 2 days each week. Psychologists see students, with parental permission, in‐group and/or individual sessions. At the middle school and high school, students identified as needing emotional support services have access to the Emotional Support Program. In the middle school, each student attends the emotional support classroom for one period per day to address emotional, behavioral, social, and academic needs. In the high school, emotional support students can attend the emotional support class from one period/week up to five periods/week, as determined by their individual needs. In the emotional support program, students who are in crisis can also access the emotional support classroom/school psychologist for de‐escalation and counseling support. Life Skill Support Programs: At the middle school and high school, identified students participate in a program emphasizing functional academics, functional living skills, and vocational/employability skills training in the Life Skills Support Program. Students are involved in a variety of jobs in their schools and across the district. Many of the high school students receive special services from DCIU's OPTIONS program for travel training, job coaching, and employability skills training at community sites. A DCIU functional living program is also available to students, usually during the last few years of their educational programs. A few of the high school life skills students also participate in Delaware County Technical School (DCTS) programs, such as landscaping, warehouse management, and culinary courses. While in the life skills classroom, students work on functional academics, as well as functional living skills, such as cooking, laundry, home maintenance, and prevocational skills. Each week, students participate in at least one community‐based trip to work on specific goals/objectives. Many students are included in regular education classes with support. These classes include physical education, art, music, and family/consumer science. Transition Programming: All secondary special education teachers have been trained in Indicator 13 (Transition) and how it applies to the IEP. At the IEP meeting for students turning 14 years old during the IEP year, transition information is provided on the transition process to the family. Students in grades 6‐
12 have transition folders in which to keep their yearly career and interest surveys. This year the District has hired a transition coordinator for the development and implementation of transition supports within the district. Activities and events, such as participation in career days or college fairs by the student, are logged in the students' folders. The folder follows the student from grade to grade. Students are also referred to the DCIU for assessments in the 41
areas of post‐secondary education, employment, and independent living skills. Program recommendations are implemented by district personnel and DCIU staff. ESY: The District strengthened their ESY programs last year by developing an improved delivery structure for the implementation of intensive remediation. In addition, the District has partnered with the local YMCA to provide a day camp experience for students with IEP's who require ESY supports for social skills development. This partnership allows the identified and eligible student to continue to develop social skills with typical peers. A licensed clinical psychologists provides weekly group social skills training and monitoring of progress on goals. A paraprofessional is also assigned to each camp group to support students and help facilitate appropriate social interaction. 42
Assurances Safe and Supportive Schools Assurances The LEA has verified the following Assurances: 
Implementation of a comprehensive and integrated K‐12 program of student services based on the needs of its students. (in compliance with § 12.41(a)) 
Free Education and Attendance (in compliance with § 12.1) 
School Rules (in compliance with § 12.3) 
Collection, maintenance and dissemination of student records (in compliance § 12.31(a) and § 12.32) 
Discrimination (in compliance with § 12.4) 
Corporal Punishment (in compliance with § 12.5) 
Exclusion from School, Classes, Hearings (in compliance with § 12.6, § 12.7, § 12.8) 
Freedom of Expression (in compliance with § 12.9) 
Flag Salute and Pledge of Allegiance (in compliance with § 12.10) 
Hair and Dress (in compliance with § 12.11) 
Confidential Communications (in compliance with § 12.12) 
Searches (in compliance with § 12.14) 
Emergency Care and Administration of Medication and Treatment (in compliance with 35 P.S. § 780‐101—780‐144) 
Parents or guardians are informed regarding individual survey student assessments and provided a process for refusal to participate (consistent with § 445 of the General Education Provisions Act (20 U.S.C.A. § 1232h) and in compliance with § 12.41(d)) 
Persons delivering student services shall be specifically licensed or certified as required by statute or regulation (in compliance with § 12.41(e)) 
Development and Implementation of Local Wellness Program (in compliance with Public Law 108‐265, Section 204) 
Early Intervention Services System Act (if applicable) (11 P.S. § 875‐101—875‐503) 43

Establishment and Implementation of Student Assistance Programs at all of levels of the school system 
Acceptable Use Policy for Technology Resources 
Providing career information and assessments so that students and parents or guardians might become aware of the world of work and career options available. Special Education Assurances The Local Education Agency (District) has verified the following Assurances: 
Implementation of a full range of services, programs and alternative placements available to the school district for placement and implementation of the special education programs in the school district. 
Implementation of a child find system to locate, identify and evaluate young children and children who are thought to be a child with a disability eligible for special education residing within the school district's jurisdiction. Child find data is collected, maintained and used in decision‐making. Child find process and procedures are evaluated for its effectiveness. The District implements mechanisms to disseminate child find information to the public, organizations, agencies and individuals on at least an annual basis. 
Assurances of students with disabilities are included in general education programs and extracurricular and non‐academic programs and activities to the maximum extent appropriate in accordance with an Individualized Education Program. 
Compliance with the PA Department of Education, Bureau of Special Education's report revision notice process. 
Following the state and federal guidelines for participation of students with disabilities in state and district‐wide assessments including the determination of participation, the need for accommodations, and the methods of assessing students for whom regular assessment is not appropriate. 
Assurance of funds received through participation in the medical assistance reimbursement program, ACCESS, will be used to enhance or expand the current level of services and programs provided to students with disabilities in this local education agency. 44
24 P.S. §1306 and §1306.2 Facilities Facility Name Facility Type
Be Proud Program Incarcerated
Lima Juvenile Detention Center Incarcerated
Student Count Services Provided By Delaware County Intermediate Unit #25 Delaware County Intermediate Unit #25 0 0 Least Restrictive Environment Facilities Facility Name Devereux CARES Devereux Day School Campuses Davidson School‐Elwyn Davidson School‐Elwyn Davidson School‐EASY Program , Elwyn HMS School Number of Students Placed Type of Facility Type of Service Approved Private Schools Approved Private Schools Approved Private Schools Approved Private Schools Other Full time autistic support 2 Full Time Emotional Support 3 Full‐time autistic support 5 Full Time Emotional Support 2 Autistic support provided in neighborhood school Full Time Life skills 3 2 Full time autistic support 1 Full time autistic support 5 Full time autistic/emotional support Full time autistic support 7 6 Supplemental speech & language 3 Full time multiple disabilities 2 Full time autistic support 1 Full time vision support 1 Full time life skills support 1 Supplemental hearing support 1 Approved Private Schools Pathway School Approved Private Schools Timothy School Approved Private Schools Vanguard School Approved Private Schools DCIU‐Marple Education Special Education Center Centers DCIU Coopertown Neighboring School Elementary School Districts George Crothers Approved Private Memorial School Schools MelMark School Approved Private Schools Overbrook School for the Approved Private Blind Schools Saint Katherine's Day Other School DCIU Swarthmore Neighboring School Rutledge Districts 45
