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Norristown Area SD
District Level Plan
07/01/2018 - 06/30/2021
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District Profile
Demographics
401 N Whitehall Rd Norristown, PA 19403 (610)630-5000 Superintendent: Janet Samuels Director of Special Education: Casey Molitor
Planning Process A District Level Comprehensive Planning committee is established for the development of the
District Level Plan. Invitations were extended to teachers, principals, educational specialists,
admnistrators, parents, community representatives, and members of our business community to
ensure the input and contributions of a wide variety of stakeholders in our district. Educators
were selected from all levels - elementary, middle, and high school - to ensure balanced discussions
and focus across our K-12 continuum of programming.
The committee meets weekly during plan development. A structured forum of information sharing,
discussion, brainstorming, and planning is facilitated through all the required parts of the District
Level Plan. The committee is organized into rotating working and discussion groups as each part of
the plan is developed and completed. Committee members gather feedback and input
from colleagues and other stakeholders between weekly meetings. A schedule was developed to
complete the plan in accordance with timeline recommendations from PDE.
Once the plan is developed, a presentation is made to the Board of School Directors, providing an
overview of the plan prior to the period of public review. The completed plan is posted on the
district website 28 days prior to adoption by the Board. An automated phone call and email is sent
to all families notifying them that the plan is available for review. An information session providing
on overview of the District Level Plan is held the first two weeks of public review. An open
house/town hall discussion session is held during the third week of public review so feedback from
the community at large can be gathered and considered for inclusion into the plan. The final version
of the plan is presented to the Board of School Directors for adoption at the November regular
meeting. The plan is submitted after Board adoption by the November 30, 2017, deadline.
Once the District Level plan is approved, informational sessions will be held for various stakeholder
groups to introduce the plan prior to its implementation in July 2018. Sessions will be held for
teachers and administrators, parents, and community stakeholders.
Once the District Level plan is implemented, a committee will review the effectiveness and progress
of implementation three times per school year - beginning (September), middle (January/Feburary),
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and end (June). Reports of the plan's implementation and effectiveness will be made to the Board on
a similar beginning, middle, and end of year schedule.
Mission Statement To educate all students to become responsible, thinking, creative, literate citizens who strive for
personal excellence, function successfully and enrich society.
Vision Statement The Norristown Area School District is dedicated to maximizing the growth and academic
achievement of every student with continuous, research-based, and data-driven improvements in
teaching and learning to ensure that all students learn to think creatively and critically,
communicate effectively, and acquire the skills needed to be productive citizens who contribute to
our community and a diverse global society.
Shared Values THE CORE VALUES PROMOTED BY THE NORRISTOWN AREA SCHOOL DISTRICT AFFECT OUR
STUDENTS AND THEIR FAMILIES, OUR STAFF, AND THE COMMUNITY. THESE VALUES
PROVIDE A FOUNDATION THAT GUIDES OUR ACTIONS.
1. Student achievement is our number one priority and is the main purpose for our existence.
All students are capable of meeting and exceeding rigorous standards and becoming skilled,
knowledgeable, responsible, and productive citizens in the real world.
We will be a school system that uniformly holds all students accountable for meeting high
expectations that build on their strengths. We will be a school system that uniformly
supports all students in meeting these high expectations
2. Parent and family engagement is critical to the success of students.
Parents and family members share responsibility, accountability, and credit for student
success.
We will actively support the involvement of parents and families as partners in the success of
students.
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3. Our schools are part of the larger community.
We will support the community as part of an expanded learning environment for all
students. We recognize that learning takes place in school, at home, and in the wider
community.
We value the community’s involvement as partners in the education of all students. We will
work to build a culture and the necessary leadership to sustain achievement, trust, and
collaboration.
4. Diversity is a valued strength to be affirmed and celebrated.
We will recognize and value differences and provide various learning experiences in our
schools. We will value equity by providing all students with fair treatment, appropriate and
adequate resources, and the opportunity to receive a high-quality education.
We will not tolerate discriminatory practices.
5. Our actions will be characterized by trust, respect, fairness, truth, and transparency.
We will be open and honest in our interface with students, staff, parents, families, and the
wider community. We will report progress and challenges on a regular and open basis.
We will take to heart collaboration, inclusiveness, partnerships, and cooperation in our
planning and execution of the district’s achievement agenda.
6. We are committed to safe and supportive environments that are physically, intellectually,
and emotionally conducive to teaching and learning.
We will do all that we can to ensure that staff and students are safe, both in and around our
school buildings.
We will enforce policies related to zero tolerance for violence and disruptive behaviors.
7. Our staff is a valued asset and critical to student learning.
We will recognize and celebrate the skills, energy, enthusiasm, effectiveness, and intellect
that staff bring to the work of the district.
We will invest in professional learning in order to ensure the growth, improvement, and
accountability of staff.
8. We are committed to maintaining financial stability and accountability.
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We will honor our role as stewards of the public’s resources and manage them in ways that
maintain and improve public credibility and trust.
We will ensure that our communications and decision making processes help stakeholders to
be engaged and well-informed.
Educational Community Norristown Area School District serves students and families of East Norriton Township, West
Norriton Township, and the Municipality of Norristown, geographically just over 15 square miles.
The district is located within the county seat of Montgomery County, bordering Philadelphia to the
northwest. We have 12 school sites that serve over 7000 public school students:
7 Elementary Schools - Grades K-4 - Cole Manor, Marshall Street, Paul V. Fly, and
Whitehall. Grades 1-4 - Gotwals and Hancock. Musselman Learning Center is a Kindergarten
only school.
3 Middle Schools - Grades 5-8 - East Norriton, Eisenhower Science & Technology Leadership
Academy, and Stewart
1 High School at 2 campuses - Grades 9-12 - Norristown Area High School and Roosevelt
Campus of NAHS
Norristown Area School District is a suburban school district, with urban qualities, comprised of:
Current enrollment of 7500 students
35% Black, 16.8% White, 38.8% Hispanic, 1.8% Asian, 0.1% American Indian, and 7.6%
Multi-racial.
18.6% of the student population is special education.
12.5% of the student population is ELL.
4.3% of the student population qualifies for gifted services.
71% of the student population is identified as low income. The district began participating in
the Community Eligibility Program in 2016-2017 school year.
Over 400 district resident students attend charter schools.
Over 1000 district resident students attend private or parochial schools.
Over 100 students attend approved private schools (APS).
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With a district budget that is 70% funded by local property taxes, approximately 23% from state
sources, and approximately 7% from federal sources, the district partners with numerous
organizations to provide educational opportunities and services for our students:
There are over 500 community and non-profit organizations and agencies in the area that
offer support to families.
The district is supported by the Norristown Area Education Foundation, area colleges and
universities, and the Montgomery Bar Association.
The district offers honors and advanced placement courses including Project Lead the Way,
students can elect to attend the Central Montco Vo-Tech School, extended day and extended
year programs, tutoring programs, STEM education opportunities in the middle school, SAT
prep courses and Naviance, a full complement of sports and clubs including competition
robotics.
The community offers tutoring, the Law and Liberty course for all 6th graders, Financial
Literacy from TD Bank, Healthy NewsWorks, the PAL center offers after school homework
support.
Planning Committee Name Role
Stefanie Baker Administrator : Professional Education
Brigid Brady Administrator : Professional Education Special
Education
Charles Brenner Administrator : Professional Education Special
Education
Patricia Demnisky Administrator : Professional Education Special
Education
Christopher Dormer Administrator : Professional Education Special
Education
Kate Jacovino Administrator : Professional Education Special
Education
Detrick McGriff Administrator : Professional Education
Dr. Janet C. Samuels Administrator : Professional Education Special
Education
Dr. Christopher Watson Administrator : Professional Education Special
Education
George Kennedy Board Member : Professional Education Special
Education
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Janice Pearce Board Member : Special Education
Nicole Poncheri Building Principal : Professional Education
Mark Skoczynski Building Principal : Professional Education Special
Education
Jason Smith Building Principal : Professional Education Special
Education
Jeffery Smith Building Principal : Professional Education Special
Education
Christina Taylor Building Principal : Special Education
Carrie Barron Business Representative : Professional Education
Amanda Beisch Business Representative : Professional Education
Joseph Berquist Business Representative : Professional Education
Margaret Hall Community Representative : Professional
Education
Edward Turner Community Representative : Professional
Education
Hakim Jones Ed Specialist - Home and School Visitor :
Professional Education
David Borgo Ed Specialist - Instructional Technology :
Professional Education Special Education
Julie Knudsen Ed Specialist - Other : Professional Education
Britta Pennypacker Ed Specialist - Other : Professional Education
Special Education
Kim Weber Ed Specialist - Other : Special Education
Dana DeMinico Elementary School Teacher - Regular Education :
Professional Education
Donna Freeman Elementary School Teacher - Regular Education :
Professional Education
Erin Grodnitzky Elementary School Teacher - Special Education :
Professional Education Special Education
Myra Kudosh Elementary School Teacher - Special Education :
Special Education
Jacqueline Harris High School Teacher - Regular Education :
Professional Education
Steve Willis High School Teacher - Regular Education :
Professional Education
Carmen Carfagno High School Teacher - Special Education : Special
Education
Rosemary Shivak High School Teacher - Special Education : Special
Education
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Gail Katch Intermediate Unit Staff Member : Special Education
Dr. Lois Robinson Intermediate Unit Staff Member : Professional
Education Special Education
Sarah Fabian Middle School Teacher - Regular Education :
Professional Education
Taneeka Harper Middle School Teacher - Regular Education :
Professional Education
Sara Pugliese Middle School Teacher - Regular Education :
Professional Education
Barbara Weikert Middle School Teacher - Regular Education :
Professional Education
Sara Murphy Middle School Teacher - Special Education : Special
Education
Jill Houseal Parent : Professional Education Special Education
Debra Sparks Parent : Professional Education
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Core Foundations
Standards
Mapping and Alignment
Elementary Education-Primary Level
Standards Mapping Alignment
Arts and Humanities Accomplished Accomplished
Career Education and Work Developing Developing
Civics and Government Developing Developing
PA Core Standards: English Language Arts Accomplished Accomplished
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Developing Developing
PA Core Standards: Mathematics Accomplished Accomplished
Economics Developing Developing
Environment and Ecology Developing Developing
Family and Consumer Sciences Non Existent Non Existent
Geography Developing Developing
Health, Safety and Physical Education Developing Developing
History Developing Developing
Science and Technology and Engineering Education Developing Developing
Alternate Academic Content Standards for Math Developing Developing
Alternate Academic Content Standards for Reading Developing Developing
American School Counselor Association for Students Developing Developing
Early Childhood Education: Infant-Toddler⟶Second Grade
Developing Developing
English Language Proficiency Developing Developing
Interpersonal Skills Developing Developing
School Climate Developing Developing
Explanation for standard areas checked "Needs Improvement" or "Non Existent":
Programming for Family and Consumer Sciences is not offered at this level.
Elementary Education-Intermediate Level
Standards Mapping Alignment
Arts and Humanities Accomplished Accomplished
Career Education and Work Developing Developing
Civics and Government Developing Developing
PA Core Standards: English Language Arts Accomplished Accomplished
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PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Developing Developing
PA Core Standards: Mathematics Accomplished Accomplished
Economics Developing Developing
Environment and Ecology Developing Developing
Family and Consumer Sciences Non Existent Non Existent
Geography Developing Developing
Health, Safety and Physical Education Developing Developing
History Developing Developing
Science and Technology and Engineering Education Developing Developing
Alternate Academic Content Standards for Math Developing Developing
Alternate Academic Content Standards for Reading Developing Developing
American School Counselor Association for Students Developing Developing
English Language Proficiency Developing Developing
Interpersonal Skills Developing Developing
School Climate Developing Developing
Explanation for standard areas checked "Needs Improvement" or "Non Existent":
Programming for Family and Consumer Sciences is not offered at this level.
Middle Level
Standards Mapping Alignment
Arts and Humanities Developing Developing
Career Education and Work Developing Developing
Civics and Government Developing Developing
PA Core Standards: English Language Arts Accomplished Accomplished
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Developing Developing
PA Core Standards: Mathematics Accomplished Accomplished
Economics Developing Developing
Environment and Ecology Developing Developing
Family and Consumer Sciences Developing Developing
Geography Developing Developing
Health, Safety and Physical Education Developing Developing
History Developing Developing
Science and Technology and Engineering Education Developing Developing
Alternate Academic Content Standards for Math Developing Developing
Alternate Academic Content Standards for Reading Developing Developing
American School Counselor Association for Students Developing Developing
English Language Proficiency Developing Developing
Interpersonal Skills Developing Developing
School Climate Developing Developing
World Language Non Existent Non Existent
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Explanation for standard areas checked "Needs Improvement" or "Non Existent":
World Languages are currently not offered at the Middle School Level.
High School Level
Standards Mapping Alignment
Arts and Humanities Developing Developing
Career Education and Work Developing Developing
Civics and Government Developing Developing
PA Core Standards: English Language Arts Developing Developing
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Developing Developing
PA Core Standards: Mathematics Developing Developing
Economics Developing Developing
Environment and Ecology Developing Developing
Family and Consumer Sciences Developing Developing
Geography Developing Developing
Health, Safety and Physical Education Developing Developing
History Developing Developing
Science and Technology and Engineering Education Developing Developing
Alternate Academic Content Standards for Math Developing Developing
Alternate Academic Content Standards for Reading Developing Developing
American School Counselor Association for Students Developing Developing
English Language Proficiency Developing Developing
Interpersonal Skills Developing Developing
School Climate Developing Developing
World Language Developing Developing
Explanation for standard areas checked "Needs Improvement" or "Non Existent":
Adaptations
Elementary Education-Primary Level
Checked answers
Arts and Humanities Career Education and Work
Civics and Government
PA Core Standards: English Language Arts
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
PA Core Standards: Mathematics
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Economics
Environment and Ecology
Geography
Health, Safety and Physical Education History
Science and Technology and Engineering Education
Unchecked answers
None.
Elementary Education-Intermediate Level
Checked answers
Arts and Humanities
Career Education and Work
Civics and Government
PA Core Standards: English Language Arts PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
PA Core Standards: Mathematics
Economics
Environment and Ecology
Family and Consumer Sciences
Geography Health, Safety and Physical Education
History
Science and Technology and Engineering Education
Unchecked answers
None.
Middle Level
Checked answers
Arts and Humanities
Career Education and Work
Civics and Government PA Core Standards: English Language Arts
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
PA Core Standards: Mathematics
Economics
Environment and Ecology
Family and Consumer Sciences
Geography Health, Safety and Physical Education
History
Science and Technology and Engineering Education
Unchecked answers
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None.
High School Level
Checked answers
Arts and Humanities
Career Education and Work Civics and Government
PA Core Standards: English Language Arts
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
PA Core Standards: Mathematics
Economics
Environment and Ecology
Family and Consumer Sciences
Geography
Health, Safety and Physical Education
History
Science and Technology and Engineering Education
Unchecked answers
None.
Explanation for any standards checked:
We have a district academic plan that outlines the framework for instruction, as well as a district writing plan at every grade level that outlines writing in all content areas. We have pacing guides to ensure that PA Core Standards content is taught and assessed each year, using our current curricular materials. We are in the process of updating curriculum documents and purchasing curricular materials that provide more rigorous learning opportunities and better alignment with the PA Core Standards.
Curriculum
Planned Instruction
Elementary Education-Primary Level
Curriculum Characteristics Status
Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area.
Accomplished
Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified.
Accomplished
The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified.
Accomplished
Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified.
Accomplished
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Processes used to ensure Accomplishment:
While we have the above critieria in place, we are in the process of updating curriculum documents and purchasing curricular materials that provide more rigorous learning opportunities and better alignment with the PA Core Standards. We begun implemenation of a five year curriculum development and design process that will cyclically include analysis, design and development, implementation, data collection and evaluation, and curriculum adjustment to ensure rigor and alignment.
Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:
This narrative is empty.
Elementary Education-Intermediate Level
Curriculum Characteristics Status
Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area.
Accomplished
Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified.
Accomplished
The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified.
Accomplished
Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified.
Accomplished
Processes used to ensure Accomplishment:
While we have the above critieria in place, we are in the process of updating curriculum documents and purchasing curricular materials that provide more rigorous learning opportunities and better alignment with the PA Core Standards.We begun implemenation of a five year curriculum development and design process that will cyclically include analysis, design and development, implementation, data collection and evaluation, and curriculum adjustment to ensure rigor and alignment.
Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:
This narrative is empty.
Middle Level
Curriculum Characteristics Status
Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area.
Accomplished
Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified.
Accomplished
The relationship between the objectives of a planned course, Accomplished
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instructional unit or interdisciplinary studies and academic standards are identified.
Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified.
Accomplished
Processes used to ensure Accomplishment:
While we have the above critieria in place, we are in the process of updating curriculum documents and purchasing curricular materials that provide more rigorous learning opportunities and better alignment with the PA Core Standards. We begun implemenation of a five year curriculum development and design process that will cyclically include analysis, design and development, implementation, data collection and evaluation, and curriculum adjustment to ensure rigor and alignment.
Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:
This narrative is empty.
High School Level
Curriculum Characteristics Status
Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area.
Accomplished
Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified.
Accomplished
The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified.
Accomplished
Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified.
Accomplished
Processes used to ensure Accomplishment:
While we have the above critieria in place, we are in the process of updating curriculum documents and purchasing curricular materials that provide more rigorous learning opportunities and better alignment with the PA Core Standards.We begun implemenation of a five year curriculum development and design process that will cyclically include analysis, design and development, implementation, data collection and evaluation, and curriculum adjustment to ensure rigor and alignment.
Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:
This narrative is empty.
Modification and Accommodations
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Explain how planned instruction contains modifications and accommodations that allow all students at all mental and physical ability levels to access and master a rigorous standards aligned curriculum.
All students learn the general education curriculum with appropriate adaptations,
modifications, supports and services in nuturing, safe, and accepting classroom
communities that recognize and celebrate a broad range of talents, abilities, and
achievements.
Instruction
Instructional Strategies
Checked Answers Formal classroom observations focused on instruction
Walkthroughs targeted on instruction
Annual Instructional evaluations
Peer evaluation/coaching
Instructional Coaching
Regular Lesson Plan Review
Checked Answers Building Supervisors
Unchecked Answers Administrators
Department Supervisors
Instructional Coaches
Not Reviewed
Provide brief explanation of LEA's process for incorporating selected strategies.
Norristown Area School District has fully implemented Educator Effectiveness, in accordance with Act 82 of 2012. Formal classroom observations are conducted by building administrators annually for all professional staff with Level II certification and twice a year for all professional staff with Level I certification. The process is collaborative and includes all three phases: pre-observation, observation, and post-observation, with a focus on high quality instructional practices. The district recently purchased and implemented PA-ETEP to improve efficiency related to all evaluation processes and to allow for administrative support and oversight. Walkthroughs are done regularly by building principals and central administrative staff. The purpose is to provide frequent, timely, and quality feedback to teachers to ensure individual growth and improvement and to ensure implementation of the district's academic plan. Annual evaluations are completed using the 82-1 forms, with calculations done according to the mandated formulas. All teachers complete one Student Learning Objective (SLO) each
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year while collaborating with their buildling principals to ensure the SLO targets building level needs and fosters student growth over the course of the entire school year. Instructional Support Teachers (ISTs) provide peer and instructional coaching, modeling and teaching best instructional practices. ISTs also support teachers with data interpretation and use to make appropriate data-driven instructional decisions.
Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation.
Building principals and assistant principals review teachers' lesson plans as part of their supervisory and evaluative responsibilities.
Responsiveness to Student Needs
Elementary Education-Primary Level
Instructional Practices Status
Structured grouping practices are used to meet student needs.
Implemented in 50% or more of
district classrooms
Flexible instructional time or other schedule-related practices are used to meet student needs.
Implemented in 50% or more of
district classrooms
Differentiated instruction is used to meet student needs.
Implemented in 50% or more of
district classrooms
A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students.
Implemented in 50% or more of
district classrooms
If necessary, provide further explanation. (Required explanation if column selected was
This narrative is empty.
Elementary Education-Intermediate Level
Instructional Practices Status
Structured grouping practices are used to meet student needs.
Implemented in 50% or more of
district classrooms
Flexible instructional time or other schedule-related practices are used to meet student needs.
Implemented in 50% or more of
district classrooms
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Differentiated instruction is used to meet student needs.
Implemented in 50% or more of
district classrooms
A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students.
Implemented in 50% or more of
district classrooms
If necessary, provide further explanation. (Required explanation if column selected was
This narrative is empty.
Middle Level
Instructional Practices Status
Structured grouping practices are used to meet student needs.
Implemented in 50% or more of
district classrooms
Flexible instructional time or other schedule-related practices are used to meet student needs.
Implemented in 50% or more of
district classrooms
Differentiated instruction is used to meet student needs.
Implemented in 50% or more of
district classrooms
A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students.
