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District Profile
Demographics
55 W Water St Middletown, PA 17057-1448 (717) 948-3300 Superintendent: Dr. Lori Suski
Planning Process
In October 2011, the Board of School Directors appointed School Board members, community members, local business representatives, parents, and students to participate on the Middletown Area School District's Comprehensive Planning Committee. All school and district administrators were named to the committee. Teachers were selected by their peers to participate on the committee. A total of 45 individuals comprised the full committee. On November 7, 2011, the Committee met for the first time. An overview of the new comprehensive planning process was provided by the former Assistant Superintendent (now Superintendent of Schools). Subcommittees for Special Education, Professional Education, Technology, and Safe & Supportive Schools were formed during this meeting. The full committee continued to meet monthly from December 2011 - May 2012. Subcommittee work occurred between full committee meetings. Each month the full committee would meet to review the work done by the various subcommittees. Goals and action plans were developed by a subcommittee and taken to the full committee for review and feedback. The full committee met again on September 17 and October 15, 2012 to review the finalized plans. The comprehensive plan was presented to the Middletown Area School District Board of Education on October 22, 2012. The plan was then available for public inspection until November 19, 2012. The plan will be approved by the Board on November 19 and submitted to the PA Department of Education by November 30, 2012 in compliance with Chapter 4 regulations.
Mission Statement
The mission of the Middletown Area School District is to educate students so that they value learning, are socially responsible, and are prepared to lead productive and successful lives.
Vision Statement
The vision of the Middletown Area School District is for all students to graduate equipped with the knowledge and skills that will enable them to thrive in a rapidly changing world.
Shared Values
We believe that
curriculum, instruction, and assessment should be continually monitored and adapted to ensure educational excellence.
a safe, orderly, nurturing, and bully-free environment promotes effective teaching and learning.
continuous training and development enables employees to improve their knowledge and skills to meet the needs of the organization.
we must prepare students to be ready for a career and have the ability to access the necessary post-secondary training to be successful.
we can provide a quality educational program consistent with these values while being fiscally responsible.
Educational Community
Middletown Area School District is located in the southern portion of Dauphin County, ten miles east of the city of Harrisburg. The District encompasses approximately 17 square miles, including Lower Swatara Township, The Borough of Royalton, and the Borough of Middletown. Lower Swatara Township is comprised of 14.8 square miles and has a population of 8,268. The median home value is $171,420, and the home ownership rate is 90%. The average household income is $57,314. The ethnic makeup of Lower Swatara Township is as follows:
Ethnicity Percentage White 92.6 Black 3.0 Asian 1.6 Two or More .9 Hispanic 1.9 The Borough of Royalton is comprised of .35 square miles, with a population of 907. The median home value is $75,700, with a homeownership rate of 62.9%. The average household income in Royalton is $44, 166. The ethnic makeup of the Borough of Royalton is as follows:
The Borough of Middletown is comprised of 2.04 square miles with a population of 8,901. The median home value is $119,779 and the homeownership rate is 50%. The average household income is $50,212. The ethnic makeup of the Borough of Middletown is as follows:
Ethnicity Percentage White 81.3 Black 7.9 Asian 1.8 Two or More 3.0 Indian .3 Hispanic 5.7 The District operates three elementary schools, one middle school, and one high school. Over the past twelve years, student enrollment has experienced a steady decrease. The present enrollment of 2,349 students represents a decrease of 435 students (a 15.6% decrease) since the year 2000. The overall percentage of students enrolled in the District receiving free or reduced lunch has increased significantly over the past twelve years as illustrated by the chart below.
At Fink Elementary School, 67% of the students currently receive a free or reduced lunch. Support services are available to meet the diverse needs of the Districts student population. In addition to traditional teaching and administrative positions, the following employees are maintained to assist students and families: social worker, student and family services specialist, school resource officer, three school psychologists, and a career coordinator. The District partners with the community to offer Communities That Care. Through this initiative, the District provides after school and evening activities and programs for youth and their families to promote healthy behaviors. Full day kindergarten is provided for all kindergarten age students in the District, and numerous supplemental reading programs, including Read 180 and Study Island, are available through federal, state, and local funding at all grades. After school tutoring is available to students in grades kindergarten through twelve. A broad spectrum of special education programs are provided to meet the needs of
students with disabilities. These include: supplemental and itinerant learning support, speech and language support, autistic support, life skills support, and multiple disabilities support. The District employs two English as a Second Language teachers to support the students in the District who are in need of this service. Additionally, teachers of the gifted are present in all schools to provide appropriate gifted support services to students. A variety of Advanced Placement courses are offered for students at the High School, and all students in Middletown Area Middle School receive eighty-six minutes of mathematics instruction and eighty-six minutes of reading/language arts instruction on a daily basis. Middletown Area High School has been nationally recognized for its work in preparing students for college and career readiness. Through its Pathways to Pride Program, staff has successfully connected careers, curriculum, and character education for students. Students at Middletown Area High School are provided with numerous college and career readiness opportunities including: internships, work incentive programs, online learning opportunities, and participation in courses specially designed to assist them in discovering their interests, skills, values, and personalities. Middletown Area School District has established numerous articulation agreements with colleges and universities in surrounding areas, providing access to dual enrollment opportunities for students wishing to take college courses while enrolled in high school. Additional programs are available to address special interests or needs of District students. These include Dauphin County Technical School and the Capital Area School for the Arts. The District, in conjunction with Capital Area Online Learning Association, is proud to offer Raider Academy, a cyber school in which students may complete coursework in an alternative setting to that of the traditional high school. Students enrolled in Raider Academy have the opportunity to earn a diploma from Middletown Area School District. Students enrolled in Middletown Area School District are provided with the opportunity to participate in instrumental and vocal music instruction and productions, dramatic and theatrical productions, full spectrum athletic programs, and student organizations such as Key Club, Student Council, and National Honor Society. Changes in the Districts instructional programs have resulted in the need for additional classroom space and improved infrastructure. Outdated District facilities have been renovated to accommodate these changes. A new elementary school (Robert Reid Elementary School) was dedicated in 2002 and a new middle school (Middletown Area Middle School) was opened during the fall of the 2007-08 school year. Additionally, Fink Elementary School was renovated during the 2007-08 school year. A recent review of the Districts facilities indicated the need for action to be taken with regard to the condition of the high school. Currently, the District is exploring the possibility of constructing a new high school due to the age of the existing high school (the building was constructed in 1962) and its failing systems, which have become increasingly difficult to repair. PlanCon parts A and B were submitted to the Pennsylvania Department of Education on October 1, 2012 in order to place the District in a position to seek state reimbursement funding should it embark on a construction project in the future.
Planning Committee
Name Paula Alcock Ross Berger Susan Blatt Earl Bright IV John Brougher Michael Carnes David Coffey Kevin Cook Joe Crown Julie Deibler Rebecca DeLisio Lori DeVelin Marie Drazenovich David Franklin Bethany Fratus Alexis Giulivo Andrea Holtry Ashley Houseal Patrick Hruz Dr. Chelton Hunter David John Gail Jones Barbara Layne Dr. Julie Lombardi Michael MacDonald Amy McPhilemy William Meiser William Mills Marianne Moore Jennifer Moore Christine Mostoller Role Parent Business Representative Middle School Teacher - Special Education Administrator Instructional Technology Director/Specialist Administrator Middle School Teacher - Regular Education Administrator Community Representative Parent Special Education Director/Specialist Parent Student Services Director/Specialist Administrator Ed Specialist - School Psychologist Student Secondary School Teacher - Regular Education Elementary School Teacher - Regular Education Administrator Administrator Board Member Elementary School Teacher - Regular Education Board Member Business Representative Elementary School Teacher - Regular Education Ed Specialist - Social Restoration Administrator Administrator Elementary School Teacher - Regular Education Middle School Teacher - Regular Education Student Curriculum Director/Specialist
Jodi Neuschwander Pablo Orellana Pamela Price Christopher Sattele Thomas Shaffer Ray Shearer Justin Smith John Soubik Robert Stitt Dr. Lori Suski Richard Swartz Jan Zeager Heidi Zula Michael Zupanovic
Ed Specialist - School Nurse Student Board Member Administrator Administrator Secondary School Teacher - Regular Education Elementary School Teacher - Regular Education Business Representative Secondary School Teacher - Regular Education Administrator Community Representative Secondary School Teacher - Special Education Administrator Middle School Teacher - Regular Education
Core Foundations
Standards
Mapping and Alignment
Elementary Education Primary Level Standards Arts and Humanities Career Education and Work Civics and Government Economics English Language Arts Environment and Ecology Family and Consumer Sciences Mapping Accomplished Accomplished Accomplished Accomplished Developing Accomplished Needs Improvement Accomplished Accomplished Accomplished Non Existent Alignment Accomplished Accomplished Accomplished Accomplished Developing Accomplished Needs Improvement Accomplished Accomplished Accomplished Non Existent Developing Accomplished Developing Developing Accomplished Accomplished Accomplished Accomplished Non Existent
Geography Health, Safety and Physical Education History Literacy in History/Social Studies, Science and Technical Subjects Mathematics Developing Science and Technology Accomplished Alternate Academic Content Standards for Math Developing Alternate Academic Content Standards for Reading Developing American School Counselor Association for Students Accomplished Early Childhood Education: Infant-Toddler→Second Grade Accomplished English Language Proficiency Accomplished Interpersonal Skills Accomplished School Climate Non Existent Explanation for standard areas checked "Needs Improvement" or "Non Existent": Curriculum is under review due to the recently adopted Common Core Standards.