DCIU Strath Haven Middle School DCIU Strath Haven High School DCIU‐Delaware County Academy DCIU‐County Alternative High School Kids Peace Lifeworks Neighboring School Districts Neighboring School Districts Special Education Centers Special Education Centers Other Other Supplemental hearing support 1 Supplemental hearing support 1 Full Time Emotional Support 1 Full Time Emotional Support 1 Full Time Emotional Support Full Time Emotional Support 1 1 Special Education Program Profile Program Position #1 Operator: School District PROGRAM SEGMENTS Location/Building Grade Indian Lane Elementary School JD An Elementary School Building Indian Lane Elementary School JD An Elementary School Building Building Type A building in which General Education programs are operated A building in which General Education programs are operated Support Service Type Age Caseload
Range FTE
Supplemental (Less Than 80% but More Than 20%) Learning Support 7 to 9 7 0.8
Full‐Time Special Education Class Learning Support 9 to 9 1 0.2
Support Service Type Program Position #2 Operator: School District PROGRAM SEGMENTS Location/Building Grade Media Elementary School KM An Elementary School Building Media Elementary School KM An Elementary School Building Building Type A building in which General Education programs are operated A building in which General Education programs are operated Program Position #3 Operator: School District PROGRAM SEGMENTS Age Caseload
Range FTE
Itinerant
Learning Support 10 to 11 2 0.4
Supplemental (Less Than 80% but More Than 20%) Learning Support 10 to 11 11
0.6
46
Location/Building Grade Media/M.S. An Elementary School Building Media/M.S. An Elementary School Building Building Type A building in which General Education programs are operated A building in which General Education programs are operated Support Service Type Age Caseload
Range FTE
Itinerant
Learning Support 7 to 9 9 0.6
Supplemental (Less Than 80% but More Than 20%) Learning Support 7 to 10 4 0.4
Service Type Age Caseload
Range Program Position #4 Operator: School District PROGRAM SEGMENTS Location/Building Grade Rose Tree Elementary School LS An Elementary School Building Rose Tree Elementary School LS An Elementary School Building Building Type A building in which General Education programs are operated A building in which General Education programs are operated Support FTE
Supplemental (Less Than 80% but More Than 20%) Learning Support 10 to 11 7 0.55
Itinerant
Learning Support 10 to 11 6 0.45
Program Position #5 Operator: School District PROGRAM SEGMENTS Location/Building Grade Indian Lane Elementary School RL An Elementary School Building Indian Lane Elementary School RL An Elementary School Building Building Type A building in which General Education programs are operated A building in which General Education programs are operated Support Service Type Age Caseload
Range FTE
Itinerant
Learning Support 9 to 10 3 0.25
Supplemental (Less Than 80% but More Than 20%) Learning Support 9 to 10 7 0.75
Support Service Type Program Position #6 Operator: School District PROGRAM SEGMENTS Location/Building Penncrest/M.W. Grade A Senior High School Building Building Type A building in which General Education programs are Itinerant
Learning Support Age Caseload
Range 14 to 18 13 FTE
0.8
47
Penncrest/M.W. A Senior High School Building Penncrest/M.W. A Senior High School Building operated
A building in which General Education programs are operated A building in which General Education programs are operated Supplemental (Less Life Skills Than 80% but Support More Than 20%) 20 to 20 1 0.05
Supplemental (Less Learning Than 80% but Support More Than 20%) 16 to 16 2 0.1
Program Position #7 Operator: School District PROGRAM SEGMENTS Location/Building Grade Glenwood Elementary School JW An Elementary School Building Glenwood Elementary School JW An Elementary School Building Building Type A building in which General Education programs are operated A building in which General Education programs are operated Support Service Type Age Caseload
Range FTE
Itinerant
Learning Support 5 to 8 3 0.25
Supplemental (Less Than 80% but More Than 20%) Learning Support 7 to 8 10 0.75
Support Service Type Program Position #8 Operator: School District PROGRAM SEGMENTS Location/Building Grade Penncrest/K.C. A Senior High School Building Penncrest/ K.C. A Senior High School Building Building Type A building in which General Education programs are operated A building in which General Education programs are operated Itinerant
Age Caseload
Range FTE
Emotional Support 14 to 18 16
0.9
Supplemental (Less Emotional Than 80% but Support More Than 20%) 14 to 18 2 0.1
Program Position #9 Operator: School District PROGRAM SEGMENTS Location/Building Glenwood Elementary School BH Grade An Elementary School Building Building Type A building in which General Education programs are operated Support Itinerant
Service Type Learning Support Age Caseload
Range 10 to 11 7 FTE
0.45
48
Glenwood Elementary School BH An Elementary School Building A building in which General Education programs are operated Supplemental (Less Than 80% but More Than 20%) 8 0.55
Learning Support 9 to 11 Service Type Age Range Caseload
FTE
Program Position #10 Operator: School District PROGRAM SEGMENTS Location/Building Penncrest/K.B. Penncrest/K.B. Grade Building Type Support A Senior High School Building A Senior High School Building A building in which General Education programs are operated A building in which General Education programs are operated Itinerant
Learning Support 14 to 18 9 0.4
Itinerant
Emotional Support 14 to 18 12
0.6
Program Position #11 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Indian Lane Elementary School CC An Elementary School Building Indian Lane Elementary School CC An Elementary School Building Indian Lane Elementary School CC An Elementary School Building A building in which General Education programs are operated A building in which General Education programs are operated A building in which General Education programs are operated Support Service Type Age Caseload
Range FTE
Itinerant
Learning Support 10 to 11 2 0.3
Supplemental (Less Than 80% but More Than 20%) Learning Support 10 to 11 5 0.6
Full‐Time Special Education Class Learning Support 11 to 11 1 0.1
Service Type Age Caseload
Range Program Position #12 Operator: School District PROGRAM SEGMENTS Location/Building Grade Penncrest/M.W. A Senior High School Building Penncrest/M.W. A Senior High School Building Building Type A building in which General Education programs are operated A building in which General Education programs are operated Support Itinerant
FTE
Emotional Support 14 to 18 16
0.8
Supplemental (Less Emotional Than 80% but Support More Than 20%) 14 to 16 4 0.2
49
Program Position #13 Operator: School District PROGRAM SEGMENTS Location/Building Grade Penncrest/K.W. A Junior/Senior High School Building Penncrest/K.W. A Senior High School Building Building Type A building in which General Education programs are operated A building in which General Education programs are operated Support Service Type Age Caseload
Range FTE
Itinerant
Learning Support 14 to 18 12
0.8
Supplemental (Less Than 80% but More Than 20%) Learning Support 15 to 17 3 0.2
Program Position #14 Operator: School District PROGRAM SEGMENTS Location/Building Grade Media Elementary School LC An Elementary School Building Media Elementary School LC An Elementary School Building Building Type A building in which General Education programs are operated A building in which General Education programs are operated Support Service Type Age Caseload
Range FTE
Itinerant
Learning Support 9 to 10 4 0.3
Supplemental (Less Than 80% but More Than 20%) Learning Support 9 to 10 9 0.7
Service Type Age Caseload
Range FTE
Program Position #15 Operator: School District PROGRAM SEGMENTS Location/Building Grade Indian Lane Elementary School DM An Elementary School Building Indian Lane Elementary School DM An Elementary School Building Building Type A building in which General Education programs are operated A building in which General Education programs are operated Support Itinerant
Learning Support 6 to 8 6 0.45
Supplemental (Less Than 80% but More Than 20%) Learning Support 6 to 8 7 0.55
Service Age Program Position #16 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Caseload
FTE
50
Indian Lane Elementary School MC An Elementary School Building Indian Lane Elementary School MC An Elementary School Building A building in which General Education programs are operated A building in which General Education programs are operated Type
Range Supplemental (Less Than 80% but More Than 20%) Learning Support 5 to 7 3 0.9
Full‐Time Special Education Class Learning Support 7 to 7 1 0.1
Support Service Type Age Range Caseload
FTE
Learning Support 14 to 17 12
0.7
Supplemental (Less Learning Than 80% but More Support Than 20%) 14 to 18 3 0.3
Program Position #17 Operator: School District PROGRAM SEGMENTS Location/Building Grade Penncrest/K.M. A Senior High School Building Penncrest/K.M. A Senior High School Building Building Type A building in which General Education programs are operated A building in which General Education programs are operated Itinerant