Implemented in 50% or more of
district classrooms
If necessary, provide further explanation. (Required explanation if column selected was
This narrative is empty.
High School Level
Instructional Practices Status
Structured grouping practices are used to meet student needs.
Implemented in 50% or more of
district classrooms
Flexible instructional time or other schedule-related practices are used to meet student needs.
Implemented in 50% or more of
district classrooms
Differentiated instruction is used to meet student needs.
Implemented in 50% or more of
district classrooms
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A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students.
Implemented in 50% or more of
district classrooms
If necessary, provide further explanation. (Required explanation if column selected was
This narrative is empty.
Recruitment
Describe the process you implement to recruit and assign the most effective and highly qualified teachers in order to meet the learning needs of students who are below proficiency or are at risk of not graduating.
All openings are advertised and posted on the district website and on PA REAP, the most highly used website for educators and employment. The district participates in minority job fairs and works with the Intermediate Units in our area to attract highly qualifed teachers. 100% of our teaching staff is highly qualified. Building administrators are involved in the selection and hiring process. Principals assign teachers aligning their individual skill sets and instructional repertoires with the students whom they will best be able to serve.
Assessments
Local Graduation Requirements
Course Completion SY 18/19 SY 19/20 SY 20/21
Total Courses 25.00 25.00 25.00
English 4.00 4.00 4.00
Mathematics 3.00 3.00 3.00
Social Studies 3.00 3.00 3.00
Science 3.00 3.00 3.00
Physical Education 1.00 1.00 1.00
Health 1.00 1.00 1.00
Music, Art, Family & Consumer Sciences, Career and Technical Education
0.00 0.00 0.00
Electives 10.00 10.00 10.00
Minimum % Grade Required for Credit (Numerical Answer)
60.00 60.00 60.00
Graduation Requirement Specifics
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We affirm that our entity requires demonstration of proficiency or above in each of the following State academic standards: English Language Arts and Mathematics, Science and Technology and Environment and Ecology, as determined through any one or a combination of the following:Checked answers
Completion of secondary level coursework in English Language Arts (Literature),
Algebra I and Biology in which a student demonstrates proficiency on the associated
Keystone Exam or related project-based assessment if § 4.4(d)(4) (relating to
general policies) applies.
Unchecked answers
Locally approved and administered assessments, which shall be independently and
objectively validated once every 6 years. Local assessments may be designed to
include a variety of assessment strategies listed in ? 4.52(c) and may include the use
of one or more Keystone Exams. Except for replacement of individual test items that
have a similar level of difficulty, a new validation is required for any material
changes to the assessment. Validated local assessments must meet the following
standards:
I. Alignment with the following State academic standards: English Language
Arts (Literature and Composition); Mathematics (Algebra I) and
Environment and Ecology (Biology).
II. Performance level expectations and descriptors that describe the level of
performance required to achieve proficiency comparable to that used for the
Keystone Exams.
III. Administration of the local assessment to all students, as a requirement for
graduation, except for those exempted by their individualized education
program under subsection (g), regarding special education students, or
gifted individualized education plan as provided in ? 16.32 (relating to
GIEP).
IV. Subject to appropriations provided by law, the cost to validate local
assessments shall be evenly divided between the school district, AVTS or
charter school, including a cyber-charter school, and the Department. If the
Department does not provide sufficient funding to meet its share, local
assessments submitted for validation shall be deemed valid until a new
validation is due to the Department.
V. The Department will establish a list of entities approved to perform
independent validations of local assessments in consultation with the Local
Assessment Validation Advisory Committee as provided in ? 4.52(f).
VI. School boards shall only approve assessments that have been determined to
meet the requirements of this subsection by an approved entity performing
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the independent validation. If a school district, AVTS or charter school,
including a cyber-charter school, uses a local assessment that has not been
independently validated, the Secretary will direct the school entity to
discontinue its use until the local assessment is approved through
independent validation by an approved entity.
Completion of an Advanced Placement exam or International Baccalaureate exam
that includes academic content comparable to the appropriate Keystone Exam at a
score established by the Secretary to be comparable to the proficient level on the
appropriate Keystone Exam.
Not Applicable. Our LEA does not offer High School courses.
Local Assessments
Standards WA TD NAT DA PSW Other
Arts and Humanities X X
Career Education and Work X
Civics and Government X
PA Core Standards: English Language Arts
X
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
X
PA Core Standards: Mathematics X
Economics X
Environment and Ecology X
Family and Consumer Sciences X
Geography X
Health, Safety and Physical Education
X
History X
Science and Technology and Engineering Education
X
World Language X
Methods and Measures
Summative Assessments
Summative Assessments EEP EEI ML HS
PSSA X X X
Keystone Exams X X
End of Course Final Exams X
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Benchmark Assessments
Benchmark Assessments EEP EEI ML HS
Wonders (for reading and writing) X X X
My Math X X
Big Ideas Math X
Collections (for reading and writing) X
Publisher created unit tests X
Formative Assessments
Formative Assessments EEP EEI ML HS
Exit slips X X
Progress monitoring probes X X X X
Questioning strategies - cold call, no opt out, choral responses, volunteers
X X X X
Think-pair-share, think-pair-write-share X X X X
"On demand" writing samples X X X X
Classroom/teacher made quizzes X X X X
Chapter tests X X
Diagnostic Assessments
Diagnostic Assessments EEP EEI ML HS
AIMSweb+ X X X X
WIDA X X X X
Woodcock Johnson Reading Assessment X X X X
CDT X X
Lexia X X X
Key Math X X
Validation of Implemented Assessments
Validation Methods EEP EEI ML HS
External Review X
Intermediate Unit Review X
LEA Administration Review X X X X
Building Supervisor Review X X X X
Department Supervisor Review X X X X
Professional Learning Community Review X X X X
Instructional Coach Review X X X X
Teacher Peer Review X X X X
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Provide brief explanation of your process for reviewing assessments.
The district uses common assessments in the four content areas at every grade level. District administrators and supervisors review the assessments and the resulting data. Teachers at each grade level work in common planning time to plan and review assessments and data. Intermediate Unit 23 is working with high school teachers on assessment literacy.
Development and Validation of Local Assessments
If applicable, explain your procedures for developing locally administered assessments and how they are independently and objectively validated every six years.
Not applicable. We participate in state testing and have not created our own locally
developed and administered assessments.
Collection and Dissemination
Describe your system to collect, analyze and disseminate assessment data efficiently and effectively for use by LEA leaders and instructional teams.
Each school has an established data team, which regularly meets to discuss collected data.
The building data team disseminates information out to teachers and teacher teams for
their use to inform instructional decision making.
On the district level, the Curriculum and Instruction team analyzes both district and
building specific data to provide support to improve teaching and learning. Data
presentations are shared publicly three times per year at Board meetings.
Norristown Area School District uses eSchoolPLUS, which provides a single integrated web-
based system with a secure, centralized real-time student database.
The School District historically has had a very strong operational capacity to administer
assessments, and collect and report the assessment data within specified time frames.
eSchool PLUS manages student and departmental data: student information, assessment
and curriculum data, special education, and financial and human resource management.
Within this program, all student information is available to every teacher and administrator.
Student performance can be tracked district-wide, building-wide, within a department, or
within a single classroom. All student achievement data from formative to summative on
every student is available to teachers, principals, supervisors, and parents. Report
cards/transcripts are accessible electronically at all grade levels and are exported quickly
and efficiently
The components of eSchool PLUS include:
Home Access - Home Access helps faculty and staff improve communications with students,
parents and teachers.
Performance & Dashboards - Performance analysis, reporting and dashboard modules help
educators monitor real-time performance metrics, from a student’s weekly tests scores to
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standardized testing outcomes.
Student Administration - Easy access to student information by administration and
teachers.
Teacher Access - Provides teachers a comprehensive online standards-based gradebook
and attendance classroom management system.
IEP Plus – Repository for federal and state reporting and IEP development.
E-Finance Plus – HCMS that manages employees, new hire and termination processes.
Data Informed Instruction
Describe how information from the assessments is used to assist students who have not demonstrated achievement of the academic standards at a proficient level or higher.
Instructional pacing includes time set aside in the sixth week of a unit to review assessment
data and then review, reteach, remediate or accelerate students. All elementary and middle
schools have implemented a daily WIN (What I Need) period to provide time for students
who need intervention based on their assessment data. District-wide standards aligned
intervention programs offer assistance to students who have not demonstrated sufficient
achievement. The high school schedule includes Keystone remediation courses.
Assessment Data Uses
Assessment Data Uses EEP EEI ML HS
Assessment results are reported out by PA assessment anchor or standards-aligned learning objective.
X X X X
Instructional practices are identified that are linked to student success in mastering specific PA assessment anchors, eligible content or standards-aligned learning objectives.
X X X X
Specific PA assessment anchors, eligible content or standards-aligned learning objectives are identified for those students who did not demonstrate sufficient mastery so that teachers can collaboratively create and/or identify instructional strategies likely to increase mastery.
X X X X
Instructional practices modified or adapted to increase student mastery.
X X X X
Provide brief explanation of the process for incorporating selected strategies.
Assessment results are uploaded into Performance Plus so teachers and administrators are able to create reports that analyze items and identify the aligned standards. Teachers and administrators meet in grade groups and professional learning communities weekly to identify anchors, eligible content and instructional practices that must be modified or
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adapted. Data sources include PSSA, Keystone, AIMSweb+, CDT, and benchmark assessments.
Provide brief explanation for strategies not selected and how you plan to address their incorporation.
This narrative is empty.
Distribution of Summative Assessment Results
Distribution Methods EEP EEI ML HS
Course Planning Guides X X X X
Directing Public to the PDE & other Test-related Websites
X X X X
Individual Meetings X X X X
Letters to Parents/Guardians X X X X
Local Media Reports X X X X
Website X X X X
Meetings with Community, Families and School Board X X X X
Mass Phone Calls/Emails/Letters X X X X
Newsletters X X X X
Press Releases X X X X
School Calendar X X X X
Student Handbook X X X X
Provide brief explanation of the process for incorporating selected strategies.
The Norristown Area School District communicates frequently and purposefully with parents and members of the community. Assessment information is reviewed at public school board meetings, at parent club meetings at each school, through ConnectEd calls, and on the district website. The administrative team holds community meetings at venues in the community. All information presented is made available in both English and Spanish.
Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation.
This narrative is empty.
Safe and Supportive Schools
Assisting Struggling Schools
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Describe your entity’s process for assisting schools that either do not meet the annual student achievement targets or experience other challenges, which deter student attainment of academic standards at a proficient level or higher.
If your entity has no struggling schools, explain how you will demonstrate continued growth in student achievement.
The Norristown Area School District continues to work with schools to meet the needs of all
learners. We recognize and continue to work to increase student achievement, promote
growth of all students, and close the achievement gap that is present for groups of students.
We believe in a model of continuous improvement that we strive for greater success in the
areas where we meet proficiency.
The district leadership team meets twice a month with principals and assistant principals in
all schools. One meeting per month is focused on professional learning focused on
improving building administrators as instructional leaders. The second meeting per month
is focused on data analysis and data-driven decision making. These meetings assist
principals in prioritizing their time and efforts towards improving teaching and learning in
all schools.
The district team is also involved with ensuring that effective teaching strategies and
learning opportunities are available at all levels of our educational program. District
administrators regularly visit schools and classrooms to help improve the skills of all
teachers, as we believe they are the most important factor towards determining the success
of every student in the classroom. All teachers need to be capable of leading classrooms in
which students have opportunities to engage in tasks and assignments that enable them to
demonstrate the deep understanding of content and higher-level skills necessary for
success after high school.
During the 2016-2017 school year, the district team expanded the collaborative processes
by which curriculum and curricular resources are designed, selected, and implemented.
Programs, Strategies and Actions
Programs, Strategies and Actions EEP EEI ML HS
Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement
X X X X
School-wide Positive Behavioral Programs X X X X
Conflict Resolution or Dispute Management X X X X
Peer Helper Programs
Safety and Violence Prevention Curricula X X X X
Student Codes of Conduct X X X X
Comprehensive School Safety and Violence Prevention Plans
X X X X
Purchase of Security-related Technology X X X X
Student, Staff and Visitor Identification Systems X X X X
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Placement of School Resource Officers X X X X
Student Assistance Program Teams and Training X X X X
Counseling Services Available for all Students X X X X
Internet Web-based System for the Management of Student Discipline
X X X X
Explanation of strategies not selected and how the LEA plans to address their incorporation:
The district is exploring possible ways to incorporate peer helper programs. We are looking into models of peer to peer learning in which students learn with and from each other.
Screening, Evaluating and Programming for Gifted Students
Describe your entity’s awareness activities conducted annually to inform the public of the gifted education services and programs offered (newspaper, student handbooks, school website, etc.)
The emphasis in special programs for gifted students is on the stimulation of the cognitive processes of creativity, originality, problem solving and complexity. We provide opportunities for gifted students to participate in both acceleration and enrichment activities. The programs in which students are involved are chosen by student interest and are aligned to the goals of their gifted IEP. Information on gifted services is published in student handbooks and on the district website.
Describe your entity’s process for locating students who are thought to be gifted and may be in need of specially designed instruction (screening).
Students can be referred for screening by their parent/guardian or by a teacher. The district uses results from universal screening assessments and benchmark tests to locate students who may be in need of specially designed instruction.
Describe your entity’s procedures for determining eligibility (through multiple criteria) and need (based on academic strength) for potentially mentally gifted students (evaluation).
Students who pass the initial screening are moved forward for evaluation, which is completed within 60 days. Data, such as proficiency levels, grade level equivalence, percentile ranking, rate of retention, and rate of acquisition, are gathered as part of the evaluation process that includes parent feedback, teacher feedback, IQ test results, and other appropriate information.
Describe the gifted programs* being offered that provide opportunities for acceleration, enrichment or both. *The word "programs" refers to the continuum of services, not one particular option.
Students in elementary and middle schools receive enrichment during a scheduled time each week where they meet with peers and the teacher of the gifted. The high school gifted program includes semester long seminar classes, independent study projects, accelerated online courses, and weighted classes.
Developmental Services
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Developmental Services EEP EEI ML HS
Academic Counseling X X X X
Attendance Monitoring X X X X
Behavior Management Programs X X X X
Bullying Prevention X X X X
Career Awareness X X X X
Career Development/Planning X X
Coaching/Mentoring X X X X
Compliance with Health Requirements –i.e., Immunization
X X X X
Emergency and Disaster Preparedness X X X X
Guidance Curriculum X X X X
Health and Wellness Curriculum X X X X
Health Screenings X X X X
Individual Student Planning X X X X
Nutrition X X X X
Orientation/Transition X X X X
RTII/MTSS X X X X
Wellness/Health Appraisal X X X X
Explanation of developmental services:
All of the above developmental services are supported by policy, administrative regulations, and/or curriculum. The district counseling staff is refining their Chapter 339 curriculum plan, which will expand career development and planning to all levels. The district will be revamping the current CSAP (Comprehensive Student Assistance Program) into a more structured and supportive RTII/MTSS framework for the 2018-2019 school year.
Diagnostic, Intervention and Referral Services
Diagnostic, Intervention and Referral Services EEP EEI ML HS
Accommodations and Modifications X X X X
Administration of Medication X X X X
Assessment of Academic Skills/Aptitude for Learning X X X X
Assessment/Progress Monitoring X X X X
Casework X X X X
Crisis Response/Management/Intervention X X X X
Individual Counseling X X X X
Intervention for Actual or Potential Health Problems X X X X
Placement into Appropriate Programs X X X X
Small Group Counseling-Coping with life situations X X X X
Small Group Counseling-Educational planning X X X X
Small Group Counseling-Personal and Social X X X X
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Development
Special Education Evaluation X X X X
Student Assistance Program X X X X
Explanation of diagnostic, intervention and referral services:
All of the above diagnostice, intervention, and referrals services are supported by policy, administrative regulations, and/or curriculum.
Consultation and Coordination Services
Consultation and Coordination Services EEP EEI ML HS
Alternative Education X X X X
Case and Care Management X X X X
Community Liaison X X X X
Community Services Coordination (Internal or External)
X X X X
Coordinate Plans X X X X
Coordination with Families (Learning or Behavioral) X X X X
Home/Family Communication X X X X
Managing Chronic Health Problems X X X X
Managing IEP and 504 Plans X X X X
Referral to Community Agencies X X X X
Staff Development X X X X
Strengthening Relationships Between School Personnel, Parents and Communities
X X X X
System Support X X X X
Truancy Coordination X X X X
Aclamo, CCate, Cabrini College X X X X
Explanation of consultation and coordination services:
All of the above consultation and coordination services are supported by policy, administrative regulations, curriculum, and/or direct staffing. To address the needs of our growing population of Spanish speaking students and families, we use the services of two community organizations, ACLAMO and CCATE, to provide support outside of the school day. Mentors from Cabrini College work one on one with Spanish speaking middle and high school students to support English language learning, community work, and college planning.
Communication of Educational Opportunities
Communication of Educational Opportunities EEP EEI ML HS
Course Planning Guides X X X X
Directing Public to the PDE & Test-related Websites X X X X
Individual Meetings X X X X
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Letters to Parents/Guardians X X X X
Local Media Reports X X X X
Website X X X X
Meetings with Community, Families and Board of Directors
X X X X
Mass Phone Calls/Emails/Letters X X X X
Newsletters X X X X
Press Releases X X X X
School Calendar X X X X
Student Handbook X X X X
Communication of Student Health Needs
Communication of Student Health Needs EEP EEI ML HS
Individual Meetings X X X X
Individual Screening Results X X X X
Letters to Parents/Guardians X X X X
Website X X X X
Meetings with Community, Families and Board of Directors
X X X X
Newsletters X X X X
School Calendar X X X X
Student Handbook X X X X
Frequency of Communication
Elementary Education - Primary Level
Quarterly
Elementary Education - Intermediate Level
Quarterly
Middle Level
Quarterly
High School Level
Quarterly
Collaboration for Interventions
Describe the collaboration between classroom teachers and individuals providing interventions regarding differing student needs and academic progress.
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Teachers meet in grade level groups daily at the middle and high schools. This provides
extended time for intervention teachers and classroom teachers to examine data and plan
for corrections in the course of interventions. Intervention data is shared with
administrators, instructional coaches and regular education teachers in order to ensure the
right intervention fit for each child.
Instructional coaches in the elementary schools serve as the liaison between the
intervention teacher and the classroom teacher and often provide coverage so the teachers
can meet face to face.
Community Coordination
Describe how you accomplish coordination with community operated infant and toddler centers, as well as preschool early intervention programs. In addition, describe the community coordination with the following before or after school programs and services for all grade levels, including pre-kindergarten, if offered, through grade 12.
1. Child care 2. After school programs 3. Youth workforce development programs 4. Tutoring
District administrators invite owners and teachers of community operated preschool
centers to professional development twice a year. In those sessions the district shares
curriculum and learning goals, teaching strategies and assessments used. Montgomery
County Intermediate Unit (IU 23) informs the district of incoming kindergarten students
receiving early intervention to ensure a smooth transition to kindergarten.
Community based organizations are a part of our 21st Century after school programs, serve
on a community advisory board and participate in professional development with district
staff.
Preschool Agency Coordination
Explain how the LEA coordinates with agencies that serve preschool age children with disabilities.
1. Address coordination activities designed to identify and serve children with disabilities and the supports and accommodations available to ensure both physical and programmatic access.
2. Address pre-kindergarten programs operated directly by the LEA and those operated by community agencies under contract from the LEA.
3. Describe how the LEA provides for a smooth transition from the home setting and any early childhood care or educational setting the students attend, to the school setting.
Montgomery County Intermediate Unit (IU 23) informs the district of incoming students
with disabilities who are receiving services. IU providers meet with district supervisors to
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plan for the physical and programatic access to district programs for these students.
District supervisors meet with parents of students with disabilities to ensure an easy
transition to kindergarten.
Materials and Resources
Description of Materials and Resources
Elementary Education-Primary Level
Material and Resources Characteristics Status
Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills
Accomplished
A robust supply of high quality aligned instructional materials and resources available
Accomplished
Accessibility for students and teachers is effective and efficient Accomplished
Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs
Accomplished
Provide explanation for processes used to ensure Accomplishment.
The district continues to invest in curriculum materials aligned to state and national standards, and ensures professional development so the teachers learn how to use the materials. All newly purchased materials have online components and support resources available to students and parents. The materials include resources and supports for Special Education and ELD teachers.
Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:
This narrative is empty.
Elementary Education-Intermediate Level
Material and Resources Characteristics Status
Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills
Accomplished
A robust supply of high quality aligned instructional materials and resources available
Accomplished
Accessibility for students and teachers is effective and efficient Accomplished
Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs
Accomplished
Provide explanation for processes used to ensure Accomplishment.
The district continues to invest in curriculum materials aligned to state and national standards, and ensures professional development so the teachers learne how to use the
33
materials. All newly purchased materials have online components and support resources available to students and parents. The materials include resources and supports for Special Education and ELD teachers.
Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:
This narrative is empty.
Middle Level
Material and Resources Characteristics Status
Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills
Accomplished
A robust supply of high quality aligned instructional materials and resources available
Accomplished
Accessibility for students and teachers is effective and efficient Accomplished
Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs
Accomplished
Provide explanation for processes used to ensure Accomplishment.
The district continues to invest in curriculum materials aligned to state and national standards, and ensures professional development so the teachers learn how to use the materials. All newly purchased materials have online components and support resources available to students and parents. The materials include resources and supports for Special Education and ELD teachers.
Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:
This narrative is empty.
High School Level
Material and Resources Characteristics Status
Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills
Accomplished
A robust supply of high quality aligned instructional materials and resources available
Accomplished
Accessibility for students and teachers is effective and efficient Accomplished
Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs
Accomplished
Provide explanation for processes used to ensure Accomplishment.
The district continues to invest in curriculum materials aligned to state and national standards, and ensures professional development so the teachers learn how to use the materials. All newly purchased materials have online components and support resources
34
available to students and parents. The materials include resources and supports for Special Education and ELD teachers.
Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:
This narrative is empty.
SAS Incorporation
Elementary Education-Primary Level
Standards Status
Arts and Humanities
Implemented in 50% or more of
district classrooms
Career Education and Work
Implemented in 50% or more of
district classrooms
Civics and Government
Implemented in 50% or more of
district classrooms
PA Core Standards: English Language Arts
Implemented in 50% or more of
district classrooms
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Implemented in 50% or more of
district classrooms
PA Core Standards: Mathematics
Implemented in 50% or more of
district classrooms
Economics
Implemented in 50% or more of
district classrooms
Environment and Ecology
Implemented in 50% or more of
district classrooms
Family and Consumer Sciences
Implemented in 50% or more of
district classrooms
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Geography
Implemented in 50% or more of
district classrooms
Health, Safety and Physical Education
Implemented in 50% or more of
district classrooms
History
Implemented in 50% or more of
district classrooms
Science and Technology and Engineering Education
Implemented in 50% or more of
district classrooms
Alternate Academic Content Standards for Math
Implemented in 50% or more of
district classrooms
Alternate Academic Content Standards for Reading
Implemented in 50% or more of
district classrooms
American School Counselor Association for Students
Implemented in 50% or more of
district classrooms
Early Childhood Education: Infant-Toddler→Second Grade
Implemented in 50% or more of
district classrooms
English Language Proficiency
Implemented in 50% or more of
district classrooms
Interpersonal Skills
Implemented in 50% or more of
district classrooms
School Climate
Implemented in 50% or more of
district classrooms
Further explanation for columns selected "
This narrative is empty.
Elementary Education-Intermediate Level
36
Standards Status
Arts and Humanities
Implemented in 50% or more of
district classrooms
Career Education and Work
Implemented in 50% or more of
district classrooms
Civics and Government
Implemented in 50% or more of
district classrooms
PA Core Standards: English Language Arts
Implemented in 50% or more of
district classrooms
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Implemented in 50% or more of
district classrooms
PA Core Standards: Mathematics
Implemented in 50% or more of
district classrooms
Economics
Implemented in 50% or more of
district classrooms
Environment and Ecology
Implemented in 50% or more of
district classrooms
Family and Consumer Sciences
Implemented in 50% or more of
district classrooms
Geography
Implemented in 50% or more of
district classrooms
Health, Safety and Physical Education
Implemented in 50% or more of
district classrooms
History
Implemented in 50% or more of
district classrooms
Science and Technology and Engineering Education Implemented in
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50% or more of district
classrooms
Alternate Academic Content Standards for Math
Implemented in 50% or more of
district classrooms
Alternate Academic Content Standards for Reading
Implemented in 50% or more of
district classrooms
American School Counselor Association for Students
Implemented in 50% or more of
district classrooms
English Language Proficiency
Implemented in 50% or more of
district classrooms
Interpersonal Skills
Implemented in 50% or more of
district classrooms
School Climate
Implemented in 50% or more of
district classrooms
Further explanation for columns selected "
This narrative is empty.
Middle Level
Standards Status
Arts and Humanities
Implemented in 50% or more of
district classrooms
Career Education and Work
Implemented in 50% or more of
district classrooms
Civics and Government
Implemented in 50% or more of
district classrooms
PA Core Standards: English Language Arts
Implemented in 50% or more of
district classrooms
38
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Implemented in 50% or more of
district classrooms
PA Core Standards: Mathematics
Implemented in 50% or more of
district classrooms
Economics
Implemented in 50% or more of
district classrooms
Environment and Ecology
Implemented in 50% or more of
district classrooms
Family and Consumer Sciences
Implemented in 50% or more of
district classrooms
Geography
Implemented in 50% or more of
district classrooms
Health, Safety and Physical Education
Implemented in 50% or more of
district classrooms
History
Implemented in 50% or more of
district classrooms
Science and Technology and Engineering Education
Implemented in 50% or more of
district classrooms
Alternate Academic Content Standards for Math
Implemented in 50% or more of
district classrooms
Alternate Academic Content Standards for Reading
Implemented in 50% or more of
district classrooms
American School Counselor Association for Students
Implemented in 50% or more of
district classrooms
English Language Proficiency Implemented in 50% or more of
district
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classrooms
Interpersonal Skills
Implemented in 50% or more of
district classrooms
School Climate
Implemented in 50% or more of
district classrooms
World Language Not Applicable
Further explanation for columns selected "
World Languages are not offered at the middle school level.
High School Level
Standards Status
Arts and Humanities
Implemented in 50% or more of
district classrooms
Career Education and Work
Implemented in 50% or more of
district classrooms
Civics and Government
Implemented in 50% or more of
district classrooms
PA Core Standards: English Language Arts
Implemented in 50% or more of
district classrooms
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Implemented in 50% or more of
district classrooms
PA Core Standards: Mathematics
Implemented in 50% or more of
district classrooms
Economics
Implemented in 50% or more of
district classrooms
Environment and Ecology
Implemented in 50% or more of
district classrooms
Family and Consumer Sciences Implemented in
40
50% or more of district
classrooms
Geography
Implemented in 50% or more of
district classrooms
Health, Safety and Physical Education
Implemented in 50% or more of
district classrooms
History
Implemented in 50% or more of
district classrooms
Science and Technology and Engineering Education
Implemented in 50% or more of
district classrooms
Alternate Academic Content Standards for Math
Implemented in 50% or more of
district classrooms
Alternate Academic Content Standards for Reading
Implemented in 50% or more of
district classrooms
American School Counselor Association for Students
Implemented in 50% or more of
district classrooms
English Language Proficiency
Implemented in 50% or more of
district classrooms
Interpersonal Skills
Implemented in 50% or more of
district classrooms
School Climate
Implemented in 50% or more of
district classrooms
World Language
Implemented in 50% or more of
district classrooms
Further explanation for columns selected "
This narrative is empty.
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Early Warning System
The free PA Educator Dashboard Early Warning System and Intervention Catalog (PA EWS/IC) utilizes the metrics of Attendance, Behavior and Course grades to identify students who may be on a path to dropping out of school. Please indicate your selection of the following options.
Yes, we are interested in the PA EWS/IC for our district, and would like more information regarding the process.
Professional Education
Characteristics
District’s Professional Education Characteristics EEP EEI ML HS
Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.
X X X X
Increases the educator’s teaching skills based on effective practice research, with attention given to interventions for struggling students.
X X X X
Increases the educator's teaching skills based on effective practice research, with attention given to interventions for gifted students.
X X X X
Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision making.
X X X X
Empowers educators to work effectively with parents and community partners.
X X X X
District’s Professional Education Characteristics EEP EEI ML HS
Provides the knowledge and skills to think and plan 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.
X X X X
Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for gifted students are aligned to each other, as well as to Pennsylvania's academic standards.
X X X X
Provides leaders with the ability to access and use appropriate data to inform decision making.
X X X X
Empowers leaders to create a culture of teaching and X X X X
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learning, with an emphasis on learning.
Instructs the leader in managing resources for effective results.
X X X X
Provide brief explanation of your process for ensuring these selected characteristics.
The district currently utilizes six full days and nine early dismissal days per year for professional development on effective instructional practices. The district brings in national speakers, experts in professional practice, and also provides time for teachers to meet in job alike groups. District leadership, including principals and assistant principals, also participate in facilitating building specific and district wide sessions. Administrators participate in monthly leadership meetings that include professional learning, review of data, and collaboration among schools. Administrators attend workshops at PaTTAN, CCIU, and MCIU to continue their personal learning and development as instructional leaders. Administrators also are afforded the opportunity to attend various state and national conferences, such as those sponsored by ASCD, NAESSP, NASSP, and PASA.
Provide brief explanation for strategies not selected and how you plan to address their incorporation.
This narrative is empty.
Educator Discipline Act 126, 71
Provides educators with mandated reporter training, totaling 3 hours, every 5 years as outlined in Act 126.
Questions
The LEA has conducted the required training on:
9/1/2015 LEA utilizes an online training service to provide this required professional development. All new employees must complete the training within 90 days of hire. Existing employees were given 90 days during the 14-15 school year to complete the training.
The LEA plans to conduct the required training on approximately:
9/5/2017 LEA utilizes an online training service to provide this required professional development. All new employees must complete the training within 90 days of hire.
Provides educators with four (4) hours of professional development in youth suicide awareness and prevention every five (5) years for professional educators in grades six through twelve as outlined in Act 71.
Questions
The LEA has conducted the training on:
9/1/2015 LEA utilizes an online training service to provide this required professional development. All new employees must complete the training within 90 days of hire. Existing employees were given 90 days during the 14-15 school year to complete the training.
The LEA plans to conduct the training on approximately:
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9/5/2017 LEA utilizes an online training service to provide this required professional development. All new employees must complete the training within 90 days of hire.
Provides educators with four (4) hours of professional development every five (5) years for professional educators that are teaching the curriculum in which the Child Exploitation Awareness Education program is incorporated as outlined in Act 71.
Questions
The LEA plans to conduct the training on approximately:
10/16/2017 LEA utilizes an online training service to provide the required professional development. All employees will complete the training within 90 days of being made available.
Strategies Ensuring Fidelity
Checked answers
Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target instructional areas that need strengthening.
Using disaggregated student data to determine educators’ learning priorities.
Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target curricular areas that need further alignment.
Professional Development activities are developed that support implementation of strategies identified in your action plan.
Clear expectations in terms of teacher practice are identified for staff implementation.
An implementation evaluation is created, based upon specific expectations related to changes in teacher practice, which is used to validate the overall effectiveness of the professional development initiative.
The LEA has a systemic process that is used to validate whether or not providers have the capacity to present quality professional development.
Administrators participate fully in all professional development sessions targeted for their faculties.
Every Professional development initiative includes components that provide ongoing support to teachers regarding implementation.
The LEA has an ongoing monitoring system in place (i.e. walkthroughs, classroom observations).
Professional Education is evaluated to show its impact on teaching practices and student learning.
Unchecked answers
None.
Provide brief explanation of your process for ensuring these selected characteristics.
Data is collected and analyzed at both the building level and the district level to identify areas for professional development. The strategies in the discrict's Academic Plan have been the focus for professional development. Instructional Support Teachers from each
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school building participate in meetings and trainings to ensure an understanding of best practices. Building principals and Instructional Support Teachers deliver professonal development at the building level. Building principals take part in district trainings in order to provide building level professional development. Each year, professional development is evaluated in light of its effect on student learning as indicated on state assessments as well as teacher assessments. Changes are then made to adjust future sessions.
Provide brief explanation for strategies not selected and how you plan to address their incorporation.
This narrative is empty.
Induction Program
Checked answers
Inductees will know, understand and implement instructional practices validated by
the LEA as known to improve student achievement.
Inductees will assign challenging work to diverse student populations.
Inductees will know the basic details and expectations related to LEA-wide
initiatives, practices, policies and procedures.
Inductees will know the basic details and expectations related to school initiatives,
practices and procedures.
Inductees will be able to access state curriculum frameworks and focus lesson
design on leading students to mastery of all state academic standards, assessment
anchors and eligible content (where appropriate) identified in the LEA's curricula.
Inductees will effectively navigate the Standards Aligned System website.
Inductees will know and apply LEA endorsed classroom management strategies.
Inductees will know and utilize school/LEA resources that are available to assist
students in crisis.
Inductees will take advantage of opportunities to engage personally with other
members of the faculty in order to develop a sense of collegiality and camaraderie.
Unchecked answers
None.
Provide brief explanation of your process for ensuring these selected characteristics.
Inductees have three full days of training before the school year begins to acquaint them with district goals, initiatives and common practices. Ongoing professional development
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sessions are scheduled throughout the year after school to address the following: effective use of the SAS system, classroom management, instructional practices, writing in the content areas, the Norristown Area School District's Academic Plan, and meeting the needs of diverse learners, including ELL, special education students and gifted students.
Provide brief explanation for strategies not selected and how you plan to address their incorporation.
This narrative is empty.
Needs of Inductees
Checked answers
Frequent observations of inductee instructional practice by a coach or mentor to
identify needs.
Frequent observations of inductee instructional practice by supervisor to identify
needs.
Regular meetings with mentors or coaches to reflect upon instructional practice to
identify needs.
Student PSSA data.
Standardized student assessment data other than the PSSA.
Classroom assessment data (Formative & Summative).
Inductee survey (local, intermediate units and national level).
Review of inductee lesson plans.
Review of written reports summarizing instructional activity.
Submission of inductee portfolio.
Knowledge of successful research-based instructional models.
Information collected from previous induction programs (e.g., program evaluations
and second-year teacher interviews).
Unchecked answers
None.
Provide brief explanation of your process for ensuring these selected characteristics.
New teachers are visited on a regular basis by building leadership and central administration staff. Feedback is given in a timely fashion. School based instructional
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leaders support inductees as they develop their instructional practice. Student assessment data and the inductee portfolio are reviewed by the principal monthly. Every new teacher is assigned a mentor that meets with them throughout the year.
Provide a brief explanation for strategies not selected and your plan to address their incorporation.
This narrative is empty.
Mentor Characteristics
Checked answers
Pool of possible mentors is comprised of teachers with outstanding work performance.
Potential mentors have similar certifications and assignments.
Potential mentors must model continuous learning and reflection.
Potential mentors must have knowledge of LEA policies, procedures and resources.
Potential mentors must have demonstrated ability to work effectively with students and other adults.
Potential mentors must be willing to accept additional responsibility.
Mentors must complete mentor training or have previous related experience (e.g., purpose of induction program and role of mentor, communication and listening skills, coaching and conferencing skills, problem-solving skills and knowledge of adult learning and development).
Mentors and inductees must have compatible schedules so that they can meet regularly.
Unchecked answers
None.
Provide brief explanation of your process for ensuring these selected characteristics.
Building principals identify appropriate teachers to be considered as mentors. Once new teachers are hired and begin induction, building principals match each inductee with an appropriate mentor, striving for similarities in roles and responsibilities. New mentors are trained to understand the expecations of a mentor and to provide maximum support for new teachers.
Provide brief explanation for characteristics not selected and how you plan to address their incorporation.
This narrative is empty.
Induction Program Timeline
Topics Aug-Sep
Oct-Nov
Dec-Jan
Feb-Mar
Apr-May
Jun-Jul
Code of Professional Practice and Conduct for X
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Educators
Assessments X X X X X X
Best Instructional Practices X X X X X X
Safe and Supportive Schools X
Standards X X X X X X
Curriculum X X X X X X
Instruction X X X X X X
Accommodations and Adaptations for diverse learners
X X X X X X
Data informed decision making X X X X X
Materials and Resources for Instruction X X
If necessary, provide further explanation.
This narrative is empty.
Monitoring and Evaluating the Induction Program
Identify the procedures for monitoring and evaluating the Induction program.
The district's Induction committee, made up of central administration, building principals, and supervisors, meets throughout the year to ensure the planning and on-going implementation of the induction program. Teachers provide reflections and feedback that indicate next steps. The entire inducation program is reviewed annually to ensure its appropriateness and relevance.
Recording Process
Identify the recording process for inductee participation and program completion. (Check all that apply)Checked answers
Mentor documents his/her inductee's involvement in the program.
A designated administrator receives, evaluates and archives all mentor records.
School/LEA maintains accurate records of program completion and provide a
certificate or statement of completion to each inductee who has completed the
program.
LEA administrator receives, tallies, and archives all LEA mentor records.
Completion is verified by the LEA Chief Executive Officer on the Application for
Level 2 Certification.
Unchecked answers
None.
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Special Education
Special Education Students
Total students identified: 1199
Identification Method
Identify the District's method for identifying students with specific learning disabilities.
Norristown Area School District (NASD) uses the ability versus achievement discrepancy
model to determine whether or not a student evidences a Specific Learning Disability
(SLD). Students participate in an intervention process prior to identification where they are
instructed/receive supports in their targeted areas of weakness. This collected progress
data is also utilized in the overall analysis of SLD determination. The district follows strict
state criteria and evaluation/re-evaluation guidelines for the determination of SLD across
the eight permissable areas.
Enrollment
Review the Enrollment Difference Status. If necessary, describe how your district plans to address any significant disproportionalities.
The data is publicly available via the PennData website. You can view your most recent report. The link is: https://penndata.hbg.psu.edu/PublicReporting/DataataGlance/tabid/2523/Default.aspx
Enrollment data released by the Pennsylvania Department of Education (PDE) Bureau of
Special Education (BSE), and required for discussion purposes in this plan, indicates the
Norristown Area School District (NASD) had 1199 unduplicated special education students
enrolled during that school year. Based on PDE's formula for consideration of
disproportionality (10% or greater) and/or the present cyclical monitoring plan of
corrective action developed in October of 2015, the NASD was disproportionate during that
school year in its overall number of identified special education students (18.9%) and the
number of students identified as having a Specific Learning Disability (SLD) (52%). The PDE
report notes these findings were based on the NASD's 2012-2013 and 2013-2014 child
count.
The PDE approved cyclical monitoring corrective action plan related to disproportionality
was site visited and reviewed by the PDE advisor in November 2015. Evidence of trending
changes in over-enrollment of special education students and over-identification of
students with SLD demonstrated steady decreases toward approaching state averages and
School Performance Plan (SPP) targets. The district will continue to implement and
monitor this plan of action over the next three years. The plan includes 6 steps:
1) The NASD will follow state criteria for disability determination across the 12
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recognized school-age areas for all initial evaluations and re-evaluations. Training will
occur during the 15-16 school year for all special education and related service staff
members. Training is completed yearly for "new hires," and on-going training is reviewed
monthly at building and departmental staff meetings, and on a case-by-case basis.
2) The NASD will provide training to all special education teachers, psychologists,
speech clinicians, program specialists, supervisors, and principals in the areas associated
with comprehensive and compliant evaluation and re-evaluation reports/Individualized
Education Programs (IEPs) and eligbility determination/re-determination. Enrollment
percentages will be reviewed monthly and presented one time per semester to the
committee to analyze current trends in regards to percentages of students being
determined with a disability of SLD.
3) While adhering to state criteria and data required for all areas of disability, the
determination of SLD will be based upon ability achievement discrepancy(ies) and progress
monitoring data of students who must be receiving, prior to identification, instruction at
their assessed level in the target area of possible disability.
4) Supervisors, speech clinicians, hearing and vision teachers, and psychologists will
submit monthly evaluation case logs, complete with timelines/status and
identification/non-identification end results.
5) Psychologists and Supervisors/Program Support Specialists will meet weekly with
the Director to review process, procedures, issues, concerns, and cases; thereby, holding
staff accountable to all areas related to the above training. Case reviews, process/
procedures, and case logs are a standing item on this agenda. This will continue weekly,
until assistance and accountability measures in this area are no longer deemed to be
necessary on a weekly basis.
6) Review data and revise Improvement Plan based on the data.
Non-Resident Students Oversight
1. How does the District meet its obligation under Section 1306 of the Public School Code as the host District at each location?
2. How does the District ensure that students are receiving a free appropriate public education (FAPE) in the least restrictive environment (LRE)?
3. What problems or barriers exist which limit the District's ability to meet its obligations under Section 1306 of the Public School Code?
The school district services students who are currently living in shelters located within the
geographical boundaries of the District. These students are recognized 1306 students. As
the host district, the students are registered in the district and provided with educational
programming in their neighborhood schools. In collaboration with the host district and
famillies/guardians, NASD works to aquire educational records from the previous school
district. If special eudcation paperwork is obtained, the student will receive the
programming and services outlined in the IEP to the maximum extent possible per state
regulations. The most common barriers, which limit the District's ability to meet its
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obligation under Section 1306 of the Public School Code are access to educational records
from the previous district or outside agencies supporting the student/family, the ability to
determine residency, parent/guardian communication/participation, and unknown length
of stay at the shelter.
Incarcerated Students Oversight
Describe the system of oversight the District would implement to ensure that all incarcerated students who may be eligible for special education are located, identified, evaluated and when deemed eligible, are offered a free appropriate public education (FAPE).
