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transcript
HopewellAreaSD
DistrictLevelPlan
07/01/2022-06/30/2025
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DistrictProfile
Demographics2354 Brodhead Rd Aliquippa, PA 15001 (724)375-6691 Superintendent: Michelle Miller Director of Special Education: Dr. Lynn Utchell
PlanningProcessThecomprehensiveplanningprocessstartedwithatrainingatPattanPittsburgh.Administratorswereintroducedtothecomprehensiveplanningprocessandtheonlinesystemofreporting.Communicationabouttheprocesswasconveyedusingvariousmeans.Comprehensiveplanningwasdiscussedatadministrativemeetingsandschoolboardmeetings.Volunteersforthedistrictplanningcommitteeweresolicitedviatherecommendationsfromadministrationandboardmembers.Committeememberssuggestednamesofresidentswhotheybelievedwouldprovidevaluableinputintotheprocess.Teachersparticipatedintheprocessandfeedbackwasalsogatheredfromstudentsthroughfocusgroups.Manystakeholderswereinvolvedinvariouspartsofthisprocess.Communicationaboutcomprehensiveplanningcontinuedthroughouttheprocessviaupdatesatschoolboardmeetings,facultymeetings,andthedistrictwebsite.
Althoughinputwasreceivedbyalargegroupofindividuals,therewerethreemaingroupsthatdrovetheprocesswithaseriesofchecksandbalances.Thesecommitteesincluded:AdministrativeCommitteemadeupoftheAdministrativeTeamandtheTechnologyDepartment,theEducationTeamwhichconsistedofteachersandtheAdministrativeCommittee,andtheComprehensivePlanningCommitteewhichconsistedofthefirsttwocommitteesalongwithadditionalstakeholdersincludingboardmembers,businessleaders,communitymembers,students,andparents.
Thedistrictlevelcommitteecontainedthenecessarystakeholders.Aseriesofmeetingswerescheduledtopermitstakeholderparticipation,sharingofdata,goalsettingandactionplanning.TheDirectorofSpecialEducationdirectedthespecialeducationplanandcommittee.Thefinalplanwasacollaborativeefforttoaddressthestrengths,needs,anddirectionforthedistrictintheupcomingschoolyears.
MissionStatementTheHopewellAreaSchoolDistrictiscommittedtopreparingstudentstobeproductivecitizensandlife-longlearnersinaneverchangingworld.
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VisionStatementTheHopewellAreaSchoolDistrictwillbeaunitedcommunityinwhichrigorouscurriculawillbefostered.Studentsandstaffwillembraceeducationalopportunitiesandexperiencesinadiversesociety
SharedValuesWebelieve:·Thedevelopmentofpersonalpotentialisinfluencedbyasenseofself-worth.
·Learningisalife-longprocess.
·Thestudent,family,schoolandcommunityallshareresponsibilityforlearning.
·Adaptabilityisessentialforfunctioninginachangingworld.
·Allindividualshavearighttobetreatedwithrespectanddignity.
·Responsiblebehaviorislearnedbyholdingstudentsaccountable.
·Highexpectationspromoteexcellence.
·Thehealth,safetyandwelfareofallstudentsisvital.
·Recognizingandrespectingthediversityofallpeopleenrichesourschoolcommunity.
·Dynamicorganizationsrespondtochangeineffectiveways.
·Studentsshouldbeabletoworkbothindependentlyandcollaboratively.
EducationalCommunityTheHopewellAreaSchoolDistrictislocatedinBeaverCounty,approximatelyfortyminutesfromdowntownPittsburghandtenminutesfromthePittsburghInternationalAirport.ThedistrictincludesHopewell,Raccoon,andIndependenceTownshipswhichcoverover60squaremiles.Publictransportationsystemsaffordthe20,000peopletheadvantageofaruralsetting,asmalltownandalargecity.
ELEMENTARYSCHOOLS
• Pre-kindergartenreadinessscreening
• SpecialSubjectsincludelibrary,physicaleducation,art,music,andcomputerscience
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• Title1ReadingisofferedinGradesK-4
• StudentAssistanceProgram
• Multi-TieredSystemofSupport(MTSS)
• Giftedenrichment
• EverydayMathprogram
• ReadingWondersprogram
• GuidedReadinglibraries
• Smartboardsinclassroom
• Wi-Fiinallbuildings
• 5iPadsineachclassroom
• LexiaReadingInterventions
• ReflexMathInterventions
JUNIORHIGHSCHOOL
• Generalcourseofferingsinclude:instrumentalmusic,chorus,swimming,art,library,physicaleducation,InnovatED
• Specializedofferingsinclude:AlgebraIingrades7-8,computerscience,andtechnologyeducation
• A7-dayrotationallowsforstudentexplorationofavarietyofacademiccontentincludingcomputationalthinkinginmathematics,codingandprogramming,andinnovation
• STEAMelectivesofferedinclude:RecycledArt,TheaterTechnology,CreekConnections,videoproduction
• NationalJuniorHonorSociety
• twocomputerlabswithmultiplesoftwareapplications
• 24cartsofChromebooksandiPadsforstudentuse
• Wi-Fi
• StudentAssistanceProgram
SENIORHIGHSCHOOL
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Courseofferingsinclude:
• AdvancedBiology,AdvancedChemistry,Physics,AcceleratedPhysicsandAstronomy
• AdvancedPlacementcoursesinEnglish,Physics,Chemistry,Biology,Calculus,HistoryandGovernment
• Foreignlanguagesoffered,fouryearprograms
• Drama,Journalism,VideoProduction
• Psychology,PsychologyII,Civics,PracticalJustice
• Computerskills,Networking,CAD,WebpageDesign
• Wi-Fithroughoutthebuilding
• Fivehard-wiredcomputerlabs
• 4ChromebookandiPadcarts
• 4Laptopscarts
• TwentyVocationalEducationprogramsinconjunctionwithBeaverCountyCareerandTechnicalCenter
• WorkStudyprogram
• StudentAssistanceProgram
• AnnualSchoolMusical
• NationalHonorSociety
• Studentleadershipopportunities
• Bowling,Ski,Drama,HealthCareers,Chess,Language,Conservation,Literary,ForensicsandArtclubs
Extracurricular
• Students/schoolpersonnelserviceprojectssuchasThanksgivingfoodbaskets,ChristmasToyDrive,ToysforTots,MakeAWish,CaringFoundation,BeaverCountyWomen’sCenter
• DistrictandPTAsponsoredfieldtripsandassemblyprogramsforstudentsK-8
• Secondarystudentfieldtripstoculturalandcurriculumrelatedactivities
• Districtsponsoredstudent/communitytripsintheUnitedStatesandtoEurope
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• NationalAcademicGamesCompetition
• Participationinlocalspellingbees,Governor'sSchoolfortheArts,GenevaCollegeandVFWSpeechCompetitions,SlipperyRockUniversityForeignLanguageCompetition,GenevaCollege/BeaverCountyTimesAcademicGames,HughO’BrienLeadershipConference,mathCountsCompetition
• MusicalandDramaproductions
• PittsburghregionalScienceandengineeringFair
• USNavySeaPerchprogram
• ExtraCurricularclubsinthejuniorandseniorhighschools
HopewellAreaisactivelyinvolvedinthedevelopmentofoccupational,educational,residentialandrecreationalfacilities.Someoftheseinclude:
• RaccoonCreekStatePark
• HopewellCommunityPark
• LarryBlaneyNatureCenter
• ShadowLakesCountryClub
• Numerousprivateswimclubs
• 15churchesofvariousdenomination
• Convenientshoppingareas
Theeconomicstatusofthecommunityismostlymiddleclass.Itisprimarilyaresidentialdistrictwithsomelightindustryandprivatelyownedbusinesses.Communityresourcesaresomewhatlimited,howeverwehavepartnershipswithseveralnearbyuniversities,includingRobertMorrisUniversity,PennStateBeaverCampus,andCommunityCollegeofBeaverCounty.Ourstudentshavetheopportunitytoparticipateinarigorouscurriculumaswellasparticipateinmultipleextracurricularactivities.Thecommunityisalwayswelcometoparticipateinschoolevents,suchasmusicals,concerts,andathleticevents.
Approximately80percentofHopewellArea’sgraduatescontinuetheireducationwith58percentattendingafouryearcollege.
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TheDistricthasanenrollmentofapproximately2075students.Thestudentsaredividedintothreegradeconfigurations:K-4,5-8and9-12.TheK-4studentsattendneighborhoodschoolsthroughouttheDistrict.Thisorganizationwasmaintainedtoreflectthelocalpreferenceforneighborhoodschools.Thesebuildingsactasfeederstothecentrallylocatedjuniorhighschoolwheregrades5-8arehoused.Finally,theseniorhighisfoundapproximatelyonemilefromthejuniorhighandaccommodatesgrades9-12.Thefollowingchartsummarizesthisinformation:GradesK-4
HopewellElementary HopewellTownship 366StudentsIndependenceElementary IndependenceTownship 246StudentsMargaretRossElementary HopewellTownship 223Students Total 835StudentsGrades5-8
HopewellMemorialJuniorHighSchool
HopewellTownship 630Students
Grades9-12
HopewellSeniorHighSchool HopewellTownship 610Students
PlanningCommitteeName Role
Korri Kane Administrator : Special Education Robert Kartychak Administrator : Professional Education Edward Katkich Administrator : Special Education Jacie Maslyk Administrator : Professional Education Special
Education Michelle Miller Administrator : Professional Education Special
Education Doug Rowe Administrator : Professional Education Jessica Webster Administrator : Special Education Jessica Webster Administrator : Professional Education Dennis Barber Business Representative : Professional Education Vickie Gill Business Representative : Professional Education
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Nancy Barber Community Representative : Special Education Rob Harmotto Community Representative : Professional
Education Kathryn Oblak Community Representative : Professional
Education Tammy Slaiman Community Representative : Special Education Jeff Winkle Community Representative : Professional
Education Rosann Hindman Ed Specialist - Nutrition Service Specialist :
Professional Education Tammy Kross Ed Specialist - School Nurse : Professional
Education Tamara Kross Ed Specialist - School Nurse : Special Education Kellee Oliver Ed Specialist - School Psychologist : Special
Education Erin Kamerer Elementary School Teacher - Regular Education :
Professional Education Olivia Klimek Elementary School Teacher - Regular Education :
Professional Education Kristen Nan Elementary School Teacher - Regular Education :
Professional Education Keary Pieczynski Elementary School Teacher - Special Education :
Special Education Toni Priore Elementary School Teacher - Special Education :
Special Education Katie Snyder Elementary School Teacher - Special Education :
Special Education Lisa Cedro High School Teacher - Regular Education Kit Keiper High School Teacher - Regular Education :
Professional Education Bronwyn Korchnak High School Teacher - Regular Education : Special
Education Janet Meyers High School Teacher - Regular Education :
Professional Education Janet Meyers High School Teacher - Regular Education : Special
Education Mary Critchlow High School Teacher - Special Education : Special
Education Paula Battisti Middle School Teacher - Regular Education :
Professional Education
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Kit Keiper Middle School Teacher - Regular Education : Professional Education
Susan Harcar Middle School Teacher - Special Education : Special Education
Aubre Lindner Middle School Teacher - Special Education : Special Education
Arleen Tierney Middle School Teacher - Special Education : Special Education
Joe Kostrick Parent : Professional Education Patricia Lipnicky Parent : Professional Education Jennifer Moskes Parent : Special Education Lynn Utchell Special Education Director/Specialist : Special
Education Lynn Utchell Special Education Director/Specialist : Professional
Education
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CoreFoundations
Standards
MappingandAlignment
ElementaryEducation-PrimaryLevel
Standards Mapping AlignmentArtsandHumanities Developing DevelopingCareerEducationandWork Developing DevelopingCivicsandGovernment Developing Developing
PACoreStandards:EnglishLanguageArts NeedsImprovement
NeedsImprovement
PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Developing Developing
PACoreStandards:Mathematics Developing DevelopingEconomics Developing DevelopingEnvironmentandEcology Developing DevelopingFamilyandConsumerSciences Developing DevelopingGeography Developing DevelopingHealth,SafetyandPhysicalEducation Developing DevelopingHistory Developing Developing
ScienceandTechnologyandEngineeringEducation NeedsImprovement
NeedsImprovement
AlternateAcademicContentStandardsforMath Developing DevelopingAlternateAcademicContentStandardsforReading Developing DevelopingAmericanSchoolCounselorAssociationforStudents Developing DevelopingEarlyChildhoodEducation:Infant-Toddler⟶SecondGrade Developing Developing
EnglishLanguageProficiency Developing DevelopingInterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingExplanationforstandardareaschecked"NeedsImprovement"or"NonExistent":
WiththetransitiontothePACoreStandards,itiscriticalthatthedistrictcurriculumisappropriatelymappedandalignedtorigorousstandards.Whileprogresshasbeenmadeindevelopingcurriculumacrossthedistrict,theelementaryprogramshasaddedseveralcomponentswithinthelast2years.WiththeinclusionofGuidedReadingasaninstructionalcomponentoftheprogramandtheincorporationofseveralinterventionpieces,thedistrictneedstoreviewourcurriculumandensurealignment.Inaddition,intheareaofScience,Technology,andEngineering,thedistrictcurriculumneedstore-alignto
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theISTEandNext-GenerationScienceStandards.Thisworkwillrequireprofessionaldevelopmentandcurriculumworktoensurethatallcoursesareappropriatelyaligned.
ElementaryEducation-IntermediateLevel
Standards Mapping AlignmentArtsandHumanities Developing DevelopingCareerEducationandWork Developing DevelopingCivicsandGovernment Developing Developing
PACoreStandards:EnglishLanguageArts NeedsImprovement
NeedsImprovement
PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Developing Developing
PACoreStandards:Mathematics Developing DevelopingEconomics Developing DevelopingEnvironmentandEcology Developing DevelopingFamilyandConsumerSciences Developing DevelopingGeography Developing DevelopingHealth,SafetyandPhysicalEducation Developing DevelopingHistory Developing Developing
ScienceandTechnologyandEngineeringEducation NeedsImprovement
NeedsImprovement
AlternateAcademicContentStandardsforMath Developing DevelopingAlternateAcademicContentStandardsforReading Developing DevelopingAmericanSchoolCounselorAssociationforStudents Developing DevelopingEnglishLanguageProficiency Developing DevelopingInterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingExplanationforstandardareaschecked"NeedsImprovement"or"NonExistent":
Thislevelisexperiencingsimilarmisalignmentasintheprimarygrades.WorkisneededwithverticalandhorizontalalignmentacrossallelementarygradesK-4aswellasintotheearlyintermediategrades5-6inourjuniorhighbuilding.
MiddleLevel
Standards Mapping AlignmentArtsandHumanities Developing DevelopingCareerEducationandWork Developing DevelopingCivicsandGovernment Developing Developing
PACoreStandards:EnglishLanguageArts NeedsImprovement
NeedsImprovement
PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Developing Developing
PACoreStandards:Mathematics Developing DevelopingEconomics Developing Developing
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EnvironmentandEcology Developing DevelopingFamilyandConsumerSciences Developing DevelopingGeography Developing DevelopingHealth,SafetyandPhysicalEducation Developing DevelopingHistory Developing Developing
ScienceandTechnologyandEngineeringEducation NeedsImprovement
NeedsImprovement
AlternateAcademicContentStandardsforMath Developing DevelopingAlternateAcademicContentStandardsforReading Developing DevelopingAmericanSchoolCounselorAssociationforStudents Developing DevelopingEnglishLanguageProficiency Developing DevelopingInterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingWorldLanguage Developing DevelopingExplanationforstandardareaschecked"NeedsImprovement"or"NonExistent":
Atthemiddlelevel,curriculumworkisneededinmathwiththeonogingrealignmentofcourseofferingsandincreasingnumberofstudentsenrollinginhigherlevelcourses.AdditionalworkisneededtomapcurriculuminBusiness,Computers,andInformationTechnology(BCIT)coursesatthemiddleleveltoensurealignmenttoISTEandNGSSstandards.Verticalalignmentisalsoneededinbothsubjectareas.
HighSchoolLevel
Standards Mapping AlignmentArtsandHumanities Developing DevelopingCareerEducationandWork Developing DevelopingCivicsandGovernment Developing DevelopingPACoreStandards:EnglishLanguageArts Developing DevelopingPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Developing Developing
PACoreStandards:Mathematics NeedsImprovement
NeedsImprovement
Economics Developing DevelopingEnvironmentandEcology Developing DevelopingFamilyandConsumerSciences Developing DevelopingGeography Developing DevelopingHealth,SafetyandPhysicalEducation Developing DevelopingHistory Developing Developing
ScienceandTechnologyandEngineeringEducation NeedsImprovement
NeedsImprovement
AlternateAcademicContentStandardsforMath Developing DevelopingAlternateAcademicContentStandardsforReading Developing DevelopingAmericanSchoolCounselorAssociationforStudents Developing DevelopingEnglishLanguageProficiency Developing Developing
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InterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingWorldLanguage Developing DevelopingExplanationforstandardareaschecked"NeedsImprovement"or"NonExistent":
OngoingalignmnentworkatthemiddlelevelwillneccessitateareviewofthemathandBCITcoursesatthehighschool.Curriculummappingoccurredseveralyearsago,butwithadvancesintechnology,additionalcourseworkisneededtoensurethatstudentsarebeingofferedrigorouseducationalopportunitiesinthedistrict
Adaptations
ElementaryEducation-PrimaryLevel
Checkedanswers• Environment and Ecology• Science and Technology and Engineering Education
Uncheckedanswers None.
ElementaryEducation-IntermediateLevel
Checkedanswers• Environment and Ecology• Science and Technology and Engineering Education
Uncheckedanswers None.
MiddleLevel
Checkedanswers• Environment and Ecology• Science and Technology and Engineering Education
Uncheckedanswers None.
HighSchoolLevel
Checkedanswers• Environment and Ecology• Science and Technology and Engineering Education
Uncheckedanswers None.
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Explanationforanystandardschecked:
Whilewehavenotdevelopedorexpandedthestandardsintheseareas,thedistrictisworkingtoincorporateadditionalstandardstosupportourworkincurriculumandinstruction.WearelookingattheNextGenerationScienceStandards,aswellastheISTEstandardstoguideourupcomingalignmentandmapping.
Curriculum
PlannedInstruction
ElementaryEducation-PrimaryLevel
CurriculumCharacteristics StatusObjectivesofplannedcourses,instructionalunitsorinterdisciplinarystudiestobeachievedbyallstudentsareidentifiedforeachsubjectarea. Developing
Content,includingmaterialsandactivitiesandestimatedinstructionaltimetobedevotedtoachievingtheacademicstandardsareidentified. Developing
Therelationshipbetweentheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesandacademicstandardsareidentified.
Developing
Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesareidentified. Developing
ProcessesusedtoensureAccomplishment:
Curriculumworkisanongoingprocessforthedistrictatalllevels.Curriculumreviewandrevisionattheprimarylevelwillbeingin2018inELAandMathspecifically.Gradeleveldepartmentchairpersonsandgradelevelteamswillbeusedtocompletethisprocesswhichwillincludeananalysisoftheexistingcurriculumdocument,arevisionofthescopeandsequence,andbothverticalandhorizontalalignment.Throughoutthesummer,teamswillmeettobeingthiswork.Duringtheschoolyear,wehavehalfdaysembeddedintotheschoolcalendartoallowforcurriculumplanningandotherworkpertainingtoinstruction.
Explanationforanystandardsareaschecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:
NA
ElementaryEducation-IntermediateLevel
CurriculumCharacteristics StatusObjectivesofplannedcourses,instructionalunitsorinterdisciplinarystudiestobeachievedbyallstudentsareidentifiedforeachsubjectarea. Developing
Content,includingmaterialsandactivitiesandestimatedinstructionaltimetobedevotedtoachievingtheacademicstandardsareidentified. Developing
Therelationshipbetweentheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesandacademicstandards Developing
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areidentified.Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesareidentified. Developing
ProcessesusedtoensureAccomplishment:
Curriculumworkisanongoingprocessforthedistrictatalllevels.Curriculumreviewandrevisionatthislevelwillbeingin2018inELAandMathspecifically.Gradeleveldepartmentchairpersonsandgradelevelteamswillbeusedtocompletethisprocesswhichwillincludeananalysisoftheexistingcurriculumdocument,arevisionofthescopeandsequence,andbothverticalandhorizontalalignment.Throughoutthesummer,teamswillmeettobeingthiswork.Duringtheschoolyear,wehavehalfdaysembeddedintotheschoolcalendartoallowforcurriculumplanningandotherworkpertainingtoinstruction.
Explanationforanystandardsareaschecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:
NA
MiddleLevel
CurriculumCharacteristics StatusObjectivesofplannedcourses,instructionalunitsorinterdisciplinarystudiestobeachievedbyallstudentsareidentifiedforeachsubjectarea. Developing
Content,includingmaterialsandactivitiesandestimatedinstructionaltimetobedevotedtoachievingtheacademicstandardsareidentified. Developing
Therelationshipbetweentheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesandacademicstandardsareidentified.
Developing
Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesareidentified. Developing
ProcessesusedtoensureAccomplishment:
Curriculumworkatthemiddlelevelisfocusedonmathandtechnology.Ourmathscopeandsequenceingrades5-8isinprocessandwillcontinuetobeevaluatedandrevisedoverthecourseofthisstrategicplan.Ongoingopportunitiesforgradelevelteamsandleaderstoreviewcurriculumwillbemadeavailablethroughoutthesummerandwithinourexistinghalfdaysembeddedintotheschoolcalendar.
Explanationforanystandardsareaschecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:
NA
HighSchoolLevel
CurriculumCharacteristics StatusObjectivesofplannedcourses,instructionalunitsorinterdisciplinary Developing
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studiestobeachievedbyallstudentsareidentifiedforeachsubjectarea.Content,includingmaterialsandactivitiesandestimatedinstructionaltimetobedevotedtoachievingtheacademicstandardsareidentified. Developing
Therelationshipbetweentheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesandacademicstandardsareidentified.
Developing
Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesareidentified. Developing
ProcessesusedtoensureAccomplishment:
Thedistrictcontinuestofocusonembeddingliteracystrategiesinallsubjectareaswithinthecurriculu.Curriculumworkatthehighschoollevelwillfocusonmathandtechnology.Ourmathscopeandsequenceingrades5-8isinprocessandwillimpactthecoursesingrades9-12.Wewillcontinuetoevaluateandrevisethisoverthecourseofthisstrategicplan.Ongoingopportunitiesforgradelevelteamsandleaderstoreviewcurriculumwillbemadeavailablethroughoutthesummerandwithinourexistinghalfdaysembeddedintotheschoolcalendar.
Explanationforanystandardsareaschecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:
NA
ModificationandAccommodations
Explainhowplannedinstructioncontainsmodificationsandaccommodationsthatallowallstudentsatallmentalandphysicalabilitylevelstoaccessandmasterarigorousstandardsalignedcurriculum.
Students'IEPsreflectSDItechniquesthatensurethemodificationsandaccomodationstocontentforidentifiedstudents.Additionally,RTIIteamsinelementarygradeshelpensuretheprocesswithgoalsetting,interventions,andmeasurementsforstrugglingbutnotidentifiedstudents.Atalllevels,teachershavedevelopedavarietyofassessments,studyguides,homeworkassignments,projectsandin-classworkatvariouslevelsofmasteryandcontentdevelopmenttomeettheneedsofalllearners.LevelsofHSclassesincludeacademicandconceptandinterventionclassesforstrugglinglearners.Forhighendlearners,thedistrictiscommittedtomeetingneedsinuniquefashionincludingdoubleschedulingofclasses,accesstouniversityclassesandonlinecoursework.
Instruction
InstructionalStrategies
CheckedAnswers
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• Formal classroom observations focused on instruction• Walkthroughs targeted on instruction • Annual Instructional evaluations • Peer evaluation/coaching
Unchecked Answers • Instructional Coaching
Regular Lesson Plan Review
Checked Answers • Administrators • Building Supervisors
Unchecked Answers • Department Supervisors • Instructional Coaches • Not Reviewed
ProvidebriefexplanationofLEA'sprocessforincorporatingselectedstrategies.
Wecurrentlyusethedifferentiatedsupervisionmodeltoobserveandevaluateteachers.Peerevaluationisnotacurrentpractice,butthelibrariansatthemiddleandhighschoollevelshaveattendedPIICcoachingsessionsandmodelbestpracticeswithteachersintheirbuildings.
ProvidebriefexplanationforstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation.
Thedistrictdoesnothaveinstructionalcoaches,butitmightconsiderthemiffundsbecomeavailable.
ResponsivenesstoStudentNeeds
ElementaryEducation-PrimaryLevel
InstructionalPractices Status
Structuredgroupingpracticesareusedtomeetstudentneeds.
Implementedin50%ormoreof
districtclassrooms
Flexibleinstructionaltimeorotherschedule-relatedpracticesareusedtomeetstudentneeds.
Implementedin50%ormoreof
districtclassrooms
Differentiatedinstructionisusedtomeetstudentneeds.
Implementedin50%ormoreof
districtclassrooms
Avarietyofpracticesthatmayincludestructuredgrouping,flexible Implementedin
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schedulinganddifferentiatedinstructionareusedtomeettheneedsofgiftedstudents.
50%ormoreofdistrict
classroomsIfnecessary,providefurtherexplanation.(Requiredexplanationifcolumnselectedwas
Thisnarrativeisempty.
ElementaryEducation-IntermediateLevel
InstructionalPractices Status
Structuredgroupingpracticesareusedtomeetstudentneeds.
Implementedin50%ormoreof
districtclassrooms
Flexibleinstructionaltimeorotherschedule-relatedpracticesareusedtomeetstudentneeds.
Implementedin50%ormoreof
districtclassrooms
Differentiatedinstructionisusedtomeetstudentneeds.
Implementedin50%ormoreof
districtclassrooms
Avarietyofpracticesthatmayincludestructuredgrouping,flexibleschedulinganddifferentiatedinstructionareusedtomeettheneedsofgiftedstudents.
Implementedin50%ormoreof
districtclassrooms
Ifnecessary,providefurtherexplanation.(Requiredexplanationifcolumnselectedwas
Thisnarrativeisempty.
MiddleLevel
InstructionalPractices Status
Structuredgroupingpracticesareusedtomeetstudentneeds.
Implementedin50%ormoreof
districtclassrooms
Flexibleinstructionaltimeorotherschedule-relatedpracticesareusedtomeetstudentneeds.
Implementedin50%ormoreof
districtclassrooms
Differentiatedinstructionisusedtomeetstudentneeds.
Implementedin50%ormoreof
districtclassrooms
Avarietyofpracticesthatmayincludestructuredgrouping,flexibleschedulinganddifferentiatedinstructionareusedtomeettheneedsofgiftedstudents.
Implementedin50%ormoreof
districtclassrooms
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Ifnecessary,providefurtherexplanation.(Requiredexplanationifcolumnselectedwas
Thisnarrativeisempty.
HighSchoolLevel
InstructionalPractices Status
Structuredgroupingpracticesareusedtomeetstudentneeds.
Implementedin50%ormoreof
districtclassrooms
Flexibleinstructionaltimeorotherschedule-relatedpracticesareusedtomeetstudentneeds.
Implementedin50%ormoreof
districtclassrooms
Differentiatedinstructionisusedtomeetstudentneeds.
Implementedin50%ormoreof
districtclassrooms
Avarietyofpracticesthatmayincludestructuredgrouping,flexibleschedulinganddifferentiatedinstructionareusedtomeettheneedsofgiftedstudents.