Program Position #18 Operator: School District PROGRAM SEGMENTS Location/Building Grade Rose Tree Elementary School JL An Elementary School Building Rose Tree Elementary School An Elementary School Building Building Type A building in which General Education programs are operated A building in which General Education programs are operated Support Service Type Age Caseload
Range FTE
Itinerant
Learning Support 7 to 10 4 0.5
Supplemental (Less Than 80% but More Than 20%) Learning Support 8 to 11 4 0.5
Program Position #19 Operator: School District PROGRAM SEGMENTS Location/Building Indian Lane Elementary School SM Grade An Elementary School Building Building Type A building in which General Education programs are operated Support Full‐Time Special Education Class Service Type Learning Support Age Caseload
Range FTE
5 to 5 0.1
1 51
Indian Lane Elementary School SM An Elementary School Building Supplemental (Less Than 80% but More Than 20%) Learning Support 5 to 7 4 0.9
Support Service Type Age Range Caseload
FTE
Learning Support 14 to 18 6 0.4
Supplemental (Less Learning Than 80% but More Support Than 20%) 14 to 18 9 0.6
A building in which General Education programs are operated Program Position #20 Operator: School District PROGRAM SEGMENTS Location/Building Grade Penncrest/D.M. A Senior High School Building Penncrest/D.M. A Senior High School Building Building Type A building in which General Education programs are operated A building in which General Education programs are operated Itinerant
Program Position #21 Operator: School District PROGRAM SEGMENTS Location/Building Grade Penncrest High School CH A Senior High School Building Penncrest High School CH A Senior High School Building Building Type A building in which General Education programs are operated A building in which General Education programs are operated Support Itinerant
Service Type Age Caseload
Range FTE
Learning Support 14 to 18 9 0.9
Supplemental (Less Learning Than 80% but Support More Than 20%) 16 to 16 1 0.1
Age Range Caseload
FTE
14 to 18 15
1
Program Position #22 Operator: School District PROGRAM SEGMENTS Location/Building Penncrest/S.G. Grade A Senior High School Building Building Type A building in which General Education programs are operated Support Service Type Itinerant
Learning Support Program Position #23 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Type Age Caseload
Range FTE
52
Penncrest High School JS An Elementary School Building Penncrest High School JS An Elementary School Building A building in which General Education programs are operated A building in which General Education programs are operated Itinerant
Learning Support 15 to 17 10
0.8
Supplemental (Less Than 80% but More Than 20%) Learning Support 15 to 15 2 0.2
Support Service Type Age Range Caseload
FTE
Learning Support 14 to 18 15
0.8
Supplemental (Less Learning Than 80% but More Support Than 20%) 15 to 18 4 0.2
Age Range Caseload
FTE
Learning Support 14 to 18 12
0.9
Supplemental (Less Learning Than 80% but More Support Than 20%) 14 to 18 2 0.1
Age Range Caseload
FTE
Program Position #24 Operator: School District PROGRAM SEGMENTS Location/Building Grade Penncrest/W.H. A Senior High School Building Penncrest/W.H. A Senior High School Building Building Type A building in which General Education programs are operated A building in which General Education programs are operated Itinerant
Program Position #25 Operator: School District PROGRAM SEGMENTS Location/Building Grade Penncrest/J.S. A Senior High School Building Penncrest/J.S. A Senior High School Building Building Type A building in which General Education programs are operated A building in which General Education programs are operated Support Itinerant
Service Type Program Position #26 Operator: School District PROGRAM SEGMENTS Location/Building Grade Penncrest/L.G. A Senior High School Building Penncrest/L.G. A Senior Building Type A building in which General Education programs are operated A building in Support Service Type Itinerant
Learning Support 14 to 17 14
0.9
Supplemental (Less Learning 18 to 1 0.1
53
High School Building which General Education programs are operated Than 80% but More Support
Than 20%) 18 Program Position #27 Operator: School District PROGRAM SEGMENTS Location/Building Grade Springton Lake Middle School EA A Middle School Building Springton Lake Middle School EA A Middle School Building Springton Lake Middle School EA A Middle School Building Building Type Support A building in which General Education programs are operated A building in which General Education programs are operated A building in which General Education programs are operated Service Type Age Range Caseload
FTE
Itinerant
Emotional Support 11 to 12 10
0.8
Itinerant
Learning Support 11 to 11 1 0.1
Full‐Time Special Education Class Emotional Support 11 to 11 1 0.1
Support Service Type Program Position #28 Operator: School District PROGRAM SEGMENTS Location/Building Grade Springton Lake Middle School SD A Middle School Building Springton Lake Middle School SD A Middle School Building Springton Lake Middle School SD A Middle School Building Springton Lake Middle School SD A Middle School Building Building Type A building in which General Education programs are operated A building in which General Education programs are operated A building in which General Education programs are operated A building in which General Education programs are operated Age Caseload
Range FTE
Itinerant
Emotional Support 13 to 14 5 0.25
Supplemental (Less Than 80% but More Than 20%) Emotional Support 13 to 14 4 0.25
Supplemental (Less Than 80% but More Than 20%) Learning Support 13 to 14 3 0.4
Itinerant
Learning Support 13 to 13 1 0.1
Program Position #29 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Type Age Caseload
Range FTE
54
Springton Lake Middle School DH A Middle School Building Springton Lake Middle School DH A Middle School Building Springton Lake Middle School DH A Middle School Building Springton Lake Middle School DH A Middle School Building A building in which General Education programs are operated A building in which General Education programs are operated A building in which General Education programs are operated A building in which General Education programs are operated Itinerant
Emotional Support 12 to 13 4 0.2
Supplemental (Less Than 80% but More Than 20%) Emotional Support 12 to 13 1 0.1
Itinerant
Learning Support 12 to 13 6 0.5
Supplemental (Less Than 80% but More Than 20%) Learning Support 12 to 13 4 0.2
Program Position #30 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Springton Lake Middle School SH A Middle School Building Springton Lake Middle School SH A Middle School Building Springton Lake Middle School SH A Middle School Building Springton Lake Middle School SH A Middle School Building A building in which General Education programs are operated A special education Center in which no general education programs are operated A building in which General Education programs are operated A building in which General Education programs are operated Support Service Type Age Caseload
Range FTE
Itinerant
Learning Support 12 to 14 3 0.5
Supplemental (Less Than 80% but More Than 20%) Life Skills Support 12 to 12 1 0.1
Full‐Time Special Education Class Life Skills Support 11 to 14 2 0.3
Itinerant
Blind or Visually Impaired Support 12 to 12 1 0.1
Program Position #31 Operator: School District PROGRAM SEGMENTS Location/Building Springton Lake Middle School BH Grade A Middle School Building Building Type A building in which General Education Support Itinerant
Service Type Learning Support Age Caseload
Range 11 to 12 6 FTE
0.8
55
Springton Lake Middle School BH A Middle School Building programs are operated A building in which General Education programs are operated Supplemental (Less Learning Than 80% but Support More Than 20%) 11 to 12 2 0.2
Program Position #32 Operator: School District PROGRAM SEGMENTS Location/Building Grade Springton Lake Middle School CK A Middle School Building Springton Lake Middle School CK A Middle School Building Building Type A building in which General Education programs are operated A building in which General Education programs are operated Support Itinerant
Service Type Age Caseload
Range FTE
Learning Support 12 to 13 11
0.7
Supplemental (Less Learning Than 80% but Support More Than 20%) 12 to 13 4 0.3
Program Position #33 Operator: School District PROGRAM SEGMENTS Location/Building Grade Springton Lake Middle School CM A Middle School Building Springton Lake Middle School CM A Middle School Building Springton Lake Middle School CM A Middle School Building Springton Lake Middle School CM A Middle School Building Building Type A building in which General Education programs are operated A building in which General Education programs are operated A building in which General Education programs are operated A building in which General Education programs are operated Support Service Type Age Caseload
Range FTE
Itinerant
Learning Support 13 to 14 7 0.5
Supplemental (Less Than 80% but More Than 20%) Learning Support 13 to 14 4 0.3
Full‐Time Special Education Class Learning Support 13 to 13 1 0.1
Itinerant