The Montgomery County Youth Detention Center ("Youth Center") is located within the
boundaries of the school district. Since NASD is the host district for these non-resident 1306
detained students, the 1306 Facilities Section and the Program Profile Section of this
Comprehensive Plan includes these providers/classes. The Montgomery County
Intermediate Unit (MCIU - Intermediate Unit #23) works collaboratively with sending
districts to locate, identify, and evaluate students who are incarcerated to determine
eligibility for special education services. MCIU also employs special education teachers who
provide special education programming and services at the Youth Center. MCIU
communicates with the home district and NASD representatives to ensure LEA
representation, evaluations, and required meetings are conducted per Chapter 14
regulations. On-going communication with the Youth Center staff and with incaracerated
student's families ensures the NASD is knowledgeable of the current status of each
adjudicated youth. When students who are eligible for special education are scheduled to be
released from detention, the district makes every effort to schedule meetings to ensure
smooth transition to public school programs and with minimal disruption to their special
education services. NASD does not have a prison within the district's geographical
boundaries. Methacton School District is the host for students incarcerated at the county
prison.
Least Restrictive Environment
1. Describe the District procedures, which ensure that, to the maximum extent appropriate, children with disabilities, including those in private institutions, are educated with non-disabled children, and that removal from the regular education environment only occurs when education in that setting with supplementary aids and services, cannot be achieved satisfactorily.
2. Describe how the District is replicating successful programs, evidence-based models, and other PDE sponsored initiatives to enhance or expand the continuum of supports/services and education placement options available within the District to support students with disabilities access the general education curriculum in the least restrictive environment (LRE). (Provide information describing the manner in which the District utilizes site-based training, consultation and technical assistance opportunities available through PDE/PaTTAN, or other public or private agencies.)
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3. Refer to and discuss the SPP targets and the district's percentages in the Indicator 5 section - Educational Environments. Also discuss the number of students placed out of the district and how those placements were determined to assure that LRE requirements are met.
The school district works to ensure students with disabilities are educated with their
nondisabled peers and provided access to the general education curriculum to the
maximum extent possible. NASD provides a wide range of special education programming
and support from kindergarten through age 21. These programs include itinerant,
supplemental, and full time learning support, emotional support, autistic support, multiple
disabilities support, life skills support, speech and language support, hearing support, and
vision support. This continuum allows students the opportunity to participate with their
nondisabled peers and ensures students are educated based upon their individual strengths
and needs. The regular education environment is always the first placement option
considered, and removal from the regular education environment occurs only when the IEP
team determines the student would not meaningfully benefit from that environment.
Supplementary aids and services, specially designed instruction, and related services are
considered by the IEP team in order to maximize inclusion. This includes District level
supports or services and those provided through the IU and PaTTAN for student-specific
training in areas like supports for students with complex support needs, students diagnosed
with autism, behavioral interventions, and assistive technology. If despite these services
and supports, the team determines the student will not meaningfully benefit from a building
level program, the team looks to other elementary or secondary buildings in the District in
order to determine whether or not a specialized in-District program can meet the student’s
needs. If the team determines the student’s needs are such that inclusion in District
programs would be inappropriate, the team may then make referrals to programs outside-
of-the district, which may include IU programs, Approved Private Schools, licensed private
schools, or alternative education programs. In all of these extreme situations, District
Special Education Supervisors and Program Support Specialists closely monitor the
progress of these out-of-district students at least triennially with the goal of returning the
student to District, when determined appropriate by the IEP team.
Training, Consultation, and Technical Assistance
District and building level personnel attend professional development provided by
PaTTAN and the IU, and then turn around these trainings to ensure staff are cognizant
of and implement with fidelity the most up-to-date initiatives and best practices. Trainings
that support inclusive practices include, but are not limited to, the following
topics/initiatives: evidence-based instructional strategies and interventions; ensuring
students with Complex Support Needs (CSN) are accessing the regular education
environment and Pennsylvania Common Core Standards (PACCS); behavioral intervention,
including how to conduct and interpret a Functional Behavior Assessment (FBA) and
develop a Positive Behavior Support Plan (PBSP); and Multi-Tiered System of Support
(MTSS). The District also uses various outside providers for in-service training on an as
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needed basis. As often as possible, the special education staff receive training with their
regular education colleagues in District curriculum initiatives to facilitate the movement of
students through the continuum of services with the main focus on the regular education
environment with itinerant supports and the LRE.
In addition to these professional development opportunities, the District also provides
training and consultative support for special and regular education teachers through the
use of in-district personnel. The District has the following personnel to support students in
the LRE: 1 literacy curriculum coordinator, 1 math curriculum coordinator, 1 English as a
Secondard Language (ESL) coordinator, 3 special education supervisors, 2 instructional
support teachers (reading and math) in every elementary and middle school building, 3
program support specialists (1 elementary, 1 middle school, 1 high school), 1 behavior
specialist, 1 social worker, and 2 student and family outreach coordinators. The District also
employees 1 full time hearing support teacher and 2 full time vision teachers. All personnel
listed enable the District to increase its ability to provide services to students in the least
restrictive environment, to support students with complex needs in-district rather than
having to send them to out-of-district placements, and to create a culture that embraces
inclusive practices.
During the current school year, the curriculum and instruction team and special
education department have focused on staff development in the areas of student diagnostic
assessment and progress monitoring using Star360, an computer-based assessment tool;
use of Compass, an online instructional program, as a supplemental instructional tool; using
assessment data to make informed instructional and support decisions; reading, writing,
and math instruction across the curriculum through the lens of the PACCS; and science
instruction. The District’s induction program for new teachers also provides training on
strategies that support inclusive practices.
Child Count and District Data
Review of District and child count data for the past two school years (2014-2015 and
2015-2016), indicates the District needs to focus attention on the number of students
receiving programming in the general education curriculum versus more restrictive
settings. According to 2014 Child Count data, 47% of in-district students were educated in
the regular education environment for 80% or more of the school day compared to 45% in
the 2015 Child Count. The District is currently working to increase these percentages in K-
12 programs as indicated by the nine initiatives listed below, but it is also important to note
that the special education population increased by close to 100 students from the 2014-
2015 school year to the 2015-2016. This increase is due to the number of students found
eligibile for special education, the registration of kindergarten students who entered NASD
for the 2015-2016 school year who were eligible for special education services, and
students that transferred into the District with IEPs during the school year.
SPP Targets and LRE
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Norristown Area School District has identified the following areas that should support our
achieving the SPP targets for LRE:
1. Reassessing the hours per school day to reflect the time students are included
during the school day and LRE calculations. Hours of the day were changed at the
elementary and middle level to reflect the times students are included in school from arrival
to dismissal time. This change allows IEP teams to truly reflect the time students are
included throughout the school day. The district will provide staff development for all
special education case managers on LRE reporting to ensure that all time in the regular
education setting is accurately reflected in student IEPs. Ongoing monitoring of LRE
calculations throughout the school year will also occur at the administrative level. IEPs will
reflect this change as annual IEPs and revisions are completed during the 2015-2016 school
year.
2. Focus on inclusive practices at the Norristown Area High School (grades 9-12). The
high school is moving to a more inclusive model of service. Specific classes are targeted each
school year to move to a co-teaching model. This slow progression along with the provision
of intensive professional development and support is provided to regular and special
education teachers to ensure success.
3. Focus on inclusive practices at the middle school level (grades 5-8). The middle
school special education administrative/support staff reviewed middle school data to
determine a targeted school for the 2016-2017 school year to focus on inclusive practices. A
team, which will include administrative and support staff, the school principal, teachers, and
parents will work to increase the percentage of students who are meaningfully included in
the regular education environment. A professional development/collaboration/coaching
plan will also be developed in order to support special and regular education teachers.
4. Staff Training on Inclusive Practices. Special education supervisors and program
support specialists will provide one-on-one and small group training to special and regular
education teachers in disability awareness and the requirements of the IDEA and PA
Chapter 14 with regard to inclusion, LRE, supplementary aids and services, and Universal
Design for Learning principles.
5. Increase Programming and Supports in the Autism Initiative. Increasing the number
of staff trained/students participating in the Autism Initiative to increase language,
communication, and reading readiness skills will fill gaps to increase meaningful
participation in the general education curriculum. After reviewing programming projection
data, the District plans to expand its autistic support program at the elementary school level
in order to ensure intensive programs as soon as students enter school-aged programs from
early intervention programs in the hopes of maximizing increased inclusion as the students
enter higher grade levels.
6. Identification and implementation of direct instruction materials/programming to
students diagnosed with disabilities that qualify for that level of intensive support.
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7. Complete the application for participation in the Project Max initiative to help
increase district-wide inclusive practices for students with complex support needs.
8. Continuing to strengthen the relationship with the MCIU in order to enhance district
initiatives and to provide technical support and consultation to school-based teams.
9. Focus on supports and services to emotional support programs, including but not
limited to, training for special and regular education teachers provided by district staff as
well as participation in trainings provided by PaTTAN relating to Crisis Prevention
Intervention (verbal and nonverbal de-escalation strategies); conducting Functional
Behavior Assessments (FBA) and developing Positive Behavioral Support Plans (PBSP),
evidence based interventions and strategies. The District is also currently researching how
to provide additional therapeutic supports for these programs.
Behavior Support Services
1. Provide a summary of the District policy on behavioral support services including, but not limited to, the school wide positive behavior supports (PBS).
2. Describe training provided to staff in the use of positive behavior supports, de-escalation techniques and responses to behavior that may require immediate intervention.
3. If the district also has School-Based Behavioral Health Services, please discuss it.
NASD Board policy number 113.2 ensures positive behavior support for students with
disabilities. The policy is designed to enable students with Individualized Educational
Programs (IEPs) who need a Behavior Support Program to obtain a FAPE within the LRE in
accordance with federal regulations and Chapter 14. The policy includes positive measures
of reinforcement to shape a student’s behavior, ranging from the use of positive verbal
statements to specific tangible rewards. Each student who demonstrates a need for
behavioral supports has a Positive Behavior Support Plan (PBSP) as a part of their IEP,
which is based on the results of a FBA. The PBSP contains goals and antecedent
strategies/consequences to positively shape behaviors. The district policy does not permit
the use of aversive handling techniques: corporal punishment, punishment for
manifestation of a student’s disability, locked rooms or other structures/spaces, noxious
substances, deprivation of basic human rights, suspension constituting a pattern, treatment
of a demeaning nature, electric shock, and prone restraints. Restraints used to control acute
or episodic aggressive behavior may be used only when the student is acting in a manner
that presents a clear danger to him/herself or to others, and only when less restrictive
measures/techniques have proven to be less effective. When a restraint is used to control
aggressive behavior, the NASD conducts an IEP team meeting within 10 school days, and
considers whether the student needs a FBA, Re-Evaluation, new/revised PBSP, or change of
placement to address the inappropriate behavior. The use of restraints is reported to the
PDE for each individual case. Parental consent is obtained, if restraints are part of the
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student’s IEP. Mechanical restraints may only be specified in an IEP with parent permission
and as determined by a medical professional.
Policy 113.2 addresses the need for personnel training for specific procedures, methods,
and techniques of behavior supports. School Wide Positive Behavior Support
(SWPBS) programs are utilized throughout the district. On-going training is available
through the PaTTAN. Training relating to behavior include: Positive Behavior Support
plans, positive reinforcers, progress monitoring, data collection, and understanding
behavior through the FBA.
In addition, all schools were trained in Restorative Practices during the 2012-2013 school
year. Restorative Practices is currently used throughout the District in varying degrees in
classrooms and with small groups of students. This program provides school-wide student
assistance and peer mediation, fosters an improved school climate, and promotes conflict
resolution. Classroom circles, under the Restorative Practices Model, facilitates
conversations that encourage taking responsibility for actions and words. Videos, role
modeling, direct teaching, and discussion allows participants to identify and learn reliable
and healthy options for navigating relationships with peers and adults. The District will
ensure that all newly or recently hired district staff members will be trained in Restorative
Practices.
In addition, schools throughout the District utilize the Comprehensive Student Assistance
Process (CSAP). This tiered process provides a system for school-based teams and families
to work together to determine student strengths and needs and provide intervention and a
means for data collection and analysis to support students academicaly and behaviorally.
These interventions can be provided school-wide, to small groups, or to individual students
based on need. Behavioral interventions can include:
Conduct a Functional Behavior Assessment and develop a Positive Behavior Support
Plan
Positive reinforcement
Behavior contracts
Behavior charting
Group or individual counseling
Mediation
Yearly CSAP training is provided through district leadership, instructional support, and
school counselor meetings. Each school works to improve their internal CSAP processes and
will share new practices throughout the district. A student in the CSAP process may need
referral to a community agency. In these cases, the school counselor and the district social
worker helps connect students and families to community resources.
In 2014, training in Crisis Prevention Intervention (CPI) began across the district. CPI
provides school staff with a consistent model for identifying and addressing behavior before
it escalates to a problematic level using verbal and nonverbal de-escalation strategies. The
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goal is to provide for the safety, care, welfare, and security for all persons involved in a
behavioral incident.
Additional attention and training across the district has included FBA and PBSP
development for CSAP teams and special education, curriculum development for social,
emotional, and behavior learning in our emotional support programs, and accessible
interventions and strategies to address behavior for all teachers and staff. SAP (Student
Assistance Program) counseling through the Department of Drugs and Alcohol has been
available in our high school and middle school, and was added in our elementary schools
during the 2015-2016 school year.
Intensive Interagency/Ensuring FAPE/Hard to Place Students
1. If the LEA is having difficulty ensuring FAPE for an individual student or a particular disability category, describe the procedures and analysis methods used to determine gaps in the continuum of special education supports, services and education placement options available for students with disabilities.
2. Include information detailing successful programs, services, education placements as well as identified gaps in current programs, services, and education placements not available within the LEA. Include an overview of services provided through interagency collaboration within the LEA.
3. Discuss any expansion of the continuum of services planned during the life of this plan.
The school district has not experienced difficulty ensuring FAPE for an individual student or
a particular disability category. The district provides a continuum of supports, specially
designed instruction, and related services for students with disabilities. Students who
require a more restrictive setting as determined by increased interventions within the LRE
and data collection, are able to receive FAPE in neighboring Approved Private Schools (APS)
or other PDE licensed locations.
NASD offers a full continuum of successful support programs from kindergarten to age 21,
in the areas of learning support, emotional support, autistic support, life skills support, and
multiple disabilities support. All attempts are made to provide direct instruction and
supplementary aids and services within district settings to the maximum extent possible
and according to IEPs. The district also operates itinerant and supplemental levels of
blind/vision, speech, and deaf/hearing support with the use of district-hired vision and
hearing support teachers. Students identified as requiring full-time blind and visually
impaired support and deaf and hearing support are presently educated at the Overbrook
School for the Blind (APS) and the Pennsylvania School for the Deaf (APS). In these extreme
cases, IEP teams determine these students would receive FAPE in a full time placement,
which specialize in intensive programming for students who require this level of
support. Progress is reviewed on an on-going basis in order to make effective decisions
about students’ return to LEA programs.
The school district is fortunate to have many county/community agencies working
collaboratively with the school district. Additional supports are provided to students via
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interagency collaboration. School counselors, the school district social worker,
administrators, and special education case managers work collaboratively with many
providers. Some of these include Behavioral Health Rehabilitation Services (BHRS), Carson
Valley Children’s Aid, Child Guidance Resource Center, Child and Family Focus, Central
Behavioral Health, Multi-Systemic Therapy (MST), Montgomery County Department of Drug
and Alcohol, Prevention Office of Children and Youth (OCY), Office of Vocational
Rehabilitation (OVR), and Office of Developmental Disabilities.
Norristown Area High School continues to expand the array of supports and services
offered on-site. Child Guidance Resource Center has a satellite office located in the high
school, which provides out-patient therapeutic support to students during the school day.
High school students have the opportunity to participate in Youth Courts, which was
implemented in partnership with the Montgomery County Public Defender’s Office, as well
as partake in mediation and community service. All of these programs help to provide a
more restorative climate.
Most recently, the district has implemented an on-line drug and alcohol program that has
two components.: a prevention unit that is appropriate for all middle and high school
students, and an intervention unit that is appropriate for students who have had a drug or
alcohol violation.
Services vary by agency, mental health evaluations, individual/group/family therapy,
Therapeutic Support Staff (TSS), Behavior Specialist Consultants (BSC), at-risk/truancy
support, therapeutic counseling, OCY Case Management, MH/MR Case Management, and
pre-vocational/vocational transition services. When a student has community agency
involvement, representatives from the agency are invited to the student’s IEP meeting.
Interagency collaboration meetings are held at the onset of community school-based
services. Members include: teachers, parent/guardian, agency provider(s), counselors, and
the building administrator.
NASD will continue to review the possibility of expansion of services during the life of this
plan. Services will continue to be reviewed including: full time out-of-district emotional
support placements for students who are a danger to themselves and/or others, full-time
blind/vision support services, and full time hearing support services.
Strengths and Highlights
Describe the strengths and highlights of your current special education services and programs. Include in this section directions on how the district provides trainings for staff, faculty and parents.
The school district provides a full continuum of supports and services for students who are
eligible for special education. All schools evidence inclusive practices and ensure that those
services are provided in the LRE to the maximum extent appropriate through the use of
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supplementary aids and supportive services, as described in prior sections. The District has
adopted a vision statement for inclusive practices: "All students will learn the general
education curriculum with appropriate adaptations, modifications, supports, and services in
nurturing, safe, and accepting classroom communities that recognize and celebrate a broad
range of talents, abilities, and achievements". School staff and parents have received a broad
array of training, techniques, and strategies to assist in supporting our children with
disabilities in the RE and children with disabilities have been exposed to common core
standards and instruction. Training occurs on professional development days, at
department meetings, at professional conferences, and during parent evening
sessions. Ongoing training is provided durring the school day through the help of
instructional support teachers, program support specialists, and the leadership team. A few
examples of formal training discussed in sections above include: MPL, SWEBS, PBSP, UDL,
SAS, evidence-based instructional practices, inclusive practices, and differentiated
instruction. PDE, PaTTAN, and the IU work with staff, District leadership, and parents in
providing technical assistance, consultative, and professional development activities. The
District is committed to continuous improvement in the education of students serviced in
special education programs and planned additional training in the areas of behavior
support, transition, autism support, and reading instruction over the next three years, as
evidenced in the special education professional development section of this comprehensive
plan.
NASD offers pre-referral interventions through our CSAP, which includes supports,
accommodations, and interventions for students with academic, behavioral and emotional
difficulties. Tiered interventions are utilized, K-12. School Wide Positive Behavior Support
Programs exist in many of our NASD's schools, grades K-8, providing a building framework
for appropriate and responsible interactions and expectations. Restorative Practices has
been adopted by all schools and is assisting students and faculty in fostering improved
climate, conflict resolution strategies, relationships and responsible student
behavior. County and community agencies work collaboratively with the district and
students and families to provide additional supports and counseling interventions.
NASD implements a comprehensive transition services program, which allows students to
access activities and services to enhance their high school experience, as well as begin
planning their post-secondary outcomes. These coordinated activities and services are
result-oriented and focus on a student's ability to develop a transition/career awareness
campaign. This transition/career awareness campaign begins when a student will turn 14
during an IEP year. The goal is to build knowledge of their strengths, needs, interests, and
preferences and to establish a path to post-secondary education, employment, vocational
training, adult services and supports, and independent living.
Academic curriculum in addition to transition activities/services prepare students to
demonstrate and develop self-advocacy skills, enter college and/or vocational training
schools, both supportive and independent employment, and independent living within the
community. Highlights of our comprehensive transition program are: an academic and/or
college preparation curriculum, support for SAT/ACT/AP accommodations, meeting with
colleges disability specialists, field trips to colleges/community colleges, annual
59
college/career field at the Norristown Area High School, training facilities, community
based vocational training for students with a goal of post-secondary employment, and CO-
OP (paid employment with credit during the school day) with or without job
coaching. Students, parents, and staff can access supports and services through a variety of
resources: IEP team, career counselor, bi-yearly parent conferences, Office of Vocational
Rehabilitation (OVR), Community Supports Coordinators, Job Corps, Youth Empowerment
Program, transition coordinator, District web site, special education quarterly newsletter,
Winterfest for eighth graders transitiioning to the high school, and group and individual
tours of high school/programs for prospective students and their guardians, Central
Montgomery County Technical High School with a yearly tour for all 9th graders, and daily,
weekly, monthly emails from their student’s case manager relating to community
opportunities. NASD is an active member of the Business-Education Partnership of Bucks
and Montgomery Counties Steering Committee, member of the MCIU Transition Network &
Council, and member MCIU Autism Council.