Implementedin50%ormoreof
districtclassrooms
Ifnecessary,providefurtherexplanation.(Requiredexplanationifcolumnselectedwas
Thisnarrativeisempty.
Recruitment
Describetheprocessyouimplementtorecruitandassignthemosteffectiveandhighlyqualifiedteachersinordertomeetthelearningneedsofstudentswhoarebelowproficiencyorareatriskofnotgraduating.
Inordertorecruitthemostqualifiedandeffectiveteachers,thedistrictconductsextensivesearchesforavailablepositionsandconductsarigorousseriesofinterviewstoscreenpotentialcandidates.Eachnewteacherreceivesamentortoguidehimthroughtheinductionprocess.Professionaldevelopmenthelpstheteacherslearntodifferentiateinstructionforallstudents.Principalsassignteachertoteachingcertainstudentstoassurethatstudentsatriskhavethebestinstructionpossible.
Assessments
LocalGraduationRequirements
CourseCompletion SY22/23 SY23/24 SY24/25TotalCourses 21.00 21.00 25.00English 4.00 4.00 4.00
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Mathematics 3.00 3.00 3.00SocialStudies 4.00 4.00 4.00Science 3.00 3.00 3.00PhysicalEducation 1.00 1.00 1.00Health 1.00 1.00 1.00Music,Art,Family&ConsumerSciences,CareerandTechnicalEducation
1.00 1.00 1.00
Electives 4.00 4.00 8.00Minimum%GradeRequiredforCredit(NumericalAnswer)
60.00 60.00 60.00
GraduationRequirementSpecifics
WeaffirmthatourentityrequiresdemonstrationofproficiencyoraboveineachofthefollowingStateacademicstandards:EnglishLanguageArtsandMathematics,ScienceandTechnologyandEnvironmentandEcology,asdeterminedthroughanyoneoracombinationofthefollowing:Checkedanswers
• CompletionofsecondarylevelcourseworkinEnglishLanguageArts(Literature),AlgebraIandBiologyinwhichastudentdemonstratesproficiencyontheassociatedKeystoneExamorrelatedproject-basedassessmentif§4.4(d)(4)(relatingtogeneralpolicies)applies.
Uncheckedanswers• Locallyapprovedandadministeredassessments,whichshallbeindependentlyand
objectivelyvalidatedonceevery6years.Localassessmentsmaybedesignedtoincludeavarietyofassessmentstrategieslistedin?4.52(c)andmayincludetheuseofoneormoreKeystoneExams.Exceptforreplacementofindividualtestitemsthathaveasimilarlevelofdifficulty,anewvalidationisrequiredforanymaterialchangestotheassessment.Validatedlocalassessmentsmustmeetthefollowingstandards:
I. AlignmentwiththefollowingStateacademicstandards:EnglishLanguageArts(LiteratureandComposition);Mathematics(AlgebraI)andEnvironmentandEcology(Biology).
II. PerformancelevelexpectationsanddescriptorsthatdescribethelevelofperformancerequiredtoachieveproficiencycomparabletothatusedfortheKeystoneExams.
III. Administrationofthelocalassessmenttoallstudents,asarequirementforgraduation,exceptforthoseexemptedbytheirindividualizededucationprogramundersubsection(g),regardingspecialeducationstudents,or
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giftedindividualizededucationplanasprovidedin?16.32(relatingtoGIEP).
IV. Subjecttoappropriationsprovidedbylaw,thecosttovalidatelocalassessmentsshallbeevenlydividedbetweentheschooldistrict,AVTSorcharterschool,includingacyber-charterschool,andtheDepartment.IftheDepartmentdoesnotprovidesufficientfundingtomeetitsshare,localassessmentssubmittedforvalidationshallbedeemedvaliduntilanewvalidationisduetotheDepartment.
V. TheDepartmentwillestablishalistofentitiesapprovedtoperformindependentvalidationsoflocalassessmentsinconsultationwiththeLocalAssessmentValidationAdvisoryCommitteeasprovidedin?4.52(f).
VI. Schoolboardsshallonlyapproveassessmentsthathavebeendeterminedtomeettherequirementsofthissubsectionbyanapprovedentityperformingtheindependentvalidation.Ifaschooldistrict,AVTSorcharterschool,includingacyber-charterschool,usesalocalassessmentthathasnotbeenindependentlyvalidated,theSecretarywilldirecttheschoolentitytodiscontinueitsuseuntilthelocalassessmentisapprovedthroughindependentvalidationbyanapprovedentity.
• CompletionofanAdvancedPlacementexamorInternationalBaccalaureateexamthatincludesacademiccontentcomparabletotheappropriateKeystoneExamatascoreestablishedbytheSecretarytobecomparabletotheproficientlevelontheappropriateKeystoneExam.
• NotApplicable.OurLEAdoesnotofferHighSchoolcourses.
LocalAssessments
Standards WA TD NAT DA PSW OtherArtsandHumanities X X X CareerEducationandWork X X XCivicsandGovernment X PACoreStandards:EnglishLanguageArts X X
PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects
X X
PACoreStandards:Mathematics X X Economics X EnvironmentandEcology X FamilyandConsumerSciences X Geography X
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Health,SafetyandPhysicalEducation X X
History X X ScienceandTechnologyandEngineeringEducation X X
WorldLanguage X X
MethodsandMeasures
SummativeAssessments
SummativeAssessments EEP EEI ML HSKeystoneExams X XPSSA X X Project-basedAssessments X X X XTextbookAssessments X X X XPASA X X X XACCESSforELLs X X X X
BenchmarkAssessments
BenchmarkAssessments EEP EEI ML HSNWEA X X
FormativeAssessments
FormativeAssessments EEP EEI ML HSDemonstration,performances,productsandprojects X X X XCurriculumbasedformativeassessments X X X XExittickets X X X XProgressmonitoring X X X XFitnessassessments X X X XWorksofart,music,etc. X X X X
DiagnosticAssessments
DiagnosticAssessments EEP EEI ML HSFluencytests X X W-APT X X X XClassroomDiagnosticTests X X X
ValidationofImplementedAssessments
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ValidationMethods EEP EEI ML HSExternalReview IntermediateUnitReview X X X XLEAAdministrationReview X X X XBuildingSupervisorReview X X X XDepartmentSupervisorReview ProfessionalLearningCommunityReview InstructionalCoachReview TeacherPeerReview X X X Providebriefexplanationofyourprocessforreviewingassessments.
Principals,assistantsuperintendent,departmentchairsandgradelevelteachersworktogethertoalignthecurriculumwithmeaningfulassessments.Thedevelopmentofcommonassessmentsisongoing.
DevelopmentandValidationofLocalAssessments
Ifapplicable,explainyourproceduresfordevelopinglocallyadministeredassessmentsandhowtheyareindependentlyandobjectivelyvalidatedeverysixyears.
NA
CollectionandDissemination
Describeyoursystemtocollect,analyzeanddisseminateassessmentdataefficientlyandeffectivelyforusebyLEAleadersandinstructionalteams.
Uponthereleaseofdistricttestingdata,theadministrativeteammeetstoreview,analyze,anddiscusstheachievements,gaps,andneedsofthestudents.Thedataisorganizedtodemonstrategradelevelandbuildingleveloutcomesandthensharedwiththeteachersingradeandbuildinglevelmeetings.Theteacherscontinuetomeetregularlytodiscussstudentprogressandtoplanappropriateinterventionsorenrichmentopportunities.
DataInformedInstruction
Describehowinformationfromtheassessmentsisusedtoassiststudentswhohavenotdemonstratedachievementoftheacademicstandardsataproficientlevelorhigher.
Intheelementarybuildings,TitleIreadingteachersteachsmallgroupsofstudentsseveraltimesperweek.StudentswhoarereferredthroughtheRtIIprocessworkondevelopingnecessaryskillsinsmalltutoringgroups.Inthejuniorhighschool,MTSSmeetingstakeplacetoidentifyandplanremediationforstudentsinneedingrades5and6.Otherwaysthatwehelpnon-proficientstudentsinclude:
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• Onetoonemeetingswithcounselorsandstudents
• OnlineremediationforstudentsnotproficientonKeystoneexams
• TutoringviaReflexMathandLexiaReading
AssessmentDataUses
AssessmentDataUses EEP EEI ML HSAssessmentresultsarereportedoutbyPAassessmentanchororstandards-alignedlearningobjective.
X X X X
InstructionalpracticesareidentifiedthatarelinkedtostudentsuccessinmasteringspecificPAassessmentanchors,eligiblecontentorstandards-alignedlearningobjectives.
X X X X
SpecificPAassessmentanchors,eligiblecontentorstandards-alignedlearningobjectivesareidentifiedforthosestudentswhodidnotdemonstratesufficientmasterysothatteacherscancollaborativelycreateand/oridentifyinstructionalstrategieslikelytoincreasemastery.
X X X X
Instructionalpracticesmodifiedoradaptedtoincreasestudentmastery. X X X X
Providebriefexplanationoftheprocessforincorporatingselectedstrategies.
Afterreviewandanalysisofdata,teamsdetermineappropriateinstructionalpracticesthathelpstudentsachieveproficiencyineachassessmentanchor.Meetingsareheldregularlyatthebuildinganddepartmentleveltoreviewrelevantdata.
Providebriefexplanationforstrategiesnotselectedandhowyouplantoaddresstheirincorporation.
NA
DistributionofSummativeAssessmentResults
DistributionMethods EEP EEI ML HSCoursePlanningGuides X X X XDirectingPublictothePDE&otherTest-relatedWebsites X X X X
IndividualMeetings X X X XLetterstoParents/Guardians X X X XLocalMediaReports X X X XWebsite X X X X
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MeetingswithCommunity,FamiliesandSchoolBoard X X X XMassPhoneCalls/Emails/Letters X X X XNewsletters PressReleases X X X XSchoolCalendar X X X XStudentHandbook X X X XProvidebriefexplanationoftheprocessforincorporatingselectedstrategies.
Communicationoccursinavarietyofways.Informationprimarycomesfromthebuildingprincipals,sharingourrelevantinformationtoparentsthrooughnotices,letters,andotherrelateddocuments.Atthedistrictlevel,thewebisteisusedtoshareinformationaswellasthroughourSchooMessengersystem.
ProvidebriefexplanationforstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation.
Regularnewslettersdonotgooutatthebuildinglevel.Wearecurrcntlyworkingonadistrictnewsletterthanwillgooutquarterlyasawaytoinformparents,teachers,andcommunityaboutwhatishappeningintheschooldistrict.
SafeandSupportiveSchools
AssistingStrugglingSchools
Describeyourentity’sprocessforassistingschoolsthateitherdonotmeettheannualstudentachievementtargetsorexperienceotherchallenges,whichdeterstudentattainmentofacademicstandardsataproficientlevelorhigher.
Ifyourentityhasnostrugglingschools,explainhowyouwilldemonstratecontinuedgrowthinstudentachievement.
Schoolsthatdonotreachtheannualstudentachievementtargetsdevelopanimprovementplanbyreviewingdata,formulatingcommitteesandidentifyingareasofweaknessaddressedinanactionplan.Currently,noschoolshavebeenidentifiedasa"strugglingschool"basedonPDE'sdesignations.Buildinglevelteamsanddepartmentmeetwithbuildinganddistrictleveladminsitratorstoanalyzetherootcausesoftheproblemanddeterminepossiblewaystoimprovestudentachievement.Thismayresultinthecreationofremedialcourses,improvementplansforindividualteachersorschool-wideplanstoimprove.
Programs,StrategiesandActions
Programs,StrategiesandActions EEP EEI ML HS
BienniallyUpdatedandExecutedMemorandumof X X X X
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UnderstandingwithLocalLawEnforcementSchool-widePositiveBehavioralPrograms X X X XConflictResolutionorDisputeManagement X X X XPeerHelperPrograms X X X XSafetyandViolencePreventionCurricula X X X XStudentCodesofConduct X X X XComprehensiveSchoolSafetyandViolencePreventionPlans X X X X
PurchaseofSecurity-relatedTechnology X X X XStudent,StaffandVisitorIdentificationSystems X X X XPlacementofSchoolResourceOfficers StudentAssistanceProgramTeamsandTraining X X X XCounselingServicesAvailableforallStudents X X X XInternetWeb-basedSystemfortheManagementofStudentDiscipline X X X X
ExplanationofstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation:
TheHASDdoesnotcurrentlyemployresourceofficers;however,thedistrictdoesworkwithlocallawenforcementofficersandprobationofficerstoaddressstudentneeds.Inaddition,thedistrictiscommittedtocollaboratingwithoutsideagenciestomeettheneedsofstduents.Theschoolcounselors(K-12)areveryknowledgeableofresourcesavailabletostudentsandfamiliesoutsideofschool.Theschoolcounselorsalsoofferavarietyofservicestostudentsintheschoolsetting.
Screening,EvaluatingandProgrammingforGiftedStudents
Describeyourentity’sawarenessactivitiesconductedannuallytoinformthepublicofthegiftededucationservicesandprogramsoffered(newspaper,studenthandbooks,schoolwebsite,etc.)TheHASDmakeseveryefforttolocateandidentifyhigh-achievingstudentswhodemonstrateaneedforthegiftedsupportprogram.Parentsandstaffareabletorequestthatstudentsbeevaluatedforthegiftedprogram.Uponreceivingwrittenparentalconsentforthegiftedevaluationtooccur,theschoolpsychologistgathersinformationfromparentsandteachers.Individualassessmentsareadministeredtothestudentbeingevaluated.TheHASDisusingNWEAstartingwiththe2014-2015schoolyear.Thisscreeningtoolwillbeusedtoidentifypotentialstudentsinneedofevaluationforthegiftedprogram.Onceitisdeterminedthatthestudentiseligibleforthegiftedsupportprogram,ameetingisscheduledwiththeparentsandagiftedindividualeducationprogram(GIEP)isdevleoped.Attheelementaryandjuniorhighlevels,thestudentsreceivepull-outgiftedsupportbythegiftedteacher.Theprogramfocusesonproducedwell-roundedstudentsandthoseintheprogramreceiveenrichmentinacademicareasaccordingtotheirGIEP.Atthehighschoollevel,studentsareabletoaccessthegiftedsupportteacherastheirschedulesallowduringthecourseoftheschoolday.Manyenrichmentopportunitiesexistintheformofwebinars,webcasts,fieldtrips,virtualtrips,anddebates.Inaddition,writtenreflectionsareincorporatedintoallenrichmentactivities.
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Describeyourentity’sprocessforlocatingstudentswhoarethoughttobegiftedandmaybeinneedofspeciallydesignedinstruction(screening).TheHASDmakeseveryefforttolocateandidentifyhigh-achievingstudentswhodemonstrateaneedforgiftedsupport.Potentialstudentsinneedofgiftedsupportareidentifiedthroughthedistrict’sMulti-TieredSystemofSupport(MTSS)Team.Studentswhoarerecommendedbytheteam,arescreenedusingadistrict-createdscreeningmatrix.ThistoolconsidersthefollowingforstudentsingradesK-4:
·NWEAMAPMath
·NWEAMAPReading
·TeacherInput-RateofAcquisition
·TeacherInput-RateofRetention
·K-BitFullScale
·K-BitVerbalIndex
·K-BitNonverbalIndexGrades5-12
·NWEAMAPMath
·NWEAMAPReading
·TeacherInput-RateofAcquisition
·TeacherInput-RateofRetention
·PSSA-Mathematics
·PSSA-EnglishLanguageArts(ELA)
·K-BitFullScale
·K-BitVerbalIndex
·K-BitNonverbalIndexResultsofthescreeningmatrixarereviewedbythebuildingprincipal,schoolcounselor,andschoolpsychologist.Studentsearningacertainscorearerecommendedtogoontothemultidisciplinarygiftedevaluation.Inaddition,ifstudentsscoreatorabove130onanyportionoftheK-Bit(fullscale,verbalornonverbalindices),thestudentisautomaticallyreferredforamultidisciplinarygiftedevaluation,pendingwrittenparentalconsent.Ultimately,parentsmayrequestamultidisciplinarygiftedevaluationatanytime,regardlessofwhethertheirchildhasbeenscreened,andtheserequestsarehonored.
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Describeyourentity’sproceduresfordeterminingeligibility(throughmultiplecriteria)andneed(basedonacademicstrength)forpotentiallymentallygiftedstudents(evaluation).Oncewrittenparentalconsentforagiftedevaluationhasbeenreceived,thedistrictconductsamultidisciplinarygiftedevaluation.Thedistrictusesthreecriteriaforidentifyingstudentsinneedofgiftedsupport.Inordertoqualifythestudentmustmeettwoofthethreecriteria:
1.Thestudent’sfullsaleIQ,verbalindexscore,ornonverbalindexscoremustbeatorabove125.
2.Astudent’sacademicachievementmustbeatorabovethe95thpercentileinatleastoneofthreeareas:reading,mathematics,orwrittenlanguage.Academicachievementismeasuredbythestandardizedachievementassessmentadministeredbytheschoolpsychologist.ConsiderationisalsogiventotheNWEAMAPscoresforstudentswhoareclosetomeetingthecriteria,orforthosestudentswhoperformbetterontheMAPtest.
3.AstudentmustearnallA’sornolessthanallA’sandoneB.Whilethethreecriteriastatedaboveprovideaframeworkforidentifyingstudentsinneedofgiftedsupport,considerationisalsogiventofeedbackprovidedbyparents,teachers,schoolcounselors,andotherinstructionalstaffwhoworkcloselywiththestudent.
Describethegiftedprograms*beingofferedthatprovideopportunitiesforacceleration,enrichmentorboth.*Theword"programs"referstothecontinuumofservices,notoneparticularoption.Onceitisdeterminedthatastudentiseligibleforgiftedsupport,ameetingisscheduledwiththeparentsandagiftedindividualeducationprogram(GIEP)isdeveloped.Thegiftedsupportteacher,atleastoneregulareducationteacher(usuallytheteacherwhoprovidesinstructionintheareaofthestudent’sgiftedness),theschoolcounselor,buildingprincipal,andschoolpsychologistparticipateintheGIEPmeeting.Attheelementaryandjuniorhighlevels,thestudentsreceivepull-outgiftedsupportbythegiftedteacher.Thesupportfocusesonthestudent’sareaofgiftednessandtheGIEPteamconsiderstherecommendationsmadeinthegiftedwrittenreport(GWR)todeterminewhetherthestudentdemonstratesaneedforenrichment,acceleration,orboth.Enrichmentandaccelerationactivitiesareprovidedbythegiftedsupportteacher,andareoftendoneincollaborationwiththeregulareducationteacherinthestudent’sareaofgiftedness.Theseactivitiesoftentaketheplaceofanassignmentorprojectgivenbytheregulareducationteacher.Thisprovidesthestudentwithanopportunitytodisplayhisabilities.Atthehighschoollevel,studentsareabletoaccessthegiftedsupportteacherastheirschedulesallowduringthecourseoftheschoolday.Manyenrichmentopportunitiesexistintheformofwebinars,webcasts,fieldtrips,virtualtrips,anddebates.Inaddition,writtenreflectionsareincorporatedintoallenrichmentactivities.Accelerationactivitiesatthehighschoollevelarecoordinatedbetweenthegiftedsupportteacherandtheregulareducationteacherinthestudent’sareaofgiftedness.
DevelopmentalServices
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DevelopmentalServices EEP EEI ML HSAcademicCounseling X X X XAttendanceMonitoring X X X XBehaviorManagementPrograms X X X XBullyingPrevention X X X XCareerAwareness X X X XCareerDevelopment/Planning X X X XCoaching/Mentoring X X X XCompliancewithHealthRequirements–i.e.,Immunization X X X X
EmergencyandDisasterPreparedness X X X XGuidanceCurriculum X X HealthandWellnessCurriculum X X X XHealthScreenings X X X XIndividualStudentPlanning X X X XNutrition X X X XOrientation/Transition X X X XRTII/MTSS X X Wellness/HealthAppraisal X X X XExplanationofdevelopmentalservices:
TheHASDschoolcounselorsatalllevelsprovideacademiccounselingandattendancemonitoring.ClassroomteachersK-8incorporateclassroomwidebehaviormanagementprograms.Theelementaryandjuniorhighschoolsimplementbuilding-widebehaviormanagementprogramsthatarefacilitatedbytheteachers,guidancecounselors,andbuildingprincipals.Inaddition,theelementaryandjuniorhighschoolsalsoimplementabullyingpreventionprogram.Beginninginseventhgradeandcontinuingthroughtwelfthgrade,theschoolcounselorsprovidevariousopportunitiesforstudentstoexplorecareeroptions.Atthehighschoollevel,theteachers,counselors,andadministratorsworktopreparethestudentsforacareerafterhighschoolandensureasmoothtransition.TheHASDcomplieswithallhealthrequirementsasmandatedbythestateofPennsylvania.Thedistrictalsokeepsanupdatedemergencyanddisasterplan.Teachersandadministratorsareawareofemergencyproceduresandoccasionalmockdrillsorwalk-throughsarecompletedtoensurethatallemployeesstayabreastofthisinformation.Attheelementaryschoollevel,theschoolcounselorsgointotheclassroomsonaregularbasisandprovidelessonsonspecificskills.Aguidancecurriculumisfollowed.Atthejuniorandseniorhighlevels,theschoolcounselorsimplementacurriculumasneeded.Theschoolnursesworkwithclassroomteacherstodeliverahealthandwellnesscurriculum.Eachmonth,healthandwellnessinformationisdistributedtoallemployeesoftheHASD.Thisinformationisalsosharedwithstudents.Orientationisprovidedbythedistrictforstudentsenteringkindergarten,juniorhigh,andhighschool.Inaddition,newstudentsorcurrentstudentsareabletoparticipateinanorientationsessionuponparentrequest.Students(andfamilies)whoarenewtothedistrictgenerallyparticipateinameetingwiththeschoolcounselorandbuildingprincipaltoensureasmoothtransitionintothenewschool.RTIIisimplementedK-6andthedistrictiscurrentlyworkingtoexpandthisinitiativethroughgrade8.Studentsidentifiedasbeingat-
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riskareplacedinthetieredsystem.Interventionsareimplementedbytheteachersandthestudent'sprogressismeasured.Monthlymeetingsareheldwiththeschoolcounselors,buildingprincipals,andtheschoolpsychologisttoreviewstudentperformancedataandadjustthelevelofinterventionwhenneeded.
Diagnostic,InterventionandReferralServices
Diagnostic,InterventionandReferralServices EEP EEI ML HSAccommodationsandModifications X X X XAdministrationofMedication X X X XAssessmentofAcademicSkills/AptitudeforLearning X X X XAssessment/ProgressMonitoring X X X Casework X X X XCrisisResponse/Management/Intervention X X X XIndividualCounseling X X X XInterventionforActualorPotentialHealthProblems X X X XPlacementintoAppropriatePrograms X X X XSmallGroupCounseling-Copingwithlifesituations X X X XSmallGroupCounseling-Educationalplanning X XSmallGroupCounseling-PersonalandSocialDevelopment X X X X
SpecialEducationEvaluation X X X XStudentAssistanceProgram X X X XExplanationofdiagnostic,interventionandreferralservices:
TheStudentAssistanceProgram(SAP),isthefirstlevelofreferralinalloftheHASDbuildingsandatallgradelevels.TheteammembersarethecasemanagersforallreferralsthatcometoSAP.Theschoolcounselorsmanagetheteamsforthosestudentswhoarereferredontothenextlevelofintervention,whichtheschooldistrictcallsthepreferralprocess.ThisisasecondlevelofreferralforthosestudentswhoseneedshaveexceededthecapabilityoftheSAP.ThedistristhasdevelopedflowchartsthatrepresenttheSAP/pre-referralprocessbothattheelementaryandatthesecondarylevels.WhenastudentisreferredtotheSAPteam,theteammakesadecision.IftheSAPteamdeterminesthatthereferralisappropriateforSAP,thentheSAPproceduresareputintoplace.IftheSAPteamdeterminesthattheneedsaresignificantandthestudentmeets"pre-referral"criteria,thenareferralcanimmediatelybemadetotheprereferralteam.Meetingprereferralcriteriasignifiesthatthestudentis"thoughttobeexceptional"orisdemostratinganeedforremediationthroughintervention.TheSAPmakeseveryefforttoapplyinterventionsthatareappropriatetoSAPsuchasparentcontact,positivebehaviorsupportplans,mentoring,andreferraltooutsideagenciesbeforereferringthestudenttotheprereferralinterventionteam.Whenastudentisreferredtotheprereferralteam,thenthoseproceduresapply.Astudentcanbereferredbyaparent,teacher,schoolcounselor,oradministrator.Thestudent'steacher(s)areaskedtosubmitinformation,thecounselororotherprincipaldesgineeobservesthestudentinavarietyofsettings,apre-referralmeetingisscheduledwiththeparent/guardianinvited,andthecounselorgathersallofthestudent'savailablerecords.Parentsarealsoaskedtosubmitwritteninformation.
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Theschoolcounselororprincipaldesigneechairstheprereferralinterventionmeeting.Othermembersoftheteamalwaysincludethestudent'sclassroomteacher(s),theprincipal,theschoolpsychologist,theTitle1teacher,andaspecialeducationteacher(attheelementarylevel).Otherindividualsmaybeontheteamasappropriate,andasdesignatedineachbuildingsuchas:aspeechandlanguageteacher,theschoolnurse,specialsubjectteachers,oragencyrepresentative(s).Everyeffortismadetohavetheparent(s)/guardian(s)attendandtheyareinvitedtobringrelatives,friends,oragencyrepresentativeswhohaveaninterestinthestudent'seducationanddevelopmentiftheywish.Theprereferralmeetingsaretypicallyconductedone-dayamonthineachschoolbuilding,orasneeded.Typically,studentswhoarereferredtotheprereferralteamarereviewedin6to8weeksfromtheinterventionmeeting.Atthistime,thestudent'sprogresstowardsthegoalsthatweresetarereportedanddiscussed.Staffmemberswhohaveimplementedinterventionspresentdocumentedresults(e.g.progressmonitoring,testsscores,grades,dailyreportcards,graphs,etc.).Otherrelevantinformationconcerningthestudentisdiscussedandadecisionismaderegardingfurtheraction.Ifinterventionshavebeenlargelysuccessfulandthestudent'sprogressisimproved,thenthestudentmaybemonitoredbytheSAPteamorthecaseclosed.Ifthereisastudentmakinglittleprogressoriftheproblemhasincreased,he/sheisusualyreferredtomultidisciplinaryevaluationforspecialeducationservices.SAPandprereferralservicesareprovidedforallstudentsatallbuildings.Ifastudent'sparent/guardianwritesalettertothedistrictrequestinganevaluation,thentheprereferralprocessbeginsimmediately,ifthedistrictagreestothemultidisciplinaryevaluation.