Emotional Support 13 to 13 1 0.1
Service Age Caseload
FTE
Program Position #34 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support 56
Type
Springton Lake Middle School AP A Middle School Building Springton Lake Middle School AP A Middle School Building A building in which General Education programs are operated A building in which General Education programs are operated Itinerant
Range Learning Support 11 to 13 6 0.8
Supplemental (Less Learning Than 80% but Support More Than 20%) 11 to 12 2 0.2
Program Position #35 Operator: School District PROGRAM SEGMENTS Location/Building Grade Springton Lake Middle School AV A Middle School Building Springton Lake Middle School AV A Middle School Building Building Type A building in which General Education programs are operated A building in which General Education programs are operated Support Itinerant
Service Type Age Caseload
Range FTE
Learning Support 12 to 13 9 0.6
Supplemental (Less Learning Than 80% but Support More Than 20%) 12 to 13 7 0.4
Program Position #36 Operator: School District PROGRAM SEGMENTS Location/Building Grade Springton Lake Middle School NZ A Middle School Building Springton Lake Middle School NZ A Middle School Building Building Type A building in which General Education programs are operated A building in which General Education programs are operated Support Itinerant
Service Type Age Caseload
Range FTE
Learning Support 13 to 14 10
0.8
Supplemental (Less Learning Than 80% but Support More Than 20%) 13 to 14 4 0.2
Age Range Caseload
FTE
14 to 18 8 0.9
Program Position #37 Operator: School District PROGRAM SEGMENTS Location/Building Penncrest High School DS Grade A Senior High School Building Building Type A building in which General Education programs are operated Support Service Type Supplemental (Less Life Skills Than 80% but Support More Than 20%) 57
Penncrest High School DS A Senior High School Building A building in which General Education programs are operated Itinerant
Life Skills Support 1 21 to 21 0.1
Special Education Support Services Support Service School Psychologist School Psychologist School Psychologist School Psychologist Speech/Language Therapist Speech/Language Therapist Speech/Language Therapist Speech/Language Therapist Occupational Therapist Occupational Therapist Special education paraprofessionals Special Education paraprofessionals Special education paraprofessionals Home/School Visitor Special Education Supervisor Special Education Supervisor Transition Coordinator Special Education Director Teacher FTE Location GES, ILES MES, RTES Springton Lake M.S. Penncrest MES/PHS GES/SLMS RTES/SLMS ILES SLMS, RTES, MES GES, ILES, PHS MES, GES, ILES, RTES SLMS Penncrest H.S. K‐12 Secondary Elementary SLMS/PHS K‐12 1 1 1 1 1 0.8 1 1 1 1 27 12 12 1 1 1 1 0.7 Special Education Contracted Services Special Education Contracted Services Physical Therapist Therapeutic Facilitator‐PHS/SYA Therapeutic Facilitator‐SLMS Therapeutic Facilitator‐MES,RTES,ILES,GES Hearing Support Vision Support Autistic support/consultation Music Therapy Operator Outside Contractor Outside Contractor Outside Contractor Outside Contractor Intermediate Unit Intermediate Unit Outside Contractor Outside Contractor Amt of Time per Week 2 Days 2.5 Days 2 Days 2 Days 90 Minutes 15 Minutes 2 Days 2 Hours 58
Art Therapy Options Program Functional Living Skills SAP Coordinator Outside Contractor Intermediate Unit Intermediate Unit Outside Contractor 1.5 Hours 2 Days 2 Days 1.5 Days 59
Needs Assessment District Accomplishments Accomplishment #1: From the e‐metric analysis: 1. PSSA scores are very high and far exceed state averages in all subjects, as do all goal areas at all grade levels. 2. PSSA scores increased over a three‐year period in all subject areas. 3. There are no disparities in scores greater than 10% from grade to grade in Math, Reading, or Writing. Accomplishment #2: From the PVAAS Analysis: 
Growth on Keystone Exams was strong for all three exams. All students, including subgroups, exceeded growth standards for all three exams. 
Grades 4 and 7 achieved positive growth in all tested areas. This growth included all students, including those in the three subgroups. 
When projected to the future, the core program meets the needs of the majority of the students in all subject areas. Accomplishment #3: From the School Performance Profiles: 
Three schools scored in the 90's 
The three schools that did not score in the 90's had significant increases from the 2012‐
2013 to the 2013‐2014 school years. District Concerns Concern #1: 60
From the e‐metric analysis: Keystone Exam scores are not as high as PSSA scores in absolute terms. Concern #2: From the PVAAS Analysis: 
Every school had at least one grade and subject area in which it did NOT make positive growth Concern #3: From the School Performance Profile analysis: 
The three schools with SPP scores under 90 achieve well in terms of absolute achievement (i.e., PSSA scores), but less well with growth: o GES: 60%‐69% Math, <60% Reading o
ILES: 70%‐79% in all 4 subjects o
SLMS: 60%‐69% Reading, < 60% Science, 70%‐79% Writing Concern #4: From the e‐metric analysis: 
On PSSA tests, there are disparities greater than 10% between the all student group and subgroups in every subject area. Concern #5: From the e‐metric analysis: 
On PSSA tests, there are disparities of greater than 10% from grade 4 to grade 8 in Science. Concern #6: From the PVAAS Analysis: 
PVAAS data also reveal that ALL the buildings, except Penncrest, regardless of whether they scored over 90 on the School Performance Profile, have cohorts of students predicted to be Advanced who did not hit their growth targets in reading and/or math. Concern #7: From the PVAAS analysis: 61
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Students predicted to be Advanced, as well as students in three key subgroups—Black, Special Education, and Economically Disadvantaged—did not exceed growth standards on PSSAs in grades 5, 6, and 8. Prioritized Systemic Challenges Systemic Challenge #1 (System #2) Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school. Aligned Concerns: From the e‐metric analysis: Keystone Exam scores are not as high as PSSA scores in absolute terms. From the PVAAS Analysis:  Every school had at least one grade and subject area in which it did NOT make positive growth From the School Performance Profile analysis:  The three schools with SPP scores under 90 achieve well in terms of absolute achievement (i.e., PSSA scores), but less well with growth: o GES: 60%‐69% Math, <60% Reading o ILES: 70%‐79% in all 4 subjects o SLMS: 60%‐69% Reading, < 60% Science, 70%‐79% Writing From the e‐metric analysis:  On PSSA tests, there are disparities greater than 10% between the all student group and subgroups in every subject area. From the e‐metric analysis:  On PSSA tests, there are disparities of greater than 10% from grade 4 to grade 8 in Science. 62
From the PVAAS Analysis:  PVAAS data also reveal that ALL the buildings, except Penncrest, regardless of whether they scored over 90 on the School Performance Profile, have cohorts of students predicted to be Advanced who did not hit their growth targets in reading and/or math. From the PVAAS analysis:  Students predicted to be Advanced, as well as students in three key subgroups—Black, Special Education, and Economically Disadvantaged—did not exceed growth standards on PSSAs in grades 5, 6, and 8. Systemic Challenge #2 (System #3) Establish a district system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices. Aligned Concerns: From the e‐metric analysis: Keystone Exam scores are not as high as PSSA scores in absolute terms. From the PVAAS Analysis:  Every school had at least one grade and subject area in which it did NOT make positive growth From the School Performance Profile analysis:  The three schools with SPP scores under 90 achieve well in terms of absolute achievement (i.e., PSSA scores), but less well with growth: o GES: 60%‐69% Math, <60% Reading o ILES: 70%‐79% in all 4 subjects o SLMS: 60%‐69% Reading, < 60% Science, 70%‐79% Writing 63
From the e‐metric analysis:  On PSSA tests, there are disparities greater than 10% between the all student group and subgroups in every subject area. From the e‐metric analysis:  On PSSA tests, there are disparities of greater than 10% from grade 4 to grade 8 in Science. From the PVAAS Analysis:  PVAAS data also reveal that ALL the buildings, except Penncrest, regardless of whether they scored over 90 on the School Performance Profile, have cohorts of students predicted to be Advanced who did not hit their growth targets in reading and/or math. From the PVAAS analysis:  Students predicted to be Advanced, as well as students in three key subgroups—Black, Special Education, and Economically Disadvantaged—did not exceed growth standards on PSSAs in grades 5, 6, and 8. Systemic Challenge #3 (System #1) Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students. Aligned Concerns: From the e‐metric analysis: Keystone Exam scores are not as high as PSSA scores in absolute terms. From the PVAAS Analysis:  Every school had at least one grade and subject area in which it did NOT make positive growth From the e‐metric analysis: 64