Some FCS standards are included in Social Studies and Science curriculum but not mapped K-2. School Climate standards are still under development.
Elementary Education Intermediate Level Standards Arts and Humanities Career Education and Work Civics and Government Economics English Language Arts Environment and Ecology Family and Consumer Sciences
Mapping Accomplished Accomplished Accomplished Accomplished Developing Accomplished Needs Improvement Accomplished Accomplished Accomplished Non Existent
Alignment Accomplished Accomplished Accomplished Accomplished Developing Accomplished Needs Improvement Accomplished Accomplished Accomplished Non Existent Developing Accomplished Developing Developing Accomplished Accomplished Accomplished Non Existent
Geography Health, Safety and Physical Education History Literacy in History/Social Studies, Science and Technical Subjects Mathematics Developing Science and Technology Accomplished Alternate Academic Content Standards for Math Developing Alternate Academic Content Standards for Reading Developing American School Counselor Association for Students Accomplished English Language Proficiency Accomplished Interpersonal Skills Accomplished School Climate Non Existent Explanation for standard areas checked "Needs Improvement" or "Non Existent": Curriculum is under review due to the recently adopted Common Core Standards.
Some FCS standards are included in Social Studies and Science curriculum but not mapped K-2. School Climate standards are still under development.
Middle Level Standards Arts and Humanities Career Education and Work Civics and Government Economics English Language Arts Environment and Ecology Mapping Accomplished Accomplished Accomplished Developing Developing Accomplished Alignment Accomplished Accomplished Accomplished Developing Developing Accomplished
Family and Consumer Sciences Accomplished Geography Accomplished Health, Safety and Physical Education Accomplished History Accomplished Literacy in History/Social Studies, Science and Technical Developing Subjects Mathematics Developing Science and Technology Accomplished Alternate Academic Content Standards for Math Accomplished Alternate Academic Content Standards for Reading Accomplished American School Counselor Association for Students Accomplished English Language Proficiency Accomplished Interpersonal Skills Accomplished School Climate Non Existent World Language Non Existent Explanation for standard areas checked "Needs Improvement" or "Non Existent": Common Core standards have not yet been implemented. World Language instruction begins at Grade 9. School Climate standards have not yet been adopted.
Accomplished Accomplished Accomplished Accomplished Developing Developing Accomplished Accomplished Accomplished Accomplished Accomplished Developing Non Existent Non Existent
High School Level Standards Arts and Humanities Career Education and Work Civics and Government Economics English Language Arts Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education History Literacy in History/Social Studies, Science and Technical Subjects Mathematics Science and Technology Mapping Accomplished Accomplished Accomplished Accomplished Developing Accomplished Accomplished Accomplished Accomplished Accomplished Needs Improvement Developing Accomplished Alignment Accomplished Accomplished Accomplished Accomplished Developing Accomplished Accomplished Accomplished Accomplished Accomplished Needs Improvement Developing Accomplished
Alternate Academic Content Standards for Math Accomplished Accomplished Alternate Academic Content Standards for Reading Accomplished Accomplished American School Counselor Association for Students Accomplished Accomplished English Language Proficiency Accomplished Accomplished Interpersonal Skills Developing Developing School Climate Non Existent Non Existent World Language Accomplished Accomplished Explanation for standard areas checked "Needs Improvement" or "Non Existent": Common Core standards have not yet been implemented. Curriculum is aligned to PA Academic Standards. School Climate standards have not yet been adopted.
Adaptations
Elementary Education Primary Level Arts and Humanities Career Education and Work Civics and Government Economics English Language Arts Environment and Ecology Geography Health, Safety and Physical Education History Mathematics Science and Technology Elementary Education Intermediate Level Arts and Humanities Career Education and Work Civics and Government Economics English Language Arts Environment and Ecology Geography Health, Safety and Physical Education History Mathematics
Middle Level Arts and Humanities Career Education and Work Civics and Government English Language Arts Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education History Mathematics Science and Technology High School Level Arts and Humanities Career Education and Work Civics and Government Economics English Language Arts Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education History Mathematics Science and Technology Explanation for any standards checked: All curriculum areas have been mapped and aligned to the PA Academic Standards.
Curriculum
Planned Instruction
Elementary Education Primary Level Curriculum Characteristics Content, including materials and activities and estimated instructional time to be Status Accomplished
devoted to achieving the academic standards are identified. Objectives of planned courses, instructional units or interdisciplinary studies to be Accomplished achieved by all students are identified for each subject area. Procedures for measurement of mastery of the objectives of a planned course, Accomplished instructional unit or interdisciplinary studies are identified. The relationship between the objectives of a planned course, instructional unit or Accomplished interdisciplinary studies and academic standards are identified. Processes used to ensure Accomplishment: Curriculum mapping provides objectives, content, materials, activities, and assessments for each subject area. Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the District plans to address their incorporation: N/A
Status
Content, including materials and activities and estimated instructional time to be Accomplished devoted to achieving the academic standards are identified. Objectives of planned courses, instructional units or interdisciplinary studies to be Accomplished achieved by all students are identified for each subject area. Procedures for measurement of mastery of the objectives of a planned course, Accomplished instructional unit or interdisciplinary studies are identified. The relationship between the objectives of a planned course, instructional unit or Accomplished interdisciplinary studies and academic standards are identified. Processes used to ensure Accomplishment: Curriculum mapping provides objectives, content, materials, activities, and assessments for each subject area. Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the District plans to address their incorporation: N/A
Middle Level Curriculum Characteristics Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified. Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area. Status Accomplished Accomplished
Procedures for measurement of mastery of the objectives of a planned course, Accomplished instructional unit or interdisciplinary studies are identified. The relationship between the objectives of a planned course, instructional unit or Accomplished interdisciplinary studies and academic standards are identified. Processes used to ensure Accomplishment: Curriculum mapping provides objectives, content, materials, activities, and assessments for each subject area. Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the District plans to address their incorporation: N/A
High School Level Curriculum Characteristics Status Content, including materials and activities and estimated instructional time to be Accomplished devoted to achieving the academic standards are identified. Objectives of planned courses, instructional units or interdisciplinary studies to be Accomplished achieved by all students are identified for each subject area. Procedures for measurement of mastery of the objectives of a planned course, Accomplished instructional unit or interdisciplinary studies are identified. The relationship between the objectives of a planned course, instructional unit or Accomplished interdisciplinary studies and academic standards are identified. Processes used to ensure Accomplishment: Curriculum mapping provides objectives, content, materials, activities, and assessments for each subject area. Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the District plans to address their incorporation: N/A
Instruction
Instructional Strategies
Annual Instructional evaluations Formal classroom observations focused on instruction Peer evaluation/coaching Walkthroughs targeted on instruction Regular Lesson Plan Review Building Supervisors District Administrators Provide brief explanation of District's process for incorporating selected strategies. Administrators adhere to procedures and protocols for supervision and evaluation as prescribed in the District's Supervision and Evaluation Plan.
Provide brief explanation for strategies not selected and how the District plans to address their incorporation. The District does not have Department Supervisors or Instructional Coaches who would review lesson plans, so this is not an option.
Elementary Education Intermediate Level Instructional Practices A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students.
Differentiated instruction is used to meet student needs. Flexible instructional time or other schedule-related practices are used to meet student needs. Structured grouping practices are used to meet student needs.
Middle Level Instructional Practices A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students. Differentiated instruction is used to meet student needs. Flexible instructional time or other schedule-related practices are used to meet student needs. Structured grouping practices are used to meet student needs. Status Full Implementation Full Implementation Full Implementation Full Implementation
High School Level Instructional Practices A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students. Status Implemented in 50% or more of district classrooms Differentiated instruction is 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 Implemented in student needs. less than 50% of district classrooms Structured grouping practices are used to meet student needs. Implemented in 50% or more of district classrooms If necessary, provide further explanation. (Required explanation if column selected was <50%, UNK or NA) While not all classrooms are homogeneously grouped, the administration expects teachers to differentiate instruction, including flexible grouping practice, within classrooms which are heterogeneously grouped. Two days per six day cycle, one hour of instructional time is labeled flex time. During this time period, students may seek assistance or teachers may provide additional
instruction or support relative to student needs. The gifted support program is addressed primarily through higher level courses which are available to students.