ConsultationandCoordinationServices
ConsultationandCoordinationServices EEP EEI ML HSAlternativeEducation X XCaseandCareManagement X X X XCommunityLiaison X X X XCommunityServicesCoordination(InternalorExternal) X X X X
CoordinatePlans X X X XCoordinationwithFamilies(LearningorBehavioral) X X X XHome/FamilyCommunication X X X XManagingChronicHealthProblems X X X XManagingIEPand504Plans X X X XReferraltoCommunityAgencies X X X XStaffDevelopment X X X XStrengtheningRelationshipsBetweenSchoolPersonnel,ParentsandCommunities X X X X
SystemSupport X X X XTruancyCoordination X X X XExplanationofconsultationandcoordinationservices:
ConsultationandcoordinationservicestofacilitateintensiveinterventionsareintegratedintotheLEA'sactionplanatalllevelsoftheschoolsystemprimarilythroughtheSAP,theprereferralprocessandthespecialeducationprograms,andthroughtheeffortsofthe
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CounselingandSchoolNursesDepartments.Eachschoolyearanupdatedlistofproviders,services,andagencies,locatedinBeaverandnearbycounties,isprovidedtoallcounselors,nurses,schoolpsychologsistandDirectorofSpecialEducation.Thislistincludesaddresses,telephonenumbers,andcontactpersonsandismonitoredbycounselorsattheirmonthlymeetingsandupdatedasneeded.TheHASDworkscloselywithThePreventionNetwork,whichoffersalcohol/tobaccoandotherdrug(ATOD)abuseprograms,education,consultation,communitysupportservicereferral,groupfacilitation,andtechnicalassistancetailoredtotheneedsofthesystem.Theyalsoofferteacherin-service,leadershiptraining,SAPtraining,anddevelopmentofaK-12communitypreventioncurriculum.ThePreventionNetworkoperatesaTruancyAbatementProgram,towhichtheHASDrefersstudents.ThedistrictalsoworkscloselywithBeaverCountyBehavioralHealth,whichisanumbrellaorganizationthatoffersmentalhealth,mentalretardation,earlyintervention,drugandalcohol,HumanServicesDevelopmentFunds,andHealthChoices(providedbyValueBehavioralHealthforindividualswhoareeligibleformedicalassistance).ThedistrictrefersfamiliesfortreatmentservicesforstudentsthroughGatewayRehabilitationCenter(GatewayVision);LifestepsEarlyInterventionServices(preschool);andvariouswrap-aroundmentalhealthprograms.TheHASDoffersprogramsfordistrictstudentsthatincludebothlive,teacherdirectedandindependentstudyonlinecomputercourses.
CommunicationofEducationalOpportunities
CommunicationofEducationalOpportunities EEP EEI ML HSCoursePlanningGuides X X X XDirectingPublictothePDE&Test-relatedWebsites X X X XIndividualMeetings X X X XLetterstoParents/Guardians X X X XLocalMediaReports X X X XWebsite X X X XMeetingswithCommunity,FamiliesandBoardofDirectors X X X X
MassPhoneCalls/Emails/Letters X X X XNewsletters X X X XPressReleases X X X XSchoolCalendar X X X XStudentHandbook X X X X
CommunicationofStudentHealthNeeds
CommunicationofStudentHealthNeeds EEP EEI ML HSIndividualMeetings X X X XIndividualScreeningResults X X X XLetterstoParents/Guardians X X X XWebsite X X X X
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MeetingswithCommunity,FamiliesandBoardofDirectors X X X X
Newsletters X X X XSchoolCalendar X X X XStudentHandbook X X X X
FrequencyofCommunication Elementary Education - Primary Level
• Quarterly
Elementary Education - Intermediate Level
• Quarterly
Middle Level
• Quarterly
High School Level
• Quarterly
CollaborationforInterventions
Describethecollaborationbetweenclassroomteachersandindividualsprovidinginterventionsregardingdifferingstudentneedsandacademicprogress.
Asstudentsmovethroughelementary,junior,andseniorhighschool,theHASDaddressestheirdevelopmentalneedsthroughthevariousservicesandprogramsthataredescribedinothersectionsofthisplanandaredelineatedfurtherbelow.Thedistrictutilizesaproactivebehavioralmodel,whichstronglyencouragesteacherstomanagetheirclassroomssothatparentsareanintegralpartofthesolutiontostudentproblems.Classroomexpectationsarepostedintheclassromsandreviewedfrequentlywithstudents.Further,theHASDusesa"teamapproach"inaddressingstudents'developmentalandacademicneeds.Allofthestudents'teachers,counselors,schoolpsychologist,readingspecialists,speechandlanguagetherapists,learningsupportteachersandadministratorsparticipateinstudent-centeredteams,asappropriate.TheprereferralandSAPteamsdiscussedinothersectionsofthisplanareexamplesoftheteamapproachimplementedbytheHASD.TheHASDprovidescomprehensivecounselingservices.ThedistrictemploysatotalofsevenschoolcounselorswhoareinvolvedinvariousmethodsofservingHASDstudents,dependinguponthegradelevelofthestudentsthattheyserve.AlloftheschoolcounselorsareresponsibleforsupervisingthegrouptestingthatoccurssuchasthePSSA.Inadditionallofthecounselorsmonitorstudentacademicperformanceandprogress.Otherservicesincludedrugandalcoholcounseling,coordinatingservicesforpregnantstudents,studentsonjuvenileprobationandstudentsonhomeboundinstruction,andsmokingandtobacco
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cessation.TheschoolcounselorscoordinatewithalloutsideagenciesthatprovideservicestostudentsandtheirfamiliessuchasCYSandBeaverCountyBehavioralHealth.Theyconductstudentorientationsfornewstudentsandforstudentstransitioningfromgradesfourthtofifthandeighthtoninth.Attheelementarylevel(GradesK-4)thecounselorsprovideservicessuchasindividualandgroupcounselingandfrequentconsultation/communicationwithparentsaswellasclassroompresentationstoelementarystudents.Anexampleofthiswouldbeapresentationonthedifferencebetween"tattling"and"telling"whichincludesthedifferencebetweenbeing"bothered"and"bullied."ElementarycounselorsarealsoanintegralpartoftheSAPandprereferralteams.Theycoordinateandparticipateinpre-kindergartenscreening.Theyalsoplayanimportantpartinthecharactereducationprogramsthatareimplementedattheelementarybuildings.Someoftheelementaryschoolsparticipateina'caughtbeinggood"or"VikingsShowTheirColors"programs.Whenastudentisobserveddoingakindactoractingresponsibly,thestudentreceivesasmallcertificate.Attheendoftheschoolyear,allstudentswhohavereceivedasmallcertificatewillreceiveanofficiallargecertificate.Thehallsinalloftheschoolsarenamedforaparticularpositivecharactertrait.Atthemiddleschool/juniorhighlevel(Grades5-8),thetwocounselorsperformbothelementaryandsecondaryfunctions.The5th/6thgradecounselorcommunicateswiththeelementarycounselorsasstudentspreparetotransitiontothejuniorhighschool.The7th/8thgradecounselorworkswiththehighschoolcounselorstoschedulethe8thgraders,astheygetreadytotransitiontothehighschool.Thejuniorhighcounselorsconductindividualandsmallgroupcounselingwithstudentsaswellascommunicatewiththeclassroomteachersandparentsregardingstudentprogress.Thehighschoolcounselorsprovideanarrayofservicestostudents.Someoftheservicesinclude,butarenotlimitedto,schedulingforboththe8thgradeandseniorhighstudents;studentpreparationandadministrationofASVAB,PSAT's,ACT's,SAT's,andPSSA's;studentonetoonesinrelationtofutureplanningsuchascareer;conflictresolution,mediation;andparent/guardianandstudentteachermeetings.Thecounselorsworkcloselyinconjunctionwiththehighschool'sgiftedcoordinator.OtherareasincludebothGovernor'sSchoolandFinancialAidNight.Financialaidnighthelpswithpreplanningforposthighschooleducationandisforstudents,parents,orguardians.Theseniorhighcounselorsprovideanextensivemonthlyscholarshiplisting.Withthebeginningofeachschoolyeartheyparticipateinfreshmenandnewstudentorientation.Theyofferstudentstheopportunitytoattend"inhouse"visitsfromtechnicalschools,colleges,universities,andeverybranchofthemilitary.Theyalsoprovidestudentoutreachduringlunches.OtherservicesincludedailycommunicationwiththeBeaverCountyCareerandTechnicalCenteronanumberoflevelssuchasgradesandgradeconversations;discipline;attendance;halfdayvisits;fieldtrips;careerpreparationandinterestinventories;andpresenationstothesophomoreclassesfollowedwithextensivedocumentation.
CommunityCoordination
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Describehowyouaccomplishcoordinationwithcommunityoperatedinfantandtoddlercenters,aswellaspreschoolearlyinterventionprograms.Inaddition,describethecommunitycoordinationwiththefollowingbeforeorafterschoolprogramsandservicesforallgradelevels,includingpre-kindergarten,ifoffered,throughgrade12.
1. Childcare2. Afterschoolprograms3. Youthworkforcedevelopmentprograms4. Tutoring
TheHASDcommunicateswithcommunityoperatedinfantandtoddlercentersregularlybysendingtheseorganizationsinformationpertainingtothedistrict.Specifically,thesecentersreceiveinformationontheenrollmentprocessandatwhatagestudentsareabletoregisterforkindergarten.TheHASDalsosharesinformationaboutearlyinterventionserviceswiththeseorganizationstoensurethatstudentsdemonstratinganeedforsupportreceiveoratleastbeevaluatedforearlyinterventionservices.StudentsresidingwithintheparametersoftheHASDreceiveearlyinterventionserviceswithprogramsoperatedbytheBeaverValleyIntermediateUnit(BVIU).Whenstudentsinearlyinterventionbecomeageeligibletotransitiontokindergarten,theHASDreceivesnotificationfromtheBVIUandatransitionmeetingisheld.TheHASDhoststheYMCAbeforeandafterschoolprogramintheHopewellMemorialJuniorHighSchool.AstheYMCAprogramrunswithinthedistrict,regularcommunicationbetweentheYMCAandtheHASDoccurstoensurethatstudentsarereceivingthenecessarysupports.Inhighschool,studentshaveavarietyofoptionstoconsiderinpreparationforacareer.Thehighschoolutilizesaschooltoworkprogram,whichallowsstudentstoleaveschoolearlyandgotowork.Aschooldistrictrepresentativemonitorsstudentsinthisprogramandperiodicallychecksinwiththematthevariousworksites.HighschoolstudentsarealsoabletopursueavarietyofvocationalprogramsattheBeaverCountyCareerandTechnicalCenter(BCCTC).StudentswhotakeadvantageofthisopportunitycompletecourseworkatHopewellHighSchoolforahalf-dayandthenaretransportedtotheBCCTCforvocationaltraining.StudentsmustapplytoanindividualprogramattheBCCTCandbeacceptedpriortostartingaprogram.TheHASDutilizestheMTSSprocesstopairstudentswithtutors.Studentsdemonstratinganeedforacademicorbehavioralsupportareplacedinthethree-tiersystem.Asastudentprogressesthroughthetiers,thelevelofinterventionintensifiesbasedonthestudent'sareaofneed.Inaddition,classroomteachersmakearrangementsonacase-by-casebasistomeetwithandtutorstudentsbeforeorafterschool.
PreschoolAgencyCoordination
ExplainhowtheLEAcoordinateswithagenciesthatservepreschoolagechildrenwithdisabilities.
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1. Addresscoordinationactivitiesdesignedtoidentifyandservechildrenwithdisabilitiesandthesupportsandaccommodationsavailabletoensurebothphysicalandprogrammaticaccess.
2. Addresspre-kindergartenprogramsoperateddirectlybytheLEAandthoseoperatedbycommunityagenciesundercontractfromtheLEA.
3. DescribehowtheLEAprovidesforasmoothtransitionfromthehomesettingandanyearlychildhoodcareoreducationalsettingthestudentsattend,totheschoolsetting.
TheHASDandtheBVIUworkcollaborativelytoensurethattheneedsofpreschoolstudentswithdisabilitiesaremet.Withregardtoearlyinterventionservices,thedistrictcontractswiththeBVIU.TheBVIUidentifies,locates,andevaluatespreschoolagechildrenwhoarethoughttobeinneedofearlyinterventionservices.TheHASDalsoworkstoidentifyandlocatechildrenwhomayneedevaluatedbytheBVIU.Iftheevaluationdeterminesthatastudentiseligibleforearlyinterventionprogramming,arrangementsaremadeatthedistrict'sexpenseandanybarrierstothestudentsreceivingthenecessaryservicesareaddressed.Whenastudentinearlyinterventioniseligibletotransitiontokindergarten,thedistrictiscontactedbytheearlyinterventioncoordinatorattheBVIU.Ameetingisscheduledwiththeparents,theearlyinterventioncoordinator,adistrictrepresentative,andthestudent'scurrentserviceprovider.Atthismeeting,thedistrictrepresentativemeetswithandtalkswiththeparentsabouttheirstudent.Servicesofferedthroughthedistrictorotherprovidersareexplainedtotheparent.TheHASDevaluatesallstudentswhotransitionfromearlyinterventiontokindergartenregardlessofdisaiblity.Thisisusedasanopportunitytobecomefamiliarwiththestudentaswellasthefamily.Uponcompletionoftheevaluation,ameetingisheldwiththeparentregardlessofwhetherthestudentqualifiestodiscussaplantoensurethatthestudenttransitionssmoothly.Anyparentalconcernsareaddressedatthismeeting.
MaterialsandResources
DescriptionofMaterialsandResources
ElementaryEducation-PrimaryLevel
MaterialandResourcesCharacteristics StatusAlignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills Developing
Arobustsupplyofhighqualityalignedinstructionalmaterialsandresourcesavailable Developing
Accessibilityforstudentsandteachersiseffectiveandefficient DevelopingDifferentiatedandequitablyallocatedtoaccommodatediverselevelsofstudentmotivation,performanceandeducationalneeds Developing
ProvideexplanationforprocessesusedtoensureAccomplishment.
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Thedistrictcontinuestodevelopmaterialsandresourcesatthisleveltomeettheneedsofteachersandstudents.
Explanationforanyrowchecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:
Itisanongoingprocesstoidentifyhighqualitymaterialsthataredifferentiatedandaccessibletoteachers.
ElementaryEducation-IntermediateLevel
MaterialandResourcesCharacteristics StatusAlignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills Developing
Arobustsupplyofhighqualityalignedinstructionalmaterialsandresourcesavailable Developing
Accessibilityforstudentsandteachersiseffectiveandefficient DevelopingDifferentiatedandequitablyallocatedtoaccommodatediverselevelsofstudentmotivation,performanceandeducationalneeds Developing
ProvideexplanationforprocessesusedtoensureAccomplishment.
Thedistrictcontinuestodevelopmaterialsandresourcesatthisleveltomeettheneedsofteachersandstudents.
Explanationforanyrowchecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:
Itisanongoingprocesstoidentifyhighqualitymaterialsthataredifferentiatedandaccessibletoteachers.
MiddleLevel
MaterialandResourcesCharacteristics StatusAlignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills Developing
Arobustsupplyofhighqualityalignedinstructionalmaterialsandresourcesavailable Developing
Accessibilityforstudentsandteachersiseffectiveandefficient DevelopingDifferentiatedandequitablyallocatedtoaccommodatediverselevelsofstudentmotivation,performanceandeducationalneeds Developing
ProvideexplanationforprocessesusedtoensureAccomplishment.
Thedistrictcontinuestodevelopmaterialsandresourcesatthisleveltomeettheneedsofteachersandstudents.Atthislevel,teachersareexploringtheuseofGoogleClassroom,KhanAcademy,andotheronlinetoolstosupportinstruction.
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Explanationforanyrowchecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:
Itisanongoingprocesstoidentifyhighqualitymaterialsthataredifferentiatedandaccessibletoteachers.
HighSchoolLevel
MaterialandResourcesCharacteristics StatusAlignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills Developing
Arobustsupplyofhighqualityalignedinstructionalmaterialsandresourcesavailable Developing
Accessibilityforstudentsandteachersiseffectiveandefficient DevelopingDifferentiatedandequitablyallocatedtoaccommodatediverselevelsofstudentmotivation,performanceandeducationalneeds Developing
ProvideexplanationforprocessesusedtoensureAccomplishment.
Thedistrictcontinuestodevelopmaterialsandresourcesatthisleveltomeettheneedsofteachersandstudents.Atthislevel,teachersareexploringtheuseofSchoologyandiTunesUaspotentialplatformstocreateandcollaborateoncoursecontent.
Explanationforanyrowchecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:
Itisanongoingprocesstoidentifyhighqualitymaterialsthataredifferentiatedandaccessibletoteachers.
SASIncorporation
ElementaryEducation-PrimaryLevel
Standards Status
ArtsandHumanities
Implementedin50%ormoreof
districtclassrooms
CareerEducationandWork
Implementedin50%ormoreof
districtclassrooms
CivicsandGovernment
Implementedin50%ormoreof
districtclassrooms
PACoreStandards:EnglishLanguageArts
Implementedin50%ormoreof
districtclassrooms
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PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects
Implementedin50%ormoreof
districtclassrooms
PACoreStandards:Mathematics
Implementedin50%ormoreof
districtclassrooms
Economics
Implementedin50%ormoreof
districtclassrooms
EnvironmentandEcology
Implementedin50%ormoreof
districtclassrooms
FamilyandConsumerSciences
Implementedin50%ormoreof
districtclassrooms
Geography
Implementedin50%ormoreof
districtclassrooms
Health,SafetyandPhysicalEducation
Implementedin50%ormoreof
districtclassrooms
History
Implementedin50%ormoreof
districtclassrooms
ScienceandTechnologyandEngineeringEducation
Implementedin50%ormoreof
districtclassrooms
AlternateAcademicContentStandardsforMath
Implementedin50%ormoreof
districtclassrooms
AlternateAcademicContentStandardsforReading
Implementedin50%ormoreof
districtclassrooms
AmericanSchoolCounselorAssociationforStudents
Implementedin50%ormoreof
districtclassrooms
EarlyChildhoodEducation:Infant-Toddler→SecondGradeImplementedin50%ormoreof
district
40
classrooms
EnglishLanguageProficiency
Implementedin50%ormoreof
districtclassrooms
InterpersonalSkills
Implementedin50%ormoreof
districtclassrooms
SchoolClimate
Implementedin50%ormoreof
districtclassrooms
Furtherexplanationforcolumnsselected"
DuetotheadoptionofthePACoreStandards,ourfocushasbeenonaligningthecontentareaswithournewcurricularmaterials.Aswecontinuetheprocess,teacherswillbecomemorefamiliarwiththeresourcesinSAS.
ElementaryEducation-IntermediateLevel
Standards Status
ArtsandHumanities
Implementedin50%ormoreof
districtclassrooms
CareerEducationandWork
Implementedin50%ormoreof
districtclassrooms
CivicsandGovernment
Implementedin50%ormoreof
districtclassrooms
PACoreStandards:EnglishLanguageArts
Implementedin50%ormoreof
districtclassrooms
PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects
Implementedin50%ormoreof
districtclassrooms
PACoreStandards:Mathematics
Implementedin50%ormoreof
districtclassrooms
Economics
Implementedin50%ormoreof
districtclassrooms
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EnvironmentandEcology
Implementedin50%ormoreof
districtclassrooms
FamilyandConsumerSciences
Implementedin50%ormoreof
districtclassrooms
Geography
Implementedin50%ormoreof
districtclassrooms
Health,SafetyandPhysicalEducation
Implementedin50%ormoreof
districtclassrooms
History
Implementedin50%ormoreof
districtclassrooms
ScienceandTechnologyandEngineeringEducation
Implementedin50%ormoreof
districtclassrooms
AlternateAcademicContentStandardsforMath
Implementedin50%ormoreof
districtclassrooms
AlternateAcademicContentStandardsforReading
Implementedin50%ormoreof
districtclassrooms
AmericanSchoolCounselorAssociationforStudents
Implementedin50%ormoreof
districtclassrooms
EnglishLanguageProficiency
Implementedin50%ormoreof
districtclassrooms
InterpersonalSkills
Implementedin50%ormoreof
districtclassrooms
SchoolClimate
Implementedin50%ormoreof
districtclassrooms
Furtherexplanationforcolumnsselected"
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DuetotheadoptionofthePACoreStandards,ourfocushasbeenonaligningthecontentareaswithournewcurricularmaterials.Aswecontinuetheprocess,teacherswillbecomemorefamiliarwiththeresourcesinSAS.
MiddleLevel
Standards Status
ArtsandHumanities
Implementedin50%ormoreof
districtclassrooms
CareerEducationandWork
Implementedin50%ormoreof
districtclassrooms
CivicsandGovernment
Implementedin50%ormoreof
districtclassrooms
PACoreStandards:EnglishLanguageArts
Implementedin50%ormoreof
districtclassrooms
PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects
Implementedin50%ormoreof
districtclassrooms
PACoreStandards:Mathematics
Implementedin50%ormoreof
districtclassrooms
Economics
Implementedin50%ormoreof
districtclassrooms
EnvironmentandEcology
Implementedin50%ormoreof
districtclassrooms
FamilyandConsumerSciences
Implementedin50%ormoreof
districtclassrooms
Geography
Implementedin50%ormoreof
districtclassrooms
Health,SafetyandPhysicalEducation
Implementedin50%ormoreof
districtclassrooms
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History
Implementedin50%ormoreof
districtclassrooms
ScienceandTechnologyandEngineeringEducation
Implementedin50%ormoreof
districtclassrooms
AlternateAcademicContentStandardsforMath
Implementedin50%ormoreof
districtclassrooms
AlternateAcademicContentStandardsforReading
Implementedin50%ormoreof
districtclassrooms
AmericanSchoolCounselorAssociationforStudents
Implementedin50%ormoreof
districtclassrooms
EnglishLanguageProficiency NotApplicable
InterpersonalSkills
Implementedin50%ormoreof
districtclassrooms
SchoolClimate
Implementedin50%ormoreof
districtclassrooms
WorldLanguage
Implementedin50%ormoreof
districtclassrooms
Furtherexplanationforcolumnsselected"
DuetotheadoptionofthePACoreStandards,ourfocushasbeenonaligningthecontentareaswithournewcurricularmaterials.Aswecontinuetheprocess,teacherswillbecomemorefamiliarwiththeresourcesinSAS.WedonotcurrentlyhaveanystudentswhorequireEnglishLanguageProficiencyatthislevel.
HighSchoolLevel
Standards Status
ArtsandHumanities
Implementedin50%ormoreof
districtclassrooms
CareerEducationandWork Implementedin50%ormoreof
44
districtclassrooms
CivicsandGovernment
Implementedin50%ormoreof
districtclassrooms
PACoreStandards:EnglishLanguageArts
Implementedin50%ormoreof
districtclassrooms
PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects
Implementedin50%ormoreof
districtclassrooms
PACoreStandards:Mathematics
Implementedin50%ormoreof
districtclassrooms
Economics
Implementedin50%ormoreof
districtclassrooms
EnvironmentandEcology
Implementedin50%ormoreof
districtclassrooms
FamilyandConsumerSciences
Implementedin50%ormoreof
districtclassrooms
Geography
Implementedin50%ormoreof
districtclassrooms
Health,SafetyandPhysicalEducation
Implementedin50%ormoreof
districtclassrooms
History
Implementedin50%ormoreof
districtclassrooms
ScienceandTechnologyandEngineeringEducation
Implementedin50%ormoreof
districtclassrooms
AlternateAcademicContentStandardsforMath
Implementedin50%ormoreof
districtclassrooms
AlternateAcademicContentStandardsforReading Implementedin
45
50%ormoreofdistrict
classrooms
AmericanSchoolCounselorAssociationforStudents
Implementedin50%ormoreof
districtclassrooms
EnglishLanguageProficiency
Implementedin50%ormoreof
districtclassrooms
InterpersonalSkills
Implementedin50%ormoreof
districtclassrooms
SchoolClimate
Implementedin50%ormoreof
districtclassrooms
WorldLanguage
Implementedin50%ormoreof
districtclassrooms
Furtherexplanationforcolumnsselected"
Thisnarrativeisempty.
EarlyWarningSystem
ThefreePAEducatorDashboardEarlyWarningSystemandInterventionCatalog(PAEWS/IC)utilizesthemetricsofAttendance,BehaviorandCoursegradestoidentifystudentswhomaybeonapathtodroppingoutofschool.Pleaseindicateyourselectionofthefollowingoptions.
Yes, we are interested in the PA EWS/IC for our district, and would like more information regarding the process.
ProfessionalEducation
Characteristics
District’sProfessionalEducationCharacteristics EEP EEI ML HSEnhancestheeducator’scontentknowledgeintheareaoftheeducator’scertificationorassignment. X X X X
Increasestheeducator’steachingskillsbasedon X X X X
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effectivepracticeresearch,withattentiongiventointerventionsforstrugglingstudents.Increasestheeducator'steachingskillsbasedoneffectivepracticeresearch,withattentiongiventointerventionsforgiftedstudents.
X X X X
Provideseducatorswithavarietyofclassroom-basedassessmentskillsandtheskillsneededtoanalyzeandusedataininstructionaldecisionmaking.
X X X X
Empowerseducatorstoworkeffectivelywithparentsandcommunitypartners. X X X X
District’sProfessionalEducationCharacteristics EEP EEI ML HSProvidestheknowledgeandskillstothinkandplanstrategically,ensuringthatassessments,curriculum,instruction,staffprofessionaleducation,teachingmaterialsandinterventionsforstrugglingstudentsarealignedtoeachother,aswellastoPennsylvania’sacademicstandards.
X X X X
Providestheknowledgeandskillstothinkandplanstrategically,ensuringthatassessments,curriculum,instruction,staffprofessionaleducation,teachingmaterialsandinterventionsforgiftedstudentsarealignedtoeachother,aswellastoPennsylvania'sacademicstandards.
X X X X
Providesleaderswiththeabilitytoaccessanduseappropriatedatatoinformdecisionmaking. X X X X
Empowersleaderstocreateacultureofteachingandlearning,withanemphasisonlearning. X X X X
Instructstheleaderinmanagingresourcesforeffectiveresults. X X X X
Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.
TheHopewellAreaSDprovidesrelevantprofessionaleducationforallprofessionalemployees.Theopportunitiesrangefrombuildingleveltraining,todistrictlevelandoutofdistricttraining.Individualprofessionaldevelopmentgoalsarepursuedaspartoftheevaluationprocessanddocumentedwiththeprofessionalportfolio.Theprofessionaldevelopmentplanincludesteachertraininginliteracy,technology,effectiveinstructionalstrategies,inadditiontomandatedtopics.
Providebriefexplanationforstrategiesnotselectedandhowyouplantoaddresstheirincorporation.
NA
EducatorDisciplineAct126,71 Provideseducatorswithmandatedreportertraining,totaling3hours,every5yearsasoutlinedinAct126.
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QuestionsTheLEAhasconductedtherequiredtrainingon:8/19/2014Allteacherswereprovidedthistraining.TheLEAplanstoconducttherequiredtrainingonapproximately:4/30/2018Trainingisplannedforthisupcomingin-servicedayforK-12staffProvideseducatorswithfour(4)hoursofprofessionaldevelopmentinyouthsuicideawarenessandpreventioneveryfive(5)yearsforprofessionaleducatorsingradessixthroughtwelveasoutlinedinAct71.
QuestionsTheLEAhasconductedthetrainingon:1/18/2016AllstaffK-12attendedthistrainingTheLEAplanstoconductthetrainingonapproximately:1/20/2020 Provideseducatorswithfour(4)hoursofprofessionaldevelopmenteveryfive(5)yearsforprofessionaleducatorsthatareteachingthecurriculuminwhichtheChildExploitationAwarenessEducationprogramisincorporatedasoutlinedinAct71.
QuestionsNotApplicableforourschoolentity
StrategiesEnsuringFidelity
Checkedanswers• 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. • Every Professional development initiative includes components that provide ongoing
support to teachers regarding implementation. • The LEA has an ongoing monitoring system in place (i.e. walkthroughs, classroom
observations). • Professional Education is evaluated to show its impact on teaching practices and
student learning.
Uncheckedanswers
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• An implementation evaluation is created, based upon specific expectations related to changes in teacher practice, which is used to validate the overall effectiveness of the professional development initiative.
• The LEA has a systemic process that is used to validate whether or not providers have the capacity to present quality professional development.
• Administrators participate fully in all professional development sessions targeted for their faculties.
Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.
TheAdministrativeTeamreviewsPSSA,KeystoneandPVAASdataannuallyandreviewsprofessionaldevelopmentneedsAdministrativeobservationsandwalkthoughsarealsousedtoidentifykeyprofessionaldevelopmentneeded,aswell.TherecommendedAct48EvaluationFormisusedtodeterminethequalityofprofessionaldevelopment,andthesearereviewedbyadministrationtodeterminethequalityoftraining.AdministrativeobservationsanddiscussionswithstaffmembersisalsousedtomonitorPDqualityandtodetermineitseffectonteaching.
Providebriefexplanationforstrategiesnotselectedandhowyouplantoaddresstheirincorporation.
WearetransitioningtoGoogleFormsforallprofessionallearning,sothatteachersareabletorpovidefeedbackonthequalityoftheprofessionaldevelopment.Administratorsarenotalwaysabletoattendeveryprofessionaldevelopmentsession,assomeadministratorssharemultiplebuildings.Workisdonethroughgradelevelteamsandindividualdepartmentstoensurepersonalizationandfocusedlearning.Administratorsmayworkwithcertainteams,butnotall.
InductionProgram
Checkedanswers• Inducteeswillknow,understandandimplementinstructionalpracticesvalidatedby
theLEAasknowntoimprovestudentachievement.
• Inducteeswillassignchallengingworktodiversestudentpopulations.
• InducteeswillknowthebasicdetailsandexpectationsrelatedtoLEA-wideinitiatives,practices,policiesandprocedures.
• Inducteeswillknowthebasicdetailsandexpectationsrelatedtoschoolinitiatives,practicesandprocedures.
• Inducteeswillbeabletoaccessstatecurriculumframeworksandfocuslessondesignonleadingstudentstomasteryofallstateacademicstandards,assessmentanchorsandeligiblecontent(whereappropriate)identifiedintheLEA'scurricula.
• InducteeswilleffectivelynavigatetheStandardsAlignedSystemwebsite.
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• InducteeswillknowandapplyLEAendorsedclassroommanagementstrategies.
• Inducteeswillknowandutilizeschool/LEAresourcesthatareavailabletoassiststudentsincrisis.
• Inducteeswilltakeadvantageofopportunitiestoengagepersonallywithothermembersofthefacultyinordertodevelopasenseofcollegialityandcamaraderie.
Uncheckedanswers None.
Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.
IntheBeginningTeacherNetworkcourseofferedbytheBeaverValleyIntermediateUnit,newteacherslearnaboutAssessments,PACoreStandards,ClassroomManagement/Behavior,ParentCommunication,StrategiestoImproveStudentAchievement,IntegratingTechnology,ProfessionalLearningNetworks,ACT48GuidelinesandInstructionalIICertification.Throughregularmeetingswithmentorsandprincipals,newteachersareinformedaboutandhaveanopportunitytodiscussvarioustopics.Inducteesparticipateinayear-longprogramtosupporttheirneedsasnewteachers.Professionaldevelopment,mentoring,andcourseworkarereassessedthroughtheInductionCommitteetoensurethattheneedsoftheinducteesarebeingmet.
Providebriefexplanationforstrategiesnotselectedandhowyouplantoaddresstheirincorporation.
NA
NeedsofInductees
Checkedanswers• Frequentobservationsofinducteeinstructionalpracticebysupervisortoidentify
needs.
• Regularmeetingswithmentorsorcoachestoreflectuponinstructionalpracticetoidentifyneeds.
• StudentPSSAdata.
• StandardizedstudentassessmentdataotherthanthePSSA.
• Classroomassessmentdata(Formative&Summative).
• Inducteesurvey(local,intermediateunitsandnationallevel).
• Reviewofinducteelessonplans.
• Reviewofwrittenreportssummarizinginstructionalactivity.
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• Knowledgeofsuccessfulresearch-basedinstructionalmodels.
• Informationcollectedfrompreviousinductionprograms(e.g.,programevaluationsandsecond-yearteacherinterviews).
Uncheckedanswers• Frequent observations of inductee instructional practice by a coach or mentor to
identify needs.• Submission of inductee portfolio.
Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.
Ourinductionprogramisdrivenbyteacherneed,districtexpectations,professionalgoalsandstudentachievementdata.Wearecontinuingtobuildournewteacherinductionplantoberesponsivetotheneedsoftheteachers.
Provideabriefexplanationforstrategiesnotselectedandyourplantoaddresstheirincorporation.
Wearecurrentlyintheprocessofrevisingournewteacherinductionplan.Mentorsarecurrentlyassignedbutdonotconductobservationsofnewteachers.Wewillconsiderincludingthiscomponentintoournewplan.Wedonotcurrentlyemployinducteeportfolios,butthecommitteemayconsiderthataswell.
MentorCharacteristics
Checkedanswers• Pool of possible mentors is comprised of teachers with outstanding work performance.• Potential mentors have similar certifications and assignments. • Potential mentors must model continuous learning and reflection. • Potential mentors must have knowledge of LEA policies, procedures and resources. • Potential mentors must have demonstrated ability to work effectively with students and
other adults. • Potential mentors must be willing to accept additional responsibility. • Mentors and inductees must have compatible schedules so that they can meet
regularly.
Uncheckedanswers • Mentors must complete mentor training or have previous related experience (e.g.,
purpose of induction program and role of mentor, communication and listening skills, coaching and conferencing skills, problem-solving skills and knowledge of adult learning and development).
Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.
Mentorqualificationsarespecifiedintheteachers'contract.Theyinclude5yearsoffull-timesuccessfulteachingexperienceandavalidInstructionalIICertificate.FinalresponsibilityforselectingfromalistofapplicantslieswiththeSuperintendentandSchool
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Board.Departmentchairsandteachersfromthesamedepartmenthavepriorityoverotherteachers.
Providebriefexplanationforcharacteristicsnotselectedandhowyouplantoaddresstheirincorporation.
Thereisnoformaltrainingformentorsatthistime.TheInductionCommitteemayincludethiscomponentasapartofthenewplan.
InductionProgramTimeline
Topics Aug-Sep
Oct-Nov
Dec-Jan
Feb-Mar
Apr-May
Jun-Jul
CodeofProfessionalPracticeandConductforEducators X X
Assessments X X BestInstructionalPractices X SafeandSupportiveSchools X Standards X Curriculum X Instruction X X AccommodationsandAdaptationsfordiverselearners X X
Datainformeddecisionmaking X X X X MaterialsandResourcesforInstruction X X X X Ifnecessary,providefurtherexplanation.
NA
MonitoringandEvaluatingtheInductionProgram
IdentifytheproceduresformonitoringandevaluatingtheInductionprogram.
Inductees,mentorsandadministratorsarerequiredtocompleteandEndofProgramsurvey.ThisdocumentationsisreviewedbytheAssistantSuperintendentforcontentandcompletion.TheprogramisreviewedandrevisedinanongoingprocessthroughourInductionCommittee.Recommendationsandchangesaremadeonanasneededbasis.
RecordingProcess
Identifytherecordingprocessforinducteeparticipationandprogramcompletion.(Checkallthatapply)Checkedanswers
• Mentordocumentshis/herinductee'sinvolvementintheprogram.
• Adesignatedadministratorreceives,evaluatesandarchivesallmentorrecords.
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• School/LEAmaintainsaccuraterecordsofprogramcompletionandprovideacertificateorstatementofcompletiontoeachinducteewhohascompletedtheprogram.
• LEAadministratorreceives,tallies,andarchivesallLEAmentorrecords.
• CompletionisverifiedbytheLEAChiefExecutiveOfficerontheApplicationforLevel2Certification.
UncheckedanswersNone.
SpecialEducation
SpecialEducationStudents
Total students identified: 287
IdentificationMethod
IdentifytheDistrict'smethodforidentifyingstudentswithspecificlearningdisabilities.
TheHopewellAreaSchoolDistricthasestablishedandimplementedprocedurestoidentify,locateandevaluateallchildren.Thedistrictidentifiesstudentssuspectedofhavinglearningdisabilitiesusingadiscrepancymodelandateamapproach.Everystudentwhoisevaluatedforaspecificlearningdisability,whetherreferredbyparent,teacherorStudentAssistanceProgram(SAP)goesthroughapre-referralteamprocesswhichthedistrictcallsMTSS(Multi-TierSystemofSupport)attheK-6levelandASSIST(AssuringStudentSuccessinSchoolTeam)atthe7-12level.Theprocessdiffersdependinguponthegradelevelofthestudent.IngradesKthrough4,monthlybuildingdatareviewmeetingsareheld.Thoseattendingthemeetingsincludeallofthegradelevelteachers,thebuildingprincipal(s),theTitleIreadingspecialists,theschoolcounselor,theschoolpsychologist(s)andattimesaspecialeducationteacher.Allstudentsateachgradelevelareinitiallyreviewed,with“studentsofconcern”identifiedateachmeeting.Benchmarkassessments,progressmonitoringmaterials,curriculum-basedassessments,grades,standardizedtestscores,resultsofbehaviorsupportplans,andobservationsofthestudentsarerecordedatmonthlymeetings.“Scientifically-based”academicandbehaviorinterventionsaredesignedforstudentsinneedandresponsestointerventionsaremonitored.Parentsofstudentsidentifiedinneedofinterventionaretheninformedoftheirchild'sneeds.TheHopewellAreaSchoolDistrictorHASDutilizesathree-tieredmodelforintervention.TierOneinterventionoccursinthegeneraleducationclassroom.TierTwointerventionisimplementedinasmallgroupsetting(4-6students).TierThreeinterventiontypicallyoccursinaone-to-onesettingwitha
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regulareducationteacher.Parentsarecontactedbythestudents’classroomteachersifstudentsarenotrespondingtointerventionsandmeetingswithparentsarescheduledasneeded.Ifstudentsarerespondingtointerventionsthataredesignedtobeimplementedintheclassroomsbyclassroomteachersorinsmallgrouporindividualsettingswithtutors,theirprogresscontinuestobemonitoredatmonthlymeetings.Ifstudentshavenotrespondedtoresearch-basedinterventions,permissionformultidisciplinaryevaluationforspecialeducationservicesisrequestedoftheparents.Theteamconsiderswhetherthestudent’sdifficultiesareduetoalackofinstructionorlimitedEnglishproficiency.Adeterminationismadeastowhetherthestudent’sneedsexceedthefunctionalabilityoftheregulareducationprogramtomaintainthestudentatanappropriateinstructionallevel.Ingrades5through12,whenastudentisreferredtotheMTSS/ASSIST(pre-referral)team,thefollowingMTSS/ASSISTproceduresapply.Ateacher,theparent,acounselororadministratorcanreferastudenttoMTSS/ASSIST.Thestudent'steacher(s)areaskedtosubmitinformationandthecounselororotherprincipaldesigneeobservesthestudentinavarietyofsettings.AnMTSS/ASSISTmeetingisscheduled,theparent/guardianisinvited,andthecounselorgathersstudent'srecords.Parentsarealsorequestedtosubmitwritteninformation.TheschoolcounselororprincipaldesigneechairstheASSISTInterventionmeeting(s).OthermembersoftheASSISTteamwhoareinvitedtoattendthemeetingincludethestudent'sclassroomteacher(s),theprincipal,andtheschoolpsychologist.Otherindividualsmayparticipateontheteam,asappropriateandasdesignatedineachbuildingsuchas:aspecialeducationteacher,aspeechandlanguagepathologist,theschoolnurse,and/oragencyrepresentative(s).Everyeffortismadetohavetheparent(s)/guardian(s)attendandtheyareinvitedtobringrelatives,friends,oragencyrepresentativeswhohaveaninterestinthestudent'seducationanddevelopmentiftheywish.MTSS/ASSISTmeetingsareheld,asneeded,whenateacherortheparenthaveexpressedaconcernaboutthestudent.TheMTSS/ASSISTteamdefinesthestudent'sstrengthsandneeds,definestheproblem(s)tobeaddressed,agreesuponappropriate"scientifically-based"interventionsandassignsthestudenttoateammember.Thentheteamsetsatimelineforprogressreview,and/ormakesanimmediatereferralforaMultidisciplinaryEvaluation(MDE)ifthestudent'sneedforservicesisacute.Theteammemberworksforthestudentandparenttoaddresstheareasofneed.Students’progressfollowingthe5-12MTSS/ASSISTprocessisreviewedbythebuildingcounselorandtheschoolpsychologistin6to8weeksfromtheinterventionmeeting.Ifinterventionshavebeenlargelysuccessfulandthestudent'sprogressisimproved,thenthestudentmaybemonitoredbytheSAPteamorthecaseclosed.Ifthestudentismakinglittleornoprogresstowardsthegoalsoriftheproblemshaveworsenedoradditionalproblemshavearisen,thestudentisreferredforMDEforspecialeducationservices.Theteam
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considerswhetherthestudent’sdifficultiesareduetoalackofinstructionorlimitedEnglishproficiency.Adeterminationismadeastowhetherthestudent’sneedsexceedthefunctionalabilityoftheregulareducationprogramtomaintainthestudentatanappropriateinstructionallevel.Ifthestudent,K-12,isreferredforMDEandaspecificlearningdisabilityissuspected,thestudentisfurtherevaluatedbyaschoolpsychologistwithinformationbroughtbacktotheMDEteam.Theindividualevaluationwilladdresswhetherthestudentdoesnotachieveadequatelyforthechild’sageormeetState-approvedgrade-levelstandardsinoneoftheidentifiedlearningdisabilityareas:oralexpression;listeningcomprehension;writtenexpression;basicreadingskill;readingfluencyskills;readingcomprehension;mathematicscalculation;ormathematicsproblemsolving,whenprovidedwithlearningexperiencesandscientificallybasedinstructionappropriateforthechild’sageorState-approvedgrade-levelstandard.TheHASDlooksbothat:(1)Whetherthestudentrespondedtoscientific,research-basedintervention,whichincludesdocumentationthat:(a)Thestudentreceivedhighqualityinstructioninthegeneraleducationsetting,(b)Research-basedinterventionswereprovidedtothestudent(c)Studentprogresswasregularlymonitored,AND(2)Whetherthestudentexhibitsapatternofstrengthsandweaknesses,relativetointellectualabilityasdefinedbyaseverediscrepancybetweenintellectualabilityandachievement,orrelativetoageorgrade.Ifthestudentmeetstheabovecriteriaforaseverediscrepancyandtheteamthendeterminesthatthefindingsoftheevaluationarenotprimarilytheresultofavisual,hearing,ororthopedicdisability,intellectualdisability,emotionaldisturbance,culturalfactors,environmentaloreconomicdisadvantageorlimitedEnglishproficiencyANDiftheteamalsofindsthatthestudent’sunderachievementisnotduetolackofappropriateinstruction,wasprovidedscientificallybasedinstruction,andthatrepeatedassessmentsofachievementwereconductedatreasonableintervals,thestudentmaybeidentifiedbytheMDEasastudentwithaspecificlearningdisability.
Enrollment
ReviewtheEnrollmentDifferenceStatus.Ifnecessary,describehowyourdistrictplanstoaddressanysignificantdisproportionalities.
ThedataispubliclyavailableviathePennDatawebsite.Youcanviewyourmostrecentreport.Thelinkis:https://penndata.hbg.psu.edu/PublicReporting/DataataGlance/tabid/2523/Default.aspx
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BasedonthemostrecentSpecialEducationDataReportforSchoolYear2016-2017(DataAtAGlance),acomparisonofenrollmentdataoftheHopewellAreaSchoolDistrict(HASD)tothestateaveragespresentssignificantdisproportionalities,indicatingadiscrepancybeyond10%,intheareasofautism,emotionaldisturbance,intellectualdisability,multipledisabilities,otherhealthimpairment,specificlearningdisabilityandspeechandlanguageimpairment.Overallpercentageofspecialeducationstudentswithinthetotalenrollmentis13.8%forthedistrictand16.5%forthestate,showinga2.7%differenceunderthestateaverage.Theareasofthatareoverthestatepercentageareasfollows:Autism(LEA12.2%andState10.7%),MultipleDisabilities(LEA4.2%andState1.1%)andSpecificLearningDisability(LEA49.1%andState41.8%).Morestudentsthaninthepastarebeingidentifiedbyoutsideprofessionals(physicians,psychologistsandpsychiatrists)asachildwithAutism.TheincreaseinoutsideidentificationisnotuniquetotheHopewellAreaSchoolDistrict,butmoreofanissueofstudentsbeingoverdiagnosedwiththisdisabilitybyoutsideprofessionals.StudentsresidingwithinourschooldistrictinaPediatricGrouphomeandareWardsoftheStatehavebeencountedinourstudentcountpreviously.Thestudentslivinginthisfacilityaremedicallyfragilestudentsandhavesignificantneeds,thustheidentificationofMultipleDisabilities.InregardstoSpecificLearningDisabilitiesbeingoverthestateaverage,theHASDhasseenincreaseinthenumberofstudentsmovingintothedistrictfromwithinPennsylvaniaandoutofstatealreadyidentifiedwithaSLD.TheHASDcontinuestomeettheneedsofthestudentsandexitthemfromspecialeducationwhenappropriate.Theareasthatareunderthestatepercentageareasfollows:EmotionalDisturbance(LEA5.2%andState8.5%),IntellectualDisability(LEA5.2%andState6.5%)OtherHealthImpairment(LEA11.5%andState14.9%)andSpeechandLanguageImpairment(LEA9.8%andState14.7%).ThedistrictcontinuestofollowChildFindobligationsandconductsappropriateevaluations.Inreviewingthestudentdataandevaluations,severalstudentsthatwereformerlyundertheseparatedisabilitycategoriesofIntellectualDisabilityorOtherHealthImpairmentarenowidentifiedunderMultipleDisabilities.Thedistricthascontinuedtheuseofanearlyreachspeechenrichmentforstudentsstartinginkindergarten.Uponthisimplementationwehavebeenabletoprovideinterventionskillsthathavemetstudentsneeds,thusdecreasingthenumberofstudentsinneedofformalspecialeducationservicesforaspeechandlanguageimpairment.InregardstothecategoryofEmotionalDisturbancebeingunderthestateaverage,theHASDhasworkedtobecomemoreproactivethroughourschoolcounselorsandclassroomteacherstoaddressbehavioralhealthconcernsastheyoccur.Wehaveconsistentlybeenbelowthestateaverageinthisarea,butcontinuetoensurestudentsaremonitored,referredandappropriatelyassessed.Districtproceduresforidentification,location,andevaluationofchildrenwithdisabilitiesarereviewedonanongoingbasistoensurecompliancewithallspecialeducationregulationsandtoensureafreeappropriatepubliceducation(FAPE)isprovidedtostudentswithdisabilitieswhorequirespecialeducationandrelatedservices.
Non-ResidentStudentsOversight
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1. HowdoestheDistrictmeetitsobligationunderSection1306ofthePublicSchoolCodeasthehostDistrictateachlocation?
2. HowdoestheDistrictensurethatstudentsarereceivingafreeappropriatepubliceducation(FAPE)intheleastrestrictiveenvironment(LRE)?
3. WhatproblemsorbarriersexistwhichlimittheDistrict'sabilitytomeetitsobligationsunderSection1306ofthePublicSchoolCode?
TheHopewellAreaSchoolDistrict(HASD)isahostSchoolDistrictunderSection1306.02ofthePublicSchoolCodeforstudentsresidingatPediatricSpecialtyCare(PSC)atHopewell,asPediatricSpecialtyCareatHopewellislocatedwithinthedistrictlimitsoftheHopewellAreaSchoolDistrict.TheHASDiscommittedtoprovidingFAPEatPediatricSpecialtyCareatHopewelltothoseeligiblestudentswhoareresidingatthefacilityandthatmeettheagerequirementsforeducationalservices.TheHASDDirectorofSpecialEducationworkscloselywiththeSocialWorkeratPediatricSpecialtyCareatHopewellonallintakestothefacility.Priortoformaladmission,theSocialWorkercontactstheDirectorofSpecialEducationtoprovideanavailableinformationregardingapendingadmissiontoPSC.Ifthisisnotpossibleduetoanemergencyadmission,theSocialWorkerfromPSCcontactstheDirectorofSpecialEducationattheHASDnolaterthanonebusinessdayfromadmissionofanewresident.TheDirectorofSpecialEducationreviewstheeducationalhistoryofthestudentandconfirmsthestudent'seligibilitywiththestudent'smostrecenthomeand/orhostdistrictandissuesaPDE4605formtotheHomeDistrict.TheDirectorofSpecialEducationcontinuesdiscussionswiththepreviousschooldistrictandtheparenttodiscussthepreviouslevelofspecialeducationservicesandtheleastrestrictiveenvironmentandanIEPmeetingisheldwithin5businessdaysofadmissiontoPSC.IfaparentorguardianisnotidentifiedthentheHASDwillappointasurrogatepertheregulationssetforthbyPDE.UponreviewoftheER/RRandIEP,alongwithdiscussionbetweentheHopewellAreaSchoolDistrict,theparent/guardian/surrogateandthepreviousschooldistrict,adeterminationofleastrestrictiveenvironmentismadeforthestudent.AnadditionalIEPmeetingisheldwithin30daysofthestudent'splacementatPediatricSpecialtyCareatHopewellwithallnecessaryIEPteammemberstoensurethatalltheneedsofthestudentarebeingmet.IfthedistrictbecomesawareofastudentresidingatPediatricSpecialtyCareatHopewellthroughthedistrict’schildfindprocesswhoisthoughttobeexceptionalandpossiblyinneedofspecialeducation,aPriorWrittenNoticeforInitialEvaluationandRequestforConsentFormandaProceduralSafeguardNoticewouldbeissuedtothestudent/parent/guardian,orsurrogate.TheMDEprocessasoutlinedinIDEAandChapter14wouldbefollowed.Ifthestudentisfoundtobeeligibleandinneedofspecialeducation,theInvitation/IEP/NOREPprocessaccordingtoIDEAandChapter14wouldbefollowed.SincePediatricSpecialtyCareatHopewellhasopened,thesignificantdifficultythatcontinuestoexistisinregardstostudents'familiesthatresideoutsideoftheCommonwealthofPennsylvania.Communicationwiththeschooldistrictinwhichthe
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parentresideshasprovedtobechallenging,however,serviceshavebeenprovidedwithinatimelymannerinorderforthestudentnottoexperienceagapinservices.TheDirectorofSpecialEducationhasdevelopedachecklistofimportanteducationalinformationforparentstoprovidewhenplanningtotransfertheirchildintoPediatricSpecialtyCareatHopewell.
IncarceratedStudentsOversight
DescribethesystemofoversighttheDistrictwouldimplementtoensurethatallincarceratedstudentswhomaybeeligibleforspecialeducationarelocated,identified,evaluatedandwhendeemedeligible,areofferedafreeappropriatepubliceducation(FAPE).
TheHopewellAreaSchoolDistrict(HASD)isahostSchoolDistrictunderSection1306.2ofthePublicSchoolCodefortheBeaverCountyJail,asthecountycorrectionalinstitution(BeaverCountyJail--BCJ)islocatedwithinitsboundaries.TheHASDiscommittedtoprovidingFAPEattheBCJtothoseeligiblestudentswhoareincarceratedthatmeettheagerequirementsforeducationalservices.TheHASDemploysaspecialeducationteacherattheBeaverCountyJailwhoisresponsibleformonitoringtheeducationalprogramforincarceratedstudents.Afteranincarceratedstudentisprocessed,theteacherreviewstheeducationalhistoryofthestudentandconfirmsthestudent’seligibilitywiththestudent’smostrecentdistrictandPIMSinformation.Ifagapinservicesexists,theteachercontactsotherdistrictstheincarceratedstudenthasattendedinordertodetermineeligibility.Ifthedistrictbecomesawareofanincarceratedstudentthatreceivedspecialeducationservices,theER,RRandIEParereviewedandanewIEPisdevelopeddescribingtheprogramandrelatedservicesneededtomeettheeducationalneedsofthestudent,includingthemannerinwhichtheprogramwouldbeprovidedandatwhatlocation.Thestudentseligibleforspecialeducationservicesareprovidedaminimumof20hoursofinstructionperweek.Ifthedistrictbecomesawareofanincarceratedstudentthroughthedistrict’schildfindprocesswhoisthoughttobeexceptionalandpossiblyinneedofspecialeducation,aPriorWrittenNoticeforInitialEvaluationandRequestforConsentFormandaProceduralSafeguardNoticewouldbeissuedtothestudent/parent/guardian,orsurrogate.TheMDEprocessasoutlinedinIDEAandChapter14wouldbefollowed.Iftheincarceratedstudentisfoundtobeeligibleandinneedofspecialeducation,theInvitation/IEP/NOREPprocessaccordingtoIDEAandChapter14wouldbefollowed.Duringthe2012-2013schoolyear,PDEandBSEconductedaComplianceMonitoringfortheBeaverCountyCorrectionalFacility.TheHASDwas100%compliantinallareas.
LeastRestrictiveEnvironment
1. DescribetheDistrictprocedures,whichensurethat,tothemaximumextentappropriate,childrenwithdisabilities,includingthoseinprivateinstitutions,are
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educatedwithnon-disabledchildren,andthatremovalfromtheregulareducationenvironmentonlyoccurswheneducationinthatsettingwithsupplementaryaidsandservices,cannotbeachievedsatisfactorily.
2. DescribehowtheDistrictisreplicatingsuccessfulprograms,evidence-basedmodels,andotherPDEsponsoredinitiativestoenhanceorexpandthecontinuumofsupports/servicesandeducationplacementoptionsavailablewithintheDistricttosupportstudentswithdisabilitiesaccessthegeneraleducationcurriculumintheleastrestrictiveenvironment(LRE).(ProvideinformationdescribingthemannerinwhichtheDistrictutilizessite-basedtraining,consultationandtechnicalassistanceopportunitiesavailablethroughPDE/PaTTAN,orotherpublicorprivateagencies.)
3. RefertoanddiscusstheSPPtargetsandthedistrict'spercentagesintheIndicator5section-EducationalEnvironments.AlsodiscussthenumberofstudentsplacedoutofthedistrictandhowthoseplacementsweredeterminedtoassurethatLRErequirementsaremet.
AcontinuumofservicesandsupportsareprovidedforstudentswithdisabilitiesresidingwithintheHopewellAreaSchoolDistrict(HASD),startingwiththeproceduresutilizedtoensurethatstudentswithdisabilitiesareeducatedwiththeirnon-disabledpeerstothefullestextentpossible.TheMulti-TierSystemofSupports(MTSS)TeamactsastheprereferralteamformultidisciplinaryevaluationsattheelementarylevelwhiletheStudentMTSS/“ASSIST”(AssuringStudentSuccessinSchool)teamactsastheprereferralformultidisciplinaryevaluationsatthe5-12level.Theteamsstrivetosupportstudentsintheregulareducationenvironmentbeforereferringformultidisciplinaryevaluation.AsummaryoftheprocedureusedbytheHASDfollows:Attheelementarylevel(K-4),thedistrictusesaprereferralprocessasthebeginningprocessofMTSSandtheuseoftieredinterventionstoensurethateachstudenthaseveryopportunitytosucceedintheregulareducationclassroom.Insightisgainedthroughthisprocessastowhatstrategiescanassistintheregulareducationenvironment.Monthlygradelevelmeetingsareheldtoreviewtheprogressofallstudentsinregardstospecificskillsinordertodrivechangesininstructionalpracticesandtomeettheneedsofallstudents.Atthe5-12gradelevelthedistrictemploystheMTSS/ASSISTmodelasastrategytoaidinservingstudentswithinregulareducation.