Norristown Area High School Special Education Department, in collaboration with College
Career Center and Counseling Department, utilizes Family Connection by Naviance, a web-
based service designed for students in grades 9 through 12 and their parents in college and
career planning. Naviance allows families to analyze the most up-to-date college and career
information and help students establish meaningful post-secondary goals and connect those
goals with their coursework and college/career planning activities. Through Naviance the
special education transition team, college career director and counselors can communicate
with students and families more effectively and will direct students to complete tasks in all
grade levels through this program. Seniors will manage their college applications, search for
scholarships, and receive up-to-date information to keep them on track to be prepared for
meaningful graduation outcomes. The College and Career Center provides opportunities for
students to meet post-secondary school representatives at college fairs and meet and greet
days. As an additional support to our students who have selected a post-secondary
education outcome, updated psychological/education testing is completed to assist in
securing accommodations.
Interagency collaboration with county and vocational providers has enhanced supports and
post-secondary goals. For example, with collaboration between KenCrest and the MCIU
students have attended the IDEA Day (interviewing day) and National Job Shadowing Day.
NASD will continue to provide opportunities, training, and supports to ensure that “all
students will be able to access the general education curriculum with appropriate
adaptations, modifications, supports, and services in a safe and nurturing classroom
community that recognizes and celebrates a broad range of talents, abilities, and
achievements”.
Highlights:
Five plus years Partnership with KenCrest Employnet’s ACEs Program (Alternative Career
Education Supports). The goal of this program is to provide transition supports for students
who have completed their academic requirements, have one or more years remaining
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before exiting high school, and are interested in community based activities. This program
is designed to meet the unique needs of students who experience complex disorders.
However, students with other diagnoses are considered on a case-by-case basis.
Recognition of our students by Norristown Ministries, Habitat for Humanity, and
Cradles to Crayons as "Volunteer of the Month."
Holiday Social provided by the high school's student council
Special Education End-of-Year Celebration/Prom of students graduating/exiting
(for present and past students)
Special Olympics
Other Activities/Supports/Community Based Vocational Training:
Opening of the school store in collaboration with DECA
Cradles to Crayons Meals on Wheels
Habitat for Humanity NASD Cafeterias
Montgomery County Public Library NASD Custodial Department
Norristown Ministries Pantry Norristown Farm Park
Elmwood Park Zoo Marshall’s Department store
TJ Max Department Store Panera Bread
Uncle Julio’s Restaurant Shannondell Retirement Home/Assistive Living
Early Reach Imitative through OVR ARC and Progressions Support Coordinators
Sports and Clubs students participate:
Varsity Football, Baseball, Basketball (boys and girls), Wrestling, Swimming (boys
and girls) Track (boys and girls), Tennis (boys and girls), Field Hockey, Lacrosse (boys and
girls), Volleyball (girls), Cross Country (boys and girls), Bowling (boys and girls), and
Special Olympics
DECA, Student Council, National Honor Society, Drama, Chorus, Band, Chess,
Paranormal Club, Scribbler, French Club, JROTC, JROTC Raiders, NASDtv, and Unidad.
NASD will continue to provide educational opportunities, training and support to
ensure that "all students will learn the general education curriculum with appropriate
adaptations, modifications, supports, and services in nurturing, safe, and accepting
classroom communities that recognize and celebrate a broad range of talents, abilities and
achievements".
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Assurances
Safe and Supportive Schools Assurances The LEA has verified the following Assurances:
Implementation of a comprehensive and integrated K-12 program of student services based
on the needs of its students. (in compliance with § 12.41(a))
Free Education and Attendance (in compliance with § 12.1)
School Rules (in compliance with § 12.3)
Collection, maintenance and dissemination of student records (in compliance § 12.31(a) and
§ 12.32)
Discrimination (in compliance with § 12.4)
Corporal Punishment (in compliance with § 12.5)
Exclusion from School, Classes, Hearings (in compliance with § 12.6, § 12.7, § 12.8)
Freedom of Expression (in compliance with § 12.9)
Flag Salute and Pledge of Allegiance (in compliance with § 12.10)
Hair and Dress (in compliance with § 12.11)
Confidential Communications (in compliance with § 12.12)
Searches (in compliance with § 12.14)
Emergency Care and Administration of Medication and Treatment (in compliance with 35
P.S. § 780-101—780-144)
Parents or guardians are informed regarding individual survey student assessments and
provided a process for refusal to participate (consistent with § 445 of the General Education
Provisions Act (20 U.S.C.A. § 1232h) and in compliance with § 12.41(d))
Persons delivering student services shall be specifically licensed or certified as required by
statute or regulation (in compliance with § 12.41(e))
Development and Implementation of Local Wellness Program (in compliance with Public
Law 108-265, Section 204)
Early Intervention Services System Act (if applicable) (11 P.S. § 875-101—875-503)
62
Establishment and Implementation of Student Assistance Programs at all of levels of the
school system (in compliance with 24 PS § 15-1547)
Acceptable Use Policy for Technology Resources
Providing career information and assessments so that students and parents or guardians
might become aware of the world of work and career options available.
Special Education Assurances The Local Education Agency (District) has verified the following Assurances:
Implementation of a full range of services, programs and alternative placements available to
the school district for placement and implementation of the special education programs in
the school district.
Implementation of a child find system to locate, identify and evaluate young children and
children who are thought to be a child with a disability eligible for special education residing
within the school district's jurisdiction. Child find data is collected, maintained and used in
decision-making. Child find process and procedures are evaluated for its effectiveness. The
District implements mechanisms to disseminate child find information to the public,
organizations, agencies and individuals on at least an annual basis.
Assurances of students with disabilities are included in general education programs and
extracurricular and non-academic programs and activities to the maximum extent
appropriate in accordance with an Individualized Education Program.
Compliance with the PA Department of Education, Bureau of Special Education's report
revision notice process.
Following the state and federal guidelines for participation of students with disabilities in
state and district-wide assessments including the determination of participation, the need
for accommodations, and the methods of assessing students for whom regular assessment is
not appropriate.
Assurance of funds received through participation in the medical assistance reimbursement
program, ACCESS, will be used to enhance or expand the current level of services and
programs provided to students with disabilities in this local education agency.
63
24 P.S. §1306 and §1306.2 Facilities
Facility Name Facility Type
Services Provided By Student Count
MCIU - Mountgomery County Youth Center (MCYC Juvenile Detention Center)
Nonresident The MCIU provides educational services for students housed in the detention facility.
30
Least Restrictive Environment Facilities
Facility Name Type of Facility Type of Service Number of Students Placed
Melmark Special Education Centers
Autistic Support 3
LifeWorks - Doylestown Other Learning Support 1
LifeWorks - Doylestown Other Life Skills Support 1
Vantage Academy Other Learning Support 1
Timothy School Approved Private Schools
Autistic Support 1
Shady Grove Elementary School
Neighboring School Districts
Deaf/Hearing Impaired Support
2
LifeWorks Doylestown Other Autistic Support 3
Green Valley Academy Other Emotional Support 2
Evans Elementary (MCIU)
Neighboring School Districts
Blind/Visually Impaired Support
1
Devereux Approved Private Schools
Emotional Support 4
Anderson Alternative Approved Private Schools
Emotional Support 9
CSF Buxmont Other Emotional Support 7
Bucks Learning Academy
Other Emotional Support 10
LifeWorks Andorra Other Emotional Support 7
Devereux Approved Private Schools
Autistic Support 2
Lakeside Other Learning Support 8
Lakeside Other Emotional Support 5
Wordsworth Academy Approved Private Schools
Autistic support 1
Wordsworth Academy Approved Private Schools
Emotional Support 13
Vanguard Approved Private Schools
Autistic Support 4
Pathway Approved Private Schools
Emotional Support 5
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The Academy - AEDY Program
Other Emotional Support 17
PA School for the Deaf Approved Private Schools
Deaf and Hearing Impaired Support
4
Overbrook School For the Blind
Approved Private Schools
Blind and Visually Impaired Support
6
Martin Luther - Silver Springs
Approved Private Schools
Emotional Support 11
Green Tree School Approved Private Schools
Autistic Support 2
Green Tree School Approved Private Schools
Emotional Support 7
George Crothers Memorial School
Approved Private Schools
Life Skills Support 1
Elwyn Approved Private Schools
Autism Support 2
Special Education Program Profile Program Position #1 - Proposed Program
Operator: School District
PROPOSED PROGRAM INFORMATION
Type: Position
Implementation Date: July 1, 2016
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
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 5 to 8 12 0.6
Locations:
Cole Manor An Elementary School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 5 to 8 20 0.4
Locations:
Cole Manor An Elementary School Building
A building in which General Education programs are operated
Program Position #2 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
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Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 7 to 10 12 0.6
Locations:
Cole Manor An Elementary School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 7 to 10 20 0.4
Locations:
Cole Manor An Elementary School Building
A building in which General Education programs are operated
Program Position #3 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 5 to 7 16 0.8
Locations:
Hancock An Elementary School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 7 to 9 10 0.2
Locations:
Hancock An Elementary School Building
A building in which General Education programs are operated
Program Position #4 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016
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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
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 6 to 9 9 0.5
Locations:
Hancock An Elementary School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 6 to 9 25 0.5
Locations:
Hancock An Elementary School Building
A building in which General Education programs are operated
Program Position #5 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: ClassandPosition Implementation Date: July 1, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support 5 to 7 20 1
Locations:
Hancock An Elementary School Building
A building in which General Education programs are operated
Program Position #6 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: ClassandPosition Implementation Date: July 1, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Full-Time Special Education Class
Life Skills Support 7 to 10 3 0.25
Locations:
Hancock An Elementary School Building
A building in which General Education programs are operated
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Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support 7 to 10 15 0.75
Locations:
Hancock An Elementary School Building
A building in which General Education programs are operated
Program Position #7 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 5 to 8 16 0.8
Locations:
Gotwals An Elementary School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 6 to 8 10 0.2
Locations:
Gotwals An Elementary School Building
A building in which General Education programs are operated
Program Position #8 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 8 to 10 18 0.9
Locations:
Gotwals An Elementary School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
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Itinerant Learning Support 8 to 10 5 0.1
Locations:
Gotwals An Elementary School Building
A building in which General Education programs are operated
Program Position #9 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Emotional Support 5 to 7 5 0.1
Locations:
Marshall Street
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Emotional Support 5 to 7 18 0.9
Locations:
Marshall Street An Elementary School Building
A building in which General Education programs are operated
Program Position #10 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Emotional Support 8 to 10 20 1
Locations:
Marshall Street An Elementary School Building
A building in which General Education programs are operated
Program Position #11 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016
69
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
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 5 to 7 5 0.25
Locations:
Marshall Street An Elementary School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 5 to 7 12 0.25
Locations:
Marshall Street
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 5 to 7 5 0.25
Locations:
Musselman An Elementary School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 5 to 7 12 0.25
Locations:
Musselman An Elementary School Building
A building in which General Education programs are operated
Program Position #12 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 7 to 9 16 0.8
Locations:
Marshall Street An Elementary School Building
A building in which General Education programs are operated
Type of Level of Support Age Range Caseload FTE
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Support
Itinerant Learning Support 7 to 9 10 0.2
Locations:
Marshall Street
An Elementary School Building
A building in which General Education programs are operated
Program Position #13 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 8 to 10 18 0.9
Locations:
Marshall Street An Elementary School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 8 to 10 5 0.1
Locations:
Marshall Street
An Elementary School Building
A building in which General Education programs are operated
Program Position #14 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: ClassandPosition Implementation Date: July 1, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Full-Time Special Education Class
Multiple Disabilities Support
6 to 9 7 0.9
Locations:
Marshall Street An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Multiple Disabilities Support
6 to 9 1 0.1
Locations:
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Marshall Street An Elementary School Building
A building in which General Education programs are operated
Program Position #15 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: March 22, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 8 to 10 20 1
Locations:
Paul V. Fly An Elementary School Building
A building in which General Education programs are operated
Program Position #16 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: March 21, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 5 to 7 18 0.9
Locations:
Paul V. Fly An Elementary School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 5 to 7 5 0.1
Locations:
Paul V. Fly An Elementary School Building
A building in which General Education programs are operated
Program Position #17 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016
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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
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 7 to 10 18 0.9
Locations:
Paul V. Fly An Elementary School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 8 to 10 5 0.1
Locations:
Paul V. Fly An Elementary School Building
A building in which General Education programs are operated
Program Position #18 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 8 to 10 18 0.9
Locations:
Paul V. Fly An Elementary School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 8 to 10 5 0.1
Locations:
Paul V. Fly An Elementary School Building
A building in which General Education programs are operated
Program Position #19 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
73
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Emotional Support 5 to 8 18 0.9
Locations:
Paul V. Fly An Elementary School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Emotional Support 5 to 8 5 0.1
Locations:
Paul V. Fly An Elementary School Building
A building in which General Education programs are operated
Program Position #20 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Emotional Support 7 to 10 18 0.9
Locations:
Paul V. Fly An Elementary School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Emotional Support 7 to 10 5 0.1
Locations:
Paul V. Fly An Elementary School Building
A building in which General Education programs are operated
Program Position #21 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support
Level of Support Age Range Caseload FTE
74
Itinerant Autistic Support 5 to 10 12 1
Justification: This is an autistic support itinerant case load. All students are educated in the general education classroom. The teacher serves as consultant and progress monitor.
Locations:
Whitehall An Elementary School Building
A building in which General Education programs are operated
Program Position #22 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 5 to 8 18 0.9
Locations:
Whitehall An Elementary School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 5 to 8 5 0.1
Locations:
Whitehall An Elementary School Building
A building in which General Education programs are operated
Program Position #23 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 7 to 10 18 0.9
Locations:
Whitehall An Elementary School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 7 to 10 5 0.1
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Locations:
Whitehall An Elementary School Building
A building in which General Education programs are operated
Program Position #24 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Full-Time Special Education Class
Autistic Support 5 to 8 8 1
Locations:
Whitehall An Elementary School Building
A building in which General Education programs are operated
Program Position #25 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Full-Time Special Education Class
Autistic Support 5 to 8 8 1
Locations:
Whitehall An Elementary School Building
A building in which General Education programs are operated
Program Position #26 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: ClassandPosition Implementation Date: July 1, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Full-Time Special Education Class
Autistic Support 7 to 10 8 1
Locations:
76
Whitehall An Elementary School Building
A building in which General Education programs are operated
Program Position #27 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Full-Time Special Education Class
Autistic Support 7 to 10 8 1
Locations:
Whitehall An Elementary School Building
A building in which General Education programs are operated
Program Position #28 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Autistic Support 10 to 14 12 1
Locations:
East Norriton A Middle School Building
A building in which General Education programs are operated
Program Position #29 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Emotional Support
10 to 13 16 0.8
Locations:
East Norriton A Middle School A building in which General
77
Building Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Emotional Support 10 to 14 10 0.2
Locations:
East Norriton A Middle School Building
A building in which General Education programs are operated
Program Position #30 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: ClassandPosition Implementation Date: July 1, 2016 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
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Autistic Support 10 to 14 8 1
Locations:
East Norriton A Middle School Building
A building in which General Education programs are operated
Program Position #31 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 10 to 12 35 0.7
Locations:
East Norriton A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
10 to 12 6 0.3
Locations:
East Norriton A Middle School Building
A building in which General Education programs are operated
78
Program Position #32 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
10 to 13 16 0.8
Locations:
East Norriton A Middle School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 10 to 13 10 0.2
Locations:
East Norriton A Middle School Building
A building in which General Education programs are operated
Program Position #33 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
10 to 13 20 1
Locations:
East Norriton A Middle School Building
A building in which General Education programs are operated
Program Position #34 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
79
PROGRAM SEGMENTS
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
10 to 13 6 0.3
Locations:
East Norriton A Middle School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 10 to 13 35 0.7
Locations:
East Norriton A Middle School Building
A building in which General Education programs are operated
Program Position #35 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: ClassandPosition Implementation Date: July 1, 2016 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
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support
10 to 13 20 1
Locations:
East Norriton A Middle School Building
A building in which General Education programs are operated
Program Position #36 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
10 to 13 16 0.8
Locations:
East Norriton A Middle School Building
A building in which General Education programs are operated
80
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 10 to 13 10 0.2
Locations:
East Norriton A Middle School Building
A building in which General Education programs are operated
Program Position #37 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
10 to 13 20 1
Locations:
East Norriton A Middle School Building
A building in which General Education programs are operated
Program Position #38 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
11 to 14 6 0.3
Locations:
East Norriton A Middle School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 11 to 14 35 0.7
Locations:
East Norriton A Middle School Building
A building in which General Education programs are operated
Program Position #39 - Proposed Program
Operator: School District
81
PROPOSED PROGRAM INFORMATION Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
11 to 14 20 1
Locations:
East Norriton A Middle School Building
A building in which General Education programs are operated
Program Position #40 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 11 to 14 50 1
Locations:
East Norriton A Middle School Building
A building in which General Education programs are operated
Program Position #41 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
11 to 14 20 1
Locations:
East Norriton A Middle School Building
A building in which General Education programs are operated
Program Position #42 - Proposed Program
82
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
10 to 13 12 0.6
Locations:
Eisenhower A Middle School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 10 to 13 10 0.2
Locations:
Eisenhower A Middle School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Autistic Support 10 to 14 2 0.2
Locations:
Eisenhower A Middle School Building
A building in which General Education programs are operated
Program Position #43 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
10 to 13 6 0.3
Locations:
Eisenhower A Middle School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 10 to 13 35 0.7
83
Locations:
Eisenhower A Middle School Building
A building in which General Education programs are operated
Program Position #44 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
11 to 14 16 0.8
Locations:
Eisenhower A Middle School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 11 to 14 10 0.2
Locations:
Eisenhower A Middle School Building
A building in which General Education programs are operated
Program Position #45 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: ClassandPosition Implementation Date: July 1, 2016 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
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support
10 to 13 20 1
Locations:
Eisenhower A Middle School Building
A building in which General Education programs are operated
Program Position #46 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: ClassandPosition Implementation Date: July 1, 2016
84
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
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Autistic Support 10 to 14 8 1
Locations:
Eisenhower A Middle School Building
A building in which General Education programs are operated
Program Position #47 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
10 to 13 16 0.8
Locations:
Eisenhower A Middle School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 10 to 13 10 0.2
Locations:
Eisenhower A Middle School Building
A building in which General Education programs are operated
Program Position #48 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Emotional Support
10 to 13 16 0.8
Locations:
85
Eisenhower A Middle School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Emotional Support 10 to 13 10 0.2
Locations:
Eisenhower A Middle School Building
A building in which General Education programs are operated
Program Position #49 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Emotional Support
11 to 14 16 0.8
Locations:
Eisenhower A Middle School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Emotional Support 11 to 14 10 0.2
Locations:
Eisenhower A Middle School Building
A building in which General Education programs are operated
Program Position #50 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
11 to 14 16 0.8
Locations:
Eisenhower A Middle School Building
A building in which General Education programs are operated
86
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 11 to 14 10 0.2
Locations:
Eisenhower A Middle School Building
A building in which General Education programs are operated
Program Position #51 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
11 to 14 6 0.3
Locations:
Eisenhower A Middle School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 11 to 14 35 0.7
Locations:
Eisenhower A Middle School Building
A building in which General Education programs are operated
Program Position #52 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
11 to 14 16 0.8
Locations:
Eisenhower A Middle School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
87
Itinerant Learning Support 11 to 14 10 0.2
Locations:
Eisenhower A Middle School Building
A building in which General Education programs are operated
Program Position #53 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
10 to 13 6 0.3
Locations:
Stewart A Middle School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 10 to 13 35 0.7
Locations:
Stewart A Middle School Building
A building in which General Education programs are operated
Program Position #54 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
10 to 13 20 1
Locations:
Stewart A Middle School Building
A building in which General Education programs are operated
Program Position #55 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position
88
Implementation Date: July 1, 2016 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
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
10 to 13 20 1
Locations:
Stewart A Middle School Building
A building in which General Education programs are operated
Program Position #56 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Full-Time Special Education Class
Emotional Support 10 to 13 2 0.2
Locations:
Stewart A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Emotional Support
10 to 13 16 0.8
Locations:
Stewart A Middle School Building
A building in which General Education programs are operated
Program Position #57 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
10 to 13 20 1
89
Locations:
Stewart A Middle School Building
A building in which General Education programs are operated
Program Position #58 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: ClassandPosition Implementation Date: July 1, 2016 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
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 11 to 14 30 0.6
Locations:
Stewart A Middle School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Autistic Support 10 to 14 4 0.4
Locations:
Stewart A Middle School Building
A building in which General Education programs are operated
Program Position #59 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
11 to 14 16 0.8
Locations:
Stewart A Middle School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 11 to 14 10 0.2
Locations:
Stewart A Middle School Building
A building in which General Education programs are operated
90
Program Position #60 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
11 to 14 16 0.8
Locations:
Stewart A Middle School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 11 to 14 10 0.2
Locations:
Stewart A Middle School Building
A building in which General Education programs are operated
Program Position #61 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 50 1
Locations:
Norristown Area High School
A Senior High School Building
A building in which General Education programs are operated
Program Position #62 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
91
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 25 0.5
Locations:
Norristown Area High School
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 14 to 18 10 0.5
Locations:
Norristown Area High School A Senior High School Building
A building in which General Education programs are operated
Program Position #63 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 25 0.5
Locations:
Norristown Area High School
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 14 to 18 10 0.5
Locations:
Norristown Area High School A Senior High School Building
A building in which General Education programs are operated
Program Position #64 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 10 0.2
Locations:
Norristown Area High School
A Senior High School Building
A building in which General Education programs are operated
92
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 14 to 18 10 0.5
Locations:
Norristown Area High School A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Autistic Support 14 to 18 2 0.25
Locations:
Norristown Area High School
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Emotional Support 14 to 18 2 0.05
Locations:
Norristown Area High School
A Senior High School Building
A building in which General Education programs are operated
Program Position #65 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 12 0.25
Locations:
Norristown Area High School
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 14 to 18 15 0.75
Locations:
Norristown Area High School A Senior High School Building
A building in which General Education programs are operated
Program Position #66 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016
93
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
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 18 0.5
Locations:
Norristown Area High School
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 14 to 18 10 0.5
Locations:
Norristown Area High School A Senior High School Building
A building in which General Education programs are operated
Program Position #67 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Itinerant Autistic Support 14 to 18 9 0.75
Locations:
Norristown Area High School
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Autistic Support 14 to 18 2 0.25
Locations:
Norristown Area High School A Senior High School Building
A building in which General Education programs are operated
Program Position #68 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
94
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 14 to 18 10 0.5
Locations:
Norristown Area High School A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Autistic Support 14 to 18 6 0.5
Locations:
Norristown Area High School
A Senior High School Building
A building in which General Education programs are operated
Program Position #69 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Itinerant Emotional Support 14 to 18 5 0.1
Locations:
Norristown Area High School
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Emotional Support 14 to 18 10 0.5
Locations:
Norristown Area High School A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 14 to 18 8 0.4
Locations:
Norristown Area High School A Senior High School Building
A building in which General Education programs are operated
Program Position #70 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016
95
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
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 12 0.25
Locations:
Norristown Area High School
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 14 to 18 15 0.75
Locations:
Norristown Area School District A Senior High School Building
A building in which General Education programs are operated
Program Position #71 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 10 0.2
Locations:
Norristown Area High School
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 14 to 18 10 0.5
Locations:
Norristown Area High School A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support 14 to 18 6 0.3
Locations:
Norristown Area High School A Senior High School Building
A building in which General Education programs are operated
Program Position #72 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
96
Type: ClassandPosition Implementation Date: July 1, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support 17 to 21 12 0.6
Locations:
Norristown Area High School A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Full-Time Special Education Class
Life Skills Support 17 to 21 6 0.4
Locations:
Norristown Area High School
A Senior High School Building
A building in which General Education programs are operated
Program Position #73 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 50 1
Locations:
Norristown Area High School
A Senior High School Building
A building in which General Education programs are operated
Program Position #74 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 15 0.3
Locations:
Norristown Area High School
A Senior High School Building
A building in which General Education programs are operated
97
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 14 to 18 14 0.7
Locations:
Norristown Area High School A Senior High School Building
A building in which General Education programs are operated
Program Position #75 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 14 to 18 15 0.75
Locations:
Norristown Area High School A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 12 0.25
Locations:
Norristown Area High School
A Senior High School Building
A building in which General Education programs are operated
Program Position #76 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 16 to 20 15 0.75
Locations:
Norristown Area High School A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 12 0.25
Locations:
98
Norristown Area High School
A Senior High School Building
A building in which General Education programs are operated
Program Position #77 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: ClassandPosition Implementation Date: July 1, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Emotional Support 14 to 18 16 0.8
Locations:
Norristown Area High School A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Emotional Support 14 to 18 10 0.2
Locations:
Norristown Area High School
A Senior High School Building
A building in which General Education programs are operated
Program Position #78 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: ClassandPosition Implementation Date: July 1, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support 14 to 18 20 1
Locations:
Norristown Area High School A Senior High School Building
A building in which General Education programs are operated
Program Position #79 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: ClassandPosition Implementation Date: March 21, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
99
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Full-Time Special Education Class
Autistic Support 15 to 20 6 0.75
Justification: This is an Autistic Support class. Students' IEPs who are outside the age range have been resided and guardians have waived the age range and have permitted their student to be placed in this class.