Recruitment
Describe the process the District implements 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. The District hires highly qualified teachers with appropriate certification. Annual consideration is given to the reassignment of teachers to meet the needs of struggling learners.
Assessments
Local Graduation Requirements
Course Completion Electives English Health Mathematics Minimum % Grade Required for Credit (Numerical Answer) Music, Art, Family & Consumer Sciences, Career and Technical Education Physical Education Science Social Studies Total Courses SY 13-14 8.00 5.00 2.00 3.00 70.00 SY 14-15 8.00 5.00 2.00 3.00 70.00 SY 15-16 8.00 5.00 2.00 3.00 70.00 SY 16-17 8.00 5.00 2.00 3.00 70.00 SY 17-18 8.00 5.00 2.00 3.00 70.00 SY 18-19 8.00 5.00 2.00 3.00 70.00
1.00
1.00
1.00
1.00
1.00
1.00
Mathematics Local Assessments aligned with State Standards Proficiency on State Assessments
Successfully complete Advanced Placement or Independent Baccalaureate Courses including "passing" a course exam.
American History, Civics/Government or World History Completion of Course Work with Keystone Exam as final exam (1/3 of final grade) Students are allowed to test out of required courses. Successfully complete Advanced Placement or Independent Baccalaureate Courses including "passing" a course exam.
Local Assessments
Standards Arts and Humanities Career Education and Work Civics and Government Economics English Language Arts Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education History Literacy in History/Social Studies, Science and Technical Subjects Mathematics Science and Technology World Language WA X TD X X X X X X X X X NAT X X X DA PSW X X X X X X X X X Other X
X X
X X X
X X
X X
X X
X X X X HS X X X X X X X X X X X X HS X X
X X X
X X X
X X
X X
X X
X X
Provide brief explanation of District's process for reviewing assessments. District administrators review assessment results. The data is then reviewed and analyzed by building data teams. The information is shared with school staff in curriculum and department meetings.
X X
X X
X X
Provide brief explanation of District's process for incorporating selected strategies. Building data teams review assessment data and identify areas of strength and need. This information is shared with grade level teams and curriculum area departments. Teachers collaborate to develop plans to modify instructional practices to increase student mastery of standards.
Provide brief explanation for strategies not selected and how the District plans to address their incorporation. The district will more fully develop the process of identifying student needs and adapting instruction at the high school level. This will occur through data teams sharing information with curriculum area departments. Teachers will develop plans to address student needs.
X X
Provide brief explanation of District's process for incorporating selected strategies. The district shares the results of state assessments with the public in several ways. NCLB Report Cards for the district and each school are posted on the district website. Directions on how to obtain more information at PDE and AYP websites are included. PSSA results are presented at a school board meeting each year. The results are also shared with the local newspapers. The district also uses several methods to share state assessment results with parents. Letters reporting state assessment results are sent out to families in the summer. More detailed Individual Student Reports are sent home after the school term begins. Individual student results may also be discussed at meetings and conferences with parents. The results of assessments are shared in various district publications including newsletters.
Provide brief explanation for strategies not selected and how the District plans to address their incorporation. The district will explore additional methods of communicating assessment results with parents and with the public. Mass phone calls and emails could be used to alert parents that assessment results have been sent home. Assessment results could be included in additional district publications including student handbooks. The district may also generate additional press releases for the news media.
School-wide Positive Behavioral Programs Student Assistance Program Teams and Training Student Codes of Conduct Student, Staff and Visitor Identification Systems
Middle Level Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement Comprehensive District-wide School Safety and Violence Prevention Plans Conflict Resolution or Dispute Management Counseling Services for Students Enrolled in Alternative Education Programs Internet Web-based System for the Management of Student Discipline Peer Helper Programs Purchase of Security-related Technology Safety and Violence Prevention Curricula Student Assistance Program Teams and Training Student Codes of Conduct Student, Staff and Visitor Identification Systems High School Level Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement Comprehensive District-wide School Safety and Violence Prevention Plans Counseling Services for Students Enrolled in Alternative Education Programs Internet Web-based System for the Management of Student Discipline Peer Helper Programs Placement of School Resource Officers Purchase of Security-related Technology Safety and Violence Prevention Curricula School-wide Positive Behavioral Programs Student Assistance Program Teams and Training Student Codes of Conduct Student, Staff and Visitor Identification Systems Explanation of strategies not selected and how the District Plans to address their incorporation: N/A - No elementary students are enrolled in alternative education programs. The District will consider conflict resolution training for high school students. The District has one School Resource Officer housed at the high school. The officer can assist with issues at the middle school as well as both Kunkel and Reid Elementary Schools which are located in the same municipality.
The GMDE is a process for gathering the information used to determine if a student qualifies for gifted education services. Part of this process includes an evaluation by a certified school psychologist.
The Gifted Multidisciplinary Team (GMDT) reviews the compiled information and prepares a Gifted Written Report (GWR) which indicates whether a student is gifted and in need of specially designed instruction. Gifted identification is not based on IQ score alone. Students may also be included in gifted programs when other educational criteria strongly indicates gifted ability.
Once a student is identified as gifted and in need of specially designed instruction, a Gifted Individualized Education Plan (GIEP) is developed by the GIEP team. The GIEP, a written plan that describes the student's educational programming, is reviewed/revised at least annually. Goals and objectives are written based on the individual students areas of giftedness, skills, interests, and talents.
Developmental Services
Developmental Services Academic Counseling Attendance Monitoring Behavior Management Programs Bullying Prevention Career Awareness Career Development/Planning Coaching/Mentoring EEP X X X X X X X EEI X X X X X X X ML X X X X X X X HS X X X X X X X
Compliance with Health Requirements i.e., Immunization Emergency and Disaster Preparedness Guidance Curriculum Health and Wellness Curriculum Health Screenings Individual Student Planning Nutrition Orientation/Transition RtII Wellness/Health Appraisal
X X X X X X X X X X
X X X X X X X X X X
X X X X X X X X X X
X X X X X X X X X X
Coordination with Families (Learning or Behavioral) Home/Family Communication Managing Chronic Health Problems Managing IEP and 504 Plans Referral to Community Agencies Staff Development Strengthening Relationships Between School Personnel, Parents and Communities System Support Truancy Coordination
X X X X X X X X X
X X X X X X X X X
X X X X X X X X X
X X X X X X X X X
X X
X X
X X
X X
Frequency of Communication
Elementary Education Primary Level Monthly Elementary Education Intermediate Level Monthly Middle Level Monthly High School Level Monthly
Community Coordination
Describe how the District accomplishes 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 All preschool early intervention programs are overseen by the Capital Area Intermediate Unit 15 (CAIU) as they are the approved MAWA for the District.
student to enter kindergarten in August of the same year. All parents have an active plan in place and knowledge of the recommended programming for their student months before entering kindergarten, enabling them to make an informed decision about placement and programming options. The District does not operate or contract for any pre-kindergarten programs at this time.
Elementary Education Intermediate Level Material and Resources Characteristics A robust supply of high quality aligned instructional materials and resources available Accessibility for students and teachers is effective and efficient Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs Provide explanation for processes used to ensure Accomplishment. Annual review and requisition of supplies and educational resources.
Middle Level Material and Resources Characteristics A robust supply of high quality aligned instructional materials and resources available Accessibility for students and teachers is effective and efficient Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs Provide explanation for processes used to ensure Accomplishment. Materials and supplies are purchased on a cycle relative to curriculum development. Status Accomplished Accomplished Accomplished Accomplished
High School Level Material and Resources Characteristics A robust supply of high quality aligned instructional materials and resources available Accessibility for students and teachers is effective and efficient Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs Provide explanation for processes used to ensure Accomplishment. Materials and supplies are purchased on a cycle relative to curriculum development. Status Developing Accomplished Developing Developing
SAS Incorporation
Elementary Education Primary Level Standards Arts and Humanities Status Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms
Economics
Geography
History
Mathematics
Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in
Interpersonal Skills
School Climate Further explanation for columns selected "<50%", "UNK" or "NA". All teachers received training in the use of the SAS portal and continue to explore the SAS website. Materials and resources in the SAS system are available to teachers to use in their planning.
less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Not Applicable
Status Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms
Economics
Geography
History
Mathematics
Interpersonal Skills
School Climate Further explanation for columns selected "<50%", "UNK" or "NA". All teachers received training in the use of the SAS portal and continue to explore the SAS website. Materials and resources in the SAS system are available to teachers to use in their planning.
Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Not Applicable
Middle Level Standards Arts and Humanities Status Implemented in less than 50% of
Economics
Geography
History
Mathematics
district classrooms Full Implementation Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in
Interpersonal Skills
School Climate World Language Further explanation for columns selected "<50%", "UNK" or "NA". All teachers received training in the use of the SAS portal and continue to explore the SAS website. Materials and resources in the SAS system are available to teachers to use in their planning.
less than 50% of district classrooms Full Implementation Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Not Applicable Not Applicable
High School Level Standards Arts and Humanities Status Implemented in less than 50% of district classrooms Full Implementation Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in
Economics
Geography
History
Mathematics
Interpersonal Skills
less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Full Implementation Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Not Applicable Implemented in less than 50% of district classrooms
Further explanation for columns selected "<50%", "UNK" or "NA". All teachers received training in the use of the SAS portal and continue to explore the SAS website. Materials and resources in the SAS system are available to teachers to use in their planning.
for integrating technology into our educational culture. Provide a personal computing device to all students in grades 6-12 and provide a centers-based approach in each elementary classroom. Change our training practices from optional to required training. This will ensure that all staff are trained in a consistent way. Clearly communicate the districts expectation for technology integration and provide supports for struggling staff. The district believes that technology should play a major role in the educational culture for our students. Technology gives students instant access to information and tools that can be used to solve problems in both a critical and creative way. By providing students will 24/7 access to iPads the district believes students will be more engaged and take more ownership in their own learning. Teaching staff will be able to challenge students in new and more meaningful ways, while bringing a new level of rigor to each lesson. We believe by retooling our staff with the best professional development we can move away from the traditional styles of education and begin reforming ourselves to provide students with a learning culture that is both collaborative and personalized.
Professional Education
Characteristics
Districts Professional Education Characteristics Empowers educators to work effectively with parents and community partners. Enhances the educators content knowledge in the area of the educators certification or assignment. Increases the educators teaching skills based on effective practice research, with attention given to interventions for struggling students. Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision making. Districts Professional Education Characteristics Empowers leaders to create a culture of teaching and learning, with an emphasis on learning. Instructs the leader in managing resources for effective results. Provides leaders with the ability to access and use appropriate EEP X X X EEI X X X ML X X X HS X X
EEP X X X
EEI X X X
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HS X X X
data to inform decision making. 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 Pennsylvanias academic standards.
Provide brief explanation of District's process for ensuring these selected characteristics. The District provides opportunities for differentiated professional development in order to meet the various needs of the staff. Many of these opportunities are self-selected by teachers and paraprofessionals, while others are arranged by administrators based on data and research based practice. Each school has a data team which is led by the principal, and teams spend time analyzing the schools data and developing appropriate plans to address individual student deficiencies as well as patterns of strengths and weaknesses as evidenced by the building data.
Provide brief explanation for strategies not selected and how the District plans to address their incorporation. At the High School level, there are pockets of interventions occurring; however, there is more work to be done in the area of providing specific skill intervention for struggling students. More performance-based assessments would be valuable as an instructional tool.
Professional development activities are planned based upon assessment and perceptual data. A variety of presenters and facilitators are utilized in staff development, many of which are staff members with areas of expertise relative to presentation topics. Following each professional development session in which staff members participate, a survey is distributed to the participants, which is utilized to determine their level of understanding, ability to implement their new knowledge, and their needs for additional professional development. This information is used by central office and building administrators to support teachers as initiatives are implemented. Additionally, building level and central office administrators engage in walk through and formalized observations to monitor implementation of best practice instructional and assessment strategies. Information from these observations is utilized by building principals in their buildings Professional Learning Communities. Provide brief explanation for strategies not selected and how the District plans to address their incorporation. Evaluation of implementation of professional development must be more clearly defined so that teachers fully understand the expectations and are held accountable for implementation.
Induction Program
Inductees will assign challenging work to diverse student populations. 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 District curricula. Inductees will effectively navigate the Standards Aligned System website. Inductees will know and apply District endorsed classroom management strategies. Inductees will know and utilize school resources that are available to assist students in crisis. Inductees will know the basic details and expectations related to District-wide initiatives, practices, policies and procedures. Inductees will know the basic details and expectations related to school initiatives, practices and procedures. Inductees will know, understand and implement instructional practices validated by the District as known to improve student achievement. 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. Provide brief explanation of District's process for ensuring these selected characteristics. All inductees participate in a three year induction program which is outlined in the District Induction Plan. Two intensive days of instruction and information are provided in August (prior to the first day of school). Information regarding District practices and policies is shared, in addition to planning, instructional, and assessment practices which are expected of all professional staff members. Each inductee is assigned a mentor, who works with the inductee to ensure understanding and
implementation of all professional expectations, including familiarity with District curriculum. Additionally, all inductees receive formal training in Learning Focused Schools, which provides the framework for planning, instruction, and assessment in the District. Provide brief explanation for strategies not selected and how the District plans to address their incorporation. N/A
Needs of Inductees
Classroom assessment data (Formative & Summative). Frequent observations of inductee instructional practice by building supervisor to identify needs. Inductee survey (local, district, intermediate units and national level). Information collected from previous induction programs (e.g., program evaluations and secondyear teacher interviews). Knowledge of successful research-based instructional models. Regular meetings with mentors or coaches to reflect upon instructional practice to identify needs. Review of inductee lesson plans. Student PSSA data. Provide brief explanation of District's process for ensuring these selected characteristics. The building principal and central office administration engage in frequent observations (formal and walkthroughs are conducted), and inductees receive feedback as to their progress. Additionally, the Districts Induction Plan requires monthly meetings between the inductee and his/her mentor to reflect upon the experiences and practice of the inductee and address any problems which the inductee is experiencing. Inductees also spend time working with grade level or department colleagues to analyze data and plan common assessments. Contained within the Districts Induction Plan are numerous surveys and reflection instruments which are completed at various intervals during the school year so that the inductee may reflect on his/her practice and provide feedback regarding the induction program to administration. Provide brief explanation for strategies not selected and how the District plans to address their incorporation. Consider having the mentor formally observe the inductee as part of the induction process. Consider a more formal, regular review of inductees lesson plans by both mentor and principal. A reflective piece should be required of inductees on a quarterly basis. Consider an inductee Moodle site to post pieces.
Mentor Characteristics
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). Pool of possible mentors is comprised of teachers with outstanding work performance. Potential mentors have similar certifications and assignments. Potential mentors must be willing to accept additional responsibility. Potential mentors must have demonstrated ability to work effectively with students and other adults. Potential mentors must have knowledge of District/School policies, procedures and resources. Potential mentors must model continuous learning and reflection. Provide brief explanation of District's process for ensuring these selected characteristics. Mentors are selected via an application process which is outlined in the District Induction Plan. There is a description of desirable characteristics of a mentor included in the Induction Plan, including experience in classroom management, expertise in curriculum and instruction, and demonstration of high levels of professionalism. From the pool of applicants, mentors are selected by the building principal and central office administration. Responsibilities of the mentor are clearly outlined in the District Induction Plan, and mentors are provided the opportunity to reflect upon their experiences and provide feedback to administration which will improve the induction process. Provide brief explanation for strategies not selected and how the District plans to address their incorporation. It is best to have the mentor and inductee on the same schedule in order to meet regularly. The District Induction Plan will be reviewed during the 2012-13 school year to determine the effectiveness of the program and make changes to address any weaknesses.
X X X X
X X X X
X X X X
X X X X
X X X X
X X X X
Data informed decision making Instruction Materials and Resources for Instruction Safe and Supportive Schools Standards
X X X X X
X X X X X
X X X X X
X X X X X
X X X X X
X X X X X
If necessary, provide further explanation. The Districts Induction Plan provides a specific timeline for discussion topics between the mentor and inductee and the mentor and building principal. Each topic (or a facet of the topic) is specifically addressed in the plan and addressed in August or September. However, guidelines for each monthly meeting state that the topics discussed in the previous months will be reviewed in order for the inductee to pose questions he/she has. Additionally, many of these topics are addressed on an ongoing basis by the Districts professional development (much of which takes place in June and August), faculty meetings, and Professional Learning Communities.
Recording Process
Building administrator receives, evaluates and archives all school mentor records. Completion is verified by the Superintendent on the Application for Level 2 Certification. District administrator receives, tallies, and archives all District mentor records. Mentor documents his/her inductee's involvement in the program. Schools maintain accurate records of program completion and provide a certificate or statement of completion to each inductee who has completed the program.