1.Whenastudentisreferredforevaluation(MDE)theHASDfollowsaseriesofactivitieswhichmustoccurforeachstudentsuspectedorknowntohaveadisability.Thestudentreceivesacomprehensive,non-biased,individualevaluationinthestudent'sdominantlanguageorothermodeofcommunication.TheMDE/IEPteammakeseveryefforttoimplementinstructionandservices,usingsupplementalaidesandservices,withintheregulareducationenvironment.TheMDE/IEPteamalwaysconsidersafullcontinuumofservices.Whendeterminingthestudent’slevelofintervention,thefirstoptionconsideredisalwaystheregulareducationclassroomwithsupplementalaidesandservices.Thefollowingarealistofoptionsconsidered:.
AssistiveTechnology/ServicesandPhysicalModifications
--Specificseatingarrangements(plannedseating:classroom,bus,cafeteria,auditorium,specials--
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Adjustmentstosensoryinput;(e.g.)lightand/orsound--Environmentalaids(e.g.)ClassroomFMsystems,IndividualFMsystems,heatingandairconditioning,roompartitions--Specificarrangementoffurnituretoaccommodatewalkers,wheelchairs,etc.--Speciallyindividualizeddeskandchair,etc.---Useofstudycarrel---UseofInterpreters---Useofcommunicationdevicessuchasdynomites/dynovox---ProvidingbooksonCD---Providingalternatecomputeraccess---Providingspecialliftsforexample,aliftfortheswimmingpool---Providingelevatoraccessasrequired---Providingrelatedservices---Useofheadphonestoblockoutbackgroundnoise---Astudentwhohasdifficultytransitioningfromclasstoclassmaybeprovidedaparaprofessionaltoassistwithtransitiontimes---Coachingandguidedsupportforteammembersintheuseofassistivetechnologyforanindividualstudent---Scheduledopportunitiesforparenttrainingandcollaboration---Adaptingwritingutensils---Studentlifts---Mp3Players---iPads
BehaviorSupport
---Counselingsupports(schoolcounselor,consultingpsychologist,groupmeetings,TSSsupport(whenstudentreceivesoutsideservices),individualschoolbasedtherapy,peersupports)---Providesupporttoteachersoninstructionaldesign(e.g.,minimizingwrittendirections,verbalprompts,cueing,etc.)---Implementapeerbuddysystemduringdifficultclassactivities(rotatepeerbuddy).---Usecoping/stressreductionskillswhenstudentisanxiousaboutperformanceorisescalatinginfrontofpeers.---Useprecorrectionbeforestudentsengageinareviewactivity,askforanexampleofhowtocompletetheassignment.---Removestudentfromthesituation/settingthatistriggeringtheproblembehaviorinordertoeffectivelymanageandde-escalatethecrisis.Escortthestudentdownthehallwayandpromptthestudenttoworkappropriatelyinordertode-escalatetheagitation.(Thestudentcanbetakenintothecounselingofficeandseatedinoneofthechairsinordertoreviewsocialstoriesandworkonself-managementskills)---Usegestural/physical,proximityprompts,butminimumverbaldirections,togethim/hergoingon
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oneormoreofthecrisismanagementprocedures.---Useinterventionswithpositivereplacementbehaviors---Ignoringinappropriatebehaviorwheneverpossiblebutimmediatelyrewardingallappropriatebehavior---Anticipatingandpreventingtheantecedentscausingbehavior---Designatea“safeplace”forestablishmentofselfregulatorycopingmechanisms---Seatingclosetoteacher,butallowingspaceto“spread-out”inordertoavoidconfrontationwithfellowstudents---Adultsupportisneededduringanygroup/socialinteractionoractivityortokeephim/herontaskwiththeactivityathand---Schedulefunctionalactivitiesandbuildroutinesthatofferopportunitiestomovearoundandburnenergy,especiallypriortotimes/activitiesthatarepredictabletriggersfordisruptivetalk-outs---Rehearseandroleplaywithstudentastowhattodowhenpeersteaseormimichim,tryingtogetthestudenttosaysillythingsthatjustgethim/herintotrouble---Validatefeelingsandofferalternativereplacementbehaviorsintheformof1-2choices,consistencyofsocialskillsdevelopmentwith“socialstories”,consistentencouragementto“usewords”,useclear,simpledirections,ignoreinappropriatebehaviorwheneverpossible---Immediatelyrewardappropriatebehaviors,lotsofsmiles,verbalpraise,readstoriesofchoice,outsideplay,beinga“helper”,“special“jobs”,seatingnexttoapositivepeerrolemodel,“SocialStories’book,puzzles,artprojects,computertime/games,etc.---Useclassroomroutines.Routinesarespecifiedforpreparingfortheday,takingcareofpersonalneeds,turninginhomework,andgettinghelp.Eachclassroomteacherdeterminesiftheroutineswillbeteacher-defined&/orstudent-defined.Routinesaretaughtatthebeginningoftheyearandpracticedonadaily/weeklybasis---Teachstudenthowtoself-monitorbehavior;meetwithstudentonapredesignatedtimetodiscussthestudent'sviewandevidenceofbehavior---Foryoungerstudents,useapredictableactivityschedule.Aphotoactivityschedulewillbeusedtoinformthestudentoftheactivitiesofthedayandthechoicesoffered.---Adaptcurriculum/makemodifications--
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teacherwillshortenlessonsandadaptdifficultassignmentssothatthestudentismoresuccessfulinacademicwork.---One-to-onereplacementskillsthatservetheexactfunctionastheproblembehavior---Useofalevelsystem(rewardsystem)---Useofacontractingsystemwithgoalsclearlyidentified---Redirectthestudenttoanotheractivityorpromptthestudenttouseanalternativeskill.---Useatimerforstudenttoremainontask---Studentrewardsarelinkedtoobjectivesandrewardsarevariedtomaintainstudentinterest---Teachersshouldalwaysbenon-threateningintheirinteractions.Eventhoughtheteachermustbefirmandenforcelimits,theystillmustremainnon-threatening.---Provideopportunitiestoparticipateincommunityactivitiesandevents.Preparestudentsbeforetheactivity.
Classwork/HomeworkAssignments/Organization
---Reducenumberofitemsonapage---Increaseamountoftimetocompleteassignments---Colorcodestudentmaterialstohelpthestudentstayorganized---Prioritizeassignmentsandactivities---Listandpostallstepsnecessarytocompleteanassignment---Useacalendartoplanforlong-termassignments---Useaconsistentwayforstudenttoturninandreceivebackpapers;reducedistractionsforstudent---Helpstudentorganizehim/herself;frequentlymonitornotebooks,dividers,locker,bookbag,desk,etc.---Givestudentsspecifictimeframestocompletesmallsegmentsofagiventaskwithfrequentteacherfeedback---Providebeforeorafterschooltutoring---Parentcheckandsignassignmentbook---Providestudentwithalistofneededmaterialsandtheirlocations.---Useofadevelopmentallyappropriatecommunicationboard---Arrangeforapeerwhowillhelpwithorganization---Usedaily/weeklyassignmentsheetswiththeteacherverifyingaccuracyofassignmentsrecorded---Allowstudentextratimetoorganizebooksfromlastclassbeforebeginningnextclass---Providesamplesofcompletedassignmentstouseasmodels---Providingvisualdailyschedule---TexttoTalkProgram(DragonSpeak,Siri,WordTexttoTalk)
Collaborative(AdultsworkingasTeamMembers)
---Scheduledtimesforteacherco-planning---Arrangementofinstructionthatsupports
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collaboration(paraeducatorsupport,consultationwithrelatedserviceproviders,consultationwithspecialstaff,andcoaches,sponsors---Scheduledopportunitiesforparentalcollaborationwiththeteachers(Act80days)PartialDismissalDays---CommunityBasedInstructioncollaborationwithlocalcommunityandcountyresources---EarlyInterventiontransitionmeetings---TransitionmeetingforsecondarystudentswhichincludemembersfromoutsideagenciessuchasOVR,BCBH,JobTraining,localcolleges,etc.
InstructionalModificationsandPresentationofSubjectMatter
--Providingalternatemethodsforstudentstodemonstratelearning;forexample,oralanswers,pointing,drawing,etc.--Providingmodifiedcurriculargoals--Limitingclasssizes--Providingprovenscientificallybasedinstruction--Providinginstructioninmulti-modalities(ifpossibleteachtolearningstyles)---Teacherprovidescopiesofnotes---NCRpaperforpeertoprovidenotes---Reducereadinglevelsofassignments---Usevisualsequences---Teachertapelessonforreplayordiscussions---Usecurriculumspecifictapes---Teachertopresentmodelsordemonstrations---Shareactivitieswithgroupsofstudents---Reducenumberofconceptsorideasastudentmustlearnatanyonetime---Alterthepacingofinstruction---IncreasereviewoflessonstaughtBEFOREintroducingnewideas---UseRubrics---Provideclear/concisedirections---Periodicallycheckforstudentunderstanding---Providingresearch-basedalternateorsupplementarymaterials---Schedulemoredifficultclassesattimesappropriatefortherespectivestudent---Gainstudent'sattentionbeforegivinginstructions---Provideinstructiononfunctionalskillswithinthecontextofthetypicalroutinesintheregularclassroom---Providingresearchbasedsupplementarymaterials---Theteachermayalternatequietandactivetime
MotivationandReinforcement
---Verbalornon-verbalpraiseforaccomplishedtask---Positivereinforcement---Concretereinforcement---Plannedmotivationsequenceofactivities---Offeroptionsorchoices---Useofstudentstrengthsandinterestsinlessonplanningaspossible.---Callonstudenttoanswerwhenyouaresurethestudent
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knowstheanswerandwhenthestudenthasfollowedtherules.---Useproximitycontroltechniques---Increaseactiveresponding---Allowastudenttobea"helper"forlargeprojects
Parent/Student/TeacherCommunications
---Developadaily/weeklyjournal---Notifyparentsimmediatelyofmissingassignments/orincompleteassignments---Provideparentswithduplicatesetsoftextsifstudenthasdifficultlyrememberingtobringbookshome---Provideprogressreportsasdeterminedbytheteam---Scheduleperiodicmeetingswithparents---Communicatewithparentswithschoolprovideddailyplanner---RemindApp--Schoology
SocialInteractionSupport(Supportsandservicestoincreaseappropriatebehaviorsandreducedisruptiveorinterferingbehaviors
---Socialskillsinstruction(socialstories)---Counselingsupports(schoolcounselor,consultingpsychologist,groupmeetings,collaborationwithTSSsupport,individualschoolbasedtherapy,peersupports)---Structuringofactivitiestocreateopportunitiesforpositivesocialinteraction---Usecooperativelearninggroupstofostersocialinteractions---Teachsocialcommunicationskills,suchasgreetings,conversations,takingturns,sharing,negotiations,etc.---Focusonthesocialprocessratherthanontheproduct---SchoolWideBullyingProgram---Assistanceasnecessarywithextracurricularactivities-plays,musicals,band,concerts/sports,etc.---Lunchbuddies---D&ACounselingasrequired---Useoftimemanagementstrategies---Useofnon-verbalcues---Createastructuredenvironmentwithpredictableroutines---Providecardsondeskswithrulesforindividualdeskwork---Stresseffortandenjoymentforselfratherthancompetitionwithotherstudents---Minimizetimedactivities;structureclassforteameffortandcooperation---Preparestudentsfortransition.Giveanadvancewarningwhenatransitionor"different"activitywilltakeplace
TestingAdaptations
--Allowstudenttorespondorallyortopointtoaresponse--Readtesttostudent---Previewlanguageoftestquestions---Chunktestsintosections---Usespecifictesttypesorlimitedcombinations(shortanswer,reducemultiplechoiceoptions,reduceessaysection)---Modifyformat---Reducenumberofitemsrequiredtocompleteonatest---Provideextended
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time---Useofapplicationsinrealsettings---Testadministeredbyresourceperson---Allowstudentstomarkanswersonthetestratherthanonananswersheet---Highlightkeywordsorphrasesindirections---Repeatdirectionsandhavestudentdemonstrateunderstandingofdirections---Useenlargedtext---Ignorespelling/grammarerrorswhencontentisevaluated---Allowuseofacalculatorunlessassessingcomputation---Gradeonlyitemscompleted---Useapass/failsystem---Allowuseofnotesorbooksfortesting---Allowamplespaceforwritinganswers---Permitbreaksduringlongtests---Useunclutteredtestforms---Allowstudenttoeitheruseprintorcursive---Modifythestandardgradingsystem
Transition--IndependentLiving
---Thetransitioncoordinatororagencywillassiststudenttodevelopasimulatedindependentlivingplanandmonitortheplanforeffectiveness.---Thetransitionteamwillprovideinformationtostudent/parentsinordertomakegooddecisionstoattendintakecounselingsessionswithHumanServicesorganizations---Localagenciesandthetransitioncoordinatorwillassistthefamilytodeterminewhatlegalresourcesareavailable.---Thetransitioncoordinator/schoolcounselor/localagencieswillhelpthestudentandfamilytoexploreguardianshiporconservatorship.---Localagencieswillassistthestudent/familytosearchforlivingarrangements.---Theschoolcounselor/parents/teachers/transitioncoordinatorwillassistthestudentincourseselection,CBIselection,andprogramminginordertomeetskillsofdailyliving.---ParticipationinCountyWideTransitionDay.
Transition--JobsandJobTraining
---Schoolcounselorwillmeetwithstudentstoexpand"careerawareness”knowledge.---Thetransitioncoordinatorwillarrangeforjobshadowingexperiences.---Thetransitioncoordinatorwillarrangeforthestudenttotakeavocationalassessment(inventory,aptitudeorability).---Theschoolcounselorandtransitioncoordinatorwillassistthestudentindevelopingalistofrespectivestrengths,assetsandskillsastheypertaintojobfunctioning.---Thetransitioncoordinatorand/or
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schoolcounselorwillassistthestudentinmakinganappointmentwiththeOVRcounselor.
Transition--Post-SecondaryEducation
---Theschooltransitioncoordinator/counselorwillassistthestudentinlocatingsecondaryeducationinstitutionsofinterest.Inaddition,thetransitioncoordinatorwillassistthestudentinlocatinginformationregardingtheselectedschools.---Thetransitioncoordinator/counselor/LEAwillassistthestudentinapplyingfortheACTorSATwithaccommodations.---ThetransitioncoordinatororcounselorwillassistthestudentsinlocatingaSATreviewcourse.---Thetransitioncoordinatororcounselorwillassistthestudentsinfillingoutcollegeforms.---Thetransitioncoordinator/schoolcounselor/oroutsideagencywillassistthestudentinidentifyingpossiblesourcesoffinancialsupportforvo-techorcollege.
Transition--Recreation/Leisure/Community
---Thetransitioncoordinator/coaches/schoolcounselors/teachers/specialeducationdirectorwillassistthestudenttoinvestigate/joinaschoolcluborsportteam.---Thetransitioncoordinator/coaches/schoolcounselors/teachers/specialeducationdirectorwillassistthestudentinexploringandattendschoolfunctionssuchasdances,tournaments,etc.---Thetransitioncoordinator/coaches/schoolcounselors/teachers/specialeducationdirectorwillassistthestudenttofamiliarizehimself/herselfwithcommunityresourcessuchasthelocationofthebanks,stores,hospital,doctors,etc.
Transportation
--Wheelchairlift--Specialcustomizedharness--Transportationaide(s)--Nursesforphysicallyfragilechildren--FirstAidandCPRTrainingforDriversandAides--BehaviorTrainingforDriversandAides---Seatstudentnearbusdriver---Assignthefrontwindowseatsothatthestudentcan'teasilytouchorbetouchedbyotherstudentsastheyenterorexitthebus
IftheMDE/IEPteamdeterminesthatthisoptionwillnotmeetthestudent’sneeds,morerestrictiveoptionswillbeconsidereduntilanappropriatelevelisreached.Priortoplacementinspecialeducation,thedistrictmustensurethattheappropriatenessof
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theresourcesofthegeneraleducationprogram,includingpreventionandsupportservices,havebeenconsidered.
2.Ifthestudentiseligibleforspecialeducation,theTeammustfirstconsiderplacementingeneraleducationwithappropriatesupportforthestudentandthestudent'steacher(s).TheIEPmustincludestatementsofthechild’spresentlevelsofeducationalperformance,includinghowthestudent’sdisabilityaffectsinvolvementandprogressinthegeneralcurriculum.
3.Astudent'seducationalprogrammustbedevelopedwiththemeaningfulinvolvementofthestudent'sparent(s)orguardian(s)andteacher(s),andthestudent,whenappropriate.TheIEPTeammustincludepersonsknowledgeableaboutthestudent,theevaluationdataandthecontinuumofalternativeplacementoptions.Asamemberoftheteam,theregulareducationteachermust,totheextentappropriate,participateinthedevelopmentofthestudent'sIEP,including(1)thedeterminationofappropriatepositivebehavioralinterventionsandstrategies;and(2)thedeterminationofsupplementaryaidsandservices(aslistedabove),programmodificationsandsupportforschoolpersonnelthatwillbeprovidedforthestudenttoadvanceappropriatelytowardattainingtheannualgoals.Inaddition,therepresentativeoftheschooldistrictontheIEPTeamwhoisqualifiedtoprovide,orsupervisetheprovisionof,speciallydesignedinstructionmustbeknowledgeableaboutthegeneralcurriculumandknowledgeableabouttheavailabilityofresourcesoftheschooldistrict.Theindividualwhoisknowledgeableabouttheevaluationdatamustbeabletointerprettheinstructionalimplicationsofevaluationresults.
4.Measurableannualgoals,includingbenchmarksorshort-termobjectives,mustberelatedtomeetingthestudent’sneedsthatresultfromthedisabilitytoenablethestudenttobeinvolvedinandprogressinthegeneralcurriculumandmeetingeachofthestudent’sothereducationalneedsthatresultfromthedisability.
5.Otherplacements,suchasspecialeducationclasses,specialschoolsorotherremovalfromthegeneraleducationenvironment,wouldbeconsideredonlywhentheTeamdeterminesthatastudent'seducationinregularclassescannotbesatisfactorilyachievedevenwiththeuseofsupplementaryaidsandservices.
6.TheIEPofthestudentmustincludeanexplanationoftheextenttowhichthechildwillnotparticipatewithnondisabledchildrenintheregularclassandinotheractivities.
7.TheTeammustindicateclearlydefinedexpectedbenefitstothestudentfromthespecialeducationprogramselectedtoaddressthefullrangeofthestudent’sneedsintheareasofacademicoreducationalachievementandlearningcharacteristics,socialdevelopment,physicaldevelopmentandmanagementneeds.
8.TheparentorguardianmustbeprovidedaNOREPwhichdescribestheprogramandplacementoptionsconsideredforthestudentandarationaleforthoseoptionsnotselected.Additionally,theHASDhastakenadditionalstepstopromoteinclusionarypractices.
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·TheschooldistricthasrevisedcurriculumthatfocusesonthePennsylvaniaCoreStandards,butstillallowsadditionaltimeforspecificstrategies,accommodations,adaptations,modificationsandmethodsforbothspecialeducationandregulareducationstudentstoenablethemtograspthecoursematerial.Forinstance,basiccoursesareofferedthroughregulareducationinreading/EnglishLanguageArtsandmathattheelementarylevel,aswellasinreading/English,math,socialstudies,andscienceatthesecondarylevel.Evidenced-basedmodelsofreading/EnglishLanguageArtsandmath(SRACorrectiveReading,WilsonReadingprogramandEveryDayMath-EDM)areusedatthejuniorhighschoolandthesamelanguageartsprogramisusedattheseniorhighschool.FinanceandconsumermathclassesareofferedatthehighschoolinsteadoftheEDMprogram.
·Thehighschooloffersinclusionclassesinallgradelevelsandinallacademicsubjectareasinadditiontoseveralnon-academiccourses.InadditionSupportStudyHallsareofferedatalllevels.TheHASDusestheco-teachingmodelofinclusiontothefullextentpossible.
·Paraprofessionalassistanceisavailableatalllevelsforbothinclusionclassesandforbehaviormonitoring,academicreview,transitionactivities,andhealthrelatedissuesasidentifiedbytheschoolnurse,studentphysician,andincludedasahealthrelatedserviceintheIEP.Paraprofessionalshavereceivedtrainingininclusionarypracticesandallofthedistrict'sparaprofessionalsareconsideredhighlyqualified.PersonalCareAssistantsarealsoemployedbythedistricttoassiststudentswhohavemoreseveredisabilitiessothattheycanparticipateinregularandspecialeducationprogramsintheirhomeschools.AllparaprofessionalsandPersonalCareAssistantsreceiveCPRandFirstAidTrainingonayearlybasisthroughtheAmericanRedCross.
·SupportStaffsuchasbusdrivers,cafeteriaandcustodialstaffreceivetrainingyearlyinbehaviormanagement,firstaid,CPR,andinspecifictypesofdisabilitiessuchasEDandAutism.
·Studentswithdisabilitiesaccessnonacademic(e.g.,musicfestivals,clubs,fieldtrips)andextracurricularactivities(e.g.,athleticteams)inthesamewayasregularstudents.Eligiblestudentsareactivelyrecruitedtoparticipatetothegreatestextentappropriate(e.g.,servicelearningactivities,teammembers,teammanagers,statisticians,nurseassistants,secretarialassistants,assistantequipmentmanagers.)
·RegulareducationteachersandspecialeducationteachershaveadoptedthephilosophyofProjectMAXthroughtheassistanceoftheBVIUandPaTTAN.StaffareassumingcompetenceforALLstudentsandprovidingmoreopportunitiesforstudentstoaccessgradeappropriatecontentwhenitisappropriatefortheindividualstudents.Theyarebecomingmoreskilledatmodifyingoradaptingcurriculumexpectationsforstudentswithdisabilities,thereforestudentsarespendingMOREtimeintheregulareducationclassroomsthaninthepast.TheHASDalsowelcomestheassistanceoflocalagencieswhichincludetheBehavioral
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HealthandDevelopmentalServices,MH/ID,WPIC,ValueBehavioralHealth,theWomen'sCenter,theOfficeofVocationalRehabilitation,ChildrenandYouthServices,SocialSecurityAdministrationandotheragencyservicessuchaswrap-around,TSS,andmobiletherapy.Thedistrictparticipatesinteammeetingswiththebehavioralstaffandconsiderstheseservicesessentialtothesuccessoftherespectivestudents.InJanuary2018,theHASDbeganapartnershipwithFamilyBehavioralResourcestoprovideSchoolBasedMentalHealthServicestostudentsattheJuniorandSeniorHighlevel.Thisservicesisanticipatedtostartattheelementarylevelatthestartofthe2018-2019schoolyear.TheHASDutilizestheservicesoftheBVIUforHearingSupport.ThedistrictcontractsagenciesforservicessuchasVision,O&M,OT,PT,etc.Forlowincidencedisabilities,suchasblindness,thedistrictmayneedtouseanoutsideplacementifservicescannotbeprovidedwithinthehomedistrict.Childrenplacedinorreferredfromprivateinstitutionsareentitledtothesameconsiderationsasoutlinedabove.Programoptionsandplacementsarebasedupondegreeofneed.Everyeffortismadetoeducatestudentswithnon-exceptionalpeerstothemaximumextentpossible.Overall,afullcontinuumofservicesisofferedbasedupontheindividualneedsofthestudents,asthelawmandates,andaplacementinout-of-districtplacementmaybetheleastrestrictiveenvironmentthatisrecommended.Thedistrictcontinuestoincludestudentswithdisabilitiesinthegeneraleducationcurriculumwithsupplementaryaidesandservicestothefullestextentpossible.IEPteamsutilizetheSupplementaryAidesandServiceToolkitwhenadditionalsupportsareneededforstudentstoparticipateinthegeneralcurriculumorsetting.TheHASDcontinuestofocustrainingstaffontheSASToolkitintheStandardsAlignedSysteminordertopromoteevengreaterinclusionarypracticeswhentheneedsofstudentswarrantadditionalsupports.Todate,HopewellMemorialJuniorHighstaffhavereceivedtheSupplementaryAidsandServicesTrainingprovidedbytheBVIUaspartoftheHASD'sLRECorrectiveActionPlan.SchoolsthatarecurrentlypartoftheProjectMAXteamshavealsoreceivedthistraining.AsoftheDecember1,2015ChildCount,studentswithdisabilitiesintheHASDwhoarereceivingspecialeducationandrelatedservicesinothersettingsis5.9%,whichis1.0%overthestateaverageof4.9%and1.3%overtheSPPtargetof4.6%.AlthoughthispercentageishigherthanthestateaverageandSPPtarget,thepercentageremainedsteadyforafewyearsandhasdecreasedoverthepreviousyears(6.4%in2012-2013,6.8.%in2013-2014,and6.8%in2014-2015).TheHASDcontinuestooperatelifeskills,autisticandemotionalsupportattheelementary,juniorhighandseniorhighlevels.Evenwiththecontinuationoftheseservices,theneedsofstudentsmovingintotheHASDcontinuetoexceedthelevelofsupportsofferedwithinthedistrict'sprogram,thuswarrantingtheleastrestrictiveplacementoutsideofthedistrict.TheHASDcreatedanLREImprovementPlanthatwasapprovedbyPDEtoaddressthisissuethroughJuneof2016.Professional
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developmentactivitiesincludedaSchoolWideNeedsAssessment,UnderstandingandImplementingLRE,andCollaborationandConsistencyK-12.Thefollowingactivitiestookplace:·SchoolWideNeedsAssessmentSeptember11,2013—8:00amto4:00pm
oCoreLREImprovementPlanTeammetwiththeBVIUtoconducttheSchoolWideNeedsAssessment.·SupplementaryAidesandServicesToolkitTrainingOctober31,2013—12:00pmto3:00pm
oAllJuniorHighSchoolstaffmet,intwogroups,withtheBVIUTaCstafftounderstandtheSupplementaryAidesandServicesavailableandtoprepareforthenextfewyearsofinstruction.·CollaborationbetweenRegularEducationandSpecialEducationStaffMonthlyduringtheschoolyearfromNovember2013topresent—1hour
oTeachersaregiventimetodiscussandcollaborateregardingresourcesavailableandinstructionalchangesnecessaryfortheirclassrooms.·CalendarChangesattheJuniorSchooltoincludemoreInclusionActivitiesStartedinJanuary2014,on-going
oMonthlymeetingswithcommitteememberswereheld.Thecalendarwasalteredforthe2014-2015schoolyearandisagainbeingrevisedforthe2015-2016schoolyeartoincludemoreregulareducationtimeinthegeneralscheduleofstudents.·RolesandResponsibilitiesofGeneralEducationTeachers,SpecialEducationTeachersandParaprofessionalsMarch21stand28th2014
oOverviewtoJuniorHighStaffMembers;ReviewofSupplementaryAidesandServicesToolkit.
oAdditionalPaTTANmaterialsdiscussed:TeachersandSpecialEducationParaprofessionalsWorkingasaTeamtoSupportStudents·UnderstandingandImplementingLRE-TrainingforStaffSeptember19,2014—12:30pmto3:00pm
oIntroductiontoTeachers’DeskReference:PracticalInformationforPennsylvania’sTeachers
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oHighlightedAreas:
·InclusivePractices
·MaximizingStudentLearningwithFlexibleGroupingPractices
·TheSharedResponsibilityofEducationalTeamMembers
·SupplementaryAidesandServices·ResponsetoInstructionandInterventionModelRevisedSeptember2014,February2015,May2015
oMonthlymeetingswithadministrationtodiscusschangesforthe2015-2015schoolyear.
oJuniorHighSchoolwillreflectchangestotheGrade5and6interventiontime.·SpecialEducationShowcaseFebruary11,2015—4:30pmto6:30pm
oOpportunityforcommunitymemberstowalkthroughandtalkwiththeteachersintheAutisticSupport,LifeSkillsSupportandEmotionalSupportClassrooms.·TransitionMeetings:4thto5thGrade,8thto9thGradeApril2015:2days,May2015:7days
oMeetingsheldinorderforstudents,parents,andteacherstocollaborateregardingthestudentmovingfromonebuildingleveltothenext.·SeparatingAutisticSupportandLifeSkillsPrograms/ClassroomsattheSeniorHighSchoolMay2015:3days
oCollaborationbetweenjuniorhighandseniorhighschoolstaffregardingautisticsupportintheregulareducationandspecialeducationclassroom.June2015
oSeekingapprovalfromPDEforrelocationofclassroomstobestsuittheneedsofthestudentsattheseniorhighschoollevel.·ChangesintheJuniorHighSchoolMasterScheduleAugust2015
oSchedulechangedtoincludetimeinregulareducationformorecoreinstruction.
oChangestolevelofsupportprovidedintheregulareducationclassroomswithinclusionoptions.