Locations:
Norristown Area High School
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Autistic Support 15 to 20 2 0.25
Justification: This is an Autistic Support class. Students' IEPs who are outside the age range have been resided and guardians have waived the age range and have permitted their student to be placed in this class.
Locations:
Norristown Area High School A Senior High School Building
A building in which General Education programs are operated
Program Position #80 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 14 to 18 10 0.5
Locations:
Norristown Area High School A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 25 0.5
Locations:
Norristown Area High School
A Senior High School Building
A building in which General Education programs are operated
Program Position #81 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: ClassandPosition Implementation Date: July 1, 2016 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
100
Type of Support Level of Support Age Range Caseload FTE
Full-Time Special Education Class
Multiple Disabilities Support
15 to 19 6 0.75
Locations:
Norristown Area High School
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Multiple Disabilities Support
15 to 19 2 0.25
Locations:
Norristown Area High School A Senior High School Building
A building in which General Education programs are operated
Program Position #82 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 13 to 20 50 1
Justification: This is a learning support itinerant position that serves both the day and after school Roosevelt programs. Students are educated in the general education classroom. The teacher works in a consultative and progress monitoring role.
Locations:
Roosevelt Campus of Norristown Area High School
A Junior/Senior High School Building
A building in which General Education programs are operated
Program Position #83 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
5 to 10 52 0.8
Justification: This is a speech and language itinerant caseload. The speech therapist serves as consultant, progress monitors, and conducts therapy in small groups and with individual children who are no more than 3 years apart in age.
Locations:
101
Paul v. Fly An Elementary School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
10 to 14 13 0.2
Locations:
Eisenhower A Middle School Building
A building in which General Education programs are operated
Program Position #84 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
5 to 10 46 0.7
Justification: This is a speech and language itinerant caseload. The speech therapist serves as consultant, progress monitors, and conducts therapy in small groups and with individual children who are no more than 3 years apart in age.
Locations:
Cole Manor An Elementary School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
10 to 14 19 0.3
Locations:
East Norriton A Middle School Building
A building in which General Education programs are operated
Program Position #85 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Speech and Language 10 to 14 13 0.2
102
Support
Locations:
East Norriton A Middle School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
5 to 6 26 0.4
Locations:
Musselman An Elementary School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
10 to 14 26 0.4
Locations:
Eisenhower A Middle School Building
A building in which General Education programs are operated
Program Position #86 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
5 to 10 52 0.8
Justification: This is a speech and language itinerant caseload. The speech therapist serves as consultant, progress monitors, and conducts therapy in small groups and with individual children who are no more than 3 years apart in age.
Locations:
Gotwals An Elementary School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
10 to 14 13 0.2
Locations:
Stewart A Middle School Building
A building in which General Education programs are operated
Program Position #87 - Proposed Program
Operator: School District
103
PROPOSED PROGRAM INFORMATION Type: Position Implementation Date: July 1, 2016 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
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
5 to 10 65 1
Justification: This is a speech and language itinerant caseload. The speech therapist serves as consultant, progress monitors, and conducts therapy in small groups and with individual children who are no more than 3 years apart in age.
Locations:
Marshall Street An Elementary School Building
A building in which General Education programs are operated
Program Position #88 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
10 to 14 19 0.3
Locations:
Stewart A Middle School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 5 to 10 46 0.7
Justification: This is a speech and language itinerant caseload. The speech therapist serves as consultant, progress monitors, and conducts therapy in small groups and with individual children who are no more than 3 years apart in age.
Locations:
Whitehall An Elementary School Building
A building in which General Education programs are operated
Program Position #89 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016
104
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
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
5 to 10 39 0.6
Justification: This is a speech and language itinerant caseload. The speech therapist serves as consultant, progress monitors, and conducts therapy in small groups and with individual children who are no more than 3 years apart in age.
Locations:
Whitehall An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
14 to 21 26 0.4
Justification: This is a speech and language itinerant caseload. The speech therapist serves as consultant, progress monitors, and conducts therapy in small groups and with individual children who are no more than 4 years apart in age.
Locations:
Norristown Area High School
A Senior High School Building
A building in which General Education programs are operated
Program Position #90 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
5 to 10 65 1
Justification: This is a speech and language itinerant caseload. The speech therapist serves as consultant, progress monitor and conducts therapy in very small groups with children who are no more than 3 years apart in age.
Locations:
Hancock An Elementary School Building
A building in which General Education programs are operated
Program Position #91 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016
105
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
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Blind or Visually Impaired Support
5 to 10 10 0.2
Justification: This is an itinerant blind and visually impaired caseload. The vision teacher provides services to individual students, including direct instruction, consultation, material preparation, and progress monitoring. Students who are more than 3 years apart in age are not serviced together.
Locations:
Marshall Street An Elementary School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Blind or Visually Impaired Support
5 to 10 10 0.2
Justification: This is an itinerant blind and visually impaired caseload. The vision teacher provides services to individual students, including direct instruction, consultation, material preparation, and progress monitoring. Students who are more than 3 years apart in age are not serviced together.
Locations:
Hancock An Elementary School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Blind or Visually Impaired Support
5 to 6 5 0.1
Locations:
Musselman An Elementary School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Blind or Visually Impaired Support
5 to 10 5 0.1
Justification: This is an itinerant blind and visually impaired caseload. The vision teacher provides services to individual students, including direct instruction, consultation, material preparation, and progress monitoring. Students who are more than 3 years apart in age are not serviced together.
Locations:
Gotwals An Elementary School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Blind or Visually Impaired Support
5 to 10 10 0.2
Justification: This is an itinerant blind and visually impaired caseload. The vision teacher provides services to individual students, including direct instruction, consultation, material preparation, and progress monitoring. Students who are more than 3 years apart in age are not serviced together.
Locations:
106
Cole Manor An Elementary School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Blind or Visually Impaired Support
5 to 10 10 0.2
Justification: This is an itinerant blind and visually impaired caseload. The vision teacher provides services to individual students, including direct instruction, consultation, material preparation, and progress monitoring. Students who are more than 3 years apart in age are not serviced together.
Locations:
Paul Fly An Elementary School Building
A building in which General Education programs are operated
Program Position #92 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Blind or Visually Impaired Support
6 to 9 10 0.2
Justification: FTE changed and additional buildings added where students are serviced
Locations:
Whitehall An Elementary School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Blind or Visually Impaired Support
10 to 14 10 0.2
Locations:
East Norriton A Middle School Building A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Blind or Visually Impaired Support
10 to 14 10 0.2
Locations:
Eisenhower A Middle School Building A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Speech and Language 10 to 14 10 0.2
107
Support
Locations:
Stewart A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Blind or Visually Impaired Support
14 to 21 10 0.2
Justification: This is an itinerant blind and visually impaired caseload. The vision teacher provides services to individual students, including direct instruction, consultation, material preparation, and progress monitoring. Students who are more than 3 years apart in age are not serviced together.
Locations:
Norristown Area High School
A Senior High School Building
A building in which General Education programs are operated
Program Position #93 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016 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
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Deaf and Hearing Impaired Support
5 to 10 5 0.1
Justification: This is an itinerant deaf and hearing support caseload. The hearing teacher provides services to individual students, including direct instruction, consultation, material preparation, and progress monitoring. Students who are more than 3 years apart in age are not serviced together.
Locations:
Cole Manor An Elementary School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Deaf and Hearing Impaired Support
5 to 10 2 0.05
Justification: This is an itinerant deaf and hearing support caseload. The hearing teacher provides services to individual students, including direct instruction, consultation, material preparation, and progress monitoring. Students who are more than 3 years apart in age are not serviced together.
Locations:
Gotwals An Elementary School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Deaf and Hearing Impaired Support
5 to 10 5 0.1
Justification: This is an itinerant deaf and hearing support caseload. The hearing teacher provides services to individual students, including direct instruction, consultation, material preparation, and progress monitoring.
108
Students who are more than 3 years apart in age are not serviced together.
Locations:
Hancock An Elementary School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Deaf and Hearing Impaired Support
5 to 10 5 0.1
Justification: This is an itinerant deaf and hearing support caseload. The hearing teacher provides services to individual students, including direct instruction, consultation, material preparation, and progress monitoring. Students who are more than 3 years apart in age are not serviced together.
Locations:
Marshall Street An Elementary School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Deaf and Hearing Impaired Support
5 to 7 2 0.05
Locations:
Musselman An Elementary School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Deaf and Hearing Impaired Support
5 to 10 5 0.1
Justification: This is an itinerant deaf and hearing support caseload. The hearing teacher provides services to individual students, including direct instruction, consultation, material preparation, and progress monitoring. Students who are more than 3 years apart in age are not serviced together.
Locations:
Paul V. Fly An Elementary School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Deaf and Hearing Impaired Support
5 to 10 5 0.1
Justification: This is an itinerant deaf and hearing support caseload. The hearing teacher provides services to individual students, including direct instruction, consultation, material preparation, and progress monitoring. Students who are more than 3 years apart in age are not serviced together.
Locations:
Whitehall An Elementary School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Deaf and Hearing Impaired Support
10 to 14 5 0.1
Locations:
East Norriton A Middle School Building A building in which General Education programs are operated
109
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Deaf and Hearing Impaired Support
10 to 14 5 0.1
Locations:
Eisenhower A Middle School Building A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Deaf and Hearing Impaired Support
10 to 14 5 0.1
Locations:
Stewart A Middle School Building A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Deaf and Hearing Impaired Support
14 to 21 5 0.1
Justification: This is an itinerant deaf and hearing support caseload. The hearing teacher provides services to individual students, including direct instruction, consultation, material preparation, and progress monitoring. Students who are more than 4 years apart in age are not serviced together.
Locations:
Norristown Area High School
A Senior High School Building
A building in which General Education programs are operated
Program Position #94 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: March 21, 2016
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 6 to 8 16 0.8
Locations:
Marshall Street An Elementary School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 6 to 8 10 0.2
Locations:
Marshall Street
An Elementary School Building
A building in which General Education programs are operated
Program Position #95 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position
110
Implementation Date: March 21, 2016 PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 6 to 9 18 0.9
Locations:
Whitehall An Elementary School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 6 to 9 5 0.1
Locations:
Whitehall An Elementary School Building
A building in which General Education programs are operated
Program Position #96 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 8, 2015
PROGRAM SEGMENTS
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support
11 to 14 20 1
Locations:
Eisenhower A Middle School Building
A building in which General Education programs are operated
Program Position #97 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: ClassandPosition Implementation Date: September 8, 2015
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Emotional Support
11 to 14 16 0.8
Locations:
Stewart A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Full-Time Special Education Class
Emotional Support 11 to 14 2 0.2
Locations:
Stewart A Middle School Building
A building in which General Education programs are operated
111
Program Position #98 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: July 1, 2016
PROGRAM SEGMENTS
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
11 to 14 16 0.8
Locations:
Stewart A Middle School Building
A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 11 to 14 10 0.2
Locations:
Stewart A Middle School Building
A building in which General Education programs are operated
Special Education Support Services
Support Service Location Teacher FTE
Special Education Supervisor Elementary Schools: Cole Manor, Hancock, Gotwals, Marshall Street, Mussleman, Paul V. Fly
1
Special Education Supervisor Norristown Area High School, including Roosevelt Campus
1
Program Support Specialist Elemantary Schools: Cole Manor, Hancock, Gotwals, Marshall Street, Mussleman, Paul V. Fly
1
Program Support Specialist East Norriton Middle School, Eisenhower Middle School, Stewart Middle School, and Whitehall Elementary School
1
Program Support Specialist Norristown Area High School, including Roosevelt Campus
1
Director of Special Education District wide 1
Transition Coordinator Middle Schools and Norristown Area High School, including Roosevelt Campus
1
Psychologist District wide 4
Paraeducators Across Elementary Schools 22
Paraeducators Across Middle Schools 20
Paraeducators Norristown Area High School 17
Orientation and Mobility Itinerant/Consult - MCIU
District wide 0.5
Special Education Supervisor East Norriton Middle School, Eisenhower Middle 1
112
School, Stewart Middle School, and Whitehall Elementary School
Personal Care Assistants Across Elementary Schools 5
Personal Care Assistants Norristown Area High School 4
Supervisor of Pupil Services District wide 1
Special Education Contracted Services
Special Education Contracted Services Operator Amt of Time per Week
Austill's Rehabilitation Services, Inc. (Occupational and Physical Therapy)
Outside Contractor
150 Hours
Staffing Plus - Personal Care Assistant Outside Contractor
5 Days
Montgomery County Intermediate Unit: Orientation and Mobility Related Services
Intermediate Unit
0.5 Hours
General Healthcare Resources - PCA/ParaProfessional/Nursing Services
Outside Contractor
5 Days
113
Needs Assessment
Record School Patterns
Question:
After reviewing school level accomplishments and systemic challenges, what patterns can you
identify among your schools?
What other information do you still need to assess?
Answer:
Attendance is a strength with schools consistently over 95% average daily attendance.
All schools are below the state averages for proficiency on state assessments.
All schools have acheivement gaps, most notably with historically underperforming students.
Schools identify similar systemic challenges and needs - curriculum, instruction, intervention, data,
and positive school climate.
District Accomplishments
Accomplishment #1:
All elementary and middle schools maintained or increased Attendance Rates to 95% in 2016 and
2017. Both high school campuses increased their Attendance Rates over the last three years.
Accomplishment #2:
Graduation Rate has increased at both high school campuses each of the past four years - 2014,
2015, 2016, and 2017.
Accomplishment #3:
When measuring students exceeding the standard for PA Academic Growth as measured by PVAAS,
out of 500 school districts in Pennsylvania, Norristown Area School District ranked 87th best in
Literature for grades 9-12, 52nd best in English Language Arts for grades 4-8, and 12th best in Math
for grades 4-8 in 2016.
Accomplishment #4:
All schools exceeded the state average for growth as measured by PVAAS in at least one content area
in 2016 and 2017.
Accomplishment #5:
The district had a greater percentage increase in proficiency than the state average in Math from
2015 to 2016 and in English Language Arts from 2016 to 2017.
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Accomplishment #6:
Three schools exceeded state averages for proficiency in Math in 2016 - Cole Manor in Grades 3 and
4, Paul Fly in Grade 3, and East Norriton in Grade 8. Three schools exceeded the state averages for
proficiency in Math in 2017 - Cole Manor in Grades 3 and 4, Paul Fly in Grades 3 and 4, and East
Norriton in Grades 7 and 8.
Accomplishment #7:
Two schools exceeded state averages for proficiency in English Language Arts in 2016 - Cole Manor
in Grade 4, and Norristown Area High School in Literature. Two schools exceeded state averages for
proficiency in English Language Arts in 2017- Paul Fly in Grade 4 and East Norriton in Grade 7.
Accomplishment #8:
Two schools exceeded state averages for proficiency in Science in 2016 - Cole Manor and Paul Fly in
Grade 4. One school exceeded state averages for proficiency in Science in 2017 - Paul Fly in Grade 4.
Accomplishment #9:
Two schools have been identified as Title I Reward Schools for High Progress each of the last three
years - Gotwals and Cole Manor in 2014, Hancock and Eisenhower in 2015, and Hancock and
Eisenhower in 2016.
District Concerns
Concern #1:
Most schools are below state averages for proficiency in all content areas in 2016 and 2017.
Concern #2:
The district was below the state average percentage increase for proficiency in English Language
Arts in 2016 and Math in 2017.
Concern #3:
An achievement gap exists in all content areas, most notably for historically underperforming
students.
Concern #4:
The number of Safe Schools reportable incidents increased slightly from 2015 to 2016.
Concern #5:
The district is experiencing increased transiency and increased enrollment each of the last four
years - 2014, 2015, 2016 and 2017.
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Prioritized Systemic Challenges
Systemic Challenge #1 (Guiding Question #1) Establish a district system that fully ensures
consistent implementation of standards aligned curricula across all schools for all students.
Aligned Concerns:
Most schools are below state averages for proficiency in all content areas in 2016 and
2017.
The district was below the state average percentage increase for proficiency in English
Language Arts in 2016 and Math in 2017.
An achievement gap exists in all content areas, most notably for historically
underperforming students.
Systemic Challenge #2 (Guiding Question #7) Establish a district system that fully ensures students
who are academically at risk are identified early and are supported by a process that provides
interventions based upon student needs and includes procedures for monitoring effectiveness.
Aligned Concerns:
Most schools are below state averages for proficiency in all content areas in 2016 and
2017.
The district was below the state average percentage increase for proficiency in English
Language Arts in 2016 and Math in 2017.
An achievement gap exists in all content areas, most notably for historically
underperforming students.
Systemic Challenge #3 (Guiding Question #2) Establish a district system that fully ensures the
consistent implementation of effective instructional practices across all classrooms in each school.