Special Education
Special Education Students
Identification Method
Identify the District's method for identifying students with specific learning disabilities. Currently, the District uses a process that rules out lack of exposure to appropriate reading and math instruction as the primary cause of academic performance deficits. In addition, for students who have had adequate exposure to instruction in District schools, the District determines, as part of its pre-referral assessment process, the extent to which the child has responded to core and remedial academic instruction. When the team is able to rule out lack of exposure, and when the student has not responded to core and academic instruction at levels likely to enable him or her to meet age and grade-appropriate standards, the District conducts norm-referenced tests of intelligence and achievement that enable us to perform a valid cognitive profile analysis and to compare relative weaknesses in the cognitive profile with significant weaknesses in the achievement profile. Such weaknesses, if established, are compared to instructional data to establish ecological validity. When significant weaknesses in the cognitiveachievement profile align with weaknesses in performance in the classroom, the student is identified as having a specific learning disability in the affected areas. When a student is referred for an evaluation , the school psychologist reviews all of the submitted data and makes a recommendation as to which assessments should be listed on the Permission to Evaluate and is sent to the parents with their Prior Written Notice. Some examples of the assessments used by the school psychologists are: WISC-IV, Stanford-Binet:5, CAS, WRIT, RIST, WNV, WIAT-II, KTEA-II, NEAT, OWLS, TEWL-2. TOWL-3. Once the Permission to Evaluate is received, the school psychologist will request input from the parents in the form of a district created parent input questionnaire, input from the regular education staff working with the child, attendance records, PSSA data, report cards and discipline records. At the elementary level, we have implemented a 3-ties model of Response to Intervention. We do not proceed to evaluation on any referral without having the necessary data on deficit area(s) and the interventions and response data to those interventions provided to us. If parents make a referral for their student, we immediately schedule a meeting with the students current educational team and review all data to determine if testing is warranted. If the team determines the need for testing, a Permission to Evaluate is issued to the parent for approval along with the Prior Written Notice, if the reviewed data does not show need for testing, a meeting is held with the parents explaining the recommendations and a Notice of Recommended Educational Placement is issued denying the request for testing. All testing is completed within the 60 day calendar timelines.
Enrollment
Review the Enrollment Difference Status. If necessary, describe how your district plans to address any significant disproportionalities. Taken from the 2011-2012 Special Education Data Report, there is no statistical enrollment differences noted for the District. The LEA has 15.0% of it's total population identified as special education compared to the state average of 15.1%. Autism identifications at 8.0% for the LEA compared to 7.9% for the state. Emotional Disturbance identification is slightly higher than the state average with the LEA at 11.0% versus 8.6% for the state but still within statistical acceptance. The remaining categories of Mental Retardation (Intellectually Disabled) has the LEA at 6.6% and state at 7.1%, Other Health Impaired at 8.0% for the LEA compared to the state of 10.1%, Specific Learning Disability of 48.5% for the LEA to the state average of 46.9% and Speech and Langauge Impaired at 14.3% for the LEA compared to the state average of 16.2%.
3. Decrease in replacement classes and resource rooms with increase in itinerant support. The district is focusing on providing additional academic support to students with disabilities, rather than replacing the general education core curriculum Children in our Life Skills programs and Multiple Disabilities support programs have frequent opportunities to participate in academic and non-academic subjects with their peers. In addition, many of our regular education students participate in reverse mainstreaming activities with students with severe disabilities. In an effort to provide support for students with lower incidence disabilities, the district has continued to expand its district operated programs in the areas of autism, life skills, and multiple disabilities. The District is not currently a host to any 1306 facilities or families. As with all students, any student who would enroll in the District under 1306 would be afforded FAPE. Each student's paperwork is reviewed and programming recommendations are made accordingly. If the District would not be able to program for the 1306 student within its currently identified programs and unable to build an appropriate program, the District would utilize the current consortium programming available or look to the CAIU for other programming options. As far as barriers or problems with 1306 students, not receiving all of the students records and/or potential extraordinary costs to the District that were not in the budget, can be problems that the District must overcome. No matter the barriers, FAPE is always provided to the student so that they may access their education in a successful manner.
1. comply with the "child-find" obligations of IDEA 2. utilize appropriate evaluation procedures and diagnostic/screening instruments to determine the eligibility and educational needs of inmates 3. implement timely review and/or develop Individualized Education Programs ("IEPs") for eligible students in accordance with state and federal laws and regulations, including compliance with procedural safeguards; and 4. provide FAPE in conformity with the IEP. Further, if a correctional institution were located in the MASD, the district would have a responsibility to adopt and use a system to locate and identify all students within the district's jurisdiction who are thought to be eligible and to determine those students' needs through a screening and evaluation process, which meets the requirements of Chapter 14. Part of this responsibility is to provide annual public notices under Section 14.121. Districts should send their annual public notice to the warden of each county jail or prison within their jurisdiction. Furthermore, districts in which local correction institutions are located must develop a systematic, on-going means of communicating with these institutions to ensure that all incarcerated students who may be eligible for special education are located, identified, evaluated and, when deemed eligible, offered FAPE. In addition, districts may obtain information from the Department's PennData database to determine whether school-age inmates have been previously identified as eligible for special education by contacting the Records Center at 717-5418575or 1-800-945-7854. Finally, Section 614(d)(6)(B) provides that if a child with a disability is convicted as an adult under state law and incarcerated in an adult prison, the child's IEP team may modify the child's IEP or placement notwithstanding the requirements of section 612(a)(5)(A) and 614(d)(1)(A)(least restrictive environment) if a bona fide security or compelling penological interest that cannot otherwise be accommodated is demonstrated. Where the continued delivery of services in a student's IEP is superseded by he duty of the local correction institution to maintain and control security, the school district must conduct an IEP meeting and revise the IEP accordingly, following the usual procedural safeguards provided for under Chapter 14.
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.) The district maintains the practice to always include students with special needs in the regular education curriculum whenever appropriate, based on the individual needs of the students. All staff and administrators are aware of this provision that students with disabilities, to the maximum extent possible, are educated with children who are nondisabled. The District provides a continuum of intervention levels and placement options for its students with disabilities. The District joins with the Capital Area Intermediate Unit and its neighboring Districts through the Dauphin County Consortium to provide programs for all students with disabilities. Middletown Area School District operates learning support, emotional support, life skills support, autistic support, multiple disabilities support and speech and language services for students within the District. These programs are provided within supplemental classes, full-time classes and with itinerant support. In addition, the District employs a full-time sign language interpreter in order to meet the needs of a deaf student(s). Because Middletown Area School District is a relatively small district, it collaborates with a group of nearby districts in order to meet the needs of some students with lower incidence disabilities. The district is able to provide classroom programs for some of our neighboring districts, and they, in turn, are able to assist us in meeting the needs of our own students. The representatives from the Dauphin County Consortium meet regularly to assess student program needs and to plan for needed changes. The District currently contracts with Dauphin County Consortium Districts for life skills support and multipledisabilities support for some of our middle and high school students. We are very pleased that we opened an new Autistic Support Classroom for the 11-12 school year were able to return 3 students, currently placed with the CAIU to District and currently only have 1 student placed with the IU K-12 in the Autistic support program. The District contracts with the CAIU for itinerant services for students with sensory impairments, fulltime emotional support, full-time multiple disabilities support, full-time autism support and full-time deaf/hard of hearing support. Students receive a full complement of related services including, but not limited to, speech and language, occupational and physical therapy, audiology, itinerant vision and hearing support, personal care aides, assistive technology, autism and behavior support and transition services. Many students are transported from their schools daily to participate in work experiences, both within the district and in the community. The District also contracts with outside agencies, when needed, for vocational support, and for behavioral health services, including mobile therapy and therapeutic staff support. All students being served within the Middletown Area School District, including those students whose IEPs require full-time classes, have opportunities to interact with their same-aged peers. The level of interaction is determined individually through the IEP process. During the last several years, the District
has made substantial changes in curriculum and instructional strategies in order to increase the participation of students with disabilities in general education classes and in the general curriculum. These changes have included the implementation of a Response to Intervention Model. Substantial changes have also occurred at the Middletown Area Middle School and Middletown Area High School. Many regular education and special education teachers have been providing instruction in a co-teaching model and have successfully included many more students with disabilities. All students in the District participate in non-academic areas in the general education environment. Those with the most severe disabilities spend time with the regular education peers on the playground, at recess, in the cafeteria and at assemblies and special programs. Decisions to place students out of the district are made by individual IEP teams, based on individual needs. The District provides a full continuum of options to meet the needs of its students. The District collaborates and plans with the Dauphin County Consortium of Districts in order to provide services for students in the least restrictive environment. The district may seek placement outside the regular school when a students needs are so severe that they cannot be met with supplementary aids and services. This may occur when a student presents a danger to himself/herself or others in the regular education setting, or when he/she needs a non-traditional school environment or program, such as an adventurebased/experiential program for a brief time to address emotional or behavioral needs. In a small number of cases, the District has supported a parent request to educate a child in a specialized private school. The CAIU operates a center-based emotional support center. Individual students who are placed in the center placement may participate in classes or activities in their home school when the IEP team determines that it is appropriate. Opportunities are often provided for students in center-based programs to participate in academic and non-academic programs within the District. The District Director of Special Education participates in all IEP meetings for students who are placed out of the District. Each IEP team discusses the students readiness to return to his home school. The Director assists the team in developing a transition plan to successfully implement the students return to the District.
locations that students can't readily exit, deprivation of basic human rights and serial suspensions. The policy also addresses how and when restraint may be used. Staff is trained through professional development opportunities through PaTTAN and the CAIU. Internally, all staff, whether they be special educators, regular educators or paraprofessionals, are trained/refreshed at the beginning of the school year during opening in-services on the building-wide positive behavior support programs in each of their school buildings. This training continues throughout the year during faculty and curriculum meetings. For those staff members in classrooms with potential volatile students, the staff is trained and certified in Safe Crisis Management and/or Safety Care.