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oCollaborationtimeaddedforregulareducationandspecialeducationteachers.·GradeLevelorDepartmentMeetingsAugust2015-June2016monthly
oSpecialEducationteacherswereprovidedtheconsistentopportunitytomeetwiththeregulareducationpeersdiscussedgradelevelinformationordepartmentspecificinstructionalinformation.·RtII/MTSSModelRevisedOctober2015,January2016,May2016
oMonthlymeetingswithadministrationtodiscusschangesforthe2016-2017schoolyear.
oJuniorHighSchoolprovidedspecificinterventiontimesforGrades5and6.ContinuedchangestointerventiontimeforGrades7and8.·SpecialEducationShowcaseMay23,2016—6:30pmto8:30pm
oOpportunityforcommunitymemberstowalkthroughandtalkwiththeteachersintheAutisticSupport,LifeSkillsSupportandEmotionalSupportClassrooms.Thisyeartheeventwasheldinwith4thGradeParentOrientation.·TransitionMeetings:4thto5thGrade,8thto9thGradeApril2016:3days,May2016:6days
oMeetingsheldinorderforstudents,parents,andteacherstocollaborateregardingthestudentmovingfromonebuildingleveltothenext.·SeparatingAutisticSupportandLifeSkillsPrograms/ClassroomsattheSeniorHighSchoolOctober2015,January2016,April2016:4days
oContinuationofcollaborationbetweenjuniorhighandseniorhighschoolstaffregardingautisticandlifeskillssupportintheregulareducationandspecialeducationclassroom.
oPotentialneedforadditionalautisticsupportclassroomattheJuniorHighSchoollevel.AsoftheDecember1,2015ChildCountstudentswithdisabilitiesintheHopewellAreaSchoolDistrictwhoarereceivingspecialeducationandrelatedservicesinsidetheregulareducationclass80%ofthedayormoreis49.1%,whichis12.7%belowthestateaverageof61.8%and14%belowtheSPPtargetof63.1%.AlthoughthispercentageislowerthanthestateaverageandSPPtarget,thepercentagecontinuestofluctuateeachyearinanefforttomeetthestudentsneedsandtheSPPtarget(60.6%%in2012-2013,53.4%in2013-2014and,54%in2014-2015).TheHASDhascreatedanLREImprovementPlanthatwasapprovedbyPDEtoaddressthisissuethroughJuneof2016.Professionaldevelopment
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activitiesincludedSupplementaryAidesandServiceToolkitTraining,RolesandResponsibilitiesofGeneralEducationTeachers,SpecialEducationTeachersandParaprofessionalsandGradeLevelTeammeetings.TheHASDcontinuestoofferthesetrainingstoteachers,paraprofessionals,administratorsandparents.AsoftheDecember1,2015ChildCount,studentswithdisabilitiesintheHopewellAreaSchoolDistrictwhoarereceivingspecialeducationandrelatedservicesinsidetheregulareducationclasslessthan40%ofthedayis8.4%,whichis1.1%belowthestateaverageof9.5%andindicatesthattheHASDhasmettheSPPtargetforthisLRE.
BehaviorSupportServices
1. ProvideasummaryoftheDistrictpolicyonbehavioralsupportservicesincluding,butnotlimitedto,theschoolwidepositivebehaviorsupports(PBS).
2. Describetrainingprovidedtostaffintheuseofpositivebehaviorsupports,de-escalationtechniquesandresponsestobehaviorthatmayrequireimmediateintervention.
3. IfthedistrictalsohasSchool-BasedBehavioralHealthServices,pleasediscussit.
TheHopewellAreaSchoolDistrict(HASD)iscommittedtoteachingstudentswithdiverseabilitiesandneedsinanenvironmentthatwilloptimizestudentlearning.Thereare,however,thoseinstanceswhenstudentbehaviorsinterferewithlearningexperiences.Currently,theHASDhasemotionalsupportprogramsatallthreelevels(elementary,juniorhighandseniorhigh).TheHASDalsohasMulti-TierSystemofSupport(MTSS)orStudentAssistanceTeams(ASSIST)andtheStudentAssistanceProgram(SAP)atallthreelevels.TheSAPmodelisutilizedbyboththeMTSS/ASSISTandSAPteamstoaddressstudentbehaviorproblems,possibledrugandalcoholuseandsocialproblems.Allthreeprogramsprovideallstudents,includingat-riskstudents,withasafeandorderlylearningenvironment.TheHASDalsooperatesaSchoolWidePositiveBehaviorSupportPlanthatworksdifferentlyatallthreelevels.HASDstaffcontinuetoworkonimprovingtheSWPBSateachleveltohelpimprovestudentbehaviorandmorale.Trainingonfunctionalbehaviorassessments,datacollectionprocesses,developmentandimplementationofpositivebehaviorsupportplans,crisisinterventionandde-escalationtechniques.ThedistrictutilizestheBeaverValleyIntermediateUnittotrainforCrisisPreventionInstitute(CPI).AllHASDadministratorsarecurrentlytrainedinCPI,whichincludede-escalationandrestrainttraining.IdentifiedCPIteammemberswithineachbuilding,includingallspecialeducationparaprofessionalstaffaretrained/retrainedeachschoolyear.CPR,FirstAidandAEDtrainingsarealsoconductedannuallyaspartoftheHASD'sSafetyCommitteemission.StatemandatedChildAbuseReportingtrainingcontinuestobeprovidedaccordingtoPDE'smandates.InJanuary2018,theHASDbeganapartnershipwithFamilyBehavioralResourcestoprovideSchoolBasedMentalHealthServicestostudentsattheJuniorandSeniorHighlevel.Thisserviceisanticipatedtostart
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attheelementarylevelatthestartofthe2018-2019schoolyear.TheHASD'sPositiveBehaviorSupportPolicyrepresentsathreetierhierarchicalmodel.Allinterventionsarebasedonpositive,currentbestpracticesandoccurintheleastrestrictiveenvironment.Thethreelevelsofinterventionare:
• LevelI:Generalclassroompracticewithgoodclassroommanagementstrategies.
o DoesnotrequireattachmentofaPositiveBehaviorSupportPlantotheIEP.
• LevelII:StudentSpecificPositiveBehaviorSupportPlan.
o RequiresIEPteamtoconductaFunctionalBehaviorAssessment(FBA)todefinethebehaviorandfunctionofthebehavior.ThePBSPisthendevelopedbasedupontheoutcomeoftheFBA.ThePBSPisthanattachedtotheIEP.AnFBAwillbeconductedandaPBSPdevelopedandimplementedforthoseexceptionalstudentswhoexhibitchronicdisruptivebehavior.Suchinterventionprogramsshallbeutilizedforstudentswhoexhibitanyoneormoreofthefollowing:
§ Displayinappropriateschoolbehaviors;
§ Causedisruptionsinunstructuredsettings(bus,cafeteria,transitions,etc.);
§ Frequentlyreceivedetention;and/or
§ Receivethreeormoresuspensions(in-school,out-of-school,time-out)
• LevelIII:Changeinplacementoruseofidentifiedrestraints.
o OnlyutilizedwheninterventionsatLevelIandIIhavebeenunsuccessful.ThisrequirestheIEPteamtoreconvenetodeterminethemostappropriateactionbaseduponthestudent'sneed.Restraintstocontrolacuteorepisodicaggressiveorself-injuriousbehaviormaybeusedonlywhenthestudentisactinginamannerastobeaclearandpresentdangertohimself,tootherstudents,ortoemployees,andonlywhenlessrestrictivemeasuresandtechniqueshavebeenproventobeorarelesseffective.Followingtheuseofarestraint,parentsarenotifiedimmediatelyandanIEPmeetingisheldtodeterminewhetherornotthestudentrequiresaneworrevisedreevaluation,functionalbehaviorassessment,positivebehaviorsupportplan,orachangeofplacement.Aversivetechniquesarenevertobeusedandrestraintsanddisciplinearenottobeusedasasubstituteforabehaviormanagementprogram.
SuspensionsarealsoconsideredinthedistrictPositiveBehaviorSupportPolicy.Suspensionofastudentidentifiedwithanintellectualdisability,evenforoneday,requiresMDE,NOREPandissuanceofProceduralSafeguardsNoticetotheParent(s)/Guardian(s).Also,proceduralsafeguardsmustbeissuedforthesuspensionofalleligiblestudentswhosesuspensionexceeds10consecutiveschooldaysor15cumulativeschooldays.
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Duringthe2016-2017schoolyear,therewere11separateOutofSchoolSuspensionsissuedforstudentsreceivingspecialeducationservices.Thefollowingisthebreakdown:
• 0Elementary(0%)
• 1JuniorHigh(9.1%)
• 10SeniorHigh(90.9%)
Currently,thereare24separateincidentsofOutofSchoolSuspensionsissuedforstudentsreceivingspecialeducationservices,indicatinganincreaseof118%fromthepreviousschoolyear.Thecurrentbreakdownisasfollows:
• 1Elementary(4.2%)
• 6JuniorHigh(25%)
• 17SeniorHigh(70.8%)
Thesignificantincreaseinsuspensionnumbersarelinkedtoacontinuedzerotolerancepolicyforcertainbehaviors.Astudent'sPBSPandIEParealwaysreviewedandfollowedpriortodisciplineofsuspensions.Inregardstorestraints,0%ofstudentswithintheHASDprogramsneededtheuseofrestraintsduringthe2016-2017schoolyear,orforthecurrentschoolyear(2017-2018).Studentswithintheemotionalsupportprogramandautisticsupportprogramswereabletoutilizede-escalationtechniquesintheirIEPs,includingtheuseofthesensoryrooms.Duringthe2016-2017theHASDreportedatotalof8separateincidentsofrestraints(6foronestudentand2foranotherstudent)forstudentsplacedoutsideoftheHASDprograms.Forthe2017-2018schoolyearwehavereported1restraintforastudentplacedoutsideoftheHASDprograms.
IntensiveInteragency/EnsuringFAPE/HardtoPlaceStudents
1. IftheLEAishavingdifficultyensuringFAPEforanindividualstudentoraparticulardisabilitycategory,describetheproceduresandanalysismethodsusedtodeterminegapsinthecontinuumofspecialeducationsupports,servicesandeducationplacementoptionsavailableforstudentswithdisabilities.
2. Includeinformationdetailingsuccessfulprograms,services,educationplacementsaswellasidentifiedgapsincurrentprograms,services,andeducationplacementsnotavailablewithintheLEA.IncludeanoverviewofservicesprovidedthroughinteragencycollaborationwithintheLEA.
3. Discussanyexpansionofthecontinuumofservicesplannedduringthelifeofthisplan.
TheHopewellAreaSchoolDistrict(HASD)iscurrentlyprovidingservicestoallidentifiedstudentsandisnotexperiencingdifficultyensuringFAPEforeitheranindividual
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studentoradisabilitycategory.Specialandregulareducationteachersatalllevelsdesignandimplementthenecessaryadaptationsandmodificationsneededforstudentstobesuccessfulinthegeneralcurriculum.TheHASDisknowledgeableofthedistrict’sresponsibilitiesundertheMOUandfollowstheproceduressetforthinthelocalinteragencyagreement.ThisagreementensuresthatchildrenwithdisabilitieswillbesupportedinacoordinatedfashionsoasnottointerruptservicesandprogramsneededbythesechildrenintheleastrestrictiveenvironmentAttheelementarylevel(K-4),thedistrictbeginswiththeprereferralprocess,abeginningstageoftheMTSS(Multi-TierSystemofSupport)process,inordertoensurethateachstudenthaseveryopportunitytosucceedintheregularclassroom.Insightisgainedthroughthisprocessastowhatstrategiescanbesuccessfulintheregulareducationenvironment.Atthe5-12gradelevelthedistrictalsoemploystheASSISTmodel(AssuringStudentSuccessinSchool)asastrategytoaidinservingstudentswithinregulareducation.Whenastudentisreferredforevaluation(MDE)andidentifiedasaspecialeducationstudent,theMDE/IEPteamimplementinstructionandservices,usingsupplementalaidesandservices,withintheregulareducationenvironment.Thedistrictoffersdifferentiatedbasiccoursessuchaslanguagearts,math,history,andscience(whichhavealowerstudenttoteacherratio)attheelementarylevelandatthesecondarylevelthroughtheregulareducationcurriculum.Specialeducationaides(paraprofessionals)areemployedbythedistricttoassiststudentswhohavemoreseveredisabilitiessothattheycanparticipateinregularandspecialeducationprogramsintheirhomeschools.TheMDE/IEPteamalwaysconsidersafullcontinuumofservices.Whendeterminingthestudent’slevelofintervention,thefirstoptionconsideredisalwaystheregulareducationclassroomwithsupplementalaidesandservices.IftheMDE/IEPteamdeterminesthatthisoptionwillnotmeetthestudent’sneeds,morerestrictiveoptionswillbeconsidereduntilanappropriatelevelisreached.Thedistrictoffersafullrangeofservices,fromsupportivetosupplementallevelsofintervention,ineverydistrictbuilding.Supportstudyhallsareofferedattheelementaryandsecondarylevel.InstructionalgroupsthatareofferedateverybuildingincludeLearningSupport,LifeSkillsSupport,AutisticSupport,SpeechandLanguageSupportandEmotionalSupport.TheBVIUprovidesitinerantservicesforHearingSupport,asneeded,ineveryschoolbuilding.TheWesternPennsylvaniaSchoolforBlindChildrenprovidesitinerantservicesforBlindofVisuallyImpairedSupport,asneeded,ineveryschoolbuilding.Childrenreferredfromprivateinstitutionsareentitledtothesameconsiderationsasoutlinedabove.Programoptionsandplacementsarebasedupondegreeofneed.Everyeffortismadetoeducatestudentswithnon-exceptionalpeerstothemaximumextentpossible.
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Ifastudent'sneedscannotbemetwithintheschooldistricts'supportsystem;the
districtconsidersothersupportswhichhavebeensuccessful:
• UsetheObertiTest(areviewofwhatsupportsandserviceshavebeenprovidedtothechildandweretheyappropriatetomeetthechild'suniqueneeds?)Hasthedistrictprovidedtheopportunityforthechildtoparticipatewithtypicalpeerstothemaximumextentpossible.
• TheBVIUiscontactedforassistancealongwiththeBeaverCountyBehavioralHealth(MH/ID)ValueBehavioralHealth,thePreventionNetworkandotheragenciesoreducationalentitiessuchas:
o Achieva
o BeaverCountyRehabilitationCenterandBasswoodInitiatives
o LifestepsofBeaverCounty
o OfficeofVocationalRehabilitation
o ProjectStar
o JuvenileServicesofBeaverCounty
o BeaverCountyCommunityCollege
o DrugandAlcoholServicesofBeaverCounty
o HopewellPoliceForce
o Women'sCenterofBeaverCounty
o SocialSecurityAdministration
• ChildandAdolescentServiceSystemProgrammeetingsareconvenedtoresolvesuchsituationsquicklyandeffectively.
• Incasesofextremeemergency,theeligiblestudentisreferredimmediatelytotheBSUforcrisisintervention,assessment,counseling,andassistancewithrecommendations.
• TheHASDalsoutilizestheservicesofregionalprivate/approvedprivateschoolplacementsandpartialhospitalizationplacementssuchastheWatsonInstitute,HolyFamilyInstitute,PressleyRidge,TheBradleyCenter,St.Stephen's,WesleyFamilyServices,WPSchoolfortheDeaf,WPSchoolfortheBlind,WPIC,andSouthwoodHospital.
• ContactneighboringdistrictsforplacementoptionsthatmaybeofmorebenefittothestudentandwouldprovideFAPE.
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• ThemostrestrictiveplacementisInstructionintheHomeandthisisonlyusedwhenachildistoomedicallyfragiletoattendschoolorfoundtohaveadisorderthepredicatesitsnecessity.
IftheschooldistrictshouldfinditselfinapositionwhereaplacementthatprovidesFAPEcannotbelocated;thedistrictwillcontacttheBureauofSpecialEducationforadvisoryservices.
StrengthsandHighlights
Describethestrengthsandhighlightsofyourcurrentspecialeducationservicesandprograms.Includeinthissectiondirectionsonhowthedistrictprovidestrainingsforstaff,facultyandparents.
Duringthecourseofthe2016-2017schoolyear,theHopewellAreaSchoolDistrict(HASD)providedspecialeducationservicesto287students.Ofthesestudents,9.8%areidentifiedashavingaprimarydisabilityofaspeechandlanguageimpairment.TheHASDSpecialEducationDepartmentiscomprisedoftheDirectorofSpecialEducation,onefulltimeschoolpsychologist,onepart-timeschoolpsychologistandanadministrativeassistant.TheSpecialEducationDepartmentcurrentlyemploys22specialeducationteachers,2.5speechandlanguageteachersand34paraprofessionals.TheHASDhasacommittedandcaringspecialeducationandregulareducationstaffwhoworkcollaborativelytomeettheneedsofalloftheirstudents.TheHASDoperatesallspecialeducationprogramsinaccordancewithapplicablefederalandstatelawsandregulations,whileofferingafullcontinuumofservices.Ateamapproachisusedinmakingalldecisionsregardingstudentswithdisabilities.AlloftheHopewellprofessionalstaff,includingregularandspecialeducationteachers,counselors,buildingprincipalsandtheschoolpsychologistarecommittedtoworkingcollaborativelyinresolvingallissuesandinmakingdecisionsregardingstudentswithdisabilities.StrengthsandhighlightsofthespecialeducationservicesandprogramsforstudentswithdisabilitieswithintheHASDinclude:
• Continuumofprograms:
o LearningSupport:K-12
o EmotionalSupport:K-12
o SpeechandLanguageSupport:K-12
o AutisticSupport:K-12
o LifeSkillsSupport:K-12
• TechnologyUseandDataManagement:
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o CSIUforrecordingandmanagementofstudentgrades,attendance,disciplinaryevents,PVAAS,DistricttestresultsincludingSATscores,etc.
o "ParentPortal"technologyapplicationsothatparentscaneasilyaccessstudentgradeinformation,contactteachers,checkhomeworkrequirements,classprojects,classaverages,etc.
o Specialeducationteachersinthedistricthavebeenprovidedpersonalcomputers.Theyarerequiredtomanagestudentdataandinputinformationforallspecialeducationforms(ER/RR,Invitations,IEPs)
o UseofIEPWriterandapasswordprotectedspecialeducationnetworksothatspecialeducationteachers,regulareducationteachers,principalsandcounselorswithalegitimateneedtoknowmayaccessastudent'sIEP,includingtransitionandbehaviorsupportinterventions.
o Specialeducationteachersarerequiredtokeepa"communicationlog"foreachspecialeducationstudentsothatcommunicationwithparentsandotherswhoareinvolvedwithstudentscanbecloselytrackedandmonitored.
• DataCollection:
o DynamicIndicatorsofBasicEarlyLiteracySkills(DIBELS)intheDistrict'selementaryschoolforgradesKand1.TheDIBELSprojectproducedincreasedachievementinreadingskillsattheK-1levels.
o ThedistrictadoptedtheNorthwestEvaluationAssociation(NWEA)asauniversalscreenerandbenchmarkindicatorforreadingandmathematicsingrades1-8.Assessmentsareconducted3timesperschoolyear.
o Attheelementarylevel,thedistrictcontinueswiththedevelopment,trainingandimplementationoftheMulti-TierSystemofSupport(MTSS)forinstruction,supportandon-goingdatacollection,analysis,andprogressmonitoringofstudentperformance.
• InstructionalSupports:
o Thedistrictprovidesafulldayeverydaykindergartenprograminallthreeelementarybuildings.
o Instructionaltimecontinuestobefortwoperiods(80minutesatminimum)perdayinlanguageartingradesK-8andformathematicsingradesK-6.
o Supportisavailableforstudentsreceivingspecialeducationservicesalldaylong.Attheelementarylevel,ateacherisavailableforsupportthroughouttheschoolday.Atthe5-12gradelevelasupportstudyisbuiltintothemasterscheduletoallowforstudentstoreceivethenecessarysupportsfromaspecialeducationteacherthroughouttheentireschoolday.
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o TheCommunityBasedEducationcomponentofthespecialeducationprogramingradesK-12isexemplary.Forexample,thestudentslearndailylivingskillsbytravelingintothecommunitytopurchasegroceries,shopforgiftsfortheirparentsandfriends,eatatrestaurantslearningtousemenusandpurchasingitemswithintheirbudgets,jobshadowaspermittedbylocalbusinessesandaccesslocalrecreationalopportunities.
o SRACorrectiveReadingandWilsonReadingprogramsforitsspecialneedsstudentsingrades2-12.Theprogressmonitoringinformationstronglysupportstheeffectivenessoftheprograms.
o TheHASDisdeterminedtostaycurrentoneffectiveinstructionalpractices.TheDistrictparticipatesinnumerousstateinitiatives,suchas,DataDrivenDecisionMaking,ValueAddedAssessmentandProgressMonitoring,HealthandWellnessInitiative,MathandSciencePartnershipandFullDayEverydayKindergarten.ParticipationineachoftheseprogramsisinfluencingDistrictgoalsandisanintegralpartofDistrictcurriculum,instructionandassessment.
o UseofKurzweil.
o UseofBookshare.
o IndividualiPadsorlaptopstomeetthephysicalneedsofstudents.
o ProgressMonitoringthroughMobyMax,ReflexMathandIXL.
o RelatedServicesareprovidedtostudentsasneeded
• BehaviorSupports:
o ASchool-WideBehaviorProgramforallstudentsingrades5-8.Thegoalofthisprogramistoreducethenumberofrepeatstudentdisciplinaryreferrals,therebyassistinginkeepingourpercentageofESstudentslowerthanthestatepercentage.
o ASchool-WideAnti-BullyingProgramthatmeetsonamonthlybasisandtargetsspecificissues.
o Psychologistforgroupandindividualtherapysessionsforthestudentsenrolledinemotionalsupport.ThepsychologistmeetswiththeESteachersandstudentsindividuallyandingroupsessionsonaweeklybasis.
o Anoutstandingemotionalsupportprogramatalllevels.Thisprogramusesahighlystructuredbehaviormanagementsystemwhichassistsstudentswithemotionalandbehaviordisordersinmaintainingappropriatebehaviorswithintheirhomeschools.Thisprogramhasbeeninstrumentalinmaintainingtheleastrestrictiveenvironmentformanystudentswithbehaviordisorders.
o SensoryroomsorsensoryareasareavailableingradesK-12forstudentsreceivingspecialeducationsupportsthroughAutisticSupport.
• TransitionServicesandPostSecondarySupports:
80
o StrongcollaborationwiththeBVIUregardingEarlyInterventionandtransitiontoschoolageservices.
o ExpansionoftheDistricttransitionprogramtoincludeservicelearningforitsstudentswithspecialneeds.
o Schoolstoreslocatedatthehighschoolandelementarylevelareoperatedbystudentswithspecialneeds.TheprofitsareusedtosupplementcommunityprojectssuchasBirthdayGramstoseniorcitizensandMealsonWheels
o ASchool-To-WorkTransitionprogramisavailabletostudentswithspecialneedsingrades9-12.Thestudentmustadheretofederalandstaterequirementsforworkpermitsandarereleasedfromschoolforeitheramorningorafternoonsession.Inaddition,thestudentearns3creditsperyear:2creditsforsatisfactoryworkreportsand1creditforattendingaschool-to-workpreparatoryclass.
o ParticipationintheCountyWideTransitionDay
o PartnershipwithBasswoodInitiativesforPre-EmploymentTransitionSkills(P.E.T.S)ProgramweeklyattheSeniorHigh
• TrainingsandProfessionalDevelopment:
o TheHASDprovidescontinuousparenttrainingprograms.TopicsthathavebeenpresentedincludeTransition,DualDiagnosis,BehaviorManagement,DIBELS,Lexia,WilsonReading,GuidedReading,SRACorrectiveReading,ADHD,SpecialEducationProceduralSafeguards,OVR,PASA,PSSAandallowableaccommodations.
o TheDistrictoffersmanyopportunitiesfortrainingregardingadaptationandmodificationofcurriculumandofclassroomstructureforitsentireprofessionalstaff.IDEAfundshavebeenmadeavailabletospecialeducationteachersandcounselorstoattendsessionsandworkshopsthatdealwithspecialpopulations(i.e.,autisticstudents),behaviorsupport,progressmonitoring,readinginstruction,EDMinstructionandinclusion.Indicator13training,MTSStraining,Non-violentcrisisinterventiontraininghasbeenofferedtoallprofessionalandparaprofessionalstaffaswellasDistrictbusdrivers.Thebusaideshavebeenin-servicedonthetopicofAutismandhowitrelatestotransportingstudentswithAutismtoandfromschool.
o TrainingforparaeducatorsusingthePDE'sparaeducatorcompetenciesinconjunctionwiththeBVIUandPaTTAN
o TheHopewellAreaSchoolDistrictistheonlyschooldistrictinBeaverCountytoparticipateintheProjectMAXInitiativethroughthesupportoftheBVIUandPaTTAN.Thedistrictcurrentlyhas4teamsofstaffinvolvedinProjectMAX(2attheelementaryleveland2atthejuniorhighlevel).
• StudentInvolvementandPerformance:
81
o GraduationRatesandDrop-outratesforSpecialEducationstudentshaveremainedwithinthestateaverageandmeetingthetargets.
o HighparticipationintheyearlySpecialOlympicsinBeaverCounty
• ParentInvolvement:
o HighparentparticipationinIEPmeetingsandotherteammeetings
o ParentSurveyindicatesafavorableresponseregardingdistrictspecialeducationservices
• Paraprofessionals:
o Paraprofessionals(PersonalCareAssistants)areprovidedasrequiredthroughanIEPteamdecision
o InstructionalAidesareemployedateverydistrictbuildinginordertosupportthestudentsininclusiveclassroomsandwithinthespecialeducationsetting.
o Allparaprofessionalarehighlyqualifiedandmeetthe20hoursoftrainingperschoolyearrequirement.
• AdditionalSupports:
o Thedistrictcontractswiththeintermediateunitandotherlocaleducationproviderstoprovideappropriateandspecificeducationalprogramsforthosestudentswithlowincidencedisabilitiesorthosestudentswhorequiresignificantintensiveserviceswhichcannotbeprovidedwithinthedistrict.
o ConsultationwithWatsonInstituteregardingAutism.
o TheHASDhasagreedtoacceptaschoolpsychologistinternfromareauniversities,whenavailable.Thedutiesofaschoolpsychologistinternwiththeguidanceofacertificatedschoolpsychologistincludeassistanceinidentifyingeligiblestudentwhoareinneedofspecialeducationservices.Inaddition,theschoolpsychologistinternworksdirectlywithregularandspecialeducationteacherstoassistinmeetingthecurricularaccommodationandmodificationneedsofstudentsintheregulareducationsetting.