Aligned Concerns:
Most schools are below state averages for proficiency in all content areas in 2016 and
2017.
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The district was below the state average percentage increase for proficiency in English
Language Arts in 2016 and Math in 2017.
An achievement gap exists in all content areas, most notably for historically
underperforming students.
Systemic Challenge #4 (Guiding Question #9) Establish a district system that fully ensures each
member of the district community promotes, enhances and sustains a shared vision of positive
school climate and ensures family and community support of student participation in the learning
process.
Aligned Concerns:
An achievement gap exists in all content areas, most notably for historically
underperforming students.
The number of Safe Schools reportable incidents increased slightly from 2015 to 2016.
The district is experiencing increased transiency and increased enrollment each of the
last four years - 2014, 2015, 2016 and 2017.
Systemic Challenge #5 (Guiding Question #3) Establish a district system that fully ensures staff
members in every school use standards aligned assessments to monitor student achievement and
adjust instructional practices.
Aligned Concerns:
Most schools are below state averages for proficiency in all content areas in 2016 and
2017.
The district was below the state average percentage increase for proficiency in English
Language Arts in 2016 and Math in 2017.
An achievement gap exists in all content areas, most notably for historically
underperforming students.
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Systemic Challenge #6 (Guiding Question #6) Establish a district system that fully ensures specially
designed instruction is provided to meet the unique learning needs of children with disabilities at no
cost to a parent.
Aligned Concerns:
Most schools are below state averages for proficiency in all content areas in 2016 and
2017.
The district was below the state average percentage increase for proficiency in English
Language Arts in 2016 and Math in 2017.
An achievement gap exists in all content areas, most notably for historically
underperforming students.
Systemic Challenge #7 (Guiding Question #4) Establish a district system that fully ensures high
quality curricular assets (e.g. model curricula, learning progressions, units, lesson plans, and content
resources) aligned with state standards and fully accessible to teachers and students.
Aligned Concerns:
Most schools are below state averages for proficiency in all content areas in 2016 and
2017.
The district was below the state average percentage increase for proficiency in English
Language Arts in 2016 and Math in 2017.
An achievement gap exists in all content areas, most notably for historically
underperforming students.
Systemic Challenge #8 (Guiding Question #5) Establish a district system that fully ensures barriers
to student learning are addressed in order to increase student achievement and graduation rates.
Aligned Concerns:
Most schools are below state averages for proficiency in all content areas in 2016 and
2017.
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The district was below the state average percentage increase for proficiency in English
Language Arts in 2016 and Math in 2017.
An achievement gap exists in all content areas, most notably for historically
underperforming students.
The number of Safe Schools reportable incidents increased slightly from 2015 to 2016.
The district is experiencing increased transiency and increased enrollment each of the
last four years - 2014, 2015, 2016 and 2017.
Systemic Challenge #9 (Guiding Question #10) Establish a district system that fully ensures
professional development is focused, comprehensive and implemented with fidelity.
Aligned Concerns:
Most schools are below state averages for proficiency in all content areas in 2016 and
2017.
The district was below the state average percentage increase for proficiency in English
Language Arts in 2016 and Math in 2017.
An achievement gap exists in all content areas, most notably for historically
underperforming students.
Systemic Challenge #10 (Guiding Question #12) Establish a district system that fully ensures
classrooms are staffed with highly qualified teachers.
Aligned Concerns:
Most schools are below state averages for proficiency in all content areas in 2016 and
2017.
The district was below the state average percentage increase for proficiency in English
Language Arts in 2016 and Math in 2017.
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An achievement gap exists in all content areas, most notably for historically
underperforming students.
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District Level Plan
Action Plans
Goal #1: Establish a district system that fully ensures consistent implementation of
standards aligned curricula across all schools for all students.
Related Challenges:
Establish a district system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices.
Establish a district system that fully ensures high quality curricular assets (e.g. model curricula, learning progressions, units, lesson plans, and content resources) aligned with state standards and fully accessible to teachers and students.
Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates.
Indicators of Effectiveness:
Type: Annual
Data Source: School District Documents
Assessment data - PSSA, Keystone Exams, PVAAS, WIDA, benchmark assessments, AIMSweb+, CDT, Study Island, PLATO
Specific Targets: Creation and implementation of NASD Curriculum Design and Development Process with five year curriculum cycle and related process manual.
Creation and adoption of curriculum guides aligned to PA Core Standards and SAS in all content areas according to the curriculum cycle.
Increase in student achievement on all performance assessments where newly designed curriculum is implemented.
100% of schools will meet and exceed PA Growth Standard as measured by PVAAS in all content areas.
Strategies:
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PA Core Standards Implementation
Description:
"The State Board approved the final Chapter 4 regulations on September 12, 2013. The Independent Regulatory Review Commission (IRRC) approved the final regulation on November 21, 2013. With publication of Chapter 4 in the Pennsylvania Bulletin, the new regulations took effect on March 1, 2014. As part of the new regulations, Pennsylvania’s Core Standards offer a set of rigorous, high-quality academic expectations in English Language Arts and Mathematics that all students should master by the end of each grade level. The PA Core Standards are robust and relevant to the real world and reflect the knowledge and skills our young people need to succeed in life after high school, in both post-secondary education and a globally competitive workforce." (Source: http://www.pdesas.org/standard/PACore) Resource: http://effectivestrategies.wiki.caiu.org/Curriculum+Framework
SAS Alignment: Standards, Curriculum Framework
Comprehensive Planning
Description:
Comprehensive Planning is a web-based framework for thoughtful data-driven and research-based district and school planning. Comprehensive Planning facilitates communication and collaboration, promotes shared practices and resources, and ensures that every stakeholder is working toward common goals. Additionally, Comprehensive Planning assists local education agencies (school districts, charter schools, area vocational technical schools/career and technical centers, and intermediate units) to create and manage a continuous, comprehensive plan to submit to the Department in order to maintain compliance with state and federal mandate. Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target instructional areas that need strengthening. Using disaggregated student data to determine educators’ learning priorities. Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target curricular areas that need further alignment. Professional Development activities are developed that support implementation of strategies identified in your action plan. Clear expectations in terms of teacher practice are identified for staff implementation. An implementation evaluation is created, based upon specific expectations related to changes in teacher practice, which is used to validate the overall effectiveness of the professional development initiative. The LEA has a systemic process that is used to validate whether or not providers have the capacity to present quality professional development. Administrators participate fully in all professional
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development sessions targeted for their faculties. Every Professional development initiative includes components that provide ongoing support to teachers regarding implementation. The LEA has an ongoing monitoring system in place (i.e. walkthroughs, classroom observations). Professional Education is evaluated to show its impact on teaching practices and student learning. (Source: http://www.education.pa.gov/Teachers%20-%20Administrators/Comprehensive%20Planning/Pages/default.aspx#.VuBT9_krJxA) Resource: http://effectivestrategies.wiki.caiu.org/Professional+Development
SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction,
Materials & Resources, Safe and Supportive Schools
Curriculum Mapping
Description:
Empirical evidence of a positive statistical correlation of the use of curriculum mapping with student achievement is scarce. There was a 2001 study by the Indiana Center of Evaluation conducted for the Ohio DOE that determined curriculum alignment (defined as curriculum mapping with subsequent change in instructional practice) was the “single greatest factor in achieving improved test scores.” The following link provides a list of resources supporting the positive contributions of curriculum mapping to educational processes: http://www.curriculummapping101.com/materials/curriculum-mapping-research ; the following link provides an overview of curriculum mapping: http://webserver3.ascd.org/handbook/demo/mapping2.html Resource:http://effectivestrategies.wiki.caiu.org/Curriculum+Framework
SAS Alignment: Standards, Materials & Resources
Data Walkthroughs
Description:
Schedule weekly walkthroughs to classrooms and conduct a follow-up meeting to provide specific feedback and recommendations. Resource: http://effectivestrategies.wiki.caiu.org/Using+Data
SAS Alignment: Assessment, Instruction
Common Assessment within Grade/Subject
Description:
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WWC reports the effective use of data can have a positive impact upon student achievement; using common assessments to inform teacher practice is one such use of data. (Source: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf?) Teacher Moderation: Collaborative Assessment of Student Work and Common Assessments provide detailed looks at the development and use of common assessments. (Sources: http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teacher_Moderation.pdf and Common Assessments: Mike Schmoker. (2006) Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning. Alexandria, Va.: ASCD.) Resource: http://effectivestrategies.wiki.caiu.org/Assessment
SAS Alignment: Assessment, Instruction
Technology and Student Achievement
Description:
The International Society for Technology in Education cites research that indicates an increase in access to technology has a positive effect on student achievement. (Source: http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement.pdf) Resource: http://effectivestrategies.wiki.caiu.org/Organizational+Structure
SAS Alignment: Instruction, Materials & Resources
Implementation Steps:
Create and implement the NASD Curriculum Design and
Development Process Manual
Description:
The Curriculum Design and Development Process will ensure that the best learning experiences are provided to all students, while meeting state standards, federal mandates, and locally desired outcomes. The ongoing and cyclical process will allow for continued monitoring of curriculum and instructional practices to ensure the needs of all students continue to be met. Each curricular area will work through the process involving stakeholders from Kindergarten through 12th grade. The participation and collaboration of all stakeholders in all grades at all levels will facilitate vertical alignment and ensure continuity between grade levels.
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The manual will outline all steps that need to be implemented each year over the five year process, to include analysis, design and development, implementation, evaluation, and adjustment. The curriculum framework will include research-based and best practice elements, to include the ASCD endorsed Understanding by Design framework by Grant Wiggins and Jay McTighe. The curriculum process will utilize and incorporate relevant information from the Standards Aligned System.
Start Date: 11/1/2017 End Date: 1/31/2018
Program Area(s):
Supported Strategies:
PA Core Standards Implementation
Comprehensive Planning
Curriculum Mapping
Data Walkthroughs
Establish Curriculum Committees
Description:
Curriculum committees will be established and will be responsible for all five steps in the curriculum process. Committees will be comprised of teachers from each grade level, building administrators, Instructional Support Teachers, and the Curriculum Supervisor for the respective content area. Grade level teachers recommended by principals will ensure equal representation from district schools to facilitate horizontal alignment and consistent implemetation.
This step will be ongoing as the curriculum cycle will be implemented continuously throughout the plan.
Start Date: 7/1/2018 End Date: 6/30/2021
Program Area(s):
Supported Strategies:
PA Core Standards Implementation
Comprehensive Planning Curriculum Mapping
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Data Walkthroughs
Create and implement a five year curriculum cycle
Description:
The curriculum cycle will be a five year process with the following steps:
Year 1 - Analysis of currently implemented curriculum and curricular materials
Year 2 - Design and Development of new or updated curriculum
Year 3 - Implementation of new of updated curriculum
Year 4 - Evaluation and Adjustment of new or updated curriculum - Year 1
Year 5 - Evaluation and Adjustment of new or updated curriculum - Year 2
Each curricular area will being Year 1- Analysis on a rotating basis.
Start Date: 7/1/2018 End Date: 6/30/2021
Program Area(s):
Supported Strategies:
PA Core Standards Implementation
Comprehensive Planning
Curriculum Mapping
Data Walkthroughs
Create and implement new curriculum
Description:
Following the NASD Curriculum Design and Development Process and the five year curriculum cycle, all curricula will be updated to align with PA Core Standards and Standards Aligned System.
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For the duration of this plan, all content areas will be in some phase of the five year cycle.
Start Date: 7/1/2017 End Date: 6/30/2020
Program Area(s):
Supported Strategies:
PA Core Standards Implementation
Comprehensive Planning
Curriculum Mapping Data Walkthroughs
Common Assessment within Grade/Subject
Technology and Student Achievement
Selection and adoption of updated curricular materials
Description:
Following the NASD Curriculum Design and Development Process and the five year curriculum cycle, new or updated curricular materials will be selected. These materials will support the implementation of the new or updated curriculum that aligns with PA Core Standards and Standards Aligned System.
Purchase of new materials will be based on need, alignment to new curriculum, and available financial resources.
Start Date: 7/1/2017 End Date: 6/30/2021
Program Area(s):
Supported Strategies:
PA Core Standards Implementation
Comprehensive Planning
Curriculum Mapping
Data Walkthroughs
Common Assessment within Grade/Subject
Technology and Student Achievement
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Create and implement common assessments
Description:
Using both assessments from the purchased textbook and curricular materials provider and locally created assessments, the district will use common assessments across grade levels and specific courses.
Start Date: 7/1/2018 End Date: 6/30/2021
Program Area(s):
Supported Strategies:
PA Core Standards Implementation
Comprehensive Planning
Curriculum Mapping
Data Walkthroughs
Common Assessment within Grade/Subject
Technology and Student Achievement
Goal #2: Establish a district system that fully ensures students who are academically at risk are identified early and are supported by a process that provides interventions based upon student needs and includes procedures for monitoring effectiveness.
Related Challenges:
Establish a district system that fully ensures specially designed instruction is provided to meet the unique learning needs of children with disabilities at no cost to a parent.
Indicators of Effectiveness:
Type: Annual
Data Source: School district documents
Assessment data - PSSA, Keystone Exams, PVAAS, WIDA, Benchmark Assessments, AIMSweb+, CDT, Study Island, PLATO
Specific Targets: Creation and implementation of a district-wide RTII/MTSS framework to meet the individual needs of all students
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10% increase in the number of students scoring proficient on state assessments over three years
10% decrease in the number of students scoring basic and below basic on state assessments over three years
100% of schools meet or exceed PA Growth Standard as measured by PVAAS in all content areas.
Strategies:
Response to Instruction and Intervention (RtII)
Description:
The Pennsylvania Department of Education strongly endorses the RtII model as the assessment and instructional framework to organize and implement Pennsylvania’s Standards Aligned System (SAS) to improve student achievement. RtII in PA is not viewed as a stand-alone strategy, product or program; rather it is a part of the state’s comprehensive system of continuous school improvement and provides a structure for schools to arrange and implement standards aligned instruction, core strategies, and interventions in the building to meet the academic and relational support needs of all students. (Sources: http://effectivestrategies.wiki.caiu.org/file/view/RtIIAnIntro.pdf/528272716/RtIIAnIntro.pdf) Resource: http://effectivestrategies.wiki.caiu.org/Safe+and+Supportive
SAS Alignment: Safe and Supportive Schools
SAS: Safe and Supportive Schools - Early Warning System
Description:
"The Educator Dashboard Early Warning System (EWS) is a free, voluntary tool available to all commonwealth LEAs. Building upon existing data, the EWS provides a lens through which schools are able to identify students at risk of dropping out, build a library of district-specific interventions, increase community partnerships and support schools set goals for student achievement improve student success rates." (Source: http://www.pdesas.org/Page?pageId=20) Resource: http://effectivestrategies.wiki.caiu.org/Safe+and+Supportive
SAS Alignment: Safe and Supportive Schools
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Implementation Steps:
Create a district RtII/MTSS team
Description:
A district team will be created to oversee the planning and implementation of the tiered intervention and enrichment framework at all three levels - elementary, middle school, and high school. Team members will be teachers, building principals, assistant principals, counselors, and district administrators from all three levels. The creation of the team, establishment of meeting dates and times, and establishment of goals and objectives will be evidence of implementation.
Start Date: 7/1/2018 End Date: 1/31/2019
Program Area(s):
Supported Strategies:
Response to Instruction and Intervention (RtII)
Create a scheduling framework for all three levels
Description:
An instructional and timing framework will be built by the RtII/MTSS district team to allow for a designated time in each school day for the delivery of individualized intervention and enrichment for students. The framework will be communicated to building principals, who will be responsible for creating individual building schedules using the framework. All elementary and middle schools implemented a daily WIN (What I Need) period during the 2017-2018 school year as an initial attempt to provide intervention and enrichment. The district team will work to further refine schedules and the scheduling of students for the duration of the district plan.
Start Date: 2/1/2018 End Date: 9/5/2018
Program Area(s):
Supported Strategies:
Response to Instruction and Intervention (RtII)
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Create a comprehensive intervention framework for all three levels
Description:
The RtII/MTSS team will identify and select instructional resources to use as part of the intervention framework. The team will create a continuum of intervention and enrichment for math, reading, and behavior at all three levels. The continuum will provide a guide for building data teams to assign students to appropriate interventions based on assessment data.
Start Date: 7/1/2018 End Date: 6/30/2021
Program Area(s):
Supported Strategies:
Response to Instruction and Intervention (RtII)
Identify, select, and purchase instructional materials for use in RtII/MTSS framework
Description:
AIMSweb+ and Classroom Diagnostic Tool (CDT) are diagnostic, computer adaptive assessments that will be used for universal screening and to determine the needs of individual students.
Instructional materials will be selected to create a continuum of intervention and enrichment for students at all three levels. Currently used resources such as Lexia, READ 180, Compass Learning, Dreambox, and Tier II materials available as part of our adopted textbook series will be supplemented as needed.
This step will be ongoing as additional intervention materials are added and removed based on the individual needs of students.
Start Date: 7/1/2018 End Date: 6/30/2021
Program Area(s):
Supported Strategies:
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Response to Instruction and Intervention (RtII)
Implement RtII/MTSS process
Description:
Schools will create or redefine building level data teams towards monitoring students within the RtII/MTSS framework. Data teams should include building principal, Instructional Support Teachers, counselors, and classroom teachers.
Data teams will use diagnostic data to place students in appropriate interventions or enrichments. Teams will monitor student progress through performance on universal screening and through probes available in individual progams. Data teams will review student performance at the end of each marking period or trimester. Teams will move individual students along the continuum based on progress.
Teachers will be assigned to provide intervention or enrichment during the designated time period within the schedule framework. Teachers will provide direct instruction, access to online programs, guided practice, and other learning opportunities for students assigned to their intervention or enrichment period.
Implementation will be ongoing throughout the duration of the district plan.
Start Date: 9/5/2018 End Date: 6/30/2021
Program Area(s):
Supported Strategies:
Response to Instruction and Intervention (RtII)
Goal #3: Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.
Related Challenges:
Establish a district system that fully ensures professional development is focused, comprehensive and implemented with fidelity.
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Indicators of Effectiveness:
Type: Annual
Data Source: School district documents
Assessment data - PSSA, Keystone Exams, PVAAS, WIDA, benchmark assessments, AIMSweb+, CDT, Study Island, PLATO
Specific Targets: Implement a comprehensive Academic Plan
10% increase in the number of students scoring proficient on state assessments over three years
10% decrease in the number of students scoring basic and below basic on state assessments over three years
100% of schools will meet or exceed PA Growth Standard as measured by PVAAS
Strategies:
Differentiated Instruction
Description:
"Learning Styles: Concepts and Evidence http://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf Learning Styles http://en.wikipedia.org/wiki/Learning_styles#cite_note-33 WWC: Assisting Students Struggling with Reading: Response to Intervention and Multi-Tier Intervention in the Primary Grades http://ies.ed.gov/ncee/wwc/pdf/practice_guides/rti_reading_pg_021809.pdf Differentiated Instruction Reexamined http://www.hepg.org/hel/article/499 Investigating the Impact of Differentiated Instruction in Mixed Ability Classrooms http://www.icsei.net/icsei2011/Full%20Papers/0155.pdf Resource: http://effectivestrategies.wiki.caiu.org/Instructional+Practices "
SAS Alignment: Assessment, Instruction
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Differentiating Instruction
Description:
Empirical validation of differentiated instruction as a package was not found; however, a large number of testimonials and classroom examples of positive effects have been reported. (Sources: Learning Styles: Concepts and Evidence, http://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf ; Learning Styles, http://en.wikipedia.org/wiki/Learning_styles#cite_note-33 ; WWC: Assisting Students Struggling with Reading: Response to Intervention and Multi-Tier Intervention in the Primary Grades, http://ies.ed.gov/ncee/wwc/pdf/practice_guides/rti_reading_pg_021809.pdf Differentiated Instruction Reexamined, http://www.hepg.org/hel/article/499; Investigating the Impact of Differentiated Instruction in Mixed Ability Classrooms, http://www.icsei.net/icsei2011/Full%20Papers/0155.pdf )
SAS Alignment: Instruction
Charlotte Danielson Framework
Description:
The Framework for Teaching is a research-based set of components of instruction, aligned to the INTASC standards, and grounded in a constructivist view of learning and teaching. The complex activity of teaching is divided into 22 components (and 76 smaller elements) clustered into four domains of teaching responsibility. (Source: http://www.danielsongroup.org/framework/) Resource: http://effectivestrategies.wiki.caiu.org/Curriculum+Framework
SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction
Instructional Coaching
Description:
Kansas Coaching Project: Instructional coaches are on-site professional developers who teach educators how to use proven instructional methods. To be successful in this role, coaches must be skilled in a variety of roles, including public relations guru, communicator extraordinaire, master organizer and, of course, expert educator. (Source: http://instructionalcoach.org/about/about-coaching) Resource: http://effectivestrategies.wiki.caiu.org/Professional+Development
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SAS Alignment: Assessment, Curriculum Framework, Instruction, Materials &
Resources
5 Characteristics for High Quality Professional Development
Description:
"According to the research, high-quality professional-learning opportunities for teachers contain the following five characteristics:
Aligns with school goals, state and district standards and assessments, and other professional-learning activities.