-At the Life Skills level, CMU and OVR are used heavily. Goodwill & CIT is also used frequently for job coaching services and AHEDD is used for job and transportation training.
Research Based Curriculum In addition to the excellent programs used in the general education class, the special education program uses a variety of research based curriculum to supplement the general education program. These programs include but are not limited to: Project Read Corrective Reading Read Naturally Rewards & Rewards Plus Wilson Reading Reading Mastery Read 180 Houghton Mifflin AMP Comprehension Plus Road to the Code Story Map Unique Learning Systems News-2-You Saxon Math Rocket Math Everyday Math Academic Progress on PSSA The impact of highly qualified staff implementing research based curriculum has been demonstrated by the increased achievement of our special education students on the PSSA. The scores of our students with disabilities have continued to improve.
Response to Intervention (RTI) In an effort to ensure that all students have the benefit of research-based interventions prior to referral for special education, the Middletown Area School District, with the assistance of an educational consultant, Patricia Conahan, implemented a Response to Intervention model in grades K-2 in its two primary elementary schools for the 05-06 school year. As the data has been collected and reviewed, it became clear that expansion of this model was necessary to meet all of the students needs. The RTI model is being implemented in all three elementary schools and was expanded into the Middle School for the 09-10 school year. This effort continues to include the following key components: 1. Extensive staff development of a core RTI team focused on assessment, progress monitoring and research based interventions 2. District-wide screening of all students K-5 using AIMSweb and other screening instruments and then an analysis of the data 3. Analysis of core curriculum and structure of language arts block 4. Redefinition of structure and function of meetings such as grade level team meetings, curriculum meetings, professional learning communities The results of the RTI model have been extraordinary. Students have made notable gains as measured by the frequent collection of data. Very few students have been identified as needing special education and those who have been identified, have had the benefit of very early, intensive intervention. Parent Training Parents of students in the Middletown Area School District are offered a variety of options for training. Parents participate in training through PTO speakers, Title I programs and parenting programs. Activities have included, Everyday Math Family Math Nights, Family Fun Reading Night and Literacy Festival and Technology Workshops Collaboration and Partnerships The Middletown Area School District is a relatively small district that values its relationships with parents and the local community, neighboring school districts, the intermediate unit and with private and public agencies, as well. It would not be possible to support our students without the daily assistance of parents. Middletown parents are actively involved with their own children and also provide support more formally through activities such as the Parent Academy, PTO, and Parent Advisory Committees. The communities that make up the Middletown Area School District regularly support the schools through the efforts of entities such as Communities that Care, local businesses, Penn State University, to name just a few.
1. Dauphin County Consortium The Middletown Area School District partners with its neighboring districts to ensure that its students with disabilities, particularly students with more severe disabilities, are able to attend school as close to their community as possible. The district has a very positive and collaborative relationship with its partners and meets regularly to plan programs to meet student needs. 2. The Capital Area Intermediate Unit is an active participant with the district in providing technical support, staff development and programs for students with low incidence disabilities. 3. The district has very close, collaborative relationships with county agencies such as Dauphin County Children and Youth and Dauphin County Juvenile Probation. Both agencies offer a full-time staff member to work in the district on a daily basis, supporting students and families. 4. The special education program works daily with private agencies to provide behavioral health services and other related services needed by our students with disabilities. Dispute Resolution The Middletown Area School District values its relationships with parents and families. Because it values and nurtures those relationships, disputes related to student IEPs are very rare. Staff works very closely with parents and uses a variety of communication methods to ensure that parents and staff are working together. Teachers and administrators communicate regularly with parents via email in addition to phone, written reports and direct communication in meetings. The districts website offers useful information for all families, including access to their childs grades and academic performance online. Least Restrictive Environment (LRE) The District provides a continuum of intervention levels and placement options for its students with disabilities. The District joins with the Capital Area Intermediate Units and its neighboring Districts through the Dauphin County Consortium, to provide programs for all students with disabilities in the least restrictive environment. Middletown Area School District operates learning support, emotional support, life skills support, multiple disabilities support, autistic support and speech and language services for students within the District. These programs are provided through the use of resource rooms, part-time classes, full-time classes, and itinerant support. Most students attend their neighborhood schools. Some students choose to attend the Dauphin County Technical School. Special education students within the Middletown Area School District have always had access to the general education curriculum and the general education class, regardless of the severity of their disability. Over the last several years, however, the district has carefully studied its implementation of special education services and recognized that with careful consideration, we could provide special education services in a more inclusive manner. The district has implemented a variety of strategies and programs to support the provision of special education services in the LRE. Examples of these programs include: 1. 2. 3. Co-teaching of selected high school courses Response to Intervention Model Decrease in replacement classes and resource rooms with increase in itinerant support. The
district is focusing on providing additional academic support to students with disabilities, rather than replacing the general education core curriculum Children in our Life Skills programs and Multiple Disabilities support programs have frequent opportunities to participate in academic and non-academic subjects with their peers. In addition, many of our regular education students participate in reverse mainstreaming activities with students with severe disabilities. In an effort to provide support for students with lower incidence disabilities, the district has continued to expand its district operated programs in the areas of autism, life skills, and multiple disabilities. Secondary Transition The special education transition coordinator is a very active participant in helping students at the high school level prepare for their futures. The transition coordinator works closely with the Career Counselor at the HS, the Intermediate Unit Transition Consultant and a wide variety of agencies who can offer support to students when they leave school. The District has developed a comprehensive transition planning system for all students. Career Development at the Middletown Area School District is an integral part of students K-12 experience. Counselors and teachers provide experiences within and outside the classroom connected to the state adopted Career Education and Work Standards. The high school pathway system enables students to explore their personality, skills and preferences and learn about career clusters in the five pathway areas. This choice is made in 9th grade after completing the Futures 1 course. By crystallizing their interests and choices, students become empowered to make effective college and career decisions before leaving Middletown. The 17 activities completed in grade 9-12 as part of The Pride for Life Graduation Project and Career Portfolio serves as a transition tool for all students to achieve success. In addition to the Graduation Portfolio, students with disabilities receive instruction in academic and life skills need to support their post-secondary outcomes. The District contracts with AHEDD and Goodwill to provide additional vocational instruction, guided job shadows, job coaching and job seeking skills. The transition coordinator hosts an interagency meeting annually at which individual student needs are reviewed and agencies brainstorm ideas related to meeting the students needs following high school. The transition coordinator and other staff attend the countywide, interagency meetings, facilitated by the CAIU. Related services are also provided through the CAIU, based on individual student needs. These may include community-based instruction, job coaching in supported employment opportunities and travel training such as helping students become familiar with transportation options. Exclusions: Suspensions and Expulsions The District uses a variety of proactive strategies to prevent disruptive behavior and a variety of
strategies to manage disruptive behavior when it occurs. The percentage of students with disabilities who have been suspended long term (greater than 10 days) is less than 1% of the population. The District continues to address behavior as a concern for all educators, however. Graduation and Drop Out Rates The District continues to implement dropout prevention programs with a goal to eliminate dropouts entirely. These include the Successful Transition Program, TEAM, PRIDE and SAP. The PRIDE program at the Senior High School has been recognized nationally. Learning Focused Schools (LFS) The emphasis on the research-validated Ten Effective Teaching Principles has improved the education in general education, which supports our eligible students that are included. Additionally, the implementation of these principles in our special education classrooms ensures our students are participating in effective instruction that is proven to provide them with the greatest opportunities to learn and make progress on their goals. The structure and format of LFS has encouraged us to assure our curriculum is aligned to the standards and that our instruction supports our students' development of skills that match with the anchors and eligible content. Teachers focus on the essential questions of the day and utilize graphic organizers for students. Again, these beginning stages, as they are implemented, are supporting all students, which clearly benefits our students identified in need of special education. Of greatest emphasis and most importance in our beginning implementation of LFS is data driven instruction.