 On PSSA tests, there are disparities greater than 10% between the all student group and subgroups in every subject area. From the PVAAS analysis:  Students predicted to be Advanced, as well as students in three key subgroups—Black, Special Education, and Economically Disadvantaged—did not exceed growth standards on PSSAs in grades 5, 6, and 8. Systemic Challenge #4 (System #7) Establish a district system that fully ensures students who are academically at risk are identified early and are supported by a process that provides interventions based upon student needs and includes procedures for monitoring effectiveness. Aligned Concerns: From the e‐metric analysis:  On PSSA tests, there are disparities greater than 10% between the all student group and subgroups in every subject area. From the e‐metric analysis:  On PSSA tests, there are disparities of greater than 10% from grade 4 to grade 8 in Science. From the PVAAS analysis:  Students predicted to be Advanced, as well as students in three key subgroups—Black, Special Education, and Economically Disadvantaged—did not exceed growth standards on PSSAs in grades 5, 6, and 8. 65
District Level Plan Action Plans Goal #1: Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school. Related Challenges: 
Establish a district system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices. Indicators of Effectiveness: Type: Interim Data Source: Weekly lesson plans Specific Targets: Principals' evaluations of teachers’ lesson plans Type: Interim Data Source: Materials Specific Targets: Creation of video bank of exemplary lesson elements Type: Interim Data Source: Schedules, lesson plans, observations Specific Targets: Evidences of flexible grouping practices in the building schedules, in teachers' lesson plans, and in formal and informal observations Type: Interim Data Source: Teacher participation in peer observation or learning walks 66
Specific Targets: EOY 2015‐2016 = 25%, EOY 2016‐2017 = 75%, EOY 2017‐2018 = 100% Type: Interim Data Source: Professional development activities Specific Targets: Evidence of professional development agendas, faculty meeting agendas, flex workshops, out‐of‐district conferences, course work on the relevant topics Type: Interim Data Source: Local formative assessments Specific Targets: Performance data from KidBiz, Compass Learning, Khan Academy, Study Island Benchmarks, DIBELS, and MAP, along with curriculum‐
based assessments like tests, labs, papers, or projects Type: Annual Data Source: PSSA and Keystone Exam scores Specific Targets: The gap between PSSA scores in grades 3‐8 and Keystone Exam scores will narrow to less than 10% Type: Annual Data Source: PSSA scores Specific Targets: Disparities of greater than 10% on PSSA between the all‐
student group and subgroups will be eliminated Type: Annual Data Source: PVAAS results 67
Specific Targets: Positive growth in all subjects in grades 4‐8 Type: Annual Data Source: PVAAS results Specific Targets: Students predicted to be Advanced, as well as those in all three key subgroups (Black, IEP, Economically Disadvantaged) will exceed growth targets in all subject areas Type: Annual Data Source: School Performance Profiles Specific Targets: All schools' scores will exceed 90 Strategies: Lesson Planning Description: Effective lesson planning is a prerequisite to effective instructional practices. The goal involves consistent implementation of effective instructional practices, and high quality lesson plans submitted each week and reviewed by principals form the foundation of consistent and effective teaching. Grouping Practices Description: In order to incorporate an appropriate level of challenge and keep all learners growing, flexible grouping is helpful. The goal involves challenging students to think at high levels, and a one‐size‐fits‐all approach won't accomplish it. Flexible grouping allows teachers to set a high bar for smaller groups of students starting at their exact instructional levels. SAS Alignment: None selected Professional Development 68
Description: Growth in instructional practices will be preceded and supported by professional development. The strategy directly supports the goal of ensuring consistent implementation of effective instructional practices in every classroom. Implementation Steps: Lesson design Description: Revisit district's lesson design template in order to reinforce the importance of each element. The Assistant Superintendent will communicate and reinforce the elements of lesson design for the entire teaching staff of the district. After that, building principals will monitor teachers' weekly lesson plans for fidelity to the district's template, and they will look for the key design elements during formal and informal observations, which will serve as the primary means of evaluating the effectiveness of the action step. Start Date: 2/13/2015 End Date: 6/12/2015 Program Area(s): Professional Education, Special Education, Gifted Education, Educational Technology Create video bank of exemplary lesson elements Description: To illustrate each element of the district's lesson plan template, create a bank of videos that teachers may access. Teachers will be encouraged by district leaders and their building principals to identify exemplary elements of their lesson design and commit these to film, guided by a standard template and with the support of the district's technology department. The effectiveness of the initiative will be evaluated by the number of hits on each video clip, by perceptual data from the faculties, and by observed increases in desired practices. Start Date: 1/5/2015 End Date: 6/15/2018 Program Area(s): Professional Education, Teacher Induction, Gifted Education, Educational Technology 69
Extend flexible grouping practices for differentiation Description: To create more homogenous instructional groupings so that students may work at their instructional levels, extend flexible grouping opportunities. Building principals will implement this step with their faculties and monitor its fidelity. Its effectiveness will be assessed through teachers' perceptual data and ultimately from the percentages of students achieving their growth targets in PVAAS. Start Date: 9/1/2015 End Date: 6/15/2018 Program Area(s): Professional Education, Special Education, Gifted Education Provide professional development on lesson design Description: Improve instructional practices by providing professional development on lesson design, such as reteaching the lesson elements, peer modeling, peer observations, and/or participation in learning walks. The Assistant Superintendent will provide relevant training materials. Trainings will occur at the district and building levels, through formal presentations, faculty meetings, grade‐level meetings, team meetings, department meetings, and workshops. Evidence for the faithful and effective implementation of the new strategies will derive from teachers' lesson plans, from principals' formal and information observations of teachers in situ, and from the quality of videos submitted to the video bank. Start Date: 2/13/2015 End Date: 6/15/2018 Program Area(s): Professional Education Provide professional development on differentiated instruction, including teaching diverse learners in an inclusive setting Description: Improve instructional practices by providing professional development on teaching diverse learners in an inclusive setting, challenging gifted and high‐
end students, and promoting grit and a growth mindset in all students. The Assistant Superintendent will provide relevant training materials and engage the services of outside providers, if needed. Trainings will occur at the district and building levels, through formal presentations, faculty meetings, grade‐
70
level meetings, team meetings, department meetings, and workshops. Evidence for the faithful and effective implementation of the new strategies will derive from teachers' lesson plans, from principals' formal and information observations of teachers in situ, and ultimately from increases in percentages of students achieving growth targets. Start Date: 2/13/2015 End Date: 6/15/2018 Program Area(s): Professional Education, Teacher Induction, Special Education, Gifted Education Goal #2: Establish a district system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instruction practices. Related Challenges: 
Establish a district system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices. Indicators of Effectiveness: Type: Interim Data Source: Infrastructure Specific Targets: Creation of a functioning multi‐tiered support system (MTSS) at the middle school and high school, and use of universal screening tools at all levels Type: Interim Data Source: Self reports Specific Targets: Teachers' and principals' self reports of increases in efficiency and effectiveness through the use of Performance Tracker and refinement of data conferencing Type: Interim Data Source: Materials 71