Focuses on core content and modeling of teaching strategies for the content. Includes opportunities for active learning of new teaching strategies. Provides the chance for teachers to collaborate. Includes follow-up and continuous feedback.
Dr. Jana Hunzicker, Assistant Professor, Department of Teacher Education, Bradley University, June 2010." (Source http://files.eric.ed.gov/fulltext/ED510366.pdf) Resource: http://effectivestrategies.wiki.caiu.org/Professional+Development
SAS Alignment: Safe and Supportive Schools
Instructional Practices for an Effective Classroom
Description:
Research shows that the link between classroom behavior and instruction is a powerful one. Certain instructional practices are associated with increased task-appropriate behavior. Here’s how you, the classroom teacher, can take advantage of this link to improve instruction and overall behavior. Pennsylvania Department of Education, Bureau of Special Education, Pennsylvania Training and Technical Assistance Network. Checklist adapted from Darch, C. B. and Kameenui, E. J. (2004). Instructional Classroom Management. Canada: Pearson Prentice Hall. (Source: http://effectivestrategies.wiki.caiu.org/file/view/InstrPrac.pdf/528265932/InstrPrac.pdf) Resource: http://effectivestrategies.wiki.caiu.org/Instructional+Practices
SAS Alignment: Instruction
Reading Across the Curriculum
Description:
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"This report looks at what reading across the curriculum interventions states and districts might consider in their plans to improve reading outcomes at the secondary level. Seven interventions were identified for review: ReadAbout, Reading in the Content Areas, Concept-Oriented Reading Instruction (CORI), CReating Independence through Student-owned Strategies (CRISS), Reading Apprenticeship, Literacy First, and Strategic Instruction Model–Content Literacy Continuum (SIM–CLC). While not an exhaustive list of the professional development interventions available, these seven represent the types of external support that schools might access. Of the seven interventions, only Concept-Oriented Reading Instruction has had several quasi-experimental studies and an experimental study conducted on its effectiveness. In addition, four interventions—ReadAbout, CReating Independence through Student-owned Strategies, Reading Apprenticeship, and Strategic Instruction Model–Content Literacy Continuum—are currently the focus of federally funded studies that will examine the interventions’ effectiveness through experimental studies." (Source: http://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/REL_2007003.pdf) Resource: http://effectivestrategies.wiki.caiu.org/Instructional+Practices
SAS Alignment: Instruction
Data Walkthroughs
Description:
Schedule weekly walkthroughs to classrooms and conduct a follow-up meeting to provide specific feedback and recommendations. Resource: http://effectivestrategies.wiki.caiu.org/Using+Data
SAS Alignment: Assessment, Instruction
PLCs - Professional Learning Communities
Description:
Richard DuFour, Barth, R. (1991). Restructuring schools: Some questions for teachers and principals. Phi Delta Kappan, 73(2), 123–128. Marzano, R. (2003). What works in schools: Translating research into action. Alexandria, VA: ASCD. Learning Forward (2014). 3 Keys to Keep Learning Communities Focused on the Learning. (Sources: http://effectivestrategies.wiki.caiu.org/file/view/Transforming%20Professional%20Learning.pdf/543104478/Transforming%20Professional%20Learning.pdf, http://www.ascd.org/publications/educational-leadership/may04/vol61/num08/What-Is-a-Professional-Learning-Community%C2%A2.aspx) Resources: http://effectivestrategies.wiki.caiu.org/Using+Data, http://effectivestrategies.wiki.caiu.org/Professional+Development
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SAS Alignment: Assessment, Instruction
25 Quick Formative Assessments for a Differentiated Classroom
Description:
Scholastic: Judith Doge - Formative assessments are ongoing assessments, observations, summaries, and reviews that inform teacher instruction and provide students feedback on a daily basis (Fisher & Frey, 2007). While assessments are always crucial to the teaching and learning process, nowhere are they more important than in a differentiated classroom, where students of all levels of readiness sit side by side. Without the regular use of formative assessment, or checks for understanding, how are we to know what each student needs to be successful in our classroom? How else can we ensure we are addressing students’ needs instead of simply teaching them what we think they need? (Source: http://store.scholastic.com/content/stores/media/products/samples/21/9780545087421.pdf) Resource: http://effectivestrategies.wiki.caiu.org/Assessment
SAS Alignment: Assessment
Implementation Steps:
Implementing the Academic Plan with fidelity
Description:
The Academic Plan provides a framework for instructional planning, delivery, and reflection for all teachers. All professional staff will receive training on the Academic Plan and will be responsible for consistent implementation. Principals and curriculum supervisors will ensure implementation as part of teacher evaluation, including observations and walkthroughs conducted on a regular basis.
Start Date: 7/1/2018 End Date: 6/30/2021
Program Area(s): Professional Education
Supported Strategies:
Charlotte Danielson Framework
Instructional Coaching
Instructional Practices for an Effective Classroom
Reading Across the Curriculum Data Walkthroughs
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25 Quick Formative Assessments for a Differentiated Classroom
Create and implement a three to five year professional development plan
Description:
The district will develop a three to five year professional development plan. The focus will be to provided a differentiated plan where teachers will have some ability to direct their own learning to increase ownership and commitment to self growth and improvement. Evidence will be creation a formal plan that is implemented in the 2019-2020 school year.
Start Date: 7/1/2018 End Date: 6/30/2019
Program Area(s): Professional Education
Supported Strategies:
Differentiated Instruction
Differentiating Instruction
Charlotte Danielson Framework
Instructional Coaching
5 Characteristics for High Quality Professional Development
Instructional Practices for an Effective Classroom
Reading Across the Curriculum PLCs - Professional Learning Communities
25 Quick Formative Assessments for a Differentiated Classroom
Teaching diverse learners in an inclusive setting
Description:
Teachers will receive professional development on instructional techniques, including differentiated instruction, cooperative learning, text dependent questioning, and effective instructional strategies from Doug Lemov's "Teach Like a Champion", Mike Schmoker's "Focus" and "Leading with Focus", and Carol Tomlinson's "Differentiated Instruction". Evidence of implementation will be completion of training and observation of practices in teacher classrooms. Training will be ongoing throughout the three year plan and will continue to build on teacher knowledge and skills. This will allow for the teaching of diverse learners in an inclusive setting with greater frequency and success.
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Start Date: 7/1/2018 End Date: 6/30/2021
Program Area(s): Professional Education
Supported Strategies:
Differentiated Instruction
Differentiating Instruction
Charlotte Danielson Framework
Instructional Coaching 5 Characteristics for High Quality Professional Development
Instructional Practices for an Effective Classroom
Reading Across the Curriculum
Data Walkthroughs
PLCs - Professional Learning Communities
25 Quick Formative Assessments for a Differentiated Classroom
Improving Language and Literacy acquisition
Description:
Teachers will receive professional development on instructional techniques, including differentiated instruction, reading across the curriculum, and instructional practices for an effective classroom, towards improving language and literacy acquistion. Evidence of implementation will be completion of training and observation of practice in teacher classrooms. Training will be ongoing throughout the three year plan and will continue to build on teacher knowledge and skills. Data should indicated increased performance on WIDA when taken by EL students and increased participation and performance in the regular education setting.
Start Date: 7/1/2018 End Date: 6/30/2021
Program Area(s):
Supported Strategies:
Differentiated Instruction
Differentiating Instruction
Instructional Practices for an Effective Classroom
Reading Across the Curriculum
PLCs - Professional Learning Communities
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Goal #4: Establish a district system that fully ensures each member of the district community promotes, enhances and sustains a shared vision of positive school climate and ensures family and community support of student participation in the learning process.
Related Challenges:
Establish a district system that fully ensures classrooms are staffed with highly qualified teachers.
Indicators of Effectiveness:
Type: Annual
Data Source: School district documents
School district data - attendance, discipline
Specific Targets: All stakeholders are trained and implementing the principles and practices of cultural proficiency.
Increased student attendance
Decrease in number and severity of discipline infractions
Strategies:
Cultural Proficiency
Description:
"Cultural proficiency is a model for shifting the culture of the school or district; it is a model for individual transformation and organizational change. Cultural proficiency is a mind-set, a worldview, a way a person or an organization make assumptions for effectively describing, responding to, and planning for issues that arise in diverse environments. For some people, cultural proficiency is a paradigm shift from viewing cultural differences as problematic to learning how to interact effectively with other cultures."
Exerpt from "Cultural Proficiency: A Manual for School Leaders", Third Edition, by Lindsey, Robins, and Terrell
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SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction,
Materials & Resources, Safe and Supportive Schools
PDE's School Climate Surveys
Description:
http://www.paschoolclimatesruvey.org/Documents/AnalysisToolkit/PA-Guidelines-for-Using-AIRs-Conditions-for-Learning-Survey.pdf
Schools' efforts to implement programs and strategies designed to help all students achieve high academic standards are most effective if they include multiple components. One important component is to mitigate potentially negative effects of students' experiences by creating and maintaining within the school effective conditions for learning.
SAS Alignment: Safe and Supportive Schools
Parent Communication Strategies - Listserv, Blogs, Facebook,
Private and Secure Social Media Network, Online Gradebook
and/or Attendance Tracker, Podcasts, Text Messaging, Tumblr,
Twitter, Wikispaces, YouTube, Online/Paper Surveys
Description:
(Source: http://www.readingrockets.org/article/building-parent-teacher-relationships) Resource: http://effectivestrategies.wiki.caiu.org/Parent+Involvement
SAS Alignment: Materials & Resources, Safe and Supportive Schools
Implementation Steps:
Create and implement a cultural proficiency plan for all
stakeholders
Description:
The district will create a plan to increase the cultural proficiency and competency of all stakeholders. Using "Cultural Proficiency: A Manual for School Leaders" by Lindsey, Robins, and Terrell and "Courageous
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Conversations About Race" by Singleton, the district will offer professional development in cycles, beginning with administration, and moving progressively to instructional and support staff, students, parents, and community stakeholders.
Start Date: 7/1/2018 End Date: 6/30/2021
Program Area(s):
Supported Strategies:
Cultural Proficiency
Utilize Student Surveys
Description:
Using PDE's School Climate Survey Toolkit, perceptional data will be collected from students. A forum to discuss and identify issues, offer suggestions and improvements, and develop plans to implement improvements will be established and implemented.
The use of student surveys will become an ongoing practice and will be utilized at least annually by the district throughout the implementation of this plan.
Start Date: 7/1/2018 End Date: 6/30/2021
Program Area(s):
Supported Strategies:
PDE's School Climate Surveys
Recognition of Accomplishments
Description:
A system to regularly recognize and celebrate the accomplishments of staff and students will be created and implemented. The system will include
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publicity through district media - website, NASD TV, school district publications - and recognition ceremonies.
Start Date: 7/1/2018 End Date: 6/30/2019
Program Area(s):
Supported Strategies:
Parent Communication Strategies - Listserv, Blogs, Facebook, Private and Secure Social Media Network, Online Gradebook and/or Attendance Tracker, Podcasts, Text Messaging, Tumblr, Twitter, Wikispaces, YouTube, Online/Paper Surveys
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Appendix: Professional Development Implementation
Step Details
LEA Goals Addressed:
Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.
Strategy #1: Charlotte Danielson Framework
Strategy #2: Instructional Coaching
Strategy #3: Instructional Practices for an Effective Classroom
Strategy #4: Reading Across the Curriculum
Strategy #5: Data Walkthroughs
Strategy #6: 25 Quick Formative Assessments for a Differentiated Classroom
Start End Title Description
7/1/2018 6/30/2021 Implementing the Academic
Plan with fidelity
The Academic Plan provides a framework for instructional planning, delivery, and
reflection for all teachers. All professional staff will receive training on the
Academic Plan and will be responsible for consistent implementation. Principals
and curriculum supervisors will ensure implementation as part of teacher
evaluation, including observations and walkthroughs conducted on a regular basis.
Person Responsible SH S EP Provider Type App. Assistant
Superintendent 2.0 2 900 District Staff School
Entity Yes
Knowledge Teachers will understand research-based practices related to instructional planning, instructional delivery, and
reflection.
Supportive Research
Charlotte Danielson's Framework for Teaching
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Work of Hunter, Fisher and Fry, Burns, and Marzano
Doug Lemov's "Teach Like a Champion" techniques
Standards Aligned System
Mike Schmoker's "Leading with Focus"
Designed to Accomplish
For classroom teachers, school counselors and education specialists:
Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.
For school and district administrators, and other educators seeking leadership roles:
Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
Training Format
Series of Workshops
Participant Roles
Classroom teachers
Principals / Asst. Principals
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
Evaluation Methods
Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.
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Lesson modeling with mentoring
Joint planning period activities
Journaling and reflecting
Review of participant lesson plans
LEA Goals Addressed:
Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.
Strategy #1: Differentiated Instruction
Strategy #2: Differentiating Instruction
Strategy #3: Charlotte Danielson Framework
Strategy #4: Instructional Coaching
Strategy #5: 5 Characteristics for High Quality Professional Development
Strategy #6: Instructional Practices for an Effective Classroom
Strategy #7: Reading Across the Curriculum
Strategy #8: Data Walkthroughs
Strategy #9: PLCs - Professional Learning Communities
Strategy #10: 25 Quick Formative Assessments for a Differentiated Classroom
Start End Title Description
7/1/2018 6/30/2021 Teaching diverse learners in
an inclusive setting
Teachers will receive professional development on instructional techniques,
including differentiated instruction, cooperative learning, text dependent
questioning, and effective instructional strategies from Doug Lemov's "Teach Like a
Champion", Mike Schmoker's "Focus" and "Leading with Focus", and Carol
Tomlinson's "Differentiated Instruction". Evidence of implementation will be
completion of training and observation of practices in teacher classrooms. Training
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will be ongoing throughout the three year plan and will continue to build on teacher
knowledge and skills. This will allow for the teaching of diverse learners in an
inclusive setting with greater frequency and success.
Person Responsible SH S EP Provider Type App. Assistant
Superintendent, Curriculum Supervisors
2.0 6 900 District Staff School Entity
Yes
Knowledge Teachers will learn and implement various instructional techniques, including differentiated instruction and
cooperative learning.
Supportive Research
Charlotte Danielson's Framework for Teaching
Work of Hunter, Fisher and Fry, Burns, and Marzano
Mike Schmoker's "Focus" and "Leading with Focus"
Doug Lemov's "Teach Like a Champion"
Carol Tomlinson's "Differentiated Instruction"
Standards Aligned System
Designed to Accomplish
For classroom teachers, school counselors and education specialists:
Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.
For school and district administrators, and other educators seeking leadership
Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
147
roles:
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 implementation outcomes, with involvement of administrator and/or peers
Creating lessons to meet varied student learning styles
Peer-to-peer lesson discussion
Lesson modeling with mentoring
Joint planning period activities
Evaluation Methods
Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.
Review of participant lesson plans
Review of written reports summarizing instructional activity
Portfolio
LEA Goals Addressed:
Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.
Strategy #1: Differentiated Instruction
Strategy #2: Differentiating Instruction
Strategy #3: Instructional Practices for an Effective Classroom
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Strategy #4: Reading Across the Curriculum
Strategy #5: PLCs - Professional Learning Communities
Start End Title Description
7/1/2018 6/30/2021 Improving Language and
Literacy acquisition
Teachers will receive professional development on instructional techniques,
including differentiated instruction, reading across the curriculum, and instructional
practices for an effective classroom, towards improving language and literacy
acquistion. Evidence of implementation will be completion of training and
observation of practice in teacher classrooms. Training will be ongoing throughout
the three year plan and will continue to build on teacher knowledge and skills. Data
should indicated increased performance on WIDA when taken by EL students and
increased participation and performance in the regular education setting.
Person Responsible SH S EP Provider Type App. Assistant
Superintendent, Curriculum Supervisors
2.0 6 900 District Staff School Entity
Yes
Knowledge Teachers will learn and implement strategies that will allow for improve langauge and literacy acquisition,
particularly for ELL students.
Supportive Research
Reading Across the Curriculum
Differentiated Instruction
Instructional practices for highly effective classrooms.
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
149
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
Participant Roles
Classroom teachers
Principals / Asst. Principals
School counselors
Paraprofessional
Grade Levels
Elementary - Primary (preK - grade 1)
Elementary - Intermediate (grades 2-5)
Middle (grades 6-8)
High (grades 9-12)
Follow-up Activities
Creating lessons to meet varied student learning styles
Peer-to-peer lesson discussion
Lesson modeling with mentoring
Joint planning period activities
Evaluation Methods
Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.
Standardized student assessment data other than the PSSA
Classroom student assessment data
Review of participant lesson plans
150
LEA Goals Addressed:
Establish a district system that fully ensures each member of the district community promotes, enhances and sustains a shared vision of positive school climate and ensures family and community support of student participation in the learning process.
Strategy #1: Cultural Proficiency
Start End Title Description
7/1/2018 6/30/2021 Create and implement a
cultural proficiency plan for all stakeholders
The district will create a plan to increase the cultural proficiency and competency of
all stakeholders. Using "Cultural Proficiency: A Manual for School Leaders" by
Lindsey, Robins, and Terrell and "Courageous Conversations About Race" by
Singleton, the district will offer professional development in cycles, beginning with
administration, and moving progressively to instructional and support staff,
students, parents, and community stakeholders.
Person Responsible SH S EP Provider Type App. Superintendent 2.0 18 900 Dr. Barbara Moore Williams Individual Yes
Knowledge
Participants will learn the the four tools regarding cultural proficiency: the cultural proficiency continuum,
barriers to cultural proficiency, essential elements of cultural proficiency, and the guiding principles of cultural
proficiency. Participants will be expected to apply their learning to their individual school settings.
Supportive Research
"Cultural Proficiency: A Manual for School Leaders" by Lindsey, Robins, and Terrell
"Courageous Conversations About Race" by Singleton
Designed to Accomplish
For classroom teachers, school counselors and education specialists:
Empowers educators to work effectively with parents and community partners.
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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
Supt / Ast Supts / CEO / Ex Dir
School counselors
Paraprofessional
Classified Personnel
New Staff Other educational
specialists
Related Service Personnel
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
Journaling and reflecting
Evaluation Methods
Participant survey
152
District Level Affirmations
We affirm that this District Level Plan was developed in accordance, and will comply with the
applicable provisions of 22 Pa. Code, Chapters 4, 12, 16, and 49. We also affirm that the contents are
true and correct and that the plan was placed for public inspection in the school district/AVTS
offices and in the nearest public library until the next regularly scheduled meeting of the board or
for a minimum or 28 days whichever comes first.
We affirm that the responses in the Professional Education Core Foundations and the Professional
Development Implementation Steps focus on the learning needs of each staff member to enable all
staff members meet or exceed the Pennsylvania academic standards in each of the core subject
areas.
No signature has been provided
Board President
No signature has been provided
Superintendent/Chief Executive Officer
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Special Education Affirmations
We also affirm our understanding that any requests for any deviations from the Chapter 14
regulations, standards, policies, and procedures must be made in writing to the Pennsylvania
Department of Education. The school district understands that the Special Education Component of
the District Level Plan will be approved by PDE in accordance with the following criteria as set forth
in 22 Pa. School Code § 14.104 and as part of the District Level Plan:
1. There are a full range of services, programs and alternative placements available to the
school district for placement and implementation of the special education programs in the
school district.
2. The school district has adopted a child find system to locate, identify and evaluate young
children and children who are thought to be a child with a disability eligible for special
education residing within the school district's jurisdiction. Child find data is collected,
maintained, and used in decision-making. Child find process and procedures are evaluated
for its effectiveness. The school district implements mechanisms to disseminate child find
information to the public, organizations, agencies, and individuals on at least an annual basis.
3. The school district has adopted policies and procedures that assure that students with
disabilities are included in general education programs and extracurricular and non-
academic programs and activities to the maximum extent appropriate in accordance with an
Individualized Education Program.
4. The school district will comply with the PA Department of Education, Bureau of Special
Education's revision notice process.
5. The school district follows the state and federal guidelines for participation of students with
disabilities in state and district-wide assessments including the determination of
participation, the need for accommodations, and the methods of assessing students for
whom regular assessment is not appropriate.
6. The school district affirms the Pennsylvania Department of Education that funds received
through participation in the medical assistance reimbursement program, ACCESS, will be
used to enhance or expand the current level of services and programs provided to students
with disabilities in this local education agency.
We affirm that the school district has completed a 28 day public inspection and comment period as
required under 22 PA Code § 4.13 (d) prior to the school entity's governing board approval and
submission to the Department of Education (Bureau of Special Education).
No signature has been provided
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Board President
No signature has been provided
Superintendent/Chief Executive Officer