Assurances
Safe and Supportive Schools Assurances
The LEA agrees to comply with all requirements of Student Services outlined in Chapter 12, these include: Implementation of a comprehensive and integrated K-12 program of student services based on the needs of its students. (in compliance with 12) 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. 780-101780-144) 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 District Wellness Program (in compliance with Public Law 108-265, Section 204) Early Intervention Services System Act (11 P.S. 875-101875-503) Establishment and Implementation of Student Assistance Programs at all of levels of the school system Acceptable Use Policy for Technology Resources Providing career information and assessments so that students and parents or guardians might become aware of the world of work and career options available.
The Local Education Agency (District) assures that there are local policies and procedures in place that address:
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 districts 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 Educations 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.
Emotional Support
CAPP-Emotional Support
Neighboring School Districts Other Approved Private Schools Special Education Centers Neighboring School Districts Special Education Centers Other
3 5
Yellow Breeches
Emotional Support
Deaf/Hard-of-Hearing
Emotional Support
Emotional Support
Support Itinerant
Age Range 8 to 10
Caseload 5 1
FTE
Support Itinerant
Age Range 5 to 10
Caseload 18
FTE 0.42
in which General Education programs are operated Justification: This is an itinerant Speech caseload. Although outside of allowed range,students are seen in individual or small group sessions which are provided within allowable age ranges and based upon similar needs. Middletow A Senior A building n Area High in which High School General School Building Education programs are operated Justification: This is an itinerant speech caseload. Although outside of allowable age range, services are provided in individual or small groups which are provided within allowable age ranges and based upon similar needs. Program Position #3 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Fink An A building Elementar Elementar in which y School y School General Building Education programs are operated Reid An A building Elementar Elementar in which y School y School General y School
Itinerant
13 to 19
25
0.58
Support Itinerant
Age Range 7 to 8
Caseload 1
FTE 0.05
Itinerant
Emotional Support
8 to 11
0.11
Building
Education programs are operated A building in which General Education programs are operated A building in which General Education programs are operated
Itinerant
Emotional Support
8 to 9
0.05
Itinerant
Emotional Support
11 to 14
15
0.79
Program Position #4 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Reid Elementar y School An Elementar y School Building A building in which General Education programs are operated
Support Itinerant
Age Range 5 to 8
Caseload 7 1
FTE
Program Position #5 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Reid Elementar y School An Elementar y School Building A building in which General Education programs are
Support Itinerant
Age Range 8 to 10
Caseload 5 1
FTE
operated Program Position #6 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Reid An A building Elementar Elementar in which y School y School General Building Education programs are operated Program Position #7 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Reid An A building Elementar Elementar in which y School y School General Building Education programs are operated Program Position #8 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Reid Elementar y School An Elementar y School Building A building in which General Education programs are operated
Support Itinerant
Age Range 8 to 11
Caseload 7 1
FTE
Support Suppleme ntal (Less Than 80% but More Than 20%)
Age Range 5 to 8
Caseload 6 1
FTE
Support Suppleme ntal (Less Than 80% but More Than 20%)
Age Range 9 to 11
Caseload 9 1
FTE
Program Position #9 Operator: School District PROGRAM SEGMENTS Location/ Grade Building
Support
Service
Age
Caseload
FTE
Type A building in which General Education programs are operated A building in which General Education programs are operated A building in which General Education programs are operated Full-Time Special Education Class
Range 5 to 8 2 0.29
Autistic Support
8 to 9
0.29
Itinerant
Autistic Support
7 to 10
0.42
Program Position #10 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Reid An A building Elementar Elementar in which y School y School General Building Education programs are operated Justification: This is an itinerant speech caseload. Although outside of allowable age range, services are provided in individual or small groups which are provided within allowable age ranges and based upon similar needs.
Support Itinerant
Age Range 5 to 11
Caseload 50 1
FTE
Program Position #11 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Reid An A building Elementar Elementar in which y School y School General Building Education programs are operated Justification: This is an itinerant speech caseload. Although outside of allowable age range, services are provided in individual or small groups which are provided within allowable age ranges and based upon similar needs. Kunkel An A building Elementar Elementar in which y School y School General Building Education programs are operated Justification: This is an itinerant speech caseload. Although outside of allowable age range, services are provided in individual or small groups which are provided within allowable age ranges and based upon similar needs. Program Position #12 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Middletow n Area Middle School A Middle School Building A building in which General Education
Support Itinerant
Age Range 5 to 11
Caseload 12
FTE 0.27
Itinerant
5 to 11
33
0.73
Support Itinerant
Age Range 11 to 14
Caseload 43 1
FTE
programs are operated Program Position #13 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Kunkel Elementar y School An Elementar y School Building A building in which General Education programs are operated
Support Itinerant
Age Range 5 to 8
Caseload 5 1
FTE
Program Position #14 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Kunkel An A building Elementar Elementar in which y School y School General Building Education programs are operated Program Position #15 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Kunkel Elementar y School An Elementar y School Building A building in which General Education programs are operated A building in which
Support Itinerant
Age Range 9 to 11
Caseload 11 1
FTE
Age Range 9 to 11
Caseload 3
FTE 0.75
Kunkel Elementar
An Elementar
Autistic Support
6 to 8
0.25
y School
y School Building
Program Position #16 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Kunkel An A building Elementar Elementar in which y School y School General Building Education programs are operated Justification: Although outside of allowable age range, services are provided in individual or small groups which are provided within allowable age ranges and based upon similar needs. This classroom is a medical model classroom and the students on the caseload require intense nursing services. All students are severly impaired cognitively, some being diagnosed at the brainstem functioning level. All parents have been notified of age-range regulations and have approved the programming. Also, all IEP's justify reasoning and rational for programming outside of allowable age range. Program Position #17 Operator: Intermediate Unit PROGRAM SEGMENTS Location/ Grade Building Building Type Kunkel An A building
Age Range 5 to 10
Caseload 5 1
FTE
Support Full-Time
Age Range 8 to 11
Caseload 5 1
FTE
Elementar y School
Support
Program Position #18 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Kunkel An A building Elementar Elementar in which y School y School General Building Education programs are operated Program Position #19 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Middletow n Area Middle School A Middle School Building A building in which General Education programs are operated
Age Range 6 to 9
Caseload 7 1
FTE
Support Suppleme ntal (Less Than 80% but More Than 20%)
Age Range 11 to 14
Caseload 6 1
FTE
Program Position #20 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Middletow n Area Middle School A Middle School Building A building in which General Education programs are
Support Suppleme ntal (Less Than 80% but More Than 20%)
Age Range 11 to 14
Caseload 9 1
FTE
operated Program Position #21 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Middletow A Middle A building n Area School in which Middle Building General Schoool Education programs are operated Program Position #22 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Middletow A Middle A building n Area School in which Middle Building General School Education programs are operated Program Position #23 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Middletow n Area Middle School A Middle School Building A building in which General Education programs are operated
Support Suppleme ntal (Less Than 80% but More Than 20%)
Age Range 11 to 14
Caseload 3 1
FTE
Support Itinerant
Age Range 10 to 12
Caseload 8 1
FTE
Support Itinerant
Age Range 10 to 12
Caseload 7 1
FTE
Program Position #24 Operator: School District PROGRAM SEGMENTS Location/ Grade Building
Support
Service
Age
Caseload
FTE
Range 11 to 13 11 1
Program Position #25 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Middletow n Area Middle School A Middle School Building A building in which General Education programs are operated
Support Itinerant
Age Range 11 to 13
Caseload 11 1
FTE
Program Position #26 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Middletow A Middle A building n Area School in which Middle Building General School Education programs are operated Program Position #27 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Middletow n Area Middle School A Middle School Building A building in which General Education
Support Itinerant
Age Range 11 to 14
Caseload 7 1
FTE
Support Itinerant
Age Range 11 to 14
Caseload 8 1
FTE
programs are operated Program Position #28 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Middletow n Area Middle School A Middle School Building A building in which General Education programs are operated
Support Itinerant
Age Range 14 to 18
Caseload 6
FTE 0.16
Program Position #29 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Middletow A Senior A building n Area High in which High School General School Building Education programs are operated Program Position #30 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type A building in which General Education programs are operated Justification: There is 1 student on the caseload presented that is 20 Middletow n Area High School A Senior High School Building
Support Suppleme ntal (Less Than 80% but More Than 20%)
Age Range 14 to 18
Caseload 10 1
FTE
Support Suppleme ntal (Less Than 80% but More Than 20%)