• AdditionalStrengths:
o ACCESSbillingbyalleligibleprofessionalprovidersandparaprofessionals
o In-houseESYprograms
o DistrictwebsitethatprovidesaccesstoChildFind/AnnualParentNotifications,linkstoPEAL,theLocalTaskForceandotherspecialeducationsupports.
o SupportfromtheSuperintendent,AssistantSuperintendent,BusinessAdministratorandBoardofDirectorsregardingfinancialandprogrammaticneeds.
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TheHASDremainsfirmlycommittedtomeetingitsobligationtoeducatespecialeducationstudentsinordertoprovideFAPE.Thedistrictalsoprovidesstrongandeffectiveeducationalprogrammingtoenableitsstudentstobesuccessfulinpost-highschooltransition.
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Assurances
SafeandSupportiveSchoolsAssurancesNo policies or procedures have been identified.
SpecialEducationAssurancesNo policies or procedures have been identified.
24P.S.§1306and§1306.2FacilitiesFacilityName FacilityType ServicesProvidedBy StudentCount
PediatricSpecialtyCareatHopewell
Nonresident HopewellAreaSchoolDistrictandTheWatsonInstitute
22
BeaverCountyJail Incarcerated HopewellAreaSchoolDistrict
3
LeastRestrictiveEnvironmentFacilitiesFacilityName TypeofFacility TypeofService NumberofStudents
PlacedNewHorizonSchool-BeaverValleyIntermediateUnit(IU#27)
SpecialEducationCenters
FullTimeMultipleDisabilitiesSupport
4
NewHorizonSchool-BeaverValleyIntermediateUnit(IU#27)
SpecialEducationCenters
FullTimeLifeSkillsSupport
5
TheBradleyCenter Other FullTimeEmotionalSupport
4
TheChildren'sInstitute
ApprovedPrivateSchools
FullTimeMultipleDisabilitiesSupport
3
InstructionintheHome-StudentsatPediatricSpecialtyCareatHopewell
InstructionintheHome
ItinerantMultipleDisabilitiesSupport
9
WesternPennsylvaniaSchoolforBlindChildren
ApprovedPrivateSchools
FullTimeBlindorVisuallyImpairedSupport
3
TheEducationCenteratWatson-Sewickley
ApprovedPrivate FullTimeLifeSkills 10
84
Campus Schools SupportWesleySpectrumK-8 Other FullTimeEmotional
Support1
WelseySpectrumHS9-12
Other FullTimeEmotionalSupport
1
SpecialEducationProgramProfileProgram Position #1
Operator: School District PROGRAM SEGMENTS
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 14to19 20 0.75Justification:Althoughstudentsmaybeassignedtoaspecialeducationcaseloadorclassroomduringthesametimeasstudentsoutsideofthelegalagerange,studentsaregroupedforinstructionbasedonability/agerangeandnotgroupedforinstructionwithanystudentsoutsideoftherequiredagerange.Locations: HopewellSeniorHighSchool
ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 14to19 5 0.25
Justification:Althoughstudentsmaybeassignedtoaspecialeducationcaseloadorclassroomduringthesametimeasstudentsoutsideofthelegalagerange,studentsaregroupedforinstructionbasedonability/agerangeandnotgroupedforinstructionwithanystudentsoutsideoftherequiredagerange.Locations: HopewellSeniorHighSchool ASeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #2 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: August 26, 2015
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 14to19 20 0.6Justification:Althoughstudentsmaybeassignedtoaspecialeducationcaseloadorclassroomduringthesametimeasstudentsoutsideofthelegalagerange,studentsaregroupedforinstructionbaseduponability/agerangeandarenotgroupedforinstructionwithanystudentsoutsideoftherequiredagerange.Locations: HopewellSeniorHighSchool
ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
85
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 14to18 5 0.4
Locations: HopewellSeniorHighSchool ASeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #3 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: August 26, 2015
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 14to18 20 0.75Locations: HopewellSeniorHighSchool
ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 14to18 5 0.25
Locations: HopewellSeniorHighSchool ASeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #4
Operator: School District PROGRAM SEGMENTS
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 14to18 20 0.6Locations: HopewellSeniorHighSchool
ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 14to18 5 0.4
Locations: HopewellSeniorHighSchool ASeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #5
Operator: School District PROGRAM SEGMENTS
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
EmotionalSupport 14to19 20 1
Justification:Althoughstudentsmaybeassignedtoaspecialeducationcaseloadorclassroomduringthesametimeasstudentsoutsideofthelegalagerange,studentsaregroupedforinstructionbasedonability/agerangeandnotgroupedforinstructionwithanystudentsoutsideoftherequiredagerange.
86
Locations: HopewellSeniorHighSchool ASeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #6 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: ClassandPosition Implementation Date: August 24, 2017 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
EmotionalSupport 14to18 2 0.2
Locations: BeaverCountyJail AJunior/SeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport
LevelofSupport AgeRange Caseload FTE
Itinerant EmotionalSupport 14to18 2 0.2Locations: BeaverCountyJail
AJunior/SeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport
LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 14to18 2 0.2Locations: BeaverCountyJail
AJunior/SeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 14to18 2 0.2
Locations: BeaverCountyJail AJunior/SeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LifeSkillsSupport 14to18 2 0.2
Locations: BeaverCountyJail AJunior/SeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
87
Program Position #7 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: ClassandPosition Implementation Date: August 24, 2017 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LifeSkillsSupport 18to18 2 0.1Locations: HopewellSeniorHighSchool
ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LifeSkillsSupport 14to18 4 0.3
Locations: HopewellSeniorHighSchool ASeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 14to18 1 0.05Locations: HopewellSeniorHighSchool
ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 18to20 2 0.1
Locations: HopewellSeniorHighSchool ASeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Full-TimeSpecialEducationClass
LifeSkillsSupport 16to20 2 0.2
Locations: HopewellSeniorHighSchool
ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant AutisticSupport 18to20 3 0.25Locations: HopewellSeniorHighSchool
ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
88
Program Position #8 - Proposed Program Operator: School District PROPOSED PROGRAM INFORMATION
Type: ClassandPosition Implementation Date: August 24, 2017 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
AutisticSupport 14to18 5 0.63
Locations: HopewellSeniorHighSchool ASeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant AutisticSupport 14to18 4 0.37Locations: HopewellSeniorHighSchool
ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #9
Operator: School District PROGRAM SEGMENTS
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 10to12 20 1
Locations: HopewellMemorialJuniorHigh AJuniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #10
Operator: School District PROGRAM SEGMENTS
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 9to13 20 1
Locations: HopewellMemorialJuniorHighSchool
AJuniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #11
Operator: School District PROGRAM SEGMENTS
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 11to14 18 1
Locations:
89
HopewellMemorialJuniorHighSchool
AJuniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #12
Operator: School District PROGRAM SEGMENTS
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 12to15 17 1
Locations: HopewellMemorialJuniorHighSchool
AJuniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #14 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: August 20, 2018 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
EmotionalSupport 10to14 5 0.55
Locations: HopewellMemorialJuniorHighSchool
AJuniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 10to14 10 0.2Locations: HopewellMemorialJuniorHighSchool
AJuniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant AutisticSupport 10to14 3 0.25Locations: HopewellMemorialJuniorHighSchool
AJuniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #15
Operator: School District PROGRAM SEGMENTS
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
AutisticSupport 10to14 8 1
Locations: HopewellMemorialJuniorHigh AJuniorHigh AbuildinginwhichGeneral
90
School SchoolBuilding Educationprogramsareoperated Program Position #16 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: ClassandPosition Implementation Date: August 20, 2018 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant AutisticSupport 10to14 2 0.17Locations: HopewellMemorialJuniorHighSchool
AJuniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LifeSkillsSupport 10to14 2 0.1Locations: HopewellMemorialJuniorHighSchool
AJuniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LifeSkillsSupport 10to14 9 0.6
Locations: HopewellMemorialJuniorHighSchool
AJuniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Full-TimeSpecialEducationClass
MultipleDisabilitiesSupport
13to14 1 0.13
Locations: HopewellMemorialJuniorHighSchool
AJuniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #17
Operator: School District PROGRAM SEGMENTS
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 5to9 20 1
Justification:Althoughstudentsmaybeassignedtoaspecialeducationcaseloadorclassroomduringthesametimeasstudentsoutsideofthelegalagerange,studentsaregroupedforinstructionbasedonability/agerangeandnotgroupedforinstructionwithanystudentsoutsideoftherequiredagerange.Locations: HopewellElementarySchool AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
91
Program Position #18
Operator: School District PROGRAM SEGMENTS
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 8to10 1 0.1Locations: HopewellElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 8to10 13 0.9
Locations: HopewellElementarySchool AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #19
Operator: School District PROGRAM SEGMENTS
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
AutisticSupport 5to10 3 0.75
Justification:Althoughstudentsmaybeassignedtoaspecialeducationcaseloadorclassroomduringthesametimeasstudentsoutsideofthelegalagerange,studentsaregroupedforinstructionbasedonability/agerangeandnotgroupedforinstructionwithanystudentsoutsideoftherequiredagerange.Locations: HopewellElementarySchool AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant AutisticSupport 5to10 3 0.25Justification:Althoughstudentsmaybeassignedtoaspecialeducationcaseloadorclassroomduringthesametimeasstudentsoutsideofthelegalagerange,studentsaregroupedforinstructionbasedonability/agerangeandnotgroupedforinstructionwithanystudentsoutsideoftherequiredagerange.Locations: HopewellElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #20 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: August 20, 2018 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
92
Itinerant LearningSupport 8to8 2 0.1Locations: IndependenceElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 5to8 10 0.9
Locations: IndependenceElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #21
Operator: School District PROGRAM SEGMENTS
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 8to10 12 1
Locations: IndependenceElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #22 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: ClassandPosition Implementation Date: August 24, 2017 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LifeSkillsSupport 5to10 8 0.7
Justification:Althoughstudentsmaybeassignedtoaspecialeducationcaseloadorclassroomduringthesametimeasstudentsoutsideofthelegalagerange,studentsaregroupedforinstructionbasedonability/agerangeandnotgroupedforinstructionwithanystudentsoutsideoftherequiredagerange.Locations: IndependenceElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant AutisticSupport 10to10 2 0.17Locations: IndependenceElementary
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80% AutisticSupport 6to6 1 0.13
93
butMoreThan20%)Locations: IndependenceElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #23 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: ClassandPosition Implementation Date: August 24, 2017 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant SpeechandLanguageSupport
5to10 25 0.5
Justification:Althoughstudentsmaybeassignedtothespecialeducationcaseloadoutsideofthelegalagerange,studentsaregroupedbaseduponabilityandlegalagerange.Locations: HopewellElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant SpeechandLanguageSupport
5to10 20 0.5
Justification:Althoughstudentsmaybeassignedtothespecialeducationcaseloadasotherstudentsoutsideofthelegalagerange,studentsaregroupedforinstructionbaseduponabilityandlegalagerange.Locations: MargaretRossElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #24
Operator: School District PROGRAM SEGMENTS
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant SpeechandLanguageSupport
5to10 35 0.8
Justification:Althoughstudentsareassignedtothespecialeducationcaseloadwithstudentsoutsideofthelegalagerange,studentsaregroupedforinstructionbaseduponabilityandlegalagerange.Locations: IndependenceElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant SpeechandLanguageSupport
14to20 9 0.2
Justification:Althoughstudentsareassignedtothespecialeducationcaseloadwithstudentsoutsideofthelegalagerange,studentsaregroupedforinstructionbaseduponabilityandthelegalagerange.Locations: HopewellSeniorHigh ASeniorHighSchool AbuildinginwhichGeneralEducation
94
School Building programsareoperated Program Position #25
Operator: School District PROGRAM SEGMENTS
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant SpeechandLanguageSupport
10to14 32 0.5
Locations: HopewellMemorialJuniorHighSchool
AJuniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #26 - Proposed Program
Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION
Type: ClassandPosition Implementation Date: August 24, 2017 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant DeafandHearingImpairedSupport
9to14 4 0.2
Justification:Althoughstudentsmaybeassignedtoaspecialeducationcaseloadorclassroomduringthesametimeasstudentsoutsideofthelegalagerange,studentsaregroupedforinstructionbasedonability/agerangeandnotgroupedforinstructionwithanystudentsoutsideoftherequiredagerange.Locations: HopewellMemorialJuniorHighSchool
AJuniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #27 - Proposed Program
Operator: Outside Contractor for the School District PROPOSED PROGRAM INFORMATION
Type: ClassandPosition Implementation Date: August 24, 2017 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant BlindorVisuallyImpairedSupport
5to9 4 0.1
Justification:Althoughstudentsmaybeassignedtoaspecialeducationcaseloadorclassroomduringthesametimeasstudentsoutsideofthelegalagerange,studentsaregroupedforinstructionbasedonability/agerangeandnotgroupedforinstructionwithanystudentsoutsideoftherequiredagerange.Locations: MargaretRossElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
95
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant BlindorVisuallyImpairedSupport
10to14 4 0.1
Justification:Althoughstudentsmaybeassignedtoaspecialeducationcaseloadorclassroomduringthesametimeasstudentsoutsideofthelegalagerange,studentsaregroupedforinstructionbasedonability/agerangeandnotgroupedforinstructionwithanystudentsoutsideoftherequiredagerange.Locations: HopewellMemorialJuniorHighSchool
AJuniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant BlindorVisuallyImpairedSupport
17to17 1 0.02
Locations: HopewellSeniorHighSchool
ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
BlindorVisuallyImpairedSupport
6to7 1 0.1
Locations: MargaretRossElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #28
Operator: Outside Contractor for the School District PROGRAM SEGMENTS
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant MultipleDisabilitiesSupport
5to9 2 0.34
Justification:Althoughstudentsmaybeassignedtoaspecialeducationcaseloadorclassroomduringthesametimeasstudentsoutsideofthelegalagerange,studentsaregroupedforinstructionbasedonability/agerangeandnotgroupedforinstructionwithanystudentsoutsideoftherequiredagerange.Locations: InstructionintheHome:PediatricSpecialtyCare
AnElementarySchoolBuilding
AspecialeducationCenterinwhichnogeneraleducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant MultipleDisabilitiesSupport
10to14 3 0.33
Locations: InstructionintheHome:PediatricSpecialtyCare
AMiddleSchoolBuilding
AspecialeducationCenterinwhichnogeneraleducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant MultipleDisabilitiesSupport
14to20 2 0.33
Justification:Althoughstudentsmaybeassignedtoaspecialeducationcaseloadorclassroomduringthesame
96
timeasstudentsoutsideofthelegalagerange,studentsaregroupedforinstructionbasedonability/agerangeandnotgroupedforinstructionwithanystudentsoutsideoftherequiredagerange.Locations: InstructionintheHome:PediatricSpecialtyCare
ASeniorHighSchoolBuilding
AspecialeducationCenterinwhichnogeneraleducationprogramsareoperated
Program Position #29 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: ClassandPosition Implementation Date: August 26, 2015
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 5to9 4 0.25Justification:Duetothemake-upofourstudentstherearemultiplegradelevelsontheroster,butinstructionoccursingroupswithoutanagerangegreaterthan3years.Locations: MargaretRossElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 5to9 4 0.5
Justification:Duetothemake-upofourstudentstherearemultiplegradelevelsontheroster,butinstructionoccursingroupswithoutanagerangegreaterthan3years.Locations: MargaretRossElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant EmotionalSupport 7to9 2 0.1Locations: MargaretRossElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
EmotionalSupport 8to8 2 0.15
Locations: MargaretRossElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #30 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: ClassandPosition Implementation Date: August 24, 2017
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
97
Itinerant LearningSupport 8to10 5 0.25Locations: MargaretRossElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 8to10 10 0.5
Locations: MargaretRossElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant EmotionalSupport 8to10 1 0.1Locations: MargaretRossElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
EmotionalSupport 8to10 1 0.15
Locations: MargaretRossElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
SpecialEducationSupportServicesSupportService Location TeacherFTE
DirectorofSpecialEducation HopewellAreaSchoolDistrict-CentralOffice
1
CoordinatorofPupilPersonnelServices/SchoolPsychologist
HopewellAreaSchoolDistrict-CentralOffice
1
SchoolPsychologist HopewellAreaSchoolDistrict-CentralOffice
0.62
TransportationNurse SpecificBusRoute 0.25TransportationNurse SpecificBusRoute 0.25SpecialEducationParaprofessionals(34totalDistrict-Wide)
AllBuildings 1
SpecialEducationContractedServicesSpecialEducationContracted
ServicesOperator AmtofTimeperWeek
98
AOT,Inc.-OccupationalandPhysicalTherapy
OutsideContractor 4Days
STATStaffingNursing OutsideContractor 5DaysAudiologicalServices IntermediateUnit 1HoursOrientationandMobilitySpecialistServices
OutsideContractor 4Hours
ELLServices IntermediateUnit 15HoursSchoolBasedMentalHealthServices
OutsideContractor 5Days
99
NeedsAssessment
RecordSchoolPatterns
Question:Afterreviewingschoollevelaccomplishmentsandsystemicchallenges,whatpatternscanyouidentifyamongyourschools?
Whatotherinformationdoyoustillneedtoassess?
Answer:HASDhasnoschoolsinSchoolImprovement,CorrectiveActionorMakingProgressstatus.
DistrictAccomplishments
Accomplishment#1:Allschoolshaveperformanceprofilesthatshowaverageoraboveaverageperformance.
Accomplishment#2:Positiveattendanceandgraduationrates
Accomplishment#3:Improvementsintechnologyinthepastyearhavebeenpositive(moretraining,updateshardware/devices,timelysupport).
Accomplishment#4:PVAASgrowthatmanylevelsshowsimprovementinELA,Math,andScience.
Accomplishment#5:Benchmarkingtools,screening,anddiagnosticassessmentsareinplace:NWEAtestingK-8,DIBELSK-4,LexiaK-8.
Accomplishment#6:CollaborationtosupportstudentsneedsthroughMTSS,teammeetings,co-teachingopportunities,andAct80dayshaveincreased.
Accomplishment#7:IncreasedopportunitiesforstudentsinSTEMhavebeencreatedthroughthejuniorhighInnovatEdcourses,increasedstudentelectives,andonlinelearningopportunitiesatthehighschool.
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Accomplishment#8:Increasedqualityofprofessionaldevelopmentandmoretimetocollaborateandlearntogether.
Accomplishment#9:Communityconnectionsandsupporthaveincreasedcommunicationandpartnershipfortheschooldistrict.
Accomplishment#10:Teachingstaffismotivated,caring,andprovidequalityinstruction.
Accomplishment#11:Newresourcesarebeingexploredtosupportteachingandlearning.
Accomplishment#12:TheadditionofintensiveinterventionswithinthelastyeararesupportingstudentgrowthinreadingK-8.
Accomplishment#13:Athleticsandextracurricularactivitiesarevaluedandpromoted(includingthearts,musicals,andothershowcases).
DistrictConcerns
Concern#1:Implementationofeffectiveinstructionalpracticesatalllevelsandcontentareasacrossthedistrict
Concern#2:Developmentofstandards-alignedcurriculuminallinstructionalareaswithafocusonthePACoreStandardsinELAandMath,theISTEStandardsintechnology,andtheNext-GenerationScienceStandardsinscienceandengineeringcourses.
Concern#3:Needtoaddressstudentissuesincludingacademic,social,andemotionalneedsatschool.
Concern#4:Needforincreasedtechnology,moreapplicablecoursesforstudentsandongoingtechnologytrainingforteachers.
Concern#5:Needtoincreasesafetyandsecuritymeasuresinalldistrictbuildings.
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Concern#6:Needforupdatedresourcesincludingrelevantmaterialsandresourcestosupportstudentlearning.
Concern#7:Needforincreasedandmoreeffectivecommunicationwithstudents,staff,parents,andcommunity.
Concern#8:Needtomanintainandenhanceinstructionalrigorthroughchallengingandrelevantcourseofferings.
Concern#9:Reevaluatescheulingtomaximizeorganizationalefficiencyandmaximizestudentlearning.
PrioritizedSystemicChallenges
SystemicChallenge#1(GuidingQuestion#1)Establishadistrictsystemthatfullyensuresconsistentimplementationofstandardsalignedcurriculaacrossallschoolsforallstudents.
AlignedConcerns:
Implementationofeffectiveinstructionalpracticesatalllevelsandcontentareasacrossthedistrict
Developmentofstandards-alignedcurriculuminallinstructionalareaswithafocusonthePACoreStandardsinELAandMath,theISTEStandardsintechnology,andtheNext-GenerationScienceStandardsinscienceandengineeringcourses.
Needforupdatedresourcesincludingrelevantmaterialsandresourcestosupportstudentlearning.
Needforincreasedtechnology,moreapplicablecoursesforstudentsandongoingtechnologytrainingforteachers.
Needtomanintainandenhanceinstructionalrigorthroughchallengingandrelevantcourseofferings.
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SystemicChallenge#2(GuidingQuestion#5)Establishadistrictsystemthatfullyensuresbarrierstostudentlearningareaddressedinordertoincreasestudentachievementandgraduationrates.
AlignedConcerns:
Needforincreasedtechnology,moreapplicablecoursesforstudentsandongoingtechnologytrainingforteachers.
Needtoaddressstudentissuesincludingacademic,social,andemotionalneedsatschool.
Reevaluatescheulingtomaximizeorganizationalefficiencyandmaximizestudentlearning.
Needtomanintainandenhanceinstructionalrigorthroughchallengingandrelevantcourseofferings.
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DistrictLevelPlan
ActionPlans
Goal#1:Thedistrictwilldevelopasystemtoensureconsistentimplementationofstandards-alignedcurriculaacrossallschoolsforallstudents.
RelatedChallenges:
• Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students.
Indicators of Effectiveness:
Type: Interim
Data Source: Completion of curriculum revision, mapping and alignment
Specific Targets: Departments and grade level teams will meet to engage in the curriculum analysis and revision process beginning in the summer of 2018.
Type: Annual
Data Source: Student assessment data
Specific Targets: Curriculum implementation should result in an increase of student engagement and student learning.
Strategies:
Common Assessment within Grade/Subject
Description: WWCreportstheeffectiveuseofdatacanhaveapositiveimpactuponstudentachievement;usingcommonassessmentstoinformteacherpracticeisonesuchuseofdata.(Source:http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf?)TeacherModeration:CollaborativeAssessmentofStudentWorkandCommonAssessmentsprovidedetailedlooksatthedevelopmentanduseofcommonassessments.(Sources:http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teacher_Moderation.pdfandCommonAssessments:MikeSchmoker.(2006)
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ResultsNow:HowWeCanAchieveUnprecedentedImprovementsinTeachingandLearning.Alexandria,Va.:ASCD.)Resource:http://effectivestrategies.wiki.caiu.org/Assessment
SAS Alignment: Assessment, Instruction
Online Learning Opportunities
Description: Onaverage,studentsinonlinelearningconditionsperformmodestlybetterthanthosereceivingface-to-faceinstruction.ThisisbaseduponasmallnumberofstudiesandcautionisrequiredintransferringfindingstotheK-12populationbecausetheresultsarederivedforthemostpartfromstudiesinothersettings(e.g.medicaltraining,highereducation).http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
SAS Alignment: Instruction, Materials & Resources
Technology Infrastructure Enhancement/Technology Access and Training Increase
Description: TheInternationalSocietyforTechnologyinEducationcitesresearchthatindicatesanincreaseinaccesstotechnologyhasapositiveeffectonstudentachievement.(Source:http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement.pdf)
SAS Alignment: Instruction, Materials & Resources
Curriculum Mapping
Description: Acurriculummapisaworkingdocumentthatillustratesexactlywhatistakingplaceinclassrooms.Mapsrevealwhatisbeingtaughtoverthecourseofayear,withinaunitofstudy,andevendowntoaspecificlesson.Often,amapforalessonwillincludeessentialquestions,thecontentthatwillbecovered,skillsstudentswilldemonstrateiftheyunderstandthecontent,assessments,andactivities.(Sources:GettingResultswithCurriculumMapping)
SAS Alignment: Curriculum Framework
Differentiating Instruction
Description: Empiricalvalidationofdifferentiatedinstructionasapackagewasnotfound;however,alargenumberoftestimonialsandclassroomexamplesofpositiveeffectshavebeenreported.(Sources:LearningStyles:ConceptsandEvidence,
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http://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf;LearningStyles,http://en.wikipedia.org/wiki/Learning_styles#cite_note-33;WWC:AssistingStudentsStrugglingwithReading:ResponsetoInterventionandMulti-TierInterventioninthePrimaryGrades,http://ies.ed.gov/ncee/wwc/pdf/practice_guides/rti_reading_pg_021809.pdfDifferentiatedInstructionReexamined,http://www.hepg.org/hel/article/499;InvestigatingtheImpactofDifferentiatedInstructioninMixedAbilityClassrooms,http://www.icsei.net/icsei2011/Full%20Papers/0155.pdf)
SAS Alignment: Instruction
Focus on 21st Century Framework
Description:
Asadistrict,weneedtoensurethatourstudentsarepreparedforcollege,career,andbeyond.Wewillcreateandimplementa21stCenturyFrameworkthatwillprovidedirectionforcurricularchanges,districtprogramming,andprofessionallearning.WIthanemphasisonthe4Cs(creativity,collaboration,criticalthinking,andcommunication)thedistrictwilltakestepstoensurethateverystudenthastheopportunitytoexplorepersonalizedlearningpathwaysthatsupportinnovationandlearning.
SAS Alignment: Standards, Curriculum Framework, Instruction, Materials & Resources
Curriculum Alignment of K-12 Content
Description:
Thedistrictisinneedofverticalandhorizontalalignmentofcontentacrossgradelevelsandthroughoutsubjectareas.Thisneedstobedoneinasystematicmanner,ensuringthatteachersareinvestedintheprocessandunderstandingthenecessarycompoenentsofthiswork.
SAS Alignment: None selected
School Climate and Social/Emotional Learning
Description:
Thedistricthasaneedtoexploresolutionstoaddresstheincreasingneedforimprovingschoolclimateandsupportingthesocialandemotionallearningneedsofourstaff,students,andfamilies.
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SAS Alignment: Materials & Resources, Safe and Supportive Schools
Academic Enrichment and Intervention
Description:
Inordertoremovebarrierstostudentlearning,thedistrictwillexploretheopportunitiesforacademicenrichmentandinterventionopportunitiesforstudents.Thismayincludebuildingonexistingprogramsorinitiaitveswithintheschoolday,aswellasafterschoolandsummerschoolprogrammingforstudents.
SAS Alignment: Standards, Assessment, Instruction, Materials & Resources
Implementation Steps:
Curriculum Alignment
Description:
Inprofessionaldevelopmentsessions,gradelevelteamswillengageinverticalandhorizontalalignmenttoreflectalignmentwithPACoreStandards,specificallyintheareasofELAandmath.Thisalignmentwillincludetheintegrationofrelevanttechnologyandnecessary21stcenturyskills.
Start Date: 7/1/2019 End Date: 6/30/2022
Program Area(s): Professional Education, Educational Technology
Supported Strategies:
• Common Assessment within Grade/Subject • Curriculum Mapping
Curriculum Transition Teams
Description:
Thedistrictwillallocatetimeforstaffemployedatkeytransitionpointstomeettodiscusscurriculum,instruction,andassessment.StepswillbetakentoalignPrek-K,grades4-5,grades9-12,and12+.