Specific Targets: Completed curriculum documents aligned to PA Core, completed common, PA Core‐aligned assessments Type: Interim Data Source: Programs Specific Targets: Evidence of completed professional development Type: Interim Data Source: Lesson plans Specific Targets: Use of formative assessments as documented in teachers' lesson plans Type: Interim Data Source: Observations Specific Targets: Use of formative assessments witnessed during formal and informal observations Type: Interim Data Source: Formative assessments Specific Targets: Data from local formative assessments, such as KidBiz, Compass Learning, Khan Academy, Study Island benchmarks, DIBELS, and MAP, along with curriculum‐based assessments like tests, labs, papers, or projects Type: Annual Data Source: PSSA and Keystone Exam scores 72
Specific Targets: The gap between PSSA scores in grades 3‐8 and Keystone Exam scores will narrow to less than 10% Type: Annual Data Source: PSSA Specific Targets: Disparities of greater than 10% on PSSA scores between the all‐student group and subgroups will be eliminated Type: Annual Data Source: PVAAS Specific Targets: Every school will make positive growth in every grade and subject area Type: Annual Data Source: PVAAS Specific Targets: Student predicted to be Advanced and students in all three subgroups (Black, IEP, Economically Disadvantaged) will exceed growth standards in all reported subject areas Type: Annual Data Source: School Performance Profile Specific Targets: School performance profiles at all schools will exceed 90 Strategies: Strengthen Infrastructure Description: 73
Infrastructure needs to be in place for assessment practices to be effective. The strategy of strengthening and standardizing the infrastructure is prerequisite to ensuring every staff member uses assessments consistently. Standardize Assessments Description: Assessments need to be aligned to the new PA Core and standardized both horizontally and vertically. The goal involves using standards‐aligned assessments, and the strategy of standardizing the assessments is the first step in addressing the goal. Professional Development Description: Sustainable changes to schools' and teachers' practices around assessment require ongoing professional development. The goal involves the use of standards‐aligned assessments and adjusting instruction based on students' needs, and professional development will train teachers in how to assess and adjust. Implementation Steps: Create strong Multi‐Tiered Support System Description: Build Multi‐Tiered Support System (MTSS) at the middle school and high school, and strengthen the existing RtII system at the elementary level by continuing to refining the data conferencing process and extending the use of the Performance Tracker data warehouse. The Director of Pupil Services will work with building principals to manage and monitor the creation of the MTSS system, communicating with all faculty members and providing specific guidance on universal screeners, data conference protocols, interventions, and other aspects of the support structure. These same administrators will monitor the implementation for fidelity and evaluate its effectiveness, particularly through reduction in the numbers of students needing tier 3 supports. Start Date: 1/5/2015 End Date: 6/10/2016 Program Area(s): Professional Education, Special Education, Student Services 74
Supported Strategies: None selected Extend Universal Screening Description: Implement universal screening tools at all schools. Supported by building principals, the Director of Pupil Services will establish universal screening at the middle school and high school, where it does not currently exist. All those administrators will monitor the implementation for fidelity, and they will assess its effectiveness on the basis of consensus about whether the process is accurately identifying students in need of additional evaluation or supports. Start Date: 1/5/2015 End Date: 6/10/2016 Program Area(s): Professional Education, Special Education, Student Services Strengthen Assessments Description: Align classroom assessments with the new PA Core, develop common assessments across grades, and build capacity among the faculty to implement formative assessments and subsequently use the data to modify instruction. All teachers already have access to PA Core Standards, and all already know the Standards have changed. The Assistant Superintendent will provide relevant training materials and engage the services of outside providers, if needed. Trainings will occur at the district and building levels, through formal presentations, faculty meetings, grade‐level meetings, team meetings, department meetings, and workshops. Evidence for the faithful and effective implementation of the new assessment and, more broadly, of increased capacity to use formative assessments, will derive from the assessment documents themselves, from teachers' lesson plans, from principals' formal and information observations of teachers in situ, and ultimately from increases across a range of measures at multiple data points. Start Date: 8/26/2015 End Date: 6/10/2016 Program Area(s): Professional Education Goal #3: Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students. 75
Related Challenges: 
Establish a district system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices. Indicators of Effectiveness: Type: Interim Data Source: Materials Specific Targets: Completed versions of PA Core‐aligned curricula, common assessments, and curriculum maps Type: Interim Data Source: Programs Specific Targets: Evidence of professional development agendas, as well as flex workshops, faculty meeting agendas, out‐of‐district conferences, and course work on standards, assessments, and curriculum mapping Type: Interim Data Source: SLOs Specific Targets: Results of literacy‐based SLOs Type: Interim Data Source: Curriculum‐based assessments Specific Targets: Results of curriculum‐based assessments, such as unit post tests Type: Interim Data Source: Formative assessments 76
Specific Targets: Data from formative assessments like KidBiz, Compass Learning, Khan Academy, Study Island benchmarks, DIBELS, or MAP will provide evidence of goal attainment Type: Annual Data Source: PSSA and Keystone Exams Specific Targets: The gap between PSSA scores in grades 3‐8 and Keystone Exams scores will narrow to less than 10% Type: Annual Data Source: PSSA Specific Targets: Disparities of greater than 10% on PSSA scores between the all‐student group and subgroups will be eliminated Type: Annual Data Source: PVAAS Specific Targets: Every school will make positive growth in every tested grade and subject area Type: Annual Data Source: PVAAS Specific Targets: Students predicted to be Advanced and students in all three key subgroups (Black, IEP, Economically Disadvantaged) will exceed growth standards in all reported subject areas Strategies: Curriculum Alignment 77
Description: Coherent, challenging instruction depends on curriculum aligned with rigorous standards, implemented consistently by all teachers, and measured via common assessments. The goal is to ensure a curriculum aligned with current standards, and the strategy directly addresses the goal. Professional Development Description: Provide professional development on relevant topics: developing common classroom assessments, creating curriculum maps, and improving language and literacy acquisition for all students. Curricular reforms required by the goal will require discrete trainings in each of the goal areas. Implementation Steps: Align Curriculum and Assessments Description: Align all curricular areas with new PA Core Standards, create curriculum maps, and develop common assessments. Principals will communicate directly with all teachers involved in these activities and monitor the finished products for fidelity. Evidence of completion will consist of completed curriculum framework documents, maps, and assessments. Start Date: 2/13/2015 End Date: 6/10/2016 Program Area(s): Professional Education Professional Development Description: Provide professional development on relevant topics: developing common classroom assessments, creating curriculum maps, and improving language and literacy acquisition for all students. The Assistant Superintendent will provide relevant curricular materials and engage the services of outside providers, if needed. The bulk of the work involved will engage small groups of teachers of a common course or subject in developing assessments or curriculum maps in a workshop setting. Grade‐level colleagues at the elementary level and middle school and departmental colleagues at the high 78
school will validate the resulting products, and building principals will evaluate the fidelity of their delivery. Start Date: 2/13/2015 End Date: 6/10/2016 Program Area(s): Professional Education Goal #4: Establish a district system that fully ensures students who are academically at risk are identified early and are supported by a process that provides interventions based upon student needs and includes procedures for monitoring effectiveness. Related Challenges: 