Age Range 15 to 20
Caseload 11 1
FTE
years old. He is in the HS only 1 day per week and is in job training/workshop program the other 4 days of the week. The student was a move-in student this school year. He will be graduating in June 2013. When the student is in the HS, he is instructed in small group with students within age range and skill development level. Program Position #31 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Middletow A Senior A building n Area High in which High School General School Building Education programs are operated Program Position #32 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Middletow n Area High School A Senior High School Building A building in which General Education programs are operated
Age Range 14 to 18
Caseload 4 1
FTE
Support Itinerant
Age Range 13 to 16
Caseload 9 1
FTE
Program Position #33 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Middletow A Senior A building n Area High in which High
Support Itinerant
Age Range 16 to 19
Caseload 11 1
FTE
School
School Building
Program Position #34 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Middletow A Senior A building n Area High in which High School General School Building Education programs are operated Program Position #35 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Middletow A Senior A building n Area High in which High School General School Building Education programs are operated Program Position #36 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Middletow n Area High School A Senior High School Building A building in which General Education programs are operated
Support Itinerant
Age Range 15 to 18
Caseload 11 1
FTE
Support Itinerant
Age Range 14 to 18
Caseload 10 1
FTE
Support Itinerant
Age Range 14 to 18
Caseload 11 1
FTE
Program Position #37 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Middletow A Senior A building n Area High in which High School General School Building Education programs are operated Middletow A Senior A building n Area High in which High School General School Building Education programs are operated Program Position #38 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Middletow n Area High School A Senior High School Building A building in which General Education programs are operated
Support Itinerant
Age Range 13 to 17
Caseload 6
FTE 0.67
Itinerant
Learning Support
14 to 18
0.33
Support Itinerant
Age Range 14 to 18
Caseload 16 1
FTE
Program Position #39 Operator: Intermediate Unit PROGRAM SEGMENTS Location/ Grade Building Support Building Type Middletow n Area High School A Senior High School Building A building in which General Education programs Itinerant
Age Range 14 to 16
Caseload 1
FTE 0.15
are operated
District-wide District-wide Reid Elementary School District-wide Reid Elementary School Reid Elementary School Reid Elementary School
1 1 0.5 1 1 1 1
Learning Support Paraprofessional Learning Support Paraprofessional MDS-PCA Life Skills-PCA Autistic Support PCA Autistic Support PCA Autistic Support PCA LPN LPN Special Education Consultant Social Worker Learning Support Paraprofessional Learning Support Paraprofessional Learning Support Paraprofessional Learning Support Paraprofessional Autistic Support PCA Learning Support Paraprofessional Learning Support Paraprofessional Life Skills-PCA Life Skills-PCA
Kunkel Elementary School Kunkel Elementary School Kunkel Elementary School Kunkel Elementary School Kunkel Elementary School Kunkel Elementary School Kunkel Elementary School District-wide District-wide Middletown Area Middle School
1 1 1 1 1 1 1 1 1 1
1 1
1 1
Middletown Area Middle School Middletown Area Middle School Middletown Area Middle School Middletown Area High School
1 1 1 1
Outside Contractor for the School District Outside Contractor for the School District Outside Contractor for the School District Outside Contractor for the School District Intermediate Unit Outside Contractor for the School District Outside Contractor for the School District Multiple Districts Intermediate Unit
6 Hours
6 Days
4 Days
1 Days
Preparation for Adult Life (FOL) ARC of Dauphin CountyVocational Training Sign Language Interpreter
1 Days 1 Days
2 Hours
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:
District Accomplishments
Accomplishment #1: Performance in Reading and Math has trended upward in previous years. Accomplishment #2: The District made AYP in 2011 and in all prior years since 2003. Accomplishment #3: There is a positive school climate. Accomplishment #4: Student attendance is good. Accomplishment #5: After-school tutoring is offered at each school in the district. Accomplishment #6: The school district has positive community and business partnerships.
District Concerns
Concern #1: The district needs to develop a better relationship with parents to promote K-12 literacy and homework completion. Concern #2: IEP subgroups continue to be a weakness in PSSA results. Concern #3: There is no time built into the contracted work day for teachers to review and analyze student achievement data at the elementary or high school levels. Concern #4: The district lacks sufficient Math interventions for students. Concern #5: The ELL population continues to grow. These students typically perform below grade level and perform poorly on standardized testing. Concern #6: The rate of transience is very high with students continuously moving in and out of the District. This contributes to gaps in student learning. Concern #7: The High School does not have a formal Reading program for regular education students. Concern #8: AYP thresholds continue to increase.
The ELL population continues to grow. These students typically perform below grade level and perform poorly on standardized testing.
The High School does not have a formal Reading program for regular education students.
Systemic Challenge #2 (System #2) Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school. Aligned Concerns: IEP subgroups continue to be a weakness in PSSA results.
The ELL population continues to grow. These students typically perform below grade level and perform poorly on standardized testing.
The rate of transience is very high with students continuously moving in and out of the District. This contributes to gaps in student learning.
The High School does not have a formal Reading program for regular education students.
Systemic Challenge #3 (System #3) Establish a district system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices. Aligned Concerns: IEP subgroups continue to be a weakness in PSSA results.
There is no time built into the contracted work day for teachers to review and analyze student achievement data at the elementary or high school levels.
The ELL population continues to grow. These students typically perform below grade level and perform poorly on standardized testing.
The rate of transience is very high with students continuously moving in and out of the District. This contributes to gaps in student learning.
The High School does not have a formal Reading program for regular education students.
Systemic Challenge #4 (System #7) Establish a district system that fully ensures students who are academically at risk are identified early and are supported by a process that provides interventions based upon student needs and includes procedures for monitoring effectiveness. Aligned Concerns: The district needs to develop a better relationship with parents to promote K-12 literacy and homework completion.
There is no time built into the contracted work day for teachers to review and analyze student achievement data at the elementary or high school levels.
The ELL population continues to grow. These students typically perform below grade level and perform poorly on standardized testing.
The rate of transience is very high with students continuously moving in and out of the District. This contributes to gaps in student learning.
The High School does not have a formal Reading program for regular education students.
Strategies: Walk-throughs
Description: Establish the use of a walk-through instrument to be used for teacher supervision SAS Alignment: Assessment, Instruction
Curriculum-based Assessments
Description: Implement common curriculum-based assessments for all content areas and grade levels.
Curriculum Revision
Description: Revise curriculum, according to the Districts six-year curriculum review cycle to align with the new PA Common Core Standards, or sooner depending upon state implementation schedule. SAS Alignment: Standards, Curriculum Framework
Curriculum-based Assessments
Indicator of Implementation: Develop common curriculum-based assessments for all grade levels and content areas during monthly curriculum meetings and/or after school and over the summer months. Start Date: 12/3/2012 End Date: 6/30/2016 Program Area(s): Professional Education Supported Strategies: Curriculum-based Assessments
Goal #2: The District will ensure that all classroom teachers in each school provide quality instruction that promotes challenging learning experiences for all students.
Related Challenges: Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school. Indicators of Effectiveness: Type: Formative Data Source: Lesson plans, observation reports, teacher evaluations (2013-14 school year and beyond) Specific Targets: Student performance data (class grades, portfolio, assessment data) Type: Formative Data Source: Observation reports, discipline referrals (2013-14 school year and beyond) Specific Targets: Student engagement levels and morale as measured by perceptual survey data and time-on-task assessments Type: Formative Data Source: Instructional materials Specific Targets: Teachers will provide differentiated instructional materials to meet needs of students.
Student Engagement
Description: Teachers will make learning relevant and engaging for students. SAS Alignment: Curriculum Framework, Instruction, Materials & Resources
Accountability
Description: Teachers will maintain high levels of expectation for student engagement and achievement in their classrooms by holding students accountable for learning. SAS Alignment: Assessment, Instruction, Safe and Supportive Schools
Teachers will utilize best practice instructional strategies (including the integration of technology) in the classroom. SAS Alignment: Curriculum Framework, Instruction, Materials & Resources
Differentiated Instruction
Description: Teachers will design engaging lessons that account for the individual needs of students in their classrooms. SAS Alignment: Assessment, Curriculum Framework, Instruction, Materials & Resources
Accountability
Indicator of Implementation: Teachers will set high expectations for students, while acknowledging individual ability levels, and hold students accountable to achieve at high levels. Start Date: 12/3/2012 End Date: 6/30/2016 Program Area(s): Teacher Induction, Special Education, Student Services, Gifted Education
Collaboration Time
Indicator of Implementation: Research methods for providing collaboration time during the contracted day or beyond the contract day. Start Date: 8/26/2013 End Date: 8/25/2014 Program Area(s): Supported Strategies: Accountability