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Start Date: 7/1/2019 End Date: 6/30/2022
Program Area(s): Professional Education
Supported Strategies:
• Curriculum Alignment of K-12 Content
21st Century Curriculum
Description:
Inordertofocusonthe21stCenturyskillsthatstudentsneed,thedistrictwillreviewandreviseourcurriculumtoreflectnecessaryupgradesregardingskillsforcollege,career,andbeyondincludingtheintegrationofthe4Cs(creativity,collaboration,criticalthinking,andcommunication).
Start Date: 7/1/2019 End Date: 6/30/2022
Program Area(s): Professional Education, Teacher Induction, Special Education
Supported Strategies:
• Curriculum Mapping • Focus on 21st Century Framework • Curriculum Alignment of K-12 Content
Course Development
Description:
TheBusinessComputerInformationTechnology(BCIT)departmentcurrentlyoffersoutdatedcourseselections,particularlyatthehighschoollevel.Thegoalofthisimplementationstepistoanalyzeourcurrentofferings,surveycurrentstudentneeds,adnexplorethecoursesofferedbyotherareaschooldistrictsinordertodeterminethechangesthatwillneedtobemadeinthisarea.
Start Date: 7/1/2019 End Date: 6/30/2022
Program Area(s): Professional Education, Educational Technology
Supported Strategies:
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• Common Assessment within Grade/Subject • Curriculum Mapping • Focus on 21st Century Framework • Curriculum Alignment of K-12 Content
Utilize Teacher Learning Teams
Description:
Thedistrictcurrentlyengagesteachersinseverallearningteams.Someteamsfocusoninnovation,whileothersfocusoninnovation.Additionalteamswillbecreatedtobringteachervoiceintofocusasthedistrictcontinuestoplanforcurricular,instructional,andtechnologicalchanges.
Start Date: 7/1/2019 End Date: 6/30/2022
Program Area(s): Professional Education, Educational Technology
Supported Strategies:
• Curriculum Alignment of K-12 Content • School Climate and Social/Emotional Learning
Coordinate mental health interventions
Description:
Thedistrictwillworktocoordinateavarietyofinterventionsforstudents,staff,andfamilies.Thismayincludeincreasingawarenessthroughparentcommunication,offeringworkshopsorotherevents,andcollaboratingwithagenciestoensurethatinterventionsareavailable.
Start Date: 7/1/2019 End Date: 6/30/2022
Program Area(s): Student Services
Supported Strategies:
• School Climate and Social/Emotional Learning
Training and Support for Crisis Intervention
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Description:
CrisistrainingthroughCPIandALICEwillbeongoingthroughoutthecomprehensiveplanningproces.Emergencyresponseresourcesanddistrictproecureswillalsobeaprioritytoensurethatallfaculty,staff,andstudentsunderstandhowtorespondinvariouscrisissituations.
Start Date: 7/1/2019 End Date: 6/30/2022
Program Area(s): Professional Education, Student Services
Supported Strategies:
• School Climate and Social/Emotional Learning
Jump Start to Kindergarten
Description:
Thedistrictwillexplorethefeasibliltyofestablishingasummerprogramforincomingkindergartenstudents.With1in5currentlyenteringschoolwithnopriopreschoolexperience,multiplebarrierstolearningexist.Withaprograminplacepriortostudentsstartingkindergartenwemaybeabletoidentifystudentstrengthsandneedswhileprovidinganeducationalfoundationpriortothebeginningofthekindergartenschoolyear.
Start Date: 7/1/2019 End Date: 6/30/2022
Program Area(s): Student Services
Supported Strategies:
• Differentiating Instruction • Academic Enrichment and Intervention
Improving school climate and peer relationships
Description:
Thedistrictwillemployvariousstrategiestoimproveschool/districtclimatewithafocusonbuildingpositivepeerrelationships.Thiswork
110
mayinvolve,guestspeakers,advancedtraining,andschoolprogramstobuildcapacityinthisarea.
Start Date: 7/1/2019 End Date: 6/30/2022
Program Area(s): Teacher Induction, Special Education, Student Services
Supported Strategies:
• School Climate and Social/Emotional Learning
Goal#2:Thedistrictwilldesignacomprehensivesystemthatfullyensuresbarrierstostudentlearningareaddressedinordertopincreasestudentachievementandgraduationrates.
Related Challenges:
• Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students.
Indicators of Effectiveness:
Type: Annual
Data Source: Student data results on diagnostic, state, interim and formative assessments
Specific Targets: Teacher feedback on student progress, student assessment results reflect growth, lesson plan creation reflects best practices
Strategies:
Online Learning Opportunities
Description: Onaverage,studentsinonlinelearningconditionsperformmodestlybetterthanthosereceivingface-to-faceinstruction.ThisisbaseduponasmallnumberofstudiesandcautionisrequiredintransferringfindingstotheK-12populationbecausetheresultsarederivedforthemostpartfromstudiesinothersettings(e.g.medicaltraining,highereducation).http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
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SAS Alignment: Instruction, Materials & Resources
Technology Infrastructure Enhancement/Technology Access and Training Increase
Description: TheInternationalSocietyforTechnologyinEducationcitesresearchthatindicatesanincreaseinaccesstotechnologyhasapositiveeffectonstudentachievement.(Source:http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement.pdf)
SAS Alignment: Instruction, Materials & Resources
Differentiating Instruction
Description: Empiricalvalidationofdifferentiatedinstructionasapackagewasnotfound;however,alargenumberoftestimonialsandclassroomexamplesofpositiveeffectshavebeenreported.(Sources:LearningStyles:ConceptsandEvidence,http://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf;LearningStyles,http://en.wikipedia.org/wiki/Learning_styles#cite_note-33;WWC:AssistingStudentsStrugglingwithReading:ResponsetoInterventionandMulti-TierInterventioninthePrimaryGrades,http://ies.ed.gov/ncee/wwc/pdf/practice_guides/rti_reading_pg_021809.pdfDifferentiatedInstructionReexamined,http://www.hepg.org/hel/article/499;InvestigatingtheImpactofDifferentiatedInstructioninMixedAbilityClassrooms,http://www.icsei.net/icsei2011/Full%20Papers/0155.pdf)
SAS Alignment: Instruction
Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing
Description: UsingStudentAchievementDatatoSupportInstructionalDecisionMakingprovidesaWWCreportingofvariousstrategiesrelatedtotheacquisition,analysis,andapplicationofstudentdata.(Source:http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf)
SAS Alignment: Assessment, Instruction
Shared Book Reading
Description: SharedBookReadingisageneralpracticeaimedatenhancingyoungchildren'slanguageandliteracyskillsandtheirappreciationofbooks.Typically,SharedBookReadinginvolvesanadultreadingabooktoonechildorasmallgroupofchildrenwithoutrequiringextensive
112
interactionsfromthem.(Sources:(IES)SharedBookReading,SharedBookReading)
SAS Alignment: Instruction
Credit Recovery Program
Description: Acurriculummapisaworkingdocumentthatillustratesexactlywhatistakingplaceinclassrooms.Mapsrevealwhatisbeingtaughtoverthecourseofayear,withinaunitofstudy,andevendowntoaspecificlesson.Often,amapforalessonwillincludeessentialquestions,thecontentthatwillbecovered,skillsstudentswilldemonstrateiftheyunderstandthecontent,assessments,andactivities.(Sources:CreditRecovery:ExploringAnswerstoaNationalPriority,Credit-RecoveryPrograms)
SAS Alignment: Curriculum Framework, Instruction
Professional Learning Communities
Description:
ThedistrictwillimplementaPLCmodeltosupportteacherlearningaroundanumberoftopicsoverthenextseveralyears.Thesesmallgroup,educatorteamswillsetgoals,createactionplans,andimplementstrategies/programstoadvancetheschooldistrict.
SAS Alignment: Instruction, Safe and Supportive Schools
Implementation Steps:
Google Docs and Google Classroom
Description:
WiththeadditionofChromebooksatthejuniorhighandhighschoollevels,GoogleDocsandGoogleClassroomwillenableefficientdistributionandorganizationofavarietyofcoursematerials.WewillprovidetrainingandcertificationopportunitiesforteacherstobuildskillsinallGoogletools.
Start Date: 7/1/2019 End Date: 6/30/2022
Program Area(s): Professional Education, Teacher Induction, Special Education, Gifted Education, Educational Technology
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Supported Strategies:
• Online Learning Opportunities • Technology Infrastructure Enhancement/Technology Access and Training
Increase • Differentiating Instruction
Early Literacy Fundamentals
Description:
Teacherswillengageinprofessionallearningtosupporttheaquisitionofearlyliteracyskills.ThisstepwillincludethecontinuedworkwithGuidedReadingandsmall-groupinstructioningradesK-4.ItwillalsoincludetoimplementationandanalysisofLexiaReadingingradesK-8.
Start Date: 7/1/2019 End Date: 6/30/2022
Program Area(s): Professional Education, Teacher Induction, Special Education
Supported Strategies:
• DataAnalysisProcedures,Data-InformedInstruction,DataTeams&DataWarehousing
• SharedBookReading
• DifferentiatingInstruction
Increase access to devices for students
Description:
TheadministrativeteamwillcreateaplantoincreasestudentaccesstodevicesacrossK-12.Thisplanwillensurethatstudentswillhavetheabilitytouserelevanttechnologyeveryday.
Start Date: 7/1/2019 End Date: 6/30/2022
Program Area(s): Educational Technology
Supported Strategies:
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• Online Learning Opportunities • Technology Infrastructure Enhancement/Technology Access and Training
Increase • Differentiating Instruction
Explore technology as a digital portfolio
Description:
Asstudentsengageinavarietyofdigitallearningopportunities,thedistrictintendsonestablishingameanstocollectandcuratestudentworkthroughtheuseofdigitalportfolios.
Start Date: 7/1/2019 End Date: 6/30/2022
Program Area(s): Educational Technology
Supported Strategies:
• Online Learning Opportunities • Technology Infrastructure Enhancement/Technology Access and Training
Increase • Differentiating Instruction
Improving school climate and peer relationships
Description:
Thedistrictwillemployvariousstrategiestoimproveschool/districtclimatewithafocusonbuildingpositivepeerrelationships.Thisworkmayinvolve,guestspeakers,advancedtraining,andschoolprogramstobuildcapacityinthisarea.
Start Date: 7/1/2019 End Date: 6/30/2022
Program Area(s): Teacher Induction, Special Education, Student Services
Supported Strategies:
• Professional Learning Communities
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116
Appendix:ProfessionalDevelopmentImplementationStepDetails
LEA Goals Addressed: The district will develop a system to ensure consistent implementation of standards-aligned curricula across all schools for all students.
Strategy #1: Common Assessment within Grade/Subject Strategy #2: Curriculum Mapping
Start End Title Description
7/1/2019 6/30/2022 Curriculum Alignment
In professional development sessions, grade level teams will engage in vertical and horizontal alignment to reflect alignment with PA Core Standards, specifically in the areas of ELA and math. This alignment will include the integration of relevant technology and necessary 21st century skills.
Person Responsible SH S EP Provider Type App. Assistant
Superintendent 6.0 10 24 Hopewell Area SD School
Entity Yes
Knowledge Increased awareness of PA Core Standards, assessment anchors and eligible content.
Supportive Research
Curriculum content must be aligned to standards in order to be effective. Vertical and horizontal articulation are critical to the academic progress of our students.
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.
For school and district administrators, and other
• Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and
117
educators seeking leadership roles:
interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.
Training Format • LEA Whole Group Presentation • Series of Workshops
Participant Roles
• Classroom teachers • Principals / Asst. Principals • Other educational
specialists
Grade Levels
• Elementary - Primary (preK - grade 1) • Elementary - Intermediate (grades 2-5) • Middle (grades 6-8) • High (grades 9-12)
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
• Creating lessons to meet varied student learning styles
• Peer-to-peer lesson discussion
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
LEA Goals Addressed: The district will develop a system to ensure consistent implementation of standards-aligned curricula across all schools for all students.
Strategy #1: Curriculum Alignment of K-12 Content
Start End Title Description
7/1/2019 6/30/2022 Curriculum Transition Teams The district will allocate time for staff employed at key transition points to meet to discuss curriculum, instruction, and assessment. Steps will be taken to align Prek-K, grades 4-5, grades 9-12, and 12+.
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Person Responsible SH S EP Provider Type App. Administrative Team 3.0 3 25 LEA School
Entity Yes
Knowledge Critical conversations need to be facilitated across grade levels and departments in order to ensure a smotth transition between grades and buildings. We will build teacher understanding of cross curricular content and scope and sequence.
Supportive Research
Ongoing collaboration across grade levels will create stronger relationships among staff and focus faculty on the district vision. This will be in connection with the district transtion plan which is a part of the Title I plan for the district.
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.
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.
Training Format • Series of Workshops
Participant Roles
• Classroom teachers • Principals / Asst. Principals • Supt / Ast Supts / CEO / Ex
Dir
Grade Levels
• Elementary - Primary (preK - grade 1) • Elementary - Intermediate (grades 2-5) • Middle (grades 6-8) • High (grades 9-12)
Follow-up Activities • Team development and sharing of content-area lesson Evaluation Methods • Review of written reports
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implementation outcomes, with involvement of administrator and/or peers
summarizing instructional activity
LEA Goals Addressed: The district will develop a system to ensure consistent implementation of standards-aligned curricula across all schools for all students.
Strategy #1: Curriculum Mapping Strategy #2: Focus on 21st Century Framework Strategy #3: Curriculum Alignment of K-12 Content
Start End Title Description
7/1/2019 6/30/2022 21st Century Curriculum
In order to focus on the 21st Century skills that students need, the district will review and revise our curriculum to reflect necessary upgrades regarding skills for college, career, and beyond including the integration of the 4 Cs (creativity, collaboration, critical thinking, and communication).
Person Responsible SH S EP Provider Type App. Administrative Team 1.0 6 25 LEA School
Entity No
Knowledge
Faculty and staff will increase knowledge in 21st Century skills and learn ways to integrate these skills into their curriculum. The district will provide time for collaboration and professional learning as teachers build knowledge in this area. All students will have opportunities to build creativity, critical thinking, communication, and collaboration skills in all courses.
Supportive Research
Every aspect of our education system—preK–12, postsecondary and adult education, after-school and youth development, workforce development and training, and teacher preparation programs—must be aligned to prepare citizens with the 21st century skills they need to compete.
Employers across the United States cited professionalism/ work ethic, oral and written communications,
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teamwork and collaboration, and critical thinking and problem solving as the most important skills that recently hired graduates from high school and twoand four-year postsecondary institutions need, according to a nationwide survey of 400 employers (the Conference Board, Partnership for 21st Century Skills, Corporate Voices for Working Families & the Society for Human Resource Professionals, 2006).
The “components of college readiness” cited in a report prepared for the Bill & Melinda Gates Foundation—key cognitive strategies, key content, academic behaviors, and contextual skills and awareness—align well with the K–12 vision for a 21st century education (Conley, 2007). Likewise, “essential learning outcomes” for higher education—knowledge of human cultures and the natural world, intellectual and practical skills, personal and social responsibilities, and integrative learning—cite similar skills (Association of American Colleges and Universities, 2007).
(Partnership for 21st Century Schools, 2008). 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.
• 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:
• 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.
Training Format • LEA Whole Group Presentation • Series of Workshops
Participant Roles • Classroom teachers • Principals / Asst. Principals • Supt / Ast Supts / CEO / Ex
Grade Levels • Elementary - Primary (preK - grade 1) • Elementary - Intermediate (grades 2-5) • Middle (grades 6-8)
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Dir • Paraprofessional • New Staff • Other educational
specialists
• High (grades 9-12)
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
• Creating lessons to meet varied student learning styles
Evaluation Methods
• Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.
• Review of participant lesson plans
LEA Goals Addressed: The district will develop a system to ensure consistent implementation of standards-aligned curricula across all schools for all students.
Strategy #1: Common Assessment within Grade/Subject Strategy #2: Curriculum Mapping Strategy #3: Focus on 21st Century Framework Strategy #4: Curriculum Alignment of K-12 Content
Start End Title Description
7/1/2019 6/30/2022 Course Development
The Business Computer Information Technology (BCIT) department currently offers outdated course selections, particularly at the high school level. The goal of this implementation step is to analyze our current offerings, survey current student needs, adn explore the courses offered by other area school districts in order to determine the changes that will need to be made in this area.
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Person Responsible SH S EP Provider Type App. Assistant
Superintendent, High School Principals
3.0 6 8 LEA School Entity
No
Knowledge
Teachers will gain knowledge in relevant standards and 21st Century skill building through the development of rigorous and relevant courses. A needs assessment will be used to determine the current offerings and how they meet current standards. The intergration of ISTE standards will allow the department to revise offerings to reflect the standards and the needs of our students.
Supportive Research
The ISTE Standards advocate that students should have the opportunity to engage in: 1) creativity and innovation; 2) collaboration and communication; 3) research and information fluency; 4) critical thining, problem solving, and decision making; 5) digital citizenship; and 6) technology operations and concepts. Best practices for teachers include: 1) facilicate and inspire student learning and creativity; 2) design and develop digital age learning experiences and assessments; 3) model digital age work and learning; 4) promote and model digital citizenship and responsibility; 5) engage in professional growth and leadership.
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.
• 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:
• 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.
Training Format • Series of Workshops • Professional Learning Communities
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Participant Roles
• Classroom teachers • Principals / Asst. Principals • Supt / Ast Supts / CEO / Ex
Dir
Grade Levels • Middle (grades 6-8) • High (grades 9-12)
Follow-up Activities
• Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers
• Joint planning period activities
• site visits
Evaluation Methods
• Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.
• Review of participant lesson plans • completion of new course offerings
that reflect relevant, 21st Century learning
LEA Goals Addressed: The district will develop a system to ensure consistent implementation of standards-aligned curricula across all schools for all students.
Strategy #1: Curriculum Alignment of K-12 Content Strategy #2: School Climate and Social/Emotional Learning
Start End Title Description
7/1/2019 6/30/2022 Utilize Teacher Learning Teams
The district currently engages teachers in several learning teams. Some teams focus on innovation, while others focus on innovation. Additional teams will be created to bring teacher voice into focus as the district continues to plan for curricular, instructional, and technological changes.
Person Responsible SH S EP Provider Type App. Administrative Team 2.0 6 20 LEA School
Entity No
Knowledge Teacher learning teams in STEM, technology, innovation, and project-based learning currently exist in the district. These teams provide teachers with time and opportunities to collaborate and extend their learning.
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Supportive Research
When teachers engage in highquality collaboration that they perceive as extensive and helpful, there is both an individual and collective benefit. High-quality collaboration in general and about assessment in particular among teachers is associated with increases in their students’ achievement, their performance, and their peers’ students’ achievement (Learning Forward, 2015).
Designed to Accomplish
For classroom teachers, school counselors and education specialists:
• Empowers educators to work effectively with parents and community partners.
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.
Training Format • Series of Workshops • Professional Learning Communities
Participant Roles
• Classroom teachers • Principals / Asst. Principals • Supt / Ast Supts / CEO / Ex
Dir
Grade Levels
• Elementary - Primary (preK - grade 1) • Elementary - Intermediate (grades 2-5) • Middle (grades 6-8) • High (grades 9-12)
Follow-up Activities • s Evaluation Methods
• Review of participant lesson plans • d
LEA Goals Addressed: The district will develop a system to ensure consistent implementation of standards-aligned curricula across all schools for all students.
Strategy #1: School Climate and Social/Emotional Learning
Start End Title Description
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7/1/2019 6/30/2022 Training and Support for Crisis Intervention
Crisis training through CPI and ALICE will be ongoing throughout the comprehensive planning proces. Emergency response resources and district proecures will also be a priority to ensure that all faculty, staff, and students understand how to respond in various crisis situations.
Person Responsible SH S EP Provider Type App. Administrative Team 2.0 3 75 LEA, in coordination with the Beaver Valley
Intermediate Unit and other training providers, as needed
School Entity
No
Knowledge Faculty and staff will build skills and crisis intervention and emergency response. This knowledge will equip them to handle a variety of situations within the school.
Supportive Research
Training, practice, and simulations will increase preparedness for those in the school setting. With the increasing need to respond in a crisis, additional training will provide faculty and staff with the necessary skills and strategies.
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.
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.
Training Format • LEA Whole Group Presentation
Participant Roles
• Classroom teachers • Principals / Asst. Principals • Supt / Ast Supts / CEO / Ex
Dir • School counselors
Grade Levels
• Elementary - Primary (preK - grade 1) • Elementary - Intermediate (grades 2-5) • Middle (grades 6-8) • High (grades 9-12)
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• Paraprofessional
Follow-up Activities • district drills
Evaluation Methods
• Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.
LEA Goals Addressed: The district will design a comprehensive system that fully ensures barriers to student learning are addressed in order top increase student achievement and graduation rates.
Strategy #1: Online Learning Opportunities Strategy #2: Technology Infrastructure Enhancement/Technology Access and Training Increase Strategy #3: Differentiating Instruction
Start End Title Description
7/1/2019 6/30/2022 Google Docs and Google Classroom
With the addition of Chromebooks at the junior high and high school levels, Google Docs and Google Classroom will enable efficient distribution and organization of a variety of course materials. We will provide training and certification opportunities for teachers to build skills in all Google tools.
Person Responsible SH S EP Provider Type App. Assistant
Superintendent 7.0 2 15 Hopewell Area SD IU Yes
Knowledge Knowledge of Google Docs and Google Classroom will allow teachers to provide effective instruction to students in grade 5-12. Teachers will learn about engaging tech tools that can streamline their organization and increase collaboration in the classroom.
Supportive Research
Technology is one way to engage learners and differentiate instruction. Providing access to technology will allow students to use 21st Century skills both in and outside of the classroom, thus preparing them for college,
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career, and beyond. 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.
• Empowers educators to work effectively with parents and community partners.
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.
Training Format • Series of Workshops
Participant Roles
• Classroom teachers • Principals / Asst. Principals • School counselors • New Staff • Other educational
specialists
Grade Levels • Elementary - Intermediate (grades 2-5) • Middle (grades 6-8) • High (grades 9-12)
Follow-up Activities
• Analysis of student work, with administrator and/or peers
• Creating lessons to meet varied student learning styles
Evaluation Methods
• Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.
• Review of participant lesson plans
LEA Goals Addressed: The district will design a comprehensive system that fully ensures barriers to student learning are addressed in order top increase student achievement and graduation rates.
Strategy #1: Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing Strategy #2: Shared Book Reading
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Strategy #3: Differentiating Instruction
Start End Title Description
7/1/2019 6/30/2022 Early Literacy Fundamentals
Teachers will engage in professional learning to support the aquisition of early literacy skills. This step will include the continued work with Guided Reading and small-group instruction in grades K-4. It will also include to implementation and analysis of Lexia Reading in grades K-8.
Person Responsible SH S EP Provider Type App. Principals 6.0 3 50 Hopewell Area SD School
Entity Yes
Knowledge Teachers and leaders will continue to gain knowledge in early literacy skills so that we may provide the most effective literacy instruction to our students. Teachers will strengthen knowledge in early literacy acquisition, instructional strategies for struggling readers, and small group reading intervention.
Supportive Research
Research shows that early literacy skills must be in place prior to grade 3 in order for students to be proficient readers. Teachers need to have a strong foundation in the 5 essential components of reading instruction (phonics, phonemic awareness, vocabulary, fluency, and comprehension). District data shows that 30% of students are not reading at grade level. With intentional intervention strategies in place, students will receive individualized instruction to meet their literacy needs.
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.
• 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:
• 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.
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• Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
Training Format • LEA Whole Group Presentation • School Whole Group Presentation • Professional Learning Communities
Participant Roles
• Classroom teachers • Principals / Asst. Principals • Other educational
specialists
Grade Levels • Elementary - Primary (preK - grade 1) • Elementary - Intermediate (grades 2-5) • Middle (grades 6-8)
Follow-up Activities
• Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers
• Creating lessons to meet varied student learning styles
Evaluation Methods
• Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.
• Standardized student assessment data other than the PSSA
• Classroom student assessment data
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DistrictLevelAffirmations
WeaffirmthatthisDistrictLevelPlanwasdevelopedinaccordance,andwillcomplywiththeapplicableprovisionsof22Pa.Code,Chapters4,12,16,and49.Wealsoaffirmthatthecontentsaretrueandcorrectandthattheplanwasplacedforpublicinspectionintheschooldistrict/AVTSofficesandinthenearestpubliclibraryuntilthenextregularlyscheduledmeetingoftheboardorforaminimumor28dayswhichevercomesfirst.
WeaffirmthattheresponsesintheProfessionalEducationCoreFoundationsandtheProfessionalDevelopmentImplementationStepsfocusonthelearningneedsofeachstaffmembertoenableallstaffmembersmeetorexceedthePennsylvaniaacademicstandardsineachofthecoresubjectareas.
Nosignaturehasbeenprovided
BoardPresident
Nosignaturehasbeenprovided
Superintendent/ChiefExecutiveOfficer
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SpecialEducationAffirmations
WealsoaffirmourunderstandingthatanyrequestsforanydeviationsfromtheChapter14regulations,standards,policies,andproceduresmustbemadeinwritingtothePennsylvaniaDepartmentofEducation.TheschooldistrictunderstandsthattheSpecialEducationComponentoftheDistrictLevelPlanwillbeapprovedbyPDEinaccordancewiththefollowingcriteriaassetforthin22Pa.SchoolCode§14.104andaspartoftheDistrictLevelPlan:
1. Thereareafullrangeofservices,programsandalternativeplacementsavailabletotheschooldistrictforplacementandimplementationofthespecialeducationprogramsintheschooldistrict.
2. Theschooldistricthasadoptedachildfindsystemtolocate,identifyandevaluateyoungchildrenandchildrenwhoarethoughttobeachildwithadisabilityeligibleforspecialeducationresidingwithintheschooldistrict'sjurisdiction.Childfinddataiscollected,maintained,andusedindecision-making.Childfindprocessandproceduresareevaluatedforitseffectiveness.Theschooldistrictimplementsmechanismstodisseminatechildfindinformationtothepublic,organizations,agencies,andindividualsonatleastanannualbasis.
3. Theschooldistricthasadoptedpoliciesandproceduresthatassurethatstudentswithdisabilitiesareincludedingeneraleducationprogramsandextracurricularandnon-academicprogramsandactivitiestothemaximumextentappropriateinaccordancewithanIndividualizedEducationProgram.
4. TheschooldistrictwillcomplywiththePADepartmentofEducation,BureauofSpecialEducation'srevisionnoticeprocess.
5. Theschooldistrictfollowsthestateandfederalguidelinesforparticipationofstudentswithdisabilitiesinstateanddistrict-wideassessmentsincludingthedeterminationofparticipation,theneedforaccommodations,andthemethodsofassessingstudentsforwhomregularassessmentisnotappropriate.
6. TheschooldistrictaffirmsthePennsylvaniaDepartmentofEducationthatfundsreceivedthroughparticipationinthemedicalassistancereimbursementprogram,ACCESS,willbeusedtoenhanceorexpandthecurrentlevelofservicesandprogramsprovidedtostudentswithdisabilitiesinthislocaleducationagency.
Weaffirmthattheschooldistricthascompleteda28daypublicinspectionandcommentperiodasrequiredunder22PACode§4.13(d)priortotheschoolentity'sgoverningboardapprovalandsubmissiontotheDepartmentofEducation(BureauofSpecialEducation).
Nosignaturehasbeenprovided
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BoardPresident
Nosignaturehasbeenprovided
Superintendent/ChiefExecutiveOfficer