Establish a district system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices. Indicators of Effectiveness: Type: Interim Data Source: Programs Specific Targets: Functioning MTSS programs at the middle school and high school, and a functioning summer experience for kindergarten readiness will provide evidence of goal attainment Type: Interim Data Source: Materials Specific Targets: Completed set of tiered assessments for Positive Behavior Support will provide evidence of goal attainment Type: Interim Data Source: Report card data Specific Targets: Increasing percentage of students Meeting Expectations on PBS indicators will provide evidence of goal attainment 79
Type: Interim Data Source: Early literacy indicators Specific Targets: Higher percentages on early indicators such as kindergarten round up data, F & P reading levels of kindergarten students, and DIBELS will provide evidence of goal attainment Type: Interim Data Source: Formative assessments Specific Targets: Data from formative assessments like KidBiz, Compass Learning, Khan Academy, Study Island benchmarks, DIBELS, and MAP will provide evidence of goal attainment Type: Annual Data Source: PSSA Specific Targets: Disparities of greater than 10% on PSSA scores between the all‐student group and subgroups will be eliminated Type: Annual Data Source: PVAAS Specific Targets: Students in all three key subgroups will exceed growth standards in all three tested subject areas Strategies: Strengthen Infrastructure Description: 80
Infrastructure must be present in order to identify students potentially at risk early and provide needed interventions. Systemic practices for identifying students at risk must take place in order for the goal of supporting these students to be realized. Strengthen Social Curriculum Description: Many students at risk of academic failure manifest behaviors limiting their academic success. By strengthening the social curriculum and consequently mitigating some of these behaviors, the district will foster greater academic achievement among at‐risk students. The goal involves supporting students at risk, and strengthening the social curriculum bears directly on the goal. Kindergarten Readiness Description: Research suggests readiness for kindergarten may be the most significant indicator of later success in school. The goal focuses on early identification of students who might be at risk, and the strategy of assessing and developing kindergarten readiness directly addresses the goal. Implementation Steps: Build and enhance support structure Description: Build an Multi‐Tiered Support System (MTSS) at the middle and high school levels and enhance the existing RtII process at the elementary level. Start Date: 1/5/2015 End Date: 6/10/2016 Program Area(s): Professional Education, Special Education, Student Services Enhance positive behavior supports Description: Strengthen the Positive Behavior Support (PBS) system. The addition of tiered intervention will support quantifiable improvements in students' behavior. The Director of Pupil Services, working with building principals, will create the 81
interventions, which will be evaluated based on the reduction of disciplinary incidents. Start Date: 8/24/2016 End Date: 6/15/2018 Program Area(s): Professional Education, Student Services Assess and support kindergarten readiness Description: Implement a summer experience for pre‐K students designed to assess their readiness for kindergarten and identify needed interventions. Train their parents at the same time on appropriate developmental expectations and interventions to be implemented in the home in order to prepare the child for kindergarten. The Director of Pupil Services will work with the Director of Summer School to structure the summer experience, and to communicate with not only the local pre‐K providers, but also with the parents of participants. The two Directors will also monitor the program for fidelity and evaluate its effectiveness by the analysis of data from the district's annual Kindergarten Round Up and by the performance of students when they actually enter kindergarten. Start Date: 7/3/2017 End Date: 6/15/2018 Program Area(s): Student Services 82
Appendix: Professional Development Implementation Step Details LEA Goals Addressed: #1 Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school. End Title 2/13/2015 6/15/2018 Provide professional development on lesson design Person Responsible Building Principals Start Knowledge Supportive Research SH 3.0 S 4 EP 320 Description Improve instructional practices by providing professional development on lesson design, such as reteaching the lesson elements, peer modeling, peer observations, and/or participation in learning walks. The Assistant Superintendent will provide relevant training materials. Trainings will occur at the district and building levels, through formal presentations, faculty meetings, grade‐level meetings, team meetings, department meetings, and workshops. Evidence for the faithful and effective implementation of the new strategies will derive from teachers' lesson plans, from principals' formal and information observations of teachers in situ, and from the quality of videos submitted to the video bank. Provider Type App. Rose Tree Media School District School No Entity Lesson design, best practices for instruction Danielson's Framework for Teaching 83
Schoker's Focus Wiggins & McTighe's Understanding by Design Designed to Accomplish For classroom teachers, school counselors and education specialists: Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students. Provides educators with a variety of classroom‐based assessment skills and the skills needed to analyze and use data in instructional decision‐making. For school and district administrators, and other educators seeking leadership roles: Empowers leaders to create a culture of teaching and learning, with an emphasis on learning. LEA Whole Group Presentation Series of Workshops School Whole Group Presentation Professional Learning Communities Training Format Classroom teachers Principals / Asst. Principals Supt / Ast Supts / CEO / Ex Participant Roles Dir Elementary ‐ Primary (preK ‐ grade 1) Elementary ‐ Intermediate (grades 2‐5) Middle (grades 6‐8) High (grades 9‐12) Grade Levels New Staff Follow‐up Activities Team development and sharing of content‐area lesson implementation outcomes, with Evaluation Methods Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and 84
involvement of administrator and/or peers Analysis of student work, with administrator and/or peers Creating lessons to meet varied student learning styles Peer‐to‐peer lesson discussion Lesson modeling with mentoring standards, classroom environment, instructional delivery and professionalism. Student PSSA data Classroom student assessment data Review of participant lesson plans LEA Goals Addressed: Start 2/13/2015 #1 Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school. End Title 6/15/2018 Provide professional development on differentiated instruction, including teaching diverse learners in an inclusive setting Description Improve instructional practices by providing professional development on teaching diverse learners in an inclusive setting, challenging gifted and high‐end students, and promoting grit and a growth mindset in all students. The Assistant Superintendent will provide relevant training materials and engage the services of outside providers, if needed. Trainings will occur at the district and building levels, through formal presentations, faculty meetings, grade‐level meetings, team meetings, department meetings, and workshops. Evidence for the faithful and effective implementation of the new strategies will derive from teachers' lesson plans, from principals' formal and information observations of teachers in situ, and ultimately from increases in percentages of students achieving growth targets. 85
Person Responsible Assistant Superintendent, Building Principals SH 3.0 S 10 EP 320 Provider Rose Tree Media School District Type School Entity App. No Differentiated instruction Curriculum compacting Knowledge Grit and growth mindset Effective strategies for working with gifted learners Tomlinson's work on Differentiated Instruction Supportive Research Renzulli and Weinbrenner's work on curriculum compacting and effective strategies for working with gifted learners Duckworth's and Dweck's work on grit and growth mindset Designed to Accomplish For classroom teachers, school counselors and education specialists: Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students. For school and district administrators, and other educators seeking leadership roles: Empowers leaders to create a culture of teaching and learning, with an emphasis on learning. 86
LEA Whole Group Presentation Series of Workshops School Whole Group Presentation Department Focused Presentation Professional Learning Communities Offsite Conferences Training Format Classroom teachers Principals / Asst. Principals Supt / Ast Supts / CEO / Ex Elementary ‐ Primary (preK ‐ grade 1) Elementary ‐ Intermediate (grades 2‐5) Middle (grades 6‐8) High (grades 9‐12) Dir Participant Roles Paraprofessional New Staff Other educational specialists Grade Levels Follow‐up Activities Team development and sharing of content‐area lesson implementation outcomes, with involvement of administrator and/or peers Analysis of student work, with administrator and/or peers Evaluation Methods Creating lessons to meet varied student learning styles Joint planning period activities Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism. Student PSSA data Standardized student assessment data other than the PSSA Classroom student assessment data Review of participant lesson plans 87
LEA Goals Addressed: #1 Establish a district system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instruction practices. End Title 8/26/2015 6/10/2016 Strengthen Assessments Person Responsible Assistant Superintendent, Principals Start SH 3.0 S 5 EP 320 Description Align classroom assessments with the new PA Core, develop common assessments across grades, and build capacity among the faculty to implement formative assessments and subsequently use the data to modify instruction. All teachers already have access to PA Core Standards, and all already know the Standards have changed. The Assistant Superintendent will provide relevant training materials and engage the services of outside providers, if needed. Trainings will occur at the district and building levels, through formal presentations, faculty meetings, grade‐
level meetings, team meetings, department meetings, and workshops. Evidence for the faithful and effective implementation of the new assessment and, more broadly, of increased capacity to use formative assessments, will derive from the assessment documents themselves, from teachers' lesson plans, from principals' formal and information observations of teachers in situ, and ultimately from increases across a range of measures at multiple data points. Provider Type App. Rose Tree Media School District School No Entity Knowledge of PA Core Standards Knowledge Supportive Research Knowledge of assessment design Popham on assessment design 88
Designed to Accomplish For classroom teachers, school counselors and education specialists: Enhances the educator’s content knowledge in the area of the educator’s certification or assignment. Provides educators with a variety of classroom‐based assessment skills and the skills needed to analyze and use data in instructional decision‐making. For school and district administrators, and other educators seeking leadership roles: Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards. Provides leaders with the ability to access and use appropriate data to inform decision‐making. Series of Workshops School Whole Group Presentation Department Focused Presentation Professional Learning Communities Offsite Conferences Training Format Classroom teachers Principals / Asst. Principals Supt / Ast Supts / CEO / Ex Elementary ‐ Primary (preK ‐ grade 1) Elementary ‐ Intermediate (grades 2‐5) Middle (grades 6‐8) High (grades 9‐12) Dir Participant Roles New Staff Other educational specialists Grade Levels 89
Follow‐up Activities Analysis of student work, with administrator and/or peers Evaluation Methods Student PSSA data Standardized student assessment data other than the PSSA Classroom student assessment data LEA Goals Addressed: #1 Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students. End Title 2/13/2015 6/10/2016 Professional Development Person Responsible Assistant Superintendent, Principals Start SH 3.0 S 10 EP 15 Description Provide professional development on relevant topics: developing common classroom assessments, creating curriculum maps, and improving language and literacy acquisition for all students. The Assistant Superintendent will provide relevant curricular materials and engage the services of outside providers, if needed. The bulk of the work involved will engage small groups of teachers of a common course or subject in developing assessments or curriculum maps in a workshop setting. Grade‐level colleagues at the elementary level and middle school and departmental colleagues at the high school will validate the resulting products, and building principals will evaluate the fidelity of their delivery. Provider Type App. Rose Tree Media School District School No Entity Knowledge of PA Core Standards Knowledge Knowledge of curriculum mapping 90
Knowledge of best practices for assessment Popham on assessment practices Supportive Research Jacobs on curriculum mapping Designed to Accomplish For classroom teachers, school counselors and education specialists: Enhances the educator’s content knowledge in the area of the educator’s certification or assignment. Provides educators with a variety of classroom‐based assessment skills and the skills needed to analyze and use data in instructional decision‐making. For school and district administrators, and other educators seeking leadership roles: Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards. Empowers leaders to create a culture of teaching and learning, with an emphasis on learning. Series of Workshops Department Focused Presentation Professional Learning Communities Training Format Participant Roles Classroom teachers Principals / Asst. Principals Supt / Ast Supts / CEO / Ex Dir Other educational specialists Elementary ‐ Primary (preK ‐ grade 1) Elementary ‐ Intermediate (grades 2‐5) Middle (grades 6‐8) High (grades 9‐12) Grade Levels 91
Follow‐up Activities Analysis of student work, with administrator and/or peers Joint planning period activities Evaluation Methods Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism. Student PSSA data Standardized student assessment data other than the PSSA Classroom student assessment data 92
District Level Affirmations We affirm that this District Level Plan was developed in accordance, and will comply with the applicable provisions of 22 Pa. Code, Chapters 4, 12, 16, and 49. We also affirm that the contents are true and correct and that the plan was placed for public inspection in the school district/AVTS offices and in the nearest public library until the next regularly scheduled meeting of the board or for a minimum or 28 days whichever comes first. We affirm that the responses in the Professional Education Core Foundations and the Professional Development Implementation Steps focus on the learning needs of each staff member to enable all staff members meet or exceed the Pennsylvania academic standards in each of the core subject areas. No signature has been provided Board President Affirmed by James Wigo on 5/16/2014 Chief School Administrator 93
Special Education Affirmations We also affirm our understanding that any requests for any deviations from the Chapter 14 regulations, standards, policies, and procedures must be made in writing to the Pennsylvania Department of Education. The school district understands that the Special Education Component of the District Level Plan will be approved by PDE in accordance with the following criteria as set forth in 22 Pa. School Code § 14.104 and as part of the District Level Plan: 1. There are a full range of services, programs and alternative placements available to the school district for placement and implementation of the special education programs in the school district. 2. The school district has adopted a child find system to locate, identify and evaluate young children and children who are thought to be a child with a disability eligible for special education residing within the school district's jurisdiction. Child find data is collected, maintained, and used in decision‐making. Child find process and procedures are evaluated for its effectiveness. The school district implements mechanisms to disseminate child find information to the public, organizations, agencies, and individuals on at least an annual basis. 3. The school district has adopted policies and procedures that assure that students with disabilities are included in general education programs and extracurricular and non‐academic programs and activities to the maximum extent appropriate in accordance with an Individualized Education Program. 4. The school district will comply with the PA Department of Education, Bureau of Special Education's revision notice process. 5. The school district follows the state and federal guidelines for participation of students with disabilities in state and district‐wide assessments including the determination of participation, the need for accommodations, and the methods of assessing students for whom regular assessment is not appropriate. 6. The school district affirms the Pennsylvania Department of Education that funds received through participation in the medical assistance reimbursement program, ACCESS, will be used to enhance or expand the current level of services and programs provided to students with disabilities in this local education agency. Affirmed by John R. Hanna III on 5/15/2014 Board President 94
Affirmed by James Wigo on 5/21/2014 Chief School Administrator